Course Structure

Students may enrol on a full-time or part-time basis. Full-time students take three modules per semester. Part-time students typically take one or two modules per semester.

Course Details	The MA in English Literary Studies offers a flexible system in which students can choose either specific topics to create a focused programme of study or widely diverse areas of literary study, according to their own preferences. The School's literary studies staff comprise the largest group within the School of Arts, English and Languages and are thus able to teach a broad range of material: modules span the earliest writings in English (studied in their own historical and cultural contexts but also in relation to new digital cultures), to contemporary American literature and culture in the twentieth and twenty-first centuries (incorporating literature and other aspects of culture, such as television and graphic arts). Other strengths of the School's expertise include Renaissance literature (particularly women's writing, the history of the child, and Shakespeare and World Cinema), eighteenth-century literature (women's writing, slavery and abolition, and Indian literatures in English) and nineteenth and twentieth-century literature (with specialisms including the fiction of Dickens, the fin de siècle and modernism). All students on the programme take a subject-specific Literary Research Methods module that addresses the issues, challenges and research questions raised by advanced study in the subject. Students also select from a wide range of optional modules, permitting either specialism or diversity in the choice of study. Most modules are on offer annually, but there can be variation year to year subject to staff availability. Finally, after two semesters of taught modules, all MA students on the programme complete a 15,000 word dissertation, which they choose and design and then work on in conjunction with an academic supervisor.
Modules	Literary Research Methods Contemporary Literature in Crisis Debating Modernity in Contemporary Indian Literature Dickens in Context Magic and Science in Medieval Writings Narratives of Atlantic Slavery Shakespearean Childhoods Trauma and Memory African Fiction: Race, Rites and Religion Decadence and the Birth of Modernism Fictions of Female Community 1660-2007 Popular Fiction at the Fin de Siècle Shakespeare and Asia A Space for Radical Openness? Writing the Margins in Twentieth-Century British and Irish Literature Irish Women's Writing Adaptation: Texts, Screens, Culture Special Topic Irish Writing Irish Poetry America's Aftermaths Incorrigibly Plural Discourses of Crime and Deviance Migrating Identities
Summer Period (June-September)	Dissertation (60 CATS)

Teaching Times

Mondays-Fridays. May also study-skill days and field-trips to archives.

Career Prospects

Introduction
Graduates from these programmes have a good employment record. Professions including publishing, journalism, public relations, teaching, IT, library science, corporate advertising, the Civil Service, business, industry and the media all recruit from our range of graduates. Some students choose to continue their studies to PhD level on a chosen, specialised topic in one of the pathways in English Literary Studies.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally.
http://www.qub.ac.uk/directorates/sgc/careers/

Learning and Teaching

Learning opportunities associated with this course are outlined below:

Assessment

Assessments associated with the course are outlined below:

Resources

Watch a webinar on the MA in English Literary Studies with the programme convenor, Dr. Justin Livingstone.
https://youtu.be/pk8xgoN0rQ0

Modules

• Year 1

  Core Modules

  Dissertation English Literary Studies (60 credits)

  ×

  Dissertation English Literary Studies

  Overview

  This double-weighted module comprises independent research on a topic that develops from the taught modular coursework.

  Learning Outcomes

  By the end of the module students will:
  - have developed the skills needed to conduct an independent line of research;
  - be able to organise and develop a complex argument into which detailed points are judiciously integrated;
  - be able to write a cogent, well-illustrated dissertation, which displays originality in terms of consistent thinking and application of ideas, concepts and theories;
  - be able to use appropriate resources to investigate research questions or support findings;
  - be able to write a dissertation which adheres to scholarly norms of presentation and reference.

  Skills

  The module will provide an opportunity to explore, to investigate and to identify themes for research within the field of English literary studies. You will be able to draw from a variety of theoretical and analytical techniques and make use of your knowledge of historical, intellectual and aesthetic contexts, to examine and evaluate a given research problem.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  ENG7111

  Teaching Period

  Summer

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Literary Research Methods (20 credits)

  ×

  Literary Research Methods

  Overview

  This module introduces students to the advanced methods and skills required in postgraduate studies of literature. It is taught through a course of lectures and/or workshops which will address key research questions and paradigms in literary studies, including manuscript and print traditions, textual criticism, methodologies and evidence in literary scholarship. Students will apply these methods and debates to particular case studies within literature.

  Learning Outcomes

  On completing the module, students will be able to demonstrate a clear grasp of key issues in literary studies including the theory and practical implications of literary editing, literary terminology and the history of the book. They will be able to retrieve information about resources, methods and skills necessary to their chosen specialised field of postgraduate studies in English and identify their own needs in terms of the pursuit of advance literary research.

  Skills

  This module will develop skills in:
  
  Written and oral communication and presentation
  Advanced application of theories and methodologies
  
  Students will also develop skills which will be important for further research, including tracing source material through internet retrieval.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7163

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Optional Modules

  Irish Women’s Writing (20 credits)

  ×

  Irish Women’s Writing

  Overview

  This module explores Irish women’s writing in two forms: the novel and the short story. Focusing on the period 1880-1945, we will chart the varying ways in which women writers registered and responded to the seismic changes of this time. Over the course of the first six weeks we will read the ‘Big House’ novels of Somerville and Ross, Elizabeth Bowen, and Kate O’Brien, following the development of the genre from an archetype of Anglo-Irish insularity and decline to its reimagining in the hands of O’Brien as a means of female agency and emancipation in the cities of Europe. These key themes of subalternity, agency, and desire, develop throughout the second part of the module, when we explore the short story by a variety of writers across a range of genres: the supernatural, the comic, modernist, and realist. Over the course of the module we will seek to understand those processes of exclusion by which women’s writing has long been marginalized and obscured in Irish literary tradition.
  
  *Set texts may change from year to year; please check the list of set texts with the convenor.

  Learning Outcomes

  On completion of this module, you will possess a sound understanding of the literary tradition of Irish women’s fiction as it developed from 1880-1945 and be able to identify and expand upon its distinctive features and concerns. You will demonstrate detailed knowledge and understanding of the key critical debates and theories pertaining to this tradition. You will also be able to situate the key texts of the period in their historical, social, political and national critical contexts.

  Skills

  Through engaging with this module you will develop the following skills:
  • ability to analyse primary and secondary material in a scholarly manner
  • ability to develop an original and structured argument well supported by textual analysis and critical reading
  • robust engagement with critical theories and debates
  • to present individual literary analyses and critical perspective to peers, and respond constructively to material offered by peers
  • ability to conduct research effectively across a range of media.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7373

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Adaptation: texts, screens, cultures (20 credits)

  ×

  Adaptation: texts, screens, cultures

  Overview

  The majority of films have a literary source. They are not ‘original’ texts, but ‘adaptations’ – rewritings and re-imaginings of another kind of literary source. This module takes the literary text in all of its generic forms – the novel, drama, short story, genre fiction, YA fiction, biography, memoir and autobiography – and theorises the ways in which it has been adapted for cinema and television. The module begins by examining three ‘shared texts’ – Shakespeare’s Hamlet (1599-1601), variously adapted on film by Laurence Olivier, Franco Zeffirelli, Kenneth Branagh and Michael Almereyda, Solomon Northup’s Twelve Years a Slave (1853), made into the 2013 film (dir. Steve McQueen), and Sally Rooney’s Normal People (2018), adapted into a ten-part BBC series (2020). We will discuss the politics and aesthetics of adaptation and the multiplicity of ways in which works of art interact and find a new cultural relevance. Beyond our three ‘shared texts’, this module is shaped by PGT interests. Students choose what we discuss in class according to the kinds of adaptations that most appeal to their interests. For example, students might choose to examine other canonical texts (such as Jane Austen’s Pride and Prejudice [1813] or Louisa May Alcott’s Little Women [1868]), other historical/autobiographical texts (such as Lynn Barber’s An Education [2009] or Thomas Keneally’s Schindler’s Ark [1983]) or other contemporary novels (such as Margaret Atwood’s The Handmaid’s Tale [1985] or Irvine Welsh’s Trainspotting [1996]) which have been adapted in film or television. Alternatively, students might choose to focus on the ways in which a particular period, genre or author is adapted, how issues of nation and nationality feed into the transition from text to screen, or the place of race, class, age or sexuality in the adaptive encounter. The possibilities are endless – this is a module designed to follow student interests, not the other way around. As such, this module allows PGTs to utilise their own examples in order to think about intertextuality and the relationship between the page and the screen. Adapting the Literary Text provides opportunities for original research and supports the experience of sharing of knowledge and resources between MLS colleagues.

  Learning Outcomes

  A detailed knowledge of the processes of adaptation and its central place in film and television today.
  
  A greater knowledge of the afterlives of texts and the ways in which they are made relevant to new audiences across time and cultures.
  
  A detailed understanding of particular adaptive texts and the ways in which particular examples transfer to the screen.
  
  A detailed understanding of adaptation theory and methodological approaches to the adapted text.

  Skills

  Enhanced skills in reading adaptation and in close reading of literary texts, film and television.
  
  Enhanced skills in understanding the adaptive process and the ways in which literary texts are imagined for new audiences.
  
  Enhanced presentation and writing skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7372

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Magic and Science in Medieval Writings (20 credits)

  ×

  Magic and Science in Medieval Writings

  Overview

  ‘There are no peoples however primitive without religion and magic. Nor are there, it must be added at once, any savage races lacking either in the scientific attitude or in science’ (B. Malinowski, 1926, 79). The difference between what is deemed magic and what is deemed religious or scientific must be related to the culture within which each were produced, and to the social and historical contexts within which each developed. Many of the distinctions modern scholars make in defining magic and religion or magic and science did not appear as distinctions in the early medieval worldview, such as supernatural versus natural, faith versus reason and magic versus scientia. This course will consider how these systems of thought interacted with each other in the Anglo-Saxon period under the influence of Christianity, by focusing on a range of magical, philosophical, theological and scientific texts. Did Christianity, with its other-worldliness and its emphasis on Biblical authority, stifle interest in the natural world, as the old stereotype maintains? The module will begin with an introduction to Anglo-Saxon and Old Norse manuscripts (palaeography and codicology) and their material context. It will then explore the Anglo-Saxons’ concerns with time, healing, miracles, prophecy, geography, natural philosophy, celestial portents and magical rituals, as exemplified in different texts and genres including hagiography, exegesis, homilies, law-codes, scientific manuals, charms, medical remedies, prognostications, poetry and riddles. This course will allow students to study a fascinatingly rich and often overlooked body of texts.
  Modern English translations will be provided for all the texts.

  Learning Outcomes

  On completion of the course students should be able to:
  • Demonstrate a critical awareness of the interplay between magic, science and religion in the early medieval period;
  • Show a familiarity with the Anglo-Saxons attitude towards medicine, astronomy, prognostication, miracles and the natural world;
  • Be familiar with a range of early medieval texts, genres and cultural concepts;
  • Demonstrate the ability to engage with both contemporary critical concepts and their applicability to Anglo-Saxon texts;
  • Show evidence of independent research and study skills;

  Skills

  This module will enable students to:
  
  • Rethink and challenge the modern distinctions of magic, science and religion;
  • Develop an informed sense of the complexity of the intellectual and historical concepts of religion, magic and science in the early medieval period;
  • Acquire an understanding of various Anglo-Saxon literary texts and genres in relation to their cultural context and audience;
  • Apply independent thought and academic research skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7371

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Trauma & Memory in Contemporary Irish Literature (20 credits)

  ×

  Trauma & Memory in Contemporary Irish Literature

  Overview

  Resonating with Stephen Dedalus exclamation in James Joyce’s Ulysses that ‘History … is a nightmare from which I am trying to awake’, Irish history has been frequently associated with trauma, or as Joep Leerssen suggests, it finds itself collapsed in a subaltern, ‘traumatic paradigm’. The decade of centenary commemorations emphasised the important role of memory and trauma in Irish culture, which is reflected in contemporary Irish fiction by authors such as Anna Burns, Sebastian Barry, Seamus Deane, Roddy Doyle, Anne Enright, Jennifer Johnston, Deirdre Madden, Patrick McCabe, Dorothy Nelson, and David Park. Often, these writings do not focus on historical events as such, but explore how specific historical-political circumstances impact upon the personal. As apparent in the frequently experimental style of these novels, characters struggle with how to narrate the traumatic experience. This module focuses on trauma fictions from both Northern Ireland and the Republic of Ireland, exploring the ways in which novelists both engage with and struggle to represent instances of personal, political and social violence, and how these impact on conceptions of identity and society.

