BA Culture, Literature and Politics


Our Politics courses offer students a broad range of options and opportunities – from politics to international relations, media and popular culture to public policy and management, and beyond. Our students benefit from an excellent research programme, regular guest speaker seminars and a range of exciting internship opportunities to build experience and employability.

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Find out how studying at UEA helped Dan achieve his career goals. The School of Politics, Philosophy, Language and Communications Studies has a lively, stimulating and welcoming atmosphere and brings together students and staff across a wide range of subjects, offering interdisciplinary teaching and research.

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Come and join UEA's English Literature students as they discuss 'what makes literature live?', with a little help from T.S. Eliot and others...

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Throughout history and into today’s world, literature has been censored, employed as government propaganda, and used for political protest. The same is true for culture more broadly – think of the way music, film, television and digital media have also been used to support campaigns or to exercise power. The links between culture, literature and politics do not end with these examples. Literature often reflects and incorporates world events; it comments on the way we live. In turn, cultural policy and other aspects of government activity create the conditions in which literature is written, published and read.

This distinctive course allows you to bring together the different worlds of culture, literature and politics, and to study them separately and together. It enables you to learn about politics and about literature, but also to explore the connections between the two.


This degree, taught jointly with UEA’s world-renowned School of Literature, Drama and Creative Writing, allows you to combine the study of literature with politics and culture. You will have a great deal of choice in what you study, building a degree that closely reflects your own interests and questions. At the same time, you will develop a range of analytical and practical skills that will serve you in a wide range of future careers.

Whether your interest is in Shakespeare or post-colonial literature, whether it is the literature of Germany, Russia or the United States, there will be modules that allow you to develop your knowledge and understanding. The choice you have goes from the modern day to the Medieval period. It covers poetry, fiction, autobiography and more. It also combines literature with issues of human rights, political satire, and feminist politics. And you’ll have the chance to study topics such as music and comics as well.

You will study the way politics links with the worlds of culture and literature, through modules on popular culture, identity and gender. You’ll also learn about the broader political context, through the study of political ideas and processes.

This is a course that spans several disciplines and subject areas. It makes considerable demands of those who study it, but your efforts will be rewarded in the range of knowledge, understanding and skills you acquire over your three years.

Course Structure

Year 1

Because the degree in Culture, Literature and Politics covers so much, it is important that you have a solid grounding in the key knowledge and skills. In your first year, therefore, you take a number of compulsory modules that provide the necessary groundwork for your subsequent studies. Through these you will be introduced to the study of culture, media, literature and politics. In addition you will be able to select two optional modules.

Year 2

Once you are in your second year, you will be able to choose from modules in the key areas of your degree. This means a choice of topics in politics and culture, such as global political economy, language and politics, film in Latin America, gender and power, the politics of the USA, cultural policy or digital media and society. Your choices in literature may include political theatre or modernism, contemporary fiction or Jane Austen and the Brontes.

Year 3

This same kind of choice greets you in your third year, but with greater opportunity to specialise in particular areas of culture, literature and politics. You’ll also have the opportunity to complete a dissertation under the supervision of a member of academic staff.

Teaching and Learning


You will be taught in a variety of learning environments, from lectures giving an overview of a topic, through to small group seminars where you will debate the work you have been reading that week. You will also have one-to-one tutorials. Your teaching will be focused, interactive, and up-to-date, and we make a point of incorporating current world events and cultural trends into our teaching. You will learn crucial skills, such as how to summarise and analyse information, how to develop and criticise arguments and texts, and how to communicate that information and those arguments in public, at the same time as learning about the intersecting worlds of literature, culture and politics.

Independent study

A degree in Culture, Literature and Politics provides you with real opportunities to learn and study independently. From your first year onwards you will spend time reading, analysing, and critiquing the arguments of others. As you progress, you will have the chance to develop, research and present your own ideas. You can opt, for instance, to write a dissertation on a topic of your choosing while benefiting from the supervision of an academic expert.


You will experience a variety of assessment techniques, including essays, exams, presentations, group-work and portfolio work. Some of our assessment is linked to work with professional organisations outside of the University, to help prepare you for your future career. Whatever the form of assessment, we help you to prepare by providing formative feedback and guidance. 

Study abroad or Placement Year

During the course you will have the opportunity to take part in study trips, internships and placements in Britain and Europe (see our Careers and Employability pages), as well as having the option of a semester abroad in your second year at one of UEA’s partner universities. For further details, visit our Study Abroad section of our website.

After the course

The BA Culture, Literature and Politics will equip you with the knowledge and skills for a large choice of careers, directly related to your areas of study and well beyond. These might include jobs in publishing, international organisations, parliaments or political parties or the civil service. It might involve work in the media, marketing, advertising, non-governmental organisations, think-tanks, or other research organisations. 

Career destinations

Examples of careers you could enter include:

  • Publishing
  • Digital marketing
  • Media
  • Charities and NGOs
  • Journalism
  • Business management, among other careers.

Course related costs

Please see Additional Course Fees for details of other course-related costs.

Course Modules 2019/0

Students must study the following modules for 80 credits:

Name Code Credits


This module introduces you to some of the key contemporary debates and issues in the disciplines of Politics and International Relations. The central theme of the module is liberal democracy, its nature, scope and potential strengths and weaknesses. You will consider forces which have had an impact upon western liberal democracy - such as globalisation and immigration - and examine case studies which illustrate the success and failure of liberal democracy in practice. The case studies change from year to year, but currently include Weimar Germany, Northern Ireland, Britain, the Israel-Palestine conflict, Iraq, France and the US. You will be assessed on this module via coursework, usually a combination of an essay and/or a reading and seminar logbook. You will learn via attendance at weekly lectures and seminars, and your own private study. In addition to enhancing your subject knowledge, you will also acquire and develop skills which will be helpful in the rest of your degree, such as critical analysis and the construction of political arguments, in both written and spoken forms, as well as improving your confidence to participate in seminar discussions.




"Professors of French writing books about cigarettes or American's obsession with fat; Shakespearians analysing bisexuality; experts on realism working on serial killers. What's going on? What's happening here is cultural studies." (J. Culler). In this module you'll be introduced to the interdisciplinary practice of cultural studies and its attendant theory. This module will seek to foster in you an interdisciplinary awareness by examining 19th century and early-modernist literature as cultural response. Through directed reading, seminar discussion and short, informal class-based lectures, you'll be introduced to and will interrogate a set of key terms and concepts central to cultural and literary studies such as 'culture', 'ideology', 'power', 'subculture', 'discourse', 'class', 'gender', 'sexuality', and 'orientalism'. 19th-century and early-modernist writing will be used to explore these ideas and you'll consider the ways cultural theory can be used to analyse the literary and popular writing of this period. The intention is to offer a fresh perspective on some familiar authors of the period, as well as an introduction to some significant but lesser-known novelists and journalists. By the conclusion of this module you'll be able to understand and engage with key cultural studies concepts and cultural theoretical texts in the analysis of 19th-century literary and popular literature, comment on the social and economic context within which a range of literary, popular, political and philosophical texts were written (and recall and employ some of the debates which inform them), and use close reading in order to analyse the way a literary text is responding, culturally and politically, to its historical context.




'Realism' is a key term in understanding the relationship between literary texts and historical reality. The term originated in the nineteenth century, the high period of a certain kind of realist novel that Colin MacCabe called the 'classic realist text'. Yet this 19th century novel is only one influential form of realism among many. You'll investigate the varieties of realism by exploring the multifarious and innovative ways in which writers have exploited a variety of literary forms with the aim of producing the impression of a faithful representation of historical reality. Realist impulses have often pulled writers in different directions, suggesting a plurality of different formal strategies. You'll learn to identify the different rhetorical and formal devices that writers across the centuries and in different cultural contexts have used to create realist effects.




How was a reality TV star elected President? Should sexist media content be banned? Do popular media forms rot our minds? These sorts of questions are complex and different perspectives offer different sorts of response. This module helps you answer challenging and important questions like these by introducing key media theories and using them to think about power in our society. You will practice key skills of academic reading and writing in a structured and supportive environment. You will reflect on the importance of reading for academic research and learn how to assess and discuss the relevance and impact of milestones in media and mass communications theory from the nineteenth century to the present. You will explore theoretical approaches to media content, production, regulation and reception, including key themes such as freedom of speech, public sphere and political economy.



Students will select 20 - 40 credits from the following modules:

Name Code Credits


From salsa to samba, futbol to capoeira, telenovelas to Tex-Mex: Latin American popular cultures combine Indigenous, African and European elements in unique ways found nowhere else on earth. You will examine several Latin American popular cultural forms, and the historical, religious, social and political significance they have for Latin Americans.




Why may politicians say that 'immigration is a problem' rather than 'immigrants are a problem' and why am I addressing you as 'you' rather than 'the students' throughout this module outline? Can there be unbiased news reporting? In this module you will explore some of these questions and how the language and images that make up our texts and interactions reflect their purpose in specific contexts. We will explore the powerful expressive means by which agency, responsibility and blame are attributed to or removed from key players in the language of media, advertising and politics. We will see how the representation of events affects and is affected by ideology and socio-cultural assumptions and by the power relationship between individuals and social groups. Essentially, this module is for those who are curious about the practical impact of expressive choices in everyday written and oral communication and wish to find out more about the creative but also manipulative power of language in context (discourse). By the end of this module, you will have learnt how particular linguistic and visual patterns may be used to report, persuade or instruct. You will have acquired the skill to critically assess and challenge others' perspectives, attitudes and values but also consider more critically how you may produce or change your language to achieve your desired aims, from increasing the cohesion of your writing to producing a more engaging website. These are highly valuable skills in any work environment. In the seminars, you will be encouraged to apply the new analytical tools presented in the lecture and you will be able to select your own material for analysis for formative exercises and the final assignment so that it relates to your studies and interests.




In this module you'll explore the ways in which human beings have, from time immemorial, used narratives and poetry to create their models of the universe, and to think about issues relating to mankind's place within it. You'll focus on ancient texts from a variety of major civilisations over the last four millennia, many of them still treated as living sources of wisdom and insight, spiritual guidance and moral vision. It has become customary in modern philosophy to privilege rational discourse, in prose, as the acceptable way of doing philosophy, and to imagine that to be human is to be rational. But is it irrational to explore our world and discover the deeper truths through narrative? Is that even non-rational enquiry? Might it actually be one of the key ways in which philosophy can reach and engage every human being? And might that be why all civilisations have stories and poetry as their foundational texts, not philosophical arguments? In this module you'll acquire a basic knowledge of some key texts (including Homer, key parts of the King James Bible and the Quran) that any citizen of the world should know.




Trump's Tweets, Corbyn's "fans", and personalised campaign messages sent by algorithms#political communication has changed drastically in the last five years. Pundits and some scholars warn of serious dangers to democracy. What are the tricks of the trade in modern political communication and how different are they from those of the past? How does one now succeed to get across a message and gain support? Should we be worried about the implications for political discourse and decision-making? This module will enable you to critically assess the role of communication in national and international politics and help you understand the dynamics among political actors, media and citizens in opinion formation and decision-making. This is a professional practice module in which you will gain skills relevant to the conduct of political communications and to many other work environments, as well as experience working in a team on a task that requires critical thinking and collaborative strategizing. This module is ideal for anyone interested in working in politics, diplomacy, journalism, marketing, or for advocacy or activist civil society groups. Ideas about the power of communications and the ways that various political actors use that power are at the heart of this module. You'll examine how these actors use the media in political communications. Lectures and readings will cover media effects, how political communication has changed with changes in media technology, branding and celebrity in politics, and soft power with political communication at the international level, as well as the tools used by various political actors, such as political parties or civic movements. Lectures are interactive, using an audience response system and open discussion. Seminar activities include practical tasks as well as ones to enhance understanding of the readings. The first assessed work is a group project in which you will play the role of junior analysts in a communications consultancy and you will work together to assess the political communications of a real political actor, your "client", producing a report and presentation that includes recommendations for improvement. The second is an essay that gives you the chance to develop your ability to analyse and synthesise. By the end of this module you will be able to identify and describe the actors and their interests in a given political communications contexts, as well as formulate and articulate clear arguments about the relationships between political actors and the media in relation to power and agency. You will have gained experience in a simulated work scenario that will give you skills transferable across a number of professions as you will have delivered analysis and recommendations in a professional-style presentation and report. You will also be able evaluate political communications' role in an international context, something increasingly necessary in the ever more globalized world both for political and corporate actors.




