BA Literature and History


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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"English literature at UEA is incredible. Every day I learn something new, whether it's through teaching or researching; UEA pushes you to find that hunger for knowledge"

In their words

Natalie Clegg, BA English Literature

Key facts

For English and Creative Writing (Guardian University Guide 2017)


Recognised as a leading department within the UK, History at UEA has a chronological range from the collapse of the Roman empire to the present day, a geographical scope covering Europe, Africa, the Middle East, North America and the Caribbean, and experts in political, economic, social, cultural, environmental, diplomatic and intellectual history.

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"UEA’s approach appealed to me because it was so modern.”

In their words

Anna Walker, BA English Literature

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Literature and history are closely intertwined subjects for the leading historians, literary critics and prize-winning novelists that make up the faculty at UEA. This course offers students a diverse and exciting range of optional modules from both disciplines, while also providing a grounding in the core knowledge and methodologies that are essential to each subject.

In learning the skills of close textual analysis and engaging with narrative form, you will become a historian with a marked sensitivity to sources and a lively and engaging writing style. As you encounter arguments about historical causality and assess conflicting accounts of historical events, you will become literary critics with a complex grasp of the social, political and cultural contexts in which literature is produced. The two disciplines enrich each other, and the diverse range of experts in each school combine to teach a programme that is both flexible and distinctive.


This programme provides opportunities to study cultures and societies through both literary and historical materials and approaches.

The teaching is shared between two groups of specialists within the School of Literature, Drama and Creative Writing (from which the programme is organised), and History. It enables students to combine the study of literary texts with that of the social and political worlds in which they were made and circulated. Historians and literary critics sometimes read the same documents, but they have different approaches and employ different methods of analysis:  this programme presents the opportunity to explore both approaches. The combination leads towards an understanding not simply of literature and history, but of culture and cultural studies.

Course Structure

Your degree programme may contain compulsory or optional modules. Compulsory modules are designed to give you a solid grounding, optional modules allow you to tailor your degree.

The course modules section below lists the current modules by year and you can click on each module for further details. Each module lists its value (in credits) and its module code, a year of study is 120 credits. 

Teaching and Assessment

Modules of study are taught in a number of different forms – often lectures and smaller seminar groups – designed to encourage student participation. In every module your work is assessed; forms of assessment also vary, including essays, project work, presentation, examination or a combination of any of these methods. A third-year dissertation in either literature or history enables you to undertake in-depth study in either subject or to consider their inter-relationship further.

The opportunity to lean towards History or Literature continues in year 3 when students are able to take three modules in one discipline and only one module in the other if they wish. The requirement that they undertake dissertation work in this third year enhances their academic progression and skills.

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Study Abroad

Students who are enrolled on three-year programmes in the Faculty of Arts and Humanities have the option of applying to study abroad at one of UEA’s partner universities, for one semester of the second year. Please see our Study Abroad website for further information and criteria.

Course Modules

Students must study the following modules for 60 credits:

Name Code Credits


This module seeks to foster an interdisciplinary awareness by examining literature as cultural response. It will introduce students to some landmark texts and theories of cultural studies, using Victorian and early modernist writing to explore these ideas, and examine cultural and historicist readings of both literary and popular prose. While it is a core module for those in Literature and History, it is suited to all those interested in interdisciplinary study. It is taught through seminars.'




'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 nineteenth century novel is only one influential form of realism among many. This module investigates 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. In so doing, it encourages students to think past a culturally ingrained notion of the nineteenth-century novel as a kind of literary norm, or default setting. For one thing, the nineteenth-century novel was in itself highly diverse, more so than this normative model would allow. But more than that, the impulse to get closer to 'reality' always begs questions such as 'the reality of what?', 'whose reality?' and 'the whole of reality? or, if not, which bit of it?'. Realist impulses have often pulled writers in different directions, suggesting a plurality of different formal strategies. Students will learn to identify the different rhetorical and formal devices that writers across the centuries have used to create realist effects.




This module provides the opportunity to work closely on selected texts within the contexts of a small group. It aims to develop and explore modes of textual analysis. By the end of the module the students will have highly developed reading skills, a sense of the implications of interpreting texts and the individual research skills essential for a university degree. Not available to Visiting Students. Students with A-level or equivalent knowledge of a foreign language can choose to study the Reading Translations strand of Reading Texts. This option relates textual analysis to the issues that arise when we read works in English translation, providing a foundation for a number of LDC modules dedicated to international literature. Reading Translations is available to Visiting Students.



Students will select 40 - 60 credits from the following modules:

Students must choose one of HIS-4001A Introduction to Medieval History, HIS-4002A Introduction to Early Modern Studies or HIS-4003A Introduction to Modern History.

Name Code Credits


The Module challenges students to reflect on the nature of history: what it means for historians; what it means for the wider public and contemporary society; and what it has meant in the past. Across the weeks this core module will explore the key approaches to the study of hiatory ad the conduct of Historical Research. It will consider how historians have written history in the past and how they engage with it in the present, the relevance and challenges of courses and evidence, how historians present their interpretations, and the ways in which they debate amongst themselves. Students will come away with an understanding that history is rarely about the 'right answer', but rather a series of ways of understanding and interpretating the past.The module will particularly focus on historial debate and how one student can effectively analyse and interpret it. In that regard the module is a mixture of both historical interpretation and historiography, and helps students to develop key study and transferable skills.




This module introduces key themes in early modern history: witchcraft, gender, rebellion, religious conflict, the reformation, warfare, state formation and other key aspects of the period 1500-1750.




This module is designed to provide an introduction to medieval history both for first year historians and students from other schools. It surveys the history of medieval Europe, including England, from c.1000 to c1300, and also examines some archaeology, literature, art, and architecture from the period. The module also aims to introduce students to a range of primary sources, including some of the physical remains to be found in East Anglia.




This module provides a wide-ranging introduction to the political, social and economic transformation of Britain and Europe from the late eighteenth century to the First World War. Among the themes it considers are industrialisation and its impact; revolution and reform; nationalism and imperialism; gender and society; great power relations; the impact of war and the collapse of the old Europe in 1917-18.




This module conveys the rich complexity of twentieth-century Europe, encouraging students to look afresh at the period. In hindsight, the epithet 'age of extremes' best describes the contradictory characteristics of a century during which total war and genocide were accompanied by growing humanitarianism, state health care and the advance of human rights. Naturally, developments during the first decades of the twenty-first century have forced historians to reconsider and revise once-accepted narratives about European modernization. Just as the trend toward increasing integration, harmonization and homogenization seems questionable in light of the crisis of the European Union, Islamism and Islamophobia belie the idea that modernization resulted in secularization and tolerance. Similarly, the demonstrable power of international finance and supranational assemblies counters narratives of popular empowerment through the triumph of representative democracy. The lectures examine themes in their respective chronological contexts: the age of catastrophe; the age of the post-war 'economic miracle'; and the making of contemporary Europe. Rather than merely dwelling on aspects of the century that are widely studied in UK schools, the module will expose students to the history of Europe after 1945, Central and Eastern Europe, and developments in the US and colonies that shaped the continent. Instead of focusing narrowly on high politics, international relations and warfare, the module also aims to introduce students to new ways of looking at the century through the study of the history of eugenics and medical policy, population movements, land uses, urban planning and attitudes toward the past.




This module examines the history of early modern Europe through the history of witchcraft, witch-beliefs, and especially witchcraft prosecutions after 1500. Through learned demonology and folk traditions, we explore the development of the idea of the witch, and see how during the turbulent era of the Reformation this thinking translated into legal trials and, occasionally some savage witch-panics. We look in detail at subjects such as gender, fear and anxiety, state building, and scepticism, ranging across early modern Britain, continental Europe and colonial America.



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

Students will select 0-20 credits from Option Range B, which allows you to choose from other Arts and Humanities subjects that complement your degree.

Name Code Credits


From Salsa to Samba, football to fiesta, Candomble to Capoeira, telenovelas to Tex Mex: Latin American popular cultures combine indigenous, African and European elements in unique ways found nowhere else on earth. In this module, we will examine the origins of a number of Latin American popular cultural forms, the contexts in which they are enjoyed, and the significance they have for Latin Americans. The module is divided into two parts: the first focuses on the historical and social processes which have shaped modern Latin America, while the second examines specific forms of popular culture including popular music genres, popular art, film, media, television and football. The module aims to elucidate the historical, religious, social and political factors that have shaped modern Latin America, and to examine the meanings that Latin Americans themselves attach to popular cultural forms in the region. Note: you do NOT need to speak Spanish or Portuguese to take this module.




This course is a pre-requisite to the study of Arabic language. 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. The student 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. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module aims to introduce Standard Chinese (Mandarin) to learners with no (or very little) experience with the language and to develop basic listening, speaking, reading and writing skills. Students speaking other varieties of Chinese (e.g. Cantonese) are not eligible for this module. Teaching will include pronunciation, vocabulary and basic grammar of Mandarin. Word processing and cultural topics will also be covered in class. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module is for students at beginners' level who have little or no prior experience of French (if you have a recent French GCSE grade C or above, or an international equivalent, then this module may not be appropriate for you - please contact the module organiser as soon as possible to be sure). The module will develop students' reading, writing, listening and speaking skills at the A1 level of the Common European Framework of Reference (CEFR) for Languages. The aim is to equip them with 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 French is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module is for students at beginners' level who have little or no prior experience of German. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with 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 German is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module is for students at beginners' level who have little or no prior experience of Japanese. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with 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 is placed on acquiring a sound knowledge of grammar. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module is for students at beginners' level who have little or no prior experience of Spanish. The module will develop students' reading, writing, listening and speaking skills. The aim is to equip students with 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 Spanish is spoken. Particular emphasis is placed on acquiring a sound knowledge of grammar. This is a repeat of module PPLB4022A for those who wish to start their course in the Spring. This module is not available to language and communication students. This module is NOT open to students who have GCSE Spanish (or GCSE equivalent). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




In this module we 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. It focuses on ancient texts from a variety of major civilisations over the last four millenia, 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? Students will 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.




This module is for students who have A-Level French or equivalent. It is designed to increase your confidence in speaking French in public via the transferable skill of oral performance while enabling you to further your knowledge of French culture and society. Through practice, feedback and both practical and theoretical guidance, it will allow you to gain a better understanding and command of speech production, including pronunciation, tone and body language. The module also explores a range of genres and registers, from film to comedy and drama.You will study and practise delivery of an oral text in a number of forms such as news reports, documentary voice-overs, speeches, interviews, songs, stage and film performance texts. The summative assessment will involve the preparation and delivery of an agreed oral text as well as a portfolio of written tasks.




This module focuses on particular issues and debates in contemporary global politics. It can be taken as a stand-alone module, but it also builds on the ideas and concepts introduced in PPLI4056A: Global Politics I. It takes in debates related to power in the international system, such as US hegemony, the rise of China and the future of the EU. It engages with security issues, such as nuclear proliferation and global terrorism. It considers ethical issues such as human rights and humanitarian intervention, as well as considering transnational problems such as global finance, the global environment and global governance.




This module will provide you with a thorough introduction to American Literature from the after the American Civil War, through the turn of the century and into modernism and the early twentieth century, up to the close of World War II.




This module provides an introduction to the key debates over media and cultural theory. In the process, it focuses on the key movements and theorists and covers key debates over the concept of mass culture and the mass media, structuralism and poststructuralism, high/low culture, the culture industries, and hegemony. The module will be taught by lecture and seminar.




This module fundamentally deals with ideas about the power of the media and the ways that various political actors use that power. It will examine this in terms of how political actors use the media in political communications. Students will cover ideas about media effects, branding in politics, and soft power in international relations, as well as the tools used by various political actors, such as political parties and resistance or civic movements. These will be discussed in relation to the roles of journalists and public opinion, communications in elections, as well national building and branding and the communication of transnational actors. Students will get practical experience analysing and producing communication strategies.




This module introduces students to the history of modern philosophy by studying the work of a number of major philosophers from the period 1650 to 1950. Philosophers such as Descartes, Locke, Hume, Kant, Schopenhauer, Nietzsche, Sartre and de Beauvoir may be studied. We look at the different answers they give to a common set of problems, beginning with problems in epistemology, i.e. problems about the nature and limits of human knowledge, about what we can know and how we can know it. These problems connect with questions about what the world must be like in order for us to know it and what we (our minds) must be like in order to know the world, what sort of properties we possess and what this means for our freedom and actions. The module is taught through a detailed reading of original texts by these philosophers, and close reading of texts is developed in the formative exercises and the summative essay work; there is also an examination. The module is suitable for students with little or no prior experience of philosophy, and can be taken by students on other degrees, as your first or sole philosophy module.




The module develops and expands the research methods, writing skills, and oral skills acquired in Reading Cultures I: American Icons. By continuing the exploration of contemporary American culture and introducing cultural and critical theory as a means to engage with current ideas and ideologies circulating around American cultural icons, the module will encourage exploration of America's changing position in the world. The module is intended to further facilitate skills in reading, writing, analysis, synthesis, independent thinking, and confidence as self-supporting learners in order to provide a strong foundation for work at levels 2 and 3.




Consider this argument: 'If two equals one, then, since you and the Pope are two, you and the Pope are one'. This is admittedly odd, but at the same time it feels compelling. The impression is that the argument includes bizarre or false claims, but that these are used in a somewhat consistent manner. What does this mean, exactly? The key to an answer is to draw a distinction between arguments that have true premises and arguments that do not but are nonetheless correct. In this module we shall study this distinction and focus in particular on learning easy ways of finding out whether an argument is correct or not. Since there are simple rules to do so, this module will not only enable you to spot an incorrect argument whenever you see it, but also offer you an especially straightforward way into the study of logic. Moreover, this is one of the few modules in the humanities where you can get a full 100% mark on all of your coursework, if you just know the basic ideas and the way to apply them.



Students must study the following modules for 20 credits:

Name Code Credits


What makes a good history essay? What makes a good literary critical essay? How are they different? How do the disciplines of History and English Literature approach argument and evidence, narration and description? What are the generic, formal and stylistic expectations that govern academic writing in each of these disciplines? Some version of these questions will have occurred to any student attempting to meet the assessment criteria in a university degree. They are perhaps particularly pressing for students in a joint degree, where somewhat different approaches are required by each subject. This module brings historians, literary critics and creative writers into a multi-disciplinary conversation designed to explore the tensions as well as the continuities between history and literary studies. After an introductory week, the module divides into three week blocks, exploring three topic areas where the research and writing of UEA faculty members in both schools overlap. By asking faculty members from the two schools to investigate similar territory from contrasting perspectives, we will explore how very similar subjects and sources can be treated differently by different disciplines (and by different methodological orientations within those disciplines). Historians, literary critics and creative writers will give guest lectures that describe and analyse their research process and writing practice. There will also be some more theoretically driven weeks where the work of key philosophers and theorists of history - for instance Levi-Strauss, Lukacs, Sartre, Hartog and Kosseleck - will be read and discussed. Students are encouraged to reflect on their own approaches to the writing of history, literary criticism and creative writing. In their summative coursework, students will answer focussed questions about history writing as a genre, analyse different approaches to the writing of history, and/or consider areas where the approaches of history, historical fiction and literary criticism might be thought to overlap or, conversely, be in conflict.



Students will select 40 - 60 credits from the following modules:

Name Code Credits


Through a combination of lectures and seminars, this module will explore the theory and practice of literary criticism from the origins of the study of English literature as an academic discipline to the present. In order to do this, we examine not only the work of literary critics and theorists, but also engage with developments in linguistics, economics, psychoanalysis and philosophy, tracing the ways in which these overlap with, and inform, literary study. Covering the work of writers as various as Karl Marx, Sigmund Freud, Jacques Derrida, Eve Sedgwick and Gayatri Spivak, and exploring structuralist, feminist, queer and post-colonial theories amongst others, this module engages with ideas and ways of thinking which you will find helpful throughout your degree.




This module reads fiction, poetry, nonfictional prose, and drama of the eighteenth century, as a means with which to identify the dominant concerns of the epoch (class; gender; the politics of party; increasing secularisation), and to explore some of its debates (aristocracy versus middle class; prose versus poetry; classical or ancient versus modern or contemporary; religious versus secular). We read popular novelists, such as Eliza Haywood, Daniel Defoe, Jonathan Swift, Samuel Richardson, Laurence Sterne, and Henry Fielding; popular dramatists (Fielding especially); verse both well-known and more obscure (Pope, Gay, Smart); and excerpts from other contemporary sources (didactic, philosophical, political, religious). By the end of the module you will have acquired a knowledge of and sensitivity to the literary genres of the eighteenth century (novel, poetry, prose, drama); a knowledge of the political and cultural landscape; and a knowledge of the conditions of writing (print culture, the beginnings of literary criticism, the professionalization of literature).




Today, literature in English is produced in many countries across the world and English increasingly enjoys a status as a 'global' language. This module 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, the module will then consider literary and political responses to the experience of empire and colonization by writers from South Asia, Africa, the Caribbean, Australasia, and the Americas. It 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. The module will discuss the writings of 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.




LDC students going abroad under the ERASMUS exchange scheme for the Spring semester must enrol for this module. Students going abroad under the ERASMUS exchange scheme to Dublin will need in addition to enrol for module LDCL5024A. Further details on the ERASMUS scheme are available from the Study Abroad Office.




This module examines examples of twentieth-century European writing (all read in translation). Rather than (merely) place writers in their national contexts, we will deal with topics, issues and formal experiments that complicate, sometimes transcend, national boundaries. In fact we will 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? We'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), we may explore varieties of 'European' modernism, New Objectivity, the absurd, the nouveau roman, noir, or magical realism. We will 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. The module includes a weekly lecture. Assessment is by means of an individually chosen project (3500 words) which is supported by individual and group tutorials, a dedicated guidance session and a formative proposal.




A semester spent at a university abroad with the approval of the School. Students interested in European universities should see the Erasmus exchange modules, LDCL5024A and LDCL5025B. In all instances you must consult with Study Abroad Office.




This module provides an introduction to the study of medieval literature. We explore Chaucer's poetry (The Clerk's Tale, The Nun's Priest's Tale, The Parliament of Fowls), the wonderful Morall Fabillis of Robert Henryson, the work of Julian of Norwich and Margery Kempe, and three Middle English Romances, including the superb Sir Gawain and the Green Knight. The module works 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.




Modernism revolutionised the arts worldwide and peaked in the period between 1918 and 1939. We will focus on modernist literature written in English in this period, studying in detail such major authors as Ezra Pound, H.D., William Carlos Williams, T. S. Eliot, Marianne Moore, James Joyce, Virginia Woolf. Djuna Barnes, Dorothy Richardson, and others. There will be close attention to the radical experiments they conducted with language and form in their attempts to plumb the depths of consciousness. We will trace their origins in earlier literary movements such as Symbolism, Imagism, Aestheticism, and Impressionism, and explore their kinship with foreign literary movements such as Dada and Surrealism. You will be encouraged to do your own research, extending your reading of authors beyond the assigned syllabus material and drawing on the resources of the Modernist Magazines Project. Modernism invented modern methods of criticism and there will be a particular emphasis on the close reading of poetry and poetic prose. A study of modernism is essential for understanding all twentieth century literature and this module is highly recommended for any students wishing to take any modules in twentieth-century literature at Level 6.




Romantic Literature is often thought of as poetry, primarily work by Blake, Wordsworth, Shelley, Keats and Bryon. But the signs and forms of Romantic sensibility can also be found in a much broader constituency of writing practice: the novel, letter writing, the essay, political and aesthetic theory, and writing of all kinds taken as social critique. This module is taught through a combination of lectures and seminars.




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 seventeenth 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-seventeenth century by exploring the ways English writing was transformed by its encounters with classical texts and by religious experience, 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 we 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 like Lucy Hutchinson and Amelia Lanyer, and Norwich's greatest writer, Thomas Browne. You will have the chance to read translations of several of the classical authors (including Horace and Martial) who influenced them. The module includes a visit to the Norfolk Heritage Centre (in the centre of Norwich) to see their remarkable collection of seventeenth-century books.




The aim of this lecture-seminar module is to help you become a better reader of Shakespearean drama. He was writing between about 1590 and about 1610; obviously his plays speak to us over a great cultural distance, and we can find fresh ways of reading them by exploring the theatrical, generic and historical frameworks in which they were written and staged. The lectures, then, will introduce a range of contexts, and the seminars will seek to turn them to account in the reading of the dramatic texts themselves.




This module aims to equip you with a knowledge of writing from across the nineteenth century, in a variety of modes (fiction, poetry, science, journalism, cultural criticism, nonsense). We will examine authors such as George Eliot, Tennyson, Dickens, Darwin, Arnold, 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 nineteenth-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 40 - 60 credits from the following modules:

Name Code Credits


This module offers a critical introduction to understanding America's role in the world. It provides historical and political analyses of U.S. foreign relations, looking at the themes and traditions that have shaped America's increasing influence in global affairs during the twentieth century up to the present day. From the war of 1898 to the conflicts of the early twenty-first century, it examines how and why the U.S. relationship to the world has changed. Has the United States helped or harmed the rest of the world during its rise to world power? In discussing foreign relations, the course analyses political and diplomatic elites, but also, the role of foreign actors and private organisations, from religious groups to citizen organisations to NGOs, in defining America in the world. It also engages with important contemporary trends in the historiography of U.S. foreign policy - regarding race, gender, modernization, and the 'cultural turn' - and connects these to emerging trends in the fields of American Studies and international relations.




This module surveys the history of the English from their arrival in Britain in the fifth century until the end of the eleventh century and the conquest of England by the Normans. We shall cover topics such as the conversion of the English in the seventh century; the domination of England by Mercia in the eighth century; the Viking invasions and the reign of Alfred the Great; the emergence of Wessex as the dominant force in Britain in the tenth century; the conquest of England by the Danes in the eleventh century; and the Norman Conquest of England in 1066.




The beginning of the twentieth century witnessed a period of immense instability and change with the emergence of the United States as an international actor in the West and the Japanese break from the Chinese sphere of influence in the East. This was underpinned by technological developments, the expansion of global empires, extreme economic dislocation and two global wars. This module will examine the conduct and content of the foreign policies of the major powers from the 1890s, with the Sino-Japanese War and the Spanish-American War, to the German invasion of the Soviet Union in 1941. The module will assess the interplay of the political, military, economic, strategic and cultural forces that shaped the beginning of the twentieth century and which continue to resonate in the contemporary world.



Conspiracy and Crisis in the Early Modern World

Assassination. Foreign invasion. Revolt and rebellion. Political and religious plots loomed large and posed a constant threat in Early Modern England. Conspiracy was not simply an imagined threat nor did it exist in theory; it was a social and political reality that elicited fear, shaped policies and gave rise to self-fulfilling prophecies. Did the greatest threat of subversion come from popular uprisings, foreign invasion or from the heart of the British government? From Mary, Queen of Scots and the Gunpowder Plot to the hidden agenda of Charles I, this module will survey a series of popular, elite and royalist conspiracies. Moving behind official narratives, it will draw on a host of resources to investigate alternative explanations for crisis over power, authority and legitimacy during this period. Each conspiracy will provide and point of entry into broader changes in early modern society as the crown and commons reimagined and realigned political, religious and social boundaries.



Early Medieval Europe: Warriors, Saints, and Rulers

This course explores the experiences and fortunes of the peoples of the western peninsula of Eurasia between the rule of the Emperor Constantine I in the 330s and the call to crusade in the 1090s. At the beginning of the period the lands centred on the Mediterranean and much of its hinterland were situated within the Roman empire. Yet, within three hundred years, this empire had disintegrated and been replaced by a number of successor states, ruled by competing dynasties. These states included Visigothic Hispania, Vandal Africa, and Merovingian Francia. Another#in fact, the longest lived of all the successor states#was the eastern empire centred on Constantinople, long known to historians as 'the Byzantine empire'. By the close of the seventh century, many of these states had themselves been conquered by Arabic and African warriors committed to the new religion of Islam and been incorporated in the Caliphate centred on the city of Damascus#an empire which easily rivalled the might, spread, and power of Rome before its own collapse and fission in circa 1000. What Islamic rulers could do, so too could Christian ones. In 800 the son of a Frankish usurper, Charlemagne, was crowned emperor of the West. The actions and ambitions of this emperor were as formative and as formidable in the history of ninth and tenth century Europe as those of Napoleon in the eighteenth and nineteenth. The heirs and successors of Charlemagne#whether Frankish, Ottonian, or Scandinavian#were long compelled to negotiate his legacy and memory. By the eleventh century even the Roman pontiffs, now advancing a new programme of reform and renewal, were looking to situate themselves in relation to his Salian successors. The summons to liberate Jerusalem and rescue the Greek empire in the east, carefully tailored to the aspirations of the new elites of Francia and Catalonia, was perhaps the most explosive strategy advanced by these Roman pontiffs. This course is thus broad in chronological scope, covering more than eight hundred years, and extensive in geographical range, taking us from the Atlantic to the Euphrates, from the Atlas mountains to the North Sea. In the course of this journey we will meet many warriors, saints, and rulers, both female and male.




This module will introduce you to an eventful period of history during which France exercised a preponderant role over European affairs and culture. The module will provide you with the essential background knowledge of political events, revolutions and wars but it will also encourage you to explore deeper social and cultural trends. In the first weeks we will reconsider 'Old regime' France, drawing attention to its dynamism and cultural richness before turning to the crises that discredited Bourbon absolutism. In subsequent weeks we will focus on the Revolutionary-Napoleonic epoch: our endeavour here will be to explain why the Revolution was revolutionary in theory, violent in practice and dictatorial in consequence. We will then reflect on the Restoration. Using extracts from Hugo's Les Miserables as our starting point, we will look at how rapid industrialization generated social tensions that successive ministries tried to diffuse through repression and reform. Next, we will look at the France of the Second Republic and Second Empire; our focus here will be Napoleon III's modernization initiatives and dramatic remodelling of Paris. Finally, we will approach the history of the Third Republic between 1870 and 1914 from three angles: its success in making the populace feel French; science, art and culture; and its nationalistic foreign-policy, which contributed toward undermining the general European peace. The seminars for this module will provide us with an opportunity to analyse and discuss in depth an eclectic range of primary sources, including textual documents (in English translation) ranging from constitutions to period fictional writings, maps, advertisements, artwork, extant material and architectural evidence, and music.




Through a close examination of the lives and reigns of four very different monarchs this unit investigates the workings of kingship and high politics in one of the most turbulent periods of English History (1415-1485). New interpretations of the Wars of the Roses, as well as original source material, will be studied.




This module examines a critical period in English History. It begins with the Conquest of England by the Normans and looks at the ways in which as a consequence England was drawn into European affairs. Its mid point is the loss of those continental lands in 1204 and the Magna Carta crisis of 1215. The unit then explores the domination of Britain by the English kingdom and ends with the start of England's next great European adventure, The Hundred Years' War.




World War II and the immense sacrifices the Soviet people made in defeating Nazism left multiple long-lasting legacies that shaped the multi-ethnic Soviet and post-Soviet Russian state, society and economy. This module aims to give students a better understanding of the state of contemporary Russian politics, society and economy through detailed historical enquiry of Russia's path since 1945. The module is divided into two main parts: week 2-8 will examine key periods of post-war Russian history in chronological order, while week 9-13 will look more closely at key contemporary in their historical perspective. These will include the question what it meant to be Soviet and its legacy; geopolitical imperatives, which only recently led Putin to invade Crimea; identity politics and historical commemoration; the transition of the economy from a planned economy to a market economy; and the complex mutations and adaptations of power structures in Russia that gave birth to Putin's 'managed democracy'.




This module explores the theory and practice of public history and the meaning and importance of heritage. It looks at the ways in which history is presented in the public sphere, in museums and galleries, at heritage sites and historic buildings, in the media and online. The module considers questions such as, how is the past used? How do we balance academic approaches with the need to engage an audience? What are the links between heritage and national identity? How can authenticity be achieved? Who 'owns' historic sites? The module will include visits to a variety of heritage sites.




Since the unification of the states of the Italian peninsula, the history of modern Italy has been the subject of intense historical debate. Modern Italy has often been cast as a 'weak' state and 'fragile' nation, riven by particularism and by competing secular and religious ideologies, 'economically backward', less successful than its national neighbours, and 'the least of the Great Powers'. More recent historiography has sought to challenge or modify these perceptions in a number of ways, and this course examines modern Italian history from unification to present day, in the light of these ongoing historiographical debates. a) Italian nationalism, the process of Italian unification and the attempts to create national unity after 1870; b) the relationship between socio-economic change and political development in Liberal Italy; c) the impact of the First World War on Italian society and politics; e) the nature of the Fascist regime and its impact on Italian society; f) the radicalisation of the regime, its racial policies and the quest for Empire; g) Italy's role in World War II, the reasons for the collapse of the Fascist regime, and the emergence of civil war. h) Italian history since 1945.




This module will focus on the development of towns and cities in England from the Norman Conquest until the present day. We will use Norwich as our main case study, but will also draw on other comparative examples around England, such as London, York, Exeter or Leeds, to place Norwich within its wider context. This module will combine social, political and economic history with a detailed consideration of the built environment of the city; key buildings, open spaces and street patterns. There will be regular field trips into Norwich to explore historic buildings, collections and landscapes.




Reading key historical, philosophical, political, legal and literary texts, this module track will track the emergence of human rights as a cultural idea from their conception in the eighteenth century, through the development of political rights and humanitarianism in the nineteenth century, through to the Nuremberg trials and the United Nations of Declaration of Human Rights (UDHR), into the post World War Two period and up to the present day.We will trace how the idea of human rights developed at key junctures, and untangle their relationship to political and historical change.




This module examines some of the main themes in Russian history between the Emancipation of the Serfs and the outbreak of the Second World War. We will look at the nature of industrialisation and the peasant economy, the autocracy and its fall in 1917, the revolutionary movement and the nationalities question. We will then examine how the Revolution of 1917 changed the state and the ways in which the Communists attempted to change society before 1929. We conclude by examining the country during the era of the five year plans and the impact of the Stalinist system on the Soviet Union before the outbreak of world war.




In just a few decades Japan emerged from its feudal and isolationist condition and became a thriving capitalist nation-state with imperialist ambitions on the world's stage. From the mid-nineteenth century onwards, the country re-invented itself, combining the strength of its traditions with Western models of government, economic management, social structure and culture. Samurai gave way to elite bureaucrats; a skilled industrial workforce gradually displaced the peasantry; education expanded with remarkable speed; new infrastructure transformed the physical landscape. New patterns of daily life, social tensions and cultural aspirations accompanied these changes. The aggressive expansionist policy and authoritarianism of the 1930s precipitated the country into a war with devastating consequences, only for Japan to resurrect itself as a global industrial power and stable democracy in the post-war era. This module examines this process of transformation from circa 1850, when Western powers pressured Japan into opening to international trade, to the oil shock of the 1970s that brought an end to Japan's high growth phase. Students will pay attention to the intellectual and cultural trends that informed Japan's development. They will investigate concepts such as revolution, national identity, civilizational discourse, late imperialism, and historical memory. They will also explore social and economic change as reflected in lived experience, for example in farms and villages at the turn of the century; on the home front during the Russo-Japanese War; in bustling cities during the Taisho era; in colonial outposts before and during the Pacific War; and in occupied Japan afterwards.




This module examines the political, cultural and social history of later medieval Europe (circa 1100-1400). It has a particular focus on the Empire and Italy, but we will also look at France and Constantinople. We will encounter some of the chief characters of the period, such as Emperors Frederick Barbarossa and Frederick II, 'the Wonder of the World', and Pope Innocent III. Students will be introduced to some of the most important events and concepts to shake medieval Europe, such as the intellectual Renaissance of the twelfth century, the Crusades, the rise of Heresy and the Inquisition, the Empire's long struggle in Italy, and the Papal Schism.




This module provides an introduction to the linguistic skills in medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who intend proceeding to postgraduate study in aspects of the past, such as medieval history, which require a reading knowledge of Latin. This course is not intended for students who have already studied Latin to A level or equivalent.




This module introduces students to German history in the twentieth century which was characterised by various radical regime changes and territorial alterations. Topics include German world policy and nationalism in the late imperial period; imperialism and expansionism during the First World War; the challenges of modernity in the Weimar Republic; the rise of Hitler and the formation of the Nazi empire in Europe; the post-war division of Germany and the legacy of the Third Reich; the nature of the GDR dictatorship and the problem of West German terrorism; as well as the fall of the Berlin Wall and reunification. Special attention will be given to questions of nationalism and national identity, issues of history and memory, and Germany's role in Europe and the world. On completion of this unit, students will have developed a solid understanding of one of the most dramatic periods of German history when the country oscillated between the two extremes of war and repression, on the one hand, and the return to peace and democracy, on the other.




