English Literature BA (Hons)

Key information


  • Course length: 3 years
  • UCAS code: Q320
  • Year of entry: 2019
  • Typical offer: A-level : ABB / IB : 33 including 6 in HL English with no score less than 4 / BTEC : Applications considered
english-2

Module details

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

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 to read texts attentively and to acquire appropriate vocabulary and techniques for successful close reading. consider the implications of these categories for both writing and reading literary texts. To enable students to criticise and write focused critical essays on the basis of their attentive reading,  discuss mattes such as form, structure, voice and genre with confidence and using appropriate vocabular;  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) The ability to demonstrate an understanding of the basic principles and aims of literary criticism, including offering intelligent and informed responses to a range of literary texts from a variety of periods.

    (LO2) The ability to deploy an initial analytical and critical vocabulary for the discussion of English literature and to demonstrate the knowledge and skills of close reading in informed discussion, both orally and in the writing of coherent, lucid and informed critical essays.

    (LO3) To develop the ability to listen attentively and garner relevant information, practice and knowledge from views presented by others.

    (S1) Information skills - Critical reading

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

    (S3) Improving own learning/performance - Self-awareness/self-analysis

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

    (S5) Time and project management - Personal organisation

    (S6) Critical thinking and problem solving - Critical analysis

  • Describing English Language (ENGL101)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting75:25
    Aims
  • ​Tofamiliarise students with the structural aspects of language

  • ​Toraise student awareness of the nature of specific structures (eg. words,sounds) and their contribution to the constitution of the English language. 

  • To enable students to analyse real language data drawingupon relevant theoretical concepts

  • Learning Outcomes

    Demonstrate an understanding ofthe major concepts in language study

    Beable to discuss some of the main ways in which the academic study of languageis conducted ​

    Have a clear understanding of therelationship between the structural aspects of English

    Demonstratethe ability to apply relevant theoretical concepts to real language data ​

  • English Language: Variation and Context (ENGL110)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting75:25
    Aims
  • To introduce students to language variation and the importance of context in shaping language.
  • To raise student awareness of the communicative purposes served through language use.

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

  • Learning OutcomesDemonstrate a clear understanding of language variation and the importance of context in shaping language.

    ​Exhibit knowledge and understanding of the communicative functions of language.

    ​Appreciate the different ways of studying the English language.

    Analyse and interpret variation and context in naturally occurring data​.

  • Literature in Time (ENGL111)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting70:30
    Aims
  • To consider in detail, and from a range of critical and historicalperspectives, (a) how texts can be grouped in literary or cultural periods, (b)how texts respond to other texts over wide spans of time, and (c) how textsrespond to immediate public or historical events.

  • ​To examine the relationship between writing and different kinds of context (historical, biographical, print).

  • ​Tohighlight the importance of Blblical sources within the history of literature.

  • Learning Outcomes

    Demonstrate familiaritywith a range of literary genres and conventions from a variety of periods.

    ​Demonstrate the abilityto provide historically informed, contextualised readings of literary texts.

    ​Demonstrate familiarity with a range of critical approaches to the literary texts,authors and issues covered by the module.

    ​Demonstrate the abilityto participate in group discussion of this material, and write coherentlyconstructed and knowledgeable essays on the texts and issues studied.

  • Shakespeare: Ways of Thinking (ENGL112)
    Level1
    Credit level15
    SemesterSecond Semester
    Exam:Coursework weighting70:30
    Aims
    1. To examine closely a range of Shakespeare''s plays and the cultural and historical contexts in which they were originally produced, read, and performed.

    2. 2.​  To develop an understanding of the ways of thinking presented within Shakespeare''s plays, through language, poetry, rhetoric, drama, and the manipulation of sources and genres.
        3.  To introduce students to the diversity of current critical and theoretical perspectives and ways of thinking about the plays.
      Learning Outcomes

      Upon completion of the module, students should be able to demonstrate:

      Knowledge of a substantial number of Shakespeare’s works, from various genres, and of their relations to each other.


      The ability to relate the plays to their literary, cultural, and historical contexts.

      An informed awareness of established critical traditions, and of the various ways in which one might make critical and theoretical approaches to Shakespearean drama, using appropriate critical methodologies, vocabulary, and secondary sources.

      The capacity to structure a coherent and critically informed analysis of selected texts and specific passages and scenes.​
    1. Ways of Reading (ENGL113)
      Level1
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting50:50
      Aims
      1. To allow you to consider the ways in which we read and write about literary texts in different contexts (political, historical, and aesthetic)
      2. To encourage you to consider how different methods of reading and interpretation might improve your understanding and analysis of literary texts
      3. To introduce you to critical issues related to shifts in the creation and reception of literary texts 
      Learning Outcomes​​​​​Interpret literary texts in relation to specific themes and issues

      Apply appropriate critical terminology and methodologies in the production of literary interpretations

       

      ​​Explain different ways in which literary texts can be interpreted in diverse contexts

    Year Two Optional Modules

    • Friars, Whores and Rovers: Drama 1580-1640 (ENGL213)
      Level2
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting67:33
      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

      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.

    • 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

      substantial knowledge of literature of the Restoration and Eighteenth Century

      improved reading skills specific to understanding and analysing this literature

       

      an informed sense of the wider cultural history of the period and the interconnections between its writings

    • Renaissance Poetry & Prose (ENGL236)
      Level2
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting67:33
      Aims

      The main aims of the module are:

      ·        to develop an appreciation and understanding of the poetry and prose of the Renaissance;

      ·        to develop a sense of the nature of the English literary Renaissance and of the generic expectations and reading methods of the sixteenth and early seventeenth centuries.

      Learning Outcomes

      ​  

      On completing this module students will be able to demonstrate: an enhanced sense of the range of writing of the period;

       

      an understanding of Renaissance literary expectations and reading methods;

      enhanced reading skills in relation to literature of the period;​

      knowledge and understanding of the cultural and historical contexts in which Renaissance literature is situated.

    • 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​Students will develop an appreciation of the diversity of medieval narratives.
      ​​Students will understand and have a critical appreciation of major narrative texts within the medieval period.
      ​Students will develop enhanced reading and critical skills relative to this literature.
      ​​Students will have a basic reading ability in Middle English language.​​
      ​​Students will have an appreciation of the place of this literature within the broader context of English literary history.
      ​​Students will have a basic understanding of how early texts might be edited.
    • American Literature (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;

      - to explore the different formal means they employ to express American identities

      Learning Outcomes

      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

      - the range of styles with which American writers of the period describe their past or situate themselves in relation to American culture

      - the tradition of criticism of this literature​- the ability to demonstrate their own confident critical understanding of American literature of the period.

    • 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 Outcomesdemonstrate awareness of a range of literary forms and idioms in English Literature from c. 1770 to c. 1830

      ​show an awareness of main issues in the literature of the period

      ​relate elements of this literature to specific historical and cultural contexts

      ​investigate these issues in individual and collaborative discussion

      ​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

    • 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

    • 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

      On completing the module, students will be able to demonstrate:

      familiarity with a wide range of Victorian works, in all their differing forms and characteristics;

      ​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;

      ​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.

    • Creativity:theory and Practice (ENGL275)
      Level2
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      To give students an opportunity to think about the nature and value of creativity, in theory and practice, mainly through the medium of creative writing.
      To introduce and develop an awareness of the creative writing process, in poetry and prose.
      To develop writing skills in conjunction with the development of critical and theoretical reading in relation to the genres of poetry and prose.
      To introduce and develop an awareness of the function and importance of the drafting process.
      To foster independent reading of contemporary literature in a variety of genre and media.

      Learning Outcomes

      (LO1) Students wil be able to demonstrate knowledge and understanding of the range of approaches to, and writings about creativity, from ancient to modern.

      (LO2) Familiarity and experimentation with a variety of poetic and / or narrative techniques.

      (LO3) Familiarity and experimentation with a range of literary techniques, eg persona, image, symbol, point of view.

      (LO4) An understanding through practical work of genre and an awareness of the range of options available to the poet or short story writer.

      (LO5) Insight developed through interaction with professional writers or creative artists.

      (LO6) An ability to constructively evaluate their own poetry and prose and that of their peers.

      (LO7) A practical insight into the creation of texts that will feed into their understanting of past and contemporary literary critical thinking.

