English and Creative Writing BA (Hons)

Course length: 3 years full-time

Overview

Why study this course?

The BA (Hons) degree in English and Creative Writing allows you to pursue your passion for reading and interpreting literature while also exploring the art of creative writing practice itself.

This holistic approach to literature looks at the literary process from both perspectives, the reader and the writer, enabling you to gain a deep understanding of the dialogue between creative practitioners and their audiences. This is the perfect course for those who want to hone the craft of writing and produce their own work, while also developing the skills of interpretation peculiar to the art of the literary critic.

The department has strong links with regional literary organisations and several Creative Writing sessions are led by professional writers. The course is taught by a team of experienced and enthusiastic tutors whose expertise and research interests encompass the fields of literature, linguistics, and creative writing. The friendliness and approachability of staff and the quality of feedback and support are frequently highlighted in student evaluations.

What does the course cover?

A diverse range of Literature modules will enable you to explore how you, as an individual, make meanings from texts, and investigate different approaches to texts. You will be able to engage with a range of literature, from the Renaissance to contemporary writing, and also immerse yourself in different periods and types of literature from Victorian Literature to Children’s Literature.

Throughout the Creative Writing modules you will develop your creativity in a range of fictional and non-fictional writing. Your versatility as a writer will be nurtured in a supportive environment. You will get the opportunity to enjoy intensive writing experiences from creative field trips to events on the art of writing with published writers. In addition, English Language modules have been designed to enable you to analyse the ways in which meanings are created in a range of texts. This linguistic component to the degree provides you with key analytical skills as well as enhancing both your study of literature and your own creative writing.

The compulsory work placement not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs.

How will I be assessed?

Assessment is largely through coursework and takes a variety of forms, including portfolios, presentations, journals and essays. There are some timed activities and short exams. Coursework assignments allow you to focus on areas that are of particular interest to you.

What makes this course noteworthy?

• 100% Overall Student Satisfaction in the 2015 National Student Survey.

• All creative writing modules incorporate the creative workshop structure where students and tutors work in close collaboration in small supportive groups.

• Superb digital resources and innovative use of e-learning facilities to also allow virtual workshops.

• Residential field trips offer you the opportunity to reflect on your writing practice away from the distractions of everyday life and to work on new writing in a supportive and relaxing environment. You can study the Romantic Writers at Dove Cottage in collaboration with the Wordsworth Trust. (There is a small additional fee for these modules which in 2014 was £100)

• Newman has excellent links with local literary organisations including Writing West Midlands and the Birmingham Literature Festival. Your experience will be enriched by subsidised trips to festival events where you can meet and listen to leading writers. Previous visits have included attendance at talks by Carol Ann Duffy, Benjamin Zephaniah, Jackie Kay and Patience Agbabi.

• Course includes theatre visits, and opportunities to attend The Birmingham Literature Festival.

• Opportunities to study abroad.

• Chance to meet published writers in sessions and at extra-curricular events.

• Work placement opportunities to enhance career opportunities.

What careers can I consider?

The study of English and Creative Writing develops not only written skills but also critical and creative faculties, which are all highly valued by employers in a range of work situations. Typical careers for graduates include public relations, writing, arts administration and media careers such as journalism, and professions such as law, teaching and management.


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.

A level (or equivalent) in a humanities/social sciences related subject and 5 GCSEs at grade 4/C or above including English at 5/C or above, or recognised equivalents are also required. 

Applicants may be called for interview.

Fees

Fees per academic year: 2017/18 

Full-time UK/EU Students: £9,250*

Part-time UK/EU Students: £4,950*

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.

As part of your course you will undertake a field trip for module ENU507 (Writing and Location) and incur additional costs. Based on the field trip in 2016, the costs of the trip including travel totalled £115. All costs are subject to change and the example given is based on 2016. Additional funds are required for personal subsistence’. ENU507 is a mandatory module, not optional. Payment will due during Year 2. 

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)

WAYS OF READING II


MODULE TITLE : WAYS OF READING II

MODULE CODE : ENU402


MODULE SUMMARY :

The focus of this module is to start to develop students’ ability to study independently and reduce their reliance on transmission models of learning. This will include researching around a topic, working collaboratively with peers, developing their self-efficacy by promoting their capabilities to approach tasks as challenges to be mastered, understanding ‘setbacks’ as opportunities to target set. These aspects of the module will particularly be developed through workshops of structured activities, online directed tasks relating to the Reflective Journal assessment (Component 2), and tutorials. 

The subject content of the module will cover the genre of ‘narrative verse’. Lectures and set text examples will introduce some of the ways of categorizing and ordering texts within a genre, and introduce students to the need to see generic boundaries as flexible. In seminars, students will be required to explore independently the fuller scope of the field, individual authors’ works, other examples of texts which use the specific features of sub-genres in the field, and useful secondary resources to support learning.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

The assessment on this 10 credit module is made of two components; this is to allow both the subject knowledge and independent learning to be assessed. To mitigate against any assessment overload, the presentations will be developed within the workshops through directed group tasks; the reflected journal will be structured and students will be directed to write entries throughout the module. The self- and peer- assessment exercise for the presentation (Component 1) will feed into the reflective journal as the exercise will help students to reflect on their abilities to collaborate productively with others in producing research, negotiation, problem solving, writing, and presentation. This exercise derives from work developed by the Oxford Centre for Staff and Learning Development at Oxford Brookes University. 

This module aims to: 

  • Develop students’ knowledge and understanding of the distinctive literary, linguistic and visual characteristics of the sub-genres of narrative verse
  • Encourage students to explore generic boundaries, and the value of flexibility in genre, through and understanding of generic conventions relevant to narrative verse forms.
  • Teach students how to develop their independent research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material
  • Encourage the development of students’ self-efficacy through structured reflection on their own learning
  • Develop the students’ skills in effective collaborative research work
  • Enable students to start to identify the attributes, skills and approaches developed through study in the Humanities and valued by employers.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate knowledge and understanding of the distinctive literary, linguistic and visual characteristics of the sub-genres of narrative verse
  • Explore generic boundaries, and the value of flexibility in genre, through and understanding of generic conventions relevant to narrative verse forms
  • Develop their research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material, at an introductory level
  • Begin to develop their self-efficacy by reflecting upon their own learning
  • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills
  • Identify the attributes, skills and approaches developed through study in the Humanities and valued by employers.

