English and Education BA (Hons)

Course length: 3 years full-time

Overview

Why study English and Education?

With their common interest in people and their development, English and Education make an excellent combination for those not only considering a career in teaching but with a wider interest in learning, education and the world.

What does the course cover?

The English component of the course enables you to extend your reading and appreciation of both literature and language and encourages the exploration of a range of personal, cultural and historical issues. The study of language and literature develops critical and creative faculties and increases skills in oral and written fluency; such skills are highly valued both in academic contexts and in the wider world of work.  The language element provides fascinating insights into the ways in which spoken and written language is used in a variety of contexts. Through the study of literature, you will explore how you, as an individual, make meaning from the texts you read as well as learning different critical approaches. You will be able to engage with a range of works of literature including Shakespeare's plays, Victorian novels, poetry, books for children and contemporary works from a range of cultural perspectives. In language, you will analyse the ways in which meanings are conveyed in a range of spoken and written texts. Language modules take a stylistics approach to language.

Education is studied from the perspective of the individual learner, within systems of formal education and informal contexts. The course is designed to give you a ‘rounded’ understanding of education through an interdisciplinary study of the philosophy, psychology and sociology of education. You will have the opportunity to consider education and equality, special educational needs, creativity in education and the impact of new technologies on education.

The compulsory work placement not only provides you with a valuable level of experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, analysis tasks, reflective logs, research projects and web design. Your assessments serve a vital role in helping you gain the skills that employers need and our diverse assessment strategy helps ensure you have a range of skills.

What makes this course noteworthy?

Education and English share theoretical approaches and perspectives and neatly align around notions of individual development, politics, semiotics, communication and values. As well as gaining relevant subject knowledge you will have the chance to study abroad and undertake international placements. You will also gain a range of diverse skills and experiences that will provide an ideal platform for a wide variety of career choices related to English and Education, including progression routes into postgraduate teacher training.

What careers can I consider?

English and Education is an excellent combination for a number of careers; not only for teaching but educational psychology careers, employment in management and roles requiring the skills to understand, motivate and communicate with people are all good career paths.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or a recognised equivalent, are also required.

Applicants may be invited to attend an interview. 

If your Work Placement module in Year 2 involves working with children or vulnerable adults, you may be required to obtain a Disclosure and Barring Service (DBS) clearance.

Fees

Fees per academic year: 2017/18 

Full-time UK/EU Students: £9,250*

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

ENU505 and ENU615 are both optional modules and if you choose to study either one of these modules you will be expected to attend events run as part of Birmingham Literature Festival (as well as other festivals and events).  Students will incur costs such as travel and possibly an entrance fee.  The programme will reimburse students up to a set amouth.  Based on the previous year the module ran, students were reimbursed up to £10.  Please note that not all optional modules run every year.

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


WAYS OF READING I


MODULE TITLE : WAYS OF READING I

MODULE CODE : ENU401


MODULE SUMMARY :

This module prepares students for university study and continues from induction week subject sessions. In terms of English subject content it covers, for prose: close reading, context and intertextuality, genre, figurative language, narrative structure, perspective, time, character, and, theoretically, structuralism; for poetry: close reading, poetic forms, rhyme, metre and scansion, figurative language. 

The following skills for studying English will also be taught in this module: transition from college to university study; using the range of university systems supporting learning (for example: Moodle, eBooks Dawsonera and Cambridge Companions Online, support services, library help desk, email) and understanding who to contact for particular support; understanding that interpretation of text is multiple and contextual (that there is no one right answer); essay writing skills including thesis statements, topic sentences, paragraph organisation, and building an effective argument; target setting from assessment feedback; finding accurate context for individual texts; using secondary sources to support argument. (NB this module does not cover the skills of independently finding secondary reading (see Reading Strategy below); this is covered in Introduction to Drama and Ways of Reading II.)

 

CONTACT HOURS :

Scheduled : 42.00
Independent : 152.00
Placement : 0.00
Total :  194.00

MODULE CURRICULUM LED OUTCOMES :

This module will allow for formative assessment through developing the essay component of assessment in sections; for formative feedback students will be required to upload elements by specific dates set throughout the module. The bibliographic element of the essay will be formatively peer-assessed within a seminar. 

This module aims to:

  • Introduce students to some texts from a range of genres and periods
  • Enable students to gain a basic knowledge of the historical, cultural and social contexts of the production of texts
  • Teach students the basis of narrative theory and poetic analysis, and how to apply these to make meanings from their close reading of texts
  • Develop, in students, an ability to use critical and analytical terminology and appropriate scholarly citation
  • Teach students how to create work that is coherently structured
  • Develop students’ self-efficacy by explicitly discussing and practising ways to manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain a introductory knowledge of a some texts from a range of genres and periods
  • Gain a basic knowledge of the historical, cultural and social contexts of the production of texts
  • Gain a basic knowledge and understanding of how prose and poetic texts work in narrative terms
  • Apply narrative theory and poetic analysis to make meanings from their close reading of texts
  • Develop a basic ability to use critical and analytical terminology and appropriate scholarly citation
  • Demonstrate the ability to create work that is coherently structured
  • Begin to develop their self-efficacy by showing their ability to manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.          

