A230 aims to provide a clear and steady progression from Level 4 to Level 6. The module builds on the knowledge and skills acquired on AA100 and EL121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module.
A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules.
At the end of the module, learners will be expected to show knowledge and understanding of :
A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children);
A2: a range of writers, male and female, coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers;
A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present;
A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book;
A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures';
B. Cognitive skills
At the end of the module learners will be expected to:
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation;
B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes);
B3. engage with literary criticism of the assigned texts;
C Practical and professional skills
At the end of the module, learners will be expected to:
C1. be able to keep to the focus of a question while answering;
C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;
C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;
C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;
C5.use secondary sources ethically by avoiding plagiarism.
D Key transferable skills
D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing;
D2. be able to read and synthesize from a large range of texts;
D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts;
D4. make effective use of feedback from a tutor to improve performance continually.
The underlying principle of the module design has been to provide:
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
A. Knowledge and understanding
At the end of the module, you will be expected to display:
A1. A broad knowledge of literature in English in a range of genres between c.1800-present.
A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form.
A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception.
A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence).
A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical.
At the end of the module, you will be expected to:
B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective.
B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately.
B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources.
B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception.
C. Practical and professional skills
C1. Communicate clearly and effectively in the register appropriate for the task.
C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources.
C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation.
C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative.
D. Key skills
D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument.
D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline.
D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations.
D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research).
The underlying principle of the module design has been to provide:
The general aims of the module are to:
The module also aims to teach students about
A1 : know a range of research tools and methods appropriate to postgraduate study in the humanities;
A2 : understand current issues and debates in one or more humanities subject area.
A3: plan an essay at postgraduate level;
A4: design a research project with some support from the course materials and a tutor;
A5: use feedback from your tutor and fellow students effectively to improve your work;
A6: use other resources, such as libraries and ICT resources, to improve your learning.
B1: evaluate critically current research in one or more areas of literary studies;
B2: evaluate and critique some of the methods used in literary studies' research;
B3: use concepts and theories appropriately;
B4: evaluate bodies of evidence and draw conclusions from them.
C1: use research libraries, their archives and their contents efficiently;
C2: use specialist online databases and other online facilities for postgraduate study;
C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
C4: plan a project according to specific guidelines;
C5: work independently on a research project.
D1 : communicate effectively in writing to a specialised audience;
D2: vary your means of communication according to the specialised task at hand;
D3: be aware of the tools which can help you in the task of effective communication.
D4: gain independent learning ability required for continuing professional development
how to use ICT resources for postgraduate research.
(A) Knowledge and understanding
When you have completed this module you will have knowledge and understanding of:
(B) Cognitive skills
When you have completed this module you will be able to:
use research libraries, their archives and their contents efficiently;
use specialist online databases and other online facilities for postgraduate study;
form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions.
(D) Key skills
When you have completed this module you will be able to demonstrate the following skills:
Communication
You will be able to:
1. communicate effectively in writing to a specialised audience;
2. vary your means of communication according to the specialised task at hand;
3. be aware of the tools which can help you in the task of effective communication.
Provide students with appropriate training in the techniques of postgraduate;
use specialist online databases and other online facilities for
postgraduate study;
form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions
The aims of this module include the following:
A1: gain a working knowledge of comparative literary theory and methodology.
A2: examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences.
A3: study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively.
B1: evaluate critically current research and methods used in comparative literary theory.
B2: use concepts and theories appropriately.
B3: evaluate bodies of evidence and draw conclusions from them.
B4: engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way.
C1: apply important comparative literary approaches (both
traditional and modern) to the studied texts.
C2: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus.
C3: use research libraries, their archives and their contents efficiently.
C4: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions.
D1. communicate effectively in writing to a specialised audience.
D2. gain independent learning ability required for continuing professional development.
A. Knowledge and understanding
A1: gain a working knowledge of postcolonial literary theory and methodology.
A2: examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle.
A3: understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations.
B1:evaluate critically current research and methods used in postcolonial studies.
B2: explore how literature can create reality by examining several literary and theoretical texts.
B3: use concepts and theories appropriately.
B5: engage critically with a range of literary texts and complex critical, theoretical and historical material from a postcolonial perspective.
C1: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus.
C2: use research libraries, their archives and their contents efficiently.
C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions.
D1: communicate effectively in writing to a specialised audience.
D2: gain independent learning ability required for continuing professional development.
At the end of the module, learners will be expected to have knowledge and understanding of:
A1. a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
A2. A variety of literary texts through close reading of primary texts.
A3. The literary theories and current debates relevant to the study of literature.
A4. Literary texts within their cultural and historical contexts.