What am I? What kind of world am I in? What can I know? How should I live my life? In this module, you'll grapple with fundamental philosophical questions that have great personal significance for each of us. You'll focus on perspectives from the history of modern philosophy (ca. 1650 to 1950). You'll get to debate the ideas of key thinkers, which might include Descartes, Locke, Hume, Kant, Schopenhauer, Nietzsche, Wittgenstein, as well as other less well-known figures. This module will be suitable for you with or without prior experience of philosophy, and whether or not you are studying philosophy as part of your degree. It is a useful accompaniment to work in early modern history and English literature.




In this module, we study some of the most original thinkers of the twentieth century, in order to reflect in unconventional ways on the ideas of human association and community as well as evaluate the loss of autonomy produced by cultural invasion and the institutionalisation of values. The basic goal of Radical Philosophy is to present you with a constellation of styles of thinking and forms of criticism that will stimulate you to examine in a rigorous way several thought-provoking perspectives on the idea of social transformation.




This module introduces you to a range of influential thinkers whose work has shaped Media Studies. It will provide you with the foundational knowledge you need to progress with confidence onto more specialist modules in your second and third year. You will compare and contrast how different scholars have tried to explain the role of the media in creating communities, in reproducing social inequalities, but also in driving social change. You will discuss whether we need to study media audiences, media content or media industries in order to understand media power. The module will help you develop your own voice as a researcher and writer. You will learn how to effectively compare and contrast complex theoretical arguments and how to place your own argument within the context of academic debate. You will have opportunity to apply your knowledge of media theories to a small piece of media research and to express your research ideas not only through writing, but also through a creative media project.



Students will select 0 - 20 credits from the following modules:

Name Code Credits


Its aim is the mastery of the alphabet: the script, the sounds of the letters, and their combination into words. Also, it introduces basic Arabic phrases and vocabulary to help you have introductory conversations. You will develop essential speaking, listening, reading and writing skills as well as a solid understanding of the structure of the language in Modern Standard Arabic (MSA). Some aspects of the Arab world and culture(s) are covered.




Did you know you could speak Mandarin in some way already? Try these: coffee as cah-fay, sofa as sharfah, pizza as pee-sah. Yes! Chinese people say these words pretty much as you do! Do you want to get an insight into Chinese culture? Are you planning an adventurous trip in China to explore the diversity of life and communicate with the local people? Your ears will be exposed to pinyin and you will begin to master the deceptively simple Chinese alphabet. You will open your eyes and mind to acquire meanings by drawing the characters. You will build up your vocabulary incredibly quickly, and soon learn to initiate conversations and read simple texts. You will work with your peers during grammar classes and classroom-based oral seminars which cover introduction to pinyin (pronunciation) and the common tricky sounds, word order, sentences at a basic communicative level, the spelling rules of hanzi (Chinese characters), building up your vocabulary, and topic relevant cultural norms. At the end of the module, there is a brief introduction to the Chinese daily meals and sentences you need to order food from a restaurant. By the end of the module, you will be able to recognize and pronounce pinyin confidently. You will develop knowledge of basic sentences. You will be able to understand simple linguistic rules so that you can carry on learning in the future. You will be able to greet people fluently. NOTE: Please note that students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module.




Bonjour, comment ca va? Do you want to understand what this means and how to say it? This module will help you to master basics of French language and communication. This module is perfect for you if you have never studied French before (or have very little experience of it). Throughout the semester, you'll develop reading, listening, speaking and writing skills at the A1 level of the Common European Framework of Reference for Languages (CEFR). This means that you will learn to communicate about yourself and your immediate environment in a set of concrete, everyday situations. You'll be taught in a very interactive and friendly environment, and will often work in pairs or small groups. Your two-hour seminar will focus on listening, reading and writing skills, while the oral hour will help you to develop your confidence in speaking. We'll tackle some grammatical notions in class, but always as a means for you to improve your communication skills. You'll also have opportunities to explore aspects of the cultures where French is spoken, thanks to the various documents we will use to develop your linguistic skills (songs, podcasts, leaflets#). You'll be assessed by two course tests: the first will cover listening, reading, and writing skills and the second will cover your speaking skills. On successful completion of this module, you'll be able to understand and use familiar everyday expressions aimed at both the satisfaction of concrete needs, or those used to describe areas of most immediate relevance. You'll be able to introduce yourself and others, ask and answer questions about personal details, and interact in a simple way provided the other person talks slowly and clearly. Please note that you should not have a level of French that exceeds the level of this course. This module may not be appropriate for you if you have a recent French GCSE at grade C or above, or an equivalent qualification. Please contact the Module Organiser to check this.




Have you ever wished you could order your mulled wine at the Christmas market in German? How would it feel be to be able to introduce yourself in German or survive a basic conversation in the language? Or do you simply want to understand what makes the Germans, the Austrians, or the Swiss tick? These questions highlight the central learning you will achieve within this module. Our beginners' course in German is perfect if you have very little or no prior knowledge of the language. You will gain the confidence to use German in basic conversations as you develop a first understanding of German sounds and essential grammar. You will build up a bank of key vocabulary to survive in real-life situations. You will also gain a greater awareness of German traditions and ways of thinking to help you make sense of a country that is deeply rooted in the heart of Europe. In a relaxed environment you will participate in classroom-based activities, working in pairs and groups to try out and be creative with new sounds, words and phrases. The fun of language learning will never be far away and promises to give you the confidence to make the first steps in German. As well as speaking and listening to each other you will discover the joy of understanding an authentic German text and to write an amazing first paragraph in German. A first course in German will enable you to add a vital skill to your CV. At this crucial political and cultural moment in time the study of the German language and culture will without doubt make you a more attractive graduate and informed global citizen, whatever your specialism or area of interest. Please note that you should not have a level of German that exceeds the level of this course.




Do you want to explore Japanese culture or travel to Japan? Would you like to enhance your career opportunities? This is a beginners' course in Japanese assuming little or no prior experience or knowledge of the language. In this module, you'll learn reading, writing, listening, and speaking skills. You'll gain the linguistic understanding of a number of real life situations, as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Japanese is spoken. Particular emphasis will be placed on your acquisition of a sound knowledge of grammar. Please note that this is a subsidiary language module. Very occasionally, subsidiary language modules may need to be cancelled if there are low levels of enrolment. Please note that if you are found to have a level of knowledge in a language that exceeds the level for which you have enrolled, you may be asked to withdraw from the module at the Teacher's discretion.




Do you want to learn a new language? Do you want to access the Spanish-speaking world? Are you about to travel through Spain or any Spanish-speaking country in Latin America? Then, it#s the right time to enrol on Beginners# Spanish I. This module will improve your academic education and will provide you with the confidence to advance towards intermediate and advanced levels. It sounds good, doesn't it? You will develop your reading, writing, listening and speaking skills and you will have the opportunity to receive personal feedback on all your efforts. You will take part in classroom-based activities, working in pairs and small groups exchanging ideas and supporting each other in the process of learning the language. You will also be able to focus on real life situations as well as the ability to communicate effectively in those situations. There will also be opportunities to explore aspects of the cultures where Spanish is currently the main language. By the end of this module, you will have the linguistic competence necessary to understand and use common, everyday expressions and simple sentences, to address immediate needs. If you have a recent Spanish GCSE grade C or below, or an international equivalent, then this module is appropriate for you.




How would you converse with someone who is deaf? At work? In school? In an emergency? How can you avoid typical faux pas due to ignorance of a different culture? Can a 'signed'/'visual' language 'convey as adequately' as a 'spoken' language? These questions highlight the central learning achieved in this module. This is a course in British Sign Language assuming no prior, or minimal knowledge of the language. Throughout the course you will discover aspects central to the Deaf World and its Culture, and how to communicate through a unique 'visual' language, a language that uses your hands and body to communicate! Teaching and learning strategies involve signed conversation (from early on), role-play, and lots of games and exercises that make a truly 'fun and enjoyable' module to take. You will learn a little about the history of the Deaf and Sign Language itself, and its long battle to be recognised. You will discover how using your body and hands can be an exciting and meaningful way of communicating. You will acquire q wide range of easily usable vocabulary, a deeper look into various features that make the language unique, and very different to spoken languages. On successful completion of this module you will have developed knowledge and skills that will enable you to communicate with a Deaf person. You will be able to take your British Sign Language studies onto the next level, broadening your knowledge and developing further, the skill within this amazing 'Visual' language. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module, at the Teacher's discretion.



Students will select 60 - 100 credits from the following modules:

Students must take 60 credits from this option range, unless you are talking PPLX5166B - PSI Semester Abroad Module. If you are taking PPLX5166B - PSI Semester Abroad Module you must take an additional 20-40 credits from this option range.

Name Code Credits


This module will provide you with the opportunity to work within a creative/cultural/charity/ heritage/media or other appropriate organisation in order to apply the skills you are developing through your degree to the working world and to develop your knowledge of employment sectors within which you may wish to work in the future. The module emphasises industry experience, sector awareness and personal development through a structured reflective learning experience. Having sourced and secured your own placement (with support from Careers Central), you work within your host organisation undertaking tasks that will help you to gain a better understanding of professional practices within your chosen sector. Taught sessions enable you to acquire knowledge of both the industries in which you are placed as well as focusing on personal and professional development germane to the sector. Your assessment tasks will provide you with an opportunity to critically reflect on the creative and cultural sector in which you have worked as well as providing opportunities to undertake presentations, gather evidence, and articulate your newly acquired skills and experiences. If you would like to choose this module you need to attend a preparatory workshop on March 13th from 2pm - 4pm in ARTS 01.02 or March 14th from 12-2pm in SCI 3.05. A register will be taken and only students who have attended the workshop will be considered during Module Enrolment. If there are extenuating circumstances that prevent attendance at either workshop, students must email in order to arrange a one-to-one preparation session. In addition to the preparatory workshop, students who enrol on this module will be required to undertake further preparatory activities prior to the module starting in the spring semester of 2020 and have secured a placement by December 11th 2019. Support will be provided throughout the duration of this process. International students interested in this module must ensure that they have appropriate CAS allocation to allow for a placement.




For better or worse, digital technologies are hyped at having revolutionised society. This module will provide you with an introduction to the ways in which the internet and other digital technologies are (and are not) affecting society from theoretical and empirical perspectives, and how society shapes technology. Topics covered include: the evolution of the internet; the "network society"; regulating new media; the radical internet and terrorism; social networking, blogs and interactivity; culture and identity in the digital age; and how the internet affects politics and the media.




Providing a conceptual overview of feminist research approaches, this module examines contemporary gender and power relations. You will examine both the formal and informal power structures that shape the experience of gender. Bringing together the fields of media and sociology, politics and cultural studies, you will explore the relationship between feminist theory and activism.




Do you want to explore what makes the French so French? Is there any such thing as a French cultural exception? How has society and the relationship between the French and the French state or religion evolved over time and how has that shaped social behaviours, attitudes, laws, and values in France? These are some of the questions that will be the subjects of this module, available for students with or without any prior knowledge of the French language. By taking this module, taught and assessed in English, you will gain a deeper understanding of French society and important aspects of its institutions. You will understand France's attempts to retain its cultural identity, despite trends of homogenisation. You will look at themes such as education, arts, politics, literature, and thought, and examine questions such as the role of the state, the support of the film industry, the history and legacy of Cartesian reasoning, centralisation, and universalism. Those themes will be discussed, sometimes challenged, through the exploration of a range of illustrations, documents and readings. By the end of this module, you will have developed awareness of important and structuring features of French culture, you will have developed intercultural skills. If you are a student in international relations, you'll have a better understanding of what influences social and political representations, constructions, and decisions. As a student of languages, you'll be able to support your comprehension and expression skills by a thorough understanding of the French culture.




Where does global power lie? International Organisations (IOs) such as the United Nations, World Trade Organisation and International Monetary Fund have important roles to play but just how relevant are they today, more than 70 years after they were set up? And what about regional organisations such as the European Union and African Union, or non governmental organisations (NGOs) such as the Red Cross, Greenpeace and Amnesty International? Can we say that these organisations collectively form a system of global governance? In this module we will discuss critically the theories and concepts used for the analysis of international cooperation and offer competing perspectives to gain substantive knowledge of the development, operation, and role of IOs in key policy domains. We will examine 'grand' dilemmas facing humanity (security, welfare, and environmental) and the forms of international governance set up to address those dilemmas. We ask why sovereign nation-states form, join and usually comply with the rules. We look too at the emergence of potential alternatives to western-centric IOs and bring together a critical evaluation of the main theories which seek to explain international cooperation with an examination of contemporary issues in these public policy fields. Finally, we consider whether international organisation (the latter singular) amounts to an effective form of global governance to the extent that it mitigates anarchy in the international system.




