BA English Language

Programme Specification and Curriculum Map for BA English language

1. Programme title English Language 2. Awarding Middlesex University institution 3. Teaching Middlesex University institution 4. Programme Middlesex University accredited by 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 programme General 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 programme The 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 outcomes A. Knowledge and Teaching/learning methods understanding Students gain knowledge and understanding On completion of this through programme the Assessment Method successful student will Students gain knowledge and understanding have knowledge and through understanding of : 1. lectures, in which concepts, approaches and case studies are presented and 1. a range of explored approaches to 2. individual reading, including internet the systematic research, guided by module reading lists study of language 3. exercises in lectures and seminars which and involve discussion of, and exercises communication designed to build knowledge of, topics, examples, theoretical approaches and technical 2. data vocabulary, 4. tutorials, in which particular topics are central analytical discussed in more detail concepts and methods of 5. preparation of coursework essays and enquiry classroom presentations appropriate to the 6. presentations and discussions of them in study of language class and communication Assessment Method 3. the role of Students’ knowledge and understanding is assessed by theories in accounting for 7. coursework essays in which students language and demonstrate their understanding communication, 8. coursework exercises in which students and the nature of perform critical and analytical tasks a theoretical 9. examinations, in which students perform explanation critical and analytical tasks, and also 4. techniques for present discursive discussions 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 informants 6. 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

B. Cognitive Teaching/learning methods (thinking) skills Students learn cognitive skills through On completion of this 1. lectures, in which these skills are programme the demonstrated and discussed successful student will 2. individual reading, including internet be able to: research, guided by module reading lists 3. exercises in lectures and seminars designed to develop these skills 1. demonstrate 4. tutorials, in which these skills and ways of critical thinking; developing them are discussed 2. construct and 5. preparation of coursework essays and manage coherent classroom presentations arguments in 6. presentations and discussions of them in speech and class writing 7. group projects, in class and as coursework 3. analyse acts of exercises which require these skills communication 4. evaluate Assessment Method arguments and analyses, and Students’ cognitive skills are assessed by assess the merits 8. coursework essays in which students are of contrasting required to demonstrate these skills theories and 9. coursework exercises which focus on explanations, particular skills distinguishing 10. examinations, in which students write descriptive essays and performs tasks which focus on systems from the particular skills 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 7. consider ethical issues involved in data collection and data storage

C. Practical skills Teaching/learning methods On completion of the Students learn practical skills through programme the 1. lectures, in which these skills are successful student will demonstrated and discussed be able to: 2. individual reading, including internet 1. collect, analyse, research, guided by module reading lists manipulate and 3. exercises in lectures and seminars present data of designed to develop these skills diverse kinds 4. tutorials, in which these skills and ways of using a variety of developing them are discussed methods 5. preparation of coursework essays and 2. write essays and classroom presentations research reports 6. presentations and discussions of them in using the class appropriate 7. group projects, in class and as coursework register and style exercises which require these skills and with proper referencing Assessment Method 3. use computational Students’ practical skills are assessed by tools and 8. coursework essays in which students are software required to demonstrate these skills packages where 9. coursework exercises which focus on appropriate for particular skills the analysis of data 10. examinations, in which students write es- 4. formulate and says and performs tasks which focus on investigate particular skills hypotheses 5. communicate effectively in a number of formal and informal genres 6. reflect on the student’s own communicative practice

D. Graduate Skills Teaching/learning methods On completion of this Students acquire graduate skills through programme the 1. lectures, in which these skills are successful student will demonstrated and discussed be able to: 2. individual reading, including internet 1. communicate research, guided by module reading lists effectively in 3. exercises in lectures and seminars speech and designed to develop these skills writing, with an 4. tutorials, in which these skills and ways of understanding of developing them are discussed the dynamics of 5. preparation of coursework essays and communication classroom presentations 2. work 6. presentations and discussions of them in independently, class demonstrating initiative, self- Assessment method organisation and Students’ graduate skills are assessed by time- 7. coursework essays in which students management and are required to demonstrate these with others to skills achieve common 8. coursework exercises which focus on goals particular skills 3. manage her/his own learning 9. examinations, in which students write es- effectively and says and performs tasks which focus on self-critically particular skills 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 develop problem-solving strategies

12. Programme structure (levels, modules, credits and progression requirements) 12. 1 Overall structure of the programme In 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 modules Level 4 (1) COMPULSORY OPTIONAL Students must take all No options at level Students must achieve of the following: one. at least 120 credits at level one in order to CML1101 the next level of work. Introducing Language (30 credits) CML1103 Studying English Language (30 credits) CML1056 Studying Language (30 credits) ELS1301 Critical Reading (30 credits) Level 5 (2) COMPULSORY OPTIONAL Students must take all Students must also Students must achieve of the following: choose at least ONE at least 240 credits at from the following: levels one and two in CML2101 Language order to progress to and Psychology (30 ELS2304 Literature in level three work. credits) a Media Age (30 CML2102 Language credits) and Society (30 credits) TRA2401 Translation CML2103 Principles and Communication Strategies (30 credits) techniques (30 credits) CMW2202 Techniques of Fiction (30 credits) Level 6 (3) COMPULSORY OPTIONAL Students must take all Students must also of the following: choose at least 90 Students must achieve CML3993 Proposition credits from the at least 360 credits in Module (30 credits) following modules order to gain an and this must include honors degree 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) 12.3 Non-compensatable modules Module Module code level THREE CML3993 13. A curriculum map relating learning outcomes to modules See Curriculum Map attached. 14. Information about assessment regulations General 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 UCAS code Q311 relevant coding system) 19. Relevant QAA subject Linguistics; English benchmark group(s)

20. Reference points 1. QAA Benchmarking Statements for Linguistics and English 2. QAA Framework for Higher Education Qualifications (FHEQ) 3. Student, staff, external examiner and graduate feedback

21. Other information The 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 A a range of approaches to the C1 collect, analyse, manipulate and 1 systematic study of language and present data of diverse kinds using a communication variety of methods A technical vocabulary, central C2 write essays and research reports 2 analytical concepts and methods using the appropriate register and of enquiry appropriate to the study style and with proper referencing of language and communication A the role of theories in accounting C3 use computational tools and software 3 for language and communication, packages where appropriate for the and the nature of a theoretical analysis of data explanation A techniques for collecting data in C4 formulate and investigate hypotheses 4 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 A technical and ethical issues C5 communicate effectively in a number 5 involved in the collection and use of formal and informal genres of data from informants A techniques for the analysis and C6 reflect on the student’s own 6 presentation of data, including the communicative practice use of statistics, corpus-analytic techniques, graphs, tables and other diagrams A reasons for, and criteria for 7 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 D2 work independently, demonstrating arguments in speech and writing 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, D4 reflect on her/his own personal and and assess the merits of career development contrasting theories and explanations, distinguishing descriptive systems from the data they describe B5 abstract and synthesise D5 demonstrate advanced literacy and information numeracy B6 critically judge and evaluate D6 demonstrate advanced knowledge of, evidence in relation to and ability to use, information communication and language in technology, and acquire complex specific modes, genres and information of diverse kinds, from a contexts variety of sources, including libraries, WWW, CD-ROMs, corpora, discussion with peers B7 consider ethical issues involved in D7 recognise problems and develop data collection and data storage problem-solving strategies

Programme outcomes – highest level to be achieved by all graduates A A A A A A B B B B B B B C C C C C C D D D D D D 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

