Level 5
15082: French Language Skills III
Module Rationale
To account for changes in programme structure.
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, working in groups); to
extend understanding of aspects of contemporary French life in preparation for residence in
France.
Learning Outcome Statements
The module has the following 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.
To communicate their understanding in written and spoken French.
To engage in constructive group work, work to deadlines, develop their research
skills (using both printed and internet sources) in preparation for their Year 3
dissertation.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:


One oral class per week (oral strand)
Two one-hour practical classes per week (written strand).
Assessment Strategies
The following assessment strategies are used within this module:


Continuous assessment Written (80%)
Continuous Assessment Oral (20%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour examination
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.
Module Constraints
Specific Module Constraint Details
The following specific constraints apply to this module:
Previous Module (or others)
15075: French Language I - Advanced
1
Level 5
Previous Module Completed
15071: French Language 2 - Advanced
Previous Module Completed
88270: Special Language Option 1
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.
Staffing
Dr AM Kimyongur
Co-ordinator
Recommended Reading
Author(s)
J. Girardet,
M. Jubb
Publisher,
Year
Clé
Panorama de la Langue Francaise 4
International
French Grammar in Context (3rd edition) Arnold
Title
2
Level 5
15083: French Language Skills IV
Module Rationale
To account for changes in programme structure.
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 3
module on translation methodology and commentary and practical translation.
Learning Outcome Statements
The module has the following 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.
To communicate their understanding in written and spoken French.
To communicate in writing and in speak; engage in constructive group work; work to
deadlines.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



One one-hour French Translation class per week
One one-hour practical class (written strand) per week
One one-hour oral class (oral strand) per week
Assessment Strategies
The following assessment strategies are used within this module:



Written coursework (35%) 17.5%+ 17.5%
Oral assessment (30%) 10% + 20%
2-hour written examination (35%) 17.5% +17.5%
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2 hour examination
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.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
See Aims.
3
Level 5
Staffing
Dr AM Kimyongur
Co-ordinator
Recommended Reading
Author(s)
J. Girardet,
M. Jubb
Publisher,
Year
Clé
Panorama de la Langue Francaise 4
International
French Grammar in Context
Title
4
Level 5
15096: Reading French Culture: Text, Image and Sound
Module Rationale
An advanced French culture module maximising duo-semestrial pedagogic potential, while
remaining within current staff-constraint parameters.
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 aspects of socio linguistics and popular
culture. Semester 2 will pursue the nature of French Impressionism in its most celebrated
form (that of painting), before moving on to study various French films. The order of study
may vary according to staff availability.
Learning Outcome Statements
The module has the following Learning Outcomes:

Students will have gained an appreciation of different aspects of French culture, and
also of the different critical approaches involved.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

Each strand of this module will be taught via 4 to 5 lectures, backed by a seminarworkshop.
Assessment Strategies
The following assessment strategies are used within this module:


Semester 1 2500-word essay (30%)
Semester 2 2500-word essay (70%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: Essay
Arrangements for Revision and Private Study
Ample time built into module work.
Module Constraints
A-level in French or equivalent.
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 practical involvement in linguistic
variations. Semester 2 will consider critical approaches to two other French cultural media:
firstly, Impressionist painting and then French films.
Staffing
Dr C Greensmith
Co-ordinator
5
Level 5
18013: German language 3
Module Rationale
Contemporary authentic German materials will be distributed during the class, as will
language exercises appropriate to content of classes and learning outcomes.
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 Outcome Statements
The module has the following 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.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



Students will prepare written exercises additional to assessments and will give oral
presentations in oral classes.
Three contact hours per week plus a fortnightly written plenery session. Written
classes will concentrate on topical texts and on other written registers and skills.
Two contact hours per week are devoted principally to oral skills.
Assessment Strategies
The following assessment strategies are used within this module:



2-hour written examination (50%)
Coursework (25%)
Oral assessment (25%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour written examination
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.
Module Constraints
Specific Module Constraint Details
The following specific constraints apply to this module:

Previous Module Completed
o 18007: German Language 2 - Advanced
6
Level 5
Indicative Module Content
Contemporary authentic German materials will be distributed during the classes, as will
language exercises appropriate to content of classes and learning outcomes.
Staffing
Dr CE Bielby
Co-ordinator
Recommended Reading
The reading list for this module will be provided in the module handout.
7
Level 5
18024: German language 4
Module Rationale
Contemporary authentic German materials will be distributed during the class, as will
language exercises appropriate to content of classes and learning outcomes.
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 Outcome Statements
The module has the following Learning Outcomes:


Discuss in German a range of contemporary issues and concerns.
Analyse and respond to more complex authentic texts including contemporary
material.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



Students will prepare written exercises additional to assessments and will give oral
presentations in oral classes.
Three contact hours per week., plus a fortnightly written plenary session. Written
classes which will concentrate on topical texts and on other written registers and
skills.
Two hours per week are devoted principally to oral skills.
Assessment Strategies
The following assessment strategies are used within this module:



Written and oral/aural coursework (45%)
Oral examination (25%)
2-hour written examination (30%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour written examination.
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.
Module Constraints
Specific Module Constraint Details
The following specific constraints apply to this module:

Previous Module Completed
o 18013: German language 3
8
Level 5
Staffing
Dr CE Bielby
Co-ordinator
Recommended Reading
A complete list for this module will be provided in the module hand out.
9
Level 5
18097: Representing Germany: Gender, Nation and Identity
Module Rationale
A German cultural module, core for Single Honours students and available to Joint and
Combined Language students.
Aims and Distinctive Features
The module considers how the German nation and Germanness have been imagined and
represented from the nineteenth century to the present day. It introduces students to key
ideas on representation, gender and nation and explores a variety of media, from poetry and
national anthems, to film and the print media, looking at how these both construct and reflect
an idea of the nation and Germanness.
Learning Outcome Statements
The module has the following Learning Outcomes:





Explore current theories and ideas on representation, gender and nation.
Develop the tools to analyse a variety of texts: literary, visual, print media, filmic.
Build on knowledge of nineteenth- and twentieth-century German culture and history.
Select and organise material in order to present a coherent oral or written argument.
Provide accurate bibliographical information according to established guidelines.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

Twenty one-hour lectures and ten one-hour seminars, in which students will be
expected to present short individual or group papers analysing relevant features of
illustrative texts.
Assessment Strategies
The following assessment strategies are used within this module:

Semester 1: one 2500-word essay (30%)
Semester 2: one 2-hour examination (70%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour examination
Arrangements for Revision and Private Study
Students will be asked to obtain copies of some texts. Selected poems and short articles will
be provided by the tutor and films will be made available for viewing. The university library
provides material for background reading and students will be encouraged to access a range
of online materials.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
This module focuses on the different ways in which the German nation and Germanness
have been imagined and represented from the nineteenth century onwards, in a variety of
media and discourses. It considers the gendering of the German nation through the mythical
figure of Germania, as well as through the idealised German mother in the West German
post-war context. It also explores more recent tendencies to represent German reunification
10
Level 5
as a heterosexual union, and possible reasons behind that gendering.
The question of post-war Germanness with relation to the National Socialist period and
representations of that will be of central concern. We will look at the politics of memory and
what have recently been termed "memory contests" in contemporary Germany, with a focus
on German-Jewish relations and the provocative notion of Germans, themselves, as victims.
Staffing
Dr CE Bielby
Co-ordinator
Recommended Reading
Berger, Stefan. Germany (Inventing the Nation). London: Arnold, 2004.
Billig, Michael. Banal Nationalism. London: Sage, 1995.
Fulbrook, Mary and Martin Swales, eds. Representing the German Nation: History and
Identity in Twentieth-Century Germany. Manchester: Manchester University Press, 2000.
Herminghouse, Patricia and Magda Mueller, eds. Gender and Germanness: Cultural
Productions of Nation. Providence, RI: Berghahn Books, 1997.
Reagin, Nancy R. Sweeping the German Nation: Domesticity and National Identity in
Germany, 1870 - 1945. Cambridge et al: Cambridge University Press, 2007.
Fuchs, Anne. Phantoms of War in Contemporary German Literature, Films and Discourse:
The Politics of Memory. Houndsmill, Basingstoke: Palgrave Macmillan, 2008.
Fuchs, Anne and Mary Cosgrove, eds. German Memory Contests: The Quest for Identity in
Literature, Film, and Discourse since 1990. Rochester, New York: Camden House, 2006.
Fulbrook, Mary. German National Identity after the Holocaust. Cambridge: Polity Press,
1999.
Niven, Bill, ed. Germans as Victims. Houndsmill, Basingstoke: Palgrave Macmillan, 2006.
Niven, Bill. Facing the Nazi Past: United Germany and the Legacy of the Third Reich.
London and New York: Routledge, 2002.The reading list for this module has not yet been
recorded in the on-line database.
11
Level 5
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 Outcome Statements
The module has the following Learning Outcomes:





Learned about the course of German 20th and 21st century history, through close
study of key films of the national cinema canon.
Learned more generally about the relationship between cinema and history.
Developed confidence in their ability to assess and appreciate films, their content,
style and historical context.
Improved 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
The following teaching & learning strategies are used within this module:

1 hour lecture and 1 hour seminar, weekly.
Assessment Strategies
The following assessment strategies are used within this module:


1 x 3000 word essay (70%)
1 x 1000 word analysis essay (30%) or 1 x 1000 word presentation essay (30%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: n/a
Arrangements for Revision and Private Study
Tutors available to see students during their weekly office hours
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
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.
12
Level 5
" 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.
Staffing
Dr IS Kleinecke-Bates Lecturer
Recommended Reading
" Tim Bergfelder, Erica Carter and Deniz Göktürk (eds.), The German Cinema Book
(London: BFI, 2002)
" 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)
" Thomas 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
13
Level 5
19031: Spanish in Practice 1
Module Rationale
New academic framework
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 Outcome Statements
The module has the following Learning Outcomes:


To be able to analyse and respond to complex authentic texts including commercially
oriented material.
To discuss in Spanish a range of contemporary issues and concerns.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:





Materials used will be authentic and recent. Students will prepare written exercises
additional to assessments and will give oral presentations in oral classes (all
outcomes).
Two class hours focus on written materials, of which one will concentrate on
commercial texts and the other on other written registers (outcome one).
A coursebook, Abanico, plus specially selected materials are used.
One class hour is devoted principally to oral skills (outcome two mainly).
Language exercises may include summary, translation, essay, comprehension,
letter- writing and other exercises appropriate to materials used.
Assessment Strategies
The following assessment strategies are used within this module:



Students will be assessed on two written assignments, in Spanish, one commercially
related and other on another field of activity (20% per assessment; outcome 1).
An assessment of oral skills (10%; outcome 2).
2-hour written examination (50%; outcome 1).
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour written examination.
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.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
Spanish at Level 5 for language specialists.
14
Level 5
Staffing
Mr M Bonet-Mateo
Co-ordinator
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
coursebook must be bought: Abanico, Curso Avanzado de Español. Libro del alumno &
cuaderno de Ejercicios. Maria D Chamorro et al. Difusion.
Publisher,
Author(s)
Title
Year
Edward
J Butt
A New Reference Grammar of Modern Spanish
Arnold
Oxford
Oxford,
The Oxford Spanish Dictionary
University
Press
15
Level 5
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 cognive 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 Outcome Statements
The module has the following Learning Outcomes:


To analyse and respond to complex authentic texts including material sourced from
business contexts.
To discuss in Spanish a range of contemporary issues and concerns.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:








Language exercised may include summary, translation, essay, comprehension,
letter-writing and other exercises appropriate to materials used.
Students will give presentations in oral classes (all outcomes).
Material used will be authentic and of recent date, and include a coursebook.
There will be three contact hours.
The third class hour is devoted principally to oral skills (outcome 2 mainly).
Students will submit written assessments preceded by formative practice exercises.
Two class hours focus on written materials, of which one will concentrate on texts on
business topics and the other on other registers (outcome one).
In some cases, texts will be relevant to preparation for a year abroad.
Assessment Strategies
The following assessment strategies are used within this module:



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;
outcome 1).
Assessment of oral skills (10%; outcome 2).
2-hour written examination (50%; outcome 1).
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour written examination.
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.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
16
Level 5
Indicative Module Content
Level 5 semester 2 Spanish for language specialists.
Staffing
Mr M Bonet-Mateo
Co-ordinator
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 coursebook must be bought:
Abanico, Curso Avanzado de Español. Libro del Alumno & Cuaderno de Ejercicios. Maria D
Chamorro et al. Published by Difusion.
Publisher,
Author(s)
Title
Year
Edward
J Butt
A New Reference Grammar of Modern Spanish
Arnold
Oxford
Oxford,
The Oxford Spanish Dictionary
University
Press
17
Level 5
19035: Through Hispanic Eyes: Texts and Contexts
Aims and Distinctive Features
This module provides a study in 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 will be analysed.
Learning Outcome Statements
The module has the following Learning Outcomes:



To identify features of authentic Hispanic texts.
Understand aspects of Hispanic cultural identity.
Interpret texts and their impact on readers of them.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:


Each area studied in detail will be the subject of a student-focused seminar, of which
there will normally be six in total, though this number can be increased.
One whole class informal lecture per week for 20 weeks.
Assessment Strategies
The following assessment strategies are used within this module:



Sem 2 2-hour written examination (50%).
Sem 1 Essay (25%).
Sem 2 Essay 2 (25%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: One two hour examination.
Arrangements for Revision and Private Study
Students will have to obtain copies of texts and will be given additional material. 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.
Module Constraints
Students should be concurrently studying or have prior knowledge of Spanish.
Indicative Module Content
Hispanic films, books, plays or other cultural products will be studied in the original
language.
Staffing
Dr RJ Miles
Dr A Riberi
Lecturer
Co-ordinator
Recommended Reading
18
Level 5
21031: Italian Language III
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 Outcome Statements
The module has the following 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 simple reports from aural sources.
To be familiar with registers used by the Italian media
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



1-hour oral conversation class
1-hour grammar and written comprehension class
1-hour aural comprehension class
Assessment Strategies
The following assessment strategies are used within this module:




2-hour written examination (50%)
1-hour aural comprehension examination (20%)
10 minute oral examination (20%)
Coursework (10%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2-hour written examination
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.
Module Constraints
Specific Module Constraint Details
The following specific constraints apply to this module:


Previous Module Completed
o 21022: Italian Language 2 - Advanced
Previous Module Completed
o 21021: Italian Language 2 for Beginners and Improvers
Indicative Module Content
Students will develop the skills outlined above through a variety of language exercises
including comprehension, grammar, report writing and written and oral presentations.
Staffing
19
Level 5
Ms S Rizzardi
Co-ordinator
Recommended Reading
Author(s)
Title
S. Branciforte, A.
Parliamo italiano!
Grassi,
Publisher,
Year
Houghton
Miffins(06)
20
Level 5
21041: Italian Language IV
Aims and Distinctive Features
This module aims to complete and consolidate the study of Italian introducing further
complex points of Italian grammar, developing the comprehension of advanced
contemporary written communication, and practicing oral communication. It includes
preparatory studies leading to the study of translation and elements of business
communication. It aims to provide students with a good grounding for a year abroad in Italy.
Learning Outcome Statements
The module has the following Learning Outcomes:




To acquire a basic grounding for the study of translation and elements of business
communication.
To further improve listening and speaking skills
To be well prepared for a Year Abroad in Italy in terms of reading and writing skills.
To be introduced to commercial language and business situations
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



1-hour oral conversation class
1-hour grammar and comprehension class
1-hour language awareness/business language class
Assessment Strategies
The following assessment strategies are used within this module:



2-hour written examination (50%).
Oral examination (25%).
Language Awareness and Business Languages class tests (25%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2 hour written examination
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.
Module Constraints
Specific Module Constraint Details
The following specific constraints apply to this module:

Previous Module Completed
o 21031: Italian Language III
Indicative Module Content
Advanced use of the subjunctive and the correct sequence of tenses and of indirect speech,
introduction to business communication and translation, oral communication on selected
topics.
Staffing
21
Level 5
Ms S Rizzardi
Co-ordinator
Recommended Reading
Author(s)
Title
S. Branciforte, A.
Parliamo italiano!
Grassi,
Publisher,
Year
Houghton
Miffins(06)
22
Level 5
21035: Italian History and Culture from the Enlightenment to the Present (1750 2000)
Module Rationale
Existing module.
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 Outcome Statements
The module has the following Learning Outcomes:



After following the module students should have an overall view of the cultural
panorama of 18th, 19th and 20th century Italy and be familiar with some of the major
ideas which characterise the artistic, political and cultural movements.
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.
Be aware of the link between arts, society and politics in the last centuries.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:



Student seminar presentations
18 1-hour lectures
12 1-hour seminars
Assessment Strategies
The following assessment strategies are used within this module:


Semester 1: 2500-word essay (30%).
Semester 2: 20-minute oral examination including a presentation (70%).
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 2500-word essay
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.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
A selection of Italian texts, both literary, operatic and cinematic, provides 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 eBridge 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 is available on ebridge. The
23
Level 5
effectiveness of these materials in the learning process will be closely monitored and
evaluated.
Staffing
Miss D de Ferra
Co-ordinator
Recommended Reading
A reading list will be provided in class.
24
Level 5
20325: Leonardo, Michelangelo and Raphael
Module Rationale
To provide an art history module covering a key period of Western art.
Aims and Distinctive Features
The module focuses on the achievements of Leonardo da Vinci, Michelangelo and Raphael,
three of the greatest artists in Western art and the giants of what art historians call the High
Renaissance. We shall examine their careers an artistic creations, which include Leonardo's
Last Supper and the Mona Lisa, Michelangelo's David, Pieta and the Sistine Chapel frescos
and Raphael's famous frescos in the Vatican, portraits and nudes.
The particular focus of the module will be the High Renaissance in Rome in the early 16th
century, one of the high points of western civilisation. We shall look at the artistic
development and sources of the artists, patronage and the content and functions of the
works, as well as artistic techniques. We will also include architecture and look at Bramante
and the building of the new St Peter's.
Funding is available to support individual or group visits to Rome.
Learning Outcome Statements
The module has the following 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 or Powerpoint).
Communicate ideas and information in written form.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:







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 Strategies
The following assessment strategies are used within this module:



1 x 20 minute seminar paper (20%)
Essay of c.2000 words (40%)
Unseen 1 hour photographic examination (40%)
Arrangements for Revision and Private Study
No specific study and/or revision arrangements have been recorded in the database.
Indicative Module Content
25
Level 5
The module focuses on the achievements of Leonardo, Michelangelo, Raphael 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 artistic techniques and
studio organisation.
Staffing
Mr JG Bernasconi
Lecturer
Recommended Reading
Author(s)
Title
Frederick Hartt,
Linda Murray,
Loren Partridge,
Peter Murray,
Publisher, Year
Prentice
A History of Italian Renaissance Art
Hall(2006)
Thames and
The High Renaissance and Mannerism
Hudson(1978)
Weidenfeld and
The Renaissance in Rome
Nicholson(1996)
Schocken
The Architecture of the Italian Renaissance
Books(1988)
26
Level 5
20326: Art and Life in Renaissance Venice
Module Rationale
To provide an art history module covering a key period of Western art.
Aims and Distinctive Features
This module is concerned with Venice and its art and architecture in the golden age of its
civilisation, in the 15th and 16th centuries. Venice was then not only one of the most
beautiful and remarkable places on earth (as it still is) but a major power with an extensive
overseas empire. It was admired by contemporaries for its great visible wealth, its political
stability, and its remarkable consititution. The unique character of Venice as a city and
society provides the influential context of the art and it will be examined in its widest aspects,
including costume, shopping, cuisine and wine, music and carnival.
The period saw some of the leading painters in Western art, including: Bellini, Giorgione,
Titian, Tintoretto and Veronese. Sansovino was an outstanding architect and sculptor and
Palladio was probably the most influential architect in history.
The works produced by Venetian artists are not just visually stunning. They were much more
than elements of interior decoration, museum display, or objects of commercial exchange
and investment. Rather, they were a means for Venetians to express and transmit their most
profound beliefs and values. They dealt with fundamental questions of the meaning of
existence, political propaganda, individual's place in the community and sense of identity,
and love and pleasure (themes of banquets, music, sex. pastoral poetry). All these will be
examined during the module.
Funding is available to support individual or group visits to Venice.
Assessment Strategies
The following assessment strategies are used within this module:



1 x 20 minute seminar paper (20%);
1 x 2,000 word essay (40%);
1 x 1 hour unseen photographic exam (40%)
Arrangements for Revision and Private Study
No specific study and/or revision arrangements have been recorded in the database.
Module Constraints
None
Indicative Module Content
The 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
architecture. 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.
Staffing
Mr JG Bernasconi
Lecturer
Recommended Reading
Author(s)
Title
Publisher,
27
Level 5
Year
J Morris,
Venice
P Brown,
The Renaissance in Venice
P Humfrey,
P Humfrey,
Published
1997
Published
Titian
2007
Published
Painting in Renaissance Venice
1995
28
Level 5
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. 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. The intention is to equip students to achieve the first two learning outcomes. If
they wish, students can use their semina presentation as the starting point for the assessed
essay.
Learning Outcome Statements
The module has the following Learning Outcomes:



Understand a range of important concepts central to the discussion of language in
relation to society
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
Be able to discuss different types of data gathering from the point of view of practical
and ethical issues
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

One 1-hour lecture per week and one 1-hour seminar per week: total class time 20
hours
Assessment Strategies
The following assessment strategies are used within this module:


A 50 minute classroom test is designed to test students' performance across a wide
range of topics (25%)
3,000 word essay to test students' familiarity with material relevant to one chosen
topic (75%)
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 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.
Arrangements for Revision and Private Study
29
Level 5
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.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
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
Staffing
Dr M Lumsden
Co-ordinator
Recommended Reading
Chambers, JK (2003) Sociolinguistic Theory, Oxford: Blackwell
Coupland, N and Jaworski A (1997) Sociolinguistics: A Reader and Coursebook
Basingstoke: Macmillan
Fasold, R (1984) Sociolinguistics of Society Oxford: Blackwell
Fasold, R (1990) Sociolinguistics of Language Oxford: Blackwell
Hudson, R A (1996) Sociolinguistics Second Edition Cambridge: CUP
Milroy, L (1987) Observing and Analysing Natural Language Oxford: Blackwell
Romaine, S (2000) Language in Society: An Introduction to Sociolinguistics Second Edition
Oxford: OUP
Trudgill, P and Cheshire J (eds) (1998) The Sociolinguistics Reader Volume 1: Multilingulism
and Variation London: Arnold
Wardhaugh, R (2002) An Introduction to Sociolinguistics Fourth Edition Oxford: Blackwell
Wray, A et al (2006) Projects in Linguistics London: Hodder ArnoldThe reading list for this
module has not yet been recorded in the on-line database.
30
Level 5
88002: European Detective Fiction
Module Rationale
Modification to popular existing module, formerly offered simultaneously at level 2 and 3.
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.
Learning Outcome Statements
The module has the following Learning Outcomes:

By the end of the module students should have acquired a good knowledge of the
genre, from its origins in nineteenth century France (Sue and Gaboriau) and North
America (Poe) through Conan Doyle and Agatha Christie to the present day. They
will have read some of the 'classics' and also some recent European detective novels
from the Netherlands, France, Italy, Germany and Spain.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

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 Strategies
The following assessment strategies are used within this module:

Two essays of 2,500 words each (50% each essay); at least one essay should be
comparative.
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: 1 essay
Arrangements for Revision and Private Study
No specific study and/or revision arrangements have been recorded in the database.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
The beginnings of the genre: Eugene 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 Bergerac), Dutch Detective Fiction
(Janwillem Van de Wetering, The Japanese Copse), Italian Detective Fiction (Andrea
Camilleri, The Teracotta Dog), Hispanic Detective Fiction (Jorge Luis Borges, The Garden of
Forking Paths).
31
Level 5
Staffing
Ms S Rizzardi
Dr SA Vanacker
Dr TJ Hale
Dr A Riberi
Lecturer
Co-ordinator
Lecturer
Lecturer
Recommended Reading
The reading list will be provided in class.
32
Level 5
88032: Translation Studies in Context
Module Rationale
Core module in "With Translation Studies"
Aims and Distinctive Features
To introduce more advanced translation theory, and to place translation theory in the context
of professional translation work.
Learning Outcome Statements
The module has the following Learning Outcomes:



Understand issues in translation theory
Identify different approaches to translation
Evaluate the contemporary role of the translator
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

Lectures and seminars with student participation. Professional translators will be
involved.
Assessment Strategies
The following assessment strategies are used within this module:

One project and one two-hour exam
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: Two-hour exam
Arrangements for Revision and Private Study
Normal on-campus facilities
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
Study of contemporary issues related to translation and translators.
Staffing
Module Leader: Dr Terry Hale
Dr TJ Hale
Co-ordinator
Recommended Reading
Lawrence Venuti, The Translation Studies Reader, New York: Routledge, 2004The reading
list for this module has not yet been recorded in the on-line database.
33
Level 5
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 Outcome Statements
The module has the following Learning Outcomes:


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.
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

Normally two hours of practical language classes per week for 20 weeks.
Assessment Strategies
The following assessment strategies are used within this module:

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.
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: As appropriate to the original assessments.
Arrangements for Revision and Private Study
No specific study and/or revision arrangements have been recorded in the database.
Module Constraints
Two 20 credit modules, one in each of the two languages chosen in this module will be
taken.
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.
Staffing
Dr AM Kimyongur
Co-ordinator
Recommended Reading
The reading list for this module will be provided in class.
34
Level 5
88039: Voyages in the Fantastic
Module Rationale
To respond to a current interest in Fantastic works as reflected by literary works, recent films
and graphic novels. To offer a new insight into the Fantastic, particularly by its focus on
European and New World literary work and cultural artefacts.
Aims and Distinctive Features
This module sets out to provide a European and New World dimension to the Fantastic.
Rather than limiting itself to literature, it also aims to provide an insight into films, graphic
novels, and architectural works.
Learning Outcome Statements
The module has the following Learning Outcomes:




Demonstrate a greater understanding of the Fantastic
Gain strategies to define the Fantastic and contrast it with related genres
To develop skills to critically analyse and explain major themes connected to the
Fantastic
To convey information attitudes and ideas resulting from individual research and
reading in an appropriate written, verbal format to peers as well as a specialist
audience
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

Weekly hourly lecture + 7 seminars
Assessment Strategies
The following assessment strategies are used within this module:


2000 word essay (30%)
3000 word essay (70%)
Arrangements for Revision and Private Study
All the texts and films used are available in translation. Students will be able to watch films in
the Open Learning Centre. Students will be given reading lists for private study.
Module Constraints
No pre/post-requisite requirements have been recorded for this module.
Indicative Module Content
Semester 1 focuses on a number of approaches to the Fantastic as well as attempts to
define it and contrast it with the Marvellous, the Uncanny, Utopias and Science Fiction.
In Semester 2, the module looks at themes connected to the Fantastic such as the "other",
monsters, bestiaries, fantastic spaces, imaginary and time travel.
Staffing
Miss J Kopp
Dr TJ Hale
Dr AP Tudor
Dr A Riberi
Dr SC Levy
Lecturer
Lecturer
Co-ordinator
Lecturer
Lecturer
35
Level 5
Recommended Reading
Literature: short-stories by Cortázar / Théophile Gautier / Hoffmann, Italo Calvino / Marie de
France, bestiaries, etc.
Films based on Marquez's short-stories / or directed by Marc Caro and JP Jeunet etc.
Critical works by Todorov / relating to Le Corbusier etc.
The reading list for this module has not yet been recorded in the on-line database.
36
Level 5
88053: Introduction to Language Teaching
Module Rationale
This module provides an introduction to the teaching and learning of languages (including
English as a Foreign Language) for students who may be considering working as language
assistants during their year abroad or may have an interest in teaching as a career.
Aims and Distinctive Features
The module contains both theoretical and practical elements. Particular emphasis will be
given to learning strategies and teaching approaches for the four main skills (listening,
reading, speaking and writing). Some teaching practice is arranged in a range of contexts,
involving students of English as a Foreign Language.
Learning Outcome Statements
The module has the following Learning Outcomes:




Be aware of aspects of classroom management, syllabus design, notions of skills
and process;
Be able to prepare lesson plans related to the four main language skills (listening,
reading, speaking and writing).
Be able to select teaching materials in relation to tasks
Be familiar with the main theoretical and practical aspects of language teaching;
Learning and Teaching Strategies
The following teaching & learning strategies are used within this module:

There will be two contact hours per week over two semesters involving independent
and practical work. Lessons have a strong practical element. The classes will be
interactive and include seminars, group work activities, and discussions.
Assessment Strategies
The following assessment strategies are used within this module:

Essay (2000 words) and 2 observed sample lessons
Alternative Reassessment Strategy
The reassessment method for this module has been declared to differ from the original
assessment mechanism as follows: Essay (2000 words) and/or a project (2000 words)
based on a sample lesson (whichever the failed element(s))
Arrangements for Revision and Private Study
The Language Learning Centre provides excellent self-study facilities and support through
its resources and its Language Learning Advisory Service.
Module Constraints
Pre-requisites - Students are expected to have language modules and good knowledge of a
second languag
Mandatory constraints - Available only to level-5 students with 40 credits of one level-4
language
Indicative Module Content
A review of theories and approaches to teaching languages, teaching grammar, listening,
vocabulary, speaking, reading, writing skills, material and curriculum design, class
37
Level 5
management, lesson planning, testing.
Staffing
Dr M MozzonMcPherson
Lecturer
Recommended Reading
" Alison, J (2002) Challenging classes: focus on pupil behaviour. London: Centre for
Information on Language Teaching and Research.
" Cave, S (2006) Practising modern foreign languages in the primary classroom: activities for
developing oracy and literacy skills. Dorset : Brilliant Publications
" Coleman, J. A & J Klapper (2005) Effective learning and teaching in modern languages.
London : Routledge
" Hamilton, J (2003).Inspiring performance: focus on drama and song. London: Centre for
Information on Language Teaching and Research
" Jones, B (2004) It makes you think! Creating engagement, offering challenge. London :
CILT
" Pachler, N. & A. Redondo. (2007) A practical guide to teaching modern foreign languages
in the secondary school. London : Routledge
" Pachler, N. (2009) Learning to teach modern foreign languages in the secondary school.
London : Routledge
" Rinvolucri, Mario. More grammar games: cognitive, affective and movement activities for
EFL students.Cambridge: Cambridge University Press, 1995.
" Thornbury, S. (2006) An A-Z of ELT Palgrave Macmillan
" Wallace, M. (1987) Action Research for Language Teachers. Cambridge: Cambridge
University Press
" Wright, H (2004) Learning through listening. London : CILT
The reading list for this module has not yet been recorded in the on-line database.
38
Level 5
MODERN LANGUAGES FREE ELECTIVES
You can take the following Modern Language Free Electives:
88024
The European Gothic: Vampires and ‘Others’ in
Literature and Film
This module seeks to present the Gothic as a consequence of a series of intercultural
exchanges involving not only British and French writers but also Spanish, Italian and
German writers and film-makers. Though the module presents an historical overview of the
Gothic in the widest sense, it also seeks to understand the appeal of the Gothic from a
contemporary perspective.
Passport Languages:
CHINESE
FRENCH
GERMAN
ITALIAN
JAPANESE
RUSSIAN
SPANISH
For further information see the Free Elective handbook or ask in the Departmental Office.
39