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School of Language and Communication Studies Undergraduate Brochure (PDF)
BA Modern Languages Japanese
UCAS Course Code
T901
Duration
4 years
Attendance
Full Time
School of Study
Typical A-Level Offer
ABB
Course Organiser
Dr. Carlos De Pablos-Ortega
As well as taking this programme from post-A level (from 2012 onwards), it is possible to start from beginners level in Japanese, or GCSE level in Japanese. In these cases, more intensive language study is provided prior to the year abroad in year three. This more intensive study reduces slightly the number of optional modules available in year one.
This is a four-year degree programme which enables you to devote between about one-half and two-thirds of your time to the study of one or two languages, one language to honours level and one at subsidiary level, for example. The programme includes a year abroad related to the honours language(s).
The programme is designed to provide coherence and focus around core language study. Progression over four years is ensured by the careful sequencing of modules, from a range of introductory modules in the first year, to greater specialisation and sophistication of approach in subsequent years. The programme is flexible, built on the modular principle, and a number of free choice modules are available to enable you to pursue your own individual interests.
In year one, as subsequently, language modules make up the compulsory component of the programme and you also take an introductory module called Study, Research and Communication Skills which develops the core academic skills, attributes and knowledge necessary for language students to make the most of your study at university. You then have scope to choose from a range of options which normally include: Language, Culture and Interpersonal Communication, Popular Culture in Latin America; Introduction to International Relations, and Discourse and Power. Single honours post-A level entry students also choose from our wide range of subsidiary languages and thus develop expertise in an existing non-A level language, or increase the range of languages they have by starting a new one; many students develop a subsidiary language over the first two years of their degree. Our range of subsidiary languages is currently as follows: British Sign Language, Mandarin Chinese, French, German, Modern Greek, Italian, Russian, and Spanish. Many of these can be studied for a second year (to intermediate level, i.e. A level equivalent); there are also one-year and two-year post-A level subsidiary courses in some languages.
Core honours language study makes up at least one third of your study for the remaining two years spent at UEA.
For the non-language credits in years two and four, you have a choice of options in language-related modules which currently include, Translation Issues in the Media, Subtitling and Dubbing, Translation Theory and Practice, Translation and Adaptation, Intercultural Communication in Practice, language and Gender, Language and Politics, or Interpreting. There is also the possibility of choosing one module of Free Choice in Year Two from the range offered across the university; including the Year Two modules listed above. Your choice of options is made in consultation with your Adviser, who will ensure that it not only reflects your interests, but that it is also academically coherent.
Honours Language Work
Each year, you have on average 4 contact-hours per week in your honours language (or more if you study from beginners level). The Honours language teaching is closely related to the study of contemporary society in the country (or countries) where your Honours language is spoken and your experience of learning language at UEA will include a combination of lectures, seminars and conversation classes. It will cover grammar, translation from and into Japanese, reading and listening comprehension, précis and paraphrase work, the study of different styles and registers, lexical exercises and oral work. You will also spend a significant proportion of your time working independently using subject-oriented teaching dossiers, radio, TV, films, transcripts, newspapers and online resources while keeping abreast of current affairs and cultural life at home and abroad. Our Language Centre has a digital language laboratory, a viewing and editing room, an interpreting suite for advanced language training, live satellite television broadcasts, a large, multi-media self-access resources room with a wide range of DVDs and reference books, up-to-date computers linked to the internet, and translation software.
You will acquire specific expertise in the traditional language skills of reading, writing, speaking and listening, as well as transferable skills such as time management, self-discipline and self-motivation, intercultural awareness, flexibility and resourcefulness, mediation skills, IT literacy and teamwork.
The Year Abroad
Year Three is spent in a country where your Honours language is spoken. For more information on the Year Abroad, please click on the Study Abroad tab above.
School of Language and Communication Studies Undergraduate Brochure (PDF)
The School of Language and Communication Studies is a small, lively School where we offer flexible undergraduate degree programmes with an emphasis on language competence and on issues relating to contemporary language and translation. Our graduates are highly employable and enter an extremely wide range of professions using their well-developed language and communication skills, and intercultural sensitivity.
Our MA graduates are equally successful professionally. Courses at this level enable flexible planning in the combination of core and optional modules and in the range of possible dissertation topics, while the Faculty of Arts and Humanities provides a rich interdisciplinary environment designed to encourage dialogue and the cross-fertilisation of ideas.
New for 2012-13
We’re always working to build on our strengths here in LCS, improving your student experience – and your prospects. Here are some new Key Features for 2012-13 that you won’t yet find in our brochure:
- Smaller groups in language classes – as few as 10 – mean even better quality learning.
- New high-spec professional interpreter training facilities – helping to keep you ahead of the game.
- Employability boost – extra timetabled sessions to develop your skills and employability profile for a range of professions using language skills right from the start of your degree course.
Find out what our undergraduate students say or check out our Facebook page for 2013 applicants where you can ask our current students questions about studying and living here:
www.facebook.com/groups/UEALCSapps2013
UniStats Information
You may not take more than one Beginners' language in your course.
Compulsory Study
| Name | Code | Credits |
|---|---|---|
| EMPLOYABILITY WORKSHOPS The employability workshops have been created to improve students' self-awareness as potential language and communication studies graduates and employees, and to help them better understand and define what career areas they might be both interested in and suited to. These workshops will help students discover the range of careers available with a languages degree and inform them about entry routes; equip students to research a potential employer and present themselves to them in a professional way; give students the confidence to go out there and organise some work experience/apply for Graduate level jobs; improve students' approach to applications, including application forms, CVs and covering letters; improve students' approach to interview preparation and performance; help students develop a plan of action that will turn dreams and aspirations into reality. This module is for LCS students only. | LCSW4046B | 0 |
| LANGUAGE AND CULTURE WORKSHOPS Language and Culture Workshops are aimed at developing transferable skills in the domains of enterprise and engagement. Students are encouraged to work on their own projects in groups and they get involved in all aspects of project realisation, such as planning, organisation, presentation, leadership, team work, and decision-making. The workshops are particularly envisaged as a platform for enhancing employability prospects of students. They are not assessed in terms of grades but each student is awarded a participation certificate showcasing the specific skills acquired as well as personal achievements, responsibilities and individual contribution to the project as a whole, which provides the student with both practical examples and evidence in writing that can be used to demonstrate qualifications in job applications. This module is for LCS students only. | LCSW4045A | 0 |
Option A Study (60 credits)
Students will select 60 credits from the following modules:
Modules taken in this Option Range will be treated as compulsory. Students taking Ab Initio Language will take will take LCSJ4008Y. Students taking Post-GCSE language will take LCSJ4009Y plus LCSC4001A. Students taking Post A level will take LCSJ4027A and LCSJ4028B plus LCSC4001A
| Name | Code | Credits |
|---|---|---|
| INTRODUCTION TO LANGUAGE AND COMMUNICATION STUDIES | LCSC4001A | 20 |
| JAPANESE AB-INITIO HONOURS I This is a module for students taking their Japanese Honours language degree from an ab initio starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. 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. Particular emphasis is also placed on acquiring a sound knowledge of grammar. This module caters for beginners' level entrants and is only available to students in LCS. | LCSJ4008Y | 60 |
| JAPANESE POST-GCSE I This is a module for students taking their Japanese Honours language degree from a post-GCSE starting point. The need for significant progress in reading, writing, listening and speaking is met with the intensive teaching that this module provides. 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. Particular emphasis is also placed on acquiring a sound knowledge of grammar. It is only available to students taking a degree in Japanese from post-GCSE level. | LCSJ4009Y | 40 |
| POST A-LEVEL JAPANESE LANGUAGE 1/I A course in Japanese for students with Japanese A-level, having passed Japanese Language Proficiency Test N4, or holding 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 language learning skills in preparation for the year abroad. A key component is the exploration of themes that develop understanding of the diversity in Japanese society. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar and vocabulary in meaningful contexts, whilst also developing knowledge of contemporary life and society that focuses on culture and current affairs. This module can be taken in any year. This module is not available to native speaker or those with equivalent competence. | LCSJ4027A | 20 |
| POST A-LEVEL JAPANESE LANGUAGE 1/II A continuation of module LCSU1J21. This module is not available to native speakers or those with equivalent competence. | LCSJ4028B | 20 |
Option B Study (20 credits)
Students will select 20 credits from the following modules:
| Name | Code | Credits |
|---|---|---|
| DISCOURSE AND POWER This module focuses on the role of discourse in the structuring of social relations. Its aim is to show that the linguistic features that make up our texts and verbal exchanges reflect the purpose language is put to in a specific context. Particular consideration is given to the discourse of the media, advertising and politics and how it affects and is affected by ideology and socio-cultural assumptions and by the relationship between individuals and social groups. Students are introduced to the main concepts and essential analytical tools and are encouraged to select their own material for analysis (class practice and formative exercises) on the basis of relevance to their studies and interests. This module equips students with the necessary skills to undertake their own critical analysis of any texts encountered in the course of their studies and beyond and is, therefore, suited to students majoring in political and social sciences, media and cultural studies, literature, philosophy and languages. | LCSL4011B | 20 |
| INTRODUCTION TO CONTEMPORARY POLITICS This module introduces students to some of the key contemporary debates and issues in the disciplines of Politics and International Relations. The central theme of the module is liberal democracy, its nature, scope and potential strengths and weaknesses. We consider forces which have had an impact upon western liberal democracy â such as globalisation and the media â and examine case studies which illustrate the success and failure of liberal democracy in practice. The case studies change from year to year, but currently include Weimar Germany, Northern Ireland, Britain and the Middle East. | PSI-4002B | 20 |
| INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 1) Japanese popular culture is becoming increasingly influential around the world. Important current manifestations are J-Pop (Japanese popular music), manga, anime, cospre (costume-play), computer games, and ketai-shosetsu (short novels for mobile phones). For understanding young Japanese and their relation to society, knowledge of Japanese popular culture is key. The aim of this module is to make students familiar with contemporary Japanese mass culture through consumption experiences, case studies and their analysis from socio-anthropological and historical perspectives. | LCSJ4007B | 20 |
| LANGUAGE, CULTURE AND INTERPERSONAL COMMUNICATION There is far more to linguistic communication than just knowing the vocabulary and grammar of a language since interpersonal communication is inseparable from culture. That is, because language is used not only to represent but also create and sustain a speaker's expectations, beliefs, attitudes, practices and moral values about the world, verbal communication always involves a high degree of "cultural business". This becomes especially apparent when communicating with native speakers of a foreign language where different sets of cultural assumptions may lead to misunderstanding. This module aims to equip you with ways of thinking about cultural and intercultural issues which will aid you in becoming more communicatively competent in your foreign languages(s). Initially the content will be aimed at exploring the knowledge and assumptions we have about the socially constructed world exhibited in our own communicative practices before extending these notions to other language cultures. The intention is that this module will enable you to become more effective learners in the particular language culture you will encounter on your Year Abroad. | LCSL4012B | 20 |
Option C Study (40 credits)
Students will select 40 credits from the following modules:
The LCSS4* or LCSS5* module taken in Semester 1 must be followed by the continuation LCSS4* or LCSS5* module in Semester 2.
| Name | Code | Credits |
|---|---|---|
| BEGINNERS' ARABIC I This is the first part of a beginners' course in Arabic assuming no prior knowledge of the language. The module aims to develop the ability to use Arabic effectively in everyday practical situations with speakers of Arabic both in the UK and overseas. Alternative and additional slots may be available, depending on enrolment. | LCSS4029A | 20 |
| BEGINNERS' ARABIC II/IMPROVERS This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I (LCSS4029A). Students with a GCSE grade C or below (or equivalent experience) may join this module. Alternative slots may be available, depending on student numbers. | LCSS4030B | 20 |
| BEGINNERS' CHINESE I This module is for students at beginnersâ level who have little or no prior experience of Chinese. The module will develop studentsâ 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 Chinese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4034A | 20 |
| BEGINNERS' CHINESE II A continuation of the beginnersâ course in Chinese (LCSU1OC1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4035B | 20 |
| BEGINNERS' FRENCH I This module is for students at beginnersâ level who have little or no prior experience of French. The module will develop studentsâ 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 French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4013A | 20 |
| BEGINNERS' FRENCH I (SPRING START) This module is for students at beginners' level who have little or no prior experience of French. 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 French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4015B | 20 |
| BEGINNERS' FRENCH II A continuation of the beginners' course in French (LCSU1F11 or LCSU1F14). Can be taken in any year, but not by final-year LCS students. Students with a GCSE grade C or below (or equivalent experience) may join this module. (Alternative slots may be available depending on student numbers). This module has three contact hours per week. | LCSS4014B | 20 |
| BEGINNERS' GERMAN I This module is for students at beginnersâ level who have little or no prior experience of German. The module will develop studentsâ 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. This module has three contact hours per week. | LCSS4018A | 20 |
| BEGINNERS' GERMAN II A continuation of the beginnersâ course in German (LCSU1G11). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module cannot be taken by final-year LCS students. This module has two or three contact hours per week (dependent on enrolments) | LCSS4019B | 20 |
| BEGINNERS' GREEK I This module is for students at beginnersâ level who have little or no prior experience of Greek. The module will develop studentsâ 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 Greek is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4036A | 20 |
| BEGINNERS' GREEK II A continuation of Beginners' Greek I. Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4037B | 20 |
| BEGINNERS' ITALIAN I This module is for students at beginnersâ level who have little or no prior experience of Italian. The module will develop studentsâ 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 Italian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4038A | 20 |
| BEGINNERS' ITALIAN II A continuation of the beginnersâ course in Italian (LCSU1OI1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4039B | 20 |
| BEGINNERS' JAPANESE I This module is for students at beginnersâ level who have little or no prior experience of Japanese. The module will develop studentsâ 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 Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4040A | 20 |
| BEGINNERS' JAPANESE I (SPRING START) This module is for students at beginners' level who have little or no prior experience of Japanese. 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 Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4042B | 20 |
| BEGINNERS' JAPANESE II A continuation of the beginnersâ course in Japanese (LCSU1OJ1 or LCSU1OJ4). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4041B | 20 |
| BEGINNERS' RUSSIAN I This module is for students at beginnersâ level who have little or no prior experience of Russian. The module will develop studentsâ 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 Russian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4043A | 20 |
| BEGINNERS' RUSSIAN II A continuation of the beginnersâ course in Russian (LCSU1OR1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4044B | 20 |
| BEGINNERS' SPANISH I This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ 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 has three contact hours per week. | LCSS4022A | 20 |
| BEGINNERS' SPANISH I (SPRING START) This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ 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 is a repeat of module LCSU1H11 for those who wish to start their course in the Spring. This module is not available to LCS students. This module has three contact hours per week. | LCSS4024B | 20 |
| BEGINNERS' SPANISH II A continuation of the beginnersâ course in Spanish (LCSU1H11 or LCSU1H14). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4023B | 20 |
| HIGHER ADVANCED ENGLISH I This course is suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5043A | 20 |
| HIGHER ADVANCED ENGLISH II This course is a continuation of higher advanced 1, suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5044B | 20 |
| INTERMEDIATE ARABIC I An intermediate course in Arabic for those students who have taken Beginners' Arabic I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5035A | 20 |
| INTERMEDIATE ARABIC II A continuation of the intermediate course in Arabic (LCSU2OA1). This module has three contact hours per week. Alternative slots may be available depending on enrolment. | LCSS5036B | 20 |
| INTERMEDIATE FRENCH I This is an intermediate course in French and is intended for students who have enough pre-A-Level experience of French and wish to develop their knowledge to a standard comparable to A-Level. The module is made up of three elements, each taught for one hour per week: Reading Comprehension, Listening Comprehension, and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. The module is not available to students with AS or A-Level French. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) | LCSS5050A | 20 |
| INTERMEDIATE FRENCH II A continuation of LCSU2F95. (Alternative slots may be available depending on student numbers.) | LCSS5032B | 20 |
| INTERMEDIATE GERMAN I An intermediate course in German for those students who have taken Beginners' German I and II or who have a GCSE or an AS level grade D (or below) in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 consists of three contact hours per week. | LCSS5051A | 20 |
| INTERMEDIATE GERMAN II A continuation of LLTU2G97. Open for students with AS-Level (below grade C). | LCSS5033B | 20 |
| INTERMEDIATE GREEK I An intermediate course in Greek for those students who have taken Beginners' Greek I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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. | LCSS5057A | 20 |
| INTERMEDIATE GREEK II A continuation of the Intermediate Greek I. This module has three contact hours per week. | LCSS5037B | 20 |
| INTERMEDIATE ITALIAN I An intermediate course in Italian for those students who have taken Beginners' Italian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5039A | 20 |
| INTERMEDIATE ITALIAN II An intermediate course in Italian for those with no more than GCSE, O-Level or Beginners' Italian. A continuation of LLTU2OI1. Can be taken in any year. NB: orals are arranged separately. | LCSS5040B | 20 |
| INTERMEDIATE RUSSIAN I An intermediate course in Russian for those students who have taken Beginners' Russian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5058A | 20 |
| INTERMEDIATE RUSSIAN II A continuation of the intermediate course in Russian (LCSU2OR1). This module has three contact hours per week. | LCSS5038B | 20 |
| INTERMEDIATE SPANISH I An intermediate course in Spanish for those students who have taken Beginners' Spanish I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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. Students will attend a seminar and a one hour oral. | LCSS5052A | 20 |
| INTERMEDIATE SPANISH II A continuation of LLTU2H11. Alternative slots available depending on student numbers. | LCSS5034B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4031A | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START) A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4033B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE II A continuation of Introduction to British Sign Language I and Introduction to British Sign Language I (Spring Start). Teaching and learning strategies continue with the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. It is designed to provide students with a follow-on in their understanding awareness of life, culture and use of equipment in the Deaf World. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4032B | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/I A basic module in post A-Level German (also open for students with AS-Level grade A) consisting of revision and extension of selected areas of advanced grammar and reading and discussion of newspaper articles. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German': "International trade fairs in Germany", depending on student interest and enrolment.) This module is not available to native speakers or those with equivalent competence. | LCSS4020A | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/II A continuation of post A-Level German I consisting of revision and extension of selected areas of advanced grammar and reading of texts and discussion of relevant topics. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German', depending on student interest and enrolment.) Not available to native speakers or those with equivalent competence. | LCSS4021B | 20 |
Compulsory Study
| Name | Code | Credits |
|---|---|---|
| EMPLOYABILITY WORKSHOPS The employability workshops have been created to improve students' self-awareness as potential language and communication studies graduates and employees, and to help them better understand and define what career areas they might be both interested in and suited to. These workshops will help students discover the range of careers available with a languages degree and inform them about entry routes; equip students to research a potential employer and present themselves to them in a professional way; give students the confidence to go out there and organise some work experience/apply for Graduate level jobs; improve students' approach to applications, including application forms, CVs and covering letters; improve students' approach to interview preparation and performance; help students develop a plan of action that will turn dreams and aspirations into reality. This module is for LCS students only. | LCSW5042A | 0 |
| LANGUAGE AND CULTURE WORKSHOPS Language and Culture Workshops are aimed at developing transferable skills in the domains of enterprise and engagement. Students are encouraged to work on their own projects in groups and they get involved in all aspects of project realisation, such as planning, organisation, presentation, leadership, team work, and decision-making. The workshops are particularly envisaged as a platform for enhancing employability prospects of students. They are not assessed in terms of grades but each student is awarded a participation certificate showcasing the specific skills acquired as well as personal achievements, responsibilities and individual contribution to the project as a whole, which provides the student with both practical examples and evidence in writing that can be used to demonstrate qualifications in job applications. This module is for LCS students only. | LCSW5041B | 0 |
Option A Study (40 credits)
Students will select 40 credits from the following modules:
Students taking Ab Initio will take LCSJ5013Y, students taking Post-GCSE will take LCSJ5014Y and students taking Post A-level will take both LCSJ5055A and LCSJ5056B. This range will be treated as compulsory.
| Name | Code | Credits |
|---|---|---|
| JAPANESE AB INITIO HONOURS II This year-long module is for year two Ab Initio students and is the continuation of LCS-1J5Y Ab Initio Honours I. 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 learning skills in preparation for the year abroad. 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 context, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. | LCSJ5013Y | 40 |
| JAPANESE POST GCSE II This year long module is for Year 2 post-GCSE entry students and is the continuation of LCS-1J7Y Post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. | LCSJ5014Y | 40 |
| MODERN JAPANESE LANGUAGE HONOURS 2/I This semester-long Japanese language module is compulsory for all second-year Single Honours Japanese students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5055A | 20 |
| MODERN JAPANESE LANGUAGE HONOURS 2/II This semester-long module is compulsory for all second-year Japanese Honours students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5056B | 20 |
Option B Study (60 credits)
Students will select 60 credits from the following modules:
If students take a LCSS4* or LCSS5* module in Semester 1, this must be followed by the continuation LCSS4* or LCSS5* module in Semester 2.
| Name | Code | Credits |
|---|---|---|
| BEGINNERS' ARABIC I This is the first part of a beginners' course in Arabic assuming no prior knowledge of the language. The module aims to develop the ability to use Arabic effectively in everyday practical situations with speakers of Arabic both in the UK and overseas. Alternative and additional slots may be available, depending on enrolment. | LCSS4029A | 20 |
| BEGINNERS' ARABIC II/IMPROVERS This is the second part of a beginners' course in Arabic following on from Beginners' Arabic I (LCSS4029A). Students with a GCSE grade C or below (or equivalent experience) may join this module. Alternative slots may be available, depending on student numbers. | LCSS4030B | 20 |
| BEGINNERS' CHINESE I This module is for students at beginnersâ level who have little or no prior experience of Chinese. The module will develop studentsâ 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 Chinese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4034A | 20 |
| BEGINNERS' CHINESE II A continuation of the beginnersâ course in Chinese (LCSU1OC1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4035B | 20 |
| BEGINNERS' FRENCH I This module is for students at beginnersâ level who have little or no prior experience of French. The module will develop studentsâ 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 French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4013A | 20 |
| BEGINNERS' FRENCH I (SPRING START) This module is for students at beginners' level who have little or no prior experience of French. 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 French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4015B | 20 |
| BEGINNERS' FRENCH II A continuation of the beginners' course in French (LCSU1F11 or LCSU1F14). Can be taken in any year, but not by final-year LCS students. Students with a GCSE grade C or below (or equivalent experience) may join this module. (Alternative slots may be available depending on student numbers). This module has three contact hours per week. | LCSS4014B | 20 |
| BEGINNERS' GERMAN I This module is for students at beginnersâ level who have little or no prior experience of German. The module will develop studentsâ 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. This module has three contact hours per week. | LCSS4018A | 20 |
| BEGINNERS' GERMAN II A continuation of the beginnersâ course in German (LCSU1G11). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module cannot be taken by final-year LCS students. This module has two or three contact hours per week (dependent on enrolments) | LCSS4019B | 20 |
| BEGINNERS' GREEK I This module is for students at beginnersâ level who have little or no prior experience of Greek. The module will develop studentsâ 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 Greek is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4036A | 20 |
| BEGINNERS' GREEK II A continuation of Beginners' Greek I. Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4037B | 20 |
| BEGINNERS' ITALIAN I This module is for students at beginnersâ level who have little or no prior experience of Italian. The module will develop studentsâ 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 Italian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4038A | 20 |
| BEGINNERS' ITALIAN II A continuation of the beginnersâ course in Italian (LCSU1OI1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4039B | 20 |
| BEGINNERS' JAPANESE I This module is for students at beginnersâ level who have little or no prior experience of Japanese. The module will develop studentsâ 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 Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4040A | 20 |
| BEGINNERS' JAPANESE I (SPRING START) This module is for students at beginners' level who have little or no prior experience of Japanese. 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 Japanese is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4042B | 20 |
| BEGINNERS' JAPANESE II A continuation of the beginnersâ course in Japanese (LCSU1OJ1 or LCSU1OJ4). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4041B | 20 |
| BEGINNERS' RUSSIAN I This module is for students at beginnersâ level who have little or no prior experience of Russian. The module will develop studentsâ 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 Russian is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This module has three contact hours per week. | LCSS4043A | 20 |
| BEGINNERS' RUSSIAN II A continuation of the beginnersâ course in Russian (LCSU1OR1). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4044B | 20 |
| BEGINNERS' SPANISH I This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ 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 has three contact hours per week. | LCSS4022A | 20 |
| BEGINNERS' SPANISH I (SPRING START) This module is for students at beginnersâ level who have little or no prior experience of Spanish. The module will develop studentsâ 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 is a repeat of module LCSU1H11 for those who wish to start their course in the Spring. This module is not available to LCS students. This module has three contact hours per week. | LCSS4024B | 20 |
| BEGINNERS' SPANISH II A continuation of the beginnersâ course in Spanish (LCSU1H11 or LCSU1H14). Students with a GCSE grade C or below (or equivalent experience) may join this module. This module has three contact hours per week. It cannot be taken by final-year LCS students. | LCSS4023B | 20 |
| CONTEMPORARY JAPANESE CULTURE AND SOCIETY FROM NORTH TO SOUTH Japan is often seen as a homogenous society, and Japanese themselves sometimes think like this. In reality, however, there are several ethnic minorities and migrant populations living in Japan. Besides, Japanese communities from north to south have developed their own particular cultures and identities. Japan is a multicultural society with different and sometimes conflicting value systems. This module offers a diversity of perspectives on Japan by focusing in on the local cultures of different cities and regions. Its aim is to equip students with good knowledge and understanding of contemporary Japanese identity, culture and society. | LCSJ5012A | 20 |
| DISCOURSE AND SOCIETY (LEVEL 2) Discourse analysis is concerned with how sequences of sentences can be understood as both coherent and meaningful. Language occurs in specific social situations, among specific social actors and for a variety of purposes. Discourse analysis is concerned with the ways in which language in use is tied to its context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with analytical tools that can be fruitfully applied to the study of a variety of texts (e.g. media, advertising, politics, education, business, creative writing) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyze a variety of texts both for class discussion and for their final project. This module will be taught by a two hour lecture/seminar. | LCSL5020A | 20 |
| EUROPEAN LITERATURE: ENCOUNTERS WITH 'OTHERNESS' This module explores critical, aesthetic and thematic issues in a selection of texts originally published in languages other than English, with the aim of investigating some key features and major preoccupations of twentieth century 'European' literature. The focus will be firstly on aspects of the individual as 'other' , and secondly on the ways in which such conditions find expression in new, 'other' forms of writing. General issues to be explored include the nature of narrative, the role of the reader, styles of writing, difficulty, intertextuality, and the implications or 'otherness' of reading in translation. Writers to be studied may include Kafka, Rilke, Sartre, De Beauvoir, Camus, Queneau, Robbe-Grillet, Sarraute, Calvino and Sebald. Assessment is by means of an individually chosen project, supported by individual and group tutorials. The module may be of particular interest to people who have taken LDCE2Z15 modernism. | LDCL5033B | 20 |
| HIGHER ADVANCED ENGLISH I This course is suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5043A | 20 |
| HIGHER ADVANCED ENGLISH II This course is a continuation of higher advanced 1, suitable for people who already have an advanced knowledge of English (grade 6 IELTS or above/Strong B2 CEF (Common European Framework)) but would like to improve or consolidate their skills to reach a more competent level equivalent to grade 7.5/8.0 IELTS/C1/C2 CEF. The course will allow you to understand with ease virtually everything heard or read. You will practise summarising information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. You will learn how to express yourself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. This module will also look at cultural aspects of English and the dynamic nature of English as a global language. You MAY NOT enrol on this module if you already have a knowledge of English equivalent to 7.5/8.0 IELTS/C1/C2 CEF or above. | LCSS5044B | 20 |
| INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 2) This module prepares students to become effective communicators in intercultural settings, especially focusing on multilingual business management, multinational companies and work within multicultural teams. The aim is that the student will develop intercultural competence, a crucial skill in our globalised world. In order to acquire this, different strategies should be fostered, such as seeking commonalities with others, overcoming stereotyping and prejudice, and developing flexibility and openness. Practical activities in small groups will be held in classroom sessions, with a special focus on intercultural communication problems in business. Theoretical approaches to intercultural communication will be provided in order to understand how to be successful in communication across cultures and to solve intercultural conflicts in Business contexts. Some of the benefits of being aware of intercultural communication are the ability to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. Assessment will be commensurate with level. | LCSC5045A | 20 |
| INTERCULTURAL COMMUNICATION IN PRACTICE (LEVEL 2) This 20 credit level 2 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and public lectures. During the public lectures, invited practitioners will introduce students to how intercultural communication operates in specific organisations. Assessment, which includes a critical report on an authentic intercultural interaction and an essay, is commensurate with a 20 credit level 2 module. | LCSC5001B | 20 |
| INTERMEDIATE ARABIC I An intermediate course in Arabic for those students who have taken Beginners' Arabic I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5035A | 20 |
| INTERMEDIATE ARABIC II A continuation of the intermediate course in Arabic (LCSU2OA1). This module has three contact hours per week. Alternative slots may be available depending on enrolment. | LCSS5036B | 20 |
| INTERMEDIATE FRENCH I This is an intermediate course in French and is intended for students who have enough pre-A-Level experience of French and wish to develop their knowledge to a standard comparable to A-Level. The module is made up of three elements, each taught for one hour per week: Reading Comprehension, Listening Comprehension, and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. The module is not available to students with AS or A-Level French. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) | LCSS5050A | 20 |
| INTERMEDIATE FRENCH II A continuation of LCSU2F95. (Alternative slots may be available depending on student numbers.) | LCSS5032B | 20 |
| INTERMEDIATE GERMAN I An intermediate course in German for those students who have taken Beginners' German I and II or who have a GCSE or an AS level grade D (or below) in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 consists of three contact hours per week. | LCSS5051A | 20 |
| INTERMEDIATE GERMAN II A continuation of LLTU2G97. Open for students with AS-Level (below grade C). | LCSS5033B | 20 |
| INTERMEDIATE GREEK I An intermediate course in Greek for those students who have taken Beginners' Greek I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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. | LCSS5057A | 20 |
| INTERMEDIATE GREEK II A continuation of the Intermediate Greek I. This module has three contact hours per week. | LCSS5037B | 20 |
| INTERMEDIATE ITALIAN I An intermediate course in Italian for those students who have taken Beginners' Italian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5039A | 20 |
| INTERMEDIATE ITALIAN II An intermediate course in Italian for those with no more than GCSE, O-Level or Beginners' Italian. A continuation of LLTU2OI1. Can be taken in any year. NB: orals are arranged separately. | LCSS5040B | 20 |
| INTERMEDIATE RUSSIAN I An intermediate course in Russian for those students who have taken Beginners' Russian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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 has three contact hours per week. | LCSS5058A | 20 |
| INTERMEDIATE RUSSIAN II A continuation of the intermediate course in Russian (LCSU2OR1). This module has three contact hours per week. | LCSS5038B | 20 |
| INTERMEDIATE SPANISH I An intermediate course in Spanish for those students who have taken Beginners' Spanish I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. 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. Students will attend a seminar and a one hour oral. | LCSS5052A | 20 |
| INTERMEDIATE SPANISH II A continuation of LLTU2H11. Alternative slots available depending on student numbers. | LCSS5034B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4031A | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START) A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4033B | 20 |
| INTRODUCTION TO BRITISH SIGN LANGUAGE II A continuation of Introduction to British Sign Language I and Introduction to British Sign Language I (Spring Start). Teaching and learning strategies continue with the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. It is designed to provide students with a follow-on in their understanding awareness of life, culture and use of equipment in the Deaf World. Assessment is based on a Sign Language conversation and in-class assessments. | LCSS4032B | 20 |
| INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 2) Japanese popular culture is becoming increasingly influential around the world. Important current manifestations are J-Pop (Japanese popular music), manga, anime, cospre (costume-play), computer games, and ketai-shosetsu (short novels for mobile phones). For understanding young Japanese and their relation to society, knowledge of Japanese popular culture is key. The aim of this module is to make students familiar with contemporary Japanese mass culture through consumption experiences, case studies and their analysis from socio-anthropological and historical perspectives. | LCSJ5046B | 20 |
| JAPAN THROUGH THE EYE OF A LENS This module examines Japanese society and politics through Japanese film and TV programmes. It will enable you to further your knowledge of Japanese language and cultural products. How, for example, did Japanese TV respond to the catastrophic Tohoku earthquake in 2011? How did new programmes report this tragic fact, and how did Japanese politicians react to emerging issues? What attitudes about gender and family do popular Japanese dramas reflect? In this module we aim to understand Japanese modern life, identity and policy. Each theme will be supported by relevant written texts. | LCSJ5011B | 20 |
| LANGUAGE AND GENDER (LEVEL 2) This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). | LCSL5018B | 20 |
| LANGUAGE AND POLITICS (LEVEL 2) This module provides an opportunity for students to investigate a particular aspect of language - the use and control of a language in relation to power, both within formal political institutions and in the broader public sphere. The module looks at the linkage between language and nation, at censorship, propaganda, patriotism and xenophobia. It places particular emphasis on the acquisition of linguistic tools that will enhance students' ability to analyse varieties of political discourse in action, including parliamentary discourse, political speeches and the numerous forms of media involvement in political processes. | LCSL5015B | 20 |
| LANGUAGE AND SOCIETY (LEVEL 2) 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 techniques of research. Issues covered include: language and social class, language and gender, language and education, code-switching, pidgins and creoles. 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. This module will be taught by a two hour lecture/seminar. | LCSL5017B | 20 |
| LANGUAGE CONTRASTS AND TRANSLATION (LEVEL 2) This module will provide a comprehensive overview of the key language contrasts relevant in the process of translation. It will focus on those aspects of various languages that are similar to English as well as those that are different in order to reveal the points of language-driven facilitation in translation as well as language-induced obstacles together with strategies how to surmount them. An introduction to the basic linguistic terminology relevant for applied translation will be the starting point. Diverse language typologies based on different linguistic level (morphology, syntax and semantics) will be presented and exemplified, using illustrative examples for the languages relevant to the students in the class. The topics covered would include the central grammatical categories (articles, modifiers, word-order, etc.) in the languages that the students are working on (e.g. French, Spanish, Italian, German, Russian, Chinese and others, depending on the intake). Students will be encouraged to make their own inference and check-list of points where the languages they work on differ based on the different typologies. We shall establish the use of a typological classification as a predictive tool in approaches to translation in a variety of applied contexts. The students will be introduced to essential research techniques that are of consequence for translation choices (eg, the use of corpora frequencies to detect the specifics of use for words, constructions and sentences in different languages). They will be taught to write argumentative essays and incited to develop their research skills and critical acumen. They will be encouraged to produce their own examples from original texts they choose to work on. The aim of this module is to equip students with the necessary knowledge of how different languages work in terms of their basic features at all levels of analysis (morphology, syntax, semantics and pragmatics) in order to enable more efficient and justified translation choices in different multilingual scenarios (commercial, legal, scientific, and others). Overall, this module is a study platform that would offer a solid theoretical background for select aspects of linguistic knowledge that is relevant to applied translation, including discussion of translation choices, errors in translation stemming from language contrasts or methodology in research and professional work. There will be opportunity for hands-on practical work in class, which would exemplify the application of theory to practice in a direct and straight-forward way. This module is also a springboard for potential MA cohort (MAATS and MAFLANT in particular). | LCST5047B | 20 |
| LANGUAGE IN ACTION (LEVEL 2) 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. This module will be taught by a two hour lecture/seminar. | LCSL5019A | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/I A basic module in post A-Level German (also open for students with AS-Level grade A) consisting of revision and extension of selected areas of advanced grammar and reading and discussion of newspaper articles. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German': "International trade fairs in Germany", depending on student interest and enrolment.) This module is not available to native speakers or those with equivalent competence. | LCSS4020A | 20 |
| POST A-LEVEL GERMAN LANGUAGE 1/II A continuation of post A-Level German I consisting of revision and extension of selected areas of advanced grammar and reading of texts and discussion of relevant topics. Its aim is to develop competence in all areas of spoken and written German. (The module may contain a component of 'Business German', depending on student interest and enrolment.) Not available to native speakers or those with equivalent competence. | LCSS4021B | 20 |
| SUBTITLING AND DUBBING (LEVEL 2) This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-3T17. | LCST5022A | 20 |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 2) This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. | LCST5026B | 20 |
| THE CONSTRUCTION OF NEWS (LEVEL 2) The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. 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 'read' news media in a very different way to before. | LCSL5016B | 20 |
| TRANSLATION AND ADAPTATION (LEVEL 2) This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and inter and intra-lingual work will be examined. The module is open to students who do not have a foreign language. Assessment commensurate with level. Taught with LCS-3T22. | LCST5024B | 20 |
| TRANSLATION ISSUES ACROSS MEDIA (LEVEL 2) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-3T25. Assessment commensurate with level. | LCST5031A | 20 |
| TRANSLATION WORK EXPERIENCE (LEVEL 2) The module builds on partnership with public services locally and abroad to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation from, and into English, of information for local museums or museums in France or Spain). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled, other commitments to be arranged. Taught with LCS-3T15. This module is only available to Post A-level language students. | LCST5023A | 20 |
Option C Study (20 credits)
Students will select 20 credits from the following modules:
Students are required to select a further 20 credits, which may be from any Options Range referred to above or other available module from the Faculty of Humanities. Students may not take a subsidiary language from this Option Range.