  Learning Outcomes

  By the end of the module, students will (1) understand key critical and theoretical concepts and debates in Trauma Studies and Irish Studies; (2) be able to apply these concepts in textual analysis of Irish fiction; (3) have developed critical, analytic, presentation, and writing skills and gained a deeper understanding of trauma and memory in Irish fiction.

  Skills

  The students will gain a range of subject-specific and transferable skills: they will develop their critical assessment and gain deeper analytic and textual competence. They will also hone their presentation and writing skills and learn to present and discuss their ideas in an academic environment.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Credits

  20

  Module Code

  ENG7365

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Shakespeare and Asia (20 credits)

  ×

  Shakespeare and Asia

  Overview

  Via film, performance and translation, Shakespeare has a long history in Asia. This module explores how Shakespeare’s plays have been adapted in Asian cultures and contexts. The module allows students to study the texts of the original plays as well as the various forms in which they have been reimagined. Hence, we concentrate on the texts of Hamlet, Macbeth and Romeo and Juliet while, at the same time, studying their film and theatre adaptations/equivalents. We will be working, in particular, with some excellent online resources, including the MIT Global Shakespeares (Video and Performance Archive) website, which features hundreds of Shakespeare productions from around the world. Other parts of the module cover film adaptations of the plays from China, Japan, India and Singapore. This is a module designed not only to introduce an important area of Shakespeare and adaptation studies but also to stimulate you to explore further. The presentations are designed to encourage you to find examples outside of the module and to reflect upon them in class. Shakespeare and Asia provides you with new knowledges of global Shakespeares, hones your writing and presentation skills, introduces you to theories and methodologies, develops your skills in reading and interpreting film and performance and enables you to understand the complex dynamics of postcolonial history.

  Learning Outcomes

  New knowledges of global Shakespeares.
  
  A knowledge of how key Shakespearean texts are adapted in Asian cultures and contexts.
  
  Acquisition of theories and methodologies relevant to Shakespeare and literary studies.
  
  An understanding of the ways in which texts are reimagined in performance and on screen.
  
  An understanding of the complex dynamics of postcolonial history.

  Skills

  The development of skills in the reading of literary texts.
  
  The development of skills in interpreting film and performance.
  
  The honing of your writing and presentation skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7374

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Migrating Identities (20 credits)

  ×

  Migrating Identities

  Overview

  Almost every generation experiences a ‘migrant crisis’, portrayed as a once in a lifetime panic. However, as this module will highlight, migration is a constant phenomenon, and has been for centuries. Examining how certain migrant groups are vilified while others are praised as ‘go getters’ and ‘ex-pats’ across the last 180 years (1840-2022) allows students to ask important questions about representation and contested ideas of belonging and entitlement. We will examine different international migrant group case studies (nation, geographical, and temporal) and apply theoretical framings to analyse ‘the archive’ of migration.
  
  In addition to considering representation, this module takes an interdisciplinary approach to exploring how migrant communities encourage and encouraged a sense of belonging abroad, reframing power dynamics of migration to centre migrant voices and agency. Its focus on a range of sources and time periods allows for consideration of representations of migrant generations and the ways that later generations have sought to reclaim and refashion those representations. Engaging with concepts including ‘diaspora’, it considers historic and contemporary migrant community initiatives through the ‘stuff’ of migration – including material culture, built environment, literary and visual representations, and memory studies. It will examine a number of interconnected themes, including gender, race, class, religion, and politics, over multiple generations.
  
  Texts/sources:
  Olivette Otele, African European: An Untold Story (2020)
  Matthew Frye Jacobson, Whiteness of a Different Color: European Immigrants and the Alchemy of Race (1998)
  Deborah Willis, Ellyn Toscano & Kalia Brooks Nelson, Women and Migration: Responses in Art and History (2019)
  Ann Laura Stoler, Against the Archival Grain: Epistemic Anxieties and Colonial Common Sense (2009)
  Robin Cohen, Global Diasporas: An Introduction (1997)
  Rose A. Sackeyfio (ed.), African Women Writing Diaspora: Transnational Perspectives in the Twenty-First Century (2021)
  Delphine Fongang (ed.), The Postcolonial Subject in Transit: Migration, Borders and Subjectivity in Contemporary African Diaspora Literature (2018)
  Robert Orsi, The Madonna of 115th Street: Faith and Community in Italian Harlem, 1880-1959 (1985)
  Alyssa Maldona-Estrada, Lifeblood of the Parish: Men and Catholic Devotion in Williamburg, Brooklyn (2020)
  Avtar Brah, Cartographies of Diaspora: Contesting Identities (1996)
  Hervé Anderson Tchumkam, Precarious Lives and Marginal Bodies in North Africa: Homo Expendibilis (2021)
  Michelle M. Wright, Becoming Black: Creating Identity in the African Diaspora (2004)
  Gargi Bhattacharyya, Adam Elliott-Cooper, Sita Balani, Kerem Nisancloglu, Kojo Koram, Dalia Gebrial, Nadine El-Enany & Luke de Noronha, Empire’s Endgame: Racism and the British State (2021)
  Nadine El-Enany, (B)ordering Britain: law, race and empire (2020)

  Learning Outcomes

  On completion of this module, students will be able to:
  1. demonstrate critical awareness of how multi-disciplinarity enables a fuller understanding of historical and contemporary migration.
  2. apply advanced critical and theoretical models to a range of primary sources, including typed, manuscript, material, and oral sources.
  3. demonstrate an ability to engage with, and contribute to, contemporary discussions and scholarship of migration and migrant community connections in the twenty-first century
  4. develop advanced theoretical insight into how migration and migrants are, and have been, represented in different national contexts.

