programme specification · web viewgroup presentation on the short story, 8-9 minutes, 30% 3. essay...

Programme Specification and Curriculum Map for BA English language1. Programme title English Language

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by Middlesex University

5. Final qualification BA Honours

6. Academic year 2012-2013

7. Language of study English

8. Mode of study Full Time and Part Time9. Criteria for admission to the programmeGeneral university criteria. We normally make offers on 220 tariff points, including Grade C at 'A' level English (English Language, English Literature or English Language and Literature) (or equivalent for international students). For International Baccalaureate applicants, we normally make offers on 28 points. We also welcome applications from mature students and students without traditional school qualifications. Applicants for whom English is not a first language should have an IELTS grade of 6 with at least 5.5 in each element.10. Aims of the programmeThe programme aims to:1. acquaint students with key concepts and theoretical approaches

in the study of English language and communication 2. develop students’ skills in: analysing acts of linguistic

communication; critically discussing and analysing studies of language and communication; formulating and investigating hypotheses and research projects

3. explore practical implications of work in this area with regard to the communicative practices of students and others

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

1. a range of approaches to the systematic study of language and communication

2. technical vocabulary, central analytical concepts and methods of enquiry appropriate to the study of language and communication

3. the role of theories in accounting for language and communication, and the nature of a theoretical explanation

4. techniques for collecting data in the various areas of English Language studies, including the creation and exploitation of bodies of data, such as computer language corpora, elicitation tasks, introspection, transcription, laboratory experiments and questionnaires

5. technical and ethical issues involved in the collection and use of data from

Teaching/learning methodsStudents gain knowledge and understanding throughAssessment MethodStudents gain knowledge and understanding through1. lectures, in which concepts,

approaches and case studies are presented and explored

2. individual reading, including internet research, guided by module reading lists

3. exercises in lectures and seminars which involve discussion of, and exercises designed to build knowledge of, topics, examples, theoretical approaches and data

4. tutorials, in which particular topics are discussed in more detail

5. preparation of coursework essays and classroom presentations

6. presentations and discussions of them in class

Assessment MethodStudents’ knowledge and understanding is assessed by

7. coursework essays in which students demonstrate their understanding

8. coursework exercises in which students perform

informants6. techniques for the analysis

and presentation of data, including the use of statistics, corpus-analytic techniques, graphs, tables and other diagrams

7. reasons for, and criteria for evaluating, alternative analyses of a given set of data

critical and analytical tasks9. examinations, in which

students perform critical and analytical tasks, and also present discursive discussions

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:

1. demonstrate critical thinking;2. construct and manage

coherent arguments in speech and writing

3. analyse acts of communication

4. evaluate arguments and analyses, and assess the merits of contrasting theories and explanations, distinguishing descriptive systems from the data they describe

5. abstract and synthesise information

6. critically judge and evaluate evidence in relation to language and communication in specific modes, genres and contexts

Teaching/learning methodsStudents learn cognitive skills through1. lectures, in which these skills

are demonstrated and discussed


3. exercises in lectures and seminars designed to develop these skills

4. tutorials, in which these skills and ways of developing them are discussed



7. group projects, in class and as coursework exercises which require these skills

Assessment MethodStudents’ cognitive skills are

7. consider ethical issues in-volved in data collection and data storage

assessed by8. coursework essays in which

students are required to demonstrate these skills

9. coursework exercises which focus on particular skills

10. examinations, in which students write essays and performs tasks which focus on particular skills

C. Practical skillsOn completion of the programme the successful student will be able to:1. collect, analyse, manipulate

and present data of diverse kinds using a variety of methods

2. write essays and research reports using the appropriate register and style and with proper referencing

3. use computational tools and software packages where appropriate for the analysis of data

4. formulate and investigate hypotheses

5. communicate effectively in a number of formal and informal genres

6. reflect on the student’s own communicative practice

Teaching/learning methodsStudents learn practical skills through1. lectures, in which these skills








Assessment MethodStudents’ practical skills are assessed by8. coursework essays in which

students are required to

demonstrate these skills9. coursework exercises which

focus on particular skills10. examinations, in which stu-

dents write essays and per-forms tasks which focus on particular skills

D. Graduate SkillsOn completion of this programme the successful student will be able to:1. communicate effectively in

speech and writing, with an understanding of the dynamics of communication

2. work independently, demonstrating initiative, self-organisation and time-management and with others to achieve common goals

3. manage her/his own learning effectively and self-critically

4. reflect on her/his own personal and career development

5. demonstrate advanced literacy and numeracy

6. demonstrate advanced knowledge of, and ability to use, information technology, and acquire complex information of diverse kinds, from a variety of sources, including libraries, WWW, CD-ROMs, corpora, discussion with peers

7. recognise problems and de-

Teaching/learning methodsStudents acquire graduate skills through1. lectures, in which these skills







Assessment methodStudents’ graduate skills are assessed by7. coursework essays in which



9. examinations, in which stu-dents write essays and per-

velop problem-solving strategies

forms tasks which focus on particular skills

12. Programme structure (levels, modules, credits and progression requirements)12. 1 Overall structure of the programmeIn their first year, students develop a sense of the scope of the subject, looking at language in general as well as at English language in particular. The modules are intended to reflect the three areas of future study: language and psychology; language and society; and practical techniques for speaking, writing and editing. Students develop their understanding of the distribution and status of Englishes around the world and the historical development of the world’s Englishes. They develop skills in constructing and evaluating systematic studies, forming and evaluating hypotheses, collecting and analysing data. They reflect on their own communicative practice and develop their skills in speaking and writing. They develop a range of skills required for formal academic work and which will be developed during their degree programme. Part of this work is carried out in small groups (between three and five students in each group) so they also develop skills in group work.

At levels two and three, students focus in more detail on the three specific areas within English language study. These modules focus on cognitive structures and processes, on social issues and variation in language use, on practical questions about communication and the construction and interpretation of meaning, and on applications of research findings in a number of areas. Students are also encouraged to reflect on the communicative practices of themselves and others.

With the Work Placement module students have the option to develop work they have done on other modules in a work environment.

The Proposition Module is a final year dissertation where students explore topics not covered in detail in other modules, or synthesise

work from more than one module. This is a 30-credit module which requires a piece of work of 5,500-6,000 words.

12.2 Levels and modulesLevel 4 (1)

COMPULSORY OPTIONAL

Students must take all of the following:

CML1101 Introducing Language (30 credits)CML1103 Studying English Language (30 credits)CML1056 Studying Language (30 credits)ELS1301 Critical Reading (30 credits)

No options at level one.

Students must achieve at least 120 credits at level one in order to the next level of work.

Level 5 (2)

COMPULSORY OPTIONAL

Students must take all of the following:

CML2101 Language and Psychology (30 credits)CML2102 Language and Society (30 credits)CML2103 Communication techniques (30

Students must also choose at least ONE from the following:

ELS2304 Literature in a Media Age (30 credits)

TRA2401 Translation Principles and Strategies (30 credits)

Students must achieve at least 240 credits at levels one and two in order to progress to level three work.

credits)CMW2202Techniques of Fiction (30 credits)

Level 6 (3)COMPULSORY OPTIONAL

Students must take all of the following:CML3993 Proposition Module (30 credits)

Students must also choose at least 90 credits from the following modules and this must include CML3993

CML3101 Creating and Understanding Meaning (30 credits)

CML3102 Writing Techniques (30 credits)

CML3104 Work Placement Module (30 credits)

CML3106 Language and Power at Work (30 credits)

Students must achieve at least 360 credits in order to gain an honors degree

12.3 Non-compensatable modulesModule level

Module code

THREE CML399313. A curriculum map relating learning outcomes to modules

See Curriculum Map attached.

14. Information about assessment regulationsGeneral Middlesex University regulations apply. Automatic deferral is not permitted on any of the modules; students wishing to defer

must consult an assessment administrator.

15. Placement opportunities, requirements and support (if applicable)

The module CML3104 Work Placement Module offers students the opportunity to experience workplace practice in industries or institutions relevant to their other study in English Language. Students taking this module are allocated a supervisor and are supported by English Language staff and by the Placement Officer located in the campus placement office.

16. Future careers (if applicable)We organise careers seminars to help guide students in their choice of future career and careers officers give presentations every year during scheduled classes. The Placement offers students the opportunity to acquire experience which will help them gain employment. This programme is designed to provide a sound basis for careers in a wide range of professions such as media, international relations and education. Some graduates also choose to continue their studies in language and linguistics by pursuing specific careers such as speech therapy, or by taking postgraduate courses in language and linguistics. The Middlesex MA in TESOL and Applied Linguistics is available for students interested in postgraduate study.