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 M Code od ul e A A A A A A A B B B B B B B C C C C C C D D 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 1 Introducin CML1 X X X X X X X X X X X X X X X X X g 101 Language Core CML1 X X X X X X X X X X X X X X X X X X Concepts 056 for Language Analysis e Studying CML1 X X X X X X X X X X X English 103 Language Critical ELS13 X X X X Reading 01 2 Language CML2 X X X X X X X X X X X X X X X and 101 Psycholog y Language CML2 X X X X X X X X X X X X X X X X X and 102 Society Communic CML2 X X X X X X X X X X X X ation 103 Technique s Literature ELS23 X X in a Media 04 Age Technique CMW2 X X X X X X X X X s of Fiction 202 Translation TRA24 X X X X X X X X X X principles 01 and Strategies 3 Creating CML3 X X X X X X X X X X X X X X X X X and 101 Understan ding Meaning Writing CML3 X X X X X X X X X X X X X X X X X Technique 102 s Work CML3 X X X X X Placement 104 Module Language CML3 X X X X X X X X X X X X X X X X X and Power 106 at Work Propositio CML3 X X X X X X X X X n Module 993 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 programme General 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 programme The 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 outcomes A. Knowledge and Teaching/learning methods understanding Students gain knowledge and On completion of this programme understanding through the successful student will have 1. lectures, in which concepts, knowledge and understanding of : approaches and case studies 1. a range of approaches to the are presented and explored systematic study of language 2. individual reading, including and communication internet research, guided by module reading lists 2. technical vocabulary, central 3. exercises in lectures and analytical concepts and seminars which involve methods of enquiry discussion of, and exercises appropriate to the study of designed to build knowledge language and communication of, topics, examples, 3. the role of theories in theoretical approaches and accounting for language and data communication, and the 4. tutorials, in which particular nature of a theoretical topics are discussed in more explanation detail 4. the role of literary criticism in 5. preparation of coursework shaping literary interpretation essays and classroom and value, and a variety of presentations critical and theoretical 6. presentations and discussions approaches to literary study of them in class 5. the distinctive nature of texts written in the principal literary Assessment Method genres Students’ knowledge and 6. linguistic, literary, cultural and understanding is assessed by: socio-historical contexts in 7. coursework essays in which which literature is written and students demonstrate their read 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) skills Teaching/learning methods On completion of this programme Students learn cognitive skills the successful student will be able through to: 1. lectures, in which these skills 1. demonstrate critical thinking are demonstrated and 2. construct and manage discussed coherent arguments in 2. individual reading, including speech and writing internet research, guided by 3. analyse acts of module reading lists communication 3. exercises in lectures and 4. deploy skills in the close seminars designed to develop reading and analysis of texts, these skills and in reviewing their 4. tutorials, in which these skills concepts and ways of developing them 5. abstract and synthesise are discussed information 5. preparation of coursework 6. critically judge and evaluate essays and classroom evidence in relation to presentations language and communication 6. presentations and discussions in specific modes, genres of them in class and contexts 7. group projects, in class and as 7. articulate how different social coursework exercises which and cultural contexts affect require these skills the nature of language and Assessment Method meaning Students’ cognitive skills are assessed by 8. 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 skills Teaching/learning methods On completion of the programme Students learn practical skills the successful student will be able through to: 1. lectures, in which these skills 1. collect, analyse, manipulate are demonstrated and and present data of diverse discussed kinds 2. individual reading, including 2. use a variety of methods, and internet research, guided by assess the advantages and module reading lists disadvantages of each 3. exercises in lectures and method seminars designed to develop 3. write essays and research these skills reports using the appropriate 4. tutorials, in which these skills register and style and with and ways of developing them proper referencing are discussed 4. use computational tools and 5. preparation of coursework software packages where essays and classroom appropriate for the analysis presentations of data 6. presentations and discussions 5. communicate effectively in a of them in class number of formal and 7. group projects, in class and as informal genres coursework exercises which 6. reflect on the student’s own require these skills communicative practice Assessment Method Students’ practical skills are assessed by 8. 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 D. Graduate Skills Teaching/learning methods On completion of this programme Students acquire graduate skills the successful student will be able through to: 1. lectures, in which these skills 1. communicate effectively in are demonstrated and speech and writing, with an discussed understanding of the 2. individual reading, including dynamics of communication internet research, guided by 2. work independently, module reading lists demonstrating initiative, self- 3. exercises in lectures and organisation and time- seminars designed to develop management and with others these skills to achieve common goals 4. tutorials, in which these skills 3. manage her/his own learning and ways of developing them effectively and self-critically are discussed 4. reflect on her/his own 5. preparation of coursework personal and career essays and classroom development presentations 5. demonstrate advanced 6. presentations and discussions literacy and numeracy of them in class 6. demonstrate advanced knowledge of, and ability to Assessment method use, information technology, Students’ graduate skills are and acquire complex assessed by information of diverse kinds, 7. coursework essays in from a variety of sources, which students are including libraries, WWW, required to demonstrate CD-ROMs, corpora, these skills discussion with peers 8. coursework exercises which 7. recognise problems and devel- focus on particular skills op problem-solving strategies examinations, in which students write essays and performs tasks which focus on particular skills

