|Date Specification Approved
||College Arts and Law
||History and Cultures
||Classics, AH and Archaeology
|Partner College and School
|Collaborative Organisation and Form of Collaboration
|Qualification and Programme Title
||B.A. English and Classical Literature and Civilisation Full-time
|Language of Study
|Length of Programme
||This programme has no outside accreditations
|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.
A) to develop an innovative range of subject specific and transferable skills in research, analysis and presentation through the study and understanding of Classical literature and civilization in the context of cognate disciplines.
B) to facilitate intellectual development by encouraging independence and critical thinking.
C) to provide a foundation for research into and further study of the discipline
|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:
A core sample of Classical literature within its cultural and intellectual context
Critical and hermeneutic issues specific to the discipline of Classics
Classical civilisation in its original context through study and personal experience
In addition, students have the opportunity to have knowledge and understanding of an ancient classical language and some ancient texts
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, seminars, workshops, group project work, oral presentations, independent research (dissertation)
Lectures and seminars; Dissertation or extended essay supervision; Student-led seminars; Independent study in groups and individually; Formative written exercises; Presentations.
Examinations, extended essays, dissertation, seminar presentation, group work, commentaries reviews and other appropriate assessments
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:
Coherent written presentation supported by references and illustration as appropriate
Oral presentation supported by appropriate illustrative material
Research, describe and analyse archaeological and literature based evidence and construct an informed synthesis from it in relation to current knowledge
Independent research to a timetable and deadlines
Team work on tasks requiring a variety of collaborative skills to a timetable and deadlines
Identify problems and questions and critically evaluate solutions and answers in theoretical and practical aspects of research into the ancient world
Exploit C&IT skills (web, word processing) in research, analysis and presentation
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, seminars. Independent study and research: essays at levels 1&2, dissertation at level 3
Group project work: informally at level 1 (Project), assessed at level 2 (Seminar II) and level 2/3 (Athenian Drama),
Oral presentations: informally at level 1, (Project) group presentation at level 2 (Seminar II)
Lectures and seminars; Individually supervised dissertation at LH; Peer-review of formative essays and formative presentations.
Examinations, extended essays, dissertation, seminar presentation, group work, commentaries, reviews and other appropriate assessments
Group presentation, Individual assignment/essay; Pre-released examination; Unseen examination; Dissertation or extended essay; Independent study