| Name | Code | Credits |
|---|---|---|
| "SPACE, TIME AND REALITY AMONG THE GREEKS" 2500 years ago Parmenides invented metaphysics by arguing that there is one thing that never changes. Plato responded with a theory of Forms, stable realities quite unlike the world of appearances. But later in his life he attacked that theory. Why? And did Aristotle have a better answer to how reality relates to other things in this world? This module explores some of the most influential texts in the field and provides a sound foundation in central themes from classical philosophy. This module is offered biennially. | PHI-5007A | 20 |
| "THE ARTS IN BRITAIN FROM SUTTON HOO TO THE BOOK OF KELLS, c. 600-850" This module will focus on the visual arts and architecture in the British Isles beginning with the age of Sutton Hoo and the arrival of Christianity from Ireland and Rome. The formation of new kingdoms, the establishment of the church, contacts with Continental Europe and the enduring life of indigenous cultural traditions all contributed to the development of extraordinarily various, inventive and sophisticated new visual paradigms, in building, in stone carving, metalwork and the arts of the book. | ART-5021A | 20 |
| 17TH-CENTURY WRITING: RENAISSANCE, REVOLUTION, RESTORATION This module explores 17th-Century writing in diverse forms, familiar and unfamiliar: the masque, poetry, prose fiction, political prose and the antecedents of what we now call 'journalism'. We will consider the place of these works in society and in their intellectual and cultural contexts, and examine the traffic between literary writing and broader (popular?) print culture. | LDCL5042A | 20 |
| 19TH CENTURY AMERICAN WRITING This module aims to build on and develop your knowledge of the range of American literature in the nineteenth century. We will consider the rise of a distinctly American literary tradition in modes like realism, the gothic, romanticism, naturalism and the detective story, looking to make new connections both among writers and between literature and such larger issues as slavery, economics and feminism. | AMSL5012A | 20 |
| 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 Emersonâs 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 âmainstreamâ and in more avant-garde (or âexperimentalâ) 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 âgroupingsâ and canon-formation, are instrumental in determining what we choose to see as Americaâs 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 âtastesâ of America across the century have delivered it the sorts of poetry it deserves. | AMSL5011B | 20 |
| ADAPTATION: SHAKESPEARE ON STAGE AND SCREEN This module explores the rich dramatic and cinematic traditions of Shakespearean adaptation. It considers a range of adaptations, from the seventeenth-century restoration versions of Macbeth, King Lear and The Tempest to more recent film versions of Shakespeare's plays, examining the light that adaptive transformations may cast on both the original plays and on the different social and cultural circumstances of the new productions. Through exploration of specific adaptations of Macbeth, King Lear and Henry V, The Tempest, A Midsummer Night's Dream and Hamlet, the module explores the place of Shakespeare's plays on the Caribbean stage, in Japanese film, in Germany and Britain in the 1930s and 1940s, and in more contemporary twentieth and twenty-first-century culture. | LDCD5021A | 20 |
| ADOLESCENCE IN AMERICAN CULTURE POST-1950 This module will suggest that there is a preoccupation with adolescence in postwar and contemporary American culture, and will explore why this is the case. It will do so by introducing students to representations of adolescence in various disciplines, focusing particularly on literature, film, psychoanalysis and cultural studies. Questions to be explored will include: What is 'American' about adolescence? How do representations of adolescence vary according to factors such as gender, race and region? Is there a particular discipline or artistic form which is especially suited to depictions of adolescence? | AMSS5025A | 20 |
| AESTHETICS This module will explore some of the major themes and problems in aesthetics and the philosophy of art, asking questions about the value of art, aesthetic experience and judgement, artistic creativity, interpretation and representation. The module begins by looking at Platoâs reflections on the place of the arts in society and includes an exploration of classics of the 18th and 19th Century aesthetic tradition such as Humeâs Of the Standard of Taste, Kantâs Critique of the Power of Judgment, and Nietzsche The Birth of Tragedy, as well as more contemporary works from various traditions. We end with a reading of one of the most influential essays on art in the last century, Heideggerâs Origin of the Work of Art, drawing together and attempting to reappraise many of the issues tackled in the module as a whole. | PHI-5021B | 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. | AMSH5001A | 20 |
| AMERICA IN THE WORLD: THE HISTORY OF U.S. FOREIGN RELATIONS This course offers a critical introduction to understanding Americaâs role in the world. It provides historical and political analyses of U.S. foreign relations, looking at the themes and traditions that have shaped Americaâs increasing influence in global affairs during the twentieth century up to the present day. From the war of 1898 to the conflicts of the early twenty-first century, it examines how and why the U.S. relationship to the world has changed. Has the United States helped or harmed the rest of the world during its rise to world power? In discussing foreign relations, the course analyses political and diplomatic elites, but also, the role of foreign actors and private organisations, from religious groups to citizen organisations to NGOs, in defining America in the world. | AMSH5031A | 20 |
| AMERICA IN THE WORLD: THE HISTORY OF U.S. FOREIGN RELATIONS This module offers a critical introduction to understanding Americaâs role in the world. It provides historical and political analyses of U.S. foreign relations, looking at the themes and traditions that have shaped Americaâs increasing influence in global affairs during the twentieth century up to the present day. From the war of 1898 to the conflicts of the early twenty-first century, it examines how and why the U.S. relationship to the world has changed. Has the United States helped or harmed the rest of the world during its rise to world power? In discussing foreign relations, the course analyses political and diplomatic elites, but also, the role of foreign actors and private organisations, from religious groups to citizen organisations to NGOs, in defining America in the world. It also engages with important contemporary trends in the historiography of U.S. foreign policy â regarding race, gender, modernization, and the âcultural turnâ â and connects these to emerging trends in the fields of American Studies and international relations. This module will be co-taught between the schools of PSI and AMS, with the teaching shared by Dr David Milne and Dr Kaeten Mistry. | PSI-5025A | 20 |
| AMERICAN ART AND AMERICAN PHOTOGRAPHY 1900-1950 This unit examines the relations between art and photography in the United States in the first half of the 20th century. The central debate in American modernism has concerned the role of the medium and considering photography in relation to the other visual arts permits a reassessment of this debate. Artists and photographers examined include Alfred Stieglitz, Georgia OâKeeffe, Marcel Duchamp, Diego Rivera and Walker Evans. | ART-5023B | 20 |
| AMERICAN MASCULINITIES This interdisciplinary module will examine how national identity and white masculinity are entwined in a conflicting discourse of hegemonic and challenging narratives in the US. It will focus on a specific construction of white masculinity as it has become embedded and legitimized as the normative national identity against which all others are subordinated. The module will examine gender discourses that radically challenge this accepted link between masculinity, whiteness and national identity. | AMSS5018B | 20 |
| AMERICAN MATERIAL CULTURE The perceived abundance of natural resources in North America, combined with the scarcity of labour, has affected nearly every feature of the Americansâ material life. Devoting separate weeks to an examination of housing, food production, transport and clothing, this module surveys American material culture from the colonial period to the present. | AMSS5021B | 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." | AMSS5023A | 20 |
| AMERICAN PARIS BETWEEN THE WARS This module introduces some of the styles, ideas and ideologies of trans-Atlantic modernism as elements in the creation of a myth. It centres on the American expatriate colony in Paris and, from this, works to contextualise and re-imagine some of the century's most notorious literary and artistic moments. Initial studies of the little magazines, manifestos, publishers, painters and photographers provide a sense of the driving political and aesthetic energies of the period, while the module's middle weeks uses this context to re-read a group of expatriate novels. The final three weeks of the course shifts the emphasis to considerations of memory, memoir and the construction of myth. | AMSL5014A | 20 |
| AMERICAN PARIS BETWEEN THE WARS This module introduces some of the styles, ideas and ideologies of trans-Atlantic modernism as elements in the creation of a myth. It centres on the American expatriate colony in Paris and, from this, works to contextualise and re-imagine some of the century's most notorious literary and artistic moments. Initial studies of the little magazines, manifestos, publishers, painters and photographers provide a sense of the driving political and aesthetic energies of the period, while the module's middle weeks uses this context to re-read a group of expatriate novels. The final three weeks of the course shifts the emphasis to considerations of memory, memoir and the construction of myth | AMSL5033B | 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. | AMSL5013A | 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 âanimationâ 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. | FTMF5004A | 20 |
| ARCHAEOLOGICAL FIELD METHODS The aim of this module is to provide students interested in archaeology with a good grounding in field practice. This module builds on what you learned in Introduction to Archaeology by reinforcing your understanding of the archaeological process. You will examine the principles of archaeological field techniques, including desk-based data gathering, field prospection, post-excavation analyses and dissemination. Archaeology is a discipline that relies upon the successful integration of the largely scientific act of data collection (fieldwork and subsequent analyses) against the largely theoretical and conceptual elements of interpreting the archaeological record. Getting the balance right is a perennial issue and one that will be explored in this module. The module is tutorial based but students will be expected to undertake some practical work during the semester. | ART-5006B | 20 |
| ART AND ARCHITECTURE IN VENICE The fascination that Venice holds for many is intensified by the cityâs fragility. Once the centre of a vast empire, the city is sinking as the waters of the Adriatic rise and the resident population continues to dwindle. As the lagoon city crumbles, it has been recreated in the desert of Las Vegas as âa Venice more real than Venice itself.â The model for this new development was the stunning topography of the Renaissance city, then a commercial and cultural crossroads. Venice was described as the âtheatre of the worldâ: a stage teeming with people âwho come together from various nations, in fact from all of the world.â Protected against foreign invasions by its strategic site, Venice maintained its independence for a millennium until the entry of Napoleon in 1797. The remarkable longevity of this maritime republic was sustained by its mixed constitution and an array of rituals, institutions, and artworks designed to promote social order and guard against internal strife. This module provides a foundation for the study of Venetian art and architecture undertaken in Venice for 14 days in the co-requisite module ART-2V10. It is an introduction to the history of the city, its architecture and art and to a number of related contexts, economic, political, social and cultural. We will examine the distinctive pictorial and architectural traditions and innovative strategies developed by artists and architects including the Bellini, Giorgione, Lotto, Titian, Tintoretto, Veronese, Codussi, Sansovino, Palladio and Longhena. Civic ritual, costume and printed imagery are further areas of inquiry with which to explore issues of identity, ethnicity, technology, tourism, festivals, and popular culture. | ART-5007B | 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. | LDCD5052A | 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, coursework and in the examination. | LDCL5035B | 20 |
| BORDERLANDS OF THE AMERICAN SOUTHWEST Identified as the site âwhere the Third World grates against the First and bleedsâ, the US-Mexico border quite literally embodies the tense economic, historical and socio-political relationship between America and Mexico. This module provides an interdisciplinary reading of the Borderlands of the American Southwest, analysing a diverse range of literary texts, films and documentaries, art and performance art, and political essays that present conflicting images and experiences of âAmericaâ from both the United States and Mexico. The border will be analysed not just as the point that divides âcivilisationâ from âsavageryâ, but as an ongoing and established point of social and economic conflict, where traditional frontier ideology interacts with the ramifications of âimmigrationâ, and with 1994 North American Free Trade Agreement (NAFTA). Topics for discussion will include lawlessness and law enforcement, violence and horror, illegal aliens and border crossing, myths and frontiers, NAFTA and economics, and the potentials and pitfalls of a borderland hybridity. | AMSS5037A | 20 |
| BRITAIN AND EUROPE The UKâs relationship with its continental European neighbours has historically been fraught with tension and difficulty. This module investigates and attempts to explain Britainâs ambivalent attitude towards European integration and considers competing visions of Britainâs post-war destiny. It tracks, through examination of internal debates in the two main political parties, the UKâs 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 âawkward partnerâ. It also examines the impact of EU membership on British politics and the British political system, assesses the success of Britainâs 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 âEU Studies with Brussels Internshipâ module (PSI-3A72) in Year 3 | PSI-5015B | 20 |
| BRITISH CINEMA AND THE PAST Literary adaptations, historical epics, war films, spoofs, bio-pics and romantic comedies: British films feature a range of filmmaking styles that deal with and represent 'the past'. This module examines the prominent position that period films have occupied within British film culture of the last century. Their enduring popularity 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 films about the past provide escapist entertainment, or do they enable filmmakers (and audiences) to address contemporary concerns? Investigating films such as 'Zulu', 'A Room with a View', 'Elizabeth', the 'Carry On' series and 'The Queen', the module examines the depiction of the past in British cinema from the 1930s to the present. The module is taught by seminar and screening. | FTMF5002B | 20 |
| BRITISH CINEMA SINCE 1990 The period since 1990 has been one of rapid change in the British film industry and this module explores this changing landscape. It will explore key areas including institution (the role of screen agencies, the BFI and key film making institutions such as Aardman, Working Title and Warp films) and policy as well as looking at areas such as genres, stars and directors. We will consider the interplay between the British film industry and the wider global film industry and will draw on a range of both familiar and less well known texts in order to analyse some of the key developments in British cinema during this time and to consider how recent developments such as the closure of the Film Council might impact upon British cinema culture. | FTMF5011A | 20 |
| BRITISH FILM and TELEVISION The module will explore the key issues in the analysis of British film and television. It will cover the conditions of their production, mediation and consumption, while also providing opportunities for close analysis of key texts, figures and periods. For example, it will examine the British film studios and the developing relations between film and television production; it will discuss the claims about the realist tradition within British film and television production, while simultaneously examining the centrality of spectacle within British film and television; it will analyse a range of British genres; it will explore debates over the situation of British stars and directors; it will study the preoccupation with historical materials in British film and television production; and, finally, it will scrutinize the concept of national cinema and observe the importance of international markets to both film and television production, an importance that dates back to the earliest days of both media. THIS MODULE IS AVAILABLE FOR INTERNATIONAL SUMMER SCHOOL STUDENTS ONLY | FTMF5023S | 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 half of the module will focus on meta-theoretical concerns such as how to compare political phenomena and systems, ideas and material explanation, structure and agency, epistemology and ontology. The second part of the module will be concerned with the way in which these issues inform empirical political analysis. It covers the key empirical debates in political science about power, representation, accountability and policy making in the western democracies. | PSI-5020B | 20 |
| CATEGORIES AND CONCEPTS This module introduces students to some of the most significant methodologies (âconceptsâ) in the analysis of art, before considering some of the intellectual âcategoriesâ which have been â and continue to be â 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 weekâs lectures and the weekly class readings which accompany them. | ART-5020B | 20 |
| CINEMA BEYOND HOLLYWOOD Cinema Beyond Hollywood offers students the opportunity to learn about films in relation to cultures from around the world. It introduces a wide range of popular and marginalised national cinemas including examples from Europe, Asia, and the Middle-East in order to challenge student understandings of how cinema works around the world. In this way, this module seeks to expand student horizons beyond the dominant norms of global Hollywood filmmaking. Therefore, during this module students investigate how national, regional, transnational and world cinema labels are used to create alternative spaces for films in a crowded global marketplace for films that reaches from the glamour of the Cannes Film Festival to screenings of films banned at home and smuggled out to international screening venues. Students are also introduced to some of the major frameworks used to analyse the global trafficking in film cultures: from textual analysis, to cultural economics, to ideological and institutional approaches. These will be used by students in their investigations of particular case studies during the semester, and also in project work. | FTMF5024A | 20 |
| COMEDY IN DRAMA How and why does comedy work as idea and as theatrical practice? Going back to the roots of commedia dell'arte and continuing through Moliere in the seventeenth-century, Marivaux in the eighteenth, Oscar Wilde and Alfred Jarry in the 1890s and into the twentieth century with Gombrowicz, Ionesco, Stoppard, Orton, Fo, Churchill and Bennett, this module explores the theory, practice and politics of comedy, encompassing comedy as social critique, comedy of ideas, theatre of the absurd, farce as confrontation, carnival and the grotesque, metatheatre and theatricality. There will be opportunities to view some of the plays on film. Assessment is by means of seminar participation, one piece of textual analysis and one project. Drama students may include a performance element as part of the assessment. | LDCD5017B | 20 |
| COMEDY IN DRAMA How and why does comedy work as idea and as theatrical practice? Going back to the roots of commedia dell'arte and continuing through Moliere in the seventeenth-century, Marivaux in the eighteenth, Oscar Wilde and Alfred Jarry in the 1890s and into the twentieth century with Gombrowicz, Ionesco, Stoppard, Orton, Fo, Churchill and Bennett, this module explores th theory, practice and politics of comedy, encompassing comedy as social critique, comedy of ideas, theatre of the absurd, farce as confrontation, carnival and the grotesque, metatheatre and theatricality. There will be opportunities to view some of the plays on film. Assessment is by means of seminar participation, one piece of textual analysis and one project. Drama students may include a performance element as part of the assessment. | LDCL5055B | 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 | PSI-5027A | 20 |
| COMPARATIVE POLITICS (CW) This is a coursework-only version of PSI-2A45 Comparative Politics. THIS COURSEWORK VERSION IS ONLY AVAILABLE TO VISITING, EXCHANGE AND NON HUM STUDENTS. | PSI-5028A | 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. | ART-5018B | 20 |
| CONSUMER CULTURE AND SOCIETY This module explores the significance of consumption as a major form of social life. Drawing on a variety of theoretical perspectives, including sociology and cultural studies, it examines how taste, style and identity are defined by consumption and explores how consumerism ties in with wider debates about globalisation and geo- politics. In your assignments you will be asked to apply your knowledge of different theoretical perspectives and critically analyse specific examples of consumerism. | PSI-5021B | 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. | AMSL5015B | 20 |
| CONTEMPORARY BRITISH THEATRE (SUMMER SCHOOL) This module offers insights into contemporary British theatre practice, with particular emphasis on seeing, discussing and writing about current examples of classical and contemporary drama in London and the East Anglia region. RESERVED FOR INTERNATIONAL SUMMER SCHOOL STUDENTS ONLY. | LDCD5052S | 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 museumsâ 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. | ART-5011A | 20 |
| CONTEMPORARY JAPANESE CULTURE AND SOCIETY FROM NORTH TO SOUTH Japan is often seen as a homogenous society, and Japanese themselves sometimes think like this. In reality, however, there are several ethnic minorities and migrant populations living in Japan. Besides, Japanese communities from north to south have developed their own particular cultures and identities. Japan is a multicultural society with different and sometimes conflicting value systems. This module offers a diversity of perspectives on Japan by focusing in on the local cultures of different cities and regions. Its aim is to equip students with good knowledge and understanding of contemporary Japanese identity, culture and society. | LCSJ5012A | 20 |
| CONTEMPORARY US FOREIGN POLICY AND INTERNATIONAL AFFAIRS The aim of this module is to introduce students to issues in recent American foreign policy for the most part since the end of the Cold War, though with some reference where appropriate to earlier periods and events. We also examine institutional and political processes in policy-making. The module draws on the disciplines of history, political science and international relations to develop historical awareness along with an understanding of the workings of American political institutions in their international context. | AMSH5007A | 20 |
| CONTEMPORARY WRITING 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. Together with the question of exactly what it means to be contemporary, we shall concentrate on a small number of thematic and/or formal features, looking in particular at more adventurous examples of recent literature. | LDCL5049B | 20 |
| CREATIVE INDUSTRIES RESEARCH INTERNSHIP (AUT) Supervised placements and internships in one or other of the performance orientated creative industries in Britain or elsewhere. As with LDCD2X35, this module is available to students on the three Drama programmes (W400, WQ43 and WW84) in LDC and elsewhere, on prior approval of a viable proposal by the Drama faculty. | LDCD5014A | 40 |
| CREATIVE INDUSTRIES RESEARCH INTERNSHIP (SPR) Supervised placements and internships in one or other of the performance orientated creative industries in Britain or elsewhere. As with LDCD2X36, this module is available to students on the three Drama programmes (W400, WQ43 and WW84) in LDC and elsewhere, on prior approval of a viable proposal by the Drama faculty. | LDCD5015B | 40 |
| CREATIVE INDUSTRIES RESEARCH PROJECT (AUT) Either an extended piece of research and writing on a drama-related topic selected by the individual with the approval of the module organiser, or an approved and supervised solo performance piece. As with LDCD2X20, this module is available to students on the three Drama programmes (W400, WQ43 and WW84) in LDC and elsewhere, on prior approval of a viable proposal by the Drama faculty. | LDCD5019A | 20 |
| CREATIVE INDUSTRIES RESEARCH PROJECT (SPR) Either an extended piece of research and writing on a drama-related topic selected by the individual with the approval of the module organiser, or an approved and supervised solo performance piece. As with LDCD2X20, this module is available to students on the three Drama programmes (W400, WQ43 and WW84) in LDC and elsewhere, on prior approval of a viable proposal by the Drama faculty. | LDCD5020B | 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 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. | LDCC5004B | 20 |
