English Language BA (Hons)

Key information


english-3

Module details

Due to the impact of COVID-19 we are changing how the course is delivered.

Students must take modules amounting to 120 credits per year.

Programme Year One

You will take four compulsory modules, and choose two options.

Year One Compulsory Modules

  • Introduction to Language Study (ENGL107)
    Level1
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to provide students with specialist skills in the linguistic analysis of language data which will enable students to identify and describe examples of linguistic variation in English. Students will develop specialist skills allowing them to select the correct phonetic symbols (from the International Phonetic Alphabet) and linguistic terminology when discussing linguistic phenomena. The module seeks to embody an approach to learning that empowers students to discuss linguistic variation in relation to relevant and appropriate scholarly work and to recognise the expressive resources of language. Students will develop subject-specific knowledge that will allow them to explain how relevant theoretical concepts (topical and ethical) apply to real language data.

    Learning Outcomes

    (LO1) Students will acquire analytical skills and vocabulary appropriate to university-level work and be able to use them appropriately in relation to a range of sources from different historical periods and social contexts.

    (LO2) Students will gain the ability to construct and support argument in written or spoken forms suitable for academic work and be able to participate constructively in group discussions.

    (LO3) Students will gain awareness of cultural, theoretical and historical contexts of literature and language use.

    (S1) Students will gain the ability to analyse and interpret sophisticated texts closely and critically.

    (S2) Students will gain the ability to construct and support argument in both written and spoken forms.

    (S3) Students will gain the ability to write with appropriate subject knowledge, using appropriate approaches and terminology.

  • Introduction to Stylistics (ENGL105)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    This module has several aims. In the first instance, the module seeks to introduce students to the study of literary linguistics (also known as stylistics). Secondly, it aims to familiarise students with several key ideas in language study. Thirdly, it equips students to understand and explain how language works in a wide range of texts. The fourth and final aim of the module is to provide students with the tools to analyse literary texts (in the broadest sense of the phrase) in a precise and rigorous manner.

    Learning Outcomes

    (LO1) Students will acquire analytical skills and vocabulary appropriate to university-level work and be able to use them appropriately in relation to a range of sources from different historical periods and social contexts.

    (LO2) Students will have the ability to construct and support argument in written or spoken forms suitable for academic work and be able to participate constructively in group discussions.

    (LO3) Students will have an awareness of cultural, theoretical and historical contexts of literature and language use.

    (S1) Students will have the ability to analyse and interpret sophisticated texts closely and critically

    (S2) Students will have the ability to construct and support argument in both written and spoken forms

    (S3) Students will have the ability to write with appropriate subject knowledge, using appropriate approaches and terminology

  • Attitudes to English (ENGL106)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    To gain an understanding of:
    • what is an ‘attitude’ towards language and how it arises in a particular socio-cultural context;
    • some of the most important ideological trends that have shaped speakers’ attitudes to language use in a variety of geographical, socio-cultural and political domains in the history of English (1300-present);
    • the social and cultural consequences of ‘having an attitude’ towards language use;
    • the ‘discourses’ through which language attitudes are expressed, both nationally and internationally.

    To acquire specialist knowledge of:
    • selected frameworks and methodologies that researchers typically use to explore attitudes to language;
    • appropriate protocols and procedures to develop students’ own attitudinal studies.

    To develop students’ confidence by encouraging them to:
    • examine historical and contemporary texts/language samples in an informed and critical manner;
    • collect their own ‘attitudinal’ data;
    • apply the socio-historical concepts, theories and methodologies seen in class to real-life language examples and situations both within and outside the UK context
    • actively reflect on how the practices, protocols and methods seen in the module are transferable to the work-place.

    Learning Outcomes

    (LO1) On successful completion of the course, students will have acquired an understanding of:
    The ability to analyse and interpret data and sophisticated texts closely and critically

    (LO2) On successful completion of the course, students will have acquired familiarity with:
    The ability to construct and support argument in both written and spoken forms

    (LO3) On successful completion of the course, students will have acquired the ability to:
    The ability to write with appropriate subject knowledge, using appropriate approaches and terminology

    (S1) Application of IT and numeracy

    (S2) Critical thinking

    (S3) Complex problem solving

    (S4) Data handling

    (S5) Intellectual ability

  • English Language in Context (ENGL116)
    Level1
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    The aims of this module are:

    To equip students with key concepts in basic linguistic analysis.

    To introduce students to the importance of context in shaping language.

    To raise student awareness of the communicative purposes served through language use.

    To equip students with the theoretical tools that will enable them to analyse and interpret a wide range of language data.

    Learning Outcomes

    (LO1) Demonstrate a clear intake of key concepts in basic linguistic analysis.

    (LO2) Use technical vocabulary accurately.

    (LO3) Demonstrate a clear understanding of the importance of context in shaping language.

    (LO4) Exhibit knowledge and understanding of the communicative functions of language.

    (LO5) Appreciate the different ways of studying the English language.

    (LO6) Analyse and interpret a range of naturally occurring data.

    (LO7) Demonstrate familiarity with digital resources for language analysis.

    (LO8) The ability to analyse and interpret data and sophisticated texts closely and critically.

    (LO9) The ability to construct and support argument in both written and spoken forms.

    (LO10) The ability to write with appropriate subject knowledge, using appropriate approaches and terminology.

    (S1) Read closely and critically.

    (S2) Write clearly, accurately and effectively.

    (S3) Apply scholarly bibliographic skills appropriate to the subject.

    (S4) Present information within wider contexts.

    (S5) Plan, organise and report to deadline.

    (S6) Articulate their own and other people’s ideas concisely, accurately and persuasively both orally and in writing.

    (S7) Develop working relationships with others in teams, especially through constructive dialogue (for example, by listening, asking and responding to questions).

    (S8) Be sensitive to cultural contexts when working with others.

    (S9) Applying creativity and rigour to problem-solving, adapting to different demands and tasks.

Year One Optional Modules

  • Close Reading (ENGL103)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting50:50
    Aims

    To foster and enhance the skills of close reading by drawing attention to what is needed for close literary analysis of texts. To read texts attentively and to acquire appropriate vocabulary and techniques for successful close reading and to consider the implications of literary devices and techniques when both writing and reading literary texts. To enable students to criticise and write focused critical essays on the basis of their attentive reading, to discuss matters such as form, structure, voice and genre with confidence and using appropriate vocabulary. To expand our understanding and appreciation of texts and to consider the implications of using categories such as genre, structure, voice and form when analysing and discussing text.

    Learning Outcomes

    (LO1) Students of this module will acquire analytical skills and vocabulary appropriate to university-level work and be able to use them appropriately in relation to a range of sources from different historical periods and social contexts.

    (LO2) By the end of the module, student should be able to construct and support argument in written or spoken forms suitable for academic work and be able to participate constructively in group discussions.

    (LO3) This module will engender awareness of cultural, theoretical and historical contexts of literature and language use.

    (S1) The module equips students to analyse and interpret sophisticated texts closely and critically.

    (S2) Students undertaking this module will learn to construct and support argument in both written and spoken forms.

    (S3) The module seeks to provide students with the ability to write with appropriate subject knowledge, using appropriate approaches and terminology.

  • Critical, Analytical and Creative Thinking (PHIL112)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    To introduce students to the concepts and methods of informal logic and to enable students to use these concepts and methods in assessing arguments both within and outside philosophy. To help students to think more logically themselves, and to locate and remove inconsistencies in their own thoughts. To introduce students to methods of causal, statistical and probabilistic reasoning and to enable students to identify and avoid causal, statistical and probabilistic fallacies. To enable students to think creatively about problems and to come up with rational solutions to them, and to make logical decisions in the light of available evidence.

    Learning Outcomes

    (LO1) Students will able to explain and apply the basic concepts of logic.

    (LO2) Students will be able to identify conclusions and premises in arguments, including hidden premises.

    (LO3) Students will be able to reconstruct and evaluate arguments.

    (LO4) Students will be able to distinguish between reasoning and rhetoric and to identify fallacies and rhetorical ploys in arguments.

    (LO5) Students will be able to distinguish between deductive and inductive inference, including distinguishing between different types of inductive inference, enumerative, statistical, causal, analogical.

