On 18 October 2024, I attended an Arts and Humanities study day which took place at the OU campus in Milton Keynes. There were a couple of other versions of this day, which took place at other locations. I think there were events Wales (I think in Cardiff), and another one in Scotland (I think in Glasgow), and another in Belfast, but I don’t know the specifics.
This 2024 event follows the study event that I attended in 2023 which took place at the London School of Economics. I attended this event whilst wearing a couple of metaphorical hats. The first was, primarily, as an A334 literature student (I can scarcely believe that I’ve just started my first level 3 module, which I’m a bit worried about), and second as someone who works in the STEM faculty; I was there to see what the FASS faculty was getting up to.
The event began with an introduction by Donna Loftus and Tim Hammond. I remember Tim from last year, perhaps because he gave me a pencil and offered a gentle jokey implication that I might “join the scientists”. Anyway, I missed Tim’s introduction, since I got lost on my bike ride from the Milton Keynes train station. Apologies Tim!
Study Skills Session
The first session I attended had the title L2&3 English Literature which was facilitated by Peter Lawson. He opened with a comment about the broad skills that are needed: ‘a sensitivity to language, an ability to spend time reading, intelligence to connect sentences, plots and narratives’.
There were some useful practical pointers: make sure we know our way around the assessment guide (and make sure that we read it properly), the module guide, and be aware of the English Literature Toolkit.
Peter took us through some learning outcomes that were from A335, but also apply to some of the other modules too. OU learning outcomes are divided up into a number of different categories (and these categories apply to all modules, science modules as well as arts modules): knowledge and understanding, cognitive skills, key skills, and practical and/or professional skills.
Breaking this down further, knowledge could include knowledge of genres, set texts, contexts, use of different types of media, and understanding the processes through which text can become canonical. Cognitive skills relate to the comparing and contrasting of texts, reading articles for scholarly voices, identifying texts for further study, relating texts to their historical and cultural contexts. Key skills: building arguments (or, preparing a well written discussion), and selecting of resources to create your argument (discussion), development of independent study as well as collaborative working. Regarding professional skills: effectiveness of communication, using a range of different tools, planning and time management.
Peter shared some important practical tips that can be easily overlooked, since they sound very obvious: read the question more than once, look for any accompanying guidance that relates to the question, be mindful about the word limits, note the referencing format, make targeted notes to help you answer the question, and set aside time for planning.
It was also interesting (and reassuring) that the abbreviation PEAL was highlighted, which can help with the writing of essays. Each paragraph should begin with a Point, provide Evidence (which could be a quotation to, or reference of a text, or a point that a critic has made), a sentence that Analyses the text that has just be shared, and then offer a Link back to the question. Another use of L I’ve heard, is to provide a Linking sentence to the next point of an argument (or discussion). A related (and very obvious, and very simply) tip that I’ve remembered is that a paragraph should only present or share a single point.
Another tip was, when it comes to TMAs, avoid any unnecessary ‘waffle’. In other words, don’t be rhetorical.
Finally, before you submit something, check a submission for errors, checking for spelling and grammar. My own approach is to read through a double-spaced printout a day before I submit, covering it with my own red pen. I’ve been thoroughly astonished at how much nonsense I’ve very nearly submitted to my tutor.
It’s interesting that the TMA 1s for all the literature modules explore a similar skill: close reading a fragment of text. Some further tips: check the set text from where your bit of text has come from, get a printout, and add a whole load of notes. On the topic of notes, I noted down that on A334 TMAs 3 and 5 require evidence of sources from outside the module materials. In other words, have a look to the library.
Write Now!
Next up, was a return to the Berrill Lecture Theatre, which was were the introduction had taken place. This shorter session was all about the Write Now! online sessions, which are designed to, well, get everyone writing.
We were asked to complete a couple of structured freewriting activities, having been asked a couple of questions. The first question was: ‘how do you feel about being an OU student?’ The second was: ‘what are your goals for developing your skills as an academic writer doing your studies this year?’ Following Peter’s session, I wrote down ‘using other resources, using opinions of critics and understanding what they are’.
I made a note of a couple of closing points: many arts and humanities modules are running the Write Now! sessions. Also, writing isn’t easy. It can take time what works best for you, which means being open to new ideas and approaches. Finally, accountability can be useful.
I interpret this final point to mean: it can be useful to set yourself targets, but equally, it may well be useful to tell other people that you’re doing studying for certain periods of time.
Five things to know about literature
This next session was facilitated by Richard Jones, Head of Discipline, English Literature and Creative Writing. Underpinning his session, he had a key question: what does it mean to study literature? What follows is a summary of his headline points, which I’ve summarised from my own notes. Any mistakes are my own, rather than Richard’s:
1) Form
When it comes to literature, forms could be categorised as poetry, prose, and drama
Within these forms, there is the notion of genre, which relates to ‘a type of something’ where a reader has a set of expectations about ‘the forms’ that are used.
Breaking this down further, poetry can contain rhymes, rhythms and patterns, use imagery, employing techniques such as metaphor and personification. (I’m expecting to find out a lot more about all this in the second half of block 1 of A334). Prose can be, of course, novels and short stories. Dramas are, of course, plays.
2) Nuance
Texts can be read in different ways. There is ambiguity within literature.
3) Time (or history)
Literature has been created during a particular time. Reflecting on this point, literature can be performed, interpreted, and used within different times. There’s a point here about the use of language, and that meanings of words can change over time.
4) Words (or language)
We’re inside language, which means that we’re studying language and its use very closely.
5) Work
This can have an ambiguous meaning. It can mean the work of writing, or it can be ‘a work’ of art having been produced. It can (of course) be hard work to figure out what a text means. Also, the work of others find their way into other works.
Special interest talk: Ekphrastic approaches
The final session of the event had a curious title: Working with artists - ekphrastic approaches, which was given by Joanne Reardon. Apparently ekphrasis means ‘writing about art’, which is a word that was completely new to me. In some respects, this final talk was about writing practice and how writing and art can be connected together.
During this session I scribbled down a few points on my notebook, which paraphrase. These are that ‘writers can make excellent collaborators’, and that ‘a writer is always looking for what isn’t there’. Also, when writing or considering works of art, a great question to ask is ‘what emotional impact does it have on you?’
Reflections
The sessions of the literature stream all relate to an interesting theme: the work of writing. Peter’s session focussed on skills that relate to our work of writing TMAs, Richard’s session explicitly mentioned the notion of work in its different forms, and Joanne’s reflections on her own work as a writer offers a nice conclusion to the day.
There were a couple of bits that I skived off from: the music bit, which was open to everyone, and the library session (I’ve been to quite a few of those). It was really nice to meet with fellow students, which really underlines the importance and value of face-to-face events.
On this final point, it would have been nice to have more discussions. It would also be useful to share experiences of study between the different levels. As a new third level student, I’m not (yet) entirely sure what I have in store for this forthcoming academic year.
Many thanks to all the organisers and facilitators. A really helpful set of sessions. As mentioned in the final paragraph of the summary of the 2023 event: face-to-face is important.