Back to Course List

UCAS Course Code

Q300

Duration

3 years

Attendance

Full Time

Award

Degree of Bachelor of Arts

Course Organiser

Dr. Karen Schaller


The School of Literature, Drama and Creative Writing is famous for the quality and adventurousness of its teaching. It embraces several interlinked disciplines; for example, you can choose to study drama or creative writing alongside English and related literatures. The English Literature degree programme explores a wide range of writing from the medieval period to the present day – from the Arthurian Tradition via Shakespeare, Milton, Austen, the Brontës, Joyce, to novelists who are still writing now – and it combines this with a range of innovatory approaches and specialist topics.

The degree course is studied in an interdisciplinary atmosphere.  Alongside specialists in English Literature, you will also work with teachers and students who are involved with Creative Writing, Drama, Philosophy, Modern Languages, American Studies, Film Studies, History and History of Art.  The options system also allows you to explore one or other of these subjects yourself: in each of the three years, besides your options within the English syllabus, you can choose one module from another discipline, according to your own interests and aptitude.

The whole programme is based on the awareness that literature is not an abstract or unworldly pursuit, but something which happens in the real world. That is why we teach historically, so that literature is seen in larger contexts; and it is why we host regular extra-curricular visits by contemporary writers who read and discuss their work. We also emphasise making literature as well as studying it: there is the opportunity to extend your awareness of literature through your own writing.  To facilitate all this we employ a variety of teaching strategies (small group seminars, larger-scale lectures, writing workshops, individual projects and dissertations). Assessment is carried out in each teaching module (either by coursework, assessed practical project or by occasional short exams) so that there are no ‘finals’.

Course Structure:

Year 1

The first year provides a foundation for the study of literature at degree level, introducing important theoretical concepts, offering strategies for both reading and writing texts, and opening up problematic questions of literature’s historical and contemporary relation to the society which produces and receives it.  All students take the module Literature in History, which runs throughout the year and introduces the sustained study of texts in their historical and cultural milieu, and teaches you how to interpret plays, poems and narratives in their historical contexts. You will also take the tutorial module Reading Texts, a small-group tutorial module which helps you to become a more resourceful and independent reader and again, is a year-long module. The third module to be taken in the first semester will be chosen from a range of complementary subjects: American Studies, Drama, Cultural Studies, Philosophy, Film Studies, and History. In the second semester, alongside Literature in History, and Reading Texts, most students will choose to study the module Writing Texts, which allows you to focus upon skills of critical and creative writing in addition to exploring the nature of the writing process itself.  During the first year you have the opportunity to begin to pursue distinct ‘pathways’ in your studies relating to areas of individual interest.

Year 2

In the second and third years, you choose from an extensive range of options to assemble a course that reflects your interests. There are no compulsory modules, but we do constrain your choices so that you encounter a good historical range of different kinds of writing.  In the second year, you choose five modules from the wide range on offer and available modules change regularly in order to stay fresh and relevant.  The main "menu" is made up of lecture-and-seminar modules devoted to quite large topics in literature - for example Shakespeare, 19th Century Writing, or Modernism.  Alongside these there are smaller modules that encourage you to venture outside the literary mainstream: modules for instance about critical theory, dramatic literature, postcolonialism, or journalism.  It is at this point too, that many Literature students choose to take at least one module in Creative Writing: there are regular workshops in prose fiction, poetry, scriptwriting and literary translation.  Even if you would not see yourself as "a writer", you can enrich your study of literature by trying to produce some.  Your final module in the second year is "free choice" which opens up other directions of study to you.

Year 3

Third-year modules are more intensive: you take only four in the course of the year and this will be more specialised seminar-based work. These modules often reflect the research interests of the staff who teach them, and they demand more initiative from you.   There are no lectures: each group works as a seminar and everyone is expected to contribute on the basis of their own reading.  The range of topics is wide - about thirty such seminars run each year - and is constantly changing a little.  Examples of current seminar topics include Regency Women Writers, Trauma, Psyche and Modern Literature, Henry James: Questions of Art, Life and Theory, Medieval Arthurian Traditions, Revenge Tragedy: Ancient and Modern, Biography, The Gothic. At this level there is an emphasis on independent projects and individually tailored dissertations, and you could choose to undertake an 8,000-word dissertation. This means that instead of joining a taught module, you undertake an individual study with a member of staff as your supervisor.  You can also take courses in other disciplines such as film, dramatic literature, creative writing, philosophy, or history.

This programme can also be taken as a part-time course of study (lasting 5-7 years).

Teaching and Assessment:

Key skills, issues and ideas are introduced in lectures given by all members of faculty, including literary critics, literary historians and writers. More specialist study is undertaken in small group seminars. These are chosen from a range offered within the School and across the University. You will also spend time studying and researching in the library or carrying out practical work or projects. In most subject areas, you are assessed at the end of each year on the basis of coursework and, in some cases, project and examination results. 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 three.

Want to know more?

Come along to an Open Day and experience our unique campus for yourself.

UniStats Information

Why Choose UsChoosing to study within the School of Literature, Drama and Creative Writing at UEA means joining some of the most satisfied students in the UK.

In the 2014 National Student Survey, we received an overall satisfaction score of 95% in both English Studies and Drama, and 93% for Imaginative Writing. We were are also in the top 10 for Creative Writing in the 2015 Times Good University Guide. 

Here are some of the reasons why:

  • Our world-famous Creative Writing department attracts successful and aspiring writers from around the world
  • The School is home to the British Centre for Literary Translation
  • You can take part in our active and engaged student body
  • Discover endless opportunities to attend and get involved in our rich schedule of events, readings and performances

A broad range of courses

The School of Literature, Drama and Creative Writing brings together writers, scholars, performers, teachers and students in an exploration of the powers and possibilities of literature. Our aim is to make creative writing and critical reading confront one another in ways that sharpen and enliven both.

We have a world-famous reputation for Creative Writing, and are also home to highly rated scholars with a focus on literature, translation and drama. With a strong focus on interdisciplinary learning, we work closely with other departments at UEA.

Known for student experience

In 2015 UEA was ranked 6th in the UK for Student Experience by the Times Higher Education Student Experience Survey.

Student life at UEA is enhanced through an active Student Union, a myriad clubs and societies to join and a lively and engaged student body.

Literary festivals and events

Writers from across the globe travel to UEA to take part in our long-running literary festival organised by the Arthur Miller Centre and the Centre for Creative and Performing Arts.

The teaching staff and students also put on a number of events throughout the year, including readings, performances and plays.

The University’s significant contribution to creative writing was recognised with the recent prestigious Queen’s Anniversary Prize for Higher and Further Education.

Teaching and research excellence

In the National Student Survey 2014, we achieved excellent teaching scores - 94% for Drama, 96% for English Studies and 91% for Imaginative Writing. 

In the Research Excellence Framework (REF2014), a major Government analysis of university research quality, the School of Literature, Drama and Creative Writing has come 10th among UK English departments. 82% of our research has been rated either 4* (world leading) or 3* (internationally excellent).

As one of our students, you will benefit from our interdisciplinary approach, and have the scope to tailor your own degree as your interests develop throughout your time at UEA.

Our academic staff are writers, as well as teachers, and are at the forefront of research in their field. Many contribute articles to leading newspapers, appear on television and radio arts programmes, publish original research and write novels, short stories, poems and plays.

If you choose to study with us, you can expect to be inspired by leading figures in the literary world such as Kathryn Hughes, writer of the biographies of Mrs Beeton and George Eliot, Giles Foden, whose novel The Last King of Scotland was made into an Oscar winning Hollywood movie, and novelist Rachel Hore, a regular in the bestseller list.

Year

In Year 1 students take 120 credits (80 Compulsory, 20 from Option Range A, 20 from Option Range B). Compulsory and Option Range A modules develop your core skills as literature students. Option Range B offers the opportunity to further develop your literary skills and interests. In your first semester you have the opportunity to choose from selected Humanities modules that develop complementary skills and subject understanding. Pre-requisites: You are advised to consult catalogue information for second your modules you may like to choose, in case these have pre-requisites that you will need to take in your first year.

Compulsory Study (80 credits)

Students must study the following modules for 80 credits:

Name Code Credits

LITERATURE IN HISTORY 1

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, explored through the study of selected historical and literary moments. The module is taught by a weekly lecture, with an accompanying seminar.

LDCL4008A

20

LITERATURE IN HISTORY II

Literature in History II shifts our attention to writing from the 19th century to the present. Although we are still interested in historical context, our focus turns to the history of an idea about literature. Literary realism, or the idea that the novel can, and should, reflect real life, will be our central concern: after establishing what literary realism is and why it was such an important idea in the 19th century, we will examine how writers might agree with, or react against literary realism at different times, and finish by exploring the possibility of literary realism now. The module will allow you a full semester to grapple with a key aesthetic debate about the novel, engage with it through literary and critical texts, and help you to think about the implications of the question of what a novel can - or ought - to do. The module will be taught by weekly lecture and seminar, both of which are compulsory.

LDCL4019B

20

READING TEXTS II

This module seeks to build on and develop the work of the Autumn semester, in particular that of Reading Texts and Reading Translations. The focus will fall again on small-group discussion and on the reading of a small number of texts - one creative, and one critical - chosen by the tutor from a set list. With this close attention to reading at its core, the module will also look at a number of the terms and ideas central to the study of literature and to the practice of interpretation. Not available to Visiting Students.

LDCL4011B

20

WRITING TEXTS

This module explores the culture and anthropology of writing, and addresses issues such as the differences between writing and speaking, between literary and non-literary texts, and the writer's relationship with readers. In weekly lectures and seminar groups, we will look at the writing process itself - drafting, revising, editing, translating - and will explore how and why texts come into being, and how they work to position the reader or to generate readerly interaction. The module is taught by a lecture, with an accompanying seminar.

LDCL4020B

20

Option A Study (20 credits)

Students will select 20 credits from the following modules:

Name Code Credits

READING TEXTS: TUTORIAL CLASS

This module provides the opportunity to work closely on selected texts within the contexts of a small group. It aims to develop and explore modes of textual analysis. By the end of the module the students will have highly developed reading skills, a sense of the implications of interpreting texts and the individual research skills essential for a university degree. Not available to Visiting Students.

LDCL4009A

20

READING TRANSLATIONS: TUTORIAL CLASS

This module provides the opportunity to work closely with texts in translation, looking at how we read and analyse them and how we consider their relationship to the originals. We aim to develop the critical skills necessary for working with foreign texts in English translation, relevant for a number of LDC modules. Students must know another language besides English.

LDCL4013A

20

Option B Study (20 credits)

Students will select 20 credits from the following modules:

Name Code Credits

ANALYSING FILM

Analysing Film is designed to provide you with techniques and methods that can be applied to the textual analysis of films, alongside core study and practical skills that will be used throughout your university career. The module will cover a range of formal features and frameworks including image and sound production (notably narrative, camerawork, editing, soundtrack), and their relationships with the ways in which films construct meaning. You will be expected to engage with the range of possible approaches to audio-visual analysis, and apply the ideas under discussion to diverse examples from film. Key study skills include use of the library and internet for research, note-taking, and the conventions of academic writing such as essay planning, referencing, and avoiding claims of plagiarism.

AMAM4009A

20

ANALYSING TELEVISION

This module explores the many ways television has been examined, explored, understood, and used. It focuses particularly on the specifics of the medium; that is, how television is different from (and, in some ways, similar to) other media such as film, radio, and the internet. Each week will focus on a particular idea which is seen as central to the examination of television. The medium will be explored as an industry, as a range of texts, and as a social activity. While drawing on some examples from other countries, the primary focus will be on British television; similarly while some history will be explored, the main focus will be contemporary television.

AMAM4010A

20

BEGINNERS' FRENCH I

This module is for students at beginners' level who have little or no prior experience of French (if you have a recent French GCSE grade C or above, or an international equivalent, then this module may not be appropriate for you). The module will develop students' reading, writing, listening and speaking skills. The aim is to equip them with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4013A

20

BEGINNERS' GERMAN I

This module is for students at beginners' level who have little or no prior experience of German. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where German is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4018A

20

BEGINNERS' SPANISH I

This module is for students at beginners' level who have little or no prior experience of Spanish. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module is NOT open to students who have GCSE Spanish (or GCSE equivalent). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4022A

20

CLASSIC READINGS IN PHILOSOPHY

This introductory module for first year students is designed to invite you into philosophical enquiry by way of a detailed study of some of the most famous books by the founding fathers of Western Philosophy. The set texts typically include a classic work by Plato, from the birth of philosophy in Classical Greece, and a classic work by Descartes, the father of modern philosophy. One or two texts by Aristotle or later Greek and Mediaeval thinkers may also be included. The texts are studied in modern English. No prior knowledge of philosophy is required, and this module is suitable for students from other disciplines who are taking no other philosophy modules.

PPLP4061A

20

IMAGINING AMERICA: LITERATURE I

Imagining America: Literature I 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 two-hour seminar. Lecture Slot: Monday, 1200-12.50. Further information on the timing of the seminar can be found in the published timetable.

AMAL4033A

20

INTRODUCTION TO CULTURAL STUDIES

This module seeks to foster an interdisciplinary awareness by examining literature as cultural response. It will introduce students to some landmark texts and theories of cultural studies, using Victorian and early modernist writing to explore these ideas, and examine cultural and historicist readings of both literary and popular prose. While it is a core module for those in Literature and History, it is suited to all those interested in interdisciplinary study. It is taught through seminars.'

LDCL4010A

20

INTRODUCTION TO MEDIEVAL HISTORY

This module is designed to provide an introduction to medieval history both for first year historians and students from other schools. It surveys the history of medieval Europe, including England, from c.1000 to c1300, and also examines some archaeology, literature, art, and architecture from the period. The module also aims to introduce students to a range of primary sources, including some of the physical remains to be found in East Anglia.

HIS-4001A

20

INTRODUCTION TO MODERN HISTORY

This module provides a wide-ranging introduction to the political, social and economic transformation of Britain and Europe from the late eighteenth century to the First World War. Among the themes it considers are industrialisation and its impact; revolution and reform; nationalism and imperialism; gender and society; great power relations; the impact of war and the collapse of the old Europe in 1917-18.

HIS-4003A

20

INTRODUCTION TO WORLD DRAMATIC LITERATURES 1

This module examines a wide range of influential plays in several genres, drawn from the work of major European dramatists, and with due attention given to issues of both text and performance. The plays are drawn from the work of Aeschylus, Euripides, Shakespeare, Webster, Wycherley, Moliere and Racine, as well as medieval and non-European theatre. A weekly lecture is accompanied by demonstrations/discussions of central scenes and/or video extracts.

LDCD4007A

20

MAKERS AND MAKING

The process of making works of art - from objects to performances, bodies to buildings - involves a range of materials, activities and ideas. Through a series of lectures by members of ART staff, students on this module learn about the physical and technical properties of different materials as well as their social, economic and symbolic significance. We also consider the people involved in designing, crafting and creating such art, including their working methods and social status.

AMAA4002A

20

MEDIA, SOCIETY AND POWER

This module introduces first year students to the main theories of mass communications and provides them with the key skills of academic reading and writing. Students will reflect on the importance of reading for academic research and learn how to assess and discuss the relevance and impact of milestones in mass communications theory from the nineteenth century to the present. The module explores theoretical approaches to media content, production, regulation and reception, including key themes such as freedom of speech, public sphere and political economy.

PPLM4054A

20

POST A-LEVEL FRENCH LANGUAGE 1/I

A course for students with a French A-Level, Intermediate French, or any other equivalent qualification. This module is designed to develop students' existing reading/listening/writing and speaking skills, with a particular focus on receptive skills (listening/reading) to start with. It promotes autonomous learning and independent/group research. The aim is to equip students with a solid grammatical, lexical and cultural basis which will then be enhanced and built upon in subsequent years. Alongside academic skills, the module aims include developing intercultural competence and employability skills to allow for a range of applications of students' learning. The module consists of four contact hours per week: an hour grammar seminar will provide students with opportunities to review and practise essential grammar points, an oral hour focusing on speaking practise, and a two hour seminar whose focus will be to work on receptive skills as well as textual grammar. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) This module is not available to French native speakers or those with equivalent competence.

PPLF4016A

20

POST A-LEVEL SPANISH 1/I

A course in Spanish for students with Spanish A-Level, Intermediate Spanish, or any other equivalent qualification. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. It is designed to build up linguistic proficiency, cultural knowledge and understanding, in addition to study and research skills. Key components include exploring issues for the development of intercultural competence and learning to articulate the employability skills developed as part of the module. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) Orals are arranged separately. This module is not available to native speakers or those with equivalent competence.