    (LO6) Students will be able to tell when a given set of statements is logically consistent and when it is not.

    (LO7) Students will be able to explain some of the problems with relativism about truth.

    (LO8) Students will be able to explain and apply some of the basic principles of statistics and of probability theory.

    (LO9) Students will be able to demonstrate creative thinking by spotting possibilities missed by less creative thinkers.

    (S1) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material.

    (S2) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.

    (S3) Students will enhance their ability to identify the issues that underlie debates.

    (S4) Students will develop confidence in considering previously unfamiliar ideas and approaches, and their ability to identify presuppositions and to reflect critically upon them.

    (S5) Students will enhance their ability to marshal arguments and present them orally and in writing.

    (S6) Students will develop their ability to work independently.

    (S7) Students will develop their ability to sift through information, assessing the relevance and importance of the information to what is at issue.

    (S8) Students will develop their problem-solving skills.

    (S9) Students will enhance their capacity to participate, in a dispassionate and respectful manner, in debates about controversial and profound matters.

    (S10) Students will develop their willingness critically to evaluate and reflect upon arguments, beliefs, proposals and values, both their own and those of others.

    (S11) Communication; oral, written and visual. Influencing skills, argumentation.

    (S12) Critical thinking and problem solving; critical analysis

    (S13) Critical thinking and problem solving; creative thinking.

    (S14) Information skills; critical reading.

    (S15) Information skills; evaluation.

    (S16) Numeracy and computational skills. Reason with numbers and mathematical concepts.

    (S17) Numeracy and computational skills; problem solving.

  • Introduction to Film Language (FILM101)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To explore the ways in which a film creates meaning, and to provide students with the ability to identify and explain the techniques used by a film-maker and the results obtained;

    To foster a capacity for precise and sophisticated observation, and for intelligent structured discussion of what is observed;

    To develop confidence and intellectual depth in discussion, ability to present information succinctly both orally and in writing;

    To develop students’ knowledge of the formal and technical language of film analysis.

    Learning Outcomes

    (LO1) Have a working knowledge of thetechnical vocabulary of cinema and be able to produce precise description of the construction of a piece of audiovisual material. (Authentic assessment, confidence)

    (LO2) Critically analyse audio visual material in terms of its mise-en-scène, camera-work, editing and soundtechnique, and to indicate how these elements contribute to the understanding of the whole. (Research-connected teaching)

    (LO3) Observe and comment on the ways in which these elements may inflect the explicit meaning of the text. (Research-connected teaching)

    (LO4) Understand and discuss different techniques of film narrative.

    (LO5) Write in a clear and well-informed way on the construction and meaning of film, taking note of different registers. (Authentic assessment)

    (S1) Confidence: Communication (oral, written and visual) - Presentation skills – oral

    (S2) Confidence: Communication (oral, written and visual) - Listening skills

    (S3) Confidence: Communication (oral, written and visual) - Influencing skills – persuading

    (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S5) Active learning: Critical thinking and problem solving - Critical analysis

    (S6) Active learning: Critical thinking and problem solving - Evaluation

    (S7) Research-connected teaching, active learning: Information skills - Critical reading

    (S8) Global citizenship - Cultural awareness

    (S9) Research-connected teaching: Apply theoretical approaches or critical secondary literature to the analysis of a film

  • Approaches to Film (FILM102)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to key theoretical and conceptual debates within Film Studies;

    To develop students' ability to apply theoretical and conceptual debates to close readings of film texts;

    To enhance students' skills of critical analysis and independent thinking.

    Learning Outcomes

    (LO1) Show an awareness of the key theoretical and conceptual debates within Film Studies

    (LO2) Understand film within its broader historical, cultural and social context

    (LO3) Apply theoretical approaches or critical secondary literature to the analysis of a film

    (LO4) Successfully apply a close reading to films across a range of different national and industrial contexts

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Communication (oral, written and visual) - Academic writing (including referencing skills)

    (S3) Global citizenship - Cultural awareness

    (S4) Personal attributes and qualities – Independence and confidence.

  • The Eye of the Beholder: Art and Philosophy (PHIL110)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To consider philosophically relevant questions and concepts pertaining to the scope of art and the evaluation of artworks.

    To enable students to reflect philosophically about their intuitions regarding the arts and about their appreciation of particular artistic media.

    To inform students about opportunities for applying their relevant skills in the artworld.

    Learning Outcomes

    (LO1) Students will be able to examine whether the concept of art may apply to objects and activities from different historical periods and cultural contexts.

    (LO2) Students will be able to consider critically the impact that cultural institutions and their practices may have on philosophical theorising concerning the arts.

    (LO3) Students will be able to assess the view that artistic value is a matter of subjective response to it.

    (LO4) Students will be able to analyse the character of self expression through art, and assess its significance in evaluating artworks.

    (LO5) Students will be able to evaluate the argument that artistic intentions must inform our appreciation of works of art.

    (LO6) Students will be able to define and expound the conception of beauty in a narrow and in a wide sense.

    (LO7) Students will be able to outline and discuss the significance of the distinction between artistic and aesthetic properties.

    (LO8) Students will be able to argue for or against the view that artworks are unrepeatable.

    (LO9) Students will be able to interpret the ways in which content and meaning is attributed to art that does not seem to represent anything.

    (LO10) Students will be able to provide a critical account of the possible links between seeking truth and creating good art.

    (LO11) Students will be able to discuss whether art can function as a vehicle for demonstrating what is morally good.

    (S1) Communication oral, written and visual, presentation skills, oral.

    (S2) Communication oral, written and visual, listening skills.

    (S3) Communication oral, written and visual, influencing skills, argumentation.

    (S4) Communication oral, written and visual, academic writing including referencing skills.

    (S5) Critical thinking and problem solving, critical analysis.

    (S6) Critical thinking and problem solving, synthesis.

    (S7) Research skills, all information skills.

    (S8) Global citizenship, cultural awareness.

    (S9) Personal attributes and qualities, self-efficacy, self-belief and intrinsic motivation.

  • Ways of Reading (ENGL113)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    1. To allow students to consider the ways in which we read and write about literary texts in different contexts (political, historical, theoretical and aesthetic).

    2. To encourage students to consider how different methods of reading and interpretation improve understanding and analysis of literary texts.

    3. To introduce students to critical issues related the creation and reception of literary texts.

    Learning Outcomes

    (LO1) Students will acquire analytical skills and vocabulary appropriate to university-level work and be able to use them appropriately in relation to a range of sources from different historical periods and social contexts.

    (LO2) Students will gain the ability to construct and support argument in written or spoken forms suitable for academic work and be able to participate constructively in group discussions.

    (LO3) Students will gain awareness of cultural, theoretical and historical contexts of literature and language use.

    (LO4) Students will understand and apply critical, cultural and literary theory.

    (S1) Students will gain the ability to analyse and interpret sophisticated texts closely and critically.

    (S2) Students will gain the ability to construct and support argument in both written and spoken forms.

    (S3) Students will gain the ability to write with appropriate subject knowledge, using appropriate approaches and terminology.

    (S4) Students will gain the ability to make use of digital media to present ideas.

Programme Year Two

Your second year is composed entirely of optional modules, which cover the major theoretical, historical and sociocultural approaches to the study of the English language. You will work closely with academic specialists to develop your knowledge of key concepts and your skills of independent study.

Year Two Optional Modules

  • Art and Violence: Visual Cultures and the Media in Modern France (FREN220)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting40:60
    Aims

    To equip students with the analytical tools and critical vocabulary necessary to 'read' any still image in terms of its aesthetic qualities. The images studied will include: advertising (both commercial and public information advertising) commercial logotypes, bande dessinée and selected fine art images. Many of the images will be challenging depicting or suggesting violence;

    To give students an 'image bank' by introducing them to the diversity of social and cultural contexts in which images are important carriers of meaning in France;

    To introduce students to the critical vocabulary of semiology as far as it is useful for the analysis of images. These tools and vocabulary used during the module are intended to be useful in the world beyond the module;

    To give students the confidence to think critically and independently about images and to be aware of the partisan uses to which they are frequently put.

    Learning Outcomes

    (LO1) On successful completion of this module students will be able to: Quickly and cogently analyse an image both orally and in writing.

    (LO2) Ask informed questions about the cultural context and possible functions of a given image.