B1. evaluate critically current research and methods used in the study of literature;
B2. use concepts and apply literary theories to the study of literary texts appropriately;
B3. evaluate bodies of evidence and draw conclusions from them.
C2. form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
C3. work independently on a research project.
D1. communicate effectively in writing to a specialised audience;
D2. gain independent learning ability required for continuing professional development
This module aims to provide students with training and knowledge in:
A1: a range of research tools and methods appropriate to postgraduate study in literature;
A2: the importance of textual and bibliographical study in postgraduate work in literature;
A3: how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
A4: a chosen topic within a specialist area of literature.
B1: engage critically with a range of literary texts and complex critical, theoretical and historical material;
B2: contribute in an informed way to current debates about literature;
B3: recognise a potential area for research in literature.
C1: construct and present sophisticated, coherent and persuasive written and oral arguments;
C2: collect, sift and organise substantial bodies of material, and evaluate their significance;
C3: independently design a research proposal;
C4: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
C5: use a research library and a range of electronic information resources.
D1: design a programme of independent research and writing;
D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance;
D3: use ICT resources for postgraduate research;
The course aims to:
1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills;
2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study;
3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines;
4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students;
5. stimulate students who want to continue their studies within the Faculty;
6. equip students with transferable skills which would be relevant to other areas of study;
7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively.
A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History)
A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies)
A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history.
A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature)
A5. develop the skills of 'close listening' to music. (Music)
A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy)
B1. develop a basic competence in the skills of visual analysis. (Art History)
B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies)
B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM)
B4. begin the process of reading and understanding literary texts critically. (Literature)
B5. develop a sense of the importance of issues of performance in music. (Music)
B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy)
C1. develop skills of reading, listening and visual analysis.
C2. develop the ability to synthesize potentially conflicting ideas and information into their own words.
C3. reflect in detail on their work as learners through the course.
C4. learn how to organize their study time in ways which best suit their lifestyles.
C5. recognize the importance of presenting their work coherently and in appropriate forms.
C6. learn how to distinguish between different kinds of online resource.
D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument.
D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor.
D3. take notes from written or spoken sources (taught but not assessed).
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance.
Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214.
The major aims of E302 are to develop an understanding of:
At the end of the module, learners will be expected to demonstrate knowledge and understanding of:
A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions.
A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice.
A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English.
A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media
B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches
B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions.
C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis.
D1. Identify and ask questions appropriately to explore issues within the field of English language studies.
D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence.
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions.
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts.
D5. Select and use appropriate ICT tools to analyse data and extend your learning.
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways.
In broad terms, upon completing this course students will acquire:
Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
If students successfully complete the course they will have knowledge and understanding of:
A1. the major characteristics of structural and functional theories of English grammar;
A2. a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;
A3. insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.
B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.
B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.
B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C1. Assess the value of evidence critically (including simple statistical data);
C2. Make independent judgements;
C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;
D5. Select and use appropriate ICT tools to analyze data and extend your learning;
The module aims to provide students with a broad understanding of the field of children’s literature, including its conceptualisation and development and key issues and debates in the area. It also aims to equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children’s literature. Children’s books and the critical material collected in the Readers are therefore a core academic resource for student study of the field of children’s literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children’s literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module.
At the end of the module, learners will be expected to display:
A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature.
A2: Knowledge and understanding of different theoretical and analytical approaches to children's literature
A3: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature.
A4: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle.
A5: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature.
A6: Knowledge and understanding of the changing construct of childhood reflected in children's literature.
B1: Analyse and critically evaluate arguments and evidence, from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature.
B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood.
B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives.
B4: Use appropriate literary, critical and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions.
C1: Carry out literary, stylistic and multimodal analysis of children's literature.
C2: Articulate arguments and develop a synthesis.
C3: Plan and undertake research, abstracting and synthesising information from a variety of sources.
C4: Evaluate social, political and ethical issues relevant to children's literature.
D1: Read academic and other texts critically, identifying and evaluating positions and arguments.
D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style.
D3: Construct a coherent argument, supported by evidence and clearly focussed on the topic under discussion.
The module aims to provide the learners with necessary information on:
1.Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.
2.Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.
3.Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.
4.Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists.
5.Producing an accurate polished piece of writing, that is almost error free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.
6.Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every unit.
A. Knowledge and understanding At the end of the module, learners will be expected to:
A1. understand what writing an essay involves.
A2. become aware of the structure of paragraphs and essays.
A3. become familiar with techniques of generating ideas and peer consultation.
A4. Understand the basic sentence structure and mechanics of writing an academic essay.
A5. recognize different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.
A6. become aware of means of editing and correcting their own writing.
A7. recognize how to provide feedback on their peer's writing in relation to content, organization, and language issues.
B1. acquire information on how to produce well developed, organized and coherent essays.
B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.
B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.
B4. be able to observe how language works in the sample essays, editing exercises and feedback.
C1. be fully aware of the different stages of writing an academic essay.
C2. acquire the skills of writing a well-structured, organized, coherent essay.
C3. write a text in appropriate grammar and vocabulary relevant to the written assignment.
C4. edit their own and their peer's essays making use of the editing checklists and exercises presented in the course.
D. Key transferable skills
D1. develop better writing skills through observing the different processes of writing an essay.
D2. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.
D3. improve their written language and expand their vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.
D4. make use of feedback from tutors to improve their writing skills.
D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks.
The module aims to provide the learners with necessary skills trough:
1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
2. Improving the students' language proficiency and the students' ability to decode and process meaning.
3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.
B. Cognitive skillsAt the end of the module, learners will be expected to:B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings".
B5. analyze language functions used and identify useful language expressions.
C. Practical and professional skillsAt the end of the module, learners will be expected to:
C1. communicate in English orally and in writing on diverse occasions.
C2. identify problems in the given topics and provide creative solutions.
C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.
C4. assess the work done using self/peer-assessment.
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence.
The course provides the learner with information on:
A.1) know appropriate structures for different social contexts and situations.
A.2) recognize the various non-verbal techniques to support verbal communication.
A.3) understand questions which require short or extended answers.
A.4) understand how language is used strategically for different purposes.
B. Intellectual/ Cognitive/ Analytical Skills
B.1) produce unified speeches with clear ideas/clear language.
B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.
B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.
B.4) be able to observe how language works to portray roles and speaker identities.
C.1) be fully aware of the different levels of formality in given situations/ contexts.
C.2) anticipate the responses of others in the chosen options.
C.3) be able to deliver a well-prepared presentation.
C.4) be able to acquire group skills and accordingly appreciate team work.
D.1) develop better oral skills through class discussions and situation-based activities.
D.2) develop a sense of participation and group work.
D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.
D.4) develop communicative confidence, negotiation ability and the expression of intensions.
This is an introductory course in English phonetics and linguistics that aims to:
1. Introduce students to both phonetics and linguistics in a simple and practical manner;
2. Give them ample practical training in the two disciplines;
3. Acquaint them with basic terminology used in phonetics and linguistics;
4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature
A1. understand the definition of linguistics as a science and some related branches
A2. learn the phonetic component which deals with English sounds
1. Identify and classify English sounds,
2. Listen to English sounds produced by native speakers of the language,
3. Look up the pronunciation of words in online dictionaries,
4. Use phonetic symbols to transcribe English words,
A3. understand the Linguistic component: the different aspects of language study
B1. Identify and transcribe English sounds;
B2. Pronounce words correctly with the appropriate stress and intonation;
B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems;
B4. Understand sentence structure, sentence types and sentence constituents;
B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations;
C1. Pronounce English appropriately
C2. Understand spoken English
D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly:
The EL121N course allows the students to distinguish between different literary genres and to recognize their major similarities and differences. It helps them to explore various ways of reading literary works, using author-, reader-, and text-oriented approaches. It aims to enhance students' research and communication skills through presentations, and reading and writing skills through assignments and assessment. The EL121N course mostly aims at developing students' reflective reading that hones their analytical and critical skills.
Literature and Ourselves is the core textbook for the EL121N module. Its introduction aims to acquaint students with various genres and their literary elements and concepts, as well as different reading approaches. The textbook offers a rich selection of texts belonging to all genres and ends with exhaustive appendices on critical approaches to literature, on writing a research paper, and a glossary of literary terms and concepts.
A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay).
A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme).
A3: Knowledge and understanding of literary terms and concepts.
A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.
A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.
A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.
B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay).
B2: Recognise the literary terms and concepts needed to discuss literary texts.
B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches).
B4: Develop appreciation of short stories through close reading and critical analysis.
B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics.
C1: Apply various analytical and critical strategies to literary genres.
C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.
C3: Evaluate the historical, cultural, and biographical context of various literary texts.
C4: Plan a proper research based on synthesis, analysis, and critique of different sources.
D1: Make use of the key literary concepts and terminology proper to different literary genres.
D2: Consider literary and other texts reflectively and critically
D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.
At the end of the course, learners will be expected to:
A1. Read and discuss an array of primary and secondary sources.
A2. Build an understanding of ideas and concepts of selected topics.
A3. Develop, support and explain main ideas.
A4. Combine information from sources to create a first draft.