 

METHOD OF ASSESSMENT :

Component 1 - 50% Examination (90 minutes)

Component 2 - 50% Portfolio (2000 words)

INTRODUCTION TO LANGUAGE AND LITERATURE


MODULE TITLE : INTRODUCTION TO LANGUAGE AND LITERATURE

MODULE CODE : ENU408


MODULE SUMMARY :

This module provides students with a broad and basic understanding of Linguistics as an academic discipline. It is designed to equip students for further studies in the field of Linguistics as a whole, and to develop individual specialisms in the future. Areas of study with include: Phonetics and Phonology, Morphology and the structure of words, Syntax, Semantics, Pragmatics, Text and textuality, and the methods employed to study language in each of these areas. At the end of this module, students should be able to define the discipline, and the main pre-occupations of its sub-fields. Students will have developed an understanding of linguistic contrasts, from the phonological to the pragmatic level, and of the types of analyses open to students of those fields.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students gain a detailed knowledge of the field of linguistics, including main areas and subareas;
  • Help students gain a detailed knowledge and understanding of how linguists investigate language in particular historical, cultural, literary, and social contexts;
  • Develop students' ability to think critically about language and to write about it in ways that are structured, reflective and analytical;
  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to language study.
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles;
  • Ensure students have a clear, comprehensive declarative knowledge of the field of linguistics, equipping them to begin their own basic analysis of language data and literary texts.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain an introductory knowledge of a substantial range of linguistic approaches to language from the study of phonetics to discourse analysis;
  • Gain a basic knowledge and understanding of a range of linguistic theoretical approaches to language description and analysis;
  • Develop their basic knowledge and understanding of how linguistics is used to describe and analyse the social world and literature.
  • Apply a basic range of critical approaches to language study, with a focus on a student’s own interest, and a basic ability to discuss and choose between different approaches available for analysis;
  • Develop their ability to use critical and analytical terminology and appropriate scholarly citation;
  • Develop literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
  • Learn basic research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;
  • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

 

METHOD OF ASSESSMENT :

Component 1 - 40% Portfolio of Tasks (1500 words)

Component 2 - 60% Essay (2500 words)

CHALLENGING THE CANON


CHALLENGING THE CANON: details currently unavailable

INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY: details currently unavailable

DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH


DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH: details currently unavailable

INTRODUCTION TO LEARNING AND TEACHING


INTRODUCTION TO LEARNING AND TEACHING: details currently unavailable

INTRODUCTION TO WORK RELATED LEARNING


INTRODUCTION TO WORK RELATED LEARNING: details currently unavailable

Year 2 modules


DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY - optional module


MODULE TITLE : DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY

MODULE CODE : ESU503


MODULE SUMMARY :

This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce selected key theories and concepts within developmental, child and educational psychology
  • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
  • Consider ways in which development and learning may be inhibited and promoted by a range of influences
  • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
  • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
  • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
  • Consider the role of values and ethics on policy and practice
  • Develop students as active learners and researchers

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
  • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
  • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
  • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
  • Question – using theory and data – dominant approaches to professional practices
  • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
  • Develop their own research, critical analysis and writing skills

METHOD OF ASSESSMENT :

Component 1 - 100% Structured Literature Review (3000 words)

EDUCATION SYSTEMS AND SOCIAL CHANGE - optional module


EDUCATION SYSTEMS AND SOCIAL CHANGE: details currently unavailable

DIGITAL CHILDHOODS - optional module


MODULE TITLE : DIGITAL CHILDHOODS

MODULE CODE : ESU508


MODULE SUMMARY :

This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Outline contemporary debates around young peoples’ use of technology;
  • Explore the role of technology in society and related issues;
  • Enable students to understand the personal, social and educational implications of digital media use;
  • Help students consider issues of online behaviour and associated structure and agency;
  • Consider the ways in which digital literacies are promoted in schools;
  • Help students consider the ways that e-safety policies are implemented in different settings;
  • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
  • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
  • Consider ways in which young people’s use of digital media can be evaluated and understood;
  • Critically evaluate competing (and evolving) digital media policies;
  • Negotiate the selection of material for a public presentation;
  • Identify, select and synthesise appropriate literature, research data and materials for presentation;
  • Structure ideas and outcomes for an oral presentation.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation (20 minutes)