PPLH4025A

20

SOCIAL AND POLITICAL THEORY

This module explores the ways in which a variety of thinkers have sought to understand modern society, culture and politics. You will learn to grapple with fascinating and challenging theories of contemporary life by reading the work of writers such as Rousseau and Kant, Marx and Weber, Freud and Foucault. Is modern life shaped by capitalism or bureaucracy? Are we freer than ever before, or slaves to the market and the state? Are we truly individuals or does society shape our identity? What is power and who has it? These are the kinds of question you will debate in class as you learn to think deeply about what drives the world today.

PPLX4051A

20

In Year 2 students take 120 credits (80 Compulsory, 20 from Option Range B, and 20 from Option Range C). Option Range A comprises core modules for literary study. Option Range B modules focus on writing in practice. Option Range C includes literature module with specialist focus, further study from core or writing in practice modules, or you may select modules from other humanities subjects to tailor your study specific interests. Pre-1789 requirement: In years 2 and 3 combined, students must take at least 60 credits from modules on writing before 1789, and 40 of these must be taken in year 2. Pre-requisites: Some second and third years modules in LDC and other HUM schools have pre-requisites. You are advised to make yourself aware of these when choosing your modules at each year level. This is particularly relevant to languages modules.

Option A Study (80 credits)

Students will select 80 credits from the following modules:

Name Code Credits

CONTEMPORARY FICTION

This module aims to take an open snapshot of different modes of writing in the recent British scene, not a post-war history of the novel. We'll concentrate on more adventurous examples of contemporary fiction, looking at specific aspects of form and style, and thinking about how such aspects speak to broader matters of history and ideology. We'll also consider also what it might mean to be or to call oneself contemporary.

LDCL5069B

20

CRITICAL THEORY AND PRACTICE

Through a combination of lectures and seminars, this module will explore the theory and practice of literary criticism from the origins of the study of English literature as an academic discipline to the present. In order to do this, we examine not only the work of literary critics and theorists, but also engage with developments in linguistics, economics, psychoanalysis and philosophy, tracing the ways in which these overlap with, and inform, literary study.

LDCL5031A

20

EIGHTEENTH-CENTURY WRITING

This module reads fiction, poetry, nonfictional prose, and drama of the eighteenth century, as a means with which to identify the dominant concerns of the epoch (class; gender; the politics of party; increasing secularisation), and to explore some of its debates (aristocracy versus middle class; prose versus poetry; classical or ancient versus modern or contemporary; religious versus secular). We read popular novelists, such as Eliza Haywood, Daniel Defoe, Jonathan Swift, Samuel Richardson, Laurence Sterne, and Henry Fielding; popular dramatists (Fielding especially); verse both well-known and more obscure (Pope, Gay, Smart); and excerpts from other contemporary sources (didactic, philosophical, political, religious). By the end of the module you will have acquired a knowledge of and sensitivity to the literary genres of the eighteenth century (novel, poetry, prose, drama); a knowledge of the political and cultural landscape; and a knowledge of the conditions of writing (print culture, the beginnings of literary criticism, the professionalization of literature).

LDCL5041A

20

ERASMUS EXCHANGE: AUTUMN SEMESTER

LDC students going abroad under the ERASMUS exchange scheme for the Autumn semester must enrol for this module. Students going abroad under the ERASMUS exchange scheme to Dublin will need in addition to enrol for module LDCL5025B. Further details of the ERASMUS scheme are available from the Study Abroad Office.

LDCL5024A

60

ERASMUS EXCHANGE: SPRING SEMESTER

LDC students going abroad under the ERASMUS exchange scheme for the Spring semester must enrol for this module. Students going abroad under the ERASMUS exchange scheme to Dublin will need in addition to enrol for module LDCL5024A. Further details on the ERASMUS scheme are available from the Study Abroad Office.

LDCL5025B

60

EUROPEAN LITERATURE

This module examines examples of twentieth-century European writing (all read in translation). Rather than (merely) place writers in their national contexts, we will deal with topics, issues and formal experiments that complicate, sometimes transcend, national boundaries. In fact we will interrogate what 'European' might mean in relation to literature - where are the borders? Are continental Europeans fundamentally 'other'? And if so, how does this otherness manifest itself aesthetically, thematically, tonally and formally? We'll look at how writers from different countries frequently challenge the conventions of genre and the conventions of reading and interpreting. Among a range of important innovations (or continuities), we may explore varieties of 'European' modernism, New Objectivity, the absurd, the nouveau roman, noir, or magical realism. We will also ask how European writers have responded to the challenges, upheavals and catastrophes of the twentieth century and how they deal with the ethnic, religious and cultural diversity within Europe. The module includes a weekly lecture. Assessment is by means of an individually chosen project (3500 words) which is supported by individual and group tutorials, a dedicated guidance session and a formative proposal.

LDCL5033B

20

LITERATURE STUDIES SEMESTER ABROAD (SPRING)

A semester spent at a university abroad with the approval of the School. Students interested in European universities should see the Erasmus exchange modules, LDCL5024A and LDCL5025B. In all instances you must consult with Study Abroad Office.

LDCL5026B

60

MEDIEVAL WRITING

This module aims to provide an introduction to the study of medieval literature. We shall explore together a range of medieval texts (the lyric, allegorical narrative, romance, fabliau, dream vision, 'mystical writing', 'life writing', moral fable, political verse), working slowly both to familiarise ourselves with the difficulties and differences of Middle English and to introduce the distinctive richnesses and complexities of medieval literature. The module falls into three basic parts. The first, which turns to works by Chaucer, Julian of Norwich, and Margery Kempe, is organised generically and topically: close reading of Chaucer's 'Clerk's Tale', 'Merchant's Tale', and 'The Book of the Duchess' and of excerpts from Julian's 'Revelations of Divine Love' and from 'The Book of Marery Kempe' will allow us to introduce medieval allegory, the play of the sacred and the secular in medieval culture, medieval dream vision, and the terms of affective piety and medieval visionary writing. The second and third parts then turn, in more sustained fashion, first to the 'Morall Fabillis' of Roberty Henryson, perhaps the finest poet of the fifteenth century, and to medieval Romance, concentrating on the remarkable poem, 'Sir Gawain and the Green Knight'.

LDCL5063A

20

MODERNISM

The purpose of this module is to study the literature of the early decades of the twentieth century - 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 and formal explorations that include attention to at least some of the following: the dissolution of character and gravitation towards psychological states such as fantasy and desire, with the emergence of the unconscious; narrative and temporal disruption, obtrusion of language and other sources of modernist difficulty, the afterlife of religion, as in interest in the unseen and supernatural; the significance of the city, the mass media, and other modern cultural forms; gender and the politics of modernism. The sequence of guiding lectures focuses discussion on a set of specific texts and themes, with their contexts, and these are taken up for consideration in the accompanying seminars. 'Modernism' is thus 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 critical reading of modernism in the light of contemporaneous criticism and theory as well as current analyses.

LDCL5045A

20

ROMANTICISM 1780-1840

Romantic Literature is often thought of as poetry, primarily work by Blake, Wordsworth, Shelley, Keats and Bryon. But the signs and forms of Romantic sensibility can also be found in a much broader constituency of writing practice: the novel, letter writing, the essay, political and aesthetic theory, and writing of all kinds taken as social critique. This module is taught through a combination of lectures and seminars.

LDCL5034B

20

SEVENTEENTH-CENTURY WRITING: RENAISSANCE AND REVOLUTION

This module introduces you to the poetry, drama and prose of one of Britain's most exciting and turbulent periods of cultural, political and intellectual transformation: the seventeenth century. The module works through lectures, which establish larger questions we might ask of the week's material, and seminars, in which we close read passages of texts together intensively. We begin in the early-seventeenth century by exploring the ways English writing was transformed by its encounters with classical texts and by religious experience, before turning to explore women writers' complicated relationship to early-modern literary culture. In the module's second half, we ask how literary forms were transformed by the extraordinary upheavals of the English civil war and the execution of the monarch. Throughout, we learn how knowledge of the circumstances of texts' publication and readership can help us to interpret literature. Authors we study include famous figures such as Ben Jonson, Andrew Marvell, and John Milton (including a look at his masterpiece, Paradise Lost), as well as many lesser-known writers, including women like Lucy Hutchinson and Amelia Lanyer, and Norwich's greatest writer, Thomas Browne. You will have the chance to read translations of several of the classical authors (including Horace and Martial) who influenced them. The module includes a visit to the Norfolk Heritage Centre (in the centre of Norwich) to see their remarkable collection of seventeenth-century books.

LDCL5042A

20

SHAKESPEARE

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.

LDCL5070B

20

VICTORIAN WRITING

This module aims to equip you with a knowledge of writing from across the nineteenth century, in a variety of modes (fiction, poetry, science, journalism, cultural criticism, nonsense). We will examine authors including George Eliot, Tennyson, Dickens, Darwin, Arnold, Charlotte Bronte, and the Brownings, among others. You will thus develop an awareness of how different kinds of writing in the period draw on, influence, and contest with each other. Likewise, you will acquire a sense for the cultural, political and socio-economic contexts of nineteenth-century writing, and some of the material contexts in which that writing took place (serial publication, popular readership, periodical writing, public controversy).

LDCL5067B

20

Option B Study (20 credits)

Students will select 20 credits from the following modules:

Name Code Credits

AUDIO DRAMA: THE THEATRE OF THE MIND

Because sound is invisible, audio drama is sometimes thought of as more imaginative than visual drama. Audio theatre takes place in the mind rather than on stage. Through practice and theory this module explores audio drama and the invisible world of sound. We will do voice work, create sound effects, analyse music, and collaborate on an audio drama to be podcast over the Internet. Our practice will be sharpened by questioning how the aesthetics of sound compares to sight, how changes in sound technology influence culture, and how sound represents race, gender, and nationality. We will listen to a wide range of radio genres, including comedy, drama, music, and news, from "classic" shows like 'The Goon Show' and 'War of the Worlds' to the more recent 'Planet B' and 'Another Case of Milton Jones'. To create our final audio drama project, students will gain experience using audio recording and editing software.

LDCD5026A

20

CREATIVE WRITING: INTRODUCTION (AUT)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 2 Creative Writing modules. The teaching uses structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of prose fiction and poetry. In the first half of the seminar students will write about 'what they know', drawing on notebooks, memories and family stories. In the second half the focus will shift to the work of established authors, using sample texts as a stimulus to students' own writing.

LDCC5005A

20

CREATIVE WRITING: INTRODUCTION (SPR)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 2 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.

LDCC5004B

20

I AM

RESTRICTED TO STUDENTS REGISTERED FOR COURSES Q300, Q3W8, QV31, QT37, W400, WQ43, WW84 ONLY. The purpose of this Module is to explore notions of personal identity and investigate how a heightened self-knowledge can benefit our relationship to and impact upon the world. In LDC, the question of human subjectivity is approached daily in the texts, novels, plays and poetry that constitute its curriculum. Using the rubric of Graduate Identity Theory, a programme of workshops will investigate how the study of these materials shapes our own self-image; our approach to life, and ultimately, our identity. Beginning with an introduction to Freud's theory of consciousness, we will be building a portfolio of material that considers the concept of identity from the ego to the online avatar. In activities such as creating blogs, tweeting and participating in other social media sites, we will experiment with the manipulation of identity and assess the impact of our online personas. The workshops and the production of an 'I Am (LDC)' portfolio are designed so that individuals can raise to consciousness their own unique attributes and make confident claims, through academic pursuit, about who they are and what they can do. The techniques of rhetoric, positive psychology and neuro-linguistic programme (NLP) will also be discussed as tools for esteem building and identity formation. Overall, the workshops will be designed to afford the opportunities to develop, practise and rehearse those identity claims so that upon graduation, identity can be affirmed by the new social and economic world that the individual will enter.

LDCL5054A

20

PUBLISHING (AUT)

The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio and a piece of coursework. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.

LDCL5064A

20

PUBLISHING (SPR)

The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio and a piece of coursework. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.

LDCL5065B

20

READING AND WRITING IN ELIZABETHAN ENGLAND

In this module we will study some of the most important poetry and prose of the English Renaissance, including masterpieces by Christopher Marlowe, Sir Philip Sidney, and Edmund Spenser, as well as Shakespeare's early narrative poetry (not covered on the Shakespeare module). We will be studying these writers in a unique way. Behind this great outpouring of Elizabethan writing lay a vibrant literary culture which valued rhetoric, argument, elaborate and often playful self-presentation, and which insisted that good reading helped you to develp an individual style as a writer. In response to your reading of Renaissance literature, you will put the tenets of this culture into practice, building up over the course of the module an assessment portfolio of short pieces of writing in prose (or sometimes, if you wish, poetry). When reading Sidney's groundbreaking 'Defence of Poetry', for instance, you will draw on his rhetorical and argumentative techniques to write your own defence of any modern genre of your choice. Or when looking at the way Thomas Nashe plays with the form of his printed books you will have the opportunity to experiment with innovative ways of presenting your own portfolio to readers. This module allows you to think critically in genres other than conventional academic essays, and in doing so aims to foster connections between critical and creative writing. You will have the chance to develp more confidence and self-awareness as a writer and critic through studying some of the greatest English literature. THIS MODULE FILFILLS THE PRE-1789 REQUIREMENT.

LDCL5062B

20

READING AND WRITING TRANSLATIONS

This course will focus on reading translated texts from around the world, and analysing them in the context of translation theory. Examples of texts explored may include work by Hans Christian Andersen, Jorge Luis Borges, Italo Calvino, David Grossman, E.T.A. Hoffmann, Stieg Larsson, Pablo Neruda and Georges Perec, and translation theorists studied may include Jerome, John Dryden, Friedrich Schleiermacher, Eugene Nida, Gideon Toury, Hans Vermeer, Luise von Flotow and Lawrence Venuti. Students will also regularly carry out their own literary translations, and these will be workshopped in class. Coursework assignments will include analyses of translated texts, translations and self-commentaries on translations. A thorough reading knowledge of another language besides English is advisable, but not essential.

LDCL5061A

20

THE SHORT STORY (AUT)

What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.

LDCL5074A

20

THE SHORT STORY (SPR)

What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.

LDCL5075B

20

THE WRITING OF JOURNALISM (AUT)

The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.

LDCC5013A

20

THE WRITING OF JOURNALISM (SPR)

The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.

LDCC5014B

20

WORDS AND IMAGES

The module aims to explore the relationship between words and images in contemporary literature. As well as developing a critical vocabulary with which to discuss how these two media can be combined, the module will survey shifts in the generic conventions of such literature over the last few decades so that students will develop an awareness of the various narrative techniques that such texts employ and be able to discuss these aspects in an informed and critical manner. The theoretical approach will consider narrative, ekphrasis, and critical work in the area by Scott McCloud, Perry Nodelman and Ivan Brunetti, amongst others. The module will analyse established texts by writers and artists such as Art Spiegelman, Alan Moore and Joe Sacco as well as more recent texts. Students will be assessed through critical and/or creative engagement. The module will build upon the level one Writing Texts module and will complement Words and Music and Children's Literature at level three.

LDCL5068B

20

WRITING THE WILD

It is a popular conception that writing about the natural world and its fragility is a particular fixation of the late twentieth and early twenty first century. However, concern about the natural world and man's place in his environment became a major preoccupation in the eighteenth century. Writing the Wild asks to what extent nature writers in our period may be read as being in dialogue with their eighteenth century predecessors. Texts will be predominately non-fiction and will give students the opportunity to study the less familiar writings of such authors as Mary Shelley, Mary Wollstonecraft, Jane Austen and Edward Thomas alongside contemporary nature writing by Richard Mabey, Robert Macfarlane, Kathleen Jamie and Tim Dee. Topics will include: nostalgia, the impact of war on writing about the countryside, the relationship between nature, writing and the mind and the notion of 'landscape'. This module offers students the opportunity to write 'creatively' as well as 'critically'.

LDCL5059B

20

Option C Study (20 credits)

Students will select 20 credits from the following modules:

Option Range C allows you to tailor your study to your specific interests. Choose from amongst special interest literature modules, further study in core and writing in practice modules, or choose from selected humanities subjects that complement your study.