  Skills

  1. develop close critical reading skills of a range of literary, cultural, visual, and archival texts
  2. articulate complex theoretical arguments and concepts to different audiences
  3. effective communication and group work skills
  4. basic Wordpress/blogging/vlogging and digital skills
  5. ability to apply theoretical concepts of study to cultural and archival texts
  6. independent thought and the ability to conduct higher level academic research

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  LIB7005

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  America's Aftermaths (20 credits)

  ×

  America's Aftermaths

  Overview

  In Life magazine in February 1941, publisher Henry Luce declared the twentieth century to be the American Century: “[i]t is [ours] not only in the sense that we happen to live in it but ours because it is America’s first century as a dominant power in the world.” For Luce, the failure of the American project at that point, reflected in the Depression, could be redeemed by a successful campaign to defeat fascism in Europe. Since the US’s entry into WW2, America has continuously had troops posted overseas and, in the aftermath of the death of George Floyd on 25 May 2020 and the 6 January 2021 attack on the Capitol, on American streets as well.
  
  This module examines the aftermaths of the American twentieth century as demonstrated in specific cultural, literary, and political events of the first decades of the twenty-first century. It will examine a number of interconnected ‘aftermaths’: war; 9/11; racism and Black Lives Matter; the return of authoritarianism; #MeToo; conspiracies and the disinformation wars; the Big Lie and the 6 January insurrection; the aftermaths of trauma; terrorism, foreign and domestic.
  
  Taking an interdisciplinary approach to the contemporary American moment, this module offers an insistently twenty-first-century American Studies approach to the questions and issues that it discusses and is committed to decolonising academic and pedagogic practice.
  
  Texts/sources: Judith Butler, Precarious Lives: The Powers of Mourning and Violence (2004) Don DeLillo, Falling Man (2007) Danielle Dutton, SPRAWL (2010) Judith Butler, Frames of War (2010) Lauren Berlant, Cruel Optimism (2011) Rachel Cusk, Aftermath (2012) Sarah Churchwell, Behold, America (2018) Terrance Hayes, Sonnets for My Past and Future Assassin (2018) Claudia Rankine, Just Us (2020) www.blacklivesmatter.com http://www.blacklivesmattersyllabus.com/

  Learning Outcomes

  On completion of this module students will:
  
  (i) have a detailed critical insight on a range of contemporary American cultural, literary and political movements
  
  (ii) demonstrate critical awareness of how multi-disciplinarity enables a fuller understanding of the contemporary United States;
  
  (iii) apply advanced critical and theoretical models to texts, contexts and contemporary issues;
  
  (iv) demonstrate an ability to engage with, and contribute to, contemporary American studies discussions and scholarship in the twenty-first century;
  
  (v) develop advanced theoretical insight into how the contemporary US is represented in a range of disciplines, texts and critical contexts.

  Skills

  (i) develop close critical reading skills of a range of literary, cultural and visual texts;
  
  (ii) articulate complex theoretical arguments and concepts;
  
  (iii) effective communication and group work skills;
  
  (iv) basic Wordpress/blogging/vlogging and digital skills;
  
  (v) ability to apply theoretical concepts of study to literary and cultural texts;
  
  (vi) independent thought and the ability to conduct higher level academic research.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  LIB7003

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Love Poetry (20 credits)

  ×

  Love Poetry

  Overview

  ‘How do I love thee?’ asks Elizabeth Barrett Browning, ‘Let me count the ways’. As Laura Barber notes, she then comes up with ‘at least eight different ways’ within one sonnet; and by the end of the poem, love 'bursts beyond the very limits of life itself'. Barber concludes that ‘rather than offering a precise calculation of the “ways” she loves, the poem actually proves them to be countless and immeasurable’.
  
  From Plato to Simone de Beauvoir, the bible to the beat generation, ‘love’ has been the subject of philosophical and literary speculation: ‘love’, Da Sousa points out, as more a ‘condition’ than an emotion, ‘might be manifested in sorrow, fear, guilt, regret, bitterness, gloom, contempt, humiliation, elation, dejection, anxiety, jealousy, disgust, or murderous rage’ To fill in the blanks on ‘Love is ---’ is to open up to multiplicity and paradox: love is selfish, selfless, kind, cruel, transient, permanent – as well as, so the song goes, ‘all you need’.
  
  If ‘love’ resists definition, what about the ‘love poem’ itself? In this module, we will situate poems and poets in historical context, reading closely love poetry from the 1500s through to the present day. We will investigate love in its various philosophical forms as they have informed poetry in English, and examine what we mean by love poetry in all its ‘infinite variety’ - as expressive, for instance, of unrequited love, platonic love, sexual love, religious love, queer love, forbidden love, romantic love, obsessive love, courtly love, familial love. We will also think about the relations between love, law, power, and politics (particularly gender politics) as they manifest themselves in poetry.
  
  In the process, we will discuss poems by: Thomas Wyatt, William Shakespeare, John Donne, Andrew Marvell, Lord Rochester, Aphra Behn, John Keats, Lord Byron, William Wordsworth, William Blake, Christina Rossetti, Robert Browning, Elizabeth Barrett Browning, Alfred Lord Tennyson, W.B.Yeats, e.e. cummings, Gertrude Stein, Mina Loy, D.H. Lawrence, Robert Graves, Gwendolyn Brooks, W.H. Auden, Elizabeth Bishop, Frank O’Hara, Seamus Heaney.
  
  Course text:
  - The New Faber Book of Love Poems, ed. James Fenton (2008)
  - Other primary materials supplied on Canvas.
  
  Additional key texts:
  - Laura Barber, ed. Penguin’s Poems for Love (2009).
  - Ronald Da Sousa, Love: A Very Short Introduction (OUP 2015).
  - Stephen Kern, The Culture of Love (Harvard UP, 1998).
  - Roger Lamb, ed. Love Analysed (Westview, 1996).
  - Adrienne M. Martin, The Routledge Handbook of Love in Philosophy (2020).
  - Robert C. Solomon and Kathleen Higgins, eds., The Philosophy of (Erotic) Love (Univ. of Kansas, 1991).
  - Robert E. Wagoner, The Meanings of Love (Praeger, 1997).

  Learning Outcomes

  On completion of this module, students will have;
  (1) An appreciation of the multi-faceted ways and forms in which ‘love poetry’ may be both written and read.
  (2) An understanding of how love in poetry is historically and politically inflected.
  (3) An insight into how form affects the nature of the love poem.
  (4) An understanding of the basic philosophies of love.
  (5) An understanding of the gender politics of love poetry.
  (6) Detailed knowledge of individual love poets and love poems.

  Skills

  Students will acquire/hone the following skills:
  (1) Conceptual analysis of texts in historical context.
  (2) Heightened skills in recognising, analysing and evaluating formal techniques in poetry.
  (3) The ability to apply philosophical ideas to reading poetry.
  (4) Development of discursive and analytical critical writing skills.
  (5) Development of imitative and reflective creative writing skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7375

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Popular Fiction at the Fin de Siècle (20 credits)

  ×

  Popular Fiction at the Fin de Siècle

  Overview

  This course opens up a number of key questions. How do popular literary genres open up debates about censorship, politics and literary value? How did writers at the end of the nineteenth engage with dramatic social change, from ‘The New Woman’ and new masculinities, to science (evolutionary and ‘psychic’) and the rise of the New Imperialism? This module considers the ways writers forged new genres and adapted older forms to capture a period in political flux. It explores a wide range of literature (detective fiction, science fiction, ghost stories, fairy tales, imperial adventure and journalism, as well as realist novels). Mapping changing urban and rural realities and engaging with class as well as gender, the module considers the ways popular genres found ways of re-imagining the world, the nation and the self.

  Learning Outcomes

  Having completed the module, students will have an appreciation of the ways in which the literature of the fin-de-siècle was embedded in wider cultural movements and debates about progress, as well as an understanding of the ways in which fiction is shaped by its commercial contexts. They will be able question period and literary definitions, and engage with relationships between late nineteenth-century critical writings and more recent theoretical approaches.

  Skills

  Students will have developed their skills of independent research, their ability to work as part of a group, and their oral presentation skills. They will have learnt how apply theoretical approaches (including the sociology of texts and the history of reading) to the study of popular literature.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7368

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Discourses of Crime and Deviance (20 credits)

  ×

  Discourses of Crime and Deviance

  Overview

  This module will analyse discourses of crime and deviance across fictional and non-fictional discourse arena including traditional media, social media, television and film, and literary fiction. A broad critical language studies (CLS) approach will be taken, additionally informed by insights from literary linguistics, forensic linguistics, cultural criminology and legal studies. The module will be organised into core themes (crime in the media/crime in the courtroom/crime in fiction) and will focus on key topics which include trial by media, adaptation, novelization and ‘true crime’. Themes of gender, class, and age will be addressed in these areas. The module will be available to students on the 4th year of the MLibArts programme and students undertaking the MRes in Arts and Humanities, which does not currently offer a taught module from English Language and Linguistics.

  Learning Outcomes

  On completion of this course, students will have refined their broad critical understanding of the construction of crime across contexts. Students will engage in a range of historical and social debates, analysing the recurrence of key themes and ideas in areas of critical language studies. Students will relate these key themes to ongoing developments in culturally complex language settings, and through traditional as well as emerging digital mediums.

  Skills

  During this module, students will have the opportunity to practise the following skills: * Critical analysis of key debates on criminality in several contexts. * Engagement with interdisciplinary debates regarding perceptions of crime and deviance in various contexts, including the media, the justice system, films, and television. * Application of learning to key social and political debates. * Writing critically and reflectively.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  LIB7004

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Fictions of Female Community, 1660-2007 (20 credits)

  ×

  Fictions of Female Community, 1660-2007

  Overview

  This module considers representations of exclusively female community through a range of Utopian and satirical fictions, depictions of girls’ schools, and theoretical and political writings. Such representations offer possibilities of thinking about female identity beyond the traditional marriage plot of much domestic fiction and raise issues concerning feminism and women’s rights, female education and friendship and formal considerations of the place of the hypothetical and the novel of ideas. The module also ranges across the modern period, beginning with the ‘early modern’ writings of Margaret Cavendish in the 1660s and concluding with a novel by the contemporary writer Sarah Hall. A number of the fictions are linked thematically but are published in very different contexts (e.g. Millenium Hall and Herland as fictions of women-only societies; The Governess and The Prime of Miss Jean Brodie as fictions of girls’ schools; The Convent of Pleasure and The Princess as dramatisations of male intrusion). The module thus has an important historicising impulse, as we consider the diverse contexts in which these fictions are conceived and, initially, received. A further context is provided by different strands of theoretical thinking concerning female homosociality and learning. These are initially surveyed in the introductory week and then are threaded throughout the module.

  Learning Outcomes

  By the end of this module students will be able:
  • To demonstrate critical understanding of a range of texts drawn from different historical periods (early modern to the contemporary) and different genres (fiction, poetry, drama, theoretical and philosophical prose and feminist theory and experimentalism).
  • To engage with significant conceptual, historical and philosophical contexts for the study of modern literature, particularly in relation to feminism and gender and queer theories.
  • To analyse the principal ideas and critical strategies of a range of literary and critical work.

  Skills

  * Advanced critical writing and oral skills
  * Ability to comprehend and debate a range of theoretical and conceptual
  positions
  * Ability to relate theoretical contexts to the study of modern literature

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7367

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Contemporary Literature in Crisis (20 credits)

  ×

  Contemporary Literature in Crisis

  Overview

  This module considers the ways in which writers from a range of backgrounds have responded to crises characterising our contemporary age. Connecting the texts on this module are the central concerns of: the affective implications of neoliberal systems of control, oppression and governance; how identity narratives of gender and race shape structures of nationhood; how these narratives are played out on and through the human body; the ramifications of global capitalism on individual and interpersonal subjectivity; the ways in which fiction works to thematize and interrogate disaster and crisis and the way crisis is managed in the contemporary.

  Learning Outcomes

  Students completing this module will be able to:
  - understand a range of approaches to the study of American and global literature and culture
  - develop an informed sense of the complexity of issues covered in the module
  - develop an advanced understanding of a variety of primary materials in relation to theoretical ideas and their cultural contexts
  - demonstrate an ability to engage with and contribute to current scholarship on those materials, ideas and contexts
  - conduct interdisciplinary analysis in relevant subject fields

  Skills

  Students will acquire and/or develop the skills of:
  - close critical reading of a diversity of texts (fiction, critical writing, memoir, memoir, theory, photography, art, etc.), and the ability to articulate claims regarding these texts in class discussions and in assessments
  - the synthesis and weighting of different, sometimes competing interpretations of literary texts
  - interrogating and synthesising critical approaches
  - independent thought and academic research
  - critical and reflective writing on paper and online
  - basic blogging on a Wordpress platform

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7076

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Shakespearean Childhoods (20 credits)

  ×

  Shakespearean Childhoods

  Overview

  Children and childhood are important thematic concerns of Shakespeare’s plays and these plays have been adapted for children in diverse ways throughout history. This module will explore these longstanding connections between Shakespeare and childhood. It will consider a range of Shakespearean plays (including Titus Andronicus, Macbeth, Richard III, King John, The Winter’s Tale, A Midsummer Night’s Dream, Romeo and Juliet, Pericles, The Taming of the Shrew, Love’s Labour’s Lost, As You Like It) and themes (including sovereignty, disruption, authority, violence, storytelling, temporality) via a focus on childhood and the related topics of boyhood, girlhood, youth and age. It will conclude by looking at appropriations of Shakespeare for, by and foregrounding children from the nineteenth century to the present day, including illustrated children’s books, young adult fiction and film.

  Learning Outcomes

  Students taking this module will increase their knowledge of Shakespeare’s texts, contexts and appropriations. They will be able to engage with questions of Shakespeare and ‘value’ in relation to cultures of childhood at significant historical junctures. They will also gain knowledge of the history of childhood and of key issues in theoretical approaches to this topic.

  Skills

  This module will refine students’ skills in analysing texts within various cultural contexts and will improve their written and oral communication skills. Students will develop skills in identifying topics for further research and in planning and completing an independent research project.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7024

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Special Topic Irish Writing (20 credits)

  ×

  Special Topic Irish Writing

  Overview

  This is a Special Topic module offered by a visiting Fulbright Distinguished Scholar. The contents of the module, which will change on an annual basis, depending on the academic area of expertise of the Visiting Scholar, will examine an aspect of modern Irish literature. The specific module content will be announced as early as possible each academic year. Students who sign up for this module will, as normal, have the right to switch to another module if the content does not suit their academic plans.

  Learning Outcomes

  On successful completion of this module students will achieve a detailed and complex understanding of an aspect of modern Irish Literature in English. Students will also acquire the ability to analyse a range of Irish literary texts, and further their understanding of appropriate historical and cultural contexts and particular critical approaches. Students will also be able to identify and analyse significant aspects of Irish literary texts and will have developed their skills in written and spoken argument with ability to draw on appropriate primary and secondary evidence.

  Skills

  Students will acquire and / or develop the skills of:
  • close critical reading of primary material;
  • the synthesis and weighing of different, sometimes competing, interpretations of literary texts;
  • contextualisation of primary texts in relation to a range of historical and cultural narratives.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7119

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Dickens in Context (20 credits)

  ×

  Dickens in Context

  Overview

  This module engages with a range of Dickens’s writings from several stages of his career, examining his output as novelist and journalist. Particular attention is paid to the social, political and cultural issues affecting mid-Victorian England, including class; technological innovation and industrialisation; privilege and meritocracy; the experience of the metropolis; sanitary reform; and domestic ideology. Conditions of production and reception will also be examined, in order to reflect upon Victorian publishing, reading, and critical practices. The module will also consider the dialogue between Dickens’s prose and the works’ original illustrations.

  Learning Outcomes

  By the end of this module students will be able
  
  - to demonstrate an advanced knowledge of Dickens’s fiction and journalism
  - to interpret nineteenth-century texts with originality, through close reading
  - to evaluate current scholarship on nineteenth-century prose and its contexts
  - to apply advanced knowledge with independent judgement in the course of research, essay writing, and class presentations

  Skills

  In this module, students will gain a range of subject specific and transferrable skills. Students will:
  - develop their understanding of Dickens and the context around his artistic output
  - refine their skills in textual analysis
  - enhance their skills in assessing secondary scholarship and internet sources
  - develop their ability to engage in independent research projects
  - improve their skills in academic writing and argumentation
  - hone their skills in group discussion and online presentation

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7065

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Incorrigibly Plural (20 credits)

  ×

  Incorrigibly Plural

  Overview

  “World is crazier and more of it than we think,
  Incorrigibly plural” (Louis MacNeice, from ‘Snow’).
  