12. Programme structure (levels, modules, credits and progression requirements) 12. 1 Overall structure of the programme In 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 modules Level 4 (1) COMPULSORY OPTIONAL Students must take No options at level Students must achieve all of the following: one. at least 120 credits at CML1101 level one in order to Introducing progress to level two Language (30 and three work. credits) CML1103 Studying English Language (30 credits) ELS1301 Critical Reading (30 credits) ELS1301 The Romantic Moment (30 credits) Level 5 (2) COMPULSORY OPTIONAL Students must take Students must also Students must achieve all of the following: choose at least 240 credits at CML2101 Language ONE of: levels one and two in and Psychology (30 CML2102 Language order to progress to credits) and Society (30 level three work. And credits), or ELS2301 CML2103 Renaissance Communication Literature (30 Techniques (30 credits) credits)

And ONE of: ELS2302 Literature in the long nineteenth century (30 credits), or ELS2303 Literature from Modernity to the Present (30 credits), or ELS2304 Literature in a Media Age (30 credits Level 6 (3) COMPULSORY OPTIONAL Students must take Students must choose Students must achieve all of the following: THREE of the at least 360 credits in ONE proposition following modules and order to gain the module, EITHER: ensure that there are award. 60 credits of level 3 CML3993 work in each of the Proposition Module two subject areas (60 (30 credits) credits prefixed CML and 60 credits prefixed OR: ELS): CML3101 Creating ELS3304 Proposition and Understanding Module (30 credits) 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)

12.3 Non-compensatable modules Module Module code level 3 CML3993/ELS3304

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

14. Information about assessment regulations General 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 UCAS code Q391 relevant coding system) 19. Relevant QAA subject Linguistics; English benchmark group(s)

20. Reference points 1. QAA Benchmarking Statements for Linguistics and English 2. QAA Framework for Higher Education Qualifications (FHEQ) 3. Student, staff, external examiner and graduate feedback

21. Other information The 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 Literature 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 outcomes – highest level to be achieved by all graduates A A A A A A B B B B B B B C1 C2 C3 C4 C5 C6 D D D3 D D D D7 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 4 5 6 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

M Code od ule A A A A A A B B B B B B B C C C C C C D D D D D D D 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6 7 1 Introducing CML1101 X X X X X X X X X X X X X X X X X X Language Studying CML1103 X X X X X X X X X X English Language Critical ELS1301 X X X X Reading Traveling ELS1303 X X X X X X X X X X X X Genres 2 Language CML2101 X X X X X X X X X X X and Psychology

Programme name Programme Handbook 2013/14 Page 28 Language CML2102 X X X X X X X X X X X X X and Society Communicat CML2103 X X X X X X X X X X X X X X X X X ion Techniques Renaissance ELS2301 X X X X X X X X X X Literature

