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BA English and Social Anthropology

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 English and Social Anthropology

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

Bachelor of Arts

Programme Code

ENG-BA-JS

UCAS Code

QL36

JACS Code

L600 (DESCR) 50

Criteria for Admissions

The programme entry requirement is BBB at ‘A’ Level or equivalent, including grade B in English or grade A at ‘AS’ Level or equivalent. There are no subject specific requirements for Social Anthropology. International candidates require at least a British Council IELTS qualification of 6.5 overall with a minimum of 5.5 in each component.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

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

Anthropology (2015)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Prof Lynda Mugglestone

Pembroke College Oxford

Dr S Bell

Durham University

Prof J Stock

University College Cork

Dr Karen Lury

University of Glasgow

Prof 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)

N/A

Programme Specific Regulations

Each level must include 60 CATS in English and 60 CATS in Social Anthropology.

Transferring from Single to Joint Honours:
On completing Level 1 a Single Honours student in either of English or Social Anthropology 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 Honours Programme in English and Social Anthropology is designed to provide students with:

• an intellectual training in the separate disciplines of English and Social Anthropology which, while discrete subjects, are also complementary and mutually enriching;

• a discipline-specific perspective from which students acquire 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 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 together equip individuals with the ability to:

• think critically, process and understand complex information;

• 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 skill set and opens a wide range of career options following graduation.

The curricula will be delivered in accordance with the national English and Social Anthropology 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; and in which Social Anthropology explores the nature of complexity and richness of cultural diversity, providing a knowledge of the values, ethics and traditions of human social worlds through voices and representations as illustrated in theory and ethnography.

More generally, the Joint Honours Programme in English and Social Anthropology aims:

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

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

• to 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;

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

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

think independently, originally, and self-reflexively;

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

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

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

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

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

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

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

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.

appreciate a range of historical and cultural perspectives on academic enquiry;

engage with and interpret layers of meaning within primary sources;

assess and appraise differing views on significant areas of academic debate;

discriminate between what is central and what is peripheral to the issue in question;

ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process;

gather, organise and deploy evidence, data and information; and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information;

demonstrate intellectual integrity and maturity.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

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;

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

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

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

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;

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

demonstrate familiarity with major periods in the development of the English language and of contexts of language production and variation;

demonstrate an understanding of the nature and extent of human diversity and commonality and account for this using a variety of analytical perspectives;

show an understanding and facility in the use of the repertoire of concepts, theories and key research methods;

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 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.

Assessment of individual modules

show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments;

Teaching/Learning Methods and Strategies

Analysis of anthropological texts incorporated into the curriculum at all levels

Methods of Assessment

Exams, essays, seminar/tutorial contributions and dissertations

indicate a critical awareness of how anthropology is related to other cognate subjects;

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to reflect on human cultural diversity and to compare different perspectives and methodological debates.

Methods of Assessment

Written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Assessment of dissertations is based on the following: students are expected to provide evidence of field research, to demonstrate an awareness of the secondary literature on their research topic, and to offer a critical analysis of the topic.

In the dissertation submitted in the third year, emphasis is placed on students critically engaging with relevant anthropological debates on the basis of primary field data.

demonstrate knowledge and critical understanding of the potential applications of anthropological knowledge in a variety of contexts;

display an ability to describe and analyse the ways in which human beings shape and are shaped by social, cultural and environmental contexts;

display an ability to identify and question cultural assumptions;

exhibit an understanding of the social and historical processes that influence the objects of anthropological study;

demonstrate an ability interpret and analyse a variety of oral, musical, visual and textual forms.

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to identify different specialisms and the contribution that they make to our understanding of human cultural diversity.

The Anthropology curriculum provides students with a wide range of modules to choose from which reflect the different thematic and regional specialisms of members of staff.

At level 3 emphasis is placed on developing students’ ability to interpret anthropological texts and critically engage with anthropological debates.

Methods of Assessment

written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Assessment of dissertations is based on the following: students are expected to provide evidence of field research, to demonstrate an awareness of the secondary literature on their research topic, and to offer a critical analysis of the topic.

In the dissertation submitted in the third year, emphasis is placed on students critically engaging with relevant anthropological debates on the basis of primary field data.

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;

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 or in the English Handbook.

analyse the forms, function, and development of language;

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

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

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

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

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 English Handbook (see Marking Criteria and the English Assessment and Feedback Policy).

understand how human beings are shaped by, and interact with, their social, cultural and physical environments, and an appreciation of their social, cultural and biological diversity;

Teaching/Learning Methods and Strategies

Discussions in tutorials encourage students to reflect on the human social and cultural diversity.

Methods of Assessment

In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

formulate, investigate and discuss anthropologically informed questions and a competence in using major theoretical perspectives and concepts in anthropology and to critically asses their strengths and limitations;

Teaching/Learning Methods and Strategies

Lectures, seminars and tutorials aim to make students aware of the different cultures and able to critically analyse cultural difference.

Methods of Assessment

In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

engage with cultures, populations and groups different from their own, without foregoing a sense of personal judgment. An awareness of cultural assumptions, including their own, and the ways in which these impact on an interpretation of others;

Teaching/Learning Methods and Strategies

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Essays, dissertations, oral presentations.

critically read and interpret texts (for example: print, oral, film, multimedia) within their historical, social and theoretical contexts and acknowledge practical awareness of the strengths and limitations of ethnographic fieldwork and the different stages and requirements of carrying out an anthropological study;

analyse and recognise the politics of language, indirect forms of communication and theoretical statements, forms of power and claims of authority;

apply anthropological knowledge to a variety of practical situations, personal and professional plans, undertake and present scholarly work that demonstrates an understanding of anthropological aims, methods and theoretical considerations;

Teaching/Learning Methods and Strategies

The Anthropology curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of human cultural diversity and different theoretical traditions.