17. Particular support for learning (if applicable)Students should be aware that some of the programme activities might present problems to students with particular disabilities (e.g. of hearing), but that staff will seek solutions where this is possible. We offer workshops to help with Proposition Module work. We organise visits to appropriate sites which present opportunities for further study of specific topics and some of these include additional input from staff based at the institution we visit. In recent years, we have visited the British Library, the British Museum and

the Institute of Visual Culture in Cambridge.

18. JACS code (or other relevant coding system)

UCAS code Q311

19. Relevant QAA subject benchmark group(s)

Linguistics; English

20. Reference points1. QAA Benchmarking Statements for Linguistics and English2. QAA Framework for Higher Education Qualifications (FHEQ)3. Student, staff, external examiner and graduate feedback

21. Other informationThe programme is available for full-time and part-time study.

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.

Curriculum map for BA English Language

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skills

A1

a range of approaches to the systematic study of language and communication

C1

collect, analyse, manipulate and present data of diverse kinds using a variety of methods

A2

technical vocabulary, central analytical concepts and methods of enquiry appropriate to the study of language and communication

C2

write essays and research reports using the appropriate register and style and with proper referencing

A3

the role of theories in accounting for language and communication, and the nature of a theoretical explanation

C3

use computational tools and software packages where appropriate for the analysis of data

A4

techniques for collecting data in the various areas of English Language studies, including the creation and exploitation of bodies of data, such as computer language corpora, elicitation tasks, introspection, transcription, laboratory experiments and questionnaires

C4

formulate and investigate hypotheses

A5

technical and ethical issues involved in the collection and use of data from informants

C5

communicate effectively in a number of formal and informal genres

A6

techniques for the analysis and presentation of data, including the use of statistics, corpus-analytic techniques, graphs, tables and other diagrams

C6

reflect on the student’s own communicative practice

A7

reasons for, and criteria for evaluating, alternative analyses of a given set of data

Cognitive skills Graduate Skills

B1

think critically D1

communicate effectively in speech and writing, with an understanding of the dynamics of communication

B2

construct and manage coherent arguments in speech and writing

D2

work independently, demonstrating initiative, self-organisation and time-management and with others to achieve common goals

B3

analyse acts of communication

D3

manage her/his own learning effectively and self-critically

B4

evaluate arguments and analyses, and assess the merits of contrasting theories and explanations, distinguishing descriptive systems from the data they describe

D4

reflect on her/his own personal and career development

B5

abstract and synthesise information

D5

demonstrate advanced literacy and numeracy

B6

critically judge and evaluate evidence in relation to communication and language in specific modes, genres and contexts

D6

demonstrate advanced knowledge of, and ability to use, information technology, and acquire complex information of diverse kinds, from a variety of sources, including libraries, WWW, CD-ROMs, corpora, discussion with peers

B7

consider ethical issues involved in data collection and data storage

D7

recognise problems and develop problem-solving strategies

Programme outcomes – highest level to be achieved by all graduates

A1

A2

A3

A4

A5

A6

A7

B1

B2

B3

B4

B5

B6

B7

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

D5

D6

D7

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Module Code

A1

A2

A3

A4

A5

A6

A7

B1

B2

B3

B4

B5

B6

B7

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

D5

D6

D7

1 Introducing Language

CML1101

X X X X X X X X X X X X X X X X X X X X

Core Concepts for Language Analysis e

CML1056

X X X X X X X X X X X X X X X X X X X X X

Studying English Language

CML1103

X X X X X X X X X X X X

Critical Reading

ELS1301

X X X X X

2 Language and Psychology

CML2101

X X X X X X X X X X X X X X X X X

Language and Society

CML2102

X X X X X X X X X X X X X X X X X X X

Communication Techniques

CML2103

X X X X X X X X X X X X X X X

Literature in a Media Age

ELS2304

X X X X

Techniques of Fiction

CMW2202

X X X X X X X X X X X X X

Translation principles and Strategies

TRA2401

X X X X X X X X X X X X X

3 Creating and Understanding Meaning

CML3101

X X X X X X X X X X X X X X X X X X X

Writing Techniques

CML3102

X X X X X X X X X X X X X X X X X X X X X

Work Placement Module

CML3104

X X X X X X X X

Language and Power at Work

CML3106


Proposition Module

CML3993


Programme Specification and Curriculum Map: BA English Language and Literature

1. Programme title English Language and Literature

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by Middlesex University

5. Final qualification BA Honours

6. Academic year 2012-2013

7. Language of study English

8. Mode of study Full Time and Part Time

9. Criteria for admission to the programmeGeneral university criteria. We normally make offers on 220 tariff points, including Grade C at 'A' level English (English Language, English Literature or English Language and Literature) (or equivalent for international students). For International Baccalaureate applicants, we normally make offers on 28 points. We also welcome applications from mature students and students without traditional school qualifications. Applicants for whom English is not a first language should have an IELTS grade of 6 with at least 5.5 in each element.

10. Aims of the programmeThe programme aims to:1. acquaint students with key concepts and theoretical approaches

in the study of English language and literature, and a range of

periods of English literature, its cultural contexts, its genres, and the critical traditions in which it has been read and interpreted

2. develop students’ skills in: analysing acts of linguistic and literary communication; critically discussing and analysing studies of language and communication;

3. explore practical implications of work in this area with regard to the communicative practices of students and others

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :1. a range of approaches to the

systematic study of language and communication

2. technical vocabulary, central analytical concepts and methods of enquiry appropriate to the study of language and communication

3. the role of theories in accounting for language and communication, and the nature of a theoretical explanation

4. the role of literary criticism in shaping literary interpretation and value, and a variety of critical and theoretical approaches to literary study

5. the distinctive nature of texts

Teaching/learning methodsStudents gain knowledge and understanding through1. lectures, in which concepts,

approaches and case studies are presented and explored


3. exercises in lectures and seminars which involve discussion of, and exercises designed to build knowledge of, topics, examples, theoretical approaches and data

4. tutorials, in which particular topics are discussed in more detail



Assessment MethodStudents’ knowledge and understanding is assessed by:

written in the principal literary genres

6. linguistic, literary, cultural and socio-historical contexts in which literature is written and read

7. coursework essays in which students demonstrate their understanding

8. coursework exercises in which students perform critical and analytical tasks

9. examinations, in which students perform critical and analytical tasks, and also present discursive discussions

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:1. demonstrate critical thinking2. construct and manage

coherent arguments in speech and writing

3. analyse acts of communication

4. deploy skills in the close reading and analysis of texts, and in reviewing their concepts

5. abstract and synthesise information

6. critically judge and evaluate evidence in relation to language and communication in specific modes, genres and contexts

7. articulate how different social and cultural contexts affect the nature of language and meaning

Teaching/learning methodsStudents learn cognitive skills through1. lectures, in which these skills








Assessment MethodStudents’ cognitive skills are assessed by8. coursework essays in which



10. examinations, in which students write essays and performs tasks which focus on particular skills

C. Practical skillsOn completion of the programme the successful student will be able to:1. collect, analyse, manipulate

and present data of diverse kinds

2. use a variety of methods, and assess the advantages and disadvantages of each method

3. write essays and research reports using the appropriate register and style and with proper referencing

4. use computational tools and software packages where appropriate for the analysis of data

5. communicate effectively in a number of formal and informal genres

6. reflect on the student’s own communicative practice

Teaching/learning methodsStudents learn practical skills through1. lectures, in which these skills








Assessment MethodStudents’ practical skills are assessed by8. coursework essays in which

students are required to

demonstrate these skills9. coursework exercises which

focus on particular skills10. examinations, in which stu-

dents write essays and per-forms tasks which focus on particular skills

D. Graduate SkillsOn completion of this programme the successful student will be able to:1. communicate effectively in

speech and writing, with an understanding of the dynamics of communication

2. work independently, demonstrating initiative, self-organisation and time-management and with others to achieve common goals

3. manage her/his own learning effectively and self-critically

4. reflect on her/his own personal and career development

5. demonstrate advanced literacy and numeracy

6. demonstrate advanced knowledge of, and ability to use, information technology, and acquire complex information of diverse kinds, from a variety of sources, including libraries, WWW, CD-ROMs, corpora, discussion with peers

7. recognise problems and de-

Teaching/learning methodsStudents acquire graduate skills through1. lectures, in which these skills







Assessment methodStudents’ graduate skills are assessed by7. coursework essays in which



examinations, in which students write essays and performs tasks

velop problem-solving strategies

which focus on particular skills

12. Programme structure (levels, modules, credits and progression requirements)12. 1 Overall structure of the programmeIn their first year, students develop a sense of the scope of the subject, looking at language in general, English language in particular, literary concepts and genre. They develop their understanding of the distribution and status of Englishes around the world and the historical development of the world’s Englishes. They develop skills in close reading, critical reading explicitly in relation to criticism, close textual analysis, comparative and contrastive analysis, classificatory skills, identifying and representing argument structures and other rhetorical practices. They reflect on their own communicative practice and develop their skills in speaking and writing. They develop a range of skills required for formal academic work and which will be developed during their degree programme. In work for levels two and three, students focus in more detail on specific areas within English language and literary study. These modules focus on cognitive structures and processes, on social issues and variation in language use, on practical questions about communication and the construction and interpretation of meaning, on different genres of literature from particular historical periods, and questions of context, criticism and interpretation. Students are also encouraged to reflect on the communicative practices of themselves and others.The Proposition Module is a final year dissertation where students explore topics not covered in detail in other modules, or synthesise work from more than one module.

