English Literature BA (Hons)

Key information


english-2

Module details

Single Honours students must take 120 credits in each year of study.

Programme Year One

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

Year One Compulsory 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

  • Literature in Time (ENGL117)
    Level1
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    • To prepare students broadly for the study of literature at Levels Two and Three

    • To enable students to make informed Level Two module choices

    • To consider in detail how texts can be grouped in literary or cultural periods, and to examine the relationship between writing and different kinds of context, e.g. historical, biographical and print

    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 relate literary texts to different kinds of context (e.g. historical, biographical, or print)

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

  • Literature and Place (ENGL102)
    Level1
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to a range of literary texts in English from different genres and periods, linked by the thematic concept of Place. To consider these texts from a variety of historical and theoretical perspectives. To consider how texts from different locations and cultures, national and international, represent, generate and mediate the concept of place, and related ideas such as home, belonging, travel, and identity. To offer students introductory samples of literature of different types and historical contexts, reflecting Honours-level provision. To meet the hallmark criteria of Curriculum 2021.

    Learning Outcomes

    (LO1) Analytical skills and vocabulary appropriate to university-level work and ability to use them appropriately in relation to a range of sources from different historical periods and social contexts.

    (LO2) Ability to construct and support argument in written or spoken forms suitable for academic work and ability to participate constructively in group discussions.

    (LO3) Awareness of cultural, theoretical and historical contexts of literature and language use.

    (LO4) Understanding of the ways in which ‘place’ has been generated within literature and represented, understood, and debated in literary texts of different kinds across time.

    (S1) Critical Reading

    (S2) Academic Research and Writing (including Referencing)

    (S3) Communication and teamwork

    (S4) Digital fluency

  • 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.

Year One Optional Modules

  • Attitudes to English (ENGL106)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting55:45
    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

  • 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

  • English Literature in Ireland: Jonathan Swift to Wb Yeats (IRIS103)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting100:0
    Aims

    To introduce students to a broad range of Irish literature in English, from Jonathan Swift to W.B. Yeats;

    To help students to situate this writing in its historical and cultural contexts;

    To introduce students to the idea of an Irish literary tradition in English, related to but distinguishable from, the English tradition.

    Learning Outcomes

    (LO1) An understanding of major genres and major periods of writing

    (LO2) An understanding of literary, historical and political contexts out of which the work arose

    (S1) Communication (oral, written and visual) - communicating for audience

    (S2) Critical thinking and problem solving - critical analysis

  • The Worlds of Odysseus (CLAH101)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting60:40
    Aims

    To make students familiar with one of Homer's epics, in an analytical way;

    To stimulate students' awareness of interpretative problems in Homeric epic and of the scholarly approaches to these texts;

    To provide students with a sense of cultural and historical context of Greek literature and civilization;

    To foster core academic skills (close reading, research, written communication, academic integrity when using sources) which students will use in their subsequent study.

    Learning Outcomes

    (LO1) The students should be able to discuss Homer's Odyssey (in translation) in an informed manner

    (LO2) The students should be able to extrapolate, illustrate and contextualise cultural and socio-historical issues from the material of the Odyssey

    (LO3) The students should be able to engage with modern scholarship in order to construct interpretation of the ancient text(s) in translation

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

    (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) Critical thinking and problem solving - critical analysis

    (S7) Global citizenship - cultural awareness

    (S8) Personal attributes and qualities - integrity

    (S9) Critical thinking and problem solving - synthesis

    (S10) Communication (oral, written and visual) - academic writing (including referencing skills)

  • Analysing Media Texts (COMM105)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    This module will introduce you to the analysis of communication and the forms that communication takes i.e., how meaning is created through words, images and sounds, focusing primarily on popular screen media, especially film and television.

    This module will also introduce some major approaches to media analysis, focusing especially on narrative, stylistic and genre analysis.

    This module will also examine the ways in which media communication takes place within a number of contexts, paying particular attention to industrial and economic concerns, the ways in which audiences engage with media and the ways in which media are authored and branded.

    This is one of two foundational modules for students seeking to study Communications in years 2 and 3. It is compulsory for everyone except for students doing a minor in Communication.

    Learning Outcomes

    (LO1) Understand the role still and moving images play in mass communications along with the ideological implications they have for media messages.

    (LO2) Develop an analytic ability in relation to different kinds of media texts, with particular reference to their narrative, stylistic and generic dimensions.

    (LO3) Understand the ways in which narrative, stylistic and generic choices shape the nature of representation in media texts.

    (LO4) Identify media texts as products of particular economic, industrial, institutional and technological environments.

    (LO5) Understand the most significant components of media texts and the production practices that underlie them, and to analyse these aspects critically.

    (S1) Communication skills.

    (S2) IT Skills.

    (S3) Commercial awareness.

    (S4) Communication (listening and questioning and respecting others, contributing to discussions, communicating in a foreign language, influencing presentations).

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

    (S6) 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.

  • 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.

  • Irish Literature 1914-2014: From James Joyce to Eimear Mcbride (IRIS104)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting100:0
    Aims

    To introduce students to a broad range of Irish literature in English, from James Joyce to Seamus Heaney;

    To help students to situate this writing in its historical and cultural contexts;

    To introduce students to the idea of an Irish literary tradition in English, related to but distinguishable from, the English tradition.

    Learning Outcomes

    (LO1) To introduce students to the academic study of a wide range of texts, ranging across the major genres.

    (LO2) To train students to read carefully and to write in an argued manner about literary texts

    (LO3) To encourage students to avail of the range of scholarly work written in the discipline

    (LO4) To prepare students for the advanced study of literature.

    (S1) Global citizenship - cultural awareness

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

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

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

    (S5) Critical thinking and problem solving - critical analysis

    (S6) Information skills - critical reading

    (S7) Information skills - Information accessing: locating relevant information, identifying and evaluating information sources

  • Virgil and the Age of Augustus (CLAH102)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module aims to focus on the literary output of the early Augustan period at Rome, with a focus on the Aeneid, an epic poem by Virgil and a core text for the study of Latin literature. As well as the works themselves, students explore the literary, social, and political contexts of their creation and other aspects of artistic expression at this period. This module aims to offer a foundation for further study of Latin poetry, epic poetry, and literary culture at Levels two and three.

    Learning Outcomes

    (LO1) In the course of the this module, students will: Become familiar with Virgil's Aeneid and understand its literary shape and the contexts of its production.

    (LO2) Acquire some understanding of the concept of genre and literary structures and approaches.

    (LO3) Develop skills of reading with understanding, analysis, and argument, written communication and oral discussion, and coherent expression of their own responses to texts.

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

    (S2) Research skills - All Information skills

    (S3) Critical thinking and problem solving - Critical analysis

  • 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.

  • Media and Society (COMM108)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To develop an understanding of the relationships between media, politics and society and the ways in which we use media and media use us.

    To develop an understanding of some of the key concepts and theories which seek to explain the communication and mediatisation of public and political life.

    To develop an understanding of the ways in which media operations and news discourse affect the representation of issues such as ethnicity, nationalism, gender, war and terrorism.

    To explore the ways in which the public are becoming both consumers and producers of media texts as well as their subjects, and the implications of new technologies and social media on everyday politics and social life.

    Learning Outcomes

    (LO1) Students will be able to discuss the role the media play in democratic societies.

    (LO2) Students will be able to identify key theories and debates concerning journalistic practices, including what makes news and issues of objectivity, bias and framing.

    (LO3) Students will be able to discuss the role media representations play in generating public perceptions of and responses to significant issues in society.

    (LO4) Students will be able to analyse the ways in which new media technologies are transforming relationships between the public, media and those whom the media depict.

    (LO5) Students will be able to summarise evidence from a range of sources and present well-structured arguments.

    (S1) Proficient use of electronic resources and tools for research as specified and required.

    (S2) Time management, organisation of work, proficient use of English, referencing.

    (S3) Ability to construct and convey a coherent argument in written form.

    (S4) Ability to analyse theories and concepts and apply knowledge.

Programme Year Two

You will choose from a range of optional modules, allow you to pursue your own specific interests. There may also be opportunities to study modules from other Departments, such as Classics.

Year Two Optional Modules

  • Declaring Independence: American Literature to 1900 (ENGL201)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    The aims of this module are: to trace the historical development of American literature through the American Renaissance to the end of the nineteenth century; to examine burgeoning movements such as American Gothic and Transcendentalism among other topics; to analyse how American writers engage with the subject of their nation, especially with the stated ideals of the new republic; and to explore the different formal means they employ to express American identities.

    Learning Outcomes

    (LO1) On completing this module, students will be able to demonstrate awareness and understanding of: - the evolution of American literature from the seventeenth century up to c.1900

    (LO2) The range of styles with which American writers of the period describe their past or situate themselves in relation to American culture

    (LO3) The tradition of criticism of this literature

    (LO4) The ability to demonstrate their own confident critical understanding of American literature of the period

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

    (S2) Improving own learning/performance - Reflective practice

    (S3) Time and project management - Personal organisation

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Information skills - Critical reading

  • Rethinking American Fiction (ENGL210)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    The aims of this module are as follows:

    - To enable students to engage with a cross-section of American literature from the 20th and 21st centuries

    - To allow students to become conversant with the major critical contexts of this era, to understand how these critical debates are conducted.

    - To provide students with the materials to perform a critique of American literature and culture.

    - To attract students who are interested in approaching the study of American literature as an inherently international practice.

    - To develop skills in the comparison of literary and critical/theoretical writing, and in the understanding of how to apply theoretical contexts to contemporary literary contexts.

    Learning Outcomes

    (LO1) On completing this module students will have acquired a knowledge and understanding of a range of twentieth and twenty-first-century American fiction.

    (LO2) Developed a vocabulary for the critical analysis of this literature and an understanding of the construction and critique of the American canon.

    (LO3) Gained an appreciation of the historical and cultural contexts in which this literature was produced.

    (LO4) Gained an appreciation of the place of this literature within the traditions of literature in English.

    (S1) International awareness: An understanding of American literature and culture as a global matter.

    (S2) Independent research and essay writing skills: Ability to research and develop ideas in the form of an assessed essay.

    (S3) Assessment planning skills: Ability to create a piece of formative assessment and develop it, through feedback and academic support, into a summative piece of written coursework.

    (S4) Communication skills: Ability to discuss the cultural discourse of American literature of the 20th and 21st centuries in a seminar group.

  • Creativity: Socially-engaged Writing Practice (ENGL275)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    1. The aims of the module are: to give students an opportunity to think about how creative writing engages with a global society, social justice, political and environmental issues and human rights.

    2.  To introduce and develop an awareness of the creative writing process, across poetry, prose, literary essays, journalist writing, reviews and other forms of online and printed writing.

    3.  To develop writing skills in conjunction with an understanding of social activism.

    4.  To introduce and develop an awareness of the function and importance of the drafting process.

    5.  To foster independent reading of contemporary writing in a variety of genre and media.

    Learning Outcomes

    (LO1) Students will have a knowledge and understanding of the range of approaches to writing and social activism;

    (LO2) Students will have an ability to constructively evaluate their own writing and that of their peers;

    (LO3) Students will have a familiarity of and an experimentation with a variety of literary techniques;

    (LO4) Students will have a practical insight into the creation of texts that will feed into their understanding of contemporary social and political issues.

    (LO5) Students will have an understanding through practical work of the range of options available to writers engaging with social activism.

    (LO6) Students will have a familiarity and experimentation with a range of literary techniques and writing styles.

    (LO7) Students will have an independent thinking around contemporary approaches to socially-engaged writing practice processes.

    (S1) Research skills

    (S2) Employability skills (journalistic writing)

    (S3) Global citzenship

    (S4) Creativity

  • Friars, Whores and Rovers: Drama 1580-1640 (ENGL213)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting50:50
    Aims

    This module aims to introduce you to the variety of interesting and important theatre in the period 1580-1640 and to encourage an intelligent analysis of drama as a genre, involving the ability to respond to the plays via a number of different approaches.