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

      (S2) Critical thinking and problem solving - Critical analysis

      (S3) Critical thinking and problem solving - Creative thinking

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

    • 'a Terrible Beauty': the Life and Works of W. B. Yeats (ENGL299)
      Level2
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

      ​To enable students to examine the life and works of W. B. Yeats in detail;

      To introduce students to the major Yeatsian texts and their relationship to Irish and British historical change; ​

      To contextualize the writer’s achievement via a consideration of his artistic and political contemporaries; ​

      To encourage students to engage in the detailed study of both primary and secondary texts in this period. ​

      Learning Outcomes

      ​Students will gain an appreciation of the achievements of Ireland’s greatest poet through study of his works and life.

      ​Students will acquire reading and writing skills appropriate to the advanced study of literature.

      ​Students will be able to use primary and secondary sources to present ideas in oral and written form.

    • Irish Fiction (ENGL298)
      Level2
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      To introduce students to Irish fiction in the twentieth and twenty-first centuries;

      To equip students to study the novel and short fiction in their various forms; 

      To help students to see the relationship between these forms and the cultural and historical contexts in which they arose.

      Learning Outcomes

      (LO1) An understanding of the major texts of the recent Irish novel tradition;

      (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

    • English Voices (COMM230)
      Level2
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
      1. To introduce the basic study of segmental phonology in its application to the English language, as appropriate for a Level 5 module where the students have no prior knowledge of this form of analysis, but have at level 4 been introduced to the study of language and communication at a more general level.
      2. To develop skills of transcription of English phonology in a standard Southern/RP accent; and to identify specific variations on that accent on a national and international basis (i.e., to include American pronunciation, Indian pronunciation, Geordie pronunciation etc.),as appropriate for a Level 5 module where the students have no prior knowledge of this form of analysis, but have at level 4 been introduced to the study of language and communication at a more general level.
      3. To critically explore the social semiotics of vocal meaning (van Leeuwen 1999) with particular reference to the timing of speech, the melody of speech and voice qualities.
      4. To apply the knowledge and understanding gained through reading academic accounts by producing a significant Case Study.
      Learning Outcomes

      Students will recognise and use symbols from the International Phonetic Alphabet which are commonly used to transcribe English speech in a Received Pronunciation accent, and they will thus demonstrate, specifically through the class test, that they understand how to make practical use of the IPA and have the skill to do so themselves in reference to spoken English.

      Students will be able to specify what vowel and consonant sounds mark the difference between RP and one or more other English accent such as General American or Cockney. Students will not all focus on the same accent(s), but will be given via VITAL,  resources (recordings, access to relevant books, articles, web sites) to explore the particular accent(s) they are interested in. They will need to do this because a required component of the case study is a paragraph or two on their chosen speaker’s accent. The chosen speaker may be a performer who changes accent deliberately for communicative effect.

      Students will understand Erving Goffman''s dramaturgical model for the analysis of speech events in terms of production format and participation framework (aspects of footing). They will need to understand the model as a condition of using it for their own purposes: a required component of the case study is a paragraph or two on the footing arrangements of the performance they are analysing. For example, they may need to explain that not all of the people at the event are part of the audience for that performance, and use Goffman’s framework to indicate what other participant roles are available in that context.

      Students will understand that the speaking voice has meaningful qualities that go beyond the actual words used. They will focus specifically on meanings conveyed through timing of delivery, meanings conveyed through melody of delivery, meanings conveyed through voice qualities. This will require a social semiotic approach and the framework developed by Theo van Leeuwen will provide that approach. Students will need to understand this framework as a condition of using it for their own purposes: required components of the case study focus specifically on timing, melody and voice quality.

      Students will understand the concept of rhetoric and be able to identify rhetorical devices such as repetition which rely on specifically vocal characteristics (in contrast to, e.g., metaphor, where the actual sound is not relevant in its own right to the effect and works just as well in writing as it does in speech).

    • Culture in the Weimar Republic (GRMN218)
      Level2
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

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

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

      To develop students'' critical writing skills in two different tasks - commentaries and an essay - and will acquire further competence in online tasks.