ANALYSING TEXT AND TALK - optional module


MODULE TITLE : ANALYSING TEXT AND TALK

MODULE CODE : ENU504


MODULE SUMMARY :

This course covers theories and methods for doing discourse analysis of written and spoken texts. The historical circumstances of different theories and methods as well as key empirical studies employing them will be covered, with an emphasis on understanding how different text types and circumstances require different methods. The course will also cover analysis of more recent text types, such as Internet chats and Facebook interaction, with the goal of situating discourse analysis in students’ day-to-day interaction. Among the forms of analysis, corpus linguistics, conversation analysis, and cohesion analysis will be covered, with discussion about the particular strengths and weaknesses of each method. Students will develop an appreciation for the different approaches to analysis of different text types, and engage in their own small-scale studies of written and/or spoken texts.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students gain a detailed knowledge of the field of discourse analysis, with an appreciation for the different approaches to discourse applied by scholars in different areas of linguistics
  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to discourse analysis and how they influence fields of language study, such as Corpus Linguistics and Conversation Analysis
  • Help students' gain a detailed knowledge and understanding of how linguists investigate the meanings of texts and talk in particular historical, cultural and social contexts
  • Develop students' ability to think critically about language and to write about it in ways that are structured, reflective and analytical
  • Evaluate systematically and critically the distinctions among different text types;
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles
  • Ensure students have a clear, comprehensive declarative knowledge of discourse analysis, equipping them to do their own analyses.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Develop their knowledge and understanding of how linguistics is used to describe and analyse the social world
  • Gain a knowledge and understanding of a range of theoretical approaches to language analysis and how these theories affect methodology
  • Gain a detailed knowledge of a range of approaches to discourse analysis, as well as the appropriacy of different approaches in different settings
  • Apply a range of critical approaches to language analysis, with a focus on students’ own interests
  • Develop their ability to use critical and analytical terminology and appropriate scholarly citation of work in discourse analysis, while appreciating the complexities with which the term ‘discourse analysis’ is used in different settings
  • Produce their own small-scale analysis of discourse, with a focus on the applying their chosen method in a reliable and consistent way
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
  • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances
  • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.

METHOD OF ASSESSMENT :

Component 1 - 50% Essay (2500 words)

Component 2 - 50% Examination (2 hours)

CHILDREN'S LITERATURE - optional module


CHILDREN'S LITERATURE: details currently unavailable

SHAKESPEARE AND HIS CONTEMPORARIES - optional module


MODULE TITLE : SHAKESPEARE AND HIS CONTEMPORARIES

MODULE CODE : ENU503


MODULE SUMMARY :

Students will be introduced to a range of early modern texts focussing on drama but also including prose and poetry. The module is intended to introduce students to the variety and richness of early modern literature and to the different dramatic genres of comedy, tragedy and history. Thematically, the module will explore issues of identity in the early modern period including such issues as gender, sexuality, race, social class, nationality, religion, interiority and kingship. Students will both contextualise early modern writing within its own period and learn to apply relevant theoretical and critical approaches such as feminist, psychoanalytical, gender studies, new historicist and cultural materialist theories of criticism. The module also introduces students to writing reviews of productions. Students will write a critical essay but will also see a live production of one of the plays studied and write a review of it. This contrast of writing forms is intended to help students understand the different expectations of different forms and to learn to write both in a concise way in the review and in a more structured and extended form in the essay.

CONTACT HOURS :

Scheduled : 44.00
Independent : 156.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students gain a detailed knowledge of a substantial range of texts written by Shakespeare and his near contemporaries in the early modern period
  • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which the texts were produced and how these can affect their interpretation
  • Develop students' ability to think critically about literature from the period and to write about it in ways that are structured, reflective and analytical
  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts, such as New Historicism, Cultural Materialism and those pertaining to issues of identity
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet
  • Ensure students see at least one live performance of a play from the Renaissance period.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain a detailed knowledge of a substantial range of texts from the renaissance
  • Gain a detailed knowledge of the historical, cultural and social contexts of the production of texts from the renaissance
  • Develop their knowledge and understanding of a range of theoretical approaches to texts, especially those pertaining to issues of identity
  • Apply a range of critical approaches in their close reading and analysis of texts from the renaissance
  • Develop their ability to use critical and analytical terminology and appropriate scholarly citation
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material
  • Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

METHOD OF ASSESSMENT :

Component 1 - 30% Critical Review of a Theatrical Production (1500 words)

Component 2 - 70% Essay (3000 words)

WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to: 

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY, AND FICTION I - optional module


MODULE TITLE : OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY, AND FICTION I

MODULE CODE : ENU500


MODULE SUMMARY :

This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and extend the ways in which they can approach the critical analysis of literary texts. Students will go on to study ‘Open to Interpretation: Twentieth-Century Theory and Fiction II in semester two of level 5. Over the two modules, students will develop their knowledge of a number of critical approaches, such as: Formalism, New Criticism, Structuralism, Poststructuralism, Deconstruction, Marxism, Cultural Materialism, Feminism, Postfeminism, Postcolonialism, Psychoanalysis, Ecocriticism, and Postmodernism. Lecture sessions will include practical workshop tasks that will help students to analyse literary texts by way of these theories. The module will also include a reflective element and support the Personal Tutorial system established at Level 4.