Name Code Credits

20TH CENTURY AMERICAN POETRY

This module provides a broadly chronological view of American poetry from the start of the twentieth century to the present day. It wonders about what the consequences might be if we consider seriously Emerson's claim (made in 1844), that America might be seen as a poem. Through detailed examination each week of groups of three related poets, the module aims both to question what constitutes an American poetics, and to examine how this conception has changed over the course of the twentieth century. As well as tracing a trajectory in American poetry from modernist to postmodernist modes, one of its primary concerns is also to start exploring how ideas of what an American poetry might be are inflected differently in 'mainstream' and in more avant-garde (or 'experimental') poetries. Indeed, by explicitly thinking about these differences the module will pay particular attention to the ways in which ideas of nationhood, of political dissent and protest, of poetic 'groupings' and canon-formation, are instrumental in determining what we choose to see as America's representative poetry. By the end of the module students should have a wide knowledge of a range of different twentieth-century American poetries, as well as a strong sense of how the political, cultural and literary 'tastes' of America across the century have delivered it the sorts of poetry it deserves.

AMAL5011B

20

ADAPTATION AND TRANSMEDIA STORYTELLING

This module will introduce students to the key theories of screen adaptation and transmedia storytelling, from the earliest ideas of 'fidelity' to the source, to later approaches emphasising intertextuality, and the movement of narratives across different media. It will enable students to examine a series of different examples of narrative adaptation across media and transmedia contexts. Through the module's engagement with screenwriting practice, it will also enable students to explore the processes of adaptation from within, through working on their own screenplay exercise adapting an existing work.

AMAM5038B

20

AMERICA AND VIETNAM

This module examines the involvement of the United States in Vietnam, from the Second World War to the Paris Peace Accords of 1973. Focusing on the main period of US entanglement, 1963-1973, it uses documents, historical studies, film, and literary texts to illuminate the American experience in Vietnam and its domestic repercussions.

AMAH5041A

20

AMERICAN MUSIC

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."

AMAS5023A

20

AMERICAN ROMANTICISM

The romantic stress on individual experience, self-reliance, and the present made it widely influential, in radical ideas on feminism, education, anti-slavery and utopian community projects. This module will examine the literary revolution of the American "renaissance", exploring the literary and intellectual significance of the writings of Emerson, Thoreau and Whitman, the reactions of writers like Hawthorne and Melville, and its legacy in later poets, thinkers and novelists.

AMAL5016A

20

AMERICAN WOMEN WRITERS OF THE TWENTIETH CENTURY

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.

AMAL5013A

20

ANGLO-SAXON ENGLAND, C. 500-1066

This module surveys the history of the English from their arrival in Britain in the fifth century until the end of the eleventh century and the conquest of England by the Normans. We shall cover topics such as the conversion of the English in the seventh century; the domination of England by Mercia in the eighth century; the Viking invasions and the reign of Alfred the Great; the emergence of Wessex as the dominant force in Britain in the tenth century; the conquest of England by the Danes in the eleventh century; and the Norman Conquest of England in 1066.

HIS-5005A

20

ANIMATION

Animation is one of the most popular and least scrutinised areas of popular media culture. This module seeks to introduce students to animation as a mode of production through examinations of different aesthetics and types of animation from stop motion through to cel and CGI-based examples. It then goes on to discuss some of the debates around animation in relation to case study texts. Example debates include: who animation is for (children?), the limits of the term "animation" in relation to CGI, the industrial frameworks for animation production (art vs commerce) and character vs star debates around animation icons. A range of approaches and methods will therefore be adopted within the module, including political economics, cultural industries, star studies and animation studies itself. The module is taught by seminar and screening.

AMAM5024A

20

ART AND ARCHITECTURE IN GEORGIAN NORWICH

For 500 years Norwich was the second city in England in terms of both wealth and population. In these circumstances the production of art and architecture thrived under the patronage of secular and ecclesiastical patrons. The fabric of Norwich to this day is dominated by the medieval legacy, including the royal castle, monastic cathedral and 30 surviving medieval parish churches. The module brings together the study of architectural history and art history, questioning the relationship between buildings, decoration and furnishings and artefacts such as illuminated manuscripts. The module gives students a unique opportunity to engage with in situ material culture of the highest quality and thus encouraged the development of methodological skills as well as subject knowledge.

AMAA5025B

20

AUDIO DRAMA: THE THEATRE OF THE MIND

Because sound is invisible, audio drama is sometimes thought of as more imaginative than visual drama. Audio theatre takes place in the mind rather than on stage. Through practice and theory this module explores audio drama and the invisible world of sound. We will do voice work, create sound effects, analyse music, and collaborate on an audio drama to be podcast over the Internet. Our practice will be sharpened by questioning how the aesthetics of sound compares to sight, how changes in sound technology influence culture, and how sound represents race, gender, and nationality. We will listen to a wide range of radio genres, including comedy, drama, music, and news, from "classic" shows like 'The Goon Show' and 'War of the Worlds' to the more recent 'Planet B' and 'Another Case of Milton Jones'. To create our final audio drama project, students will gain experience using audio recording and editing software.

LDCD5026A

20

AUSTEN AND THE BRONTES: READING THE ROMANCE

This module will consider three texts by Austen and the Brontes. A wide variety of literary and historical contexts will be discussed: feminisms, colonialism, impact of war, the social status of the woman writer, representations of governesses, madness and mad women, rakes, foreigners and strangers, minds and bodies, heroes and heroines. We investigate the ways that the lives of the authors of these novels have been told and read as romances. Opportunities will be available to work on film versions. Work on any text by these authors is welcomed in class and in coursework.

LDCL5035B

20

BRITAIN AND EUROPE

The UK's relationship with its continental European neighbours has historically been fraught with tension and difficulty. This module investigates and attempts to explain Britain's ambivalent attitude towards European integration and considers competing visions of Britain's post-war destiny. It tracks, through examination of internal debates in the two main political parties, the UK's changing European policy from aloofness in the 1950s through the two half-hearted applications for membership in the 1960s to accession in 1973 and the development of its reputation as an 'awkward partner'. It also examines the impact of EU membership on British politics and the British political system, assesses the success of Britain's efforts to shape the EU agenda, and critically evaluates the arguments for and against British membership, including those concerning British exceptionalism. This module is recommended for those students who intend to progress to the 'EU Studies with Brussels Internship' module in Year 3

PPLI5058B

20

BUILDING BLOCKS OF POLITICAL SCIENCE

The aim of this module is to introduce students to the key theoretical issues and debates that underpin the discipline of political science so that students understand the main methodological and ideological approaches to political science. It will also be of relevance to international relations students. The module will provide important foundations for the remainder of the politics major degree. It will be one of two compulsory modules for single honours Politics students. The first part of the module will focus on understanding basic political concepts ('building blocks') such as a rational choice, culture, and institutions, and critically examine these concepts and their application, linking to key empirical debates in political science about power, representation, accountability and policy making in western democracies. The second part focuses on meta-theoretical concerns such as how to compare political phenomena and systems, ideas and material explanation, structure and agency, epistemology and ontology.

PPLX5160A

20

CATEGORIES AND CONCEPTS

This module introduces students to some of the most significant methodologies ('concepts') in the analysis of art, before considering some of the intellectual 'categories' which have been - and continue to be - central to thinking about cultural and artistic forms. The module offers both an introduction to some of the major approaches adopted by scholars in the humanities and social sciences, and a conceptual toolkit with which to engage critically with art and its meanings. Ideas and texts addressed in the module are drawn from a range of disciplines, including critical theory, politics, philosophy and aesthetics. The module is taught through a combination of two weekly lectures and one discussion seminar. The lectures offer an introduction to the relevant topic, and end with a question for us to discuss/debate in the final 10 minutes of the lecture period. The discussion seminars will consider key issues in the previous week's lectures and the weekly class readings which accompany them.

AMAA5090B

20

COMEDY AND THE ABSURD IN DRAMA

How and why does comedy work as idea and theatrical practice? This module explores comedy across time and place, going back to both classical comedy (Aristophanes) and the roots of commedia dell'arte, and continuing through Moliere and Wycherley in the seventeenth-century, Goldoni in the eighteenth, Oscar Wilde and Alfred Jarry in the 1890s, and into the twentieth century with Beckett, Ionesco, Stoppard, Orton and Fo. The module ends with Richard Bean's 2011 adaptation of Goldoni in One Man, Two Guvnors. We'll study the theory, practice and politics of comedy in drama, encompassing comedy as social critique, comedy of ideas, theatre of the absurd, farce as confrontation, carnival and the grotesque, comic bodies, clowning, metatheatre and theatricality. There may be opportunities to view some of the plays on film and to participate in some practical workshops. The main mode is seminar discussion. Assessment is by means of a group seminar participation, a scene analysis and a longer written project. Drama students may include a performance element as part of the assessment but this module is open to all.

LDCL5071B

20

COMPARATIVE POLITICS

The aim of this module is to enable students to develop understanding of political systems in advanced Western states. Students graduating from the module will be able to demonstrate: - critical understanding of the main theories, models and concepts applied in the analysis of political systems and their comparison - knowledge of national political systems and their institutional dynamics, political processes and debates concerning the emergence of new political regimes, the politics of territory, parties and party systems, political leadership, legislatures, interest groups, the state and public policy, and identity and citizenship; - critical awareness of current debates in comparative politics - key skills, including critical evaluation, analytical investigation, written presentation, and oral communication.

PPLX5162B

20

CONCEALING AND REVEALING: ANCESTORS, SPIRITS AND KINGS

This module investigates what is represented in African art objects. Sometimes what is revealed by objects when in use is secondary in importance to what is concealed. The external agencies which motivate and empower objects may often lie in the domain of spirits. Kings themselves are often also regarded as spirits. How does that come through in the regalia kings wear, the places they live in and their decorative schemes? The module examines figural sculpture, the arts of divination and masquerade, shrines and funerary monuments. African Islam and Christianity are examined as further arenas for artistic and architectural expression. The final sessions look at the body as a site of artistic intervention and particularly at how it comes to articulate the complexities of identity in contemporary contexts.

AMAA5088B

20

CONTEMPORARY AMERICAN FICTION

The purpose of this module is to expose students to a range of prose works by important contemporary American writers. In particular, we will be concerned with some of the key concepts associated with contemporary American fiction, including the definition of the contemporary: postmodernism; metafiction; historiography; postcolonialism; and memory.

AMAL5015B

20

CONTEMPORARY FICTION

This module aims to take an open snapshot of different modes of writing in the recent British scene, not a post-war history of the novel. We'll concentrate on more adventurous examples of contemporary fiction, looking at specific aspects of form and style, and thinking about how such aspects speak to broader matters of history and ideology. We'll also consider also what it might mean to be or to call oneself contemporary.

LDCL5069B

20

CONTEMPORARY GALLERY AND MUSEUM STUDIES

As contemporary arts practice evolves, the space and functions of the museum are also changing. This module looks at the contexts of displaying contemporary art since the 1960s, including artist-led interventions in museums and galleries. These artistic interventions are relevant to museum professionals and art historians alike, because they go beyond the critique of museums' public spaces to question how museums work behind the scenes. Students on this module will gain an insight into contemporary art curating, the contribution that artists make to international debate, and some of the strategic issues that face museums and galleries today.

AMAA5011A

20

CONTEMPORARY MEDIASCAPES

This module is designed to provide students with an understanding of the spatial dimensions of media access, production, participation and use/consumption. Module content is organised around the notions of space and place, thereby enabling an engagement with issues including: globalisation/the global; national media and media systems; regional and local media; community and 'grassroots' media, domestic and 'personal' media. Over the course of the unit then, students will develop an understanding of the range and reach of media and the multiplicity of factors determining how, when and where populations are enabled to access and participate in media activities. Parallel to the above will be an exploration, through selected case study examples, of media and cultural policy issues, spaces/places of media production as well as a critical engagement with questions of power in relation to these. The module will also be adopting a contemporary focus by incorporating debates about the role and potential of digital media and communications technologies in enabling new forms of media production, distribution and participation.

AMAM5020A

20

CREATIVE WRITING: INTRODUCTION (AUT)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 2 Creative Writing modules. The teaching uses structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of prose fiction and poetry. In the first half of the seminar students will write about 'what they know', drawing on notebooks, memories and family stories. In the second half the focus will shift to the work of established authors, using sample texts as a stimulus to students' own writing.

LDCC5005A

20

CREATIVE WRITING: INTRODUCTION (SPR)

An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 2 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.

LDCC5004B

20

CRITICAL THEORY AND PRACTICE

Through a combination of lectures and seminars, this module will explore the theory and practice of literary criticism from the origins of the study of English literature as an academic discipline to the present. In order to do this, we examine not only the work of literary critics and theorists, but also engage with developments in linguistics, economics, psychoanalysis and philosophy, tracing the ways in which these overlap with, and inform, literary study.

LDCL5031A

20

CRITICAL THINKING

The main purpose of this module is to develop your critical skills as they pertain to thinking, reading, writing and looking. To deliver this, the module falls into two main sections. The first focuses on one particular methodology - object biographies - used in archaeology, anthropology, museum studies and art history. We shall examine this methodology in detail, breaking it down into its component sections. We shall then consider its strengths and its weaknesses; that is, we will subject it to a thorough critical evaluation. Then, in the second half of the module we shall focus more broadly on what critical thinking is, both in general and within each of the four disciplines taught in the School of World Art Studies. Building on this, the module ends by focusing on how you can apply critical thinking to your own thinking, reading, writing and looking. The module is taught through a combination of two weekly lectures and one discussion seminar. The lectures offer an introduction to the relevant topic, and end with a question for us to discuss/debate in the final 10 minutes of the lecture period. The discussion seminars will consider key issues in the previous week's lectures and the weekly class readings which accompany them.

AMAA5089A

20

DEMOCRATIC THEORY

This module considers how the concept of democracy has changed since it originated in ancient Greece and looks at the critiques of democracy advanced by its opponents. The ideas and values underpinning democracy will be examined. The first part of the module focuses on texts by the major democratic thinkers including Locke, Rousseau and Mill. The second part concentrates on contemporary theories of democracy and examines the problems which democracy currently faces and evaluates the solutions proposed, including "electronic democracy" and "cosmopolitan democracy".

PPLX5051B

20

DIGITAL MEDIA: THEORY AND PRACTICE

This module introduces students to the practical and theoretical study of representing media in digital form. By exploring the historical and contemporary aspects of various media, including text, audio-visual, creative software and games, it considers how the shift to digital has affected media production and consumption. Students will gain awareness of the technologies which underpin digital media, the interfaces for delivering media online, and the cultural and social aspects of digitisation. The module also covers the issues surrounding media archiving, reproduction and restoration in a digital age and the problems associated with ephemerality, future proofing, metadata philosophies and a study of digital media futurology. By the end of the module, students will be able to evaluate digital media in their contemporary and historical contexts, and understand the principles which influence the digital remediation of media forms. Students will be supported in gaining hands-on experience of the process of creating digital media, and use these creations to support the intellectual objectives of the module. These practical sessions will introduce students to: digitisation of text and images; digital asset management and metadata creation; image processing; digitisation of audiovisual media; and creating basic games. Each of these sessions will serve to illuminate particular theoretical issues, allowing students to develop the skills to understand the cultural and social impact of digital media.

AMAP5124B

20

DOCUMENTARY: HISTORY, THEORY, CRITICISM

This module will introduce students to the key issues in documentary history, theory and criticism. It will address definitional and generic debates; ethical issues; historical forms and founders; different categories, models and expository and poetic modes of documentary filmmaking; and social and political uses and debates. It will draw upon case studies from a range of different national and media contexts and give students grounding in key historical, methodological and ethical debates that they can draw upon in their future written and practical work.

AMAM5045A

20

DOING IT YOURSELF: PUNK AND AMERICA

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.

AMAS5042B

20

EIGHTEENTH-CENTURY WRITING

This module reads fiction, poetry, nonfictional prose, and drama of the eighteenth century, as a means with which to identify the dominant concerns of the epoch (class; gender; the politics of party; increasing secularisation), and to explore some of its debates (aristocracy versus middle class; prose versus poetry; classical or ancient versus modern or contemporary; religious versus secular). We read popular novelists, such as Eliza Haywood, Daniel Defoe, Jonathan Swift, Samuel Richardson, Laurence Sterne, and Henry Fielding; popular dramatists (Fielding especially); verse both well-known and more obscure (Pope, Gay, Smart); and excerpts from other contemporary sources (didactic, philosophical, political, religious). By the end of the module you will have acquired a knowledge of and sensitivity to the literary genres of the eighteenth century (novel, poetry, prose, drama); a knowledge of the political and cultural landscape; and a knowledge of the conditions of writing (print culture, the beginnings of literary criticism, the professionalization of literature).

