Personal Blogs

7 March 2024

This is a cheeky retrospective post, but I’m adding it to mark a date. In my spare time (of which, I don’t have too much!) I run a comedy night. Inspired by the TMA question, I have a go at writing a satirical and political fairy tale, called (unimaginatively) A Fairy Tale of Lewisham. After a bit of editing, and a poorly timed practice session, I read it out. It got a couple of laughs, and a round of applause. I’m glad I have done it, but I have no idea whether I can use the basis of what I’ve done in my TMA. To answer this question, I ask my tutor. 

15 March 2024

I’ve been a bit rubbish updating this study log recently, since I’ve been in what you might call a ‘valley of marking’; I’ve had to turn around the marking for two different important modules reasonably quickly. I also know that my new A233 tutor has been in a similar situation; she has since has returned my TMA 2 and TMA 3, and has provided some really helpful feedback which really got me thinking.

After what has become a mild study hiatus, I have returned to my books again. Today I’ve been working through understanding what is needed from the week 20 and week 21 online materials. I’ve nearly finished working through all the video and audio materials, which has helped me to understand what reading I’ve got to do.

I have, however, read the first couple of chapters of the module materials, but I need to go over them again, and then find my way to chapter 3 if I have any chance of keeping on track.

I think I know what TMA 4 option I’m going to do. As it happened, I had a go of writing something before I had thoroughly had a look at the TMA question.

I have four things to do. The first is to listen (and make notes about) the final audio recording in week 21. Next up (I think) is to return to the block text and return to where I was reading, and then to read a whole long list of tales I had noted down from the week 21 online materials. The final activity is to try to catch up on some of the tutorials, since I’ve missed a couple of them. I feel that my current study approach isn’t very systematic, but I feel as if I’m continuing to learn from everything.

There has been some various chats on one of the A233 Facebook groups: some fellow students are clearly enjoying this bit of the module. There are also some interesting opinions about Angela Carter. I don’t quite ‘get’ her stories yet, but other students and tutors really like her work. I’ve yet to work through the materials about Freud (which I’m a bit sceptical about, to say the least) but I’m hoping to get onto that today.

So, all in all, some progress. I am looking forward to the Shakespeare bit of the module when I get there.

30 March 2023

I think I’m getting behind since I have remained in my valley of marking for longer than expected.

I needed to decide how to spend my time. Rather than working towards writing TMAs, I needed to focus on marking TMAs. This said, a couple of weeks back, aware that thing were running away from me, I have read through a couple of chapters from the module materials – I just need to reassess where I am.

In addition to the work, I’ve had to drop everything to help my parents with a few things. This led me to ask myself another question: to help me keep on track, what can I practically do to keep on track, or to take a strategic approach with my studies? 

Knowing that I had a long car journey, I managed to listen to the audio version of Simon Armitage’s translation of Sir Gawain and the Green Knight. This gave me a very good idea of what the text was all about. Completing this, I also managed to find an episode of In Our Time which covered the same text and also featured an appearance by Armitage. I this programme to be really helpful, adding a bit more context.

Aware that The Tempest is going to be featured in the EMA, I had a thought: could I adopt a similar approach? I found a Royal Shakespeare Company production in an online service called Drama Online, which all students can access. I watched the performance and tried to follow the text at the same time. Although useful, my immediate and full blown exposure to the play did cause me to miss some of the important details, such as who the characters were. My excuse being that I kept getting distracted, to view the play in a number of episodes,

There was a curious resource that was helpful: the CBeebies production of The Tempest. There also appears to be a CBeebies Radio version, which I’m mentioning here, just in case I get the time to have a listen! These links may, of course, stop working at any point.

7 January 2024

I’ve been doing a bit more than I’ve actually noted down, but this week has been quite light on the study, since I’m now back at work, and my inbox is a mess.

I began the week by receiving a reply to an email question I asked my tutor, which was about the choice of some text from Blunden to focus on. I’m mindful that I need to broaden out my choice a bit more. I then went onto read the module materials about Roy, which I found quite interesting.

This morning I’m starting to make electronic notes, which will form the basis of my TMA. I’m a bit less confident than I was the last time, since I don’t think I’ve mastered Blunden. There is so much that is going on in the text, and it feels overwhelming – which reflects, in part, what he is writing about.

I’ve started by looking at the English Literature Toolkit and have found my way to an OpenLearn resource called Approaching prose fiction. I’m going to summaries different techniques, write down some notes from my highlights, and go from there.

11 January 2024

Now that the new year has got underway, I’m now aware of a confluence of deadlines that are rapidly approaching. With these in mind, I email my tutor to ask her whether she is able to give me a potential extension, just so I have a bit of a cushion. Thankfully, that is possible. In return, she offers a reminder about TMA 3, which is coming up hot on the heels of TMA 2. I asked whether my book club choices were acceptable (they were), which was a relief.

I have a vague plan: Sunday (and perhaps a bit of Saturday) is going to be TMA writing and editing day. I have over 2k worth of words in the form of notes. I’m going to continuing to get everything down, summarising all my highlights and notes, before printing everything out, and starting to edit together an argument, and a sensible structure. Fingers crossed!

13 January 2024

There’s a ‘write now’ tutorial today. I’ve just got enough time to login to see what it is all about. Tomorrow is writing and editing day, along with a bit of further reading, of course. There were 80 students at the tutorial. I made a bunch of notes. Just before I got to the section on structure, I had to sort something out in the house; there was a birthday party going on in the background. This is one of the idiosyncrasies of online tutorials; you can slope off and do other things in the background if you need to. You can’t do this during face-to-face tutorials.

14 January 2024

It is writing day today. I spend the morning adding to my notes, and then I spend the afternoon deleting them again after realising that I had discovered a structure. Towards the end of the day, I run out of steam. All I have to do now is the conclusion bit at the end.

15 January 2024

First thing in the morning, after a coffee (which is the best time to write), I finish my conclusion, double space everything, and then get a printout.

16 January 2024

After reading through the TMA and making a few edits with a red pen, I transfer these corrections to my Word document, and send it off. I let my tutor know that I don’t need an extension. In return, she said I can upload revisions until the TMA cut-off date if I need to.

Towards the end of the day, I see that there is bit of Facebook chat about the book club choices. A fellow student has chosen the same option that I have, which is reassuring. Whilst I’ve already read my chosen text, I do need to re-read The Custom of the Country.

17 January 2024 

First thing in the morning, I access the module website and look at the TMA 3 question, and transfer an edited version of it to an empty TMA document. I create two headings, one for each text. If I were more organised, I could have just copied and pasted my completed Custom of the Country learning journal, if I had used it, to my TMA document. Looking at this again, I’m going to start to use this to prepare some notes. Despite being up to date, I’m now feeling a bit behind again!

1 November 2023

I went to a tutorial about Wharton that was led by a member of the module team and a tutor. It was fabulous! We looked at some close reading skills, which I sense is something that I need to get better at. I asked some questions about the TMA, and got quite a few tips. What I need to do is to edit my TMA template, and get started with reading, and re-reading the passages that we have to analyse.

The presenters mentioned that it is a good idea to complete the module team’s version of the study log, which offers some guidance about reading, and gives us spaces to make some notes. I need to look at this. I also need to look at the activity for week 6, which I think is coming up soon. I’m not adhering to the study calendar as closely as I feel as I ought to; I’m in a situation where I’m trying to get ahead, but ‘life’ and ‘work’ things keep setting me back.

Another comment I’ll make is that I’m nearly through reading the Blunden text for the first time. There was an interesting comment in the tutorial that Wharton also wrote about WW1.

Just to remind myself: I need to edit up a TMA template, get my coloured pens out, and complete those Week 6 activities.

Back to the day job… 

11 November 2023

I’ve done quite a bit of reading. I’ve finished reading Blunden, which I found quite heavy going, and I’ve nearly found my way through The God of Small Things. 

This is my second time reading The God of Small Things. I first read it when it came out. I only got about a third of the way through before completely losing my way. Although I’m finding it quite a difficult read, I am getting into it, and its description. Since we have a choice in the next bit of the module, I think I’m still drawn to Blunden, but I will, of course, make my way through the module materials, just in case I change my mind at the very last minute.

It's time to prep for the writing of my TMA. 

I’ve already created a blank document with the title. My next step is to transcribe some of the headings from my tutorial notes onto the TMA document, so I remember what is important. When I’ve finished doing that, I’m going to go onto the close reading. My approach is to scribble on a printout of samples of text, with different colours of pen. I am to do my best to get a feel for the text, and hopefully come to a view about similarities and differences.

In between doing all of this, I’m going to go to the gym!

I did have a quick look at the study log files, which have been produced by the module team. I’m a bit worried that my study approach at the moment is predominantly strategic, rather than systematic. I have a lot on in my day job, and outside of my day job, which is why I’m a bit time poor at the moment. 

I need to follow my own advice, which is: “make an appointment with your own studies”.

16 November 2023

It’s TMA submission day!

After proof-reading a printout of my assignment, I make some last minute changes, and make a submission. 

My TMA is slightly under the word count, but I’m pretty happy with what I’ve submitted. I guess I’ll find out how I’ve done in a couple of weeks.

22 November 2023

Almost a week has passed and I’ve hardly done anything!

The last thing I’ve done, which was a couple of days ago, was to look at a book club activity, which was to listen to interviews with various academics about their favourite text, and why they should choose it.

Amongst all the options, I remain drawn to The Age of Innocence, for the simple reason that I really enjoyed The Custom of the Country. I don’t know whether comparing the book club text with a book by a different author would be a good idea. I guess this is a question for one of the tutorials, or to go directly to my tutor. Either way, I need to find some time to do some serious reading of The Age of Innocence.