       

       

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

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

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

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

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

      To offer students an introduction to some key aspects of European culture and society in the eighteenth century; To make students who come from a range of major subject areas aware of the ways in which study of that period is approached by and can enrich a range of disciplines.; To help students to grasp and reflect on the historical dimensions of their own shared and contested culture(s) and the contemporary political and global order.; To develop students' capacity for asking questions (curiosity) as well as for answering them (research skills) by engaging them in active and interactive learning.

      Learning Outcomes

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

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

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

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

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

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

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

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

      (S4) Critical thinking and problem solving - Critical analysis

      (S5) Research skills - All Information skills

      (S6) Global citizenship - Cultural awareness

      (S7) Personal attributes and qualities - independence

    • Human Voices (2) (COMM225)
      Level2
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting40:60
      Aims

      Aims:

      To introduce the basic study of phonology.

      To introduce skills of transcription of English phonology in a standard Southern/BBC accent.

      To introduce other aspects of vocal meaning and the ability to analyse these from the standpoint of the semiotics of sound (van Leeuwen 1999 - see Recommended Texts).

      Learning Outcomes

      Students will recognise and use symbols from the International Phonetic Alphabet which are commonly used to transcribe English speech in a Received Pronunciation accent, and they will thus demonstrate, specifically through the class test, that they understand how to make practical use of the IPA and have the skill to do so themselves in reference to spoken English.

      Students will be able to specify what vowel and consonant sounds mark the difference between RP and one or more other English accent such as General American or Cockney. Students will not all focus on the same accent(s), but will be given via VITAL, resources (recordings, access to relevant books, articles, web sites) to explore the particular accent(s) they are interested in. They will need to do this because a required component of the case study is a paragraph or two on their chosen speaker’s accent. The chosen speaker may be a performer who changes accent deliberately for communicative effect.​Students will be introduced to the work of Theo van Leeuwen on the social semiotics of sound, with particular reference to vocal sound and specifically the timing and melody of English speech and the voice qualities of speakers.Students will understand Erving Goffman''s dramaturgical model for the analysis of speech events in terms of production format and participation framework (aspects of footing). They will need to understand the model as a condition of using it for their own purposes: a required component of the case study is a paragraph or two on the footing arrangements of the performance they are analysing. For example, they may need to explain that not all of the people at the event are part of the audience for that performance, and use Goffman’s framework to indicate what other participant roles are available in that context.

      Students will understand that the speaking voice has meaningful qualities that go beyond the actual words used. They will focus specifically on meanings conveyed through timing of delivery, meanings conveyed through melody of delivery, meanings conveyed through voice qualities. This will require a social semiotic approach and the framework developed by Theo van Leeuwen will provide that approach. Students will need to understand this framework as a condition of using it for their own purposes: required components of the case study focus specifically on timing, melody and voice quality.

    • "does the Nation Matter?" the Basques' Will to Persist in the Global Culture (HISP218)
      Level2
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting40:60
      Aims

      To introduce students to a number of aspects of contemporary Basque society and culture, especially the most characteristic and peculiar ones;

      ​To provide students with an understanding of the conflict of identities that characterizes the contemporary Basque Country from a cultural, historical, and anthropological perspective;

      To offer students a taste of contemporary Basque arts and the identity play between the local and the global in which they are inscribed;

      To reflect about the concept of national identity, both its importance to all of us and its striking fragility, and the way all that is linked to the student''s own experience of nationality.

      Learning Outcomes

      ​Acquire, through the study of cultural texts and contexts, a broad knowledge and a critical understanding of a number of aspects of Basque culture and society

      Acquire a critical understanding of the ​conflict of identities that characterizes the contemporary Basque Country

      Acquire a broad knowledge of a number of contemporary Basque cultural productions, and t​he identity play between the local and the global in which they are inscribed

      ​Acquire a critical understanding of the importance of the concept of national identity in Western countries and the extent to which nationality is also key to the student''s own experience of the world

    Year Three Optional Modules

    • American Poetic Writing Since 1930 (ENGL302)
      Level3
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims
      1. To explore and explain the prominence of such poets as Wallace Stevens, Elizabeth Bishop, Robert Lowell and Allen Ginsberg in twentieth-century American poetry