METHOD OF ASSESSMENT :

Component 1 - 30% Group Presentation (5 minutes, per group member)

Component 2 - 70% Reflective Journal (1000 words)

'MERELY PLAYERS'?: INTRODUCTION TO DRAMA


MODULE TITLE : 'MERELY PLAYERS'?: INTRODUCTION TO DRAMA

MODULE CODE : ENU405


MODULE SUMMARY :

Students will gain an overview of western drama tracing its development through different historical periods. Drama will be selected in a range of styles, moods and forms and from a range of historical eras which might include Renaissance, Restoration, Victorian, modern or contemporary. Students will learn about different genres such as comedy, history, tragedy, realist, absurdist as well as hybrid forms. They will also gain insights into different theories of drama. Students will develop skills in close reading of texts and gain insights into the structures, techniques, traditions, conventions of drama and gain confidence in their analysis of such features as characterization, plot development and staging. Students will also be trained in the use of electronic resources to develop their research skills.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Introduce students to a range of dramatic texts from different traditions and periods that feed into the western canon over a period of time and give them a sense of the influence which earlier drama has on later forms;

  • Develop students’ knowledge and understanding of the distinctive character of drama, its literary forms and conventions, its structures, techniques, language, and modus operandi;

  • Develop students’ knowledge and understanding of a range of contexts from which the different dramatic traditions emerge and of the attitudes and expectations and purposes of drama held in different periods;

  • Enable students to develop the ability to write coherently and in a structured way about drama recognising, and commenting appropriately upon, key features of the types and genres of drama studied.

  • Develop students’ ability to use secondary critical resources in both digital and hard copy form to help them develop their understanding of drama;

  • To help students develop effective habits of independent study, taking responsibility for their own learning, through carefully structured and supported activities.

 

LEARNING OPPORTUNITIES :

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

 

  • Gain an introductory knowledge of a range of dramatic texts of the western canon from a variety of periods, traditions and locations;

  • Gain a basic knowledge of the historical, cultural, political, economic, aesthetic and social contexts in which the plays were written.

  • Develop an introductory level of knowledge and understanding of theoretical approaches to drama and its purposes;

  • Gain an introductory knowledge of the distinctive, literary, linguistic, performative and visual characteristics of dramatic texts;

  • Develop their ability to use critical and analytical terminology and appropriate scholarly citation;

  • Gain some knowledge and understanding of generic conventions and the effects of authorship, production and audience on texts;

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

  • Develop their 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 - 50% ANNOTATED BIBLIOGRAPHY (2000 WORDS)

Component 2 - 50% EXAMINATION (2 HOURS)

READING FILM


MODULE TITLE : READING FILM

MODULE CODE : ENU406


MODULE SUMMARY :

This module will introduce students to the basic vocabulary of film language and develop their critical skills in reading visual texts. Through a study of two or three key films, there will be a particular focus on the ways in which space and time are organised within the Hollywood continuity system through the technical elements of mise-en-scene, including iconography, camera framing, editing and sound. There will also be a consideration of how spectator point of view can be controlled and directed in film in different ways than in prose fiction. Students will be encouraged to be articulate about their experience of the workings of film narratives and to begin to see textual analysis as part of a wider consideration of cultural history. After an introduction to scriptwriting, they will apply their knowledge and understanding of the language of film in their assignments. Assignment 1 will comprise a short analysis of the characteristics of a prescribed film scene. In assignment 2, they will choose, from among a range of stories, an extract to adapt into a film script. They will also provide a commentary, constituting an interpretation of the meanings of their chosen story and a discussion of the film forms and technical strategies which they have incorporated into their script.

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 distinctive characteristics of a range of films and some short stories
  • Help students' gain an introductory knowledge and understanding of the historical, cultural and social contexts in which films are produced and how these can affect their interpretation;
  • Develop students' ability to think critically about film and literature and to write about it in ways that are structured, reflective and analytical;
  • Develop students' knowledge, understanding and ability to evaluate critically some  theoretical approaches to texts, including basic narrative theory, concepts of ideology and semiotics
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of  secondary critical material and resources
  • Encourage creative practice in order to engender a sensitivity to the affective power of film language
  • Generate an awareness of how the study of literature and film can be integrated and an appreciation of the ways in which film and literary forms and narrative strategies differ.

 

LEARNING OPPORTUNITIES :

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

  • Gain an introductory knowledge of a range of films
  • Gain a basic knowledge of the historical, cultural and social contexts of the production of films
  • Gain a basic knowledge and understanding of narrative theory, structural theory (semiotics) and ideology in relation to short stories and film productions
  • Gain knowledge and understanding of the distinctive audio and visual conventions through which meanings and representations are constructed in cinematic genres.
  • Apply critical approaches in their close reading and analysis of films and short stories
  • Develop a basic ability to use critical and analytical terminology appropriate to the discussion of film and appropriate scholarly citation
  • Gain some knowledge and understanding of generic conventions and the effects of authorship, production and audience on texts
  • Gain some experience of creative practice primarily as a means to critical reflection
  • Demonstrate literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured;
  • Develop their research skills including the ability to acquire, use, evaluate and interpret  information from diverse sources and to synthesise such material, at an introductory level;
  • Begin to 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

 

METHOD OF ASSESSMENT :

Component 1 - 30% Written Critical Analysis of a Film Scene (1000 words)

Component 2 - 70% Portfolio

CHALLENGING THE CANON


MODULE TITLE : CHALLENGING THE CANON

MODULE CODE : ENU409


MODULE SUMMARY :