| CREATIVE WRITING: POETRY (AUT) This module enables students to test the range of their abilities as writers of poetry. The first half of the course will be exploratory and practical, using structured exercises and handouts to consider such issues as voice, persona, sound, imagery, metaphor, structure and form. In the second half the emphasis will shift to constructive group discussion of students' own work. Aims: The aim of this module is to develop students' expressive and technical skills in writing poetry and to improve students' abilities as editors and critics of their own and other people's work. | LDCC5003A | 20 |
| CREATIVE WRITING: POETRY (SPR) This module enables students to test the range of their abilities as writers of poetry. The first half of the seminar will be exploratory and practical, using structured exercises and handouts to consider such issues as voice, persona, sound, imagery, metaphor, structure and form. In the second half the emphasis will shift to constructive group discussion of students' own work. Aims: The aim of this module is to develop students' expressive and technical skills in writing poetry and to improve students' abilities as editors and critics of their own and other people's work. | LDCC5007B | 20 |
| CREATIVE WRITING: PROSE FICTION (AUT) This module enables students to test their abilities and potential as writers of prose fiction. It is not intended for beginners, or those with no experience of a formal creative writing environment. The first half of the course will be exploratory and practical, using structured exercises and handouts to consider such issues as character, genre voice, dialogue and point of view. In the second half the emphasis will shift to constructive group discussion of students' own work. Aim: The aim of this module is to develop students' expressive and technical skills in writing prose fiction and to improve students' abilities as editors and critics of their own and other people's work. THIS MODULE IS EXCLUSIVE TO CREATIVE WRITING MINORS, VISITING STUDENTS FROM EQUIVALENT COURSES AND LIT STUDENTS WITH SOME PREVIOUS EXPERIENCE OF CREATIVE WRITING. ALL OTHER STUDENTS SHOULD ENROL ON LDCC2W08/11 CREATIVE WRITING: INTRODUCTION. | LDCC5001A | 20 |
| CREATIVE WRITING: PROSE FICTION (SPR) This module enables students to test their abilities and potential as writers of prose fiction. The first half of the seminar will be exploratory and practical, using structured exercises and handouts to consider such issues as character, genre, voice, dialogue and point of view. In the second half the emphasis will shift to constructive group discussion of students' own work. The aim of this module is to develop students' expressive and technical skills in writing prose fiction and to improve students' abilities as editors and critics of their own and other people's work. THIS MODULE IS EXCLUSIVE TO CREATIVE WRITING MINORS, VISITING STUDENTS FROM EQUIVALENT COURSES AND LIT STUDENTS WITH SOME PREVIOUS EXPERIENCE OF CREATIVE WRITING. ALL OTHER STUDENTS SHOULD ENROL ON LDCC2W08/11 CREATIVE WRITING: INTRODUCTION. | LDCC5006B | 20 |
| CREATIVE WRITING: SCRIPTWRITING (AUT) WW84 STUDENTS TAKE THIS MODULE AND THE SPRING MODULE (LDCC2W24) AS COMPULSORY MODULES. STUDENTS ON OTHER PROGRAMMES MAY TAKE EITHER THE AUTUMN MODULE OR THE SPRING MODULE, BUT NOT BOTH. This module develops students' abilities to invent and understand dramatic texts. Methods include structured exercises in writing drama and the exploration and analysis of a range of plays. Students may specialise in writing for stage/radio or film/television. | LDCC5002A | 20 |
| CREATIVE WRITING: SCRIPTWRITING (SPR) WW84 STUDENTS TAKE THIS MODULE AND THE AUTUMN MODULE (LDCC2W05) AS COMPULSORY MODULES. STUDENTS ON OTHER PROGRAMMES MAY TAKE EITHER THE AUTUMN MODULE OR THE SPRING MODULE, BUT NOT BOTH. This module develops students' abilities to invent and understand dramatic texts. Methods include structured exercises in writing drama and the exploration and analysis of a range of plays. Students may specialise in writing for stage/radio or film/TV. | LDCC5008B | 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 â object biographies â 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 weekâs lectures and the weekly class readings which accompany them. | ART-5019A | 20 |
| CULTURAL THEORY AND ANALYSIS This transdisciplinary module introduces a range of critical approaches to ideas of culture and encourages their assessment and application. As well as literature, we will be examining visual culture (art, film, advertising) and the practice of everyday life. Organised broadly historically and focussing on the twentieth century, we will consider different approaches to 'culture', including key debates around concepts of 'high' and 'low', popular and mass culture, culture and power, culture 'industries', gender and culture, modernism and postmodernism. Theorists to be studied may include Raymond Williams, F.R. Leavis, Walter Benjamin, Theodor Adorno, Roland Barthes, Pierre Bourdieu, Michel Foucallt, Dick Hebdige, Simone de Beauvoir, Judith Butler and Fredric Jameson. The main mode will be seminar discussion, supported by short lectures. | LDCL5032A | 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". | PSI-5011B | 20 |
| DEVISED PERFORMANCE In this course, we will explore the concept of devised performance, in all of its various manifestations, and examine methods to develop devised theatre in the rehearsal room. Exploring the use of non-dramatic texts, thematic structures, storytelling, found text and abstract imagery, this class allows students to study and put into practice the devising techniques of companies such as the Wooster Group, Elevator Repair Service, Complicite, Kneehigh and SITI Company. You will learn about theories of narrative and dramatic structure, and experiment with a range of techniques used to generate material for performance outside of the traditional genre of the "playwright's theatre". THIS MODULE IS RESERVED FOR STUDENTS ON W400, WQ43, WW84, W300 AND W350 ONLY. | LDCD5053A | 20 |
| DISCOURSE AND SOCIETY (LEVEL 2) Discourse analysis is concerned with how sequences of sentences can be understood as both coherent and meaningful. Language occurs in specific social situations, among specific social actors and for a variety of purposes. Discourse analysis is concerned with the ways in which language in use is tied to its context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with analytical tools that can be fruitfully applied to the study of a variety of texts (e.g. media, advertising, politics, education, business, creative writing) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyze a variety of texts both for class discussion and for their final project. This module will be taught by a two hour lecture/seminar. | LCSL5020A | 20 |
| DOING IT YOURSELF: PUNK AND AMERICA Although the exact provenance of âpunkâ 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, punkâs capacity to adopt, appropriate, assimilate, and re-invent a vast and eclectic range of cultural styles, forms, and ideas, as well as its âdo-it-yourself,â 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. | AMSS5020A | 20 |
| DRAMA OUTREACH PROJECT Reserved for students on courses: W400U1, WQ43U1, WW84U1. Group practical theatre work which entails public performance to target audiences in the community or on campus. | LDCD5018B | 20 |
| EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN Ludwig Wittgenstein was one of the most influential philosophers in the 20th century. This module focuses on his early philosophy, especially as articulated in his 'Tractatus', and its background in the thought of Frege and Russell. Central topics discussed are the 'Tractatus' conception of logic and language as well as the nature of philosophical problems and philosophical inquiry, including ethics. Students will benefit most from this module if they are already taken one or both of the following: Philosophy of Mind, Logic and Language. This module is offered biennially. | PHI-5025B | 20 |
| EARLY MEDIEVAL EUROPE This module focuses on the geographical area covered by the Carolingian Empire - that is, the modern territorial units of France, Germany, Italy, and the Benelux countries. It begins in the late sixth century with the Merovingian dynasty and ends with the reform of the Papacy and the first crusade at the end of the 11th century. | HIS-5008A | 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 professionalisation of literature). | LDCL5041A | 20 |
| EMPIRICISTS and RATIONALISTS The module examines the rise of the scientific world-view of early modernity and its philosophical consequences: the philosophical paradoxes to which it gave rise, and the theories of the mind, perception and metaphysics developed to cope with them. The module analyses how the scientific and philosophical work of Galileo, Descartes, Newton, and Boyle shaped this world-view, and follows up how the empiricists, Locke and Berkeley, and the rationalists, Descartes, Spinoza and Leibniz, articulated it and struggled with its paradoxes. The module traces the evolution of modern conceptions of the mind and develops, on this basis, a central line of thought which shaped modern epistemology and metaphysics. The module is biennial. It is taught in Autumn 2013 and again in Autumn 2015. | PHI-5027A | 20 |
| ENVIRONMENTAL PHILOSOPHY Environmental concerns are among the most topical and pressing ones of our time. The aim of this course is to look at some of the philosophical and ethical issues underlying such concerns. In particular, we will ask in what sense it is possible to speak of a moral relationship of humans with their non-human environment. We will focus on understanding whether environmental value is intrinsic or relative to human interests, and look at how this distinction relates to arguments about the nature of our obligations towards other species and the natural environment. Finally, we will also examine some of the specific difficulties that face debates about environmental policy. This module will be offered biennially: it will be taught in Spring 2012, and then again in Spring 2014. | PHI-5024B | 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 LDCE2A02. 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 LDCE2A01. Further details on the ERASMUS scheme are available from the Study Abroad Office. | LDCL5025B | 60 |
| ERASMUS SEMESTER ABROAD A semester abroad at an approved university within the Erasmus network. | ART-5002A | 60 |
| ERASMUS SEMESTER ABROAD A semester abroad at an approved university within the Erasmus network. | ART-5003B | 60 |
| ERASMUS YEAR ABROAD A study year abroad at an approved university within the Erasmus network. | ART-5004Y | 120 |
| 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 EUâs 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. | PSI-5006B | 20 |
| EUROPEAN LITERATURE: ENCOUNTERS WITH 'OTHERNESS' This module explores critical, aesthetic and thematic issues in a selection of texts originally published in languages other than English, with the aim of investigating some key features and major preoccupations of twentieth century 'European' literature. The focus will be firstly on aspects of the individual as 'other' , and secondly on the ways in which such conditions find expression in new, 'other' forms of writing. General issues to be explored include the nature of narrative, the role of the reader, styles of writing, difficulty, intertextuality, and the implications or 'otherness' of reading in translation. Writers to be studied may include Kafka, Rilke, Sartre, De Beauvoir, Camus, Queneau, Robbe-Grillet, Sarraute, Calvino and Sebald. Assessment is by means of an individually chosen project, supported by individual and group tutorials. The module may be of particular interest to people who have taken LDCE2Z15 modernism. | LDCL5033B | 20 |
| FIELDWORK, ART AND ARCHITECTURE IN VENICE WHILE TAKING THIS MODULE YOU MUST TAKE ART-2V08. In this module, two intense weeks will be spent visiting, studying and discussing some of the principal monuments and works of art in the city. Formally and informally we shall inspect and analyse most of the major and some of the minor buildings, paintings and sculptures as well as certain aspects of the topography and urban fabric of Venice. A number of underlying and overarching themes and issues will run through the module, but inevitably the structures of sessions and the lines of inquiry we follow will be dictated by the monuments themselves and by the aspects of their physical presence, materials, shape, design, iconographic content, siting which are most readily and effectively considered on location. As a guide, at current figures we expect the trip to cost in the region of 900 pounds | ART-5008B | 20 |
| FILM AND AUTHORSHIP This module will introduce students to the theory and analysis of authorship within film. In the process, it will introduce students to the key theoretical debates over film authorship before moving on to examine a range of case studies. The module is taught by seminar and is supported by a separate programme of screenings. | FTMF5007B | 20 |
| FILM AND TELEVISION STUDIES SEMESTER ABROAD A Semester Abroad for students in the School of Film and Television Studies. | FTMF5016B | 60 |
| FILM AS PHILOSOPHY The module will present and evaluate the thesis that film not only exemplifies particular philosophical problems, but also provides its own distinctive style of answer to those problems. Students will be encouraged to develop their skills in distinguishing between genres. They will, for example, examine the differences and overlap between film, literature, and drama, and explore the implications of these differences. A range of different kinds of film will be studied. This module is offered biennially. It is taught in Spring 2014 and again in Spring 2016. | PHI-5019B | 20 |
| FILM GENRES Film Genres introduces students to the range of theories and methods used to account for the prevalence of genres within filmmaking. The module investigates historical changes in how film genres have been approached in order to consider how genres have been made use of by industry, critics and film audiences. Genre theories are explored through a range of case studies drawn from one or more of a range of popular American film genres that may include the Western, melodrama, romantic comedy, the road movie, the buddy movie, film noir, the gangster film, the war film and action/adventure film. In exploring concepts and case studies relating to film genres the module aims to demonstrate the impact of genres within contemporary culture. | FTMF5015A | 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 André Bazin, Siegfried Kracauer, Rudolf Arnheim and Bela Bálázs; 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. | FTMF5010A | 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 âremasculinization of Americaâ, 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 âcelluloid Americaâ 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. | AMSS5019A | 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 |
| FROM TRAGIC TO EPIC PERFORMANCE Through readings of classical and neo-classical generic criticism, as well as through an investigation of performance and staging demands, the module examines classical, post-classical and early modern forms of tragedy, and contrasts them with the complex emergent forms of tragicomedy and (later) epic, which, in different ways, re-model or resist the central experience of tragic reception. The course will look at plays selected from different genres, countries and periods, e.g. classical Greek (Sophocles) and Roman (Seneca) French Neoclassical (Racine), Spanish golden age (Lope de Vega Calderon), English Jacobean (Middleton and Rowley, Ford), Japanese Kabuki, post-revolutionary German (from Schiller to Brecht). By positing strategies for reading and performing such plays, it will thus develop a deeper knowledge of stage history and of complex theatrical styles. It will also engage with critical discourse, especially in aesthetics and genre criticism (Zeami, Aristotle, Castelvetro, Dryden, Lessing, Brecht). | LDCD5022A | 20 |
| GENDER AND BRITISH CINEMA This module will focus on gender representations in British cinema from the 1930s up to the 1990s. It will examine key genres such as comedy, horror, adventure film, thriller and costume drama, in terms of their mediation of masculinity and femininity; in doing so it will also offer a general introduction to this particular national cinema, albeit with a fresh and innovative perspective. Providing an opportunity for the sustained study of gender issues in relation to cinema, and taking in a range of historically and thematically diverse films, this module will trace the changing images of men and women in twentieth century British cinema as those films in turn mediated wider changes in British society. | FTMF5025A | 20 |
| GENDER AND SEXUALITY IN THE NEW REPUBLIC This module examines the social construction of gender and sexuality within the United States during the period 1789-1861. It will trace the emerging gendered discourses of the post-revolutionary period, and address their significance to the formation of an American identity during this period. It will also focus upon the ways in which discourses of gender and sexuality interacted with those of race, class and ethnicity. A particular focus will be placed on the competing and contradictory identities that emerged in the northern and southern states, and the course will explore the possible reasons for, and consequences of these differences. | AMSH5002B | 20 |
| GLOBAL POLITICAL ECONOMY This module serves as an introduction to one of the core subfields of international relations, Global Political Economy (GPE), which examines the complex interplay of wealth and power in the evolution of global social order. Students will learn the basics of a political economy approach in evaluating how scarcity and production influence the dynamics of the interstate system. During the semester students will engage with the principal theories of GPE, learn about the rise and consolidation of the current international economic architecture, and explore key issues confronting the contemporary global political economy. In particular, we will look at the challenges posed by global inequality, financial crises and the spectre of ecological catastrophe. | PSI-5022A | 20 |
| GLOBAL POLITICAL ECONOMY (CW) This is a CW variant of PSI-2A51: Global Political Economy which is only available for PSI students undertaking the Study Abroad module in the Spring semester. | PSI-5023A | 20 |
| GOODBYE TO BERLIN? LITERATURE and VISUAL CULTURE IN WEIMAR GERMANY This module aims to explore some of the exciting developments in verbal and visual culture of the Weimar Republic between the First and Second World Wars, e.g. experimental theatre, Weimar cinema, cabaret, visual arts, the Bauhaus, etc. Texts considered will include writings by Brecht et al. Thomas and Heinrich Mann, and less familiar authors as well as key films by e.g. Pabst (Threepenny Opera), Lang (Metropolis), von Sternberg (Blue Angel) and others. A particular focus is likely to be representations of gender on page, stage and screen. Active seminar participation is expected. NB: A knowledge of German, while useful, is not a prerequisite; translations are available. | LDCL5051B | 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. In the UK, it is a new and burgeoning area of academic interest and debate. 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 heritage, broadcasting and publication. The first half of the module considers the principles of visitor interpretation, museology and curatorship, asking questions such as, how is the past used? What is authenticity? What decisions are made in the presentation and interpretation of museums and historic houses? Must public â or popular â history mean âdumbing downâ, or can we satisfy the publicâs curiosity about the past in a way that also satisfies us as historians? The second half of the module seriously engages with the challenge of how to represent history in television documentaries, radio broadcasts, mainstream cinema, in the making of public policy, and as popular history or historical fiction. Outside speakers â chosen from curators, interpreters, producers, and popular historians and broadcasters â will lecture as part of this course. The course will also involve a field trip to Hampton Court Palace. | 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 investigage 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 nvestigate 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 fromt 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, postivie 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 affairmed 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. | ART-5012A | 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 |
| INDIGENOUS ARTS AND INDIGENOUS PEOPLES This module begins by analysing what is meant by Indigenous arts and peoples. In particular, we shall consider the link between the anthropology of art and Indigenous identity. The module continues by examining issues related to the interpretation of indigenous arts in wide-ranging geographic and cultural contexts from North America, to India and Australia. It then questions Indigenous peoples' engagement with notions of ethnicity and heritage, as well as the formation of an 'Indigenous media' through film-making. The module aims to foster an inter-disciplinary approach. | ART-5022A | 20 |
| INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 2) This module prepares students to become effective communicators in intercultural settings, especially focusing on multilingual business management, multinational companies and work within multicultural teams. The aim is that the student will develop intercultural competence, a crucial skill in our globalised world. In order to acquire this, different strategies should be fostered, such as seeking commonalities with others, overcoming stereotyping and prejudice, and developing flexibility and openness. Practical activities in small groups will be held in classroom sessions, with a special focus on intercultural communication problems in business. Theoretical approaches to intercultural communication will be provided in order to understand how to be successful in communication across cultures and to solve intercultural conflicts in Business contexts. Some of the benefits of being aware of intercultural communication are the ability to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. Assessment will be commensurate with level. | LCSC5045A | 20 |
| INTERCULTURAL COMMUNICATION IN PRACTICE (LEVEL 2) This 20 credit level 2 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and public lectures. During the public lectures, invited practitioners will introduce students to how intercultural communication operates in specific organisations. Assessment, which includes a critical report on an authentic intercultural interaction and an essay, is commensurate with a 20 credit level 2 module. | LCSC5001B | 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 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. | PSI-5014B | 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? | PSI-5005A | 20 |
| INTERNATIONAL RELATIONS THEORY | PSI-5019A | 20 |
| INTERNATIONAL SECURITY AND TERRORISM This module will offer an examination of the ways in which violent conflict, terrorism and the use of force are managed in world politics. The module surveys a variety of perspectives on the causes of terrorism, war and peace in order to better examine the roots of violent conflicts and security problems in the present day. The module provides students with an introduction to security and terrorism studies and includes examinations of theories of war and conflict, approaches to peace and security, just war theory, humanitarian intervention and conflict resolution. | PSI-5016B | 20 |
| INTRODUCTION TO JAPANESE ART AND ARCHAEOLOGY Building on the Japanese holdings of the Sainsbury Centre for Visual Arts, the module will survey major developments in ceramics, lacquer, metallurgy, sculpture, architecture, painting and photography. Cross-cutting themes will include links between ancient and modern, with East Asia and beyond, connoisseurship, collecting and exhibiting Japan's artistic and archaeological heritage. The course offers students a comprehensive introduction to the fascinating art and archaeology of the Japanese archipelago, from Okinawa to Hokkaido, and from prehistory to modern times. | ART-5017B | 20 |
| INTRODUCTION TO JAPANESE POPULAR CULTURE (LEVEL 2) Japanese popular culture is becoming increasingly influential around the world. Important current manifestations are J-Pop (Japanese popular music), manga, anime, cospre (costume-play), computer games, and ketai-shosetsu (short novels for mobile phones). For understanding young Japanese and their relation to society, knowledge of Japanese popular culture is key. The aim of this module is to make students familiar with contemporary Japanese mass culture through consumption experiences, case studies and their analysis from socio-anthropological and historical perspectives. | LCSJ5046B | 20 |
| INTRODUCTION TO MIDDLE EAST POLITICS This module provides a historical background to the Middle East and its politics. It is concerned with politics within the region as well as relations between Middle Eastern countries and Western powers. The module encourages students to think critically about the links between some key concepts in the comparative politics of non-Western countries, including historical processes of state formation, the legacy of colonialism/neo-colonialism, the role of culture and identity and the significance of natural resources and economic factors. | PSI-5018B | 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 âEU Studies with Brussels Internshipâ module (PSI-3A72) in Year 3 | PSI-5004A | 20 |
