Undergraduate Degrees

BA American and English Literature ( TQ73 )

UCAS Course Code:: TQ73
Duration:: 4 years
Attendance:: Full Time
Award:: Degree of Bachelor of Arts
School of Study:: American Studies
Brochure:: American Studies Undergraduate Brochure (PDF)
Typical A-Level Offer:: AAB including B in English Literature

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Course Profile
Year Abroad
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BA American and English Literature (TQ73)

The four-year degree programme in American and English Literature offers a distinctive emphasis on the literature of the United States with a commitment to the study of English Literature. The degree combines the study of American and English Literature within a framework which allows you to develop and pursue areas of particular interest.

Course Structure

The course begins at UEA with introductory modules that provide a firm foundation in many aspects of American life and culture, and a variety of modules in literature, film studies and drama.

In the first year you pursue a foundation course in American History, Literature and Culture. This includes modules on: 19th Century American Literature; 20th Century American Literature; American History from the colonies to the Civil War (including Native American history); American history from the Civil War to the present; Introduction to American Studies; and an introductory module that will equip you with the general intellectual and analytical skills necessary for this course.

Years 2 and 4 offer a wide range of choices, with students enrolling in seminars for intensive work on topics such as: Contemporary American Fiction; Reading the Virgin Land; American Drama; Native American Writing and Film; Looking at Pictures -photography and visual culture in the USA; The Beats and the Limits of Writing; The American West; American Gothic; and American Music. Students will also choose from an impressive range of English literature seminars from Modernism to Fantasy and Utopia. This programme also offers students the opportunity to take free choice units in film studies or creative writing.

Your third year is spent abroad.

In Year 4 you will write a research based dissertation, and also have the option of taking advanced seminars in literature and interdisciplinary subjects, for example: American Autobiography;Multi-ethnic American Writing; American Gothic; American Image and Text; or The Golden Year –American Films of 1939.

Assessment

Key skills, issues and ideas are introduced in lectures given by all members of faculty. These are accompanied by more specialist study, undertaken in small seminar groups. You will also spend time studying and researching in the library. You will be assessed at the end of each semester on the basis of coursework, and at the end of each year by examination. In your final year, you will write a dissertation on a topic of your choice and with the advice of tutors. There is no final examination. Your final degree result is determined by the marks you receive in years two and four.

Course Organiser:Dr. Rachael Mclennan

First Class Teaching

The School of American Studies prides itself on achieving the highest standards of teaching, as well as offering first rate provision of course information, grading, and feedback to students on their work. Our teaching is monitored internally by a comprehensive programme of reporting by the students themselves, and by annual review of these reports. All external audits of teaching quality in the last ten years have rated us as "Excellent".

Choice

Modules taught in the School range across American culture, literature, history, politics and film. This means that in your second and final years you shape your own degree, by choosing from over fifty lecture or seminar modules on topics as diverse as the cultural history of American music, US foreign policy, visual culture, African American and Native American history and culture, drama, poetry, the classic novels of the nineteenth century, and much more besides.

Academic Support

To help you shape your degree and chose your modules you will have an Academic Adviser who is a member of faculty within the School, and who stays with you throughout your time at UEA.

Friendly Community

The School of American Studies provides an academic and social ‘home’ for students and teaching staff. Offices are located close together, and all teaching staff hold regular ‘open door’ Office Hours. Students can join the UEA American Studies Society, which organises social events, and use the society’s Facebook page to stay in contact with their friends even when abroad.

Lively Academic Environment

Here at UEA we are engaged in cutting-edge interdisciplinary and multidisciplinary research that seeks to break new ground in the field of American Studies. As committed university teachers, we translate that work into an exciting and constantly evolving range of modules at undergraduate and postgraduate levels. Why not take a tour of our website and find out what we are researching and teaching in the School of American Studies?

Unrivalled Year Abroad Programme

We offer every one of our undergraduate students enrolled on a four year degree programme the opportunity to study abroad at one of forty American universities located across the country, from New England to California, Alaska to Louisiana. We also have placements in Canada, and some of our students may elect to spend the first half of their year abroad in the USA or Canada and the second half in Australia.

Half Year's Fee

Our students pay only half a year’s UK fees for their entire academic year spent overseas. This means that you pay the equivalent of only 3 ½ years’ worth of fees for your four years of study.

Great Sources of Financial Support

American Studies students will be eligible for University bursaries (as outlined in the University's general information). In addition, however, we offer half of our first years £1000 Arthur Miller Scholarships to those scoring top marks in their A level exams, to help finance their year abroad. This is awarded only to students in the school who will be going abroad and is paid out at the end of the second year.

Employment Opportunities

Our graduates find work in a very wide range of occupations, from research to publishing, and from teaching to banking. The extra skills and confidence gained from Study Abroad gives American Studies graduates an advantage in the job market.

Internationally renowned Literary Festival

Each year, UEA brings major writers from the USA and around the world to its International Literary Festival, open to the public and – of course – our students, too. Visitors have included Norman Mailer, Toni Morrison, Elmore Leonard, Gore Vidal, Richard Ford, Jonathan Franzen and Margaret Atwood.

Compulsory Study (120 credits)

Students must study the following modules for 120 credits:

Name	Code	Credits
IMAGINING AMERICA: LITERATURE I	AMSA1F07	20
Imagining America is a level one module designed to introduce the major writers and themes of literature in the United States. For this module there will be a weekly lecture and a one-hour seminar. Lecture Slot: Monday, 1200-1300. Further information on the timing of the seminar can be found in the published timetable.
IMAGINING AMERICA: LITERATURE II	AMSA1F02	20
The American Self is a level one unit designed to extend and develop an introduction to the major writers and themes of literature in the United States. For this unit there will be a weekly lecture and a one hour seminar.
LITERATURE IN HISTORY 1	LDCE1F01	20
This is the main introductory module to the study of literature. It aims to help new students to read historically, by offering a range of models of the relationship between literature and history, as well as focussing on some key transitional moments in the history of literature. The module is taught by lectures, with an accompanying seminar.
LITERATURE IN HISTORY II	LDCE1F10	20
This module follows on from Literature in History I, taking in more recent history, and exploring how writers of the present make use of the past. The module is taught by lectures, with an accompanying seminar. Attendance at both lectures and seminars is compulsory.
READING CULTURES I: AMERICAN ICONS	AMSA1F17	20
This module provides an introduction to the interdisciplinary research methods and writing skills that are essential for students undertaking a degree programme in the School of American Studies. Students will be encouraged to look at reading American culture across disciplines and media, and to develop their own strategies for learning, from note taking and planning, through locating and engaging with critical opinions, to producing and evaluating academic writing. This module is intended as an introduction to interdisciplinary scholarship and its transferable skills.
READING CULTURES II: IDEAS AND IDEOLOGIES	AMSA1F18	20
The module develops and expands the research methods, writing skills, and oral skills acquired in Reading Cultures I: American Icons. By continuing the exploration of contemporary American culture and introducing cultural and critical theory as a means to engage with current ideas and ideologies circulating around American cultural icons, the module will encourage exploration of America��s changing position in the world. The module is intended to further facilitate skills in reading, writing, analysis, synthesis, independent thinking, and confidence as self-supporting learners in order to provide a strong foundation for work at levels 2 and 3.

Option A Study (60 credits)

Students will select 60 credits from the following modules:

Name	Code	Credits
19TH CENTURY AMERICAN WRITING	AMSA2L59	20
Seminar discussing 19th century American fiction and non-fictional prose. Alternative timetable slots to C2-C3 are E1-E2 or A4*AX.
20TH CENTURY AMERICAN POETRY	AMSA2L24	20
This module will explore 20th Century American poetry from the turn of the century through to the 1960s. We begin by considering the contributions of Modernist-affiliated poets including Ezra Pound, T.S. Eliot and Gertrude Stein. We continue chronologically, stopping along the way to study and define the New Criticism, the Objectivist nexus, the Harlem Renaissance, Formalism, Free Verse, the Beats, the New York School and more.
ADOLESCENCE IN AMERICAN CULTURE POST-1950	AMSA2S53	20
This module will suggest that there is a preoccupation with adolescence in postwar and contemporary American culture, and will explore why this is the case. It will do so by introducing students to representations of adolescence in various disciplines, focusing particularly on literature, film, psychoanalysis and cultural studies. Questions to be explored will include: What is 'American' about adolescence? How do representations of adolescence vary according to factors such as gender, race and region? Is there a particular discipline or artistic form which is especially suited to depictions of adolescence?
AMERICAN MASCULINITIES	AMSA2S02	20
This interdisciplinary module will examine how national identity and white masculinity are entwined in a conflicting discourse of hegemonic and challenging narratives in the US. It will focus on a specific construction of white masculinity as it has become embedded and legitimized as the normative national identity against which all others are subordinated. The module will examine gender discourses that radically challenge this accepted link between masculinity, whiteness and national identity.
AMERICAN MUSIC	AMSA2S45	20
The first book published in the New World was a hymn book. Music, sacred and profane, has been at the centre of American lives ever since. Accordingly, this module will explore the history of American music - but it will also examine the way that its development tells a larger story. Focusing largely on the vernacular musical traditions we will encounter a wide range of musical styles and musicians, each of which has something vital to tell us about the shaping of America. After all, as Plato knew, "When the mode of the music changes, the walls of the city shake."
AMERICAN PARIS BETWEEN THE WARS	AMSA2L65	20
This module introduces some of the styles, ideas and ideologies of trans-Atlantic modernism as elements in the creation of a myth. It centres on the American expatriate colony in Paris and, from this, works to contextualise and re-imagine some of the century's most notorious literary and artistic moments. Initial studies of the little magazines, manifestos, publishers, painters and photographers provide a sense of the driving political and aesthetic energies of the period, while the module's middle weeks uses this context to re-read a group of expatriate novels. The final three weeks of the course shifts the emphasis to considerations of memory, memoir and the construction of myth.
AMERICAN WOMEN WRITERS OF THE TWENTIETH CENTURY	AMSA2L63	20
This module surveys the prose of some of the twentieth century's most important American women writers, writers who (or whose 'other' works) tend to disappear from reading lists that include books by women only out of duty. Along the way we will seek to interrogate the terms with which we begin: American, women and prose. Assuming that biology does not define literature, we will instead seek to understand the social pressures on these women writers, and their responses to them, in an effort to maintain the specificity, diversity and range of these women's literary pursuits.
CONTEMPORARY AMERICAN FICTION	AMSA2L78	20
This unit examines some of the ways in which very recent American fiction has responded to postmodernism, to generic border-crossing, and to pervasive cultural and social issues like multiculturalism and identity politics. How does literature imagine itself in an age of increasing globalization of media and literature? How does it respond to challenges to canon formation and to the very notion of the literary? Two Timetable slots: C5C6 or D5D6.
DOING IT YOURSELF: PUNK AND AMERICA	AMSA2S05	20
Although the exact provenance of ‘punk’ remains a contested issue, since its emergence in the mid-1970s this transnational musical and cultural phenomenon has become very much a part of the American grain. Indeed, punk’s capacity to adopt, appropriate, assimilate, and re-invent a vast and eclectic range of cultural styles, forms, and ideas, as well as its ‘do-it-yourself,’ places it in a longstanding American intellectual tradition of self-reliance and innovation. In this interdisciplinary module, we will attempt to define punk, and consider what it means to be punk, by examining its influence in music, film, poetry, and fiction. The unit will also explore the socio-political implications of punk in terms of gender, sexuality, and community, and question the possibility of punk in an increasingly globalised and commoditised world.
FILMS THAT MADE US AMERICAN: THE 1980S THROUGH THE MOVIES	AMSA2S03	20
The module will examine America in the1980s. It will look at youth culture, post-Vietnam revisionism and the ‘remasculinization of America’, yuppie culture, and the impact of both AIDS and drug addiction. Core factors of study in this module are the effects of both New Right morality upon the American socio-cultural landscape, and Ronald Reagan as postmodern president administrating to a ‘celluloid America’ of his own fantastic imagining. Overall, the module will offer the chance to analyse the tensions and contradictions of the decade as they were played out in both the content and structure of contemporary American film.
LIVING ON THE HYPHEN: CUBAN AMERICA	AMSA2L15	20
Since the mid nineteenth century Cuban nationals have been exiled in the United States and created a body of literature alerting the reader to the specifically transnational nature of Cuban identity. Since the Cuban Revolution of 1959 and the concomitant political, economic and cultural isolation of the island, the case of Cuba and Cuban exiles in the USA has been seen to be an exceptional and singular phenomenon with few commonalities with other ethnic groups in the United States. Moving beyond a nation-based model and utilising a transnational theoretical framework this course looks at contemporary Cuban and Cuban-American literature and film from both on and off the island in order to reconceptualise the relationship between the island and its exiles, analysing the evolution of the Cuban exile life and the ways in which questions of exile, return, family, belonging, identity, language and memory are explored and how they differ from previous generations for a variety of political, historical, sociological and ideological reasons (to be explored).
LOOKING AT PICTURES: PHOTOGRAPHY AND VISUAL CULTURE IN THE USA	AMSA2S48	20
Photographic portraits, family albums, anthropological illustrations, lynching postcards, advertisements, food packaging and fashion photos are just some of the pictures that will be "read" and analysed in this module. Students will explore how visual texts can contribute to an understanding of nationhood, class, race, sexuality and identity in the USA. Opening sessions will focus on ways of "reading" visual texts. [No previous experience of working with images is necessary]. Most of the semester will be devoted to analysing how photographic images both reflect and contribute to constructions of American culture.
RADICAL COUSINS OR RIVAL SIBLINGS? U.S. AND AUSTRALIAN LITERATURES.	AMSA2L18	20
This module takes as its point of departure critic Joseph Jones�� representation of America and Australia as ��radical cousins�� and extends this formulation to ask whether they might equally be thought of as rival siblings. From its establishment as a penal colony in 1788��in large part as a result of the newly independent United States�� refusal to harbour Britain��s convicts any longer��Australia remained loyal to the Empire, even as it looked increasingly to the United States for guidance in matters of politics and popular culture. The module compares American and Australian literature from the past century or so in order to examine how both countries have engaged and explored shared questions about settler and post/ colonial identity; the staging of cultural independence from Great Britain; the size and scope of the natural environment; and gender performance, among others.
THE BEATS AND THE LIMITS OF WRITING	AMSA2L84	20
This module covers the writers known as ��The Beats�� in terms of their antecedents, the literary and cultural traditions in which they worked, and the social and critical debates that raged during their heyday. Students will be asked to read widely, to compare and contrast different writers�� styles, and to make informed judgements about the writers�� relationships to the times in which they wrote. The module aims to foster an understanding of the Beat literary phenomenon in literary, political and social contexts. It will also examine the debts Beat writers owed to ��American Renaissance�� writers including Emerson and Whitman, to wider ideas of the ��avant-garde�� in the Twentieth Century generally, and to European Romantic traditions. It will investigate how a Beat poetics developed as a response to Cold War ��consensus culture��, and sought to establish a countercultural (though distinctly American) ��tradition��.
THE HOLOCAUST IN AMERICAN LITERATURE	AMSA2L82	20
This module aims to explore representations of the Holocaust in American literature. Students will explore how the Holocaust is represented by American Jewish and non-Jewish authors. Students will consider whether, and how, the Holocaust is ‘Americanised’ by American writers; they will consider some of the ethical and philosophical debates concerning representation of the Holocaust in art; they will examine how American Jewish writers engage with the Holocaust to negotiate questions of Jewish identity; and they will consider the problematic uses and definitions of the term ‘holocaust’ in American culture.

Option B Study (40 credits)

Students will select 40 credits from the following modules:

Name	Code	Credits
17TH-CENTURY WRITING: RENAISSANCE, REVOLUTION, RESTORATION	LDCE2Y13	20
This course explores 17th Century writing in diverse forms, familiar and unfamiliar: the masque, poetry, prose fiction, but also political prose and the antecedents of what we now call 'journalism'. We will consider the place of these works in society and in their intellectual and cultural contexts.
EIGHTEENTH-CENTURY WRITING	LDCE2Y11	20
This lecture-seminar module provides an intensive introduction to British writing from the Glorious Revolution (1688) to 1780 considering such writers as Defoe, Swift, Pope, Richardson, Fielding and Sterne, and exploring the "rise of the novel", the development of literary periodicals and newspapers, and the relationship of neo-classical poetry to the development of the English landscape garden. The course considers literary writing in relation to the development of mercantilism and such new capitalist institutions as the stock market, the idea of the individual as entering a social contract with others to form society, and the changing status of women and the family.
EUROPEAN LITERATURE: ENCOUNTERS WITH 'OTHERNESS'	LDCE2X24	20
This module explores critical and aesthetic issues raised by general and comparative literature, issues of 'influence', reception, intertextuality, translation, formal and generic comparabilities, national identity and cultural borrowing. Theoretical questions will be examined through specific examples and case studies, ranging across different periods and geographies; however the focus is likely to be on the modern period. Works studied may include texts by eg Kafka, Sebald, Calvino, Celan.
MEDIEVAL WRITING	LDCE2Y15	20
This module is designed to provide an introduction to the study of medieval English language and literature. In a series of lectures and seminars students will work through a small but representative selection of medieval texts, including lyrics, romance, drama and prose, in order to develop a working knowledge of the language - Middle English - and an appreciation of different forms and genres found in medieval writing. Medieval texts and contexts will be used as a means of familiarising students with medieval language, and form the basis for further units in medieval writing that may be taken within the School.
MODERNISM	LDCE2Z15	20
The purpose of this module is to study the literature of the early decades of the twentieth century - very roughly 1900-1930 - in particular the work of those authors who attempted to break with received norms of literary style and content. The module is organised as a series of thematic explorations - poetic experiment, memory and desire, myth and innovation, and so on - and thus does not follow a chronological structure. The sequence of guiding lectures focuses its deliberations on a set of specific texts, with their contexts, and these are taken up for discussion in the accompanying seminars. 'Modernism' is this constructed gradually over the semester as a mosaic of closely related issues, each one reflecting on the others. As well as providing an overview of defining textual features, in prose and poetry, the module is concerned also with the interrelation of text and context, offering a range of ways of conceiving of modernist literature as both of, and self-consciously ahead of, its historical moment.
NINETEENTH-CENTURY WRITING	LDCE2Z30	20
This module focuses on the novel and society in the nineteenth century, reading Scott, Austen, the Bront��s, Dickens, Gaskell, Eliot, James and Conrad and considering how the writing responds to the material conditions of production - authorial biography, publishing economics, literary genres, contemporary politics, the subjection of women, the rise of the middle class and economic changes such as the growth of the city, the railway booms, Chartism and industrial relations and the development of the British empire.
SHAKESPEARE	LDCE2Y04	20
The aim of this lecture-seminar module is to help you become a better reader of Shakespearean drama. He was writing between about 1590 and about 1610; obviously his plays speak to us over a great cultural distance, and we can find fresh ways of reading them by exploring the theatrical, generic and historical frameworks in which they were written and staged. The lectures, then, will introduce a range of contexts, and the seminars will seek to turn them to account in the reading of the dramatic texts themselves.

Free Choice Study (20 credits)

Students will select modules worth 20 credits from the course catalogue with the approval of their School

Compulsory Study (120 credits)

Students must study the following modules for 120 credits:

Name	Code	Credits
AMERICAN STUDIES SEMESTER ABROAD: AMERICA	AMSA2Y03	60
A semester spent at an American university taking an approved course of study. Restricted to students on 4 year programmes.
AMERICAN STUDIES SEMESTER ABROAD: AUSTRALIA	AMSA2Y02	60
A semester spent at an Australian university taking an approved course of study. Restricted to students on 4 year programmes.
AMERICAN STUDIES YEAR ABROAD	AMSA2Y1Y	120
A year spent at an American university taking an approved course of study. Restricted to students on 4 year programme. For students on programmes:U1T700401, U1TQ73401, U1TW76401, U1T7W8401, U1V238401, U1V2L2401, U1TW76401.

Compulsory Study (30 credits)

Students must study the following modules for 30 credits:

Name	Code	Credits
AMERICAN STUDIES YEAR ABROAD DISSERTATION	AMSA3Y05	30
Final year dissertation involving research into a specific issue or topic in American culture, society, history or literature. Restricted to students on the 4 year programmes. Topics will already have been approved on the basis of dissertation proposals submitted during the year abroad.

Option A Study (30 credits)

Students will select 30 credits from the following modules:

Name	Code	Credits
AMERICAN AUTOBIOGRAPHY	AMSA3L07	30
This module examines the fascination of American literature with questions of selfhood, identity and autobiography. Opening sessions of the module will look at ways in which the very idea of America and its literature emerges from early-national attempts to 'write the self' and discuss changing theories of selfhood, identity and individuality as they are played out in America's historical development from colony, to nation, to postmodern superpower. Subsequent sessions will focus on specific texts of the Nineteenth and Twentieth Centuries which engage questions of selfhood in order to define, maintain and develop an idea of what being an American might mean.
AMERICAN DRAMA 1970-PRESENT	AMSA3L19	30
This module will be concerned with exploring the work of American dramatists in the context of the social, political and cultural life of the country. In particular, it will give attention to the work of new women and African-American writers as well as to that of established dramatists.
AMERICAN GOTHIC	AMSA3L62	30
American fiction began in the period of the European Gothic novel, which thus marked the American tradition from the first. In this seminar module we will establish the meaning of gothic conventions and consider their persisting effects in American fiction.
MARK TWAIN AND THE GILDED AGE	AMSA3L20	30
According to William Faulkner, Mark Twain was ��the first truly American writer [��] the father of American literature.�� This module will test such paternity claims and examine their wider ramifications. We will explore Twain��s writing, his relationship to the Gilded Age, his contemporaries, and his influence on later American writers. As both author and man, Twain contained multitudes. Few writers have straddled so many genres and styles, and few Americans have embodied so many of the nation��s animating forces and tensions. He was, as his friend William Dean Howells felt, ��incomparable��, and this module is an opportunity for significant reading and research into his life, work and beyond.
MULTI-ETHNIC AMERICAN WRITING	AMSA3L12	30
America has long been interpreted as the location of social possibility founded upon a desire to assimilate and negate ethnic 'others'. This module traces the literary responses of four distinct 'American' cultures: Native American; African American; Asian American; and Mexican American. Each group of texts engage with the specific historical, cultural and political relationships between the US and each author's country of origin or national/cultural history, across the nineteenth and twentieth centuries. Topics will include race and racism, colonisation, imperialism, slavery, segregation, immigration, and illegality/invisibility, with an emphasis upon contemporary experiences.
TALES OF THE JAZZ AGE	AMSA3L31	30
This module examines American prose of the 1920s in the context of the Jazz Age. American literature of the 20s is often conflated with modernism, or the expatriate experience, or the Harlem Renaissance; this module will consider 1920s writing in the context of the market and the rise of professional authorship, anxieties about imitation and the middlebrow and conformism, and the pressures of commercial success on fiction. It will draw on reception studies and the influence of publication formats (mass-market magazines, serial publication, the burgeoning market for film adaptations). Texts will be drawn from a mix of “high” and “low.” After considering the pressures of commercialism on the publication of The Waste Land, texts could include the short stories of Fitzgerald, This Side of Paradise, The Sun Also Rises, The Great Gatsby, Babbitt, Gentlemen Prefer Blondes, Winesburg, Ohio, Glimpses of the Moon, and Manhattan Transfer. Students will also be expected to research journalism of the day, such as The New Yorker and the New York Times, which have accessible online archives.
THE LITERARY 1960s	AMSA3L23	30
When thinking of the sixties, literature, in general, is not what immediately springs to mind - pushed, as it is, to the background of music and the counterculture. Yet the decade brought about many profound changes in the paradigms of literature. Amongst such changes was the proliferation of metafiction as a narrative response to both the 'exhaustion' of literature in the light of the period's dramatic events, and to the new literary and philosophical developments in critical theory (poststructuralism). There was also the emergence of two 'new' genres: new journalism, and the non-fiction novel. This module is an examination of literary responses to the many changes and challenges brought about in this decade. It will discuss whether literature simply recoiled into solipsistic abstraction or whether it was a motivating force in the general struggle to conceptualize a ��new�� or countercultural American consciousness.
THE POETICS OF PLACE: POST 1945 AMERICAN POETRY AND ENVIRONMENT	AMSA3L24	30
The American poet Charles Olson famously declared: ‘I take SPACE to be the central fact to man born in America, from Folsom cave to now. I spell it large because it comes large here. Large, and without mercy.’ This module explores how a range of linguistically innovative American poets, from 1945 to the present, have engaged this question of space and environment in their writings. There will be a particular focus on how scientific literature, natural history writing, field guides, and eco-criticism have contributed to poets’ theories of poetry and poetics as well as an emphasis on the role environmental notions of place and space play in forming and critiquing ideas of American identity.
THE RISING TIDE OF THE TRANSPACIFIC	AMSA3L35
This module considers the ways in which American literature has engaged with the opening up of Pacific space from the early nineteenth century to the present. From Melville��s adventures on whaling vessels throughout the Pacific, to Pearl Harbour and anxieties about Japanese presence in and beyond the borders of the United States, to writing by contemporary Asian-American authors whose work evinces influences from China, Korea and India, the texts on this course chart the ways in which the Pacific Ocean and its peoples have contributed to, created, and contested American national narratives. The module will develop students�� insights into issues of U.S. national history and cultural geography, and deepen their engagement with current theories of nationalism and transnationalism either in preparation for, or as a frame for reflection on, their studies abroad.

Option B Study (30 credits)

Students will select 30 credits from the following modules:

Name	Code	Credits
BIOGRAPHY	LDCE3X46	30
How do writers attempt to capture 'life' in all its various forms? What, if any, are the different requirements in writing the life of a famous (or not so famous) person and that of a city or landscape? What about the 'life' of travel or food and how do you approach writing about the natural world? These are just some of the questions that this module sets out to address. We will be reading a wide variety of texts, from the 'traditional' biography to some of the more experimental examples of creative non-fiction. From Samuel Johnson to essays in The New Yorker, all human (and non-human) life will be there! Students may choose between writing their own piece of Biography or creative Non-Fiction as their final project or submitting a critical essay.
BIOGRAPHY	LDCE3X48	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X46: WRITING LIFE: BIOGRAPHY AND CREATIVE NON-FICTION AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
CHAUCER	LDCE3Y05	30
This module explores Chaucer's major writings in their historical, cultural and literary contexts. The module will introduce Chaucer's writing in a range of genres and will examine his works' representation and exploration of society, identity, chivalry, politics, religion and gender, and will also consider the medieval reception of Chaucer's writing. Previous experience of medieval literature will be useful but is not required.
CHILDREN'S LITERATURE	LDCE3X67	30
This module offers students the chance to learn about children's literature and its development and also to try to write a piece of children's literature themselves. It starts with the history of children's literature, looking at its use as a pedagogical tool, moving through fairy tales, Lewis Carroll's Alice books and their influence on the field, and examining other authors such as Charles Kingsley, Roald Dahl, Judy Blume and Lemony Snicket. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society.
CHILDREN'S LITERATURE	LDCE3X69	20
THIS IS A 20-CREDIT VERSION OF LITE3X67 CHILDREN'S LITERATURE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module offers students the chance to learn about children's literature and its development and also to try to write a piece of children's literature themselves. It starts with the history of children's literature, looking at its use as a pedagogical tool, moving through fairy tales, Lewis Carroll's Alice books and their influence on the field, and examining other authors such as Charles Kingsley, Roald Dahl, Judy Blume and Lemony Snicket. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society.
DRAMA AND LITERATURE: THE QUESTION OF GENRE	LDCE3X06	30
This seminar will explore the boundaries between drama and other genres (kinds, art-forms, media) in an attempt to investigate a number of interrelated theoretical questions. We shall explore these issues via various types of activity - practical criticism, critiques of literary theory, performance analysis, dramatising prose narrative. The set texts are works of literature which do not quite fit generically - particularly plays that seem to be in some sense 'epic', or novels in some sense 'theatrical', ranging from Shakespeare in the 17th century through to Gay and Fielding in the 18th and Dostoyevsky and Chekhov in the 19th.
EARLY ENGLISH DRAMA	LDCE3Y81	30
This module focuses on the medieval and early sixteenth century period, exploring conceptions and deployments of drama. Comparative work of different forms of drama, the drama and other artistic media, and the drama and social attitudes will be encouraged. You will explore whether drama successfully produces civic unity; how audiences are addressed and constructed; the theatricality of how the Biblical past is imagined, the significance of staging, place, and gesture; the social and political functions of drama, the representation of women; and protests against the drama from various quarters. Our period ends just as the suburban professional theatre was establishing itself in London in a form that was fundamentally influenced by these much earlier dramatic activities. We shall explore how spectacle and ceremony enabled pre-Reformation communities to celebrate their existence and assert an often contested or otherwise problematic sense of their cultural identity.
EARLY ENGLISH DRAMA	LDCE3Y83	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y81: EARLY ENGLISH DRAMA AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION	LDCE3X50	30
Max Nordau's 1892 Degeneration, attacking fin de siecle decadence, draws together fears of cultural decline and corrupting artistic practice through pseudo-Darwinian thinking about devolution. Yet Nordau's urgent and apocalyptic claims about 'diseased' art draw an ambivalent response from contemporary writers, such as those associated with the aestheticism and decadence of The Yellow Book. It is within the fantastic, however, that Nordau is most directly confronted and social norms most explicitly deformed by art. Wilde's swift move from pedestal to pederast may remove a key figure, but texts such as The Strange Case of Dr Jekyll and Mr Hyde; The Novel of the White Powder; Dracula; Wells' science fiction dystopias and, more recently, Moore and Campbell's From Hell, rehearse, react to, or reflect upon such concerns. These writings share a central tension: are the effects of decadence and degeneration offering pessimistic prophesy or optimistic alternatives? This module would complement nineteenth-century options and offer a perspective on the Modernist module. For students also taking the Gothic it would be related, although usefully focusing on the closing years of the nineteenth century with a different emphasis.
FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION	LDCE3X52	20
THIS IS A 20-CREDIT VERSION OF LITE3X50 FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION, AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. Max Nordau's 1892 Degeneration, attacking fin de siecle decadence, draws together fears of cultural decline and corrupting artistic practice through pseudo-Darwinian thinking about devolution. Yet Nordau's urgent and apocalyptic claims about 'diseased' art draw an ambivalent response from contemporary writers, such as those associated with the aestheticism and decadence of The Yellow Book. It is within the fantastic, however, that Nordau is most directly confronted and social norms most explicitly deformed by art. Wilde's swift move from pedestal to pederast may remove a key figure, but texts such as The Strange Case of Dr Jekyll and Mr Hyde; The Novel of the White Powder; Dracula; Wells' science fiction dystopias and, more recently, Moore and Campbell's "From Hell", rehearse, react to, or reflect upon such concerns. These writings share a central tension: are the effects of decadence and degeneration offering pessimistic prophesy or optimistic alternatives? This module would complement nineteenth-century options and offer a perspective on the Modernist module. For students also taking the Gothic it would be related, although usefully focusing on the closing years of the nineteenth century with a different emphasis.
HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY	LDCE3Z32	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3Z42 HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY AND IS AVAILABLE ONLY TO VISITING/EXCHANGE STUDENTS.
HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY	LDCE3Z42	30
In this module students engage with the range of Henry James's writing and also the reproduction of his life and work in contemporary culture. This module aims not simply to add to understanding of James but also to explore the issues that his work raises in relation to the art and history of fiction, philosophy and cultural reproduction. It is suitable not only for literature students who want to study this writer who spans realism and modernism, and short stories, literary criticism and fiction, but also for creative writing students and literature and philosophy students. It can be taken by students who have studied modules in nineteenth-century writing or modernism. Reserved for students on course(s): Q300U1, Q300U2, Q200U1, Q201U1, Q3W8U1, QT37U1, QV31U1, W400U1, WQ43U1, VQ53U1, TQ73U1.
JOHN MILTON'S PARADISE LOST	LDCE3Y70	30
Paradise Lost is perhaps the finest poem in the language. Its ambition is breathtaking: it begins before time, ends with time, spans the whole of the created universe, and yet focuses on a single, human relationship, on betrayal, recrimination and reconciliation. It is an attempt to explain the co-existence of evil and an omnipotent good God, a response to defeated political aspirations, and an attempt to create a republican poetics. In the module we will read the poem intensively, and seek to understand it in its historical context. Was there a republican aesthetic? How did writers respond to the collapse of radical political ideals and (comparative) religious toleration when 1660 brought the restoration of Charles II? How have literary historians participated in the occlusion of Britain's republican traditions? While there are no pre- or co-requisites, some knowledge of seventeenth-century literature or history, especially through LITE2Y13 Seventeenth-Century Writing, would be an advantage.
LITERATURE AND DECONSTRUCTION	LDCE3X87	30
In an interview with Derek Attridge, Jacques Derrida describes literature as ��this strange institution which allows one to say everything��. This module explores the writings of Derrida and related thinkers alongside a range of literary texts, including works by Keats, Shakespeare and Joyce. Through a combination of lectures and seminars, we will think about the strangenesses of literature, look at the ways in which it is an ��institution�� and consider the kinds of freedom �� of speech, writing and thinking �� it permits. Our aim throughout will be to establish the possibilities for literary criticism opened up by deconstruction. The module is open to everyone, but may be of particular interest to those who studied critical theory in the second year.
LITERATURE AND DECONSTRUCTION	LDCE3X89	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X87: LITERATURE AND DECONSTRUCTION AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE AND HUMAN RIGHTS	LDCE3X54	30
Reading key philosophical, political, legal and literary texts, this module will track the emergence of human rights as a cultural idea from their conception in the eighteenth century, through to the United Nations Declaration of Human Rights (UDHR) and beyond in the period after World War Two. The module will address the following questions: What type of human being was presupposed by the declarations of rights? How did the novel help form perceptions about rights and human sympathy? In what ways did the UDHR re-imagine concepts of human rights after the Holocaust? How were these changes reflected in new forms of post-war writing, such as post-colonial and late modernist writing? How can we think about the relation between rights and literature today? This module will suit students who have enjoyed the challenges of philosophy and literary theory. It should also appeal to those who are interested in thinking seriously about the relationship between literature and its ‘real world’ applications and significance.
LITERATURE AND HUMAN RIGHTS	LDCE3X56	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X54: LITERATURE AND HUMAN RIGHTS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE AND PHILOSOPHY	LDCE3X45	30
This module explores the relations between literature and philosophy and differing understandings of the self, love and ethics through close reading of philosophical and literary texts. It is organised chronologically and moves from the classical writing of Plato to modern literature. The module designed for final year students who are studying Literature and Philosophy. It is also open only to students in Literature who have taken modules in Philosophy in years one and two; or by special concession at the discretion of the module organiser to other students who have substantial experience in both Honours level Literature and Honours level Philosophy.
LITERATURE AND PHILOSOPHY	LDCE3X61	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3X45 LITERATURE AND PHILOSOPHY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module explores the relations between literature and philosophy and differing understandings of the self, love and ethics through close reading of philosophical and literary texts. It is organised chronologically and moves from the classical writing of Plato to modern literature. The module designed for final year students who are studying Literature and Philosophy. It is also open only to students in Literature who have taken modules in Philosophy in years one and two; or by special concession at the discretion of the module organiser to other students who have substantial experience in both Honours level Literature and Honours level Philosophy.
LITERATURE DISSERTATION: POST-1789 (AUT)	LDCE3X15	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1830 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the unit organiser by the end of the previous semester.
LITERATURE DISSERTATION: POST-1789 (AUT)	LDCE3X31	20
This module is a 20-credit version of LITE3X15 LITERATURE DISSERTATION: POST-1830 (AUT) and is available ONLY to non-HUM and Visiting Students.
LITERATURE DISSERTATION: POST-1789 (SPR)	LDCE3X18	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1830 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: POST-1789 (SPR)	LDCE3X30	20
This module is a 20-credit version of LITE3X18 LITERATURE DISSERTATION: POST-1830 (SPR) and is available ONLY to non-HUM and Visiting Students.
LITERATURE DISSERTATION: PRE-1789 (AUT)	LDCE3Y77	30
This module is an advanced-level unit, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: PRE-1789 (AUT)	LDCE3Y79	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y77: LITERATURE DISSERTATION: PRE-1830 (AUT) AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE DISSERTATION: PRE-1789 (SPR)	LDCE3Y78	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: PRE-1789 (SPR)	LDCE3Y80	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y78: LITERATURE DISSERTATION: PRE-1830 (SPR) AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY	LDCE3X75	30
This module will study late 18th-century and early 19th-century writings in the context of scientific and medical innovation. We consider whether it may be appropriate to view the work of novelists such as Maria Edgeworth, Jane Austen and Mary Shelley as a response to, and even a protest against these newly (or, more correctly, nearly) professionalised, male-dominated worlds. These women writers often concern themselves with the 'consumers' as well as the providers of the services offered by these professions; this module considers why that might be and how this kind of contextualisation might impact upon our readings of their work.
MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY	LDCE3X77	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3X75 MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module will study late 18th century and early 19th century writings in the context of scientific and medical innovation. We consider whether it may be appropriate to view the work of novelists such as Maria Edgeworth, Jane Austen and Mary Shelley as a response to, and even a protest against these newly (or, more correctly, nearly) professionalised, male-dominated worlds. These women writers often concern themselves with the 'consumers' as well as the providers of the services offered by these professions; this module considers why that might be and how this kind of contextualisation might impact upon our readings of their work.
MEDIEVAL ARTHURIAN TRADITIONS	LDCE3Y82	30