This Level 4 module introduces students to the notion of the literary canon and examines its usefulness, limitations, relativity and Western bias. Students will study paired texts: a canonical text alongside a ‘transformative text’ which rewrites the original in some way (what Genette terms the ‘hypotext’ and its ‘hypertext’). Students will be introduced to theories of intertextuality and asked to think about how texts function in relation to other texts. Students will also consider the various ways the later text problematizes the original, either in terms of subject (gender, race, class, sexuality, context, etc.) or form (experiments with narrative, genre, language, etc.). By bringing these texts into dialogue students will have the opportunity to question the bases upon which literary texts are valued and how decisions about canonicity function ideologically. The module aims to develop students’ understanding of the relationship between text and context as well as introduce selected broad critical concepts, such as feminist, postcolonial and Marxist approaches.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help students to think critically about how literature is categorised, evaluated and valued
  • Help students gain a knowledge and understanding of how historical, cultural and social contexts affect the production, validation and interpretation of literary texts
  • Enable students to critically analyse and compare the set texts, evaluating their similarities and differences
  • Help students to select relevant and appropriate secondary sources, to summarise their content and to evaluate their usefulness
  • Introduce students to selected critical concepts and help them to identify and discuss these concepts.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate a knowledge of what the literary canon is, how it functions, its usefulness and its limitations
  • Read a number of canonical texts alongside their ‘transformative texts’ and demonstrate the ability to discuss the relationships between them
  • Demonstrate a knowledge of the historical, cultural and social contexts of the production of texts
  • Gain a knowledge of some critical concepts and demonstrate that they can identify and discuss relevant critical concepts
  • Develop their research skills including the ability to select appropriate and relevant secondary materials and evaluate their usefulness
  • Demonstrate the ability to use critical and analytical terminology and appropriate scholarly citation
  • Present cogent and persuasive arguments, orally and in writing
  • Develop their literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured.

METHOD OF ASSESSMENT :

Component 1 - 25% Annotated Bibliography (1500 words)

Component 2 - 75% Essay (2500 words)

THE LIFE OF THE WRITER


MODULE TITLE : THE LIFE OF THE WRITER

MODULE CODE : ENU410


MODULE SUMMARY :

This foundational module introduces you to key elements of the writing process, from drafting and planning using a writer's journal, to building the confidence to share writing with your peers in a friendly and supportive workshop environment, and subsequent stages of revising and editing. Seminars introduce you to valuable processes of reading as a writer, while workshops supply opportunities for regular formative feedback on your writing. As well as supporting you through your development of key creative writing skills, this module also encourages you to consider your rationale for writing, whether personal, political, or both, and helps you to position yourself as part of a writing community. The holistic approach to creative writing that this module adopts aims to build individual confidence and nurture creativity as well as encouraging you to consider the wider impact of your writing.

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 plan and research their writing using a writer's journal;
  • Develop students' ability to reflect on their own writing and that of others in a workshop environment;
  • Develop student's ability to draft and edit their writing as a result of workshop feedback;
  • Develop students' ability to reflect on their writing practice;
  • Develop students' capacity for independent thought and originality and authenticity in writing;
  • Familiarise students with a range of literature from different historical periods and cultures relating to the module's themes;
  • Develop students ability to respond to such literature both creatively and critically;
  • Familiarise students with the wider writing community;
  • Support students in the development of their own writing.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate the ability to engage productively in the various stages of the writing process;
  • Demonstrate an ability to reflect constructively on their own development as writers;
  • Develop the capacity for independent thought as linked to the authenticity, originality and inventiveness of their writing, and the ability to take calculated and contextualised risks in the pursuit of this aim;
  • Develop advanced literacy and communication skills and the ability to apply these in particular contexts and create work that is coherently and appropriately structured;
  • Demonstrate awareness of the distinctive literary and linguistic characteristics of genres and the ability to employ these in their writing;
  • Demonstrate an awareness of the different contexts (historical/ cultural/ geographical/ economic/ political/ social) which can influence the form and interpretation of texts;
  • Develop knowledge of the wider writing community;
  • Collaborate productively with others in workshops.

 

METHOD OF ASSESSMENT :

Component 1 - 100% Writing Portfolio (3000 words)

INTRODUCTION TO WORK RELATED LEARNING


MODULE TITLE : INTRODUCTION TO WORK RELATED LEARNING

MODULE CODE : PLU404


MODULE SUMMARY :

This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

CONTACT HOURS :

Scheduled : 12.00
Independent : 88.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
  • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

  • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

  • Enable students to build confidence in securing work placements and future employment.

  • Support students in reflecting upon their preparation for their work placement and future employment.  

LEARNING OPPORTUNITIES :

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

  1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

  2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

  3. Research organisations for the purposes of securing a work placement.

  4. Reflect upon their learning and development.

METHOD OF ASSESSMENT :

Component 1 - 100% Reflective Essay and Appendix, 2000 words

Year 2 modules


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


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)

WRITING AND LOCATION


MODULE TITLE : WRITING AND LOCATION

MODULE CODE : ENU507


MODULE SUMMARY :

This innovative module focuses on site-specific creative writing. Students take part in a short residential retreat and site-linked activities encourage the students to respond to locations in a variety of creative modes and genres. Modes of writing explored may include note-taking in a specific location, walking as creative practice, writing as environmental activism, and writing as installation. Students are introduced to interdisciplinary ways of working, intersecting with visual arts practice (writing installations) and ecology (writing as environmental activism). Students also have the opportunity to explore the genres of nature writing, new nature writing, innovative poetry and performance. Key elements of this module are delivered through field-work in a residential location. This module also aims to build skills in the autonomous methods of working required by the creative writer and wide independent reading is encouraged as well as a focused approach to the retreat which enables students to make the most of this unique immersive writing experience. 

Note: this module can be taken by students who choose to spend some of their time studying their subject abroad.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Further develop students’ knowledge and understanding of a range of creative genres;
  • Develop students’ abilities to produce creative texts in response to particular contexts and to promote an understanding of the relationship between creative writing and other disciplines such as art and ecology;
  • Further develop students’ experience and understanding of the various stages of the writing process with a particular focus on: the importance of the writer’s journal as a repository for ‘on the spot’ observations and notes; collaboration with others through workshops; and editing work as a result of feedback;
  • Develop students’ awareness of the wider writing community and of career opportunities afforded by site-specific or community-based writing projects and residencies.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate engagement in various stages of the writing process; including the gathering of ideas in a writer’s journal in response to their surroundings;
  • Develop the capacity for independent thought as linked to the authenticity, originality and inventiveness of their writing, and the ability to take calculated and contextualised risks in the pursuit of this aim;
  • Demonstrate awareness of the distinctive literary and linguistic characteristics of genres and the ability to employ these in their writing;
  • Demonstrate a developing ability to employ various structural and stylistic effects in their own writing, matching aspects of form and content to factors such as genre and context;
  • Develop advanced literacy and communication skills and the ability to apply these in specific contexts and create work that is coherently structured;
  • Demonstrate an awareness of the different contexts (historical/ cultural/ geographical/ economic/ political/ social) which can influence the form and interpretation of texts;
  • Demonstrate an awareness of the wider writing community and of career opportunities afforded by site-specific or community-based writing projects and residencies;
  • Act independently, manage own time, and plan and organise projects to meet specified targets.

 

METHOD OF ASSESSMENT :

Component 1 - 100% Writing Portfolio (4000 words)

POETRY TO PROSE


MODULE TITLE : POETRY TO PROSE

MODULE CODE : ENU515


MODULE SUMMARY :

This module builds students' skills in the key genres of poetry and prose. Following on from the basic generic conventions of both genres studied at level 4, this module focuses on the more experimental contemporary forms of writing in these genres. In poetry, this includes innovative forms and writing strategies such as cut-up, collage and sound poetry. In prose, this includes non-linear narrative structures and very short forms such as ‘flash’ fiction and ‘flash’ nonfiction. Elements of play and risk-taking inform this module which aims to build students’ knowledge of, and confidence in writing in, non-traditional forms. 

Note: this module can be taken by students who choose to spend some of their time studying their subject abroad.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Further develop students’ knowledge and understanding of the key genres of poetry and prose;
  • Develop students' ability to reflect on their own writing and that of others in a workshop   environment;
  • Develop students' ability to reflect on their writing practice;
  • Develop students' capacity for independent thought and originality and authenticity in writing;
  • Familiarise students with a range of literature from different historical periods and cultures relating to the module's themes;
  • Develop students’ ability to respond to such literature both creatively and critically.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate their knowledge and understanding of the two key creative genres of poetry and prose;
  • Demonstrate a developing ability to employ various structural and stylistic effects in their own writing, matching aspects of form and content to factors such as genre and context;
  • Develop advanced literacy and communication skills and the ability to apply these in specific contexts and create work that is coherently structured;
  • Demonstrate a developed understanding of the various stages of the writing process;
  • Develop the capacity for independent thought as linked to the authenticity, originality and inventiveness of their writing, and the ability to take calculated and contextualised risks in the pursuit of this aim;
  • Demonstrate familiarity with a range of literature from different historical periods and cultures relating to the module's themes;
  • Develop students ability to respond to such literature both creatively and critically.

METHOD OF ASSESSMENT :

Component 1 - 100% Portfolio (4000 words)

OPEN TO INTERPRETATION: TWENTIETH-CENTURY THEORY AND FICTION II


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

MODULE CODE : ENU520


MODULE SUMMARY :

This module introduces students to modern critical approaches to studying literature. Students will build on the skills demonstrated at Level 4 and in the first semester module ‘Open to Interpretation: Twentieth-Century Theory and Fiction I’. Students will continue to extend the ways in which they can approach the critical analysis of literary texts. 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 support the Personal Tutorial system established at Level 4. The final weeks of the module are specifically designed to prepare students for the Level 6 dissertation.

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 - 60% Individual Presentation (10 minutes)

Component 2 - 40% Proposal (750 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)

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)

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

THE LITERARY SCENE - optional module


THE LITERARY SCENE: details currently unavailable

SHORT FICTION - optional module


MODULE TITLE : SHORT FICTION

MODULE CODE : ENU508


MODULE SUMMARY :

This module will allow students to explore a range of short fiction and various key approaches to studying the form. Students will consider the short story in terms of: its history; its form and structure; genre; cycles/sequences; how they are collected and presented; critical contexts; social and historical contexts. Students will read stories from the nineteenth century to the present, including flash/micro fictional forms. The module will expect students to perform detailed close textual analyses of the stories; analyses will be informed by students’ knowledge of specific critical approaches, form, and specific social and historical contexts.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop in students a detailed knowledge of a substantial range of texts from the genre of short fiction;
  • Develop students’ knowledge and understanding of a range of literary theoretical approaches to short fiction
  • Enable students to gain a detailed knowledge and understanding of the distinctive formal characteristics of the genre of short fiction
  • Allow students to practice the application of critical approaches in their analysis of short fiction
  • Allow students to gain an understanding of some of the contexts (historical, cultural geographical, economic, political and social) which can determine the form and interpretation of texts
  • Allow students to understand their strengths in developing advanced literacy and communication skills in oral and written contexts

LEARNING OPPORTUNITIES :

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

  • Demonstrate a detailed knowledge of a substantial range of texts from the genre of short fiction
  • Develop their knowledge and understanding of a range of literary theoretical approaches to short fiction
  • Demonstrate a detailed knowledge and understanding of the distinctive formal characteristics of the genre of short fiction
  • Apply a range of critical approaches to their analysis of short fiction
  • Develop an understanding of some of the contexts (historical, cultural geographical, economic, political and social) which can determine the form and interpretation of texts
  • Develop advanced literacy and communication skills and the ability to apply these in specific written and oral contexts