| INTRODUCTION TO VIDEO PRODUCTION This module will enable students to acquire the essential skills to undertake video production and create coherent video programmes. Practical instruction and familiarisation is supported by workshop sessions focusing upon elements of the relationship between technique and the inscription of mise-en-scene within film. Whilst specific craft skills are recognised there is greater emphasis upon the overall requirements of the production process, including elements of production management, and an understanding of how these components integrate to maximise the communication potential of a production. Learning is structured around the production of an individual portfolio of practical tasks supported by associated research tasks investigating the application of technique to the interpretation and reception of audio-visual texts, and a project executed within small production groups. An individual evaluation of learning during the module is also required. | FTMP5021A | 20 |
| INTRODUCTION TO VIDEO PRODUCTION This module will enable students to acquire the essential skills to undertake video production and create coherent video programmes. Practical instruction and familiarisation is supported by workshop sessions focusing upon elements of the relationship between technique and the inscription of mise-en-scene within film. Whilst specific craft skills are recognised there is greater emphasis upon the overall requirements of the production process, including elements of production management, and an understanding of how these components integrate to maximise the communication potential of a production. Learning is structured around the production of an individual portfolio of practical tasks supported by associated research tasks investigating the application of technique to the interpretation and reception of audio-visual texts, and a project executed within small production groups. An individual evaluation of learning during the module is also required. | FTMP5022B | 20 |
| JAPAN THROUGH THE EYE OF A LENS This module examines Japanese society and politics through Japanese film and TV programmes. It will enable you to further your knowledge of Japanese language and cultural products. How, for example, did Japanese TV respond to the catastrophic Tohoku earthquake in 2011? How did new programmes report this tragic fact, and how did Japanese politicians react to emerging issues? What attitudes about gender and family do popular Japanese dramas reflect? In this module we aim to understand Japanese modern life, identity and policy. Each theme will be supported by relevant written texts. | LCSJ5011B | 20 |
| JAPANESE AB INITIO HONOURS II This year-long module is for year two Ab Initio students and is the continuation of LCS-1J5Y Ab Initio Honours I. 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 learning skills in preparation for the year abroad. 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 context, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. | LCSJ5013Y | 40 |
| JAPANESE POST GCSE II This year long module is for Year 2 post-GCSE entry students and is the continuation of LCS-1J7Y Post-GCSE I. It is designed to build up linguistic proficiency, cultural knowledge and learning skills in preparation for the year abroad. | LCSJ5014Y | 40 |
| KANT IN CONTEXT Kant declared that Hume awoke him from his 'dogmatic slumbers'. In this module, we shall explore the nature and consequences of Kant's awakening. We will first examine Hume's scepticism, and then see how Kant (in the Critique of Pure Reason) sought to overcome both the scepticism of Hume and the dogmatism of Reason by seeking an answer to the question of how knowledge and experience is so much as possible. The module combines very well with the modules on the Rationalists or on the Empiricists, but it can also be taken on its own. This module will be offered biennially: it will be taught in Autumn 2011, and then again in Autumn 2013. | PHI-5015A | 20 |
| KINDS OF MINDS: CONTEMPORARY PHILOSOPHY OF MIND This module surveys current theories and debates about the nature of the mind and its relationship with the body. Topics treated may include personal identity and survival, free will, the privacy of consciousness, the problem of other minds, meaning, imagination, and whether a machine could think. This is suitable as a first honours module in Philosophy. This module is offered biennially. It will be taught in Spring 2014 and again in Spring 2016. | PHI-5028B | 20 |
| KNOWLEDGE AND PERCEPTION The module provides a problem-focused introduction to epistemology. It explores how some simple and compelling arguments led to the view that whenever we perceive (see or hear, etc.) anything we (also) perceive âideasâ or âperceptionsâ in our minds, how this lastingly influential view led to some mind-boggling paradoxes that question the possibility of knowledge, and how the struggle with that view and its consequences led to the major philosophical theories of perception and to attempts to properly understand the concept of âknowledgeâ and related notions like âjustificationâ. The module is assessed primarily by examination, but students must also give a seminar presentation. This module will be offered biennially. | PHI-5023B | 20 |
| KNOWLEDGE AND TRUTH AMONG THE GREEKS Socrates claimed that he knew nothing. But what is knowledge and why does Socrates go on trying to find out? Must we define a concept to know examples of it? Why did Plato conclude that there is a special set of objects that can be known distinct from objects of thought? In this module we follow the way in which Socrates's worries about knowledge develop into a range of philosophical positions, first Plato's theory of Forms (and recollection), then his inconclusive enquiries into the definition of knowledge in the 'Theaetetus' and finally the bold ambitions of the Pyrrhonist school to live a life entirely without knowledge claims. The module is taught biennially and will be available in Autumn 2011 and again in Autumn 2013. | PHI-5008A | 20 |
| LANDSCAPE I: STRUCTURES OF LANDSCAPE 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 in some detail 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 Medieval periods. The module provides an introduction to archaeological theory and methods, as well as giving a broad overview of the development of society, economy and environment in the period up to c.1300. | HIS-5002A | 20 |
| LANDSCAPE II : 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 |
| LANGUAGE AND GENDER (LEVEL 2) This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). | LCSL5018B | 20 |
| LANGUAGE AND POLITICS (LEVEL 2) This module provides an opportunity for students to investigate a particular aspect of language - the use and control of a language in relation to power, both within formal political institutions and in the broader public sphere. The module looks at the linkage between language and nation, at censorship, propaganda, patriotism and xenophobia. It places particular emphasis on the acquisition of linguistic tools that will enhance students' ability to analyse varieties of political discourse in action, including parliamentary discourse, political speeches and the numerous forms of media involvement in political processes. | LCSL5015B | 20 |
| LANGUAGE AND REALITY Twentieth century philosophy is characterised by a preoccupation with language. This attention involved a great deal of reflection on language itself and also on the possibility that traditional philosophical problems might be resolved or dissolved by thinking about the language in which the problems are posed. The period also witnessed great upheavals, with the rise and fall of logical positivism and ordinary language philosophy, the development of formal theories of meaning, and the eventual resurgence of pragmaticism and metaphysics. The module will explore these major themes through consideration of the work of major thinkers from the last fifty years, including Quine, Davidson, Putnam, and Kripke. This is a compulsory module for all students taking V500 Philosophy, and is available as an option for all other Philosophy students. | PHI-5017A | 20 |
| LANGUAGE AND SOCIETY (LEVEL 2) 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 techniques of research. Issues covered include: language and social class, language and gender, language and education, code-switching, pidgins and creoles. 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. This module will be taught by a two hour lecture/seminar. | LCSL5017B | 20 |
| LANGUAGE CONTRASTS AND TRANSLATION (LEVEL 2) This module will provide a comprehensive overview of the key language contrasts relevant in the process of translation. It will focus on those aspects of various languages that are similar to English as well as those that are different in order to reveal the points of language-driven facilitation in translation as well as language-induced obstacles together with strategies how to surmount them. An introduction to the basic linguistic terminology relevant for applied translation will be the starting point. Diverse language typologies based on different linguistic level (morphology, syntax and semantics) will be presented and exemplified, using illustrative examples for the languages relevant to the students in the class. The topics covered would include the central grammatical categories (articles, modifiers, word-order, etc.) in the languages that the students are working on (e.g. French, Spanish, Italian, German, Russian, Chinese and others, depending on the intake). Students will be encouraged to make their own inference and check-list of points where the languages they work on differ based on the different typologies. We shall establish the use of a typological classification as a predictive tool in approaches to translation in a variety of applied contexts. The students will be introduced to essential research techniques that are of consequence for translation choices (eg, the use of corpora frequencies to detect the specifics of use for words, constructions and sentences in different languages). They will be taught to write argumentative essays and incited to develop their research skills and critical acumen. They will be encouraged to produce their own examples from original texts they choose to work on. The aim of this module is to equip students with the necessary knowledge of how different languages work in terms of their basic features at all levels of analysis (morphology, syntax, semantics and pragmatics) in order to enable more efficient and justified translation choices in different multilingual scenarios (commercial, legal, scientific, and others). Overall, this module is a study platform that would offer a solid theoretical background for select aspects of linguistic knowledge that is relevant to applied translation, including discussion of translation choices, errors in translation stemming from language contrasts or methodology in research and professional work. There will be opportunity for hands-on practical work in class, which would exemplify the application of theory to practice in a direct and straight-forward way. This module is also a springboard for potential MA cohort (MAATS and MAFLANT in particular). | LCST5047B | 20 |
| LANGUAGE IN ACTION (LEVEL 2) 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. This module will be taught by a two hour lecture/seminar. | LCSL5019A | 20 |
| LATER MEDIEVAL EUROPE This module examines the political, cultural and social history of later medieval Europe (circa 1100-1500) with a particular focus on France and Italy. The topics addressed include the formation of cities, the position of the papacy, lay piety, and the role of women. | 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. | HIS-5004B | 20 |
| LITERATURE AND DESIRE The aim of this module is to provide students with an understanding of the basic concepts and procedures of psychoanalysis, and the application of these concepts and procedures to literary texts. Beginning with an analysis of folk tales, we consider structures of desire in Shakespeare, Frankenstein, To the Lighthouse and the Brontes. The module requires systematic reading of the work of Freud, and some reading in Klein and Lacan, and equips students with a precise psychoanalytic understanding of how fantasy and projection contribute to the formation of literary significance. The teaching emphasis is on the presentation of class papers by students leading to intensive group discussions. | LDCL5027A | 20 |
| LITERATURE AND VISUAL CULTURE I: POETRY AND PAINTING - RILKE AND MODERNISM Best known as the major German-language poet of the twentieth century, Rilke was inspired throughout his life by the visual arts and his oeuvre includes a substantial body of art criticism. A contemporary of Rodin, Picasso and Klee and admirer of Cezanne and Van Gogh, his insights into the nature of creativity develop an aesthetics in which the gender of the artist plays a vital role, and the parallels drawn between literature and the visual arts shed a fascinating light on Modernism and modern art in Paris in the early years of the twentieth century. | LDCL5044A | 20 |
| LITERATURE AND VISUAL CULTURE II: AT THE FIN DE SIECLE This interdisciplinary module investigates the interweaving of literature, painting and photography in Europe in the latter part of the nineteenth century, with a particular focus on France. It looks at the characteristic thematic preoccupations, styles and perceptual psychologies which drive Naturalism, Impressionism, Symbolism, Aestheticism and Decadence as modernist modes. We will be examining developments in the handling of narrative and poetry as well as experiments in theatre against the background of photography's emulation of painting, and painting's struggle to free itself from the academic. Writers to be studied include Baudelaire, Zola, Moore, Maupassant, Wilde, Yeats, Maeterlinck and Mirbeau alongside a selection of poets, painters and photographers of the period. Assessment is by means of a written image analysis and a longer individually designed project, both of which are supported by individual tutorials. | LDCL5046B | 20 |
| LITERATURE STUDIES SEMESTER ABROAD: AUSTRALIA (SPRING) A semester spent at an Australian university taking an approved course of study. Restricted to students on Q300U1, Q3W8U1, QV31U1, W400U1, WQ43U1. WW84U1. | LDCL5026B | 60 |
| LIVING ON THE HYPHEN: CUBAN AMERICA Since the mid nineteenth century Cuban nationals have been exiled in the United States and created a body of literature alerting the reader to the specifically transnational nature of Cuban identity. Since the Cuban Revolution of 1959 and the concomitant political, economic and cultural isolation of the island, the case of Cuba and Cuban exiles in the USA has been seen to be an exceptional and singular phenomenon with few commonalities with other ethnic groups in the United States. Moving beyond a nation-based model and utilising a transnational theoretical framework this course looks at contemporary Cuban and Cuban-American literature and film from both on and off the island in order to reconceptualise the relationship between the island and its exiles, analysing the evolution of the Cuban exile life and the ways in which questions of exile, return, family, belonging, identity, language and memory are explored and how they differ from previous generations for a variety of political, historical, sociological and ideological reasons (to be explored). | AMSL5009A | 20 |
| LOGIC This module will look at the conceptual foundations of logic with an especial emphasis on the relationship between logic and natural language. After a brief introduction to (recap on) first-order logic with identity (semantics and proof), the unit will proceed to look at a number of interconnected themes, including the semantic paradoxes, Russellâs theory of descriptions, the nature of truth, logical syntax, and natural language quantification. Although PHI-1A06 Philosophical Skills is not a pre-requisite, those students who did not get at least 60% on that module, or did not take the module at all, should see the Module Organiser before enrolling. This module will be offered biennially. It will be taught in Autumn 2011 and next in Autumn 2013. | PHI-5010A | 20 |
| 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. | AMSS5024B | 20 |
| MARK TWAIN AND AMERICAN WRITING According to William Faulkner, Mark Twain was "the first truly American writer [...] the father of American literature." This module will test such paternity claims and examine their wider ramifications. We will explore Twain's writing, his times, his contemporaries, and his influence on later American writers. As both author and man, Twain contained multitudes. Few writers have straddled so many genres and styles, and few Americans have embodied so many of the nation's animating forces and tensions. He was, as his friend William Dean Howells felt, "incomparable", and this unit is an opportunity for significant reading and research into his life, work and beyond. | AMSL5035A | 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. The module is compulsory for V0L0 and V0LX students. | ART-5009A | 20 |
| MEDIA INTERNSHIP AVAILABLE ONLY TO STUDENTS ON COURSE(S): U1W610301 and U1P300302. This module is intended to provide students with an opportunity to experience working within a media organisation. The organisation will provide a clear sense of their structure and activities and students will work to a precise job description. The internship will therefore offer students the opportunity to work as individuals within a team and develop skills and experience vital to future career in the media. | FTMF5008A | 20 |
| MEDIA INTERNSHIP AVAILABLE ONLY TO STUDENTS ON COURSE(S): U1W610301 and U1P300302. This module is intended to provide students with an opportunity to experience working within a media organisation. The organisation will provide a clear sense of their structure and activities and students will work to a precise job description. The internship will therefore offer students the opportunity to work as individuals within a team and develop skills and experience vital to future career in the media. | FTMF5009B | 20 |
| MEDICINE AND GENDER This module offers a broad historical treatment of gender issues in medicine, examining women as providers and recipients of healthcare from Ancient Greece to the NHS. Topics for study include the female body, obstetrics and gynaecology, the female healer and the medical profession, women, witchcraft and popular healing, scientific medicine and professionalisation, nurses, nursing and reform, and women's health. | HIS-5016A | 20 |
| MEDICINE AND SOCIETY BEFORE THE 17TH CENTURY This module examines the theory and practice of medicine at all levels of English society during the medieval and early modern periods, and assesses the impact of medical ideas upon religious, literary and political thought. Topics include: the emergence of a healing profession and its attempts to secure a monopoly of practice; the role of women as both patients and practitioners; theories about the spread of disease and necessary measures for public health; medicine and the Church;and attitudes to mortality. Edited versions of original documents are used. | HIS-5014A | 20 |
| MEDICINE AND SOCIETY IN MODERN BRITAIN This module considers the practice of medicine in Britain from the eighteenth century to the establishment of the NHS. Themes include the impact of science and professions, the organisation and control aspects of medical and hospital services and healthcare as seen by sufferers and patients. These are seen in the context of broader topics in modern British social history. | HIS-5015B | 20 |
| MEDIEVAL MONASTICISM Since the beginnings of its history, western Christendom has been divided over how people should live their lives. Most always chose to pursue normal human ambitions, but a substantial minority consistently pursued an alternative path, hoping to serve God and win rewards in the afterlife. Monasticism - the quest for an alternative life - was constantly evolving, sometimes criticising society, but often winning its approval. This team-taught module, spanning more than thousand years, examines its ideals, thought-patterns, material culture, social impact and constant inner revolutions, from its first appearance to its ultimate eclipse. | HIS-5034B | 20 |
| MEDIEVAL WRITING This module is designed to provide an introduction to the study of medieval English literature. In a series of lectures and seminars students will work through a small but representative selection of medieval texts, including lyrics, romance, and fable, in order to develop a working knowledge of the language - Middle English - and appreciation of different forms and genres found in medieval writing. Medieval texts and contexts will be used as a means of familiarising students with medieval language, and form the basis for further modules in medieval writing that may be taken within the School | LDCL5043A | 20 |
| METHODS OF SOCIAL RESEARCH Students acquire knowledge of the theory and practice of a range of quantitative and qualitative research methods. A variety of skills can be acquired - interviewing, observation, focus groups, taking fieldwork notes, computerised data analysis, report writing, etc. Assessment is via two individual research reports, one quantitative and one qualitative, the data being either provided to students or collected by them as part of a collaborative piece of primary research. This module is compulsory for students taking degrees in Politics and Society, Culture and Media. These two group of students will be taught in separate streams, and the material in each will be tailored to their subject-specific needs. | PSI-5007A | 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 Germanyâs 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 |
| MODERN ITALY, 1860-1945 This module studies the social, political and economic history of Italy from its unification in 1860 until the end of the Second World War. It will begin by looking at the process of unification, the difficulties encountered in governing the new nation-state and the problems of uneven social and economic modernisation. The module then focuses on the First World War and the rise of Fascism after 1918, before assessing the nature of Mussolini's regime and the reasons for its downfall. | HIS-5021B | 20 |
| MODERN JAPANESE LANGUAGE HONOURS 2/I This semester-long Japanese language module is compulsory for all second-year Single Honours Japanese students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5055A | 20 |
| MODERN JAPANESE LANGUAGE HONOURS 2/II This semester-long module is compulsory for all second-year Japanese Honours students. Its aim is to build up language proficiency and cultural awareness of Japan. | LCSJ5056B | 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 the critical reading of modernism in the light of contemporaneous criticism and theory as well as current analyses. | LDCL5045A | 20 |
| MORAL PHILOSOPHY - THE BASICS What is morality? What is it to be a moral agent and to engage in moral deliberation? What is it to justify moral judgments and is there such a thing as a justification of moral practices themselves? What does it mean to be or try to become a good person? In this module we take a look at various theories about the nature of morality as well as examine critically the idea that what one needs to understand the phenomenon of morality or to engage successfully in moral thinking is a moral theory. This module is offered biennially. | PHI-5004A | 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 |
| NATIVE AMERICANS This seminar will study Native Americans within the broad context of American history, although the cultures of individual tribes will also be examined. Brief attention will be paid to pre-colonial times, but the main emphasis will be on the period after the white man's arrival. | AMSH5005A | 20 |
| NATURE AND SOCIETY, 1500-1900 This module will examine the transformation of the natural world and the rise of modern thinking about ânatureâ across the key centuries of the early modern age, Enlightenment and industrialization. We will see how these changes led not just to altered environments, but to profound shifts in ideas of how human society functioned and should be. The module will cover themes including early modern ideas about nature and the supernatural; landscape change and the âimprovementâ of the environment; colonial expansion and the huge role of transfers of species between continents; cultural, artistic an literary responses to nature; the rise of Enlightenment and evolutionary science; energy supplies and industrialisation; and green space and pollution in the city. | HIS-5032B | 20 |
| NATURE, HUMANITY and ENVIRONMENTAL VALUES: THE PHILOSOPHY OF THE ENVIRONMENT The aim of this module is to look at some of the philosophical and ethical issues underlying environmental concerns. In particular, we will ask in what sense it is possible to speak of a moral relationship of humans with their non-human environment. We will focus on understanding whether environmental value is intrinsic or relative to human interests, and look at how this distinction relates to arguments about the nature of our obligations towards other species and the natural environment. Finally we will examine some of the difficulties that debates about environmental policy face. | PHI-5030B | 20 |
| NEW FRONTIERS: THE AMERICAN SIXTIES âAsk not what your country can do for you â ask what you can do for your country.â John F. Kennedyâs famous words, spoken at his inauguration, January 1961, have been remembered as marking not just the beginning of a new Presidency but also of the kindling of a renewed ambition and spirit of endeavour. JFK would not live to see the end of his first term but, in many ways, the vision he shared at his inauguration would be carried forward by his successor, Lyndon Johnson. The 1960s would be a decade in which Americans would strive for social justice at home â for black civil rights and against poverty â confront the environmental challenges of the modern age, reach for the Moon, and square up to enemies abroad, notably, in Vietnam. By 1968, just 7 short years after JFKâs Inauguration, the nation seemed torn â with anti-war activists, New Left radicals and black militants at odds with a conservative âsilent majorityâ â whose votes propelled Richard Nixon into office. Had liberal America squandered the promise of the Kennedy years? Or should we see the turmoil of the Sixties as a crucible, in which new ideas were forged, which sought to question the assumptions of the Cold War era? Or was it all a terrible mistake, a time of âbig governmentâ and immorality, which weakened the nation, contrary to JFKâs stated ambition? The legacy of the 1960s is still contested in the âculture warsâ of today: this module explores that contentious decade. | AMSH5030B | 20 |
| NEW MEDIA AND SOCIETY For better or worse, new digital technologies are hyped at having revolutionised society. This module will provide students with an introduction to the ways in which the internet and other digital technologies are (and are not) affecting society from theoretical and empirical perspectives, and how society shapes technology. Topics covered include: the evolution of the internet; the "network society"; regulating new media; the radical internet and terrorism; social networking, blogs and interactivity; culture and identity in the digital age; and how the internet affects politics and the media. . | PSI-5013A | 20 |
| NEW WORLDS: EUROPEAN EXPANSION AND THE COLONIAL ENTERPRISE This module looks at the European global expansion from the late Middle Ages to the 18th century. Relying on a rich set of primary sources - such as travellers' accounts, diaries, official reports, and written and visual representations of lands which were often completely unknown - this module looks at a wide variety of geographical contexts from Asia to the Americas. Topics to be studied include: travellers and merchants in Asia; the Spanish "conquest" of America; the colonial enterprise and the making of the British empire; politics of conversion and the civilization of the Indians; cultural exchanges; trading contacts and the European market for the exotic and the novel. | HIS-5033A | 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 |
| NEW WORLDS: THE EUROPEAN COLONIAL EXPANSION FROM COLUMBUS TO ABOLITIONISM (CW) This module is a coursework only version of HISH2H18 NEW WORLDS: THE EUROPEAN COLONIAL EXPANSION FROM COLUMBUS TO ABOLITIONISM and is available only to non-HUM and Visiting students. | HIS-5045B | 20 |
| NEW YORK CITY: HISTORY AND CULTURE IN THE 20TH CENTURY This module will explore the history and culture of New York City in the 20th century. The readings, lectures, and discussions will concentrate on ethnic identity, the civil rights movement, public art, political and social conflict, urban development, film, architecture, and literature. The course will also examine why New Yorkers pay inordinate attention to their neighbourhoods and how this emphasis on place has racial and ethnic implications. | AMSH5003B | 20 |
| NIETZSCHE AND POST-KANTIAN PHILOSOPHY Friedrich Nietzsche (1844-1900) radically challenged traditional ideas of what philosophising involves and has had an enormous influence on subsequent thinkers. This module will explore some of Nietzsche's key writings, situating them in the context of Post-Kantian philosophy. Some or all of the following themes will be explored: appearance and reality, genealogy, truth, naturalism, nihilism, aesthetics and the critique of morality and religion. This module is offered biennially. | PHI-5011B | 20 |
| NINETEENTH-CENTURY 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, Darwin, Arnold, Gaskell, 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, censorship, public controversy). | LDCL5047B | 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 1 in 1307. 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 European history in the Middle Ages. | HIS-5007B | 20 |
| NORTH AMERICA /AUSTRALASIA COMPULSORY YEAR ABROAD Year abroad in North America or Australasia. Reserved for students on V354U1 and VOLXU1. | ART-5001Y | 120 |
| PERFORMANCE SKILLS: THE ACTOR AND THE TEXT This module is reserved for Drama majors (W400), Drama/Literature Joints (WQ43), Scriptwriting and Performance (WW84), and Theatre Directing Masters students. Drama Minors wishing to apply must first seek approval for inclusion from Mr T. Gash. The main methods of study are through: (1) individual performance of poems and speeches, (2) scene classes, (3) character study of roles in classic plays. | LDCD5016A | 20 |
| PHENOMENOLOGY AND EXISTENTIALISM Phenomenology began in the late nineteenth century as a branch of psychology. With Edmund Husserl, it became the dominant school of European philosophy until recent times, investigating the intentionality of consciousness in all its forms. Husserl's pupil Martin Heidegger, followed by Jean-Paul Sartre, transformed phenomenology by rooting it in the lived world of anxiety, mortality and bad faith, and so shifting it decisively in the direction of existentialism. This module will examine a selection of works from these and/or other philosophers in this tradition. This module is offered biennially. It is taught in Autumn 2013 and again in Autumn 2015. | PHI-5012A | 20 |
| PHILOSOPHY OF HISTORY What is history? Is it reasonable to apply moral criteria to the historical process? In what sense, if any, can we understand history as progressive? On what basis can we divide history into epochs and how should we understand the change from one epoch to the next? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. This module is offered biennially. | PHI-5006A | 20 |
| PHILOSOPHY OF MIND The module surveys current theories and debates about the nature of the mind and its relationship with the body. Topics treated may include personal identity and survival, free will, the privacy of consciousness, the problem of other minds, meaning, imagination, and whether a machine could think. This is suitable as a first honours module in Philosophy. This module is offered biennially. It will be taught in Autumn 2011 and again in Autumn 2013. | PHI-5014A | 20 |
| PHILOSOPHY OF PHILOSOPHY Many philosophical problems have proved maddeningly long-lived and perplexing. What kinds of problems are these? How do they arise? Why do they survive? (Why) is it worthwhile to grapple with them? What aims ought philosophers to pursue? And what methods can we employ? The module will explore different answers and examine both familiar and unorthodox philosophical enterprises. These include philosophy as conceptual analysis, as empirical science and as therapy. Discussion will proceed from the analysis of specific problems and actual responses. The focus will be on problems about the mind, knowledge and perception, and efforts made in the 17th century, in 20th century analytic philosophy, and today. This module will be offered biennially: it will be taught in Spring 2012, and then again in Spring 2014. | PHI-5022B | 20 |
| PHILOSOPHY OF RELIGION The module focuses on the claims of theistic religion, and on the nature of religion, including non-theistic religion. It seeks to clarify the concept of God. It also seeks to examine some of the standard arguments for and against the existence of God. In doing this, we see how some central issues in the philosophy of religion are inter-related with questions of epistemology, logic and mind. We will furthermore investigate conceptions of God which bypass the standard arguments for and against Godâs existence, which takes us close to the claims of Buddhism and other more or less non-theistic religions/philosophies. This module is offered biennially. | PHI-5001B | 20 |
| PHILOSOPHY OF SCIENCE As any intellectual enterprise, natural science poses fascinating and deep problems. Think e.g. of mechanics: in order to describe observable motion it appeals to such unobservable entities as forces, and in order to talk about real bodies it refers to ideal entities like points endowed with a mass. These facts lead to challenging questions: what is the role of unobservable entities within a scientific theory? Why do we need to resort to ideal hypotheses in order to study the real world? Is there a fundamental divide between theoretical science and experimental science? We will explore these issues by looking at scientific practice from a philosophical standpoint. This module is self-contained and presupposes no previous knowledge of physics or other sciences. It is offered biennially. | PHI-5026B | 20 |
| POLITICAL PHILOSOPHY This module will examine topics in contemporary political philosophy possibly including the liberalism of John Rawls's A Theory of Justice (1972, 1999) together with the critical responses to it of Marxists, free-market libertarians and communitarians. Assessment is by examination. It is suitable as a first honours module in philosophy. This module is offered biennially. It is taught in Spring 2014 and then again in Spring 2016. | PHI-5018B | 20 |
| POLITICAL THEATRE This module examines the use of theatre and performance - by the State, by oppositional groups, by political activists and by theatre and performance practitioners - to solidify or challenge structures of power. The course looks at specific examples of how theatre and public spectacles have been used in the twentieth century to control or contest the political stage. Examining American, South America, African, Russian, and Eastern European performance in the twentieth century, this class will document and explore through specific performances, videos, dramatic texts and theoretical essays, how performance in theory and practice can be used to explore issues to race, ethnicity, gender, political upheaval and social change within a society. | LDCD5011B | 20 |
| POLITICS AND MASS MEDIA Mass media are an inescapable part of contemporary political life. This module examines the many dimensions of mass mediaâs political involvement. We start with arguments about media power, and then go on to look at questions of media bias, before turning to the ways in which political communication has changed (and is changing). We look at the role of the state in using and controlling mass media and the new techniques of media management. This leads to a discussion about media effects. We end by asking what is meant by a democratic media and how new media are changing the relationship between politics and media. This module links closely to Level 3 modules such as International Communication and Politics and Popular Culture. | PSI-5001B | 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? | PSI-5002A | 20 |
| POLITICS IN THE USA (CW) This is a coursework-only version of PSI-2A03 Politics in the USA. THIS COURSEWORK VERSION IS ONLY AVAILABLE TO VISITING, EXCHANGE AND NON HUM STUDENTS. | PSI-5026A | 20 |
| POPULAR MUSIC This module encourages students to explore the ways in which popular music has been understood by scholars in the field of media and cultural studies. The module will examine the debates over popular music industries, texts and audiences, and incorporate an exploration of a range of popular musical forms, including folk music, rock, pop, rap and/or hip-hop, and dance music cultures. It will also examine the relations of popular music to other media, such as television and the internet. | FTMF5012B | 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. | PSI-5017A | 20 |
| PRACTICAL ETHICS Moral problems impinge directly on our lives. These may be either issues pertaining to oneself and to people close to one, or they may be connected with public policies, the law and issues of global justice. Though we shall discuss classic topics of practical ethics such as abortion, euthanasia and civil disobedience, our main interest will be in discerning the underlying patterns in our thinking about such problems. Another focus will be issues relating to philosophy's practical role. Using examples from literature and life we seek to expose over simplifications in moral theory, develop sensitivities to the complexity of situations, and explore how tragedy, may, in the end, be a fundamental and unavoidable aspect of the human condition. This module is offered biennially. It is taught in Autumn 2013 and then again in Autumn 2015. | PHI-5013A | 20 |
| PROTESTING THE AMERICAN CENTURY: DISSENT AND US FOREIGN POLICY The module considers dissent and protest vis-Ã -vis US foreign relations during what was famously termed the âAmerican Centuryâ. It looks at how dissenting voices â from government officials, military officers, intellectuals, spies, citizen groups, and whistleblowers â have challenged the status quo from 1898 to the present. Analysing the connections with other protest movements at home, it explores how opposition to unjust US policies abroad is considered a quintessential American characteristic. It looks at the writings and activities of a wide range of political figures, activists, and writers, including George Kennan, Walter Lippmann, Seymour Hersh, Noam Chomsky, Daniel Ellsberg, Philip Agee, as well as the emergence of classified material into the public domain such as the Pentagon Papers and WikiLeaks State Department cables. Finally, it considers the effort to oppose and, in some cases, silence critical voices. | AMSH5004A | 20 |
| PUBLISHING (AUT) The module will be theoretical as well as practical including discussions around the design and editing of a text and what constitutes an editorial policy. 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. Training on Desktop publishing packages PageMaker and Photoshop will be provided as part of the course. | LDCL5028A | 20 |
| PUBLISHING (SPR) The module will be theoretical as well as practical including discussions around the design and editing of a text and what constitutes an editorial policy. 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. Training on Desktop publishing packages PageMaker and Photoshop will be provided as part of the course. | LDCL5029B | 20 |
| QUEENS, COURTESANS AND COMMONERS: WOMEN AND GENDER IN EARLY MODERN EUROPE This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, it focuses on the following themes: definitions of femininity and masculinity; life-cycles; family, kinship, and marriage; social exclusion, charity and the welfare state; law, crime, and order; witchcraft and magic; honour, sex, and sexual identities; work; learning and the arts; material culture; the impact of European expansions. | HIS-5022 | 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. | AMSH5006B | 20 |
| RADICAL COUSINS OR RIVAL SIBLINGS? U.S. AND AUSTRALIAN LITERATURES This module takes as its point of departure critic Joseph Jonesâ representation of America and Australia as âradical cousinsâ and extends this formulation to ask whether they might equally be thought of as rival siblings. From its establishment as a penal colony in 1788âin large part as a result of the newly independent United Statesâ refusal to harbour Britainâs convicts any longerâAustralia remained loyal to the Empire, even as it looked increasingly to the United States for guidance in matters of politics and popular culture. The module compares American and Australian literature from the past century or so in order to examine how both countries have engaged and explored shared questions about settler and post/ colonial identity; the staging of cultural independence from Great Britain; the size and scope of the natural environment; and gender performance, among others. | AMSL5034A | 20 |
| RADICAL COUSINS OR RIVAL SIBLINGS? U.S. AND AUSTRALIAN LITERATURES. This module takes as its point of departure critic Joseph Jonesâ representation of America and Australia as âradical cousinsâ and extends this formulation to ask whether they might equally be thought of as rival siblings. From its establishment as a penal colony in 1788âin large part as a result of the newly independent United Statesâ refusal to harbour Britainâs convicts any longerâAustralia remained loyal to the Empire, even as it looked increasingly to the United States for guidance in matters of politics and popular culture. The module compares American and Australian literature from the past century or so in order to examine how both countries have engaged and explored shared questions about settler and post/ colonial identity; the staging of cultural independence from Great Britain; the size and scope of the natural environment; and gender performance, among others. | AMSL5010B | 20 |
| RECEPTION AND AUDIENCE STUDIES IN FILM AND TELEVISION This module seeks to understand the ways in which audiences engage with film and television. It will introduce students to some of the key research on, and theoretical debates about, audiences and the processes of reception, from work on encoding and decoding, through studies of the social activities of television consumption, to research on marketing, critical reception and exhibition. It will also introduce some of the methodological issues involved in the actual practice of doing audience studies. In this way, the module will not only encourage students to learn about the study of film and television audiences, but also equip them with the tools necessary to undertake their own studies. The module is taught by seminar. | FTMF5003A | 20 |
| REFORMATION ENGLAND: HENRY VIII TO OLIVER CROMWELL This module will explore the violent upheavals and the religious and political turbulence that ensued during Englandâs long Reformation. It seeks to provide a broad overview of the English Reformation from Henry VIIIâs break with the Church of Rome to the revolutionary circumstances of the mid-seventeenth century. Surveying a wide spectrum of belief and practice, it will address popular understanding of the supernatural, the rise of Catholic and Puritan discontents, and the relationship between religion and violence. It will also explore notions of kingship which were embedded in the doctrine of royal supremacy, the unique character of the Church of England and its relationship to Protestant churches on the continent and the role of reformation in the establishment of English America. | HIS-5035B | 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 |
| REPAIRING THE UNION: RECONSTRUCTING THE US, 1865-1900 The first half of the module will concentrate on the political narratives that framed Reconstruction. Having provided the context of Reconstruction, the second half of the module moves to consider how different groups of Americans responded to such changes, in both the public world and their own domestic lives. Race and gender are two key themes which will frame much of the debate. The module concludes by considering the aftermath of Reconstruction and what has become known as the Jim Crow era in addition to reflecting on the historical and collective memories of Reconstruction from both a contemporary and modern perspective. | AMSH5029A | 20 |
| RESEARCH TRAINING 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. | FTMF5005B | 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 commentary. This module is taught through a combination of lectures and seminars. | LDCL5034B | 20 |
| RURAL ENGLAND 1660 TO 1900 This module will encourage you to consider broad questions in relation to life in rural England and, specifically, as it related to individuals in England between 1660-1900. Topics to be covered will include changes in land use and technology; landowners: affluence and decline; rural crime; housing â types and conditions; family life; childhood; education; poverty and health care. | HIS-5038B | 20 |
| RURAL ENGLAND 1660 TO 1900 (CW) This module is a coursework only version of HISH2H14 RURAL ENGLAND 1660 TO 1900 and is available only to non-HUM and Visiting students. | HIS-5039B | 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. | PSI-5003B | 20 |
| SCRIPT ANALYSIS AND STORY STRUCTURE This module investigates the theory and practice of script analysis for film and television. Students will have an opportunity to learn professional approaches to reading and evaluating scripts and source material for production. The module will explore basic dramaturgy and learn a variety of paradigms to describe story structure and character development. Students will learn several approaches to evaluating material, and will have the opportunity to create industry standard story reports. Each week, students will read and analyze scripts and/or books, and then screen films based on the material. Seminars will introduce key concepts and explore the narrative elements in the scripts and final films. In addition, the unit will look at story development as a facet of media practice. The module will draw on a variety of texts. Original scripts will form the backbone of the module, but the reading will also include novels and other forms of source material. This will also include a brief survey of dramaturgy, from the âPoeticsâ to modern manuals for script analysis. Other readings will examine the area as media practice. Formative work will play an important role in the module. Students will produce written reports virtually every week, which they will peer-correct in small support groups. This provides an opportunity to work in a variety of formats or with different types of material. In addition, it provides much-needed practice, as it takes many repetitions to learn the proper style and produce effective, professional-style work. The instructor will monitor formative work submitted through the Portal/Blackboard. | FTMF5014B | 20 |
| SEMESTER ABROAD - AUTUMN The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela. | PHI-5002A | 60 |
| SEMESTER ABROAD - SPRING The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela. | PHI-5003B | 60 |
| SEMESTER STUDY ABROAD (AUTUMN SEMSTER) X05 This module offers HIS students on the V100 programme the opportunity to spend the Autumn semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the Schoolâs Director of Teaching. | HIS-5031A | 60 |
| SEMESTER STUDY ABROAD (SPRING SEMSTER) X04 This module offers HIS students on the V100 programme the opportunity to spend the Spring semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the Schoolâs Director of Teaching. | HIS-5030B | 60 |
| 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. | LDCL5040B | 20 |
| STUDY ABROAD MODULE The School of PSI has various arrangements with overseas Universities where it is possible to spend a semester studying abroad. For more information on this please contact Dr Marina Prentoulis (International exchanges), Dr V Koutrakou (ERASMUS exchanges) - or the Study Abroad Office. Assessment types may vary, depending on university abroad. | PSI-5009B | 60 |
| STUDY ABROAD MODULE The School of PSI has various arrangements with overseas Universities where it is possible to spend an ERASMUS semester studying abroad. For more information on this please contact Dr V Koutrakou - or the Study Abroad Office. Assessment types may vary, depending on university abroad. Please note that international exchanges with universities in the USA, Canada, New Zealand and Australia are ONLY available in the Spring Semester. | PSI-5010A | 60 |
| SUBTITLING AND DUBBING (LEVEL 2) This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-3T17. | LCST5022A | 20 |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 2) This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. | LCST5026B | 20 |
| TELEVISION GENRE Work on television genre continues to draw on theories developed in relation to film, despite the fact that these theories have been heavily criticised. Not only can this ignore the differences between film and television genres, it can also work to privilege film over television, so that television is often seen as an inferior copy of genres developed elsewhere. The module will therefore explore the theory of genre in relation to television, the historical development of television genres, and the operation of genre in the production, mediation and consumption of television and its programmes. The module will also examine these debates in relation to concrete case studies. The module is taught by seminar and screening. | FTMF5013B | 20 |
| TELEVISION STUDIO PRODUCTION AVAILABLE ONLY TO STUDENTS ON COURSE(S): U1G450302, U1QW36301, U1TW76301, U1TW76401, U1W610301, U1WV63301, U1P300302. This module introduces students to television studio production, using the resources of the campus television studio. Once students have learned the basic skills of both live and recorded studio production (including directing, vision and sound mixing, camera-work, lighting, floor management and editing), they work towards the production of a short television programme. They are also required to write a report analysing and evaluating the production process and the finished product. PLEASE NOTE - This module needs a minimum of 12 students enrolled to run, if the target enrolment is not met there is a chance the module will be withdrawn. | FTMP5019B | 20 |
| TELEVISION STUDIO PRODUCTION AVAILABLE ONLY TO STUDENTS ON COURSE(S): U1G450302, U1QW36301, U1TW76301, U1TW76401, U1W610301, U1WV63301, U1P300302. This module introduces students to television studio production, using the resources of the campus television studio. Once students have learned the basic skills of both live and recorded studio production (including directing, vision and sound mixing, camera-work, lighting, floor management and editing), they work towards the production of a short television programme. They are also required to write a report analysing and evaluating the production process and the finished product. PLEASE NOTE - This module needs a minimum of 12 students enrolled to run, if the target enrolment is not met there is a chance the module will be withdrawn. | FTMP5020A | 20 |
| THE AMERICAN CITY AND URBAN CULTURES What makes a city distinctive? Its buildings and landmarks? Its people - their accents, local customs, or sense of humour? How have Americans understood the meaning of urban life â have they tended more often to embrace and celebrate it or fear its influence on the ânational characterâ? Why have some cities continued to prosper while others have fallen into a state of ongoing crisis? What caused some cities to rise suddenly as boomtowns, only to decline or become abandoned altogether, as in the case of so-called ghost towns? How far can civic institutions â City Hall, the chamber of commerce, etc. â determine a cityâs fortunes? Has the spread of sprawling suburbs tended more to reflect growing prosperity or sound the death knell of true city culture? This module takes a broadly comparative and interdisciplinary approach to the study of American cities to address these kinds of questions. Students are invited to compare cities within the United States and, also, across the Atlantic, with the UK â using our local example of urban life in order to gain an insight into what common features define cities in the postmodern age and what peculiar features distinguish American cities. | AMSS5040B | 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 Yearsâ War through the ratification of the U.S. constitution and the inauguration of George Washington. | AMSH5032A | 20 |
| THE BEATS AND THE LIMITS OF WRITING This module covers the writers known as âThe Beatsâ 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 writersâ styles, and to make informed judgements about the writersâ 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 âAmerican Renaissanceâ writers including Emerson and Whitman, to wider ideas of the âavant-gardeâ in the Twentieth Century generally, and to European Romantic traditions. It will investigate how a Beat poetics developed as a response to Cold War âconsensus cultureâ, and sought to establish a countercultural (though distinctly American) âtraditionâ. | AMSL5017B | 20 |
| THE BEATS AND THE LIMITS OF WRITING This module covers the writers known as âThe Beatsâ 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 writersâ styles, and to make informed judgements about the writersâ 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 âAmerican Renaissanceâ writers including Emerson and Whitman, to wider ideas of the âavant-gardeâ in the Twentieth Century generally, and to European Romantic traditions. It will investigate how a Beat poetics developed as a response to Cold War âconsensus cultureâ, and sought to establish a countercultural (though distinctly American) âtraditionâ. | AMSL5036A | 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 BUSINESS OF FILM AND TELEVISION The module provides an intensive introduction to the business of film and television; including the development, financing, production, distribution and exploitation of films and television programmes. It is based around a detailed understanding of the film and television value chain, showing how different businesses and creative people work together to create and exploit programmes. It will also cover the process by which scripts or TV programme ideas are written and developed. Emphasis will be placed on UK, European and American Independent film models, as well as the US studio model. It includes a wide range of recent case studies and real-life examples, with companies from Pixar to Working Title, and film-makers from Ken Loach to Terry Gilliam. Issues raised will include the impact of new technologies; changing business models; the conflict between commerce and art; entrepreneurship and managing creative people; and the complex and difficult relationships between writers, directors, producers, executives, financiers, and distributors. It is a practical forward-looking course about current and future business practise, which will be a valuable foundation for anyone interested in working in the media, film or television sectors. It will also be valuable to anyone studying film and television programmes and culture, so that they can fully understand the financial and business context in which programmes are created. By the end of the module you will know how films and TV programmes get dreamt up, how they get developed, and how they get financed and distributed. You will learn how the industry actually works. | FTMF5006A | 20 |
| THE COLD WAR AND AMERICAN CULTURE 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 âsuperpowersâ 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 âsecond Cold Warâ 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 â 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. | AMSH5008B | 20 |
| THE CONSTRUCTION OF NEWS (LEVEL 2) The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. 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 'read' news media in a very different way to before. | LCSL5016B | 20 |
| THE DUCHESS OF DEVONSHIRE TO NANCY ASTOR: WOMEN, POWER AND POLITICS This module explores female involvement in politics, from the Duchess of Devonshireâs infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. It will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes. It will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century. | HIS-5029B | 20 |
| THE EMPIRICISTS The module examines the rise of the scientific world-view of early modernity and its philosophical consequences: the philosophical paradoxes to which it gave rise, and the theories of the mind, perception and metaphysics developed to cope with them. The module analyses how the scientific and philosophical work of Galileo, Descartes, Newton, and Boyle shaped this world-view, and follows up how the early empiricists, Locke and Berkeley, articulated it and struggled with its paradoxes. The module traces the evolution of modern conceptions of the mind and develops, on this basis, a central line of thought which shaped modern epistemology and metaphysics: how atomism led to the doctrine of secondary qualities, how this motivated the sense-datum doctrine of perception, and how this gave rise to the sceptical challenge and idealism. The module is biennial. It is taught in Spring 2012 and again in Spring 2014. | PHI-5016B | 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 â 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 ENLIGHTENMENT AND ITS CRITICS The 18th century saw a radical change take place in European culture. A new value was placed upon knowledge, new views of the ways in which society should be run were formed, new attitudes towards religion occurred, new theories of art and culture arose. This module looks at these changes and the effects they had upon epistemology, political philosophy and aesthetics. Enlightenment figures studied include Diderot, dâAlembert, Voltaire, David and Condorcet in France, Kant in Germany, Hume in Scotland. As a counterpoint to this we study some of the works of Jean-Jacques Rousseau, both an Enlightenment figure and yet perhaps its greatest critic. This module is offered biennially. | PHI-5009B | 20 |
| THE GHETTO SINCE 1945 âTo smash something is the ghettoâs chronic need,â James Baldwin wrote in 1955 â describing a place of pent-up anger, bitterness, and violence. Through the 1960s, sociologists would describe those communities as âtangles of pathology.â They were environmentally degraded, too. The âphysical ugliness â the dirt, the filth, the neglect,â Kenneth Clark stated in 1965, was âthe most concrete fact of the ghetto.â And things seemed to get worse after the Sixties. By the 1990s, Cornel West would write of âthe murky waters of despair and dread that now flood the streets of black Americaâ as inner city poverty grew ever more intense, violent crime seemed to reach new heights, and hope vanished. In recent times, the stark divide between black and white in urban America has formed a massive question mark over claims that the United States, after the election of Barak Obama, has truly become a âpost-racialâ nation. To that extent, the ghetto has long been defined as a central problem in American society. But let us not to forget, these inner city districts, which are called ghettos, are also places where Americans have struggled to forge communities. Ghettos have given rise to some of Americaâs most dynamic social movements, most radical political ideas, and most acclaimed works of art, literature, and music. They have been areas defined by the social ills of poverty but, seemingly paradoxically, they have also been vibrant centres of American culture. This module takes an interdisciplinary approach to the history of the ghetto since World War II, offering students an opportunity to gain new insights into the culture of urban America and the politics of race. | AMSS5038A | 20 |
| THE HARLEM RENAISSANCE | AMSS5039B | 20 |
| THE HISTORY OF NORWICH, C 1450-1750 In this period Norwich was the second city in the kingdom. Because of Norwich's subsequent decline much of that city survives in 'hidden places' within the present-day environment. This module combines more conventional approaches with fieldwork in the city to enable us to study the nature of urban life and the experience of the early-modern town. There will be opportunities to work in the rich collections that document the city's history. | HIS-5036A | 20 |
| THE HISTORY OF NORWICH: URBAN LANDSCAPES IN ENGLAND FROM THE NORMAN CONQUEST TO THE TWENTIETH CENTURY 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 HISTORY OF NORWICH: URBAN LANDSCAPES IN ENGLAND FROM THE NORMAN CONQUEST TO THE TWENTIETH CENTURY (CW) This module is a coursework only version of HISH2H17 THE HISTORY OF NORWICH: URBAN LANDSCAPES IN ENGLAND FROM THE NORMAN CONQUEST TO THE TWENTIETH CENTURY and is available only to non-HUM and Visiting students. | HIS-5041A | 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 âAmericanisedâ 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 âholocaustâ in American culture. | AMSL5016B | 20 |
| THE LATER WITTGENSTEIN Ludwig Wittgenstein was one of the greatest philosophers of the twentieth century. This module focuses on his so-called later philosophy, with special attention to his conception of philosophy and its methods. Topical issues such as Wittgenstein's conceptions of meaning and language and the relation between logical and factual necessity will also be discussed. Students will benefit most if they have already completed Knowledge and Perception and/or Logic. This module is offered biennially. It will be taught in Spring 2012 and then again in Spring 2014. | PHI-5020B | 20 |
| THE MEDIA AND IDENTITY Drawing on a range of theoretical approaches in the field of media and cultural studies, this module explores the relationship between media culture and social identities. Discussing the representation of identity in media content, as well as issues of media production, regulation and consumption, it critically reflects upon the relationship between media culture and social power and considers how social and technological changes impact on the ways in which identity is experienced in everyday life. On successful completion of this module, students should be able, at threshold level, to critically reflect upon the ways in which media texts construct social identity and should be able to discuss the relationship between media and identity with awareness for social, institutional and technological factors that shape both media production and consumption. | PSI-5012B | 20 |
| THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300 In these centuries the pope became the most influential figure in Europe. He could depose emperors, mobilise vast armies to fight on crusade, and intervene in disputes in far-away realms. This module explores the origins of papal power and its impact on emerging nations in the west. | HIS-5001B | 20 |
| THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300 In these centuries the pope became the most influential figure in Europe. He could depose emperors, mobilise vast armies to fight on crusade, and intervene in disputes in far-away realms. This module explores the origins of papal power and its impact on emerging nations in the west. | HIS-5048A | 20 |
| THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300 This unit is a coursework-only version of HISH2A95 THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300 and is available only to non-HUM and Visiting students. | HIS-5049A | 20 |
| THE POLITICS OF LANGUAGE What is 'good English', who decides, and how is it acquired? This module explores this question both critically and practically. It looks at several historical moments when the state of the language has been an object of ideological dispute, from early modern attacks on un-English vocabulary to continuing debates about 'politically correct' speech. It also studies some of the ways in which wrong, condemned, or non-standard language types have been used in literature. Students will also have opportunities to reflect on their own English, both in order to improve it, and in order to understand more of the implications of the lexical, syntactic and stylistic choices they make. | LDCL5037B | 20 |
| THE PRACTICE OF SCREENWRITING: ISSUES IN ADAPTATION This module is a practical screenwriting class. Students will explore basic issues in screenwriting and will focus on the problems of creating new screenplays adapted from novels, short stories, articles and other sources. Classroom sessions will compare film adaptations to the original material, introduce concepts of screenwriting and screenplay form, and apply key tools of script analysis. The final project will offer the opportunity to write a short screenplay or the first act of a feature-length script. The module offers essential skills for anyone contemplating a screenwriting career. The module is taught by seminar and screening. | FTMP5017B | 20 |
| THE PRACTICE OF SCREENWRITING: ISSUES IN ADAPTATION This module is a practical screenwriting class. Students will explore basic issues in screenwriting and will focus on the problems of creating new screenplays adapted from novels, short stories, articles and other sources. Classroom sessions will compare film adaptations to the original material, introduce concepts of screenwriting and screenplay form, and apply key tools of script analysis. The final project will offer the opportunity to write a short screenplay or the first act of a feature-length script. The module offers essential skills for anyone contemplating a screenwriting career. The module is taught by seminar and screening | FTMP5018A | 20 |
| THE RATIONALISTS The great rationalist philosophers Descartes (1596-1650), Spinoza (1632-77) and Leibniz (1646-1716) were preoccupied by the same themes: substance, God, knowledge and the relationship between mind and body. All of them were in the vanguard of the new scientific culture of the XVIIth century, but all were also concerned to reconcile science with religion. If Descartes and Leibniz ultimately seek to support an orthodox theism, Spinoza arrives at a humanistic and pantheistic ethic of living. We shall explore the different paths taken by the three thinkers from a shared starting point, rooted in reason and commitment to method. This module is offered biennially. | PHI-5005A | 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 RISE OF THE WEST In 1500 Christian Europe was a relative backwater in global terms, divided into small, warring kingdoms, marginal to the great trade routes of Asia and under assault from the Ottoman Empire. By 1900 western Europeans were the undisputed rulers of the globe, with the land and sea carved up into European empires, vastly militarily superior to any rivals, economically richer and, with its offshoot in America, at the heart of technological and scientific advance. As the dominance of the West fades in the 21st century, this course examines what led to this extraordinary burst of European dynamism and expansion. What forces within Europe contributed to this revolutionary era in political and military expansion, economic and social change, and the advance of science and technology? Why was Europe able not only to out-expand, but eventually subjugate rivals on other continents? What roles can we ascribe to different social and cultural attitudes, political and religious organisation, consumerism, economic innovation, access to resources, or simply â chance? | HIS-5042B | 20 |
| THE RISE OF THE WEST (CW) This module is a coursework only version of HISH2H16 THE RISE OF THE WEST and is available only to non-HUM and Visiting students. | HIS-5043B | 20 |
| THE SHORT STORY The module will explore the history and evolution of the short story form in English and some short stories in English translation. It will examine how and why the form came into being and trace the changing ideas about the nature of the short story and its aesthetic possibilities. Authors to be read include Joyce, Katherine Mansfield, D. H. Lawrence and, in translation, Flaubert, Maupassant and Chekhov. | LDCL5038B | 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. | LDCC5009A | 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. | LDCC5010B | 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 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. There will be opportunities to view some of the plays on film. Assessment is by means of seminar participation, one piece of textual analysis and one longer essay. Drama students may include a performance element as part of the assessment. | LDCL5030A | 20 |
| THEORIES, MODELS and PARADIGMS: THE PHILOSOPHY OF NATURAL SCIENCE and THE ENVIRONMENT Like all intellectual enterprises, natural science is far more surprising than its common-sense picture would have us believe. For example, we often think of continuous progress as the mark of science: thus e.g. Ptolemy's astronomy is deemed objectively inferior to Copernicus'. But within the framework of the general theory of relativity we can equally well describe the motion of the planets by taking the Earth or the Sun to be at rest. Also, science is frequently regarded just as knowledge built from observation, yet the first great physical theory of the modern age, Newton's theory of gravitation, made essential use of unobservable entities like forces in order to describe observable motion. These facts raise challenging questions: what is the role of unobservable entities within a scientific theory? On what grounds can we accept their existence? How do theoretical science and experiment relate? We will explore these issues by looking at scientific practice from a philosophical standpoint. Environmental concerns are among the most topical and pressing ones of our times. We will look at some of the philosophical and ethical issues underlying such concerns, at the relationship between natural science and environmental concerns and values. We will also examine some of the specific difficulties that face debates about environmental policy. This module will be offered biennially: it will be taught in Spring 2014, and then again in Spring 2016. | PHI-5029B | 20 |
| THREE WOMEN WRITERS The writings of Edith Wharton, Katherine Mansfield and Virginia Woolf intersect with discourses of 'new women' and gender as well as feminism, and social and cultural history. This second level seminar develops historicist and generic understanding as well as exploring women's identity through these authors' writings, which move between realism and modernism. Special attention to just one writer is possible in the final essay. Particular attention will be given to some of Virginia Woolf's lesser known writing. | LDCL5050B | 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. | PSI-5008B | 20 |
| TRANSLATION AND ADAPTATION (LEVEL 2) This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and inter and intra-lingual work will be examined. The module is open to students who do not have a foreign language. Assessment commensurate with level. Taught with LCS-3T22. | LCST5024B | 20 |
| TRANSLATION ISSUES ACROSS MEDIA (LEVEL 2) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-3T25. Assessment commensurate with level. | LCST5031A | 20 |
| TRANSLATION ISSUES IN THE MEDIA (LEVEL 2) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. (Taught with LCS-3T26). Assessment commensurate with level. | LCST5021B | 20 |
| TRANSLATION WORK EXPERIENCE (LEVEL 2) The module builds on partnership with public services locally and abroad to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation from, and into English, of information for local museums or museums in France or Spain). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled, other commitments to be arranged. Taught with LCS-3T15. This module is only available to Post A-level language students. | LCST5023A | 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 |
| TWENTIETH-CENTURY BRITAIN, 1914 - PRESENT This module offers an in-depth history of Britain from the Great War to the present day, both through the study of political life and also by assessing the impact of economic, social and cultural change. There are opportunities to re-evaluate issues such as the impact of war on society, âlandmarkâ General Elections such as those of 1945 and 1979, the rise of consumer society, post-colonialism, the sexual revolution, the politics of immigration, unrest in Northern Ireland, as well as Britainâs changing role in the world. | HIS-5046B | 20 |
| TWENTIETH-CENTURY BRITAIN, 1914 - PRESENT (CW) This module is a coursework-only version of HISH2G01 TWENTIETH-CENTURY BRITAIN, 1914 - PRESENT and is available only to non-HUM and Visiting students. | HIS-5047B | 20 |
| TWENTIETH-CENTURY BRITAIN, 1914 TO THE PRESENT This module examines the themes of conflict and consensus in Britain from the Great War to the present day, both through the study of political life and also by assessing the impact of economic, social and cultural change. There are opportunities to re-evaluate issues such as the impact of war on society, âlandmarkâ General Elections such as those of 1945 and 1979, the nature and durability of consensus politics in the 1950s, or Britainâs role in the contemporary world. | HIS-5023A | 20 |
| VICTORIAN BRITAIN This module will examine the leading themes in British history during Victoria's reign (1837-1901). It will include political, social, economic, religious, urban, gender and intellectual topics. | HIS-5012A | 20 |
| WAR AND PEACE SINCE 1945 This module analyses the use and non-use of force in inter-state relations. It first asks why wars occur between states and examines the political, legal and ethical constraints on military action. We then consider peaceful alternatives and civil society. The themes include: the causes of wars; the history of warfare; the Cold War; nuclear strategy and arms control; the laws of war; peace theories; UN peacekeeping; disarmament, and non-violent resistance | HIS-5024B | 20 |
| WAR LIVES: WRITING BRITAIN IN WORLD WAR II World War II brought the horror of war home to the British. War invaded the country in new ways: it reshaped Britain's landscapes, radically altered the social practices of everyday life, and shattered people's very sense of what it meant to live. As one writer remarked, the war "worked at a thinning of the membrane between the 'this' and the 'that'. War life, for many, was hallucinatory, and the struggle to write the war, and its peculiar relation to Britain's home-front, invades the writing of the 1940s in strange and unpredictable ways. This module examines both fiction (short stories and novels) and non-fiction (essays and letters) by writers such as Elizabeth Bowen, A. L. Barker, Angus Wilson, Henry Green and Patrick Hamilton, as well as critical work on the literature of the period, to examine how writing in and about Britain during the Second World War struggled to account for the uncertainties and instabilities of war lives. | LDCL5039B | 20 |
| WESTERN POLITICAL THOUGHT This level 2 module examines in depth the works of selected thinkers who are seminal to the Western tradition of political thought, including Plato, Hobbes, Locke, Rousseau, Mill and Machiavelli. Their work will also be compared thematically, with a focus on themes such as the natural law and social contract traditions, and other schools of thought which have been influenced by these traditions.The module will be based on the study and interpretation of key texts and will enable students to develop skills of textual analysis and critique. It will also provide some of the historical background necessary to study more contemporary political theory at level 3, as well as building substantially on some of the political theories encountered on Social and Political Theory at level 1. | PSI-5024A | 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, 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. | LDCL5053B | 20 |
| WORLD PERFORMANCE This module is reserved for students on Drama programmes and Visiting Students similarly following theatre, drama and/or performance degree programmes only. It will include practical exploration, observation and analysis of video material and discussion of the nature and function of performance events. The examination is a drama practical - each person has a 15-minute slot. The module aims to initiate awareness of traditional performance forms and practices beyond the 'west' (in particular, Japan, Bali and China) through workshop and discussion, underpinned by 'anthropological' and multicultural' theories of performance; and to offer some comparisons both with contemporary practice in the countries of origin and with aspects of western theatre training. Students will be invited to develop their own appropriate performance forms for the examination. | LDCD5013B | 20 |
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
| Name | Code | Credits |
|---|---|---|
| YEAR ABROAD A compulsory year abroad for students taking one or more honours language(s). Satisfactory completion of the year abroad, as defined by the School Board, is necessary for registration in the following year. | LCSX5027Y | 120 |
Compulsory Study (60 credits)
Students must study the following modules for 60 credits:
| Name | Code | Credits |
|---|---|---|
| JAPANESE HONOURS LANGUAGE 3/1 - READINGS ON MODERN JAPAN In this module the students develop deep skills in the reading and understanding of the Japanese language. Students will read Japanese modern literature, newspapers, historical documents, and philosophy. While understanding and discussing such literature in Japanese, students will develop a deeper understanding of the language and learn how to use it for debate. They will become ready to use Japanese at academic level. | LCSJ6010A | 20 |
| JAPANESE HONOURS LANGUAGE 3/11 This module, which is compulsory for all final year Japanese Honours students, aims to enhance translation skills and will involve both Japanese to English and English into Japanese translation, including sight-translation based on a variety of text types. | LCSJ6011B | 20 |
