Cynlluniau Astudio

N/A

English (February 2015)

Creative Writing (February 2016)

2020/2021

• gain a knowledge of literatures in English by studying a range of literary texts in a variety of genres from different historical periods and (in some cases) geographical locations

• develop a knowledge of the literary, social, historical, and cultural contexts of writing in English and an understanding of their significance

• explore the literary relationships between texts and between texts and their contexts

• acquire a knowledge of critical debates about the writing they study

• develop a knowledge and understanding of the major theoretical formations in the twentieth century

• investigate how different literary theories interrelate and confront each other

• explore the relationships between literary theory and literary analysis

• gain experience of the practical application of literary theory to literary texts

• engage in reasoned critical analysis of particular texts

• become independent learners who can use a broad range of reference tools, assimilate and appraise substantial amounts of information, and address, define and solve problems

• become self-aware readers of literature and writers about literature

• develop an ability to arrive at independent conclusions and make judgements

• develop an ability to express themselves clearly in speech and in writing

• develop their own critical voice

• develop their own interests and manage their own learning through their choice of options

To enable successful students to:

• engage with a culturally and historically broad range of writing styles, forms and genres

• define, experiment with, and traverse traditional boundaries of genre, form, function, language, and media

• acquire strategies for self-expression across platforms and engage with and re-purpose their own experience

• consider and account for the possibilities and challenges of textual production, whilst developing a critical, technical and creative understanding of the subject and of their own creative processes.

• recognise and utilise the expressive resources of language both in speech and in writing

• gain experience of the practical application of literary theory to textual interpretation

• demonstrate knowledge of literatures in English by studying a range of literary and non-literary texts in a variety of genres

• interpret and analyse prose, poetry, drama and other types of imaginative writing in, or translated into, English from across the world

• demonstrate knowledge of writing from periods before 1800 and of the principal literary genres across prose, poetry, and drama

• develop a knowledge of the literary, social, historical, and cultural contexts of writing in English and an understanding of their significance

• acquire knowledge of and analyse critical debates about the writing they study

• 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

• make selective use of a broad range of research tools, discover and synthesize complex information, and address, define, and solve problems

• develop an ability to arrive at independent conclusions and make informed judgements

• to apply knowledge of approaches to teaching English as a second language, concepts, skills, methods and/or theories

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. Students will develop knowledge and understanding of theoretical concepts pertaining to teaching English as a second language and be able to apply this knowledge to the planning and delivery of TESOL activities. The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

By the end of their programme all students will have gained knowledge and understanding of:

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 the 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 key pedagogical concepts and practices in English language teaching

Learning and Teaching:

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. TESOL modules will provide further diversity for learners by embedding practical teaching activities alongside discursive and instructive elements. Scheduled activities will include lectures, seminars, tutorials, problem-based learning workshops, creative writing workshops, practical micro-teaching activities, and one-to-one supervision. Independent and collaborative study will require extensive use of libraries and digital resources, as well as the provision of structured online learning resources. Scheduled learning and guided-study is enhanced by sessions outside the classroom including (but not limited to) performances, field trips, visiting speakers (including readings by established authors), reading groups, and film screenings.

Assessment Strategies and Methods:

Assessment tasks encourage students to pay close attention to the creative process, to pursue creative originality, and to question accepted opinions. Students will engage with a diverse range of assessment tasks including essays, examinations, independent research projects, poster presentations, case studies, language analysis of learner generated (spoken and written) text, reflective reports, resource creation, collaborative presentation tasks, and portfolios. Where assessment focuses on students’ own creative writing this will be accompanied by a critical rationale or critical commentary via which students’ research, engagement with theoretical concepts, and analytical understanding of the subject matter will be illustrated. At level 4 students are assessed on their seminar performance. In addition, students are enabled to make choices regarding assessment that reflect their learning preferences. This strategy is delivered via optionality at the level of module and, where appropriate, optionality in the mode of assessment (for example, creative and/or critical) within a module.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

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 in appropriate 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 own writing 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 their reading of literary texts

B7 conduct independent research and present sustained, persuasive and coherent 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 select and employ appropriate materials and resources for specific purposes and to suit the needs of distinct learner groups

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. Practice-based learning will take place in order to support TESOL skills-acquisition, alongside learning taking place in discussion-based teaching environments. Additional modelling of intellectual skills takes place outside of the curriculum through activities such as reading groups, personal tutorials, research seminars,

and visiting speakers.

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 tests, peer assessment).

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

C8 the competent application of recognised presentational conventions, including scholarly apparatus

C9 understanding of language systems and the ability to explain and analyse language items for teaching purposes

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 in the curriculum at levels 5 & 6.

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).

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

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

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.

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.