12.2 Levels and modulesLevel 4 (1)

COMPULSORY OPTIONAL

Students must take No options at level Students must

all of the following:CML1101 Introducing Language (30 credits)CML1103 Studying English Language (30 credits)ELS1301 Critical Reading (30 credits)ELS1301 The Romantic Moment (30 credits)

one. achieve at least 120 credits at level one in order to progress to level two and three work.

Level 5 (2)

COMPULSORY OPTIONAL

Students must take all of the following:CML2101 Language and Psychology (30 credits)AndELS2301 Renaissance Literature (30 credits)

Students must also choose ONE of:CML2102 Language and Society (30 credits), orCML2103 Communication Techniques (30 credits)

And ONE of:ELS2302 Literature in the long nineteenth century (30 credits), orELS2303 Literature from Modernity to the Present (30 credits), orELS2304 Literature in a Media Age (30 credits

Students must achieve at least 240 credits at levels one and two in order to progress to level three work.

Level 6 (3)COMPULSORY OPTIONAL

Students must take all of the following:ONE proposition module, EITHER:

CML3993 Proposition Module (30 credits)

OR:

ELS3304 Proposition Module (30 credits)

Students must choose THREE of the following modules and ensure that there are 60 credits of level 3 work in each of the two subject areas (60 credits prefixed CML and 60 credits prefixed ELS):CML3101 Creating and Understanding Meaning (30 credits)CML3102 Writing Techniques (30 credits)CML3106 Language and Power at Work;ELS3301 Shakespeare and Renaissance Drama (30 credits)ELS3302 Literature and Otherness: Empires and Animals 1880 to the Present (30 credits)ELS3303 Gender, Violence, and the Postmodern (30 credits)

Students must achieve at least 360 credits in order to gain the award.

12.3 Non-compensatable modulesModule level

Module code

3 CML3993/ELS3304

13. A curriculum map relating learning outcomes to modulesSee Curriculum Map attached.

14. Information about assessment regulationsGeneral Middlesex University regulations apply. Automatic deferral is not permitted on any of the modules; students wishing to defer must consult an assessment administrator.

15. Placement opportunities, requirements and support (if applicable)

16. Future careers (if applicable)We organise careers seminars to help guide students in their choice of future career and careers officers give presentations every year during scheduled classes. This programme is designed to provide a sound basis for careers in a wide range of professions such as media, international relations and education. Some graduates also choose to continue their studies in language and literature by pursuing specific careers such as speech therapy, or by taking postgraduate courses in language and literature.

17. Particular support for learning (if applicable)Students should be aware that some of the programme activities might present problems to students with particular disabilities (e.g. of hearing), but that staff are willing to seek solutions where this is possible. As well as supporting learning through scheduled classes, staff are available for tutorials at regular times, and also on request. We offer workshops to help with Proposition Module work. We communicate to students using email lists and Oasis (Middlesex’s local version of the WebCT virtual learning environment software). We organise visits to appropriate sites which present opportunities

for further study of specific topics and some of these include additional input from staff based at the institution we visit. In recent years, we have visited the British Library, the British Museum and the Globe Theatre.

18. JACS code (or other relevant coding system)

UCAS code Q391

19. Relevant QAA subject benchmark group(s)

Linguistics; English

20. Reference points1. QAA Benchmarking Statements for Linguistics and English2. QAA Framework for Higher Education Qualifications (FHEQ)3. Student, staff, external examiner and graduate feedback

21. Other informationThe programme is available for full-time and part-time study.

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.

Curriculum map for BA English Language and LiteratureThis section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme outcomes – highest level to be achieved by all graduates

A1

A2

A3

A4

A5

A6

B1

B2

B3

B4

B5

B6

B7

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

D5

D6

D7

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Module Code

A1

A2

A3

A4

A5

A6

B1

B2

B3

B4

B5

B6

B7

C1

C2

C3

C4

C5

C6

D1

D2

D3

D4

D5

D6

D7

1 Introducing Language

CML1101 X X X X X X X X X X X X X X X X X X

Studying English Language

CML1103 X X X X X X X X X X

Critical Reading

ELS1301 X X X X

Traveling Genres

ELS1303 X X X X X X X X X X X X

2 Language and Psychology

CML2101 X X X X X X X X X X X

Programme name Programme Handbook 2013/14

Language and Society

CML2102 X X X X X X X X X X X X X

Communication Techniques

CML2103 X X X X X X X X X X X X X X X X X

Renaissance Literature

ELS2301 X X X X X X X X X X

Literature in the Long Nineteenth Century

ELS2302 X X X X X X X X X X X X X X X X X X X X

Literature from Modernity to the Present

ELS2303 X X X X X X X X X X X X X X X X X X X

Literature in a Media Age

ELS2304 X X X X X X X X X X X

3 Creating and Understanding Meaning

CML3101


Writing Techniques

CML3102

X X X X X X X X X X X X X X X X X X

Language and Power at Work

CML3106


Proposition Module

CML3993

X X X X X X X X X X

Shakespeare and Renaissance Drama

ELS3301 X X X X X X X X

Literature and Otherness: Empires and Animals 1880 to the Present


Gender, Violence, and the Postmodern


Proposition Module

ELS3304 X X X X X X X X X X X

Module Code ELS1301Module Title Critical Reading Level 4 Credit 30 Owning Subject English Literary Studies

Aims This module introduces you to skills and ideas essential for the reading of literary texts. It studies major literary genres: drama, poetry and fiction, and introduces you to the interpretation of literature through an idea that connects all the texts, the idea of the self. It also provides an understanding of the use of historical contexts and criticism in relation to critical reading. The module also teaches key skills, including considering sources, preparing and writing an essay, and introduces bibliographic skills and the use of learning resources.

Learning Outcomes

Knowledge:

By the end of this module you will:

1. acquire knowledge of literature from different periods and its related criticism

2. develop the ability to identify and analyse certain critical approaches to the texts studied.

Skills:

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

3. develop a rigorous approach to the acquisition of a know-ledge of literature from different periods and its related cri-ticism

4. practise literary critical skills in the close reading and ana-lysis of texts

5. develop appropriate abilities in the research, planning and execution of essays, including the evaluation of materials and the best methods to investigate them;

6. employ bibliographic skills, including the accurate citation of sources and the consistent use of conventions in the presentation of scholarly work

7. use learning resources 8. engage in effective learning, work in teams and take re-

sponsibility for the nature and quality of outputs, and com-municate effectively in a variety of contexts.

Syllabus

Term 1 1. William Shakespeare, Hamlet 2. Jane Austen, Northanger Abbey

Term 2 3. Derek Walcott, Selected Poetry 4. Harold Pinter, No Man's Land 5. Bram Stoker, Dracula 6. Angela Carter, The Bloody Chamber and Other Stories.

Learning, Teaching and Assessment Strategy This module will be taught by a combination of seminars and tutorials. Learning activities will include seminars, private study and the production of written work. Assessment Scheme Students will be assessed by 2 summative essays (50% each).