    Learning Outcomes

    (LO1) By the end of the module you should be able to find ways of cross-referencing and comparing plays in terms of genre, convention and theatrical mode as well as having an understanding of staging contexts and an ability to respond to them creatively.

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

    (S2) Positive attitude and self-confidence: a 'can-do' approach, a readiness to take part and contribute, and openness to new ideas and the drive to make these happen.

    (S3) Research management: developing a research strategy, project planning and delivery, risk management, formulating questions, selecting literature, using primary/secondary/diverse sources, collecting and using data, applying research methods, and applying ethics.

  • Banned: Fiction, Sex and the Limits of Decency (ENGL298)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to censorship and the debates around its informal and formal use;

    To equip students to study the novel and its relationship with censorship;

    To help students to see the relationship between censorship and the cultural and historical contexts in which it arose.

    Learning Outcomes

    (LO1) An understanding of the major debates around the censorship of literature.

    (LO2) An understanding of key issues in the secondary literature in this area;

    (LO3) The development of the reading and writing skills appropriate to criticism of the genres

    (LO4) An ability to develop their own opinions in positive engagement with the secondary literature.

    (S1) Improving own learning / performance - reflective practice

    (S2) Time and project management - personal organisation

    (S3) Critical thinking and problem solving - critical analysis

    (S4) Critical thinking and problem solving - creative thinking

  • Medieval Narratives (ENGL270)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce a range of medieval narrative literature and common themes found there through studying a variety of texts in the original Middle English, alongside some others written in Anglo-Norman (studied in translation).
    To provide a basic reading knowledge of Middle English.
    To introduce students to the issues involved in editing early literature.
    To introduce students to a range of medieval cultural, intellectual, and literary contexts through the study of Middle English literature.

    Learning Outcomes

    (LO1) Students will develop an appreciation of the diversity of medieval narratives.

    (LO2) Students will understand and have a critical appreciation of major narrative texts within the medieval period.

    (LO3) Students will develop enhanced reading and critical skills relative to this literature.

    (LO4) Students will have a basic reading ability in Middle English language.

    (LO5) Students will have an appreciation of the place of this literature within the broader context of English literary history.

    (LO6) Students will have a basic understanding of how early texts might be edited.

    (S1) Communication (oral, written and visual) - Following instructions/protocols/procedures

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

    (S3) Communication: oral, written and visual - Academic writing, including referencing skills

    (S4) Time and project management - Personal organisation

    (S5) Critical thinking and problem solving - Critical analysis

    (S6) Critical thinking and problem solving - Evaluation

    (S7) Information skills - Information accessing: Locating relevant information and Identifying and evaluating information sources

    (S8) Critical thinking and problem solving - Creative thinking

  • Modernist Literature: 1900-1945 (ENGL232)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting67:33
    Aims

    To equip you with the sophisticated reading skills needed to interpret modernist texts.
    To examine previous critical responses to these texts and weigh arguments against each other.
    To compare techniques developed by writers with those developed by artists in other media, including painting, music and film.
    To develop a critical appreciation of experimental narrative techniques, their purposes, effects, and implications. 
    To develop and deploy the nuanced forms of expression which will enable you to articulate your responses.

    Learning Outcomes

    (LO1) You will be able to interpret subtle or ambiguous qualities of a text (such as tone, voice, and structure), and justify your interpretation.

    (LO2) You will be able to cite a range of critical perspectives and explain which aspects of the course texts are elucidated by particular critical arguments.

    (LO3) You will have developed the confidence to talk about a modernist painting or piece of music and an appreciation of concerns shared by artists in different media.

    (LO4) You will be able to discuss the implications of various narrative styles and techniques (eg. interior monologue, allusion, 'unreliable' narration).

    (LO5) You will have extended and refined your critical vocabulary and powers of argument such that you can clearly communicate your ideas about the course texts.

    (S1) Ability to form sustained, coherent arguments with evidence marshalled from disparate and challenging sources.

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

    (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

  • Restoration and Eighteenth-century Literature: Poetry, Prose and Drama 1660-1789 (ENGL272)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    The module will introduce students to the wide range of writing in the period 1660-1789, including the rise of the novel and developments within poetic and dramatic genres. The module will investigate the literature of the period in the context of developments in society, in enlightenment thought and in the modes of literary production and consumption.

    Learning Outcomes

    (LO1) Substantial knowledge of literature of the Restoration and Eighteenth Century.

    (LO2) Improved reading skills specific to understanding and analysing this literature.

    (LO3) An informed sense of the wider cultural history of the period and the interconnections between its writings.

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

    (S2) Critical thinking and problem solving - Critical analysis

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

    (S4) Communication (oral, written and visual) - Listening skills

    (S5) Information skills - Critical reading

    (S6) Research skills - All Information skills

    (S7) Skills in using technology - Using common applications, eg work processing, databases, spreadsheets

    (S8) Research skills - Awareness of /commitment to academic integrity

  • Romantic Literature (ENGL218)
    Level2
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting67:33
    Aims

    To introduce you to a wide range of texts from the Romantic and pre-Romantic period. To improve reading skills specific to those texts. To give you an informed sense of the wider cultural history of the time and the interconnections between different forms of writing in the period.

    Learning Outcomes

    (LO1) Demonstrate awareness of a range of literary forms and idioms in English Literature from c. 1770 to c. 1830

    (LO2) Show an awareness of main issues in the literature of the period

    (LO3) Relate elements of this literature to specific historical and cultural contexts

    (LO4) Investigate these issues in individual and collaborative discussion

    (LO5) Plan, research, and execute an assessed essay showing the application of the above skills, and demonstrate these skills and appropriate knowledge in a three-hour examination

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Research skills - All Information skills

  • Victorian Literature (ENGL243)
    Level2
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    The main aims of the module are to provide intensive study of a wide range of writing between 1837 and 1901, including the development of the realist novel, the problematic status of poetry, and the rise of women writers and to provide a context for such study in the light of the social and religious changes of the period.