LDCL5041A

20

ERASMUS EXCHANGE: AUTUMN SEMESTER

LDC students going abroad under the ERASMUS exchange scheme for the Autumn semester must enrol for this module. Students going abroad under the ERASMUS exchange scheme to Dublin will need in addition to enrol for module LDCL5025B. Further details of the ERASMUS scheme are available from the Study Abroad Office.

LDCL5024A

60

ERASMUS EXCHANGE: SPRING SEMESTER

LDC students going abroad under the ERASMUS exchange scheme for the Spring semester must enrol for this module. Students going abroad under the ERASMUS exchange scheme to Dublin will need in addition to enrol for module LDCL5024A. Further details on the ERASMUS scheme are available from the Study Abroad Office.

LDCL5025B

60

EU'S FUTURE AS AN INTERNATIONAL ACTOR

The module focuses on European political co-operation at the turn of the century and projections into the future. Issues include: the EU's attempts at foreign policy in international conflicts such as the Gulf War, former Yugoslavia, Georgia, co-operation with other International organisations, as an economic superpower vis-a-vis the United States and Japan, as the second largest developmental aid-donor to the Third World and a pioneering force behind environmental policy and energy policy - as a hesitant superpower in security and defence (Iraq, Iran, terrorism, the Congo, etc.). It is advisable - but not compulsory - to know a few basics as to the make-up and workings of the EU before embarking on this module.

PPLI5046B

20

EUROPEAN LITERATURE

This module examines examples of twentieth-century European writing (all read in translation). Rather than (merely) place writers in their national contexts, we will deal with topics, issues and formal experiments that complicate, sometimes transcend, national boundaries. In fact we will interrogate what 'European' might mean in relation to literature - where are the borders? Are continental Europeans fundamentally 'other'? And if so, how does this otherness manifest itself aesthetically, thematically, tonally and formally? We'll look at how writers from different countries frequently challenge the conventions of genre and the conventions of reading and interpreting. Among a range of important innovations (or continuities), we may explore varieties of 'European' modernism, New Objectivity, the absurd, the nouveau roman, noir, or magical realism. We will also ask how European writers have responded to the challenges, upheavals and catastrophes of the twentieth century and how they deal with the ethnic, religious and cultural diversity within Europe. The module includes a weekly lecture. Assessment is by means of an individually chosen project (3500 words) which is supported by individual and group tutorials, a dedicated guidance session and a formative proposal.

LDCL5033B

20

Early Medieval Europe: Warriors, Saints, and Rulers

This course explores the experiences and fortunes of the peoples of the western peninsula of Eurasia between the rule of the Emperor Constantine I in the 330s and the call to crusade in the 1090s. At the beginning of the period the lands centred on the Mediterranean and much of its hinterland were situated within the Roman empire. Yet, within three hundred years, this empire had disintegrated and been replaced by a number of successor states, ruled by competing dynasties. These states included Visigothic Hispania, Vandal Africa, and Merovingian Francia. Another#in fact, the longest lived of all the successor states#was the eastern empire centred on Constantinople, long known to historians as 'the Byzantine empire'. By the close of the seventh century, many of these states had themselves been conquered by Arabic and African warriors committed to the new religion of Islam and been incorporated in the Caliphate centred on the city of Damascus#an empire which easily rivalled the might, spread, and power of Rome before its own collapse and fission in circa 1000. What Islamic rulers could do, so too could Christian ones. In 800 the son of a Frankish usurper, Charlemagne, was crowned emperor of the West. The actions and ambitions of this emperor were as formative and as formidable in the history of ninth and tenth century Europe as those of Napoleon in the eighteenth and nineteenth. The heirs and successors of Charlemagne#whether Frankish, Ottonian, or Scandinavian#were long compelled to negotiate his legacy and memory. By the eleventh century even the Roman pontiffs, now advancing a new programme of reform and renewal, were looking to situate themselves in relation to his Salian successors. The summons to liberate Jerusalem and rescue the Greek empire in the east, carefully tailored to the aspirations of the new elites of Francia and Catalonia, was perhaps the most explosive strategy advanced by these Roman pontiffs. This course is thus broad in chronological scope, covering more than eight hundred years, and extensive in geographical range, taking us from the Atlantic to the Euphrates, from the Atlas mountains to the North Sea. In the course of this journey we will meet many warriors, saints, and rulers, both female and male.

HIS-5042A

20

FILM AND VIDEO PRODUCTION

This module introduces the student to the grammar of film and television, particularly questions of narrative, storytelling, framing, composition, movement, editing, sound and lighting. In so doing, it will encourage students to engage in creative practices, in which they can experiment with these elements of filmmaking (elements that they will have already explored in Analysing Film / Analysing Television) and so gain a deeper and more practical understanding of how film language makes meaning. Furthermore, it will encourage them to understand the choices and decision making processes involved in creative practice and the pros and cons involved in any creative decision.

AMAP5123A

20

FILM THEORY

This module explores aspects of film theory as it has developed over the last hundred years or so. It encompasses topics including responses to cinema by filmmaker theorists such as Sergei Eisenstein; influential formulations of and debates about realism and film aesthetics associated with writers and critics such as Andre Bazin, Siegfried Kracauer, Rudolf Arnheim and Bela Balazs; the impact of structuralism, theories of genre, narrative and models of film language; theories of authorship; feminist film theory and its emphasis on psychoanalysis; intertextuality; theories of race and representation; reception models. The module is taught by lecture, screening and seminar. Students will work with primary texts - both films and theoretical writings - and have the opportunity to explore in their written work the ways in which film theories can be applied to film texts.

AMAM5030A

20

FILMS THAT MADE US AMERICAN: THE 1980S THROUGH THE MOVIES

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.

AMAS5019A

20

FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES

Through a close examination of the lives and reigns of four very different monarchs this unit investigates the workings of kingship and high politics in one of the most turbulent periods of English History (1415-1485). New interpretations of the Wars of the Roses, as well as original source material, will be studied.

HIS-5009B

20

FROM PUSHKIN TO CHEKHOV: NINETEENTH-CENTURY RUSSIAN FICTION

This module offers students the opportunity to study some of the great works of nineteenth-century Russian fiction by authors such as Gogol, Turgenev, Tolstoy and Dostoevsky. Russian writers were convinced that their country's literature had been too dependent on European models and they set out consciously to create a distinctly 'Russian' tradition. What did this involve and why subsequently were the works of the authors like Dostoevsky and Chekhov received so rapturously when they became available in English translations at the beginning of the twentieth century? We will also examine this writing in its social, historical and political context, which raises questions regarding the significance of gender, censorship and empire.

LDCL5048A

20

GENDER AND THE MEDIA

Providing a conceptual overview of feminist research methods, this module examines the role of media in constructing - and challenging - contemporary gender relations and understandings of a range of femininities and masculinities. The module explores both theoretical and methodological issues and covers theoretical approaches from feminist media studies, cultural studies, gender studies and queer theory. It explores a range of media and visual cultures including television, magazines, sports media, music, digital media culture, etc.

AMAM5031A

20

GLOBAL POLITICAL ECONOMY

This module offers an introduction to Global Political Economy (GPE), understood to be both a field of study and an approach to understanding the world of 'International Relations'. As a field of study, GPE encompasses the processes of trade, production, finance, the division of labour, "development", the environment, gender, and ideas as they operate at and across all levels, from global to local. As an approach, GPE is rooted in classical political economy, in that it recognizes the mutually constitutive nature of politics and economics. This is seen not only in the ways that the political and economic influence each other, but also in accepting that the full reality of political processes, possibilities, and outcomes cannot be adequately comprehended without reflection on associated economic dynamics, and vice versa. The course provides an overview of various classical and modern theoretical perspectives within GPE. Weekly discussion groups facilitate discussion on the lecture themes, offer a space to ask questions, and allow students to engage with some important arguments in the field.

PPLI5161B

20

HERITAGE AND PUBLIC HISTORY

Public history is history in the public sphere, whether in museums and galleries, heritage sites and historic houses, radio and television broadcasting, film, popular history books, or public policy within government. The central challenge and task of public history is making history relevant and accessible to its audience of people outside academia, whilst adhering to an academically credible historical method. This module explores the theory and practice of public history in the heritage sector. The module considers questions such as, how is the past used? What is authenticity? Who 'owns' historic sites? The module also offers the opportunity for undergraduates to work on a heritage project with a local heritage partner - the nature of this project varies each year depending on the availability of such partnership opportunities. PLEASE NOTE: The availability of places with partners this year means that the module will be limited to twelve undergraduate places. All students on the module will be required to engage in preparatory reading and writing over the course of the summer break.

HIS-5026A

20

I AM

RESTRICTED TO STUDENTS REGISTERED FOR COURSES Q300, Q3W8, QV31, QT37, W400, WQ43, WW84 ONLY. The purpose of this Module is to explore notions of personal identity and investigate how a heightened self-knowledge can benefit our relationship to and impact upon the world. In LDC, the question of human subjectivity is approached daily in the texts, novels, plays and poetry that constitute its curriculum. Using the rubric of Graduate Identity Theory, a programme of workshops will investigate how the study of these materials shapes our own self-image; our approach to life, and ultimately, our identity. Beginning with an introduction to Freud's theory of consciousness, we will be building a portfolio of material that considers the concept of identity from the ego to the online avatar. In activities such as creating blogs, tweeting and participating in other social media sites, we will experiment with the manipulation of identity and assess the impact of our online personas. The workshops and the production of an 'I Am (LDC)' portfolio are designed so that individuals can raise to consciousness their own unique attributes and make confident claims, through academic pursuit, about who they are and what they can do. The techniques of rhetoric, positive psychology and neuro-linguistic programme (NLP) will also be discussed as tools for esteem building and identity formation. Overall, the workshops will be designed to afford the opportunities to develop, practise and rehearse those identity claims so that upon graduation, identity can be affirmed by the new social and economic world that the individual will enter.

LDCL5054A

20

IMAGE, WORD AND MODERNITY IN BRITAIN, c.1800-1918

In this module, we will examine the interaction between the visual and the verbal in British culture during the nineteenth century, looking at images and/or texts produced by William Blake, the Pre-Raphaelite circle, Algernon Swinburne, Edward Burne-Jones, the English social realists, James McNeill Whistler, Aubrey Beardsley and Oscar Wilde, Walter Sickert, the Bloomsbury group and artists/poets of the First World War. In turn, we will consider the ways in which art historians, poets, novelists, literary critics and theorists have considered the often-vexed relationship between image and word. Thus, while largely chronological in form the course requires students to engage with the theoretical and critical literature on image/word relations, and considers issues such as the title, the calligram, ekphrasis, visual humour and the aesthetics of texts.

AMAA5012A

20

IMPERIAL RUSSIAN AND SOVIET HISTORY, 1861-1945

This module examines some of the main themes in Russian history between the Emancipation of the Serfs and the outbreak of the Second World War. We will look at the nature of industrialisation and the peasant economy, the autocracy and its fall in 1917, the revolutionary movement and the nationalities question. We will then examine how the Revolution of 1917 changed the state and the ways in which the Communists attempted to change society before 1929. We conclude by examining the country during the era of the five year plans and the impact of the Stalinist system on the Soviet Union before the outbreak of world war.

HIS-5019A

20

INTERNATIONAL ORGANISATIONS

There are few areas of international politics which remain unregulated by international organisations or international norms. This module examines the historical development of international organizations and regimes, including the UN, NATO, European Union, International Monetary Fund and the World Bank. It looks at why sovereign states decide to establish international organizations, the factors which determine their design and evolution, and the extent to which their operation reflects underlying power and interests. It also engages non-state transnational organisations such as criminal gangs and terrorist networks. It critically evaluates the main theories to explain cooperation between states and the development of international institutions, examines the role played in security, trade, finance, gender and environmental policy, and asks whether global governance is possible.

PPLI5057B

20

INTERNATIONAL POLITICS SINCE 1945

This module provides a brief historical and theoretical review of the cold war. It then goes on to look at some of the key issues of the post-cold war world. How far have international relations changed since the fall of the Berlin Wall in November 1989? What are the prospects for peace, stability and prosperity now that the ideological and military struggle between the USSR and the USA is over? Has international terrorism replaced communism as the main threat to the West?

PPLI5045A

20

INTERNATIONAL RELATIONS THEORY

This module will give students an essential grounding in International Relations theory, encompassing both the foundational theories of realism and liberalism, and contemporary debates about hegemony, neo-imperialism and post-positivism. The module is structured around the positivist/post-positivist divide and starts with classical realism and neo-realism, and liberalism and neo-liberalism. It then explores the English School and constructivism before turning to more critical theories like post-colonialism, feminism and gender studies, and postmodernism. We then bring IR theory up to date by looking at the debate over hegemony, emancipation and resistance. This module will be taught predominantly using lectures and seminars but will make use, where appropriate, of film and documentaries in order to explore different theoretical schools, both thematically and empirically.

PPLI5059A

20

INTERNATIONAL SECURITY

This module explores issues within, and perspectives on, international security. In the first part of the module, we explore the continuing salience of violent conflict and the use of force in world politics. While some have theorised that the advent of globalisation and spread of liberal democracy would make the use of force and violent conflict less relevant to the world, war and conflict have remained an integral part of the international system. The module examines the ways in which violent conflict and the use of force are managed in world politics. It surveys a variety of perspectives on the causes of war and peace in order to examine the roots of violent conflicts and security problems in the present day. Additionally, the responses of the international community to violent conflict including terrorism will be explored, looking broadly at the contested notion of the "Just War". Drawing upon historical and contemporary examples of war and violent conflict, it assesses the contributions of different actors and processes to the achievement of regional and world peace and security. The module's second part turns to contemporary 'critical' debates around international security. These will include constructivist, feminist, and sociological perspectives on what security is, how it is achieved, and whether it is desirable. We will also investigate the host of seemingly new security challenges that have increasingly captured the attention of policymakers and academics. How useful, is it to think of issues such as pandemics, environmental degradation, poverty, and undocumented migration as security issues? What is gained and what is lost by so doing?

PPLI5056B

20

INTRODUCTION TO THE EUROPEAN UNION

This module examines the development, structure, nature and functions of the European Union and looks at the history and theories of European integration from the 1940s to the present day. The module concentrates on the institutions and processes which run the EU, demystifies its main policies, examines critically the role of the Euro, and assesses the positions of the member-states on the EU's constantly developing agenda. The significance of the European Union in relationship to the rest of the world, its democratic credentials and its importance for understanding politics and governance are also considered. This module is recommended for those students who intend to progress to the 'EU Studies with Brussels Internship' module in Year 3

PPLI5044A

20

LANGUAGE AND POLITICS (LEVEL 5)

This module seeks to provide an understanding of, and an opportunity to investigate, a particular aspect of language - the use and control of language in relation to power, within formal political institutions, in the broader public sphere and indeed in the private sphere. The module looks at the linkage between language and nation, at propaganda and the (mis)representation of the world. It places particular emphasis on the acquisition of linguistic tools that will enhance your ability to analyse varieties of political discourse in action, including speeches and the numerous forms of media involvement in political processes. Presentations of the main concepts and examples are linked with practice sessions in which students have the opportunity to analyse a variety of texts. We will use frequent practical analysis exercises to test and challenge the theories of language use and the practices of politics focusing on both historical and contemporary situations and data. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to understand and engage with politics (and language itself) in a new way.

PPLL5015B

20

LANGUAGE AND SOCIETY (LEVEL 5)

Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some approaches to research. Issues covered include: language and social class, language and gender, language and education, code-switching, multilingualism and politeness. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest for a class presentation and the project. The module does not assume knowledge of a second language and is relevant to students majoring in political, socio-cultural and media studies as well as to language students.

PPLL5170A

20

LANGUAGE IN ACTION (LEVEL 5)

This module deals with the ways in which people use language to communicate in real life and it addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication.

PPLL5130B

20

LATER MEDIEVAL EUROPE

This module examines the political, cultural and social history of later medieval Europe (circa 1100-1400). It has a particular focus on the Empire and Italy, but we will also look at France and Constantinople. We will encounter some of the chief characters of the period, such as Emperors Frederick Barbarossa and Frederick II, 'the Wonder of the World', and Pope Innocent III. Students will be introduced to some of the most important events and concepts to shake medieval Europe, such as the intellectual Renaissance of the twelfth century, the Crusades, the rise of Heresy and the Inquisition, the Empire's long struggle in Italy, and the Papal Schism.

HIS-5006B

20

LATIN FOR HISTORIANS

This module provides an introduction to the linguistic skills in medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who intend proceeding to postgraduate study in aspects of the past, such as medieval history, which require a reading knowledge of Latin. This course is not intended for students who have already studied Latin to A level or equivalent.

HIS-5004B

20

LITERATURE AND PHILOSOPHY

This module will offer a series of different approaches to the question of how Literature and Philosophy can speak to each other as academic disciplines, demonstrating the breadth and diversity of the two fields, as well as acquainting students with the research in literary criticism and philosophy currently being pursued at UEA. As well as examining the ways in which literature can illuminate and trouble philosophical argument, it will explore literature and 'the literary' as a topic for philosophical analysis, and the kinds of thinking such a topic would demand. Setting literature and philosophy into dialogue in this way will engender a more capacious understanding of the particular philosophical issues, and literary techniques, under discussion. The course will allow students to develop an awareness of the limits and advantages of various modes of literary and philosophical expression, and to foster more sophisticated skills in both literary and philosophical criticism. The module will be made up of a lecture circus, with two weeks given to each lecturer on a particular topic related to their current research (there will be five in all, David Nowell Smith (module convenor) plus two from PHI and two from LDC). The seminars will discuss issues arising from these lectures, working with texts set by the lecturer. The module is compulsory for VQ53 English Literature with Philosophy students, but is also open for other students in the English Literature and Philosophy degree courses.

LDCL5072A

20

LITERATURE STUDIES SEMESTER ABROAD (SPRING)

A semester spent at a university abroad with the approval of the School. Students interested in European universities should see the Erasmus exchange modules, LDCL5024A and LDCL5025B. In all instances you must consult with Study Abroad Office.

LDCL5026B

60

LOOKING AT PICTURES: PHOTOGRAPHY AND VISUAL CULTURE IN THE USA

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.

AMAS5024B

20

MATERIAL WORLDS

Recent research in archaeology and anthropology has begun to reframe questions posed by the study of material culture and art. This module introduces some contemporary archaeological and anthropological perspectives on the study of material culture. Case studies are drawn from around the world.

AMAA5009A

20

MEDIEVAL WRITING

This module aims to provide an introduction to the study of medieval literature. We shall explore together a range of medieval texts (the lyric, allegorical narrative, romance, fabliau, dream vision, 'mystical writing', 'life writing', moral fable, political verse), working slowly both to familiarise ourselves with the difficulties and differences of Middle English and to introduce the distinctive richnesses and complexities of medieval literature. The module falls into three basic parts. The first, which turns to works by Chaucer, Julian of Norwich, and Margery Kempe, is organised generically and topically: close reading of Chaucer's 'Clerk's Tale', 'Merchant's Tale', and 'The Book of the Duchess' and of excerpts from Julian's 'Revelations of Divine Love' and from 'The Book of Marery Kempe' will allow us to introduce medieval allegory, the play of the sacred and the secular in medieval culture, medieval dream vision, and the terms of affective piety and medieval visionary writing. The second and third parts then turn, in more sustained fashion, first to the 'Morall Fabillis' of Roberty Henryson, perhaps the finest poet of the fifteenth century, and to medieval Romance, concentrating on the remarkable poem, 'Sir Gawain and the Green Knight'.

LDCL5063A

20

MODERN GERMANY, 1914-1990

This module introduces students to German history in the twentieth century which was characterised by various radical regime changes and territorial alterations. Topics include German world policy and nationalism in the late imperial period; imperialism and expansionism during the First World War; the challenges of modernity in the Weimar Republic; the rise of Hitler and the formation of the Nazi empire in Europe; the post-war division of Germany and the legacy of the Third Reich; the nature of the GDR dictatorship and the problem of West German terrorism; as well as the fall of the Berlin Wall and reunification. Special attention will be given to questions of nationalism and national identity, issues of history and memory, and Germany's role in Europe and the world. On completion of this unit, students will have developed a solid understanding of one of the most dramatic periods of German history when the country oscillated between the two extremes of war and repression, on the one hand, and the return to peace and democracy, on the other.

HIS-5018A

20

MODERNISM

The purpose of this module is to study the literature of the early decades of the twentieth century - 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 and formal explorations that include attention to at least some of the following: the dissolution of character and gravitation towards psychological states such as fantasy and desire, with the emergence of the unconscious; narrative and temporal disruption, obtrusion of language and other sources of modernist difficulty, the afterlife of religion, as in interest in the unseen and supernatural; the significance of the city, the mass media, and other modern cultural forms; gender and the politics of modernism. The sequence of guiding lectures focuses discussion on a set of specific texts and themes, with their contexts, and these are taken up for consideration in the accompanying seminars. 'Modernism' is thus 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 critical reading of modernism in the light of contemporaneous criticism and theory as well as current analyses.

LDCL5045A

20

NAPOLEON TO STALIN: THE STRUGGLE FOR MASTERY IN EUROPE

This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War. We shall be examining topics such as the Vienna system; the Crimean War; Italian and German unification, the origins of the First and Second World Wars and the start of the Cold War.

HIS-5017B

20

NEW WORLDS: THE EUROPEAN COLONIAL EXPANSION FROM COLUMBUS TO ABOLITIONISM

This module looks at the European colonial enterprise in America and Asia. Starting from the explorations in the Mediterranean we will then look at the expansion of European powers across the Atlantic and the Indian oceans: Columbus and the discovery of America, the first colonies of New England, the creation of trading posts in India and East Asia, and the missionary campaigns in China and Japan. Drawing on selected extracts from travel writings and ethnographic descriptions of previously unknown places and people, we will focus on the protagonists of these explorations - conquerors, adventurers, merchants and settlers - and their interaction with and exploitation of non-European people and cultures, and we will finally conclude by considering the debates which developed around these themes in the eighteenth and nineteenth centuries.

HIS-5044B

20

NORMAN AND PLANTAGENET ENGLAND, 1066-1307

This module follows the history of England from the Norman Conquest of 1066 down to the death of Edward I in 1307. We will encounter some of the most important figures in English history during this period, including William the Conqueror, Empress Matilda, Henry II, Thomas Becket, Eleanor of Aquitaine, Richard I, and Edward I, amongst many others; and will examine many of the key events, such as the Conquest, the long Civil War of King Stephen's reign, the murder of Thomas Becket, Magna Carta, and the invasions of Wales and Scotland. The aim of this module is to look at the political, ecclesiastical, social and intellectual history of England in this period and to place English history in the wider context of Europe in the Middle Ages.

HIS-5007B

20

POLITICS IN THE USA

Virtually alone among the world's modern democratic nations, the US does not have parliamentary government. This module is an introduction to the American system, in which power is divided between state and federal authorities, and further among legislative, executive and judicial branches. Does this open-textured system encourage democratic participation? Has it become so chaotic that sound policy making is discouraged?

PPLX5164A

20

POWER AND SOCIETY

This module introduces students to key perspectives in 19th and 20th century social and political theory. Central to this module is an interest in the relationship between economic, social and cultural structures and individual agency and identity. Areas explored include the following: social conflict and consensus; conceptions of power and domination; Marxism and neo-Marxism; critical theory; structuralism; poststructuralism; ideology and discourse; postmodernity; the self and consumer society.

PPLX5159B

20

PROPAGANDA

This module will introduce students to the history of propaganda. It will ask students to consider what constitutes propaganda, and to understand the techniques of propaganda, as well as its purposes and effectiveness. It will consider the issue across the twentieth century and will do so by looking at the issue of propaganda in dictatorial regimes, such as Nazi Germany (and fascism more widely), as well as the communist dictatorships. It will also look at the role of propaganda in the Western democracies, looking especially at the issue of the British Empire and the Cold War. It will also look at the role of propaganda in radical politics and protest movements, such as the environmental movement. In doing so it will provide students with an understanding of important historical and ethical debates.

HIS-5050B

20

PUBLISHING (AUT)

The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio and a piece of coursework. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.

LDCL5064A

20

PUBLISHING (SPR)

The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio and a piece of coursework. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.

LDCL5065B

20

RACE AND RACISM IN THE USA

This seminar will explore the origins and continued role in American culture of the idea of race. Where did the concept of race come from? And to what uses has it been put by various groups within America's pluralistic society? Restricted to students on programmes in American History or Literature, or who have previously done modules on race. Not available to first year students.

AMAH5046B

20

READING AND WRITING IN ELIZABETHAN ENGLAND

In this module we will study some of the most important poetry and prose of the English Renaissance, including masterpieces by Christopher Marlowe, Sir Philip Sidney, and Edmund Spenser, as well as Shakespeare's early narrative poetry (not covered on the Shakespeare module). We will be studying these writers in a unique way. Behind this great outpouring of Elizabethan writing lay a vibrant literary culture which valued rhetoric, argument, elaborate and often playful self-presentation, and which insisted that good reading helped you to develp an individual style as a writer. In response to your reading of Renaissance literature, you will put the tenets of this culture into practice, building up over the course of the module an assessment portfolio of short pieces of writing in prose (or sometimes, if you wish, poetry). When reading Sidney's groundbreaking 'Defence of Poetry', for instance, you will draw on his rhetorical and argumentative techniques to write your own defence of any modern genre of your choice. Or when looking at the way Thomas Nashe plays with the form of his printed books you will have the opportunity to experiment with innovative ways of presenting your own portfolio to readers. This module allows you to think critically in genres other than conventional academic essays, and in doing so aims to foster connections between critical and creative writing. You will have the chance to develp more confidence and self-awareness as a writer and critic through studying some of the greatest English literature. THIS MODULE FILFILLS THE PRE-1789 REQUIREMENT.

LDCL5062B

20

READING AND WRITING TRANSLATIONS

This course will focus on reading translated texts from around the world, and analysing them in the context of translation theory. Examples of texts explored may include work by Hans Christian Andersen, Jorge Luis Borges, Italo Calvino, David Grossman, E.T.A. Hoffmann, Stieg Larsson, Pablo Neruda and Georges Perec, and translation theorists studied may include Jerome, John Dryden, Friedrich Schleiermacher, Eugene Nida, Gideon Toury, Hans Vermeer, Luise von Flotow and Lawrence Venuti. Students will also regularly carry out their own literary translations, and these will be workshopped in class. Coursework assignments will include analyses of translated texts, translations and self-commentaries on translations. A thorough reading knowledge of another language besides English is advisable, but not essential.

LDCL5061A

20

RECEPTION AND AUDIENCE STUDIES

This module aims to introduce students to the ways of thinking about how audiences engage with film and television, and the part these have in different people's lives. It will introduce two key traditions - the cultural studies approach (where researchers engage directly with audiences) and the reception studies approach (where researchers make use of already-available audience responses). It will introduce students to a range of actual examples of both kinds of research, and help them develop skills of evaluating research. At the same time the module will give them experience of designing and carrying out a small audience/reception research investigation, working in a small group with other students.

AMAM5035A

20

REFORMATION TO REVOLUTION

This module examines three centuries of European history connecting two unprecedented revolutionary epochs: the Reformation of the sixteenth century and the American and French revolutions at the end of the early modern era. We will look at key themes and movements in these centuries, including the politics of the Reformation; the Mediterranean work of the Ottomans and Habsburg Spain; the Dutch Golden Age; the great political and religious struggles of the seventeenth century, including wars in the British Isles, the Holy Roman Empire, and the Baltic; the Russia of the Romanov czars and Peter the Great; the growth of centralised states and absolutism in France, Prussia and Austria; the Enlightenment; the rise of the Atlantic economies; and the challenge to the Old Regime from revolutionary politics.

HIS-5025A

20

RESEARCHING MEDIA

The module is designed to provide students with the key concepts and methods necessary to devise and execute an independent research project whether using traditional academic methods or practice based research. As a result, it will cover the key processes involved in devising and focusing a research project, reflexively undertaking the research itself and writing up one's results. In the process, students will be shown how to position their work in relation to an intellectual context; devise the research questions that are practical and realistic; and developing research methods through which to address these questions. The module will be taught by lecture and seminar.

AMAM5025B

20

ROMANTICISM 1780-1840

Romantic Literature is often thought of as poetry, primarily work by Blake, Wordsworth, Shelley, Keats and Bryon. But the signs and forms of Romantic sensibility can also be found in a much broader constituency of writing practice: the novel, letter writing, the essay, political and aesthetic theory, and writing of all kinds taken as social critique. This module is taught through a combination of lectures and seminars.

LDCL5034B

20

RUSSIAN POLITICS

In the first half of this module students study the rise and fall of communism in the Soviet Union. The module then goes on to consider the nature of the post-Soviet political system in Russia and looks at both continuities and discontinuities from the Soviet period. In particular, the module considers whether Russia has reverted back to Soviet-style dictatorship.

PPLX5043B

20

SEVENTEENTH-CENTURY WRITING: RENAISSANCE AND REVOLUTION

This module introduces you to the poetry, drama and prose of one of Britain's most exciting and turbulent periods of cultural, political and intellectual transformation: the seventeenth century. The module works through lectures, which establish larger questions we might ask of the week's material, and seminars, in which we close read passages of texts together intensively. We begin in the early-seventeenth century by exploring the ways English writing was transformed by its encounters with classical texts and by religious experience, before turning to explore women writers' complicated relationship to early-modern literary culture. In the module's second half, we ask how literary forms were transformed by the extraordinary upheavals of the English civil war and the execution of the monarch. Throughout, we learn how knowledge of the circumstances of texts' publication and readership can help us to interpret literature. Authors we study include famous figures such as Ben Jonson, Andrew Marvell, and John Milton (including a look at his masterpiece, Paradise Lost), as well as many lesser-known writers, including women like Lucy Hutchinson and Amelia Lanyer, and Norwich's greatest writer, Thomas Browne. You will have the chance to read translations of several of the classical authors (including Horace and Martial) who influenced them. The module includes a visit to the Norfolk Heritage Centre (in the centre of Norwich) to see their remarkable collection of seventeenth-century books.

LDCL5042A

20

SHAKESPEARE

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.

LDCL5070B

20

SLAVERY IN THE USA: 1619 - 1865

This module will provide students with a specialised knowledge of slavery as it developed on the North American mainland from its colonial roots until the onset of the Civil war. The module will begin through a consideration of the roots of American slavery and the codification of that system through legal mandates that increased racial differentiation. Following this the module will turn its attention to the problem of slavery in the founding of the nation and the seeming paradox between slavery and freedom in the age of revolution. The module then turns to slavery as a national issue and regional institution before moving on to consider the interregional slave trade and the pro- and anti- slavery arguments heightened during the antebellum era reflecting on Harriet Beecher Stowe's Uncle Tom's Cabin and the literary and historical responses to that. The module ends with a discussion of the Civil War and the fight for personal and legal freedoms. Through engaging with the developing historiography of slavery in the United States students will gain a deeper understanding of contemporary debates concerning race and racial identity as well as American slavery per se. The module will employ film as a medium through which to reflect on the representation and realities of slavery and the enslaved in addition to a variety of other source materials including slave narratives, legislative documents, political speeches, newspaper reports of the era, and fictional novels.

AMAH5043A

20

SOUTHERN LITERATURE

"Tell us about the South. What's it like there. What do they do there. Why do they live there. Why do they live at all."- William Faulkner. The development of Southern writing in the twentieth century is one of the most compelling stories in the history of American literature. In this module we will examine the ways in which a wide variety of writers-including some of the most important voices of the twentieth century- tried to tell about the South. We will explore what, if anything, gives Southern literature a distinct voice, and consider the nature of its regional identity in the wake of the so-called Americanization of Dixie. We will, of course, consider the issue of race and racism in the South, and its concomitant effect on Southern writing, black and white. And whilst debating the changes that Southern literature has undergone, we will also explore the significant changes which have affected the South itself, and its role in the life of the nation.

AMAL5037B

20

THE AMERICAN FAMILY

The idea of the "family" has been integral to American's conceptions of themselves as a nation and as individuals. This module will explore the centrality of the family to the American nations and the ideas and ideal that surround its model form: "mother", "husband", "wife", "child". One of its primary objectives will be to demonstrate that the ideal of the family, born in the wake of the revolutionary era and the rise of the middle-classes in the antebellum North, has never been the majority experience for Americans, either in the nineteenth century or in the contemporary period. Case studies will be explored reflecting on different family forms in the United States from a historical perspective and are likely to include the familial experiences of African Americans, Native Americans, Gay and Lesbian Couples, single parenthood, and marital breakdown. The module will make use of a variety of primary materials including historical sources, legislation, novels, folklore and song.