Assessment Weighting Coursework: 100%

Learning Materials

Essential Jane Austen, Northanger Abbey (Harmondsworth: Penguin, 2003) Angela Carter, The Bloody Chamber and Other Stories (Harmondsworth: Penguin, 1990) Harold Pinter, No Man's Land (London: Faber, 2001) William Shakespeare, Hamlet, ed. G. R. Hibbard, (Oxford: World's Classics, 1998) Bram Stoker Dracula, ed. Maurice Hindle (Harmondsworth: Penguin, 1993) Derek Walcott Selected Poetry, ed. Wayne Brown (Oxford: Heinemann, 1981)

Recommended Chris Baldick, ed. The Concise Oxford Dictionary of Literary Terms, 2nd edn, (Oxford: OUP, 2001) Andrew Bennett & Nicholas Royle, An Introduction to Literature, Criticism and Theory 2nd ed (Harlow: Prentice Hall, 1999) Jonathan Culler, Literary theory: a very short introduction (Oxford: OUP, 2000) Terry Eagleton, How to Read a Poem (Oxford: Blackwell, 2007)Jeremy Hawthorn, Studying the Novel 3rd ed (London: Edward Arnold, 1997) John Peck and Martin Coyle, How to Study a Shakespeare Play, 2nd edn, (Basingstoke: Macmillan, 1995)

Module Code ELS1302Module Title Reading Contemporary LiteratureLevel 4 Credit 30 Owning Subject English Literary Studies

Aims To help students develop a capacity to enjoy, understand, and analyse the meanings of modern and contemporary literature. Different kinds of writing, in different styles and with different aims will be studied. The emphasis will be on close reading that develops into a critical interpretation of a text. Students will develop advanced reading skills centred on key literacy critical concepts eg form and structure, metaphor narrative and so on. Texts will be studied through knowledge of appropriate generic, theoretical, and critical contexts.

Learning Outcomes

Knowledge:By the end of this module you will have

1. knowledge of literature of the modern and contemporary periods

2. awareness of the role of literary criticism in the shaping of literary interpretation and value

3. Knowledge of various genres and how they shape reading and writing practices

Skills:At the end of this module you will have developed

4. Literary critical skills in the close reading and analysis of literary and critical texts

5. Appropriate skills in the planning and execution of essays, including bibliographic skills

6. Engagement in effective learning 7. Effective communication , orally and in writing.

Syllabus

Texts to be studied will be selected by the teaching team to achieve a representative spread of genres- poetry, drama, fiction, criticism, argumentative prose - and also to achieve a spread of interests to engage with the diversity of the university's students.

Term 1

Weeks 1-6 Poetry about animals (Jackie Kay, The Adoption Papers (Highgreen: Bloodaxe, 2000)) Weeks 7-12 Short stories (Malcolm Bradbury ed., The Penguin Book of Short Stories (Harmondsworth: Penguin, 1988))

Term 2

Weeks 13-18 Mark Ravenhill, Shopping and F***ing, London: Methuen Student Editions, 2005 Samuel Beckett, Endgame, London: Faber and Faber, 2006. Weeks 19-24 Sarah Waters, The Night Watch, London: Virago, 2006

Learning, Teaching and Assessment Strategy

This module is taught as a 2-hour weekly workshop. This could include a range of activities: lectures, seminar activities and tutorials. There will be a central focus on the close analysis of texts.

Assessment Scheme 1. Essay on poetry, 1000 words, 10%

2. Group presentation on the short story, 8-9 minutes, 30%

3. Essay on drama, 1200 words, 30%

4. Essay on fiction, 1700 words, 30%


Learning Materials

- Essential Samuel Beckett, Endgame, London: Faber and Faber, 2006Alan Durant, Ways of Reading, London: Routledge, 3rd edition, 2006Mark Ravenhill, Shopping and F***ing, London: Methuen Student Editions, 2005Sarah Waters, The Night Watch, London: Virago, 2006

- Recommended Jane Smiley, Thirteen Ways of Looking at the Novel, London: Faber, 2006Matt Madden, 99 Ways to Tell a Story, London: Cape, 2006 Robert Eaglestone, Doing English, London: Routledge, 2000 Jonathan Culler, Literary Theory: A Very Short Introduction, Oxford: OUP, 1997 Peter Widdowson, Literature, London: Routledge, 1999 Terry Eagleton, Literary Theory: An Introduction, Oxford: Blackwell, 1983

Module Code ELS1305Module Title The Romantic Moment Level 4 Credit 30 Owning Subject English Literary Studies

Aims This module aims to introduce aspects and methods of advanced literary study by intensive examinationn of a crucial period in literary production in Britain. The moment of Romanticism (c.1785-1835) was arguably more productive and influential than any other half-century in English literary history. It redefined what we mean by poetry, authorship and literature itself. It was profoundly engaged with the broader contexts of its day (e.g., with science, politics, social change, revolutionnary struggle, economis transformation, and other art-forms), yet its relation to these contexts was often complex and paradoxical. It also paved the way to a modern conception of criticism as a largely interpretative business. We will examine key examples of Romantic literature, initially in chronological order to give you some sense of the period, and we will explore different ways of reading these texts in the lights of a diverse contexts and concepts, both of the period itself (e.g.examining 'Tintern Abbey' in the light of Wordsworth's concept of the poet) and since (e.g. examining 'Tintern Abbey' in the light of deconstruction). The module will end by examining some of the ways in which Romanticism remains influential.

Learning Outcomes

Knowledge You will acquire intensive knowledge of a small number of texts and extensive knowledge of a range of related contexts, concepts and critical approaches. You will acquire a broad understanding of the Romantic period in

English literature, and a sense of the way in which different aspects of life impinged on literature in the period.

Skills You will develop skills in conceptually and contextually informed critical reading. You will also develop and practice skills in the analysis of questions and problems, in setting up a programme of work for yourself to address literary questions, and in close analysis and essay-writing.You will learn to describe and evaluate research materials, how to construct a bibliography

Syllabus

Each week’s work will focus on one main literary text (which will usually be studied for two or more weeks), and will be supported by additional materials (e.g., other texts by the same writer, critical essays, and contextual materials)

Introduction to British Romanticism Blake, Songs of Innocence and Experience: the texts’ creation and social contexts; the forms of the text Religion and Ideology in the Songs The Songs: actual and implied readers First assessment: lecture and exercises

READING WEEK

Lyrical Ballads: the book’s creation and socio-political contexts ‘Tintern Abbey’ and Wordsworth’s conception of the poet, the poem and the poem’s audience ‘Tintern Abbey’: examination of Marjorie Levinson’s reading of the poem Second assessment: lecture and exercises READING WEEK ‘Ozymandias’: form and publication (e.g. in relation to the Romantic sonnet and to magazine publication) ‘Ozymandias’ as a political and historical

text Frankenstein, ideology, textual revision and history of publication and reception: the 1818 and 1832 texts Frankenstein: feminism, educational theory, science and the soul Essay-writing: lecture and exercises Special study: The Rime of the Ancient Mariner:the 1798, 1800 and 1817 versions and their literary contexts READING WEEK The Rime: a poem with a moral? The Rime: interpretability and Ferguson’s account The Rime: deconstruction and Eilenberg’s reading Romanticism after the Romantic period (i): images and concepts of authorship and imagination Romanticism after the Romantic period (ii): Romantic values: identity, environmentalism, and nationalism Romanticism after the Romantic period (iii): Romanticism, film and other media



(a) Contextual close reading of a short text or excerpt (20%) [due c. week 6]

(b) Analysis of an essay question and annotated bibliography (10%) [due c. week 10]

(c) First essay (35%) [due c. week 18]

(d) Second essay (on The Rime or Romanticism after the Romantic period) (35%) [due by the university deadline]

Assessment Weighting Seen examination Unseen examination Coursework (no examination)

Learning Materials

Essential

Samuel Taylor Coleridge, The Rime of the Ancient Mariner, ed. Paul H. Fry (Boston: Bedford St Martin’s, 1999)

Mary Shelley, Frankenstein, ed. Marilyn Butler (Oxford: OUP, 1998)

Duncan Wu, Ed., Romanticism, 3rd edn. (Oxford: Blackwell, 2005)

Recommended

M.H. Abrams, The Mirror and the Lamp: Romantic theory and the critical tradition (Oxford: OUP, 1953)

Marilyn Butler, Romantics, Rebels and Reactionaries (Oxford: OUP, 1981)

Cynthia Chase, Ed., Romanticism, Longmans Critical Readers series (London: Longmans, 1993)

J.J. McGann, The Romantic Ideology (Chicago: UP of Chicago, 1983)

Nicholas Roe, Ed., Romanticism: An Oxford Guide (Oxford: OUP, 2005)

William St. Clair, The reading nation in the Romantic period (Cambridge : Cambridge University Press, 2004)

J.R. Watson, English Poetry of the Romantic Period, 1789-1830, 2nd edn. (London: Longmans, 1992)

Raymond Williams, Culture and Society, 1780-1950 (London: Chatto & Windus, 1959)

Duncan Wu, Ed., A Companion to Romanticism (Oxford: Blackwell, 1998)

Duncan Wu, Ed., Romanticism, 3rd edn. (Oxford: Blackwell, 2006)

Module Code ELS2301Module Title Renaissance Literature Level 5 Credit 30 Owning Subject English Literary Studies

Aims This module aims to introduce key texts and ideas from the English Renaissance, a period of exploration - of the globe and of the self; of religious upheaval; of the idealisation of order and of political revolution. Moving through the period chronologically students will assess literary texts in their historical context, and, by reading plays, poems and prose alongside critical and historical materials they will explore concepts of self and other, order and disorder in the period.