CONTACT HOURS :

Scheduled : 24.00
Independent : 76.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop students’ awareness of modern critical approaches to studying literature
  • Extend students’ knowledge of the theoretical underpinnings, terminology and specific concepts relating to various critical approaches
  • Enable students to select and apply appropriate methods of criticism to literary texts
  • Develop students’ awareness of the ways in which literary texts may be interpreted differently within particular literary, cultural and socio-historical contexts
  • An ability to produce independent work of an appropriately academic standard.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Discuss the background, theoretical underpinnings and key strategies of a number of critical approaches in an intelligent and coherent manner
  • Understand the ways in which the interpretation of literary texts can vary in accordance with literary, cultural and socio-historical factors
  • Use critical terminology accurately
  • Produce sophisticated and imaginative analyses of literary texts using relevant critical concepts
  • Make appropriate use of both primary and secondary source materials, including theoretical essays.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio (2500 words)

OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY AND FICTION II


OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY AND FICTION II: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY: details currently unavailable

SHORT FICTION - optional module


SHORT FICTION: details currently unavailable

STYLISTICS - optional module


STYLISTICS: details currently unavailable

CREATIVE LEARNING - optional module


CREATIVE LEARNING: details currently unavailable

EDUCATIONAL POSSIBILITIES - optional module


EDUCATIONAL POSSIBILITIES: details currently unavailable

THE LITERARY SCENE - optional module


The Literary Scene


Module Title: The Literary Scene

Module Code: ENU505

Module Summary: Students on this module will engage with contemporary literary production covering:

• Literary Prizes and Bestsellers - literary prize-winning culture, its controversies and purposes for different stakeholders; the notion of ‘literary value’ through exploring inter-linked ideas of popularity, bestsellers, and high cultural forms.

• Publishing and Promotion - the popularity and proliferation of literary festivals, author readings and interviews and other literary events; the resurgence of ‘the author’ as a material presence in literary culture; spin-offs from literature into other media (e.g. film and TV); the development of online publishing).

• Readers and Reading - reading as an individual and a group activity; reading groups and book clubs; the place of libraries in promoting reading.
As part of this module, students will be expected to attend literary events. The timing of the module allows attendance at events run as part of Birmingham Literature Festival (as well as other festivals and events). There will also be an opportunity to visit the central Library of Birmingham, and local libraries. The module has potential for students to develop understanding of work opportunities in this field.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36

Independent: 164

Placement: 0

Total: 200

Module Curriculum Led Outcomes:
This module aims to:

• Develop students’ knowledge of cultural and social contexts of the production of texts in the contemporary period;
• Develop students’ awareness of relevant employment opportunities;
• Teach students how to apply a sociological and cultural approach to literature in their analysis of texts;
• Enable students to gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts;
• Show students how to write in different contexts, to produce work that is coherently structured, written in an appropriate way, using appropriate citation whilst maintaining advanced literacy and communication skills;
• Further develop students’ abilities to use advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.


Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Gain a detailed knowledge of cultural and social contexts of the production of texts in the contemporary period;
• Develop a critical knowledge of relevant employment opportunities.
• Apply a sociological and cultural approach to literature in their analysis of texts;
• Gain a detailed knowledge and understanding of the effects of authorship, production and audience on texts.
• Develop advanced literacy and communication skills and the ability to apply these in different contexts of writing to produce work that is coherently structured, written in an appropriate way, using appropriate citation;
• Practice advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.


Assessment:

Component 1: 50% Review of a literary event (2000 words)

Component 2: 50% Group project and presentation (2500 word equivalent)

Year 3 modules


DISSERTATION IN ENGLISH - optional module


MODULE TITLE : DISSERTATION IN ENGLISH

MODULE CODE : ENU601


MODULE SUMMARY :

The dissertation allows students to undertake a sustained piece of independent research into a topic of their own choosing, and to apply the concepts, theories and methodologies (as relevant) that they have learnt about during their degree. Students can choose to work in the areas of Creative Writing, English literature, English language, Film Studies or Literature and Film; their research should show a grounding in current research and establish clear lines of original enquiry. Research skills specific to the module will be practised in a series of workshops towards the beginning of the module (time management; working with a supervisor; identifying strengths and area for development); thereafter, students will be supported by an individual supervisor with whom they will arrange individual tutorials.

