15082: French Language Skills III
Module Rationale
Core module for level 5 French, semester 1.
Aims and Distinctive Features
The module aims to develop fluency and accuracy in existing skills of reading, writing,
listening and speaking; to develop general communication skills (including such socioprofessional skills as overcoming inhibitions, speaking in public, and working in groups); to
extend understanding of aspects of contemporary French life in preparation for residence in
France.
Learning and Teaching Strategies
 Two 1-hour practical classes per week (written skills)
 One oral class per week (oral strand)
Arrangements for Revision and Private Study
Ample arrangements for private study are built into the module through guided reading, class
discussions. Assessment topics provide guidance for revision.
Assessment
Continuous assessment
 Written skills 80%,
 Oral skills 20%
Reassessment
 2-hour examination.
Learning Outcomes
 The module will build on the intellectual, subject-specific and transferable skills
acquired in the Level 4 French Language Skills modules.
 Students who successfully complete the module will have shown ability to
comprehend and analyse texts, write French of the appropriate register showing
variety and accuracy in grammar and lexis.
 Students will be able to communicate their understanding in written and spoken
French.
 Students will be able to engage in constructive group work, work to deadlines and
develop their research skills (using both printed and internet sources).
Indicative Module Content
Students will develop the skills outlined above through a variety of language exercises
including comprehension, grammar exercises, transcription, extended writing and oral
presentation.
Co-ordinator: Dr AM Kimyongür
Tutor
Mr R Stow
Recommended Reading
Jacky Giradet, Panorama de la langue française 4, Paris: Clé International
M. Jubb et A. Rouxeville, French Grammar in Context, London: Arnold (2nd edition)
A complete reading list covering all aspects of the module will be included in the module
handout.
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15083: French Language Skills IV
Module Rationale
Core module for level 5 French, semester 2.
Aims and Distinctive Features
The module aims to advance the communication skills developed in Module 15082 French
Language Skills III; it also seeks to improve students' translation work in a variety of registers
as a necessary and practical preliminary for those students opting for the level 6 module on
translation methodology and commentary and practical translation.
Learning and Teaching Strategies
 One-hour French Translation class per week
 One-hour oral classes (oral strand) per week
 One-hour practical classes (written strand), per week, to include translation, grammar
work, comprehension exercises, rédaction (about 400 words)
Arrangements for Revision and Private Study
Ample arrangements for private study are built into the module through guided reading, class
discussions. Assessment topics provide guidance for revision.
Assessment
 Written coursework (35%) 17.5% + 17.15%
 Oral examination (30%) 10% + 20%
 2-hour written examination (35%) 17.5% + 17.5%
Reassessment
 2-hour written examination.
Learning Outcomes
 The module will build on the intellectual, subject-specific and transferable skills
acquired in the earlier French Language Skills and Business French modules.
Students who successfully complete the module will have shown ability to
comprehend and analyse texts, write French of the appropriate register showing
variety and accuracy in grammar and lexis, achieve accuracy and stylistic awareness
in their translation work through exposure to texts of different genres, styles and
content, refine their appreciation of the differences between French and English.
 Students will be able to communicate their understanding in written and spoken
French.
 Students will be able to communicate in writing and in speak; engage in constructive
group work; work to deadlines.
Co-ordinators: Dr AM Kimyongür
Dr C Greensmith
Dr MA Ramsden
Recommended Reading
Jacky Giradet, Panorama de la langue française 4, Paris: Clé International
M. Jubb et A. Rouxeville, French Grammar in Context, London: Arnold (2nd edition)
A complete reading list covering all aspects of the module will be included in the module
handout.
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15096: Reading French Culture: Text, Image and Sound
Module Rationale
An innovative French culture module, core for Single Honours and available to Joint and
Combined Languages students.
Aims and Distinctive Features
This is an innovative Level 5 module, bringing together, in lectures and seminar-workshops,
examples of French culture drawn from various discrete areas, and studying them by means
of critical analysis and reception aesthetic. Semester 1 will introduce students to textual
commentary, to Barthesian interpretation and to French films. Semester 2 will pursue the
nature of French Impressionism in its most celebrated form (that of painting), before moving
on to study various aspects of socio linguistics and popular culture. The order of study may
vary according to staff availability.
Learning and Teaching Strategies
Each strand of this module will be taught via 4 to 5 lectures, backed by a seminar-workshop.
Arrangements for Revision and Private Study
Ample time built into module work.
Assessment
 Semester 1 2500-word essay (30%)
 Semester 2 2500-word essay (70%)
Reassessment
 Essay
Learning Outcomes
Students will have gained an appreciation of different aspects of French culture, and also of
the different critical approaches involved.
Indicative Module Content
Semester 1 will start with an introduction to the principles of semiology, structuralism and
Barthesian interpretation; students will then move on to French films. Semester 2 will
consider critical approaches to two other French cultural media: firstly, Impressionist painting
and then practical involvement in linguistic variations.
