BA English and History
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 History |
Final Award |
Bachelor of Arts |
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Programme Code |
ENG-BA-JS |
UCAS Code |
QV31 |
JACS Code |
Q300 (DESCR) 50 |
Criteria for Admissions The programme entry requirement is ABB at ‘A’ Level (with the A in English) or equivalent, including grade B in English or grade A at ‘AS’ Level or equivalent. In the case of History there are no subject specific requirements. |
ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
Interview Required |
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Mode of Study |
Full Time |
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Type of Programme |
Joint Honours Single |
Length of Programme |
3 Academic Year(s) |
Total Credits for Programme |
360 |
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Exit Awards available |
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INSTITUTE INFORMATION
Awarding Institution/Body |
Queen's University Belfast |
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Teaching Institution |
Queen's University Belfast |
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School/Department |
Arts, English and Languages |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
English (2015) |
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Accreditations (PSRB) |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations Each level must include 60 CATS in English and 60 CATS in Modern History. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
The Joint Programme in English and History is designed to provide students with:
• an intellectual training in the separate and overlapping disciplines of English and History which, while discrete subjects, are also complementary and mutually enriching;
• a discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary 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 relevant national English and History benchmarking statements, which reflect the chronological, cultural, historical and generic diversity of literary, linguistic and historical studies. Its delivery will draw, where applicable, on the unique character of data from Ireland North and South and will exploit a variety of critical and pedagogical approaches. The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.
More generally, the Joint Programme in English and History aims to:
• attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect;
• provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;
• develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.
The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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recognise and appreciate the varying effects of different literary and linguistic forms of expression; |
Teaching/Learning Methods and Strategies Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information. 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. |
appreciate a range of historical and cultural perspectives on academic enquiry; |
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. 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. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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display a broad knowledge of a range of periods in literary history, including literature before 1660, and an understanding of the social and political contexts in which texts are both written and read; |
Teaching/Learning Methods and Strategies Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Queen’s Online) and through the assessment and feedback process. Methods of Assessment A range of assessment methods ensures that these skills are evaluated in different ways. |
an awareness of continuity and change over an extended period of time; |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions. Methods of Assessment Assessment of individual modules. |
Experience of critically evaluating documentary sources in a detailed fashion; |
Teaching/Learning Methods and Strategies Analysis of primary sources is incorporated into the curriculum at all levels. Methods of Assessment Essays, seminar/tutorial contributions and dissertations. |
an ability to reflect critically on the nature of History as an academic discipline and an awareness of historiographical and methodological debates; |
Teaching/Learning Methods and Strategies In lectures and tutorials students are encouraged to reflect on the historiography of particular topics and to compare different perspectives and methodological debates. Methods of Assessment In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates. |
an awareness of the diversity of specialisms within the discipline of History; |
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 the past. Methods of Assessment In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates. |
an appreciation of the role of History in society and the varied ways in which it can be presented to a non-academic audience; |
Teaching/Learning Methods and Strategies In levels one and two, all students take modules which focus on public history and the presentation of history in public spaces such as heritage centres, museums, television, film and online. Methods of Assessment Group presentations on public history projects. |
have written an extended piece of work based on contemporary sources or an in-depth historiographical enquiry. |
Teaching/Learning Methods and Strategies At level 3 emphasis is placed on students working on primary sources and writing extended research essays as well as a dissertation. Methods of Assessment Research essays (4-5.000 words) and dissertations (14,000 words). |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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read texts with a developed awareness and appreciation of their formal, structural and generic properties; |
Teaching/Learning Methods and Strategies Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches. 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; |
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. 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). |
a respect for historical context and evidence and a greater awareness of the historical processes unfolding in our own time; |
Teaching/Learning Methods and Strategies Discussions in seminars and tutorials encourage students to reflect on the historical context of current developments and public discourse. Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
an ability to understand how people have existed, acted and thought in the always different context of the past; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past. Methods of Assessment Essays, dissertations, oral presentations. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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an ability to read and analyse primary sources, both critically and empathetically; |
Teaching/Learning Methods and Strategies Work on primary sources is incorporated into the curriculum at every level. Methods of Assessment Essays, dissertations, oral presentations. |
MODULE INFORMATION
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability |
Duration |
Pre-requisite |
|
Assessment |
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
English in Transition | ENG1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
English in Context | ENG1002 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to English Language | ENL1001 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Exploring History 1 | HIS1003 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Exploring History 2 | HIS1002 | 1 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
History and Historians: Contested Pasts | HIS1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
History and Society | HIS1005 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Mapping the Anglo-Saxon World | ENG2003 | 2 | 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% | ||
Politics and Society in 19th Century Ireland | HIS2011 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The American South 1619-1865 | HIS2028 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 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% | ||
Politics and Society in 20th Century Ireland | HIS2012 | 2 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
The American South, 1865-1980 | HIS2029 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 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% | ||
The Roman Origins of the East and West; From Augustus to Charlemagne | HIS2049 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Europe between the Wars, 1919-1939 | HIS2050 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The making of contemporary Britain: 1914 to the present | HIS2018 | 2 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Revolutionary Europe, 1500-1789 | HIS2057 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Nationalism and Liberation in 20th Century Africa | HIS2061 | 2 | 20 | YES | 12 weeks | N | YES | 40% | 10% | 50% | ||
Uniting Kingdoms | HIS2064 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Alexander The Great and the Creation of the Hellenistic World | HIS2020 | 2 | 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% | ||
An Introduction to Critical and Cultural Theory | ENG2000 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Shakespeare on Screen | ENG3087 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Speech Worlds: Phonology in Acquisition and Disorder | ENL3003 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
That Vast Catastrophe | HIS3033 | 3 | 20 | YES | 12 weeks | N | YES | 40% | 10% | 50% | ||
The American Civil War and Reconstruction, 1860-1877 | HIS3035 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Origins of Protestantism | HIS3022 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Presbyterians in Ulster, 1690-1840 | HIS3065 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Televising the Victorians | ENG3069 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Second World War in Europe | HIS3010 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Irish Revolution, 1917-1921 | HIS3073 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Peasants' Revolt 1381 | HIS3011 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Working Class Communities in the UK 1900-1970 | HIS3012 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Dissertation | HIS3077 | 3 | 40 | YES | 24 weeks | N | YES | 100% | 0% | 0% | ||
Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind | ENG3097 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Double Dissertation English Literature | ENG3000 | 3 | 40 | YES | YES | 24 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% | ||
Kings, courts and culture in Carolingian Europe | HIS3079 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Comic Fiction, Fielding to Austen (1740-1820) | ENH3013 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Modernity in Missions: Overseas Christian Expansion, 1858-1980s | HIS3099 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Marvels, Monsters and Miracles in Anglo-Saxon England | ENG3011 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Age of anxiety: Irish culture and society in interwar European context | HIS3109 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Special Topic in Irish Writing Literary Responses to the Peace Process in Northern Ireland | ENH3020 | 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% | ||
The Structure of English | ENL3110 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Digital textualities and the History of the Book | ENG3178 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The Rise of Christianity 2: The Conversion of the Roman Empire | HIS3071 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Representing the Working Class | ENG3064 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Broadcasting in a post-conflict society | ENL3010 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Writing New York, 1880-1940 | ENG3183 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
The British republic: Culture, religion and war 1649-1660 | HIS3120 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The War of Ideas in Seventeenth-Century Ireland | HIS3121 | 3 | 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% | ||
Interpreting the Voices of the Past: the oral history of Northern Ireland since 1945 | HIS3124 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Interpreting the Irish Country House | HIS3123 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Thatcher's Britain | HIS3127 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Sin Cities? Everyday Life in the Modern Metropolis | HIS3128 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Ancient City | HIS3129 | 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% |
Notes
At Level 3, students may take only one of ENG3000 or HIS3077. In History, students must take 3 modules at level 3. Students may opt to take History dissertation HIS3077 (40 credits) in place of TWO taught History modules
In History at Level 2, students must take 3 modules
In History students must take 3 modules at Level 1, two of which must be HIS1003 and HIS1002 and one of HIS1001 or HIS1005.