Programme Specification
BA (Hons) English Literature (Single Honours XX)
BA or BSc (Hons) English Literature (Combined Honours
XY)
Valid from: 1 September 2014
Faculty of Humanities and Social Sciences
SECTION 1: GENERAL INFORMATION
Awarding body:
Oxford Brookes University
Teaching institution and
location:
Oxford Brookes University
Final award:
BA/BSc and BA/BSc (Hons)
Programme title:
English Literature
Interim exit awards and
award titles:
CertHE, DipHE,
Brookes course code:
JACS code:
English Literature – Single Honours (XX)
English Literature – Combined Honours (XY)
XX – Q300
XY – Codes relate to specific combinations
Q300/Q301 for XX and as according to combination for XY
Mode of delivery:
Face to face
Mode/s of study:
Full-time, part-time
Language of study:
English
Relevant QAA subject
benchmark statement/s:
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subjectbenchmark-statement-English.aspx
External
accreditation/recognition:
(applicable to programmes
with professional body
approval)
Name of professional body/ies
URL of PSRB website/s
Faculty managing the
programme:
Humanities and Social Sciences
Date of production (or
most recent revision) of
specification:
6 March 2014
UCAS/UKPASS code:
SECTION 2: OVERVIEW AND PROGRAMME AIMS
2.1 Rationale for/distinctiveness of the programme
The English Literature programme offers students the opportunity to study literatures of the British Isles,
of the Anglophone world, and in translation through a model of progressive focalisation and
specialisation that teaches advanced literary critical skills in the context of periodised, thematised formal
and theoretical modules. The emphasis on developing core discipline skills in Level 4 through broadbased ‘introductory’ single-credit modules embeds subject knowledge and creative awareness before
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students tackle the alternative compulsory double credit core modules of Level 5 which engage them
with literary and language study through a range of recognised disciplinary methodologies. This
grounding in the social, intellectual, political and cultural drivers of literary production enable students to
begin to make informed choices about their individual interests and pursue relevant study in the cognate
single-credit options, and/or take advantage of Creative Writing, Work Placement or Study Abroad
opportunities. This ground prepares students to make further specialised option choices in Level 6 where
they are able to pursue scholarly interests through the Dissertation module and the Advanced Options
which are directly related to staff research. All students also have the opportunity to reflect back on their
previous years of study through the Contemporary Literature (Synoptic) module which addresses transhistorical issues of literary importance through the focus of contemporary writing.
2.2 Aim/s of the programme
The overall aim is to deliver a high-quality undergraduate programme in English Literature that ‘develops
a flexible and responsive openness of mind’ and illustrates the view that English is a ‘versatile academic
discipline’ (2007 QAA Benchmarking statement).
More specifically the English Literature programmes aim to:
1. provide students with the opportunity to acquire knowledge of aspects of English literature,
language, and drama across a broad historical period, in a variety of genres, with a central
focus on imaginative literary texts, and with due attention to the regional and global range of
literatures in English.
2. develop an understanding of some of the different critical approaches to the study of literary
texts and language, with attention to the structure, levels and discourse functions of both,
and to the appropriate terminology for the discussion of these.
3. cultivate a sensitivity to the methodological approaches through which the study of literature
is frequently approach (historical, theoretical, formal, thematic, Stylistic).
4. give training and demand practice in the skills required for research, using both primary and
secondary sources in both written and electronic form.
5. develop the capacity to evaluate evidence-based and critical approaches, and the ability to
frame appropriate research questions.
6. develop the ability to construct coherent arguments, and to communicate ideas clearly and
effectively, both in written work and oral presentations.
7. inculcate habits of independent study and thought necessary for life-long learning and for
further research or training.
8. prepare students for employment by developing transferable skills, including presentation
and communication skills, problem-solving, the ability to evaluate evidence, to foster
teamwork, and the ability to understand and use feedback constructively.
SECTION 3: PROGRAMME LEARNING OUTCOMES
Knowledge, understanding and skills:
3.1
Academic literacy
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
3.2
3.3
3.4
3.5

demonstrate a knowledge of, and an ability to apply, critical, linguistic, theoretical, and historical
concepts and approaches in the study of a wide variety of texts in English.
choose modes of critical interpretation (including rewriting and performance) which are
appropriate to particular texts and effective for their purposes.