    Learning Outcomes

    (LO1) Students will be able to demonstrate familiarity with a wide range of Victorian works, in all their differing forms and characteristics.

    (LO2) An ability to produce written work on the texts of the period, demonstrating analytical skill, critical and contextual awareness and awareness of good academic practice.

    (LO3) The ability to discuss knowledgeably a period of rich diversity and change. The student will have some awareness of contextual problems of belief, identity, and social order, as well as personal, family, sexual and public relations which lie behind Victorian questioning.

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

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

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

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

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

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

    (S7) Time and project management - Personal organisation

    (S8) Critical thinking and problem solving - Critical analysis

    (S9) Critical thinking and problem solving - Creative thinking

    (S10) Information skills - Critical reading

    (S11) Information skills - Information accessing:Locating relevant information and Identifying and evaluating information sources

    (S12) Global citizenship - Cultural awareness

Programme Year Three

The broad range of optional modules will enable you to further pursue your own choice of specialisms, and allow for greater generic and/or thematic focus. You may choose to undertake a dissertation on a topic of your choice, or a relevant work placement.

Year Three Optional Modules

  • Almost Shakespeare (ENGL359)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to a range of ‘offshoot’ texts that rework Shakespeare's plays in a number of formats and genres (fiction, poetry, drama, graphic literature, and film) produced by writers from Britain, America, and elsewhere throughout the twentieth century. To address how Shakespeare's works and the 'Shakespeare myth' are figured, received, and understood through twentieth-century literary reworkings. To examine questions of influence, reception, and intertextuality in these 'offshoot' texts, which have a life and status different from straightforward 'adaptations', and to consider how these works are derivative yet 'original' and distinct as literary works. To explore how these writings interpret the text that they either continue or re-play or 'answer', revising how we see the original text and at other times subverting and dismantling it in more radical ways. To assess the social and political issues surrounding various writers' creative and imaginative engagements with Shakespeare in terms of (for example) gender, race, sexuality, nation, and ideas of culture. 

    Learning Outcomes

    (LO1) Acquire, develop, and demonstrate knowledge of the literary culture and history of the Shakespearean 'offshoot' (its writers, its forms, its issues) throughout the twentieth century and to the present.

    (LO2) Acquire, develop, and demonstrate a nuanced understanding of the relationship between Shakespeare's works and their twentieth-century 'offshoots' through recognition of the intertextual and interpretative dialogues going on between them.

    (LO3) Recognise this literature’s relationship to Shakespeare's life and works, and the broader social and political concerns surrounding creative and imaginative reworkings of them (e.g. in terms of gender, race, sexuality, nation, and questions of low or popular versus high culture).

    (LO4) Analyse and discuss a range of texts (fiction, drama, poetry) in terms of their literary style, significance, and contexts, putting into practice advanced skills in textual analysis, critical reading, and writing.  

    (LO5) Research, read, and think both independently and sensitively about the works studied at a specialised level.   

    (LO6) Evaluate and communicate both your own and others’ ideas.

    (S1) Written communication skills (style & argument, presentation & referencing)

    (S2) Oral communication skills (speaking, listening, arguing, persuading)

    (S3) Critical thinking and analytical skills

    (S4) Project planning & development

    (S5) Time management, discipline, & organisation

    (S6) Team working & co-operating/communicating with others

    (S7) Research skills (including identification and use of Library resources, and accessing online databases/research tools)

    (S8) IT skills (including word processing and the use of online resources and electronic media)

  • American Poetic Writing Since 1930 (ENGL302)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To explore and explain the prominence of such poets as Wallace Stevens, Elizabeth Bishop, Robert Lowell, Gwendolyn Brooks and Jorie Graham in American poetry from 1930 to the present.
    To familiarise students with the work of some of their representative inheritors and followers in the "Confessional", “Beat” and “New York” schools.
    To address the major concerns of the American tradition in the wake of Modernism: reactions to materialism, the role of Emersonian individualism, the use of idiomatic language, and the development of the poetic line.
    To analyse parallel and later developments, including some or all of the following: relations between the literary and the oral; the growth of jazz-inflected poetry and relations between poetry and song; the feminist poetics of Adrienne Rich; and the postmodern aesthetic of John Ashbery.

    Learning Outcomes

    (LO1) Improved reading skills applied to American poetry since 1930 and to poetry more generally.

    (LO2) An enhanced understanding of poetics.

    (LO3) An increased understanding of the literary, methodological, historical and cultural contexts of the poetic writing of the period.

    (LO4) An ability to question the presuppositions of these contexts in a critically informed manner.

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

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

    (S3) Communication (oral, written and visual) - Communicating for audience

  • British Poetic Writing Since 1930 (ENGL305)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    To generate an informed study of British poetry from c.1930s – the present. To develop skills in close reading, buttressed by an increased understanding of the literary, theoretical, aesthetic and historical contexts for poetry writing. To pursue an enquiry informed by (and critical of) ideas of nation, theory and poetics into the developments of poetry in this period with a view to questions of race, class, language and gender.

    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 gain an enhanced understanding of poetics.

    (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 write about poetry for a non-specialist reader.

  • Children's Literature (ENGL373)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting67:33
    Aims

    To explore the critical study of children's literature in a literary academic context;  to consider the variety of types of writing for children, the aims of children's literature, dominant motifs and the question of a tradition, concentrating on writing from the "golden age" of children's literature (late C19th); and to explore the relation of such material to adult literature and the popularity of writing for children among an adult audience.

    Learning Outcomes

    (LO1) By the end of the module students will be able to demonstrate an understanding of, and ability to discuss in an informed way, the breadth of Children's Literature and recurrent themes within it.

    (LO2) Awareness of the development of Children's Literature as a topic for academic literary study.

    (LO3) An informed appreciation of the literary value of the texts considered.

    (S1) Critical thinking and problem solving - Synthesis

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

    (S3) Critical thinking and problem solving - Critical analysis

  • Creative Writing (poetry) (ENGL372)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To give students an opportunity to develop practical poetry writing skills in conjunction with the development of critical readings of poetry. To make students aware of the function and importance of the drafting process. T o establish student awareness of the writing process. T o foster independent reading of contemporary poetry. T o understand the importance of literary models.

