From documents, laws, and letters, to chronicles, lives, and material culture, medieval historians deploy a wide range of primary sources. But we don’t simply read what’s written. What we can study, and argue, depends on how we use our sources: that is, on critical toolkits that reveal new perspectives on and through material. New ideas develop in tandem with new agendas and approaches. Imagination and creativity are as important as recognising the limits of a source, and all three develop from an analytical grasp of material.
This core module provides a critical introduction to a selection of primary sources, recognising how methodological approaches go hand in hand with historical argument. The goal is to develop graduate-level command of material, to reflect on the different kinds of projects that can be carried out, and to foster students’ abilities in developing their own proposals for dissertations.
Seminars consider genres or categories of primary sources, to consider the challenges faced by historians in interpreting them as well as the different and exciting lines of analysis that might be open to us. The examples each year reflect the expertise of tutors and will encourage thought about the full range of materials available for medieval history. Together they develop students’ critical engagement with source material, and the analytical and interpretative skills necessary for research.
Students will also reflect on how medieval historians formulate projects, by identifying primary sources and defining research questions in dialogue with the work of other historians (historiography). Workshops will encourage students to put these ideas into practice in terms of their own fields of interest, to begin to develop a proposal for their own dissertation research.
Occurrence | Teaching period |
---|---|
A | Semester 1 2024-25 |
The aims of this module are to:
Students who complete this module successfully will:
Students will attend a 1-hour briefing in week 1. Students will then attend 2-hour seminars in weeks 2-4, 6-8 and 10, a dissertation launch in week 5, and a 2-hour workshop in week 11 of semester 1. Weeks 5 and 9 are Reading and Writing Week (RAW), reserved for formative and independent work. Students prepare for seven 2-hour seminars and 1 workshop in all.
Seminar topics will vary each year, but are likely to include a number of the following:
Task | % of module mark |
---|---|
Essay/coursework | 100 |
None
Students submit a 1,500-word formative essay in the first RAW week and a 500-word dissertation proposal.
Summative assessment—a critical review of 3,000-words— will be due during the assessment period.
Task | % of module mark |
---|---|
Essay/coursework | 100 |
Students will typically receive written feedback on their formative essay within 10 working days of submission.
Work will be returned to students in their seminars and may be supplemented by the tutor giving some oral feedback to the whole group. All students are encouraged, if they wish, to discuss the feedback on their formative essay during their tutor’s student hours—especially during week 11, before, that is, they finalise their plans for the Summative Essay.
For more information, see the Statement on Feedback.
For the summative assessment task, students will receive their provisional mark and written feedback within 25 working days of the submission deadline. The tutor will then be available during student hours for follow-up guidance if required. For more information, see the Statement of Assessment.
For semester time reading, please refer to the module VLE site. Before the course starts, we encourage you to look at the following items of preliminary reading: