English Literature BA (Hons) Add to your prospectus

Key information


  • Course length: 3 years
  • UCAS code: Q320
  • Year of entry: 2018
  • Typical offer: A-level : AAB-ABB / IB : 35-33 including 6 in HL English with no score less than 4 / BTEC : Applications considered
english-2

Module details

Year One Optional Modules

  • Close Reading: (ENGL103)
    Level1
    Credit level15
    SemesterFirst Semester
    Exam:Coursework weighting50:50
    Aims
  • To foster and enhance the skills of close reading by drawing attention to what is needed 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

    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.

    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. ​

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

  • 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

    • 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.

    • 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.

    • 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

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

      ​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.

      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.

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

      ​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.

    • 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.

    • 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.

    • 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.
    • 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

    • Creativity:theory and 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 the nature and value of creativity, in theory and practice, mainly through the medium of creative writing.


      ​2.  to introduce and develop an awareness of the creative writing process, in poetry and prose​

      3.  to develop writing skills in conjunction with the development of critical and theoretical reading in relation to the genres of poetry and prose​

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

      5.  to foster independent reading of contemporary literature in a variety of genre and media​

      Learning Outcomes

      By the end of the module students wil be able to demonstrate:

      knowledge and understanding of the range of approaches to, and writings about creativity, from ancient to modern


      ​​

      familiarity and experimentation with a variety of poetic and / or narrative techniques;​

      familiarity and experimentation with a range of literary techniques, e.g. persona, image, symbol, point of view;​

      an understanding through practical work of genre and an awareness of the range of options available to the poet or short story writer;​

      ​insight developed through interaction with professional writers or creative artists;


      ​an ability to constructively evaluate their own poetry and prose and that of their peers;


      a practical insight into the creation of texts that will feed into their understanting of past and contemporary literary critical thinking.​​

    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​
    • 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​

    • 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.​

    • 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.

    • 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.​

    • 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.
    • Creative Writing (poetry) (ENGL372)
      Level3
      Credit level15
      SemesterFirst 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

      Learn compositional techniques and methods (including drafting and reflection skills) appropriate to the genre.


      ​Use a range of literary techniques​

      Constructively evaluate their own poetry and that of their peers in the context of contemporary writing.​

    • 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.​
    • 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.​

    • Creative Writing (prose) (ENGL377)
      Level3
      Credit level15
      SemesterSecond Semester
      Exam:Coursework weighting0:100
      Aims
      1. 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;

        ·        

      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.

       

       

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

      be able to demonstrate an understanding of genre and an awareness of the range of options available to the short story writer;  

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

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

    • 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

    • 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.​

    • 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.

    • 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 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

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

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

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

      ​To improve independent research and essay writing skills

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

    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.