B. Cognitive & Critical skills
At the end of the course learners will be expected to:
B1. Narrow down and focus on selected research topic.
B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry.
B3: Develop an evaluative approach to their writing as well as texts written by others.
B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s).
B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries.
B. Practical and professional skillsAt the end of the course, learners will be expected to:
C1. Write a research thesis statement.
C2. Develop a research paper outline.
C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing.
C4. Develop a Works Cited Page using Harvard Documentation Style.
C5. Develop their ability to draft, edit and polish a research paper.
A1: Develop their understanding of different types of discourse.
A2: Develop their understanding of the discourse tools and strategies
A3: Develop their understanding of discourse analysis as process and product.
B1: Develop students' awareness of the difference between written and spoken discourse.
B2: Develop their awareness of different important discourse perspectives.
B3: Develop their skills of analysing features of spoken and written discourse.
B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence).
C1: Be able to practise text analysis as a basic step in the process of discourse analysis.
C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right.
C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts.
D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis.
D2: Develop skills on working co-operatively with others.
D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations.
EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through:
a. The development of students' specialist knowledge, conceptual frameworks and terminology.
b. The development of students' critical and analytic skills in relation to primary texts.
d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students' ability to present clearly evidenced and constructed arguments in writing.
A Knowledge and understanding
At the end of the module, learners will be expected to have:
A1. A broad overview of American Literature and the different stages of its development
A2. An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present.
A3. An appreciation of American cultural evolution within the larger context of Western Civilization.
At the end of the module learners will be expected to be able to:
B1. Trace the influence of historical events on writings
B2. Distinguish between mainstream and ethnic writings
B3. Relate literary concepts to works
B4. Apply characteristics of movements and schools to works
B5. Analyse literary and non-literary texts.
At the end of the module, learners will be expected to be able to:
C1. Browse material and on-line sources
C2. Develop research skills
C3. Relate the course to other courses
C4. Meet deadlines and work in a team
D1. Engage in reflective reading and critical debates of literary and non-literary texts.
D2. Make use of the proper key concepts and literary terminology
D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.
The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews.
A1: Knowledge and understanding of the cultural and historical background of the modern and postmodern drama.
A2: Knowledge and understanding of several influential styles of representative plays.
A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify.
A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.
A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.
A6: Knowledge and understanding of the elements, genres, styles and conventions of drama.
B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama.
B2: Recognise the professional approach to theatre production, rehearsal and performance.
B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically.
B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres.
B5: Synthesise and cultivate research and independent study to develop personal and creative skills.
C1: apply various analytical and critical strategies to modern plays as texts and performances
C2: reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature
C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.
C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama.
D1: Engage in reflective reading and critical debates within theatre practice
D2: Make use of the proper key concepts and literary terminology akin to the dramatic genre.
D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent.
Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others. It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works.
At the end of the module, learners will be expected to show:
A1. Knowledge of the complexity and intricacies of literary theories.
A2. Understanding of the characteristics of each of the literary schools discussed.
A3. Understanding of the possible interpretations of literary texts offered by different schools
A4: knowledge of the basic tenets of critical schools
B1: Evaluate theoretical and analytical approaches.
B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.
B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.
B4: Synthesize information from different sources
C1: Analyze texts from the perspective of literary theories.
C2: Draw conclusion based on solid evidence.
C3: Present an argument supported by evidence from sources.
C4: Use appropriate vocabulary in analysis of texts set in English literature.
D1: Use the computer to enhance learning skills.
D2: Communicate effectively in English.
D3: Write essays following academic conventions.
A1: Develop their understanding of the importance of translation to overcome linguistic barriers.
A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.
A3: Develop their understanding of some basic translation types and translation difficulties.
B1: Develop awareness features about types of meanings.
B2: Develop awareness of the difference between written translation and oral interpretation.
B3: Demonstrate understanding of important translation terms and notions.
B4: Develop awareness about some linguistic and cultural difficulties in translation.
C1: Interpret text meanings as a basic step in the process of translation.
C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.
D1: Have acquired some basic skills in the analysis of meaning.
D2: Have acquired some basic translation skills.
D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
At the end of the module, learners will be expected to display understanding of:
A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
A2. How people learn and use English in a range of contexts;
A3. How the English language works and how it may be described;
A4. The nature of linguistic evidence and ways in which it may be collected and analysed.
B1. Develop and practice skills of analysing spoken, written, and multimedia texts;
B2. Identify and evaluate competing arguments and theories
B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories.
C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance;
C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means;
C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor;
C4. Understand and interpret basic data in the form of maps, graphs and tables.
D1. Reflect critically on your own linguistic experience and relationship to the English language;
D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes