1.
PROGRAMME INFORMATION
Programme Title
BA (Hons) English Language Studies
Department and Faculty
Department of English, Creative Writing and American
Studies
Faculty of ARTS
Date of most recent (re)validation
June 2011
Date(s) when Programme Specification
revised
September 2015
Revalidation due date
Academic year 2015/2016
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
n/a
Title of Final Award
Title(s) of Exit Award(s)
Bachelor of Arts (Honours) in English Language Studies
Diploma of Higher Education in English Language Studies
Certificate of Higher Education in English Language
Studies
Language of Study
English
Mode(s) of Attendance
Full-time and part-time
Mode(s) of Delivery
Taught, blended learning
Intake start date(s) and number of
intakes per year
September 2011
Normal Period of Study
3 years full-time; 6 years part-time
UCAS Code
Q310
QAA Subject Benchmarking Group
English (with consideration of the additional benchmark
recommendations which are currently being drafted for
English Language Studies with the support of the English
Subject Centre)
2.
one intake per year
ADMISSIONS AND ENTRY REQUIREMENTS
Please refer to the current prospectus for details of the normal entry requirements for programmes
at this level, including requirements for applicants whose first language is not English.
Applicants over the age of 21, who do not satisfy the normal entry requirements, may be admitted
to a programme or subject provided that they can submit evidence of previous serious study and
demonstrate the capacity and attainments to pursue successfully the proposed programme.
Additional programme specific entry requirements are:
Students are expected to have at least a grade B in one of the English A-Levels, or equivalent.
3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
3.1
The aims of the Programme are:
a) Provide students with an appreciation and understanding of the English language in relation
to its nature, use, development, and its social, cognitive, cultural and historical contexts.
b) Develop an understanding of the nature and function of different forms of text and
discourse in respect to both their analysis and production.
c) Familiarise the students with relevant schools of linguistic theory and to encourage a
constructive engagement with general critical discourse.
d) Foster independent critical thinking and debate, and to provide students with the ability and
experience necessary for analysis (linguistic and interdisciplinary) and the conduct of
research and field study.
e) Develop a range of conceptual and communicative skills in written and spoken forms.
f)
Encourage intellectual exploration and to promote the pursuit of individual themes of study
and research or modes of application within the general framework of the degree.
g) Make students aware of the applicability of their acquired knowledge and its relevance to
other disciplines and social contexts and to encourage the transfer of learnt skills into
different areas of use.
h) Offer a stimulating and challenging curriculum with consideration of the potential and needs
of all student groups, and further enthusiasm and enjoyment in the study of English
language and related contexts.
i)
Draw upon the research interests and expertise of staff (both in terms of individual research
interests and in terms of a more general commitment to, and interest in, the subject as a
whole) in the provision of high quality modules which draw upon current developments
within the discipline, and are responsive to changing social and cultural perspectives.
BA (Hons) English Language can also be studied as a Combined Honours degree in conjunction with:
American Studies (which offers a complementary focus on American culture and literature)
Creative Writing (which offers a complementary focus on both creative and critical writing
practices)
Film Studies (which offers a complementary focus on films as texts)
History (which offers a complementary focus on general history and allows students to
situate their language studies in a historical context)
Media and Communication (which offers a complementary focus on texts used within the
media and for communicative purposes)
Sociology (which offers a complementary focus on cultural and social factors within society
and groups)
3.2
The Learning Outcomes of the Programme are:
Upon completion of the programme students will be able to demonstrate Knowledge and
Understanding (K&U) and Skills and Other Attributes (S&OA). These are identified below and
marked against each level learning outcome.
The Learning Outcomes of the Programme are:
Differences between Single Honours and Combined Honours degrees
Normally there will be no substantial differences within the learning outcomes between the two
Page 2 of 21
degrees. Their difference will rather lie in the intensity to which these learning outcomes are trained
and the variety of the provision. A student aiming for a combined honours degree will most likely
concentrate on fewer linguistic areas within Levels 5 and 6. A student of English Language Studies as
single honours subject will study a broader spectrum to the same depth. The Learning Outcomes for
Level 4 are aligned with those required for the Cert HE according to FHEQ, and for Level 5 with those
required for the Dip HE according to the FHEQ.
From the student perspective, the main difference will be more flexibility in their module choices,
and thus the opportunity to structure the degree more towards individual interests and career goals.
While combined honours students will find their first year chosen for them, with compulsory
modules in both subjects, SH students can pick additional relevant modules which reflect their
particular interests. Similarly, the additional co-validated modules available to SH students are
offered due to their relevance to English Language. They also allow students to support a particular
focus in light of personal interest or potential further career path. Combined Honours students will
find that their modules are chosen according to progression routes which may have little in
common. An example for each (SH and CH) is given in section five of this document.
Level 4
Level 4 is designed to assist in the transition from previous study to the HE environment and to
provide students with the foundations for further study. This concerns subject knowledge and skills
as well as general English skills and transferable skills.
As subject-specific outcomes, the students will:
1. Acquire knowledge of the fundamental elements of the English language as studied in areas
such as syntax, morphology, semantics, phonetics and phonology to a level appropriate for
university study.
2. Obtain an understanding of the English language in a synchronic and diachronic context.
3. Develop an awareness of different fields of linguistic investigation.
4. Build up a vocabulary of linguistic terminology.
5. Form an awareness of linguistic theory and evaluate the appropriateness of different
approaches to linguistic analysis.
6. Begin to engage with different forms of linguistic analysis.
7. Evaluate the appropriateness of different types of data in the context of varying studies and
gain experience in initial data collection.
As general outcomes, the students will:
a. Communicate in both written and oral forms with acceptable standards of literacy and with
an awareness of the register required for a specific communicative context.
b. Develop elementary skills of argumentation and advocacy.
c. Gain further experience in working both independently and/or in groups.
d. Begin to develop awareness for the relevance of their subject to the world around them.
e. Engage in basic library use and develop first research skills.
f.
Become acquainted with new IT skills and develop existing skills further.
Level 5
Level 5 is focused on further development. It will make use of the knowledge and skills gained at
Level 4 by engaging the students in more specific areas and more sophisticated methods of study.
Having been introduced to the study of English Language as a whole, students are now invited to
engage with different approaches or periods in detail. This shift in content will accompany an
improvement of conceptual, analytical, and communicative skills.
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As subject-specific outcomes, the students will:
1. Gain a deeper understanding of specific fields and/or periods of linguistic study and the
interrelation between these areas.
2. Expand their vocabulary of linguistic terminology.
3. Further their familiarity with different linguistic theories within different contexts.
4. Gain a more sophisticated understanding of methods of linguistic research and apply these
independently.
5. Develop a further understanding of the nature and function of different forms of text and
discourse in respect to both their analysis and production
6. Develop a further understanding of their knowledge and object of study in relation to the
discipline and related disciplines and to a cultural and social context.
As general outcomes, the students will:
a. Enhance their command of written and oral forms of communication and argumentation
with advanced standards of literacy and awareness of the communicative context.
b. Gain more experience in articulating ideas clearly and concisely;
c. Demonstrate flexibility, open-mindedness and critical self-reflexivity in problem solving;
d. Learn to manage projects independently and in groups.
e. Manipulate at a reasonable level of competence up-to-date information and communication
technologies.
Level 6
Level 6 will once more build on the previous level by encouraging the students to take their area
studies further towards a deeper, more specialised and more independent approach towards the
study of individual subjects or themes. The level will offer students opportunities to apply their
developed skills in critical reflection on a higher level. The majority of modules in this level will build
on previous introductions in content, while all modules encourage further honing of skills such as
those employed in research, analysis, communication and application. In addition, experience with
the interplay of various linguistic methods and fields of research will offer single honours students
an advanced understanding of the complexities of their discipline.
As subject-specific outcomes, the students will:
1. Apply their understanding of linguistic theory and the key issues of specific fields of linguistic
inquiry to more focused themes in greater depth.
2. Demonstrate a sophisticated capacity to analyse spoken, written and/or contextual data.
3. Develop an advanced awareness of current scholarly discourse within a variety of linguistic
disciplines and the ability to employ these findings appropriately.
As general outcomes, the students will:
a. Gain expertise in organizing and conducting larger scale projects independently.
b. Demonstrate proficiency in relevant and current research techniques and reflect on them
critically through practice.
c. Critically evaluate arguments, assumptions, abstract concepts and data and find the
appropriate questions and solutions pertaining to them.
d. Develop advanced techniques of argumentation and advocacy.
e. Demonstrate flexibility, adaptability, open-mindedness and criticality in complex problem
solving.
f.
Deploy up-to-date information and communication technologies with good competency
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g. Develop confidence in their professional ability and expertise.
