On completion of this module students should be able to:
- show they have read full-length literary texts in German and understood their general content (plot and characters, historical settings).
- discuss primary texts in either English or German, showing an understanding of the style and tone of the texts (both linguistic and narratological features) and the general literary-historical and socio-historical contexts in which they were written.
- demonstrate an awareness of the political, ethical and developmental significance - for the foreign language learner and for the contemporary reader in general - of reading literary texts concerned with memories of war, expulsion, suffering and everyday family life.
- read and understand selected secondary material, in which key aspects of debates about cultural memory, generation and history are expressed.
- develop and deliver a group activity or learning resource, which helps learners to further understand and to explore a short section of a primary text.
- analyse, in a piece of academic writing of an appropriate register and presentation, a theme or character from one or both of the texts studied, showing an understanding of the interrelated nature of history, memory and narrative and an awareness of the ethical challenges of narrating history by means of generational/ family stories.

In this module participants will read a small selection of family or generational novels by contemporary German-language writers.

Students should have a good level of oral and written German (ca. B2 of the European Framework of Reference).

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

Regular online quizzes provide students with a way of evaluating their own understanding of the plots and key themes of primary texts. Participants provide peer feedback for student-led teaching exercises, which are assessed in class. Students are invited to receive feedback during the design phase of this assessment and also receive written individual and group feedback after the assessment. Students are invited to submit a plan or a draft of the final essay prior to submission and will be given written and/or oral feedback on this to support them in producing the final draft.