CONTACT HOURS :

Scheduled : 10.00
Independent : 390.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to gain an in-depth knowledge of a specific area of English studies in which they are particularly interested;
  • Teach students to develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
  • Teach students how to choose and apply relevant methods and/or critical approaches independently in their close reading and analysis of texts;
  • Use the required institutional scholarly citation and referencing system accurately.
  • Allow student to show their achievement in using advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
  • Allow students to show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
  • Develop, in students, an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
  • Allow students to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain an in-depth knowledge of a specific area of English studies;
  • Develop a detailed knowledge and understanding of the distinctive literary, linguistic and/or visual characteristics of genres, methods and/or theoretical approaches relevant to their dissertation;
  • Apply relevant methods and/or critical approaches in their close reading and analysis of texts;
  • Use the required institutional scholarly citation and referencing system accurately.
  • Develop advanced literacy and communication skills which produce work that is coherently structured to produce a clear argument or evaluation, written in a scholarly way, including the use of critical, analytical and theoretical terminology;
  • Show their ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
  • Develop an advanced level of self-efficacy by showing their ability to follow advice, and act independently as appropriate; independently research including scoping and planning a project, developing an appropriate reading list to support the project; manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning;
  • Ability to identify career opportunities and reflect critically on the attributes, skills, attitudes and approaches expected and required of employees, the self-employed and employers.

METHOD OF ASSESSMENT :

Component 1 - 15% Presentation (5 minutes)

Component 2 - 85% Dissertation (10000 words)

DISSERTATION - optional module


DISSERTATION: details currently unavailable

NEGOTIATED WORK-BASED RESEARCH PROJECT - optional module


MODULE TITLE : NEGOTIATED WORK-BASED RESEARCH PROJECT

MODULE CODE : PLU601


MODULE SUMMARY :

This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

CONTACT HOURS :

Scheduled : 24.00
Independent : 276.00
Placement : 100.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

  • Encourage students to use appropriate work-based research methods

  • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

  • Generate confidence and security in students’ employability on graduation

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Secure, negotiate and design a work-based research project

  • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

  • Interpret gathered information

  • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

  • Present a creatively engaging argument

METHOD OF ASSESSMENT :

Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)

LANGUAGE, SOCIETY AND POWER - optional module


MODULE TITLE : LANGUAGE, SOCIETY AND POWER

MODULE CODE : ENU604


MODULE SUMMARY :

 

This course introduces key concepts and methods in the field of Sociolinguistics. In particular, students will learn how variations in language use relate to race, class, and gender and how these variations have been theorised and studied. Key sociolinguistic studies will be examined and discussed, helping students understand how the study of language has influenced and been influenced by sociological theory and how these theories have been adapted over time. The methods used in these analyses will cover both large scale linguistic ethnographies of different communities and small-scale analysis of individual interactions. An emphasis will also be placed on critical studies of how social power structures are maintained and perpetuated in language use. The course will focus on guiding students to understand how society shapes and is shaped by language use.

 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students gain a detailed knowledge of the field of sociolinguistics, with an appreciation for the different approaches to the study of language in society applied by scholars in different areas of linguistics;
  • Help students' gain a detailed knowledge and understanding of how linguistics investigate the meanings of texts and talk in particular social contexts and how the use of language contributes to the development and perpetuation of power structures;
  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to language study and how they influence methods of language study, particularly the study of race, gender, and class in language variation;
  • Develop students' ability to think critically about language in society and to write about it in ways that are structured, reflective and analytical;
  • Explore systematically and critically evaluate the language use in particular contexts and theorise about why differences might be present;
  • Help students think critically about how power structures are maintained both in language use and preference for particular forms of English;
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources, including linguistic texts, their own gathered data, and journal articles.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain a detailed knowledge of a range of approaches analysis of language in particular social settings, as well as the appropriacy of different approaches in different settings;
  • Gain a detailed knowledge and understanding of a range of theoretical approaches to the sociological study of language and how these theories affect methodology;
  • Gain a substantial knowledge of the range of language data that can be used in Sociolinguistic research.
  • Apply a range of critical approaches to language analysis, with a focus on students’ own interests;
  • Produce their own small-scale analysis of interaction or a written or spoken text of their choosing, with a focus on the applying their chosen method in a reliable and consistent way;
  • Develop their ability to use critical and analytical terminology and appropriate scholarly citation of work in Sociolinguistics, while appreciating the complexities with which the term ‘discourse analysis’ is used in different settings
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
  • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances;
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 words)