Co-ordinator: Dr C Greensmith
Recommended Reading
A complete reading list covering all aspects of the module is included in the module handout.
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18013: German Language 3
Module Rationale
Core module for level 5 German, semester 1.
Aims and Distinctive Features
To build on skills in German by improving intuitive and cognitive knowledge. Interaction with
increasingly complex texts with geographical and linguistic variety, including those of a topical
nature, will enhance intercultural as well as language skills. Oral classes will deal with issues
of general and German interest.
Learning and Teaching Strategies
 Students will prepare written exercises additional to assessments and will give oral
presentations in oral classes.
 Three contact hours per week. Two focus on written materials, which will concentrate
on topical texts and on other written registers.
 One contact hour per week is devoted principally to oral skills.
Arrangements for Revision and Private Study
Language improvement is an active learning process. Continual interaction with written and
oral German outside of classes will be encouraged. Advice and guidance will indicate sources
of material and strategies for self-improvement in language skills. Such active learning is
more significant than revision.
Assessment
 2 hour written examination (50%)
 Coursework (25%)
 Oral assessment (25%)
Reassessment
 2-hour written examination
Learning Outcomes
 Analyse and respond to orally and in writing to complex authentic texts including
contemporary material.
 Discuss in German a range of contemporary issues and concerns.
Indicative Module Content
Contemporary authentic German materials will be distributed during the class, as will
language exercises appropriate to content of classes and learning outcomes.
Co-ordinator: Dr AR Deighton
Recommended Reading
A complete reading list covering all aspects of the module will be included in the module
handout.
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18024: German Language 4
Module Rationale
Core module for level 5 German, semester 2.
Aims and Distinctive Features
To build further on skills in German by improving intuitive and cognitive knowledge.
Interaction with increasingly complex texts with geographical and linguistic variety, including
those of a topical nature, will enhance intercultural as well as oral, aural and written language
skills. Oral classes will deal with issues of general and German interest.
Learning and Teaching Strategies
 Students will prepare written exercises additional to assessments and will give oral
presentations in oral classes.
 Three contact hours per week. Two hours will focus on written materials which will
concentrate on topical texts and on other written registers. One hour per week is
devoted principally to oral skills.
Arrangements for Revision and Private Study
Language improvement is an active learning process. Continual interaction with written and
oral German outside classes will be encouraged. Advice and guidance will indicate sources of
material and strategies for self-improvement in language skills. Such active learning is more
significant than revision.
Assessment
 Written assignments (45%)
 Oral examination (25%)
 2-hour written examination (30%)
Reassessment
 2-hour written examination
Learning Outcomes
 Discuss in German a range of contemporary issues and concerns.
 Analyse and respond to more complex authentic texts including contemporary
material.
Co-ordinator: Dr A R Deighton
Recommended Reading
A complete reading list covering all aspects of the module will be included in the module
handout.
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18046: Language, Nationhood and Politics in the Germanspeaking World
Module Rationale
A German cultural module, core for Single Honours students and available to Joint and
Combined Languages students.
Aims and Distinctive Features
The module will introduce students to key aspects in the development of the German
language and its use as a constituent marker of German identity. It will introduce students to
the regional, social and functional variation in dialect and register upon which the pluricentric
standardised language is based.
Learning and Teaching
 Sixteen one-hour lectures and eight one-hour seminars, in which students will be
expected to present short individual or group papers analysing relevant features of
illustrative texts.
Assessment
 Semester 1: one 45-minute class test (5%)
 Semester 1: one 1500-word essay (25%)
 Semester 2: one 2-hour examination (70%)
Reassessment
 2-hour examination
Arrangements for Revision and Private Study
Students will receive a handbook of primary tests; the university library provides material for
background reading and students will also be encouraged to access a range of online
materials.
Learning Outcomes
 demonstrate detailed knowledge of the history and development of linguistic variation
and the processes of standardisation in the German-speaking world.
 Demonstrate a clear understanding of the implications of the relationship between
language and national identity in the German-speaking world.
 Demonstrate a knowledge of the vocabulary and concepts of linguistic description.
 Select and organise material in order to produce a coherent written or oral argument
supported by textual evidence and secondary reading.
 Provide accurate bibliographical information according to established guidelines.
Indicative Module Content
The German language exists in many forms besides the standardised written version that
foreigners learn. There are variations in the written norms accepted in Germany, Austria and
Switzerland; regional variations (dialects); variations in register from the very formal to slang;
indeed, some German-speaking countries use two forms of the language in generally
mutually exclusive contexts. During the nineteenth and twentieth centuries especially, but also
in earlier periods, the German language has also been regarded as a marker of national
status and unity, and also identity: this has applied to speakers both within Europe and
overseas and affects, for instance, their attitudes to their language and the acceptability of
foreign influences upon it. Using a range of illustrative material, this module will look at the
processes that have given rise to this variation, the factors governing individual speakers'
linguistic choices and their attitudes to the language. Although the main focus of the module
will be on Europe it will also look at the use of German and related forms of the language in
the Americas and Africa.
Co-ordinator: Dr Alan Deighton
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Recommended Reading
C J Wells, German, A Linguistic History to 1945. Oxford 1985
C V J Russ, The German Language Today. A Linguistic Introduction. London/New York 1994
S Barbour & P Stevenson, Variation in German: a critical introduction to German
sociolinguistics. Cambridge 1990
M Clyne, The German Language in a Changing Europe. Cambridge 1995
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A Film Studies module available to Single Honours
German Students
SEMESTER 1
90206: A History of German Film: From Caligari to Downfall
Aims and Distinctive Features
This module will introduce students to the rich and diverse history of German cinema from the
silent period through to the present day. Particular attention will be paid to the relationship
between German film, and the political, social, cultural and economic history of the country.
Learning Outcomes
 Learn about the course of German 20th and 21st century history, through close study
of key films of the national cinema canon.
 Learn more generally about the relationship between cinema and history.
 Develop confidence in their ability to assess and appreciate films, their content, style
and historical context.
 Improve their critical, argumentative, analytical and bibliographical skills through
preparation for seminars and essay writing.
 Demonstrated the ability to write using satisfactory grammar, spelling, diction, syntax,
as well as expressing his/her ideas with lucidity, logic and cogency.
Learning and Teaching Strategies
 1 hour lecture and 1 hour seminar, weekly.
Assessment
 1 x 3000 word essay (70%)
 1 x 1000 word analysis essay (30%) or 1 x 1000 word presentation essay (30%)
Indicative Module Content
“ Early silent cinema: Der Golem (1915), The Cabinet of Doctor Caligari (1919), Nosferatu
(1919). Issues explored include German Expressionism, the effects of the First World War,
anti-Semitism, and the creation of UFA.
“ Neue Sachlichkeit cinema: Metropolis (1927). Issues explored include the role of women in
society, urbanisation, economic depression, and Weimar culture.
“The rise of Nazism: The Blue Angel (1930), Munchhausen (1943), M (1931), Jud Suss
(1940). Issues explored include eugenics and Nazi racial policy, the legacy of German
Romanticism, and the use of propaganda in wartime.
“Defeat, division and reconstruction: The Murderers are among us (1946). Issues explored
include Vergangenheitbewaltigung (coming to terms with the Nazi past), reconstruction and
beginning of economic boom, and the onset of the cold war and the partition of Germany.
“Repression and nostalgia. Sissi (1955), Die Trapp Familie (1956).
“ The German New Wave: the work of Alexander Kluge, Rainer Werner Fassbinder, Werner
Herzog, Wim Wenders. Issues explored include youth culture, immigration, consumerism, gay
politics, Germany’s role within Europe and the wider world, and the creation of a German
cinematic avant garde. Die Ehe der Maria Braun (1979).
“Unification and beyond: Das Boot (1981), Heimat (1984), Run Lola Run (1998), Goodbye
Lenin! (2003), Downfall (2004). Issues explored include the fall of the Berlin wall, major
revisions and reassessments of German history and German cinema.
Lecturer: Dr IS Kleinecke-Bates
Recommended Reading
“Tim Bergfelder, Erica Carter and Deniz Göktürk (eds.), The German Cinema Book (London:
BFI, 2002)
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“Lotte Eisner, The Haunted Screen : expressionism in the German cinema and the influence
of Max Reinhardt (London: Thames and Hudson, 1969)
“Thomas Elsaesser, Fassbinder’s Germany : history, identity, subject (Amsterdam:
Amsterdam University Press, 1996)
“Thoma Elsaesser, Weimar Cinema and After : Germany’s historical imaginary (London:
Routledge, 2000)
“Sabine Hake, German National Cinema (London: Routledge, 2002)
“David Stewart Hull, Film in the Third Reich : a study of the German cinema, 1933-1945.
Berkeley (Calif): University of California Press, 1969.
“Siegfried Kracauer, From Caligari to Hitler : a psychological history of the German film.
(Princeton: Princeton University Press, 1947)
“Roger Manvell and Heinrich Fraenkel, The German Cinema (London: Dent, 1971)
“Julian Petley, Capital and Culture : German cinema, 1933-45. (London: BFI, 1979)
“Klaus Phillips (ed.), New German filmmakers : from Oberhausen through the 1970s (New
York: Frederick Ungar Publishing Company, 1984)
“Robert C. Reimer (ed.), Cultural History through a National Socialist Lens: essays on the
cinema of the Third Reich (Rochester, NY : Camden House, 2000)
9
19031: Spanish in Practice 1
Module Rationale
Core module for level 5 Spanish, semester 1.
Aims and Distinctive Features
To build on skills in Spanish by improving intuitive and cognitive knowledge. Interaction with
increasingly complex texts with geographical and linguistic variety, including those of a
commercial nature, will enhance intercultural as well as language skills. Oral classes will deal
with issues of general and Hispanic interest.
Learning and Teaching Strategies
Two class hours focus on written materials, of which one will concentrate on commercial texts
and the other on other written registers.
One class hour is devoted principally to oral skills.
Materials used will be authentic and recent. Students will prepare written exercises additional
to assessments and will give oral presentations in oral classes.
Language exercises may include summary, translation, essay, comprehension, letter- writing
and other exercises appropriate to materials used.
A course book plus specially selected materials are used.
Arrangements for Revision and Private Study
Language improvement is an active learning process. Continual interaction with written and
oral Spanish outside of classes will be encouraged. Advice and guidance will indicate sources
of material and strategies for self-improvement in language skills. Such active learning is
more significant than revision.
Assessment
 Students will be assessed on two written assignments, in Spanish, one commercially
related and one on another field of activity (20% per assessment).
 An assessment of oral skills (10%).
 2-hour written examination (50%).
Reassessment
 2-hour written examination.
Learning Outcomes
 Students will be able to analyse and respond to complex authentic texts including
commercially oriented material.
 Students will be able to discuss in Spanish a range of contemporary issues and
concerns.
Co-ordinator: Mr Miguel Bonet-Mateo
Recommended Reading
Contemporary authentic Spanish materials will be distributed during the class, as will
language exercises appropriate to content of classes and learning outcomes.
The following course book must be bought: Abanico Curso Avanzado de Español Libro del
alumno & cuaderno de Ejeracios. Maria D Chamorro et al. Difusón.
Module Reading List
J Butt, A New Reference Grammar of Modern Spanish, Edward Arnold
The Oxford Spanish Dictionary, Oxford University Press
10
19041: Spanish in Practice 2
Module Rationale
This continues the development of language skills at Level 5 Spanish.
Aims and Distinctive Features
To build on skills in Spanish by improving intuitive and cognitive knowledge. Interaction with
increasingly complex texts with geographical and linguistic variety, including those of a
commercial nature, enhances intercultural as well as language skills. Oral classes will take
place, and will deal with issues of general and Hispanic interest.
Learning and Teaching Strategies
 There will be three contact hours per week.
 Two focus on written materials, of which one will concentrate on texts on business
topics and the other on other registers.
 Students will submit written assessments preceded by formative practice exercises.
In some cases, texts will be relevant to preparation for a year abroad. Material used
will be authentic and of recent date, and include a course book. The third class hour
is devoted principally to oral skills.
 They will give presentations in oral classes.
 Language exercise may include summary, translation, essay, comprehension, letterwriting and other exercises appropriate to materials used.
Arrangements for Revision and Private Study
Language improvement is an active learning process. Continual interaction with written and
oral Spanish outside classes will be encouraged. Advice and guidance will indicate sources of
material and strategies for self-improvement in language skills, and of information about year
abroad destinations. Such active learning is more significant than revision in languagelearning modules.
Assessment
 Students will be assessed on two written assignments, in Spanish, one related to
Spanish in business and the other on another field of activity (20% per assessment)
 Assessment of oral skills (10%)
 2-hour written examination (50%)
Reassessment
 2-hour written examination.
Learning Outcomes
Students will be able to analyse and respond to complex authentic texts including material
sourced from business contexts.
Students will be able to discuss in Spanish a range of contemporary issues and concerns.
Indicative Module Content
Level 5 Semester 2 Spanish for language specialists.
Co-ordinator: Mr Miguel Bonet-Mateo
Recommended Reading
Contemporary authentic Spanish materials will be distributed during the class, as will
language exercises appropriate to the content of classes and learning outcomes. Below are
recommended purchases if not already acquired. The following course book must be bought:
Abanico Curso Avanzado de Español Libro del alumno & cuaderno de Ejeracios. Maria D
Chamorro et al. Difusón.
Module Reading List
J Butt A New Reference Grammar of Modern Spanish, Edward Arnold
The Oxford Spanish Dictionary, Oxford University Press
11
19035: Through Hispanic Eyes
Module Rationale
A module on Hispanic history and culture available to Single, Joint and Combined students.
Aims and Distinctive Features
This module provides a study of Hispanic Culture through the detailed study of authentic
cultural products, in Spanish. Theatre, film and other texts from Spain and Spanish America
will be considered in detail and responses to them analysed.
Learning and Teaching Strategies
 One-hour class per week for 20 weeks in the form of an informal lecture in which
interactivity between lecturer and students will be a feature.
 In addition six 1 hour-long seminars will be student led and involve presentations and
discussions of appropriate questions.
Arrangements for Revision and Private Study
Students will have to obtain copies of texts and will be given additional materials. The
university library provides background reading and the Language Institute has additional
materials of relevance. Assessments will be set well before deadlines, and revision time will
be allowed before the final exam.
Assessment
 Semester 1: Essay of 1250 words (25%)
 Semester 2: Essay of 1250 words (25%)
 Semester 2: 2-hour examination (50%)
Reassessment
 2-hour examination.
Learning Outcomes
 To identify features of authentic Hispanic texts.
 To understand aspects of Hispanic cultural identity.
 To interpret texts and their impact on readers of them.
Indicative Module Content
Unamuno, M de, San Manuel Bueno Martir.
Lorca, G, La Casa de Bernada Alba
García Marquez, G, Crónica de una muerte anunciada.
Valle Inclán, R de, Luces de Bohemia
Co-ordinator: Dr AR Loxham
Recommended Reading
Reading lists will be supplied during the module.
12
21031: Italian Language III
Module Rationale
Core module for level 5 Italian, semester 1.
Aims and Distinctive Features
This module aims to complete and consolidate the study of Italian by studying further points of
Italian grammar, developing the comprehension of contemporary written communication, and
practice oral communication. Report writing skills are introduced and put into practice with the
aid of a variety of audio-visual materials.
Learning and Teaching Strategies
 1-hour oral conversation class per week.
 1-hour grammar and written comprehension class per week.
 1 hour aural comprehension class per week.
Arrangements for Revision and Private Study
Detailed advice will be provided for private study and revision is built into the structure of this
incremental language-learning module.
Assessment
 Coursework (10%)
 10-minute oral examination (20%)
 1-hour aural comprehension examination (20%)
 2-hour written examination (50%)
Reassessment
 2-hour written examination
Learning Outcomes
 To have become fluent in oral communication on a range of selected topics.
 To have mastered the subjunctive and the correct sequence of tenses.
 To be able to write reports from aural sources.
 To be familiar with written registers used by the Italian media
Indicative Module Content
After following the module students should be familiar with the subjunctive and have acquired
some knowledge of the correct sequence of tenses, be familiar with the written registers used
by the Italian media, have become fluent in oral communication on a range of selected topics
and to be able to write reports from aural sources.
Co-ordinator: Ms S Rizzardi
Recommended Reading
A complete reading list covering all aspects of the module will be included in the module
handout.
13
21041: Italian Language IV
Module Rationale
Core module for level 5 Italian, semester 2.
Aims and Distinctive Features
This module aims to complete and consolidate the study of Italian by studying further complex
points of Italian grammar, developing the comprehension of advanced contemporary written
communication, and practice oral communication. It includes preparatory studies leading to
the study of translation and elements of business communication.
Learning and Teaching Strategies
 1-hour oral conversation class per week
 1-hour language awareness/business language class per week
 1-hour grammar and comprehension class per week
Arrangements for Revision and Private Study
Detailed advice will be provided for private study and revision is built into the structure of this
incremental language-learning module.
Assessment
 Coursework assessment (10%)
 Oral examination (30%)
 2-hour written examination (60%)
Learning Outcomes
 To acquire a basic grounding for the study of translation and elements of business
communication.
 To have fluency of listening and speaking skills,
 To be well prepared for a Year Abroad in Italy in terms of reading and writing skills.
 To have familiarity with registers used in different contexts including business
situations.
Indicative Module Content
Students should have to mastered the subjunctive and the correct sequence of tenses and be
able to use indirect speech, be familiar with sophisticated registers used in written
communication including business communication, understand the aims and techniques of
translation in different contexts, be fluent in oral and written communication on a wide range
of selected topics including business situations.
Co-ordinator: Ms S Rizzardi
Recommended Reading
A complete reading list covering all aspects of the module will be included in the module
handout.
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21035: Italian History and Culture from the Enlightenment to
the Present (1750 - 2000)
Module Rationale
Survey of modern Italian society and culture.
Aims and Distinctive Features
This module is partly historical and partly literary. It examines the connection between society,
politics and literature throughout the nineteenth and twentieth centuries.
Learning and Teaching Strategies
 18 1-hour lectures
 12 1-hour seminar
Arrangements for Revision and Private Study
Detailed bibliographies will be provided for private study and revision seminars will be
arranged towards the end of Semester 2.
Assessment
 Semester 1: 2500-word essay (30%).
 Semester 2: 20-minute oral examination including a presentation (70%), which is
preparation for students who will spend the Year Abroad in Italy, where oral
examinations are the norm.
Learning Outcomes
 Students should have an overall view of the cultural panorama of 19th and 20th
century Italy and be familiar with some of the major ideas which characterise the
artistic, political and cultural movements.
 Students should be able to put forward their ideas in an essay and seminar
presentation and to discuss and defend them in the context of an oral examination.
 Students should be aware of the link between arts, society and politics in the last two
centuries.
Indicative Module Content
A selection of Italian texts, literary, operatic and cinematic, all provide illustrations for the
study of fundamental movements and topics such as the Enlightenment, Romanticism,
Risorgimento, Realism, Futurism, Neo-realism, Terrorism and Women's Writing. The module
is supported by the Blackboard virtual learning environment, which includes online learning
resources and bibliographies. Student seminar presentations will follow a lecturer-led seminar
at the beginning of the module, addressing the nature of effective seminar presentation. The
student presentations are an opportunity for students to demonstrate their understanding of
the subject and their analytical and presentation skills, while setting an agenda for discussion
with their peers of specific aspects of the course, moderated by the lecturer. Preparation
material for the seminar presentations are available on a closed-access website, developed
by the lecturers. The effectiveness of these materials in the learning process will be closely
monitored and evaluated.
Co-ordinator: Ms D de Ferra
15
20325: Italian Renaissance Art – The High Renaissance in
Rome
Module Rationale
To provide an art history module covering a key period of Western art.
Aims and Distinctive Features
This module introduces students to High Renaissance painting, sculpture and architecture,
from its origins in Florence and Milan with Leonardo da Vinci, to the achievements of
Raphael, Bramante and Michelangelo in Rome in the early Sixteenth Century. It examines the
stylistic development and sources of the artists, artistic patronage and the content and
functions of the works, as well as the artistic techniques. Besides developing students’
practice of the techniques of art history the module seeks to equip students with the
knowledge and understanding to derive pleasure from probably the most creative period in
Western art. The module aims to provide students with knowledge and understanding of: a)
The work, stylistic development, sources, and patronage of major artists associated with the
High Renaissance in Rome (particularly Leonardo, Raphael, Michelangelo and Bramante). b)
The content, function and context of major works of art and architecture of the period. c)
Appropriate art historical methods of inquiry and analysis.
Learning and Teaching Strategies
 Examination preparation 46 hours
 Seminar preparation @ an average of 3 hours a week for 10 weeks 30 hours.
 10 1-hour weekly lectures 10 hours
 Fieldtrip and/or video presentations 10 hours
 General reading @ an average of 4 hours a week for 10 weeks 44 hours
 10 1-hour weekly seminars 10 hours
 Essay preparation 96 hours
Assessment
 1 x 20 minute seminar paper (20%)
 Essay of c.2000 words (40%)
 Unseen 1 hour photographic examination (40%)
Learning Outcomes
 Interpret works of art in relation to their historical context.
 Construct art historical arguments based on knowledge of the stylistic development,
artistic sources and patronage of individual artists.
 Identify (from photographs) the work of major artists associated with the High
Renaissance, and date them, and analyse their form and function.
 Prepare and deliver a presentation employing appropriate visual aids (including slideprojection).
 Communicate ideas and information in written form.
Indicative Module Content
This module focuses on the achievements of Leonardo, Raphael, Michelangelo and
Bramante in what was probably the most creative period in Western art, known as the High
Renaissance. It looks at the stylistic development and sources of individual artists, artistic
patronage, and the content and functions of the works, as well as the artistic techniques and
studio organisation.
Co-ordinator: Mr JG Bernasconi
Recommended Reading
Linda Murray, The High Renaissance and Mannerism
Loren Partridge, The Renaissance in Rome
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20326: Venetian Renaissance Art
Module Rationale
To provide an art history module covering a key period of Western art.
Aims and Distinctive Features
The module introduces students to Venetian Renaissance painting, sculpture and
architecture, in the unique and influential context of the city of Venice and its mainland
empire. It examines the stylistic development and sources of the artists, artistic patronage and
the content and functions of the works, as well as artistic techniques. Besides developing
students’ practice of the techniques of art history, the module seeks to equip students with the
knowledge and understanding to derive pleasure from the art and environment of one of the
most beautiful and remarkable cities on earth.
This module aims to provide students with knowledge and understanding of:
a) The work, stylistic development, sources, technique and patronage of major artists and
architects of the Venetian Renaissance (particularly Bellini, Mantegna, Antonello, Carpaccio,
Giorgione, Titian, Tintoretto and Veronese, Sansovino and Palladio). b) The content,
characteristic forms, function and context of major works of art and architecture of the period.
c) Appropriate art-historical methods of inquiry and analysis. d) The historical and cultural
context of Venetian art c.1450-1570.
Learning and Teaching Strategies
 Examination preparation 50 hours
 Seminar preparation @ an average of 3 hours a week for 10 weeks 30 hours.
 10 1-hour weekly lectures 10 hours
 Fieldtrip and/or video presentations 6 hours
 General reading @ an average of 4 hours a week for 10 weeks 44 hours
 10 1-hour weekly seminars 10 hours
 Essay preparation 50 hours
Assessment
 1 x 20 minute seminar paper (20%)
 Essay of c.2000 words (40%)
 Unseen 1 hour photographic examination (40%)
Learning Outcomes
 Interpret works of art and architecture in relation to their artistic sources,
Characteristic forms, and historical and cultural context.
 Construct art historical arguments based on knowledge of the stylistic development,
artistic techniques and patronage of individual artists.
 Identify (from photographs) the work of major artists associated with the Venetian
Renaissance, and date them, and analyse their form and function.
 Prepare and deliver a presentation employing appropriate visual aids (including slideprojection).
 Communicate ideas and information in written form.
Indicative Module Content
This module focuses on the achievements in art and architecture in Venice in the golden age
of its civilisation, in the 15th and 16th centuries, including the work of outstanding artists
including: Bellini, Giorgione, Titian, Tintoretto and Veronese; and Sansovino and Palladio in
architechture. It examines the stylistic development and sources of their work, the artistic
patronage and the content and functions of the works, as well as artistic techniques. It also
looks at the context of their work, the remarkable city of Venice itself.
Lecturer: Mr JG Bernasconi
Recommended Reading
C Hope, Titian. (1980)
J Morris, Venice
P Brown, The Renaissance in Venice. (1997)
P Humfrey, Painting in Renaissance Venice. (1995)
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OTHER MODULES
SEMESTER 1
88022: Sociolinguistics
Module Rationale
This module provides a more specialized module building on introductory modules such as
Introduction to Linguistics 88020 and Patterns of Language 88021. It appears in the
programmes for English and Modern Languages.
Aims and Distinctive Features
The aim of the module is to introduce a number of perspectives on language variation. It is
designed for students who have taken an introductory linguistic module in their first year or
have been studying a modern language to A-level or beyond. With English-speaking
communities as the main source of exemplification, the following topics will be included:
language issues at a societal level, multilingualism and language policy; the quantitative
analysis of language variation and change in relation to categories such as class, gender,
style, geography; data and method's in sociolinguistic research. The intention is to equip
students to achieve the first two learning outcomes. If they wish, students can use their
seminar presentation as the starting point for the assessed essay.
Learning and Teaching Strategies
Lectures will be used to present material to the students, explaining key concepts and
presenting examples; seminars will be used to provide clarification, where necessary, and for
student-led presentations.
One hour lecture per week and one 1-hour seminar per week, total class time 20 hours.
Arrangements for Revision and Private Study
A lecture and seminar will be devoted to revision for the classroom test and students will be
encouraged to explore possible essay topics in good time.
Assessment
A 50-minute classroom test is designed to test students' performance across a wide range of
topics, as indicated in the first two learning outcomes (25%) and a 3,000 word essay to test
students' familiarity with material relevant to one chosen topic, as indicated in the third
outcome (75%)
Reassessment
Where reassessment is offered it will be the part of parts of the assessment (i.e. test and/or
essay) not passed at the first attempt. The reassessment for the test will take the form of a
written task of approximately 1,000 words in length.
Learning Outcomes
On successful completion of this module students should:
(1) Understand a range of important concepts central to the discussion of language in
relation to society
(2) Be able to discuss different types of data gathering from the point of view of practical and
ethical issues
(3) Have written an essay that shows familiarity with academic literature on a particular
sociolinguistic topic and combines an empirical and theoretical account of the subject
matter
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Indicative Module Content
This introduction to sociolinguistic study uses English-speaking and other communities as
sources of exemplification and will include topics under the following three general headings:
language issues at a societal level, such as multilingualism and language choice; quantitative
analysis of phonological and grammatical variation and change in relation to categories such
as class, social network, gender, style, and geography data and methods in sociolinguistic
research.
Lecturer: Dr M Lumsden
Recommended Reading
Chambers, J K Sociolinguistic Theory Oxford: Blackwell (2003)
Coupland, N and Jaworsi, A Sociolinguistics: A Reader and Coursebook Basingstoke:
Macmillan (1997)
Fasold, R Sociolinguistics of Society Oxford: Blackwell (1984)
Fasold, R Sociolinguistics of Language Oxford: Blackwell (1990)
Hudson, R A Sociolinguistics Second Edition Cambridge: CUP (1996)
Milroy, L Observing and Analysing Natural Language Oxford: Blackwell (1987)
Romaine, S Language in Society: An Introduction to Sociolinguistics Second Edition Oxford:
OUP (2000)
Trudgill, P and Cheshire, J (eds) The Sociolinguistics Reader Volume 1:
Multilingualism and Variation London: Arnold (1998)
Wardhaugh, R (2002) An Introduction to Sociolinguistics Fourth Edition Oxford: Blackwell
Wray, A et al, Projects in Linguistics London: Hodder Arnold (2006)
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OTHER MODULES
SEMESTER 2
88002: European Detective Fiction
Module Rationale
Introduction to an important facet of contemporary culture, in a European context.
