Module ENGL3821: Text Analysis and Visualisation

Department: English Studies

ENGL3821: Text Analysis and Visualisation

Prerequisites

• • Any Single or Joint Honours finalist student wishing to take this Special Topic module must have satisfactorily completed the required number of core modules. Combined Honours and Outside Honours students must have satisfactorily completed either two Level 1 core introductory modules in English, or at least one Level 1 core module and one further lecture based module in English at Level 2. Open to students without a coding background.

Corequisites

• • None.

Excluded Combination of Modules

• None.

Aims

• To explore current topics in digital humanities, humanities computing, and natural language processing
• To introduce primary methods of research in humanities computing, natural language processing, and visualisation
• To introduce practical tools for the development digital projects centred on computational analysis of literary texts
• To demonstrate practical knowledge of web design and development o To gain a working understanding of collaborative research and development
• To understand best practices in data handling, version control, and user-centred design
• To develop conceptual frameworks for digital narrative and interactive visualisation

Content

• Indicative topics include: introduction to the history of computational text analysis and current issues at the intersection of digital humanities and literary studies; exploration of what kinds of research questions can (and cannot) be answered through quantitative text analysis; consideration of available datasets and literary corpora; data handling and preprocessing; metadata and markup; machine learning classifiers and natural language processing; sentiment analysis; topic modelling; network analysis; spatialisation and mapping; UX/UI design.
• Through practical sessions and guided collaborative work, students should expect to leave the course with some knowledge of markup (e.g., HTML, XML) and at least one programming or scripting language (e.g., R, Python, JavaScript).

Learning Outcomes

• Students studying this module will develop: o Knowledge of computational text analysis methods relevant to literary studies
• Knowledge of how computational analysis can build upon and complement existing skills in close reading, historicization, and literary theory
• Insight into how data visualisation and graphic design can enhance literary critical argumentation, storytelling, and public engagement

• Students studying this module will develop:
• critical skills in the digital analysis of texts
• an ability to demonstrate knowledge of a range of computational approaches to literary analysis
• familiarity with programming/scripting language and markup
• understanding of coding principles and the use of algorithmic criticism
• critical awareness of the human contexts in which digital technologies operate
• informed awareness of the intersections and disjunctions between machine reading and human literary critical engagement with form, aesthetics, genre, and affect.
• sensitivity to generic conventions and to the shaping effects of historical circumstances
• an ability to formulate and develop a creative response to literature as digital text
• an ability to articulate knowledge and understanding of concepts and theories relating to literary studies and digital humanities
• skills of effective communication and argument
• awareness of conventions of scholarly presentation, and bibliographic skills including accurate citation of sources and consistent use of scholarly conventions of presentation
• command of a broad range of vocabulary and an appropriate critical terminology
• awareness of literature as a medium through which values are affirmed and debated
• awareness of web accessibility and digital ethics

• Students studying this module will develop:
• a capacity to analyse critically
• an ability to acquire complex information of diverse kinds in a structured and systematic way involving the use of distinctive interpretative skills derived from the subject
• competence in the planning and execution of essays
• a capacity for independent thought and judgement, and ability to assess the critical ideas of others
• skills in critical reasoning
• an ability to handle information and argument in a critical manner
• information-technology skills such as word-processing and electronic data access information
• organisation and time-management skills

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Seminars: encourage peer-group discussion, enable students to develop critical skills in the close reading and analysis of texts, and skills of effective communication and presentation; promote awareness of diversity of interpretation and methodology
• Consultation session: encourages students to reflect critically and independently on their work o Independent but directed reading in preparation for seminars provides opportunity for students to enrich subject-specific knowledge and enhances their ability to develop appropriate subject-specific skills.
• Typically, directed learning may include assigning student(s) an issue, theme or topic that can be independently or collectively explored within a framework and/or with additional materials provided by the tutor. This may function as preparatory work for presenting their ideas or findings (sometimes electronically) to their peers and tutor in the context of a seminar.
• Coursework: tests the student's ability to argue, respond and interpret, and to demonstrate subject-specific knowledge and skills such as appreciation of the power of imagination in literary creation and the close reading and analysis of texts; they also test the ability to present word-processed work, observing scholarly conventions. In individual Special Topics, the essay may, where appropriate to the subject, take an alternative form, such as 'creative criticism'.
• Feedback: The written feedback that is provided after the first assessed essay allows students to reflect on examiners' comments, giving students the opportunity to improve their work for the second essay.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative work on the module will include one collaboratively produced prototype application or wireframe demonstrating the practical skills of the module. Before the first essay, students will present their seminar leader a list of points relevant to either the first or second essay and will receive oral comment on those points in light of their specific role on the project team.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University