THE LITERARY SCENE - optional module


THE LITERARY SCENE: details currently unavailable

POSTCOLONIAL BRITISH LITERATURE - optional module


POSTCOLONIAL BRITISH LITERATURE: details currently unavailable

EQUALITY AND DIVERSITY - optional module


EQUALITY AND DIVERSITY: details currently unavailable

INTERNATIONAL EDUCATION - optional module


MODULE TITLE : INTERNATIONAL EDUCATION

MODULE CODE : ESU608


MODULE SUMMARY :

This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:  

  • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
  • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
  • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:
 

  • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
  • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
  • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
  • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report (4000 words)

POLITICS OF EDUCATION - optional module


MODULE TITLE : POLITICS OF EDUCATION

MODULE CODE : ESU607


MODULE SUMMARY :

The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The aims of this module are to:

  • Develop further understanding of the sociological and political analysis of educational policy and practice.
  • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
  • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
  • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Evaluate current educational policy developments and how these impact upon educational practices.
  • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
  • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
  • Identify an appropriate area of education for exploration using an enquiry based approach.
  • Develop their capacity for critical reflection and questioning.
  • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
  • Collaborate effectively with others in the production of a group documentary.
  • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
  • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

METHOD OF ASSESSMENT :

Component 1 - 40% Analysis (2000 words)

Component 2 - 60% Group Documentary (12 to 15 minutes)

EDUCATION, TECHNOLOGY AND CHANGE - optional module


EDUCATION, TECHNOLOGY AND CHANGE: details currently unavailable

CRITICAL THEORY - optional module


MODULE TITLE : CRITICAL THEORY

MODULE CODE : ESU604


MODULE SUMMARY :

This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:
 

  • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
  • Equip students with the ability to apply critical theory to specific aspects of education.  
  • Develop a critical perspective in response to key theoretical contributions. 
  • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Describe a range of critical theory approaches in relation to Education Studies.
  • Compare and comment on relationships between different critical theory approaches.
  • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
  • Apply critical theory to the study of education.
  • Reflect personally on their own construction in discourses about education. 
  • Critique, from an informed vantage point, theoretical language games.
  • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

METHOD OF ASSESSMENT :

Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

ACCESS AND INCLUSION - optional module


ACCESS AND INCLUSION: details currently unavailable

LITERATURE IN THE MODERN WORLD 1900-1950 - optional module


MODULE TITLE : LITERATURE IN THE MODERN WORLD 1900 - 1950

MODULE CODE : ENU603


MODULE SUMMARY :

The module will engage students in a socio-historical and politically situated study of a number of 20th century texts pre-World War 11. They will examine developments in literary form during this period and the relationship of these emerging forms with the cultural context in which texts were produced and received. The module will begin with a preliminary exploration of the transition between early Victorianism tendencies to optimism and realism in literature through to a growing sense of pessimism and literary experimentalism in fin de siècle writing to the despair and fragmentation of style and mood which characterised literature written after the First World War. Students will then study Modernism as a style, form and set of ideas, exploring the characteristics in modernist novels, short stories and poems. Following this they will be introduced to popular realist and genre novels outside of the modernist paradigm, recently evaluated by critics working in Middlebrow studies as equally valid as iconic modernist texts in their representations of the modern world.    

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students gain a detailed knowledge of a substantial range of texts written in the early twentieth century
  • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which these texts were produced and how these can affect their interpretation;
  • Develop students' ability to think critically about literature from the period and to write about it in ways that are sophisticated, structured, reflective and analytical;
  • Develop students' knowledge, understanding and ability to evaluate literature critically using concepts and ideas associated with modernism and the middlebrow
  • Enhance students' skills and abilities in the finding, retrieval, synthesis and use of a range of secondary critical material and resources such as JSTOR, Project Muse, the internet.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain a detailed knowledge of a wide range of texts from the early part of the twentieth century
  • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts written in the early part of the twentieth century
  • Gain a sophisticated knowledge and understanding of the distinctive literary characteristics of and critical approaches to modernist and middlebrow texts written in the early part of the twentieth century
  • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of texts written in the early twentieth century
  • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
  • Gain a detailed knowledge and understanding of generic conventions and the effects of authorship, production and audience on texts
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
  • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

METHOD OF ASSESSMENT :

Component 1 - 20% Written Analysis (1000 words)

Component 2 - 80% Essay (3500 words)

A GOLDEN AGE?: POST-WAR LITERATURE - optional module


MODULE TITLE : A GOLDEN AGE?: POST-WAR LITERATURE

MODULE CODE : ENU607


MODULE SUMMARY :

