Programme Specification
and Curriculum Map for
BA English language
1. Programme title
English Language
2. Awarding institution
Middlesex University
3. Teaching institution
Middlesex University
4. Programme accredited by
Middlesex University
5. Final qualification
BA Honours
6. Academic year
2012-2013
7. Language of study
English
8. Mode of study
Full Time and Part Time
9. Criteria for admission to the programme
General university criteria. We normally make offers on 220 tariff
points, including Grade C at 'A' level English (English Language,
English Literature or English Language and Literature) (or equivalent
for international students). For International Baccalaureate applicants,
we normally make offers on 28 points. We also welcome applications
from mature students and students without traditional school
qualifications. Applicants for whom English is not a first language
should have an IELTS grade of 6 with at least 5.5 in each element.
10. Aims of the programme
The programme aims to:
1. acquaint students with key concepts and theoretical approaches in
the study of English language and communication
2. develop students’ skills in: analysing acts of linguistic
communication; critically discussing and analysing studies of
language and communication; formulating and investigating
hypotheses and research projects
3. explore practical implications of work in this area with regard to the
communicative practices of students and others
11. Programme outcomes
A. Knowledge and
understanding
On completion of this programme
the successful student will have
knowledge and understanding of
:
1.
2.
3.
4.
5.
6.
a range of approaches to the
systematic study of language
and communication
technical vocabulary, central
analytical concepts and
methods of enquiry
appropriate to the study of
language and communication
the role of theories in
accounting for language and
communication, and the
nature of a theoretical
explanation
techniques for collecting data
in the various areas of
English Language studies,
including the creation and
exploitation of bodies of data,
such as computer language
corpora, elicitation tasks,
introspection, transcription,
laboratory experiments and
questionnaires
technical and ethical issues
involved in the collection and
use of data from informants
techniques for the analysis
and presentation of data,
including the use of statistics,
corpus-analytic techniques,
graphs, tables and other
diagrams
Teaching/learning methods
Students gain knowledge and
understanding through
Assessment Method
Students gain knowledge and
understanding through
1. lectures, in which concepts,
approaches
and case studies are
presented and explored
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars which involve
discussion of, and exercises
designed to build knowledge
of, topics, examples,
theoretical approaches and
data
4. tutorials, in which particular
topics are discussed in more
detail
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
Assessment Method
Students’ knowledge and
understanding is assessed by
7. coursework essays in which
students demonstrate their
understanding
8. coursework exercises in which
students perform critical and
analytical tasks
9. examinations, in which
students perform critical and
7.
reasons for, and criteria for
evaluating, alternative
analyses of a given set of
data
B. Cognitive (thinking) skills
On completion of this programme
the successful student will be
able to:
1.
2.
3.
4.
5.
6.
7.
demonstrate critical thinking;
construct and manage
coherent arguments in
speech and writing
analyse acts of
communication
evaluate arguments and
analyses, and assess the
merits of contrasting theories
and explanations,
distinguishing descriptive
systems from the data they
describe
abstract and synthesise
information
critically judge and evaluate
evidence in relation to
language and communication
in specific modes, genres
and contexts
consider ethical issues
involved in data collection
and data storage
analytical tasks, and also
present discursive discussions
Teaching/learning methods
Students learn cognitive skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
7. group projects, in class and as
coursework exercises which
require these skills
Assessment Method
Students’ cognitive skills are
assessed by
8. coursework essays in which
students are required to
demonstrate these skills
9. coursework exercises which
focus on particular skills
10. examinations, in which
C. Practical skills
On completion of the programme
the successful student will be
able to:
1. collect, analyse, manipulate
and present data of diverse
kinds using a variety of
methods
2. write essays and research
reports using the appropriate
register and style and with
proper referencing
3. use computational tools and
software packages where
appropriate for the analysis
of data
4. formulate and investigate
hypotheses
5. communicate effectively in a
number of formal and
informal genres
6. reflect on the student’s own
communicative practice
students write essays and
performs tasks which focus on
particular skills
Teaching/learning methods
Students learn practical skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
7. group projects, in class and as
coursework exercises which
require these skills
D. Graduate Skills
Assessment Method
Students’ practical skills are
assessed by
8. coursework essays in which
students are required to
demonstrate these skills
9. coursework exercises which
focus on particular skills
10. examinations, in which
students write essays and
performs tasks which focus on
particular skills
Teaching/learning methods
On completion of this programme
the successful student will be
able to:
1. communicate effectively in
speech and writing, with an
understanding of the
dynamics of communication
2. work independently,
demonstrating initiative, selforganisation and timemanagement and with others
to achieve common goals
3. manage her/his own learning
effectively and self-critically
4. reflect on her/his own
personal and career
development
5. demonstrate advanced
literacy and numeracy
6. demonstrate advanced
knowledge of, and ability to
use, information technology,
and acquire complex
information of diverse kinds,
from a variety of sources,
including libraries, WWW,
CD-ROMs, corpora,
discussion with peers
7. recognise problems and
develop problem-solving
strategies
Students acquire graduate skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
Assessment method
Students’ graduate skills are
assessed by
7. coursework essays in which
students are required to
demonstrate these skills
8. coursework exercises which
focus on particular skills
9. examinations, in which
students write essays and
performs tasks which focus on
particular skills
12. Programme structure (levels, modules, credits and
progression requirements)
12. 1 Overall structure of the programme
In their first year, students develop a sense of the scope of the subject,
looking at language in general as well as at English language in
particular. The modules are intended to reflect the three areas of future
study: language and psychology; language and society; and practical
techniques for speaking, writing and editing. Students develop their
understanding of the distribution and status of Englishes around the
world and the historical development of the world’s Englishes. They
develop skills in constructing and evaluating systematic studies,
forming and evaluating hypotheses, collecting and analysing data.
They reflect on their own communicative practice and develop their
skills in speaking and writing. They develop a range of skills required
for formal academic work and which will be developed during their
degree programme. Part of this work is carried out in small groups
(between three and five students in each group) so they also develop
skills in group work.
At levels two and three, students focus in more detail on the three
specific areas within English language study. These modules focus on
cognitive structures and processes, on social issues and variation in
language use, on practical questions about communication and the
construction and interpretation of meaning, and on applications of
research findings in a number of areas. Students are also encouraged
to reflect on the communicative practices of themselves and others.
With the Work Placement module students have the option to develop
work they have done on other modules in a work environment.
The Proposition Module is a final year dissertation where students
explore topics not covered in detail in other modules, or synthesise
work from more than one module. This is a 30-credit module which
requires a piece of work of 5,500-6,000 words.
12.2 Levels and modules
Level 4 (1)
COMPULSORY
Students must take
all of the following:
CML1101
Introducing
Language (30
OPTIONAL
No options at level
one.

Students must
achieve at least 120
credits at level one in
order to the next
level of work.

credits)
CML1103 Studying
English Language
(30 credits)
CML1056 Studying
Language (30
credits)
ELS1301 Critical
Reading (30 credits)
Level 5 (2)
COMPULSORY
Students must take
all of the following:
CML2101 Language
and Psychology (30
credits)
CML2102 Language
and Society (30
credits)
CML2103
Communication
techniques (30
credits)
OPTIONAL
Students must also
choose at least ONE
from the following:
ELS2304 Literature in
a Media Age (30
credits)

Students must
achieve at least 240
credits at levels one
and two in order to
progress to level
three work.
TRA2401 Translation
Principles and
Strategies (30
credits)
CMW2202
Techniques of Fiction
(30 credits)
Level 6 (3)
COMPULSORY
Students must take
all of the following:
CML3993
Proposition Module
(30 credits)
OPTIONAL
Students must also
choose at least 90
credits from the
following modules
and this must include
CML3993
CML3101 Creating
and Understanding

Students must
achieve at least 360
credits in order to
gain an honors
degree
Meaning (30 credits)

