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

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

analyse and interpret material from different geographical, cultural, and temporal contexts
think independently, originally, and self-reflexively;

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

discriminate between substantive and peripheral concerns in their understanding of any given issue;

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

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

make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used;

identify, investigate, analyse, formulate and advocate solutions to problems;

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

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

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

apply requisite referencing and presentation formats in the production of written analyses.

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.

Screenings (for Film Studies modules only) offer a shared viewing opportunity that emulates the movie-going experience as closely as possible, while offering exposure to a rich programme of film texts and encouraging students to critically engage with the cultural practice of film viewing itself.

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

Assessment is by a variety of traditional and innovative methods, including timed unseen written examinations, data analysis, essays, critical book/article reviews, portfolios, individual and group presentations, and seminar and tutorial reports and contributions.

Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself. Analytical, discursive, interpretive and critical exercises – both formative and summative – test students’ ability to engage with, analyse, contextualise, interpret and criticise relevant material.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.


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.

understand the key concepts that are used to undertake literary, textual and historical analysis;

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;

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

address major themes in the history of society and culture as well as theoretical approaches to literature and language, and moving images;

display familiarity with a range of theoretical approaches to literature and language, and with the key critical debates that form and inform the disciplines themselves;

understand the aesthetic and formal qualities of film, and their relation to meanings in particular cultural forms and contexts;

demonstrate how the visual, verbal and audio conventions through which images, words and sounds make meaning in film;

articulate the key debates in film history, theory, and criticism, as well as an awareness of how these debates are influenced and determined by broader cultural and institutional practices;

address how the cinema and filmmaking may be understood within broader concepts of history, culture and the visual arts.

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 handouts, and key readings available online through Queen’s Online) and through the assessment and feedback process.

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.

Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of particular genres and periods of cinema, filmmaking and literature in addition to a broad base of knowledge about literary and cinematic history.

Methods of Assessment

A range of assessment methods ensures that these skills are evaluated in different ways.

Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself.

Examinations, essays and seminar presentations and language project work require that students demonstrate coverage of material, appropriate methods of textual and linguistic analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

The stage 3 dissertation option (for students taking ENG3000 or ENL3000) is a programme of independent study agreed between student and supervisor, leading to the writing and submission of an extended essay.

read texts with a developed awareness and appreciation of their formal, structural and generic properties;

assess critical interpretations of the ways in which different cultural and historical contexts inform the reading and writing of texts;

analyse the forms, function, and development of language;

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

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

engage critically with film makers, theorists, debates and intellectual paradigms within Film Studies and put them to productive use;

understand film forms and cinema cultures as they have emerged historically and appreciate the processes through which they have come into being;

analyse, interpret, and show the exercise of critical judgement in the understanding and, as appropriate, evaluation of film forms and cinema cultures;

carry out various forms of research for essays, projects, and/or dissertations involving sustained independent enquiry;

formulate appropriate research questions and employ appropriate methods and resources for exploring those questions;

write coherent, structured and relevant essays in answer to specific questions on film and moving images as well as literature and language;

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

display familiarity with bibliographic convention and should be able to research, reference and present written work according to the requirements of the subject area.

Teaching/Learning Methods and Strategies

Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Tutorials and seminars allow for close reading of texts in a group situation, while developing students’ ability to formulate their own arguments and responses.

Screenings (for Film Studies modules only) offer a shared viewing opportunity that emulates the movie-going experience as closely as possible, while offering exposure to a rich programme of film texts and encouraging students to critically engage with the cultural practice of film viewing itself.
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.

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


Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

Assessment is by a variety of traditional and innovative methods, including timed unseen written examinations, data analysis, essays, critical book/article reviews, portfolios, individual and group presentations, and seminar and tutorial reports and contributions. Assessment methods vary in accordance with the specific learning outcomes of particular modules as detailed below

Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself. Analytical, discursive, interpretive and critical exercises – both formative and summative – test students’ ability to engage with, analyse, contextualise, interpret and criticise relevant material.


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 Marking Criteria and the English Assessment and Feedback Policy made available in Module Resources

manage time efficiently and effectively;

demonstrate basic word-processing and IT skills;

collate and process information from a variety of sources;

evaluate and judge evidence and the quality of information;

use libraries and online resources;

respond positively and productively to feedback on work;

think both creatively and maturely in diverse intellectual situations.

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.

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.
In keeping with the Education Strategy’s focus on ‘digital literacies’ module convenors have been asked to factor the acquisition and development of digital literacies in their modules.

display interpersonal skills and the ability to work productively in a group context;

take notes and summarise accurately and effectively;

demonstrate effective oral and written communication skills;

Teaching/Learning Methods and Strategies

Individual and group presentations; seminars 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.

Erasmus programme and Exchange programmes with international universities.

Methods of Assessment

Assessment is by a variety of traditional and innovative methods, including timed unseen written examinations, data analysis, essays, critical book/article reviews, portfolios, individual and group presentations, and seminar and tutorial reports and contributions.

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

understand the role and use of feedback in assessing and improving performance;

respond constructively to criticism;

demonstrate self-reliance, initiative, adaptability and flexibility.

Teaching/Learning Methods and Strategies

Students receive oral, in-class as well as online feedback on their contributions, formative work and uploaded assignments and may seek further feedback in one-to-one meetings with tutors.

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

Methods of Assessment

Feedback (on Queen’s Online, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree.

Individual and group presentations; learning portfolios and coursework projects; examinations and (extended) essays.

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