Why are wars fought? What is peace? What is security? International Security introduces you to these key issues in global politics. In the first part of the module, you will explore the continuing salience of violent conflict and the use of force in world politics. While some have argued that the advent of globalisation and spread of liberal democracy would make violent conflict less relevant in today's world, war and the use of force remain an integral part of the international system. In exploring these issues, you will study a variety of perspectives on the causes of war and peace to examine the roots of violent conflict and security problems in the present day. In the second half of the module, we will turn to contemporary 'critical' debates around international security. These include constructivist and feminist perspectives on what security is, how it is achieved, and whether it is desirable. We will also investigate the host of seemingly new security challenges that have increasingly captured the attention of policymakers and academics. How useful is it to think of issues such as environmental degradation, gendered violences, and poverty as security issues? What do we gain and lose in broadening security studies beyond a narrow focus on warfare and military power?




Who rules the EU? What does it do concretely for EU citizens? How democratic is it? How serious are the challenges it is currently facing, from the reform of its economic governance to Brexit? To explore these questions, and more, you'll examine the development, structure, nature and functions of the European Union. You'll look at the history and theories of European integration from the 1940s to the present day. You'll explore the institutions and processes which run the EU, and demystify its main policies. The aim of the module is not only to ensure that you understand the 'nuts and bolts' of what the EU is and how it works. You'll also examine critically and articulate contending arguments on key issues such as the role of the member-states in the European system of governance; the EU's democratic credentials; the causes and consequences of Brexit; or the influence of the EU in the world. The EU is an integral part of its member states' structures of governance and it influences their domestic political, social and cultural life, as well as EU neighbouring countries. Understanding how the European Union works is important in many jobs at local, national or international levels in the public, private and third (community and voluntary) sectors. This module is recommended if you intend to progress to the 'European Studies with Brussels Internship' module in Year 3.




Is political language use always biased, untrue and misleading? How can we distinguish between 'genuine' political communication and propaganda? You'll study examples of topical and historical language use in politics and learn to use key analytical tools from rhetoric, linguistic pragmatics, semantics and discourse analysis that will enhance your ability to analyse varieties of political discourse in action, including the numerous forms of media involvement in political processes, and to compare historical and contemporary discourse data.




How do notions of gender and sexuality shape culture, and how are in turn our understanding and experiences of gender and sexuality shaped by cultural production? How important are other times, places and identifications - associated with class, race, ethnicity - to these understandings and experiences? And to what extent can a film, an image, a testimony, a novel, a place, or a history capture such complexity? Addressing these questions from an interdisciplinary and global approach, you will explore the ways in which gender and sexuality are constituted through a broad array of experiences, practices, and cultural products. You will focus on issues raised in classical and contemporary research in history, politics, media and communications, literature, drama and performance, cultural studies and visual cultures such as: representation and cultural production; subjectivity; identity; identification; bodies and embodiment; performance and performativity; among others. Overall, by exploring theory in conjunction with queer cultural production that explores questions of power, identity, and desire across different racial, national, and cultural landscapes, the module aims to problematise how gender and sexuality are not stable identities or classifications but are instead processes involving normalisations, hierarchies and relations of domination that can be challenged, troubled and/or queered.




How should we deal with the dissemination of 'fake news'? What role do algorithms play in the media we consume, and is it concerning? What kind of government intervention is there in media markets and in cultural life and how does this get decided? This module will enable you to understand the dynamics and issues of media and cultural policy and how various levels of governance are involved in regulating media cultural sectors. The module will start by introducing you to public policy and policy making processes, covering multi-level governance, multi-stakeholderism, and the policy cycle. It will then enhance your understanding though deep dives into current issues in media and cultural policy, such as audiovisual media policy, arts institutions, net neutrality, harmful content on platforms, sports and premium content rights, urban regeneration through culture, evolving models of (self/co-)regulation. The module will draw on examples from across the globe and at various level including local, regional, national and supra-national policy making, with special efforts made to integrate ones from non-Western contexts. You will have the opportunity to work on real policy issues and practice professional skills in simulations and assessment activities. This module is for anyone interested in media and culture or in public policy in general. It covers topics that touch our daily lives so would be useful to anyone concerned about the shape of our society.




What role do media and communication play in processes of globalisation? How is an ever more global media creating cultural change? In this module you will explore the cultural implications of global media and culture by investigating audience practices and media representations. It begins by introducing the main theoretical approaches to mediated globalisation, before examining how these work in practice. Indicative topics include the power of global branding, global celebrity culture, global publics and local audiences, transnational cultures, and representations of migration.




How do scientists in the fields of political science, media, and international relations actually perform their research? How do they know what they claim to know? How can we use scientific methods to study the political and social world? Throughout the module, you will learn how do evaluate research, and more importantly, how to perform your own research using scientific methods. You will acquire knowledge of the theory and practice of a range of quantitative and qualitative research methods. You will acquire a variety of skills - computerised data analysis, interviewing, observation, focus groups, taking fieldwork notes, and report writing. We will begin by examining ways of thinking about the world, developing ideas and hypotheses, and ways of testing them. We will explore a variety of ways to examine these hypotheses using a variety of basic quantitative/statistical methods. We will then explore a variety of qualitative, in-depth methods, of collecting and analyzing data such as interviewing and focus groups. You do not need to have any mathematical background to follow this module.




Political violence, individual or collective, is easily condemned as an irrational and barbaric phenomenon, with little relevance for understanding political developments and social change. A lot is down to LeBon's famous nineteenth century accounts of the crowd as 'a primitive being' so destructive 'that the interests of the individual, even the interest of self preservation, will not dominate them' (LeBon, 1995). The taboo of violence persists despite attempts of social and political theorists to engage with the issue and understand different forms and contexts, from riots, to religious violence and terrorism. The aim of the module is to break this generalized taboo by tracing the role (explicit or implicit) of political violence in political theory and its function in processes of socio-political transformations and change. Critical engagement with contemporary theoretical and empirical debates around the issue and the examination of mass and new media representations of political violence will enable you to develop a sophisticated understanding of the origins, logics, perceptions and outcomes of political violence and conflict.




Media are an inescapable part of contemporary political life. This much is obvious. What is more difficult to know is how media affect the conduct of politics - and how politics affects the conduct of media. In this module, you'll examine the many dimensions of media's political involvement. You'll start with arguments about how 'powerful' media are, and then go on to look at questions of media 'bias', before turning to the ways in which political communication has changed (and is changing). We'll look at the role of the state in using and controlling media and the new techniques of media management - and at how, in particular, digital media are changing the relationship between politics and media. This will lead to a discussion of media effects and how to measure them. You'll end the module by asking what is meant by a democratic media and what the future might bring for the relationship of media and politics.




The election of Donald Trump as President in 2016 has radically changed US politics. Yet to fully understand the current times, contemporary American politics needs to be put into context. This module covers the historical themes that exist in US politics from the eighteenth century to the present day. The emphasis will be on modern political history and contemporary politics, but this will be underpinned by a knowledge of the political philosophy at the time of the formation of the United States, the governmental structures, and political developments over historical time.




This module introduces students to key perspectives in 19th and 20th century social and political theory. Central to this module is an interest in the relationship between economic, social and cultural structures and individual agency and identity. Areas explored include the following: social conflict and consensus; conceptions of power and domination; Marxism and neo-Marxism; critical theory; structuralism; poststructuralism; ideology and discourse; postmodernity; the self and consumer society.




What if I told you that the West was no longer the power centre of the world's economy? Could Pax Sinica provincialize the UK as political economic power settles over Hong Kong and the Pearl River Delta? What would Adam Smith, Karl Marx and Friedrich List have to say about global transformations underway in the global political economy? And, as Susan Strange famously put it: cui bono: Who benefits from all these transformations? Multinational corporations, nation states, financial sector, exporting economies, citizens? You'll investigate the accumulation of wealth, movement of capital, centres of power, flows of globalisation, patterns of trade, and the ubiquity of finance in a world being transformed by innovation where emerging powers challenge the status quo of North Atlantic powerhouses.




Students often say that spending a semester abroad expands their horizons and improves their career prospects. You will be able to judge this claim for yourself by completing this module. You'll experience a different educational culture and develop new perspectives on learning. Assessed formatively and summatively by the host university and on successful completion of the semester abroad, you'll have developed the knowledge and skills to study in a foreign academic environment with more confidence. Assessment will be in the foreign institution and you might be assessed via different methods depending on the institution you attend. I.Eligibility criteria You must achieve above 40% in all modules in your first year with an overall aggregate of 55% in Year 1. The 55% progression requirement in Year 1 for students intending to take a semester abroad in the spring semester of their second year must be achieved at the first attempt. If you are referred to reassessment, you will not be permitted to undertake a semester abroad. If you are eligible for compensation and meet the progression requirement with the compensated mark, you may undertake the semester abroad. You are required to comply with General Regulation 13 (Attendance, Engagement and Progress) in the autumn semester of your second year to undertake a semester abroad in spring Year 2. Details of this regulation can be found here If you fail to meet the requirements for the semester abroad, you will be transferred off the single semester module. If you fail to meet the requirements for eligibility in your first year assessments, then you will be transferred to your reserve modules. If you do not meet the criteria of attendance, engagement and progress in the first semester of your second year, your semester abroad arrangements will be cancelled. In the event that you are found to have infringed the academic code of conduct during your first year, or during the first semester of your second year, you will be ineligible for the semester abroad. This would include (but is not limited to) engaging in plagiarism, collusion or cheating. II.Getting ready to study abroad January - March of Year 1: Let your Hub know you intend to study abroad in the spring of Year 2 when you complete online module enrolment. March - May of Year 1: Once you find out where you have been provisionally allocated, investigate which modules you could take abroad. September - December of Year 2: Attend the meeting with your Study Abroad Academic Coordinator and finalise your module choice in consultation with your UEA Adviser to complete the learning agreement. III.Academic requirements You must register for a full-time course of study (the number of actual modules will vary by institution and depends on the academic year system as well). NB: Failure to enrol full time could result in ineligibility to return to UEA. Additionally, less than full time enrolment will jeopardise your visa status. You must take responsibility for registering for a full time course of study at your host university. You need to do this in consultation with your UEA Adviser. Further details of the paperwork you will need to complete are available from the Study Abroad Office. You must select appropriate modules at the host university in consultation with your UEA Adviser. You must take full responsibility for having your learning agreement approved and signed by your UEA Adviser/Study Abroad Academic Coordinator. You must submit your learning agreement to the Study Abroad office ( within the first week of your semester abroad. IV. Extenuating Circumstances Factors (personal or medical) that are affecting your ability to maintain your academic performance abroad should be brought to the attention of your host university and your UEA Adviser who will provide guidance on the options open to you. Guidance can also be sought from the Arts Hub. V. Interrupting your studies If, for any reason, you need to withdraw from your host university, you must notify UEA Study Abroad Office and your Study Abroad Academic Co-ordinator immediately. You will then need to apply for permission from UEA to take a break in your studies. You will be liable for payment of fees in accordance with the published cut-off dates: Students will be required to pay back any scholarship or funding received, as well as any outstanding debts incurred at the Semester Abroad institution (such as accommodation).




Political systems around the world are facing profound challenges and transformations. Established democracies in Europe and North America have seen the rise of populism, as marked by election of Donald Trump in the USA, the Brexit referendum in the UK or support for Marine Le Pen in France. Democracy has also been in retreat in many states which democratised or partly democratised after the cold war such as Russia and Poland. At the same time, autocratic regimes in the Middle East and North Africa have come under pressure, with movements such as the Arab Spring signalling aspirations amongst many people for a more democratic system of governance. This module provides you with a critical understanding of how political systems vary around the world and the pressures facing them. You will begin by focusing on the drivers of democratisation. You will then proceed to consider how political institutions such as the executive, legislature and the degree of decentralisation vary - and the effects that this has. Finally, we consider new trends in citizen's voting behaviour at the ballot box and pressure groups campaigning for change. You'll gain a critical awareness of current debates in comparative politics and develop key skills including critical evaluation, analytical investigation, written presentation, and oral communication.




How do the media shape how we see ourselves? Or indeed how others see us? In a world of social media, self-branding and the increasing importance of mediated forms of identity, on this module you will explore critical ways of thinking about the relationship between culture, media and the self. Drawing on a range of theoretical approaches in the field of media and cultural studies, this module asks you to use research methods from autoethnography to content analysis to explore both their own identities and the way in which identities more broadly are formulated through contemporary media culture. Through discussing the representation of identity in media content, as well as issues of media production, regulation and consumption, you will critically reflect upon the relationship between media culture and social power and consider how social and technological changes impact on the ways in which identity is experienced in everyday life. On successful completion of this module, you should be able, at threshold level, to critically reflect upon the ways in which media texts construct social identity and should be able to discuss the relationship between media and identity with awareness for social, institutional and technological factors that shape both media production and consumption. Assessment is by group presentation and independent research project.




This module offers you the opportunity to develop a comprehensive understanding of the cultural, political, and economic contexts of the videogames industry, and the techniques and principles used in game design. The module will give an overview of the key academic debates from video game history from production to reception, considering the current state of the industry, issues of representation in games, and study of "games culture" within a broader context. The module will provide you with the opportunity to play and critique a variety of games hardware and software. In addition, the module provides an understanding of hardware platforms and software tools used in the creation of videogames, making use of UEA's Media Suite to offer a practice-based component to aid in the understanding of the principles behind games development. You will be able to learn entry level games design practices. No previous experience of coding or games development is required to undertake the module, just an interest in the subject.



Students will select 0 - 40 credits from the following modules:

Students must take 40 credits from this option range if you are not taking PPLX5166B - PSI Semester Abroad Module. If you are taking PPLX5166B - PSI Semester Abroad Module you can take 0-20 credits from this option range.

Name Code Credits


This module considers texts by Austen and the Brontes in relation to a wide variety of literary and historical contexts: feminisms, colonialism, impact of war, the social status of the woman writer, representations of governesses, madness, mad women and mad men, rakes, foreigners and strangers. We investigate the forms of communication which seem to be offered by and in the romance novel and the ways in which the lives of these authors have been told and read as romances. Opportunities will be available to work on film versions and you will also have, as part of the assessment, the opportunity to produce your own piece of creative writing in response to the primary texts.




What is the state of the art of the novel at present? And what are some of the distinguishing preoccupations and characteristics of the contemporary novel? This module seeks to consider these questions with a view to developing an understanding of the condition of the novel today. You will focus on fiction published in the UK and Ireland in the last ten years, with a particular focus on more inventive writing. You'll read a small set of contemporary novels, the content and form of each of which will exemplify some of the possibilities for fiction in the present day. You'll consider the relation between the contemporary novel and the contemporary moment - for example, our concerns regarding the environment, identity, nationhood, and history - and think also about what it might mean to be or to call oneself contemporary: to be together with one's own time. The list of authors chosen for the module changes regularly, as you would expect. Recently, it has included the likes of Ali Smith, Anne Enright, Zadie Smith and Mohsin Hamid. You'll consider a range of ways of conceiving and interpreting the contemporary novel, and discuss these ways with your peers. There is no consensus about what does or should constitute a canon of contemporary fiction, although there is a growing critical literature on the subject, some of which we'll read. It will be our job, in lectures and in seminars, to think carefully about what novels published in the last ten years offer the best argument for the continued viability of the novel itself as a contemporary art form.




What is literature? What makes it what it is? How should we go about reading it and what should we be reading for? How has 'English literature' emerged as an academic discipline? And how can we justify the study of that discipline today? These are some of the questions you'll explore, as, across the course of this module, you examine the theory and practice of literary criticism from the late-nineteenth century to the present. In doing this you'll not only engage with the rich, complex and provocative work of literary critics and theorists - including deconstructive, feminist, post-colonial and queer theorists - but also of some of the thinkers and writers who have influenced them: such as Marx, Freud and Saussure. You will therefore encounter some of the most important and exciting thinkers of the modern period, acquiring an understanding of developments in linguistics, economics, psychoanalysis and philosophy, and tracing the ways in which these overlap with, and inform, literary study. This is a module you will find helpful throughout your degree.




The eighteenth century was a time of great literary experimentation in which many new genres emerged, including the periodical essay, the mock-epic, the ballad opera, and the novel. These genres took shape within a commercial revolution that transformed both what it meant to be an author and what it meant to be a reader. In this module you will see how writers such as Joseph Addison, Alexander Pope and John Gay created works that both participated in and criticized the culture of commerce. You will explore the fictions created by writers such as Henry Fielding and Samuel Richardson, who developed very different versions of the novel in competition and conversation with one another. You will also examine how writers such as Samuel Johnson, Frances Burney, and Olaudah Equiano navigated the new possibilities for authorship that were opening up in the period. Ultimately you are invited to become an "eighteenth-centuryist" and to make imaginative connections between the exciting range of genres that emerged in this century and the culture that produced them. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




Today, literature in English is produced in many countries across the world and English increasingly enjoys a status as a 'global' language. In this module you will explore how this situation came about by placing the development of English literary traditions both in the British Isles and elsewhere into the long historical context of the rise and fall of the British Empire. Beginning with canonical works by British writers from the eighteenth century through the nineteenth and into the twentieth centuries, you will then consider literary and political responses to the experience of empire and colonization by writers from areas such as South Asia, Africa, the Caribbean, Australasia, and the Americas. You will explore how 'English Literature' has been shaped on a global scale by global historical forces, and how different the history of the English literary tradition looks when placed alongside and in counterpoint to these 'other' writings in English. You will then discuss the writings of authors such as Daniel Defoe, Joseph Conrad, Chinua Achebe, Jean Rhys, Amitav Ghosh, Kate Grenville and J.M Coetzee amongst others. The module will introduce you to the theoretical and conceptual apparatus of postcolonial literary studies and to some of the key frameworks for understanding the formation of the modern world, such as race and racism, nations and nationalism, colonial discourse and postcolonial theory, and how gender and sexuality were pivotal in the formation of colonial and post-colonial identities.




In this module, you'll examine examples of twentieth-century European writing (all read in translation). Rather than (merely) place writers in their national contexts, you'll deal with topics, issues and formal experiments that complicate, sometimes transcend, national boundaries. In fact you'll interrogate what 'European' might mean in relation to literature - where are the borders? Are continental Europeans fundamentally 'other'? And if so, how does this otherness manifest itself aesthetically, thematically, tonally and formally? You'll look at how writers from different countries frequently challenge the conventions of genre and the conventions of reading and interpreting. Among a range of important innovations (or continuities), you may explore varieties of 'European' modernism, postmodernism, the absurd, fantasy, noir, and other genres. You'll also ask how European writers have responded to the challenges, upheavals and catastrophes of the twentieth century and how they deal with the ethnic, religious and cultural diversity within Europe. You'll engage with these topics in weekly lectures, and you'll be assessed by means of an individually chosen project (supported by a formative proposal followed by individual and group tutorials).




'Russia is old; her literature is new. Russian history goes back to the ninth century; Russian literature, so far as it interests the world, begins in the nineteenth#. Russian literature is the voice of a giant, waking from a long sleep, and becoming articulate. # And what he has said has been well worth the thousand years of waiting.' What has nineteenth century Russian literature said that the world has waited so long to hear? This is a question you will begin to answer as you read some of the age's great authors, such as Pushkin, Tolstoy, Dostoevsky and Chekhov. You'll gain insight into what makes this writing distinctive and an awareness of the political, social and cultural conditions that created it. You'll discover why it was so important to other European writers and learn about the intriguing literary relationship between Russia and the West. You'll start by familiarising yourself with some of the historical background, concentrating on the 'westernisation' of Russia, a process begun by Peter the Great and made visible in the construction of the city of St Petersburg. At the beginning of the module you'll be given some key themes and questions to think about; these will help you to focus your reading during the coming weeks. You'll learn through seminars and independent study and research. You'll be assessed on one essay, which can be developed from a class presentation. By the end of the module you'll have read some of the great nineteenth century Russian writers and gained an understanding of the political, historical and social background of their work. You'll have discovered why these novels had such a profound impact in Western Europe and how they were instrumental in the development of the Modernist movement in Britain. You'll have gained a wider literary perspective and reading in translation will have made you think in new ways about your own language too.




You will explore some of the exciting developments in verbal and visual culture of the Weimar Republic between the First and Second World Wars, e.g. experimental theatre, Weimar cinema, cabaret, visual arts, the Bauhaus, etc. Texts considered may include writings by Brecht, Thomas and Heinrich Mann, Joseph Roth and others as well as key films by e.g. Pabst (Threepenny Opera), Lang (Metropolis), von Sternberg (Blue Angel) and others. A particular focus is likely to be representations of gender on page, stage and screen. Active seminar participation is expected. A knowledge of German, while useful, is not a prerequisite; translations are available.




This module will offer a series of different approaches to the question of how Literature and Philosophy can speak to each other as academic disciplines, demonstrating the breadth and diversity of the two fields, as well as acquainting students with the research in literary criticism and philosophy currently being pursued at UEA. As well as examining the ways in which literature can illuminate and trouble philosophical argument, it will explore literature and 'the literary' as a topic for philosophical analysis, and the kinds of thinking such a topic would demand. Setting literature and philosophy into dialogue in this way will engender a more capacious understanding of the particular philosophical issues, and literary techniques, under discussion. The course will allow students to develop an awareness of the limits and advantages of various modes of literary and philosophical expression, and to foster more sophisticated skills in both literary and philosophical criticism. The module will be made up of a lecture circus, with two weeks given to each lecturer on a particular topic related to their current research (there will be five in all, including a lecture from the module convener, plus two from PHI and two from LDC). The seminars will discuss issues arising from these lectures, working with texts set by the lecturer.




This module provides an introduction to the study of medieval literature. You will explore Chaucer's poetry (through works such as 'The Clerk's Tale', 'The Merchant's Tale', 'The Nun's Priest's Tale'), the wonderful Morall Fabillis of Robert Henryson, the work of Julian of Norwich and Margery Kempe, and a number of important Middle English Romances, including the superb 'Sir Gawain and the Green Knight'. You will work in three inter-related ways: by exploring a range of important medieval literary genres (the lyric, allegorical narrative, romance, 'mystical writing', 'life writing', moral fable, dream vision); by considering important aspects of the medieval world (social, political, religious) and their textual representation; and by addressing the material circumstances in and by which medieval texts were written and read, published and circulated (in manuscripts and in the very earliest printed books). The aim, then, is really two-fold: to introduce you to the remarkable riches of medieval literature (one of the pay-offs of the relative linguistic difficulty of Middle English is that it forces us to attend slowly and carefully to the textual details of our material in a way I suspect we don't always find ourselves able to and in a way that the texts we will be reading wonderfully reward), and, at the same time, to allow you to try your hand as medievalists, exploring the distinctive possibilities and practices that come with working with this material. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




The modernist movement transformed literature and the arts worldwide in the early part of the 20th century, peaking in the period between 1918 and 1939. Although the term modernism was rarely used by authors in this period, in the period after World War II it became the usual term to describe a group of writers, responding to one another, whose work is characterised by radical experiments with language and form, which aimed to do justice to a range of many subjects such as the mysteries of consciousness and the unconscious, gender, sexuality, and desire, violence and democracy, the primitive and the mechanical. You will be reading a range of authors, including such long-canonised figures as James Joyce, T. S. Eliot, Ezra Pound, William Carlos Williams, HD, Gertrude Stein, and Virginia Woolf, but expanding the modernist canon in the light of recent scholarship to other more recently revived authors such as Djuna Barnes, Mina Loy, Dorothy Richardson, and Jean Rhys. You will trace some of the origins of modernism in earlier literary movements such as Symbolism, Imagism, Aestheticism, and Impressionism, and explore its kinship with foreign literary movements such as Dada and Surrealism. Modernism invented modern methods of criticism and we will be placing a particular emphasis on the close reading of poetry and poetic prose. A study of modernism is essential for understanding all 20th century literature and this module is highly recommended for any students wishing to take any modules in 20th-century literature.




How can theatre change the world? You'll attempt to find out by examining the use of theatre and performance by theatre artists and activists to challenge power and create the possibility of change. You'll look at political theatre in the USA, South America, South Africa, and Europe in the 20th century and beyond; week by week you will encounter plays, writers, performers, and theorists and build up your own toolkit of political theatre. You'll also create short plays and performance works, and take part in forum theatre, dance, stagings, and events which will enhance your political and theatrical understanding. You will be assessed through writing a short play, a sustained comparative essay, and an original performance work. Themes studied might include feminism, LGBTQ theatre, anti-racism, and Marxism. You will debate, create, and study and emerge having found your own voice as a political theatre-maker.




1780-1840 was the Age of Revolution and Romanticism, often regarded as a revolutionary style of writing. It was the age of the American and French Revolution and the Wars they entailed, the age of slavery and rebellion, of empire and conquest. You may think of Romantic writing as mainly nature poetry, primarily work by Blake, Wordsworth, Coleridge, Shelley, Keats, and Byron. But the signs of a 'Romantic' sensibility can also be found in a much broader constituency of writing: the novel, letter writing, the essay, political and aesthetic theory, and social commentary. In this module you'll be introduced to some of the most exciting Romantic period writing, including poetry, fiction and non-fictional prose from the Age of Revolution. You'll also explore key period artistic and literary concepts such as the sublime, beautiful, picturesque, the Hellenic, and pastoral, and you'll analyse the many ways in which the writers of the period exploited concepts of landscape. You'll look at issues such as the Supernatural and Dreaming. Your understanding of Romantic writing will be enhanced by an analysis of aesthetics, politics, and of the work of women writers. During the course you'll explore poetry by Blake, Wordsworth, Coleridge, Keats, Shelley, as well as Jane Austen's novel Mansfield Park (1816) and Mary Shelley's novel Frankenstein (1818; 1831). You may also consider writings by less familiar poets, such as John Clare, Charlotte Smith, Anna Laetitia Barbauld, Mary Robinson, as well as prose works by Edmund Burke, Thomas Paine and Mary Wollstonecraft and others. You'll look at how writing is gendered in the period and the implications of this for both male and female writers. You'll be taught through a mixture of one-hour weekly lectures and two-hour weekly seminars, as well as self-directed study. You'll gain experience in communicating your ideas in tutorials, as well as through written work and presentations. You'll be assessed through two formative pieces (a close reading and a project bibliography) and one summative piece on a project chosen by yourself in discussion with your seminar tutors.




This module introduces you to the poetry, drama and prose of one of Britain's most exciting and turbulent periods of cultural, political and intellectual transformation: the 17th century. The module works through lectures, which establish larger questions we might ask of the week's material, and seminars, in which we close read passages of texts together intensively. We begin in the early 17th century by exploring the ways English writing was transformed by its encounters with classical texts, before turning to explore women writers' complicated relationship to early-modern literary culture. In the module's second half, we ask how literary forms were transformed by the extraordinary upheavals of the English civil war and the execution of the monarch. Throughout, we learn how knowledge of the circumstances of texts' publication and readership can help us to interpret literature. Authors which you will study include famous figures such as Ben Jonson, Andrew Marvell, and John Milton (including a look at his masterpiece, Paradise Lost), as well as many lesser-known writers, including women such as Lucy Hutchinson and Hester Pulter. You will have the chance to read translations of several of the classical authors (such as Horace and Martial) who influenced the writers of the 17th century. The module also gives you the chance to sign up for an (entirely optional) visit to the Norfolk Heritage Centre (in the centre of Norwich) to see their remarkable collection of 17th-century books. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




The aim of this lecture-seminar module is to help you become a better reader of Shakespearean drama. Shakespeare is now so universally known and read that it is easy to forget that he wrote at a specific historical moment for specific audiences, actors and theatrical spaces. What happens to our understanding of Shakespeare's plays when we read them within the context of theatrical performance? This is what our module enables you to do -- and in doing so, it aims to give you fresh, new ways to interpret Shakespearean language and theatricality. Lectures equip you with methods and contexts for reading Shakespeare's plays; seminars give you the chance to put these into practice through close, attentive readings of his plays. Each week we study a different play in detail. The summative assessment asks you to put what you've been learning into practice by writing a critical analysis of more than one play using some of the module's methods. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




This module aims to equip you with a knowledge of writing from across the Victorian period, in a variety of modes (fiction, poetry, science, journalism, criticism, nonsense). We will examine authors such as George Eliot, Tennyson, Dickens, Darwin, Charlotte Bronte, and the Brownings. You will thus develop an awareness of how different kinds of writing in the period draw on, influence, and contest with each other. Likewise, you will acquire a sense for the cultural, political and socio-economic contexts of 19th-century writing, and some of the material contexts in which that writing took place (serial publication, popular readership, periodical writing, public controversy).



Students will select 0 - 20 credits from the following modules:

Students must take 20 credits from this option range if you are not taking PPLX5166B - PSI Semester Abroad Module. If you are taking PPLX5166B - PSI Semester Abroad Module you can take 0-20 credits from this option range.

Name Code Credits


This module explores America's fascination with fictional crime, exploring the emergence of American crime writing as a genre and the ways in which it develops out of changing understandings of American society and of social deviance within it. In the module, you will therefore examine the ways in which critics have seen the genre as both an ideological form designed to individualize social problems and, conversely, as a form of social investigation and criticism. Most particularly, you will explore the ways in which American crime fiction has articulated the tension between fantasy and realism as literary ideas, so that it concerns the confrontation between uncanny events and the application of rationality to deal with them. In other words, you will investigate the ways in which American crime fiction develops out of debates over enlightenment and scientific method, and the ways in which the genre has been discussed in relation to issues of gender and race, not only in terms of their representation but also of their production and consumption.




The period between World War I and the Cold War was a period of dramatic change in the United States: from the seemingly endless prosperity of the twenties to the depression of the thirties; from isolationism to World War II; and from a population that lived in predominantly rural or small-town communities to one increasingly located in large urban centres or their suburban satellites. You will explore the changing economic, political and cultural history of this period, particularly through an examination of the cultural debates over the modernity of the twenties, the New Deal of the thirties and America's changing place in the world during this time. In order to explore these issues, you will engage with a wide range of sources that include political documents, literary texts and films.




The first book published in the New World was a hymn book. Music, sacred and profane, has been at the centre of American lives ever since. Distinctive American musical styles still dominate the globe, as they have done for decades. But how did American music develop into the genres that we recognise today? How did uniquely American sounds catch the ear of listeners all over the world? You will gain a thorough understanding of the development of American music. You will focus on a number of distinctive musical traditions - from minstrelsy to blues, jazz, and country; from rock and roll to hip hop - and consider the way that they have shaped popular music today. Throughout the course, you will encounter a rich variety of music and an extraordinary range of characters, from the most famous entertainers in modern culture, to the obscure, the forgotten and the neglected. Whilst exploring the development of American music, you will also examine the ways in which its growth tells a larger story about the history of America and its people. In particular, it will give you a different perspective on the issue of race in American life. Through seminar discussion, written coursework, and group presentations, you will develop your analytical and critical abilities - whether that means your ability to think about the significance of a song and its meaning for a particular historical moment, or the way that the shifting meaning of a genre of music can tell us many things about its wider social and cultural context.




Writers who want to address the contemporary scene confront a dilemma: as soon as you try to capture it on the page, you've already fallen behind the present moment. You'll explore how contemporary American writers nonetheless respond to this challenge. You'll consider the issues they identify as pressing in American culture, as well as the literary strategies used to explore those issues. As you progress in the module, you'll acquire understanding of a number of important concepts associated with contemporary American fiction, such as postmodernism, metafiction, identity, globalisation, and memory. When you've completed the module, you'll be familiar with a number of literary and cultural debates relating to contemporary American culture, and have detailed knowledge of some of the most exciting writers working today. You'll be able to explain why it is difficult to define, and write about, the 'contemporary.' And in the course of your assessed work and seminar discussions, you will develop your communication, writing, and research skills.



LIVING ON THE HYPHEN: Multi-ethnic American Literatures

America has long been interpreted as the location of social possibility founded upon a desire to assimilate and negate ethnic 'others'. In this module, you'll trace and explore the literary responses of distinct 'American' cultures: including Native American; African American; Asian American; and Latin American. Through studying each distinct group of texts, you'll engage with the specific historical, cultural and political relationships between the US and each author's country of origin or national/cultural history, across the 20th and 21st centuries. You'll also make connections between these distinct groups of writers, to consider topics such as race and racism, exile, return, family, belonging, identity, language and memory, colonisation, imperialism, slavery, segregation, immigration, and illegality/invisibility, with an emphasis upon contemporary experiences. Via important multi-ethnic writers and texts, you'll explore what constitutes American literature aesthetically, temporally, geographically, and culturally, evaluate the value of the term 'multi-ethnic' and its place within American literary studies, and engage critically with questions of American literature as 'World literature'. Through seminar based discussions, you'll develop your ability to evaluate literary texts as contributions to historical revisions and debates, and also as representations of identity, belonging, the nation state, politics, and culture. You will be assessed through coursework, while gaining experience of communicating your ideas via seminar discussion and group presentation, and you'll have the opportunity to engage in peer to peer assessment practices. On successful completion of the module, you'll have the knowledge and skills to consider the diversity of American literature and the complexities of American cultural and national identity.




Are comics art? The answer is yes, and this module will show you why through an in-depth examination of American comics from early newspaper strips to contemporary graphic novels. You'll read a wide range of different comics, including the birth of superheroes, World War II propaganda comics, controversial horror comics, underground comix from the San Francisco counterculture, recent alternative comics, and the current boom in reality-based graphic novels. You'll learn about the complex history of American comics, including the specific contexts for the form's development as a mass medium and its frequent marginalisation in the cultural sphere, such as the great comic-book scare of the 1950s. In the process, you'll learn to pay special attention to form as well as content when reading comics, and will develop a critical vocabulary for evaluating the aesthetics of the form. In addition to a broad selection from the history of American comics, you'll also examine comics through different thematic perspectives, such as race, gender, and sexuality, and you'll read critical material that'll further inform your understanding of the form. You'll learn through seminars as well as through independent library study of the periods and themes that resonate the most with you, and you'll be assessed through coursework. At the end of the module, you'll have gained a deep understanding of the many historical and cultural issues that inform any appreciation of comics, and you'll have learned to consider the form as a unique and mature form of American art.



Students will select 30 - 90 credits from the following modules:

Name Code Credits


How do grassroots and third sector organisations campaign for social and political change? Rather than pose this as an abstract question, you will partner with existing organisations to conduct campaigns on specific issues such as climate change, tax avoidance or gender inequality. You will receive a brief from a partner organisation and be supported in planning, devising, and carrying out activities that will achieve the aims of the brief. Taught content will include strategies for both online and offline activism, analysing power relations at different scales, and ways of assessing the effectiveness of your campaigns, but the bulk of the module will be the experience of a "live" campaign. You will combine applied research skills with professional practice in the form of a "reverse internship." As the partner organisations are embedded in the module, you will build valuable skills for employability as well as an opportunity for being supported in the exercise of engaged citizenship. You will be assessed by presentation and critical reflection. In the year 2017-2018 the partner organisation was Greenpeace, but partners may change each year.




How can we distinguish "fake news" from reliable journalism? Which language features help us to assess the veracity and significance of political reporting, commenting and advertising? By using methods from Systemic-Functional Linguistics, Cognitive Semantics and Multimodal Analysis you will analyse a range of media discourses, i.e. press, TV and computer-mediated communication and investigate how topics such as International Relations, Immigration and Climate Change are construed and interpreted by the media, and how this "social construction of reality" impacts on agenda-formation in public opinion and political decision taking.




Would an ideal society have no more crime? Who would be wealthy? Would politics be outlawed? Do utopians wish to impose their views on the rest of us? This module explores questions such as these, which are central to political and social theory, through the prism of selected utopian and dystopian novels and other utopian texts ranging from Thomas More's Utopia (1516) to the present. It focuses on themes such as property, social control, gender, work, the environment and politics. A major question which the module addresses is the political significance and effects of utopian ideas - often derided as frivolous or impractical in their own time - and the historical role of utopian ideas in political theory and social reform.




Understanding Britain's relationship with the European Union and how the EU works is important in many jobs at local, national and international levels in the public, private and third (community and voluntary) sectors. The EU has been an integral part of the structures of governance of the UK and arguably will continue to impact the UK's political, social and cultural life after Brexit. This module will enable you to understand the complex relationship between Britain and the rest of the EU as we attempt to explain the ambivalence of the British towards European integration. We also track Britain's changing policy from aloofness to eventual accession in 1973 and the development of a reputation as an 'awkward partner'. The module culminates in the decision in 2016 to pursue 'Brexit' by examining its impact, management and the wider consequences.