From Welsh folklore to Monty Python, the tales of Arthur and the Knights of the Round Table have excited and intrigued generations. Why? To answer this question we explore the development of the legend from its twelfth-century Celtic roots through to a number of twentieth-century film adaptations. How the legend has been translated across form, genres, cultures and ages will be studied, including examples from Middle English Arthurian Texts, translations of the Welsh Mabinogion, of Monmouth's Latin chronicle and French romance texts. This module will enable students familiar with Sir Gawain and the Green Knight to enhance their awareness of the wider Arthurian traditions within which this text belongs, but is also suitable for students who are encountering medieval literature for the first time.
MEDIEVAL ARTHURIAN TRADITIONS	LDCE3Y84	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y82: MEDIEVAL ARTHURIAN TRADITIONS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
MIND, BODY AND LITERATURE	LDCE3X09	30
The sense of loss in a Hardy poem, the parallel universe of a science fiction story, the sombre world of a Scandinavian crime novel: all have in common that they make the reader think, feel and possibly act. Drawing on an understanding of literature as writing which both engages and affects us, we look at a variety of literary texts (e.g, by Blake, Hardy, Lawrence, Hughes) and consider what they have in common with the everyday (clocks, teddy-bears, congregation ceremonies) and the bizarre (zombies, unicorns, ghosts). We consider how we understand text worlds, how metaphor relates to the body, whether real emotions can arise from fictional texts. Participants should have an open mind, a desire to understand literary theories, and a readiness to think outside the box.
MIND, BODY AND LITERATURE	LDCE3X11	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X09: MIND, BODY AND LITERATURE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
NERVOUS NARRATIVES	LDCE3X83	30
‘We all say it’s nerves, and none of us knows what it means’, says a character in Wilkie Collins’ 1860 novel, The Woman in White. Our aim is to think about how a discourse of the ‘nerves’ – the ‘nervous temperament’ and nervous illness – can be both so pervasive culturally and so slippery in its meaning. This interdisciplinary module takes you from the late 17th century, when the concept of ‘neurologie’ first emerged, to the 21st century, linking literary, medical and philosophical writing to explore the representation of the ‘nerves’. The historical range of the module is not meant to imply a transhistorical understanding of nervous illness or temperament, but rather will enable us to analyse the historically specific nature of the nervous body and what it is made to mean, culturally, within different contexts. In this way, we will be working with issues as diverse as religious ‘enthusiasm’, hysteria and hypochondria, sensibility, sensation, fear of modernity, manliness and effeminacy, shell-shock, PTSD and the concepts of the healthy or fragile body of the nation. Spanning time and genre, the literary texts studied will take us from the earliest, Jonathan Swift’s satire, A Tale of a Tub (1704) up to the contemporary: Siri Hustvedt’s novel, What I Loved (2003) and her analytical memoir, The Shaking Woman, Or, A History of My Nerves (2010).
NERVOUS NARRATIVES	LDCE3X85	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X83: NERVOUS NARRATIVES AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
POETRY AFTER MODERNISM	LDCE3Z60	30
This module will survey a wide range of post-war British poetry actively engaged with the Modernist tradition of Eliot, Pound and others. Reading critical texts alongside poems, it will introduce students to lesser-known writers, such as the Welsh poet Lynette Roberts and the Scottish poet W.S. Graham, as well as considering well-known English poets such as Philip Larkin and Ted Hughes from a Modernist perspective. Recognising the influence of contemporary American verse on experimental poets such as J.H. Prynne and Paul Muldoon will also be an important theme. A chronological syllabus will take students from 1945 up to the present day, and there will be a chance to write creatively as well as critically as part of the assessment. Students wishing to take this module must have taken LDCE2Z15 Modernism.
POETRY AFTER MODERNISM	LDCE3Z62	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Z60: POETRY AFTER MODERNISM AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
POETRY OF THE LONG NINETEENTH CENTURY	LDCE3X71	30
The poetry of the nineteenth century is often thought of as being caught between the two stools of Romanticism and Modernism. This module examines the development of poetry from Romanticism to Modernism, and asks in particular whether the poetry of the nineteenth century can claim our attention in its own right, rather than as a late avatar of Romanticism or as a foretaste of the excitements of Modernism. The focus of the module, then, is on close critical engagement with a large range of nineteenth century poetry and poetics, including the work of poet-critic Matthew Arnold, poet-priest Gerard M. Hopkins, and of other writers from Christina Rossetti to Algernon Charles Swinburne. Due notice will also be taken of nineteenth-century continental and American poetry.
POETRY OF THE LONG NINETEENTH CENTURY	LDCE3X73	20
THIS IS A 20 CREDIT VERSION OF LDCEX371: POETRY OF THE LONG NINETEENTH CENTURY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
QUEER LITERATURE AND THEORY	LDCE3X58	30
This module offers students the chance to learn about LGBTQ literature and its development in English-speaking countries, as well as approaches to queer theory. Authors studied will include Oscar Wilde, James Baldwin, Alison Bechdel, Armistead Maupin, Charlotte Mendelson, and Sarah Waters, as well as young adult novels by David La Rochelle, Alex Sanchez, Nancy Garden, Julie Anne Peters, and David Levithan. Using queer theory will also allow us to analyse literature from the perspective of gender and sexuality, and authors looked at will include Eve Kosofsky Sedgwick, Judith Butler, and Teresa de Lauretis. Understanding how lgbtq characters are featured in literature also helps us to see how queer people are understood in a given society in general.
QUEER LITERATURE AND THEORY	LDCE3X60	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X58: QUEER LITERATURE AND THEORY AND IS AVAILABLE TO VISITING/ EXCHANGE STUDENTS ONLY.
REGENCY WOMEN WRITERS	LDCE3X80	30
This module situates the work of various women writers of the Regency period in literary and historical contexts. The main texts under discussion are by Mary Wollstonecraft, Mary Hays, Jane Austen, Mary Shelley, and Maria Edgeworth. The unit considers themes which - although not exclusive to women's writing at this time - occur strikingly frequently in the work of Regency women. These themes include sanity, madness and ideas about the mind, and literary devices such as the love-mad woman. Health, ill-health and the development of medicine are central to these fictions and the course, and we also discuss the figure of the doctor, the quack and the 'psychiatrist' in these texts. We look at writings by Regency women travellers whose destinations ranged from Italy to Bath, Sweden and Revolutionary France.
REGENCY WOMEN WRITERS	LDCE3X82	20
THIS MODULE IS A 20-CREDIT VERSI0N OF LDCE3X80: REGENCY WOMEN WRITERS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
REVENGE TRAGEDY: ANCIENT AND MODERN	LDCE3Y86	30
This seminar explores the different ways in which the concept of revenge has been conceived and represented in a range of dramatic texts. The module covers three distinct groups of primary materials: classical tragedy (in translation) including Aeschylus's Oresteia; early modern revenge tragedy including works by Shakespeare, Tourneur and Kyd; and modern cinematic explorations of the revenge formula including Get Carter, Old Boy and Tarantino's Kill Bill movies. Topics discussed include the relationship between classical and Christian attitudes to revenge, contemporary strictures upon private vengeance, the representation of justice through the ages, the limitations of the revenge tragedy formula.
REVENGE TRAGEDY: ANCIENT AND MODERN	LDCE3Y88	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y86: REVENGE TRAGEDY: ANCIENT AND MODERN AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
SATIRE	LDCE3X62	30
��Satire is problematic, open ended, essayistic, ambiguous in relation to history, uncertain in its political effects, resistant to final closure, more inclined to ask questions than provide answers, ambivalent about the pleasures it offers�� (Dustin Griffin). The aim of this module is to investigate the problematic territory of satire. Using examples from modern and contemporary fiction and journalism alongside early modern and classical satire, we will formulate a critical and conceptual map, which will in turn allow us to discuss some of the problems of satire (those of genre, of gender, of politics, of morality, of history), and to explore some of the paradoxes of its strategies and functions (freedom versus limits; subversion versus conformity; transformation versus stasis). Writers under discussion will include Juvenal, Horace, Swift and Pope; John Dryden, Aphra Behn, and Lady Mary Wortley Montague; Evelyn Waugh, Stella Gibbons, and Jonathan Coe.
SATIRE	LDCE3X64	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X62: SATIRE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
SHAKESPEARE: SHADOW AND SUBSTANCE	LDCE3Y36	30
Platonist epistemology permeated Elizabethan culture: the aim of this module is to explore the relationship of Shakespeare's topic of the world as a stage to Neoplatonic conceptions of perception, politics, poetry and love.
SHAKESPEARE: SHADOW AND SUBSTANCE	LDCE3Y40	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3Y36, SHAKESPEARE: SHADOW AND SUBSTANCE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
THE CONDITION OF ENGLAND NOVEL 1818-2000	LDCE3Z03	20
This module is a 20-credit version of LITE3Z09 THE CONDITION OF ENGLAND NOVEL: 1818-2000 and is available ONLY to non-HUM and Visiting Students.
THE CONDITION OF ENGLAND NOVEL 1818-2000	LDCE3Z09	30
This module will examine the classic nineteenth-century 'Condition of 'England' novel alongside mid-to-late twentieth-century representations of England (and myths of national identity). Attention will be given to post-colonial writing as a significant part of the question: What is it to be English (or British)?
THE GOTHIC	LDCE3X41	30
This module seeks to cover some 'canonical' texts of the Gothic Novel (1764-1820) in Walpole, Radcliffe, Mary Shelley, and to consider some later developments of the gothic mode in later 19th and 20th centuries: Poe, Le Fanu, Stevenson, MR James, Elizabeth Bowen, David Storey and Angela Carter. The course also seeks to introduce students to some of the theoretical and historical arguments around the contested nature of the term 'gothic', the Uncanny, the subversiveness or otherwise of this kind of writing, and its relation to the novel genre.
THE GOTHIC	LDCE3X51	20
This module is a 20-credit version of LITE3X41 THE GOTHIC and is available ONLY to non-HUM and visiting students.
THE LITERATURE OF WORLD WAR ONE	LDCE3Z10	30
The module will examine representations of World War One. As a Level 3 unit, the focus will be inter-disciplinary. Literary materials will be contextualised using historical and other sources. Use will also be made of memoirs, letters, diaries, and photographs. Students will be encouraged to conduct research using the internet and other facilities.
THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING	LDCE3X01	30
It's widely recognised that modernist literature is characterised by a revolution of the word. Less widely recognised, and little explored, is the relationship between modernist linguistic experimentalism and literary nonsense, as practised by Lewis Carroll, Edward Lear, and others. This course will begin with these well-known nonsense writers and explore their roots in earlier nonsense, including Shakespeare's, before going on to examine some of the adventures in language of major modernist and postmodernist writers. Authors studied are likely to include late Joyce, early Auden, Stein, Stevens, Cummings, Crane, Nabokov, Koch, Muldoon, Ashbery. The course will also set these avant-garde writers in the unfamiliar context of the mainstream fantasy writers who also come out of Carroll and the nonsense tradition, most likely Tolkien and Peake, whose imaginary worlds are based on their own invented languages. This is not a course on children's literature, but on some very challenging modern literature, though it should appeal to those who take a childish pleasure in wordplay and fantasy, and equally to those intrigued by philosophical issues around language. It would follow on very well from the second-year Modernism module.
THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING	LDCE3X03	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X01: THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS	LDCE3X91	30
Trauma haunts the writing of the twentieth century. Slavery, war, patriarchy, terrorism, genocide, colonialism, modernity, technology and post-modernity: these legacies demand to be written and read, and engender a writing singular to their traumas. Yet the writing of these wounds, and the critical work that reads it, raises fundamental questions about whether trauma can ever be represented or understood. Spreading beyond their contexts, these questions effect their own traumas, cracking open our assumptions about what it is possible to read, to write, and indeed to think. Working roughly from the turn of the twentieth century to the present, this module reads a selection of theoretical, literary and critical texts that aim to write and read trauma across cultural, historical, personal and public contexts.
TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS	LDCE3X93	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X91: TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
ULYSSES	LDCE3Z50	30
This module will provide students with the opportunity to read one of the most famous, yet notoriously unread, novels of the twentieth century. The module has a number of aims. First, it will give students the time and opportunity to try to read and understand James Joyce's Ulysses. Secondly, the module will introduce students to some of the formal innovations typical of modernist writing through the close analysis of techniques such as interior monologue and mythic analogy. Thirdly, it will allow students to read a wide range of responses to Ulysses, both among Joyce's contemporaries, and in the history of twentieth century criticism. Fourthly, the module will situate the text historically, with a particular focus on the way that the text's obscenity affected its reception and circulation in the 1920s and 1930s.
ULYSSES	LDCE3Z52	20
This module is a 20-credit version of LITE3Z50 ULYSSES and is available to Visiting / Exchange students only.
VIRGIL'S CLASSIC EPIC	LDCE3Y18	30
This module will explore the centrality of Virgil's Aeneid to Medieval and Renaissance culture. It will examine developing attitudes to the Classical literary legacy and accommodation and reinvention of Virgil's epic poem within new religious, political and literary contexts. The course will begin with exploration of Virgil's poem on its own terms before turning to reworkings of the 'Aeneid' by Augustine, Dante, Chaucer, Douglas and Marlowe, the Renaissance invention of a 13th Book to 'complete' Virgil's poem, and the recasting of classical epic within the very different conventions of medieval and Renaissance romance. Previous experience of classical or medieval literature is not required.
VIRGIL'S CLASSIC EPIC	LDCE3Y32	20
This module is a 20-credit version of LITE3Y18 VIRGIL'S CLASSIC EPIC and is available ONLY to non-HUM and Visiting Students.

Option C Study (30 credits)

Students will select 30 credits from the following modules:

Name	Code	Credits
AMERICAN AUTOBIOGRAPHY	AMSA3L07	30
This module examines the fascination of American literature with questions of selfhood, identity and autobiography. Opening sessions of the module will look at ways in which the very idea of America and its literature emerges from early-national attempts to 'write the self' and discuss changing theories of selfhood, identity and individuality as they are played out in America's historical development from colony, to nation, to postmodern superpower. Subsequent sessions will focus on specific texts of the Nineteenth and Twentieth Centuries which engage questions of selfhood in order to define, maintain and develop an idea of what being an American might mean.
AMERICAN DRAMA 1970-PRESENT	AMSA3L19	30
This module will be concerned with exploring the work of American dramatists in the context of the social, political and cultural life of the country. In particular, it will give attention to the work of new women and African-American writers as well as to that of established dramatists.
AMERICAN GOTHIC	AMSA3L62	30
American fiction began in the period of the European Gothic novel, which thus marked the American tradition from the first. In this seminar module we will establish the meaning of gothic conventions and consider their persisting effects in American fiction.
BIOGRAPHY	LDCE3X46	30
How do writers attempt to capture 'life' in all its various forms? What, if any, are the different requirements in writing the life of a famous (or not so famous) person and that of a city or landscape? What about the 'life' of travel or food and how do you approach writing about the natural world? These are just some of the questions that this module sets out to address. We will be reading a wide variety of texts, from the 'traditional' biography to some of the more experimental examples of creative non-fiction. From Samuel Johnson to essays in The New Yorker, all human (and non-human) life will be there! Students may choose between writing their own piece of Biography or creative Non-Fiction as their final project or submitting a critical essay.
BIOGRAPHY	LDCE3X48	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X46: WRITING LIFE: BIOGRAPHY AND CREATIVE NON-FICTION AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
CHAUCER	LDCE3Y05	30
This module explores Chaucer's major writings in their historical, cultural and literary contexts. The module will introduce Chaucer's writing in a range of genres and will examine his works' representation and exploration of society, identity, chivalry, politics, religion and gender, and will also consider the medieval reception of Chaucer's writing. Previous experience of medieval literature will be useful but is not required.
CHILDREN'S LITERATURE	LDCE3X67	30
This module offers students the chance to learn about children's literature and its development and also to try to write a piece of children's literature themselves. It starts with the history of children's literature, looking at its use as a pedagogical tool, moving through fairy tales, Lewis Carroll's Alice books and their influence on the field, and examining other authors such as Charles Kingsley, Roald Dahl, Judy Blume and Lemony Snicket. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society.
CHILDREN'S LITERATURE	LDCE3X69	20
THIS IS A 20-CREDIT VERSION OF LITE3X67 CHILDREN'S LITERATURE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module offers students the chance to learn about children's literature and its development and also to try to write a piece of children's literature themselves. It starts with the history of children's literature, looking at its use as a pedagogical tool, moving through fairy tales, Lewis Carroll's Alice books and their influence on the field, and examining other authors such as Charles Kingsley, Roald Dahl, Judy Blume and Lemony Snicket. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society.
DRAMA AND LITERATURE: THE QUESTION OF GENRE	LDCE3X06	30
This seminar will explore the boundaries between drama and other genres (kinds, art-forms, media) in an attempt to investigate a number of interrelated theoretical questions. We shall explore these issues via various types of activity - practical criticism, critiques of literary theory, performance analysis, dramatising prose narrative. The set texts are works of literature which do not quite fit generically - particularly plays that seem to be in some sense 'epic', or novels in some sense 'theatrical', ranging from Shakespeare in the 17th century through to Gay and Fielding in the 18th and Dostoyevsky and Chekhov in the 19th.
EARLY ENGLISH DRAMA	LDCE3Y81	30
This module focuses on the medieval and early sixteenth century period, exploring conceptions and deployments of drama. Comparative work of different forms of drama, the drama and other artistic media, and the drama and social attitudes will be encouraged. You will explore whether drama successfully produces civic unity; how audiences are addressed and constructed; the theatricality of how the Biblical past is imagined, the significance of staging, place, and gesture; the social and political functions of drama, the representation of women; and protests against the drama from various quarters. Our period ends just as the suburban professional theatre was establishing itself in London in a form that was fundamentally influenced by these much earlier dramatic activities. We shall explore how spectacle and ceremony enabled pre-Reformation communities to celebrate their existence and assert an often contested or otherwise problematic sense of their cultural identity.
EARLY ENGLISH DRAMA	LDCE3Y83	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y81: EARLY ENGLISH DRAMA AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION	LDCE3X50	30
Max Nordau's 1892 Degeneration, attacking fin de siecle decadence, draws together fears of cultural decline and corrupting artistic practice through pseudo-Darwinian thinking about devolution. Yet Nordau's urgent and apocalyptic claims about 'diseased' art draw an ambivalent response from contemporary writers, such as those associated with the aestheticism and decadence of The Yellow Book. It is within the fantastic, however, that Nordau is most directly confronted and social norms most explicitly deformed by art. Wilde's swift move from pedestal to pederast may remove a key figure, but texts such as The Strange Case of Dr Jekyll and Mr Hyde; The Novel of the White Powder; Dracula; Wells' science fiction dystopias and, more recently, Moore and Campbell's From Hell, rehearse, react to, or reflect upon such concerns. These writings share a central tension: are the effects of decadence and degeneration offering pessimistic prophesy or optimistic alternatives? This module would complement nineteenth-century options and offer a perspective on the Modernist module. For students also taking the Gothic it would be related, although usefully focusing on the closing years of the nineteenth century with a different emphasis.
FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION	LDCE3X52	20
THIS IS A 20-CREDIT VERSION OF LITE3X50 FIN DE SIECLE: FANTASIES OF DECADENCE AND DEGENERATION, AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. Max Nordau's 1892 Degeneration, attacking fin de siecle decadence, draws together fears of cultural decline and corrupting artistic practice through pseudo-Darwinian thinking about devolution. Yet Nordau's urgent and apocalyptic claims about 'diseased' art draw an ambivalent response from contemporary writers, such as those associated with the aestheticism and decadence of The Yellow Book. It is within the fantastic, however, that Nordau is most directly confronted and social norms most explicitly deformed by art. Wilde's swift move from pedestal to pederast may remove a key figure, but texts such as The Strange Case of Dr Jekyll and Mr Hyde; The Novel of the White Powder; Dracula; Wells' science fiction dystopias and, more recently, Moore and Campbell's "From Hell", rehearse, react to, or reflect upon such concerns. These writings share a central tension: are the effects of decadence and degeneration offering pessimistic prophesy or optimistic alternatives? This module would complement nineteenth-century options and offer a perspective on the Modernist module. For students also taking the Gothic it would be related, although usefully focusing on the closing years of the nineteenth century with a different emphasis.
GENDER IN AMERICAN CULTURE	AMSA3S22	30
The aim of this module is to think about democracy in the United States through a gendered lens. The Declaration of Independence declared that "all men were created free and equal", but throughout the history of the United States certain social groups have been denied their rights to citizenship and democracy. Therefore this module will be focusing upon the ways in which gender has been central to the construction of citizenship and democracy in the US. These concepts are critical elements in the formation of a modern American identity, and this module will provide a broader understanding of this distinctive feature of American history and society.
HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY	LDCE3Z32	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3Z42 HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY AND IS AVAILABLE ONLY TO VISITING/EXCHANGE STUDENTS.
HENRY JAMES: QUESTIONS OF ART, LIFE AND THEORY	LDCE3Z42	30
In this module students engage with the range of Henry James's writing and also the reproduction of his life and work in contemporary culture. This module aims not simply to add to understanding of James but also to explore the issues that his work raises in relation to the art and history of fiction, philosophy and cultural reproduction. It is suitable not only for literature students who want to study this writer who spans realism and modernism, and short stories, literary criticism and fiction, but also for creative writing students and literature and philosophy students. It can be taken by students who have studied modules in nineteenth-century writing or modernism. Reserved for students on course(s): Q300U1, Q300U2, Q200U1, Q201U1, Q3W8U1, QT37U1, QV31U1, W400U1, WQ43U1, VQ53U1, TQ73U1.
JOHN MILTON'S PARADISE LOST	LDCE3Y70	30
Paradise Lost is perhaps the finest poem in the language. Its ambition is breathtaking: it begins before time, ends with time, spans the whole of the created universe, and yet focuses on a single, human relationship, on betrayal, recrimination and reconciliation. It is an attempt to explain the co-existence of evil and an omnipotent good God, a response to defeated political aspirations, and an attempt to create a republican poetics. In the module we will read the poem intensively, and seek to understand it in its historical context. Was there a republican aesthetic? How did writers respond to the collapse of radical political ideals and (comparative) religious toleration when 1660 brought the restoration of Charles II? How have literary historians participated in the occlusion of Britain's republican traditions? While there are no pre- or co-requisites, some knowledge of seventeenth-century literature or history, especially through LITE2Y13 Seventeenth-Century Writing, would be an advantage.
LITERATURE AND DECONSTRUCTION	LDCE3X87	30
In an interview with Derek Attridge, Jacques Derrida describes literature as ��this strange institution which allows one to say everything��. This module explores the writings of Derrida and related thinkers alongside a range of literary texts, including works by Keats, Shakespeare and Joyce. Through a combination of lectures and seminars, we will think about the strangenesses of literature, look at the ways in which it is an ��institution�� and consider the kinds of freedom �� of speech, writing and thinking �� it permits. Our aim throughout will be to establish the possibilities for literary criticism opened up by deconstruction. The module is open to everyone, but may be of particular interest to those who studied critical theory in the second year.
LITERATURE AND DECONSTRUCTION	LDCE3X89	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X87: LITERATURE AND DECONSTRUCTION AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE AND HUMAN RIGHTS	LDCE3X54	30
Reading key philosophical, political, legal and literary texts, this module will track the emergence of human rights as a cultural idea from their conception in the eighteenth century, through to the United Nations Declaration of Human Rights (UDHR) and beyond in the period after World War Two. The module will address the following questions: What type of human being was presupposed by the declarations of rights? How did the novel help form perceptions about rights and human sympathy? In what ways did the UDHR re-imagine concepts of human rights after the Holocaust? How were these changes reflected in new forms of post-war writing, such as post-colonial and late modernist writing? How can we think about the relation between rights and literature today? This module will suit students who have enjoyed the challenges of philosophy and literary theory. It should also appeal to those who are interested in thinking seriously about the relationship between literature and its ‘real world’ applications and significance.
LITERATURE AND HUMAN RIGHTS	LDCE3X56	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X54: LITERATURE AND HUMAN RIGHTS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE AND PHILOSOPHY	LDCE3X45	30
This module explores the relations between literature and philosophy and differing understandings of the self, love and ethics through close reading of philosophical and literary texts. It is organised chronologically and moves from the classical writing of Plato to modern literature. The module designed for final year students who are studying Literature and Philosophy. It is also open only to students in Literature who have taken modules in Philosophy in years one and two; or by special concession at the discretion of the module organiser to other students who have substantial experience in both Honours level Literature and Honours level Philosophy.
LITERATURE AND PHILOSOPHY	LDCE3X61	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3X45 LITERATURE AND PHILOSOPHY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module explores the relations between literature and philosophy and differing understandings of the self, love and ethics through close reading of philosophical and literary texts. It is organised chronologically and moves from the classical writing of Plato to modern literature. The module designed for final year students who are studying Literature and Philosophy. It is also open only to students in Literature who have taken modules in Philosophy in years one and two; or by special concession at the discretion of the module organiser to other students who have substantial experience in both Honours level Literature and Honours level Philosophy.
LITERATURE DISSERTATION: POST-1789 (AUT)	LDCE3X15	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1830 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the unit organiser by the end of the previous semester.
LITERATURE DISSERTATION: POST-1789 (AUT)	LDCE3X31	20
This module is a 20-credit version of LITE3X15 LITERATURE DISSERTATION: POST-1830 (AUT) and is available ONLY to non-HUM and Visiting Students.
LITERATURE DISSERTATION: POST-1789 (SPR)	LDCE3X18	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1830 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: POST-1789 (SPR)	LDCE3X30	20
This module is a 20-credit version of LITE3X18 LITERATURE DISSERTATION: POST-1830 (SPR) and is available ONLY to non-HUM and Visiting Students.
LITERATURE DISSERTATION: PRE-1789 (AUT)	LDCE3Y77	30
This module is an advanced-level unit, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: PRE-1789 (AUT)	LDCE3Y79	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y77: LITERATURE DISSERTATION: PRE-1830 (AUT) AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
LITERATURE DISSERTATION: PRE-1789 (SPR)	LDCE3Y78	30
This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.
LITERATURE DISSERTATION: PRE-1789 (SPR)	LDCE3Y80	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y78: LITERATURE DISSERTATION: PRE-1830 (SPR) AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY	LDCE3X75	30
This module will study late 18th-century and early 19th-century writings in the context of scientific and medical innovation. We consider whether it may be appropriate to view the work of novelists such as Maria Edgeworth, Jane Austen and Mary Shelley as a response to, and even a protest against these newly (or, more correctly, nearly) professionalised, male-dominated worlds. These women writers often concern themselves with the 'consumers' as well as the providers of the services offered by these professions; this module considers why that might be and how this kind of contextualisation might impact upon our readings of their work.
MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY	LDCE3X77	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3X75 MADNESS, MEDICINE, SCIENCE AND WOMEN'S WRITING IN THE REGENCY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY. This module will study late 18th century and early 19th century writings in the context of scientific and medical innovation. We consider whether it may be appropriate to view the work of novelists such as Maria Edgeworth, Jane Austen and Mary Shelley as a response to, and even a protest against these newly (or, more correctly, nearly) professionalised, male-dominated worlds. These women writers often concern themselves with the 'consumers' as well as the providers of the services offered by these professions; this module considers why that might be and how this kind of contextualisation might impact upon our readings of their work.
MARK TWAIN AND THE GILDED AGE	AMSA3L20	30
According to William Faulkner, Mark Twain was ��the first truly American writer [��] the father of American literature.�� This module will test such paternity claims and examine their wider ramifications. We will explore Twain��s writing, his relationship to the Gilded Age, his contemporaries, and his influence on later American writers. As both author and man, Twain contained multitudes. Few writers have straddled so many genres and styles, and few Americans have embodied so many of the nation��s animating forces and tensions. He was, as his friend William Dean Howells felt, ��incomparable��, and this module is an opportunity for significant reading and research into his life, work and beyond.
MEDIEVAL ARTHURIAN TRADITIONS	LDCE3Y82	30
From Welsh folklore to Monty Python, the tales of Arthur and the Knights of the Round Table have excited and intrigued generations. Why? To answer this question we explore the development of the legend from its twelfth-century Celtic roots through to a number of twentieth-century film adaptations. How the legend has been translated across form, genres, cultures and ages will be studied, including examples from Middle English Arthurian Texts, translations of the Welsh Mabinogion, of Monmouth's Latin chronicle and French romance texts. This module will enable students familiar with Sir Gawain and the Green Knight to enhance their awareness of the wider Arthurian traditions within which this text belongs, but is also suitable for students who are encountering medieval literature for the first time.
MEDIEVAL ARTHURIAN TRADITIONS	LDCE3Y84	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y82: MEDIEVAL ARTHURIAN TRADITIONS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
MIND, BODY AND LITERATURE	LDCE3X09	30
The sense of loss in a Hardy poem, the parallel universe of a science fiction story, the sombre world of a Scandinavian crime novel: all have in common that they make the reader think, feel and possibly act. Drawing on an understanding of literature as writing which both engages and affects us, we look at a variety of literary texts (e.g, by Blake, Hardy, Lawrence, Hughes) and consider what they have in common with the everyday (clocks, teddy-bears, congregation ceremonies) and the bizarre (zombies, unicorns, ghosts). We consider how we understand text worlds, how metaphor relates to the body, whether real emotions can arise from fictional texts. Participants should have an open mind, a desire to understand literary theories, and a readiness to think outside the box.
MIND, BODY AND LITERATURE	LDCE3X11	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X09: MIND, BODY AND LITERATURE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
MULTI-ETHNIC AMERICAN WRITING	AMSA3L12	30
America has long been interpreted as the location of social possibility founded upon a desire to assimilate and negate ethnic 'others'. This module traces the literary responses of four distinct 'American' cultures: Native American; African American; Asian American; and Mexican American. Each group of texts engage with the specific historical, cultural and political relationships between the US and each author's country of origin or national/cultural history, across the nineteenth and twentieth centuries. Topics will include race and racism, colonisation, imperialism, slavery, segregation, immigration, and illegality/invisibility, with an emphasis upon contemporary experiences.
NATIVE AMERICAN WRITING AND FILM	AMSA3S02	30
This module considers Native American writing and film as sites of cultural and political resistance, analysing the ways in which a diverse range of Native authors, screenwriters and directors within the United States respond to contemporary tribal socio-economic and political conditions. Taking popular ideas of 'the Indian', this module considers the ways in which stereotypes and audience expectations are subverted and challenged. Topics include race and racism, indigeneity, identity, culture, gender, genre, land and notions of 'home', community, dialogue, postcolonial theory in its application to those who remain colonised, and political issues such as human rights and environmental racism.
NERVOUS NARRATIVES	LDCE3X83	30
‘We all say it’s nerves, and none of us knows what it means’, says a character in Wilkie Collins’ 1860 novel, The Woman in White. Our aim is to think about how a discourse of the ‘nerves’ – the ‘nervous temperament’ and nervous illness – can be both so pervasive culturally and so slippery in its meaning. This interdisciplinary module takes you from the late 17th century, when the concept of ‘neurologie’ first emerged, to the 21st century, linking literary, medical and philosophical writing to explore the representation of the ‘nerves’. The historical range of the module is not meant to imply a transhistorical understanding of nervous illness or temperament, but rather will enable us to analyse the historically specific nature of the nervous body and what it is made to mean, culturally, within different contexts. In this way, we will be working with issues as diverse as religious ‘enthusiasm’, hysteria and hypochondria, sensibility, sensation, fear of modernity, manliness and effeminacy, shell-shock, PTSD and the concepts of the healthy or fragile body of the nation. Spanning time and genre, the literary texts studied will take us from the earliest, Jonathan Swift’s satire, A Tale of a Tub (1704) up to the contemporary: Siri Hustvedt’s novel, What I Loved (2003) and her analytical memoir, The Shaking Woman, Or, A History of My Nerves (2010).
NERVOUS NARRATIVES	LDCE3X85	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X83: NERVOUS NARRATIVES AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
PLACE, RACE AND SPACE: AMERICAN MIGRATION AND CITIZENSHIP	AMSA3S11	30
This module will examine the contradictions of place-making, spatial mobility, and citizenship in the Americas by looking at the movement and settlement of immigrants and migrants since the 1870s. Although the concepts of place-making and spatial mobility appear to be contradictory, immigrants and migrants in their quest to find a home, move across regions, borders, and continents. Their ability to settle in certain places, depends on the economic and cultural conditions that prevail in the host locality and on the political-economic structure of the host society. Citizenship becomes an important variable in this process, because non-citizens are more vulnerable to social, political, and economic changes.
POETRY AFTER MODERNISM	LDCE3Z60	30
This module will survey a wide range of post-war British poetry actively engaged with the Modernist tradition of Eliot, Pound and others. Reading critical texts alongside poems, it will introduce students to lesser-known writers, such as the Welsh poet Lynette Roberts and the Scottish poet W.S. Graham, as well as considering well-known English poets such as Philip Larkin and Ted Hughes from a Modernist perspective. Recognising the influence of contemporary American verse on experimental poets such as J.H. Prynne and Paul Muldoon will also be an important theme. A chronological syllabus will take students from 1945 up to the present day, and there will be a chance to write creatively as well as critically as part of the assessment. Students wishing to take this module must have taken LDCE2Z15 Modernism.
POETRY AFTER MODERNISM	LDCE3Z62	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Z60: POETRY AFTER MODERNISM AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
POETRY OF THE LONG NINETEENTH CENTURY	LDCE3X71	30
The poetry of the nineteenth century is often thought of as being caught between the two stools of Romanticism and Modernism. This module examines the development of poetry from Romanticism to Modernism, and asks in particular whether the poetry of the nineteenth century can claim our attention in its own right, rather than as a late avatar of Romanticism or as a foretaste of the excitements of Modernism. The focus of the module, then, is on close critical engagement with a large range of nineteenth century poetry and poetics, including the work of poet-critic Matthew Arnold, poet-priest Gerard M. Hopkins, and of other writers from Christina Rossetti to Algernon Charles Swinburne. Due notice will also be taken of nineteenth-century continental and American poetry.
POETRY OF THE LONG NINETEENTH CENTURY	LDCE3X73	20
THIS IS A 20 CREDIT VERSION OF LDCEX371: POETRY OF THE LONG NINETEENTH CENTURY AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
QUEER LITERATURE AND THEORY	LDCE3X58	30
This module offers students the chance to learn about LGBTQ literature and its development in English-speaking countries, as well as approaches to queer theory. Authors studied will include Oscar Wilde, James Baldwin, Alison Bechdel, Armistead Maupin, Charlotte Mendelson, and Sarah Waters, as well as young adult novels by David La Rochelle, Alex Sanchez, Nancy Garden, Julie Anne Peters, and David Levithan. Using queer theory will also allow us to analyse literature from the perspective of gender and sexuality, and authors looked at will include Eve Kosofsky Sedgwick, Judith Butler, and Teresa de Lauretis. Understanding how lgbtq characters are featured in literature also helps us to see how queer people are understood in a given society in general.
QUEER LITERATURE AND THEORY	LDCE3X60	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X58: QUEER LITERATURE AND THEORY AND IS AVAILABLE TO VISITING/ EXCHANGE STUDENTS ONLY.
REGENCY WOMEN WRITERS	LDCE3X80	30
This module situates the work of various women writers of the Regency period in literary and historical contexts. The main texts under discussion are by Mary Wollstonecraft, Mary Hays, Jane Austen, Mary Shelley, and Maria Edgeworth. The unit considers themes which - although not exclusive to women's writing at this time - occur strikingly frequently in the work of Regency women. These themes include sanity, madness and ideas about the mind, and literary devices such as the love-mad woman. Health, ill-health and the development of medicine are central to these fictions and the course, and we also discuss the figure of the doctor, the quack and the 'psychiatrist' in these texts. We look at writings by Regency women travellers whose destinations ranged from Italy to Bath, Sweden and Revolutionary France.
REGENCY WOMEN WRITERS	LDCE3X82	20
THIS MODULE IS A 20-CREDIT VERSI0N OF LDCE3X80: REGENCY WOMEN WRITERS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
REVENGE TRAGEDY: ANCIENT AND MODERN	LDCE3Y86	30
This seminar explores the different ways in which the concept of revenge has been conceived and represented in a range of dramatic texts. The module covers three distinct groups of primary materials: classical tragedy (in translation) including Aeschylus's Oresteia; early modern revenge tragedy including works by Shakespeare, Tourneur and Kyd; and modern cinematic explorations of the revenge formula including Get Carter, Old Boy and Tarantino's Kill Bill movies. Topics discussed include the relationship between classical and Christian attitudes to revenge, contemporary strictures upon private vengeance, the representation of justice through the ages, the limitations of the revenge tragedy formula.
REVENGE TRAGEDY: ANCIENT AND MODERN	LDCE3Y88	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3Y86: REVENGE TRAGEDY: ANCIENT AND MODERN AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
SATIRE	LDCE3X62	30
��Satire is problematic, open ended, essayistic, ambiguous in relation to history, uncertain in its political effects, resistant to final closure, more inclined to ask questions than provide answers, ambivalent about the pleasures it offers�� (Dustin Griffin). The aim of this module is to investigate the problematic territory of satire. Using examples from modern and contemporary fiction and journalism alongside early modern and classical satire, we will formulate a critical and conceptual map, which will in turn allow us to discuss some of the problems of satire (those of genre, of gender, of politics, of morality, of history), and to explore some of the paradoxes of its strategies and functions (freedom versus limits; subversion versus conformity; transformation versus stasis). Writers under discussion will include Juvenal, Horace, Swift and Pope; John Dryden, Aphra Behn, and Lady Mary Wortley Montague; Evelyn Waugh, Stella Gibbons, and Jonathan Coe.
SATIRE	LDCE3X64	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X62: SATIRE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
SHAKESPEARE: SHADOW AND SUBSTANCE	LDCE3Y36	30
Platonist epistemology permeated Elizabethan culture: the aim of this module is to explore the relationship of Shakespeare's topic of the world as a stage to Neoplatonic conceptions of perception, politics, poetry and love.
SHAKESPEARE: SHADOW AND SUBSTANCE	LDCE3Y40	20
THIS MODULE IS A 20-CREDIT VERSION OF LITE3Y36, SHAKESPEARE: SHADOW AND SUBSTANCE AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
TALES OF THE JAZZ AGE	AMSA3L31	30
This module examines American prose of the 1920s in the context of the Jazz Age. American literature of the 20s is often conflated with modernism, or the expatriate experience, or the Harlem Renaissance; this module will consider 1920s writing in the context of the market and the rise of professional authorship, anxieties about imitation and the middlebrow and conformism, and the pressures of commercial success on fiction. It will draw on reception studies and the influence of publication formats (mass-market magazines, serial publication, the burgeoning market for film adaptations). Texts will be drawn from a mix of “high” and “low.” After considering the pressures of commercialism on the publication of The Waste Land, texts could include the short stories of Fitzgerald, This Side of Paradise, The Sun Also Rises, The Great Gatsby, Babbitt, Gentlemen Prefer Blondes, Winesburg, Ohio, Glimpses of the Moon, and Manhattan Transfer. Students will also be expected to research journalism of the day, such as The New Yorker and the New York Times, which have accessible online archives.
THE AMERICAN BODY	AMSA3S30	30
This module reads the changing values, presentations and representations of the body that move through and construct American culture. This module will involve pairing theoretical perspectives with current and historical ideas of the body to allow us to interrogate intellectual and popular meanings assigned to and played out through the body, reading particular moments in American writing, art, photography and popular forms for the things they might tell us about corporality and self presentation, but also about the wider structures of the social and cultural environment. We will engage with canonical debates about race, gender, sexuality and ideas of ��representation��, but also with categories that cut across and through these modes of reading �� with the normal and the ideal, ideas of illness and wellness, ability and disability, of the organic and the machine, of the body under servitude, or under punishment, and with the whole idea of embodiment in itself. This module �� like all other modules at this level - requires a substantial, regular, reading commitment.
THE CONDITION OF ENGLAND NOVEL 1818-2000	LDCE3Z03	20
This module is a 20-credit version of LITE3Z09 THE CONDITION OF ENGLAND NOVEL: 1818-2000 and is available ONLY to non-HUM and Visiting Students.
THE CONDITION OF ENGLAND NOVEL 1818-2000	LDCE3Z09	30
This module will examine the classic nineteenth-century 'Condition of 'England' novel alongside mid-to-late twentieth-century representations of England (and myths of national identity). Attention will be given to post-colonial writing as a significant part of the question: What is it to be English (or British)?
THE GOTHIC	LDCE3X41	30
This module seeks to cover some 'canonical' texts of the Gothic Novel (1764-1820) in Walpole, Radcliffe, Mary Shelley, and to consider some later developments of the gothic mode in later 19th and 20th centuries: Poe, Le Fanu, Stevenson, MR James, Elizabeth Bowen, David Storey and Angela Carter. The course also seeks to introduce students to some of the theoretical and historical arguments around the contested nature of the term 'gothic', the Uncanny, the subversiveness or otherwise of this kind of writing, and its relation to the novel genre.
THE GOTHIC	LDCE3X51	20
This module is a 20-credit version of LITE3X41 THE GOTHIC and is available ONLY to non-HUM and visiting students.
THE GREAT SOCIETY: AMERICA FROM JFK & LBJ TO NIXON, 1960-74	AMSA3H01	30
This module follows the American story from 1960-1974, from the promise and tragedy of JFK��s Camelot, through the achievements and frustrations of LBJ��s Great Society, to the period of adjustment �� and disillusionment �� during the Presidency of Richard Nixon and the era of Watergate. The work covers the key political events of a period that saw a defining struggle between liberalism and conservatism �� one which continues to resonate to this day. In part it focuses upon the politicians who helped define the era �� such as Bobby Kennedy, Barry Goldwater, and George Wallace as well as the Presidents. But consideration is not confined to Washington politics: we will look at popular protest, from the Civil Rights movement and Black Power to the New Left, the peace movement, women��s liberation, and Stonewall. We consider the war on poverty, the politics of race, the emergence of a new environmental awareness, the questioning of gender, and the sexual revolution. In addition, the unit includes discussion of the continuing significance of the Cold War, not least in respect of Vietnam and the Space Race. Students are also invited to consider the ways in which the dramatic changes and conflicts of the era shaped American culture, especially movies, music, art, and literature
THE LITERARY 1960s	AMSA3L23	30
When thinking of the sixties, literature, in general, is not what immediately springs to mind - pushed, as it is, to the background of music and the counterculture. Yet the decade brought about many profound changes in the paradigms of literature. Amongst such changes was the proliferation of metafiction as a narrative response to both the 'exhaustion' of literature in the light of the period's dramatic events, and to the new literary and philosophical developments in critical theory (poststructuralism). There was also the emergence of two 'new' genres: new journalism, and the non-fiction novel. This module is an examination of literary responses to the many changes and challenges brought about in this decade. It will discuss whether literature simply recoiled into solipsistic abstraction or whether it was a motivating force in the general struggle to conceptualize a ��new�� or countercultural American consciousness.
THE LITERATURE OF WORLD WAR ONE	LDCE3Z10	30
The module will examine representations of World War One. As a Level 3 unit, the focus will be inter-disciplinary. Literary materials will be contextualised using historical and other sources. Use will also be made of memoirs, letters, diaries, and photographs. Students will be encouraged to conduct research using the internet and other facilities.
THE POETICS OF PLACE: POST 1945 AMERICAN POETRY AND ENVIRONMENT	AMSA3L24	30
The American poet Charles Olson famously declared: ‘I take SPACE to be the central fact to man born in America, from Folsom cave to now. I spell it large because it comes large here. Large, and without mercy.’ This module explores how a range of linguistically innovative American poets, from 1945 to the present, have engaged this question of space and environment in their writings. There will be a particular focus on how scientific literature, natural history writing, field guides, and eco-criticism have contributed to poets’ theories of poetry and poetics as well as an emphasis on the role environmental notions of place and space play in forming and critiquing ideas of American identity.
THE RISING TIDE OF THE TRANSPACIFIC	AMSA3L35
This module considers the ways in which American literature has engaged with the opening up of Pacific space from the early nineteenth century to the present. From Melville��s adventures on whaling vessels throughout the Pacific, to Pearl Harbour and anxieties about Japanese presence in and beyond the borders of the United States, to writing by contemporary Asian-American authors whose work evinces influences from China, Korea and India, the texts on this course chart the ways in which the Pacific Ocean and its peoples have contributed to, created, and contested American national narratives. The module will develop students�� insights into issues of U.S. national history and cultural geography, and deepen their engagement with current theories of nationalism and transnationalism either in preparation for, or as a frame for reflection on, their studies abroad.
THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING	LDCE3X01	30
It's widely recognised that modernist literature is characterised by a revolution of the word. Less widely recognised, and little explored, is the relationship between modernist linguistic experimentalism and literary nonsense, as practised by Lewis Carroll, Edward Lear, and others. This course will begin with these well-known nonsense writers and explore their roots in earlier nonsense, including Shakespeare's, before going on to examine some of the adventures in language of major modernist and postmodernist writers. Authors studied are likely to include late Joyce, early Auden, Stein, Stevens, Cummings, Crane, Nabokov, Koch, Muldoon, Ashbery. The course will also set these avant-garde writers in the unfamiliar context of the mainstream fantasy writers who also come out of Carroll and the nonsense tradition, most likely Tolkien and Peake, whose imaginary worlds are based on their own invented languages. This is not a course on children's literature, but on some very challenging modern literature, though it should appeal to those who take a childish pleasure in wordplay and fantasy, and equally to those intrigued by philosophical issues around language. It would follow on very well from the second-year Modernism module.
THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING	LDCE3X03	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X01: THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS	LDCE3X91	30
Trauma haunts the writing of the twentieth century. Slavery, war, patriarchy, terrorism, genocide, colonialism, modernity, technology and post-modernity: these legacies demand to be written and read, and engender a writing singular to their traumas. Yet the writing of these wounds, and the critical work that reads it, raises fundamental questions about whether trauma can ever be represented or understood. Spreading beyond their contexts, these questions effect their own traumas, cracking open our assumptions about what it is possible to read, to write, and indeed to think. Working roughly from the turn of the twentieth century to the present, this module reads a selection of theoretical, literary and critical texts that aim to write and read trauma across cultural, historical, personal and public contexts.
TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS	LDCE3X93	20
THIS MODULE IS A 20-CREDIT VERSION OF LDCE3X91: TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS AND IS AVAILABLE TO VISITING/EXCHANGE STUDENTS ONLY.
ULYSSES	LDCE3Z50	30
This module will provide students with the opportunity to read one of the most famous, yet notoriously unread, novels of the twentieth century. The module has a number of aims. First, it will give students the time and opportunity to try to read and understand James Joyce's Ulysses. Secondly, the module will introduce students to some of the formal innovations typical of modernist writing through the close analysis of techniques such as interior monologue and mythic analogy. Thirdly, it will allow students to read a wide range of responses to Ulysses, both among Joyce's contemporaries, and in the history of twentieth century criticism. Fourthly, the module will situate the text historically, with a particular focus on the way that the text's obscenity affected its reception and circulation in the 1920s and 1930s.
ULYSSES	LDCE3Z52	20
This module is a 20-credit version of LITE3Z50 ULYSSES and is available to Visiting / Exchange students only.
US INTERVENTIONISM, THE CIA AND COVERT ACTION	AMSA3H26	30
The covert activities of the CIA represent arguably the most notorious face of US foreign relations. Yet to what extent is clandestine American interventionism consistent with official overt policies? And how do we come to understand covert action campaigns? This module will introduce the main conceptual and historic debates relevant to the analysis of covert action as a tool of US foreign relations. In so doing it will consider the institutions and processes behind covert action, especially the role of the CIA. It also considers the mediums that narrate and explain American covert action. This will provide a fuller and richer understanding of the United States’ place in the international system since World War II, its relationship to other states and non-state actors, and discussions about American identity and the nation’s role in the world.
VIRGIL'S CLASSIC EPIC	LDCE3Y18	30
This module will explore the centrality of Virgil's Aeneid to Medieval and Renaissance culture. It will examine developing attitudes to the Classical literary legacy and accommodation and reinvention of Virgil's epic poem within new religious, political and literary contexts. The course will begin with exploration of Virgil's poem on its own terms before turning to reworkings of the 'Aeneid' by Augustine, Dante, Chaucer, Douglas and Marlowe, the Renaissance invention of a 13th Book to 'complete' Virgil's poem, and the recasting of classical epic within the very different conventions of medieval and Renaissance romance. Previous experience of classical or medieval literature is not required.
VIRGIL'S CLASSIC EPIC	LDCE3Y32	20
This module is a 20-credit version of LITE3Y18 VIRGIL'S CLASSIC EPIC and is available ONLY to non-HUM and Visiting Students.

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Year Abroad

All students on our four year degree courses spend their third year studying abroad, choosing from a range of over 40 institutions. Our Year Abroad programme has been running for over 30 years, enabling students to study in the USA or Canada for a full year, or choose to split the year between North America and Australasia, and so experience American Studies from a Pacific Rim point of view as well as the Atlantic perspective gained while at the University of East Anglia.

For more information on Study Abroad, please visit our Study Abroad website.

Entry Requirements

Qualification:: BA (Hons)
A Level:: AAB including B in English Literature
International Baccalaureate:: 33 points including 5 in Higher Level English Literature
Scottish Highers:: At least one Advanced Higher preferred in addition to Highers
Scottish Advanced Highers:: AAB including Grade B in English Literature
Irish Leaving Certificate:: AAAABB
Access Course:: Please contact the university for further information
HND:: Please contact the university for further information
European Baccalaureate:: 80%

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:

IELTS: 6.5 overall (minimum 6.0 in Reading and Writing with no less than 5.5 in any component)
TOEFL: Internet-based score of 88 overall (minimum 20 in Reading and Speaking components, 19 in Writing component and 17 in Listening components.
PTE: 62 overall (minimum 55 in Reading and Writing components with no less than 51 in any component).

If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.

Interviews

The majority of candidates will not be called for an interview. However, for some students an interview will be requested. These are normally quite informal and generally cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.

Students will have the opportunity to meet with an academic on a Visit Day in order to gain a deeper insight into the course(s) you have applied for.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.

Deferred Entry
We also welcome applications for deferred entry, believing that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and may wish to contact the appropriate Admissions Office directly to discuss this further.

Special Entry Requirements

Students must have English Literature A Level at Grade B or above (or equivalent qualification).

Intakes

The School's annual intake is in September of each year.

Alternative Qualifications

If you have alternative qualifications that have not been mentioned above then please contact university directly for further information.

GCSE Offer

Students are required to have Mathematics and English at Grade C or above at GCSE Level.

Assessment

For the majority of candidates the most important factors in assessing the application will be past and future achievement in examinations, academic interest in the subject being applied for, personal interest and extra-curricular activities and the confidential reference. We consider applicants as individuals and accept students from a very wide range of educational backgrounds and spend time considering your application in order to reach an informed decision relating to your application. Typical offers are indicated above. Please note, there may be additional subject entry requirements specific to individual degree courses.

Fees and Funding

In each year, the School of American Studies offers up to 25% of its students on a Year Abroad, a £1000 Arthur Miller Scholarship. Those students scoring top marks in their A level exams will be considered for one of these awards.

University Fees and Financial Support: UK/EU Students

Further information on fees and funding for 2012 can be found here

University Fees and Financial Support: International Students

The University will be charging International students £11,700.00 for all full time School of American Studies undergraduate programmes which start in 2012.

Please click to access further information about fees and funding for International students.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Undergraduate Admissions Office

Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

request a copy of our latest prospectus and subject brochures
get access to exclusive information personalised to your interests
keep up to date with news and events at UEA.

International candidates are also actively encouraged to access the University's International webpages.