    Learning Outcomes

    (LO1) Students will learn compositional techniques and methods (including drafting and reflection skills) appropriate to the genre.

    (LO2) Students will use a range of literary techniques.

    (LO3) Students will constructively evaluate their own poetry and that of their peers in the context of contemporary writing.

    (S1) Improving own learning/performance - Self-awareness/self-analysis.

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

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

  • Creative Writing (prose) (ENGL377)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The aims of the module are: To give students an opportunity to develop practical prose writing skills in conjunction with the development of critical and theoretical reading in relation to prose genres; To extend awareness of the function and importance of the drafting process in relation to prose; To foster independent reading of contemporary literature in prose; To refine student understanding of the importance of literary models in the development of their own writing practice.

    Learning Outcomes

    (LO1) By the end of the module students will have learned compositional techniques and methods (including drafting and reflection skills) appropriate to the genre.

    (LO2) Students will be able to draw on a range of literary techniques, e.g. image, symbol, point of view.

    (LO3) Students will be able to demonstrate an understanding of genre and an awareness of the range of options available to the short story writer.

    (LO4) Students will be able to constructively edit and evaluate their own prose and that of their peers.

    (LO5) Students will be able to reflect on various aspects of the creative process.

    (S1) Adaptability.

    (S2) Personal attributes and qualities - Resilience.

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

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

    (S5) Improving own learning/performance - Reflective practice.

    (S6) Working in groups and teams - Listening skills.

    (S7) Communication (oral, written and visual) - Communicating for audience.

    (S8) Critical thinking and problem solving - Creative thinking.

    (S9) Time and project management - Personal organisation.

    (S10) Personal attributes and qualities - Willingness to take risk.

    (S11) Critical thinking and problem solving - Critical analysis.

    (S12) Personal attributes and qualities - Initiative.

  • Gothic Fiction and Film (ENGL325)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To enable students to develop a broader understanding of the historical development of the Gothic genre and its relationships to other literary and cinematic genres. To facilitate research skills in relation both to primary material and key theoretical and critical debates. To broaden and deepen students' understanding of relationships between literature, film and other visual and technological media. To interrogate definitions of Gothic and to evaluate both the distinctive characteristics and conventions of the genre and the stability of boundaries between Gothic and other literary and cinematic genres.

    Learning Outcomes

    (LO1) Develop a historical perspective on the emergence and development of the Gothic genre from the 18th century to the present, identifying key literary and cinematic works and their relationship to other cultural and/or artistic movements.

    (LO2) Develop skills of critical analysis of both literary and cinematic works and of theoretical approaches to the text/film relationship.

    (LO3) Understand and evaluate key critical debates about and theoretical approaches (psychoanalysis, feminism, deconstruction, etc.) to Gothic fiction and film.

    (LO4) Relate generic tropes and conventions to wider cultural considerations (artistic, political, religious, technological, etc.) and vice versa.

    (LO5) Develop skills of critical writing, incorporating both conceptual argument and detailed close analysis of literary texts and films. Develop an appropriate technical and/or theoretical vocabulary for critical analysis of literature and film.

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

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

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

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Critical thinking and problem solving - Evaluation

    (S6) Information skills - Critical reading

    (S7) Information skills - Evaluation

    (S8) Personal attributes and qualities - Initiative

  • James Joyce: A Writing Life (ENGL499)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To engage with the oeuvre of James Joyce at an advanced level, considering his stylistic progression from the early stories to the final complex workings of Finnegans Wake;

    To provide students with the necessary historical and sociological background to understand the environmental conditions that produces a writer of Joyce’s stature and motivations;

    To provide students with a thorough understanding of the biographical facts of Joyce’s life and the ways in which this biography feeds into his work; 

    To encourage students, through seminar presentations, thorough compulsory reading and, finally, through a lengthy end-of-semester essay to reflect on the extraordinary range of Joyce’s achievement both in an Irish and in a world context.

    Seminar presentations will stress the importance of constructing a valid and lucid literary-historical argument under pressures designed to mirror an academic conference.

    Learning Outcomes

    (LO1) Acquire the knowledge, interpretive and analytical skills appropriate to the advanced study of literature;

    (LO2) Learn to present their own ideas and assessments by engaging with the main primary and secondary sources;

    (LO3) Develop their communicative and presentational skills in both oral and written form;

    (LO4) Develop an appreciation for the unique achievement of James Joyce.

    (S1) Global citizenship - cultural awareness

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

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

    (S4) Communication (oral, written and visual) - presentation skills - visual

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

    (S6) Critical thinking and problem solving - critical analysis

    (S7) Information skills - critical reading

    (S8) Information skills - information accessing: locating relevant information. Identifying and evaluating information sources

  • 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

  • Literature, Science and Science Fiction (ENGL403)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The module aims to: Enhance students’ understanding of the relationship between literature and science. Develop students’ critical awareness of the problems and insights raised by an interdisciplinary approach to the study of literature in its scientific context. Use literature to think about science in its social and political context across different historical periods and its relationship to issues such as religion, class, climate change, artificial intelligence and genetic engineering.

    Learning Outcomes

    (LO1) On completion of the module, students will have: the ability to demonstrate a detailed knowledge and understanding of literary texts which engage with scientific ideas, practices and forms of writing, within their cultural context.

    (LO2) The ability to engage critically with scientific texts in relation to literary contexts and ways of reading.

    (LO3) The ability to demonstrate a critical understanding of debates concerning the relationship between literature and the sciences.

    (LO4) The ability to put into practice advanced skills in textual analysis, critical reading, and writing.

    (LO5) The ability to research, read, and think both independently and sensitively about the works studied at a more specialised level.

    (LO6) The ability to evaluate and communicate effectively both their own and others’ ideas.

