Cynlluniau Astudio
English Studies and Climate Change
Information provided by Department of English and Creative Writing
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Information provided by Department of English and Creative Writing
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English (February 2015) http://www.qaa.ac.uk/en/Publications/Documents/SBSEnglish- 15.p
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Creative Writing (February 2016) http://www.qaa.ac.uk/en/Publications/Documents/SBSCreative- Writing-16.pdf
Information provided by Department of English and Creative Writing
- September 2023
Information provided by Department of English and Creative Writing
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To enable successful students to:
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engage with a culturally and historically broad range of writing styles, forms and genres
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define, experiment with, and traverse traditional boundaries of genre, form, function, language, and media
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acquire strategies for self-expression across platforms and engage with and re-purpose their own experience
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consider and account for the possibilities and challenges of textual production, whilst developing
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a critical, technical and creative understanding of the subject and of their own creative processes.
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recognise and utilise the expressive resources of language both in speech and in writing
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gain experience of the practical application of literary theory to textual interpretation
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demonstrate knowledge of literatures in English by studying a range of literary and non-literary texts in a variety of genres
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interpret and analyse prose, poetry, drama and other types of imaginative writing in, or translated into, English from across the world
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demonstrate knowledge of writing from periods before 1800 and of the principal literary genres across prose, poetry, and drama
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develop a knowledge of the literary, social, historical, and cultural contexts of writing in English and an understanding of their significance
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acquire knowledge of and analyse critical debates about the writing they study
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reflect critically upon the acts of reading and writing, and on the history of textual production and reception apply their knowledge of critical and theoretical debates and their analytical skills to their own creative writing
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make selective use of a broad range of research tools, discover and synthesize complex
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information, and address, define, and solve problems
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develop an ability to arrive at independent conclusions and make informed judgements
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develop their interest, knowledge and understanding in English Studies with a specialisation in Climate Change
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develop in students an appreciation of the social responsibilities of graduates in English in general and in the area of climate change in particular
Information provided by Department of English and Creative Writing
- The design of the programme ensures that (in Creative Writing) all students practice a wide range of genres, and that (in English Literature) they study a broad range of writing in English, and are introduced to the major formations and figures in twentieth-century and contemporary literary theory. The modules specifically concerned with climate change enable students to apply these more generic subject skills to the study and practice of writing about climate change. The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas.
Information provided by Department of English and Creative Writing
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By the end of their programme all students will have gained knowledge and understanding of:
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A1 the processes relating to a range of creative modes including, but not limited to: poetry, prose, non-fiction, life writing, historical fiction, genre fiction
A2 contexts within which these modes of writing are (and have been) produced and consumed
A3 the place of their own creative work within the writing traditions that precede and surround them
A4 technical innovations in the production, marketing and distribution of texts
A5 positioning an individual’s practice and output within an appropriate critical discourse and contextual framework
A6 literature from pre- and post-1800 periods and the range of principal literary genres across prose, poetry and drama
A7 how culture, language, technology, and economics affect where, how, and by whom texts are produced and received
A8 the role of readers in shaping texts
A9 key critical issues and debates that pertain to their reading
A10 critical, theoretical, linguistic and stylistic concepts and terminology
A11 a wide range of textual responses to climate change across historical periods, genres, and writing for varied audiences
A12 Issues and themes relevant to English literature and creative writing and climate change
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Learning and Teaching
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Assessment Strategies and Methods
Information provided by Department of English and Creative Writing
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10.2.1 Intellectual Skills
By the end of their programme, all students are expected to be able to demonstrate an ability to:
B1 critically assess their own and others' writing practice and engage inappropriate revisions of their own work
B2 respond appropriately and imaginatively to a given brief, taking account of diverse issues such as (but not limited to) audience, literary technique, style and purpose
B3 Integrate an understanding of contemporary literary theory into their ownwriting practice
B4 analyse and interpret a variety of texts with confidence and fluency
B5 attend critically to language, structure, and form and the role of the reader in the process of communication and interpretation
B6 Interrogate and apply a variety of theoretical perspectives in relation to theirreading of literary texts
B7 conduct independent research and present sustained, persuasive andcoherent arguments that demonstrate an ability to work to established scholarly standards of presentation
B8 exhibit an effective command of written and spoken English together with a wide-ranging and accurate vocabulary
B9 apply their understanding of critical and analytic approaches to produce knowledge
B10 produce writing about climate change that is informed by appropriate knowledge of climate science and is tailored to given audiences
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Learning and Teaching
These skills are embedded in the whole range of learning and teaching activities described in 10.1 above and are an explicit part of core teaching at level 4.Intellectual skills are developed through collaborative study, and facilitated opportunities for active questioning and debate with peers and tutors. Additional modelling of intellectual skills takes place outside of the curriculum through activities such as reading groups, personal tutorials, research seminars and visiting speakers.
