|Aims of the Programme
||In collaboration with partners across the College of Arts and Law, this programme will offer students the opportunity to study a JH degree, one half of which will be EITHER English Literature OR English Language.
The wide range of reasoning, research, independent learning, communication and organisational skills acquired from this programme equips graduates to pursue further study or employment in English and related disciplines, and is readily transferable to a wide range of commercial, cultural and professional careers.
Aims for the Literature Pathway:
1) a wide study, methodologically and theoretically informed, of the range of literature in the English language from the medieval period to the present;
2) through study of the range, kinds, structure and character of literature in the English language it aims to produce individuals who possess a broad range of knowledge and understanding of English literature and performance;
3) to instil in students critical skills in the close reading and analysis of texts both literary and non-literary; responsiveness to the central role of language in the creation of meaning; rhetorical skills of effective communication and argument, both oral and written;
4) to provide students with bibliographic skills appropriate to the discipline;
5) to provide students with an understanding of the role of cultural norms in understanding and judgement;
6) to provide students with awareness of how different social and cultural contexts affect the nature of language and meaning.
Aims for the Language Pathway:
1) To provide students with in-depth study of the ways in which the English language can be described; the ways in which it has changed over time; variation in language use, the ways in which language is acquired by both native and non-native speakers, and the study of language use in different social contexts.
2) As students progress through the programme, they will have the chance to study a range of more specialised and applied modules, looking for example at the relationship between language, gender and identity, the way language is processed in the mind, everyday creativity, the role of English in new media, and the teaching of English.
3) To develop research skills in English Language.
The programmes aim to provide students with an understanding and appreciation of central areas of philosophy, its methods and history. It aims to engage their interest in and enthusiasm for issues of philosophy and to foster within them the skills distinctive of good philosophy in particular, the abilities to:
The programmes aim to provide students with the opportunity to engage with the range of expertise and internationally recognized research undertaken in the Dept. of Philosophy. Through these various aims and provisions, the programmes will enrich the lives of students who take them, and will provide society with the resource of graduates who can think and express their thoughts in a clear and logical manner. Graduates equipped with these transferable skills as well as with the knowledge of the subject’s contents will be employed in a wide range of occupations.
- analyse abstract claims and arguments accurately,
- present their own views verbally and in writing, clearly and with supporting argument
- collaborate with others in the course of such analyses and presentations
|Students are expected to have Knowledge and Understanding of:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
The texts, theories and arguments of some of the major analytical philosophers, both past and present.
Some central theories and arguments in some of the core areas of analytical philosophy: metaphysics, epistemology, philosophy of mind, and moral and political philosophy.
Some theories and arguments that are the subject of current research in contemporary analytical philosophy
A range of techniques of philosophical reasoning, and how those techniques are brought to bear on philosophical theories and problems.
Basic logical notation and proof procedures, and of the most important ways in which those techniques inform analytic philosophy in general.
A substantial number of authors and texts from different periods of literary history
Different critical and theoretical approaches in the study of literature, language and performance, and of the literary, cultural and historical contexts that inform both the writing and reading of texts and performance
Study of the works of Shakespeare.
Thematic and generic links between texts across a wide historical range.
One or more specialised area(s) of English Language and Linguistics: its theories, historical varieties, methods of discovery and major conceptual paradigms;
The history and development of the English language, or the grammar, syntax and lexis of Old English, and the critical and cultural frameworks within which it is studied;
Analytic practices in the description of the English language and traditions in linguistic theory;
The variation of English language in different situational and developmental contexts and the theoretical frameworks within which such variety is studied;
The grammar, discourse and lexis of varieties of English and critical and cultural frameworks within which such variation is studied.
Lectures, tutorials, seminars discussion, independent study, close crucial reading of texts, the design and construction of essays and other assessments
Lectures and seminars; Dissertation or extended essay supervision; Student-led seminars; Independent study in groups and individually; Formative written exercises; Presentations.
Exams, essays, coursework exercises, project work
Group presentation; Individual assignment/essay; Pre-released examination; Unseen examination; Dissertation or extended essay; Independent study
|Students are expected to have attained the following Skills and other Attributes:
||Which will be gained through the following Teaching and Learning methods:
||and assessed using the following methods:
To interpret philosophical writing from a variety of ages and traditions
To analyse positions and arguments
To present cogent arguments in defence of their views, verbally and in writing
To understand and use a range of specialised philosophical terminology
To display independent understanding of philosophical views and arguments, and to work independently - including devising and researching pieces of philosophical writing of various lengths – and in groups
To communicate, and organise their studies, effectively
The capacity to be competent and effective users of IT resources for research purposes, word processing. Students will also be able to use IT communication tools effectively
Engagement with texts, primary and secondary: By the end of L C: the ability to demonstrate confidence in studying whole novels, plays, poems and films of different kinds and lengths; By the end of L I: the ability to read, with understanding, literary texts from different periods and genres; By the end of L H: the ability to synthesise a wide range of primary and secondary reading and the ability to range independently in their reading beyond prescribed texts in order to diversify and contextualise their study.
The capacity to analyse and critically examine diverse forms of discourse, both literary and non-literary, including own work and the work of peers: By the end of L C, the ability to apply notions of genre through interpretive practice and close reading. By the end of L I, the ability accurately to locate literary texts in relevant historical and generic contexts; and to analyse the literary effects produced by different types of intertextuality; By the end of L H, the ability to choose appropriate modes of analysis and apply them effectively to primary texts in the course of a piece of independent research.
The capacity for independent thought and judgement, and the ability to handle information and argument in a critical and self-reflective manner. By the end of L C, the ability to discuss the rationale for key differences between university-level literary study and the methods and expectations experienced at earlier stages of education; By the end of L I, the ability to construct arguments informed by, but not dependent upon, secondary material; By the end of L H, the ability to construct detailed, balanced and substantiated critical arguments; and to locate those arguments in their appropriate scholarly fields.
Skills in critical reasoning, and the ability to apply and critique systems of analysis and interpretation. By the end of L C, the ability to apply selected critical / theoretical approaches to the reading of literary texts. By the end of L I, the ability to distinguish between and use appropriately different critical approaches; By the end of L H, the ability to evaluate the relative merits of a range of critical/theoretical points of view. The ability to formulate appropriate research questions, undertake large scale substantive research, apply relevant methodologies and sustain an argument through a lengthy piece of individual project work.
The ability independently to use libraries, catalogues, bibliographies and other appropriate reference sources; to make appropriate use of the internet, the e-library, the physical library and other appropriate libraries; and to choose and use suitable editions of literary texts, applying a basic understanding of textual transmission.
The ability to document, cite and present, according to an agreed stylesheet of scholarly written work. Effective skills of communication both written and oral, and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently; the ability to write correctly and effectively in appropriate academic prose and to apply an understanding of the qualities valued in a literary essay.
The ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions.
The ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way, to sift and organise material independently and critically, and evaluate its significance.
Information technology skills that contribute to digital literacy such as word-processing and the acquisition, use and critical evaluation of data in electronic formats.
Time-management and organisational skills, as shown by the ability to plan and present conclusions effectively in unseen examinations, the ability to carry out a substantial piece of independent research and to present it in writing, and the ability to budget time and prioritise work to meet deadlines.
The capacity to analyse and critically examine diverse forms of discourse, and from both readerly and writerly perspectives;
The capacity for independent thought and judgement, and the ability to handle information and argument in a critical and self-reflective manner;
Skills in critical reasoning, and the ability to apply and critique systems of analysis and interpretation, and to synthesise practical and theoretical insights gained across modules on all levels;
The ability independently to use libraries, catalogues, bibliographies and other reference sources and resources of all kinds, both printed and electronic;
The documentation, citation and presentation of scholarly written work, and of appropriately formatted writing;
Effective skills of communication, both written and oral, and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently, and to apply drafting and redrafting skills to ‘industry specific’ writing and publishing tasks;
The ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions;
The ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way, to sift and organise material independently and critically, and evaluate its significance;
Information-technology skills such as word-processing, and the acquisition, use and manipulation of data in electronic formats;
Time-management and organisational skills, as shown by the ability to plan and present conclusions effectively.
Lectures, tutorials, seminars and workshop discussions (including, at Stage 1 and 2, sessions with explicitly methodological contents and sessions involving individual and group presentations), independent study, close reading of texts, the design and construction of essays and other assessments.
Lectures and seminars; Individually supervised dissertation at LH; Peer-review of formative essays and formative presentations.
Exams, essays, coursework exercises, project work (and as part of several modules, group presentations).
Word-processed assessments; evidence of appropriate use of web resources.
Group presentation, Individual assignment/essay; Pre-released examination; Unseen examination; Dissertation or extended essay; Independent study