  With a nod to local contexts (Louis MacNeice in particular) and building on the diverse range of experiences of the student cohort, especially after their study abroad or placement, this module emphasises pluralism as a guiding principle of academic debate and social engagement. Co-requisite with the Liberal Arts dissertation module (LIB7002) this module concludes with a mini-conference or showcase event at which the students each present an aspect of their Liberal Arts experience or their dissertation topic.
  Among the issues the students will examine will include the importance of diversity, disciplinary flexibility, vocational training; the interplay of research and teaching at the tertiary level, the role of the University, and the necessity of arts and humanities subjects in forming, knowing and reforming our world.

  Learning Outcomes

  By the end of this module student will:
  (i) have an in-depth awareness of issues of plurality and diversity within the arts and humanities;
  (ii) be able to contextualise their studies to date within a pedagogical framework defined by and dedicated to plurality;
  (iii) understand how their learning to date, and their semester/year abroad, combine in diverse and multiple ways;
  (iv) provide peer support and constructive feedback through group work and the concluding mini-conference;
  (v) recognise and demonstrate the relations between cognate disciplines in the arts and humanities and their contribution to diversity in society.

  Skills

  (i) enhanced group and teamwork skills based on open and supportive communication and the ability to provide constructive peer feedback;
  (ii) oral and presentational skills;
  (iii) flexibility of thinking across disciplines and the ability to move between theoretical and practical applications of the module content;
  (iv) ability to self-reflect on the learning process;
  (v) demonstrable understanding of the relation between a student’s degree pathway and the concerns of the module and the Liberal Arts programme more broadly;
  (vi) advanced ability to construct and present an appropriate and relevant case study.

  Coursework

  50%

  Examination

  0%

  Practical

  50%

  Credits

  20

  Module Code

  LIB7001

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Irish Poetry (20 credits)

  ×

  Irish Poetry

  Overview

  The module will examine key figures and movements in Irish poetry through the twentieth and into the twenty-first century. It will begin with the study of Yeats, and assess the different ways in which Yeatsian influence pervades the century. Reactions against the Revival, in the work of modernists such as Devlin and MacGreevy will be considered, as well as the work of Kavanagh and MacNeice from the 1930s through to the 1960s. In the post-1969 period, particular attention will be paid to poetry from the North of Ireland, and the emergence of a generation of writers – Heaney, Longley, Mahon, Muldoon, McGuckian in the years of the Northern Irish ‘Troubles’. Recent poetry from Ireland, and the work of a younger generation – Morrissey, Flynn, Quinn, Wheatley and others – will provide an opportunity to assess the landscape of present-day Irish poetry.

  Learning Outcomes

  Upon completion of the module, students will have: the ability to situate Irish poetry in its complex historical and political contexts; an understanding of the debates surrounding the politics of form in Irish poetry from Yeats to the present day; a refined and heightened grasp of the forms and themes of poetry; an awareness of the workings of literary influence in the Irish tradition; an understanding of the critical debates surrounding the reception of Irish poetry.

  Skills

  The following skills will be developed and enhanced through the module: the ability to analyse the nuances of poetic form through close reading of individual poems; the ability to relate poetry to its historical, social and political context; the ability to trace and analyse literary influences; the ability to assess and intervene in critical debate about Irish poetry.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7305

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Decadence and the Birth of Modernism (20 credits)

  ×

  Decadence and the Birth of Modernism

  Overview

  This module will provide students with a comprehensive introduction to Decadence, a literary movement that flourished in the late nineteenth century in France and Britain, and was a vital influence on the development of twentieth century literature. Decadent literature emerged as a challenge to conventional morality and literary value; conservative commentators bemoaned what they perceived to be the decadence of their contemporary culture. Decadent writers embraced this pejorative label, developing art that revelled in decay, the grotesque, the morbid, the erotic, the artificial, the excessive. Beginning with the French Decadence of the Second Empire and moving through into British aestheticism, classic writers of the fin de siècle like Wilde, the adoption of decadent tropes in popular fiction, the emergence of modernism, and the development of American Decadence in the Jazz-Age this module will introduce students to a range of both canonical and forgotten texts. Students will cover Decadence in its myriad forms, from essays to short stories, novels, plays, short poems, and periodicals. Student should expect to explore such issues as: the linguistic idea of decadence; Hellenism; impressionist and symbolist poetry; Decadent Gothic; Decadence and Philosophy; Decadent periodicals; Decadence in America; Decadence and Science; Decadent temporality; The New Woman; Camp Decadence; deviant sexualities; Decadence and Modernism.

  Learning Outcomes

  By the completion of this module students should be able to:
  
  *understand the concept of ‘decadence’ in broad historical and philosophical terms
  *identify the components of literary Decadence as they pertain to British, American, and French literature from 1860-1940
  *analyse stylistic feature of Decadent literature
  *apply a range of methodological frameworks to Decadent literature
  *develop sophisticated, independent research practices.

  Skills

  • Analyse Decadent literature in both a historical and critical context.
  • Demonstrate an understanding of the complex relationship between formal literary innovation and social transformations.
  • Examine the relationship between elite cultural forms and popular genre fiction (Gothic, Science Fiction).
  • Explore how literary texts challenged, and conformed to, dominant understandings of race, gender, and class.
  • Demonstrate transferrable skills in the forms of critical thinking, group discussion, written communication, and individual academic research.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7362

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Reading Historically (20 credits)

  ×

  Reading Historically

  Overview

  This course offers students instruction in reading literary texts in historical contexts. Students can choose from a range of strands and historical periods to suit their individual interests. Within these periods they will be taught how to read literary texts in close relation to the cultures in which they are produced. Issues covered will include the complexity of context; the changing nature of historicist paradigms; the ethics of historical reading; the various documentary sources that can be read alongside literary works; the relationship between context and literary form.

  Learning Outcomes

  Having completed this module, students will have developed an appropriate knowledge and understanding of historicist literary practice. They will be able to read a variety of texts from a particular historical period in relation to their context. Students will be able to understand the ethical and political pitfalls and practices of historical reading, and will be introduced to secondary criticism that examines these issues. They will also develop the skills to read these texts with an eye to their formal complexity, and to think about how that complexity might work with, and against, historicist reading, Students will be introduced to a number of digital resources that will encourage their independent research in the historical period they choose to study.