Students will be introduced to a range of British literary texts from the period 1945-1970 alongside criticism contemporary to the period and more recent literary criticism. Students will place texts within historical, social and cultural contexts and examine the texts’ engagement with pertinent contemporary issues, such as: class, social mobility, education, the welfare state, national identity, gender inequality, second-wave feminism, race, immigration, the move from austerity to affluence, advances in science and technology, the aftermath of the Second World War, and the Cold War. The module will also ask students to consider issues surrounding genre, narrative form, and the relationship between realism and experimentalism in literature of this period. The module aims to develop students’ understanding of a number of critical approaches relevant to the analysis of post-war literature, such as: feminism, postcolonialism, poststructuralism, psychoanalysis, Marxism and ecocriticism. Students will develop an awareness of how literary criticism has evolved over the last 60 years, undertake research on a specific and relevant topic, critically analyse literary texts, and produce a cogent, scholarly argument informed by specific critical concepts.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop students’ ability to relate literary texts of the post-war period to their historical, social and cultural contexts
  • Develop students’ ability to critically analyse and compare the set texts, evaluating their similarities and differences
  • Further develop students’ awareness of modern and contemporary critical practices and their ability to select and apply appropriate methods of criticism to literary texts from the post-war period
  • Enable students to explicate and negotiate differences in critical opinion and the literary interpretation of texts at different historical periods

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain a detailed knowledge of a wide range of texts from the post-war period
  • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts in the post-war period
  • Develop a detailed knowledge and understanding of a wide range of theoretical approaches relevant to the analysis of post-war literature
  • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of texts from the post-war period
  • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
  • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

METHOD OF ASSESSMENT :

Component 1 - 40% Examination (2 hours)

Component 2 - 60% Essay (2500 words)

NEO-VICTORIANISM: REWRITING THE NINETEENTH CENTURY - optional module


MODULE TITLE : NEO-VICTORIANISM: REWRITING THE 19TH CENTURY

MODULE CODE : ENU618


MODULE SUMMARY :

Students will be introduced to a range of texts and films from the genre of Neo-Victorianism: contemporary fiction and film which is set in the nineteenth century, but is interested in rewriting the historical narrative of the era. Students will consider aesthetic concerns such as genre and form in neo-Victorianism, and will also explore the historical, social, and politics contexts of neo-Victorian culture. Theoretical approaches such as feminism, queer theory, postcolonialism, and disability studies will develop students’ understanding of the representation of gender, race, sexuality, class, and disability in the module’s primary texts. Students will engage with a range of critical sources about the aesthetics and ethics of neo-Victorianism to develop a detailed knowledge of the significant critical themes and debates of neo-Victorian studies.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to gain a detailed knowledge of representations of Victorian literature and culture in contemporary literature and film

  • Enable students to relate neo-Victorian literary texts and films to their historical, social and cultural contexts

  • Develop students’ ability to critically analyse how a range of identities (gender, sexuality, race, class, and disability) are represented in neo-Victorian literature and film

  • Develop students’ ability to understand and participate in theoretical and critical debates about neo-Victorianism

  • Enable students to articulate cogent, critical arguments about the politics of identity in neo-Victorian fiction and film.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Gain a detailed knowledge of a wide range of texts and/or films from the 20th -21st century which rewrite the nineteenth century    

  • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of neo-Victorian texts and film

  • Apply in a sophisticated way a range of critical and theoretical approaches in their close reading and analysis of texts and/or films within the genre of neo-Victorianism

  • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation

  • Develop advanced literary and communication skills and the ability to apply these in contexts and create work that is coherently structured

  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources, and to synthesise such material to a sophisticated level

  • Develop an advanced level of self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performance

METHOD OF ASSESSMENT :

Component 1 - 100% ESSAY, 4500 WORDS

FROM IBSEN TO MILLER: DRAMA IN THE REALIST TRADITION - optional module


From Ibsen to Miller: Drama in the Realist Tradition


Module Title: From Ibsen to Miller: Drama in the Realist Tradition

Module Code: ENU605

Module Summary:
Students will be introduced to a range of dramatic texts mainly in the realist tradition (but also diversifying from that) from the late 19th century to the modern era and ranging from European plays in translation to British and American texts to give an international perspective. This enables students to trace the rich variety and development of this dramatic tradition and to gain insights into outstanding dramatic texts. It allows them to explore the ways that dramatists, over time and in different locations have had a perennial concerns with using drama to comment on society and the nature of human existence, and a range of issues including identity, gender, politics, race, religion, class, the family, childhood, the nature and purpose of art. Thematically, the module will explore these issues and will contextualise them in their times. Students will also explore different interpretations of these texts in productions. The module will encourage students to apply the theoretical knowledge they have gained earlier in their studies as well as offering the opportunity to trace the development of the realist tradition. Students will also gain insights into different theories and traditions such as Stanislvaski's method acting, Brecht's Epic Theatre and the Theatre of the Absurd. Students will write an essay which explores a theme or topic across a range of texts and take an exam