This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War. We shall be examining topics such as the Vienna system; the Crimean War; Italian and German unification, the origins of the First and Second World Wars and the start of the Cold War.




This module introduces students to the history and theory of propaganda, and its role in society. We consider what constitutes and defines propaganda. Focusing on a number of case studies from the 20th century, we examine propaganda in a range of political settings, both totalitarian and democratic, in the local context of the relationships of power and communications. We consider how theories of propaganda emerged after the First World War, and how propaganda is shaped by governance structures, journalists and media institutions, and by technology.




This module is the first of a pair aimed in particular at students considering a career in academic or trade publishing. It looks at the origins and development of the publishing industry from the invention of the printing press to the present day. It combines interdisciplinary study of the technological, economic and social history of publishing with practical sessions to develop the skills used in the contemporary publishing workplace. In addition to classroom sessions there will be practical training and visits to printing and publishing establishments. The historical component and the practical components are interspersed throughout the module.




This module examines three centuries of European history connecting two unprecedented revolutionary epochs: the Reformation of the sixteenth century and the American and French revolutions at the end of the early modern era. We will look at key themes and movements in these centuries, including the politics of the Reformation; the Mediterranean work of the Ottomans and Habsburg Spain; the Dutch Golden Age; the great political and religious struggles of the seventeenth century, including wars in the British Isles, the Holy Roman Empire, and the Baltic; the Russia of the Romanov czars and Peter the Great; the growth of centralised states and absolutism in France, Prussia and Austria; the Enlightenment; the rise of the Atlantic economies; and the challenge to the Old Regime from revolutionary politics.




X05 This module offers HIS students on the V100 programme the opportunity to spend the Autumn semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the School's Director of Teaching.




This module offers HIS students the opportunity to spend the Spring semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the School's Director of Teaching.




This module explores the dramatic century of Stuart rule in England. This 'century of revolution' included the union of the English and Scottish crowns, the dramatic upheaval of the civil wars, and the continued political instability that led to the birth of political parties and the Glorious Revolution. While exploring these political themes we will also consider the birth of modern news culture, crowd politics, civil society and coffee shops, the origins of empire, state formation, and the emergence of England as 'a nation of shop keepers' and Europe's great 'constitutional monarchy'.




This module surveys the history of the British Empire from the mid-nineteenth century to the Suez Crisis, seeking to explain the Empire's growth and the early stages of its contraction. It examines the nature and impact of British colonial rule, at the political, economic and social/cultural levels, addressing the development of the 'settler' colonies/Dominions, the special significance of India and the implications of the 'New Imperialism'. Problems to be considered include theories of 'development' and 'collaboration', the growth of resistance and nationalism, and Britain's responses to these, and the impacts of the two World Wars and the Cold War on Britain's Imperial system.




This module analyses the emergence, development and end of the Cold War. In doing so it explores the historical circumstances behind the conflict, relations between the United States of America, the Soviet Union, and other states, as well as the impact of nuclear weapons. The Cold War has been revisited by historians from various angles, and in a variety of ways, in recent years and this module is structured to enable engagement with these new histories. In this way, it takes account of developments that have traditionally been viewed as central to the history of the post-war era, while also drawing upon the expertise within the School of History to explore lesser known case studies and alternative spheres where the conflict was played out. This will include coverage of a range of states in Europe (Hungary, France, Spain) and beyond (Cuba, Grenada, Vietnam), as well as paying attention to broader themes such as the role of propaganda, sport and youth. At the same time it will consider overarching bodies in the form of the United Nations, the Non-Aligned Movement and the emerging European project. The module concludes by asking why the Cold War ended so abruptly, what role civil resistance played in this, and why the process was peaceful in some cases and violent in others. Here, the Soviet Union and Yugoslavia will be the focus of attention.




This module will examine the development of the English countryside from late Saxon times into the seventeenth century. Topics covered will include the archaeology and landscape setting of castles, monasteries, parish churches, vernacular buildings and deserted settlements, alongside an examination of 'semi-natural' landscapes including ancient woodland, wood-pastures, heathland and moorland. The module will allow you develop practical skills in the analysis of earthwork plans, building surveys and historic maps both in seminars and on field trips.




Between the sixteenth and the early nineteenth centuries, the English crossed the oceans and claimed territory on every continent other than Antarctica. This module surveys the creation and growth of British Empire, examining its origins and its impact on an array of peoples. In the context of studying how the empire spread and functioned, we will consider the varied experiences of Africans, Native Americans, Aboriginal Australians, Protestant refugees from the continent of Europe, the peoples of India, the Irish, and British settlers across the globe. The complex, intimate, and often violent interactions of these groups led to ideological battles pitting loyalism against republicanism, for example, and imperial "civilization" against an array of indigenous cultural revivals. At first glance these struggles may seem to place the British against the subject peoples of their empire, but on closer examination it becomes apparent that they fractured nearly every population within the imperial domains. The creative energy of the British Empire stemmed in large part from collaborations between British groups and individuals and segments of their purported imperial subjects in building, reforming, or in some cases seeking to destroy the structures of imperialism




This module examines Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the 1950s. It considers the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of two World Wars and Cold War. It investigates the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to losing its empire.




The Tudors are England's most famous royal dynasty. This module seeks to move beyond the traditional stories of Henry's turbulent marriages and Elizabeth's stunning victory over the Spanish Armada. The module aims to give students a better understanding of the change and turmoil the Tudor century caused, not just to the monarchs themselves but to the lives of their subjects, the everyday people of England. Beyond establishing a strong chronological knowledge of the sixteenth century and its religious upheavals, the module will consider issues of gender; the changing construction of the social order; the importance and developing role of local elites; problems caused by poverty and dearth; and the position of England within Britain itself and within Europe.




This module examines the themes of conflict and consensus in Britain from the Great War to the present day, both through the study of political life and also by assessing the impact of economic, social and cultural change. There are opportunities to re-evaluate issues such as the impact of war on society, "landmark" General Elections such as those of 1945 and 1979, the nature and durability of consensus politics in the 1950s, or Britain's role in the contemporary world.




This module explores female involvement in politics, from the Duchess of Devonshire's infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. It will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes. It will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century.




This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, it focuses on the following themes: definitions of femininity and masculinity; life-cycles; family, kinship, and marriage; social exclusion, charity and the welfare state; law, crime, and order; witchcraft and magic; honour, sex, and sexual identities; work; learning and the arts; material culture; the impact of European expansions.



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

This option range includes more specialist LDC modules and those from the Writing in Practice range. It also allows students to take a module from another School in Humanities should they wish to do so.

Name Code Credits


This module provides a broadly chronological view of American poetry from the start of the twentieth century to the present day. It wonders about what the consequences might be if we consider seriously Emerson's claim (made in 1844), that America might be seen as a poem.




This module will introduce students to the key theories of screen adaptation and transmedia storytelling, from the earliest ideas of 'fidelity' to the source, to later approaches emphasising intertextuality, and the movement of narratives across different media. It will enable students to examine a series of different examples of narrative adaptation across media and transmedia contexts. Through the module's engagement with screenwriting practice, it will also enable students to explore the processes of adaptation from within, through working on their own screenplay exercise adapting an existing work.




This module explores the rich dramatic and cinematic traditions of Shakespearean adaptation. It considers a range of adaptations, from the seventeenth-century versions of Macbeth, King Lear and Henry V to more recent film versions of Shakespeare's plays, examining the light that adaptive transformations may cast on both the original plays and on the different social and cultural circumstances of the new productions. The module focuses in particular upon cinematic adaptations of Richard III, Henry V, The Tempest, Romeo and Juliet, Macbeth and King Lear, though will also discuss many other examples from stage and screen. In seminars linked to weekly screening this module offers an introduction to the theory and practice of adaptation as well as an outline view of how to read Shakespeare on film.




This module will explore some of the major themes and problems in aesthetics and the philosophy of art, asking questions about the value of art, aesthetic experience and judgement, artistic creativity, interpretation and representation. The module begins by looking at Plato's reflections on the place of the arts in society and includes an exploration of classics of the 18th and 19th Century aesthetic tradition such as Hume's Of the Standard of Taste, Kant's Critique of the Power of Judgment, and Nietzsche The Birth of Tragedy, as well as more contemporary works from various traditions. We end with a reading of one of the most influential essays on art in the last century, Heidegger's Origin of the Work of Art, drawing together and attempting to reappraise many of the issues tackled in the module as a whole. This module is taught biennially.




This module examines the relations between art and photography in the United States in the first half of the 20th century. The central debate in American modernism has concerned the role of the medium and considering photography in relation to the other visual arts permits a reassessment of this debate. Artists and photographers examined include Alfred Stieglitz, Georgia O'Keeffe, Marcel Duchamp, Diego Rivera and Walker Evans.




This module explores both America's fascination with crime fiction, and crime fiction itself as an American genre. From its emergence in the mid-nineteenth century writings of Edgar Allen Poe, this module will investigate the ways in which American crime fiction has traced and exposed a wide range of social and cultural anxieties in America. Moving through the early twentieth century hard-boiled detective narratives of Raymond Chandler, Dashiell Hammett and Chester Himes, and into the postmodern concerns of late twentieth and early twenty-first century writers such as James Ellroy, Patricia Highsmith, Sara Paretsky, Carl Hiaasen and Patricia Cornwell, we will examine the ways in which American crime fiction asks a series of searching and troubling questions about contemporary American society. Central to our analysis will be the ways in which crime fiction represents a range of American concerns including individualism, the 'hero', race, gender, class, regionalism, the city, and the environment.




This module explores the ever expanding concept of 'American Frontiers'. Since Frederick Jackson Turner's influential 'Frontier thesis' of 1893, American identity has been increasingly linked to the concept of the 'frontier' which has, in more recent years, become subject to an ever-widening geography. Often referred to as the 'transnational turn,' this critical and theoretical trajectory has constantly reinvented - and multiplied - what constitutes the 'American Frontier'. From violent clashes between colonisers and Native peoples to the Space Race, from literary cosmopolitanisms to Hollywood in the South Seas, from America's own national borders to its internal racial and ethnic boundaries, to name just a few of the possible ways of thinking about the Frontier, this module considers American geographies in tandem with the critical movements that have shaped American Studies.




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. Accordingly, this module will explore the history of American music - but it will also examine the way that its development tells a larger story. Focusing largely on the vernacular musical traditions we will encounter a wide range of musical styles and musicians, each of which has something vital to tell us about the shaping of America. After all, as Plato knew, "When the mode of the music changes, the walls of the city shake."




Directly addressing both America as a nation and the experience of being American, Walt Whitman stated: "Do I contradict myself? Very well then I contradict myself, I am large and contain multitudes" ('Song of Myself'). This module further explores Whitman's comments in the context of the practice of many American writers, and will consider the literary and historical contexts of creative literary practice in America. Drawing upon the technical, stylistic, and contextual concerns of a range of American literary voices, students will produce a portfolio of creative work. NB Reserved for American Literature with Creative Writing Students only.




The purpose of this unit is to expose students to a range of works by American women writers in the 20th century. We will looks at some of the best known women writers in the American tradition, as well as works or writers you are not likely to encounter in other units, because either the author or the work is sidelined.




Animation is one of the most popular and least scrutinised areas of popular media culture. This module seeks to introduce students to animation as a mode of production through examinations of different aesthetics and types of animation from stop motion through to cel and CGI-based examples. It then goes on to discuss some of the debates around animation in relation to case study texts. Example debates include: who animation is for (children?), the limits of the term "animation" in relation to CGI, the industrial frameworks for animation production (art vs commerce) and character vs star debates around animation icons. A range of approaches and methods will therefore be adopted within the module, including political economics, cultural industries, star studies and animation studies itself. The module is taught by seminar and screening.




Using case studies from around the Mediterranean world, this module provides a grounding in the archaeology of the Mediterranean World. Case studies range from Palaeolithic Europe, to the Neolithic of the Aegean, Cyprus, The Near East, or North Africa, depending on the expertise of the module convener. Themes include early artistic endeavour (Palaeolithic Europe), the transition from hunting to farming (Crete, the Aegean, Cyprus the Near East), the emergence of urban societies (Egypt, the Near East), climate and society (the Mediterranean).




This examines the development of the art and architecture of Venice over a period from the city's foundation until the 18th century. This is a preparation for a fieldtrip to the city. Students on this module will be able to apply to the Emma Jonathan Fund for support in meeting the costs of the trip.




This module addresses contemporary issues in the production and display of art. It explores the status of contemporary art in relation to globalisation but also examines the problems confronting critics, curators and scholars today when they engage with the art of different regions and of all periods, from prehistory to the present.




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 students will also have, as part of the assessment, the opportunity to produce their own piece of creative writing in response to the primary texts.




This is the second of two modules examining the black freedom struggle in the United States. This module examines the struggle from 1865 to Black Lives Matter. Students will study the political activism of African American figures such as Sojourner Truth, Booker T. Washington, Marcus Garvey, Mary McLeod Bethune and Angela Davis. Students will gain a detailed understanding of the race, gender and class dimensions of the 'long' civil rights movement, paying specific attention to the activism of black women organisers. Finally, the module will encourage students to think through the diverse and changing nature of the civil rights movement as black activists responded to specific political situations both within the United States and abroad.




'Brexit means Brexit'. But what does Brexit mean and what are the public policy choices at stake? The UK's relationship with its continental European neighbours has historically been fraught with tension and difficulty. This module investigates and attempts to explain Britain's longstanding ambivalent attitude towards European integration and considers competing visions of Britain's post-war destiny. It tracks through an examination of internal debates in the political parties the UK's changing European policy from aloofness in the 1950s through the two half-hearted applications for membership in the 1960s to accession in 1973 and the development of its reputation as an 'awkward partner'. It also examines the impact of EU membership on British politics and the British political system, and what may or may not happen over the next few years as a result of the 2016 referendum. This module is recommended for students who wish to apply in due course to take part in PPLI6087B: European Studies with Brussels Internship in Year 3.




The aim of this module is to introduce students to the key theoretical issues and debates that underpin the discipline of political science so that students understand the main methodological and ideological approaches to political science. It will also be of relevance to international relations students. The module will provide important foundations for the remainder of the politics major degree. It will be one of two compulsory modules for single honours Politics students. The first part of the module will focus on understanding basic political concepts ('building blocks') such as a rational choice, culture, and institutions, and critically examine these concepts and their application, linking to key empirical debates in political science about power, representation, accountability and policy making in western democracies. The second part focuses on meta-theoretical concerns such as how to compare political phenomena and systems, ideas and material explanation, structure and agency, epistemology and ontology.




How and why does comedy work as idea and theatrical practice? This module explores comedy across time and place, using a range of themes, texts, thinkers and practitioners to explore the theory, practice, politics and place of comedy in drama, encompassing comedy as social critique or challenge, resistance or reinforcement, comedy of ideas, language, confrontation, carnival and the grotesque, comic types and bodies, gender and identity politics, clowning, metatheatre and theatricality, as well as forms such as commedia dell'arte, and farce. We will also examine the idea and evolution of 'theatre of the absurd'. Texts will vary each year and you are encouraged to seek out performed comedy in a variety of contexts to text out theories and practice, as well as the particular relationship of comic performance to its audiences. The main mode is seminar discussion complemented by opportunities to participate in and/or observe some practical workshops. You may choose to include a performance element as part of the assessment but this module is open to all.




The aim of this module is to enable students to develop understanding of political systems in advanced Western states. Students graduating from the module will be able to demonstrate: - critical understanding of the main theories, models and concepts applied in the analysis of political systems and their comparison - knowledge of national political systems and their institutional dynamics, political processes and debates concerning the emergence of new political regimes, the politics of territory, parties and party systems, political leadership, legislatures, interest groups, the state and public policy, and identity and citizenship; - critical awareness of current debates in comparative politics - key skills, including critical evaluation, analytical investigation, written presentation, and oral communication.




The purpose of this module is to expose students to a range of prose works by important contemporary American writers. In particular, we will be concerned with some of the key concepts associated with contemporary American fiction, including the definition of the contemporary: postmodernism; metafiction; historiography; postcolonialism; and memory.




This module examines how contemporary artists have explored the way in which contemporary galleries and museums function. Since the 1960s artists have adopted the museum as both subject and medium in their artworks. These seminars will examine how such projects impact on our idea of what galleries and museums are, how they operate, and what role they have in public life today. Throughout, key ideas regarding aesthetics, politics, memory, and audience participation will be approached by way of specific artworks and exhibitions. These sessions will be supplemented by workshops exploring art criticism, as well as a study trip to London.




This module aims to equip students with a good knowledge and understanding of contemporary Japanese culture and society through various aspects. All lectures are conducted in English.




This module is designed to provide students with an understanding of media access, production, participation and use/consumption. Module content is organised around notions of space and place, thereby enabling engagement with issues including: globalisation/the global; national media and media systems; regional and local media;- community and 'grassroots' media, domestic and 'personal' media. Over the course of the module, students will develop an understanding of the range and reach of media and the multiplicity of factors determining how, when and where populations are enabled to access and participate in media activities. Parallel to the above will be an exploration, through selected case study examples, of media and cultural policy issues, spaces/places of media production as well as a critical engagement with questions of power in relation to these. The module also adopts a contemporary focus by incorporating debates about the role and potential of digital media and communications technologies in enabling new forms of media production, distribution and participation.




An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 5 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.




An introductory module open only to second year students. It is not available to students on the Creative Writing Minor and is offered as an alternative to other Level 5 Creative Writing modules. The aim of the module is to get students writing prose fiction and/or poetry, using structured exercises based on objects, handouts, discussion and visualisation to stimulate the production of work. At the outset students will be encouraged to write about 'what they know', drawing on notebooks, memories and family stories. Throughout attention will be given to the work of established authors, using exemplary texts both as a basis for discussion and as a stimulus to students' own writing. Along the way students will begin to develop an understanding of the craft of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, writing in drafts, reading as a writer, submitting to deadlines, etc.




This module considers how the concept of democracy has changed since it originated in ancient Greece and looks at the critiques of democracy advanced by its opponents. The ideas and values underpinning democracy will be examined. The first part of the module focuses on texts by the major democratic thinkers including Locke, Rousseau and Mill. The second part concentrates on contemporary theories of democracy and examines the problems which democracy currently faces and evaluates the solutions proposed, including "electronic democracy" and "cosmopolitan democracy".




This module will introduce students to the key issues in documentary history, theory and criticism. It will address definitional and generic debates; ethical issues; historical forms and founders; different categories, models and expository and poetic modes of documentary filmmaking; and social and political uses and debates. It will draw upon case studies from a range of different national and media contexts and give students grounding in key historical, methodological and ethical debates that they can draw upon in their future written and practical work.




The birth of modern science went hand in hand with the rise of Empiricist styles of philosophy that have exerted a huge philosophical and cultural influence, ever since. This module will critically assess this key tradition, explore how it has evolved over time, and examine how it influences exciting philosophical debates today. We will cover classical (early modern) empiricism, logical (20th century) empiricism, and current naturalism with a focus on methodological naturalism and the potentially transformative movement of experimental philosophy.




Moral problems impinge directly on our lives. These may be either issues pertaining to oneself and to people close to one, or they may be connected with public policies, the law and issues of global justice. Though we shall discuss classic topics of practical ethics such as justice, equality, death and civil disobedience, our main interest will be in discerning the underlying patterns in our thinking about such problems. Another focus will be issues relating to philosophy's practical role. How exactly might philosophy help us in thinking about real moral problems and how best to live our lives? Are there ways in which literature might help us in thinking about morality and life? Using examples from literature and life we seek to expose over-simplifications in moral theory, develop sensitivities to the complexity of situations, and explore how tragedy, may, in the end, be a fundamental and unavoidable aspect of the human condition. This module is offered biennially.




This is a compulsory module for all students on an American Studies related degree programme. The module offers foundational understanding in US intellectual thought and culture from the roots of democracy coming out of the Enlightenment through to the contemporary moment of globalisation and biopolitics. In short the module maps-out the US from its origins in the European imagination to its current position in a globalised world. It address such important questions as: Does the US have a distinctive culture? What of the melting-pot? How has the diversity of ethnic, racial, gender, class, and religious identities shaped US intellectual and cultural history? How have the concepts and practices of related disciplines such as history, sociology, economics and literary criticism influenced US intellectual and cultural life? Should we speak of cultural imperialism? How has capitalism and its various political-economic and cultural critiques shaped the US? And how can the study of intellectual and cultural history help us understand the dynamics of power?




What was the British feminist theatre movement and what does it mean for you now as a writer, theatre maker and/or scholar? Feminist Theatre explores key feminist theatre makers from the Suffrage movement to the present, focusing on radical companies and writers of the 1970s and 1980s (Monstrous Regiment, Cunning Stunts, Pam Gems, Caryl Churchill). Combining seminars and practical workshops, it investigates what feminist historiography is and how you can engage creatively with archives. The module invites you to draw on a lineage of feminist ideas and methods to consider and challenge the continued underrepresentation of women in theatre (and beyond). Assessment will be part analytical and part creative or creative-critical work, with an option to create a performance. All welcome! No need to identify as a woman or feminist to take part.




The module will present and evaluate the thesis that film not only exemplifies particular philosophical problems, but also provides its own distinctive style of answer to those problems. Students will be encouraged to develop their skills in distinguishing between genres. They will, for example, examine the differences and overlap between film, literature, and drama, and explore the implications of these differences. A range of different kinds of film and different themes in film will be studied.




Film Genres introduces students to the range of theories and methods used to account for the prevalence of genres within filmmaking. The module investigates historical changes in how film genres have been approached in order to consider how genres have been made use of by industry, critics and film audiences. Genre theories are explored through a range of case studies drawn from one or more of a range of popular American film genres that may include the Western, melodrama, romantic comedy, the road movie, the buddy movie, film noir, the gangster film, the war film and action/adventure film. In exploring concepts and case studies relating to film genres the module aims to demonstrate the impact of genres within contemporary culture.




This module explores aspects of film theory as it has developed over the last hundred years or so. It encompasses topics including responses to cinema by filmmaker theorists such as Sergei Eisenstein; influential formulations of and debates about realism and film aesthetics associated with writers and critics such as Andre Bazin, Siegfried Kracauer, Rudolf Arnheim and Bela Balazs; the impact of structuralism, theories of genre, narrative and models of film language; theories of authorship; feminist film theory and its emphasis on psychoanalysis; intertextuality; theories of race and representation; reception models. The module is taught by lecture, screening and seminar. Students will work with primary texts - both films and theoretical writings - and have the opportunity to explore in their written work the ways in which film theories can be applied to film texts.




This module offers students the opportunity to study some of the great works of nineteenth-century Russian fiction by authors such as Gogol, Turgenev, Tolstoy and Dostoevsky. Russian writers were convinced that their country's literature had been too dependent on European models and they set out consciously to create a distinctly 'Russian' tradition. What did this involve and why subsequently were the works of the authors like Dostoevsky and Chekhov received so rapturously when they became available in English translations at the beginning of the twentieth century? We will also examine this writing in its social, historical and political context, which raises questions regarding the significance of gender, censorship and empire.




Providing a conceptual overview of feminist research approaches, this module examines contemporary gender and power relations. It examines both the formal and informal power structures that shape the experience of gender. Bringing together the fields of media, sociology, politics and cultural studies, the module explores the extent to which feminist theory informs gender-based activism.




Providing a conceptual overview of feminist research methods, this module examines the role of media in constructing - and challenging - contemporary gender relations and understandings of a range of femininities and masculinities. The module explores both theoretical and methodological issues and covers theoretical approaches from feminist media studies, cultural studies, gender studies and queer theory. It explores a range of media and visual cultures including television, magazines, sports media, music, digital media culture, etc.




This module offers an introduction to Global Political Economy (GPE), understood to be both a field of study and an approach to understanding the world of 'International Relations'. As a field of study, GPE encompasses the processes of trade, production, finance, the division of labour, "development", the environment, gender, and ideas as they operate at and across all levels, from global to local. As an approach, GPE is rooted in classical political economy, in that it recognizes the mutually constitutive nature of politics and economics. This is seen not only in the ways that the political and economic influence each other, but also in accepting that the full reality of political processes, possibilities, and outcomes cannot be adequately comprehended without reflection on associated economic dynamics, and vice versa. The course provides an overview of various classical and modern theoretical perspectives within GPE. Weekly discussion groups facilitate discussion on the lecture themes, offer a space to ask questions, and allow students to engage with some important arguments in the field.




This module 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 will 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. NB: A knowledge of German, while useful, is not a prerequisite; translations are available.




In this module, we will examine the interaction between the visual and the verbal in British culture during the nineteenth century, looking at images and/or texts produced by William Blake, the Pre-Raphaelite circle, Algernon Swinburne, Edward Burne-Jones, the English social realists, James McNeill Whistler, Aubrey Beardsley and Oscar Wilde, Walter Sickert, the Bloomsbury group and artists/poets of the First World War. In turn, we will consider the ways in which art historians, poets, novelists, literary critics and theorists have considered the often-vexed relationship between image and word. Thus, while largely chronological in form the course requires students to engage with the theoretical and critical literature on image/word relations, and considers issues such as the title, the calligram, ekphrasis, visual humour and the aesthetics of texts.




This module will address the politics of migration and citizenship. It will provide students with a background to political thought on citizenship, membership and belonging. It will 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. Students will be encouraged to critically evaluate and analyse the politics of migration as manifest in the various policies and practices.




This module begins by analysing what is meant by Indigenous arts and peoples. In particular, we shall consider the link between the anthropology of art and Indigenous identity. The module continues by examining issues related to the interpretation of indigenous arts in wide-ranging geographic and cultural contexts from North America, to India and Australia. It then questions Indigenous peoples' engagement with notions of ethnicity and heritage, as well as the formation of an 'Indigenous media' through film-making. The module aims to foster an inter-disciplinary approach.




An intermediate course in Arabic for those students who have taken Beginners' Arabic I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




A continuation of the intermediate course in Arabic (PPLB5035A). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This is an intermediate course in French and is intended for students who have enough pre-A-Level experience of French and wish to develop their knowledge to a standard comparable to A-Level / Baccalaureate / B1 in the Common European Framework of Reference (CEFR). The module is made up of four elements: Listening Comprehension, Writing, Translation and Grammar. While the emphasis is on comprehension, the speaking and writing of French are also included. The module is NOT available to students with AS or A-Level French /Baccalaureate / Level B1 in the CEFR. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This is a continuation of PPLB5150A (Intermediate French I). This is an intermediate course in French and is intended for students who wish to develop their knowledge to a standard comparable to A-Level / Baccalaureate / B1 in the Common European Framework of Reference (CEFR). The module is made up of four elements: Listening Comprehension, Translation, Writing and Grammar. This module can be taken in any year. (Alternative slots may be available depending on student numbers.) Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. The module is NOT AVAILABLE to students with AS or A-Level / Baccalaureate / Level B1 in the CEFR. 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.




An intermediate course in German for those students who have taken Beginners' German I and II or who have a GCSE or an AS level grade D (or below, or equivalent to A2 CEFR - Common European Framework of Reference) in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




A continuation of Intermediate German I. Open for students with AS-Level (below grade C or equivalent to A2 CEFR - Common European Framework of Reference). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




An intermediate course in Greek for those students who have taken Beginners' Greek I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs.




A continuation of Intermediate Greek I. Please note that 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.




An intermediate course in Italian for those students who have taken Beginners' Italian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




An intermediate course in Italian for those with no more than GCSE, O-Level or Beginners' Italian. A continuation of Intermediate Italian I. Can be taken in any year. NB: orals are arranged separately. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




An intermediate course in Japanese for those students who have taken Beginners' Japanese I and II or who have a GCSE or similar qualification in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




A continuation of Intermediate Japanese I. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




An intermediate course in Russian for those students who have taken Beginners' Russian I and II or who have a GCSE in the language. This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




A continuation of Intermediate Russian I. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




An intermediate course in Spanish for those students who have taken Beginners' Spanish I and II or who have a GCSE in the language (or A2 CEFR or international equivalent). This module aims to enable students to build on, and further enhance, existing reading, writing, speaking and listening skills. A key component is the exploration of themes that develop interculturality. Specific aspects of language are revisited and consolidated at a higher level. The emphasis lies on enhancing essential grammar notions and vocabulary areas in meaningful contexts, whilst developing knowledge of contemporary life and society that focuses on culture and current affairs. Students will attend a seminar and a one hour oral. This module is NOT open to students who have AS-level or A level Spanish (or AS-level or A level equivalent). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




A continuation of Intermediate Spanish I. Alternative slots available depending on student numbers. This module is NOT open to students who have A-level Spanish (or A-level equivalent). Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that 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.




This module provides a brief historical and theoretical review of the cold war. It then goes on to look at some of the key issues of the post-cold war world. How far have international relations changed since the fall of the Berlin Wall in November 1989? What are the prospects for peace, stability and prosperity now that the ideological and military struggle between the USSR and the USA is over? Has international terrorism replaced communism as the main threat to the West?




The aim of this module is to discuss Japanese popular culture in terms of theories of social and historical analysis. The module will examine various cultural forms and practices, including manga/anime, media, art and music. In doing this, students are expected to develop critical thinking about the relations between Japanese popular culture and national identity, and the role of Japanese popular culture in the contemporary world. The seminar consists of three main parts: lecture, original audio and/or video materials, and group discussion. Students contribute to group discussion every week. Seminars, reading materials, and assessments are all in English.




The module looks at the linkage between language and politics, at propaganda and the (mis)representation of the world. It places particular emphasis on the acquisition of linguistic tools that will enhance your ability to analyse varieties of political discourse in action, including the numerous forms of media involvement in political processes. Presentations of the main concepts and examples are linked with practice sessions in which students have the opportunity to design and produce political texts. In addition we use analytical exercises to test and challenge the theories of language use and the practices of politics focusing on both historical and contemporary situations and data. The module encourages students to develop, practice and test a range of skills, including: being able to consider, analyse and challenge critically the ideas and practices of themselves and others; taking part in teamwork; presenting ideas and analytical outcomes. By the end of the module, you should be able to understand and engage with politics (and language itself) in a significantly different way to before.




Different social groups and different speech situations give rise to a remarkable range of linguistic variety. In this module we will explore the kind of factors that govern such variety, the social meanings and ideologies with which it is associated, and some approaches to research. Issues covered include: language and social class, language and gender, language and education, code-switching, multilingualism and politeness. Examples given are drawn from socio-linguistic practices in Britain and a variety of other cultural contexts. You are introduced to the main concepts and studies and given opportunities for class discussion. You are expected to make your own contribution by researching a particular area of interest for a class presentation and the project. The module does not assume knowledge of a second language and is relevant to students majoring in political, socio-cultural and media studies as well as to language students.




This module deals with the ways in which people use language to communicate in real life and it addresses some of the questions you may have wondered about if you are curious about the way language works in practice. It is concerned, for example, with the way in which simply speaking certain words ('I do') actually changes the state of social play. Questions addressed include: what are people doing when they engage in 'conversation'? Why is communication still problematic even when I am fluent in a foreign language? How does a word like 'this' refer to different things? How do we create implied meanings without actually saying what we mean? The main theoretical concepts are introduced and illustrated and ample opportunity is then given to the students to contribute and discuss their own examples to show how the concepts apply in different situations and in different cultural/linguistic environments. This module is relevant not only to language students but also to those students who are generally interested in communication.




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, David Nowell Smith (module convenor) plus two from PHI and two from LDC). The seminars will discuss issues arising from these lectures, working with texts set by the lecturer. The module is compulsory for VQ53 English Literature with Philosophy students, but is also open for other students in the English Literature and Philosophy degree courses.



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'. This module traces the literary responses of distinct 'American' cultures: including Native American; African American; Asian American; and Latin American. Each group of texts 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 nineteenth and twentieth centuries. Topics will include 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.




This module will look at the conceptual foundations of logic with an especial emphasis on the relationship between logic and natural language. After a brief introduction to (recap on) first-order logic with identity (semantics and proof), the unit will proceed to look at a number of interconnected themes, including the semantic paradoxes, Russell's theory of descriptions, the nature of truth, logical syntax, and natural language quantification. Although PPLP4064B Reasoning and Logic is not a pre-requisite, those students who did not get at least 60% on that module, or did not take the module at all, should see the Module Organiser before enrolling.




This module aims to introduce students to strategies and techniques for analysing photographs and, more specifically, uses the visual record to study and illuminate the history of the USA. Viewed here as sites of historical evidence, photographic portraits, family albums, anthropological illustrations, lynching postcards, advertisements, food packaging, fashion photos are just some of the pictures that will be "read" and evaluated. Students will explore how visual texts can contribute to an understanding of nationhood, class, race, sexuality and identity in the USA, with an emphasis on the nineteenth century. Opening sessions will focus on ways of "reading" visual texts. [No previous experience of working with images is necessary]. Most of the semester will be devoted to analysing how photographic images both reflect and contribute to constructions of American identities and culture.




