Course Handbook BA (Hons) English and a Modern Language 2020/21 Dr And Rosta School of Humanities and Social Sciences Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Head of School. This applies to the materials in their entirety and to any part of the materials.
Transcript
Course Handbook BA (Hons) English and a Modern Language
2020/21
Dr And Rosta
School of Humanities and Social Sciences
Please read this Handbook in conjunction with the University’s Student Handbook.
All course materials, including lecture notes and other additional materials related to
your course and provided to you, whether electronically or in hard copy, as part of
your study, are the property of (or licensed to) UCLan and MUST not be distributed,
sold, published, made available to others or copied other than for your personal study
use unless you have gained written permission to do so from the Head of School.
This applies to the materials in their entirety and to any part of the materials.
Contents
1 Welcome to the Course
2 Structure of the Course
3 Approaches to teaching and learning
4 Student Support
5 Assessment
6 Classification of Awards
7 Student Feedback
8 Appendices
8.1 Programme Specification(s)
1. Welcome to the course
We would like to wish you a warm welcome to the University of Central Lancashire’s School of Humanities and Social Science (HSS), which is the administrative home of the BA English and a Modern Language Programme, as well as the home of academic staff from English Literature and English Language. As students on a joint degree programme, you will also have close contact with Modern Languages’ staff from the School of Language and Global Studies (LGS), where you will find a multinational team of support staff, lecturers, language assistants, and researchers and in excess of 1000 students from about 30 countries. Having access to two lively academic communities, there will be plenty of opportunities for trips, research seminars, work placements and cultural exchange, to enhance your learning experience. The BA English and a Modern Language programme is a very flexible degree programme which enables students to combine their choice of English (Literature or Language and Linguistics) with a Modern Language of their choice (Arabic, Chinese, German, Russian, Spanish, Japanese, French, Korean), either post-A’ level or ab initio. The course can either be studied over 4 years with year 3 spent studying or working abroad, or as a 3-year programme, with no year abroad. We hope that you will enjoy your time with us, and benefit from the broad range of expertise represented by our very approachable teams of teaching and research staff.
This handbook contains a lot of the information you need to know about your course, your School (Humanities and Social Sciences) and formal university procedures. The handbook is designed to provide information about areas, such as: the structure of your degree, contact details for staff members, conventions for referencing the ideas of others, and where to find additional support or information.
If you have any questions or concerns, you should see your course leader or academic advisor. For the English and a Modern Language programme, the course leader is And Rosta. He will be able to advise you on any aspect of the structure of your course. In the first year of your programme, your academic advisor will be Pauline Harries. She will be there to provide general study advice and opportunities to reflect on progress. She will also be the first port of call, if you experience any difficulties relating to your course or if any external circumstances arise, which are impacting on your ability to study.
English and a Modern Language is just one of the programmes we offer; we also run joint courses in which it is possible to combine English Language with Literature, Creative Writing or TESOL (teaching English to students of other languages), and to combine Literature with History or Creative Writing, and since many of our modules are shared across programmes, this should offer plenty of scope for interdisciplinary discussion.
Please take time to read through the information presented here and ensure that you retain the handbook as a reference text as you proceed through the various stages of your degree
Welcome to the study of English and a Modern Language
I would like to welcome you to the BA (Hons) in English and a Modern Language. This course combines the study of either English Literature or English Language & Linguistics with the study of a Modern Language, chosen from Arabic, Chinese, French, German, Japanese, Korean, Russian and Spanish.The emphasis will be on gaining communicative competence in your target modern language, as well as acquiring vital information about the culture and society of these language communities. There are also opportunities for studying intercultural communication, translation and interpretation. If you choose to combine your modern language with English language and Linguistics, you can look forward to learning how English varies according to user and context English Language and Linguistics offer a wide range of modules, so whether your interest is in the sound, meaning or structure of language, the language of power and identity, or career-focused modules, such as English in Education or Language Pathology and Clinical Linguistics, it is our hope that you find the programme stimulating and engaging. If, on the other hand, you choose to combine Literature with a Modern Language, you will have the opportunity to consider the cultural and historical significance of a range of literary movements and genres across a wide range of literary periods, from Renaissance Literature to Victorian Literature to Science Fiction Writing and Children’s Literature. It is our hope then that with this flexible course, students will have the opportunity to construct a programme that will suit their individual interests and their future career aspirations.
In addition, you will be able to develop a range of transferable skills, such as critical thinking and communication skills, which will put you in a prime position in the search for meaningful employment upon your graduation. Your lecturers are passionate about their subjects and will communicate their passion and enthusiasm to you. Throughout, your feedback on the course will be welcome, and we pride ourselves on maintaining a very good relationship with all our students.
This Handbook contains useful information about the programme, as well as other practical guidance on helping you to achieve success in your studies. Do read it through carefully and keep it in a safe place for future reference.
So, welcome, and I look forward to working with you.
Dr And Rosta Course Leader
1.1 Rationale, aims and learning outcomes of the course
This section provides information about learning aims and outcomes. Make sure you read the set of aims and outcomes that relate to your specific programme. The aims and learning outcomes are noted below for you. The information below covers, in separate sections, the pathways in English Literature and a Modern Language and English Language & Linguistics and a Modern Language:
1. Aims of the Programme
• to present a subject balance of English Language & Linguistics, English Literature, Modern Languages and Area Studies which will stimulate an enquiring, analytical and creative approach within students, thus enabling them to develop their linguistic skills together with an in-depth understanding of foreign cultures;
• to develop skills in close reading in both English and the target language across a diverse range of texts from distinct historical, social and cultural locations;
• to develop oral and written skills, both in English and the target language, in communicating ideas in response to reading, writing and the analysis of texts;
• to develop students’ interpersonal skills, critical self-awareness and problem-solving capabilities so that they can contribute meaningfully to a changing international environment; and
• to enhance students’ employment and career opportunities both in the UK and abroad
2. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. To communicate knowledge, arguments and ideas clearly and with near-native competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature.
B. Subject-specific skills
B1. To demonstrate high-order linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive written and oral arguments, both in English and the target language.
C. Thinking Skills
C1. To extract and synthesise key information from written and spoken sources; C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C5. To engage in analytical and evaluative thinking for in-depth research projects; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations.
D. Other skills relevant to employability and personal development
D1. To be able to work both independently and collaboratively; D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs; D4. To develop employability skills via problem-solving and strong interpersonal capabilities
English Literature:
Each year of the degree course involves studying modules over two semesters and emphasise close reading and active participation though the development of analytical skills. Our students are enabled to contribute to discussion and debate and to engage fully with the concepts of literature and cultures developing, communicating and evaluating individual thoughts and ideas through group participation. Written work is supported by experienced tutors who will offer advice in sessions and through one to one mentoring sessions. By the end of the programme, you will have developed key skills in reading, research, analysis and critical thinking that will equip you, personally and professionally, for your next stage.
English Language & Linguistics:
English Language and linguistics offers the opportunity to acquire subject specific expertise, while honing written and analytic skills which are much sought after by employers. As such, it prepares students for a range of career options, including teaching, speech therapy, business, journalism, editing, and marketing. It is a flexible programme of study which focuses on both the structure and the use of language and aspects of linguistics. The course aims to equip students with the skills to analyse and research written and spoken discourse using a variety of linguistic frameworks and from a range of perspectives. Equal emphasis is given to studying the componential elements of language structure as to understanding how language, in its social function, can be used to persuade, construct identity and establish power relations. The course encourages an independent, proactive and reflective approach to learning, which develops critical thinking and reasoning skills. Students will learn about the history and diversity of English and the role of language in society, along with a range of theoretical approaches to language. English Language and Linguistics is a broad-ranging discipline, which has obvious connections to many other subjects, including psychology, philosophy, literature, history and law. It is our hope that we can inspire you all with our love of the subject; empower you with knowledge; and equip you with excellent command of English.
Modern Languages:
The School of Language and Global Studies (LGS) at the University of Central Lancashire has gained considerable experience of teaching practical and vocational languages over the past few years. This was recognised formally in the excellent rating received in the recent HEFCE Teaching Quality Assessment visits. We have used this experience, together with ideas from employers, consultants and other experts within the University and beyond, to create an exciting programme of studies - BA (Hons) Modern Languages. Students can study French, German, Spanish, Japanese or Russian post A-level, or French, German, Arabic, Russian, Korean, Chinese, Japanese or Spanish ab initio.
In the ‘global village’, a command of foreign languages is of increasing importance. The ability to communicate freely in European and non-European languages, together with an understanding of cultural, political and economic contexts within foreign countries, not only make for a personally enriching experience, but also are becoming indispensable tools in many professions in the UK or abroad. All of our Modern Foreign Language courses emphasise the communicative properties of languages, and provide opportunities to develop knowledge of ‘area studies’ associated with your target languages. Each programme is very versatile and can lead to a broad range of exciting careers.
In choosing to study one of the programmes of Modern Foreign Languages offered by the School of Language and Global Studies, you have embarked on an exciting and challenging course. All of our courses are:
□ Innovative: based on student-centred learning in which you will be encouraged to take responsibility for your own learning. This has implications for your work in seminars and research, but particularly centres on the role of the Wordlwise Learning Centre (see below) as a focus for independent study of your languages;
□ Practical : the emphasis throughout all of our courses is on high-order language skills and the practical use of your languages for presentation, discussion, negotiation and translation, together with the study of aspects of the society and culture of the foreign countries which you have chosen to study;
□ Multi-media-focused: video and audio recording facilities, use of satellite TV, Computer Assisted Language Learning (CALL) and the new state-of-the-art Digital
Language Learning Lab ⎯ all of these will play a part in the teaching and learning
materials used on your course;
□ Intellectually stimulating: you can look forward to a challenging study of theories and practice relating to the business, society, politics and culture of the countries whose languages you are studying. The study of such background material will be fully incorporated into your language work;
□ Supportive: a series of workshops will be organised to support the development of a range of Study Skills for all new students of the University. These will run throughout the year and are intended to complement your subject-specific studies.
As a student on the BA (Hons) English and a Modern Language programme, you will also develop important transferrable skills which will help you long after you have completed your degree! Time management and organisation; cultural understanding; working both
independently and as part of a team ⎯ these are just some of the lifelong skills you will learn over and above the linguistic element of your course. There will also be ample opportunities for students from the different languages represented on our various programmes to meet both academically and socially. This means that, whatever your particular course of study, you will quickly feel part of a wider group of Modern Foreign Language students in the School.
1.2 Course Team
Your Course Leader, Dr And Rosta (Livesey House 115)) can offer advice on academic matters, and will help you with planning for your study at the university, throughout your time here. This person may also be the person you turn to for an academic reference. Stay in close contact with your Course Leader, and meet with him regularly – this will help your studies – and it is a requirement of the university that contact is maintained regularly.
The Head of School for The School of Humanities and Social Science is Andrew Churchill. The Acting Head of the School of Language and Global Studies is Daniel Waller, who is responsible for managing staff and resources.
Academic Advisor Year 1 Course Leader BA English Language and Linguistics Senior Lecturer Teaching: The Syntax of English, Foundations of English Grammar, History of English, Contrastive Linguistics, English in Education.