On successful completion of this programme, students will be able to demonstrate the following
skills of:



knowledge and understanding of
o
The fundamental elements of linguistic study in respect to the English language
appropriate to the undergraduate nature of the degree. These elements include:
syntax, morphology, semantics, phonetics and phonology.
o
The history and development of the English Language and the social and historical
factors which influenced it.
o
The distinctive character of texts and discourses in a variety of contexts and formats.
o
The nature, methodology and terminology of the most prominent approaches and
schools of linguistic investigation.
o
The connection between language and its cultural, social, historical and cognitive
context.
o
How different social and cultural contexts affect the nature of language and
meaning and the impact which language in turn has on such contexts.
intellectual and cognitive skills
o
The ability to handle information and argument in a critical and self-reflective
manner, demonstrating independent thought and judgement.
o
The ability to gather, sift and organise material independently and critically, and
evaluate its significance for the argument at hand in a wider context.
o
The capacity to analyse diverse forms of data using a variety of interpretative
methods and apply these appropriately to a variety of working environments.
o
The competence to discern the applicability of critical and abstract understanding to
diverse contexts.
o
The capacity to develop and successfully present a logical and persuasive argument
in various methods of oral and written communication.
skills and other attributes –
o
Time management and organisational skills, as shown by the ability to plan and
conduct projects of varying scale and to present conclusions effectively.
o
Good research skills, for example in the structuring of a study and in bibliographical
research.
o
A broad understanding and command of IT skills, including office programmes and
Web 2.0 applications.
o
Good interpersonal skills, as developed through field studies or practical applications
of linguistic knowledge within an academic or wider community.
o
The capacity to work smoothly and effectively as part of a team as well as
individually.
A grid mapping the Modules to the Programme/Level Learning Outcomes is in Appendix 1.
Graduate Employability
The degree puts much emphasis on active application of the learnt theoretical approaches within
Page 5 of 21
cultural and social contexts. This is pervasive throughout in the way in which we approach teaching.
The modules encourage students to transpose knowledge and skills acquired in one context to
various others. Active engagement with non-textbook external sources is part of the curriculum
within the first month of the degree, for example through linguistic data gathered from
acquaintances or through collected archive material, etc. (‘Approaches to Language Study’)
There is a continuous portfolio of supported activities available which encourage the students to
develop new skills through experience in research, community or workplace application and
knowledge exchange in a local and international context. The activities themselves will change over
the course of the validation period. At the time of validation, we are developing the following offers:
The practical assessment options in ‘Research Methods’ and ‘EIS (Practical)’ offer the students the
opportunity to bring their studies to the community through externally facing projects. Most
modules will encourage students to use research from the world around them within their
assessments. The Volunteering module in second year allows the students to explore a possible
application of their studies in the communities.
Supported by career services, ELS organises an annual ‘speed date your career’ event. The day and
other activities with career services offer students talks and activities that relate their acquired
knowledge and skills directly to potential job markets. Our connection with the English Project offers
opportunities to apply that knowledge directly within language oriented projects, such as the
running of pre-designed language workshops in local schools or contributions to research projects
such as the texting corpus. The programme will also encourage students to take up work placements
between Level 5 and 6. We have begun to make contacts to potential partners for such placements.
We also encourage students to spend time outside the UK in order to gain a wider perspective – be
it as international students for a term, as promoted by the Japan exchange, or for short-term visits
such as the undergraduate conference for English Historical Linguistics at the Heinrich-Heine
University in Germany.
Examples of possible careers are: advertising, communications, editing, marketing, market research,
journalism, teaching, public relations, law, museum work, publishing, speech therapy, civil service,
etc.
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Single Honours students will select four of their eight modules in Level 4 to complement their coreEnglish Language Studies modules. Single honours students furthermore have the option to choose
two co-validated module as part of their level 5 choices and one in level 6.
The pre-requisite system allows us to combine variety with depth in our modules. Pre-requisite
modules enable us to assume a certain amount of previous knowledge in the more advanced
modules while offering more choice than a degree with core subjects, for example. In the case of
transferring students or international students, it is possible to waive a pre-requisite after
consultation, should the student have alternative relevant previous experience. In some cases the
student may be offered special tutoring within office hours or the parallel completion of the prerequisite module.
Combined Honours students will take 60 credits in both their first and second subjects at Level 4 and
Level 5 and will normally take an Extended Independent Study in either their first or second subject
Page 6 of 21
plus a further 45 credits in each subject at Level 6.