    (LO3) Appreciate a selection of the most influential images in France (and of France) from a range of different non-fictional and fictional contexts: advertising, the bande dessinée, company logotypes and satirical cartoons.

    (LO4) Appreciate a selection of the different discourses which have been used in France to analyse the image such as semiology and modern art criticism.

    (LO5) Interact constructively with other students in the electronic discussion and project fora WIKIS associated with the module content.

    (LO6) Select and apply relevant French-language secondary materials to enrich their interpretations of images.

    (LO7) Understand the fundamental differences between the French and English-speaking traditions of image analysis: Barthes, Jakobson, Pierce, David Scott.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Commercial awareness - Relevant understanding of organisations

    (S3) Communication (oral, written and visual) - Media analysis

  • Language in Society (ENGL276)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting40:60
    Aims

    To make students aware of the interactive relationship between language and society. To familiarise students with variation in the use of language. To provide students with experience in conducting their own small scale sociolinguistic research.

    Learning Outcomes

    (LO1) Students will demonstrate knowledge and understanding of the social dimension of language and its implication for applied areas, including language education and policy.

    (LO2) Students will demonstrate the ability to critically compare and evaluate relevant theoretical concepts within the field of sociolinguistics.

    (LO3) Students will demonstrate an understanding of basic principles of sociolinguistic methodology that allows students to collect language data and to analyse this data from a sociolinguistic perspective.

    (LO4) Students will demonstrate an understanding of the scope of sociolinguistics in relation to other linguistic disciplines.

    (S1) Investigative skills: searching out and synthesising information stored on paper, electronically or visually; developing skills of independent investigation, interacting with colleagues

    (S2) Problem-solving skills: formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, developing the confidence to address challenging problems using a variety of different approaches

    (S3) Communication/ verbal skills: developing the ability to listen carefully, to present complex information in a clear, concise and sophisticated manner both in writing and by oral presentation, and to present a discussion based on information collected from various sources and coherently synthesised, using appropriate referencing conventions

    (S4) Thinking/ intellectual skills: developing the ability to interpret and present data, critically address complex ideas, construct logical arguments, and use technical language correctly

    (S5) Personal Organisation skills: developing the ability to undertake self-directed study and learning, manage their time efficiently, and to plan, design and accomplish a significant piece of research or an inquiry, either independently or as a member of a team

    (S6) Self – development skills: developing the ability to work independently, to use their initiative, to organise their time properly and to interact constructively with others

    (S7) Information Technology: developing the ability to use their computing and IT skills to help find, store and interpret information, to produce electronic documents and to use appropriate software confidently

  • Ovid's Metamorphoses (CLAH212)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module sets out to explore Ovid's Metamorphoses: one of the most influential and important works of Latin literature, it encompasses myth and history, and exemplifies Ovid's narrative and poetic modes; Students will gain a good knowledge of this poem by reading it in detail; Students will be able to set the poem in its literary and socio-historical context, and to account for its distinctive and inherited features.

    Learning Outcomes

    (LO1) Students will gain a sound knowledge of the central text, the Metamorphoses, alongside a range of other literary and cultural material, including Ovid's earlier works. They will develop their ability to read and interpret an ancient literary text in detail, and to assess other interpretations of that text in later scholarship. Students will be able to place the Metamorphoses in its wider literary and cultural context, and will be encouraged to reflect upon the poem's importance for our understanding of the use of myth in antiquity and in later periods. Using the knowledge obtained through lectures, and through selecting and synthesizing information in independent study, students will develop both their written and oral communication skills, in order to construct coherent, relevant and persuasive arguments. The module also enables students to foster transferable skills (not all of which are directly tested in the assessment), e.g. : Information: access, recall, and select factual information about: author, corpus, literary, cultural, historical, and social context. Knowledge acquisition: finding own factual material

    (LO2) Analysis: be able to relate specific cases to broader contexts. Identify typical / characteristic and individual / distinctive features. Use appropriate measuring / comparative units and techniques. Assess conflicting evidence / viewpoints. Assess comparative merits of evidence-quanta. Identify with another culture and be aware of difference. Set own understanding in context of scholarly literature. Assimilate own knowledge findings with broader picture

    (LO3) Communication: convey propositions clearly in appropriate style and with fit structures. Efficient use of punctuation and grammar, topic sentences, introduction, conclusion. Use evidence with good references. Prioritize / profile arguments in terms of relative importance / productiveness

    (S1) Research skills - All Information skills

    (S2) Communication (oral, written and visual) - Influencing skills – argumentation

    (S3) Critical thinking and problem solving - Critical analysis

  • Professional and Career Development (SOTA260)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The module aims to prepare students for a smooth transition into a year in industry and, more broadly, to develop lifelong skills, attitudes and behaviours that will help students lead flexible, fulfilling careers working as professionals in their field, and enable them to contribute meaningfully to society.

    Learning Outcomes

    (LO1) Students will analyse a range of employment and enterprise opportunities in an industry of their choosing.

    (LO2) Students will compare the process of applying for two placements/internships/jobs including researching industries and opportunities, and evaluating application and selection processes.

    (LO3) Students will evaluate the development of their professional skills, attitudes and behaviours using reflective thinking and writing.

    (LO4) Students will propose an authentic solution to a commercial or cultural challenge experienced by an employer.

    (S1) Career and identity management online: managing digital reputation and online identity.

    (S2) Communication, listening and questioning: Communication, listening and questioning respecting others, contributing to discussions, influencing, presentations.

    (S3) Information literacy online.

    (S4) Positive attitude/ self-confidence. A can-do approach, a readiness to take part and contribute; openness to new ideas and the drive to make these happen.

    (S5) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S6) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics.

    (S7) Self-management readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning.

  • Psycholinguistics (ENGL202)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    The aim of this module is to explore questions concerning the relationship of language to consciousness. This will entail addressing questions concerning the nature of language in its evolutionary, acquisitional, developmental and degenerative stages, and the nature of human language as compared to non-human communication systems, such as those used by computers, apes, and other animals.

    Learning Outcomes

    (LO1) Students will demonstrate awareness of the main issues in the psychology of language, and in the philosophy of mind in relation to language.

    (LO2) Students will demonstrate the ability to give critical accounts of a range of human and non-human communication systems in their various stages of development.

    (LO3) Students will demonstrate an awareness of the practical and ethical considerations which arise from engaging with human language in its various stages of development, and with non-human communication.

    (LO4) Students will be able to articulate 1-3 above in an appropriate academic style.

    (S1) Adaptability

    (S2) Problem solving

    (S3) Organisation

    (S4) Communication

    (S5) Ethical awareness

  • Rebuilding Troy (CLAH211)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To familiarize students with a range of source material, ancient and modern, that engages with and creates myths of Troy;

    To introduce students to methods of analysis for evaluating ‘receptions’ of Troy within and beyond antiquity;

    To examine the generic, narrative, aesthetic, and socio-political features and contexts for individual versions of the Trojan myth, with a view to understanding their historical significance;

    To understand the contingency, fluidity and malleability of Troy as imagined by cultures from antiquity to today and the various purposes new retellings of Trojan narratives serve.

    Learning Outcomes

    (LO1) To become aware of and be able to account for the diversity of Trojan narratives in different media (including epic, sculpture, figured pottery, tragedy, inscriptions, painting, film), f rom a range of periods.

    (LO2) To understand the terminology and methods of ‘reception’ studies, and analyse material from a receptions perspective.

    (LO3) To be able to identify how Trojan narratives are defined by compositional (e.g. generic, narrative, aesthetic), social and political issues.

    (LO4) To recognize the significance of Troy in the imagination of antique and post-antique cultures.

    (S1) Research skills - all information skills

    (S2) Critical thinking and problem solving - critical analysis

    (S3) Communication (oral, written and visual) - presentation skills - visual

    (S4) Skills in using technology - using common applications (work processing, databases, spreadsheets etc.)

  • The History of English: Variation and Change (ENGL221)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting30:70
    Aims

    The main aims of the module are: to examine some of the most important developments in the history of English; to introduce students to some modern theories of language change and how they apply to the history of English; to introduce students to some basic research tools for the study of the history of English.