The School of Language and Global Studies has over 30 permanent members of staff from more than 20 nationalities. Most Tutors have many years’ experience of working with British and international students: cultural diversity is one of our distinguishing features. Most of our tutors have experience of studying or working abroad. All members of the team are research active. Please see online profiles to view their publications.
The School of Language and Global Studies is one of the top teaching departments in the country for Modern Languages (European and Asian) and Business English. The School has recently achieved THES Award for International Student Support 2006 and British Council accreditation in 2008, as well as having its own Exams Board. Many members of the Language Course Team are active Researchers on various fields and have books, articles and Journals published. They are also constantly looking at ways to improve our students experience and to update our courses. You can refer to the Staff Profiles online to see more about this and to look at the titles of their publications.
The linguistics team are all active researchers and have achieved very successful results in the previous two *REF exercises in 2008 and 2014 (International Standing to World Leading). Staff ensure that their teaching is informed by their research expertise. For instance, staff who research English phonology teach modules on English phonology, and they ensure that the material used is at the forefront of their current thinking on the subject. The staff represent a range of expertise across the discipline of linguistics. Currently, there are staff members engaged in research in the following areas: political argumentation, pragmatics, forensic linguistics, psycholinguistics, the syntax and phonology of English, morphology, corpus linguistics, historical linguistics/ language change, ancient Germanic, educational linguistics, sign language linguistics. Further information related to staff research activity and publications can be found on the staff pages on the school website or in the display cabinet opposite the lecturers’ offices.
*REF = Research Excellence Framework - this refers to the process by which research is quality-assessed in higher education institutions.
English literature at UCLan is taught by active researchers, who are involved in the development of academic study through conferences and research publications. The team have hosted a range of academic conferences, most recently “Theatre and Performance” and “After Revolution: Versions and Re-visions of Haiti”. We have particular expertise in American literature, theatre and culture, the Renaissance, literary adaptations, modern and contemporary writing, children’s literature, creative writing, Romantic and Victorian literary culture, gothic fictions and Irish writing. Further information related to staff research activity and publications can be found on the staff pages on the school website
1.4 Academic Advisor
You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential.
Your Academic Adviser can liaise on your behalf with members of the English and Modern Language teams and any other academics you need us to contact. Your Academic Adviser cannot arrange extensions, but can offer support or guidance. If you need advice of a personal nature, your Academic Adviser can direct you to the right sources. It’s best to meet with your Academic Adviser three times a semester. You will meet your academic advisor during induction week and in the first few weeks of semester 1, then at regular intervals throughout the year. Sometimes the academic advisor meeting will be organised as a group session to foster cohort identity; other times, sessions will be focused on individual progress. Your Academic Adviser for year one: is Dr. Pauline Harries
1.5 Administration details
Course Administration Services (CAS) provide academic administration support for students and staff. Each school has its own dedicated CAS hub. The CAS hub for Humanities and Social Sciences is the Foster Hub (details below). Even though
English and a Modern Language is a cross-school programme, the administrative home of the programme is Humanities and so you should contact the Foster Hub with your administrative concerns (enrolment, module registration, progression, timetabling etc.) Academic support is available from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can also provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.
Foster Building FB058 telephone: 01772 891990/891991 email: [email protected]
1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded as unread.
Facebook will offer updates also, but important messages are likely to come to you via the UCLan email system. Making contact with your tutors is by email (addresses given above).
Office hours
Teaching doesn’t begin and end in the lecture or seminar room, and you should always feel that you can approach tutors for information and advice. In order to help you, our Literature tutors organise office hours, usually around three or four hours per week during which they are available to see students individually. The dates and times of these appointments will be posted on the tutor’s office door. Other times are available by special arrangement with the tutor, and students may sometimes be seen on a drop-in basis if the tutors are free.
Please remember that your tutors, like you, are very busy, and so they need to organise their time carefully. This means that they might not be available immediately; this is why we all have official ‘Office Hours’ system. Tutors are as flexible as they can be, but you should bear in mind that there are occasion when other tasks demand attention – such as module preparation, marking and research.
Where to look
Details about courses, modules, timetables, rooms for classes, and much more information can be found on the Student Portal.
There are also useful links to other information and websites.
Remember to check this site regularly for any information updates or changes.
1.7 External Examiners
The University has appointed an External Examiner to your course who help to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.
The details of the External Examiners for BA (Hons) English and a Modern Language are as follows:
NAME INSTITUTION
Brigit Smith Lancaster University
Michael Farrelly University of Hull
2. Structure of the course
2.1 Overall structure
For the award of any degree or honours degree, students must have satisfied the general Academic Regulations of the University. Please see:
http://www.uclan.ac.uk/information/services/sas/quality/regulations/aca_regs.php for further information.
To be awarded the degree of Bachelor of Arts with Honours you should complete and pass all modules of your Programme at levels four, five and six. Modules can be worth either 10, 20 or 40 credits. You will generally take a total of 120 credits of level four modules in your first year, a total of 120 credits of level five in your second, and a total of 120 credits of level six in your third. You can, in your second and third years, takes modules from other levels, but you must ensure that you have space in your programme to do so and that you are taking the necessary modules that are required for you to complete your named degree programme.
If you successfully complete your first year, and pass (or are condoned) in 120 credits’ worth of modules corresponding to Year Two of your programme, but do not proceed to the final stage of your degree, you may be awarded the Diploma of Higher Education.
If you successfully complete 120 credits’ worth of modules at level four but do not proceed to a higher award you may be awarded the Certificate of Higher Education.
Here is a representation of your programme at a glance for the pathway of English Literature and a Modern Language:
Year 1 (120 credits)
• Core Modern Language Modules (40 Credits for French, German, and Spanish post
A' level and 60 credits ab initio routes and Japanese and Russian post A level) • Reading Texts: Literary Theory (20 credits) • Introduction to Renaissance Literature (20 credits) or History of English Literature (20
credits) • Free-choice (Language) Elective or Option in English Literature, English Language &
Linguistics (20 credits) or one of a wide choice of elective modules available from across university subject areas.
Students studying their Modern Language from post A level will be able to take two free choice elective modules, each worth 20 credits. You can choose an additional modern language or one of a wide choice of elective modules available from across university subject areas.
Year 2 (120 credits)
• Core Modern Language and Society Modules (20+20 credits) • Modern Language Optional Module (20 credits) • A World of Difference : Literature and Globalisation (20 credits) • Live Literature Project (20 credits) • English Literature optional modules (examples From Romantics to Decadents, The
Graphic Novel, CSI Literature, Reading and Writing Fairy Tales..(20 credits)
Year 3 (120 credits)
• Assessed Year Abroad (120 notional credits) OR • Core Modern Language Module (20 / 40 credits) • The Shock of the New: Modern and Contemporary Literature (20 credits) • Option Modules (such as British Children’s Literature, Literature and Film, Black
Atlantic Writing..) from each subject area (up to 60 credits) • Dissertation or Translation Project (40 or 20 credits)
• As above for students returning from Year 3 abroad
Here is a representation of your programme at a glance for the pathway in English Language & Linguistics and a Modern language:
Year 1 (120 credits)
• Core Modern Language Modules (40 Credits for French, German and Spanish post A' level and 60 credits ab initio routes and Japanese and Russian post A level)
• Sounds and Structures of English (20 credits)
• ELSIE (English Language Studies Initiative for Employability) (20 credits)
• Meaning in Interaction (20 credits)
Free-choice (Language) Elective or Option in English Literature, English Language & Linguistics (20 credits) *an elective can only be taken on the post-A’[ level routeYear 2 (120 credits)
• Core Modern Language and Society Modules (20+20 credits)
• Modern Language Optional Module (20 credits)
• Academic Writing and Graduate Development (20 credits)
• Sociolinguistics or Metaphor and Meaning or Framing the News or Language, Mind and Brain or History of English or English Accents and Dialects or Approaches to Syntax (20 + 20 credits)
• Free-choice (Language) Elective Module / Option in English Language & Linguistics or English Literature (20 credits)
Year 3 (120 credits)
• Assessed Year Abroad (120 notional credits) OR
• Core Modern Language Module (20 credits)
• World Grammars: Contrastive Linguistics (20 credits)
• Option Modules in Modern Languages and Linguistics (up to 60 credits)-Language and Power or English Syntax or English in Education or Clinical Linguistics and Language Pathology or Forensic Linguistics or Discourse and Argumentation
• Dissertation or Translation Project (40 or 20 credits)
Year 4 (120 credits)
• As above for students returning from Year 3 abroad
Foundation Entry Route If you do not meet the formal entry requirements specified, Foundation Entry offers an alternative route to study this degree. During your Foundation Entry Year you will study
alongside peers from related courses, whilst you gain a broad introduction to the combination of a foreign language and English. Away from the classroom you’ll benefit from the support of our Worldwise Learning Centre, where you can learn a new language, apply for a LinGO Travel Award, gain further work experience and meet industry experts.
For further information, please check the Foundation Year Programme Specification in Section 8 of this handbook.
2.2 Modules available
The full list of modules available on the course can be found in the programme specification in Section 8 of this handbook. Please note that not all optional modules will be available every year. List of modules on the course
As indicated in the Course Structure above, in your first and second year you can also take an elective from our catalogue of choices: go to https://apps.uclan.ac.uk/ModuleCatalogue/ and search under ‘Free Choice Electives only’.
2.3 Course requirements
In both English and your chosen Modern Language, there are core/compulsory and optional modules in each year of the course. In all cases, the minimum pass mark for each module is 40%. Your Course Leader will map out the availability of modules and the structure of the programme (see Section 2 above for further details of module requirements at each level). You should attend all sessions and should let your Course
Leader know if you are unable to attend any class for whatever reason. Attendance will be monitored weekly.
For students on the four-year programme, the third year is spent abroad in a country, or countries, of the target language. Further details of this component are provided below.
The Period Abroad, undertaken in the third year
of the course, is a compulsory component of
your degree. It consists of a minimum of 36
weeks, which is normally spent in the country
of the Foreign Language. It is possible to spend
your Period Abroad on a Work or Study
Placement or as an English Language
Assistant depending on the country.
The Period Abroad is a critical component of
each of our programmes in Modern Foreign
Languages, as it offers you the opportunity to
use your language and your knowledge in a
real and practical way.
Even in the first year of your course, you should be thinking about where you will go, and in what capacity you wish to spend your Period Abroad. Take every opportunity to discuss your ideas with your tutors. In this way, you can start investigating your options as early as possible and ensure that you get the most out of the experience. We encourage our students to undertake their preparation for the Period Abroad with a sense of enterprise and independence, although you will of course be supported and helped throughout your second
year by the Placement Team (see ‘Your Course Team’ on pages 10-14 above). Indeed, the School of Language and Global Studies is recognised for its thorough programme of preparation for the Period Abroad.
HOW CAN HELP BE OBTAINED? □ through information provided at Subject and Course Talks;
□ through key-date events throughout the academic year, such as the Briefing Day for the Period Abroad in May;
□ through regular consultation with the Placement Coordinator for each language, which will enable you to discuss options, preferences and suitability for individual placements. Please note that it is your responsibility to make appointments with the appropriate Coordinator(s).
Remember that you are not on your own in the preparation for your Period Abroad!
On the English literature programme we like to keep our progression as flexible and clear as possible: however, there is one pre-requisite that we consider essential:
You can only progress to an English Literature Dissertation if you have completed and passed EN2904 A World of Difference: Literature & Globalisation AND EN1215: Reading texts, Literary Theory.
For regulations relating to your specific programme, please see the course structure that is provided in section 2 of this handbook: keep this in mind at all times, to ensure that you take all modules required for you to successfully complete your named programme.
2.4 Module Registration Options
Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.
We will schedule progression talks for you early in semester two. You should make every effort to attend, as you will find out what modules are available, and what you need to take to complete your chosen programme of study. We also hand out the forms you need to complete to register your module choices. You will be given lots of notice, so you can begin to plan your course of study.
2.5 Study Time
2.5.1 Weekly timetable A timetable will be available once you have enrolled on the programme, through the student portal.
weeks will be organised through a variety of sessions including assessment guidance and support. For years two and three, scheduling varies, depending on the module. Individual tutors advertise their week-by-week sessions either on the notice-board on the university Blackboard system. Each tutor will provide you with the information you need.
2.5.2 Expected hours of study
The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. In Year 1, Students will have a minimum of 13 hours of class contact. For a foreign language, all students are expected to study at least three hours for every hour of class contact of a module of study and at least 1.5 hours practice, on top of the class.
2.5.3 Attendance Requirements
You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to your Course Leader, Dr And Rosta in the first instance.
You are required to attend all timetabled activities such as lectures,
tutorials, classes, workshops and examinations. You MUST bring your Student ID card to each timetabled session so your attendance can be recorded – where available your tutor will use your ID Card to record attendance electronically.
You should notify your Module Tutor or Course Leader immediately of illness or unavoidable reasons that prevents you attending. Unauthorised absence is not acceptable: you will be contacted for any unexplained absence and may be asked to attend an interview with an academic member of staff. Repeated, unauthorised absences may result in you being withdrawn from your programme of study.
If you are an international student requiring a study visa for the UK, you have certain responsibilities under the UK Border Agency (UKBA), Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKBA if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly.
Your attendance may be monitored through a system called SAM (Student Attendance Monitoring), in which case you can check your attendance record through myUCLan.
If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance.
Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.
3. Approaches to teaching and learning
3.1 Learning and teaching methods
The School of Language and Global Studies embraces a communicative approach to language teaching. Whilst we place emphasis on the acquisition of a high-level of communicative competence in the foreign language, this is in the context of a commitment to the intellectual development of students. It is the aim of all of our courses in Modern Foreign Languages to impart a knowledge base, extend students’ capacities for analysis, critical awareness and evaluation, and develop intellectual and personal skills through discussion, debate and argument of issues arising from the materials studied. In addition, all
of our courses aim to develop important transferable skills ⎯ for instance problem-solving,
presentation and team-working skills ⎯ which can be applied to a wide range of situations.
We believe that languages cannot be studied meaningfully in isolation from their cultural context. Such cultural knowledge informs many aspects of language study and becomes particularly important at higher levels of language practice. Equally, an understanding of culture and cultural contexts is important to an evaluation of customer needs and expectations in tourism and business, as well as to an evaluation of its impacts upon a culture. These factors inform all of our programmes in Modern Foreign Languages.
The School stresses the value of the active engagement of its students in the learning process. The Worldwise Centre, based in the whole of the left-hand side of the first floor of Adelphi Building, is viewed as an essential tool in our student-centred approach to language teaching.
We actively promote a student-centred approach to teaching and learning. Students are encouraged at all levels to share responsibility for their own learning and to acquire skills in understanding how they learn. They are encouraged to criticise, present and defend their own ideas in the target language and to take an active role in monitoring and evaluating their own learning. The system of student involvement in the Quality Assurance Process is set out in the School Core Handbook and the Course Feedback and QA issues related specifically to this Course are discussed later in this document
A whole variety of teaching approaches are employed to support student learning. These include lectures/interactive lectures, seminars, laboratory and class-based workshops, tutorials, web discussions, blackboard tutorials and self-assessments, independent reading and preparation for coursework assessments will be used. Preparatory readings/ tasks may be required for seminar sessions. Assessment feedback and one-to-one tutorials will help students to gauge progress and set academic goals.
You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?"
"I need to find research articles, where do I start?"
"How do I find the Journal of ...?"
"How do I use RefWorks?”
Your tutors will offer advice on how to develop your skills throughout your time at UCLan. We offer advice formally, when we write our feedback on your assessments, and we also make on-to-one tutorials for you to discuss you study skills. The development of the academic skills
required for study and for a professional career is of central importance to our course. Ensuring that students gain proficiency in writing and verbal communication is vitally important for English graduates and it is for this reason that the course has an integrated programme of study to enhance writing/language skills. In years 1, students will complete LG1200 English Language Workshop, and in year 2, there is LG2200 Academic Writing and Graduate Development. Both courses provide detailed information and feedback on punctuation skills, referencing and the development of academic style. The team have also developed a portfolio
approach to essay writing to ensure that students receive feedback on their language so that they can improve and correct the work before submission and final grading.
The university also offers support for your study skill though WISER.
WISER is an acronym for Walk-In Study Enhancement through Review AND Workshop Interactions for Study Enhancement and Review. This is because Wiser operate BOTH drop-in AND scheduled sessions.
WISER gives academic guidance to all students enrolled at the University. They help students in all subject areas, undergraduate or postgraduate, where you learn how to study more effectively and write better. They help students develop the formal communication skills that are necessary for academic success and will be invaluable in future employment.
WISER lecturers give weekly writing workshops as well as maintain a Blackboard space and website in order to support students on their journey towards being independent learners. They also organise bespoke specialist workshops for specific groups of students, in conjunction with module tutors or course leaders. They can also share good practice ideas with teaching colleagues throughout the University and partner colleges. WISER staff have a lot of experience to share; from years of lecturing, examining, and teacher training, to their own experiences of undergraduate and postgraduate study.
The Drop-in service will benefit those students who want to learn more effectively and get better marks for their assignments and exams. Wiser can also help you with your personal development planning (PDP). The skills learnt can also form part of your PDP portfolio.
These are drop in, one to one tutorial consultations that are available to all during term- time, with a specific focus on your individual needs.
The best place to start when exploring the Library resources available to you is;
• Your ‘Subject Guide’ can be found in the Library Resources
• Your ‘My Library’ tab in the Student Portal
• Library search
Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.
LIS https://www.uclan.ac.uk/students/study/
The library building provides comfortable, flexible study spaces and offers a wealth of excellent learning resources, extensive collections of information sources and expert help and support from Library staff.
As well as access to thousands of books, audio-visual materials and journals, highlights include:
1. Extensive opening hours (including 24/7 opening during term time)
2. A wide range of different study environments for both individual and group study 3. including bookable study rooms and pods 4. Laptop loan scheme
5. A large number of electronic resources which are available wherever you have access to the internet
6. Media suite containing Apple Macs 7. Self service issue and return facilities 8. Open access PCs and wireless access throughout the building
For more general queries, contact Customer Support and Technical Services by telephone or email.
The Worldwise Learning Centre, based on the first floor of the Adelphi Building, is an important part of the School’s initiative aimed at promoting and popularising the understanding of world cultures and languages among UCLan students and staff and the wider community of the North West of England.
Open year-round the Centre offers advice and support to anybody interested in world languages and cultures, travelling, and working or studying abroad. It also provides a comfortable place to meet and make friends with speakers of different languages in a welcoming environment.
The Centre is the place to:
• Access extensive resources including self-study books, dictionaries and digital video
and audio material in a variety of languages;
• Borrow items such as digital voice recorders, video cameras, projectors and audio headsets;
• Access PCs equipped with specialist language learning software (including Rosetta Stone), digital video and audio recording apps and international TV;
• Find out about opportunities to apply for a travel bursary for studying or working abroad;
• Apply for short-term internships and work experience placements;
• Attend culture and language celebration events, shows, exhibitions and guest talks;
• Use our state-of-the-art interpreting and video conferencing facilities for international meetings.
Our website (www.uclan.ac.uk/worldwise) currently offers information on a number of languages and their associated cultures. Both the Centre and the website play an important role in offering users information and advice relating to the learning and understanding of international cultures and languages including Arabic, Chinese, English, French, German, Greek, Italian, Japanese, Polish, Portuguese, Russian, Spanish, Turkish and Urdu.
If you want to find more about the Worldwise Learning Centre or its activities, please visit the Worldwise Learning Centre Helpdesk (AB110) or contact Sofia Anysiadou (Worldwise Learning Centre Resources Coordinator) on 01772 893155 or by email to [email protected].
3.3.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e- books, images and texts. Your tutors also make use of a range of e-resources, including e- learn, where you will find much of the information needed by you to organise your studies at UCLan. Elearn operates as a repository of resources – so all important documents, links to good websites and study skills advice are kept in one place for you. Elearn helps reduce printing of course material as well as providing a good resource for your learning at UClan.
We also encourage students to use any opportunity to watch their target languages television via the Internet. Students are also encouraged to find Podcasts, and web pages with language exercises in order to practice the different skills.
3.4 Personal development planning PDP is about recognising the skills you are developing alongside your studies. You’ll develop subject expertise studying literature and a language, but you will also acquire an important set of skills that will enable you in your career planning. You will notice that your modules all offer information on your personal and professional development (the term ‘employability’ captures this process), and this section of the handbook explains the key principles of how that can support you in planning for your future whilst you are at university.
WHAT’S IT FOR?
PDP is as useful as you make it. On one level, it is about managing your work and yourself and is a process which you have already started, for example by deciding on your present course. Now you should continue this process by actively engaging in your studies and managing the possible outcomes. And also, crucially, you will see how the way in which you study the subject provides you with additional skills.
PDP should make you aware of your capacity to:
• manage competing deadlines, planning for project completion
• work in a team as well as individually, developing as a thoughtful and considerate colleague, with the confidence to express informed opinion in public, and the skills to persuade others
• explore for your future, e.g. one-year/five-year future planning.
• solve problems, being a critical thinker, with the ability to construct coherent argument, to be concise and efficient in written and oral communication
WHAT DO I DO?
There are a number of ways in which you can record and reflect on your development: you could keep a folder which collects together material relevant to your development. This can range from the cover sheets with feedback on your assignments, to informal reflections on work experience. The potential range and variety is enormous but all will provide evidence that you are aware of your developing skills and needs. You should also make use of Futures and record advice and any work experience. Every year, you will be given an official transcript of your marks – you should keep this, also, as a record of your progress.
Meeting with your Academic Adviser should also provide a mechanism for recording development. During meetings, it is perfectly reasonable for you to make notes, and you can go through those notes, reflecting on what you have learned.
WHAT HELP DO I GET?
Part of your personal development at university is to become independent in planning, executing and completing tasks, so this is a good exercise for you to undertake. You will get a lot of support on your studies on EN2127 Live Literature Projects (Literature students) or LG2200 Academic Writing and Graduate Development (English Language students)
– these module has been designed specifically to support you as a life-long learner.
It’s all about your personal development; so make an early start by talking to your Academic Adviser and to make sure you stay in control you should complete a review of your progress at the end of every year of your course.
3.5 Preparing for your career The combination of English and a Modern Language is very versatile and can lead to a broad range of exciting careers. In the ‘global village’, a command of foreign languages is of increasing importance. The ability to communicate freely in European and non-European languages, together with an understanding of cultural, political and economic contexts within foreign countries, not only make for a personally enriching experience, but
also are becoming indispensable tools in many professions in the UK or abroad. All of our courses with a modern foreign language emphasise the communicative properties of languages, and provide opportunities to develop knowledge of ‘area studies’ associated with your target languages. To succeed in English Literature at university you do need to be business-minded. You will need to manage your time, plan ahead and be flexible about your other commitments, keep clear schedules and plan strategically in order to balance competing workloads and deadlines. Studying English Literature enables you to be culturally and socially aware, to be a clear, rigorous, creative and innovative thinker, to work independently or as part of a group and to respect the opinions, attitudes and beliefs of others. These are all very important skills in the workplace and will make you an employable individual. We are committed to ensuring that your time at UCLan will be fulfilling, developing subject knowledge, cultural sensitivity, and your abilities and potential for life beyond university.
If you are interested in following certain career paths, we offer advice on how you can tailor your learning programme to better achieve that potential. If you wish to teach English literature at secondary school, for example, we will ensure that you register on the most relevant modules. We would suggest, for example, that if you wanted to go into teaching, you take a module in Shakespeare, as most Postgraduate certificates in Secondary Education stipulate a good knowledge of pre-seventeenth century literature. We also run a module tailored to maximising your skills development. In EN2127 Live Literature Projects you’ll work on a project, applying the skills you are learning throughout your programme. If you aim to head for Primary Education or teaching English abroad, then you should consider linguistics modules, such as syntax and phonology, or English in Education. Your dissertation also provides you with key skills that will serve you well at university and as a life-long learner. Modules in your third year are designed to maximise your skills as independent learners and accomplished researchers – particularly your Dissertation, where, while the main focus will be on enhancing and showcasing your research and enquiry-based skills, you will also be practising, developing and applying wider employability skills in project-planning and problem-solving, oral and written communication, career and personal development, and creative and critical thinking.
Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:
• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.
• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,
• You will then be ready to learn how to successfully tackle the recruitment process.
You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.
It’s your future: take charge of it!
Careers offers a range of support for you including:-
• career and employability advice and guidance appointments
• support to find work placements, internships, voluntary opportunities, part-time employment and live projects
• workshops, seminars, modules, certificates and events to develop your skills
Daily drop in service available from 10.30am-3pm for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.
4. Student support, guidance and conduct Information on the support available is at: https://www.uclan.ac.uk/students/
The Admin. Hub based in Foster Building, room FB058 can help with general support and advice.
Your course and module leaders can also offer support and guidance during posted hours and by appointment.
The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including student administration such as Council Tax and letters to verify your status. The ‘i’ can also direct you to the right place to find information on Scholarships, Counselling, Student Finance, Mentoring, Studying Abroad, Disability Advice, Independent Academic Advice, International Advice, Multi Faith Centre, Pre School Centre, Medical Centre and general life in Preston/Burnley. The ‘i’ also produces a Student Organiser for new students.
4.1 Academic Advisors All our students are assigned an Academic Adviser. The Academic Adviser does not deal directly with academic issues – this is a matter for your module tutor and should be raised at an appropriate seminar session – although you may have a concern about your personal circumstances which may affect your academic work, and you could consult with your Academic Adviser about how best to manage that. Your Academic Adviser is someone who
knows the university and its academic regulations, and to whom you can turn for advice.
Your Academic Adviser will listen to your problem and then advise you as best they can on how to resolve it. As we are academic experts this may mean we need set up an appointment for you with someone else who is better equipped to help you such as Student Accommodation, Student Services etc.
4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.
Assessment arrangements for students with a disability
Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected]
Where necessary, you will be asked for evidence to help identify appropriate adjustments. Dina Kabbani is the Disability Contact in the School of Language and Global Studies. Please contact Dina if you have a disability / special educational needs ([email protected]).
4.3 Students’ Union The Students’ Union offers thousands of volunteering opportunities ranging from representative to other leadership roles. We also advertise paid work and employ student staff on a variety of roles. You can find out more information on our website: http://www.uclansu.co.uk/
5. Assessment
Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.
5.1 Assessment Strategy Assessment in English and Modern Languages are based on a combination of different kinds of essays, commentaries, and in some modules, seminar projects and/or examinations. You will encounter a variety of practices in the next few years, which test different skills. You will be expected, in planning your assessments, to make value-judgements about the range of online resources that are now available to students. We offer advice on the types of website that can be useful to your work – and also on those that can be actively damaging to your prospects of getting a good mark. Not all information available on the internet is positive or productive, and one of the key skills you will learn on your programme is how to assess this plethora of material, some of which could potentially damage your learning.
Essays are common on English programmes, and they vary from short summative pieces to longer research essays, which test your ability to produce clear, imaginative, incisive and innovative responses to literary texts or topics in linguistics For Literature, all essays should be prepared according to the Study Skills Handbook regulations and use MLA format for their bibliographies and citations (see the appendices to this handbook, as well as your Study Skills Guide). In English Language and Linguistics, the Harvard referencing system is adopted for bibliographies and to indicate source texts. Students will be provided with a comprehensive overview of the appropriate conventions for referencing in the study skills modules LG1200 English Language Skills Initiative for Employability and LG2200 Academic Writing and Graduate Development. Essays assist you in developing the skills of collecting, critiquing and synthesising data. They also help you develop a sustained written argument, supported by appropriate methodology and evidence. Furthermore, they allow you to explore your own creativity and critical thinking within appropriate academic guidelines. You may well be encouraged to construct your own essay questions as you progress in your studies. Essays also provide the opportunity for feedback and consultation; tutors’ comments should be looked upon as guidelines for improving future work. They are often much more important than the final mark you receive, and you should look upon them accordingly. Tutors will be happy to discuss your marks with you, and you should make an appointment to see them in office hours in order to talk through any issues you may have. For first year students, generally tutors will ensure that you are given a one-to-one tutorial to discuss your first piece of work.
Seminar presentations develop your communication skills, and are primarily assessed on the basis of your use of primary and secondary material, the delivery and coherence of your
argument, and your ability to provoke and respond to feedback. Presentations are useful in assessing your knowledge and your application of theory or critical methods. Seminar projects are flexible assessments that encourage both independence and teamwork, creativity and the confidence in developing your own areas of intellectual pursuit through the choice, design and presentation of your topics. Seminars offer the opportunity for debate and analysis which is student-led, not tutor-led, and participation is a must. If one of the seminar’s functions is to assist your understanding of a particular text or topic, another (perhaps equally or even more important) function is to contribute to the gradual, long-term development of your thought and expression.
Examinations and their related forms (such as timed essays and in-class module tests) can encourage the consolidation and application of theoretical knowledge on a very particular basis when necessary, and allow for the assessment of these.
So how do I know if I’m doing well?
An average piece of work will get 50% - 54%. A mark of 75% is a very high mark. The lowest pass mark is 40%. Some adjustment to your expectations may prove necessary if your previous institution tended to give higher marks. Please remember, 52% is not a ‘bad’ mark.
Handing in Assignments and other course work All summative ‘essay style’ assignments written in typed English of up to 4,000 words should be handed electronically via Turnitin (no physical copies will be submitted for these assignments), your lecturer will go through this process with you. If your lecturer has outlined that your assignment should be handed in via hardcopy, there are a number of lockable assignment boxes on the Ground Floor of the Adelphi Building and in Livesey House. Assessed work should be placed in the appropriately-labelled box on or before the deadline date set by your tutors. For clarification if your assignment needs handing in via hardcopy please talk to your module tutor.
Collection of submitted work Formally assessed student work will be available for collection from module tutors until 31 October of the following academic year. After this date all uncollected work will be destroyed.
What if I’m late with handing in my work? We hope it will never happen, but if it does our view of the problem will depend on whether the lateness is with good cause or not. If possible, get an extension request form in advance. If it’s a serious extended problem you should get extenuating circumstances details (see later pages for more information on these).
Is the Period Abroad assessed? Yes. The year abroad is an integral part of full degree courses in languages. It has its own module code and its own assessment carried out in part by the overseas host organisation. Students are responsible for ensuring that assessment documentation and reports are returned to us during and following the period abroad.
5.2 Notification of assignments and examination arrangements
You will be notified about exam timetables by your seminar tutors but you should also refer to the exam timetable on the student services pages at:
http://www.uclan.ac.uk/information/services/sss/examinations_and_awards/examinations.ph p
Your module tutors will offer guidance for the completion and submission of assessed work: make sure you attend to those guidelines to ensure that your work gets to the correct tutor by
the set deadline. Many tutors ask you to submit work in electronic format (through Elearn). You should ensure to follow all submissions guidelines carefully. If you have any questions, you can contact your tutor and/or your Course Leader.
5.3 Referencing The referencing system you use is contingent on the degree programme you are registered for. English Literature adopt the MLA (Modern Language Association); while English Language and Linguistics uses Harvard referencing. An example of each type is given below. During the first year of your course, you will be fully briefed on the conventions for correct referencing which are relevant to your programme. The differences between the systems are not vast.
Both systems use parenthetical references rather than end- or footnotes. You also use a “Works Cited” page (which includes all of the sources you have actually used) or “Works Consulted” page (which includes all of the sources you have looked at or used) rather than a bibliography. The Works Cited page includes all the information needed to find the reference, whereas in the body of the essay itself, you cite your sources by author name and page reference.
Listed below are the most common references you’ll use in your essays.
Wherever you paraphrase or directly quote, you need to provide the reference. This comes directly after the quotation or paraphrase, and the final full stop comes AFTER not before the parentheses. Quotations are indented only when they are 4 lines or longer, and they are indented only from the left margin, not the right. They are also double spaced, rather than single spaced in MLA (though if you want to single space your intended quotations, your tutors won’t mind).
Here are examples:
In one postmodern text, the sense of construction is apparent then the main character Offred says, “This is a reconstruction. All of it is a reconstruction” (Atwood 144).
Note: you don’t use a P. or put a comma in between the information.
If your Works Cited page has more than one text by Atwood, you need to indicate that in some way in your parenthetical reference. The most common way is to use part of the title, as below:
In one postmodern text, the sense of construction is apparent then the main character Offred says, “This is a reconstruction. All of it is a reconstruction” (Atwood, Handmaid 144).
If you use the author’s name in the preceding sentence, you only need to put the page number:
In her most famous postmodern text, The Handmaid’s Tale, Atwood writes, “This is a reconstruction. All of it is a reconstruction” (144).
The same principle applies whether it’s a book or a journal article you’re writing about; you provide the minimum information needed to be able to find that source in your Works Cited page. If there are two authors with the surname “Smith” then you call one (J. Smith 55) and the other (F. Smith 465) depending on their first name. If there is no author, then you use part of the title in your reference. Basically, keep it as simple and clutter free as possible.
If you have a very long quotation, roughly one that takes up 4 lines of typed text, you will need to indent that long quotation. In this case, you do not need to use quotation marks (or inverted
commas) because the indentation indicates that this is a quotation. This is the only time that end punctuation marks go before rather than after the parenthetical reference, as below:
In Margaret Atwood’s The Handmaid’s Tale, the main character muses about the postmodern construction of narrative:
When I get out of here, if I’m ever able to set this down, in any form, even in the form of one voice to another, it will be a reconstruction then too, at yet another remove. It’s impossible to say a thing exactly the way it was, because what you say can never be exact, you always have to leave something out, there are too many parts, sides, crosscurrents, nuances; too many gestures, which could mean this or that, too many shapes which can never be fully described, too many flavours, in the air or on the tongue, half-colours, too many. (144)
Occasionally, even with a parenthetical system like the MLA, you will wish to use endnotes. These are called “content” or “explanatory” notes, and should be used sparingly. Generally, comments that you can’t fit into the body of your essay should be omitted, unless they provide essential clarification or justification of what you have just written. You may, for example, wish to use them to indicate why you’ve chosen to use one source when another similar, more widely-used source is available, or to direct your reader to other sources which may be of interest, but which are not directly related to your main topic.
MLA Works Cited Page
Entries are listed in alphabetical order by author surname. You can separate primary texts (the novels/plays/poems) from secondary texts (articles or books on the primary texts), but this is not strictly necessary. We’ve listed common examples below.
You should use the first “place” listed as a place of publication, not all of them. You should use the date of the edition you are using, though it is helpful if you can put in the first date of publication, too (see entry for Berger and Luckmann below). If there is no date, put N.d. If there is no place, put N.p. University presses can be abbreviated to UP.
If you are using a collection of essays, individual essays need to be cited individually, with page ranges provided. You can abbreviate the entries slightly in this case (see references to Phelan and Graff below).
In general, works cited references look like this. Please note the correct punctuation:
Single-authored texts:
Surname, First name. Title of Book. Place of publication: Publisher name, Year.
For two authors:
Surname, First name, and First Name Surname. Title of Book. Place of publication: Publisher name, Year.
For more than two authors:
Surname, First name, et al. Title of Book. Place of publication: Publisher name, Year.
Editors:
Surname, First name, ed. Title of Book. Place of publication: Publisher name, Year.
For more than one book by an author
Cite the books alphabetically, and in the second and subsequent references, replace the author’s name with ---. (as below)
---. Title of Book. Place of publication: Publisher name, Year.
For journal or newspaper articles:
In general, an entry looks like this:
Surname, First Name. “Article Title.” Journal Title Volume Number: Issue (Year): page range.
Sometimes only a volume number is available. That’s fine; just omit the Issue.
For newspapers, you need to include the date, the section and page numbers.
For films, the entry usually begins with the title, and includes the director, the distributor, and the year of release. You may include other relevant information, such as the name of the writer or performer, between the title and the distributor.
It’s a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and Thomas Mitchell. RKO, 1946.
For sound recordings, cite the composer, conductor, or performer first, depending on importance you wish to place on it. Then list the title, the artist, the manufacturer, and the year of issue (or n.d. if the year is unknown). Also indicate the medium, if you are not using a cd. Remember, all of this should be double spaced.
Ellington, Duke, cond. Duke Ellington Orchestra. First Carnegie Hall Concert. Rec. 23 Jan.1943. LP. Prestige, 1977.
Simon, Paul. The Rhythm of the Saints. Warner Bros., 1990.
For interviews, begin with the name of the person interviewed. If the interview is published as part of something else, enclose the title in quotation marks; if it is published independently, italicise or underline the title. If it is untitled, just write Interview. If you conducted it, give the name of the person interviewed, the kind of interview (Personal Interview, Telephone Interview), and the date.
Clinton, Bill. Personal Interview. 23 June 1999.
Fellini, Federico. “The Long Interview.” Juliet of the Spirits. Ed. Tullio Kezich. New York: Ballantine, 1966. 17-64.
Nader, Ralph. Interview with Ray Svarez. Talk of the Nation. Natl. Public Radio. WBUR, Boston. 16 Apr. 1998.
For online publications you need to provide the same kind of information as for traditional sources, including, where possible, author, title, source, date, and page numbers. You need to provide the website address and the date you accessed the material (since some web- based information is transient). Make sure you transcribe the web address carefully, as any deviation will make it unreadable.
Use internet resources carefully, ensuring that you make clear that you understand the difference between sites that offer opinion and those that offer peer-reviewed scholarship.
Below you’ll find a list of examples which should cover just about any contingency; included are introductions, prefaces, works by a translator, multi-volume works and other complicated ones. See if you can work out what you need to do from this list, or ask your tutor.
Works Cited
Artaud, Antonin. Collected Works, translated by Victor Corti, London: Balder & Boyars, 1968
-------------------. The Theatre and its Double (1938), Translated by Victor Corti, London:
Calder & Boyars, 1970. Print
Baumeister, Roy F. Escaping the Self: Alcoholism, Spirituality, Masochism, and Other Flights from the Burden of Selfhood. N.p.: Basic Books, 1991. Print
Baym, Nina. Feminism and American Literary History. New Brunswick, N.J.: Rutgers UP, 1992. Print
Berger, Peter and Thomas Luckmann. The Social Construction of Reality: A Treatise on the Sociology of Knowledge. 1966. London: Penguin, 1991. Print
Cohen, Stanley, and Laurie Taylor. Escape Attempts: The Theory and Practice of Resistance to Everyday Life. 1976. 2nd. ed. London: Routledge, 1992. Print
Cox, James M. “Attacks on the Ending and Twain’s Attack on Conscience.” Graff and Phelan 305-312. Print
Delbanco, Andrew. Introduction. Moby-Dick or, the Whale. By Herman Melville. 1851. New York: Penguin, 1992. xi-xxviii. Print
Denier, John. Humpty Dumpty, A Pantomime in a Prologue and One Act: As Originally played by George L Fox, New York: DeWitt c.1872. Print
Escarpit, Robert. The Sociology of Literature. Trans. Ernest Pick. 1958. 2nd ed. London: Frank Cass, 1971. Print
Freud, Sigmund. “Creative Writers and Day-Dreaming.” The Standard Edition of Complete Psychological Works of Sigmund Freud. Trans. James Strachey. Vol. 9. London: The Hogarth Press, 1959: 143-53. Print
Frye, Northrop. “Conclusion.” Literary History of Canada: Canadian Literature in English. Ed. Carl F. Klinck. Toronto: U of Toronto P, 1965. 821-49. Print
Graff, Gerald, and James Phelan, eds. Mark Twain Adventures of Huckleberry Finn: A Case Study of Critical Controversy. Boston: Bedford Books of St. Martin’s Press, 1995. Print
Hooper, Walter, ed. Preface. Of This and Other Worlds. By C. S. Lewis. London: Collins, 1982. Print
Lust, Annette. From the Greek Mimes to Marcel Marceau and Beyond. Mimes, Actors, Pierrots, and Clowns: A Chronicle of the Many Visages of Mime in the Theatre, Lanham, Maryland: The Scarecrow Press, 2000. Print
Saxon, Theresa. American Theatre: History, Context, Form. Edinburgh: Edinburgh University
Press, 2011. Google Book Search. Web. 24 August 2014.
Other forms of citation:
Catalogue, ‘American Indian Languages,’ The National Museum of Natural History of the
‘Williamsburg November 17,’ The Maryland Gazette, December 14 1752, Maryland State Archives, web. http://www.msa.md.gov/megafile/msa/speccol/sc2900/sc2908/html/mdgazette.html. Web. Accessed 14/ January 2010
‘Uncle Tom at Barnum’s,’ New-York Daily Tribune, November 15, 1853, American Social History Project/Centre for Media and Learning, The Graduate Centre, City University of New York in collaboration with Centre for History and New Media, George Mason University, web, http://chnm.gmu.edu/lostmuseum/lm/266/ accessed 19 January 2009
There may be other resources your encounter – if you are not sure, please check with your tutors.
(The Harvard Style)
Some of the more common variations are listed below.
Single-authored book
Archer, D. (2005). Questions and Answers in the English Courtroom (1640 – 1760). Amsterdam: John Benjamins.
Bousfield, D. (2008). Impoliteness in Interaction. Amsterdam: John Benjamins.
Wichmann, A. (2000). Intonation in Text and Discourse. London: Longman.
Multi-authored book Jeffries, L., McIntyre, D. and Bousfield, D. (2007). Stylistics and Social Cognition. New York:
Rodopi.
Xiao, Z. and McEnery, A. (2004). Aspect in Mandarin Chinese: A corpus-based study. Amsterdam: John Benjamins.
Chapter in an edited book Rosta, A. (1995). ‘How does this sentence interpret? The semantics of mediopassives in
English’. In Aarts, B. and Meyer, C. F. (Eds.) The Verb in Contemporary English. Cambridge: Cambridge UP: 123-144.
Siebers, J. (2003). 'Self-Consciousness: A pragmatic process approach'. In Debrock, G. (Ed.) Process Pragmatism - Essays on a Quiet Philosophical Revolution. Amsterdam and Boston: Rodopi: 51-69.
Article in a journal
Generally, entries in a reference list are presented in the following order (note the formatting
and punctuation):
Books: Author surname, initial. (date). Title. Place of publication: Publisher.
Journal articles: Author surname, initial. (date). ‘Title of article’. Title of Journal. Volume
Bousfield, D. (2007). ‘Beginnings, middles and ends: a biopsy of the dynamics of impolite exchanges’. Journal of Pragmatics, 39 (12): 2185-2216.
Hulse, V. (2005). 'ku-mi-na-qe, a-ku-mi-na "With or without cumin"’. Further Evidence for the Indo-European Nature of the Minoan Language?'. Do-so-mo Fascicula Mycenologica Polona, 6:12-25.
McEntee-Atalianis, L., Finnis, K. and Gardner-Chloros, P. (2004). ‘Language attitudes and use in a transplanted setting: Greek Cypriots in London’. International Journal of Multilingualism, 2 (1): 52-80.
Rosta, A. (1996). ‘S-dependency’. UCL Working Papers in Linguistics, 8: 387–422.
Information from a website Format:
Author surname, initial. (Year). ‘Article Title [online]’. Available at: <URL> [Accessed – Day, Month (spelt out), Year].
5.4 Confidential material It may be that, during your studies, you wish to conduct personal interviews as part of your research. You should always give your name and introduce yourself as a student at the University of Central Lancashire. It is reasonable to explain that you are doing an exercise. It may be helpful to say that wider publication is not intended, but be clear that the information given will feed into formal assessment. You should ask permission, and obtain formal approval, to make reference to any individual in your work. All such research requires Ethics clearance, and your Course Leader will be able to guide you through the process.
5.5 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own.
If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations: G7 and the Assessment Handbook .
• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.
• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.
• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.
• Re-presentation is an attempt to gain credit twice for the same piece of work.
Information is available on-line via the ‘i’ website. You can also refer to the animation available on the The Alternative Guide to UCLan (TAG) website.
We request that all work is submitted via Turnitin, a plagiarism detection software that alerts implemented: tutors to potential cases of unfair means.
The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook, section 5. If an allegation is found to be proven then the appropriate penalty will be
In the case of a single offence of cheating, plagiarism, collusion or re-presentation:
• the penalty will be 0% for the element of assessment, and an overall fail for the
module.
• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark (ie 40% for levels 4, 5 and 6 work, 50% for level 7 work).
• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.
In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:
• the appropriate penalty will be 0% for the module with no opportunity for re- assessment. This penalty does not preclude you being able to retake the module in a subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course.
Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
5.6 How do I know that my assessed work had been marked fairly? Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot
change individual grades but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.
6. Classification of Awards
The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations Section H. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.
7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement.
YOU SAID: How do our studies work for us when we leave university? WE DID: Designed a live project module modules (EN2127 Live Literature Projects)
YOU SAID: We really like being challenged in our modules and reading a range of texts. WE DID: and we keep doing – reviewing our offering to make sure we remain at the forefront of scholarly debate in our teaching and our research.
Through using this system and due to students’ demands, SOLLIS has introduced ‘My UCLan Week’ in both semesters to allow students time to catch up on their studies and to be more creative I their approaches to their studies. Dates of those weeks can be found online on the timetable schedules.
The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be asking that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students).
The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means,
The Union’s Student Affairs Committee (SAC), and members of Students’ Council each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as
most able to represent them. The Staff Student Liaison Committee is also an excellent opportunity for you to let us know how you feel about your studies and your life at UCLan – further details below.
We pride ourselves on approachability in the English Literature team – if you have a problem, come and talk to us.
7.1 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to improve courses, to have an open discussion and respect each other’s views, to share good practice where identified, to provide opportunity for students to feedback to staff about their course and student experience, to regularly review the course to improve its development, and to jointly work together to action plan against issues raised.
There will normally be one meeting per semester which will last no more than 2 hours. Your School President will Chair the meetings with an academic co-Chair, using guidelines and will provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. A standard agenda and action grid template will be used. Course representatives will gather feedback from students and communicate this to the School President in advance of the meetings.
8. Appendices
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location of Delivery
University of Central Lancashire, Preston, Lancashire
3. University School/Centre
School of Humanities and Social Sciences
4. External Accreditation
Not Applicable
5. Title of Final Award
BA (Hons) English and a Modern Language Languages listed below:- Arabic Chinese French German Italian Japanese Korean Russian Spanish Turkish (not currently recruiting)
6. Modes of Attendance offered
Full Time Part Time
3 years (without Period Abroad) or 4 years (with Period Abroad)
7 (a) UCAS Code BA (Hons) English and a Modern Language: English Language & Linguistics and Arabic – L3A5 English Language & Linguistics and Chinese – L6C7 English Language & Linguistics and French – L5F2 English Language & Linguistics and German – L4G3 English Language & Linguistics and Italian – L4I5 English Language & Linguistics and Japanese – L5J7 English Language & Linguistics and Korean – L5K8 English Language & Linguistics and Russian – L6R3 English Language & Linguistics and Spanish – L3S7 English Language & Linguistics and Turkish English Literature and Arabic – L2A7 English Literature and Chinese – L4C6 English Literature and French – L3F6 English Literature and German – L4G6 English Literature and Italian – L3I4 English Literature and Japanese – L3J5 English Literature and Korean – L4K8 English Literature and Russian – L4R7 English Literature and Spanish – L5S8 English Literature and Turkish
7 (b) JACS and HECOS Code
Language & Linguistics and Arabic Q100 /100328 (50%) T600/101190(50%)* Language & Linguistics and Chinese Q100 /100328 (50%) T100/101164 (50%) Language & Linguistics and French Q100/ 100328 (50%) R100/100322 (50%) Language & Linguistics and German Q100/100328 (50%) R200/100324 (50%) Language & Linguistics and Italian Q100/100328 (50%) R300/100327 (50%) Language & Linguistics and Japanese Q100/100328 (50%) T200/101168 (50% Language & Linguistics and Korean Q100/100 328 (50%)T400/101212 (50%) Language & Linguistics and Russian Q100/100328 (50%) R700/100331 (50%) Language & Linguistics and Spanish Q100/100328 (50%) R400/100325 (50%) Language & Linguistics and Turkish Q100/100328 (50%) T616/101195 (50%) English Literature and Arabic Q300/100314 (50%) T600/101190(50%) English Literature and Chinese Q300/100314 (50%) T100/101164 (50%) English Literature and French Q300/100314 (50%) R100 /100322 (50%) English Literature and German Q300/100314 (50%) R200/100324 (50%) English Literature and Italian Q300/100314 (50%) R300/100327 (50%) English Literature and Japanese Q300/100314 (50%) T200/101168 (50% English Literature and Korean Q300/100314 (50%) T400/101212 (50%) English Literature and Russian Q300/100314 (50%) R700/100331 (50%) English Literature and Spanish Q300/100314 (50%) R400/100325 (50%) English Literature and Turkish Q300/100314 (50%) T616/101195 (50%) *The precise percentage split between JACS codes and HECoS codes will depend on student choice of modules in each subject area.
8. Relevant Subject Benchmarking Group(s)
English; Languages and Related Studies; and the Common European Framework of Reference for Languages (http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf)
9.Other external influences
Framework for Higher Education Qualifications http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx
10.Date of product-ion/revision of this form
January 2019
11. Aims of the Programme
• to present a subject balance of English Language & Linguistics, English Literature, Modern Languages and Area Studies which will stimulate an enquiring, analytical and creative approach within students, thus enabling them to develop their linguistic skills together with an in-depth understanding of foreign cultures;
• to develop skills in close reading in both English and the target language across a diverse range of texts from distinct historical, social and cultural locations;
• to develop oral and written skills, both in English and the target language, in communicating ideas in response to reading, writing and the analysis of texts;
• to develop students’ interpersonal skills, critical self-awareness and problem-solving capabilities so that they can contribute meaningfully to a changing international environment; and
• to enhance students’ employment and career opportunities both in the UK and abroad
10. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. To communicate knowledge, arguments and ideas clearly and with near-native competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature.
Teaching and Learning Methods
lectures; seminars; supervision (of projects and dissertations); role-play; group-work simulation; listening comprehension; portfolio-based learning; written exercises (e.g. translation; prose; reading comprehensions etc.); seminar papers and informal presentations.
oral presentations; essays (to include workbooks, reviews, creative assignments, reports and diaries, as well as traditional essays); reports; written tests; oral & written examinations; dissertations
B. Subject-specific skills
B1. To demonstrate high-order linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive written and oral arguments, both in English and the target language.
oral presentations; essays (to include workbooks, reviews, creative assignments, reports and diaries, as well as traditional essays); reports; written tests; oral & written examinations; dissertations
C. Thinking Skills
C1. To extract and synthesise key information from written and spoken sources; C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C5. To engage in analytical and evaluative thinking for in-depth research projects; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations.
Teaching and Learning Methods
project and dissertation supervision; seminars; lectures, seminar papers and informal presentations.
Assessment methods
oral presentations; essays (to include workbooks, reviews, creative assignments, reports and diaries, as well as traditional essays); reports; written tests; oral & written examinations; dissertations
D. Other skills relevant to employability and personal development
D1. To be able to work both independently and collaboratively; D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs; D4. To develop employability skills via problem-solving and strong interpersonal capabilities
Teaching and Learning Methods
project and dissertation supervision; seminars; lectures; simulations; independent research and guided learning in the Worldwise Learning Centre and Library; supported use of the internet.
Assessment methods
oral presentations; essays (to include workbooks, reviews, creative assignments, reports and diaries, as well as traditional essays); reports; written tests; oral & written examinations; dissertations
13. Awards and Credits 14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level English Language & Linguistics (compulsory modules) BA (Hons) in English and a Modern Language Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6. In addition ML2882 or ML2881 and ML2883 must be passed (for students following the four-year programme). BA in English and a Modern Language Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6. In addition ML2882 or ML2881 and ML2883 must be passed (for students on the four-year programme)
6 LG3992 English Language & Linguistics Dissertation 40
(for students specialising in English Language and Linguistics)
LG3224 World grammars: Contrastive linguistics 20
and at least one from the Level 5 LG or the following LG options: Optional English Language and Linguistics Modules
LG3112 Language and power 20
LG3113 Forensic linguistics 20
LG3225 Discourse, argumentation, rhetoric 20
LG3117 Clinical linguistics and language pathology 20
LG3120 Graduate career planning 20
LG3220 English phonology 20
LG3222 English syntax 20
LG3236 English in education 20
English Literature modules (compulsory modules)
EN3992 Literature dissertation 40
(for students specialising in English Literature)
EN3005 The shock of the new: Modern and contemporary literature
20
Optional English Literature modules: EN3008 Black Atlantic writing 20 EN3013
EN3028 EN3036
British children’s literature Literature and film Shakespeare: text and performance
20
EN3037 The Gothic in Literature, Visual Culture and Film 20 CW3905 Otherworlds: Reading and writing science fiction and fantasy 20 Modern Foreign Language (compulsory modules) (Arabic, Chinese, French, German, Italian, Japanese, Korean,
Russian, Spanish, Turkish)
one of the following for students specialising in Modern Languages
ML3026 Translation project in a modern language 20 ML3990 Independent Research Project 20 ML3995 Dissertation 40 (for students specialising in Modern Languages)
Arabic modules Compulsory modules (must be taken): AK3000
AK3003 AK3006
Arabic language AND Arabic translation [4 year route] OR Arabic language studies [3 year route]
20 20 20
Chinese modules Compulsory modules (must be taken): CL3201
CL3202 CL3205
Chinese language 3 AND Understanding Chinese economy and society [4 year route] OR Chinese language studies [3 year route]
20 20 20
Compulsory modules (must be taken): FR3001
FR3002 FR3601
French language AND French language in context [4 year route] OR French language studies [3 year route]
20 20 20
German modules Compulsory modules (must be taken): GM3001
GM3115 GM3105
German language AND Contemporary German Literature and Society [4 year route] OR German language studies [3 year route]
20 20 20
Compulsory modules (must be taken): IA3000 Italian language studies 20 Japanese modules Compulsory modules (must be taken): JS3050 Japanese language studies [3 year route] OR 20 JS3051 Japanese language 3 [ 4 year route] 40 Korean modules Compulsory modules (must be taken): KO3001
KO3003 KO3002
Korean language AND Korean language for academic purpose [ 4 year route] OR Korean language studies [3 year route]
20 20 20
Russian modules Compulsory modules (must be taken): RN3000
RN3001 Russian language AND Russian language studies[ 4 year route]
20 20
OR RN3002 Russian literary identities [3 year route] 20 Spanish modules Compulsory modules (must be taken): SH3001
SH3006 SH3002
Spanish language AND Key themes in contemporary Latin America [ 4 year route] OR Spanish language studies [3 year route]
20 20 20
Turkish modules Compulsory modules (must be taken): TK3001 Turkish language studies 20
Optional Modules in Modern Languages Techniques and practice of interpreting Arabic for business An Introduction to microliterature in Spanish Divided Korea Exploring Japan through media Decoding Japan through cultural readings and translation Contrastive exploration of Japanese language and culture Theory and practice of translation
20 20 20 20 20 20 20 20
Level 5
ML2882 Assessed Year abroad (4 year route) 120 notional
Level English Language & Linguistics modules Diploma HE in English and a Modern Language Requires 240 credits including a minimum of 100 at Level 5 or above.