Single Honours
Credits
Core/Mandatory/ Comments
Optional
(eg pre/co-requisites)
EN 1001 Approaches to
Language Study
15
Mandatory
-
EN 1002 Understanding
Language 1
15
Mandatory
-
EN 1003 Understanding
Language 2
15
Mandatory
-
EN 1004 Understanding
Language 3
15
Mandatory
-
EN 1005 Language CSI
15
Mandatory
Only available to single honours
students
EN 1011 History of the
English Language
15
Mandatory
-
AM 1203 America and
Americanisation
15
Optional
Co-validated
AM 1204 The Black
Atlantic
15
Optional
Co-validated
CW 1102 Scriptwriting
15
Optional
Co-validated
CW 1103 Creative NonFiction
15
Optional
Co-validated
CW Language – Writing Reading
15
Optional
Co-validated
EL 1505 Critical Reading 1:
Fiction
15
Optional
Co-validated
EL 1506 Critical Reading 2:
Poetry
15
Optional
Co-validated
EL 1504 Ways of Reading
15
Optional
Co-validated
MS 1900 Key Concepts in
Media and
Communication
15
Optional
Co-validated
MS 1901 Media Studies in
the Twenty-First Century
15
Optional
Co-validated
PO 1101 Introduction to
Politics and Global Studies
1
15
Optional
Co-validated
PO 1102 Introduction to
15
Optional
Co-validated
Module code and title
Level 4
Page 7 of 21
Political Philosophy
PO 1201 Introduction to
Politics and Global Studies
2
15
Optional
Co-validated
Exit award: Cert HE
Level 5
EN 2001 Research
Methods
15
Core
Core for single honours students
EN 2011 Middle English:
Texts in Context
15
Optional
EN 2011 is one of three possible prerequisites for EN 3044
EN 2012 Old English I
15
Optional
EN 2012 is pre-requisite for EN 3011
and one of three possible prerequisites for EN 3044
EN2021 Analysing
Discourse
15
Optional
EN 2021 is pre-requisite for EN 3021
and one of two possible pre-requisites
for EN 3022, EN 3031 and EN 3052
EN 2031 Language and the
Mind
15
Optional
EN 2031 is one of two pre-requisites
for EN 3022 and EN 3031; needs EN
1002 or EN 1003 as pre-requisite
EN 2041 Sociolinguistics
15
Optional
EN 2041 is pre-requisite for EN 2042,
3041, 3042, and one of three possible
pre-requisites for EN 3044 and one of
two possible pre-requisites for EN
3052
EN 2042 Language and
Identity
15
Optional
Needs EN 2041 as pre-requisite
EN 2051 Language
Acquisition
15
Optional
-
EN 2052 Forensic
Linguistics
15
Optional
-
EN 2999 Volunteering
15
Optional
Runs in both semester 1 and 2,
students can only take it in one
semester.
CW 2208 Writing and the
World
15
Optional
Co-validated
CW 2213 Media Writing
15
Optional
Co-validated
EL 2401 Chaucer and his
World
15
Optional
Co-validated
EL 2508 The Postmodern
Age
15
Optional
Co-validated
EL 2507 Postcolonial
Fictions
15
Optional
Co-validated
Page 8 of 21
HS 2004 A&B Civilisation
Study: The American
South 1865-1970
15
Optional
Co-validated
HS 2103A Theme Study:
The Age of Discovery
15
Optional
Co-validated
HS 2116 Theme Study:
Women in History
15
Optional
Co-validated
MS 2900 Exploring Media
Theory
15
Optional
Co-validated
MS 2907 Advertising and
Branding
15
Optional
Co-validated
MS 2908 Games Cultures
15
Optional
Co-validated
MS 2911 Social Media
15
Optional
Co-validated
PO 2304 Discourses of
War
15
Optional
Co-validated
PO 2402B The ‘War on
Terror’ and the ‘Axis of
Evil’ and Beyond
15
Optional
Co-validated
Exit award: Dip HE
Level 6
EN 3001 Extended
Independent Study
30
Mandatory for
Hons
Delivered over 2 semesters; students
take only one of these
EN 3002 Extended
Independent Study
(practical)
30
Mandatory for
Hons
EN 3011 Old English II
15
Optional
Needs EN 2012 as pre-requisite
EN 3012 The Evolution of
Language
15
Optional
-
EN 3021 Crafted Text
15
Optional
Needs EN 2021 as pre-requisite
EN 3022 Producing
Written Discourse
15
Optional
Needs EN 2021 OR 2031 as prerequisite
EN 3031 Cognitive
Stylistics
15
Optional
Needs EN 2021 OR 2031 as prerequisite
EN 3041 Language Death,
Revival and Change
15
Optional
Needs EN 2041 as pre-requisite
EN 3042 English on the
Periphery?