Learning Outcomes

Knowledge:

By the end of this module students will:

1. acquire a critical understanding of a range of Renaissance texts

2. develop awareness of the role of literary criticism in shap-ing literary interpretation and value

3. comprehend the linguistic, literary, cultural and socio-his-torical contexts in Renaissance literature is written and read

Skills:

By the end of this modules students will:

4. analyse and evaluate in relation to concepts specific to the study of Renaissance literature

5. learn to generate ideas at an abstract level through a knowledge of the distinctive nature of dramatic texts and the linguistic, literary, cultural and socio-historical contexts in which such literature is written and read, and through an awareness of the role of literary criticism in shaping literary interpretation and value.

6. exercise judgement as to how social and cultural contexts affect the nature of language and meaning

7. further develop a range of specialised skills which include advanced literary, communicative and IT skills and the ability to present arguments coherently in writing.

Syllabus

1. Sir Philip Sidney, selection from Astrophil and Stella; 2. Christopher Marlowe, Hero and Leander; 3. Sir Walter Ralegh, The Discovery of Guiana; 4. Christopher Marlowe, Dr Faustus; 5. John Donne, selection from Songs and Sonnets and Holy Sonnets; 6. William Shakespeare, King Lear; 7. Ben Jonson, selection of poetry; 8. Ben Jonson, The Masque of Blackness; 9. Andrew Marvell, selection of poetry; 10.John Milton, Comus; 11.John Milton, Paradise Lost

Learning, Teaching and Assessment Strategy The module will:

Introduce a range of texts from the period 1558-1688 Locate and analyse certain themes, genres and preoccu-

pations in Renaissance literature

Read texts in their historical context as well as in the light of current critical and theoretical models

Provide a foundation for further work on Renaissance liter-ature

The module will be taught by a combination of lectures, followed by seminars, as well as tutorials. Learning activities will include lectures, seminars - including planned structured debates and student presentations, private study and the production of written work.

Assessment Scheme Assessment will take the form of: 1 x critical essay - 1500 words (1, 2, 3, 4, 7) 10%1 x critical essay on a single text (or group of poems) - 2000-2500 words (1, 2, 3, 4, 5, 6, 7) 40%1 x exam - 2 hours (1, 2, 3, 4, 5, 6, 7) 50%

Assessment Weighting Coursework: 50% Seen Examination: 50%

Exam Duration Examination, 2 hours

Learning Materials

Essential The Norton Anthology of English Literature: The Sixteenth and Seventeenth Centuries, Volume B, 9th edn, (new York and London: Norton, 2012) ISBN 978 0 393 91250 0 (pbk)

Recommended Michael Hattaway ed., A Companion to English Renaissance Literature and Culture (Oxford: Blackwell, 2000) Isabel Rivers, Classical & Christian Ideas in English Renaissance Poetry (London: Alan and Unwin, 1979)

A.R. Braunmuller and Michael Hattaway ed., The Cambridge companion to English Renaissance drama (Cambridge: Cambridge University Press, 1990) Arthur F. Kinney ed., A companion to Renaissance drama (Oxford: Blackwell, 2002

Module Code ELS2302Module Title Literature in the Long 19th Level 5 Credit 30 Owning Subject English Literary Studies Aims The long nineteenth century (1789-1914) begins and ends in revolution and global war. Britain industrialised and expanded its global empire. Literature sought to make sense of this fast-changing world. Writers tried to get back to basics, but were divided. Romantic writers championed imagination; yet the nineteenth century was also the heyday of realism and science. Our goal will be to understand changing practices of reading, and literary tradition, experimentation and innovation in a variety of genres, and a variety of texts ranging from Jane Austen to early science fiction, and to develop the skills necessary to do so.

Learning Outcomes

Knowledge:

By the end of the module you will:

1. acquire a critical understanding of the distinctive nature of texts written in the long nineteenth century;

2. develop awareness of the role of literary criticism in shap-ing literary interpretation and value; and

3. comprehend the linguistic, literary, cultural and socio-his-torical contexts in which literature is written and read.

Skills:

By the end of the module you will be able to:

4. analyse and evaluate texts in relation to concepts specific to the study of literature in the long nineteenth century;

5. learn to generate ideas at an abstract level through a knowledge of the distinctive nature of nineteenth-century literature, and the linguistic, literary, cultural and socio-his-torical contexts in which literature is written and read, and through an awareness of the role of literary criticism in shaping literary interpretation and value;

6. exercise judgement as to how social and cultural contexts affect the nature of language and meaning; and

7. further develop a range of specialized skills, which include advanced literary, communicative and IT skills and the ability to present arguments coherently in writing.

Syllabus

Term 1

1. Wordsworth and Coleridge, Lyrical Ballads

Other Romanticisms:

2. Writings from anti-slavery campaign, 1785-99 (photocop-ies supplied) and Percy Bysshe Shelley, selected poems and prose (photocopies supplied)

3. Elizabeth Gaskell, Mary Barton 4. Thomas Carlyle, 'Signs of the Times' (photocopy supplied) 5. Emily Bronte, Wuthering Heights 6. Alfred Tennyson, selected poems and prose (photocopies

supplied) 7. Robert Browning, selected poems and prose (photocopies

supplied)

Term 2

8. Charles Dickens, Great Expectations

9. George Eliot, Silas Marner 10.Matthew Arnold, The Function of Criticism and The Study

of Poetry 11.Henry James, The Aspern Papers 12.Oscar Wilde, The Ideal Husband 13.Thomas Hardy, selected poems and prose 14.H. G. Wells, The War of the Worlds.


This module will be taught by lectures and seminars. Each week a one-hour lecture will introduce the text(s) and provide critical or historical contexts in which to read the text. Seminars will discuss the text in greater detail.

Assessment Scheme(a) one contextual commentary of 1500 words on short text or excerpt, (20%) (1, 2, 4); (b) discussion of relevant critical materials for (c) - formative (0%) (1-7);(c) a 2000-2500 word essay (40%) (1-7); (d) a two-hour, two-question seen exam (40%) (1-7)

Tutorials will be offered to students to plan coursework, and will be available at other times on request.



Learning Materials : Essential (primary texts)Emily Bronte, Wuthering Heights rev. edn., ed. Pauline Nestor (Harmondsworth: Penguin, 2003)Charles Dickens, Great Expectations, ed. Kate Flint (Oxford:

OUP, 1998)George Eliot, Silas Marner: The Weaver of Raveloe (Oxford: Oxford World Classics, 1998)Henry James, The Turn of the Screw and The Aspern Papers ed. Anthony Curtis (Harmondsworth: Penguin, 1984)Lionel Trilling, ed. Victorian Poetry and Prose (Oxford: OUP 1973) [This includes the various texts we will be reading from Arnold, Browning, Carlyle and Tennyson.]H.G. Wells, The War of the Worlds, ed. Patrick Parrinder, intr. Brian Aldiss (Harmondsworth: Penguin, 2005)Oscar Wilde, An Ideal Husband (1895; New York: Dover Thrift Editions, 2001)William Wordsworth and Samuel Taylor Coleridge, The Lyrical Ballads ed. Nicholas Roe (Routledge Classics, 2005)

Recommended (secondary texts)William St Clair, The Reading Nation in the Romantic Period (Cambridge, CUP, 2007)Franco Moretti ed. The Novel Volume 1: Forms and Themes (Princeton, Princeton UP 2007)Catherine Gallagher, The Body Economic: Life, Death and Sensation in the Victorian Novel (Princeton, 2005)Marilyn Butler, Romantics, Rebels and Reactionaries: English Literature and its Background, 1760-1830 (Oxford: OUP, 1981)Cynthia Chase, Ed., Romanticism (Harlow: Longman, 1993)Rupert Christiansen, Romantic Affinities: Portraits of an Age (London: Bodley Head, 1988)Gary Day, Ed., Varieties of Victorianism (Basingstoke: Macmillan, 1998)Lilian R. Furst, ed., Realism (Harlow: Longman, 1992)Terry Lovell, Consuming Fiction (London: Verso, 1987)Iain McCalman, Ed., An Oxford Companion to the Romantic Age: British Culture 1776-1832 (Oxford: OUP, 1999)

Module Code ELS2303Module Title Twentieth-Century Literature: Level 5 Credit 30 Owning Subject English Literary Studies

Aims This course explores key texts of the twentieth century and up to the present day, spanning the genres of poetry, drama, and fiction in relation to the profound and wide-ranging historical changes that have taken place in that time. It focuses on such issues as class, gender, and historical and cultural change.