| TRANSLATION STUDIES IN JAPAN Translation is an integral part of Japanese culture. However, related research in Japan is in an early stage and has largely remained uninfluenced by theoretical and conceptual developments in Europe. Translation practices and norms in Japan developed on the background of the country's peculiar history of self-isolation and abrupt opening. This module offers views on the history of Japanese translation, and on current Translation Studies in Japan. One goal is to learn about the differences in thinking concerning methods and practices in translation studies in the west and translation studies in Japan. The module will also involve exercises in practical translation by the students. The module is conducted in Japanese. | LCSJ6009B | 20 |
Option A Study (60 credits)
Students will select 60 credits from the following modules:
| Name | Code | Credits |
|---|---|---|
| DISCOURSE AND SOCIETY (LEVEL 3) Language occurs in specific social situations, among specific social actors and for a variety of purposes. Meaning is, at least partially, socially constructed through the mediation of language and is constantly being (re) negotiated between language users. Discourse analysis is concerned with the ways in which language in use is tied to its socio-cultural context. This approach is thus at the heart of the analysis of human interaction in society. This module provides the students with the analytical tools that can be fruitfully applied to the study of a variety of texts and verbal exchanges (e.g. media, advertising, politics, education, business, literature) and for a variety of purposes (e.g. developing critical understanding, uncovering ideological bias, reproducing texts successfully in translation and achieving the desired impact through one's own writing). The role of non verbal expressive means (images, sound) is also taken into account. Presentations of the main concepts and examples are followed by practice sessions in which students have the opportunity to analyse a variety of texts both for class discussion and for their final project. Teaching is by a two hour lecture/seminar. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. | LCSL6014A | 20 |
| DISSERTATION IN LANGUAGE AND CULTURE (AUTUMN) This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. | LCSC6002A | 20 |
| DISSERTATION IN LANGUAGE AND CULTURE (SPRING) This module gives students the opportunity to undertake research on a project of their own choosing under the supervision of a member of faculty. The goal is to produce an extended essay (written in English) of 5,000 - 6,000 words which relates in-depth research on a specialist topic relating to wider issues in language and communication studies. The dissertation topic must be agreed by the module organiser by the end of the previous semester. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student. This module will be useful preparation for those interested in pursuing post-graduate studies. | LCSC6003B | 20 |
| INTERCULTURAL BUSINESS COMMUNICATION (LEVEL 3) This module prepares students to become effective communicators in intercultural settings, especially focusing on multilingual business management, multinational companies and work within multicultural teams. The aim is that the student will develop intercultural competence, a crucial skill in our globalised world. In order to acquire this, different strategies should be fostered, such as seeking commonalities with others, overcoming stereotyping and prejudice, and developing flexibility and openness. Practical activities in small groups will be held in classroom sessions, with a special focus on intercultural communication problems in business. Theoretical approaches to intercultural communication will be provided in order to understand how to be successful in communication across cultures and to solve intercultural conflicts in Business contexts. Some of the benefits of being aware of intercultural communication are the ability to build intercultural understanding, the promotion of international business exchanges, and the facilitation of cross-cultural adaptation. Assessment will be commensurate with level. | LCSC6029A | 20 |
| INTERCULTURAL COMMUNICATION IN PRACTICE (LEVEL 3) This 20 credit level 3 module explores how students can become more effective communicators in international or multicultural settings by developing their intercultural competence. It introduces them to theoretical approaches to intercultural communication and provides them with opportunities to analyse and understand the basics of effective communication across cultures. Students will be also encouraged to make links between module content and their own experiences and responses by keeping an intercultural journal. Classroom sessions will include small group work, practical activities to explore how theories can be applied in real-life contexts, analysis of case studies, and public lectures. During the public lectures, invited practitioners will introduce students to how intercultural communication operates in specific organisations. Assessment which includes a critical report on an authentic intercultural interaction, a class presentation and an essay is commensurate with a 20 credit level 3 module. | LCSC6001B | 20 |
| INTRODUCTION TO CONFERENCE INTERPRETING This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with conference interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting in a multicultural world. The course is taught in a Sanako digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language etc. The content of the module is EU oriented and includes topics such as human rights, peace processes and racism and xenophobia. The skills based approach of this course provides effective academic learning and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Although students will practice interpreting from Spanish or French into English and from English into Spanish or French, they will be assessed on interpreting into their mother tongue. | LCST6024A | 20 |
| INTRODUCTION TO PUBLIC SERVICE INTERPRETING This module is offered to final year undergraduates with no prior formal interpreting training. Its aim is to equip students with public service interpreting skills as well as to enhance linguistic and cultural knowledge in order to improve their ability to reflect on the process of interpreting as a multicultural world. For students also enrolled on the Autumn semester Introduction to Conference Interpreting module, it will provide the opportunity to hone their skills whilst introducing new topics in different settings, such as liaison interpreting during a police interview. This course in a Sanko digital language laboratory and consists of 4 hours of contact time per week. The module covers on-sight, consecutive and simultaneous interpreting skills as well as the non-verbal elements of importance to communication such as pitch, intonation, body language, etc. The content of the module focuses on medical and legal settings. The skills based approach of this course provides effective academic training and has high employability credentials as it develops transferable skills in demand in the professional world such as good concentration, active listening, flexibility, confidence and self-presentation. Students will be assessed on interpreting both into and out of their mother tongue. It is essential that students are at native speaker level in at least one of the following languages: English; Spanish or French. | LCST6028B | 20 |
| LANGUAGE AND GENDER (LEVEL 3) This module explores a variety of matters relating to language and its relationship to questions of gender and sexuality. Do men and women use language differently? Are the genders represented differentially in language and what might this show about socio-cultural ideologies and power structures? Is linguistic behaviour used to create and construct gender and sexual identities? Consideration will include such issues as stereotypical ideas of gendered language, sexist language, how same-sex conversations differ from mixed-sex conversations, how children are linguistically socialised into their gender categories, whether men are from Mars and women from Venus, and so on. Discussion and reading will be informed by a wide variety of ideas from fields such as anthropology, psychology, biology, sociology, and politics (especially feminism). Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6017B | 20 |
| LANGUAGE AND POLITICS (LEVEL 3) 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. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6015B | 20 |
| LANGUAGE AND SOCIETY (LEVEL 3) 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. In addition to the two hour lecture/seminar a further hour will be timetabled and dedicated particularly to the exploration of language and identity, leading to the development of the project. | LCSL6013B | 20 |
| LANGUAGE CONTRASTS AND TRANSLATION (LEVEL 3) This module will provide a comprehensive overview of the key language contrasts relevant in the process of translation. It will focus on those aspects of various languages that are similar to English as well as those that are different in order to reveal the points of language-driven facilitation in translation as well as language-induced obstacles together with strategies how to surmount them. An introduction to the basic linguistic terminology relevant for applied translation will be the starting point. Diverse language typologies based on different linguistic level (morphology, syntax and semantics) will be presented and exemplified, using illustrative examples for the languages relevant to the students in the class. The topics covered would include the central grammatical categories (articles, modifiers, word-order, etc.) in the languages that the students are working on (eg, French, Spanish, Italian, German, Russian, Chinese and others, depending on the intake). Students will be encouraged to make their own inference and check-list of points where the languages they work on differ based on the different typologies. We shall establish the use of a typological classification as a predictive tool in approaches to translation in a variety of applied contexts. The students will be introduced to essential research techniques that are of consequence for translation choices (e.g. the use of corpora frequencies to detect the specifics of use for words, constructions and sentences in different languages). They will be taught to write argumentative essays and incited to develop their research skills and critical acumen. They will be encouraged to produce their own examples from original texts they choose to work on. The aim of this module is to equip students with the necessary knowledge of how different languages work in terms of their basic features at all levels of analysis (morphology, syntax, semantics and pragmatics) in order to enable more efficient and justified translation choices in different multilingual scenarios (commercial, legal, scientific, and others). Overall, this module is a study platform that would offer a solid theoretical background for select aspects of linguistic knowledge that is relevant to applied translation, including discussion of translation choices, errors in translation stemming from language contrasts or methodology in research and professional work. There will be opportunity for hands-on practical work in class, which would exemplify the application of theory to practice in a direct and straight-forward way. This module is also a springboard for potential MA cohort (MAATS and MAFLANT in particular). | LCST6030B | 20 |
| LANGUAGE IN ACTION (LEVEL 3) This module 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. Assessment commensurate with level. In addition to the timetabled seminar, a further contact hour will be arranged for level 3 students. | LCSL6012A | 20 |
| SUBTITLING AND DUBBING (LEVEL 3) This module is an introduction to aspects of subtitling and dubbing in different media and multimedia contexts (television, radio, cinema, world wide web), and to issues associated with these activities in the age of globalisation. A range of materials and processes will be considered (e.g. film subtitling, subtitling for the deaf and hard-of-hearing, subtitling and dubbing in news reports or documentaries, subtitling and dubbing in the context of multimedia localisation) to investigate key features and concerns involved in transposing text across communication channels, media, forms and codes. Assessment commensurate with level. Taught with LCS-2T11. | LCST6020A | 20 |
| TECHNOLOGICAL TOOLS FOR SUBTITLING AND DUBBING (LEVEL 3) This module provides first-hand experience of subtitling and dubbing. There will be an opportunity to become familiar with software used for interlingual and intralingual subtitling and dubbing at professional level while undertaking practical exercises involving cueing, text compression and segmentation, respecting time and space constraints and conforming to conventions of good practice. The different types of technological tools used for audiovisual translation at professional and amateur levels will be explored, analysed and assessed. Selected film/TV series/documentary extracts in several languages will be used. Practical activities will present participants with the challenges posed by the interplay of audio, image and text. | LCST6027B | 20 |
| THE CONSTRUCTION OF NEWS (LEVEL 3) The module seeks to provide an understanding of how the special cultural product we call 'news' is created. It examines the changing economic, political, legal and cultural contexts of newspaper production in a variety of media (print, web, broadcast). It presents and assesses different theories about how these contexts (or 'structures') impact on the day to day practice of journalism and the nature of the news message. An important part of the module involves tracing the reflections and refractions of these wider processes in actual news media discourse. We will use frequent practical analysis exercises to test and challenge the theories of new production and the practices of new production in today's fast-changing news environment. 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 'read' news media in a very different way to before. Assessment commensurate with level. In addition to the timetabled seminar, some further contact hours will be arranged for level 3 students. | LCSL6016B | 20 |
| THE ENGLISH LANGUAGE: AN INTERNATIONAL AND INTERDISCIPLINARY APPROACH The primary goal of this module is to provide a novel on-site experience in England at UEA for University of California undergraduates who major or minor in English, in linguistics, in various foreign languages, and in other related disciplines. The module gives a broadly based and modern perspective on the English language suitable for a wide range of students. No background is required in either English or linguistics, but the module will be taught in such a way as to be appealing to specialists and non-specialists alike. It will include some traditional elements that exemplify the history of English and its consequences for the modern English word stock, for sound-spelling inconsistencies, and so on, exploiting the proximity to local sites of interest for Anglo-Saxon, Early Norman and Shakespeare's England. In particular, it will have a strong international focus, examining English as a global language, the learning of English as a second language, and English as a language type compared with other languages. The practical consequences of global English, for translation, for the internet, and for learning will be explored. A further modern aspect of this module is its interdisciplinarity. It combines insights and methods from historical linguistics, language typology, grammatical analysis, language use and processing, and language learning, all of which will be presented in an accessible way appropriate for a broad audience. The module will include applications of English and of comparative linguistics, especially to problems of language learning and translation, and to English language issues that arise in forensic linguistics, ie, in language and the law. | LCSE6031A | 20 |
| TRANSLATION AND ADAPTATION (LEVEL 3) This module will consider translation and adaptation (understood as the transferral of a cultural product from one medium to another) in a range of media (for example, film, television, theatre, literature, and computer games) and the issues associated with these processes in these media. The module is taught in English and inter and intra-lingual work will be examined. This module is open to students who do not have a foreign language. An additional workshop hour is scheduled at this level. Assessment commensurate with level. Taught with LCS-2T20. | LCST6021B | 20 |
| TRANSLATION ISSUES ACROSS MEDIA (LEVEL 3) This module is particularly relevant to language and translation students, but will appeal to students from across the University with an interest in language issues associated with the globalisation of communication and the media. It considers a range of materials (texts and their translations, multilingual publications and packaging, film subtitles, dubbed soundtracks, IT-mediated text) to explore issues involved in the transposition and translation of (spoken and written) text into other media and other languages across different genres, literary and non-literary. Taught in English. Receptive knowledge of one other main European language required. Taught with LCS-2T25. Assessment commensurate with level. | LCST6032A | 20 |
| TRANSLATION THEORY AND PRACTICE The primary aim of this module is to develop the skills and critical thinking required for the production, by the individual student, of an extended annotated translation and commentary. The commentary consists of a theoretical discussion of the translation process and product, together with specific annotations illustrating the translation strategy adopted. This module is open to second-year LCS students with (near) native competence in French or Spanish and/or visiting/exchange students. Assessment commensurate with credit value. | LCST6018A | 20 |
| TRANSLATION WORK EXPERIENCE (LEVEL 3) The module builds on partnership with public services locally and abroad to give home and visiting/exchange students the opportunity to work jointly on professional translation briefs (e.g. translation from, and into English, of information for local museums or museums in France or Spain). Work involves translating to specifications, background research and product delivery/presentation. Assessment is by a variety of means including diary notes and critical report. Module open subject to availability of briefs - a back-up module choice is essential. One hour per week timetabled. Other commitments including Level 3 tutorials to be arranged. Taught with LCS-2T13. | LCST6019A | 20 |
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 spend a year abroad in your third year on all our four-year language degrees or alternatively a semester abroad in the second year on our three-year fast-track degrees. The year/semester abroad is a fantastic chance for a student to explore one or more countries where your Honours language(s) are spoken and the opportunities they offer, while at the same time having the support of the School’s staff.
You either take up a teaching assistantship, a work placement, voluntary work or attend a foreign university, usually on an Erasmus/Socrates exchange in France or Spain. Students on the Erasmus scheme receive a small grant from the EU which funds the scheme, and students teaching or working also receive the Erasmus grant in addition to their salary. Students going to Japan will attend university.
If you are taking two languages from A level, you will normally split the year between two countries where those languages are spoken.
The main option available to you is attending a university, normally as part of an exchange programme, one semester in each country. Students of French can, for instance, attend the prestigious Ecole de Traduction et d'Interprétation in Geneva. We have Erasmus exchange schemes and well-established links with a range of universities in France and Spain: (France) Clermont Ferrand, Corsica, Montpellier III, Nancy II, Nice, Paris, and Tours; (Spain) Alicante, Alcalá de Henares, Castilla La Mancha, Madrid (Antonio de Nebrija, Autónoma and Complutense), Granada, Salamanca, Toledo and Zaragoza, as well as the Universidad de Guadalajara and the Universidad de las Américas in Mexico. We are currently establishing our year abroad university partners for the first cohort of students who will go to Japan in 2013-14.
If you are taking two languages from A level it is also possible to take up a work placement in France or Spain in combination with a university place if a short enough work placement can be found. The final option of working as a language assistant is not open to you because you will need to split your year abroad and contracts for assistants are for more than six months.
If you are taking one of French, Spanish or Japanese from below A level, you will normally spend your year in a country where the weaker language is spoken and the summer in a country where your stronger language is spoken. If you are taking French, Spanish or Japanese from below A level in combination with another Honours language, you will spend the year abroad in the country of the weaker language and, for France and Spain, follow courses in the stronger language. It is recommended that such students spend the summer before the final year in the country of their stronger language.
If you are a highly proficient native or near-native speaker of French or Spanish, then you are normally exempted from the compulsory year abroad for that language and spend your first year studying a completely different language from our wide range of subsidiary languages. In your following two years your compulsory language strand consists of final year level modules in your native language. If you are studying two languages to Honours level and one of these is your native language, then you will spend a year abroad in a country where your non-native language is spoken.
Entry Requirements
- A Level:
- ABB
- International Baccalaureate:
- 32
- Scottish Advanced Highers:
- ABB
- Irish Leaving Certificate:
- AABBBB
- Access Course:
- Please contact the University for further information.
- HND:
- Please contact the University for further information.
- European Baccalaureate:
- 75%
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:
- IELTS: 6.5 overall (minimum 6.0 in all components)
- TOEFL: Internet-based score of 88 overall (minimum 18 in the Listening and Writing components; 19 in the Reading component; and 21 in the Speaking component)
- PTE: 62 overall with minimum 55 in all components
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 School does not currently interview all applicants for undergraduate entry as standard, however we do offer the opportunity to meet with an academic individually on a Visit Day in order to gain a deeper insight into the course(s) you have applied for.
Gap Year
We welcome applications from students who have already taken or intend to take a gap year.
Deferred Entry
We also welcome applications for deferred entry, believing that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and may wish to contact the appropriate Admissions Office directly to discuss this further.
Special Entry Requirements
It is generally expected that you should have at least a Grade B at A Level, or its equivalent, in the language or languages that you intend to take at honours level.
In the case of Spanish or Japanese studied from Beginners' or Spanish, French or Japanese from post-GCSE level, we require evidence of foreign language learning ability, such as a good grade in a foreign language at GCSE.
Intakes
The School's annual intake is in September of each year.
Alternative Qualifications
If you have alternative qualifications that have not been mentioned above then please contact the University directly for further information.
GCSE Offer
Students are required to have Mathematics and English at Grade C or above at GCSE level.
Assessment
For the majority of candidates the most important factors in assessing the application will be past and future achievement in examinations, academic interest in the subject being applied for, personal interest and extra-curricular activities and the confidential reference. We consider applicants as individuals and accept students from a very wide range of educational backgrounds and spend time considering your application in order to reach an informed decision relating your application. Typical offers are indicated above. Please note, there may be additional subject entry requirements specific to individual degree courses.
Fees and Funding
Undergraduate University Fees
We are committed to ensuring that Tuition Fees 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. Full time UK/EU students starting an undergraduate degree course in 2013 will be charged a tuition fee of £9,000. The level of fee may be subject to yearly increases.
Year Abroad Fees
For Home/EU students opting for a Year Abroad the tuition fee is currently £1,350. The Year Abroad tuition fee will be subject to an annual increase. International Students are required to pay 25% of their annual tuition fee to UEA during their year Abroad and will be calculated based on the current tuition fee for that year.
Scholarships and Bursaries
Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships. To check if you are eligible please visit out University Financial Support pages.
International Students
Full time International students starting an undergraduate degree course in 2013 will be charged a tuition fee of £12,300. The level of fee may be subject to yearly increases.
The University offers around £1 million of Scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study. Our University International pages give you more details about preparation for studying with us, including Fees and Funding.
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 (Language and Communication Studies)
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.