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

    (S2) Critical thinking and problem solving - Critical analysis

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

    (S4) Communication (oral, written and visual) - Listening skills

    (S5) Information skills - Critical reading

    (S6) Research skills - All Information skills

    (S7) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

    (S8) Research skills - Awareness of /commitment to academic integrity

  • Medieval Boundaries: Text, Image (ENGL375)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting67:33
    Aims

    To offer students a chance to explore medieval culture, in its own terms and in relation to post-medieval and modern western culture, including considerations of the relationships between medieval and modern across literature and images (pictures, cartoon, film). In doing so students are also encouraged to break down boundaries imposed by later conceptualisations between medieval genres and between such concepts as religious and secular, dream and waking, imagined and real, human and animal/monster.   To help students to read and study medieval texts culturally and linguistically (both in the original language and through translations, as appropriate).

    Learning Outcomes

    (LO1) By the end of the module, students should be able to demonstrate familiarity with medieval forms of English language and read texts written in Middle English with some confidence.

    (LO2) Over the course of the module students should acquire the capacity to read and discuss certain medieval models of experience and visualisation and relate these to modern attitudes and so be able to discuss critical and theoretical perspectives on literature, images and culture in the context of medieval studies.

    (LO3) By the end of the module students should have attained knowledge of a variety of medieval literary genres and be able to discuss the reception of medieval literature in post-medieval cultures.

    (S1) Problem solving skills

    (S2) Organisational skills

    (S3) Working in groups and teams - Listening skills

    (S4) Communication (oral, written and visual) - Presentation skills - written

    (S5) Cultural awareness

    (S6) Use of Middle English and Oxford English dictionaries both online and in print.

    (S7) literary critical skills

    (S8) time management

  • Millennial Literature and Culture (ENGL301)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The aims of this module are as follows:

    - To enable students to engage with a cross-section of international literature (fiction and non-fiction) from 1990 to the present day and to understand the concept of "millennial culture" as scholarly discipline.

    - To allow students to become conversant with the major critical contexts of this era, to understand how these critical debates are conducted.

    - To provide students with the materials to perform a critique of literature of the 1990s and 21st century within a social and political context.

    - To attract students who are interested in approaching the study of contemporary literature as an inherently international practice.

    - To develop skills in the comparison of literary and critical/theoretical writing, and in the understanding of how to apply theoretical contexts to contemporary literary contexts.

    Learning Outcomes

    (LO1) To identify the impact of critical and cultural arguments surrounding literature and criticism of the late 20th and early 21st century.

    (LO2) To recognise different modes of contemporary writing and identify the social, political and cultural context within which they were created.

    (LO3) To acquire and display a developed vocabulary of the critical terminology specific to the millennial era.

    (LO4) To articulate the cultural relationship between literary and theoretical texts related to millennial culture.

    (LO5) To recognise and respond to the discourse of millennial literature and culture as an inherently international undertaking.

    (S1) Organisational skills: Ability to understand and critique the terminology of millennial literature and culture.

    (S2) Communication skills: Ability to discuss the cultural discourse of the late 20th and early 21st century in designated teaching sessions.

    (S3) International awareness: An understanding of millennial literature and culture as an international engagement.

    (S4) Independent research and essay writing skills: Ability to research and develop ideas in the form of an assessed essay

    (S5) Assessment planning skills: Ability to create a piece of formative assessment and develop it, through feedback and academic support, into a summative piece of written coursework.

  • Modern American Fiction (ENGL331)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting50:50
    Aims

    The aim of the module is to survey a cross-section of American fiction from c.1920 to the early 21st century. It follows a roughly chronological sequence and sets out to reveal the thematic concerns and narrative modes linking different works in this area. We shall be considering these writers' treatment of ethnic minorities, rural displacement, technological progress and particularly shall be concentrating on their stance towards America. In the course of discussions the module also aims to develop a vocabulary for the critical analysis of this fiction.

    Learning Outcomes

    (LO1) On completing this module students will have acquired a knowledge and understanding of a range of twentieth and twenty-first-century American fiction.

    (LO2) Developed a vocabulary for the critical analysis of this literature.

    (LO3) Gained an appreciation of the historical and cultural contexts in which this literature was produced.

    (LO4) Gained an appreciation of the place of this literature within the traditions of literature in English.

    (S1) Improving own learning/performance - Reflective practice

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

    (S3) Information skills - Critical reading

    (S4) Working in groups and teams - Listening skills

  • Noir: Literature,film,art (ENGL321)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting33:67
    Aims

    To develop an understanding of a range of cultural artefacts within Noir. An enhanced sense of the range of writing, film and art in the genre of Noir. To develop a sense of the relationships between literary and non-literary, particularly visual mdia. To develop an understanding of the political, intellectual and historical contexts of Noir.

    Learning Outcomes

    (LO1) An enhanced sense of the range of writing, film and art in the genre of Noir.

    (LO2) An enhanced understanding of various literary, cinematic and artistic techniques.

    (LO3) Enhanced reading skills in relation to literary and other cultural artefacts

    (LO4) An enhanced knowledge and understanding of the cultural and historical contexts in which Noir is situated.

    (S1) Improving own learning/performance - Reflective practice

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

    (S3) Time and project management - Personal organisation

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Information skills - Critical reading

    (S6) Research skills - Awareness of /commitment to academic integrity

    (S7) Personal attributes and qualities - Initiative

  • Postcolonial Literature and Theory (ENGL401)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    Acquire, develop, and demonstrate knowledge of the historical impact of British colonisation and colonial discourse on the literary culture of a range of countries located in Africa, South Asia and the Anglophone Caribbean.   Understand the establishment and development of postcolonial studies as an academic discipline.  Analyse and discuss the different literary and linguistic strategies postcolonial writers deploy to address colonial history and the postcolonial condition.  Critique a range of influential theoretical texts and apply these texts to literary contexts. Develop advanced skills in textual analysis, critical reading, and writing.

    Learning Outcomes

    (LO1) Students will acquire and develop knowledge of the impact of British colonial history in a range of countries and their postcolonial legacies

    (LO2) Students will critically analyse the different literary and linguistic strategies used by writers from a range of Anglophone ex-colonies

    (LO3) Students will read, judge and discuss a range of postcolonial theoretical and conceptual texts

    (LO4) Students will improve independent research and essay writing skills

    (LO5) Students will be aware of literary traditions and cultural discourses which produce postcolonial literature and theory.