The nature of Capitalism and its possible futures is one of the preeminent issues of our time. You'll consider the past, present and possible future development of capitalism as a socio-economic system. Drawing upon a wide range of classical and contemporary theorists of capitalism, you'll deliberate capitalism in relation to a range of issues, such as: freedom, urbanisation, imperialism, technology, climate change, art and culture and go on to consider capitalism's tendency towards recurrent crises, and what the alternatives to a capitalist system might be. The module will enable you to develop a critical understanding of capitalism as a political, economic and cultural system.




Today's political world is more than ever influenced by digital technologies, from innovative social movements to 'fake news' and digital election campaigns. You will explore how the technologies influence political processes and how political processes in turn influence technology. You will examine the impact of digital media on electoral politics, examining key election campaigns (including recent UK and US elections) and the impact of social media, big data, and targeted advertising on their results. You will investigate how social movements (from Black Lives Matter to the Alt-Right) have been transformed through their use of digital networks. You will navigate the world of online politics, with a particular focus on the new culture wars being fought out in online environments. Finally you will explore the politics of the everyday, and the political effects of the technology platforms on which we live our online lives.




The dissertation module gives you the opportunity to undertake research on a project of your own choosing under the supervision of a member of academic staff. The goal is to produce a dissertation of 8,000-9,000 words, which involves in-depth research on a specialist topic. An undergraduate dissertation represents a piece of independent research produced over an extended period and which demonstrates elements of originality in the selection of the topic, the use of sources and the analysis or argument contained within it. It is an opportunity to demonstrate the depth of your understanding of what you have learned across your degree course by applying concepts and theories from one or several modules to new contexts. A limited number of parliamentary internships are also available as part of this module. You will be expected to attend a series of lectures in the autumn semester which provide general advice on the process of conducting a dissertation, as well as meeting your supervisor on a regular basis over the course of the year.




You'll examine one of the fundamental and enduring questions of normative political theory and applied ethics: who should get what? You'll focuse on some of the leading contemporary theorists of distributive justice, including Rawls, Nozick, Dworkin, Elster, and Sen. As well as exploring macro questions of justice (e.g. What principles of justice for the basic institutions of society? Equality or sufficiency? Need or desert?) you'll also spend time on a range of micro questions about just allocation (e.g. How should household chores be divided between men and women? On the basis of what criteria should scarce donor organs be distributed in hospitals?) In addition to this, you'll also address, through the work of Beitz, Pogge, and Miller, questions of global distributive justice (Is global economic inequality unjust? If so, why? Do people have a right to an equal share in the value of the Earth's natural resources?). The format of the module will be a two-hour workshop each week, comprising research-led teaching, seminar discussions, practical exercises, textual reading, balloon debate, and essay writing and research-skills mini-sessions. The assessment will be comprised exclusively of a series of short workshop briefing papers, with a heavy emphasis on formative feedback on drafts to be discussed during optional weekly one-to-one tutorials.




You'll address the politics of migration and citizenship. It will provide you with a background to political thought on citizenship, membership and belonging. You'll then examine migration at the international, state and individual levels. The international level will focus on historical movements of people (such as from Europe and Asia towards the Americas) and contemporary flows of refugees and guest workers. The state level will look comparatively at immigration and emigration policies and critically assess the logic behind them. Attention will be given to different countries in various regions for comprehensive comparative evaluation. Different types of migration will be considered, including economic (such as non-immigrant and immigrant work visas), family (such as spousal and family reunification visas) and humanitarian (refugees, asylum seekers, and special humanitarian protections). The politics of these migration categories will be foregrounded, including governmental tactics of management, how they comply or fail to comply with international human rights norms, and the foreign policy implications of humanitarian visas. Finally the individual level will consider narrative accounts of migration in order to understand policy and practice from a bottom-up and experiential perspective. You'll be encouraged to critically evaluate and analyse the politics of migration as manifest in the various policies and practices.




This module aims to open your horizons as to the employment opportunities and skills required for working at the international level and to prepare you for an optional internship and volunteering abroad. New skills will be developed and existing ones strengthened during the module itself and throughout any follow-on internship which you may with our help be able to secure - for example from researching public policy issues to preparing reports and presenting papers, helping to organise events, attending meetings and producing briefing papers, or carrying out fieldwork. We will help you where we can to secure a follow-on internship abroad and we have good links with many internatiional NGOs and other potential internship hosts. We currently have a number of places in Brussels and PPL students taking this module may apply for one of these. We also have places elsewhere and are seeking to develop more, which you may apply for, and we will also support and advise you when seeking to create your own internship abroad. Financial support towards travel and accommodation will be provided for PPL students for suitable internships, and other forms of financial assistance from UEA may also be available.




Do you think gender affects the way that people speak? How do you think our language reflects gender differences in society? Do you think we can use language to create societal change? In this module, you will bring your own personal experiences to a lively critical discussion on the relationship between language and gender, putting together your own portfolio of evidence from your everyday life. You will bring your own modern-day reflections to historic studies on language and gender, starting with early 20th-century studies on how men and women use language differently, moving to 1960s sociolinguistic studies on how 'standard' language differs between women and men, and then, following the growth of the Women's Movement in the 1970s, studies on male dominance in mixed-gender talk. Finally, you will look at the recent move to reconceptualise 'gender' not as a 'fixed' phenomenon, but one that may be performed or 'interactionally achieved' in different ways in different contexts. You will bring your thoughts together in a final report, in which you will have the opportunity to reflect on the issues through your own case studies that you will collect over the course of the module.




This module looks at the political implications of the rise of multicultural societies in Europe and North America since the end of World War II. (Canada is given consideration because of its importance to these debates both as a practical model as well as a source of influential theorists.) The aim is to introduce students to a range of contemporary theoretical perspectives on multiculturalism and facilitate critical assessment of the strengths and weaknesses of such approaches in the face of competing political discourses such as nationalism and alternative forms of liberalism. Theorists under examination may include; Parekh, Kymlicka, Levy, Taylor and Modood as well as major liberal alternative views; Barry, Rawls and Raz. Among the module themes the following will be addressed; group differentiated rights; institutional racism, Islamophobia, recognition vs toleration and cultural offence. The module will also look at divergent policies adopted within European states (eg: France and Germany) and give attention to the attempts to operationalize multiculturalism in the UK in particular via the Parekh Report.




Want to know how the UK parliament really works? UEA is one of few universities to provide an official module in collaboration with the UK parliament. Taught in collaboration with Parliamentary staff# it offers advanced students first-hand knowledge of the way legislative and political institutions work. Along with providing a rigorous theoretical background, the module would provide students with an opportunity to discuss issues such as legislation, relations with the EU, political reforms, and parliamentary scrutiny with Members of Parliament and Parliamentary Staff, both in the classroom and in Parliament. The module would examine parliament from multiple perspectives: legal, institutional, and ideological, and places the British Parliament in the context of legislative institutions around the world.




In this module, you will explore distinct types of interaction between philosophy and social science. You will study classic philosophical works in order to shed light on theoretical frameworks in political theory; you will discuss modern work in economic methodology to understand its presuppositions and its goals. Finally, you will examine the problem of understanding meaningful human action, ponder the possibility of establishing causal relations that connect social phenomena, and reflect on the function of values in social enquiry.




This module will introduce you to important themes in international relations within the Asia Pacific, at a time when the region has assumed great importance. There will be a particular focus on the important historical periods in the relations between the USA, China and Japan. An understanding of elements of the trajectory of these relationships will be provided by taking a selection of historical subjects for analysis. While you will address the knowledge of history, and of long-term themes, in the latter part of the module you will consider contemporary political issues. This will require you to develop an understanding of the interaction of the United States with Asia, and China and Japan in particular.




Popular culture links to politics in a variety of ways, some obvious, some less obvious. There are the politicians who seek the endorsement of film stars; there are the politicians who were film stars; and there are the rock performers who pretend that they are politicians. And then there are the states that censor popular culture, or those that sponsor it and use it as propaganda. We will explore the many ways in which popular culture and politics are linked. You will: - be introduced to competing theories of the politics of popular culture - those that see popular culture as political manipulation and those that see it as political resistance. - analyse examples of popular culture for the political ideas and values they represent. - look at how popular culture is used in political communication. - track developments in the political economy of popular culture, especially in relation to globalisation, digital media and power within the cultural industries. - debate the censorship of popular culture and use of state subsidies to promote it. - reflect on the effects of popular culture, and about its role in personal and collective identity.




What do you know about Africa? Is it still the Dark Continent, lost outside of time, or do you see it as the next exciting 'happening' place to follow fashion, use FinTech, and do business? Did you know that Timbuktu was one of the world's greatest centres of learning? That West Africa's gold underpinned the global economy? How about if I told you that an explosion of megacities is taking place in the Global South, principally in Africa as the continent's population doubles to 2bn? You will look at Africa's place and importance within the international system and more, including exploring China's One Belt Initiative in East Africa, the African Union and security, and the African Development Bank's 'High five' development plan.




Although the term terrorism goes back to the French revolution, it was rarely employed until the 1970's. Contrast this with today when terrorism, it seems, is everywhere we look: in foreign policy decisions, military interventions, homeland security measures, legal frameworks, newspaper headlines, speeches and sermons, films and video games, and, of course, in university modules such as this. In this module, we engage in a critical exploration of terrorism, counter-terrorism, and the academic field of terrorism research. You will explore the history of terrorism, and engage in debates around the definition and character of terrorist violence. Is it possible, necessary, or even desirable to separate terrorism from other forms of violence, for instance? The module will introduce different perspectives on the causes, types, and threat of non-state terrorism. You will examine a range of strategies for countering terrorism, and their political and normative implications. The module also explores the emergence and contribution of critical terrorism studies, examining issues including state terrorism, gender and terrorism, cultural representations of terrorism, and the production and influence of terrorism 'experts.'




Rarely before has British politics been in such turbulent times. Brexit has left Britain's position in the world uncertain; consecutive general elections have produced results that have defied the pundits; constitutional relationship between the UK nations unstable are unstable; a decade after the 2007/8 crash, austerity politics create further instability. We examine contemporary events and themes by examining four topics which vary on an annual basis according to developments in a fast changing world. These might include: Who run's Britain? Prime Ministerial Power, Parliament, Electoral Integrity in Britain, UK General Elections, Austerity and Economic Policy in Britain, and the Welfare State.




The role of public opinion is paramount in any democracy, as the public is often asked at election times and in-between elections to confer legitimacy to politicians and to their decisions. Yet what determines the public's opinion? How much does the public know about politics? How does political communication influence the public's positions? And last, but not least, how do we measure public opinion? You'll discuss old and new directions in answering these questions, drawing on political psychology and communication theories. The module is well anchored in current politics, and will provide you with the tools to understand current public opinion trends in the UK and other democracies.



Students will select 30 - 90 credits from the following modules:

Name Code Credits


Where do debates in environmentalism, cultural geography and literary criticism meet? What does contemporary literature have to tell us about our relationship with space, place, landscape, nature, rurality, ecology, and even a 'sense of planet'? On this module you will encounter a range of post-war and contemporary forms, from poetry, short stories, the novel, and literary non-fiction to visual art, the radio essay and film. Each will offer fresh and surprising ways of thinking about a range of different contemporary environments and about our place in a changing world. We will consider in what ways literary genres and traditions have helped to create and produce our understanding of geography in the past and how recent literary works have reworked some of these genres and traditions to mark contemporary changes. We will consider, for example, how authors since the environmental crisis have engaged with/inherited/reworked early modern chorography, the Romantic travelogue, the naturalist's journal, and the rural essay. To what new ends are these forms put in an uncertain and unstable modern world? Among others, the course will explore work by Alice Oswald, Rana Dasgupta, Tim Robinson, Kathleen Jamie, Patrick Keiller, J.G. Ballard, and Robert Macfarlane. It will also include trips to investigate the nature writing holdings at UEA's British Archive for Contemporary Writing. Assessment will give you the opportunity to, initially, create your own critical or creative radio essay/podcast (formative) and, later, develop a deeper knowledge of one of the week's themes, building your own critical (or creative non-fiction) project around it (5,000 word summative). While there are no pre-requisites, this module complements and develops themes explored on level 5 'Writing the Wild' and level 6 'Urban Visions: The City in Literature and Visual Culture'.




In the 21st century, the threat of global warming and climate change is quite literally 'game-changing.' Engaging with Naomi Klein's contention that "this changes everything," you will consider how the apocalyptic dangers of climate change are being addressed by 21st century American fiction. Climate change fiction, or 'cli-fi', has recently emerged as a distinct genre, directly responding to the dangers that global warming poses to human and non-human societies. You will consider how fiction offers us ways to assess, understand, and address the phenomenon of global warming, and the impact of humans on their environments. You will evaluate ongoing debates about the 'facts' of climate change and global warming, including the evidence being produced by scientists, and the emergence of 'climate change denial' as a feature both of popular culture and at the highest levels of government in the United States. Exploring American novels published since 2010, you will develop a broad understanding of how American climate change fiction represents the profound dangers of climate change, through its depiction of drought, flood, deforestation, species extinction, intelligent biotech, and the impact of global capitalism. Through seminar based discussion, you will gain insights into the ways that writers are engaging with the fact of climate change to shape both popular awareness and popular debates, and consider how cli-fi is imagining possible futures for human and all other life on Earth. You will be assessed through coursework, reflective reports, and student-led workshops, and gain expertise in communicating your ideas via student-led group work and seminar discussion. On successful completion of the module, you will have the knowledge and skills to assess the complexities of climate change fiction as a new literary genre, discuss the emotive reach and influence of fiction in this context, and evaluate the strategies of contemporary cli-fi writers.




The right to free expression is seriously threatened in many places in the world; it has also never been so passionately defended. You will focus on the history of banned books from the early 20th century to contemporary literature. Novels, poems and plays have often been banned on the grounds of political sedition, obscenity, and blasphemy. You will consider the changing nature of literary censorship, the legalistic and philosophical arguments for and against censorship, the nature of arguments in defence of free expression, why literary writers have so frequently pushed the boundaries of the acceptable and the impact of technology on the history of censorship and free speech. You will trace a series of shifting arguments about why free speech matters: from the drive to explore sexuality in literature, to the politicisation of free speech during the cold war, to current debates about blasphemy and free speech, as well as the idea that free speech is a so-called key Western value. Some of the texts studied on the course will be set because they are, in themselves, explorations of the boundary of prohibition and free expression. Of importance too will be the impact of global communication networks on free speech debates: in the context of the internet, does the nation state control the dissemination of literary texts? If not, what are the implications of the absence of legal control? You will consider both English language texts and texts in translation. Authors considered will probably include James Joyce, D. H. Lawrence, Radclyffe Hall, Boris Pasternak, Salman Rushdie, Elif Shafak and Margaret Atwood, but the authors studied on the course are likely to change to include unfolding censorship events and issues.




This module offers you the chance to learn about children's literature and its development. It starts with the history of children's literature, looking at its use as a pedagogical tool, moving through Aesop's fables, fairy tales, Victorian and Edwardian literature, and examining authors that might include A.A Milne, Dr. Seuss, Sherman Alexie, and Melvin Burgess, amongst others. The course looks at issues of genre and content as well as at historical context. Theoretical readings on children's literature are also closely engaged with. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society. This module is creative and critical and students have a chance to write for children in it.




Why do people draw their life stories in comics form? How can trauma be represented in words and pictures? What does it mean to bear witness to horrific events graphically? Throughout this module, you'll study the recent phenomenon of reality-based American comics, which stand in sharp contrast to the form's common association with superheroes and the fantastic. In addition to discovering comics' powerful potential for representing real-life events in engaging and disturbing ways, you'll learn to analyse both form and content, and will develop a critical vocabulary for reading, thinking, and writing about comics. You'll read comics that tell a wide variety of stories anchored in real life, and from many different genres, such as autobiography, memoir, investigative journalism, and war reportage. Throughout, you'll learn to pay special attention to issues of representation, spectatorship, and the position of the artist in relation to the events depicted. You'll also study a variety of critical and theoretical material that puts these comics-specific issues in conversation with more general concerns about the ethics of representing the real world in diverse written or visual forms. You'll learn through seminars and independent study, and will be assessed through coursework including a final essay. At the end of the module, you'll be able to read reality-based as well as other comics in a transformative way, and will have gained a deep understanding of how this vibrant and upcoming cultural form creates new opportunities for representing the increasingly complex personal and geopolitical realities of the world in the twenty-first century.




You will explore the relationship between the study of literature and the study of dramatic performance both creatively and theoretically. Its practical aspect consists of an adaptation for the stage of a literary text, which you will freely chosen and test by workshop performance, and its theoretical aspect consists of attempts to define the narrative modes of the epic, the lyric and the dramatic, with the dramatic further dividing into tragedy and comedy. These two aspects of the course converge in considerations of how you have drawn on these narrative modes in your own adaptations, and how great writers throughout the centuries have created works which stand on thresholds between them e.g. theatrical novelists or lyrical dramatists. One question which underlies all critical engagement with the subject of genre is whether generic awareness should be understood as an historical encumbrance which stands in the way of representing or expressing personal experience, or whether it is a necessary and enabling resource for increasing the receivers' pleasure or extending their philosophical horizons. Critics have stood on either side of the debate.




We are witnessing an upsurge in feminist activism which some claim is forming the fourth wave of feminism. It is timely then to reconsider how feminist writing (literary texts, literary theory, and literary criticism) has helped to shape, influence, and articulate debates about gender, sexuality, and society in the past and how contemporary feminist writing is continuing to be part of that conversation now. You'll have the opportunity to read and analyse some of the most influential feminist literary texts and literary theory. Writers studied on the course may include Margaret Atwood, Henrik Ibsen, Angela Carter, Jean Rhys, Jeanette Winterson, Sylvia Plath, Virginia Woolf, Ali Smith, Beyonce, and Chimamanda Ngozi Adichie. You'll study the ways in which feminist criticism and theory (including Kristeva, Cixous, bell hooks, Haraway, and Butler) has reshaped the canon, challenged the ways literature is taught as well as making us consider what literature can, might and ought to be. Feminism has also exacted different forms of writing and challenged dominant modes of representation. We will take a particularly close look at the relationship between feminism and the gothic, the short story, and experimental writing. Assessment will be by course work and project and you'll be assessed in both critical and creative modes. Students of all genders are equally welcome.




The Statue of Liberty is emblematic of the democratic ideals espoused since the American Revolution. Yet, the feminine figure that stands aloft in the New York skyline is also symbolic of discourses of gender: the ideals and expectations shaping men and women's lives as gendered beings. You will consider how traditional discourses of gender have shaped the identity of Americans and the American nation. You'll start with an overview of traditional conceptual models of masculinity and femininity in 21st century America. You'll then use a variety of case studies for the remainder of your module to enable you to think carefully and critically about how particular models of gender operated within certain contexts. These case studies will include debates around the body and representations of gender in iconographical form and visual culture, in addition to reflecting on gendered rhetoric in the political arena, the workplace, and institutions such as the military. You will consider how particular ideals of gender have been articulated in various contexts and how this has informed wider discourses central to the American nation. You'll learn through a mixture of seminars and self-directed learning, with a particular focus on class discussion in the sessions. You'll be asked to prepare and deliver a class presentation, either in a group or alone, for a particular session of your choosing. This can then form the basis of your ideas for later work if you'd like. You'll be assessed entirely through coursework. Throughout the module you will develop knowledge and skills to enable you to take forward either to postgraduate study or in your chosen career. You'll develop your communication skills, growing intellectually through the weekly discussions, which will enable you to effectively position an argument. You'll also expand your research, writing, and presentation skills.




Generation is a key part of media discourse. Young people are represented as having fewer opportunities than the generations before them. They are portrayed as narcissists, obsessed with brands and social media. Older generations, such as the 'Babyboomers', are represented as selfish and as having stolen young people's future. This module complicates these stereotypes. You'll explore theories of generation and their relation to media texts and media use. It asks, how are generations represented in the media, and what are the effects of this on people's experience and identity? You'll look at how media is used and consumed in different ways according to age, lifecycle and family structure. You'll explore the ways that generation intersects with other identities such as race, class, gender, ability, sexuality, place. You'll combine textual analysis and theory with an emphasis on personal experience and autoethnography. That is, you are expected to engage with the academic debates around generation but also to critically reflect on their own understandings of generation in relation to their peers, family, the past and the future.




In an interview with Derek Attridge, the thinker and writer Jacques Derrida describes literature as 'this strange institution which allows one to say everything'. If you are interested in the strangenesses of literature, in the workings of institutions, in democracy and the freedom to say 'everything' - and if you are prepared to read and think hard - then this is the module for you. Together, we'll explore the writings of Derrida and related thinkers alongside a range of literary texts, from the c16th to the contemporary, and our aim throughout will be to establish the possibilities for literary criticism opened up by what Derrida calls 'deconstruction'. Deconstruction isn't just - or even mainly - a theory, but names the strange things that can happen when we really read, think, write and live. To pay attention to deconstruction, as Derrida does, is to be sensitive to aspects of the world and of texts that can't be summed up, assimilated into a neat argument, tidied away. It is at once to read for arguments, for themes and for structures, and to register the 'force of dislocation' which means that these aren't the last word, that texts can't be closed off, that reading must carry on. To stick with deconstruction is to remain hospitable to elements of 'otherness' or 'strangeness' within the familiar, within what we think we know. Deconstruction gives us ways to think about what is taking place in the world and - sometimes - in our own lives too. . The module is open to everyone, but may be of particular interest to you if you studied critical or cultural theory in the second year. In keeping with deconstruction's inventive spirit, you'll have the opportunity to experiment with the form of your own critical and theoretical writing.




The module will incorporate a historical survey of Western lyric, looking at its inception in the poetry of Pindar and Sappho, and the Aristotelian division of poetic arts in lyric, dramatic and epic. It will cover lyrics from Provencal troubadour poets through the Italian and English renaissance to Romantic lyric. Finally, it will cover the fate of lyric in the present day, from 'conceptual writing' and 'post-humanism' which offer a thoroughgoing rejection of lyric, to the embrace of lyric in contemporary young poets. The module will start by considering the question: 'What is lyric'? The purpose is not to establish a transhistorical concept of lyric as genre or mode, but rather to see how different thinkers at different times have approached it. This is a particularly timely question for literary criticism and poetics. We will isolate certain tropes, ethics, and focal points that are taken to be characteristic of lyric, whilst at the same time probing the historicity of lyric as a concept, especially regarding the ideology of the lyric 'I' that is associated with romanticism. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




You'll explore writing as a site of resistance and protest and consider representation itself as inherently political. Does this make the work of a reader radical, or how can that work be radicalised? Taking a lead from the thinking of Gilles Deleuze and Felix Guattari, you'll ask what it means to write or speak a dominant language in such a way that it stutters or stammers? What would such writing or speaking look or sound like? Deleuze and Guattari suggest that minor literature (minoritarian form in general) takes a dominant, hegemonic, major language and forces it to 'say' something different, and to do so differently, dislocating (deterritorialising) it so that a new voice (speaking from a new constituency) can be heard. They use the works of Kafka, a Czech Jew writing in 'official' German, as a representative example of how a dominant, major language can be pressed into the service of a minor literature, as a way of inscribing new constituencies, while other critics have considered sub-cultures' re-appropriation of language, post-colonial writing back, musical subgenres and alternative/underground cinema as also being iterations of minoritarian impulses. You'll explore various aspects of writing or speaking back, writing against the grain, saying the things major language finds itself unable or uncomfortable to speak about, and articulating the unheard. Writers and texts might include Kathy Acker, William Burroughs, Elias Khoury, Dana Spiotta, Jennifer Egan, along with punk 'zines, samizdat writing and manifestoes.




'We all say it's nerves, and none of us knows what it means', says a character in Wilkie Collins' 1860 novel, The Woman in White. Our aim is to think about how a discourse of the 'nerves' - the 'nervous temperament' and nervous illness - can be both so pervasive culturally and so slippery in its meaning. This interdisciplinary module takes you from the late 17th century, when the concept of 'neurologie' first emerged, to the 21st century, linking literary, medical and philosophical writing to explore the representation - the discursive formation - of the 'nerves'. The historical range of the module is not meant to imply a transhistorical understanding of nervous illness or temperament, but rather will enable us to analyse the historically specific nature of the nervous body and what it is made to mean, culturally, within different contexts. In this way, we will be working with issues as diverse as religious 'enthusiasm', hysteria and hypochondria, sensibility, sensation, fear of modernity, neurasthenia, manliness and effeminacy, shell-shock, PTSD and the concepts of the healthy or fragile body of the nation. Spanning time and genre, the literary texts studied will take us from the earliest, Jonathan Swift's satire, A Tale of a Tub (1704) up to Siri Hustvedt's analytical memoir, The Shaking Woman, Or, A History of My Nerves (2010). The module equips you to work within an interdisciplinary frame and across historical periods from the late 17th century to the present.




On the eve of the twenty-first century it appeared that the United States of America was indeed entering into a new American Century with its role as global leader as strongly defined as it was a century earlier. However, the last decade and a half has been witness to a nation in turmoil and crisis, from the conflict between a universalising (Americanising) globalisation and an introspective nationalism; the war on terror and the conflicts in Afghanistan Iraq and Syria; environmental crisis and disaster; the conflict surrounding immigration and national identity, to the present financial crisis. The renewed and vigorous return to rhetoric of national 'unity' that characterised the campaign and election of Barack Obama as President of the United States in 2008, and the election of Donald J Trump in 2016, serves to highlight the historical divisions and crises of American society and underscores that contemporary America is in crisis geopolitically, economically, democratically, environmentally, and culturally. This module seeks to engage you with these areas of crisis and examine a variety of cultural responses to the America of the millennium. Through a variety of cultural texts, from literature, film and documentary, political speeches and letters, to historical texts and pop culture, we examine the ways in which these crises have been culturally and politically constructed and given particular sets of meaning.




This module offers you the chance to learn about LGBTQ literature and its development in English-speaking countries, as well as approaches to queer theory, and the relationship of both literature and theory to culture and current events. This means analysing sexuality and gender and the representation of such identities in literature and society, and discussing topics such as intersectionality, the body, and heteronormativity. Authors studied may include James Baldwin, Alison Bechdel, Gore Vidal, and Sarah Waters, as well as children's books and young adult novels by Nancy Garden, Ellen Wittlinger, and Marcus Ewert. Authors of theoretical texts looked at may include Nikki Sullivan, Eve Kosofsky Sedgwick, Luce Irigaray, Judith Butler, Leo Bersani, and Teresa de Lauretis. Understanding how LGBTQ characters are featured in literature also helps us to see how queer people are understood in a given society in general, so you will also discuss current events and their links to literature and theory. You will look at a variety of genres in order to see how these different text types work, how they queer genre, and how they approach similar themes in different ways.




How did the legacy of its empire affect and shape British society during the period of increasing immigration from its former colonies following the Second World War and even now? How did the writing of those immigrants represent the social conflicts and tensions of that period, especially experience of racism and the resistance to it? How have contemporary minority ethnic writers responded to the challenges of the contemporary period, in which racism has taken new forms, such as Islamophobia and anti-refugee movements? You'll focus on the ways in which postcolonial ideas can help us to understand and reflect upon the aftermath of empire in Britain. You'll use selected writings by Black and Asian British writers to explore questions of race and racism, culture and ethnicity, religion, multiculturalism, gender and sexuality, identity, and belonging that have been stimulated by post-war migration to Britain by residents of its former colonies. These issues will be set in the context of past and contemporary debates about British identity, and how these debates have been shaped and reshaped in response to the successive arrivals of migrants from other parts of the world, and by the creative, intellectual and everyday interventions of those migrants themselves. The main topics of study will be the literature of arrival - post-war Britain and 'first generation' migrants; The cultural politics of race, racism and anti-racism; Multiculturalism, belonging, hybridity and negotiation - the re-shaping of British identities; The new politics of exclusion - asylum seekers and Islamophobia.




Platonist epistemology permeated Elizabethan culture: the aim of this module is to explore the relationship of Shakespeare's topic of the world as a stage to Neoplatonic conceptions of perception, politics, poetry and love. We will consider Plato as a poetic philosopher and Shakespeare as a philosophical poet by asking what difference the 'dramatic' form of Plato's Socratic dialogues makes to their 'ideas', and, conversely, how in Shakespeare's plays, particularising plots unfold into generalising arguments. In both cases, the concern is with how dramatic form with its special mixture of what is seen, what is said, what is known and what is enacted, can clarify perennial philosophical questions. We'll also touch on several possible mediators between Plato and Shakespeare, including Castiglione, Erasmus and Sir Philip Sidney. THIS MODULE FULFILLS THE PRE-1789 REQUIREMENT.




The poetry of T.S. Eliot has a unique place in modern verse as a body of writing that combines mass popular appeal with intense intellectual challenge. The first part of your module will take you chronologically through the various stages of Eliot's Collected Poems, from the 19th-century influences that combined to produce 'The Love Song of J. Alfred Prufrock' (1915) to the wartime contexts of his final major poem, Four Quartets (1935-1942). It will also offer an introduction to Eliot's literary criticism as well as to criticism written about him. The first coursework essay will take the form of an editorial commentary on a chosen poem or passage, giving you an opportunity to follow up allusions and interpretations through wider reading. The second part of your module will look more broadly at Eliot's influence as a poet, critic, and editor. Beginning with his own views of the need to reinvent poetry's cultural significance for the 20th century, you will consider the importance of Eliot's example to the next generation of modernist poets (such as W.H. Auden, W.S. Graham, Lynette Roberts) as well as later poets in Britain and Ireland (such as J.H. Prynne, Veronica Forrest-Thomson, Philip Larkin, Seamus Heaney) and the Americas (such as John Ashbery, Sylvia Plath, Edward Kamau Brathwaite, Octavio Paz). The final project will be a 3,000-word essay on any Eliot-related topic of the your choosing, and may take the form of a creative-critical poetry portfolio and self-commentary in response to the reading for the course.




According to Roland Barthes, emotion is 'a disturbance, a bordering on collapse: something perverse, under respectable appearances; emotion is even, perhaps, the slyest of losses'. This module takes this 'perversity, under respectable appearance' as the starting point for asking how an attention to our emotions - our feeling, affects, and intimacies, as well as our aversions - can make us rethink what it means to be critical and creative readers and writers. Drawing on a range of theoretical and critical work from literary studies, cultural theory, art, philosophy, sociology, neuroscience, psychology, creativity and creative writing studies, cognitive science, history and anthropology, we will ask what it means to read, and write, 'with feeling'. What is the relationship between language and feeling? Between the body and emotion? How does literature touch and move us? Are our 'aesthetic' emotions real? How does technology - the digital, virtual, prosthetic and online - affect our ideas about emotion? Are emotions universal and timeless, or historically and culturally specific? Private and personal, or collective and public? How do emotions construct gender, class, race, nationality, and other kinds of identity? Why do some feelings attract more critical interest than others? How does an attention to emotion affect our work as readers and writers? We will begin by building a theoretical and critical literacy for thinking feeling, before focusing our inquiry around specific themes that might include: Animal Passions; Psyche, Pathology and Resistances to Psychoanalysis; Feeling Texts: Touch, Texture and Fictional Fabrications; Moving Fictions: Cinema, Virtuality, and E-motion; Zombies: Can Dead Subjects Feel?; Affective Economies; Queering Feeling; and Feeling Human: Robots, Artificial Intelligence and Clones. We will engage with a range of literary texts and other aesthetic forms (such as art, film, etc.) chosen to correspond with our critical concerns. Please note that this is an indicative description only, and the weekly themes and reading are revised each year to stay up to date with current work in the field. You will have the opportunity to engage both as critical and creative readers and writers, and there will be critical and creative assessment options. This module is open to all students. It will complement level 3 options such as 'Literature and Deconstruction', 'Nervous Narratives', 'Traumaturgies', ' Literature and Human Rights' and 'Queer Literature and Theory'.




For something to be reborn it must first die. The Italian Renaissance ('rebirth') sought to disinter the past in order to reanimate the present, but in order to do so the present had to come to terms with its loss - as Petrarch asked, 'who can doubt that Rome would rise again instantly if she began to know herself?'. How can we best understand this process of loss and reanimation? How did Renaissance writers understand it, and how did they bridge the gulf between death and rebirth? And can we do the same? In order to answer these questions, you'll examine the twin practices of imitation and translation in English responses to some of the most exciting and influential texts of the Italian Renaissance. It does so in two ways: through a sustained analysis of those practices in their diverse forms and genres (sonnets, epic, dialogue, drama), and by imitating the process of creative imitation ourselves. In other words, we step into the shoes of the Renaissance imitator. The module allows us to understand how Italian poets such as Dante, Petrarch and Ariosto responded to the classical past (and each other), and how English poets and playwrights such as Wyatt, Spenser, Shakespeare and Jonson responded to Italian models. By imitating the imitators - for example by writing sonnets - we gain a deeper understanding of how imitation is both a creative practice and a critical process, both a reading and a rewriting. Students are not expected or required to know any Italian in advance. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




'Truth is stranger than fiction' and it's often more moving, powerful, inspiring and funnier too. You'll have plenty of opportunity to discover some extraordinary 'true' stories on this module as well as the possibility to write one of your own. You'll think about the ever-shifting boundaries between 'truth' and 'fiction' as well as the ethical questions that arise when you're writing about real people and situations. This is a module that enables you to do something very different in your final semester at UEA. During this module you'll consider if and how non-fiction writing differs from fictional literature. You'll learn about research, how to read and interrogate personal documents and the challenges presented by memory and anecdote. How do you assemble facts so that the resulting story is as compelling as fiction? What clothes can the non-fiction writer steal from the novelist's wardrobe? Throughout the module you'll read different types of non-fiction and think about how individual authors weave their research material into narrative form. You will have the opportunity to write your own piece of non-fiction for your summative assessment if you wish. This is a 5,000 word creative or critical piece which everyone will workshop during the semester. There will also be tutorials in which you can discuss your summative work. By the end of the module you'll have gained an understanding of the craft of non-fiction and you'll have developed your ability to ask pertinent questions of any non-fiction you read, be it a newspaper story or a highly researched account of a life or situation. You'll have honed your research abilities and perhaps your interview skills too if you decide to write something that involves interviews. You'll also have thought about the ethical implications that may arise when writing about 'real life' - all qualities that are highly valued by employers.




Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Further Reading

  • Eastminster: a global politics and policy blog from UEA

    Expert analysis from the University of East Anglia.

    Read it Eastminster: a global politics and policy blog from UEA
  • Counter-Terrorism

    Responding to the threat of terrorism has become a key global policy priority in recent years. Counter-terrorism policies and the language that surrounds them have gone on to have a big impact on British society.

    Read it Counter-Terrorism
  • The Art of Persuasian

    Why are political speeches so often boring, predictable and unconvincing?

    Read it The Art of Persuasian
  • UEA Award

    Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

    Read it UEA Award

    This is your chance to ask UEA's students about UEA, university life, Norwich and anything else you would like an answer to.

    Read it ASK A STUDENT

Entry Requirements

  • A Level BBB or ABC including an English Literature related subject or BBC including an English Literature related subject with an A in the Extended Project
  • International Baccalaureate 31 points including HL5 English
  • Scottish Highers AABBB including an English Literature related subject
  • Scottish Advanced Highers CCC including an English Literature related subject
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3 including an English Literature related subject
  • Access Course Pass the Access to HE Diploma with Merit in 45 credits at Level 3 including an English Literature module. Humanities or Social Sciences pathway preferred.
  • BTEC DDM alongside grade B in an English Literature related A-level (or equivalent qualification). Excludes BTEC Public Services, BTEC Uniformed Services and BTEC Business Administration.
  • European Baccalaureate 70%

Entry Requirement

If you do not meet the academic requirements for direct entry, you may be interested in one of our Foundation Year programmes.

Students for whom English is a Foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 5.5 in any component)

We also accept a number of other English language tests. Please click here to see our full list.


INTO University of East Anglia 

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:


Most applicants will not be called for an interview and a decision will be made via UCAS Track. However, for some applicants an interview will be requested. Where an interview is required the Admissions Service will contact you directly to arrange a time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application


The annual intake is in September each year

Alternative Qualifications

UEA recognises that some students take a mixture of International Baccalaureate IB or International Baccalaureate Career-related Programme IBCP study rather than the full diploma, taking Higher levels in addition to A levels and/or BTEC qualifications. At UEA we do consider a combination of qualifications for entry, provided a minimum of three qualifications are taken at a higher Level. In addition some degree programmes require specific subjects at a higher level.

GCSE Offer

You are required to have Mathematics and English Language at a minimum of Grade C or Grade 4 or above at GCSE.

Course Open To

UK and overseas applicants.

Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students 

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The application allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it is sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The Institution code for the University of East Anglia is E14.


Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

Tel: +44 (0)1603 591515


    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

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