5 Compulsory modules (must be taken):
LG2200 Academic writing and graduate development 20
and at least two from the following LG modules:
LG2103 Sociolinguistics 20
LG2112 Framing the news 20
LG2117 Language, mind and brain 20
LG2118 Language and literature 20
LG2119 Metaphor and meaning 20
LG2120 Guided study project 20
LG2206 History of English 20
LG2220 English accents and dialects 20
LG2223 Approaches to English syntax 20
Optional Language and Linguistics modules:
LG2103 Sociolinguistics 20 LG2112 Framing the news 20 LG2117 Language, mind and brain 20 LG2118 Language and literature 20 LG2119 Metaphor and meaning 20 LG2120 Guided study project 20 LG2206 History of English 20 LG2220 English accents and dialects 20 LG2223 Approaches to English syntax 20 LG1105 Language, gender and identity 20 LG1107 Corpus linguistics 20 English Literature modules Compulsory modules (must be taken): EN2027 Live Literature Project 20 EN2006 A world of difference: Literature in translation 20 Optional modules for English Literature: EN2012 Reading and writing fairy tales 20 EN2129 From romantics to decadents: Literary culture 1789–1900 20
EN2406 The graphic novel 20 EN2005 American Texts 20 EN2906 CSI: Literature 20 Modern Language modules Compulsory modules (must be taken) for Arabic, Chinese,
French, German, Japanese, Korean, Russian, Spanish, Italian and Turkish:
Arabic modules Compulsory modules (must be taken): AK2000 Ab initio Arabic language and society 1 20 AK2001 Ab initio Arabic language and society 2 20 AK2002 Dialects of the Middle East 20 Chinese modules Compulsory modules (must be taken): CL2004
CL2201
Ab Initio Chinese Language and Society Intermediate Chinese literacy
20
French modules Compulsory modules (must be taken): FR2001 French language & society 1 (Post A level route) AND 20 FR2203 French language & society 2 (Post A level route)
OR 20
FR2002 French Ab Initio language and society 1 (Ab initio route) AND 20 FR2003 French Ab Initio language and society 2 (Ab initio route) 20
German modules Compulsory modules (must be taken): GM2101 German language & society 1 (Post A level route) AND 20 GM2112 German language & society 2 (Post A level route)
OR 20
GM2000 German Ab Initio language and society 1 (Ab initio route) AND 20 GM2001 German Ab Initio language and society 2 (Ab initio route) 20 Italian modules Compulsory modules (must be taken): IA2000 Italian ab initio language and society 1 20 IA2001 Italian ab initio language and society 2 20 Japanese modules Compulsory modules (must be taken): JS2080 Japanese language and society 1 (Post A-Level) (Post A level route)
AND 20
JS2081 Japanese language and society 2 (Post A-Level) (Post A level route) OR
20
JS2001 Ab initio Japanese language and society 1 (Ab initio route) AND 20 JS2002 Ab initio Japanese language and society 2 (Ab initio route) 20 Korean modules Compulsory modules (must be taken): KO2001 Ab initio Korean language and society 1 20 KO2003 Ab initio Korean language and society 2 20 Russian modules Compulsory modules (must be taken): RN2000 Russian language and society 1 (Post A level route) AND 20 RN2004 Russian language and society 2 (Post A level route)
OR 20
RN2001 Russian Ab initio language and society 1 (Ab initio route) AND 20 RN2002 Russian Ab initio language and society 2 (Ab initio route) 20 Spanish modules Compulsory modules (must be taken): SH2001 Spanish language & society 1 (Post A level route) AND 20 SH2002 Spanish language & society 2 (Post A level route)
OR 20
SH2050 Spanish ab initio language and society 1 (Ab initio route) AND 20 SH2054 Spanish ab initio language and society 2 (Ab initio route)
20
Turkish modules Compulsory modules (must be taken): TK2001 Ab initio Turkish language and society 1 20 TK2002
Ab initio Turkish language and society 2 Optional Modules in Modern Languages Global Studies Project Spanish for Business Introduction to theory and techniques of translation (Spanish) Introduction to theory and techniques of translation (Russian) Contemporary Korean society and culture Structure, variation and change in the Korean language Investigating Japan project Aspects of Japanese society Business culture and communication in Japan Intercultural representations in Italian cinema The short story in German-speaking countries Introduction to theory and techniques of translation (German) Introduction to the theory and techniques of translation (French) Aspects of Chinese Society Intermediate Business Chinese Conversation
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
Level English Language & Linguistics modules HE Certificate Requires 120 credits at Level 4 or above
4 Compulsory modules (must be taken):
LG1222 Sounds and structures of English 20 LG1106 Meaning in interaction 20 LG1200 ELSIE (English Language Skills Initiative for Employability) 20 Optional modules (available only on MFL Post A-level route): LG1103 Language Variation in Society 20 LG1105 Language, gender and identity 20 LG1107 Corpus linguistics 20 English Literature modules Compulsory modules (must be taken): EN1215 Reading texts: Literary theory 20 one of the following EN1001 Literary Landscapes 20 EN1217 Introduction to Renaissance literature [default] 20 Optional modules: EN1001 Literary Landscapes 20 EN1217 Introduction to Renaissance literature 20 EN1223 Readers and Reviewers 20 Modern Foreign Language modules Optional modules (available only on MFL Post A-level route and
on English Literature route):
Modern foreign language elective 20 Arabic modules Compulsory modules (must be taken): AK1010 Ab Initio Arabic AK1002 Background to the Middle East 20 40 Chinese modules Compulsory modules (must be taken): CL1000 Chinese language 1 40 CL1001 Background to China 20 French modules (Post A level route) Compulsory modules (must be taken): FR1000 Introduction to French Studies 40 French modules (Ab initio route) Compulsory modules (must be taken): FR1001 Ab Initio French 40 FR1003 Background to French Studies 20 German modules (Post A level route) Compulsory modules (must be taken): GM1006 Introduction to German Studies (Post A level route) 40 German modules (Ab initio route) Compulsory modules (must be taken): GM1000 Ab Initio German 20 GM1001 Background to German Studies 40 Italian modules Compulsory modules (must be taken): IA1000 Ab Initio Italian Language 1 40 IA1001 Background to Italian Studies 20 Japanese modules (Post A level route) Compulsory modules (must be taken): JS1070 Introduction to Japanese Studies (post A-level) 40
Japanese modules (Ab initio route) Compulsory modules (must be taken): JS1059 Background to Japan 20 JS1106 Ab Initio Japanese 40 Korean modules Compulsory modules (must be taken): KO1000 Background to Korea 20 KO1001 Ab Initio Korean 40 Russian modules (Post A level route) Compulsory modules (must be taken): RN1000 Introduction to Russian Studies 40 Russian modules (Ab initio route) Compulsory modules (must be taken): RN1001 Ab Initio Russian 40 RN1003 Background to Russian Studies 20 Spanish modules (Post A level route) Compulsory modules (must be taken): SH1000 Introduction to Spanish Studies 40 Spanish modules (Ab initio route) Compulsory modules (must be taken): SH1050 Ab Initio Spanish 40 SH1052 Background to Hispanic Studies 20 Turkish modules Compulsory modules (must be taken): TK1001 Ab Initio Turkish 40 TK1002 Background to Turkish Studies 20
Compulsory Essential Study Skills for Higher Education Developing Academic Knowledge Target Award Extended Study Learning by experience Skills for Language Students English Language and Linguistics Compulsory Introduction to English Language and Linguistics English Literature Compulsory Introduction to Literature Options Introduction to British Sign Language and Deaf Studies Introduction to Literature Introduction to Creative Writing Film, Media and Popular Culture Introduction to History Introduction to English Language and Linguistics Introduction to Philosophy Introduction to Politics Introduction to Religion, Culture and Society Introduction to Sociology
20 20 20 20 20 10 10 10 10 10 10 10 10 10 10 10
Foundation Year requires completion of 120 credits at Level 3. Successful completion of the year permits progression on to Year 1. Students who exit after the Foundation year will receive a transcript of their modules and grades
15. Personal Development Planning
The modules at each level provide students with the opportunity to engage with their own personal development planning and to recognise that learning is a life-long process. Personal Development Planning is introduced in Welcome Week when students have their first meetings with their Personal Tutor. Further meetings are scheduled throughout the year. In addition the Course Team supports students in reflecting on their learning, performance and achievement, and in their personal, educational and career development. Throughout, the programme develops skills in independent thinking, written and oral communication, digital literacy, creativity and co-operation, providing a focus for Personal Development Planning in the context of a subject-specific degree programme and also encouraging students to transfer the skills fostered on the module to other academic work. Across our modules, also, PDP and reflective learning are encouraged and nurtured. In many modules, students are required to undertake an assessed presentation which provides them with an opportunity to focus on the development of key developmental and employability skills. The following employability and key skills are addressed throughout the programme:
Research skill in retrieval of information from a variety of print and digital formats, evaluating data, orderly presentation of knowledge and ideas.
Independence, creativity, self-motivation and self-reflection, time management and organisation, resourcefulness.
Co-operation with others; courteous management of disagreement; communication to individuals and groups; sensitivity to a diverse range of cultural and national structures and operations.
Assessments informing the programme enable students to develop, to a high standard, personal responsibility and autonomy, time management, project planning and execution, and an ability to negotiate constructive criticism and self-reflexivity.
16. Admissions criteria (including agreed tariffs for entry with advanced standing) *Correct as at date of approval. For latest information, please consult the University’s website
The University’s minimum standard entry requirements must be met by A2 level qualifications or equivalent. Applications should be supported by a satisfactory GCSE performance, normally consisting of five GCSEs at Grade C/4 or above, including Maths and English. Specific entry requirements for this course are: 104 UCAS points at A2, including English or a cognate subject, and a Grade C in the appropriate Modern Language for post-A Level language entry routes. For Ab Initio languages, a GCSE in a Modern Foreign Language (or equivalent) at grade C/4 is required. Or BTEC in an appropriate subject area – with at least an achievement of Merit overall. Other acceptable qualifications include: Scottish Certificate of Education Higher Grade Irish Leaving Certificate Higher Grade International Baccalaureate BTEC National Certificate/Diploma Access to HE Diploma
In addition, candidates should normally have GCSE English at Grade C or above, or equivalent. Students whose first language is not English are required to have an IELTS score of 6.0 overall with 5.5 on all subscores. Students with native-speaker competence and/or non-traditional qualifications or evidence of experiential learning may also be admitted subject to interview.
17. Key sources of information about the programme
• UCAS Handbook
• Fact Sheet
• SoLLIS website
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
EN3005 The Shock of the New: Modern and Contemporary Literature
COMP
EN3008 Black Atlantic Writing O
EN3013 British Children’s Literature O
EN3028 Literature and Film O
EN3036 Shakespeare: text and performance
O
EN3037 The Gothic in Literature, Visual Culture and Film
O
CW3905
Otherworlds: Reading and writing science fiction and fantasy
O
LG3224 World Grammars: Contrastive Linguistics
COMP
LG3992 English Language & Linguistics Dissertation
COMP
LG3120 Graduate Career Planning O
LG3112 Language and Power O
LG3113 Forensic Linguistics O
LG3225 Discourse, Argumentation, Rhetoric
O
LG3220 English Phonology O
LG3222 English Syntax O
LG3236 English in Education O
JS3079 Decoding Japan through cultural readings and translation
O
CL3201 Chinese Language 3 COMP
CL3205 Chinese Language Studies COMP/O
FR3001 French Language COMP
FR3061 French Language COMP/O
AK3000 Arabic Language COMP
AK3006 Arabic Language Studies COMP/O
GM3001 German Language COMP
GM3105 German Language Studies COMP/O
IA3000 Italian Language Studies COMP
KO3001 Korean Language COMP
KO3002 Korean Language Studies COMP/O
JS3050 Japanese Languages Studies COMP / O
JS3051 Japanese Language 3 COMP
RN3000 Russian Language COMP
SH3001 Spanish Language COMP
SH3002 Spanish Language Studies COMP/O
RN3002 Russian Language Identities COMP/O
SH3050 Spanish Language 3 COMP
ML3990 Dissertation COMP
ML3995 Double Dissertation COMP
KO3003 Korean language for academic purpose
O
KO3008 Divided Korea O
AK3004 Arabic for Business O
AK3003 Arabic Translation O
CL3202 Understanding Chinese Economy and Society
O
CL3004 Theory and Practice of Translation O
FR3002 French Language in Context O
SH3008 An Introduction to microliterature in Spanish
O
RN3001 Russian Language Studies O
GM3115 Contemporary German Literature and Society
O
JS3059 Exploring Japan through Media O
JS3079 Interpreting Japan through Literature and Cultural Readings
O
SH3006 Key Themes in Contemporary Latin America
O
TK3001 Turkish Language Studies COMP
ML3205 Techniques and Practice of Interpreting
O
ML3026 Translation Project in a Modern Language
O
LE
VE
L 5
CL2004 Background to China COMP
CL2001 Chinese Language 1 COMP
CL2201 Aspects of Chinese Society COMP
FR2001 French Language and Society 1 COMP
FR2002 French Ab Initio Language and Society 1
COMP
FR2003 French Ab Initio Language and Society 2
COMP
GM2101 German Language and Society 1 COMP
GM2000 German Ab Initio Language and Society 1
COMP
GM2001 German Ab Initio Language and Society 2
COMP
JS2001/2 Japanese Ab Initio Language and Society 1 /2
COMP
JS2051 Aspects of Japanese Society O
JS2059 Investigating Japan Project O
JS2206 Japanese Studies Language 2 COMP
JS2080/1 Post A-Level Japanese Language and Society 1 /2
COMP
KO2001/3 Ab Initio Korean Language and Society 1 and 2
COMP
IA2000 Italian Ab Initio Language and Society 1
COMP
RN2001/2 Russian Ab Initio Language and Society 1/2
COMP
KO2002 Structure, variation and change in the Korean Language
O
RN2000/2004
Russian Language and Society 1/2
COMP
KO2005 Contemporary Korean Society and Culture
O
IA2001 Italian Ab Initio Language and Society 2
COMP
SH2001 Spanish Language and Society 1 COMP
SH2002 Spanish Language and Society 2 COMP
SH2050 Spanish Language 2 COMP
SH2054 Contemporary Spanish Studies COMP
AK2000 Arabic Language 2A COMP
AK2001 Arabic Language 2B COMP
AK2002 Colloquial Arabic of the Levant COMP
AK2004 Contemporary Female Arab and Muslim Writers
O
AK2005 Arabic and the Written Word O
AK2006 Arabic thought Through Music and Film
O
ML2881 Assessed Semester One Abroad O
ML2882 Assessed Year Abroad O
ML2883 Assessed Semester Two Abroad O
LG2220 Academic Writing and Graduate Development
COMP
LG2103 Sociolinguistics O
LG2118 Language and Literature O
LG2112 Framing the News O
LG2119 Metaphor and Meaning O
LG2117 Language, Mind and Brain O
LG2206 History of English O
LG2210 Corpus Linguistics O
LG2220 English Accents and Dialects O
LG2223 Approaches to English Syntax O
LG2120 Guided Study Project O
EN2006 A World of Difference: Literature in translation
COMP
EN2027 Live Literature Project COMP
EN2005 American Texts O
EN2012 The Fairy Tale O
EN2904 The Graphic Novel O
EN2906 CSI: Literature O
CL2202 Intermediate Business Chinese Conversation
O
FR2202 Introduction to Theory and Techniques of Translation
O
FR2203 French Language and Society 2 COMP
IA2002 Intercultural Representations in Italian Cinema
O
ML2998 Student Initiated Module O
GM2112 German Language and Society 2 COMP
GM2115 Introduction to Theory and Techniques of Translation
O
GM2109 The Short Story in German-Speaking Countries
O
ML2998 Student Initiated Module O
SH2003 Introduction to Latin America O
SH2202 Introduction to Theory and Techniques of Translation
O
TK2001 Ab initio Turkish language and society 1
COMP
TK2002 Ab initio Turkish language and society 2
COMP
LE
VE
L 4
AK1010 Arabic Language 1 COMP
AK1002 Arabic History & Contemporary Society
COMP
CL1000 Chinese Language 1 COMP
CL1001 Background to China COMP
FR1000 Introduction to French Studies COMP
FR1003 Background to French Studies COMP
FR1001 Ab Initio French COMP
GM1006 Introduction to German Studies COMP
GM1000 Background to German Studies
GM1001 Ab Initio German COMP
JS1059 Background to Japan COMP
JS1106 Japanese Language 1 COMP
JS1070 Post A Level Japanese Lang COMP
SH1000 Introduction to Spanish Studies COMP
SH1050 Ab Initio Spanish COMP
RN1001 Ab Initio Russian COMP
IA1000 Ab Initio Italian COMP
KO1001 Ab Initio Korean COMP
SH1052 Background to Hispanic Studies COMP
RN1003 Background to Russian Studies COMP
IA1001 Background to Italian Studies COMP
KO1000 Background to Korea Language 1 COMP
TK1002 Ab Initio Turkish COMP
TK1002 Background to Turkish Studies COMP
LG1106 Meaning in Interaction COMP
EN1001 Literary Landscaptes COMP
EN1215 Reading Texts: Literary Theory COMP
EN1217 Introduction to Renaissance Literature
COMP
EN1223 Readers and Reviewers O
LG1200 ELSIE (English Language Skills Initiative for Employability)
COMP
LG1222 Sounds and Structures of English COMP
Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
19. LEARNING OUTCOMES FOR EXIT AWARDS: Learning outcomes for the award of Certificate in English and a Modern Language A1. To communicate knowledge, arguments and ideas clearly and with simple to moderate competence in a variety of verbal and written forms in the target language; ; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate basic linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language. Thinking Skills C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument;; Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively; D3. To demonstrate an awareness of different learning styles and needs; Learning outcomes for the award of Diploma in English and a Modern Language Knowledge and Understanding A1. To communicate knowledge, arguments and ideas clearly and with moderate to high levels of competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate intermediate level linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language. Thinking Skills C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations. Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively;
D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs; D4. To develop employability skills via problem-solving and strong interpersonal capabilities Learning outcomes for the award of Certificate in English and a Modern Language Knowledge and Understanding A1. To communicate knowledge, arguments and ideas clearly and with near-native competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate high-order linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language. Thinking Skills C1. To extract and synthesise key information from written and spoken sources; C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C5. To engage in analytical and evaluative thinking for in-depth research projects; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations. Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively; D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs; D4. To develop employability skills via problem-solving and strong interpersonal capabilities
Learning outcomes for the award of Certificate in English and a Modern Language A1. To communicate knowledge, arguments and ideas clearly and with simple to moderate competence in a variety of verbal and written forms in the target language; ; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate basic linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language. Thinking Skills C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument;; Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively; D3. To demonstrate an awareness of different learning styles and needs; Learning outcomes for the award of Diploma in English and a Modern Language Knowledge and Understanding A1. To communicate knowledge, arguments and ideas clearly and with moderate to high levels of competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate intermediate level linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language.
Thinking Skills C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations. Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively; D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs; D4. To develop employability skills via problem-solving and strong interpersonal capabilities Learning outcomes for the award of Certificate in English and a Modern Language Knowledge and Understanding A1. To communicate knowledge, arguments and ideas clearly and with near-native competence in a variety of verbal and written forms in the target language; A2. To analyse and evaluate critically key issues associated with the culture, history and socio-political environment of the target language; A3. To demonstrate knowledge and understanding of a wide variety of texts in English and the target language, drawn from a range of cultural and national contexts, historical periods and genres; A4. To understand a range of theoretical approaches, appropriate critical terminology and transformations in theory in the study of English Language & Linguistics and Literature. Subject Specific Skills B1. To demonstrate high-order linguistic skills in all four language areas (speaking, listening, reading and writing) at a level consonant with a graduate in Modern Languages and for a range of purposes and audiences; B2. To evaluate concepts associated with the culture, history and socio-political environment of the country, or countries, of the target language; B3. To develop skills in close reading, writing, interpretation, analysis and evaluation of a range of texts, in both English and the target language; B4. To relate texts across a range of genres and media, including texts from different periods, relating them to their various cultural contexts; B5. To develop skills in literacy and communication and the presentation of sustained and persuasive
written and oral arguments, both in English and the target language. Thinking Skills C1. To extract and synthesise key information from written and spoken sources; C2. To organise and present ideas within the framework of a structured and reasoned argument; C3. To engage with and interpret layers of meaning within texts and other cultural products; C4. To demonstrate a capacity for critical reflection and judgment in the light of evidence and argument; C5. To engage in analytical and evaluative thinking for in-depth research projects; C6. To apply analytical, problem-solving and interpersonal skills to a range of situations. Other Skills Relevant to Employability and Personal Development D1. To be able to work both independently and collaboratively; D2. To develop competence in information technology with a view to producing appropriate responses and to retrieving information from digital and electronic sources; D3. To demonstrate an awareness of different learning styles and needs;
D4. To develop employability skills via problem-solving and strong interpersonal capabilities
Change to the foundation entry course structure for academic entry 2020 only:
Level 3 Module code
Module Title Credits
HUC110 Essential Study Skills for Higher Education 20 Foundation Year requires completion of 120 credits at Level 3. Successful completion of the year permits progression on to Year 1. Students who exit after the Foundation year will receive a transcript of their modules and grades.
HUC111
Developing Academic Knowledge 20
HUC114 Extended Study 20
HUC115 Learning by Experience 20
Options:
EDC101 Introduction to Education 20
HYC101 Introduction to History 20
PIC101 Introduction to Philosophy 20
SOC101
Introduction to Sociology and Contemporary Religion
20
FIC002 Film and Media Theory 20
ENC012 Introduction to Literature 20
ENC013 Introduction to Creative Writing 20
LGC001 Introduction to English Language and Linguistics