      2. ​​To familiarise you with the work of some of their representative inheritors and followers in the "Confessional", “Beat” and “New York” schools

        ​​

      3. ​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

      4. ​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

      Improved reading skills applied to American poetry since 1930 - and to poetry more generally


      ​​

      An enhanced understanding of poetics

      An increased understanding of the literary, methodological, historical and cultural contexts of the poetic writing of the period​

      An ability to question the presuppositions of these contexts in a critically informed manner.​
    • British Poetic Writing Since 1930 (ENGL305)
      Level3
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
      1. ​ to generate an informed study of British poetry from 1930 - c.1990s


      2. ​to develop skills in close reading, buttressed by an increased understanding of the literary, methodological and histrocial contexts for poetry writing​

      3. ​to pursue a chronological enquiry into the developments of poetry in this period, beginning with The Auden Generation of the 1930s, then going on to examine the poetry of World War II, the Movement poets of the 1950s and 1960s, the development of women''s poetry, and the Northern Irish Poetry Revival.​

      Learning Outcomes​​​

      On completing this module students will be able to demonstrate:

      an increased understanding of the literary, methodological and historical contexts of the poetic writing of the period


      ​​improved reading skills applied to British poetry of the period 1930-1990


      an ability to question the presuppositions of these contexts in a critically informed manner​

      an ability to submit poetical texts to the discipline of close reading​
    • 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 OutcomesIdentify a viable topic for research within the formal parameters of the project and formulate a research question of appropriate scope.

      Identify and apply research methodology appropriate to the topic.

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

      ​Construct an original argument, to arrive at explicitly justified interpretations and conclusions.

      ​Apply appropriate writing and presentation skills.

      ​Work independently.

    • 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, media.​

    • To develop an understanding of the political, intellectual and historical contexts of Noir.

    • Learning Outcomes

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

       

      An enhanced understanding of various literary, cinematic and artistic techniques.​

      Enhanced reading skills in relation to literary and other cultural artefacts​

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

    • British Writing Since 1945: Fiction and Drama (ENGL314)
      Level3
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting67:33
      Aims
    • The aims of this module are to:

      introduce students to a range of post-war British writing, and to promote the study of literary experimentation in contemporary British literature.     

    •  consider the literature of this period in a broad cultural and political context.​

    • ask how forms of modern and contemporary identity are represented and contested within the literature and culture of the period. ​

    • explore the relations between literary genres, particularly fiction, drama and the short story. ​

    • Learning Outcomes

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

      demonstrate an informed appreciation of a broad range of post-war and recent British writing

        

      think fruitfully about different literary genres, their uses, interactions and transformations​

      discuss texts in relation to their political, social, psychic and cultural contexts​

    • 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

      On completing this module students will have:

      - acquired a knowledge and understanding of a range of twentieth and twenty-first-century American fiction

      - developed a vocabulary for the critical analysis of this literature​- gained an appreciation of the historical and cultural contexts in which this literature was produced​- gained an appreciation of the place of this literature within the traditions of literature in English​
    • Gothic Fiction and Film (ENGL325)
      Level3
      Credit level30
      SemesterFirst 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

      ​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.

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

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

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

      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.​

    • Women Writers (ENGL347)
      Level3
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
    • The main aims of this module is 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

      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.

      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. ​

      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.​

      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.​

    • Talking Pictures (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

      An enhanced sense of the range of the expressive possibilities of grahpic literature.

      An understanding of various literary and artistic techniques.​

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

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

    • Dissertation (semester Two) (ENGL379)
      Level3
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
      1. To give students the opportunity to carry out independent study at an advanced level, with appropriate support, into a topic of interest to them.

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

      Learning Outcomes

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

      ​Identify and apply research methodology appropriate to the topic.

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

      ​Construct an original argument to arrive at explicitly justified interpretations and conclusions.

      ​Apply appropriate writing and presentation skills.

      ​Work independently.

    • 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

      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.

      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.

      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.

      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.  