Aims and Distinctive Features
This module aims to examine the complex European tradition of the detective novel, starting
the detective novel as an adventure in writing. It will examine a multi-layered genre, which
deals with questions of society and gender identity, together with the assumptions and
commonplaces of its own literary tradition. One particular focus of the module will be a
comparison of European detective fiction with the Anglo-Saxon tradition of the genre.
Teaching and Learning Strategies
10 weekly lectures and 4 seminars. In order to allow maximum contact between teaching staff
and the students and to maximise the opportunity for discussion, the students are divided into
small groups for seminars (minimum 12, maximum 15).
Assessment
One comparative 5,000 word essay or two 2,500 word single text essays (100%)
Learning Outcomes and Teaching & Assessment Strategies
(1) By the end of the module students should have acquired a good knowledge of genre,
from its origins in 19th century France (Sue and Gaboriau) and North America (Poe)
through Conan Doyle and Agatha Christie to the present day.
(2) Students will have read some of the 'classics' and also some recent European detective
novels from the Netherlands, France, Italy, Germany and Spain.
Indicative Module Content
The beginnings of the genre: Eugène Sue, Emile Gaboriau, Edgar Allan Poe (The Murders in
the Rue Morgue), Sir Arthur Conan Doyle (A Study in Scarlet), Agatha Christie (The Murder of
Roger Ackroyd), the heirs of Raymond Chandler (The Big Sleep), French Detective Fiction
(G. Simenon, The Madman of Beigeiac), Dutch Detective Fiction (Janwillem Van de Wetering,
The Mind Murders), Italian Detective Fiction (Andrea Camilleri, The Shape of Water), Spanish
Detective Fiction (Manuel Vazquez Montalban, Murder in the Central Committee).
Co-ordinator: Dr Sabine Vanacker
Recommended Reading A complete reading list covering all aspects of the module will be
included in the module handout.
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88032: Translation Studies in Context
Module Rationale
Core module for students on ‘with Translation Studies’ programmes
Aims and Distinctive Features
To introduce aspects of translation theory and to place translation theory in the context of
professional translation work.
Teaching and Learning Strategies
10 weekly lectures and 4 seminars.
Assessment
One project and one two hour examination.
Learning Outcomes and Teaching & Assessment Strategies
By the end of the module students should be able to
 Understand issues in translation theory
 Identify different approaches to translation
 Evaluate the contemporary role of the translator.
Indicative Module Content
This module aims to examine the study of contemporary issues related to translation and
translators.
Co-ordinator: Dr Terry Hale
Recommended Reading A complete reading list covering all aspects of the module will be
included in the module handout.
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OTHER MODULES
YEAR LONG
88271: Special Language Option 2
Module Rationale
To enable students to take two languages to a value of 60 credits in certain programmes.
Aims and Distinctive Features
Provide tuition in two languages, one per semester, to back up short fat modules taken in the
same two languages in alternate semesters.
Learning and Teaching Strategies
 Normally two hours of practical language classes per week for 20 weeks.
Assessment
 100% Coursework assessments: the exact form of assessments will vary depending
on the languages taken and the semesters in which they are taken, but will be
selected from the following types: written; oral; listening; computer-based;
presentational.
Reassessment
As appropriate to the original assessments.
Learning Outcomes and Teaching & Assessment Strategies
 Analyse and respond to reasonably complex authentic texts in the languages studied,
including commercially oriented material as appropriate.
 Discuss a range of contemporary issues and concerns in the target languages.
Indicative Module Content
Students will further develop linguistic skills in two languages, one per semester, as an
enhancement of the skills they acquired at the previous Level and also acquire at this Level in
the same two languages in short 20 credit modules taken in the alternate semester to the one
in which they study the language in this module. They will thus be able to gain knowledge of
two languages based on 30 credits of study per language in the academic year.
Recommended Reading
A complete reading list covering all aspects of the module will be included in the module
handout.
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MODERN LANGUAGES FREE ELECTIVES
You can take the following Modern Language Free Electives:
88039
Voyages into the Fantastic
The aim of this module is to transport you away from the quiet certainty of your reality into a
world of unrest, mystery and science fiction. A number of cultural artefacts such as paintings,
architecture, films, Arthurian legends, short stories and graphic novels from a variety of
European countries and the New World are the focus of our study. This module is offered at
level 5 and does not require any pre-requisites. It provides a perfect introduction to those who
wish to study the grotesque, the monstrous and the “Other”.
Passport Languages:
ARABIC
CHINESE
DUTCH
FRENCH
GERMAN
ITALIAN
JAPANESE
PORTUGUESE
RUSSIAN
SPANISH
For further information see the online Free Elective catalogue or
ask in the Departmental Office.
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