From level 1 through to level 3 students are taught the methods of professional anthropologists.

Methods of Assessment

Essays, dissertations, oral presentations.

Exhibit intellectual independence and the initiative to set tasks and solve problems Intellectual independence and the initiative to set tasks and solve problems.

Teaching/Learning Methods and Strategies

In seminars and tutorials students are encouraged to present their own ideas and views on particular topics.

In dissertations, students are expected to formulate their own research topic and engage in independent research on it.

Methods of Assessment

Essays and dissertations

Learning Outcomes: Transferable Skills

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

manage time efficiently and effectively;

demonstrate basic word-processing and IT skills;

collate and process information from a variety of sources, including electronic media;

use libraries and online resources;

respond positively and productively to feedback on work;

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;

demonstrate effective oral and written 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 embedded across curriculum.

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;

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.

use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms;

present ideas and arguments orally in both formal and informal contexts; and the capacity to sustain a reasoned line of argument in the face of others, to listen, engage in sustained debate, and amend views as necessary in the light of evidence of argument;

Teaching/Learning Methods and Strategies

Individual and group presentations.

Methods of Assessment

Individual and group presentations.

reflect on intellectual and professional priorities;

Teaching/Learning Methods and Strategies

Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers.

Methods of Assessment

Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme.

demonstrate self-reliance, initiative, adaptability and intercultural awareness.

Teaching/Learning Methods and Strategies

Erasmus programme and Exchange programmes with international universities.

Methods of Assessment

For most international exchanges, students enrol on the host institution’s undergraduate programme.

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%

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

50%

30%

20%

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%

History of English: Studying Language Change

ENL2004

2

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%

Performance, Power and Passion

ESA2002

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Politics of Performance: From Negotiation to Display

ESA3002

3

20

YES

12 weeks

N

YES

90%

10%

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%

Expressive Cultures

ESA1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Being Human: Evolution Culture and Society

ANT1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Love, Hate and Beyond. Emotions, Culture, Practice

ANT3035

3

20

YES

12 weeks

N

YES

90%

10%

0%

Love, Hate and Beyond: Emotions, Culture, Practice

ANT2010

2

20

YES

12 weeks

N

YES

90%

10%

0%

Key Debates in Anthropology

ANT2022

2

20

YES

12 weeks

N

YES

90%

10%

0%

A World on the Move:Historical and Anthropological Approaches to Globalization

ANT1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Power, Ritual and Symbol: the View from Anthropology

ANT1004

1

20

YES

12 weeks

N

YES

90%

10%

0%

Dissertation in Social Anthropology Preparation

ANT2030

2

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation in Social Anthropology: Writing-Up

ANT3030

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%

Renaissance Performance, Gender, Space

ENG3181

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%

Conflict and Peace in Comparative Perspective

ANT2032

2

20

YES

12 weeks

N

YES

90%

10%

0%

Conflict and Peace in Comparative Perspective

ANT3145

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Structure of English

ENL3110

3

20

YES

12 weeks

N

YES

100%

0%

0%

Music and Identity in the Mediterranean

ESA2005

2

20

YES

12 weeks

N

YES

30%

10%

60%

Music and Identity in the Mediterranean

ESA3012

3

20

YES

12 weeks

N

YES

30%

10%

60%

Digital textualities and the History of the Book

ENG3178

3

20

YES

12 weeks

N

YES

100%

0%

0%

Cognition and Culture

ANT2034

2

20

YES

12 weeks

N

YES

90%

10%

0%

Cognition and Culture

ANT3147

3

20

YES

12 weeks

N

YES

90%

10%

0%

Apocalypse! End of the World.

HIS2065

2

20

YES

12 weeks

N

YES

90%

10%

0%

Representing the Working Class

ENG3064

3

20

YES

12 weeks

N

YES

100%

0%

0%

Apocalypse! The history and anthropology of the end of the world

ANT3149

3

20

YES

12 weeks

N

YES

90%

10%

0%

Writing New York, 1880-1940

ENG3183

3

20

YES

12 weeks

N

YES

100%

0%

0%

Ecomomic Anthropology

ANT2036

2

20

YES

12 weeks

N

YES

90%

10%

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

100%

0%

0%

Stevens & Bishop

ENG3333

3

20

YES

12 weeks

N

YES

100%

0%

0%

In Gods We Trust: The New Science of Religion

ANT3150

3

20

YES

12 weeks

N

YES

90%

10%

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%

Discourses of Crime

ENL3111

3

20

YES

12 weeks

N

YES

70%

30%

0%

3

20

YES

12 weeks

N

YES

100%

0%

0%

Notes

At Level 1 students must take 3 core English modules and 3 optional Social Anthropology modules.

In English students must take three modules at L2. In Social Anthropology students must take three modules at L2. Students must take the core module plus two others. If students opt for ANT2030 at level 2, they MUST chose ANT3030 at Level 3.

In Social Anthropology students must take 3 modules at Level 3. If students have taken ANT2030 at Level 2 (Social Anthropology Dissertation Preparation) they MUST choose ANT3030 (Social Anthropology Dissertation Write-up at Level 3