15
Optional
Needs EN 2041 as pre-requisite
EN 3043 English and the
World
15
Optional
-
Page 9 of 21
EN 3044 Language in
Scotland
15
Optional
Needs EN 2011 OR EN 2012 OR EN
2041 as pre-requisite
EN 3051 The History of
Linguistics
15
Optional
-
15
Optional
Needs EN 2021 or EN 2041 as prerequisite
AM 3504 African-American
15
Culture
Optional
Co-validated
CW 3207 Creative NonFiction for Children
15
Optional
Co-validated
CW 3208 Writing for the
Web
15
Optional
Co-validated
CW 3211 Writing for
Display
15
Optional
Co-validated
EL 3504 Jewish Identities
15
Optional
Co-validated
EL 3521 Globalization and
Contemporary Fiction
15
Optional
Co-validated
EL 3505 Keywords
15
Optional
Co-validated
MS 3907 The Male Body:
Masculinity and the Media
15
Optional
Co-validated
PO 3503 Diplomatic
Studies
15
Optional
Co-validated
PO 3905 European Culture
and Institutions
15
Optional
Co-validated
Credits
Core/Mandatory/ Comments
Optional
(eg pre/co-requisites)
EN 1001 Approaches to
Language Study
15
Mandatory
-
EN 1002 Understanding
Language 1
15
Mandatory
-
EN 1003 Understanding
Language 2
15
EN 1004 Understanding
Language 3
Combined Honours students choose
one of these two modules
15
Taking one of
these is
Mandatory
EN 1011 History of the
English Language
15
Mandatory
-
EN 3052 Ethnography
Combined Honours
Module code and title
Level 4
Page 10 of 21
Exit award: Cert HE
Level 5
EN 2001 Research
Methods
15
Optional
-
EN 2011 Middle English:
Texts in Context
15
Optional
EN 2011 is one of three possible prerequisites for EN 3044
EN 2012 Old English I
15
Optional
EN 2012 is pre-requisite for EN 3011
and one of three possible prerequisites for EN 3044
EN2021 Analysing
Discourse
15
Optional
EN 2021 is pre-requisite for EN 3021
and one of two possible pre-requisites
for EN 3022, EN 3031 and EN 3052
EN 2031 Language and the
Mind
15
Optional
EN 2031 is one of two pre-requisites
for EN 3022 and EN 3031; needs EN
1002 or EN 1003 as pre-requisite
EN 2041 Sociolinguistics
15
Optional
EN 2041 is pre-requisite for EN 2042,
3041, 3042, and one of three possible
pre-requisites for EN 3044 and one of
two possible pre-requisites for EN
3052
EN 2042 Language and
Identity
15
Optional
Needs EN 2041 as pre-requisite
EN 2051 Language
Acquisition
15
Optional
-
EN 2052 Forensic
Linguistics
15
Optional
-
EN 2999 Volunteering
15
Optional
Runs in both semester 1 and 2,
students can only take it in one
semester.
Exit award: Dip HE
Level 6
EN 3001 Extended
Independent Study
30
Mandatory for
Hons*
Delivered over 2 semesters; students
take only one of these
EN 3002 Extended
Independent Study
(practical)
30
Mandatory for
Hons*
EN 3011 Old English II
15
Optional
Needs EN 2012 as pre-requisite
EN 3012 The Evolution of
Language
15
Optional
-
EN 3021 Crafted Text
15
Optional
Needs EN 2021 as pre-requisite
Page 11 of 21
EN 3022 Producing
Written Discourse
15
Optional
Needs EN 2021 OR 2031 as prerequisite
EN 3031 Cognitive
Stylistics
15
Optional
Needs EN 2021 OR 2031 as prerequisite
EN 3041 Language Death,
Revival and Change
15
Optional
Needs EN 2041 as pre-requisite
EN 3042 English on the
Periphery?
15
Optional
Needs EN 2041 as pre-requisite
EN 3043 English and the
World
15
Optional
-
EN 3044 Language in
Scotland
15
Optional
Needs EN 2011 OR EN 2012 OR EN
2041 as pre-requisite
EN 3051 The History of
Linguistics
15
Optional
-
15
Optional
Needs EN 2021 or EN 2041 as prerequisite
EN 3052 Ethnography
5.
5.1
LEARNING, TEACHING AND ASSESSMENT
Means of delivery:
The Key Information Set (KIS) activity type is indicated in brackets after each one.
