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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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

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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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

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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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

think independently, originally, and self-reflexively;

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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

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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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

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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

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

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