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BA Drama and English

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BA Drama and English

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Arts

Programme Code

DRA-BA-JS

UCAS Code

WQ43

JACS Code

Q300 (DESCR) 50

Criteria for Admissions

BBB at A Level, including A Level English. Students will also be required to attend an interview for Drama.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Students will also be required to attend an interview for Drama.

Mode of Study

Full Time

Type of Programme

Joint Honours Single

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Arts, English and Languages

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Dance, Drama and Performance (2015)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Professor Jane Taylor

University of Capetown

Professor Maggie Gale

University of Manchester

Professor Simon Bainbridge

University of Lancaster

Professor Lynda Mugglestone

Pembroke College, Oxford

Dr Conor O'Callaghan

Sheffield Hallam University

Dr Karen Lury

University of Glasgow

Professor Kate Hodgkin

Bristol University

Dr Colin Graham

NUI Maynooth

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

None

Programme Specific Regulations

Transferring from Single to Joint Honours:
On completing Level 1 a Single Honours student in either of Drama or English who has completed 40 CATS at Level 1 in the other subject and has achieved an average mark across the 40 CATS of 60 or above may be admitted to this Joint Honours Programme subject to having obtained the approval of the Adviser of Studies in the subject in which they have only 40 CATS.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The Joint Programme in Drama and English is designed to provide students with:

* An intellectual training in the separate and overlapping disciplines of Drama and English which, while discrete subjects, are also complementary and mutually enriching
* A discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary, performative and other contemporary sources
* A range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.

Together, these subjects equip individuals with the ability to:

* Think critically, process and understand complex information and to present it in a variety of written and oral forms, including through performance
* Evaluate primary and secondary sources
* Interpret a variety of types of data and information
* Pursue independent learning
* Work well in groups and formulate arguments.

Furthermore, students benefit from a multi-disciplinary education, which gives them a large skillset and opens a wide range of career options following graduation.

The curricula will be delivered in accordance with the national Drama and English benchmarking statements, which reflect the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches.

More generally, the Joint Programme in Drama and English aims to:

* Attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect
* Provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees
* Develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.

The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules, which encourage a stimulating interchange of ideas.

• An intellectual training in the separate and overlapping disciplines of Drama and English which, while discrete subjects, are also complementary and mutually enriching

• A discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary, performative and other contemporary sources

• A range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way

Together, these subjects equip individuals with the ability to:

• Think critically, process and understand complex information and to present it in a variety of written and oral forms, including through performance

• Evaluate primary and secondary sources

• Interpret a variety of types of data and information

• Pursue independent learning

• Work well in groups and formulate arguments

Furthermore, students benefit from a multi-disciplinary education, which gives them a large skillset and opens a wide range of career options following graduation.

The curricula will be delivered in accordance with the national Drama and English benchmarking statements, which reflect the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches.

More generally, the Joint Programme in Drama and English aims to:

• Attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect

• Provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees

• Develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines

The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules, which encourage a stimulating interchange of ideas.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Recognise and appreciate the varying effects of different
literary and linguistic forms of expression;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Respond to, and differentiate between, different ideological and theoretical positions;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Analyse and interpret material from different geographical, cultural, and temporal contexts;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Think independently, originally, and self-reflexively;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Demonstrate a capacity for critical reflection and judgment in the light of evidence and argument;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Discriminate between substantive and peripheral concerns in their understanding of literary and linguistic issues;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Identify, collate and organise relevant data and information from a variety of primary and secondary sources in support of their argument;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Understand complex tasks and an ability to present appropriate solutions in written form;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Work autonomously, manifested in self-direction, objective-setting, prioritising and time-management;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Reflect on their own learning, seeking and making use of constructive feedback;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Produce intellectually coherent academic analysis within word limits and time deadlines;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Apply requisite referencing and presentation formats in the production of written analyses.

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.
Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.
In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.
Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.
Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.
Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.
The dissertation, examinations and essays require students to demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.
The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Demonstrate critical awareness of the main research methods used to collect and analyse data

Teaching/Learning Methods and Strategies

Specific teaching methods include tutor-led, student-led, self-directed study

Methods of Assessment

Essays submitted to a deadline

Understand the interplay between practice and theory

Teaching/Learning Methods and Strategies

Resource-based learning, including library work and attendance at performances, workshops and rehearsals

Methods of Assessment

Individual presentations

Analyse and critically examine diverse forms of discourse and their effects on representation in the arts, media and public life

Teaching/Learning Methods and Strategies

Specific teaching methods include tutor-led, student-led, self-directed study

Methods of Assessment

Individual interviews and essays

Think reflexively and independently

Teaching/Learning Methods and Strategies

Classroom discussion and online interactions

Methods of Assessment

Edited commentaries on learning logs

Understand group dynamics and implement them in practical contexts

Teaching/Learning Methods and Strategies

Group work in performance and classroom presentations

Methods of Assessment

Assessed group presentations and performances

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Display a broad knowledge of a range of periods in literary history, including literature before 1660, and an understanding of the social and political contexts in which texts are both written and read;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Have an in-depth knowledge and understanding of particular periods, movements and authors according to individual progression through the degree;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Demonstrate knowledge of English, American, Irish and postcolonial writing, and familiarity with debates surrounding the shaping of individual and cultural identity;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Understand the rhetorical, stylistic and aesthetic strategies of the different genres of prose fiction, drama and poetry;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Display familiarity with a range of theoretical approaches to literature and language, and with the key critical debates that form and inform the disciplines themselves;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Exhibit an awareness of major structural levels of linguistic organisation in speech and writing;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Demonstrate familiarity with major periods in the development of the English language and of contexts of language production and variation.

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Demonstrate a wide knowledge and understanding of local and international drama and theatre practice and the cultures and societies from which this has arisen, including an understanding of:
• the histories, forms and traditions of performance and theoretical explanations of those histories;
• historical and contemporary contexts of production, circulation and reception of performance;
• the work of key practitioners and theorists; traditional and contemporary critical perspectives on performance;
• the processes by which performance is created, realised and managed informed by practical experience.

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process.
Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.
Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of literature in addition to a broad base of knowledge about literary and dramatic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.
Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.
The dissertation, examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Demonstrate a thorough knowledge of contemporary technologies and their relationship to drama, theatre, performance, and academic research.

Teaching/Learning Methods and Strategies

Resource-based learning, including library work, DVD and other recordings

Methods of Assessment

Individual presentations and marked essays

Demonstrate an understanding of how to analyse and discuss the conventions and practices involved in producing and performing dramatic work on stage

Teaching/Learning Methods and Strategies

Attendance at performances

Methods of Assessment

Individual Interviews and marked essays

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Read texts with a developed awareness and appreciation of their formal, structural and generic properties;

Teaching/Learning Methods and Strategies

Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Tutorials and seminars allow for close reading of texts in a group situation, while developing students’ ability to formulate their own arguments and responses.

Methods of Assessment

Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below and as set out in the individual module descriptions – see http://www.qub.ac.uk/sites/ModuleInformation/ and http://www.qub.ac.uk/schools/SchoolofEnglish/Education/

Assess critical interpretations of the ways in which different cultural and historical contexts inform the reading and writing of texts;

Teaching/Learning Methods and Strategies

Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Tutorials and seminars allow for close reading of texts in a group situation, while developing students’ ability to formulate their own arguments and responses.

Methods of Assessment

Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below and as set out in the individual module descriptions – see http://www.qub.ac.uk/sites/ModuleInformation/ and http://www.qub.ac.uk/schools/SchoolofEnglish/Education/

Analyse the forms, function, and development of language;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Utilise a critical vocabulary and engage with different critical perspectives in the analysis of texts;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Be aware of key debates concerning the development of the discipline of literary criticism;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Write coherent, structured and relevant essays in answer to specific questions on literature and language;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Select and utilise primary quotation and secondary critical material in the formulation of an argument;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Display familiarity with bibliographic convention and should be able to research, reference and present written work according to the requirements of the subject area.

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.
Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, aural tests or examinations, require students to demonstrate the English subject skills which are detailed in the School of English criteria for marking all undergraduate work (see Marking Criteria and the School of English Assessment and Feedback Policy, under School Documents, on the Education pages of the School website).

Demonstrate a high level of specific skills including the reading of written texts and how to effect transitions from page to stage

Teaching/Learning Methods and Strategies

Tutor-led, student-led, self-directed study

Methods of Assessment

Continuously assessed group presentations

Read, analyse, document and/or interpret performance

Teaching/Learning Methods and Strategies

Online teaching methods

Methods of Assessment

Scene-work and performance

Demonstrate the performance and production skills necessary to communicate to/with an audience

Teaching/Learning Methods and Strategies

Workshops and rehearsals

Methods of Assessment

Participation and engagement

Participate in group processes in the creation of original work

Teaching/Learning Methods and Strategies

Contact with working professionals in all relevant specialisms (eg actors, director, designers, lighting designers, critics)

Methods of Assessment

Edited commentaries on learning logs

Understand the interplay between the performers’ conscious and subconscious resources in the realisation of performance

Teaching/Learning Methods and Strategies

Assigned readings for classroom discussion

Methods of Assessment

Contributions to learning logs and online forums; assessed essays

Understand processes by which performance is created, realised, and managed, such as the processes of rehearsal, writing, scoring, devising, scenography, improvisation, choreography, performer training techniques, and production arts

Teaching/Learning Methods and Strategies

Workshops and rehearsals; performances

Methods of Assessment

Assessed performances

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Manage time efficiently and effectively;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Demonstrate basic word-processing and IT skills;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Collate and process information from a variety of sources;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Use libraries and online resources;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Respond positively and productively to feedback on work;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Think both creatively and maturely in diverse intellectual situations;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.
In some language modules, students undertake directed lab work in addition to lectures and tutorials, acquiring skills in analysis and in the manipulation of speech and language data.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

Display interpersonal skills and the ability to work productively in a group context;

Teaching/Learning Methods and Strategies

Individual and group presentations; developing skills at stage 1 through a dedicated skills module.
Erasmus programme and Exchange programmes with international universities.

Methods of Assessment

Individual and group presentations; learning portfolio and coursework projects in a stage 1 skills module.
For most international exchanges, students enrol on the host institution’s undergraduate programme.

Demonstrate effective oral, written, performance and visual communication skills;

Teaching/Learning Methods and Strategies

Individual and group presentations; developing skills at stage 1 through a dedicated skills module.
Erasmus programme and Exchange programmes with international universities.

Methods of Assessment

Individual and group presentations; learning portfolio and coursework projects in a stage 1 skills module.
For most international exchanges, students enrol on the host institution’s undergraduate programme.

Understand the role and use of feedback in assessing and improving performance;

Teaching/Learning Methods and Strategies

Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors.
Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the Schools work closely with the Careers Liaison Officer to present students with information on possible careers.

Methods of Assessment

Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree.
Each student is allocated a Personal Tutor in stage 1 and meets with him/her throughout the duration of the degree programme.

Respond constructively to criticism.

Teaching/Learning Methods and Strategies

Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors.
Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the Schools work closely with the Careers Liaison Officer to present students with information on possible careers.

Methods of Assessment

Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree.
Each student is allocated a Personal Tutor in stage 1 and meets with him/her throughout the duration of the degree programme.

Demonstrate critical, analytical and physical skills

Teaching/Learning Methods and Strategies

Specific teaching methods include tutor-led, student-led, self-directed study

Methods of Assessment

Essays submitted to a deadline

Demonstrate creative and imaginative skills as shown through the realisation of practical research projects

Teaching/Learning Methods and Strategies

Resource-based learning, including library work and attendance at performances

Methods of Assessment

Continuously assessed group presentations

Communicate in a variety of oral, written, visual and performance media

Teaching/Learning Methods and Strategies

Online teaching methods

Methods of Assessment

Summative group presentations

Sustain concentration and focus for extended periods

Teaching/Learning Methods and Strategies

Intensive workshops and rehearsals (2-6 hours) demand extended focus and commitment

Methods of Assessment

Group presentation assessments; performance-based assessments measure success of intensive engagement

Show an awareness of inter-disciplinary approaches to study, and the capacity to engage with different theories or paradigms of knowledge

Teaching/Learning Methods and Strategies

Modules that combine theory and practice in both Drama and English. Also, students offered to take relevant modules in other areas.

Methods of Assessment

Exams, formal essays, interviews measure different types of learning across disciplines.

Develop ideas and construct arguments and present them in appropriate ways

Teaching/Learning Methods and Strategies

Reading; classroom attendance; group projects

Methods of Assessment

Essays, individual presentations, group presentations

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

English in Transition

ENG1001

1

20

YES

12 weeks

N

YES

100%

0%

0%

Mapping the Anglo-Saxon World

ENG2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

English in Context

ENG1002

1

20

YES

12 weeks

N

YES

100%

0%

0%

Writing About Theatre: Theory, Criticism and Performance

DRA1001

1

20

24 weeks

N

YES

100%

0%

0%

Introduction to Performing

DRA1003

1

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

DRA3025

3

20

24 weeks

N

YES

100%

0%

0%

Shakespeare on Screen

ENG3087

3

20

YES

12 weeks

N

YES

100%

0%

0%

Foundations for Speech Analysis: The Phonetics of English

ENL2001

2

20

YES

12 weeks

N

YES

70%

30%

0%

Speech Worlds: Phonology in Acquisition and Disorder

ENL3003

3

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to American Writing

ENG2072

2

20

YES

12 weeks

N

YES

100%

0%

0%

Language and Power

ENL2002

2

20

YES

12 weeks

N

YES

80%

0%

20%

Postconflict Drama: Performing the NI Peace Process

DRA3042

3

20

YES

12 weeks

N

YES

100%

0%

0%

Late Medieval Literature

ENG2040

2

20

YES

12 weeks

N

YES

100%

0%

0%

Eighteenth-Century and Romantic Literature

ENG2062

2

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Shakespeare and Renaissance Drama

