BA English and Social Anthropology
Academic Year 2017/18
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.
Programme Title |
BA English and Social Anthropology |
Final Award |
Bachelor of Arts |
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Programme Code |
ENG-BA-JS |
UCAS Code |
QL36 |
JACS Code |
L600 (DESCR) 50 |
Criteria for Admissions The programme entry requirement is BBB at ‘A’ Level or equivalent, including grade B in English or grade A at ‘AS’ Level or equivalent. There are no subject specific requirements for Social Anthropology. International candidates require at least a British Council IELTS qualification of 6.5 overall with a minimum of 5.5 in each component. |
ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
Interview Required |
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Mode of Study |
Part Time |
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Type of Programme |
Joint Honours Single |
Length of Programme |
6 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 |
Anthropology (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 Social Anthropology. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
The Joint Honours Programme in English and Social Anthropology is designed to provide students with:
• an intellectual training in the separate disciplines of English and Social Anthropology which, while discrete subjects, are also complementary and mutually enriching;
• a discipline-specific perspective from which students acquire knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary and other contemporary sources;
• a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.
Together, these subjects together equip individuals with the ability to:
• think critically, process and understand complex information;
• evaluate primary and secondary sources;
• interpret a variety of types of data and information;
• pursue independent learning;
• work well in groups and formulate arguments.
Furthermore, students benefit from a multi-disciplinary education which gives them a large skill set and opens a wide range of career options following graduation.
The curricula will be delivered in accordance with the national English and Social Anthropology benchmarking statements, which reflect the chronological, cultural, and generic diversity of English literary and language studies, drawing, where applicable, on the unique character of Northern Ireland, and taking advantage of a variety of critical and pedagogical approaches; and in which Social Anthropology explores the nature of complexity and richness of cultural diversity, providing a knowledge of the values, ethics and traditions of human social worlds through voices and representations as illustrated in theory and ethnography.
More generally, the Joint Honours Programme in English and Social Anthropology aims:
• to attract students from local, national, and international contexts, through a variety of entry routes, and then provide and deliver the best possible learning and teaching experience, in an environment of equality, tolerance, and mutual respect;
• to provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;
• to develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.
The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.
LEARNING OUTCOMES
Learning Outcomes: Cognitive 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. |
show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments; |
Teaching/Learning Methods and Strategies Analysis of anthropological texts incorporated into the curriculum at all levels Methods of Assessment Exams, essays, seminar/tutorial contributions and dissertations |
indicate a critical awareness of how anthropology is related to other cognate subjects; |
Teaching/Learning Methods and Strategies In lectures and tutorials students are encouraged to reflect on human cultural diversity and to compare different perspectives and methodological debates. Methods of Assessment Written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates. |
demonstrate knowledge and critical understanding of the potential applications of anthropological knowledge in a variety of contexts; |
Teaching/Learning Methods and Strategies In lectures and tutorials students are encouraged to identify different specialisms and the contribution that they make to our understanding of human cultural diversity. Methods of Assessment written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates. |
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). |
understand how human beings are shaped by, and interact with, their social, cultural and physical environments, and an appreciation of their social, cultural and biological diversity; |
Teaching/Learning Methods and Strategies Discussions in tutorials encourage students to reflect on the human social and cultural diversity. Methods of Assessment In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced. |
formulate, investigate and discuss anthropologically informed questions and a competence in using major theoretical perspectives and concepts in anthropology and to critically asses their strengths and limitations; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different cultures and able to critically analyse cultural difference. Methods of Assessment In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced. |
engage with cultures, populations and groups different from their own, without foregoing a sense of personal judgment. An awareness of cultural assumptions, including their own, and the ways in which these impact on an interpretation of others; |
Teaching/Learning Methods and Strategies Engagement with texts and class discussion to advance cultural self-awareness. Methods of Assessment Essays, dissertations, oral presentations. |
critically read and interpret texts (for example: print, oral, film, multimedia) within their historical, social and theoretical contexts and acknowledge practical awareness of the strengths and limitations of ethnographic fieldwork and the different stages and requirements of carrying out an anthropological study; |
Teaching/Learning Methods and Strategies The Anthropology curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. Methods of Assessment Essays, dissertations, oral presentations. |
Exhibit intellectual independence and the initiative to set tasks and solve problems Intellectual independence and the initiative to set tasks and solve problems. |
Teaching/Learning Methods and Strategies In seminars and tutorials students are encouraged to present their own ideas and views on particular topics. Methods of Assessment Essays and dissertations |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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manage time efficiently and effectively; |
Teaching/Learning Methods and Strategies Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials. Methods of Assessment Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills. |
display interpersonal skills and the ability to work productively in a group context; |
Teaching/Learning Methods and Strategies Individual and group presentations; developing skills at stage 1 through a dedicated skills module. Methods of Assessment Individual and group presentations; learning portfolio and coursework projects embedded across curriculum. |
understand the role and use of feedback in assessing and improving performance; |
Teaching/Learning Methods and Strategies Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors. Methods of Assessment Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree. |
use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms; |
Teaching/Learning Methods and Strategies Individual and group presentations. Methods of Assessment Individual and group presentations. |
reflect on intellectual and professional priorities; |
Teaching/Learning Methods and Strategies Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers. Methods of Assessment Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme. |
demonstrate self-reliance, initiative, adaptability and intercultural awareness. |
Teaching/Learning Methods and Strategies Erasmus programme and Exchange programmes with international universities. Methods of Assessment For most international exchanges, students enrol on the host institution’s undergraduate programme. |
MODULE INFORMATION
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability |
Duration |
Pre-requisite |
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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% | ||
Expressive Cultures | ESA1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Being Human: Evolution Culture and Society | ANT1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
A World on the Move:Historical and Anthropological Approaches to Globalization | ANT1003 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Power, Ritual and Symbol: the View from Anthropology | ANT1004 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
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% | ||
Introduction to American Writing | ENG2072 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Language and Power | ENL2002 | 2 | 20 | YES | 12 weeks | N | YES | 80% | 0% | 20% | ||
History of English: Studying Language Change | ENL2004 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Late Medieval Literature | ENG2040 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Eighteenth-Century and Romantic Literature | ENG2062 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Introduction to Shakespeare and Renaissance Drama | ENG2050 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Literature and Society, 1850-1930 | ENG2070 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Irish Literature | ENG2081 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Performance, Power and Passion | ESA2002 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Love, Hate and Beyond: Emotions, Culture, Practice | ANT2010 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Key Debates in Anthropology | ANT2022 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Dissertation in Social Anthropology Preparation | ANT2030 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Conflict and Peace in Comparative Perspective | ANT2032 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Music and Identity in the Mediterranean | ESA2005 | 2 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Cognition and Culture | ANT2034 | 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% | ||
Economic Anthropology | ANT2036 | 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% | ||
Televising the Victorians | ENG3069 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Performance, Power and Passion | ESA3002 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind | ENG3097 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Double Dissertation English Literature | ENG3000 | 3 | 40 | 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% | ||
Love, Hate and Beyond. Emotions, Culture, Practice | ANT3035 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Dissertation in Social Anthropology: Writing-Up | ANT3030 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Comic Fiction, Fielding to Austen (1740-1820) | ENH3013 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Marvels, Monsters and Miracles in Anglo-Saxon England | ENG3011 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
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% | ||
Conflict and Peace in Comparative Perspective | ANT3145 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Structure of English | ENL3110 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Music and Identity in the Mediterranean | ESA3012 | 3 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Digital textualities and the History of the Book | ENG3178 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Cognition and Culture | ANT3147 | 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% | ||
Apocalypse! The history and anthropology of the end of the world | ANT3149 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Writing New York, 1880-1940 | ENG3183 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Contemporary Literature: Poetry and Precariousness in the Twenty-First Century | ENG3184 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Irish Gothic | ENG3330 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Stevens & Bishop | ENG3333 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
In Gods We Trust: The New Science of Religion | ANT3150 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Writing Africa: The Colonial Past to Colonial Present | ENG3185 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Knowledge, Power and Imagination: Writing the East, 1662-1835 | ENG3186 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Stylistics: Analysing Style in Language | ENL3011 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Discourses of Crime | ENL3111 | 3 | 20 | YES | 12 weeks | N | YES | 70% | 30% | 0% |
Notes
At Level 1 students must take 3 core English modules and 3 optional Social Anthropology modules.
In English students must take three modules at L2. In Social Anthropology students must take three modules at L2. Students must take the core module plus two others. If students opt for ANT2030 at level 2, they MUST chose ANT3030 at Level 3.
In Social Anthropology students must take 3 modules at Level 3. If students have taken ANT2030 at Level 2 (Social Anthropology Dissertation Preparation) they MUST choose ANT3030 (Social Anthropology Dissertation Write-up at Level 3