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

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

      Evaluate and communicate both your own and others’ ideas.
    • The Novel: 1740-1830 (ENGL386)
      Level3
      Credit level30
      SemesterSecond Semester
      Exam:Coursework weighting67:33
      Aims
    • The module will introduce students to a variety of forms of prose fiction in the period 1740-1830

    • The module will give students an understanding how the novel developed in the century following the earliest British examples

    • Learning Outcomessubstantial knowledge of prose fiction in the latter half of the ''long eighteenth century'' understanding of some central issues and options in genre and in narrative form, and their consequences

      understanding of the uses of ''realism'', and its contraries, in an important phase of the development of the novel

      ​understanding of such concepts as sensibility, ''sense'' and ''prudence'', the gothic, and the supernatural, and understanding of some of their uses

    • Medieval Boundaries: Text, Image (ENGL375)
      Level3
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting67:33
      Aims
      1. 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.

         

      2. To help students to read and study medieval texts culturally and linguistically (both in the original language and through translations, as appropriate).

      Learning Outcomes

      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.

      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.

      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.​

    • 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

       

      • 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;
      • 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;

      • relate aesthetic and generic issues with social/political/ethical ones and vice versa; ​
      • 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;

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

    • War Writing (ENGL488)
      Level3
      Credit level30
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims

      To explore how “wartime” and “peacetime” are imagined by 20th and 21st century writers;

      To read essays and novels in the context of theories of wartime, peacetime, and their interrelatedness; To explore how the boundaries between non-fiction and fictional writing are manipulated by writers’ responses to war; To develop an analytical vocabulary for discussing war writing.
      Learning Outcomes

      ​To understand the main theories of war and war literature pertinent to this module’s study of 20th and 21st century war writing.

      To understand the principles of contemporary genre theory as they apply to this module’s study of the non-fiction essay and the novel.

      To communicate effectively in writing, with an appropriate grasp of the mechanics of written English and in accordance with the style guide for the course module.

      To present an organised, supported thesis on a topic related to 20th and 21st century war writing to an audience of peers and assessor.

    • 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]

    • 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.)

    • 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

      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.

      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.

      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).

      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.  

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

      Evaluate and communicate both your own and others’ ideas.

    • 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 to concept of "millennial culture" as 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

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

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

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

      ​To articulate the cultural relationship between literary and theoretical texts related to millennial culture.

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

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

      The aims of the module are:

      1. 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;        

      2. ​To extend awareness of the function and importance of the drafting process in relation to prose;  

      3. To foster independent reading of contemporary literature in prose;  

      4. To refine student understanding of the importance of literary models in the development of their own writing practice.

      Learning Outcomes

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

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

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

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

      ​Students will be able to reflect on various aspects of the creative process.

    • Creative Writing (poetry) (ENGL372)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
      1. ​To give students an opportunity to develop practical poetry writing skills in conjunction with the development of critical readings of poetry.
      2. ​To make students aware of the function and importance of the drafting process.
      3. ​To establish student awareness of the writing process​.
      4. ​To foster independent reading of contemporary poetry​.
      5. ​To understand the importance of literary models​.
      Learning Outcomes

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

      ​Students will use a range of literary techniques​.

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

    • 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

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

      ​Understand and analyse the relationship between the texts and larger cultural and political issues.

      ​Identify and critique the structural and rhetorical strategies used in the texts.

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

    • 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);​

      ​​

    • to explore the relation of such material to adult literature and the popularity of writing for children among an adult audience.​
    • Learning Outcomes

      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 o fChildren''s Literature and recurrent themes within it


      awarenessof the development of Children''s Literature as a topic for academic literary study​​​​​​​​

       an informed appreciation of the literary valueof the texts considered.​
    • 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 andscience

      -develop students’ criticalawareness of the problems and insights raised by an interdisciplinary approach to the study of literature in its scientificcontext

      -use literatureto think about science in its social and political context across differenthistorical periods and its relationship to issues such as religion, class,climate change, artificial intelligence and genetic engineering

      Learning Outcomes

      ​Oncompletion of the module, students will have:

      -the ability todemonstrate a detailed knowledge and understanding of literary texts whichengage with scientific ideas, practices and forms of writing, within theircultural context

      ​-the ability toengage critically with scientific texts in relation to literary contexts andways of reading

      ​-the ability todemonstrate a critical understanding of debates concerning the relationshipbetween literature and the sciences

      ​-the ability to put into practice advancedskills in textual analysis, critical reading, and writing

      ​-the ability to research, read,and think both independently and sensitively about the works studied ata more specialised level​

      ​-the ability to evaluate andcommunicate effectively both their own and others’ ideas

    • Dickens (ENGL389)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      This module aims to develop students’ abilities to analyse literary texts and to encourage an awareness of the issues and conditions which inform the critical reception of literary texts. Through detailed study of a representative selection of Dickens’s early and late novels, it will familiarise students with the development of a major writer and his contribution to Victorian literature and culture.