Recent research in archaeology and anthropology has begun to reframe questions posed by the study of material culture and art. This module introduces some contemporary archaeological and anthropological perspectives on the study of material culture. Case studies are drawn from around the world.




The module introduces students to the role of media and communications in processes of globalisation with a particular focus on questions of cultural change. It discusses the cultural implications of global media images and cultural products by exploring audience practices and media representations in different contexts. The first weeks of the module introduce the main theoretical approaches to mediated globalisation. The rest of the module discusses and assesses these approaches by critically exploring the connections between global media products and cultural transformation; changes and continuities in audience practices around the world; and the potential of media representations to transform social interaction across geographical borders.




The aim of this module is to look at some of the philosophical and ethical issues underlying environmental concerns. In particular, we will ask in what sense it is possible to speak of a moral relationship of humans with their non-human environment. We will focus on understanding whether environmental value is intrinsic or relative to human interests, and look at how this distinction relates to arguments about the nature of our obligations towards other species and the natural environment. Finally we will examine some of the difficulties that debates about environmental policy face.




For better or worse, new digital technologies are hyped at having revolutionised society. This module will provide students 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.




In this module we explore the genesis and development of the phenomenological tradition, one of the most significant and influential movements of the twentieth century. Beginning with Edmund Husserl's attempt to investigate the intentionality of pure consciousness in all its forms, we will investigate the critique of these ideas put forward by Husserl's most famous student, Martin Heidegger. Rooting phenomenological analysis in the lived world of anxiety, mortality, freedom, and temporality, Heidegger's work gave rise to important debates in existential philosophy, especially in the work of Jean-Paul Sartre and Maurice Merleau-Ponty. Phenomenological analysis and existential philosophy share a commitment to understanding human life as an integrated whole that does away with traditional philosophical divisions between metaphysics, epistemology, ethics, aesthetics and political thought. Time permitting, we will also look at some later immanent criticisms of phenomenology and existentialism developed by such thinkers as Emmanuel Levinas and Jacques Derrida. This module is offered biennially.




What is it to have a mind? Are we humans the only things to have a mind? Is a mind even a unitary thing? This module will investigate these fundamental questions by way of considering two so-called marks of the mental. Firstly, to have a mind is to be able to represent or think about things (intentionality). Secondly, having a mind involves qualitative states: e.g., what it's like to feel pain or see red. The status of both of these marks is highly controversial. The module will seek to explain why they are controversial and assess possible solutions to the problems to which they give rise.




The dominant political philosophy of our time is liberalism (and 'neo-liberalism'). This module will examine topics in contemporary political philosophy including the liberalism of John Rawls's 'A Theory of Justice' (1972) together with the critical responses to it of Marxists, ecologists, free-market libertarians, and communitarians. It thus puts students in a position to understand and criticise the mainstream 'received wisdom' in this area, and potentially to formulate alternatives to it. Is liberalism a suitable political philosophy for our time? If not, what is?




Political violence, individual or collective is easily contemned 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 students to develop a sophisticated understanding of the origins, logics, perceptions and outcomes of political violence and conflict.




Media is an inescapable part of contemporary political life. This module examines the many dimensions of media's political involvement. We start with arguments about media power, 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 look at the role of the state in using and controlling media and the new techniques of media management - and at how digital media are changing the relationship between politics and media. This leads to a discussion about media effects. We end by asking what is meant by a democratic media and what the future might bring for the relationship of media and politics. This module links closely to Level 6 modules such as Issues in International Communication and Politics, and Politics and Popular Culture.




Virtually alone among the world's modern democratic nations, the US does not have parliamentary government. This module is an introduction to the American system, in which power is divided between state and federal authorities, and further among legislative, executive and judicial branches. Does this open-textured system encourage democratic participation? Has it become so chaotic that sound policy making is discouraged?




This module encourages students to explore the ways in which popular music has been understood by scholars in the field of media and cultural studies. The module will examine the debates over popular music industries, texts and audiences, and incorporate an exploration of a range of popular musical forms, including folk music, rock, pop, rap and/or hip-hop, and dance music cultures. It will also examine the relations of popular music to other media, such as television and the internet.




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.




The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.




The module will be conceptual as well as practical including discussions and exercises around the design, editing and publishing of a text and what constitutes an editorial policy. In the seminars students will be taught how to set up, run and market their own publications (a magazine/book/fanzine) as well as to justify their editorial, marketing and business strategies. This course will be assessed by a portfolio and a piece of coursework. Three sessions of training on Indesign publishing software will be provided as part of the course. This module will suit students who wish to engage with publishing on a creative and intellectual level as well as learning useful employability skills.




This module will focus on poetry written from the post-war context up to the present day. The poets studied will be drawn principally from an Anglo-American tradition and may include such writers as Frank O'Hara, John Berryman, Elizabeth Bishop, Sharon Olds, James Tate, Yusef Komunyakaa, Carol Ann Duffy, Carolyn Forche and Emily Berry among others. Using the reading and study of post-war poetry and addressing some of the concerns of poetry including form and poetry of witness, students will be able to write creatively and/or critically for assessment. Formative work includes creating a mini-anthology of contemporary poetry. The module builds upon Creative Writing modules and complements modules such as Poetry After Modernism and poetry dissertations. This module is open to Literature and English Literature with Creative Writing Students.




In this module we will study some of the most important poetry and prose of the English Renaissance, including masterpieces by Christopher Marlowe, Sir Philip Sidney, and Edmund Spenser, as well as Shakespeare's early narrative poetry (not covered on the Shakespeare module). We will be studying these writers in a unique way. Behind this great outpouring of Elizabethan writing lay a vibrant literary culture which valued rhetoric, argument, elaborate and often playful self-presentation, and which insisted that good reading helped you to develop an individual style as a writer. In response to your reading of Renaissance literature, you will put the tenets of this culture into practice, building up over the course of the module an assessment portfolio of short pieces of writing in prose (or sometimes, if you wish, poetry). When reading Sidney's groundbreaking 'Defence of Poetry', for instance, you will draw on his rhetorical and argumentative techniques to write your own defence of any modern genre of your choice. Or when looking at the way Thomas Nashe plays with the form of his printed books you will have the opportunity to experiment with innovative ways of presenting your own portfolio to readers. This module allows you to think critically in genres other than conventional academic essays, and in doing so aims to foster connections between critical and creative writing. You will have the chance to develop more confidence and self-awareness as a writer and critic through studying some of the greatest English literature. THIS MODULE FULFILLS THE PRE-1789 REQUIREMENT.




This course focuses on reading translated texts from around the world, and analysing them in the context of translation theory. Texts explored will range from the Bible and Latin poetry (Virgil, Catullus) through the Arabian Nights to non-fiction works (Nietzsche, Freud) and Harry Potter; translation theories studied will include historical examples (Jerome, John Dryden, Friedrich Schleiermacher) and more recent theoretical work in translation studies, with a particular emphasis on the way translation theory intersects with cultural movements such as feminism and postcolonialism. There is one piece of summative coursework assessment, which involves either an original translation with commentary or a comparative analysis of existing translations or an essay on a theoretical issue in translation studies. Other pieces of formative assessment to be completed over the course of the module include analyses of translated texts, sample translations, and self-commentaries on translations. A thorough reading knowledge of another language besides English is advisable, but not essential.




This module will introduce students to the key theoretical frameworks and approaches within the tradition of reception studies. It will offer a critical exploration of the main debates and studies that have shaped the field, exploring both historical and contemporary contexts of media reception. In particular, in will consider the transcultural circulation of media, and the issues that arise when film, television and other media transfer between cultures with significantly different values and modes of reception. The module will encourage students to critically evaluate existing reception studies and equip them with the tools necessary to undertake their own small-scale reception study.




Fourteenth and fifteenth-century Italy was shaped by the growth of urban centres and the development of new political, social, and sacred institutions. New patrons and uses for artworks prompted a wealth of artistic activity that responded to and also forged contemporary values, beliefs and identities. Bankers, merchants, mercenaries, and religious institutions exploited the power of art and architecture to promote their professional interests, ambitions, and families. Focusing on spaces (palaces, churches, city squares) and bodies (princely, female, sacred, dead). Reconsidering the Renaissance explores evolving forms and functions of painting, sculpture and architecture made by a range of artists. We will also consider exchanges and cultural links between the centres on the Italian peninsula and an expanding image of the world.




The aim of this module is to consider the relationship between domestic and foreign policy in post-Soviet Russia. The module will start by studying Russian domestic politics and assess the extent to which President Putin has taken Russia back to Soviet-style dictatorship. We will then look at foreign policy, and concentrate on a number of case studies, including the wars in Georgia, Ukraine and Syria, and discuss whether Russia has become an expansionist and militaristic power which is a threat to stability in the world.




What was the Cold War? How did it start, where and how was it fought, and why did it last so long? This module analyses these issues by exploring the contest waged by the U.S. and Soviet Union in every corner of the globe during the twentieth century. It considers nations and peoples who aligned with the superpowers or, as was increasingly the case, with neither. It looks at the multiple ways in which this unique 'war short of total war' influenced all aspects of life, from diplomacy and politics, to economics, to culture and values, to bombs and warfare, to societal norms, to questions of race and sexuality. With attention to a range of state, private, and transnational actors, it analyses the global and international nature of the Cold War. It explores the place of the conflict amid other transformative historical narratives during the century and, finally, considers the changing ways that historians have written about the Cold War.




This module provides an introduction to selected aspects of contemporary French. You will describe and comment on spontaneous and prepared spoken extracts and on written extracts. Material studied includes newspaper articles, television and radio programmes, film dialogues, interviews, among many types. The aim is to build on existing knowledge of French to discover the range of uses and varieties across the French-speaking world. We will for example study differences between French spoken in Africa and in France, compare spoken French in different social contexts, or study French journalistic writing. Aspects that we will get acquainted to as tools to describe and discuss features of French include phonetics/phonology, morphology and etymology, gender, collocations, syntax, tense and aspect, modality, spoken and written French, non-standard French and other registers. A-Level French or equivalent is essential. Teaching and assessment are in English.




This module will develop students understating of how silent-era, classical and post-classical Hollywood has developed as an industry, balancing the twin demands of creativity and commerce. The module will encourage students to analyse how Hollywood works as an industry, the kind of films it produces, and the ways in which they are consumed by domestic and global audiences. Students will engage with a variety of Hollywood films and be introduced to a range of theories and approaches for analysing how they are produced and consumed.




The main purpose of this module is to develop your critical skills as they pertain to thinking, reading, writing and looking. To deliver this, the module falls into two main sections. The first focuses on one particular methodology - object biographies - used in archaeology, anthropology, museum studies and art history. We shall examine this methodology in detail, breaking it down into its component sections. We shall then consider its strengths and its weaknesses; that is, we will subject it to a thorough critical evaluation. Then, in the second half of the module we shall focus more broadly on what critical thinking is, both in general and within each of the four disciplines taught in the School of World Art Studies. Building on this, the module ends by focusing on how you can apply critical thinking to your own thinking, reading, writing and looking. The module is taught through a combination of two weekly lectures and one discussion seminar. The lectures offer an introduction to the relevant topic, and end with a question for us to discuss/debate in the final 10 minutes of the lecture period. The discussion seminars will consider key issues in the previous week's lectures and the weekly class readings which accompany them.




Drawing on a range of theoretical approaches in the field of media and cultural studies, this module explores the relationship between media culture and social identities. Discussing the representation of identity in media content, as well as issues of media production, regulation and consumption, it critically reflects upon the relationship between media culture and social power and considers how social and technological changes impact on the ways in which identity is experienced in everyday life. On successful completion of this module, students 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.




What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.




What is a short story? What do short story writers have to say? What about short story critics and theorists? Is the short story a narrative in miniature? Or is there more to a short story than simply being 'short'? And why are critics so concerned with whether the short story is alive or dead? These are the kind of questions this module will investigate by asking you to think as a short story reader, theorist, critic and writer. Reading will be drawn from short story writers - and writing about the short story - roughly spanning the 19th century to the present, and from a range of cultural contexts. Our interest will not be to establish a history of the short story, but instead to explore the range of thematic preoccupations, changing definitions, and critical debates surrounding the form. Students will have the opportunity to respond to these questions in critical and/or creative forms of assessment. Writers studied might include Edgar Allan Poe, Katherine Mansfield, Julio Cortazar, Anton Chekov, Ali Smith and Ryunosuke Aqutagawa.




The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.




The Writing of Journalism is concerned with journalism as a practice, and a genre. By examining different types of writing involved in a range of journalism, including short news stories, running stories, online journalism, reviews, and feature writing (including interviewing), we will identify and develop the skills needed to produce these. In addition to writing journalism themselves, students will examine journalistic writing and critical work about issues in the writing of journalism to probe and challenge their own ideas and assumptions about the practice and production of journalism. Rather than see the practice of journalism and the critical study of journalism as distinct activities, this course aims to engage students as critical readers and writers whose work is informed by both contexts. In so doing, students will gain a greater understanding of the demands and conventions of journalistic writing, develop and sharpen their own work, and gain the discursive flexibility to navigate the writing of journalism today. The module demands a high level of participation, as it is based on discussion, peer-workshops, and practical experience of reading and writing news and feature articles. Regular writing and participation in workshops count towards assessment. Due to the nature of this module, students who work in English as a second or foreign language should meet LDC's EFL score of 6.5. All prospective students are advised that the module involves weekly work to develop effective - and professional - journalism practices.




This module explores some of the key ways in which television has been theorised, conceptualised and debated. It will offer students insight into how the discipline of Television Studies has developed, as well as how television itself has developed - in terms of social roles, political functions and aesthetic form. A key interest will in be what television is for, for nations, societies, individuals and/or communities.




With its main focus on the 20th century, this module will explore key moments of change or crisis in the century and consider the ways the panic caused by such changes is distinctly gendered and/or sexualised. It will concurrently examine gender and sexual resistance to dominant ideas of American identity and the subsequent creation and/or promotion of liberationist discourses and alternative communities. Film will provide the focus for this cultural study, and the module will range widely over a number of different genres including the western, sci-fi, detective and LGBT themed works.




The writings of Edith Wharton, Katherine Mansfield and Virginia Woolf intersect with discourses of 'new women' and gender as well as feminism, and social and cultural history. This second level seminar develops historicist and generic understanding as well as exploring women's identity through these authors' writings, which move between realism and modernism. Special attention to just one writer is possible in the final essay. Particular attention will be given to some of Virginia Woolf's lesser known writing.




British politics is in turbulent times. The victory of the 'Leave' campaign in the EU referendum has left Britain's position in the world uncertain, the party system in flux and the constitutional relationship between its nations unstable. Nationalist parties are on the rise, the constitution is in crisis and the effects of austerity politics continues. We examine contemporary events and themes by examining in depth three or four topics which vary on an annual basis according to developments. Recently these have included: power in Britain, British Prime Ministers, the British constitution, elections in Britain, political ideologies.




This level 5 module examines in depth the works of selected thinkers who are seminal to the Western tradition of political thought, including Plato, Hobbes, Locke, Rousseau, Mill and Machiavelli. Their work will also be compared thematically, with a focus on themes such as the natural law and social contract traditions, and other schools of thought which have been influenced by these traditions.The module will be based on the study and interpretation of key texts and will enable students to develop skills of textual analysis and critique. It will also provide some of the historical background necessary to study more contemporary political theory at level 6, as well as building substantially on some of the political theories encountered on Social and Political Theory at level 4.




The module aims to explore the relationship between words and images in contemporary literature. As well as developing a critical vocabulary with which to discuss how these two media can be combined, the module will survey shifts in the generic conventions of such literature over the last few decades so that students will develop an awareness of the various narrative techniques that such texts employ and be able to discuss these aspects in an informed and critical manner. The theoretical approach will consider narrative, ekphrasis, and critical work in the area by Scott McCloud, Perry Nodelman, Matthew Smith and Randy Duncan, amongst others. The module will analyse established texts by writers and artists such as Art Spiegelman, Guy Delisle and Alison Bechdel. Students will be assessed through critical and/or creative engagement. The module will build upon the level one Writing Texts module and will complement Words and Music and Children's Literature at level three.