 

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 words)

ROMANTIC REBELS - optional module


MODULE TITLE : ROMANTIC REBELS

MODULE CODE : ENU510


MODULE SUMMARY :

Students will be introduced to a range of texts from the Romantic Period c. 1789-1837, including particularly, poetry and prose. It looks at the large philosophical ideas and themes of the period including those of revolution, the rise of the individual, women's rights, the sublime, the gothic, nature, notions of  the 'Romantic' and 'Romanticism', the city and the country, social class, childhood and ideas of radicalism and rebellion. We will focus on the study of the major poets of the period - Blake, Wordsworth, Coleridge, Keats, Shelley and Byron - but also on other political and radical writers of the period including authors such as Mary Wollstonecraft, Mary Shelley, William Godwin, Jean-Jacques Rousseau, Edmund Burke and Thomas Paine. Students will contextualise their study of Romanticism by looking at other art forms, particularly painting and art from the period and learn to apply relevant theoretical and critical approaches such as feminist, historicist, and interdisciplinary approaches.  This module will be taught as introductory days at the start of semester followed by a series of workshop days to complete a group project.

 

CONTACT HOURS :

Scheduled : 56.00
Independent : 144.00
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 period c. 1789-1837;
  • Help students' gain a detailed knowledge and understanding of the historical, cultural, political, economic, philosophical 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 feminism, historicism, and interdisciplinary approaches;
  • 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;
  • to collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level;
  • Give students a sense of cultural geography and an opportunity to work with manuscripts and primary resources from the period with a view to understanding the process of inspiration and revision inherent in textual production.

 

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 Romantic period and of the historical, cultural, political, economic, philosophical and social contexts of the production of texts from the period;
  • Develop their knowledge and understanding of a range of theoretical approaches to texts, including interdisciplinary approaches and apply a range of critical approaches in their close reading and analysis of texts;
  • To understand the processes of textual production in the Romantic age and the implications of this for issues of authorship and reception.
  • Develop advanced literacy and communication skills and the ability to apply these in contexts and create work that is coherently structured and appropriately referenced;
  • 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.
  • To collaborate productively with others in research, negotiation, problem solving, writing, and presentation skills to an advanced level.

 

 

 

METHOD OF ASSESSMENT :

Component 1 - 50% Group Project (2000 word equivalent, per individual)

Component 2 - 50% Critical Analysis (2500 words)

STYLISTICS - optional module


MODULE TITLE : STYLISTICS

MODULE CODE : ENU516


MODULE SUMMARY :

This module introduces linguistic approaches to verbal arts. It considers various linguistic theories for describing language use in literature, provides an account of the scientific study of literature and its strengths and limitations in relation to literary texts, and presents various linguistically-orientated approaches to the literary text. This module focuses on giving a theoretical and practical knowledge background for using various methods of analysis taken from linguistics to analyse literature. Using this knowledge, the module equips and encourages students to employ these skills to understand texts in emergent contexts, with awareness of larger social structures. Students are undertake their own analysis of literary texts, employing methods studied in the module.

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 Stylistics, with an appreciation for the different approaches to the study of literature from linguistic perspectives applied by scholars
  • Develop students' knowledge, understanding and ability to evaluate critically a range of theoretical approaches to the study of stylistics, while looking at a range of different texts, from poems to novels, and from songs to films
  • Help students' gain a detailed knowledge and understanding of how linguistics can be used to investigate the meanings of literary texts in particular social and cultural contexts and how these contexts contribute to how texts are both produced and read
  • Develop students' ability to think critically about the linguistic study of literature and to write analyse text in structured, reflective and analytical ways
  • Help students explain and critically evaluate significant issues in recent linguistic approaches to literature
  • Equip student to examine, justify and apply a variety of theoretical positions and be able to weigh the importance of alternative perspectives
  • Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range of resources including linguistic texts and journal articles.

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 literature
  • Gain a broad knowledge and understanding of a range of theoretical approaches to stylistics and how these theories affect methodology
  • Gain a detailed knowledge of a range of approaches analysis of literature from a linguistic perspective, as well as the appropriacy of different approaches in different settings
  • Apply a range of critical approaches to stylistics analysis, with a focus on students’ own interests both in text types and analytic approaches
  • Produce their own small-scale analysis of a literary text, 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 stylistic analysis, while appreciating the complexities in approaches by different scholars
  • 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 - 25% Analysis of Text (1000 words)

Component 2 - 75% Essay (3500 words)

LONDON IN THE LONG EIGHTEENTH CENTURY - optional module


London in the Long Eighteenth Century


Module Code: ENU509
Module Summary: In the middle of the eighteenth century, Samuel Johnson observed that when one is tired of London, one is tired of life. From 1660-1789 London was at once the rapidly expanding capitol city of a growing empire, a place of wealth and sophistication and a hotbed of crime, filth, stench and corruption and it inspired much brilliant literature. This module takes a cultural geographical approach to literary studies looking at the writing about places and people to explore issues of power relationships and identity construction. Looking at the writing of and about London in the period from the restoration of the English monarchy (1660) to the start of the French Revolution (1789), we will study a range of texts in different forms such as plays, ballads, short novels, periodicals, poetry and prose and which relate to, depict, or comment on London people, places and life. We will study both popular culture, including forms such as chapbooks, woodcuts, cartoons and broadsides and high culture including forms such as the Horatian satire, mock epic, plays and paintings. Topics to be examined might include libertinism and sexuality (Whitehall and the Court), crime (Newgate Prison), scandal and reputation, the theatre (Drury Lane), trade and commerce, (the Thames and the City of London), hack writing, (Grub Street) and disease (The Great Plague). These topics will serve as a means to discuss such issues as the representation of gender, class, sexuality, race, morality, religion, notions of the crowd, power and authority. This module will also consider the relationship between literature and art, in particular satiric art and caricature (Hogarth). There will be a visit to London to see some of the key sites of the 18th century.

Students will also receive training on the use of eighteenth century material to
aid their research for the project task which forms the method of assessment on this module.

CATS Value: 20
ECTS Value: 10
Contact Hours:
Scheduled: 45 (33 plus 12 hour trip to London)
Independent: 155
Placement: 0
Total: 200

Module Curriculum Led Outcomes:
This module aims to:
• Help students gain a detailed knowledge of a substantial range of texts written in the
period 1660-1789 which relate to London;
• 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.
• Develop students' skills and abilities in the finding, retrieval, synthesis and use of a range
of primary material and secondary critical material and resources such as EEBO, ECCO,
JSTOR, Project Muse, the internet;
• Help students 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;
Learning Opportunities:
Students will, by the end of the module, have the opportunity to:
• Gain a detailed knowledge of a substantial range of texts pertaining to London from the
long eighteenth century;
• 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
long-eighteenth century;
• 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.

Assessment:
Component 1: 50% Portfolio task (2500 words)
Component 2: 50% Examination (2 hours)

VICTORIAN LITERATURE ON SCREEN - optional module


MODULE TITLE : VICTORIAN LITERATURE ON SCREEN

MODULE CODE : ENU506


MODULE SUMMARY :

In this module, students will study theories and approaches related to text- to- screen adaptations with a particular focus on the ways in which canonical Victorian novels and narrative poems have been translated for film and television. They will explore the workings of prose in relation to visual narratives, concentrating on the differences between the two media. They will examine the debates about whether film adaptations should be judged according to their fidelity to the source text and how far it is useful to read them as successful or unsuccessful depending on how particular directors have illuminated or even obscured the ‘meaning’ of source texts in their film interpretations. They will be encouraged to see textual analysis as part of a wider consideration of cultural history through a study of how films and TV productions from 1940 to the present day have variously interpreted the issues of Victorian identity inscribed within their sources, and particularly how they have represented nineteenth century conceptions of cultural power, faith and human psychology. Following a study of specific film adaptations, students will analyse a Victorian text and film adaptation or adaptations of their choice.

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 Victorian texts and their film adaptations
  • Help students' gain a detailed knowledge and understanding of the historical, cultural and social contexts in which the literature was written and the film adaptations produced and how these can affect their interpretation
  • Develop students' ability to think critically about Victorian Literature and film adaptations 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 Victorian literature and film adaptations including adaptation theory, New Historicism and Cultural Materialism
  • 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 and the internet
  • Explore the relationship between literature and film, with a focus on the different conventions through which meaning is generated within these two forms.

LEARNING OPPORTUNITIES :

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

  • Gain a detailed knowledge of a substantial range of Victorian texts and their film adaptations
  • Gain a detailed knowledge of the historical, cultural and social contexts in which the literature was written and the film adaptations produced
  • Develop their knowledge and understanding of a range of range of theoretical approaches to Victorian literature and film adaptations including adaptation theory, New Historicism and Cultural Materialism
  • Gain a detailed knowledge and understanding of the distinctive literary characteristics of nineteenth-century literature and the audio and visual characteristics of different film and TV adaptations
  • Gain a detailed knowledge of the relationship between literature and film
  • Recognise the relationship between literature and film
  • Apply a range of critical approaches in their close reading and analysis of Victorian texts and their film adaptations
  • Develop their ability to use critical and analytical terminology associated with literature and film and appropriate scholarly citation
  • Gain a detailed knowledge and understanding of generic conventions of Victorian literature and film adaptations 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
  • 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.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 words)

Year 3 modules


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)

GENDER TROUBLE - optional module


MODULE TITLE : GENDER TROUBLE

MODULE CODE : ENU606


MODULE SUMMARY :

This module asks students to examine literary representations of sex, gender, sexuality, and sexual transgression through the lens of relevant modern critical theories, such as: feminism, masculinity studies, gender studies, queer theory, psychoanalysis, postcolonialism, poststructuralism, and postmodernism. Through the analysis of a range of texts from the 20th-21st century, students will engage with concepts such as: the construction of gender and sexuality; performativity; heteronormativity; hegemonic constructs of gender; the relationship between desire and identity; intersections between gender identity, sexuality and race. Primary texts and the issues they raise will be placed in their socio-historical contexts and students will consider the literature’s cultural influence and the politicisation of literary texts. Primary texts may include literary fiction, popular/genre fiction, cinematic representations, poetry, graphic novels and dramatic texts, and thus provide the opportunity for students to consider the relationship between sex, gender and sexuality and particular modes of representation. Students will be required to engage with these topics in a mature and respectful way. The module will require students to undertake research on a specific 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: 

  • Enable students to engage with debates surrounding the understanding of sex, gender and sexuality and its representation through a range of literary texts
  • Help students gain a detailed knowledge and understanding of how historical, cultural and social contexts affect the representation of sex, gender and sexuality
  • Develop students’ ability to critically analyse and compare the set texts, evaluating their similarities and differences in representations of sex, gender and sexuality as well as their modes of representation
  • Develop students’ awareness of modern and contemporary critical practices relevant to the examination of sex, gender and sexuality and their ability to select and apply appropriate methods of criticism to literary texts
  • Enable students to articulate cogent, critical arguments about the representation of sex, gender and sexuality using relevant critical concepts and terminology.

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 20th-21st century which raise issues about sex, gender and sexuality in the modern world
  • Gain a wide-ranging and sophisticated knowledge of the historical, cultural and social contexts of the production of texts representing sex, gender and sexuality
  • Develop a detailed knowledge and understanding of a wide range of theoretical approaches relevant to the examination of representations of sex, gender and sexuality in literary texts
  • Apply in a sophisticated way a range of critical approaches in their close reading and analysis of modern texts representing sex, gender and sexuality
  • 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 - 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 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)

PROFESSIONAL PORTFOLIO 1


MODULE TITLE : PROFESSIONAL PORTFOLIO 1

MODULE CODE : ENU612


MODULE SUMMARY :

This module builds on the knowledge and skills acquired in earlier modules and requires students to take a more autonomous approach to their own writing development. With tutorial help, they will each set up their own writing programme which will enable them to develop an extended piece of writing or a collection of shorter pieces in the theme and genre of their choice. Tutor-led workshops and tutorials will address areas of need identified by students. In the early part of the module students will, with some tutorial guidance, decide on a focus for their own writing portfolio; this may, for example, relate to the genres selected for development (e.g. autobiography; innovative poetry; site-specific performance; short story) or to the themes to be explored through writing. These early tutorials will encourage students to appraise their own progress in previous work and to set some targets for development. As the module progresses, students will be supported with sessions on time-management for writers, re-drafting and revision, and guided reading. Workshops, both face-to-face and online, provide the opportunity for constructive criticism on work-in-progress. Students will be expected to reflect on the ways in which their writing has evolved from early research through to final draft.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Encourage students to exercise a greater degree of autonomy in regard to the development of their own writing;
  • Offer students the opportunity to develop their own particular writing interests in extended writing projects;
  • Extend students’ experience of collaborating in workshops and reflecting on their own writing practice and that of others;
  • Extend students’ capacity for independent thought as linked to the authenticity, originality and inventiveness of their writing;
  • Encourage students to develop advanced research skills, including the ability to acquire, use, evaluate, interpret and synthesise complex information.

 

LEARNING OPPORTUNITIES :

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

  • Demonstrate an in-depth and coherent knowledge and understanding of the stylistic and structural features of the genre in which they are working;
  • Demonstrate advanced literacy and communication skills and the ability to apply these in specific contexts and create work that is coherently structured;
  • Demonstrate an increased capacity for independent thought as linked to the authenticity, originality and inventiveness of their writing, and the ability to take calculated and contextualised risks in the pursuit of this aim;
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material in a creative manner;
  • Act independently, manage own time, and plan and organise projects to meet specified targets;
  • Demonstrate an increased awareness of the position of their own creative practice within existing traditions and contemporary writing;
  • Demonstrate a mature and perceptive understanding of their own areas of strength and weakness as writers;
  • Show increased autonomy in the development of their own writing, focusing on particular areas of interest and expertise and carrying out any necessary background research;
  • Reflect upon their own learning, making effective use of feedback to facilitate improvements in their own performance.

 

METHOD OF ASSESSMENT :

Component 1 - 100% Writing Portfolio (4500 words)

PROFESSIONAL PORTFOLIO 2


MODULE TITLE : PROFESSIONAL PORTFOLIO 2

MODULE CODE : ENU613


MODULE SUMMARY :

This last creative writing module, which is a follow-on module to ENU612, is designed to encourage students to look ahead to their professional writing life beyond university. As with ENU612, students will have the freedom to select the theme and genre of their choice for their writing portfolio. Additionally, students will explore the various routes by which their writing might be published, performed, or exhibited. Students will develop an increased understanding of various aspects of the publishing industry (e.g. where and how to promote and pitch work; how to prepare writing for submission; e-publishing). Other forms of career development for writers will also be explored (e.g. writing in the community, teaching creative writing; writer in residence roles). Using their own research and such guidance the students will develop their own Personal Development Plan (PDP). The PDP, which is based on the model developed by The Writer’s Compass (NAWE’s professional advisory service), will encourage students to set time-linked targets for their next steps as writers. By the end of the module each student should have shared a piece of their portfolio writing with a wider writing community through means of publication, performance, or installation.  

 

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop the students’ ability to employ various structural and stylistic effects in their own writing, matching aspects of form and content to factors such as genre and context;
  • Develop the students’ literacy and communication skills and the ability to apply these in a range of contexts;
  • Develop the students’ ability to engage in a productive and professional manner in the processes of the revision and editing of their writing;
  • Enable students to develop skills of an increasingly sophisticated nature in research and organization;
  • Further develop the students’ knowledge of the wider writing community (e.g. creative organisations; local writing groups; resource bases; publishing opportunities; writing awards and competitions);
  • Prepare students for employment by offering them the opportunity to identify career opportunities (e.g. routes for publication and a range of different writer roles) and reflect on the attributes, skills, attitudes or 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: 

  • Demonstrate an advanced ability to employ various structural and stylistic effects in their own writing, matching aspects of form and content to factors such as genre and context;
  • Demonstrate advanced literacy and communication skills and the ability to apply these in a range of contexts;
  • Demonstrate a developed knowledge of the wider writing community (e.g. creative organisations; local writing groups; resource bases; publishing opportunities; writing awards and competitions);
  • Demonstrate an ability to engage with the wider writing community and to promote their own writing;
  • Demonstrate an increased capacity for independent thought and judgment in critical and creative practice;
  • Demonstrate an ability to engage in a productive and professional manner in the processes of revision and editing and to produce copy that follows appropriate conventions (e.g. publishers’ conventions; competition requirements);
  • Learn advanced research skills including the ability to acquire, use, evaluate and interpret complex information from diverse sources and to synthesise such material;
  • Act independently, manage own time, and plan and organise projects to meet specified targets and deadlines;
  • To identify career opportunities and reflect on the attributes, skills, attitudes or approaches expected and required of employees, the self-employed and employers.

 

METHOD OF ASSESSMENT :

Component 1 - 100% Writing Portfolio (4500 words)

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)

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

FROM SUPERHEROES AND SYLVIA PLATH - optional module


MODULE TITLE : FROM SUPERHEROES AND SYLVIA PLATH

MODULE CODE : ENU610


MODULE SUMMARY :

This module will begin by exploring how mythic conceptions of America relating to manifest destiny, American exceptionalism and the Western frontier have been employed by writers and film makers: either to sanction the dominant ideology of the ‘American Dream’, principally in Hollywood productions, or to challenge these mythical conceptions of American identity. Close critical analysis of literature and film will be supported by readings on cultural history and students will be encouraged to draw comparisons between the treatment of American identity in ‘related’ texts. Examples will typically include: perspectives on (super) heroism in The Avengers and Arthur Miller’s The Crucible; representations of New York in the 1920s in The Great Gatsby and Ragtime; conceptions of the ‘frontier’ in Huckleberry Finn and mainstream Western films; responses to Vietnam in the novels of Bobby Ann Mason and allegorical Mexico Westerns of the 1960s; discussions of gendered space in The Bell JarThe Tracy fragments and In the Cut;  the employment of science fiction in Invasion of the Body SnatchersThe Night of the Living Dead, and Bladerunner to reflect cultural anxieties at different points in history; the features of Postmodern novels and the films of Quentin Tarantino; and the politicisation of black female experience in The Bluest Eye and The Color Purple. The module will particularly examine texts which reflected upon and sometimes shaped American foreign and domestic policy of the Cold War and Vietnam periods and the continued relationship between mythical representations of American identity and the global aspirations of American economic and political institutions.

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 an extensive knowledge of a substantial range of American films and literary texts
  • Help students' gain a detailed knowledge and understanding of the American historical, cultural, social, political and economic contexts in which the films and literary texts were produced and how these can affect their interpretation;
  • Develop students' ability to think critically about film and 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 theoretical approaches related to American Studies, recognising how these pertain to issues of American identity and dominant ideology.
  • Develop students understanding of the effect of American ideology and Hollywood cinema on the international and global community
  • 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;
  • Promote an understanding of the range and diversity of English Studies and its relationship with Film Studies and American Studies, including appreciation of the integration of these different disciplines.

LEARNING OPPORTUNITIES :

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

  • Gain a detailed knowledge of a wide range of American films and literary texts
  • Gain a wide-ranging and sophisticated knowledge of the historical, cultural, social, political and economic contexts of the production of American films and literary texts
  • Develop a detailed knowledge and understanding of theoretical approaches related to American Studies
  • Gain a sophisticated knowledge and understanding of the distinctive thematic characteristics of American literature and visual and thematic characteristics of American film.
  • Apply in an intellectual and sophisticated way critical approaches associated with American Studies to  their close reading and analysis of American literature and Film.
  • Develop to an advanced level their ability to use critical and analytical terminology and appropriate scholarly citation
  • Gain a detailed knowledge and understanding of the conventions of American literature and films and the effects of authorship, production and audience on these 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 and plan and organise their workload to  meet deadlines.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 words)

POSTCOLONIAL BRITISH LITERATURE - optional module


MODULE TITLE : POSTCOLONIAL BRITISH LITERATURE

MODULE CODE : ENU614


MODULE SUMMARY :

This module will explore contemporary British literature using the paradigms of postcolonial theory, for example hybridity, diaspora, language and nation. It will take as its starting point, Mark Stein’s suggestion that, ‘black British literature is related to British literature. It may even be thought to transform British writing into being “post-colonial” in its entirety’ (2004, p. xvi). It will challenge the concept of English canonicity as distinct from British literature, and instead consider the ways in which all contemporary British literature reflects the state of Britain as post-imperial, and its increasing devolvement into its separate regions. It will therefore consider texts by writers from diverse backgrounds including those of English heritage.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore postcolonial theory in relation to the literature of post-imperial Britain.
  • Problematise notions of cultural norms and judgements by indicating how these are linked to cultural, social, historical and political specificities.
  • Discuss a range of literature – poetry and prose – through which the theoretical and contextual ideas can be explored.
  • Encourage sophistication in the students’ abilities to write at length on a topic in essay form, forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
  • Promote student led learning and independence by encouraging students to lead discussion and by embedding learning in their lived experiences as ‘postcolonial’ subjects.
  • Encourage students to undertake independent research to support their learning and within assessment.

LEARNING OPPORTUNITIES :

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

  • Compare and synthesise ideas in postcolonial theory relating to language, hybridity, diaspora and nation.
  • Appreciate how literary texts contribute to the problematizing of cultural norms and judgements linked to cultural, social, historical and political specificities.
  • Interpret and debate ideas arising from the close study of literary texts within a British postcolonial context.
  • Show their skills in writing at length in sophisticated forming coherent arguments and fully developing their ideas in dialogue with primary and secondary sources.
  • Gain an understanding of how deeper learning is developed through dialectical engagement with tutors, peers in discussing literature, the ideas of critical thinkers and academics.
  • Develop their skills in independent research.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4500 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

WRITING FOR THEATRE - optional module


MODULE TITLE : WRITING FOR THEATRE

MODULE CODE : DRU604


MODULE SUMMARY :

The module will focus on developing the students’ understanding of dramatic structure, their use of basic devising techniques, and their experience of the creative process in devising and / or writing a piece of original theatre.  The teaching sessions will be a combination of the study of dramatic structure, creative writing linked to playwriting, and the development of the student’s own dramatizations.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Deepen students’ understanding of the historical forms and structures of drama
  • Examine the historic and contemporary theories of dramatic structure from a writer’s perspective
  • Introduce students to play texts which exemplify key structural features
  • Further explore the relationship between dramatic structure and text
  • Explore basic devising techniques
  • Develop and experiment with students’ creative writing skills

LEARNING OPPORTUNITIES :

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

  • Analyse and demonstrate how key writers have impacted on the development of dramatic structure
  • Analyse and show how critical perspectives are related to different uses of structure.
  • Analyse the construction of a dramatic text
  • Analyse and account for the impact of structure on the dramatic possibilities of script.

METHOD OF ASSESSMENT :

Component 1 - 100% Treatment and Script Extract for Play, supported by Essay (3000 words)

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

Course code


1Q29

Applications for full-time courses are made through UCAS.

Applications for flexible learning courses are made via Newman.

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

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