On 14 October 23, I went to part of an OU Arts and humanities day school, organised by the Faculty of Arts and Social Science (FASS) which took place at the London School of Economics.

There are a couple of reasons to write this short piece. The first is to remember what happened during the event and to be able to share some of the points from the session with fellow students. The other purpose is to share with other faculties and schools what the FASS faculty has managed to do.

Although the session was run for the whole of the day, I only attended the afternoon session, which was all about literature. The morning session was all about study skills. For students who need advice of study skills, I do recommend the OU skills for study website.

Part 1: Things to know about literature

There were two parts to the English Literature strand. The first session was all about discussing what literature was all about, what is it for, and how is it studied. It was facilitated by staff tutors and cluster managers, Tim Hammond and Liz Ford.

During this session, we were asked some questions, and were encouraged to speak with fellow students to attempt to answer the question, or arrive at some definitions.

What follows is a summary of those questions, and some of the key bullet, or takeaway points that emerged from both the group and plenary discussions.

What is literature?

It is about storytelling; there are characters, plots and narrative.

It is about words, texts and the structure of language, but it can also be about oral communication, such as drama and plays.

It is also about responding to and interpreting texts. Also, a point of view is important.

Literature can be used to create new worlds.

It can also be used to develop and maintain culture.

Also, the notion of THE CANON was mentioned. There will be more of this a bit later.

What is literature for?

To entertain, to educate, and to suggest or facilitate change, to consider different worlds, and to make a record of something.

There are also some negative reasons: it can be used for propaganda.

Literature can be used to share experiences, and to expand horizons.

One point was emphasised: entertainment. Although it sounds frivolous, entertainment is important!

Why do we study literature?

To understand different ways of communication, to understand what is considered to be important (which links back to The Canon).

Through studying literature, we become more critically aware, become better writers, and can more readily contribute to academic debates.

It allows us to gain a deeper understanding of texts, and how they are constructed.

Understand different points of view.

How do we study literature at the OU?

The OU approach is to have interpretive journeys through texts. I made a note of something called reception theory, which will be explored in level 3 modules in more detail.

During the modules, there will be texts that you have never heard of, and texts that have been translated.

Students will understand how books (text) may come into being, in the sense that books exist within a context and within an economy. Texts now exist within a digital world.

Within the modules, there is a lot of optionality and choices when it comes to the assessment, leading to more flexibility in level 3.

What can you do with literature?

One of the points made in just was: you could (potentially) become a bestselling novelist! (This was made in jest, since it is very difficult to become a best selling novelist).

Due to time was short, a key point was made: do speak with the careers office; they have a wealth of advice to offer.

Part 2: Evaluating negative responses to reading in life and in fiction

The second bit of the day, presented by Shafquat Toweed, who is the chair of A334 (and has written some of the materials for A233, which I’m currently studying) had the feel of being a research talk.

Shaf’s research is all about reading in literature (which does gets mention in A233). In an EU project he mentions, members of the public are invited to send in post cards that relate to their experiences of reading.

I found Shaf’s presentation fascinating since I have never been to a research talk about literature before. I have heard that ‘presenting a paper’ in the discipline of literature is a little different to ‘presenting a paper’ in the sciences.

I learnt that there is something called the UK Reading Experience database. Shaf also mentioned an EU project, called Read-it: Reading Europe Advanced Data Investigation Tool.

Towards the end of his presentation, he took us through the plot of a story, where reading of fiction led one of the main characters to an untimely demise. One must emphasise that this was fiction, about fiction, and this isn’t anything we should be unduly worried about.

Reflections

I went to this event since I needed to give myself a motivation boost.

I have a lot on at the moment and I worry about my studying of A233 will become subsumed under everything else I need to do. I’m studying literature for a number of reasons: it may add something to the other work I’m doing, it is something that I’ve always wanted to do.

During the first session, I won an OU pencil! 

Admittedly, I won it for being “arrogant”, and was encouraged to “join the scientists” for claiming that I was able to define, without any difficulty, what literature was all about.

Upon reflection, the answers that everyone shared in the plenary discussions were a whole lot more nuanced than the answers that I gave. Whilst I do predominantly align myself with the scientists, I am aware that I need to be more comfortable with nuance and opinion.

There was a real buzz about this face-to-face event. It was also something that got booked up really quickly, which suggests that there was a lot of demand for events like these. It was also notable that these events only take place in two locations: London and Glasgow. I really liked that I was able to chat with fellow students; we spoke about levels and texts, and shared some practical study skills.

It was also notable that students who were not able to attend this event have been asking what happened during the day school. In some senses, this blog aims to act as a bit of bridge. Sharing online what happened during face-to-face sessions underlines my belief that face-to-face, when done well, has the potential to help all students, irrespective of whether or not they are able to attend.

Well done FASS for running such a useful event. One day, I hope that I will be able to run an induction session for all our new computing students. Face-to-face is important. We need it to come back.