AMAS5040A

20

THE AMERICAN NOVEL IN THE EARLY 20TH CENTURY (1900 - 1950)

This unit will introduce a selection of early twentieth century American novels and the surrounding literary, historical and critical debates, exploring the literary, historical and cultural formation of these novels, and thinking through both their contemporary contexts and the ways in which our own reading is conditioned by literary, historical and cultural concerns. Through close reading we will also look at the stylistic diversity of the period to unravel how these novels work on their readers and how they re-imagine the form of the novel. We will consider modernity and modernism as entangled and will be looking to investigate areas such as the representation of modernity and the depression, urban and pastoral narratives, the place of the expatriate and immigrant in American life, fantasies of the American Dream, and ideas and negotiations of gender and race in the period.

AMAL5018A

20

THE AMERICAN REVOLUTION

In a painful and violent series of crises between 1763 and 1789, settlers in the most populous British colonies in North America divorced themselves from the Empire and created the United States. The Revolution affected nearly all aspects of American life, including the political economy of slavery, gender relations, economic development, and the pace and pattern of the expansion of white settlement. With these transformations in mind, this module traces the history of North America from the end of the Seven Years' War through the ratification of the U.S. Constitution to the election of Thomas Jefferson in the "revolution of 1800". Students will consider the origins of tensions with Britain, the methods used to express discontent, the impact of the war, and the political influence of the ideas developed during the revolutionary era on the early development of the United States.

AMAH5052A

20

THE BEATS AND THE LIMITS OF WRITING

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'.

AMAL5076A

20

THE BRITISH EMPIRE, 1857-1956

This module surveys the history of the British Empire from the mid-nineteenth century to the Suez Crisis, seeking to explain the Empire's growth and the early stages of its contraction. It examines the nature and impact of British colonial rule, at the political, economic and social/cultural levels, addressing the development of the 'settler' colonies/Dominions, the special significance of India and the implications of the 'New Imperialism'. Problems to be considered include theories of 'development' and 'collaboration', the growth of resistance and nationalism, and Britain's responses to these, and the impacts of the two World Wars and the Cold War on Britain's Imperial system.

HIS-5013B

20

THE CIVIL RIGHTS MOVEMENT

This module examines black political and cultural protest in the United States over the course of the 'long' civil rights movement. Covering the period from the first years of black freedom during the Civil War to the inauguration of Barack Obama, students will study the political activism of African American figures such as Sojourner Truth, Booker T. Washington, Marcus Garvey, Mary McLeod Bethune and Angela Davis. Ultimately the module will encourage students to think through the diverse and changing nature of the civil rights movement as black activists responded to specific political situations both within the United States and abroad.

AMAH5050B

20

THE COLD WAR

This module explores the way in which American society and culture was shaped during the years of the Cold War, the tense standoff between the two "superpowers" between the end of World War II and the fall of the Berlin Wall. The work includes consideration of the key events, issues, and concepts in the history of the Cold War, from the division of Europe and the Marshall Plan, the emergence of the Truman Doctrine, the impact of the Chinese Revolution, through the Cuban missile crisis, the period of detente in the 1970s and the chilling of US-Soviet relations during the "second Cold War" of the early 1980s. Particular attention is given to the impact of those events in the USA, upon the ways in which Cold War anxieties were represented - and, also, the ways in which anxieties about American society became meshed in the Cold War. Discussion will range across issues from the bomb and the space race to the family, gender, and race. Throughout, particular use will be made of visual sources and film.

AMAH5048B

20

THE COLD WAR: A NEW HISTORY

This module analyses the emergence, development and end of the Cold War. In doing so it explores the historical circumstances behind the conflict, relations between the United States of America, the Soviet Union, and other states, as well as the impact of nuclear weapons. The Cold War has been revisited by historians from various angles, and in a variety of ways, in recent years and this module is structured to enable engagement with these new histories. In this way, it takes account of developments that have traditionally been viewed as central to the history of the post-war era, while also drawing upon the expertise within the School of History to explore lesser known case studies and alternative spheres where the conflict was played out. This will include coverage of a range of states in Europe (Hungary, France, Spain#) and beyond (Cuba, Grenada, Cambodia#), as well as paying attention to broader themes such as the role of propaganda, sport and youth. At the same time it will consider overarching bodies in the form of the United Nations, the Non-Aligned Movement and the emerging European project. The module concludes by asking why the Cold War ended so abruptly, what role civil resistance played in this, and why the process was peaceful in some cases and violent in others. Here, the Soviet Union, Poland and Yugoslavia will be the focus of attention

HIS-5024B

20

THE ENGLISH CIVIL WARS

This module looks at the causes, course and significance at what, in terms of relative population loss was probably the single most devastating conflict in English history; the civil wars of 1642-6, 1648 and 1651. In those years, families, villages and towns were divided by political allegiances and military mobilisation. Hundreds of thousands died, not just from warfare, but also from the spread of infectious disease, siege and the disruption of food supplies. In the rest of the British Isles, suffering was even more profound. The execution of the King in 1649, intended to bring an end to the wars, divided the country ever more deeply. By the late 1640s, radical social groups had emerged who questioned the very basis of authority in Early Modern Society, and made arguments for democracy and for the redistribution of land and power. Karl Marx thought that English revolution marked the beginnings of capitalism. Was he right? Focussing on ordinary men and women as well as upon important generals, politicians and monarchs, this module examines the following issues: the causes of the civil war; the reign of Charles I; the start of the warfare in Ireland and Scotland; the outbreak of the English Civil war; the course of the war; popular allegiances - why did ordinary people fight?; the Levellers, Diggers and Ranters; the crisis of 1647-9; the trial and execution of Charles I; gender, women and revolution; the experience of warfare; print and popular political gossip; the failure of the English Republic and the Restoration of Charles II. Particular use will be made of the primary source extracts and web resources.

HIS-5028B

20

THE ENGLISH LANDSCAPE 1066 TO 1600: BUILT AND SEMI-NATURAL ENVIRONMENTS

This module will examine the development of the English countryside from late Saxon times into the eighteenth century. Topics covered will include woods and wood-pastures, enclosure, walls and hedges, the archaeology of churches and vernacular houses. There will be a substantial practical component to the module, involving the analysis of buildings, hedges and woods and other semi-natural environments.

HIS-5003B

20

THE HARLEM RENAISSANCE

Centred in New York City, the Harlem Renaissance was a period of intense cultural production and political activity amongst African Americans in the early twentieth century. This movement is often credited with ushering in the era of the 'New Negro' - a generation of defiant and empowered black Americans who claimed the right to "speak for themselves" in the face of race discrimination. Through an intensive interdisciplinary examination of African American fiction, poetry, political writing, music, painting and theatre, this module will assess the significance of the Harlem Renaissance both in the United States and overseas. Students will be asked to explore these issues by examining, among other works, the novels of Claude McKay, Nella Larsen and Zora Neale Hurston, poetry by Langston Hughes and Countee Cullen as well as the blues lyrics of Billie Holiday and Ma Rainey.

AMAS5039B

20

THE HISTORY OF NORWICH

This module will focus on the development of towns and cities in England from the Norman Conquest until the present day. We will use Norwich as our main case study, but will also draw on other comparative examples around England, such as London, York, Exeter or Leeds, to place Norwich within its wider context. This module will combine social, political and economic history with a detailed consideration of the built environment of the city; key buildings, open spaces and street patterns. There will be regular field trips into Norwich to explore historic buildings, collections and landscapes.

HIS-5040A

20

THE HOLLYWOOD STUDIO SYSTEM

This module will develop students understating of how silent-era, classical and post-classical Hollywood has developed as an industry, balancing the twin demands of creativity and commerce. The module will encourage students to analyse how Hollywood works as an industry, the kind of films it produces, and the ways in which they are consumed by domestic and global audiences. Students will engage with a variety of Hollywood films and be introduced to a range of theories and approaches for analysing how they are produced and consumed.

AMAM5042B

20

THE HOLOCAUST IN AMERICAN LITERATURE

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.

AMAL5016B

20

THE ORIGINS OF THE ENGLISH LANDSCAPE 4000BC TO 1066AD

This module will examine the development of the English landscape from early prehistoric times to the late Saxon period. We will examine the field archaeology of the Neolithic, Bronze and Iron Ages, discuss the landscapes of Roman Britain, and assess the nature of the Roman/Saxon transition. We will then investigate the development of territorial organisation, field systems and settlement patterns during the Saxon and early medieval periods. The module provides an introduction to the theory and methods of landscape archaeology, as well as giving a broad overview of the development of society, economy and landscape in the period up to c.1100.

HIS-5002A

20

THE PAST IN THE BRITISH FILM AND TELEVISION

Literary adaptations, historical epics, war films, period dramas, documentaries, bio-pics and sitcoms: British cinema and television feature a range of styles and genres that deal with and represent 'the past'. This module examines the prominent position that historical narratives have occupied within British media culture of the last century. Their enduring popularity of 'the past' as a topic and mode of address among both filmmakers and audiences raises a range of aesthetic, ideological and practical issues. What techniques and conventions do they use to depict the past? What visions of the British past do they offer? What pleasures do they provide for their audiences? How important are foreign audiences and investment? Do narratives about the past provide escapist entertainment, or do they enable media practitioners (and audiences) to address contemporary concerns? Drawing upon a range of media, the module examines the depiction of the past in British film and television from the 1930s to the present. The module is taught by seminar and screening.

AMAM5044B

20

THE RISE AND FALL OF BRITISH POWER

This module examines Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the 1950s. It considers the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of two World Wars and Cold War. It investigates the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to losing its empire.

HIS-5011A

20

THE SHORT STORY (AUT)

What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.

LDCL5074A

20

THE SHORT STORY (SPR)

What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.

LDCL5075B

20

THE US SUPREME COURT, 1900 - TODAY: THE RIGHTS REVOLUTION

The 20th Century saw a major expansion in the role of the Supreme Court in American politics and society. Changing understandings of individual rights and liberties spurred a constitutional revolution in areas of civil rights and individual freedoms. Legal and social changes occurred alongside changing interpretations of the Constitution and the Bill of Rights to fundamentally alter the way many Americans related to each other and to the government. Following World War Two the Court became increasingly active in areas of public policy, deciding cases involving freedom of speech, religion and the press, campaign finance, gun control and the right to bear arms, the rights of criminal suspects and defendants, same-sex marriage, abortion, and the death penalty, among many others. This module introduces students to the role and operation of the Court as well as to the historic events it has been involved with since the early 20th Century. From repeatedly striking down New Deal legislation in the 1930s to halting the recount of votes in Florida in the 2000 election, from holding the state had no responsibility for the protection of individuals in the first two decades of the 20th Century to expanding understandings of "equal protection of the laws" in the second half of the century, the module will encourage students to consider the role of law in shaping and influencing American history and politics, as well as asking how and why the Court ruled in particular ways. Through a combination of Court opinions and academic studies, students will be asked to consider key issues in 20th and 21st Century US history and the role of the law and Constitution in shaping them. Students are challenged to consider how understandings of key legal "rights" have changed over time and what this tells us about the Court, the Constitution, and about American society more broadly. Students considering taking this module are encouraged to also consider "The US Supreme Court, 1789-1900: (Re)making the Nation" which introduces students to the role and activities of the Court in the 19th Century and, as such, provides a useful background for this module.

AMAH5034B

20

THE WRITING OF JOURNALISM (AUT)

The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.

LDCC5013A

20

THE WRITING OF JOURNALISM (SPR)

The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.

LDCC5014B

20

THEATRES OF REVOLT: NINETEENTH-CENTURY EUROPEAN DRAMA

Beginning with Ibsen and Strindberg, this module examines the development of modern forms of drama during the nineteenth and early twentieth centuries, addressing modern concerns - self and society, gender, sexuality, social and class conflicts, creation and destruction, the unconscious - and deploying experimental types of theatre by a range of writers including Chekhov, Maeterlinck, Wilde, Hauptmann, Buchner and Wedekind, as well as the two seminal Scandinavians. We will be looking at versions of Naturalism, Symbolism and Expressionism as modernist modes in drama and suggesting ways in which these shape and anticipate later developments. The main mode is seminar discussion with opportunities to experience the play texts as performances. You may choose to include a performance element as part of your assessment.

LDCL5030A

20

THEORISING TELEVISION

This module explores some of the key ways in which television has been theorised, conceptualised and debated. It will offer students insight into how the discipline of Television Studies has developed, as well as how television itself has developed - in terms of social roles, political functions and aesthetic form. A key interest will in be what television is for, for nations, societies, individuals and/or communities.

AMAM5021B

20

THEY CAME FROM OUTER-THE-CLOSET: GENDER, SEXUALITY AND PANIC IN AMERICAN FILM AND LITERATURE

With its main focus on the 20th century, this module will explore key moments of change or crisis in the century and consider the ways the panic caused by such changes is distinctly gendered and/or sexualised. It will concurrently examine gender and sexual resistance to dominant ideas of American identity and the subsequent creation and/or promotion of liberationist discourses and alternative communities. Film and literature will provide the focus for this cultural study, and the module will range widely over a number of different genres including the western, sci-fi, detective and LGBT themed works.

AMAS5020B

20

TOPICS IN BRITISH POLITICS

Some people are arguing that British politics is in crisis - tumbling electoral turnouts, decline of political parties, cynicism about the political class, high levels of apathy etc. We examine and make sense of this problem (if it is a problem), by examining in depth three or four topics. Recently these have included: changing patterns of electoral behaviour and campaigning; the issue of electoral reform; the evolving role of political parties in the face of social and technological change.

PPLX5048A

20

TUDOR AND STUART ENGLAND

This module seeks to identify patterns of continuity and change in the sixteenth and seventeenth centuries, with a view to defining the early modern period in practice. Through an examination of both political and constitutional history from the top down, and social and cultural history from the bottom up, it seeks to understand the period dynamically, in terms of new and often troubled relationships which were formed between governors and governed. Topics include: Tudor monarchy, the Protestant Reformation, the social order, popular religion and literacy, riot and rebellion, the Stuart state, the civil wars, crime and the law, women and gender.

HIS-5010A

20

VICTORIAN WRITING

This module aims to equip you with a knowledge of writing from across the nineteenth century, in a variety of modes (fiction, poetry, science, journalism, cultural criticism, nonsense). We will examine authors including George Eliot, Tennyson, Dickens, Darwin, Arnold, Charlotte Bronte, and the Brownings, among others. You will thus develop an awareness of how different kinds of writing in the period draw on, influence, and contest with each other. Likewise, you will acquire a sense for the cultural, political and socio-economic contexts of nineteenth-century writing, and some of the material contexts in which that writing took place (serial publication, popular readership, periodical writing, public controversy).

LDCL5067B

20

WORDS AND IMAGES

The module aims to explore the relationship between words and images in contemporary literature. As well as developing a critical vocabulary with which to discuss how these two media can be combined, the module will survey shifts in the generic conventions of such literature over the last few decades so that students will develop an awareness of the various narrative techniques that such texts employ and be able to discuss these aspects in an informed and critical manner. The theoretical approach will consider narrative, ekphrasis, and critical work in the area by Scott McCloud, Perry Nodelman and Ivan Brunetti, amongst others. The module will analyse established texts by writers and artists such as Art Spiegelman, Alan Moore and Joe Sacco as well as more recent texts. Students will be assessed through critical and/or creative engagement. The module will build upon the level one Writing Texts module and will complement Words and Music and Children's Literature at level three.

LDCL5068B

20

WRITING THE WILD

It is a popular conception that writing about the natural world and its fragility is a particular fixation of the late twentieth and early twenty first century. However, concern about the natural world and man's place in his environment became a major preoccupation in the eighteenth century. Writing the Wild asks to what extent nature writers in our period may be read as being in dialogue with their eighteenth century predecessors. Texts will be predominately non-fiction and will give students the opportunity to study the less familiar writings of such authors as Mary Shelley, Mary Wollstonecraft, Jane Austen and Edward Thomas alongside contemporary nature writing by Richard Mabey, Robert Macfarlane, Kathleen Jamie and Tim Dee. Topics will include: nostalgia, the impact of war on writing about the countryside, the relationship between nature, writing and the mind and the notion of 'landscape'. This module offers students the opportunity to write 'creatively' as well as 'critically'.

LDCL5059B

20

In Year 3 students take 120 credits by selecting four 30 credit modules. 20-credit versions of level 3 modules are only available to non-HUM and Visiting Students. Pre-1789 requirement: In years 2 and 3 combined, students must take at least 60 credits from modules on writing before 1789, and 40 of these must be taken in year 2. Consult the Catalogue for pre-requisites and restrictions.

Option A Study (120 credits)

Students will select 120 credits from the following modules:

Name Code Credits

18TH CENTURY VOYAGE LITERATURE

The eighteenth-century reading public eagerly devoured narratives of voyages around the world. In this course we will survey the diverse range of voyage literature this century produced. We will read accounts of actual and fictional voyages, as well as narratives that fall somewhere between the real and the imaginary. Key questions for us will be how voyagers' identities and ideas are reshaped through the experience of the sea and its islands, how our texts both articulate and question the ideologies underpinning Britain's maritime empire, and how voyage literature connects to other literary genres, including the novel, romance, history, utopia and anecdote. Texts include Aphra Behn's Oroonoko, James Cook's Endeavour Journal, Daniel Defoe's The Storm, Olaudah Equiano's The Interesting Narrative of Olaudah Equiano, Janet Schaw's Journal of a Lady of Quality and Tobias Smollett's Roderick Random. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.

LDCL6108B

30

ADOPTING/ ADAPTING/ UPDATING

From Virgil's imperialist taming of Homer, to Jean Rhys's postcolonial 'prequel' to Jane Eyre, to Helen Fielding's homage to Jane Austen by way of the hapless Bridget Jones, writers have always engaged their literary predecessors in ways that claim new imaginative and critical space. This creative-critical module explores the many modes in which these borrowings, textual interventions or creative (mis)readings may be performed and developed, and considers what, in turn, they reveal about moments and movements in literary history. Whether re-writing's compositional strategies are theorised as anxiety, irreverence or playful postmodern intertextuality, we will consider how they may also be a rogue and subversive form of reading; one that functions both as critique of the 'parent' text and a means of generating fresh creative directions.

LDCL6140B

30

CHARLES DICKENS: BEYOND REALITY

Charles Dickens has been described, and cherished, as one of the great chroniclers of the panorama of mid-Victorian society. At the same time, much modern criticism has rightly emphasised what a strange and innovative writer he is, less a documentary social realist than an early practitioner of what might now be called 'magical realism',. This module will examine works from across Dickens's writing career, in a variety of different modes - fiction, journalism, drama, and public speaking - reading them not only in the context of Dickens's times, but also in the context of how other writers in those times dealt with comparable questions. As a result, students will be able to develop their larger interests in the relationships between social reality and its literary representations, in a module which combines in-depth study of Dickins with a broader engagement with theories of realism.

LDCL6136A

30

CHAUCER

The focus of this module is distinctively singular: it is devoted to sustained engagement with the rich and complex writings of Geoffrey Chaucer. We shall explore Chaucer's works in relation to their social and cultural contexts (literary, political, philosophical). The module is structured in, I hope, two securely complementary parts. After an introduction via two of Chaucer's early dream poems, The Book of the Duchess and The Parlement of the Foules, we shall spend four weeks concentrating on Troilus and Criseyde, in my opinion Chaucer's very greatest work. We shall explore the poem's characteristically Chaucerian generic complexity and it's engagement with medieval literary an philosophical traditions. We shall also use the poem to establish a set of interpretative questions and structures with which to turn, after Reading Week, to the even more ambitiously heterogeneous Canterbury Tales.

LDCL6053A

30

CONTEMPORARY DRAMA AND FILM

This module will examine emergent voices and trends in recent theatre, film and television (mainly British but with some American or European contributions). Issues covered include the (questioned) demise of explicitly political drama and the appearance of previously silenced voices (e.g. gay and lesbian themes, feminist playwrights and writing ethnicity, physical theatre practitioners).

LDCD6103B

30

CREATIVE WRITING: POETRY

This is an advanced module for final year Creative Writing minors. Students on other LDC degree courses may be considered but only if they have previously achieved a grade of at least 68% in a level 2 Creative Writing module. Under the guidance of an experienced practising writer, the seminar will take the form of workshops designed to promote group discussion both of students' own work and the work of established authors. Consideration will be given the the technical and expressive aspects of drafting and re-drafting in the strand chosen with a view to shaping and completing a substantial piece of work. Reserved for students on courses: Q3W8, QT37, QV31U, VQ53, Q300

LDCC6103B

30

CREATIVE WRITING: PROSE

This is an advanced module for final year Creative Writing minors. Students on other LDC degree courses may be considered but only if they have previously achieved a grade of at least 68% in a level 2 Creative Writing module. Under the guidance of an experienced practising writer, the seminar will take the form of workshops designed to promote group discussion both of students' own work and the work of established authors. Consideration will be given the the technical and expressive aspects of drafting and re-drafting in the strand chosen with a view to shaping and completing a substantial piece of work. Reserved for students on courses: Q3W8, QT37, QV31U, VQ53, Q300

LDCC6101B

30

CREATIVE WRITING: SCRIPT-WRITING

This is an advanced module for final year Creative Writing minors. Students on other LDC degree courses may be considered but only if they have previously achieved a grade of at least 68% in a level 5 Creative Writing module or AMAP5118A/AMAP5117B The Practice of Screenwriting: Issues in Adaptation. The module will explore the theory and practice of writing for stage, screen and radio through the work of produced writers, secondary reading and students' own writing. The 2 hour seminars and workshops will be supplemented by tutorials on students' own projects and screenings/readings/ radio play listening. Reserved for students on courses: Q3W8, QT37, QV31U, VQ53, Q300

LDCC6105B

30

CULTURES OF SUBURBIA

The history of twentieth-century literature is often told from the perspective of the metropolitan avant-garde. Modernist writers and intellectuals by turns celebrated or abominated the modern metropolis, but they tended to agree that the urban and the modern were inextricably linked. They were also often united by a hatred of suburbia, which they associated with the rise of a pooterish middle class and in turn with an irredeemably philistine, socially conservative middlebrow culture. Wyndham Lewis famously blasted 'the purgatory of Putney'. Yet in certain respects the twentieth century was the suburban century, as the cities continued their horizontal expansion and the separation of 'life' and 'work' that is the suburban response to industrialism became widespread. The growth of suburbia from the late nineteenth century to the present day has provoked a fascinating variety of cultural responses, including, but not limited to, hostile denunciations. Writers, artists and filmmakers found much opportunity for comedy in suburban habits, values and aspirations. They considered the emergence of the suburban housewife and the implications for this for women and for feminism. They debated the architecture and planning of the suburbs, notably through engagements with the Garden City and Garden Suburb movements. They speculated about the political implications of the growth of a literate, home-owning suburban middle class. They depicted the effects of mass immigration on suburbia and the development of suburban multiculture. They pointed to the uncanny and even the surreal aspects of suburban life. This module explores the literature and cultural geography of suburbia in Britain and the United States, and in so doing it suggests an alternative history of modernity, told not from the centre but from the periphery. Writers covered might include: George and Weedon Grossmith, Arthur Machen, William Morris, C.F.G Masterman, Ebenezer Howard, H. G. Wells, Dorothy Richardson, George Orwell, Stevie Smith, Elizabeth Bowen, Doris Lessing, Richard Yates, Hanif Kureshi, J. G Ballard and Julian Barnes. We will also consider examples of suburban film and television.

LDCL6095A

30

DRAMA AND LITERATURE: THE QUESTION OF GENRE

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, personal theatrical adaptations. 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.

LDCL6017B

30

FEMINIST WRITING

We are witnessing an upsurge in feminist activism which some claim is forming the fourth wave of feminism. It is timely then to reconsider how feminist writing (literary texts, literary theory and literary criticism) has helped to shape, influence and articulate debates about gender, sexuality and society in the past and how contemporary feminist writing is continung to be part of that conversation now. This course offers an opportunity to read and analyse some of the most influential feminist literary texts and literary theory. Writers studied on the course may include Kate Chopin, Zora Neale Hurston, Margaret Atwood, Henrik Ibsen, Angela Carter, Alice Walker, Jeanette Winterson, Edith Wharton, Sylvia Plath and Virginia Woolf, Ali Smith, Chimamanda Ngozi Adichie as well as writings from an anthology of feminist writings from Arab women, Students will study the ways in which feminist criticism and theory (including Kristeva, Cixous, bell hooks, Irigaray and Showalter) has reshaped the canon, challenged the ways literature is taught as well as making us consider what literature can, might and ought to be. Feminism has also exacted different forms of writing and challenged dominant modes of representation. We will take a particularly close look at the relationship between feminism and the gothic, the short story and experimental writing. Assessment will be by course work and project and students will be required to be assessed in both critical and creative modes. Male and female students are equally welcome.

LDCL6132B

30

FROM KAFKA TO SEBALD: ASPECTS OF 20TH CENTURY 'GERMAN' WRITING

This module presents an opportuntiy to study in depth a number of key works of 20th century German literature and to explore ways in which they respond to, and reflect, the upheavals of 20th century history. While the focus will be largely on works of prose fiction, this does not preclude the study of other genres. Starting with the modernist crisis of language ("Chandos-crisis") we will look at works by authors such as Kafka, Rilke, Benjamin, Thomas Mann, Joseph Roth, Elias Canetti, Paul Celan, Ingeborg Bachmann, Christa Wolf and W. G. Sebald. All works studied are available in translation so a knowledge of German, while always welcome, is not a requirement.

LDCL6128B

30

LATIN AMERICAN NARRATIVES

While the term 'narrative' in Spanish is often used to denote fiction it is not restrictive to the genre. The aim of this module is to explore the core of storytelling that underpins Latin American literature and which surfaces in various forms of writing from the 'microrelato' to the short story, the prose poem as well as the 'rewriting' exercise/critical appraisal, such as Alejandra Pizarnik's the Bloody Countess. A further aspect of this module is to attempt to disentangle the web of literary influences woven into some of these Latin American narratives as well as to trace the itinerary of these influential threads as they travelled from the South of the American continent to other literatures. As the editors of Issue 113 of Granta have stated "who would hve imagined fifteen years ago that writings of the outcast Chilean Roberto Bolano who washed ashore in Barcelona via Mexico, would exercise so wide an influence on writers in Spain, Latin America and across the world:" And yet, Bolano's literary output is unthinkable without Borges, just as the Colombian Juan gabriel Vasquez' Secret History of Costaguana is inconceivable without Conrad's Nostromo. Readings will include works by Borges, Cortazar, Bolano, Juan Gabriel Vasquez, Clarice Lispector, Alejandra Pizarnik, amongst others. The module would elaborate upon the level one Writing Texts module and would complement World Literature: Reading Globally.

LDCL6093A

30

LITERATURE AND DECONSTRUCTION

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.

LDCL6048A

30

LITERATURE AND HUMAN RIGHTS

From protests against torture and censorship to justice and reconciliation trials, from the Holocaust to Apartheid, from testimony to the postcolonial novel, a distinctive literary sensibility informs our contemporary sense of rights. This module traces the emergence of human rights as a cultural and literary idea from their revolutionary conception in the eighteen century, through the United Nations of Declaration of Human Rights (UDHR) to the present, taking in key literary responses to injustice, suffering and atrocity. We will ask how literature has contributed to understanding human rights and examine how writing has been thought of as a form of 'righting'. This module suits students who enjoy the challenges of literary theory and politics, and who are interested in thinking seriously about the relationship between literature and its 'real world' applications and significance. You will also be encouraged to develop your own writing practice in relation to contemporary rights debates.

LDCL6031B

30

LITERATURE AND OPERA

Sixteenth-century Italian literati created opera as the rebirth of Greek Tragedy. From its basic form as word-plus-music to its repeated reforms that have put now text, now music, now drama first,opera and literature have constantly complemented and competed with each other. This module explores the relationship between opera and various kinds of literature, including drama, prose, and poetry. We will ask "How can an orchestra narrate?" "How is an opera libretto like a movie script?" "Why do certain literary texts invite musical adaptation more than others?" and "What is the 'best' literary analogy for opera: drama, poetry, or the novel?" Students will also compare various operas with their literary sources in order to better understand how different media represent race, gender, and nationality. Composers will include Brittten, Mozart, Verdi, Wagner, Rossini, and Weill. Authors will include Shakespeare, Wilde, Brecht, James, Scott, Joyce and Aeschylus.

LDCL6101B

30

LITERATURE DISSERTATION: POST-1789 (AUT)

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 1789 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.

LDCL6018A

30

LITERATURE DISSERTATION: POST-1789 (SPR)

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 1789 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.

LDCL6019B

30

LITERATURE DISSERTATION: PRE-1789 (AUT)

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.

LDCL6061A

30

LITERATURE DISSERTATION: PRE-1789 (SPR)

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.

LDCL6062B

30

LYRIC

The module will incorporate a historical survey of Western lyric, looking at its inception in the poetry of Pindar and Sappho, and the Aristotelian division of poetic arts in lyric, dramatic and epic. It will cover lyrics from Provencal troubadour poets through the Italian and English renaissance to Romantic lyric. Finally, it will cover the fate of lyric in the present day, from 'conceptual writing' and 'post-humanism' which offer a thoroughgoing rejection of lyric, to the embrace of lyric in contemporary young poets. The module will start by considering the question: 'What is lyric'? The purpose is not to establish a transhistorical concept of lyric as genre or mode, but rather to see how different thinkers at different times have approached it. This is a particularly timely question for literary criticism and poetics. We will isolate certain tropes, ethics, and focal points that are taken to be characteristic of lyric, whilst at the same time probing the historicity of lyric as a concept, especially regarding the ideology of the lyric 'I' that is associated with romanticism. This module fulfils the pre-1789 requirement.

LDCL6087A

30

MADNESS AND MEDICINE: WOMEN'S WRITING IN THE REGENCY

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.

LDCL6042A

30

MEDIEVAL ARTHURIAN TRADITIONS

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.

LDCL6066B

30

MEDIEVAL MONSTROSITIES

Giants, dragons and half-human hybrids are just some of the fantastical creatures that populate Middle English literature. Too readily dismissed by modern readers as mere whimsy, or else the product of credulous minds, instead this module takes monsters seriously as revealing facets of a sophisticated myth-making society. We will consider monsters in a range of genres including romance, saints' legends, travel writing and visual imagery, as well as their reception by medieval and modern readers and critics. We will interrogate the various discourses of monstrosity and consider what makes a monster, including: the horroh and allure of the monstrous body; monstrous appetites; sexuality and sexual deviance; geography and racial alterity. We will also explore the literary and cultural construction of 'human monsters' (women, pagans, Jews) rendered 'other' due to their perceived divergence from societal and religious norms. Throughout the module you will be able to apply your developing understanding of teh discourse of monstrosity in a range of practical contexts including field trips and engagement opportunities. Previous experience of Middle English literature will be an advantage but is not required. This module fulfils the pre-1789 requirement.

LDCL6081B

30

NERVOUS NARRATIVES

'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).

LDCL6046A

30

NEW WORLDS: SCIENCE FICTION AND BEYOND

It has been suggested that science fiction was the authentic literature of the twentieth century, yet it has also been seen as a genre cut off from the literary mainstream, its provenance, tropes and generic limits contested. Are there distinctions betwen science fiction, speculative fiction and even sci-fi? This module aims to explore science fiction as a mode by investigating varous definitions of science fiction and asking: what possibilities does it offer to writers? How does it mediate the relationship between literature and science (and technology): And how have writers gone beyond the conventional limits of the genre (and we will also consider other media)? The module will look at thematic clusters of texts, often pushing the boundaries of the conventional sci-fi canon and encouraging students to think across different literary periods about the antecedents of science fiction. We will consider such themes as interplanetary travel, time travel, ecological catastrope, speculative fiction, experiments with scale, and steam punk and writers studied might include H.G. Wells, John Wyndham, Ursula K. Le Guin, J.G. Ballard, Margaret Atwood and China Mieville.

LDCL6116B

30

NONFICTIONAL LIVES IN FICTION AND DRAMA

More and more frequently contemporary novelists and dramatists use recent events and living people (or those within living memory) in works that are ostensibly fiction. This module will examine the issues in writing about people who are alive or remembered in fictional accounts and ask whether there should be ethical constraints in doing so. It will trace the blend of fact and fiction in prose and drama from Daniel Defoe to Thomas Keneally, taking in the novels of Gordon Burn and the plays of David Hare, and will explore whether documentary theatre can ever be anything other than fictional. It will also offer students the chance to write their own work of fictionalised prose or drama based on contemporary or recent events and people, and submit a critical essay examining the issues raised in this work. The balance of the assessment will be 50% creative, 50% critical.

LDCC6099A

30

POETRY IN DARK TIMES?

This module will engage with the poetry of three major poets (Holderlin, Rilke, Celan) who, writing in (and against) the Romantic, Modernist and post-Holocaust eras respectively, test language (in this case German) to the very limits of its expressive possibilities, and thus present an equivalent challenge to some of the most gifted post-translators of our day. The focus will be on Rilke's Duino Elegies, one of the great works of 20th century Modernism, whose composition spans the period of the First World War. This seminar module offers an opportunity, by means of close reading, to explore these major works in detail, to consider the position of the poet and the lyric voice in times of crisis and transition, and to locate them within the wider Western poetic tradition. All texts studied are readily available in a range of English translations.

LDCL6023A

30

QUEER LITERATURE AND THEORY

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. This means analysing sexuality and gender and the representation of such identities in literature and also connections between literature and the broader culture. Authors studied may include James Baldwin, Alison Bechdel, Gore Vidal, and Sarah Waters, as well as children's books and young adult novels by Alex Sanchez, Nancy Garden, Ellen Wittlinger, and Marcus Ewert. Authors of theoretical texts looked at may include Eve Kosofsky Sedgwick, Judith Butler, Leo Bersani, 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. This course also aims to look at a variety of genres in order to see how these different text types work and how they approach similar material in different ways. This module also includes presentations and a writing workshop.

LDCL6033B

30

REVENGE TRAGEDY: ANCIENT AND MODERN

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.

LDCL6069B

30

ROMANTIC ORIENTALISM, 1780-1830

The fascination with the "East" and the "Exotic" (the "Oriental Renaissance") was an important element of the British Romantic period. This module will explore the material history of British involvement in the 'East' in the late eighteenth and early nineteenth centuries; how that 'East' was constructed and represented for a western metropolitan audience; and explore the cultural productions of that involvement in poetry, fictional, prose and visual art. Texts discussed will include writing by well-known Romantic writers, such as S. T. Coleridge, Lord Byron, Percy Shelley and Thomas de Quincey, as well as those by William Beckford, Sir William Jones, Sydney Owenson (Lady Morgan). It will explore the influence of Arabian Nights on Gothic and Romantic period writing. Areas discussed will include India, Persia, the Levant, and China. The module will discuss such writings in the light of contemporary postcolonial theories of Orientalism including criticism by Edward Said, Gayatori Spivak, Abdul JanMohammed and others. This module will concentrate in particular on the representation of the Indian people, places and cultures of the Indian sub continent.

LDCL6091A

30

SATIRE

'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, Eliza Haywood, Delarivier Manley, Evelyn Waugh, and Jonathan Coe.This module offers the opportunity for one or more of the assessments to e a creative writing piece. This module counts towards the pre-1789 requirement.

LDCL6085B

30

SHAKESPEARE: SHADOW AND SUBSTANCE

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.

LDCL6056B

30

STOP, LOOK, LISTEN

This is a module about attention and description, and about how the two together might constitute a way of life. Our reference point will be the journal of the English poet R.F. Langley, an extraordinary volume of set-piece encounters with the natural world, with artworks and with everyday objects and spaces. We'll read Langley's descriptions alongside the words or images or objects to which he attends. We'll trace the aesthetic and philosophical influences that form what we'll consider as a poetics of description, including Ruskin, Adrian Stokes and Merleau-Ponty. And we'll look at other examples of writing which seek closely to transcribe and account for acts of attention, whether involving nature (Dorothy Wordsworth, Hopkins, Richard Jefferies, Edward Thomas) or art (Walter Pater and T.J.Clark, amongst others). The module will include also a consideration of the theory and practice of ekphrasis, the rhetorical figure closest to the writing in question here, and of the relation of description and narrative in the novel. Stop, Look and Listen is intended for both literature and creative writing students, especially those with an interest in visual art, aesthetics and nature writing. It should offer considerable scope for creative-critical experiment.

LDCL6112A

30

T.S. ELIOT AND TWENTIETH CENTURY POETRY

The poetry of T.S. Eliot has a unique place in modern verse as a body of writing that combines mass popular appeal with intense intellectual challenge. The first half of this module will take students chronologically through the various stages of Eliot's Collected Poems, from the nineteenth-century influences that combined to prudcue 'The Love Song of J. Alfred Prufrock' (1915) to the wartime contexts of his final major poem, Four Quartets (1944). It will also offer an introduction to Eliot's literary criticism as well as criticism written about him. The first coursework essay will take the form of an editorial commentary on a chosen poem or passage, giving students an opportunity to follow up allusions and interpretations through wider reading. The second half of the module will look more broadly at Eliot's influence as a poet, critic, and editor. Beginning with his own views of the need to reinvent poetry's cultural significance for the twentieth century, we will consider the importance of Eliot's example to later poets in Britain (W.H. Auden, W.S. Graham, Sylvia Plath, Geoffrey Hill, J.H. Prynne) as well as around the world, such as John Ashbery (American), Kamau Brathwaite (West Indies), Seamus Heaney (Ireland), Tomas Transtromer (Sweden) and Gwen Harwood (Australia). The final project will be 3,000-word essay on any Eliot-related topic of the student's choosing, and may take the form of a creative-critical poetry portfolio and self-commentary in response to the reading for the course.

LDCL6122B

30

THE ART OF EMOTION: LITERATURE, WRITING AND FEELING

According to Roland Barthes, emotion is 'a disturbance, a bordering on collapse: something perverse, under respectable appearances; emotion is even, perhaps, the slyest of losses'. This module takes this 'perversity, under respectable appearance' as the starting point for asking how an an attention to our emotions - our feeling, affects, and intimacies, as well as our aversions - can make us rethink what it means to be critical and creative readers and writers. Drawing on a range of theoretical and critical work from literary studies, cultural theory, art, philosophy, sociology, neuroscience, psychology, creativity and creative writing studies, cognitive science, history and anthropology, we will ask what it means to read, and write, 'with feeling'. What is the relationship between language and feeling? Between the body and emotion? How does literature touch and move us? Are our 'aesthetic' emotions real? How does technology - the digital, virtual, prosthetic and online - affect our ideas about emotion? Are emotions universal and timeless, or historically and culturally specific? Private and personal, or collective and public? How do emotions construct gender, class, race, nationality, and other kinds of identity? Why do some feelings attract more critical interest than others? How does an attention to emotion affect our work as readers and writers? We will begin by building a theoretical and critical literacy for thinking feeling, before focusing our inquiry around specific themes that might include: Animal Passions; Pscyhe, Pathology and Resistances to Psychoanalysis; Feeling Texts: Touch, Texture and Fictional Fabrications; Moving Fictions: Cinema, Virtuality, and E-motion; Zombies: Can Dead Subjects Feel?; Affective Economies; Queering Feeling; and Feeling Human: Robots, Artificial Intelligence and Clones. We will engage with a range of literary texts and other aesthetic forms (such as art, film, etc.) chosen to correspond with our critical concerns. You will have the opportunity to engage both as critical and creative readers and writers, and there will be critical and creative assessment options. This module is open to all students. It will complement level 3 options such as 'Literature and Deconstruction', 'Nervous Narratives', 'Traumaturgies', ' Literature and Human Rights' and 'Queer Theory'.

LDCL6118B

30

THE ART OF MURDER

Crime, like death, has always been with us, yet it was only in the nineteenth century that de Quincey proposed considering murder as one of the fine arts and Poe established many of the central tenets of crime fiction with his 'tales of ratiocination'. Currently, crime fiction is the most bought, and read, literary genre and one diverse enough to include 'whodunits'; Baker Street's most notable resident; the genteel amateur detectives of the 'Golden Age'; hard-boiled thrillers; noir; psychological fiction and even the post-modern iterations of anti-detective fiction. Narratives about crime and criminals, detection and sleuths (not forgetting the violence and victims) can be both conservatively formulaic and radically diverse. It can articulate dangerous and disturbing transgressions against society (the crime) while also revealing the ideological forces of law (what constitutes a crime) order (the various detective figures) and the systems of justice and ill-justice (courts and punishment, state and government) with which a society protects and proscribes itself. Crime fiction is also concerned with interpreting clues, discovering secrets and solving enigmas, much in the way that critical theory investigates and analyses literary texts. This module aims to explore key texts and writers in the development of crime fiction as well as examining critical and theoretical responses to such texts. It will allow students to respond both creatively and critically to the concerns of, and thinking about, this diverse genre.

LDCL6130A

30

THE CONTESTED PAST: LITERATURE AND THE POLITICS OF MEMORY

How do we negotiate the darker aspects of our past, particularly when individuals' experiences clash with official history? This module explores the public and private practices of remembering and forgetting in the aftermath of civil war, totalitarianism, colonialism or otherwise repressive rule. In particular, we will examine the writer's role as collaborator , witness, archivist or dissident: how does the writer facIlitate access to, and debate about, contentious, painful or obfuscated history? Our approach to the politics of commemoration is interdisciplinary and draws on ideas from philosophy, historiography, memory and cultural studies as well as heritage and museum studies. The primary material encompasses a range of fictional, non-fictional and visual material from a wide range of genres; most of it postwar and relatively recent. Since this is a global issue you will enounter writers from formerly colonised nations in Africa, from Central and Eastern Europe, South America, and the Near and Asia.

LDCL6097A

30

THE GOTHIC

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.

LDCL6024A

30

THROUGH THE LOOKING-GLASS: NONSENSE AND MODERN WRITING

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 seventeenth and eighteenth-century nonsense, and parallels to Emily Dickinson, before going on to examine some of the adventures in language of major modernist and postmodernist writers. Modernist and postmodernist authors studied are likely to include the Joyce of Finnegans Wake, early Auden, Virginia Woolf, Wallace Stevens, and John Ashbery. This is not a course on children's literature, but on some very challenging modern literature, mostly poetry. It should appeal to those who take a childish pleasure in wordplay and fantasy. You will need to enjoy uncertainty and have good close-reading skills. To do this module you must have studied Modernism, Critical Theory, or one of the 2nd year Creative Writing modules, unless you obtain a waiver from the lecturer.

LDCL6015A

30

TRAUMATURGIES: READING AND WRITING TRAUMA ACROSS CONTEXTS

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.

LDCL6050A

30

ULYSSES

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.

LDCL6076B

30

UNLIKE THEM ALL, AND BETTER? ENGLISHING THE ITALIAN RENAISSANCE

This module is predicated on Petrarch's explanation of imitatio, which is that a poet ought to draw upon a number of sources without making any of them explicitly apparent and 'blend them into a oneness that is unlike them all, and better'. As such the module analyses English translations and imitations of influential late medieval and early modern texts, such as Dante's 'Commedia', Boccaccio's 'Filostrato', Petrarch's 'Canzoniere' and Ariosto's 'Orlando furioso'. The course will also examine late medieval and early modern theories of 'translatio' and 'imitatio' formulated by Italian and English authors. In each case the text will be read in 'modern' translation, with excerpts from the original Italian provided, and then compared with a late medieval or early modern translation or imitation. In the case of longer texts specific sections will be identified for study. Petrarach's dictum will be measured via the coursework, which is comprised of two creative-critical crossover exercises. Students are by no means expected to know any Italian or Latin in advance, the triangulation method of analysis (original text, early translation, modern translation) will enable those students who are willing to pick up the very basics if they so choose. Further exercises will be made available via Blackboard in this area. Each three-hour session will involve a workshop element, in which students practise imitation and translation, and each week a student will open the session with a translation from/imitation of the text under examination as a means of initiating the discussion.

LDCL6124B

30

VIRGIL'S CLASSIC EPIC

This module focuses on Virgil's great classical epic, the Aeneid, and it medieval reception. The module falls into two parts: for the first five weeks we concentrate on the Aeneid itself, exploring its structures, contexts and discursive complexities. We shall attend particular closely to the manner in which Virgil constructs his poem by reworking passages from the Homeric epics, the Iliad and the Odyssey. We shall, by and large, focus on a single book in each week, as a way not only of introducing the Aeneid itself but also of looking forward towards the cruces that later readers and rewriters of the poem were drawn to resolve. In the second part of the module, we turn to the reception of the Aeneid in the Middle Ages, for the Aeneid is not only one, an especially rich work in its own right, but also one of the central cultural artefacts in the Western tradition. This is a measure not only of its quality as a poem, but also of its importance as a Roman poem and of Rome's place at the heart of classical and Christian culture. We shall explore the manner in which later readers and rewriters work to reimagine the Aeneid within new cultural horizons, rendering its pagan authority available for new Christian uses and working to resolve its tensions and problematics in a revealing variety of ways.

LDCL6054B

30

WRITING LIFE: BIOGRAPHY AND CREATIVE NON-FICTION

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.

LDCL6026B

30

WRITING RELIGION IN EARLY-MODERN ENGLAND

Writing about God is always difficult: how can the time-bound form of language express the timeless? How can poetic language be adequate to devotion? In the early-modern period, these problems were more acute than at any other point in English literary history. The Reformation had made minute textual distinctions matters of life-and-death controversy. New discoveries about the multiplicity of versions of the biblical text challenged old orthodoxies. Challenge, too, came from the discovery and translation of classical, atheistic views of the origin and history of the universe. These new religious challenges spurred the development of new kinds of literary language and form. They energised many of the greatest writers of the age, including John Donne and John Milton, whose works we will be studying. But lesser-known writers, many of whom were women (including Mary Sidney, Lucy Hutchinson, and Margaret Cavendish), also shaped new forms of devotion and challenges to it. Our work on this module will proceed through intensive close reading of works in a great variety of genres, from lyric poetry to sermons. Although this module should be of interest to those who have studied the second-year 'Seventeenth-Century Writing' module, no prior knowledge of religion or of early-modern writing is assumed. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.

LDCL6134A

30

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

You may transfer your studies to another European university for one or both semesters of the second year. You can choose from a range of universities in countries such as Greece, France, Germany and Switzerland. Alternatively, and depending on the availability of places, you may wish to spend a second-year semester at an Australian university (eg Macquarie, Sydney).

Entry Requirements

  • Qualification: BA (Hons)
  • A Level: AAB including English Literature (or the combined English Language & Literature A-level)
  • International Baccalaureate: 33 points overall with 5 in HL English Literature or English Language & Literature
  • Scottish Highers: At least one Advanced Higher preferred in addition to Highers
  • Scottish Advanced Highers: AAB including English
  • Irish Leaving Certificate: AAAABB including English
  • Access Course: Please contact the university for further information.
  • BTEC: Please contact the university for further information.
  • European Baccalaureate: 80% overall, with 70% in English Literature

Entry Requirement

The combined English Language and Literature A-level is acceptable instead of English Literature. A second Arts or Humanities subject at A-Level is encouraged, alongside English Literature. Students studying the IB programme should normally offer English at Higher level, and a second Arts or Humanities subject at Higher Level.

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):

  • IELTS (SELT): 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

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.

Gap Year

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

Intakes

This course's annual intake is in September of each year.

Alternative Qualifications

We encourage you to apply if you have alternative qualifications equivalent to our stated entry requirement. Please contact us for further information.

GCSE Offer

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

  • Qualification: BA (Hons)
  • A Level: AAB including English Literature (or the combined English Language & Literature A-level)
  • International Baccalaureate: 33 points overall with 5 in HL English Literature or English Language & Literature
  • Scottish Highers: At least one Advanced Higher preferred in addition to Highers
  • Scottish Advanced Highers: AAB including English
  • Irish Leaving Certificate: AAAABB including English
  • Access Course: An Arts/Humanities/Social Sciences pathway is preferred. Pass the Access course with Distinction in 36 credits at Level 3 and Merit in 9 credits at Level 3, including credits in English Literature
  • BTEC: Please contact the university for further information.
  • European Baccalaureate: 80% overall, with 70% in English Literature

Entry Requirement

The combined English Language and Literature A-level is acceptable instead of English Literature. A second Arts or Humanities subject at A-Level is encouraged, alongside English Literature. Students studying the IB programme should normally offer English at Higher level, and a second Arts or Humanities subject at Higher Level.

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):

  • IELTS (SELT): 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

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.

Gap Year

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

Intakes

This course's annual intake is in September of each year.

Alternative Qualifications

We encourage you to apply if you have alternative qualifications equivalent to our stated entry requirement. Please contact us for further information.

GCSE Offer

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

Fees and Funding

Undergraduate University Fees and Financial Support: Home and EU Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for Home and EU students and for details of the support available.

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships.  To check if you are eligible please visit the website.

______________________________________________________________________

Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.

Scholarships

We offer a range of Scholarships for International Students – please see our website for further information.


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 (Literature, Drama and Creative Writing)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details online via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.