Abstract

This article challenges the predominance of modularization across the UK university system, arguing that the fragmentation of the learning experience which results from this model undermines the possibility of a disciplinary understanding. It proposes instead a practice of imaginative writing which, by engaging students’ experience, interest and enthusiasm, encourages them to develop an appreciation of their discipline and the intellectual and discursive resources to participate meaningfully in it. The argument is supported by detailed discussion of the teaching and learning experience on a final-year course in French literature and thought with specific reference to the writing assignments that balance intellect and creativity