This module offers students the opportunity to develop both critical understanding and practical skills in writing and the communication of ideas within and for professions in the creative industries, and to gain an appreciation and knowledge of the sector and its place in the creative economy. Through a combination of lectures, masterclasses, seminars and workshops, students will be exploring both the form and context of writing within the publishing industry, journalism, film and broadcast, new media writing (digital content, blogging), and other forms of writing within the creative industries. The module is closely aligned to 'Working with Words', the annual, UEA-based student conference that explores communication and writing in the workplace. Both formative and summative assessments will be informed by this event, and therefore attendance will be compulsory. Students will also participate in a project supporting a live, national website, 'After English' hosted and managed by UEA. Selections of writing produced in the module will be uploaded to this site. The module demands a high level of participation and students will be expected to engage in regular writing exercises, individual and group research and project work. Students will be expected to undertake a summative project which requires them to research a specific area of practice in the creative industries sector, create examples of written work pertinent to this, and reflect on their own development. This module is designed for students who are interested in exploring their own career identity as 'writers' but are prepared to scrutinise and contextualise this identity through wider industry and career research and practice.




It is a popular conception that writing about the natural world and its fragility is a particular fixation of the late twentieth and early twenty first century. However, concern about the natural world and man's place in his environment became a major preoccupation in the eighteenth century. Writing the Wild asks to what extent nature writers in our period may be read as being in dialogue with their eighteenth century predecessors. Texts will be predominately non-fiction and will give students the opportunity to study the less familiar writings of such authors as Mary Shelley, Mary Wollstonecraft and Jane Austen alongside contemporary nature writing by Richard Mabey, Robert Macfarlane, Kathleen Jamie and Tim Dee. Topics will include: nostalgia, the impact of war on writing about the countryside, the relationship between nature, writing and the mind and the notion of 'landscape'. This module offers students the opportunity to write 'creatively' as well as 'critically'.



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

Name Code Credits


Is all creative writing a form of re-writing? From Virgil's imperialist taming of Homer, via Jean Rhys's postcolonial 'prequel' to Jane Eyre, to Helen Fielding's homage to Jane Austen by way of Bridget Jones, writers have always engaged their literary predecessors in ways that claim new imaginative and critical space. This creative-critical module explores the many modes in which homage, parody, borrowing, repositioning, intervention and creative (mis)reading may be practised and developed, and considers what, in turn, they reveal about moments and movements in literary history. Whether re-writing's compositional strategies are theorised as (for example) indebtedness, anxiety, irreverence or intertextuality, we will consider how they may also be a rogue and subversive form of reading; one that functions both as critique of the 'parent' text, and a means of generating fresh directions in creative writing.




During the 19th century, the novel established itself as the main literary medium - so what became of drama? This module explores several interconnected answers to that question. It went down market, into the popular form of melodrama. It was idealised, in the Victorian cult of Shakespeare and the romanticism surrounding star actors. And also it found its way into the novels themselves, which are often suspicious of theatricality yet addicted to theatrical effects. By investigating the place of writers in the theatre as well as the place of theatre in the writings, the module aims to develop a richer understanding of how fiction and drama work, and how they differ, both as forms of art and as historical institutions. The writers involved will include Charles Dickens, Mary Braddon, and Henry James.




Charles Dickens has been described, and cherished, as one of the great chroniclers of the panorama of mid-Victorian society. At the same time, much modern criticism has rightly emphasised what a strange and innovative writer he is, less a documentary social realist than an early practitioner of what might now be called 'magical realism'. This module will examine works from across Dickens's writing career, in a variety of different modes - fiction, journalism, drama, and public speaking - reading them not only in the context of Dickens's times, but also in the context of how other writers in those times dealt with comparable questions. As a result, students will be able to develop their larger interests in the relationships between social reality and its literary representations, in a module which combines in-depth study of Dickens with a broader engagement with theories of realism.




This module explores the rich and complex writings of Geoffrey Chaucer which we read in relation to their social and cultural contexts (literary, political, theological, philosophical). The module is structured in three parts: after an introduction via a selection of Chaucer's shorter poems and one of his dream visions (the "Prologue" to The Legend of Good Women), we spend four weeks concentrating on Troilus and Criseyde (in my opinion Chaucer's very greatest work) and then another four on the riches of the Canterbury Tales. We approach Chaucer's writing in a number of complementary ways. We attend to the brilliance of Chaucer's poetry formally by considering his use of literary and generic convention; we approach his writing comparatively by looking at Chaucer's engagement with classical (Ovid, Boethius, the traditional stories of Troy) and older French and Italian writing (Dante and Boccaccio); we consider the ways in which Chaucer's writing records and responds to the historical circumstances of late-fourteenth-century England (particularly in the royal court and within London); and we look at the manner in which Chaucer's works were written and read ('published' and circulated) within a medieval manuscript culture and at the implications this has for an understanding of his work. For we might propose that the aim of this module is essentially twofold: to explore together some superlative Chaucerian poetry and, at the same time, to allow you to develop further as medievalists and Chaucerians, encountering the distinctive challenges and possibilities that come with working with this material.




This module offers students 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, Mother Goose, Lewis Carroll's Alice's Adventures in Wonderland, and examining other authors who may include A.A. Milne, Dr. Seuss, Roald Dahl, Sherman Alexie and Patrick Ness, amongst others. The course looks at issues of genre and content as well as historical context. Theoretical readings on children's literature are also closely engaged with, possibly including work by Perry Nodelman, Jack Zipes. Maria Nikolajeva, and others. By studying the development of children's literature, this module also analyses the development of the concept of childhood in Western society. This module also includes presentations and a writing workshop.




This module will examine emergent voices and trends in recent theatre, film and television (mainly British but with some American or European contributions). Issues covered include the (questioned) demise of explicitly political drama and the appearance of previously silenced voices (e.g. gay and lesbian themes, feminist playwrights and writing ethnicity, physical theatre practitioners).




Where do debates in 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, in its own way, will offer fresh and surprising ways of thinking about a range of different contemporary geographies, 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 intervened in this process). We will consider, for example, how contemporary authors 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? 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 radio essay (formative) and, later, develop a deeper knowledge of one of the week's themes, building your own critical or creative 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 (Autumn) 'Urban Visions'.




This seminar will explore the boundaries between drama and other genres (kinds, art-forms, media) in an attempt to investigate a number of interrelated theoretical questions. We shall explore these issues via various types of activity - practical criticism, critiques of literary theory, performance analysis, personal theatrical adaptations. The set texts are works of literature which do not quite fit generically - particularly plays that seem to be in some sense 'epic', or novels in some sense 'theatrical', ranging from Shakespeare in the 17th century through to Gay and Fielding in the 18th and Dostoyevsky and Chekhov in the 19th.




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. This course offers an 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 and Virginia Woolf, Ali Smith, Beyonce and Chimamanda Ngozi Adichie. Students will 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 students will be required to be assessed in both critical and creative modes. Male and female students are equally welcome.




This module presents an opportunity to study in depth a number of key works of 20th century German literature and to explore ways in which they respond to, and reflect, the upheavals of 20th century history. While the focus will be largely on works of prose fiction, this does not preclude the study of other genres. Starting with the modernist crisis of language ("Chandos-crisis") we will look at works by authors such as Kafka, Rilke, Benjamin, Thomas Mann, Joseph Roth, Elias Canetti, Paul Celan, Ingeborg Bachmann, Christa Wolf and W. G. Sebald. All works studied are available in translation so that a knowledge of German, while always welcome, is not a requirement.




From Defoe's True Relation of Mrs Veal's posthumous visit to her friend Mrs Bargrave through the classic English ghost stories of MR James to the ghosts in the machine of modern media, the ghost, shade, revenant or spectre continues to haunt human imagination. Subtle shadings of the spectre materialise at different times, in different contexts - materialised reminder of unquiet remains; manifestation of memory or the unconscious; physiological disturbance; psychical stain. These undecidable and ambivalent presences, or uncanny sensations of hauntedness, will be explored in this module. Writers studied on the module might include Daniel Defoe, M.R. James, Henry James, Margaret Oliphant, May Sinclair and Susan Hill. The module will draw on studies mapping the development of the belief in ghosts (Sasha Handley's Visions of an Unseen World) and exploring the cultural history (Andrew Smith's The Ghost Story 1840 - 1920). It will also consider critical engagements, such as Jacques Derrida's Specters of Marx and Jodey Castricano's Cryptomimesis.




Anglo-American modernism is one part of a movement that spread from nineteenth-century Europe across the globe. This module investigates the ways that different forms of modernism have been represented in English, from the first flourishing of European influence to later offshoots in Europe and Latin America. Writers studied will include representatives of the nineteenth-century modernist canon and poets and novelists from the periphery: figures such as Italo Svevo in Trieste, rescued from oblivion by James Joyce and author of the comic psychoanalytic memoir Zeno's Conscience; Fernando Pessoa in Lisbon, who wrote under multiple poetic identities, each with its own fictional biography; and the Peruvian poet Cesar Vallejo, creator in Trilce of one of the most daring lexical and syntactic experiments of the avant-garde. We will compare translations of each author, examining the ways that different manifestations of the modernist preoccupations with selfhood and linguistic experiment have been articulated in English. If you have studied modernism earlier in the degree, this module will expand your understanding of the movement's international reach. For written work, students can produce critical reading of published translations or a creative-critical translation exercise and commentary. There is no language requirement but students with knowledge of the relevant source languages will be given the opportunity to use that knowledge.




While the term 'narrativa' in Spanish is often used to denote fiction it is not restrictive to the genre. The aim of this module is to explore the core of storytelling that underpins Latin American literature and which surfaces in various forms of writing from the 'microrelato' to the short story, the prose poem as well as the 'rewriting' exercise/critical appraisal, such as Alejandra Pizarnik's The Bloody Countess. A further aspect of this module is to attempt to disentangle the web of literary influences woven into some of these Latin American narratives as well as to trace the itinerary of these influential threads as they travelled from the South of the American continent to other literatures. As the editors of Issue 113 of Granta have stated 'who would have imagined fifteen years ago that writings of the outcast Chilean Roberto Bolano who washed ashore in Barcelona via Mexico, would exercise so wide an influence on writers in Spain, Latin America and across the world?' And yet, Bolano's literary output is unthinkable without Borges, just as the Colombian Juan Gabriel Vasquez's Secret History of Costaguana is inconceivable without Conrad's Nostromo. Readings will include works by Borges, Cortazar, Bolano, Juan Gabriel Vasquez, Clarice Lispector, Alejandra Pizarnik, Valeria Luiselli, amongst others.




In an interview with Derek Attridge, Jacques Derrida describes literature as 'this strange institution which allows one to say everything'. This module explores the writings of Derrida and related thinkers alongside a range of literary texts, including works by Keats, Ali Smith, Shakespeare and Joyce. Through wide-ranging seminar discussions, we will think about the strangenesses of literature, look at the ways in which it is an 'institution' and consider the kinds of freedom - of speech, writing and thinking - it permits. Our aim throughout will be to establish the possibilities for literary criticism opened up by deconstruction, and also to think about how deconstruction might give 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 those who studied critical or cultural theory in the second year. The second assignment will permit you to experiment with the form of your own critical and theoretical writing.




From protests against torture and censorship to justice and reconciliation trials, from the Holocaust to Apartheid, from testimony to the postcolonial novel, a distinctive literary sensibility informs our contemporary sense of rights. This module traces the emergence of human rights as a cultural and literary idea from their revolutionary conception in the eighteen century, through the United Nations of Declaration of Human Rights (UDHR) to the present, taking in key literary responses to injustice, suffering and atrocity. We will ask how literature has contributed to understanding human rights and examine how writing has been thought of as a form of 'righting'. This module suits students who enjoy the challenges of literary theory and politics, and who are interested in thinking seriously about the relationship between literature and its 'real world' applications and significance. You will also be encouraged to develop your own writing practice in relation to contemporary rights debates.




This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1789 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.




This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period from 1789 to the present day (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.




This module is an advanced-level unit, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.




This module is an advanced-level module, for final year students only. It provides students with the opportunity to write an 8000-word dissertation on literature of the period up to 1830 (excluding American literature). The dissertation topic must be agreed by a supervisor, and both topic and supervisor approved by the module organiser by the end of the previous semester.




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.




This module will study late 18th-century and early 19th-century writings in the context of scientific and medical innovation. We consider whether it may be appropriate to view the work of novelists such as Maria Edgeworth, Jane Austen and Mary Shelley as a response to, and even a protest against these newly (or, more correctly, nearly) professionalised, male-dominated worlds. These women writers often concern themselves with the 'consumers' as well as the providers of the services offered by these professions; this module considers why that might be and how this kind of contextualisation might impact upon our readings of their work.




From Welsh folklore to Monty Python, the tales of Arthur and the Knights of the Round Table have excited and intrigued generations. Why? To answer this question we explore the development of the legend from its twelfth-century Celtic roots through to a number of twentieth-century film adaptations. How the legend has been translated across form, genres, cultures and ages will be studied through creative and critical exercises, including examples from Middle English Arthurian manuscripts, translations of the Welsh Mabinogion, of Monmouth's Latin chronicle and French romance texts. This module will enable students familiar with Sir Gawain and the Green Knight to enhance their awareness of the wider Arthurian traditions within which this text belongs, but is also suitable for students who are encountering medieval literature for the first time.




Giants, dragons and half-human hybrids are just some of the fantastical creatures that populate Middle English literature. Too readily dismissed by modern readers as mere whimsy, or else the product of credulous minds, instead this module takes monsters seriously as revealing facets of a sophisticated myth-making society. We will consider monsters in a range of genres including romance, saints' legends, travel writing and visual imagery, as well as their reception by medieval and modern readers and critics. We will interrogate the various discourses of monstrosity and consider what makes a monster, including: the horror and allure of the monstrous body; monstrous appetites; sexuality and sexual deviance; geography and racial alterity. We will also explore the literary and cultural construction of 'human monsters' (women, pagans, Jews) rendered 'other' due to their perceived divergence from societal and religious norms. Throughout the module you will be able to apply your developing understanding of the discourse of monstrosity in a range of practical contexts including field trips and engagement opportunities. Previous experience of Middle English literature will be an advantage but is not required. This module fulfils the pre-1789 requirement.




This module explores writing as a site of resistance and protest and considers 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 the module will ask what does it mean 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 force 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. This module explores 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 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, 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 the contemporary: Siri Hustvedt's novel, What I Loved (2003) and her analytical memoir, The Shaking Woman, Or, A History of My Nerves (2010).




It has been suggested that science fiction was the authentic literature of the twentieth century, yet it has also been seen as a genre cut off from the literary mainstream, its provenance, tropes and generic limits contested. Are there distinctions betwen science fiction, speculative fiction and even sci-fi? This module aims to explore science fiction as a mode by investigating various definitions of science fiction and asking: what possibilities does it offer to writers? How does it mediate the relationship between literature and science (and technology): And how have writers gone beyond the conventional limits of the genre (and we will also consider other media)? The module will look at thematic clusters of texts, often pushing the boundaries of the conventional sci-fi canon and encouraging students to think across different literary periods about the antecedents of science fiction. We will consider such themes as interplanetary travel, time travel, ecological catastrophe, speculative fiction, experiments with scale, and steam punk and writers studied might include H.G. Wells, John Wyndham, Ursula K. Le Guin, J.G. Ballard, Margaret Atwood and China Mieville.




This module will engage with the poetry of three major poets (Holderlin, Rilke, Celan) who, writing in (and against) the Romantic, Modernist and post-Holocaust eras respectively, test language (in this case German) to the very limits of its expressive possibilities, and thus present an equivalent challenge to some of the most gifted post-translators of our day. The focus will be on Rilke's Duino Elegies, one of the great works of 20th century Modernism, whose composition spans the period of the First World War. This seminar module offers an opportunity, by means of close reading, to explore these major works in detail, to consider the position of the poet and the lyric voice in times of crisis and transition, and to locate them within the wider Western poetic tradition. All texts studied are readily available in a range of English translations.




This module offers students the chance to learn about LGBTQ literature and its development in English-speaking countries, as well as approaches to queer theory. This means analysing sexuality and gender and the representation of such identities in literature and also connections between literature and the broader culture. Authors studied may include James Baldwin, Alison Bechdel, David Levithan, Maggie Nelson, and Sarah Waters. Authors of theoretical texts looked at may include Beatriz Preciado, Eve Kosofsky Sedgwick, 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. This course also aims to look at a variety of genres in order to see how these different text types work and how they approach similar material in different ways, as well as analysing current events. This module also includes presentations and a writing workshop.




