(BA) Bachelor of Arts
English Language and Literature
Current
University of Essex
University of Essex
Language and Linguistics
Colchester Campus
Honours Degree
Full-time
Linguistics
BA QQ23
24/04/2014
Details
Professional accreditation
None
Admission criteria
A-levels: ABB-BBB
IB: 32-30 points
Entry requirements for students studying BTEC qualifications are dependent on units studied. Advice can be provided on an individual basis. The standard required is generally at Distinction level.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. (Different requirements apply for second year entry.)
If you are an international student requiring a Tier 4 visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels required. Please note that date restrictions may apply to some English language qualifications.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Dr Cathleen Moira Waters
Lecturer
The University of Leicester
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
This scheme aims to:
Introduce students to contemporary linguistic approaches to the study of language.
Develop students' knowledge and understanding of the linguistic structure of English and other aspects of English which they choose to specialise in (e.g. descriptive, or historical, or variationist, or pedagogical).
Develop students' knowledge and understanding of key concepts, issues, ideas, theories, styles of argumentation, evaluation criteria, methods and materials used in relevant English Language work, and of associated theoretical, descriptive and methodological issues
Offer a varied, flexible and distinctive curriculum focused on the study of English literature and encompassing several genres and periods.
Encourage students to exercise their own judgements in the reading of both primary and secondary literary texts.
Acquaint students with a range of contextual, conceptual and comparative frameworks used in the study of Literature.
Equip students with a range of transferable cognitive, practical and key skills, and a foundation for further study, employment and lifelong learning.
The outcomes listed below represent the minimum expected of a graduate on this scheme; it is anticipated that the vast majority of graduates will achieve significantly more.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Contemporary linguistic approaches to the study of language, language learning, and language teaching and how researchers in another country approach the study of language.
A2: A selection of contemporary work on linguistic structure and other aspects of English.
A3: Key concepts, issues, ideas, theories, styles of argumentation, evaluation criteria, methods ands materials used in English Language work in the chosen areas of specialism, and associated methodological, theoretical, descriptive and (where relevant) pedagogical issues.
A4: A range of English literature from the early modern period to present-day, including knowledge of a variety of genres (poetry, fiction, and drama)
A5: The major figures in the field, and the major literary tendencies or movements covered by the degree scheme
A6: The complex relationship between literature and culture (an appreciation of the way in which literary texts are embedded in their cultural and historical milieux, and an awareness of their role in creating cultural change)
A7: The key critical debates that have informed the field (and some familiarity with the most recent critical interventions)
A8: The basic methods of critical analysis and argument
A9: Specialised study in the final year in areas students have identified as being of particular interest
Learning methods
A1-A3 are developed on LG courses through a range of teaching and learning methods which typically include: lectures, seminars and classes; tutorials for project work; library and internet materials; printed/web course materials; independent learning or research; office/email consultation with staff; written or oral feedback from staff on work.
A4-A-9 are acquired on LT courses through lectures, classes and continuously assessed coursework (with regular feedback, both oral and written, from tutors).
The lectures offer surveys of the major periods of literature covered in the scheme and address the major approaches and issues (mainly 4-7).
The classes, on the other hand, tend to focus in more detail on textual examples, and give emphasis to student discussion and/ or presentation, preparing their argumentative skills for formal assessment (8).
In Year 3, the format changes to a two-hour seminar, which may include informal lectures/presentations by the teacher and gives further scope for students to practise their oral communication skills as well as to pursue more specialised areas of interest (8, 9).
In addition, students are expected to extend and enhance the knowledge and understanding they acquire from classes and lectures by regularly consulting archival materials related to the course.
This independent research is then consolidated in essay work.
Assessment methods
A1-A3 are assessed on LG courses by a range of methods which typically include some combination of the following: written unseen exams; coursework assignments; exercises; a literature review; an individual or team research project; and an oral presentation.
A4-A9 are assessed on LT courses.
Formal assessment of students' knowledge and understanding (4-7, 9) takes place through coursework essays and unseen written examinations.