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Assessment Strategies and Methods
Intellectual skills are assessed throughout the whole range of coursework, group and individual presentations, and extended projects. In addition, students also encounter a range of discrete assessment tasks aimed at supporting the development of specific skills (bibliographical exercises, editing tasks, contextual writing, reflective journals, online grammar test
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10.2.2 Professional practical skills / Discipline Specific Skills
By the end of their programme, all students are expected to be able to demonstrate:
C1 the ability to read closely and critically across a broad range of literary and non-literary texts
C2 the ability to produce artistically coherent, original and technically sophisticated creative work
C3 analytical skills that take account of the affective power of language, making use of appropriate approaches and terminology
C4 accuracy in structuring and presenting ideas, making effective use of appropriate arguments in their oral and written work
C5 proficiency in the design, research, planning, and completion of projects, both when responding to a given brief and when identifying their own agenda
C6 critical appraisal of complex texts and ideas, taking account of appropriate contexts
C7 independent and imaginative approaches to problem solving across and within disciplines
C8 the competent application of recognised presentational conventions, including scholarly apparatus
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Learning and Teaching
These skills are embedded in the whole range of learning and teaching activities described in 10.1 above. In addition, professional skills are modelled through a variety of learning opportunities and interactions (for example, research seminars and visiting speakers). Discipline specific skills are an explicit part of core teaching at level 4. Presentation skills are developed and opportunities for formative feedback on group work are embedded inthe curriculum at levels 5 & 6.
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Assessment Strategies and Methods
Professional and discipline specific skills are assessed throughout the whole range of coursework, group and individual presentations, and extended projects. In addition, students encounter a stepped-progression from closely directed to independently framed assessment tasks from level 4 to 6 (for example, short writing tasks at level 4 to independent research project at level 6).
Information provided by Department of English and Creative Writing
- By the end of their programme, all students are expected to be able to demonstrate: D1 an ability to discover and synthesize complex information and diverse evidence D2 research skills, including the assimilation, selection and organisation of relevant material using a variety of research tools in print and digital formats D3 advanced communication skills including the ability to articulate their own and other people’s ideas concisely, accurately and persuasively both orally and in writing D4 competence in structuring arguments and presenting information with an awareness of, and responsiveness to, context D5 proficiency in the design, research, planning, and completion of projects, both when responding to a given brief and when identifying their own agenda D6 potential for working with others in teams, especially through constructive dialogue but also through problem-solving and collaborative working D7 independent and imaginative approaches to problem solving D8 proficiency in planning, organising, and reporting to deadline and the ability to take responsibility for their own work D9 success in acting upon feedback received and an awareness of constructive approaches to giving feedback D10 the capacity to think creatively
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Learning and Teaching
Transferable skills are embedded in the whole range of learning and teaching activities described in 10.1 above and are an explicit part of core teaching at level 4. Successful students will engage with a wide variety of learning and teaching activities which balance direct instruction, collaborative and independent study, and facilitated opportunities for active questioning and debate with peers and tutors. Opportunities for receiving and providing feedback (both formal and informal) are an ongoing part of the learning process, particularly in workshops and seminars.
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Assessment Strategies and Methods
Successful completion of the programme requires proficiency in the broad range of transferable skills noted above. Where these skills are assessed specifically (for example, group projects, and the structure of written work) students receive formal feedback on these elements of their activity, aligned to the assessment criteria. Where these skills are implicit (for example, completion of a task to deadline, improvement by responding to previous feedback) students receive informal feedback from peers / workshop leaders / personal tutors / academic advisors.s
BA English Studies and Climate Change [FQ73]
Blwyddyn Academaidd: 2023/2024Cynllun Anrhydedd Sengl - ar gael ers 2020/2021
Hyd (astudio Llawn Amser): 3 blwyddynClimate and Climate Change
Interdisciplinary Approaches to Climate Change
Critical Practice
Classical Drama and Myth
Literary Modernisms
Contemporary Queer Fiction
In the Olde Dayes: Medieval Texts and Their World
Writing Women for the Public Stage, 1670-1780
Effective Academic and Professional Communication 1
Climate Change and International Politics in the Anthropocene
Women and Global Development
Global Politics and the Refugee Regime
Beginning the Novel
Telling True Stories: ways of Writing Creative Non-Fiction
Adventures with Poetry
Literary Geographies
Place and Self
Literature since the '60s
Geographical Perspectives on the Sustainable Society
Effective Academic and Professional Communication 1
International Relations: Perspectives and Debates
Short stories: Grit and Candour
A Century in Crisis: 1790s to 1890s
Writing Selves
Shaping Plots
Crisis Writing
Environmental Economics
Global Biodiversity Conservation
Reading Theory / Reading Text
Romantic Eroticism
Effective Academic and Professional Communication 2
Women and Global Development
Global Politics and the Refugee Regime
Remix: Chaucer In The Then and Now
Literatures of Surveillance
Writing Horror
Writing and Place
Humour and Conflict in Contemporary Writing
Victorian Childhoods
Writing in the Margins: Twentieth-Century Welsh Poetry in English
Haunting Texts
The Mark of the Beast: Animals in Literature from the 1780s to the 1920s
Ali Smith and 21st Century fiction(s)
Effective Academic and Professional Communication 2
Writing Crime Fiction
Big Ideas: Writing Popular Science