ENG2050

2

20

YES

12 weeks

N

YES

100%

0%

0%

Literature and Society, 1850-1930

ENG2070

2

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Literature

ENG2081

2

20

YES

12 weeks

N

YES

100%

0%

0%

Televising the Victorians

ENG3069

3

20

YES

12 weeks

N

YES

100%

0%

0%

Avant-Garde Theatre

DRA2002

2

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Theatre

DRA2009

2

20

YES

12 weeks

N

YES

100%

0%

0%

The Art of the Actor

DRA2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

American Theatre

DRA2045

2

20

YES

12 weeks

N

YES

100%

0%

0%

Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind

ENG3097

3

20

YES

12 weeks

N

YES

100%

0%

0%

Double Dissertation English Literature

ENG3000

3

40

24 weeks

N

YES

100%

0%

0%

Introduction to English Language

ENL1001

1

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary US Crime Fiction: the Police, the State, the Globe

ENH3008

3

20

YES

12 weeks

N

YES

100%

0%

0%

Comic Fiction, Fielding to Austen (1740-1820)

ENH3013

3

20

YES

12 weeks

N

YES

100%

0%

0%

Marvels, Monsters and Miracles in Anglo-Saxon England

ENG3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

Theory and Practice of Adaptation

DRA3056

3

20

YES

12 weeks

N

YES

100%

0%

0%

Drama, Health and Social Care

DRA3057

3

20

24 weeks

N

YES

100%

0%

0%

Dance Theatre

DRA3060

3

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Irish and Scottish Fiction Devolutionary Identities

ENG3060

3

20

YES

12 weeks

N

YES

100%

0%

0%

Broadcasting and Identity

ENL3002

3

20

YES

12 weeks

N

YES

100%

0%

0%

Picturing America: Shaping the States in Word and Image

ENG3061

3

20

YES

12 weeks

N

YES

100%

0%

0%

The Structure of English

ENL3110

3

20

YES

12 weeks

N

YES

100%

0%

0%

Digital textualities and the History of the Book

ENG3178

3

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Arts Management

SCA2002

2

20

YES

12 weeks

N

YES

100%

0%

0%

Representing the Working Class

ENG3064

3

20

YES

12 weeks

N

YES

100%

0%

0%

Broadcasting in a post-conflict society

ENL3010

3

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation Joint Supervision

ENG3999

3

20

24 weeks

N

YES

100%

0%

0%

Writing New York, 1880-1940

ENG3183

3

20

YES

12 weeks

N

YES

100%

0%

0%

Educational Drama

DRA2007

2

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Literature: Poetry and Precariousness in the Twenty-First Century

ENG3184

3

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Gothic

ENG3330

3

20

YES

12 weeks

N

YES

80%

20%

0%

Stevens & Bishop

ENG3333

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Theatre of Brian Friel

DRA3010

3

20

YES

12 weeks

N

YES

100%

0%

0%

Writing Africa: The Colonial Past to Colonial Present

ENG3185

3

20

YES

12 weeks

N

YES

100%

0%

0%

Knowledge, Power and Imagination: Writing the East, 1662-1835

ENG3186

3

20

YES

12 weeks

N

YES

100%

0%

0%

Stylistics: Analysing Style in Language

ENL3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Critical and Cultural Theory

ENG2000

2

20

YES

12 weeks

N

YES

100%

0%

0%

Theatre Now: Contemporary Performance

DRA1005

1

20

YES

12 weeks

N

YES

100%

0%

0%

The Theatre of The Absurd

DRA2012

2

20

YES

12 weeks

N

YES

100%

0%

0%

Performing the Classics

DRA3061

3

20

YES

12 weeks

N

YES

100%

0%

0%

Joint Dissertation

DRA3999

3

20

24 weeks

N

YES

100%

0%

0%

Art/History

DRA2011

2

20

YES

12 weeks

N

YES

100%

0%

0%

3

20

YES

12 weeks

N

YES

100%

0%

0%

Notes

Level 1 Students take all of the listed modules at Level 1.

Level 2 Students take any three DRA/SCA modules and any three ENG/ENL modules at Levels 2 and 3, provided that they balance their workload across the year.

Level 3 Students take any three DRA/SCA modules and any three ENG/ENL modules at Levels 2 and 3, provided that they balance their workload across the year. Please note DRA3999 and ENG3999 are Co-Requisites for each other. Available as a jointly supervised dissertation in English and Drama.