Students are expected to analyse texts in the light of the contextual, conceptual and comparative frameworks offered to them during the scheme, whilst also formulating their own arguments and displaying critical competence (8)
B: Intellectual and cognitive skills
B1: Abstract and synthesise information from a range of sources (lectures/seminars/classes, journals, books, internet etc.) identifying those ideas or findings which are most significant
B2: Make observations and generalisations about data or behaviour or other materials, using appropriate analytic techniques
B3: Critically evaluate contrasting theories, accounts, explanations, approaches, demonstrating an understanding of the relationship between theory and data and be aware of possible cross-cultural differences in the way that theories, accounts and explanations are evaluated.
B4: Analyse and interpret
B5: Read complex texts and comment cogently on them
B6: Reason and argue coherently
B7: Identify critical positions and interrogate them
B8: Make and account for connections
B9: Think independently
Learning methods
A range of teaching and learning methods are employed which typically include: lectures, seminars and classes; tutorials for project work; library and internet materials; printed/web course materials; independent learning or research; office/email consultation with staff; written or oral feedback from staff on work
Assessment methods
Cognitive skills are assessed by a range of methods which typically include some combination of the following: written unseen exams; coursework assignments; exercises; a literature review; an individual or team research project; and an oral presentation.
C: Practical skills
C1: Gather and process information from a range of different sources
C2: Plan, undertake and present an independent piece of work which involves reviewing existing work on a given topic, making use of standard referencing conventions
C3: Utilise specialised techniques for the collection, analysis, presentation or evaluation of materials, data or behaviour
C4: Deploy a vocabulary and a critical terminology for the analysis of literary texts
C5: Show a capacity for working independently and under guidance to utilise critical and other appropriate secondary reading
C6: Use accepted conventions of presenting references and bibliographies in writing on literary topics
C7: Utilise a knowledge of literary and generic conventions
C8: Use a critical methodology in written work, employing reasoned argument to appreciate and evaluate a literary text
C9: Employ an effective style of writing to convey a range of responses as readers of a literary text
C10: Utilise a range of methods to perform a bibliographical search
Learning methods
C1-C3 are developed on LG courses through a range of teaching and learning methods which typically include: lectures, seminars and classes; tutorials for project work; library and internet materials; advice in the Departmental Handbook; printed/web course materials; independent learning or research; office/email consultation with staff; written or oral feedback from staff on work.
C4-C10 are developed on LT courses.
Skills 4 and 7 are introduced in lectures and developed through classes (first and second years) and through seminars (third year).
Guidance on skills 5, 6, and 8-10 is given in teaching, in supervision of essays, and in Departmental Handbooks.
The strategy ensures that, having acquired a basic command of them, students exercise these skills in the third year in more specialised courses.
Assessment methods
C1-C3 are assessed on LG courses by a range of methods which typically include some combination of the following: written unseen exams; coursework assignments; exercises; a literature review; an individual or team research project; and an oral presentation.
C4-C10 are assessed on LT courses.
Assessment is by essays and examinations.
Essay questions are designed to test all skills.
Examination questions test skills 4 and 7-9.
D: Key skills
D1: Communicate ideas, information and arguments in a manner which is relevant, focused, effective, and clear, using an appropriate register, style and format, and with an international audience in mind
D2: Use appropriate computational tools and software to obtain, store or process information electronically and (where required) produce materials in electronic form
D4: Analyse complex data, materials or behaviour, using appropriate specialised techniques, formulating and testing research hypotheses, identifying problems and evaluating solutions
D5: 'Read' and respond to arguments in a seminar setting and work in a variety of group contexts
D6: Work autonomously showing organisation, self-discipline and time management, responding constructively to feedback and learning new material and techniques.
Learning methods
Communication skills are taught through lectures, seminars, classes, advice in the Departmental Handbook, and feedback from teachers on assessed work.
Generic IT skills are taught on induction courses run by the University and the Department, with more specialised IT skills (where appropriate) being taught on some LG courses.
Analytic and study skills (D4, D6) are taught through lectures, seminars, and classes; tutorials for project work; library and internet materials; printed/web course materials; advice in the Departmental Handbook; independent learning or research; office/email consultation with staff; written or oral feedback from staff.
Skill D7 is developed on LT courses through seminars and classes.
All 5 key skills are supported by key skills packages.
Assessment methods
On LG courses, skills D1, D2, D4 and D6 are assessed by a range of methods which typically include some combination of the following: written unseen exams; coursework assignments; exercises; a literature review; an individual or team research project; and an oral presentation.
On LT courses, D1, D2, D4 and D6 are assessed through coursework and dissertations.
D7 is assessed through a participation mark.