Lectures – These function as a channel for the delivery of information and knowledge. They are
largely frontal, but also offer the opportunity for interactivity. (KIS: lecture)
Seminars and workshops - Seminars and workshops allow a form of directed training in critical
thought, reflection upon newly acquired knowledge and the application of practical skills. The
former are mainly discussion based while the latter focus more on practical experience. (KIS:
seminar, practical classes and workshops)
Tutorials – Meetings in smaller groups or one-to-one offer more immediate and personal help with
the student’s own research and work. (KIS: tutorial)
Student-led sessions – Students may be asked to prepare part of a session, or to give short
presentations. They are similar to the assessed student contributions and allow students to take
more responsibility for learning processes. In the case of EN 1011 History of the English Language,
such a session functions as a gateway assignment which is unmarked. (KIS: seminar)
Blended Learning – Learning on all modules will extend beyond the classroom. E-Learning activities
or practical activities outside the classroom guide the student in some of their own time.
Module Handbooks – Similar to the Learning Network site, these documents provide the majority of
information about the individual modules. Students will find here (and in similar guides) information
about what to expect in the teaching and tips on what to consider in their assessments. Some
handbooks and LN sites also offer additional reading.
Performance – In some cases, performances or practical demonstrations may be more insightful
than a lecture, a reading, or a seminar. ‘Middle English’ includes the performance of a medieval play
by students for students, for example. (KIS: demonstration)
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Excursions – Excursions allow us to bring the teaching to the world outside. As well as special
exhibitions or contact with relevant communities, excursions bring the taught subject to life and
therefore make it more accessible. Either Old English module can include a walk around the
boundaries of an Anglo-Saxon nunnery and a visit to Winchester Cathedral, for example.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
A grid detailing the assessments by module is included in Appendix 2
The Key Information Set (KIS) Activity type is given in brackets.
Practical Assignments – These forms of assessment, when applied on their own, contribute to
student learning. They train skills which are important for further study. Some of them will also be
applied as part of more complex assessments, such as research projects. (KIS: practical skills
assessment)

Field Study – These are an essential part of the degree at all levels. They train the student to
gather data individually from external sources. Interviews, questionnaires and observations
can be used in this assessment, as well as recording experiments.

Library Exercise – Part of the ‘Approaches to Language Study’ module, this exercise tests the
student’s understanding of the library resources and relevant referencing systems.

Other practical elements may be included in more complex assignments, such as database
searches, translations, written data collections and exercises in analysis and evaluation.
Written assignments – Assessments that are marked mainly through a written component that is
produced independently and to a deadline fall under this category. Most assessments in this group
can be used formatively or summatively on the module level. They all involve critical engagement,
argument and analysis and often practical elements, though the balance between these may vary.
(KIS: written assignment)

Essay – This most traditional assessment places most weight on the critical treatment of a
thematic question. Its main focus lies on the linear argument and scholarly approach, as well
as its engagement with critical debate within the relevant field of research. It is usually more
theoretical, though some modules offer questions that invite the application of newly
gathered data to the analysis in these thematic discussions. The essay continues to be
singled out as necessary assessment within the English Subject Benchmark (4.8), and
therefore features prominently within the assessment portfolio for this programme.

Critical Reading – An essay will contain some analysis within its larger thematic framework.
This assessment functions in the opposite way. Analysis through close reading is foregrounded, though the findings will usually be placed within a larger context. This assessment
is especially helpful in modules that teach subject specific skills in analysis. Text analyses also
fall under this category.

Projects – While critical debate, linear argument and analysis also form the main part of this
type of assessment, the weighting is different. Projects will be more praxis oriented and are
therefore more scientific. The methodology of this type of work is very different from that of
the essay or the critical reading, as a practical element stands at its centre. Examples of
projects can be found in the ‘Research Methods’ module. These can be individual tasks or
group tasks. (KIS: project output)

Prospectus – This assessment functions as a focus and orientation exercise for the
volunteering module.

Non-Linear Assessments – Not all written assessments follow a linear argument. A portfolio,
for example, contains a variety of items, from creative to critically reflective. These can be
loosely connected along a theme or module topic. A module may ask for a portfolio of work
Page 13 of 21
done throughout the term.
Other assessments can be coherent as hypertext. The critical companion in ‘Crafted Texts’
and the annotated edition in ‘Old English II’ are examples of such hypertextual work. These
might be produced as a wiki, though paper-versions may be used in some cases. Non-Linear
assessments can be set as individual tasks or as group tasks.