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 44 (36 plus 8 hour theatre trip)
Independent: 156
Placement: 0
Total: 200

Module Curriculum Led Outcomes:
This module aims to:

• Help students gain a detailed knowledge of a wide range of dramatic texts and of written from the late 19th century to contemporary writing from different geographical areas and to have an awareness of the production history of these texts;
• Help students' gain a wide-ranging and detailed knowledge and understanding of a variety of contexts (including, social, historical, economic, political, philosophical and ideological contexts) in which the texts were written and produced and how these can affect their interpretation;
• Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts;
• Develop in students advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
• Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama;
• Help students apply advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material to a sophisticated level;
• Ensure students see at least one live performance of a play from the Renaissance period.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Gain a detailed knowledge of a wide range of dramatic texts and texts pertaining to drama from 19th century to the contemporary period with a focus on the realist tradition;
• Gain a detailed knowledge of the various contexts in which these plays were written and produced;
• Develop a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts;
• Develop a detailed understanding of theoretical approaches to texts and of theories of drama;
• Apply a range of critical approaches in their close reading and analysis of plays and drama-related texts from the late 19th century to the modern era;
• Help students gain a detailed knowledge and understanding of the generic conventions of drama and the effects of authorship, production and audience on texts;
• Develop in students an advanced level of knowledge, understanding and ability to evaluate critically a range of theoretical approaches to texts and theories of drama and use theoretical approaches appropriately;
• Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
• Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from a wide range of sources and to synthesise such material;
• Develop their self-efficacy by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances.

Assessment:
Component 1: 50% Essay (2500 words)

Component 2: 50% Examination (2 hours)

LANGUAGE, MEDIA, AND THE INTERNET - optional module


MODULE TITLE : LANGUAGE, MEDIA AND THE INTERNET

MODULE CODE : ENU617


MODULE SUMMARY :

This module explores the varieties of discourses utilised in mass media and social/new media and how theses discourses contribute to the representation of individuals, groups, events and nations. Links between discourse and ideology will be explored, with a particular focus on the ways in which aspects of gender, class, and race are represented through various media and online. The module will consider the relationships among representation, genre, audience, multimodality and ideology, as they are produced in media and social media contexts. The module will explore the relationship between words and images (multimodality) and the conventions which media producers and consumers draw on for production and consumption of texts. It will also cover how new conventions have emerged in online spaces and how ‘old’ media has developed in new ways online.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Help students gain a detailed knowledge of the field of media studies, with an appreciation for the different approaches to the study of media language from a variety of different perspectives;

  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to the study of media and Internet discourse, while looking at a range of text types from everyday interaction, in newspapers and magazines, and online;

  • Help students gain a detailed knowledge and understanding of the study of language in the media and online has developed over time;

  • Develop students' ability to think critically about different approaches to media and Internet language and to analyse texts in structured, reflective and analytical ways;

  • Help students explain and critically evaluate significant issues in recent approaches to media and Internet language;

  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources to investigate language in media and Internet contexts, including everyday talk and interaction, literary texts, and journal articles.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Develop a comprehensive knowledge and understanding of how linguistics is used to describe and analyse media and Internet discourse;

  • Gain a detailed knowledge and understanding of a range of theoretical approaches to media and Internet discourse and how these theories affect methodology;

  • Gain a detailed knowledge of a range of approaches analysis of media and Internet discourse from a variety of settings, as well as understand the appropriacy of different approaches in different settings

  • Apply in a sophisticated way a range of critical approaches to the study of media and Internet discourse, with a focus on students’ own interests, both in text types and analytic approaches;

  • Produce their own small-scale analysis of media and Internet discourse in written texts, with a focus on the applying linguistic analysis in a reliable and consistent way;

  • Gain a detailed knowledge and understanding of generic conventions and the effects of authorship, production, and audience for media and Internet discourse analysis, as well as understanding its usefulness in descriptions and analysis of social interaction;

  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;

  • Develop an advanced level of self-efficacy in terms of their own analysis, by showing their ability to follow advice, act independently, manage their time, plan and organise their workload to  meet deadlines and to reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performances;

  • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level;

  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;

METHOD OF ASSESSMENT :

Component 1 - 100% ANALYSIS OF TEXT 4500 WORDS

LEARNING JOURNEYS - optional module


MODULE TITLE : LEARNING JOURNEYS

MODULE CODE : ESU611


MODULE SUMMARY :

‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

  • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

  • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 


 

  • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

  • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

  • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

  • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

METHOD OF ASSESSMENT :

No information available.

Course code


QXH3

Applications for full-time courses are made through UCAS.

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For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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