Learning Outcomes

Knowledge:

At the end of the module students will:

1. acquire a critical understanding of the linguistic, literary, cultural, and socio-historical contexts in which literature is written and read

2. understand the distinctive nature of texts written in the principal literary genres

3. develop their awareness of the role of literary criticism in shaping literary interpretation and value

Skills

At the end of the module students will be able to:

4. Analyse and evaluate texts in relation to concepts specific to twentieth-century and contemporary literature

5. Learn to generate ideas at an abstract level through know-ledge of the distinctive nature of twentieth-century writing

and the linguistic, literary, cultural and socio-historical con-texts in which such literature is written and read, and through an awareness of the role of literary criticism in shaping literary interpretation and value

6. Exercise judgement as to how social and cultural contexts affect the nature of language and meaning.

7. Further develop a range of specialised skills which include advanced literary, communicative and IT skills and the ability to present arguments coherently in writing.

Syllabus

1. D.H. Lawrence, Sons and Lovers (1913) 2. Poets of the First World War (including Wilfred Owen and

Isaac Rosenberg) 3. T.S. Eliot, The Waste Land (1922) 4. Virginia Woolf, Mrs Dalloway (1925) 5. Elizabeth Bowen, The Heat of the Day (1949) 6. Samuel Beckett, Waiting for Godot (1954) 7. Tony Harrison, Selected Poems (1995) 8. Caryl Churchill, Serious Money (1987) 9. Jeanette Winterson, The Passion (1987) 10.Hanif Kureishi, The Buddha of Suburbia (1990) 11.Michael Cunningham, The Hours (1999)


The module is taught by one-hour lecture, seminar, and tutorials. Learning activities will be focused on weekly seminar worksheets, and seminars will use small-group discussion to facilitate the usefulness of these.

Students will be supported in their work on pieces of assessment by tutorials, and their work for the examinations will be supported by revision sessions.

Assessment Scheme Assessment 1: essay 1200 words 0%

Assessment 2: essay 2500 50%

Assessment 3: 2-hour examination comparative questions 50%



Learning Materials

Essential D.H. Lawrence, Sons and Lovers (Penguin Classics, 2006) First World War poets (copies supplied) T.S. Eliot, The Waste LandVirginia Woolf, Mrs Dalloway (Penguin, 1999) Elizabeth Bowen, The Heat of the Day (Vintage, 1998) Samuel Beckett, Waiting for Godot (Faber, 1972) Tony Harrison, Selected Poems (1995) Caryl Churchill, Serious Money (Methuen, 2002) Jeanette Winterson, The Passion (Vintage, 1996) Hanif Kureishi, The Buddha of Suburbia (Faber, 1995) Michael Cunningham, The Hours (Fourth Estate, 1999)

Recommended Malcolm Bradbury & James MacFarlane, eds, Modernism (Harmondsworth: Penguin, 1986) Christopher Butler, Early Modernism: Literature, Music and Painting in Europe, 1900-1916 (Oxford: Oxford Univ. Press, 1994) Valentine Cunningham, British Writers of the Thirties (Oxford: Oxford Univ. Press, 1988)

Alastair Davies & Alan Sinfield, British Culture of the Postwar: An Introduction to Literature and Society, 1945-1999 (London: Routledge, 2000) Andrej Gasiorek, Post-War British Fiction: Realism and After (London & New York: E. Arnold, 1995)Brian McHale, Constructing Postmodernism, London: Routledge, 1992Neil Roberts ed., A Companion to Twentieth-Century Poetry, Oxford,: Blackwell: 2003

Module Code ELS2304Module Title Literature in a Media Age Level 5 Credit 30 Owning Subject English Literary Studies

Aims This module explores the relationship between literature and other media, such as film, television and journalism. It aims to develop your understanding of contemporary arguments about literature, culture and other media, as they are played out in academic discourse and in a range of other forms. We will examine adaptation, authorship, and the ways marketing and publicity affect cultural production; we will consider the nature of literary and cultural value; and we will attempt to set all these ideas in a historical context. The module has four strands. In the first term, we will examine detective fiction and issues of authorship across different media. After Christmas, we will explore the genre of the comedy, often considered to be a lower form of cultural production, before finally assessing a succession of controversies which have placed ideas of cultural expression into question.

Learning Outcomes

Knowledge

You will develop:

knowledge of a range of genres and forms in a variety of media;

awareness of the role of literacy criticism and various other cultural discourses in shaping interpretation and value; and

knowledge of linguistic, literacy, cultural and socio-histor-ical contexts in which texts in a range of media are written and read.

Skills

You will:

analyse and evaluate concepts specific to the study of me-dia relations and literacy and cultural value;

learn to generate ideas at an abstract level through a knowledge of the distinctive nature of certain genres and forms in various media and debates about cultural and lit-eracy value;

exercise judgement as to how social and cultural contexts affect the nature of language and meaning;

further develop a range of specialised skills which include advanced literacy, communicative and IT skills, and the ability to present arguments coherently in writing.

Syllabus

ELS2304 LITERATURE IN A MEDIA AGE

1. Introduction

2. Concepts of Culture: Leavis

3. Arthur Conan Doyle, The Adventures of Sherlock Holmes (1892)

4. Agatha Christie, The Hollow (1946)

5. Howard Hawks (dir.), The Big Sleep (1946)

6. Reading week

7. Robert Altman (dir.), Gosford Park (2001)

8. Stephen King, Misery (1987)

9. Philip Roth, The Ghost Writer (1979)

10. Spike Jonze (dir.), Adaptation (2002)

11. Tutorials

12. Reading Week, preparation for term 2

13. William Shakespeare, Much Ado About Nothing (1598)

14. Kenneth Branagh (dir.), Much Ado About Nothing (1993)

15. George Cukor (dir.), The Philadelphia Story (1942)

16. David Mamet, Speed-the-Plow (1988)

17. Comedy comparison and essay preparation

18. Reading Week

19. D.H. Lawrence, Lady Chatterley's Lover (1928)

20. The Trial of Lady Chatterley (1960)

21. Anthony Burgess, A Clockwork Orange (1962)

22. Stanley Kubrick (dir.), A Clockwork Orange (1971)

23. The Behzti Controversy (2004)

24. Final Thoughts


Assessment

Assessment 1: 10%

Commentary on an excerpt from one of the detective fictions we have studied (1500 words).

Assessment 2: 40%

Essay (2500 words).

Assessment 3: 50%

2-hour examination on the second half of the module.



Learning Materials

Texts

Arthur Conan Doyle, The Adventures of Sherlock Holmes (1892)

Agatha Christie The Hollow (1946)

Howard Hawks (dir,), The Big Sleep (1946)

Robert Altman (dir.), Gosford Park (2001)

Stephen King, Misery (1987)

Philip Roth, The Ghost Writer (1979)

Spike Jonze Adaptation (2002)

William Shakespeare Much Ado About Nothing (1598)

Kenneth Branagh (dir.), Much AdoAbout Nothing (1993)

George Cukor, The Philadelphia Story (1942)

David Mamet, Speed-the-Plow (1988)

D.H. Lawrence, Lady Chatterley's Lover (1928) / C.E. Rolph Lady Chatterley's Trial (London: Penguin, 2005)

Anthony Burgess, A Clockwork Orange (1962)

Stanley Kubrick (dir.), A Clockwork Orange (1971)

Gurpreet Kaur Bhatti, Behzti (Dishonour) (London: Oberon Modern Plays, 2004)

Module Code ELS3301

Module Title Shakespeare and Renaissance Dr Level 6 Credit 30 Owning Subject English Literary Studies

Aims This module studies texts by Shakespeare and contemporary dramatists in the context of Renaissance England, and as manifestations of some important concerns of the culture of the time: the theatre and theatricality; identity and self-fashioning; masculinity and femininity. The plays chosen are a representative selection, and will offer students a broad knowledge of the writings of Shakespeare and his contemporaries, as well as some of the most significant cultural and intellectual movements of the period. Each play will be studied in relation to relevant contextual, critical and theoretical materials.

Learning Outcomes

Knowledge:By the end of module students will:

1. acquire an in-depth knowledge of linguistic, literary, cul-tural and socio-historical contexts in which plays were writ-ten and performed in the Renaissance period

2. evaluate the variety of critical and theoretical approaches to Shakespeare and his contemporaries.