Oral Assignments – Oral assessments train presentations skills and ask the students to work with a
different range of methods. These are also focussed on the critical argument, but the oral forms of
assessment allow a faster paced and more flexible approach. They can be set as individual tasks or as
group tasks. These assessments lend themselves to peer review. Oral assignments can be
accompanied by a written report or rationale which allows self-reflection. (KIS: oral assessment and
presentation)

Presentation – This assessment represents the oral equivalent to the essay. The topic is
often thematic and will demonstrate research through an informed, linear, critical
argument, presented by a group or an individual. The presentation can be accompanied by a
power point, a handout, or any other aids that assist the delivery of the argument.

Debate – While the presentation presents one stance, the debate is defined by contrast.
Two individuals or groups make contrary cases, followed by a set of responses from each
group. It trains the participants in scholarly discourse. This format specifically encourages
peer feedback.

Poster Presentation – This format offers a hybrid between a prepared and a discursive
element. The students prepare posters concerning their research and then engage in a
conversation about their work with assessors and peers alike.
Timed assignments (KIS: written exam)

Quiz – The quiz is an online exam which is particularly helpful for the evaluation of
knowledge. It is used in Level 4 for diagnostic and formative purposes. Quizzes can also be
used as practice tools for exams or in order to build up a knowledge base needed for a
different form of assessment. In these cases they would not be part of a formal assessment.

Exam – These can range from translation exams via linguistic questions and fill in sections to
full-length arguments to thematic questions. They force students to ‘think on the spot’ and
can test knowledge, mastery of a methodology, and analytical thinking. Some of the exams
will be take-away exams.
Assessments for Optional Modules from other programmes
Level 4
Book report, critical commentary, dossier, essay, exam, learning diary, library exercise, piece of nonfictional writing, portfolio, presentation, quiz, story pitch, text analysis
Level 5
Critical commentary, dossier, essay, exam, piece of non-fictional writing, portfolio, presentation,
rationale, text analysis
Level 6
Book proposal, creative piece, critical review, debate, diplomatic report, essay, exam, feedback
evaluation, presentation, an extended presentation / exhibition / display text with accompanying
(supporting) visual materials and a critical reflection on the written text and broader presentation /
exhibition / display.
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
Page 14 of 21
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
Page 15 of 21
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The programme offers students an opportunity to engage in work based learning through the
Volunteering module in which students may acquire placements to work with the voluntary sector.
Approval of work-based learning and placement opportunities in line with these procedures will be
the responsibility of the module tutor in each case who will act in the role of placement co-ordinator
as defined in these procedures. These module tutors will, where appropriate, work in collaboration
with appropriate faculty or central University staff such as the Volunteering Co-ordinator.
Page 16 of 21
Appendix 1
Grid mapping Modules to Programme Learning Outcomes
Level 4
As subject-specific outcomes, the students will:
1. Acquire knowledge of the fundamental elements of the English language as studied in areas
such as syntax, morphology, semantics, phonetics and phonology to a level appropriate for
university study.
2. Obtain an understanding of the English language in a synchronic and diachronic context.
3. Develop an awareness of different fields of linguistic investigation.
4. Build up a vocabulary of linguistic terminology.
5. Form an awareness of linguistic theory and evaluate the appropriateness of different
approaches to linguistic analysis.
6. Begin to engage with different forms of linguistic analysis.
7. Evaluate the appropriateness of different types of data in the context of varying studies and
gain experience in initial data collection.
As general outcomes, the students will:
a. Communicate in both written and oral forms with acceptable standards of literacy and with
an awareness of the register required for a specific communicative context.
b. Develop elementary skills of argumentation and advocacy.
c. Gain further experience in working both independently and/or in groups.
d. Begin to develop awareness for the relevance of their subject to the world around them.
e. Engage in basic library use and develop first research skills.
f.
Become acquainted with new IT skills and develop existing skills further.
LO1
EN 1001
LO2
LO3
LO4
LO5
LO6
LO7
LOa
LOb
LOc
LOd
LOe
LOf
x
x
x
x
x
x
x
x
x
x
x
x
EN 1002
x
x
x
x
x
x
x
x
x
EN 1003
x
x
x
x
x
x
x
x
x
EN 1004
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
EN 1005
EN 1011
x
Level 5
As subject-specific outcomes, the students will:
1. Gain a deeper understanding of specific fields and/or periods of linguistic study and the
interrelation between these areas.