CML3102 Writing
Techniques (30
credits)
CML3104 Work
Placement Module
(30 credits)
CML3106 Language
and Power at Work
(30 credits)
12.3 Non-compensatable modules
Module
Module code
level
THREE
CML3993
13. A curriculum map relating learning outcomes to modules
See Curriculum Map attached.
14. Information about assessment regulations
General Middlesex University regulations apply. Automatic deferral is
not permitted on any of the modules; students wishing to defer must
consult an assessment administrator.
15. Placement opportunities, requirements and support (if
applicable)
The module CML3104 Work Placement Module offers students the
opportunity to experience workplace practice in industries or institutions
relevant to their other study in English Language. Students taking this
module are allocated a supervisor and are supported by English
Language staff and by the Placement Officer located in the campus
placement office.
16. Future careers (if applicable)
We organise careers seminars to help guide students in their choice of
future career and careers officers give presentations every year during
scheduled classes. The Placement offers students the opportunity to
acquire experience which will help them gain employment. This
programme is designed to provide a sound basis for careers in a wide
range of professions such as media, international relations and
education. Some graduates also choose to continue their studies in
language and linguistics by pursuing specific careers such as speech
therapy, or by taking postgraduate courses in language and linguistics.
The Middlesex MA in TESOL and Applied Linguistics is available for
students interested in postgraduate study.
17. Particular support for learning (if applicable)
Students should be aware that some of the programme activities might
present problems to students with particular disabilities (e.g. of
hearing), but that staff will seek solutions where this is possible.
We offer workshops to help with Proposition Module work.
We organise visits to appropriate sites which present opportunities for
further study of specific topics and some of these include additional
input from staff based at the institution we visit. In recent years, we
have visited the British Library, the British Museum and the Institute of
Visual Culture in Cambridge.
18. JACS code (or other
relevant coding system)
UCAS code Q311
19. Relevant QAA subject
benchmark group(s)
Linguistics; English
20. Reference points
1. QAA Benchmarking Statements for Linguistics and English
2. QAA Framework for Higher Education Qualifications (FHEQ)
3. Student, staff, external examiner and graduate feedback
21. Other information
The programme is available for full-time and part-time study.
Please note programme specifications provide a concise summary of the main features
of the programme and the learning outcomes that a typical student might reasonably
be expected to achieve if s/he takes full advantage of the learning opportunities that
are provided. More detailed information about the programme can be found in the
student programme handbook and the University Regulations.
Curriculum map for BA English Language
This section shows the highest level at which programme outcomes
are to be achieved by all graduates, and maps programme learning
outcomes against the modules in which they are assessed.
Programme learning outcomes
Knowledge and understanding
Practical skills
A1
a range of approaches to the
systematic study of language
and communication
C1
collect, analyse, manipulate and
present data of diverse kinds
using a variety of methods
A2
technical vocabulary, central
analytical concepts and
methods of enquiry appropriate
to the study of language and
communication
C2
write essays and research reports
using the appropriate register and
style and with proper referencing
A3
the role of theories in
accounting for language and
communication, and the nature
of a theoretical explanation
C3
use computational tools and
software packages where
appropriate for the analysis of
data
A4
techniques for collecting data
in the various areas of English
Language studies, including
the creation and exploitation of
bodies of data, such as
computer language corpora,
elicitation tasks, introspection,
transcription, laboratory
experiments and
questionnaires
C4
formulate and investigate
hypotheses
A5
technical and ethical issues
involved in the collection and
use of data from informants
C5
communicate effectively in a
number of formal and informal
genres
A6
techniques for the analysis and
presentation of data, including
the use of statistics, corpusanalytic techniques, graphs,
tables and other diagrams
A7
reasons for, and criteria for
evaluating, alternative analyses
of a given set of data
C6
reflect on the student’s own
communicative practice
Cognitive skills
Graduate Skills
B1
think critically
D1
communicate effectively in
speech and writing, with an
understanding of the dynamics of
communication
B2
construct and manage
coherent arguments in speech
and writing
D2
work independently,
demonstrating initiative, selforganisation and timemanagement and with others to
achieve common goals
B3
analyse acts of communication
D3
manage her/his own learning
effectively and self-critically
B4
evaluate arguments and
analyses, and assess the
merits of contrasting theories
and explanations,
distinguishing descriptive
systems from the data they
describe
D4
reflect on her/his own personal
and career development
B5
abstract and synthesise
information
D5
demonstrate advanced literacy
and numeracy
B6
critically judge and evaluate
evidence in relation to
communication and language
in specific modes, genres and
contexts
D6
demonstrate advanced
knowledge of, and ability to use,
information technology, and
acquire complex information of
diverse kinds, from a variety of
sources, including libraries,
WWW, CD-ROMs, corpora,
discussion with peers
B7
consider ethical issues
involved in data collection and
data storage
D7
recognise problems and develop
problem-solving strategies
Programme outcomes – highest level to be achieved by all graduates
A
1
A
2
A
3
A
4
A
5
A
6
A
7
B
1
B
2
B
3
B
4
B
5
B
6
B
7
C
1
C
2
C
3
C
4
C
5
C
6
D
1
D
2
D
3
D
4
D
5
D
6
D
7
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
A
1
A
2
A
3
A
6
A
7
B
1
B
2
B
3
B
4
B
5
B
6
C
3
C
4
C
5
C
6
D
1
D
2
D
3
D
4
CML1
101
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Core
CML1
Concepts 056
for
Language
Analysis e
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Module
1 Introducin
g
Language
Studying
English
Language
Code
CML1
103
A
4
X
A
5
X
X
X
B
7
C
1
C
2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
D
5
D
6
D
7
X
X
X
X
Critical
Reading
ELS13
01
X
2 Language
and
Psycholo
gy
CML2
101
X
X
Language
and
Society
CML2
102
X
X
Communi
cation
Techniqu
es
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CML2
103
X
X
X
Literature
in a
Media
Age
ELS23
04
X
Techniqu
es of
Fiction
CMW2
202
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Translatio TRA24
n
01
principles
and
Strategies
X
X
X
3 Creating
and
Understa
nding
Meaning
CML3
101
X
X
X
X
X
X
Writing
Techniqu
es
CML3
102
X
X
X
X
X
X
X
Work
Placemen
t Module
CML3
104
X
X
Language
and
Power at
Work
CML3
106
X
X
Propositio
n Module
CML3
993
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Programme Specification
and Curriculum Map:
BA English Language and
Literature
1. Programme title
English Language and Literature
2. Awarding institution
Middlesex University
3. Teaching institution
Middlesex University
4. Programme accredited by
Middlesex University
5. Final qualification
BA Honours
6. Academic year
2012-2013
7. Language of study
English
8. Mode of study
Full Time and Part Time
9. Criteria for admission to the programme
General university criteria. We normally make offers on 220 tariff
points, including Grade C at 'A' level English (English Language,
English Literature or English Language and Literature) (or equivalent
for international students). For International Baccalaureate applicants,
we normally make offers on 28 points. We also welcome applications
from mature students and students without traditional school
qualifications. Applicants for whom English is not a first language
should have an IELTS grade of 6 with at least 5.5 in each element.
10. Aims of the programme
The programme aims to:
1. acquaint students with key concepts and theoretical approaches in
the study of English language and literature, and a range of periods
of English literature, its cultural contexts, its genres, and the critical
traditions in which it has been read and interpreted
2. develop students’ skills in: analysing acts of linguistic and literary
communication; critically discussing and analysing studies of
language and communication;
3. explore practical implications of work in this area with regard to the
communicative practices of students and others
11. Programme outcomes
A. Knowledge and
understanding
On completion of this programme
the successful student will have
knowledge and understanding of :
1. a range of approaches to the
systematic study of language
and communication
2. technical vocabulary, central
analytical concepts and
methods of enquiry
appropriate to the study of
language and communication
3. the role of theories in
accounting for language and
communication, and the
nature of a theoretical
explanation
4. the role of literary criticism in
shaping literary interpretation
and value, and a variety of
critical and theoretical
approaches to literary study
5. the distinctive nature of texts
written in the principal literary
genres
6. linguistic, literary, cultural and
socio-historical contexts in
which literature is written and
Teaching/learning methods
Students gain knowledge and
understanding through
1. lectures, in which concepts,
approaches and case studies
are presented and explored
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars which involve
discussion of, and exercises
designed to build knowledge
of, topics, examples,
theoretical approaches and
data
4. tutorials, in which particular
topics are discussed in more
detail
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
Assessment Method
Students’ knowledge and
understanding is assessed by:
7. coursework essays in which
students demonstrate their
understanding
read
B. Cognitive (thinking) skills
On completion of this programme
the successful student will be
able to:
1. demonstrate critical thinking
2. construct and manage
coherent arguments in
speech and writing
3. analyse acts of
communication
4. deploy skills in the close
reading and analysis of texts,
and in reviewing their
concepts
5. abstract and synthesise
information
6. critically judge and evaluate
evidence in relation to
language and communication
in specific modes, genres
and contexts
7. articulate how different social
and cultural contexts affect
the nature of language and
meaning
8. coursework exercises in which
students perform critical and
analytical tasks
9. examinations, in which
students perform critical and
analytical tasks, and also
present discursive discussions
Teaching/learning methods
Students learn cognitive skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
7. group projects, in class and as
coursework exercises which
require these skills
Assessment Method
Students’ cognitive skills are
assessed by
8. coursework essays in which
students are required to
demonstrate these skills
9. coursework exercises which
focus on particular skills
10. examinations, in which
students write essays and
performs tasks which focus on
particular skills
C. Practical skills
On completion of the programme
the successful student will be
able to:
1. collect, analyse, manipulate
and present data of diverse
kinds
2. use a variety of methods, and
assess the advantages and
disadvantages of each
method
3. write essays and research
reports using the appropriate
register and style and with
proper referencing
4. use computational tools and
software packages where
appropriate for the analysis
of data
5. communicate effectively in a
number of formal and
informal genres
6. reflect on the student’s own
communicative practice
Teaching/learning methods
Students learn practical skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
7. group projects, in class and as
coursework exercises which
require these skills
Assessment Method
Students’ practical skills are
assessed by
8. coursework essays in which
students are required to
demonstrate these skills
9. coursework exercises which
focus on particular skills
10. examinations, in which
students write essays and
performs tasks which focus on
D. Graduate Skills
On completion of this programme
the successful student will be
able to:
1. communicate effectively in
speech and writing, with an
understanding of the
dynamics of communication
2. work independently,
demonstrating initiative, selforganisation and timemanagement and with others
to achieve common goals
3. manage her/his own learning
effectively and self-critically
4. reflect on her/his own
personal and career
development
5. demonstrate advanced
literacy and numeracy
6. demonstrate advanced
knowledge of, and ability to
use, information technology,
and acquire complex
information of diverse kinds,
from a variety of sources,
including libraries, WWW,
CD-ROMs, corpora,
discussion with peers
7. recognise problems and
develop problem-solving
strategies
particular skills
Teaching/learning methods
Students acquire graduate skills
through
1. lectures, in which these skills
are demonstrated and
discussed
2. individual reading, including
internet research, guided by
module reading lists
3. exercises in lectures and
seminars designed to develop
these skills
4. tutorials, in which these skills
and ways of developing them
are discussed
5. preparation of coursework
essays and classroom
presentations
6. presentations and discussions
of them in class
Assessment method
Students’ graduate skills are
assessed by
7. coursework essays in which
students are required to
demonstrate these skills
8. coursework exercises which
focus on particular skills
examinations, in which students
write essays and performs tasks
which focus on particular skills
12. Programme structure (levels, modules, credits and
progression requirements)
12. 1 Overall structure of the programme
In their first year, students develop a sense of the scope of the subject,
looking at language in general, English language in particular, literary
concepts and genre. They develop their understanding of the
distribution and status of Englishes around the world and the historical
development of the world’s Englishes. They develop skills in close
reading, critical reading explicitly in relation to criticism, close textual
analysis, comparative and contrastive analysis, classificatory skills,
identifying and representing argument structures and other rhetorical
practices. They reflect on their own communicative practice and
develop their skills in speaking and writing. They develop a range of
skills required for formal academic work and which will be developed
during their degree programme.
In work for levels two and three, students focus in more detail on
specific areas within English language and literary study. These
modules focus on cognitive structures and processes, on social issues
and variation in language use, on practical questions about
communication and the construction and interpretation of meaning, on
different genres of literature from particular historical periods, and
questions of context, criticism and interpretation. Students are also
encouraged to reflect on the communicative practices of themselves
and others.
The Proposition Module is a final year dissertation where students
explore topics not covered in detail in other modules, or synthesise
work from more than one module.
12.2 Levels and modules
Level 4 (1)
COMPULSORY
Students must take
all of the following:
CML1101
Introducing
Language (30
credits)
CML1103 Studying
English Language
(30 credits)
ELS1301 Critical
OPTIONAL
No options at level
one.

Students must
achieve at least 120
credits at level one in
order to progress to
level two and three
work.

Reading (30 credits)
ELS1301 The
Romantic Moment
(30 credits)
Level 5 (2)
COMPULSORY
Students must take
all of the following:
CML2101 Language
and Psychology (30
credits)
And
ELS2301
Renaissance
Literature (30 credits)
OPTIONAL
Students must also
choose
ONE of:
CML2102 Language
and Society (30
credits), or
CML2103
Communication
Techniques (30
credits)

Students must
achieve at least 240
credits at levels one
and two in order to
progress to level three
work.
And ONE of:
ELS2302 Literature in
the long nineteenth
century (30 credits), or
ELS2303 Literature
from Modernity to the
Present (30 credits),
or
ELS2304 Literature in
a Media Age (30
credits
Level 6 (3)
COMPULSORY
Students must take
all of the following:
ONE proposition
module, EITHER:
CML3993
Proposition Module
(30 credits)
OPTIONAL
Students must choose
THREE of the
following modules and
ensure that there are
60 credits of level 3
work in each of the
two subject areas (60
credits prefixed CML

Students must
achieve at least 360
credits in order to gain
the award.

OR:
ELS3304 Proposition
Module (30 credits)
and 60 credits prefixed
ELS):
CML3101 Creating
and Understanding
Meaning (30 credits)
CML3102 Writing
Techniques (30
credits)
CML3106 Language
and Power at Work;
ELS3301
Shakespeare and
Renaissance Drama
(30 credits)
ELS3302 Literature
and Otherness:
Empires and Animals
1880 to the Present
(30 credits)
ELS3303 Gender,
Violence, and the
Postmodern (30
credits)
12.3 Non-compensatable modules
Module
Module code
level
3
CML3993/ELS3304
13. A curriculum map relating learning outcomes to modules
See Curriculum Map attached.
14. Information about assessment regulations
General Middlesex University regulations apply. Automatic deferral is
not permitted on any of the modules; students wishing to defer must
consult an assessment administrator.
15. Placement opportunities, requirements and support (if
applicable)
16. Future careers (if applicable)
We organise careers seminars to help guide students in their choice of
future career and careers officers give presentations every year during
scheduled classes. This programme is designed to provide a sound
basis for careers in a wide range of professions such as media,
international relations and education. Some graduates also choose to
continue their studies in language and literature by pursuing specific
careers such as speech therapy, or by taking postgraduate courses in
language and literature.
17. Particular support for learning (if applicable)
Students should be aware that some of the programme activities might
present problems to students with particular disabilities (e.g. of
hearing), but that staff are willing to seek solutions where this is
possible. As well as supporting learning through scheduled classes,
staff are available for tutorials at regular times, and also on request.
We offer workshops to help with Proposition Module work. We
communicate to students using email lists and Oasis (Middlesex’s local
version of the WebCT virtual learning environment software). We
organise visits to appropriate sites which present opportunities for
further study of specific topics and some of these include additional
input from staff based at the institution we visit. In recent years, we
have visited the British Library, the British Museum and the Globe
Theatre.
18. JACS code (or other
relevant coding system)
UCAS code Q391
19. Relevant QAA subject
benchmark group(s)
Linguistics; English
20. Reference points
1. QAA Benchmarking Statements for Linguistics and English
2. QAA Framework for Higher Education Qualifications (FHEQ)
3. Student, staff, external examiner and graduate feedback
21. Other information
The programme is available for full-time and part-time study.
Please note programme specifications provide a concise summary of the main features
of the programme and the learning outcomes that a typical student might reasonably
be expected to achieve if s/he takes full advantage of the learning opportunities that
are provided. More detailed information about the programme can be found in the
student programme handbook and the University Regulations.
Curriculum map for BA English Language and Literature
This section shows the highest level at which programme outcomes are to be achieved by all graduates,
and maps programme learning outcomes against the modules in which they are assessed.
Programme outcomes – highest level to be achieved by all graduates
A
1
A
2
A
3
A
4
A
5
A
6
B
1
B
2
B
3
B
4
B
5
B
6
B
7
C
1
C
2
C
3
C
4
C
5
C
6
D
1
D
2
D
3
D
4
D
5
D
6
D
7
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
A
1
A
2
A
3
A
6
B
1
B
2
B
3
B
5
B
6
C
3
C
4
C
5
C
6
D
1
D
2
D
3
D
4
CML1101
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Studying
English
Language
CML1103
X
X
X
X
X
X
Critical
Reading
ELS1301
Traveling
Genres
ELS1303
2 Language
and
Psychology
CML2101
X
X
Language
CML2102
and Society
X
X
Module
1 Introducing
Language
Code
A
4
A
5
X
X
X
X
X
X
X
X
X
X
X
X
Programme name Programme Handbook 2013/14
B
7
C
1
C
2
X
X
X
X
X
X
B
4
X
D
6
X
X
X
X
X
X
X
X
X
X
X
X
X
D
7
X
X
X
X
X
X
D
5
X
X
X
X
X
X
Page 27
Communic CML2103
ation
Techniques
Renaissanc ELS2301
e Literature
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Literature in
the Long
Nineteenth
Century
ELS2302
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Literature from ELS2303
Modernity to
the Present
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Literature in a
Media Age
X
X
X
X
X
X
X
X
X
X
X
X
ELS2304
3 Creating and
CML3101 X
Understanding
Meaning
X
X
X
Writing
Techniques
CML3102
X
X
Language and
Power at
Work
CML3106 X
X
X
Proposition
Module
CML3993 X
X
X
Shakespeare
and
Renaissance
Drama
Literature and
Otherness:
Empires and
Animals 1880
to the Present
ELS3301
X
X
ELS3302
X
Gender,
Violence, and
the
Postmodern
ELS3303
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Proposition
Module
ELS3304
X
X
X
X
X
X
X
X
X
X
X
Module Code
Module Title
Level
Credit
ELS1301
Critical Reading
4
30
Owning Subject
English Literary Studies
Aims
This module introduces you to skills and ideas essential for the
reading of literary texts. It studies major literary genres: drama,
poetry and fiction, and introduces you to the interpretation of
literature through an idea that connects all the texts, the idea of
the self. It also provides an understanding of the use of historical
contexts and criticism in relation to critical reading. The module
also teaches key skills, including considering sources, preparing
and writing an essay, and introduces bibliographic skills and the
use of learning resources.
Learning Outcomes
Knowledge:
By the end of this module you will:
1. acquire knowledge of literature from different periods and
its related criticism
2. develop the ability to identify and analyse certain critical
approaches to the texts studied.
Skills:
By the end of this module students will be able to:
3. develop a rigorous approach to the acquisition of a
knowledge of literature from different periods and its
related criticism
4. practise literary critical skills in the close reading and
analysis of texts
5. develop appropriate abilities in the research, planning and
execution of essays, including the evaluation of materials
and the best methods to investigate them;
6. employ bibliographic skills, including the accurate citation
of sources and the consistent use of conventions in the
presentation of scholarly work
7. use learning resources
8. engage in effective learning, work in teams and take
responsibility for the nature and quality of outputs, and
communicate effectively in a variety of contexts.
Syllabus
Term 1
1. William Shakespeare, Hamlet
2. Jane Austen, Northanger Abbey
Term 2
3. Derek Walcott, Selected Poetry
4. Harold Pinter, No Man's Land
5. Bram Stoker, Dracula
6. Angela Carter, The Bloody Chamber and Other Stories.
Learning, Teaching and Assessment Strategy
This module will be taught by a combination of seminars and
tutorials. Learning activities will include seminars, private study
and the production of written work. Assessment Scheme
Students will be assessed by 2 summative essays (50% each).
Assessment Weighting
Coursework: 100%
Learning Materials
Essential
Jane Austen, Northanger Abbey (Harmondsworth: Penguin,
2003)
Angela Carter, The Bloody Chamber and Other Stories
(Harmondsworth: Penguin, 1990)
Harold Pinter, No Man's Land (London: Faber, 2001)
William Shakespeare, Hamlet, ed. G. R. Hibbard, (Oxford:
World's Classics, 1998)
Bram Stoker Dracula, ed. Maurice Hindle (Harmondsworth:
Penguin, 1993)
Derek Walcott Selected Poetry, ed. Wayne Brown (Oxford:
Heinemann, 1981)
Recommended
Chris Baldick, ed. The Concise Oxford Dictionary of Literary
Terms, 2nd edn, (Oxford: OUP, 2001)
Andrew Bennett & Nicholas Royle, An Introduction to Literature,
Criticism and Theory 2nd ed (Harlow: Prentice Hall, 1999)
Jonathan Culler, Literary theory: a very short introduction
(Oxford: OUP, 2000)
Terry Eagleton, How to Read a Poem (Oxford: Blackwell, 2007)
Jeremy Hawthorn, Studying the Novel 3rd ed (London: Edward
Arnold, 1997)
John Peck and Martin Coyle, How to Study a Shakespeare Play,
2nd edn, (Basingstoke: Macmillan, 1995)
Module Code
Module Title
Level
Credit
Owning Subject
ELS1302
Reading Contemporary Literature
4
30
English Literary Studies
Aims
To help students develop a capacity to enjoy, understand, and
analyse the meanings of modern and contemporary literature.
Different kinds of writing, in different styles and with different
aims will be studied. The emphasis will be on close reading that
develops into a critical interpretation of a text. Students will
develop advanced reading skills centred on key literacy critical
concepts eg form and structure, metaphor narrative and so on.
Texts will be studied through knowledge of appropriate generic,
theoretical, and critical contexts.
Learning Outcomes
Knowledge:
By the end of this module you will have
1. knowledge of literature of the modern and contemporary
periods
2. awareness of the role of literary criticism in the shaping of
literary interpretation and value
3. Knowledge of various genres and how they shape reading
and writing practices
Skills:
At the end of this module you will have developed
4. Literary critical skills in the close reading and analysis of
literary and critical texts
5. Appropriate skills in the planning and execution of essays,
including bibliographic skills
6. Engagement in effective learning
7. Effective communication , orally and in writing.
Syllabus
Texts to be studied will be selected by the teaching team to
achieve a representative spread of genres- poetry, drama, fiction,
criticism, argumentative prose - and also to achieve a spread of
interests to engage with the diversity of the university's students.
Term 1
Weeks 1-6
Poetry about animals (Jackie Kay, The Adoption
Papers (Highgreen: Bloodaxe, 2000))
Weeks 7-12 Short stories (Malcolm Bradbury ed., The Penguin
Book of Short Stories (Harmondsworth: Penguin, 1988))
Term 2
Weeks 13-18 Mark Ravenhill, Shopping and F***ing, London:
Methuen Student Editions, 2005
Samuel Beckett, Endgame, London: Faber and
Faber, 2006.
Weeks 19-24 Sarah Waters, The Night Watch, London: Virago,
2006
Learning, Teaching and Assessment Strategy
This module is taught as a 2-hour weekly workshop. This could
include a range of activities: lectures, seminar activities and
tutorials. There will be a central focus on the close analysis of
texts.
Assessment Scheme
1. Essay on poetry, 1000 words, 10%
2. Group presentation on the short story, 8-9 minutes, 30%
3. Essay on drama, 1200 words, 30%
4. Essay on fiction, 1700 words, 30%
Assessment Weighting
Coursework: 100%
Learning Materials
- Essential
Samuel Beckett, Endgame, London: Faber and Faber, 2006
Alan Durant, Ways of Reading, London: Routledge, 3rd edition,
2006
Mark Ravenhill, Shopping and F***ing, London: Methuen Student
Editions, 2005
Sarah Waters, The Night Watch, London: Virago, 2006
- Recommended
Jane Smiley, Thirteen Ways of Looking at the Novel, London:
Faber, 2006
Matt Madden, 99 Ways to Tell a Story, London: Cape, 2006
Robert Eaglestone, Doing English, London: Routledge, 2000
Jonathan Culler, Literary Theory: A Very Short Introduction,
Oxford: OUP, 1997
Peter Widdowson, Literature, London: Routledge, 1999
Terry Eagleton, Literary Theory: An Introduction, Oxford:
Blackwell, 1983
Module Code
Module Title
Level
ELS1305
The Romantic Moment
4
Credit
Owning Subject
30
English Literary Studies
Aims
This module aims to introduce aspects and methods of advanced
literary study by intensive examinationn of a crucial period in
literary production in Britain. The moment of Romanticism
(c.1785-1835) was arguably more productive and influential than
any other half-century in English literary history. It redefined what
we mean by poetry, authorship and literature itself. It was
profoundly engaged with the broader contexts of its day (e.g.,
with science, politics, social change, revolutionnary struggle,
economis transformation, and other art-forms), yet its relation to
these contexts was often complex and paradoxical. It also paved
the way to a modern conception of criticism as a largely
interpretative business. We will examine key examples of
Romantic literature, initially in chronological order to give you
some sense of the period, and we will explore different ways of
reading these texts in the lights of a diverse contexts and
concepts, both of the period itself (e.g.examining 'Tintern Abbey'
in the light of Wordsworth's concept of the poet) and since (e.g.
examining 'Tintern Abbey' in the light of deconstruction). The
module will end by examining some of the ways in which
Romanticism remains influential.
Learning Outcomes
Knowledge
You will acquire intensive knowledge of a small number of texts
and extensive knowledge of a range of related contexts,
concepts and critical approaches.
You will acquire a broad understanding of the Romantic period in
English literature, and a sense of the way in which different
aspects of life impinged on literature in the period.
Skills
You will develop skills in conceptually and contextually informed
critical reading.
You will also develop and practice skills in the analysis of
questions and problems, in setting up a programme of work for
yourself to address literary questions, and in close analysis and
essay-writing.
You will learn to describe and evaluate research materials, how
to construct a bibliography
Syllabus
Each week’s work will focus on one main literary text (which will
usually be studied for two or more weeks), and will be supported
by additional materials (e.g., other texts by the same writer,
critical essays, and contextual materials)
Introduction to British Romanticism
Blake, Songs of Innocence and Experience: the texts’ creation
and social contexts; the forms of the text
Religion and Ideology in the Songs
The Songs: actual and implied readers
First assessment: lecture and exercises
READING WEEK
Lyrical Ballads: the book’s creation and socio-political contexts
‘Tintern Abbey’ and Wordsworth’s conception of the poet, the
poem and the poem’s audience ‘Tintern Abbey’: examination of
Marjorie Levinson’s reading of the poem Second assessment:
lecture and exercises READING WEEK ‘Ozymandias’: form and
publication (e.g. in relation to the Romantic sonnet and to
magazine publication) ‘Ozymandias’ as a political and historical
text Frankenstein, ideology, textual revision and history of
publication and reception: the 1818 and 1832 texts Frankenstein:
feminism, educational theory, science and the soul Essay-writing:
lecture and exercises Special study: The Rime of the Ancient
Mariner:the 1798, 1800 and 1817 versions and their literary
contexts READING WEEK The Rime: a poem with a moral? The
Rime: interpretability and Ferguson’s account The Rime:
deconstruction and Eilenberg’s reading Romanticism after the
Romantic period (i): images and concepts of authorship and
imagination Romanticism after the Romantic period (ii): Romantic
values: identity, environmentalism, and nationalism Romanticism
after the Romantic period (iii): Romanticism, film and other media
Learning, Teaching and Assessment Strategy
Learning, Teaching and Assessment Strategy
(a) Contextual close reading of a short text or excerpt (20%) [due
c. week 6]
(b) Analysis of an essay question and annotated bibliography
(10%) [due c. week 10]
(c) First essay (35%) [due c. week 18]
(d) Second essay (on The Rime or Romanticism after the
Romantic period) (35%) [due by the university deadline]
Assessment Weighting
Seen examination Unseen examination Coursework (no
examination)
Learning Materials
Essential
Samuel Taylor Coleridge, The Rime of the Ancient Mariner, ed.
Paul H. Fry (Boston: Bedford St Martin’s, 1999)
Mary Shelley, Frankenstein, ed. Marilyn Butler (Oxford: OUP,
1998)
Duncan Wu, Ed., Romanticism, 3rd edn. (Oxford: Blackwell,
2005)
Recommended
M.H. Abrams, The Mirror and the Lamp: Romantic theory and the
critical tradition (Oxford: OUP, 1953)
Marilyn Butler, Romantics, Rebels and Reactionaries (Oxford:
OUP, 1981)
Cynthia Chase, Ed., Romanticism, Longmans Critical Readers
series (London: Longmans, 1993)
J.J. McGann, The Romantic Ideology (Chicago: UP of Chicago,
1983)
Nicholas Roe, Ed., Romanticism: An Oxford Guide (Oxford:
OUP, 2005)
William St. Clair, The reading nation in the Romantic period
(Cambridge : Cambridge University Press, 2004)
J.R. Watson, English Poetry of the Romantic Period, 1789-1830,
2nd edn. (London: Longmans, 1992)
Raymond Williams, Culture and Society, 1780-1950 (London:
Chatto & Windus, 1959)
Duncan Wu, Ed., A Companion to Romanticism (Oxford:
Blackwell, 1998)
Duncan Wu, Ed., Romanticism, 3rd edn. (Oxford: Blackwell,
2006)
Module Code
Module Title
Level
Credit
ELS2301
Renaissance Literature
5
30
Owning Subject
English Literary Studies
Aims
This module aims to introduce key texts and ideas from the
English Renaissance, a period of exploration - of the globe and
of the self; of religious upheaval; of the idealisation of order and
of political revolution. Moving through the period chronologically
students will assess literary texts in their historical context, and,
by reading plays, poems and prose alongside critical and
historical materials they will explore concepts of self and other,
order and disorder in the period.
Learning Outcomes
Knowledge:
By the end of this module students will:
1. acquire a critical understanding of a range of Renaissance
texts
2. develop awareness of the role of literary criticism in
shaping literary interpretation and value
3. comprehend the linguistic, literary, cultural and sociohistorical contexts in Renaissance literature is written and
read
Skills:
By the end of this modules students will:
4. analyse and evaluate in relation to concepts specific to the
study of Renaissance literature
5. learn to generate ideas at an abstract level through a
knowledge of the distinctive nature of dramatic texts and
the linguistic, literary, cultural and socio-historical contexts
in which such literature is written and read, and through an
awareness of the role of literary criticism in shaping literary
interpretation and value.
6. exercise judgement as to how social and cultural contexts
affect the nature of language and meaning
7. further develop a range of specialised skills which include
advanced literary, communicative and IT skills and the
ability to present arguments coherently in writing.
Syllabus
1. Sir Philip Sidney, selection from Astrophil and Stella;
2. Christopher Marlowe, Hero and Leander;
3. Sir Walter Ralegh, The Discovery of Guiana;
4. Christopher Marlowe, Dr Faustus;
5. John Donne, selection from Songs and Sonnets and Holy
Sonnets;
6. William Shakespeare, King Lear;
7. Ben Jonson, selection of poetry;
8. Ben Jonson, The Masque of Blackness;
9. Andrew Marvell, selection of poetry;
10.John Milton, Comus;
11.John Milton, Paradise Lost
Learning, Teaching and Assessment Strategy
The module will:



Introduce a range of texts from the period 1558-1688
Locate and analyse certain themes, genres and
preoccupations in Renaissance literature
Read texts in their historical context as well as in the light
of current critical and theoretical models

Provide a foundation for further work on Renaissance
literature
The module will be taught by a combination of lectures, followed
by seminars, as well as tutorials. Learning activities will include
lectures, seminars - including planned structured debates and
student presentations, private study and the production of written
work.
Assessment Scheme
Assessment will take the form of:
1 x critical essay - 1500 words (1, 2, 3, 4, 7) 10%
1 x critical essay on a single text (or group of poems) - 20002500 words (1, 2, 3, 4, 5, 6, 7) 40%
1 x exam - 2 hours (1, 2, 3, 4, 5, 6, 7) 50%
Assessment Weighting
Coursework: 50% Seen Examination: 50%
Exam Duration
Examination, 2 hours
Learning Materials
Essential
The Norton Anthology of English Literature: The Sixteenth and
Seventeenth Centuries, Volume B, 9th edn, (new York and
London: Norton, 2012) ISBN 978 0 393 91250 0 (pbk)
Recommended
Michael Hattaway ed., A Companion to English Renaissance
Literature and Culture (Oxford: Blackwell, 2000)
Isabel Rivers, Classical & Christian Ideas in English
Renaissance Poetry (London: Alan and Unwin, 1979)
A.R. Braunmuller and Michael Hattaway ed., The Cambridge
companion to English Renaissance drama (Cambridge:
Cambridge University Press, 1990)
Arthur F. Kinney ed., A companion to Renaissance drama
(Oxford: Blackwell, 2002
Module Code
ELS2302
Module Title
Literature in the Long 19th
Level
5
Credit
30
Owning Subject
English Literary Studies
Aims
The long nineteenth century (1789-1914) begins and ends in
revolution and global war. Britain industrialised and expanded its
global empire. Literature sought to make sense of this fastchanging world. Writers tried to get back to basics, but were
divided. Romantic writers championed imagination; yet the
nineteenth century was also the heyday of realism and science.
Our goal will be to understand changing practices of reading, and
literary tradition, experimentation and innovation in a variety of
genres, and a variety of texts ranging from Jane Austen to early
science fiction, and to develop the skills necessary to do so.
Learning Outcomes
Knowledge:
By the end of the module you will:
1. acquire a critical understanding of the distinctive nature of
texts written in the long nineteenth century;
2. develop awareness of the role of literary criticism in
shaping literary interpretation and value; and
3. comprehend the linguistic, literary, cultural and sociohistorical contexts in which literature is written and read.
Skills:
By the end of the module you will be able to:
4. analyse and evaluate texts in relation to concepts specific
to the study of literature in the long nineteenth century;
5. learn to generate ideas at an abstract level through a
knowledge of the distinctive nature of nineteenth-century
literature, and the linguistic, literary, cultural and sociohistorical contexts in which literature is written and read,
and through an awareness of the role of literary criticism in
shaping literary interpretation and value;
6. exercise judgement as to how social and cultural contexts
affect the nature of language and meaning; and
7. further develop a range of specialized skills, which include
advanced literary, communicative and IT skills and the
ability to present arguments coherently in writing.
Syllabus
Term 1
1. Wordsworth and Coleridge, Lyrical Ballads
Other Romanticisms:
2. Writings from anti-slavery campaign, 1785-99
(photocopies supplied) and Percy Bysshe Shelley,
selected poems and prose (photocopies supplied)
3. Elizabeth Gaskell, Mary Barton
4. Thomas Carlyle, 'Signs of the Times' (photocopy supplied)
5. Emily Bronte, Wuthering Heights
6. Alfred Tennyson, selected poems and prose (photocopies
supplied)
7. Robert Browning, selected poems and prose (photocopies
supplied)
Term 2
8. Charles Dickens, Great Expectations
9. George Eliot, Silas Marner
10. Matthew Arnold, The Function of Criticism and The Study
of Poetry
11. Henry James, The Aspern Papers
12. Oscar Wilde, The Ideal Husband
13. Thomas Hardy, selected poems and prose
14. H. G. Wells, The War of the Worlds.
Learning, Teaching and Assessment Strategy
This module will be taught by lectures and seminars. Each week
a one-hour lecture will introduce the text(s) and provide critical or
historical contexts in which to read the text. Seminars will discuss
the text in greater detail.
Assessment Scheme
(a) one contextual commentary of 1500 words on short text or
excerpt, (20%) (1, 2, 4);
(b) discussion of relevant critical materials for (c) formative (0%) (1-7);
(c) a 2000-2500 word essay (40%) (1-7);
(d) a two-hour, two-question seen exam (40%) (1-7)
Tutorials will be offered to students to plan coursework, and will
be available at other times on request.
Assessment Weighting
Coursework: 60% Seen Examination: 40%
Exam Duration
Examination, 2 hours
Learning Materials : Essential (primary texts)
Emily Bronte, Wuthering Heights rev. edn., ed. Pauline Nestor
(Harmondsworth: Penguin, 2003)
Charles Dickens, Great Expectations, ed. Kate Flint (Oxford:
OUP, 1998)
George Eliot, Silas Marner: The Weaver of Raveloe (Oxford:
Oxford World Classics, 1998)
Henry James, The Turn of the Screw and The Aspern Papers ed.
Anthony Curtis (Harmondsworth: Penguin, 1984)
Lionel Trilling, ed. Victorian Poetry and Prose (Oxford: OUP
1973) [This includes the various texts we will be reading from
Arnold, Browning, Carlyle and Tennyson.]
H.G. Wells, The War of the Worlds, ed. Patrick Parrinder, intr.
Brian Aldiss (Harmondsworth: Penguin, 2005)
Oscar Wilde, An Ideal Husband (1895; New York: Dover Thrift
Editions, 2001)
William Wordsworth and Samuel Taylor Coleridge, The Lyrical
Ballads ed. Nicholas Roe (Routledge Classics, 2005)
Recommended (secondary texts)
William St Clair, The Reading Nation in the Romantic Period
(Cambridge, CUP, 2007)
Franco Moretti ed. The Novel Volume 1: Forms and Themes
(Princeton, Princeton UP 2007)
Catherine Gallagher, The Body Economic: Life, Death and
Sensation in the Victorian Novel (Princeton, 2005)
Marilyn Butler, Romantics, Rebels and Reactionaries: English
Literature and its Background, 1760-1830 (Oxford: OUP, 1981)
Cynthia Chase, Ed., Romanticism (Harlow: Longman, 1993)
Rupert Christiansen, Romantic Affinities: Portraits of an Age
(London: Bodley Head, 1988)
Gary Day, Ed., Varieties of Victorianism (Basingstoke: Macmillan,
1998)
Lilian R. Furst, ed., Realism (Harlow: Longman, 1992)
Terry Lovell, Consuming Fiction (London: Verso, 1987)
Iain McCalman, Ed., An Oxford Companion to the Romantic Age:
British Culture 1776-1832 (Oxford: OUP, 1999)
Module Code
Module Title
Level
Credit
Owning Subject
ELS2303
Twentieth-Century Literature:
5
30
English Literary Studies
Aims
This course explores key texts of the twentieth century and up to
the present day, spanning the genres of poetry, drama, and
fiction in relation to the profound and wide-ranging historical
changes that have taken place in that time. It focuses on such
issues as class, gender, and historical and cultural change.
Learning Outcomes
Knowledge:
At the end of the module students will:
1. acquire a critical understanding of the linguistic, literary,
cultural, and socio-historical contexts in which literature is
written and read
2. understand the distinctive nature of texts written in the
principal literary genres
3. develop their awareness of the role of literary criticism in
shaping literary interpretation and value
Skills
At the end of the module students will be able to:
4. Analyse and evaluate texts in relation to concepts specific
to twentieth-century and contemporary literature
5. Learn to generate ideas at an abstract level through
knowledge of the distinctive nature of twentieth-century
writing and the linguistic, literary, cultural and sociohistorical contexts in which such literature is written and
read, and through an awareness of the role of literary
criticism in shaping literary interpretation and value
6. Exercise judgement as to how social and cultural contexts
affect the nature of language and meaning.
7. Further develop a range of specialised skills which include
advanced literary, communicative and IT skills and the
ability to present arguments coherently in writing.
Syllabus
1. D.H. Lawrence, Sons and Lovers (1913)
2. Poets of the First World War (including Wilfred Owen and
Isaac Rosenberg)
3. T.S. Eliot, The Waste Land (1922)
4. Virginia Woolf, Mrs Dalloway (1925)
5. Elizabeth Bowen, The Heat of the Day (1949)
6. Samuel Beckett, Waiting for Godot (1954)
7. Tony Harrison, Selected Poems (1995)
8. Caryl Churchill, Serious Money (1987)
9. Jeanette Winterson, The Passion (1987)
10. Hanif Kureishi, The Buddha of Suburbia (1990)
11. Michael Cunningham, The Hours (1999)
Learning, Teaching and Assessment Strategy
The module is taught by one-hour lecture, seminar, and
tutorials. Learning activities will be focused on weekly seminar
worksheets, and seminars will use small-group discussion to
facilitate the usefulness of these.
Students will be supported in their work on pieces of assessment
by tutorials, and their work for the examinations will be supported
by revision sessions.
Assessment Scheme
Assessment 1: essay 1200 words 0%
Assessment 2: essay 2500 50%
Assessment 3: 2-hour examination comparative questions 50%
Assessment Weighting
Coursework: 50% Seen Examination: 50%
Exam Duration
Examination, 2 hours
Learning Materials
Essential
D.H. Lawrence, Sons and Lovers (Penguin Classics, 2006)
First World War poets (copies supplied)
T.S. Eliot, The Waste Land
Virginia Woolf, Mrs Dalloway (Penguin, 1999)
Elizabeth Bowen, The Heat of the Day (Vintage, 1998)
Samuel Beckett, Waiting for Godot (Faber, 1972)
Tony Harrison, Selected Poems (1995)
Caryl Churchill, Serious Money (Methuen, 2002)
Jeanette Winterson, The Passion (Vintage, 1996)
Hanif Kureishi, The Buddha of Suburbia (Faber, 1995)
Michael Cunningham, The Hours (Fourth Estate, 1999)
Recommended
Malcolm Bradbury & James MacFarlane, eds, Modernism
(Harmondsworth: Penguin, 1986)
Christopher Butler, Early Modernism: Literature, Music and
Painting in Europe, 1900-1916 (Oxford: Oxford Univ. Press,
1994)
Valentine Cunningham, British Writers of the Thirties (Oxford:
Oxford Univ. Press, 1988)
Alastair Davies & Alan Sinfield, British Culture of the Postwar: An
Introduction to Literature and Society, 1945-1999 (London:
Routledge, 2000)
Andrej Gasiorek, Post-War British Fiction: Realism and After
(London & New York: E. Arnold, 1995)
Brian McHale, Constructing Postmodernism, London: Routledge,
1992
Neil Roberts ed., A Companion to Twentieth-Century Poetry,
Oxford,: Blackwell: 2003
Module Code
Module Title
Level
Credit
Owning Subject
ELS2304
Literature in a Media Age
5
30
English Literary Studies
Aims
This module explores the relationship between literature and
other media, such as film, television and journalism. It aims to
develop your understanding of contemporary arguments about
literature, culture and other media, as they are played out in
academic discourse and in a range of other forms. We will
examine adaptation, authorship, and the ways marketing and
publicity affect cultural production; we will consider the nature of
literary and cultural value; and we will attempt to set all these
ideas in a historical context. The module has four strands. In the
first term, we will examine detective fiction and issues of
authorship across different media. After Christmas, we will
explore the genre of the comedy, often considered to be a lower
form of cultural production, before finally assessing a succession
of controversies which have placed ideas of cultural expression
into question.
Learning Outcomes
Knowledge
You will develop:


knowledge of a range of genres and forms in a variety of
media;
awareness of the role of literacy criticism and various
other cultural discourses in shaping interpretation and
value; and

knowledge of linguistic, literacy, cultural and sociohistorical contexts in which texts in a range of media are
written and read.
Skills
You will:




analyse and evaluate concepts specific to the study of
media relations and literacy and cultural value;
learn to generate ideas at an abstract level through a
knowledge of the distinctive nature of certain genres and
forms in various media and debates about cultural and
literacy value;
exercise judgement as to how social and cultural contexts
affect the nature of language and meaning;
further develop a range of specialised skills which include
advanced literacy, communicative and IT skills, and the
ability to present arguments coherently in writing.
Syllabus
ELS2304 LITERATURE IN A MEDIA AGE
1. Introduction
2. Concepts of Culture: Leavis
3. Arthur Conan Doyle, The Adventures of Sherlock Holmes
(1892)
4. Agatha Christie, The Hollow (1946)
5. Howard Hawks (dir.), The Big Sleep (1946)
6. Reading week
7. Robert Altman (dir.), Gosford Park (2001)
8. Stephen King, Misery (1987)
9. Philip Roth, The Ghost Writer (1979)
10. Spike Jonze (dir.), Adaptation (2002)
11. Tutorials
12. Reading Week, preparation for term 2
13. William Shakespeare, Much Ado About Nothing (1598)
14. Kenneth Branagh (dir.), Much Ado About Nothing (1993)
15. George Cukor (dir.), The Philadelphia Story (1942)
16. David Mamet, Speed-the-Plow (1988)
17. Comedy comparison and essay preparation
18. Reading Week
19. D.H. Lawrence, Lady Chatterley's Lover (1928)
20. The Trial of Lady Chatterley (1960)
21. Anthony Burgess, A Clockwork Orange (1962)
22. Stanley Kubrick (dir.), A Clockwork Orange (1971)
23. The Behzti Controversy (2004)
24. Final Thoughts
Learning, Teaching and Assessment Strategy
Assessment
Assessment 1: 10%
Commentary on an excerpt from one of the detective fictions we
have studied (1500 words).
Assessment 2: 40%
Essay (2500 words).
Assessment 3: 50%
2-hour examination on the second half of the module.
Assessment Weighting
Coursework: 50% Seen Examination: 50%
Exam Duration
Examination, 2 hours
Learning Materials
Texts
Arthur Conan Doyle, The Adventures of Sherlock Holmes (1892)
Agatha Christie The Hollow (1946)
Howard Hawks (dir,), The Big Sleep (1946)
Robert Altman (dir.), Gosford Park (2001)
Stephen King, Misery (1987)
Philip Roth, The Ghost Writer (1979)
Spike Jonze Adaptation (2002)
William Shakespeare Much Ado About Nothing (1598)
Kenneth Branagh (dir.), Much AdoAbout Nothing (1993)
George Cukor, The Philadelphia Story (1942)
David Mamet, Speed-the-Plow (1988)
D.H. Lawrence, Lady Chatterley's Lover (1928) / C.E. Rolph Lady
Chatterley's Trial (London: Penguin, 2005)
Anthony Burgess, A Clockwork Orange (1962)
Stanley Kubrick (dir.), A Clockwork Orange (1971)
Gurpreet Kaur Bhatti, Behzti (Dishonour) (London: Oberon
Modern Plays, 2004)
Module Code
Module Title
ELS3301
Shakespeare and Renaissance Dr
Level
Credit
6
30
Owning Subject English Literary Studies
Aims
This module studies texts by Shakespeare and contemporary
dramatists in the context of Renaissance England, and as
manifestations of some important concerns of the culture of the
time: the theatre and theatricality; identity and self-fashioning;
masculinity and femininity. The plays chosen are a representative
selection, and will offer students a broad knowledge of the
writings of Shakespeare and his contemporaries, as well as
some of the most significant cultural and intellectual movements
of the period. Each play will be studied in relation to relevant
contextual, critical and theoretical materials.
Learning Outcomes
Knowledge:
By the end of module students will:
1. acquire an in-depth knowledge of linguistic, literary,
cultural and socio-historical contexts in which plays were
written and performed in the Renaissance period
2. evaluate the variety of critical and theoretical approaches
to Shakespeare and his contemporaries.
Skills:
By the end of this module students will be able to:
3. Critically review, consolidate and extend a knowledge of
the linguistic, literary, cultural and socio-historical contexts
in which plays were written and performed in the
Renaissance period
4. Critically evaluate new concepts and evidence from a
range of critical and theoretical approaches to plays
written by Shakespeare and his Contemporaries
5. Transfer and apply diagnostic and creative skills and
exercise independent judgment, and display and ability to
understand, interrogate and apply a variety of theoretical
positions and weigh the importance of alternative
perspectives.
6. Demonstrate skills of information retrieval, organisation
and critical and theoretical evaluation
Syllabus
1. Thomas Kyd, The Spanish Tragedy
2. Christopher Marlowe, The Jew of Malta
3. William Shakespeare, Titus Andronicus
4. William Shakespeare, Romeo and Juliet
5. William Shakespeare, Henry V
6. William Shakespeare, Twelfth Night
7. William Shakespeare, Othello
8. John Marston, The Malcontent
9. William Shakespeare, Measure for Measure
10. Thomas Middleton, The Revenger's Tragedy
11. Thomas Middleton and William Rowley, The Changeling
12. John Ford, 'Tis Pity She's a Whore
Learning, Teaching and Assessment Strategy
The module will be taught by a combination of lectures, followed
by seminars, as well as tutorials. Learning activities will include
lectures, seminars - including planned structured debates and
student presentations, private study and the production of written
work. Tutorials will be offered to students in advance of
submission of coursework, and in feedback sessions after
marking.
Assessment Scheme
1 x 1500-word formative essay 10% (2, 3, 4, 5, 6)
1 x 2500 word comparative essay 40% (1, 2, 3, 4, 5, 6)
1 x 3 hour exam 50% (1, 2, 3, 4, 5, 6)
Assessment Weighting
Coursework: 50% Exam: 50%
Exam Duration
Examination, 3 hours
Learning Materials
Essential
The Norton Shakespeare, ed. Stephen Greenblatt (New York and
London:
Norton,
1997)
David Bevington et al ed., English Renaissance Drama: A Norton
Anthology (New York and London: Norton, 2002)
Recommended
A.R. Braunmuller and Michael Hattaway ed., The Cambridge
Companion to English Renaissance Drama (Cambridge: Cambridge
University
Press,
1990)
Arthur F. Kinney ed., A Companion to Renaissance Drama (Oxford:
Blackwell,
2002)
David Scott Kastan and Peter Stallybrass ed., Staging the Renaissance:
Reinterpretations of Elizabethan and Jacobean Drama (New York and
London:
Routledge,
1991)
David Scott Kastan, A Companion to Shakespeare (Oxford: Blackwell,
1999)
Jennifer Richards and James Knowles ed., Shakespeare's Late Plays:
New Readings (Edinburgh: Edinburgh University Press, 1999)
Module Code
Module Title
Level
Credit
Other Restrictions and
ELS3302
Literature and Otherness: Empires
and Animals, 1880 to the Present
6
30
Students taking this module cannot
Requirements
Owning Subject
also take either ELS3312 or
ELS3322.
English Literary Studies
Aims
This module focuses on novelistic and theoretical representations
of the Other as constructed as belonging to another 'race',
ethnicity, nation or species. It begins at the end of the nineteenth
century with Joseph Conrad's Heart of Darkness and Robert
Louis Stevenson's Dr Jekyll and Mr Hyde and comes up to the
present with John Coetzee's Disgrace and Yann Martel's Life of
Pi. Otherness is explored in terms of the boundaries of self and
other, human and non-human; the place of scientific knowledge
and 'races', ethnicities, nations, and animals; and how
representations of racial and animal others intersect with
questions of class, gender and sexuality.
Learning Outcomes
Knowledge:
By the end of this module students will:
1. develop an in-depth knowledge of linguistic, literary,
cultural and socio-historical contexts in which
representations of literary representations of racial and
species governed Otherness are constructed.
2. evaluate the variety of critical and theoretical approaches
to studying the literary representation of the Other.
Skills:
By the end of this module students will be able to:
3. Critically review, consolidate and extend their knowledge
of the linguistic, literary, cultural and socio-historical
contexts in which literary representations of the Other are
produced and read.
4. Critically evaluate new concepts and evidence from a
range of critical and theoretical approaches.
5. Transfer and apply diagnostic and creative skills and
exercise independent judgment, and display and ability to
understand, interrogate and apply a variety of theoretical
positions and weigh the importance of alternative
perspectives.
6. Demonstrate skills of information retrieval, organisation
and critical and theoretical evaluation
Syllabus
Robert Louis Stevenson, Dr Jekyll and Mr Hyde
H. G. Wells, The Island of Dr Moreau
Joseph Conrad, Heart of Darkness
Edgar Rice Burroughs Tarzan of the Apes
Arthur Conan Doyle, 'The Adventure of the Creeping Man' from
The Casebook of Sherlock Holmes
Salman Rushdie, Midnight's Children
J. M. Coetzee, The Lives of Animals
J. M. Coetzee, Disgrace
Yann Martel, The Life of Pi.
Mohsin Hamid, The Reluctant Fundamentalist
Learning, Teaching and Assessment Strategy
The course will be taught by a combination of lectures, seminars,
and tutorials. Learning activities will include lectures, seminars including planned structured debates and student presentations,
private study and the production of written work.
Assessment Scheme
Coursework
1. 30% - A comparative theoretical essay on two texts (2000
words)
2. 30% - A critical editing exercise on Rushdie's Midnight's
Children (2000 words)
3. 40% - Essay on self-selected topic 2500 words
Assessment Weighting
Coursework: 100%
Learning Materials
Essential:
Edgar Rice Burroughs, Tarzan Lord of the Apes (1912) (1st
World Library 2004).
J. M. Coetzee, Disgrace (Vintage, 2000)
J. M. Coetzee, The Lives of Animals (Princeton University Press,
2001).
Joseph Conrad, Heart of Darkness (1902) (Penguin, 2000).
Mohsin Hamid, The Reluctant Fundamentalist (Hamish Hamilton,
2007)
Yann Martel, The Life of Pi (Canongate, 2003).
Salman Rushdie, Midnight's Children (1981) (Vintage, 2006).
Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr
Hyde and other Tales of Terror (1886) (Penguin Classics, 2003).
H. G. Wells, The Island of Doctor Moreau/The Time Machine
(1896) (Oxford World Classics, 1996).
Recommended
Stephen Arata, Fictions of Loss in the Victorian Fin de Siècle:
Identity and Empire (Cambridge: CUP, 1996)
Philip Armstrong, What Animals Mean in the Fictions of
Modernity (Routledge, 2008)
Tony Davies, Humanism (Routledge New Critical Idiom, 1997)
Erica Fudge, Animal (Reaktion Books, 2002)
Ania Loomba, Colonialism/Postcolonialism (Routledge, New
Critical Idiom, 2005 2nd edition)
Edward Said, Orientalism (Penguin 1985 - or any other edition)
Module Code
Module Title
Level
Credit
ELS3303
Gender, Violence and the Post
6
30
Owning Subject
English Literary Studies
Aims
Gender is a central way in which we think and imagine ourselves.
This third level module examines how gender has been
configured within literary texts, mainly through the twentieth
century, and the role of writing in producing gendered identities.
Violence is inextricably linked to issues of gender, in multiple
ways that map both masculinity and femininity and the module
traces some of these. Postmodernism has further complicated
the ways in which we conceptualise gender, and the module
examines the link between postmodern literature and
contemporary postmodern culture, mapping important social,
political and cultural themes and concepts in relation to how
gender is configured in relation to history, the body, ethnicity,
work and leisure.
Learning Outcomes
Knowledge:
By the end of this module students will:
1. acquire an in-depth knowledge of linguistic, literary,
cultural and socio-historical contexts in which literature is
written and read
2. evaluate the theoretical debates in relation to gender
3. compare critically the shared thematic concerns across a
range of texts
Skills
By the end of this module students will be able to:
4. demonstrate independent thought and judgement
5. understand, interrogate and apply a variety of theoretical
positions and weigh the importance of alternative
perspectives
6. use advanced literacy and communicative skills in the
construction of academic argument
7. demonstrate research skills, including information
retrieval, organisation and critical evaluation
Syllabus
1. Charlotte Perkins Gilman, The Yellow Wall-Paper
2. Freud, Dora's Case
3. Ted Hughes, Crow
4. Jeanette Winterson Oranges are not the only fruit
5. Toni Morrison, Beloved
6. Jane Campion, The Piano
7. Angela Carter, Nights at the Circus
8. J. M. Coetze Foe
9. Alan Hollinghurst, The Line of Beauty
10. Nick Hornby FeverPitch
11. Bharati Mukherjee, Jasmine
12. Barbara Wilson Gaudi Afternoon
Plus selected theoretical essays.
Learning, Teaching and Assessment Strategy
This module will be taught by a combination of lectures, seminars
and tutorials. Learning activities will include lectures,
seminars, private study and the production of written work.
Assessment Scheme
Students will be assessed by:
1. 1200 word theoretical close reading exercise 0% but
compulsory (folds into 2)
2. 2500-3000 word comparative essay (including 1) 50% (1,
3, 5)
3. 2500-3000 word comparative essay 50% (2, 3, 4, 5, 6, 7)
Assessment Weighting
Coursework: 100%
Learning Materials
Jane Campion The Piano (film and book) (London: Bloomsbury,
1993)
Angela Carter Nights at the Circus (London: Vintage, 1990)
J. M. Coetzee Foe (Harmondsworth: Penguin 1987)
Sigmund Freud, 'Fragment Of An Analysis Of A Case of Hysteria'
Case Histories I, Vol 8 Pelican Freud Library (Harmondsworth:
Penguin, 1977)
Alan Hollinghurst, The Line of Beauty (London: Picador 2004/6)
Nick Hornby FeverPitch (London: Indigo,1992)
Ted Hughes Crow (London: Faber,1970)
Charlotte Perkins Gilman The Yellow Wallpaper (London: Virago,
1981)
Toni Morrison Beloved (London: Picador, 1987)
Bharati Mukherjee Jasmine (London: Virago, 1991)
Barbara Wilson, Gaudi Afternoon (London: Virago, 1991)
Jeanette Winterson, Oranges are not the only Fruit (London:
Vintage 1991)
Recommended
Harry Brod and Michael Kaufman (eds), Theorizing Masculinities
(Oxford: Sage, 1994)
Judith Butler, Gender Trouble: Feminism and the Subversion of
Identity, (London: Routledge, 1990) --- Bodies That Matter: On
the Discursive Limits of 'Sex' (New York: Routledge, 1993)
Rowena Chapman and Jonathan Rutherford (eds), Male Order:
Unwrapping Masculinities (London: Lawrence and Wishart, 1988)
Fabio Cleto (ed), Camp: Queer Aesthetics and the Performing
Subject (Edinburgh: Edinburgh University Press, 1999)
Mariam Fraser and Monica Greco (eds), The Body: A Reader
(London: Routledge, 2005)
Ben Knights, Writing Masculinities: Male Narratives in TwentiethCentury Fiction (London: Macmillan, 1999)
Annie Potts, The science/fiction of Sex (London: Routledge,
2002)
Ruth Robbins, Literary Feminisms (London: Macmillan, 2000)
Mariam Fraser and Monica Greco (eds), The Body: A Reader
(London: Routledge, 2005)
Module Code
Module Title
Level
Credit
Owning Subject
ELS3304
Proposition Module
6
30
English Literary Studies
Aims
The Proposition Module allows students to select an area for
specialised study in order to develop interests not covered
elsewhere, or to further interests developed in previous study. To
deepen and extend each student's knowledge and understanding
of a particular aspect of English literature. To develop generic
research skills including the ability to discover and assimilate
information and the ability to communicate that information in
writing in a coherent and balanced way.
Learning Outcomes
Knowledge:
At the end of this module students will:
1. acquire an in-depth knowledge of the distinctive nature of
texts written in the principal literary genres
2. develop a broad understanding of linguistic, literary,
cultural and socio-historical contexts in which literature is
written and read
3. evaluate the variety of critical and theoretical approaches
to literary study
Skills:
At the end of this module students will be able to:
4. Critically review, consolidate and extend knowledge of the
chosen area
5. Demonstrate knowledge of the contexts of the chosen
area
6. Critically evaluate new concepts and evidence from a
range of critical and theoretical approaches to literary
study
7. Transfer and apply diagnostic and creative skills, and
exercise independent judgement, and display an ability to
understand, interrogate and apply a variety of theoretical
positions and weigh the importance of alternative
perspectives
8. Demonstrate research skills, including information
retrieval, organisation and critical and theoretical
evaluation
9. Demonstrate competence in the planning and execution of
project work
Syllabus
The proposition module entails student-initiated research and
writing on a topic chosen by the student and agreed with the
supervisor and module leader. The content of the module is
defined by the topic chosen by each student.
Learning, Teaching and Assessment Strategy
Students will be expected to identify the core materials necessary
for their proposition module, with the advice from a specialist
supervisor. There will also be lectures in the first term on
research skills, presentation and citations, research methods and
online searches.
Students are expected to work independently, but will be guided
at every stage by a specialist supervisor who will give guidance
on identifying and preparing a project, including methods and
sources for research. Students are expected to take
responsibility for seeking advice and arranging research
supervision. Every topic must be approved by the supervisor and
module leader.
Assessment Scheme
Assessment will be
1.
2.
3.
4.
500-word proposal (0%) (2, 9)
Formative draft chapter (0%) (1, 2, 3, 6, 7, 8)
7000-word research report (95%) (1-9)
300-word abstract (5%)
Assessment Weighting
Coursework: 100%
Learning Materials
Students will be expected to identify the core materials necessary
for their proposition module, with the advice from a specialist
supervisor.
Recommended
Relph Berry, The Research Project: How to Write It, 4th ed,
London and New York: Routledge, 2000
Joan van Eunden and Lucinda Becker, Effective Communication
for Arts and Humanities Students, Basingstoke: Palgrave
Macmillan, 2003
Module Code
Module Title
Level
Credit
Owning Subject
TRA2401
Translation Principles and Strategies
5
30
Translation Studies
Aims
This module aims to guide students through some of the
important concepts in translation studies and various types of
considerations that has to be taken into account in order to
produce a piece of quality translation. Studying them will help
students reflect their own reactions of being translators in the
translation industry and further enhance their understanding of
translation.
Learning Outcomes
Knowledge:
Students will be able to demonstrate further understanding of:





Contemporary and traditional approaches to translation
The concepts of quality that pertain to the translation
industry
Conceptual tools for text analysis and text creation
The different stages in the creation of a translation and the
breadth of skills required for its production
Ethical consideration which inform judgements about
translation
Skills:
Students will develop the ability to:



Reason critically and reflect on the application of
translation theories on their translation practice
Be independent and reflective learners
Analyse texts in order to produce a quality translation



Perform research and planning for the purpose of creating
a translation
Revise, proofread and evaluate their translations and the
translations of others
Work independently and as part of a team
Syllabus
Various themes will be explored in lectures and seminars. These
include:







Linguistic approaches to translation
Descriptive approaches to translation
Functional approaches to translation
Cultural approaches to translation
Foreignisation and domestication
Translation and ideology
Translation quality
Learning, Teaching and Assessment Strategy
This module is taught in weekly lectures and seminars, in which
the lecturer will present the theme of the week and then
encourage practical work and group discussions of that theme.
Seminar will include student presentations and group works. This
module also promotes and assists students' independent
learning and autonomy. Students are required to use the library
on a weekly basis for coursework preparation or reflective
reading.
Assessment Scheme
Week 1-12:
Students will produce 2 reflective learning journal entries (1000
words each); this coursework assesses students' reflection on
various approaches and their level of independent thinking
(25%). One student or group presentation focusing on translator
education and training in the student's country (25%).
Week 13-24: Students are given a text in week 13 which they are
required to translate, or edit later in the semester as their
homework. Building on the concepts presented in the classroom,
every week students progress towards the making of the
translation / the editing of the text. In week 20 students have
completed a translation of / edited this text. On the basis of this
example they will complete their assessed coursework. The latter
will be the translation or editing of a 1,000-word text followed by a
2,000 word commentary on the considerations discussed
throughout the semester. (25%)
The unseen exam aims at assessing students' understanding
and reflection on the concepts presented throughout the module
(25%).
Assessment Weighting
Unseen examination: 25% Coursework: 75%
Exam Duration
Examination, 2 hours
Learning Materials
Essential:
Baker, M. (1992) In Other Words: a Coursebook on Translation,
London: Routledge.
Baker, M. (1998) Routledge Encyclopedia of Translation Studies,
London & New York, Routledge.
Bell, R. T. (1991) Translation and translating, London: Longman.
Reiss, K. (2000) Translation Criticism - The Potentials and
Limitations. Manchester: St. Jerome.
Recommended:
Anderman, G. & Rogers, M. (ed) (1999) Word, Text, Translation,
Clevedon: Multilingual Matters.
Armstrong, N. (2005) Translation, Linguistics, Culture: a FrenchEnglish Handbook, Clevedon: Multilingual Matters.
Carter, R. et al (1997) Working with Texts: a Core Book for
Language Analysis, London: Routledge.
Gouadec, D. (2007) Translation as a Profession, Philadelphia:
John Benjamins.
Gentzler, Edwin (2001) Contemporary Translation Theories,
London, Routledge.
Hatim, B. & Mason, I. (1990) Discourse and the Translator,
London & New York: Longman.
Hatim, B. (2001) Teaching and Researching Translation, Essex,
Longman.
House, J. (1997) Translation Quality Assessment: A Model
Revisited. Tübingen: Narr.
Mossop, B. (2001) Revising and Editing for Translators.
Manchester: St. Jerome.
Munday, J. (2001) Introducing Translation Studies, London &
New York, Routledge.
Robinson, D. (1997) Becoming a Translator: An Accelerated
Course. London and New York: Routledge.
Samuelsson-Brown, G. (2004) A Practical Guide for Translators.
Clevedon, Philadelphia and Adelaide: Multilingual Matters Ltd.
Toury, G. (1995) Descriptive Translation Studies and beyond,
Amsterdam: John Benjamins.
Venuti, L. (2000) The Translation Studies Reader, London and
New York, Routledge.