  Skills

  Having completed this module students will be able to:
  
  • Analyse literature in both a historical and critical context.
  • Demonstrate an understanding of the complex relationship between formal development and social transformations.
  • Understand the ethical and political challenges facing historicist criticism
  • Develop independent research topics with assistance from module staff
  • Demonstrate transferrable skills in the forms of critical thinking, group discussion, written communication, and individual academic research.
  • Demonstrate advanced research skills, in particular the use of digital platforms to explore the past.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  ENG7261

  Teaching Period

  Spring

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Narratives of Atlantic Slavery (20 credits)

  ×

  Narratives of Atlantic Slavery

  Overview

  This module explores narrative engagements with slavery during the ‘long’ eighteenth century and the twenty-first century, with a particular focus on Britain’s involvement in the Atlantic slave trade. The ‘triangular’ trade reached its commercial height during the eighteenth century, with much of the nation’s new wealth deriving from the plantations in its West Indian colonies. At the same time, the period also saw the emergence of political movements that would issue, in the early nineteenth century, in the abolition of the slave trade and, in the British territories, the ending of slavery itself. In this module, we examine how various writers have sought to understand and represent the world of Atlantic slavery. Our texts will comprise fictional and autobiographical works from the period of slavery itself and recent examples of historical fiction which re-imagine the trauma of enslavement and the brutalities of plantation labour. It was during the second half of the eighteenth century that English-language texts by black writers were first written and published. Along with novels from the period, we will examine the slave narratives of Olaudah Equiano and Mary Prince, which recount the ordeal of slavery and endeavour to fashion new forms of personal, cultural, and national identity. In recent years, novelists have re-engaged with Britain’s history of slave trading and ownership to reflect upon and publicise this important chapter in the nation’s past and its continuing legacy in British society. By examining a series of paired narratives, the module will consider the relationships between representation and reality, genre and knowledge; portrayals of enslavement, colonial culture, and slave labour; the possibilities for resistance, rebellion, and liberation; and the movements towards abolition and emancipation. By exploring a variety of texts from the ‘long’ eighteenth century and the twenty-first century, we will also address the aims and motivations of narratives about slavery during the two periods: the sometimes conflicting claims of education and entertainment, personal testimony and political activism, documentary realism and imaginative reconstruction.

  Learning Outcomes

  Having completed this module, students will have developed higher-level knowledge and understanding of narrative representations of slavery within two time periods: the ‘long’ eighteenth century and the twenty-first century. They will be able to identify and articulate the key critical and theoretical issues surrounding this body of writing, such as the relationships between narrative and history, fiction and fact; the competing claims of instruction and entertainment, witnessing and activism; and the particular historical and thematic issues highlighted in individual texts, such as gendered experiences of slavery and the scope for slave resistance. They will be equipped to determine the role of genre in the portrayal of slavery and the significance of a specific narrative form that first emerged during the eighteenth century: the autobiographical slave narrative. They will have developed a broad understanding of Britain’s role in the Atlantic slave trade, abolition and emancipation, and of current debates about slavery’s continuing influence on national identity and social relations in Britain. On completion of the module, students will possess greater awareness and understanding of the narrative literature concerning slavery during the period of British slave-trading and ownership, and the re-imagining of that world in the twenty-first-century novel.

  Skills

  Having completed this module students will be able to:
  
  • Demonstrate understanding of authorial representations of Atlantic slavery during the ‘long’ eighteenth century and the twenty-first century
  • Analyse narratives of slavery in terms of time-period, genre, aims and techniques
  • Demonstrate understanding of British involvement in the history of Atlantic slavery and the movements towards abolition and emancipation
  • Analyse narratives about British Atlantic slavery with regard to particular historical and thematic issues, such as enslavement and plantation labour, slave rebellion, female experience, and ‘global’ mobility
  • Show awareness of current debates about slavery’s continuing legacy in Britain.
  • Demonstrate transferrable skills in the forms of group discussion, written communication, and individual research

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  Teaching Period

  Autumn

  Duration

  11 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

Entrance requirements

Graduate
A 2.1 Honours degree or equivalent qualification acceptable to the University in English, World/Comparative Literature, or joint or combined Honours with one of these subjects as a major subject.

In addition, applicants are required to submit a piece of written work which may be assessed to determine if an offer of admission can be made.

Applicants are advised to apply as early as possible and ideally no later than 11th August 2023 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal. Notifications to this effect will appear on the Direct Application Portal against the programme application page.

International Students

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English Language Requirements

Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.

International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.

For more information on English Language requirements for EEA and non-EEA nationals see: www.qub.ac.uk/EnglishLanguageReqs.

Career Prospects

Introduction
Graduates from these programmes have a good employment record. Professions including publishing, journalism, public relations, teaching, IT, library science, corporate advertising, the Civil Service, business, industry and the media all recruit from our range of graduates. Some students choose to continue their studies to PhD level on a chosen, specialised topic in one of the pathways in English Literary Studies.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally.
http://www.qub.ac.uk/directorates/sgc/careers/

Additional Awards Gained(QSIS ELEMENT IS EMPTY)

Prizes and Awards(QSIS ELEMENT IS EMPTY)

Graduate plus award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus. It's what makes studying at Queen's University Belfast special.

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Entry requirements

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Fees and Funding

Tuition Fees

Northern Ireland (NI) 1	£6,980
Republic of Ireland (ROI) 2	£6,980
England, Scotland or Wales (GB) 1	£8,360
EU Other 3	£19,100
International	£19,100

¹ EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

² EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

³ EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

All tuition fees quoted are for the academic year 2023-24, and relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.

More information on postgraduate tuition fees.

Additional course costs

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

English - Literary Studies costs

There are no specific additional course costs associated with this programme.

How to Apply

Apply using our online Postgraduate Applications Portal and follow the step-by-step instructions on how to apply.

Apply now

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.
Queen's University Belfast Terms and Conditions.

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