2. Expand their vocabulary of linguistic terminology.
3. Further their familiarity with different linguistic theories within different contexts.
4. Gain a more sophisticated understanding of methods of linguistic research and apply these
independently.
Page 17 of 21
5. Develop a further understanding of the nature and function of different forms of text and
discourse in respect to both their analysis and production
6. Develop a further understanding of their knowledge and object of study in relation to the
discipline and related disciplines and to a cultural and social context.
As general outcomes, the students will:
a. Enhance their command of written and oral forms of communication and argumentation
with advanced standards of literacy and awareness of the communicative context.
b. Gain more experience in articulating ideas clearly and concisely;
c. Demonstrate flexibility, open-mindedness and critical self-reflexivity in problem solving;
d. Learn to manage projects independently and in groups.
e. Manipulate at a reasonable level of competence up-to-date information and communication
technologies.
LO1
LO2
LO3
LO4
LO5
LO6
LOa
LOb
LOc
LOd
LOe
EN 2001
x
x
x
x
x
x
x
x
x
x
x
EN 2011
x
x
x
x
x
x
X
EN 2012
x
x
x
x
x
x
x
x
EN 2021
x
x
x
x
x
x
x
x
x
x
x
EN 2031
x
x
x
x
x
x
x
x
EN 2041
x
x
x
x
x
x
x
x
x
x
EN 2042
x
x
x
x
x
x
x
EN 2051
x
x
x
x
x
x
x
EN2052
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
EN 2999
x
Level 6
As subject-specific outcomes, the students will:
1. Apply their understanding of linguistic theory and the key issues of specific fields of linguistic
inquiry to more focused themes in greater depth.
2. Demonstrate a sophisticated capacity to analyse spoken, written and/or contextual data.
3. Develop an advanced awareness of current scholarly discourse within a variety of linguistic
disciplines and the ability to employ these findings appropriately.
As general outcomes, the students will:
a. Gain expertise in organizing and conducting larger scale projects independently.
b. Demonstrate proficiency in relevant and current research techniques and reflect on them
critically through practice.
c. Critically evaluate arguments, assumptions, abstract concepts and data and find the
appropriate questions and solutions pertaining to them.
d. Develop advanced techniques of argumentation and advocacy.
e. Demonstrate flexibility, adaptability, open-mindedness and criticality in complex problem
solving.
f.
Deploy up-to-date information and communication technologies with good competency
Page 18 of 21
g. Develop confidence in their professional ability and expertise.
LO1
LO2
LO3
LOa
LOb
LOc
LOd
LOe
LOf
LOg
EN 3001
x
x
x
x
x
x
x
x
x
EN 3002
x
x
x
x
x
x
x
x
x
EN 3011
x
x
x
x
x
x
x
x
x
EN 3012
x
x
x
x
x
x
x
x
x
EN 3021
x
x
x
x
x
x
x
x
x
x
EN 3031
x
x
x
x
x
x
x
EN 3041
x
x
x
x
x
x
x
EN 3042
x
x
x
x
x
x
x
EN 3043
x
x
x
x
x
x
x
x
EN 3052
x
x
x
x
x
x
x
x
x
EN 3022
x
x
x
x
x
x
x
x
EN 3044
x
x
x
x
x
x
EN 3051
x
x
x
x
x
x
x
x
x
Extension
Modules
Page 19 of 21
x
x
x
x
x
Appendix 2
Grid mapping Assessments
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg
blog, essay, portfolio.
Examination
Poster
Debate
Presentation
Quiz
Examination
Quiz
Diary
Oral
Non-linear
assessment
Project
Critical
Reading
Prospectus
Essay
Dissertation
Practical
Written
Level 4
EN
1001
x
x
x
EN
1002
x
x
EN1003
x
x
EN
1004
x
x
EN
1005
x
EN
1011
x
x
x
x
x
Level 5
EN
2001
x
EN
2011
x
x
x
x
EN2012
x
EN
2021
x
EN
2031
x
EN
2041
x
x
EN
2042
x
x
EN
2051
x
x
x
x
EN
2052
x
EN
2999
x
x
x
Level 6
EN
3001
x
EN
3002
x
EN
3011
x
EN
3012
x
x
x
Page 20 of 21
EN
3021
x
x
EN
3031
x
x
EN
3041
x
EN3042
x
EN
3043
x
EN
3052
x
EN
3022
EN
3044
x
x
x
x
x
x
x
x
x
EN
3051
x
Page 21 of 21
x