    Learning Outcomes

    (LO1) By the end of this module, students will be able to demonstrate: A basic understanding of the main changes that the English language has undergone from Anglo-Saxon times to the present day.

    (LO2) An ability to critically evaluate modern published work on different aspects of the history of English.

    (LO3) An ability to work with historical corpora and on-line resources on the history of English.

    (S1) Communication (oral, written and visual) - Academic writing (inc. referencing skills).

    (S2) Working in groups and teams - Negotiation skills.

    (S3) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.).

    (S4) Critical thinking and problem solving - Evaluation.

    (S5) Critical thinking and problem solving - Critical analysis.

    (S6) Working in groups and teams - Group action planning.

    (S7) Time and project management - Project management.

    (S8) Communication (oral, written and visual) - Presentation skills – oral.

    (S9) Time and project management - Personal organisation.

    (S10) Numeracy/computational skills - Problem solving.

  • Weimar Film and Literature: the City and Modernity (GRMN218)
    Level2
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to a range of cultural artefacts from the Weimar Republic. Students are enabled to situate the texts and films in historical context, paying particular attention to two major developments in the twentieth century: the growth of the modern metropolis (especially Berlin) and changing concepts of gender - masculinity and femininity - in the wake of the First World War;

    To introduce students to concepts of literary and film analysis as well as critical theory relevant to the themes of the texts (the city, class and gender identity);

    To develop students' critical writing skills in two different tasks - commentaries and an essay.

    Learning Outcomes

    (LO1) Students will demonstrate an awareness of the cultural output and historical and political context of Weimar Republic-era Germany, with particular focus on the theme of the city and on notions of class and gender.

    (LO2) Students will further develop critical and analytical skills enabling them to situate texts and concepts in their historical context.

    (LO3) Students will be able to evaluate a range of textual and critical evidence, to assess their relative merits and to construct in verbal and written form clearly reasoned arguments on the basis of such evidence.

    (LO4) Through close readings of selected primary material, students will develop their awareness of language and literary strategies, and an awareness of historical film techniques and the form of critical film analysis.

    (S1) Communication (oral, written and visual) - Media analysis

    (S2) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Global citizenship - Cultural awareness

    (S5) Communication (oral, written and visual) - Listening skills

    (S6) Global citizenship - foreign language skills

    (S7) Research skills - independent analysis

  • Child Language Acquisition (ENGL256)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting40:60
    Aims

    The aims of this module are:
    To make students aware of the scope, history, and the main findings of the field; to familiarise students with the most important theoretical and methodological issues in the area of child language acquisition; to give students the opportunity to critically reflect upon the representation of child language research in popular media; and to provide students with experience in conducting their own small scale (corpus-based) research in the area of child language acquisition.

    Learning Outcomes

    (LO1) Demonstrate knowledge and understanding of both the scope of child language acquisition in relation to other linguistic disciplines and some of the major findings within the field

    (LO2) Demonstrate the ability to critically compare and evaluate relevant theoretical concepts and different methodological approaches within the field of CLA

    (LO3) Demonstrate the ability to critically reflect upon the way in which CLA findings are made available to a lay audience via popular media

    (LO4) Demonstrate an understanding of basic principles of relevant methodology that allows you to analyse corpus data from a CLA perspective

    (S1) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions

    (S2) Information technology (application of) adopting, adapting and using digital devices, applications and services

    (S3) Information literacy online, finding, interpreting, evaluating, managing and sharing information

    (S4) Learning skills online studying and learning effectively in technology-rich environments, formal and informal

    (S5) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S6) Media literacy online critically reading and creatively producing academic and professional communications in a range of media

    (S7) Research management; developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, and applying ethics

    (S8) Self-management; readiness to accept responsibility (i.e. leadership), flexibility, resilience, self-starting, initiative, integrity, willingness to take risks, appropriate assertiveness, time management, and readiness to improve own performance based on feedback/reflective learning

  • Living the Global Eighteenth Century (HLAC200)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To offer students an introduction to some key aspects of European culture and society in the eighteenth century;

    To make students who come from a range of major subject areas aware of the ways in which study of that period is approached by and can enrich a range of disciplines.;

    To help students to grasp and reflect on the historical dimensions of their own shared and contested culture(s) and the contemporary political and global order;

    To develop students' capacity for asking questions (curiosity) as well as for answering them (research skills) by engaging them in active and interactive learning.

    Learning Outcomes

    (LO1) A sound knowledge of key aspects of European culture, society and politics in the eighteenth century and insight into the historical dimensions of European and global modernity

    (LO2) An understanding of the ways in which study of the eighteenth century is approached by scholars in a range of disciplines and in working with people from disciplinary backgrounds different from their own

    (LO3) Ability to analyse and respond to primary texts critically in terms of their historical and geographical context

    (LO4) Ability to devise and carry out an independent research project, deploying both data and imagination

    (LO5) A sound knowledge of aspects of material culture of the eighteenth century and ability to analyse artefacts of material culture critically and in their geographical historical context

    (S1) Communication (oral, written and visual) - Presentation skills - visual

    (S2) Communication (oral, written and visual) - Presentation skills – oral

    (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Research skills - All Information skills

    (S6) Global citizenship - Cultural awareness

    (S7) Personal attributes and qualities - independence

  • Multilingualism in Society (ENGL279)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting55:45
    Aims

    To introduce students to sociolinguistic and ethnographic approaches to the study of multilingualism; to cultivate an understanding of how multiple languages are managed in society; and to develop critical understanding of the differentiated evaluation and use of multilingual varieties.

    Learning Outcomes

    (LO1) Demonstrate a good understanding of the major theoretical concepts in the study of multilingualism

    (LO2) Be able to discuss with insights some of the main ways multilingualism is studied

    (LO3) Have a clear understanding of the management, evaluation, and use of multiple languages in society

    (LO4) Be able to apply relevant theoretical concepts and research methods to the analysis of multilingualism as observed in everyday life

    (S1) Problem solving skills

    (S2) Teamwork

    (S3) Communication skills

    (S4) Critical thinking

    (S5) Project management

  • Nature and Virtue: Ancient Ethics (CLAH299)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To familiarise the students with the core ethical concepts and terminology relevant to Greco-Roman antiquity;

    To familiarise the students with the main ideas of ancient philosophical ethics;

    To widen the students' knowledge and understanding of ancient literature and thought;

    To stimulate reflection on ethical values in historical context(s);

    To stimulate evaluation of academic writing on topics relevant to the module.

    Learning Outcomes

    (LO1) The students should be able to illustrate and discuss ethical situations found in select Greco-Roman texts

    (LO2) The students should be able to recognise and distinguish between the alternative ethical systems advanced by ancient philosophers

    (LO3) The students should be able to construct interpretation of and comparison between ethical outlooks attested for Greco-Roman antiquity

    (LO4) The students should be able to analyse and evaluate knowledge, structure and stylistic quality of academic writing on topics relevant to the module

    (S1) Improving own learning / performance - reflective practice

    (S2) Improving own learning/performance - Record-keeping

    (S3) Research skills - all information skills

    (S4) Time and project management - personal organisation

    (S5) Skills in using technology - using common applications (work processing, databases, spreadsheets etc.)

    (S6) Communication (oral, written and visual) - presentation skills – oral

    (S7) Communication (oral, written and visual) - presentation skills - visual

    (S8) Communication (oral, written and visual) - communicating for an audience

    (S9) Communication (oral, written and visual) - academic writing (including referencing skills)

    (S10) Critical thinking and problem solving - critical analysis

  • Pragmatics (ENGL274)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    The module aims to enable students to understand and apply a range of pragmatic theories. Specifically, it clarifies, (as far as possible) the distinction between semantics and pragmatics in accounting for communicated meaning, and the range of ways in which pragmatic meaning has been explained. It encourages students to consider the relative merits of different pragmatics theories as analytical approaches to meaning in context. It introduces and discusses the implications of pragmatics for our understanding of the nature and use of language in a range of different 'real world' situations.

    Learning Outcomes

    (LO1) By the end of the module students will be able to analyse relevant linguistic data using a range of pragmatic frameworks.

    (LO2) Critically compare and evaluate different pragmatic theories in relation to this data.

    (LO3) Assess the insights that pragmatic theory can offer into a range of linguistic issues concerning the nature, acquisition and use of language.