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

3. Critically review, consolidate and extend a knowledge of the linguistic, literary, cultural and socio-historical contexts

in which plays were written and performed in the Renais-sance period

4. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches to plays writ-ten by Shakespeare and his Contemporaries

5. Transfer and apply diagnostic and creative skills and exer-cise independent judgment, and display and ability to un-derstand, interrogate and apply a variety of theoretical po-sitions and weigh the importance of alternative perspect-ives.

6. Demonstrate skills of information retrieval, organisation and critical and theoretical evaluation

Syllabus

1. Thomas Kyd, The Spanish Tragedy 2. Christopher Marlowe, The Jew of Malta 3. William Shakespeare, Titus Andronicus 4. William Shakespeare, Romeo and Juliet 5. William Shakespeare, Henry V 6. William Shakespeare, Twelfth Night 7. William Shakespeare, Othello 8. John Marston, The Malcontent 9. William Shakespeare, Measure for Measure 10.Thomas Middleton, The Revenger's Tragedy 11.Thomas Middleton and William Rowley, The Changeling 12.John Ford, 'Tis Pity She's a Whore


The module will be taught by a combination of lectures, followed by seminars, as well as tutorials. Learning activities will include lectures, seminars - including planned structured debates and student presentations, private study and the production of written work. Tutorials will be offered to students in advance of

submission of coursework, and in feedback sessions after marking.

Assessment Scheme 1 x 1500-word formative essay 10% (2, 3, 4, 5, 6)1 x 2500 word comparative essay 40% (1, 2, 3, 4, 5, 6)1 x 3 hour exam 50% (1, 2, 3, 4, 5, 6)

Assessment Weighting Coursework: 50% Exam: 50%


Learning Materials

Essential The Norton Shakespeare, ed. Stephen Greenblatt (New York and London: Norton, 1997) David Bevington et al ed., English Renaissance Drama: A Norton Anthology (New York and London: Norton, 2002) RecommendedA.R. Braunmuller and Michael Hattaway ed., The Cambridge Companion to English Renaissance Drama (Cambridge: Cambridge University Press, 1990)Arthur F. Kinney ed., A Companion to Renaissance Drama (Oxford: Blackwell, 2002) David Scott Kastan and Peter Stallybrass ed., Staging the Renaissance: Reinterpretations of Elizabethan and Jacobean Drama (New York and London: Routledge, 1991) David Scott Kastan, A Companion to Shakespeare (Oxford: Blackwell, 1999) Jennifer Richards and James Knowles ed., Shakespeare's Late Plays: New Readings (Edinburgh: Edinburgh University Press, 1999) Module Code ELS3302Module Title Literature and Otherness: Empires

and Animals, 1880 to the Present Level 6 Credit 30

Other Restrictions and Requirements

Students taking this module cannot also take either ELS3312 or ELS3322.

Owning Subject English Literary Studies

Aims This module focuses on novelistic and theoretical representations of the Other as constructed as belonging to another 'race', ethnicity, nation or species. It begins at the end of the nineteenth century with Joseph Conrad's Heart of Darkness and Robert Louis Stevenson's Dr Jekyll and Mr Hyde and comes up to the present with John Coetzee's Disgrace and Yann Martel's Life of Pi. Otherness is explored in terms of the boundaries of self and other, human and non-human; the place of scientific knowledge and 'races', ethnicities, nations, and animals; and how representations of racial and animal others intersect with questions of class, gender and sexuality.

Learning Outcomes

Knowledge:

By the end of this module students will:

1. develop an in-depth knowledge of linguistic, literary, cul-tural and socio-historical contexts in which representations of literary representations of racial and species governed Otherness are constructed.

2. evaluate the variety of critical and theoretical approaches to studying the literary representation of the Other.

Skills:

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

3. Critically review, consolidate and extend their knowledge of the linguistic, literary, cultural and socio-historical con-texts in which literary representations of the Other are pro-duced and read.

4. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches.

5. Transfer and apply diagnostic and creative skills and exer-cise independent judgment, and display and ability to un-derstand, interrogate and apply a variety of theoretical po-sitions and weigh the importance of alternative perspect-ives.

6. Demonstrate skills of information retrieval, organisation and critical and theoretical evaluation

Syllabus

Robert Louis Stevenson, Dr Jekyll and Mr Hyde

H. G. Wells, The Island of Dr Moreau

Joseph Conrad, Heart of Darkness

Edgar Rice Burroughs Tarzan of the Apes

Arthur Conan Doyle, 'The Adventure of the Creeping Man' from The Casebook of Sherlock Holmes

Salman Rushdie, Midnight's Children

J. M. Coetzee, The Lives of Animals

J. M. Coetzee, Disgrace

Yann Martel, The Life of Pi.

Mohsin Hamid, The Reluctant Fundamentalist


The course will be taught by a combination of lectures, seminars, and tutorials. Learning activities will include lectures, seminars - including planned structured debates and student presentations, private study and the production of written work.

Assessment SchemeCoursework

1. 30% - A comparative theoretical essay on two texts (2000 words)

2. 30% - A critical editing exercise on Rushdie's Midnight's Children (2000 words)

3. 40% - Essay on self-selected topic 2500 words


Learning Materials

Essential: Edgar Rice Burroughs, Tarzan Lord of the Apes (1912) (1st World Library 2004). J. M. Coetzee, Disgrace (Vintage, 2000)J. M. Coetzee, The Lives of Animals (Princeton University Press, 2001).Joseph Conrad, Heart of Darkness (1902) (Penguin, 2000).Mohsin Hamid, The Reluctant Fundamentalist (Hamish Hamilton, 2007) Yann Martel, The Life of Pi (Canongate, 2003). Salman Rushdie, Midnight's Children (1981) (Vintage, 2006). Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde and other Tales of Terror (1886) (Penguin Classics, 2003).

H. G. Wells, The Island of Doctor Moreau/The Time Machine (1896) (Oxford World Classics, 1996).

Recommended Stephen Arata, Fictions of Loss in the Victorian Fin de Siècle: Identity and Empire (Cambridge: CUP, 1996) Philip Armstrong, What Animals Mean in the Fictions of Modernity (Routledge, 2008) Tony Davies, Humanism (Routledge New Critical Idiom, 1997) Erica Fudge, Animal (Reaktion Books, 2002)Ania Loomba, Colonialism/Postcolonialism (Routledge, New Critical Idiom, 2005 2nd edition) Edward Said, Orientalism (Penguin 1985 - or any other edition)

Module Code ELS3303Module Title Gender, Violence and the Post Level 6 Credit 30 Owning Subject English Literary Studies

Aims Gender is a central way in which we think and imagine ourselves. This third level module examines how gender has been configured within literary texts, mainly through the twentieth century, and the role of writing in producing gendered identities. Violence is inextricably linked to issues of gender, in multiple ways that map both masculinity and femininity and the module traces some of these. Postmodernism has further complicated the ways in which we conceptualise gender, and the module examines the link between postmodern literature and contemporary postmodern culture, mapping important social, political and cultural themes and concepts in relation to how gender is configured in relation to history, the body, ethnicity, work and leisure.

Learning Outcomes

Knowledge: By the end of this module students will:

1. acquire an in-depth knowledge of linguistic, literary, cul-tural and socio-historical contexts in which literature is written and read

2. evaluate the theoretical debates in relation to gender 3. compare critically the shared thematic concerns across a

range of texts

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

4. demonstrate independent thought and judgement 5. understand, interrogate and apply a variety of theoretical

positions and weigh the importance of alternative per-spectives

6. use advanced literacy and communicative skills in the con-struction of academic argument

7. demonstrate research skills, including information re-trieval, organisation and critical evaluation

Syllabus

1. Charlotte Perkins Gilman, The Yellow Wall-Paper 2. Freud, Dora's Case 3. Ted Hughes, Crow 4. Jeanette Winterson Oranges are not the only fruit 5. Toni Morrison, Beloved 6. Jane Campion, The Piano 7. Angela Carter, Nights at the Circus 8. J. M. Coetze Foe 9. Alan Hollinghurst, The Line of Beauty 10.Nick Hornby FeverPitch 11.Bharati Mukherjee, Jasmine 12.Barbara Wilson Gaudi Afternoon

Plus selected theoretical essays.


This module will be taught by a combination of lectures, seminars and tutorials. Learning activities will include lectures, seminars, private study and the production of written work.