This module is concerned with three genres that are ostensibly non-fictional: travel writing, the memoir, and literary journalism (as opposed to news journalism or reviewing). Much of this prose examines issues of identity and cultural history, mixes the exotic and the mundane, and assembles a peculiarly hybrid text that might include photography, ethnographic passages, anthropological techniques, and quite a bit of social history. Above all, it offers us literary reflections on a reality often perceived to be peculiar, 'other' or disturbing. Note that much of the writing here comes from continental Europe and the Americas. We will examine the stylistic, typographical or visual means by which writers make claims on authenticity or, conversely, undermine our faith in their complete veracity. We will reflect on how personal experience and research have been translated into engaging prose without narcissistic wounds being paraded, libel threats looming, or an armada of footnotes crowding the page. What are the techniques, in memoir, travel writing and literary journalism, that account for the pleasure readers take in the company of a narrating, wandering or reflecting first-person persona? How and why is (creative) non-fiction so often also an intertextual space for commenting on reading and on the nature of the literary? NB: This module is independent of the practice-based 2nd option The Writing of Journalism and is not concerned with news journalism, blogs, or feature writing; however, it continues that module's concern with prose style and voice and interrogates issues of verifiability. If you choose this module you cannot also opt for Non-fictional Lives or Writing Life.




'Satire is problematic, open ended, essayistic, ambiguous in relation to history, uncertain in its political effects, resistant to final closure, more inclined to ask questions than provide answers, ambivalent about the pleasures it offers' (Dustin Griffin). The aim of this module is to investigate the problematic territory of satire. Using examples from modern and contemporary fiction, journalism, and television alongside early modern and classical satire, we will formulate a critical and conceptual map, which will in turn allow us to discuss some of the problems of satire (those of genre, of gender, of politics, of morality, of history), and to explore some of the paradoxes of its strategies and functions (freedom versus limits; subversion versus conformity; transformation versus stasis).Writers under discussion will include Juvenal, Horace, Persius, Swift and Pope; John Dryden, Evelyn Waugh, and Malcolm Bradbury. Television examples will include Brass Eye and The Thick of It. This module offers the opportunity for one or more of the assessments to be a creative writing piece. This module counts towards the pre-1789 requirement.




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.




Stop, Look, Listen is devoted to the theory and practice of description: its history, its forms and its possibilities. This perhaps makes it sound a little dull - description is felt by some to be a rather dubious activity, the reasons for which we'll consider - but the module sets out to suggest otherwise through the collaborative reading of a set of brilliantly attentive texts. Our reference point will be the Journals (2006) of the English poet R.F. Langley, an extraordinary volume of set-piece encounters with the natural world, with artworks and with everyday objects and spaces. We'll read Langley's descriptions alongside the words or images or objects to which he attends, and trace the aesthetic and philosophical influences that establish a poetics, and an ethics, of descriptive attention. These include the ancient rhetorical figure of ekphrasis, evident in Homer and Virgil, along with traditions of nature writing (Hopkins; Richard Jefferies; Nan Shepherd) and art criticism (Ruskin; Pater; Adrian Stokes). We'll spend time reading and thinking about the theory and practice of description in the novel and in poetry, and consider some of the theoretical aspects of the act and art of describing. The module is intended for both literature and creative writing students, especially those with an interest in visual art, aesthetics and nature writing. It will offer scope for creative-critical experiment.




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 half of this module will take students chronologically through the various stages of Eliot's Collected Poems, from the nineteenth-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 (1943). It will also offer an introduction to Eliot's literary criticism as well as criticism written about him. The first coursework essay will take the form of an editorial commentary on a chosen poem or passage, giving students an opportunity to follow up allusions and interpretations through wider reading. The second half of the 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 twentieth century, we will consider the importance of Eliot's example to later poets in Britain (W.H. Auden, W.S. Graham, Geoffrey Hill, Ted Hughes, J.H. Prynne, Lynette Roberts, Rosemary Tonks) and America (John Ashbery, John Berryman, Peter Gizzi, Jorie Graham, Susan Howe, Sylvia Plath). The final project will be a 3,000-word essay on any Eliot-related topic of the student's 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. 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 Theory'.




Crime, like death, has always been with us, yet it was only in the nineteenth century that de Quincey proposed considering murder as one of the fine arts and Poe established many of the central tenets of crime fiction with his 'tales of ratiocination'. Currently, crime fiction is the most bought, and read, literary genre and one diverse enough to include 'whodunits'; Baker Street's most notable resident; the genteel amateur detectives of the 'Golden Age'; hard-boiled thrillers; noir; psychological fiction and even the post-modern iterations of anti-detective fiction. Narratives about crime and criminals, detection and sleuths (not forgetting the violence and victims) can be both conservatively formulaic and radically diverse. It can articulate dangerous and disturbing transgressions against society (the crime) while also revealing the ideological forces of law (what constitutes a crime) order (the various detective figures) and the systems of justice and ill-justice (courts and punishment, state and government) with which a society protects and proscribes itself. Crime fiction is also concerned with interpreting clues, discovering secrets and solving enigmas, much in the way that critical theory investigates and analyses literary texts. This module aims to explore key texts and writers in the development of crime fiction as well as examining critical and theoretical responses to such texts. It will allow students to respond both creatively and critically to the concerns of, and thinking about, this diverse genre.




The emergence of a market driven booktrade at the end of the seventeenth century is understood by cultural historians, literary critics, and historians of the book as a major contributing factor in broader kinds of literary, social, and cultural change. The newly commercial booktrade challenged traditional notions of authorship; gave rise to modern concepts of copyright and intellectual property; and forged new kinds of correspondence between books and an emergent reading public. This module takes a closer look at the workings of the late seventeenth- and early eighteenth-century booktrade, under three interconnected headings: bookselling (key publishers such as Bernard Lintott, Jacob Tonson, and Edmund Curll, alongside 'trade' publishers such as Morphew and Roberts); writers and writing (Delarivier Manley, Elizabeth Rowe, Mary Wortley Montague, John Dryden, Alexander Pope, Jonathan Swift, Daniel Defoe, and more obscure 'hack' writers); and reading (kinds of circulation, from the manuscript, to subscription publication, to the lending library). Questions central to the module will include: what kinds of mechanisms, processes and negotiations turn a writer's work into a marketable commodity? How do the social and economic conditions of writing (how, when, what for) affect the kinds of work writers produce? And what kind of impact might printed works, and print technologies have on the activity of reading, and on how subjects conceive of their relationship to the wider world? There are no pre-requisites for this module, although it will be of interest to those who have studied Eighteenth-Century Writing in the second year. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




How do we negotiate the darker aspects of our past, particularly when individuals' experiences clash with official history? This module explores the public and private practices of remembering and forgetting in the aftermath of civil war, totalitarianism, colonialism or otherwise repressive rule. In particular, we will examine the writer's role as collaborator, witness, archivist or dissident: how does the writer facilitate access to, and debate about, contentious, painful or obfuscated history? Our approach to the politics of commemoration is interdisciplinary and draws on ideas from philosophy, historiography, memory and cultural studies as well as heritage and museum studies. The primary material encompasses a range of fictional, non-fictional and visual material from a wide range of genres; most of it postwar and relatively recent. Since this is a global issue you will encounter writers from formerly colonised nations in Africa and Asia, from Central and Eastern Europe, and South America.




In the eighteenth-century the novel was in a state of flux, with writers experimenting with different possibilities for writing extended fictional narratives. In this module we will be reading three of the most important novels of the eighteenth-century over several weeks so that we can attend to them closely as they unfold in time. Our novels are Samuel Richardson's Clarissa, Henry Fielding's Tom Jones, and Frances Burney's Evelina. Our secondary readings will engage the central debates happening in novel studies today. Students will have the opportunity to experiment with ways of working with texts beyond close reading and draw on the methodologies of book history and of the digital humanities. This module fulfils the pre-1789 requirement.




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 this module examines 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.




It's widely recognised that modernist literature is characterised by a revolution of the word. Less widely recognised, and little explored, is the relationship between modernist linguistic experimentalism and literary nonsense, as practised by Lewis Carroll, Edward Lear, and others. This course will begin with these well-known nonsense writers and explore their roots in seventeenth and eighteenth-century nonsense, and parallels to Emily Dickinson, before going on to examine some of the adventures in language of major modernist and postmodernist writers. Modernist and postmodernist authors studied are likely to include the Joyce of Finnegans Wake, early Auden, Virginia Woolf, Sylvia Plath, John Ashbery and some surrealist writers. We will also conduct our own games with the dictionary and with contemporary discourse. This is not a course on children's literature, but on some very challenging modern literature, mostly poetry. It should appeal to those who take a childish pleasure in wordplay and fantasy. You will need to enjoy uncertainty and have good close-reading skills. There will be opportunities for creative writing of nonsense and creative writers are encouraged to take the module. To do this module you must have studied Modernism, Critical Theory, or one of the 2nd year Creative Writing modules, unless you obtain a waiver from the lecturer.




The eighteenth-century reading public eagerly devoured narratives of travels around the world. In this course we will survey the diverse range of travel literature this century produced. We will read accounts of actual and fictional travels, as well as narratives that fall somewhere between the real and the imaginary. Key questions for us will be how travellers' identities and ideas are reshaped through the experience of journeying, how our texts both articulate and question the ideologies underpinning Britain's maritime empire, and how voyage literature connects to other literary genres, including the novel, romance, history, utopia, and anecdote. Texts include Aphra Behn's Oroonoko, James Cook's Endeavour Journal, Mary Wortley Montagu's Letters from Turkey, Olaudah Equiano's The Interesting Narrative of Olaudah Equiano, and Janet Schaw's Journal of a Lady of Quality. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.




This module will provide students with the opportunity to read one of the most famous, yet notoriously unread, novels of the twentieth century. The module has a number of aims. First, it will give students the time and opportunity to try to read and understand James Joyce's Ulysses. Secondly, the module will introduce students to some of the formal innovations typical of modernist writing through the close analysis of techniques such as interior monologue and mythic analogy. Thirdly, it will allow students to read a wide range of responses to Ulysses, both among Joyce's contemporaries, and in the history of twentieth century criticism. Fourthly, the module will situate the text historically, with a particular focus on the way that the text's obscenity affected its reception and circulation in the 1920s and 1930s.




This interdisciplinary module explores the idea and representation of 'the city' through a range of writings (fiction, poetry, essays, theory), visual (painting, photography, film) and occasionally other sensory material (sound, smell), spanning from the mid-19th to the 21st century and focused on two great capitals of modernity, Paris and London. In this period, the growth of the great European cities created a new and diverse set of environments and possibilities. Utopias, dystopias, sites of ruin and construction of all kinds; what different, contradictory or coherent versions of urban experience do these texts and images offer? What kinds of writing, art, discourses and attitudes do cities seem to generate? Was modernism 'an art of cities'? How do textual and pictorial techniques intersect, for example, in the case of Impressionist art and writing, Surrealism and Situationist provocations, or street art and photography? In the company of the flaneur (or flaneuse?), the detective and other urban wanderers, we'll explore aspects such as space, place, urban being and time, love and eroticism, hauntings, memory and the presence of the past, the individual and the crowd, the role of consumer capitalism, nature and the natural, psychogeography, and the pressures, preoccupations and thrills peculiar to urban living. Writers to be studied vary and may include Balzac, Dickens, Edgar Allan Poe, Baudelaire, Zola, Gissing, Conan Doyle, Andre Breton, Virginia Woolf, Maureen Duffy, Iain Sinclair, Peter Ackroyd, Zadie Smith and China Mieville alongside a selection of theorists, poets, artists and photographers and a selection of city films. Assessment is individually designed and there is scope to work in both critical and creative-critical modes, and to incorporate visual material.




After the Bible, the Aeneid is probably the single most important and influential work in the Western cultural tradition. For T. S. Eliot, it is the "classic of all Europe." It is also one of the most extraordinary - moving, complex, formally and philosophically subtle and ambitious - poems we have. This module is devoted to exploration of the Aeneid and to its medieval reception. The first half of the module looks at Virgil's poem in relation to its literary models, particularly in Homer's great epics, The Iliad and The Odyssey, within its own Roman (Augustan) context, and in its formal complexity. The second attends to the medieval reception of the Aeneid: the accommodation of its challenging pagan difference and the co-option of its remarkable cultural authority within new religious, political, and literary contexts. We explore Dante's response to Virgil's poem in the Divine Comedy alongside those of Augustine and Chaucer; we read medieval Romance reworkings of Virgil's classical epic; and we consider the variety of ways in which medieval writers looked to continue the Aeneid in their own distinctive ways.




How do writers attempt to capture 'life' in all its various forms? What, if any, are the different requirements in writing the life of a famous (or not so famous) person and that of a city or landscape? What about the 'life' of travel or food and how do you approach writing about the natural world? These are just some of the questions that this module sets out to address. We will be reading a wide variety of texts, from the 'traditional' biography to some of the more experimental examples of creative non-fiction. From Samuel Johnson to essays in The New Yorker, all human (and non-human) life will be there! Students may choose between writing their own piece of Biography or creative Non-Fiction as their final project or submitting a critical essay.




This module begins by introducing you to the central mythic drama of Christianity: in the Garden of Eden, Adam and Eve ate the forbidden fruit, and 'fell' from perfection; to save humankind, God had to turn his own son into a mortal man and let him be crucified. This story raises the most profound questions about the origins of evil, free will, redemption, and the nature of God. This module's seminars unfold through intensive close-reading of a series of early-modern literary masterpieces (works from the sixteenth and seventeenth centuries) which were shaped by these questions, culminating in an in-depth study over five weeks of the major late poetry of John Milton: Paradise Lost, Paradise Regained and Samson Agonistes. Before reaching Milton, we read major works by authors such as John Donne and Edmund Spenser, and we also pay close attention to writing by women, especially that of Lucy Hutchinson (1620-1681), who wrote her own poetic account of the Fall at the same time as John Milton wrote Paradise Lost. Summative assessment takes the form of a 5000-word project (to be submitted after Christmas) in which you will explore the module's central questions by tackling at least two of the texts we've studied. You will be given formative questions every week (and writing exercises in some weeks) to help structure your learning. The module assumes no knowledge of religion or of early-modern literature, although it should certainly be of interest to those who have taken the second-year 'Seventeenth-Century Writing' module. THIS MODULE FULFILS THE PRE-1789 REQUIREMENT.



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

Name Code Credits


This module investigates the dramatic political, social and cultural consequences of the end of imperial power in postwar Britain. It introduces students to the history of British decolonization and the building of new international relationships and cultural identities during the years of imperial decline. It considers the new forms of international politics and humanitarian intervention that emerged in these years. And looks to the reworking of Britain's relationship to, for instance, South Africa, Rhodesia, Bangladesh and Jamaica during the years of decolonization. The module contains three thematic cores: (1) decolonization and new forms of British influence in the 'Third World' during the Cold War period (2) histories of migration and black activism and (3) the impact of the end of empire on British national identity. This module will introduce you to the key ways in which historians have tried to come to terms with Britain's 'postcolonial' history.




This module examines the fortunes and reign of one of the most formidable rulers of the early medieval period and the first emperor in the West since 476: Charlemagne (768--814), king of the Franks. This module also explores the fortunes of his wives and courtesans, his children, his courtiers, his 'men of God', his counts and captains, and his many allies and enemies, including Byzantine emperors, Abbasid caliphs, Danish kings, and Avar khans.




Timetable slots for this module apply as follows: C1*C2*C3 AUT only; A6*A7*A8 SPR only. The decade from 1935 to 1945 was one of the most tumultuous in global history. The expansionist powers of Germany, Italy and Japan were the focus of Britain's peacetime diplomacy and wartime strategy. In the years before 1939, those resurgent powers worked systematically to undermine and overturn the post-Great War peace settlement. The British National Government of Baldwin and Chamberlain struggled to deal with those threats against a backdrop of profound domestic difficulties. The policy of 'appeasement' adopted by those governments remains hugely controversial, and the subject of vigorous debate between historians. After 1939, Britain's decision to defend its guarantee to Poland plunged it into a global war, which eventually ended in victory as part of an international 'Grand Alliance', but under a very different wartime coalition led by Churchill. In the autumn semester, this module will explore the foreign policies adopted by the National Government, from Baldwin's victory in the 1935 election to the outbreak of war in September 1939. It will assess why and how these policies were adopted, the wider political and economic context within which policy was made, and the national and international consequences. In the spring semester, the module will consider Britain's wartime role in the context of grand strategy and international politics. In addition to considering topics such as Churchill's 'finest hour', we will spend some time examining the operation of the Grand Alliance and the series of wartime conferences between Britain and its allies. The decisions made in this period would have profound consequences for Britain thereafter. Throughout its course, the module will explore the rich historiography available to us, and examine its complexities. It will draw upon a wide range of primary documentation, which will provide the basis of debate and discussion.