    (S1) Knowledge and understanding of the unique literary and linguistic features of postcolonial literature and theory.

    (S2) Knowledge and application of precise theoretical terminology.

    (S3) Awareness of how postcolonial literature and theory are positioned within a global context

  • Renaissance Rough Guides: Early English Travel Writing (ENGL392)
    Level3
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To explore the range of travel-related writing produced in England in the sixteenth and seventeenth centuries. To examine texts of both real and imaginary travel produced in this period of voyages and discoveries. To investigate the ways in which such texts engaged with real cultural and political changes, including Renaissance England’s connections with other nations in both the Old world and the New, and the construction of concepts such as ‘Englishness’ and the ‘foreign’. To ask questions about the relationship between travel writing and various other areas of debate (its relationship with fiction, for instance, or with colonialism, and gender).

    Learning Outcomes

    (LO1) Demonstrate a knowledge of the various forms of travel-related writing from the period.

    (LO2) Understand and analyse the relationship between the texts and larger cultural and political issues.

    (LO3) Identify and critique the structural and rhetorical strategies used in the texts.

    (LO4) Present own research and analysis of texts through presentations and written work in a critically informed manner.

    (S1) Improving own learning/performance - Personal action planning

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

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

    (S4) Communication (oral, written and visual) - Listening skills

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

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

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

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

    (S9) Time and project management - Personal action planning

    (S10) Critical thinking and problem solving - Critical analysis

    (S11) Critical thinking and problem solving - Creative thinking

    (S12) Working in groups and teams - Group action planning

    (S13) Working in groups and teams - Negotiation skills

    (S14) Research skills - All Information skills

    (S15) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)

    (S16) Skills in using technology - Information accessing

    (S17) Skills in using technology - Online communications skills

    (S18) Personal attributes and qualities - Initiative

    (S19) Personal attributes and qualities - Assertiveness

    (S20) Personal attributes and qualities - Self-efficacy (self-belief/intrinsic motivation)

    (S21) Global citizenship - Cultural awareness

  • 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.)

  • Shakespeare: Page Stage Screen (ENGL368)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting50:50
    Aims

    To introduce students to both a more advanced and dynamic way of understanding Shakespearean drama by looking at the plays in relation to textual/editorial and theatrical practice, as well as cinematic adaptation. To assess how our interpretations of Shakespeare's plays might both inform and be informed by specific questions of editing, staging, directing, and adaptation. To address how the texts of the plays appeared in Shakespeare’s own time (i.e. in Quartos and in the Folio), and how and why modern editors have dealt with them subsequently.  To explore how original printed texts, sources, and subsequent adaptations of Shakespeare’s plays can develop our knowledge and understanding of Shakespeare's dramatic art and stagecraft. To examine the treatment of the plays studied in later editions and adaptations, as well as in later performances, on stage and on film.

    Learning Outcomes

    (LO1) Acquire, develop, and demonstrate a detailed knowledge of Shakespeare's plays in relation to the textual and theatrical practices of their original contexts as well as of their subsequent adaptation by editors and theatre and film directors.

    (LO2) Develop and engage with a more complex and advanced understanding of Shakespeare as dramatist, in terms of how his work has been received, edited, performed, and adapted from the time of their original composition, staging, and publication to the present.

    (LO3) Recognise and implement a broad range of approaches to text and performance, whether in terms of close reading and critical interpretation/analysis, editing, staging, or cinematic adaptation.

    (LO4) Analyse and discuss the plays, their texts, sources, and adaptations in terms of their literary style, significance, and contexts, putting into practice advanced skills in textual analysis, critical reading, and writing.  

    (LO5) Research, read, and think both independently and sensitively about the works studied at a specialised level.   

    (LO6) Work co-operatively and productively with others to produce a coherent team-work project (i.e. the editing task)

    (LO7) Evaluate and communicate both your own and others’ ideas.

    (S1) Written communication skills (style & argument, presentation & referencing)

    (S2) Oral communication skills (speaking, listening, arguing, persuading)

    (S3) Critical thinking and analysis

    (S4) Project planning & development

    (S5) Time management, discipline, & organisation

    (S6) Team working & co-operating/communicating with others

    (S7) Research skills (including identification and use of Library resources, and accessing online databases/research tools)

    (S8) IT skills (including word processing and the use of online resources and electronic media)

  • Talking Pictures: Comics and Pictorial Narrative (ENGL362)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    To develop an understanding of a range of texts within the tradition of comics, pictorial narrative and graphic literature.

    To develop a sense of the possible relationships between visual and verbal exposition and narrative form.

    To develop an understanding of the cultural, intellectual and historical contexts of comics and graphic literature.

    To develop an understanding of the cultural, intellectual and historical contexts of comics and graphic literature.

    Learning Outcomes

    (LO1) An enhanced sense of the range of the expressive possibilities of grahpic literature.

    (LO2) An understanding of various literary and artistic techniques.

    (LO3) Enhanced reading skills in relation to verbal and visual modes of narrative, and the relationships between the two.     

    (LO4) An enhanced knowledge and understanding of the cultural and historical contexts in which graphic literature developed.

    (S1) Improving own learning/performance - Reflective practice

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

    (S3) Time and project management - Personal organisation

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Information skills - Critical reading

    (S6) Research skills - Awareness of /commitment to academic integrity

    (S7) Personal attributes and qualities - Initiative

  • The Fin De Siecle: Literature and Culture 1880-1910 (ENGL395)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    The main aims of this module are: ·         to encourage students to broaden and deepen their understanding of the late-Victorian period and the diverse cultural movements and trends associated with it through study of a wide variety of written and visual texts; ·         to facilitate research skills and the use of a range of primary non-literary materials in relation to literary texts; ·         to provide students with a contextualised understanding of the fin-de-siècle period in relation to both the Victorian period in general and the subsequent period of Modernist experimentation; to investigate the validity of identifying fin-de-siècle culture as ‘separate’ from mainstream Victorianism and Modernism, and critically to assess claims for its distinctive aesthetic, political, social and ethical concerns.

    Learning Outcomes

    (LO1) identify key elements of fin-de-siècle culture and place this into the context of the period’s relationship with the Victorian age in general and the cultural climate of the early years of the twentieth century;

    (LO2) discuss in a critically informed manner a diverse body of literary, visual and cultural texts from the fin de siècle in the context of wider Victorian debates about art, science, progress, sexuality etc;

    (LO3) relate aesthetic and generic issues with social/political/ethical ones and vice versa;

    (LO4) critically assess the ways in which the concept of the fin de siècle has been constructed both in late-nineteenth-century discourses (such as degeneration theory) and in current critical debates;

    (LO5) write in a literary and critical style which is attuned to and develops in response to the artistic product under analysis.

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

    (S2) Personal attributes and qualities - Willingness to take risk

    (S3) Working in groups and teams - Group action planning

    (S4) Critical thinking and problem solving - Critical analysis

    (S5) Personal attributes and qualities - Flexibility/Adaptability

  • Late Modernism (ENGL498)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    To introduce students to theories of Late Modernism;

    To develop students' skills in textual criticism;

    To improve students' presentation and discussion skills;

    To mentor students through initiating and completing a research project on a topic related to the theme of Late Modernism.

    Learning Outcomes

    (LO1) Demonstrate a knowledge of theories of late modernism and of late modernist literature.

    (LO2) Discuss texts in relation to their political, social, and cultural contexts.

    (LO3) Research fruitfully and write fluently about literary texts.

    (S1) Presentation skills

    (S2) Written communication skills

    (S3) Time management skills

    (S4) Research skills

  • Women Writers (ENGL347)
    Level3
    Credit level30
    SemesterFirst Semester
    Exam:Coursework weighting0:100
    Aims

    The main aims of this module are to explore the work of a variety of women writers across a range of genres, including poetry, prose (fiction and non-fiction) and autobiography (fictional and non-fictional). To read women's writing in the context of feminist critical theory and debate, but without insisting upon femininist interpretation or response as the only valid response to works by women.

    Learning Outcomes

    (LO1) On completing this module students should have acquired an informed awareness of the richness and diversity of women's writing and its place in the traditions of literature in English.

    (LO2) By the end of this module students should be able to engage with some aspects of feminist theoretical debate and be able to discuss its relations to women's writing.

    (LO3) Over the course of the module students will have had the opportunity to develop a written style that suits their own particular outlook on and interests in women's writing and the opportunity it offers to create new modes of expression or argument.

    (LO4) By the end of the module students will have acquired experience in selecting and completing essays on topics of their own choice and gained an understanding of what makes a feasible and interesting subject for an essay of 3,000 words.

    (S1) Critical thinking and problem solving - Critical analysis

    (S2) Critical thinking and problem solving - Creative thinking

    (S3) Improving own learning/performance - Reflective practice

    (S4) Working in groups and teams - Listening skills

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

    (S6) Personal attributes and qualities - Initiative

  • 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

  • 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

  • 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

  • Comics and Graphic Novels: Memory and Transcultural Mobility (MODL326)
    Level3
    Credit level15
    SemesterFirst 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

  • 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.

  • 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

  • The Seven Against Thebes: Statius, Thebaid (CLAH305)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims

    To introduce students to post-Augustan literature and Introduction to Statius;

    To introduce the twelve books of the Thebaid;

    To examine politics in the Thebaid, violence, intertextuality in the Thebaid, Gods and heroes in the Thebaid, closure in Ancient Epic.

    Learning Outcomes

    (LO1) Successful students will be familiar with the content of the Thebaid.

    (LO2) Develop an understanding of the poem and a sense of wider literary issues surrounding Latin epic

    (LO3) Improve their ability to engage in informed private reading (applying the content of the lectures and seminars to their set text) and to express their own insights and responses both in close reading of particular passages (in the summative commentary exercise and the commentaries in the examination) and in framing an argument and discussion on a wider topic (in class discussions and in the examination essay).

    (S1) Research skills - all information skills

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

    (S3) Critical thinking and problem solving - critical analysis

  • 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.

  • Italian Crime Stories: From Noir Fiction to Mafia Films (ITAL321)
    Level3
    Credit level15
    SemesterFirst 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

  • Renaissance Poetry (ENGL327)
    Level3
    Credit level30
    SemesterSecond Semester
    Exam:Coursework weighting34:66
    Aims

    The aims of the module are: to introduce students to a range of poetic writing from the Renaissance period; to develop students’ understanding of poetic form and its development and manipulation; to enable students to read the poetry of the period in relation to its political, cultural and intellectual contexts; to develop students’ capacity to communicate ideas clearly in written and spoken form.

    Learning Outcomes

    (LO1) Students will have the ability to write fluent prose which conveys independent research and evaluation of materials, theories, and concepts.

    (LO2) Students will demonstrate capacity to develop focused research attitudes and pursue projects independently.

    (LO3) Students will apply understanding of Renaissance poetic conventions and knowledge of the cultural and historical contexts in which Renaissance poetry was written and read.

    (S1) Students will gain practical research skills to retrieve and handle information from a variety of sources.

    (S2) Students will gain organisational skills in managing time and workloads, and in meeting deadlines.

    (S3) Students will gain the ability to communicate ideas with concision and clarity.

  • Early Modern Crime Writing (ENGL381)
    Level3
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting0:100
    Aims

    This module is designed to introduce students to a range of literary and other writing on themes of crime and detection between the years 1590-1850; these writings are not normally covered within the standard syllabus.

    Learning Outcomes

    By the end of the module, the students will be able to:-

    1. demonstrate a knowledge of writing about crime before the establishment of formal genres of detective fiction;
    2. demonstrate an understanding of some of the main issues relating to genre and form in these writings;
    3. demonstrate an understanding of the historical setting of some of the texts, and the issues involved in treating texts with a particular historical moment;
    4. demonstrate an awareness of the ethical issues involved in reading and writing about 'crime'.

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.