      Learning Outcomes

      By the end of the module, the students will be able to demonstrate (in an essay and presentation)

      a detailed knowledge of a selection of Dickens’s novels 

       a knowledge of secondary criticism of Dickens and an understanding of the assumptions which inform it​

      an understanding of the relationship between style and ideology

      and an understanding of cultural formations – in particular, of notions of high and popular culture.​

    • Postcolonial Literature and Theory (ENGL401)
      Level3
      Credit level15
      SemesterSecond 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 postcoloinal studies as an academic discpline. 
      • Analyse and discuss the different literary and linguistic stratagies 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

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

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

      ​Students will read, judge and discuss a range of postcolonial theoretical and conceptual texts

      ​Students will improve independent research and essay writing skills

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

    • Language and Literature (ENGL385)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims

      ​To combine linguistic and literary approaches to the study of literary texts

      • ​To introduce students 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

      ​Students analytical skills will be sharpened.

      ​Students knowledge of literary-linguistic debate will be heightened.            

      ​Students will be able to engage confidently in literary-linguistic debate in a creative, critical and well-informed manner.

    • Literacy and Society (COMM311)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting0:100
      Aims
      • To introduce students to theoretical debates about the nature and function of literacy.
      • To explore the role of literacy in a range of different social contexts.
      • To test the boundaries of what we mean by ''literacy'', specifically, to examine where written language interacts with considerations of visual communication more generally.
      Learning Outcomes​By the end of this module students should be able to discuss various uses of the term ‘literacy’ in different academic and public debates.​By the end of this module students should be able to assess critically and in depth the views of various authors on the importance of literacy in society.​By the end of this module ​students should be able to demonstrate a certain level of analytic ability in relation to English language texts (note: this is not designed as a formal English language programme or module and the emphasis upon terminology etc. will be relatively light)​.
    • Italian Crime Stories: From Noir Fiction to Mafia Films (ITAL321)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting50:50
      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

      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.

       

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

      ​Ability to demonstrate confidence in written analysis and debate

    • Philosophy of Language (PHIL310)
      Level3
      Credit level15
      SemesterFirst Semester
      Exam:Coursework weighting60:40
      Aims

      To study some of the main issues in the contemporary philosophy of language.

      Learning Outcomes​Students will be able to explain the point of compositional theories of meaning. 

      ​Students will be able to explain the nature and purpose of Frege''s sense-reference distinction.

      Students will be able to explain Russell''s Theory of Descriptions.​

      Students will be able to explain the difference between extensionality and intensionality and be able to evaluate some of the problems connected with these notions.​

      Students will be able to explain and evaluate sceptical approaches to meaning, such as Quine''s and Kripke''s.​

      Students will be able to explain and evaluate Davidson''s programme of radical interpretation.​

      Students will be able to explain rival theories of truth and evaluate their relative merits.​

      Students will be able to explain the connections between the notions of truth and meaning, and be able to evaluate the debate between realists and anti-realists.​

    • Philosophy and Literature (PHIL327)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting60:40
      AimsStudents will be introduced to arguments of some of the most important philosophers on literature, such as Plato, Aristotle, Schelling and Derrida.

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

        Students will be able to analyse key concepts and arguments relating to philosophy of literature.​

        Students will be able to structure discussion of issues in philosophy and literature.​

        Students will be able to interrogate literature through philosophy and vice versa.​

        Students will be able to articulate and defend positions in philosophy of literature.​

        Students will be able to present their ideas with clarity and confidence.​

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

      1. 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 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. All our Year One modules have tutorials to follow up on the lectures, so you have plenty of opportunities to contribute to discussion and to develop material presented in lectures. 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.