locate texts within appropriate historical, cultural, and intellectual contexts.

produce well-structured arguments supported by appropriate literary and theoretical evidence.

have a developed critical ability when reading texts in English of any kind, and an ability to relate
them if necessary to their literary, cultural and historical origins.
Research literacy
 engage with some of the key debates that inform current research in English literary studies.

acquire substantial quantities of complex information of diverse kinds in a structured and
systematic way.

research, using scholarly information retrieval skills, involving the ability to gather, sift and
organise material independently and critically.

accurately cite primary and secondary sources within an approved system of scholarly reference.

Critical self-awareness and personal literacy
use critical skills of textual analysis.

evaluate different critical approaches to literary texts and the study of language.

recognise and challenge ways in which ideological relations (e.g. in terms of sexuality, gender,
ethnicity, and class) are constructed and perpetuated in English language, literature and culture.

reflect critically upon their learning experiences in English Literature.

communicate effectively in speech and writing, individually and in groups.

develop time-management and organisational skills, as shown by the ability to plan and present
conclusions effectively.
Digital and information literacy
 use information-technology skills with word-processing and presentation programmes, and
display an ability to access, process and produce electronic data as necessary.

learn to evaluate critically a wide range of information resources (including digital, online and
printed) and access databases and catalogues.

display familiarity and competence with varied learning platforms.
Global citizenship
 acquire a flexible appreciation of human diversity through the study of English as a global
language with distinct variations across times, places and cultures.
4

explore the treatment of issues of global significance through a range of creative and critical
cultural products.
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM
4.1 Programme structure and requirements:
Provide a list of modules at each level, showing their credit value and status (core/optional/etc). Indicate
the requirements for progression and awards.
XX: ENGLISH LITERATURE (SINGLE HONOURS)
If you are a full-time student, Level 4 study normally takes place in your first year, Level 5 study in your
second year and Level 6 in your third year.
Level 4
You must complete a total of 8 module credits at this level. There are 4 compulsory modules in English.
The remaining 4 credits may be taken from any Level 4 programme in the university, but the list below
sets out the recommended options offered by English and Drama.
Compulsory modules
U67000 Culture, Criticism and Literature 1
U67002 Shakespeare
U67001 Culture, Criticism and Literature 2
U67013 Critical Theory in Action
Single/Double
Single
Single
Single
Single
Semester
1
1
2
2
Optional modules (English Literature)
U67003 World Literature
U67004 Creative Writing (Introductory)
Single
Single
1
2
Optional modules (Drama)
U67018 Texts in Performance
U67017 Approaches to Performance
Double
Double
1
2
Note: If you are planning to take Drama modules at later levels of your programme, you must first
complete U67017 Approaches to Performance.
Level 5
You must complete a total of 8 module credits at this level. At least 4 of these credits must come from
the double-credit ‘Alternative Compulsory’ modules. The remainder of your modules will be selected from
further Alternative compulsory modules and a range of single-credit Optional modules in English, and the
content of these varies from year to year. You may also choose from a selection of modules outside the
subject, including some in Drama.
Alternative Compulsory Modules
(You must do two of these modules, and may do more)
U67030 Landscapes and Mindscapes
U67032Crime, Culture and Transgression
U67031American Vistas: Literature and Culture of the USA
Single/Double
Semester
Double
Double
Double
1
1
2
5
U67034The Culture of Modernity
Double
2
Single-credit Optional Modules (English Literature)
U67034 Special Topics: Periods
U67036 Special Topics: Genres
U67038 Creative Writing (Intermediate)
U67035 Special Topics: Stylistics
U67037 Special Topics: Themes
U67067 Work Placement in English
Single
Single
Single
Single
Single
Single
1
1
1
2
2
2
Optional Modules (Drama)
U67020 British Theatre 1950-Present
U67122 Renaissance Tragedy and Comedy
U67121 Theatre and Theory
Double
Double
Single
1
2
2
Other Optional Modules outside English/Drama
U64040 Hollywood and Europe
U64031 Screening Realism
U66027 Opera and Politics
U70922 Methodology of Foreign Language Teaching
Double
Single
Single
Single
1
2
2
1/2
Level 6
Students usually complete a total of 8 module credits at this level. You must take either the Dissertation
or the Contemporary Literature (Synoptic) module; and you may take both. You must also take at least
one ‘Advanced Options’ module, and may take more. You may choose to take the single-credit
Independent Study in English module. And you may take up to 2 credits from a selection of modules
outside the subject.
It is possible to take 2 credits from Level 5 in your final year. We advise, however, that you complete the
compulsory amount of level 5 study in English in your second year.
To graduate with Honours, you need at least 6 Honours credits from the first two groups below:
Double-credit Honours Modules
(You must take one or both of these)
U67083 Contemporary Literature (Synoptic)
U67099 English Dissertation
Single/Double
Semester
Double
Double
2
1&2
Double-credit Alternative Compulsory Honours Modules
(You must take at least one of these, and may take more)
U67080 Advanced Options 1
U67081 Advanced Options 2
U67082 Advanced Options 3
Double
Double
Double
1
1
2
Other Modules
U67088 Independent Study in English Studies
U67070 Creative Writing (Advanced)
Single
Double
1 or 2
1
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XY: ENGLISH LITERATURE (COMBINED HONOURS )
Major/ Minor Pathways
After their first year, most Combined Honours students split their programmes into 8 credits per subject
(or 7 in one, and 9 in another). Some however opt for a different balance. A Major/Minor pathway offers
Combined Honours students the opportunity to take more credits in one of their subjects than the other,
whilst still working towards a Combined award. Major/Minor students can take up to 12 credits in one
subject and 4 in their other. Splits of 10/6 and 11/5 are also acceptable. If you are considering
registering for a Major/Minor pathway, talk to your Academic Advisor or Subject Coordinators.
Level 4
You must complete a total of 8 module credits at this level. There are 3 compulsory modules in English.
Your remaining 5 credits will include the compulsories from your other subject, plus credits from any
Level 4 programme in the university for which you are qualified. Below are a selection of recommended
options offered by English and Drama.
Compulsory modules
U67000 Culture, Criticism and Literature 1
U67001 Culture, Criticism and Literature 2
U67002 Shakespeare
Single/Double
Single
Single
Single
Semester
1
2
1
Optional modules (English Literature)
U67003 World Literature
U67004 Creative Writing (Introductory)
U67013 Critical Theory in Action
Single
Single
Single
1
2
2
Optional modules (Drama)
U67018 Texts in Performance
U67017 Approaches to Performance
Double
Double
1
2
Note: If you are planning to take Drama modules at later levels of your programme, you must first
complete U67017 Approaches to Performance.
Level 5
You must complete a total of 8 module credits at this level. At least 2 of these credits must come from
the double-credit Alternative Compulsory modules in English. The remainder of your modules will
comprise further Alternative Compulsories, the Compulsory and Optional modules in your other subject,
together with your choice from a range of single-credit Optional modules in English. The content of these
Optional modules varies from year to year. You may also choose from a selection of modules outside the
subject, including some in Drama.
Alternative Compulsory Modules
(You must do one of these modules, and may do more)
U67030 Landscapes and Mindscapes
U67032 Crime, Culture and Transgression
U67031 American Vistas: Literature and Culture of the USA
U67034 The Culture of Modernity
Single-credit Optional Modules (English Literature)
U67034 Special Topics: Periods
U67036 Special Topics: Genres
U67038 Creative Writing (Intermediate)
Single/Double
Semester
Double
Double
Double
Double
1
1
2
2
Single
Single
Single
1
1
1
7
U67035 Special Topics: Stylistics
U67037 Special Topics: Themes
U67067 Work Placement in English
Single
Single
Single
2
2
2
Optional Modules (Drama)
U67020 British Theatre 1950-Present
U67122 Renaissance Tragedy and Comedy
U67121 Theatre and Theory
Double
Double
Single
1
2
2
Other Optional Modules outside English Literature/Drama
U64040 Hollywood and Europe
U64031 Screening Realism
U66027 Opera and Politics
U70922 Methodology of Foreign Language Teaching
Double
Single
Single
Single
1
2
2
1 or 2
Level 6
Students usually complete a total of 8 module credits at this level. You may choose from the following
modules: Dissertation in English, Interdisciplinary Dissertation, Contemporary Literature (Synoptic), or
you could choose to take one or more Advanced Options modules or the single-credit Independent
Study in English module. And you may take up to 2 credits from a selection of modules outside the
subject.
It is possible to take 2 credits from Level 5 in your final year. We advise, however, that you complete the
compulsory amount of level 5 study in English in your second year.
Usually, Combined Honours students take 4 credits from this list. In order to obtain an Honours degree,
you must pass 6 Honours credits from either Subject area or a combination of the two. If you are only
‘minoring’ in English, you may take as few as 2 Honours credits in English at Level 6.
Double-credit Alternative Compulsory Honours Modules
Single/Double
Semester
U67083 Contemporary Literature (Synoptic)
Double
2
U67099 Dissertation in English
Double
1&2
U67090 English Interdisciplinary Dissertation
Single
1&2
(Students taking U67090 must also register with their other subject for the corresponding
credit in that subject.)
Other double-credit Honours Modules
U67080 Advanced Options 1
U67081 Advanced Options 2
U67082 Advanced Options 3
Double
Double
Double
1
1
2
Other Modules
U67088 Independent Study in English Studies
U67070 Creative Writing (Advanced)
Single
Double
1 or 2
1
N.B. Level 5 and 6 Programmes must be complete on PIP by week 8 of Semester 2 of your first year.
Notes on the programme
Your English Literature programme is designed to provide you with a combination of compulsory and
optional modules. The compulsory elements in each academic year develop a solid and intensive core of
disciplinary knowledge which we feel is fundamental to the study of English Literature at degree level.
8
The optional modules allow you extend your knowledge and understand of literature and culture into
areas that most interest and inspire you. By combining compulsory and optional elements, the
programme encourages expansive reading, flexible thinking, and independent spirit.
Throughout your time at Brookes, you will be developing and refining a range of learning outcomes
which will prepare you not only for a lifetime of inquiry into the artistic shaping of the world, but also for
the career that you eventually choose. With these futures in mind, your tutors have identified three key
areas of higher-level learning around which they have designed the modules that you will study. These
are:
1) Disciplinary Knowledge Skills
Embedding vital subject-specific knowledge; understanding the history, growth and spread of
English literary culture; developing precise and accurate reading skills; exploring critical
methodologies for understanding literature; finding one’s place and voice within a tradition of
literary argument.
2) Subject Study Skills
Learning to think, speak and write with confidence and subtlety; learning to construct written work
that is persuasive, sustained, and coherent; managing time and resources effectively; working to
deadlines and to word limits; growing the awareness of one’s own strengths and weaknesses.
3) Intellectual Independence Skills
Directing study to areas of specific interest; increasing depth of knowledge in a wide range of
topics; developing research interests and skills; understanding one’s own role as a reader and a
consumer of literature; challenging the views of others; building on and refining individual
intellectual strengths.
You will be developing these skills across modules in each Level of study, but there are certain things
detailed below which you will need to keep in mind as you progress through your programme.
Level 4
It is very important that you take time to consider all the options in choosing your modules to make sure
you get the course that you want. Don’t simply make your choices based on what everyone else is doing.
It’s your degree, so do what you want to do!
As well as taking your compulsory English Literature modules, there is flexibility in your first year (Level
4) programme which allows you to take some modules from outside the English subject. Many other
modules can complement or assist your study of English. You may wish to consider:

modules that relate to you’re a-level or other previous study, especially History, History of Art or
Film

modules that allow you to sample a subject not usually studied at A-level but which expand your
sense of how human beings think and behave

modules that build towards a particular career, or help you decide on your future pathway
9

modules in a such cognate with English Literature such as Drama or English Language and
Communication
Progression from Level 4 to Level 5
Where Level 4 modules tend to be introductory in design, Level 5 modules demand more of you in terms
of the range of reading, intellectual challenge, and assessment. The work that you do in Level 5 starts
counting towards you eventual degree classification so it is important to make the choices that are right
for you. In February of your first year of study, you will be presented with the options that will be available
to you in your second year. You will be supported to make the best decisions by attending the meeting of
your year cohort to explain your options, but you will also be encouraged to meet your Academic
Adviser, the Subject Co-ordinator for English, or the Programme Lead for English, who will be able to
help you devise a programme that is right for you. Here, however, are some things you might want to
consider:

Is a semester studying abroad something that you want to explore? If so, talk to the Subject Coordinator about the practicalities.
 Are you interested in including the Work Placement module in your programme? If so, talk to the
module leader.
 Are you developing areas of study in which you are particularly interested? Check out the module
descriptions on Moodle to help you decide what’s for you.
 Are you interested in taking English Language or Stylistics modules, or continuing your Creative
Writing study?
Remember that once you have fulfilled your compulsory elements of your programme, you can fill up the
remaining credits with specialist study, so take this opportunity to start thinking about what kind of
English Literature graduate you want to be.
Level 5
At Level 5, XX students can count towards their degree up to two modules from a short list of Acceptable
ones in other Subjects. However, it’s a good idea to make sure you have every compulsory Level 5
English module you need before progressing to Level 6. Thus, you would probably want to take any of
these extra-subject modules in your third year – which may constrain the choices of Honours modules
that you make.
The Special Topics for your second year will be advertised in the second semester of your first year. You
will be asked to make your choice of what you wish to study by early March in good time for the Week 8
deadline for module choices. Students registering for the modules after this time will have a restricted
range of Topics.
10
Progression from Level 5 to Level 6
Level 6 involves advanced level study where there is an increasing emphasis on independent learning
and small-group teaching in specialist classes run by tutors researching and publishing in the area of
study. It gives you the opportunity to build on the work you have done at Level 5, and you may like to
select modules which have a similar theme, genre or period to those you have studied previously.
Alternatively, you may choose to explore a new area of study, or elect for an independent research
Dissertation on a topic that interests you. The emphasis is on you to complete you degree with a year of
intensive study that reflects the skills and specialisms that are individual to you. It’s important therefore to
think carefully about how to shape this final year. In February of your second year of study, you will be
invited to a meeting to discuss the options that are to be run in your final year. Attend this meeting and
seek advice from other academics whom you trust about which modules are going to work best for you.
Here are some things you might want to consider:




Do you want to continue studying the areas you tried in Level 5, or do you want to explore new
areas?
Is a Dissertation for you? Remember you can do an Interdisciplinary Dissertation, or a full English
Dissertation if you are a Combined honours student.
Have you considered taking more options from the Level 5 Special Topics? Talk to your
Academic Adviser about this as you will need to ensure that you have sufficient Honours module
credits.
Would you like to continue your study of Language and/or Creative Writing to an advanced level?
Level 6
The Advanced Options for your Third Year will be advertised in the second semester of your second
year. You will be asked to make your choice of what you wish to study by early March in good time for
the Week 8 deadline for module choices. Students registering for the modules after this time will have a
restricted range of options.
Those considering further study should consider registering for a Dissertation in their third year as this
provides a good grounding for the kinds of study and writing requirements for an MA and/or PhD. The
Independent Study module allows for other kinds of project, including ones involving employment
experience. Any dissertation or project has to come from your own desire to pursue the topic. If you have
struggled with big independent projects in the past, these modules may not be for you.
4.2 Professional requirements
For programmes with professional accreditation, indicate which modules are required in order to achieve
accreditation.
N/A
SECTION 5: PROGRAMME DELIVERY
5.1
Teaching, Learning and Assessment
11
Courses are delivered using a range of teaching methods and approaches. These include: formal
lectures, interactive large-group lectures, seminars in various forms including student-led sessions,
tutorials for individuals and groups, written feedback on assessed and unassessed coursework and oral
presentations, self-directed study. Each of these approaches is designed and adopted to meet the
learning outcomes and produce certain graduate attributes, and individual modules may employ one or
more of these teaching methods.
Lectures are used primarily to deliver both core knowledge of the subject and relevant frameworks for
appropriate analysis. Lectures address the principal themes of the module.
Seminars are intended for collective discussion. They enable students to develop their initial ideas and
readings through discussion and worksheets. Seminars are varied in style and approach but the object
of all seminars is to help students clarify uncertainties, to test their own ideas, and achieve expertise in
the vital skill of oral communication.
Tutorials and private consultations provide students with small-group contact with the lecturer. Most
frequently tutorials offer advice on planning work in advance, one-to-one feedback on written
assignments or provide a context for individual student presentations.
Independent learning is fostered through specified activities within modules while it drives the learning
environment of the Independent Study and Dissertation modules. Within the programme, independent
learning is understood as a learning process in which teaching staff retain overall responsibility for
teaching and for the direction of work, while enabling the student to pursue specific localised interests to
a greater depth than the formal syllabus might allow.
At Level 4 students should expect to spend approximately 50% of their contact time in lectures though
this differs between modules. At level 5 students would normally spend 33% of their contact time in
lectures and at level 6 the emphasis shifts towards seminar and independent work, though the
‘Contemporary Literature: Synoptic Module’ retains a lecture/seminar format.
Students experience a combination of the above methods at each level with the emphasis on
independent learning assuming greater pedagogical and assessed importance at levels 5 and 6. This
portfolio method of teaching and learning fulfils the provision of graduate attributes in the following ways:
Academic Literacy
At the heart of the programme is the transfer of core disciplinary knowledge which takes place primarily
in lectures, but is also fundamental to seminar practice where students learn in dialogue with tutors and
peers. These settings also allow students to test and evaluate critical and theoretical models through
techniques such as close-reading, workshopping group work and individual or group presentations.
Students are encouraged to think flexibly and creatively, and they are expected to be able to
contextualise their interpretations within appropriate models of knowledge whether they be historical,
generic or theoretical. Tutorials enable students to explore further their understanding and to plan its
deployment in the context of their assignments. An emphasis on Academic Literacy is evident at every
level of the programme with the trajectory stressing the development of broad understanding in Levels 4
and 5 which is complemented in Level 6 by greater depth and independence in application of that
understanding.
Research Literacy
Research Literacy underpins the majority of assignments that students undertake, and, as their critical
voices grow in confidence, they are increasingly encouraged to locate information, evaluate its validity,
synthesise it within a coherent critical argument, and present it persuasively within accepted scholarly
protocols. Modules at Level 4 embed key research skills which are supplemented in level 5 by literary12
historical oriented modules that demand both broad awareness of socio-cultural change and specific
research exercises in contextualised reading. Modules in Level 6 offer students the opportunity to
practise their research skills in both the Dissertation modules and the Advanced Options which are
directed by the research specialisms of the teaching staff. Throughout the programme, teaching and
learning seeks to inculcate good practice around research methods through rigorous adherence to
referencing systems and through the discouragement of academic misconduct.
Critical Self-Awareness and Personal Literacy
The disciplinary expectations that inform the programme rest securely on the notions of self-reflective
reading, internalisation and productive discussion. Studying English at university level demands a
consciousness of self and of one’s position within the vectors of society, race, gender, politics and
sexuality and from the commencement of their study students are encouraged to question their roles in
the production and consumption of culture. The study of literature is the study of the real world, and our
programme necessitates the development of self-awareness and the ability to critique one’s position
within the world and to express it cogently and confidently. Seminar teaching and tutorials in particular
foster these graduate attributes, but a module such as ‘Work Placement in English’ enables the direct
demonstration of these skills in the working environment. Feedback on assessment (oral and written,
formative and summative) stresses the importance of students learning to be self-critical and to operate
within personal scholarly practices that correspond with the wider principles of the discipline.
Digital and Information Literacy
Teaching and learning strategies within the programme stress the importance of flexibility and
imagination in the implementation of information. From the Level 4 core skills modules, through the
source-rich focus of Level 5, to the research specific emphasis in Level 6, students are taught to engage
with information and information sources, critically and carefully. Information retrieval, sifting, synthesis
and presentation are fundamental to every module on the programme, and students are encouraged to
think clearly about how and why they use information. Digital technologies are routinely implemented at
all levels of the programme as part of pedagogic practice, and students are expected to utilise standard
presentation packages as part of the assessments. This involves word-processing and powerpoint but
also extends to collaborative wikis and other interactive networking. Staff routinely maintain modulespecific Moodle pages. The ramifications of increasingly digitalised cultural interaction are addressed in
the curriculum through staff members’ Advanced Options and in the ‘Contemporary Literature’ module.
Global Citizenship
Our programme is comfortably positioned to meet the criteria of Global Citizenship as the study of
literature is fundamentally rooted not just in the nature of the human being, but also in the commonality
of language. The programme directs students’ attention towards issues of trans-historical, trans-national
and inter-personal significance and to their responsibilities as citizens of increasingly globalised cultures.
The programme directly addresses the attribute in the study of literature in translation and Anglophone
literatures from beyond the UK, but heavy emphasis is also placed on the internationality of critical and
theoretical thinking.
Linking Teaching with Research
Teaching at Levels 5 and 6 is all based on teams of staff working within the historical or other conceptual
frameworks within which their own research and scholarship is concentrated. The Advanced Option
modules taken by students in Level 6 are centred on lecturers’ current or developing research interests,
and so enable students to work with someone actively publishing in the area. These options are regularly
up-dated to take on board the findings of the most recent and on-going areas of staff interest. Level 6
study is a culmination of a developing student consciousness of what research involves and how to
engage in it themselves. The Dissertation and Independent Study modules allow students to develop
their own independent research in collaboration with staff with expertise in the selected area.
13
Relation to Brookes Assessment Compact
The programme operates a broad portfolio of assessment methods that are closely tied to the principles
of the BAC. Students encounter a number of forms of modular assessment designed specifically to test
the skills and core knowledge identified in the Learning Outcomes. These will include examination (in
Culture, Criticism, Literature 1 & 2, Critical Theory in Action and the alternative compulsory core modules
at Level 5), oral presentation as both individuals and groups (in CCL 1& 2, the Level 5 cores and
‘Contemporary Literature (Synoptic) module), coursework essays (across all levels), critical reviews (in
Level 5 cores an options and Advanced Option modules) and logbooks (Critical Theory in Action and
Contemporary Literature). Module handbooks identify specific Learning Outcomes and indicate which
assessment tests which outcome. The English Literature Subject Handbook similarly indicates how each
of the programme aims is reflected in the teaching, practice and assessment of the modules. Students
are encouraged to engage in self and peer-assessment (in CCL 1 & 2) and have the opportunity to
submit a self-assessment evaluation sheet with their work which can subsequently be discussed with a
module tutor. In addition students are entitled to 15/30 minutes tutorial time for single/double credit
modules in which they can discuss their work and receive feedback on assignments. Assessment
methods are reviewed annually and fed through Module Reports and the Annual Review procedure and
issues concerning assessment are regularly discussed with student reps at Programme and
Departmental meetings.
5.2 Assessment regulations
The programme conforms to the University Regulations:
http://www.brookes.ac.uk/uniregulations/current/acadregulations/core/assessment/assessregulations/a32assessment_regulations.pdf
SECTION 6: ADMISSIONS
6.1 Entry criteria
Single Honours (XX)
BBB
Combined Honours (XY)
BBC
The IELTS requirement is 6.0 including 6.0 in Reading and Writing.
6.2 CRB checks
N/A
SECTION 7: STUDENT SUPPORT AND GUIDANCE
Students receive support and guidance from the subject team throughout their time at Brookes both in
the infrastructural mechanisms of the department and in dedicated patterns of meetings to provide
information about academic choices

Induction
Students joining the university for the first time go through a week of induction activities
organised by the department, the Programme Administrators and the Student Support CoOrdinators. This involves meeting the department as a team and a one-to-one meeting with their
Academic Advisor. They also have a subject meeting in which the practicalities of university life
are explained, expectations of them are outlined, and detailed instructions about times and
places of classes are given. For International or Erasmus students, the Subject Co-Ordinator and
the Programme Lead ensure that there is a one-to-one induction meeting to familiarise them with
the department’s and Brookes’ processes
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
Handbooks
Subject handbooks are provided for students in print copy at the beginning of Level 4 and they
are expected to retain these for their time on the programme. This handbook is also made
available to students through the Moodle programme space. Additional handbooks for Level 5
and 6 modular choices are made available during the course of study. All modules produce
handbooks outlining aims, learning outcomes, teaching and assessment methods, syllabi,
bibliographies etc.

SSCs, Subject Co-Ordinators, Academic Advisors
Each student has access to a range of supports from dedicated staff. All students can discuss
their programmes with the SSC and with their Academic Advisor. Subject Co-Ordinators manage
the day-to-day running of the programme and provide advice and guidance to students on the
academic decisions that they are required to make across their period of study. The Programme
Lead works closely with the SC to ensure the smooth and efficient delivery of the degree and
deals with issues referred on by AAs or the SC.

Study skills development/support
Students have access to the academic support provided by the Upgrade service. They also have
the opportunity to discuss their writing skills with the Royal Literary Fellows who sit within the
department and are available for one-to-one consultations on issues of presentation, style and
expression.

Careers Centre
The team works closely with the Careers service to ensure that information on future directions is
available to all students. Members of the careers service are also present at Induction and are
routinely invited into the Synoptic module to engage with students at the end of their academic
study. The department has involvement in a number of careers events on an ongoing basis.
SECTION 8: GRADUATE EMPLOYABILITY
English graduates go on to a wide variety of jobs in a number of different employment sectors. The
following list is indicative of common destinations but is in no way comprehensive:
Arts administration and management
Charity work
Civil Service
Creative Industries
Law
Marketing
Retail Management
NGOs
Journalism
New Media
Creative Industries
Further Study
Public Policy
Publishing
Teaching
SECTION 9: LINKS WITH EMPLOYERS
In 2011-12 the programme established a Work Placement in English module which offers students the
opportunity to build active workplace learning into their academic programme. This has enabled the
subject team to make positive connections and contacts with local employers in a number of areas (such
as museum work, the leisure industry, marketing organisations, charities and NGOs). The team has also
contributed to a number of careers events with local, national and international employers and has
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forged links through research-based activities with a variety of creative arts, healthcare and
environmental projects.
SECTION 10: QUALITY MANAGEMENT
Indicators of quality/methods for evaluating the quality of provision
The programme is informed by the National Subject Benchmarking Statement and fully abides by the
Brookes QA system. It is regularly monitored both internally and externally through the usual procedures
of Periodic review (most recently in January 2010) and Annual Review, as well as the External
Examiner’s semesterly and annual reports on programme practices and policies. There are regular
Programme Meetings during which matters of teaching and learning are directly addressed and at which
Student Reps voice issues raised by their peers. These meetings feed up to the Departmental meeting,
a year-ending Syllabus Review day, and inform the Annual Review. Consultation with student is routinely
enacted at modular level both through a summative evaluation point at mid-semester and through the
culminating modular evaluation questionnaire. Students also have the opportunity to voice concerns to
Academic Advisors, the Subject Co-Ordinator, the Programme Lead and the Head of Department.
Meetings with students to discuss the results of the NSS have been implemented since 2011 and an
annual action plan is formulated and discussed with the subject team and with the Faculty ADSE before
implementation.
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