For additional information regarding Turnitin please visit the ANU Online website. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. Synoptic Essay OR Research Proposal: 2500 words 40% (Assesses learning outcomes 1–7, esp. express ideas clearly in both written and oral modes of communicationġ.Tutorial participation, including Reflective Writing and discussion:10% (Assesses learning outcomes 1–3, 6–7)Ģ.Tutorial Presentation: 10 minute presentation and 500 word source analysis on same topic 20% (Assesses learning outcomes 1–3, 5–7)ģ.Topical Essay: 2000 words 30% (Assesses learning outcomes 1–2, 5–7)Ĥ.formulate logical arguments substantiated with historical evidence.conduct research using primary sources and historiography relating to the period.critically evaluate the concept of decline in relation to the later Middle Ages.identify and assess evidence of social change and continuity throughout the period.evaluate and analyse different medieval sources and modern historiography.critically discuss major social, political, economic, and cultural structures, events, and themes shaping the later Middle Ages.On successful completion of the course, students will have developed the capacity to: This course aims to enhance participants’ knowledge and understanding of a period central to European history, and to challenge preconceptions about medieval life with fresh perspectives on the people and culture of Western Europe in the later Middle Ages. Upon successful completion, students will have the knowledge and skills to: In addition to exploring such themes as social relations, power, and beliefs, this course will engage with concepts of periodisation, including the terms ‘medieval’ and ‘early modern’, and with notions of historical change, transition, and continuity. Candidates will be offered a variety of documentary, literary, and artistic evidence alongside recent historiography to help them reflect upon and critically assess this view. The later Middle Ages have been interpreted as a time of decline and decay which preceded an enlightened Renaissance or ‘early modern’ era. Focusing primarily on England, but branching into most areas of Western Europe, it will explore some of the socio-political structures, mentalities, and events that contribute to our understanding of the later medieval period. At best, the story of Aurthur is inspired by real events and is thus a fiction, and historical fiction at best.This course introduces students to the people, society, politics, and culture of Western Europe during the later Middle Ages. I wryly note the name Arthur in all those titles, but they are there for marketing value rather than for historical verification. I highly recommend the non-fiction book by Guy Halsall "Worlds of Authur". So if the book is about knights in shinning armour rather than the discussion of "the real" King Arthur, then it has no more claim to be on the list than The Decameron or The Divine Comedy (still hanging on at #66).Įxcellent documentaries on the subject include "Arthur King Of The Britons", and "King Arthur's Britain" as well as another documentary by Michael Wood, the name of which escapes me. The comparisons to the Welsh Merlin as the Odin/Woden of Norse belief are apt. Whether the kernel of truth is a Britain-Roman soldier of the late "Dark Ages" to Early Middle Ages, the idea of chivalry and so forth is straight out of a Miss Manners Handbook of the times the story was being told. History records that the tales of a courtly Arthur are, in deed, as non-fiction as The Decameron. Booklovinglady wrote: "Waldo wrote: "Looking further up, and though I have not read the book, I also draw attention to the fact that "King Arthur" is a character of fiction."
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