Programme name Programme Handbook 2013/14 Page 29 Literature in the ELS2302 X X X X X X X X X X X X X X X X X X X X Long Nineteenth Century Literature from ELS2303 X X X X X X X X X X X X X X X X X X X Modernity to the Present Literature in a ELS2304 X X X X X X X X X X X Media Age 3 Creating and CML3101 X X X X X X X X X X X X Understanding Meaning Writing CML3102 X X X X X X X X X X X X X X X X X X Techniques Language and CML3106 X X X X X X X X X X X X X X X X X X X X Power at Work Proposition CML3993 X X X X X X X X X X Module Shakespeare ELS3301 X X X X X X X X and Renaissance Drama Literature and ELS3302 X X X X X X X X Otherness: Empires and Animals 1880 to the Present Gender, ELS3303 X X X X X X X X Violence, and the Postmodern Proposition ELS3304 X X X X X X X X X X X Module

Programme name Programme Handbook 2013/14 Page 30

Module Code ELS1301 Module 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: 1. develop a rigorous approach to the acquisition of a knowledge of literature from different periods and its related criticism 2. practise literary critical skills in the close reading and analysis of texts 3. develop appropriate abilities in the research, planning and execution of essays, including the evaluation of materials and the best methods to investigate them; 4. employ bibliographic skills, including the accurate citation of sources and the consistent use of conventions in the presentation of scholarly work 5. use learning resources 6. engage in effective learning, work in teams and take responsibility for the nature and quality of outputs, and communicate 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 ELS1302 Module Title Reading Contemporary Literature Level 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 1. Literary critical skills in the close reading and analysis of literary and critical texts 2. Appropriate skills in the planning and execution of essays, including bibliographic skills 3. Engagement in effective learning 4. 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% Assessment Weighting Coursework: 100% Learning Materials - Essential Samuel Beckett, Endgame, London: Faber and Faber, 2006 Alan Durant, Ways of Reading, London: Routledge, 3rd edition, 2006 Mark Ravenhill, Shopping and F***ing, London: Methuen Student Editions, 2005 Sarah Waters, The Night Watch, London: Virago, 2006 - Recommended Jane Smiley, Thirteen Ways of Looking at the Novel, London: Faber, 2006 Matt 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 ELS1305 Module 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 Learning, Teaching and Assessment Strategy Learning, Teaching and Assessment Strategy (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 ELS2301 Module Title Renaissance Literature Level 5 Credit 30

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 shaping literary interpretation and value 3. comprehend the linguistic, literary, cultural and socio-historical contexts in Renaissance literature is written and read Skills: By the end of this modules students will: 1. analyse and evaluate in relation to concepts specific to the study of Renaissance literature 2. 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. 3. exercise judgement as to how social and cultural contexts affect the nature of language and meaning 4. 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 preoccupations 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 literature 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 ELS2302 Module 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 shaping literary interpretation and value; and 3. comprehend the linguistic, literary, cultural and socio-historical contexts in which literature is written and read. Skills: By the end of the module you will be able to: 1. analyse and evaluate texts in relation to concepts specific to the study of literature in the long nineteenth century; 2. 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-historical contexts in which literature is written and read, and through an awareness of the role of literary criticism in shaping literary interpretation and value; 3. exercise judgement as to how social and cultural contexts affect the nature of language and meaning; and 4. 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: 1. Writings from anti-slavery campaign, 1785-99 (photocopies supplied) and Percy Bysshe Shelley, selected poems and prose (photocopies supplied) 2. Elizabeth Gaskell, Mary Barton 3. Thomas Carlyle, 'Signs of the Times' (photocopy supplied) 4. Emily Bronte, Wuthering Heights 5. Alfred Tennyson, selected poems and prose (photocopies supplied) 6. Robert Browning, selected poems and prose (photocopies supplied) Term 2 1. Charles Dickens, Great Expectations 2. George Eliot, Silas Marner 3. Matthew Arnold, The Function of Criticism and The Study of Poetry 4. Henry James, The Aspern Papers 5. Oscar Wilde, The Ideal Husband 6. Thomas Hardy, selected poems and prose 7. H. G. Wells, The War of the Worlds. Learning, Teaching and Assessment Strategy 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. Assessment Weighting Coursework: 60% Seen Examination: 40% Exam Duration Examination, 2 hours 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 ELS2303 Module 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: 1. Analyse and evaluate texts in relation to concepts specific to twentieth-century and contemporary literature 2. Learn to generate ideas at an abstract level through knowledge of the distinctive nature of twentieth-century writing 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 3. Exercise judgement as to how social and cultural contexts affect the nature of language and meaning. 4. 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) Learning, Teaching and Assessment Strategy 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% Assessment Weighting Coursework: 50% Seen Examination: 50% Exam Duration Examination, 2 hours Learning Materials Essential D.H. Lawrence, Sons and Lovers (Penguin Classics, 2006) First World War poets (copies supplied) T.S. Eliot, The Waste Land Virginia 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, 1992 Neil Roberts ed., A Companion to Twentieth-Century Poetry, Oxford,: Blackwell: 2003 Module Code ELS2304 Module 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-historical 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 media 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 literacy 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 Learning, Teaching and Assessment Strategy 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. Assessment Weighting Coursework: 50% Seen Examination: 50% Exam Duration Examination, 2 hours 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