    (S1) Knowledge and understanding of core theories of Pragmatics and how these relate to other areas of language study/work.

    (S2) Ability to critically evaluate core theories of Pragmatics.

    (S3) Ability to apply theories of Pragmatics to data.

    (S4) Effective academic writing and referencing.

    (S5) Effective, targeted linguistic research.

    (S6) Communication (oral, written and visual) - Negotiation skills

  • Women in Iberian and Latin American Literature and Culture (HISP219)
    Level2
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to key texts and cultural forms from Spain, Portugal and Latin America in which the social and cultural role, status and impact of women are of particular importance;

    By studying and engaging with the topics taught on this module, students will develop critical insight into representations of women in the texts they have studied and will be able to apply what they have learnt constructively in the study of women in Iberian and Latin American literature more generally.

    Learning Outcomes

    (LO1) Understand and analyse the core texts within their historical, cultural and social contexts and recognise the connections and points of contrast between them.

    (LO2) Develop an awareness of key critical approaches and issues surrounding the core texts studied.

    (LO3) Distinguish between and analyse primary sources that are historiographical, sociological and cultural in nature.

    (LO4) Produce assessed work that displays a critical insight into the topics covered.

    (S1) Communication (oral, written and visual) - Presentation skills – oral.

    (S2) Critical thinking and problem solving - Critical analysis.

    (S3) Communication (oral, written and visual) - Presentation skills - written.

    (S4) Improving own learning/performance - Self-awareness/self-analysis.

  • School of the Arts Work Placements Module (SOTA300)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    To develop materials and/or undertake tasks within a practical or vocational context. To apply within that practical or vocational context professional, pedagogical, theoretical and other knowledge relevant to the development and delivery of the placement materials and/or tasks. To apply academic and/or theoretical knowledge within a practical context, and reflect and report on the relationship between the two. To develop and identify a range of personal/ employability skills, and reflect and report on this development.

    Learning Outcomes

    (LO1) To demonstrate an ability to develop materials and/or undertake tasks, according to a given specification and requirement, within a practical or vocational context.

    (LO2) To reflect on and evaluate the efficacy of the materials developed and/or the tasks undertaken.

    (LO3) To identify the connection between academic and/or theoretical knowledge and its practical or vocational application.

    (LO4) To identify, reflect and report on a range of personal/employability skills.

    (S1) Commercial awareness - Relevant understanding of organisations

    (S2) Improving own learning/performance - Self-awareness/self-analysis

    (S3) Improving own learning/performance - Personal action planning

    (S4) Improving own learning/performance - Record-keeping

    (S5) Communication (oral, written and visual) - Presentation skills – oral

    (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S7) Communication (oral, written and visual) - Report writing

    (S8) Critical thinking and problem solving - Critical analysis

    (S9) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

Programme Year Three

You will choose entirely optional modules, all of which are designed to allow greater specialisation and generic and/or thematic focus. Modules at this level will often reflect the current research of our academic staff and will allow you to explore the applications of language study in contexts such as education and the legal system. These modules will enable you to take part in debates about the current and future directions of the subject and enable you to develop your skills of independent research. Your options may include a dissertation on a subject of your choosing or a work placement with an organisation relevant to your degree.

Year Three Optional Modules

  • Aesthetics (PHIL316)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    Students will be introduced to arguments of some of the most important philosophers on art, aesthetics and cultural theory, including Kant, Hegel, Danto and Tolstoy. Students will consider key concepts and theories in aesthetics, including the aesthetic judgement, disinterestedness, the institutional theory of art, the nature of representation and expression and feminist and post-modern critiques. Students will be encouraged to make connections between works of art and artistic practices of the past and present.

    Learning Outcomes

    (LO1) Students will be able to explain and evaluate some of the main theories in aesthetics.

    (LO2) Students will be able to analyse key concepts and arguments relating to aesthetics and art.

    (LO3) Students will be able to structure discussion of issues in aesthetics.

    (LO4) Students will be able to identify links between influential philosophical theories and artistic practices.

    (LO5) Students will be able to articulate and defend positions in aesthetics and philosophy of art.

    (LO6) Students will be able to present their ideas with clarity and confidence.

    (LO7) Students will be able to develop in writing coherent, structured and informative accounts on abstract philosophical issues.

    (S1) Students will develop their skills in making appropriate use of information technology, information on the World Wide Web and reference works and databases relevant to the discipline.

    (S2) Students will enhance their capacity to participate, in a dispassionate and respectful manner in debates about controversial and profound matters.

    (S3) Students will develop their willingness critically to evaluate and reflect upon arguments, beliefs, proposals and values, both their own and those of others.

    (S4) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material.

    (S5) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.

    (S6) Students will enhance their ability to identify and reflect critically upon the issues that underlie debates.

    (S7) Students will develop confidence in considering previously unfamiliar ideas and approaches.

    (S8) Students will enhance their ability to marshal arguments and present them orally and in writing.

    (S9) Students will develop the ability to perform bibliographical searches, to include to professional standard citations and bibliographies in their work and to plan, organise and produce presentations and essays.

    (S10) Students will enhance their oral and written communications skills and develop skill in explaining complex material in a precise manner.

  • Digital Cultures in the Americas (HISP348)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to key conceptual debates on the production and context of mainstream and non-mainstream moving and still images;  

    To develop students ability to apply key theoretical debates to the study of digital cultures, platforms, and online content from across the Americas';

    To encourage students to examine the use, reuse, curation and distribution by professionals and amateurs of materials online and in film;

    To enhance students' skills of critical analysis and independent thinking.

    Learning Outcomes

    (LO1) Show an awareness of the key theoretical and conceptual debates on the creation and distribution of non mainstream moving and still images.

    (LO2) Demonstrate an applied knowledge of the wider historical context in which non mainstream moving and still images circulate.

    (LO3) Apply theoretical approaches or critical secondary literature to the analysis of non mainstream moving and still images.

    (LO4) Successfully apply close textual analysis of a range of material produced by non mainstream creators.

    (S1) Communication (oral, written and visual) - Presentation skills – oral

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S4) Communication (oral, written and visual) - Influencing skills – argumentation

    (S5) Communication (oral, written and visual) - Communicating for audience

    (S6) Communication (oral, written and visual) - Media analysis

    (S7) Critical thinking and problem solving - Critical analysis

    (S8) Critical thinking and problem solving - Evaluation

    (S9) Information skills - Critical reading

    (S10) Skills in using technology - Online communications skills

  • Dissertation (semester One) (ENGL311)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To give students the opportunity to carry out independent study at an advanced level, with appropriate support, into a topic of interest to them.

    To build on students' existing research skills and their knowledge base from other modules.

    Learning Outcomes

    (LO1) Work independently.

    (LO2) Apply appropriate writing and presentation skills.

    (LO3) Construct an original argument, to arrive at explicitly justified interpretations and conclusions.

    (LO4) Identify and survey the relevant scholarly field in relation to the topic, and apply as appropriate.

    (LO5) Identify and apply research methodology appropriate to the topic.

    (LO6) Identify a viable topic for research within the formal parameters of the project and formulate a research question of appropriate scope.

    (S1) Personal attributes and qualities - Resilience

    (S2) Research skills - All Information skills

    (S3) Critical thinking and problem solving - Synthesis

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Time and project management - Project management

    (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S7) Communication (oral, written and visual) - Influencing skills – envisioning

    (S8) Communication (oral, written and visual) - Influencing skills – argumentation

    (S9) Communication (oral, written and visual) - Presentation skills - written

    (S10) Improving own learning/performance - Reflective practice

  • From Kung Fu to Anime: Innovations in Asian Cinema (CHIN320)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To understand key periods in Asian cinema;

    To understand key trends in cinematic innovations;

    To understand digital and physical sites of exhibition as well as distribution of films;

    To analyse the relationship of technology and genre;

    To understand the cultural contexts within which these films circulate and the ways in which they create cultural meanings;

    To enhance students' skills of critical analysis and independent thinking.

    Learning Outcomes

    (LO1) To introduce students to key conceptual debates on the production and context of Asian cinema.

    (LO2) To develop students ability to apply knowledge about technology to the study of Asian film.

    (LO3) To encourage students to undertake independent research projects and to work collaboratively.

    (LO4) To enhance students' skills of critical analysis and independent thinking.

    (S1) Show familiarity with key conceptual debates revolving around the production and context of Asian cinema.

    (S2) Demonstrate an applied knowledge of the wider historical context in which cinema evolved in Asia.

    (S3) Ability to undertake independent research projects that are informed by an understanding of key theoretical concepts.

    (S4) To be able to undertake a close textual analysis of filmic texts of different historical time periods.

  • From Sign to Text: Exploring Multi-modal Communication (ENGL345)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    1. To gain an understanding of the scope of Semiotics in its theoretical and applied strands.
    2. To develop a critical understanding theories and concepts in Semiotics and their application to neighbouring fields.
    3. To understand the role played by language among other communication systems.
    4. To be able to analyse linguistic and non-linguistic texts by applying key concepts, tools and methods in Semiotics.

    Learning Outcomes

    (LO1) Students will demonstrate knowledge and understanding of the scope and history of Semiotics.

    (LO2) Students will demonstrate an understanding of the basic tenets and key concepts in Semiotics.

    (LO3) Students will demonstrate the ability to apply a range of semiotic models and methods to the analysis of text/products/activities.

    (LO4) Students will demonstrate the ability to critically compare and evaluate relevant theoretical concepts within the field of Semiotics.

    (LO5) Students will use technical vocabulary accurately.

    (LO6) Students will demonstrate fluency and rigour in oral presentations in the field of Semiotics.

    (S1) Students will read closely and critically.

    (S2) Students will write clearly, accurately and effectively.

    (S3) Students will apply scholarly bibliographic skills appropriate to the subject.

    (S4) Students will present information within wider contexts.

    (S5) Students will plan, organise and report to deadline.

    (S6) Students will articulate their own and other people’s ideas concisely, accurately and persuasively both orally and in writing.

    (S7) Students will develop working relationships with others in teams, especially through constructive dialogue (for example, by listening, asking and responding to questions).

    (S8) Students will be sensitive to cultural contexts when working with others.

    (S9) Students will apply creativity and rigour to problem-solving, adapting to different demands and tasks.

  • Language and Globalization (ENGL430)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting40:60
    Aims

    Students learn to appreciate the often unexpected and complex ways language and communication are involved in the globalization process. Sociolinguistic concepts are used in creative ways to achieve innovative understandings of varied social phenomena under globalization.

    Learning Outcomes

    (LO1) Students will develop a critical understanding of the impact of globalization on language and communication.

    (LO2) Students will be able to discuss insightfully some of the ways to examine language and globalization.

    (LO3) Students will be able to examine and explain in innovative ways the use and functionality of language in global contexts.

    (LO4) Students will critically reflect on new forms of power and social relations in globalization.

    (S1) Problem solving skills.

    (S2) Teamwork.

    (S3) Communication skills.

    (S4) International awareness.

    (S5) Critical thinking.

  • Language and Literature (ENGL383)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To combine linguistic and literary approaches to the study of literary texts. To introduce you to linguistic methods for the analysis of literary texts. To contest the effectiveness of different analytical approaches. To combine theories and literary texts of your own choosing in an imaginative and original way.

    Learning Outcomes

    (LO1) Your analytical skills will be sharpened.

    (LO2) Your knowledge of literary-linguistic debate will be heightened.

    (LO3) You will be able to engage confidently in literary-linguistic debate in a creative, critical and well-informed manner.

    (S1) Communication (oral, written and visual) - Presentation skills - written

    (S2) Information skills - Critical reading

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S5) Critical thinking and problem solving - Creative thinking

    (S6) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]

    (S7) Critical thinking and problem solving - Evaluation

    (S8) Critical thinking and problem solving - Synthesis

  • Popular Culture, Language and Politics (COMM318)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to provide students with an understanding of the role of popular culture in society, and politics in particular. It aims to enable students to critically consider the role of writing, speech, imagery and sound in articulating political discourses in popular culture. It will provide an advanced understanding for students who wish to either continue in postgraduate studies and/ or be used in communicative careers such as in media and public relations. It will also create opportunities and understanding for Independent Projects or Dissertations in the final term of the third year for projects which consider communication discursively.

    Learning Outcomes

    (LO1) The student will critically consider similarities and differences between the communicative properties of various modes of communication.

    (LO2) The student will apply linguistically-derived concepts to a range of popular cultural texts.

    (LO3) The student will gain advanced understanding of theoretical issues within which the study of media language is a part of.

    (LO4) The student will learn to critically analyse texts through a range of discursive approaches.

    (S1) Collate, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or other forms.

    (S2) Communication, listening and questioning respecting others, contributing to discussions, influencing.

    (S3) Engage critically with major thinkers and debates within the field, putting them to productive use.

    (S4) Make critical judgements in the understanding and evaluation of these forms.

    (S5) Appreciate and apply ethical consideration and judgement to analysis of production, distribution and consumption in communication, media, film and culture.

  • Varieties of Northern English (ENGL308)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    1. To familiarise students with varieties of Northern English in relation to Modern Standard English and other non-standard varieties.
    2. To raise students' critical awareness of language variation.
    3. To equip students with the theoretical and technological tools that will enable them to conduct their own case study and present, analyse, and discuss original data they collect themselves.

    Learning Outcomes

    (LO1) Demonstrate a critical understanding of varieties of Northern English in relation to Standard English and other non-standard varieties of English.

    (LO2) Detect and identify the distinctive features of the varieties of Northern English

    (LO3) Construct a corpus of Northern dialect language data and conduct both quantitative and qualitative analyses of corpus data.

    (LO4) Demonstrate a critical understanding of the historical, geographical, social and theoretical factors surrounding varieties of Northern English.

    (LO5) Acquire and demonstrate skills using specialist software used in the field.

    (S1) Time and project management - Personal action planning

    (S2) Communication (oral, written and visual) - Report writing

    (S3) Improving own learning/performance - Reflective practice

    (S4) Information skills - Critical reading

    (S5) Critical thinking and problem solving - Creative thinking

    (S6) Communication (oral, written and visual) - Listening skills

  • Analysing Discourse (ENGL307)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    The aim of this module is to equip students with a knowledge of how discourse works at linguistic, metalinguistic, and paralinguistic levels. Students will be exposed to a wide range of discourse types and will learn methodologies (and their theoretical bases) available for analysing them, especially with a view to exposing meanings which would otherwise remain hidden.

    Learning Outcomes

    (LO1) Students will have the ability to understand the theoretical principles behind discourse analysis.

    (LO2) Students will have the ability to identify a broad range of discourse types.

    (LO3) Students will have the ability to collect discourse data and analyse them according to an appropriate methodology.

    (LO4) Students will have the ability to understand the implicit or concealed ideology that motivates discourse.

    (S1) Discourse analysis

    (S2) Communication (oral, written and visual) - Presentation skills

    (S3) Critical thinking and problem solving - Critical analysis

    (S4) Critical thinking and problem solving - Evaluation

  • Comics and Graphic Novels: Memory and Transcultural Mobility (MODL326)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To broaden students’ perception of comics exploring different contexts of development of comics industries and their transnational connections since the 20th century;

    To introduce students to scholarship that reads contemporary changes in the cultural practices and media structures through the comic medium;

    To make students aware of the breadth and potential of graphic narratives by examining different genres, such as autobiography, testimony and reportage, as well as the different forms (printed and digital) in which they emerge and circulate;

    To give students an understanding of how graphic narratives of transcultural experiences visualize the relationship between mobility (understood as both spatial and cultural) and memory;

    To develop student’s ability and confidence in multilingual learning processes (i.e. collaborative learning processes where the multiple languages involved in their study are not entirely familiar to them).

    Learning Outcomes

    (LO1) A broad knowledge of the development of comics as a medium since the 20th century, across multiple linguistic and cultural contexts of the development of comics industries.

    (LO2) An ability to engage with recent scholarly debates on comics and contemporary media structures.

    (LO3) An awareness of the multiple genres of graphic narratives and their development across linguistic and mnemonic formations.

    (LO4) An ability to read cultural mobility in the 21st century through the expanding medium of comics.

    (S1) Communication (oral, written and visual) – presentation skills – oral

    (S2) Communication (oral, written and visual) – academic writing (including referencing skills)

    (S3) Critical thinking and problem solving – critical analysis

    (S4) Communication (oral, written and visual) – media analysis

    (S5) Global citizenship – cultural awareness

    (S6) Personal attributes and qualities – independence

    (S7) Research Skills – independent analysis

  • Dissertation (semester Two) (ENGL379)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To give students the opportunity to carry out independent study at an advanced level, with appropriate support, into a topic of interest to them. To build on students' existing research skills and their knowledge base from other modules.

    Learning Outcomes

    (LO1) Identify a viable topic for research within the formal parameters of the project and formulate a research question of appropriate scope.

    (LO2) Identify and apply research methodology appropriate to the topic.

    (LO3) Identify and survey the relevant scholarly field in relation to the topic, and apply as appropriate.

    (LO4) Construct an original argument to arrive at explicitly justified interpretations and conclusions.

    (LO5) Apply appropriate writing and presentation skills.

    (LO6) Work independently.

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Influencing skills – argumentation

    (S4) Communication (oral, written and visual) - Influencing skills – envisioning

    (S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S6) Time and project management - Project management

    (S7) Critical thinking and problem solving - Critical analysis

    (S8) Critical thinking and problem solving - Synthesis

    (S9) Research skills - All Information skills

    (S10) Personal attributes and qualities - Resilience

  • Fairytales and Fear: the Fantastic in Literature (GRMN316)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module seeks to introduce students to the genre of the fantastic in German literature, focusing on two areas: fairytales in the Grimm’s Märchen and contemporary Romanticism (Tieck, Hoffmann), and poetic as well as psychological realism (Schnitzler, Storm, von Droste-Hulshoff);

    It will familiarise students with key theories of the genre, with a particular emphasis on Todorov’s theory of the fantastic, and Freud’s reading of Der Sandmann and develop students’ skills in textual interpretation through close reading.

    Learning Outcomes

    (LO1) Students will demonstrate an understanding of the literary genre of the fantastic and the psychological notion of the uncanny.

    (LO2) Students will have enhanced their critical reading skills of narrative prose from a range of historical periods, and of theoretical texts and secondary literature.

    (LO3) Students will be able to apply theoretical concepts to literary texts and assess the merits of competing interpretations.

    (S1) Communication, listening and questioning respecting others, contributing to discussions, communicating in a foreign language, influencing, presentations

    (S2) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning

    (S3) Problem solving/ critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.

    (S4) Research management developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting & using data, applying research methods, applying ethics

    (S5) Global perspectives demonstrate international perspectives as professionals/citizens; locate, discuss, analyse, evaluate information from international sources; consider issues from a variety of cultural perspectives, consider ethical and social responsibility issues in international settings; value diversity of language and culture

  • Introduction to Teaching English to Speakers of Other Languages in A Global Context (ENGL303)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting10:90
    Aims

    The module aims:
    • to provide students with an introduction to the principles and practice of teaching English to speakers of other languages;
    • to help prepare students with little or no teaching experience to teach English to speakers of other languages in the private or voluntary sectors or while travelling abroad.

    Learning Outcomes

    (LO1) On successful completion of the course, students will have acquired an understanding of how theoretical assumptions about language and language learning inform the current practice of TESOL.

    (LO2) On successful completion of the course, students will have acquired an understanding of the role of English language teaching in a global context, including the economic, cultural, and social implications of teaching English as a global language.

    (LO3) On successful completion of the course, students will have acquired an understanding of different career paths available in the field of TESOL.

    (LO4) On successful completion of the course, students will have acquired familiarity with practical techniques for teaching aspects of the English language system such as grammar and vocabulary.

    (LO5) On successful completion of the course, students will have acquired familiarity with practical classroom techniques for teaching receptive and productive skills and practical details of lesson planning.

    (LO6) On successful completion of the course, students will have acquired the ability to apply knowledge of theories of language and language learning to the investigation of classroom-related issues and problems.

    (LO7) On successful completion of the course, students will have acquired the ability to apply digital technology to language learning issues through corpora and online resources.

    (LO8) On successful completion of the course, students will have acquired the ability to construct a cogent written argument in the form of a written assignment, based upon a range of reference sources.

    (LO9) On successful completion of the course, students will have acquired the ability to conceive, plan and deliver a short lesson on one aspect of English language to learners.

    (S1) Identifying target language for a class: how instruction can influence acquisition.

    (S2) Lesson planning; scope and sequence of classroom activities in class.

    (S3) Classroom management: giving clear instructions and comprehension checking.

    (S4) Interpersonal communication: developing awareness of how teachers model the language, interact with their students, and give feedback.

    (S5) Confidence: taking charge of a learning situation, setting and achieving goals, and reflecting on performance.

  • Italian Crime Stories: From Noir Fiction to Mafia Films (ITAL321)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce and broaden the students’ perceptions of Italian crime and Mafia fiction and film;

    To introduce a variety of theoretical and critical approaches and considers how the different sources can relate to each other and to society;

    To explore and analyse a variety of sources (including novels, films and TV series);

    To make students aware of relevant aspects of Italian crime and Mafia fiction and film which they may wish to explore further in postgraduate research programmes.

    Learning Outcomes

    (LO1) An ability to understand and discuss literary texts, films and other artefacts and to place these sources in its broader historical, cultural and social context.

    (LO2) An ability to apply theoretical approaches or critical secondary literature to the analysis of written and audio-visual sources.  

    (LO3) Ability to demonstrate confidence in written analysis and debate

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Communication (oral, written and visual) - Oral skills

    (S3) Global citizenship - Cultural awareness

    (S4) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S5) Personal attributes and qualities - Independence

    (S6) Research skills - Independent analysis

  • Language and Gender (ENGL400)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting30:70
    Aims

    1. To familiarise students with past and current theoretical and methodological approaches to language and gender.
    2. To develop students' critical understanding of current theories of language and gender as well as their ability to apply these in real data and real-life situations.
    3. To enhance students' awareness in the role of language in constructing gender.
    4. To provide students with experience in conducting their own empirical study in an area of language and gender.

    Learning Outcomes

    (LO1) Students will demonstrate knowledge and understanding of the main schools of thought within the field of language and gender and the methodologies used in this line of research.

    (LO2) Students will demonstrate the ability to comment critically on the major studies within the field.

    (LO3) Students will demonstrate the ability to analyse data drawing upon the relevant theoretical concept and apply standards data analysis techniques and background concepts to new data.

    (S1) Problem-solving skills: formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, developing the confidence to address challenging problems using a variety of different approaches

    (S2) Investigative skills: searching out and synthesising information stored on paper, electronically or visually; developing skills of independent investigation, interacting with colleagues

    (S3) Communication/ verbal: developing the ability to listen carefully, to present complex information in a clear, concise and sophisticated manner both in writing and by oral presentation, and to present a discussion based on information collected from various sources and coherently synthesised, using appropriate referencing conventions

    (S4) Thinking/ intellectual skills: developing the ability to interpret and present data, critically address complex ideas, construct logical arguments, and use technical language correctly

    (S5) Personal Organisation skills: developing the ability to undertake self-directed study and learning, manage their time efficiently, and to plan, design and accomplish a significant piece of research or an inquiry, either independently or as a member of a team

    (S6) Self – development skills: developing the ability to work independently, to use their initiative, to organise their time properly and to interact constructively with others

    (S7) Information Technology: developing the ability to use their computing and IT skills to help find, store and interpret information, to produce electronic documents and to use appropriate software confidently

  • Language and the Law: A Course in Forensic Linguistics (ENGL312)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting20:80
    Aims

    Practical in orientation, this module develops a set of methods for examining the links between language and the law in all its forms. The activities listed below reflect a consensus across the published literature in the field and therefore reflect the main duties a forensic linguist can expect to perform. Such activities include: Performing expert analysis and commentary on the language of legal documents, courts and prisons. Improving translation services in the court system. Helping alleviate [linguistic] disadvantage produced by the legal process. Providing forensic evidence that is based on professional academic knowledge of language and discourse. Offering advice in legal drafting and interpreting, often with an emphasis on the use of 'plain language'. Overall, the course promotes the use of forensic evidence that is based on the best expertise in the study of language and linguistics. It is an avowed aim of the International Association of Forensic Linguists (IAFL) that forensic linguistics should seek to alleviate language-based inequality and disadvantage in the legal system, and this module embraces this aim.

    Learning Outcomes

    (LO1) By the end of this module, students will be able to:Demonstrate knowledge and understanding of the scope and history of forensic linguistics.

    (LO2) Demonstrate an ability to apply a range of models in language and discourse to forensic materials, whether those materials be spoken or written.

    (LO3) Demonstrate an ability to balance probabilities in linguistic evidence using quantitative data and with reference linguistic corpora.

    (LO4) Demonstrate an understanding of the constraints on language use and understanding in the legal process, with particular reference to social and cultural difference.

    (S1) Students will acquire skills in close linguistic analysis, of both spoken and written language, with particular skill in forensic document analysis.

    (S2) Students will be able to match different theoretical models with different kinds of forensic data.

    (S3) Students will be able to perform expert analysis and commentary on the language of legal documents, courts and prisons.

    (S4) Students will be trained to offer reasoned forensic-linguistic evidence that is gounded in academic knowledge of language and discourse.

  • Philosophy and Literature (PHIL327)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting60:40
    Aims

    Students will be introduced to arguments of some of the most important philosophers on literature, such as Plato, Aristotle, Du Bois, Benjamin, Derrida and Nussbaum.

    Students will consider key concepts and theories that deal with specific themes surrounding philosophical and literary production, such as the nature of emotion, narrative, metaphor and language.

    Students will be encouraged to make connections with works of literature from different historical periods and cultural contexts.

    Learning Outcomes

    (LO1) Students will be able to explain and evaluate some of the theories central to philosophy and literature.

    (LO2) Students will be able to analyse key concepts and arguments relating to philosophy of literature.

    (LO3) Students will be able to structure discussion of issues in philosophy and literature.

    (LO4) Students will be able to interrogate literature through philosophy and vice versa.

    (LO5) Students will be able to articulate and defend positions in philosophy of literature.

    (LO6) Students will be able to present their ideas with clarity and confidence.

    (LO7) Students will be able to develop in writing coherent, structured and informative accounts on philosophical issues.

    (S1) Students will develop their skills in making appropriate use of information technology, information on the World Wide Web and reference works and databases relevant to the discipline.

    (S2) Students will enhance their capacity to participate, in a dispassionate and respectful manner, in debates about controversial and profound matters.

    (S3) Students will develop their willingness critically to evaluate and reflect upon arguments, beliefs, proposals and values, both their own and those of others.

    (S4) Students will enhance their abilities in reading and understanding texts and in comprehending abstract material.

    (S5) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.

    (S6) Students will enhance their ability to identify and reflect critically upon the issues that underlie debates.

    (S7) Students will develop confidence in considering previously unfamiliar ideas and approaches.

    (S8) Students will enhance their ability to marshal arguments and present them orally and in writing.

    (S9) Students will develop the ability to perform bibliographical searches, to include to professional standard citations and bibliographies in their work and to plan, organise and produce presentations and essays.

    (S10) Students will enhance their oral and written communications skills and develop skill in explaining complex material in a precise manner.

  • Terror Remembered: Representing Traumatic Histories in Latin America, Europe and China (MODL304)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to approaches to memory and to a body of textual, visual, material representation of terror that has become a key focus for critical analysis in recent cultural studies;

    To provide a context in which students can engage in systematic comparisons between European, Latin American and East Asian experiences and representations of social and political trauma;

    To provoke students to reflect systematically on the political and ethical implications of literary, material and cinematic representation of traumatic histories.

    Learning Outcomes

    (LO1) A basic knowledge of the circumstances and character of the Holocaust in Europe, the experiences of dictatorship and civil war in Latin America, and, where relevant, the Japanese occupation of China and the Chinese Cultural Revolution.

    (LO2) A detailed understanding of the ways in which traumatic experiences of state terror and civil conflict have been represented in Latin American, European or Chinese cultural discourse.

    (LO3) Familiarity with the terms and methods used in the critical analysis of literary, visual and heritage practice and in particular with the terms of critical debate about the ethics and aesthetics of representing political violence and genocide

    (LO4) The ability to apply comparative analysis to the understanding of local and individual events, texts and artefacts

    (LO5) For students of a modern foreign language: enhanced ability to use their skills for reading and analysing a range of complex texts in the target language.

    (S1) Communication (oral, written and visual) - presentation skills – oral and poster design

    (S2) Critical thinking and problem solving - critical analysis

    (S3) Research skills - all information skills

    (S4) Communication (oral, written and visual) - academic writing (including referencing skills)

    (S5) Global citizenship - cultural awareness

    (S6) Personal attributes and qualities - independence

  • Dissertation (over Both Semesters) (ENGL380)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    To give students the opportunity to carry out independent study at an advanced level, with appropriate support, into a topic of interest to them. To build on students' existing research skills and their knowledge base from other modules.

    Learning Outcomes

    (LO1) Identify a viable topic for research within the formal parameters of the project and formulate a research question of appropriate scope.

    (LO2) Identify and apply research methodology appropriate to the topic.

    (LO3) Identify and survey the relevant scholarly field in relation to the topic, and apply as appropriate.

    (LO4) Construct an original argument to arrive at explicitly justified interpretations and conclusions.

    (LO5) Apply appropriate writing and presentation skills.

    (LO6) Work independently.

    (S1) Improving own learning/performance - Reflective practice

    (S2) Communication (oral, written and visual) - Presentation skills - written

    (S3) Communication (oral, written and visual) - Influencing skills – argumentation

    (S4) Communication (oral, written and visual) - Influencing skills – envisioning

    (S5) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S6) Time and project management - Project management

    (S7) Critical thinking and problem solving - Critical analysis

    (S8) Critical thinking and problem solving - Synthesis

    (S9) Research skills - All Information skills

    (S10) Personal attributes and qualities - Resilience

  • School of the Arts Work Placements Module (SOTA300)
    Level3
    Credit level30
    SemesterWhole Session
    Exam:Coursework weighting0:100
    Aims

    To develop materials and/or undertake tasks within a practical or vocational context. To apply within that practical or vocational context professional, pedagogical, theoretical and other knowledge relevant to the development and delivery of the placement materials and/or tasks. To apply academic and/or theoretical knowledge within a practical context, and reflect and report on the relationship between the two. To develop and identify a range of personal/ employability skills, and reflect and report on this development.

    Learning Outcomes

    (LO1) To demonstrate an ability to develop materials and/or undertake tasks, according to a given specification and requirement, within a practical or vocational context.

    (LO2) To reflect on and evaluate the efficacy of the materials developed and/or the tasks undertaken.

    (LO3) To identify the connection between academic and/or theoretical knowledge and its practical or vocational application.

    (LO4) To identify, reflect and report on a range of personal/employability skills.

    (S1) Commercial awareness - Relevant understanding of organisations

    (S2) Improving own learning/performance - Self-awareness/self-analysis

    (S3) Improving own learning/performance - Personal action planning

    (S4) Improving own learning/performance - Record-keeping

    (S5) Communication (oral, written and visual) - Presentation skills – oral

    (S6) Communication (oral, written and visual) - Academic writing (inc. referencing skills)

    (S7) Communication (oral, written and visual) - Report writing

    (S8) Critical thinking and problem solving - Critical analysis

    (S9) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

The programme detail and modules listed are illustrative only and subject to change.


Teaching and Learning

You will experience a mix of lectures, seminars, workshops and tutorials, with no modules being taught entirely through lectures. Alongside independent study and research, some modules require timetabled student group work. We provide an online programme of study skills to help with the necessary standards of referencing and presentation in written work. Tutorials allow for discussion of key readings, concepts and ideas, typically in groups of up to nine students.
Seminar groups are larger, but do not normally exceed 18; they usually last for between one and a half to two hours. Workshops are similar in size but have a more distinct practical element (eg in drama or language modules). In addition, in Years Two and Three, you will participate to a greater or lesser extent in a range of other formative activities: seminar presentations, creative writing and peer teaching.


Assessment

The main modes of assessment are through a combination of essay and examination, but depending on the modules taken you may encounter project work, presentations (individual or group), and portfolios of creative work or specific tests focused on editing, translation or etymological tasks.