Assessment SchemeStudents will be assessed by:

1. 1200 word theoretical close reading exercise 0% but com-pulsory (folds into 2)

2. 2500-3000 word comparative essay (including 1) 50% (1, 3, 5)

3. 2500-3000 word comparative essay 50% (2, 3, 4, 5, 6, 7)


Learning Materials

Jane Campion The Piano (film and book) (London: Bloomsbury, 1993) Angela Carter Nights at the Circus (London: Vintage, 1990)J. M. Coetzee Foe (Harmondsworth: Penguin 1987)Sigmund Freud, 'Fragment Of An Analysis Of A Case of Hysteria' Case Histories I, Vol 8 Pelican Freud Library (Harmondsworth: Penguin, 1977)Alan Hollinghurst, The Line of Beauty (London: Picador 2004/6) Nick Hornby FeverPitch (London: Indigo,1992) Ted Hughes Crow (London: Faber,1970) Charlotte Perkins Gilman The Yellow Wallpaper (London: Virago, 1981) Toni Morrison Beloved (London: Picador, 1987) Bharati Mukherjee Jasmine (London: Virago, 1991) Barbara Wilson, Gaudi Afternoon (London: Virago, 1991)Jeanette Winterson, Oranges are not the only Fruit (London: Vintage 1991)

Recommended Harry Brod and Michael Kaufman (eds), Theorizing Masculinities (Oxford: Sage, 1994) Judith Butler, Gender Trouble: Feminism and the Subversion of Identity, (London: Routledge, 1990) --- Bodies That Matter: On the Discursive Limits of 'Sex' (New York: Routledge, 1993) Rowena Chapman and Jonathan Rutherford (eds), Male Order:

Unwrapping Masculinities (London: Lawrence and Wishart, 1988)

Fabio Cleto (ed), Camp: Queer Aesthetics and the Performing Subject (Edinburgh: Edinburgh University Press, 1999) Mariam Fraser and Monica Greco (eds), The Body: A Reader (London: Routledge, 2005) Ben Knights, Writing Masculinities: Male Narratives in Twentieth-Century Fiction (London: Macmillan, 1999) Annie Potts, The science/fiction of Sex (London: Routledge, 2002) Ruth Robbins, Literary Feminisms (London: Macmillan, 2000) Mariam Fraser and Monica Greco (eds), The Body: A Reader (London: Routledge, 2005)

Module Code ELS3304Module Title Proposition Module Level 6 Credit 30 Owning Subject English Literary Studies

Aims The Proposition Module allows students to select an area for specialised study in order to develop interests not covered elsewhere, or to further interests developed in previous study. To deepen and extend each student's knowledge and understanding of a particular aspect of English literature. To develop generic research skills including the ability to discover and assimilate information and the ability to communicate that information in writing in a coherent and balanced way.

Learning Outcomes

Knowledge:

At the end of this module students will:

1. acquire an in-depth knowledge of the distinctive nature of texts written in the principal literary genres

2. develop a broad understanding of linguistic, literary, cul-tural and socio-historical contexts in which literature is written and read

3. evaluate the variety of critical and theoretical approaches to literary study

Skills:

At the end of this module students will be able to:

4. Critically review, consolidate and extend knowledge of the chosen area

5. Demonstrate knowledge of the contexts of the chosen area

6. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches to literary study

7. Transfer and apply diagnostic and creative skills, and ex-ercise independent judgement, and display an ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative per-spectives

8. Demonstrate research skills, including information re-trieval, organisation and critical and theoretical evaluation

9. Demonstrate competence in the planning and execution of project work

Syllabus The proposition module entails student-initiated research and writing on a topic chosen by the student and agreed with the supervisor and module leader. The content of the module is defined by the topic chosen by each student.


Students will be expected to identify the core materials necessary for their proposition module, with the advice from a specialist supervisor. There will also be lectures in the first term on research skills, presentation and citations, research methods and online searches.

Students are expected to work independently, but will be guided at every stage by a specialist supervisor who will give guidance on identifying and preparing a project, including methods and sources for research. Students are expected to take responsibility for seeking advice and arranging research

supervision. Every topic must be approved by the supervisor and module leader.

Assessment Scheme Assessment will be

1. 500-word proposal (0%) (2, 9) 2. Formative draft chapter (0%) (1, 2, 3, 6, 7, 8) 3. 7000-word research report (95%) (1-9) 4. 300-word abstract (5%)


Learning Materials

Students will be expected to identify the core materials necessary for their proposition module, with the advice from a specialist supervisor.

Recommended

Relph Berry, The Research Project: How to Write It, 4th ed, London and New York: Routledge, 2000Joan van Eunden and Lucinda Becker, Effective Communication for Arts and Humanities Students, Basingstoke: Palgrave Macmillan, 2003

Module Code TRA2401Module Title Translation Principles and Strategies Level 5 Credit 30 Owning Subject Translation Studies

Aims This module aims to guide students through some of the important concepts in translation studies and various types of considerations that has to be taken into account in order to produce a piece of quality translation. Studying them will help students reflect their own reactions of being translators in the translation industry and further enhance their understanding of translation.

Learning Outcomes

Knowledge:Students will be able to demonstrate further understanding of:

Contemporary and traditional approaches to translation The concepts of quality that pertain to the translation in-

dustry Conceptual tools for text analysis and text creation The different stages in the creation of a translation and the

breadth of skills required for its production Ethical consideration which inform judgements about

translation

Skills:Students will develop the ability to:

Reason critically and reflect on the application of transla-tion theories on their translation practice

Be independent and reflective learners

Analyse texts in order to produce a quality translation Perform research and planning for the purpose of creating

a translation Revise, proofread and evaluate their translations and the

translations of others Work independently and as part of a team

Syllabus

Various themes will be explored in lectures and seminars. These include:

Linguistic approaches to translation Descriptive approaches to translation Functional approaches to translation Cultural approaches to translation Foreignisation and domestication Translation and ideology Translation quality


This module is taught in weekly lectures and seminars, in which the lecturer will present the theme of the week and then encourage practical work and group discussions of that theme. Seminar will include student presentations and group works. This module also promotes and assists students' independent learning and autonomy. Students are required to use the library on a weekly basis for coursework preparation or reflective reading.

Assessment SchemeWeek 1-12:Students will produce 2 reflective learning journal entries (1000 words each); this coursework assesses students' reflection on various approaches and their level of independent thinking

(25%). One student or group presentation focusing on translator education and training in the student's country (25%).

Week 13-24: Students are given a text in week 13 which they are required to translate, or edit later in the semester as their homework. Building on the concepts presented in the classroom, every week students progress towards the making of the translation / the editing of the text. In week 20 students have completed a translation of / edited this text. On the basis of this example they will complete their assessed coursework. The latter will be the translation or editing of a 1,000-word text followed by a 2,000 word commentary on the considerations discussed throughout the semester. (25%)

The unseen exam aims at assessing students' understanding and reflection on the concepts presented throughout the module (25%).

Assessment Weighting Unseen examination: 25% Coursework: 75%


Learning Materials

Essential:Baker, M. (1992) In Other Words: a Coursebook on Translation, London: Routledge. Baker, M. (1998) Routledge Encyclopedia of Translation Studies, London & New York, Routledge. Bell, R. T. (1991) Translation and translating, London: Longman.Reiss, K. (2000) Translation Criticism - The Potentials and Limitations. Manchester: St. Jerome.

Recommended:Anderman, G. & Rogers, M. (ed) (1999) Word, Text, Translation, Clevedon: Multilingual Matters.Armstrong, N. (2005) Translation, Linguistics, Culture: a French-English Handbook, Clevedon: Multilingual Matters.Carter, R. et al (1997) Working with Texts: a Core Book for Language Analysis, London: Routledge. Gouadec, D. (2007) Translation as a Profession, Philadelphia: John Benjamins.Gentzler, Edwin (2001) Contemporary Translation Theories, London, Routledge. Hatim, B. & Mason, I. (1990) Discourse and the Translator, London & New York: Longman.Hatim, B. (2001) Teaching and Researching Translation, Essex, Longman.House, J. (1997) Translation Quality Assessment: A Model Revisited. Tübingen: Narr.Mossop, B. (2001) Revising and Editing for Translators. Manchester: St. Jerome.Munday, J. (2001) Introducing Translation Studies, London & New York, Routledge. Robinson, D. (1997) Becoming a Translator: An Accelerated Course. London and New York: Routledge.Samuelsson-Brown, G. (2004) A Practical Guide for Translators. Clevedon, Philadelphia and Adelaide: Multilingual Matters Ltd.Toury, G. (1995) Descriptive Translation Studies and beyond, Amsterdam: John Benjamins.Venuti, L. (2000) The Translation Studies Reader, London and New York, Routledge.

programme specification · web viewgroup presentation on the short story, 8-9 minutes, 30% 3. essay...

Documents