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, cultural and socio-historical contexts in which plays were written 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: 1. 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 Renaissance period 2. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches to plays written by Shakespeare and his Contemporaries 3. Transfer and apply diagnostic and creative skills and exercise independent judgment, and display and ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives. 4. 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 Learning, Teaching and Assessment Strategy 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% Exam Duration Examination, 3 hours 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) Recommended 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) 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 ELS3302 Literature and Otherness: Empires and Module Title Animals, 1880 to the Present Level 6 Credit 30 Other Restrictions and Students taking this module cannot Requirements 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, cultural 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: 1. Critically review, consolidate and extend their knowledge of the linguistic, literary, cultural and socio-historical contexts in which literary representations of the Other are produced and read. 2. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches. 3. Transfer and apply diagnostic and creative skills and exercise independent judgment, and display and ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives. 4. 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 Learning, Teaching and Assessment Strategy 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 Scheme Coursework 1. 30% - A comparative theoretical essay on two texts (2000 words) 2. 30% - A critical editing exercise on Rushdie's Midnight's Chil- dren (2000 words) 3. 40% - Essay on self-selected topic 2500 words Assessment Weighting Coursework: 100% 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 ELS3303 Module Title Gender, Violence and the Post Level 6 Credit 30

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, cultural 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: 1. demonstrate independent thought and judgement 2. understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives 3. use advanced literacy and communicative skills in the construction of academic argument 4. demonstrate research skills, including information retrieval, 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. Learning, Teaching and Assessment Strategy 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 Scheme Students will be assessed by: 1. 1200 word theoretical close reading exercise 0% but compulsory (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) Assessment Weighting Coursework: 100% 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 ELS3304 Module 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, cultural 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: 1. Critically review, consolidate and extend knowledge of the chosen area 2. Demonstrate knowledge of the contexts of the chosen area 3. Critically evaluate new concepts and evidence from a range of critical and theoretical approaches to literary study 4. Transfer and apply diagnostic and creative skills, and exercise independent judgement, and display an ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives 5. Demonstrate research skills, including information retrieval, organisation and critical and theoretical evaluation 6. 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. Learning, Teaching and Assessment Strategy 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%) Assessment Weighting Coursework: 100% 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, 2000 Joan van Eunden and Lucinda Becker, Effective Communication for Arts and Humanities Students, Basingstoke: Palgrave Macmillan, 2003 Module Code TRA2401 Module 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 industry  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 translation 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 Learning, Teaching and Assessment Strategy 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 Scheme Week 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% Exam Duration Examination, 2 hours 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.