This module will look at the creation of the Communist state of Yugoslavia after the Second World War. We shall examine the course of the war and the bitter fighting between fascists, nationalists and communists which resulted in the eventual victory of the partisans, led by Josip Broz Tito. After 1945, he and his followers built a state which survived until 1991. With the demise of Communism, Yugoslavia fragmented into new states. In some cases this transition was largely peaceful, but the wars for independence in Croatia, Bosnia and Kosovo gave rise to the bloodiest fighting in Europe for decades. We shall look at the role of individuals and ideas, including the careers of key figures, such as Slobodan Milosevic, and end by assessing the international community's response to the crimes committed in the former Yugoslavia at the Hague Tribunal.




Historical representation and memory is constantly constructed and reconstructed. This module examines the role of documentaries and feature films in this process, exploring the close interplay and tensions between history, memory, the past and present. Feature films, in particular, have a powerful capacity to reconstruct historical narratives and understanding. Their visual vividness provides a magical simulation of the past. Indeed, in the case of medieval and early modern history, they provide a prime media through which popular understanding of these historical times is conveyed and shaped. Moreover, documentaries and feature films alike often contaminate collective memories of contemporaries and eyewitnesses of specific events, creating further challenges to historians in their pursuit to reconstruct the past. Students will examine what role films play in the process of national memory-work in popular culture and commemoration of historical events as well as how film as a medium can help but also hinder conveying historical understanding. They will also be able to discuss the work of documentary film makers and the practical challenges and responsibilities that come with it: interviewing eyewitnesses and the perils of oral history, organising and constructing a historical narrative, tensions between documentary as an art form and as a medium to transmit knowledge.




This module offers students the opportunity to submit a dissertation of 9,000 words on a topic approved by the School. For students to be considered for this module they will have achieved an aggregate of 68% across their Level 5 AUT semester modules. No other changes will be made.




This module provides a practical introduction to Digital History. It seeks to give students the intellectual research tools to critique digitised and born-digital sources and at the same time raise students' understanding of the new ways historians are interrogating these sources in order to develop new insights and interpretations of the past. The module is designed to emphasise the skills of criticism and increase knowledge of the major methodologies of digital history. Technical competence in the implementation of these methodologies is not a prerequisite to successful completion of the module. You do not have to be a digital expert, nor should you be a 'complete computing novice' to participate in this module. You will be required to do 'hands-on' work and should be comfortable with the basic use of computers (office apps, the internet, etc.), but most importantly you must be open and willing to engage at a basic and introductory level with computers and computing programs for historians. That said students will be expected to bring their historical skills to the practical work. The computer work is designed to gently challenge students of all levels. You will have the option of choosing activities that meet your comfort level. You will not be expected to complete all lab tasks; rather, a variety of options are offered so that students with different levels of experience can challenge themselves. The seminars will involve a short mini-lecture on the week's topic, followed by a group discussion, with the remaining time allocated to practical hands-on computing work that will provide a chance for you to learn the tools and technologies used by working digital historians. Structure (Seminar topics) 1. Introduction 2. Online Conversations in History 3. Evaluating the Infinite Archive 4. Searching and Browsing: Scarcity and Abundance 5. Introduction to Digital History Programming 6. Crowdsourcing and Citizen History 7. 'Do something different week' 8. Spatial Analysis 9. Cleaning Geographic Data 10. Modeling Objects and Spaces 11. Distant Reading Texts 12. Interrogating Web Archives for Contemporary History 13. Image Analysis 14. Historical Data Visualisation




The end of the First World War witnessed both the expansion of the British Empire to its largest extent, covering a quarter of the globe, and the destruction of its colonial rivals. However, the First World War also unleashed nationalist forces that would challenge the British imperial system. This resulted in outbreaks of riots and resistance against British rule in Ireland, India, Mesopotamia and Egypt. Weakened economically and socially by the gargantuan effort of winning the war how would Britain maintain her far-flung lines of empire? This module will examine how Britain attempted to secure her strategic interests both within an era of growing nationalist resistance from within the Empire and against external threats from a resurgent Japan, Germany and Italy. It will introduce students to the high-tide of war imperialism; inter-war imperial defence; the crisis of empire Britain faced in Ireland, India and the Middle East; the 'family-network' of the 'white' Dominions; colonial development in Africa and the Caribbean as well as what it meant to fight the Second World War on an imperial footing during the campaigns in the Mediterranean and North Africa, finishing with the strategic abyss that was the fall of Singapore in February 1942. By examining the pressures policy-makers faced from within the Empire and from outside we will seek to gain a deeper understanding of how the British Empire functioned during this pivotal period of the imperial project.



Fieldwork in Landscape History

The field course builds on the landscape archaeology units to provide forty hours of practical instruction in the field. The field course runs for one week in June, concentrating on the recording and analysis of archaeological earthworks, buildings and historic landscapes. Assessment will take the form of a short report and an extended project.




For all people, from kings to commoners, daily life in the early modern period revolved around the consumption of food. Preparing, presenting, and eating food was central to social lives and had cultural significance. Food played a major role in political developments at international, national and local levels, with concern focused on regulation, the avoidance of contamination, agricultural improvement, nutrition, and imperialist expansion. During the early modern period economic cycles were dependent on the weather, which affected local harvests. For centuries before the European discovery of America, cannibalism had served as a marker of evil. It figured prominently in mythic depictions of distant, dangerous peoples, and accusations of cannibalism accompanied widespread attacks against Jews. The early European adventurers who explored Africa and the Americas were often preoccupied by cannibalism, and their fears were cited to justify conquest, colonization, the displacement of indigenous peoples, and slavery. Many exotic new foodstuffs arrived in Europe during this time. Spices from the East such as cinnamon and nutmeg gave flavour to products which would become staples, such as rice and potatoes. New fruits and vegetables such as tomatoes and pineapples were often initially greeted with skepticism. The impact of sugar on western diets cannot be over-emphasized, expanding waistlines, rotting teeth (it was even used as a tooth cleaning agent) and being moulded into sweet sculptures to show-off at fancy banquets. This was edible conspicuous consumption. Sugar refineries were established across Europe, and sugar was sold in cones wrapped in blue paper. Initially a food of the rich, it was eventually considered a staple food. However, the poor did not merely emulate the rich in their consumption of these products. Like many other products, sugar has a dark history too, and its production relied on slavery and the manipulation of diets elsewhere. Coffee, tea and chocolate changed during the early modern period from medicinal substances, to luxuries, to habitual products. This module will allow students to consider the venues of consumption - the coffeehouses and the alehouses, as well as taverns, markets and inns. It will also consider the surviving material culture of food - oyster shells, cutlery, crockery and cookware. The history of food trade and middlemen will, inevitably, form part of this module. The European countries with the most extensive trading networks had the most varied diets. Initially, this was the southern part of Europe - the Iberian Peninsula and Italy, where ports were supplied from the East and across the Atlantic. Eventually, the Dutch and the English overtook Mediterranean countries, allowing their citizens better diets with more exotic goods. In the London parish of St Giles Cripplegate in the late-seventeenth century there were over four hundred victuallers, many cooks, confectioners, a wafer maker, a gingerbread maker and a noodleman. Food and ways of eating were loaded with moral significance. In the minds of many commentators, diets continued to distinguish civilized peoples from savages, and humans from beasts. Closer European contacts with Native Americans and East Indians in the seventeenth century triggered a re-examination of good and bad diets, and helped inspire the first concerted efforts in England to promote vegetarianism. This module will consider the history of food from various perspectives: production, distribution, regulation, preparation, consumption, and conflict. It will draw upon a variety of historical and geographical contexts to examine how people came to eat what they ate - with Europe being the main focus, but also widening the scope to take in foodstuffs transported from right across the globe. The primary source material will also be varied, and will include export lists, diaries, travel accounts, images, surviving material culture, didactic manuals by people such as Thomas Tryon and Eliza Smith and fiction by the satirical pub landlord Ned Ward and the novelist Tobias Smollett. Twelve substantive sessions will be on these subjects: #Economies of eating - from banquets to domestic frugality #Cannibalism #Flavouring: sugar and spice #The bread of life: grains and carbohydrates. #Fridays, Fish and Empire #Preserving: fats and salt. #The fattened cow and fat pigs in clover - the agricultural revolution (fieldtrip to Holkham Hall) #Cooking - domestic, fast food and mass catering. #God and vegetables, savagery and vegetarianism #This Little Piggy went to market. Provisioning: market regulation, dearth, and riots #Beer Street and Gin Lane: Excess and intoxicants. #Wilful waste makes woeful want: Leftovers, adulteration and mouldy food.




Historians often concentrate on wars and conflicts between nations; this module seeks to examine ideas and institutions which have aimed at the common good of humanity. In the aftermath of the Napoleonic wars, a whole range of ideas for uniting mankind developed, as did the infrastructure of trade and communications which held the potential to make this possible. Ideas of internationalism developed among liberals, socialists and conservatives as well as significant cultural figures such has H G Wells and Jules Verne. Such ideas also developed in the United States, shaping the thinking of President Woodrow Wilson and the peace settlement at the end of the First World War. The League of Nation after 1918 also represented the first attempt to realize a form of global governance, and such ideas were renewed in the form of the United Nations after 1945, a period which, despite the rivalries of the Cold War, saw the revival of a whole range of ideas for re-uniting men and women across national boundaries. The legacy of this international tradition remained a potent force in shaping globalisation in the later twentieth century. Topics to be studied will include: Uniting nations before and after 1815: the Concert of Europe and the Brotherhood of Man; Peace, free trade and the origins of liberal internationalism in 19th Britain; Communications and global governance; the emergence of Liberal internationalism in the United States; Socialist internationalism before 1914; Cultural internationalism in fin de siecle Europe; Wilsonian internationalism and the peace settlement of 1919; The League of Nations between the Wars; Conservative internationalism between the Wars; Socialist internationalism, 1919-1939; Thinking about peace, 1919-1939; the emergence of the United Nations; Global economic order after 1945; Globalising human rights.




This module examines the theory and practice of grand strategy in historical and contemporary contexts from a variety of analytical perspectives. It defines grand strategy as 'the calculated relation of means to large ends'. It focuses on how parts relate to the whole in whatever an individual, a corporation or a nation might be seeking to accomplish. The strategists considered range over some two and a half millennia. Some represent the best thinking and writing on this subject; others exemplify success and failure in the implementation of grand strategy.




The reign of Henry VIII was a major turning point in British history, and 'bluff King Hal' continues to horrify and fascinate us in equal measure. This special subject uses the preoccupations, ambitions, and character of Henry VIII as a route into the political, religious and cultural changes of this tumultuous period. Starting with the acclaimed young king, his Spanish bride, Katherine of Aragon, and his consummate minister, Cardinal Thomas Wolsey, the course works chronologically and thematically through to the declining years of Henry VIII's reign, when a paranoid, obese and cruel monarch presided over an irrevocably changed religious and political landscape. It examines in detail the divorce crisis, the establishment of the Church of England, the Henrician Reformation, the politics and factionalism of the Court, war and foreign policy, magnificence, and opposition to the king, and engages with the intense historiographical debates on all these issues. The module considers some of the most colourful personalities in British history - Wolsey, More, Boleyn, Cromwell, and Cranmer - as well as structures, and the falls of Anne Boleyn and Thomas Cromwell are given particular attention. Finally, the module draws on material culture, art history, literature, film, and even dress, as well as relying on the more usual documentary sources, such as the State Papers. Above all, we will try to answer: did Henry VIII really become a tyrant?




This module examines the development of British foreign policy between 1880 and 1914. In the first semester we will undertake a detailed examination of Salisbury's foreign policy and the debate surrounding Britain's international 'isolation' up to the conclusion of the French entente. The second semester will see us examining the cause of British foreign policy under Sir Edward Grey until the outbreak of war in August 1914.




This module focuses on the history of travel and travel writing from the late Middle Ages to the early Nineteenth century. It explores the development of ideas of travelling and of travel narratives within Europe, the Mediterranean and the Indian Ocean. Topics include pilgrimages and pilgrim guides; Renaissance ethnographies; geography and cartography; monsters and fantasies; travellers and intellectuals; the visual and material culture of travelling; cultural conflict and toleration in colonial America; antiquarianism; the Grand Tour; imagined travels.




Please note: If you have taken HIS-5028B in Year 2 you are NOT permitted to take this module. This module looks at the causes, course and significance at what, in terms of relative population loss was probably the single most devastating conflict in English history: the civil wars and interregnum of 1640-1662. In those years, families, villages and towns were divided by political allegiances and military mobilisation. Hundreds of thousands died, not just from warfare, but also from the spread of infectious disease, siege and the disruption of food supplies. In the rest of the British Isles, suffering was even more profound. The execution of the king in 1649, intended to bring an end to the wars, divided the country ever more deeply. By the late 1640s, radical social groups had emerged who questioned the very basis of authority in early modern society, and made arguments for democracy and for the redistribution of land and power. Throughout the 1650s radical political and religious ideas were put into practice: monarchy and the House of Lords were abolished, an English republic rules the British Isles, radical religious sects were allowed to flourish, and the first truly open religious marketplace was established. Yet by 1660 the revolution collapsed, when, remarkably, Charles II was invited to return Stuart rule to Britain and Ireland under powers largely equal to those his father enjoyed before the civil wars. Focusing on ordinary men and women as well as upon important generals, politicians and monarchs, this module explores how and why these extraordinary events took place, how contemporaries experienced them, and what effect they had on the later history of the British Isles.




The English medieval kingdom was extremely hierarchical. It was a society in which resistance to authority by the vast majority of society was discouraged by the widespread use of mutilation and execution. Yet it was also a society which applauded that resistance. All sorts of levels of society, from the highest in the land (such as the king's sons) to the lowest, indulged in rebellion, but it was the outlaw who captured the popular imagination. Encapsulated in the tales of Robin Hood, the outlaw is loyal, courageous, as well as being clever enough to outsmart the authorities. And the authorities, of course, are disloyal, stupid, and cowardly and use the cover of the law to behave corruptly. And so long as the outlaw commits his crimes for a noble purpose, he remains a hero of the people. The unit will examine the wider subject of resistance to royal authority by men who become outlaws and their portrayal in popular legend from the Norman Conquest of England to the modern age with its focus being the outlaw, for whom the name Robin Hood has become an archetype, as, indeed, it did in the later middle ages, as outlaws took on the name pseudonym for their own criminal activities.




The Module will look at the upheavals in the Russian Empire between 1900 and 1921. It looks at the 'revolution' of 1905, the limited 'Constitutionalism' from 1906, the First World War and the downfall of Romanov monarchy. We will then study the year 1917 in some detail and discuss how and why the Bolsheviks were able to take power. The specific experience of certain non-Russian parts of the empire will be examined, as will the Civil War and the reasons for the Communist victory. The module will place the Russian Revolutions in their historical, political and geographical context and will consdier the impact that these events had in the history of the twentieth century. A formative exercise on this module will involve the whole group producing a podcast on some aspect of the Russian revolution, and appropriate skills training will be provided.




Few decades in the modern period have proved as polarising as the 1960s. From 'swinging' London and the student protests of 1968 to the consequences of an allegedly 'permissive' society, the social, cultural and political implications of the decade reverberate into the present. We will cover the political impact of social and cultural trends such as: affluence and consumer culture; youth, pop music and subcultures; the counter-culture, pop-art; film, theatre, television and censorship; the 'New Left' and the birth of cultural studies; changing sexual behaviour and the 'permissive' moment; the politics of 'race' and immigration; education, social mobility and the 'new' universities; slum clearance, suburbanisation and the rise of the tower block. While focusing on Britain, key global themes will be unpacked and their local significance explored: cultures of the cold-war; decolonisation anti-colonial struggles; anti-nuclear and anti-Vietnam protests; the civil rights movement; the rise of 'second wave' feminism and gay liberation; structuralism and post-modernity. Through the analysis of autobiographical accounts and oral histories and contemporary books, films, music, television shows, sociological surveys, archival sources, official publications and material culture students will be encouraged to come to their own conclusions about this tumultuous decade.




This module begins by surveying African, Native American and European labour regimes in the fifteenth century in order to establish a foundation for studying the transformations that followed European imperial expansion and the inauguration of the transatlantic slave trade. We will examine the process of enslavement in Africa, North America, and the Mediterranean; the ransom, exchange and sale of captives; and the development of slave markets in the European colonies in the Americas. We will study childhood and family life in various enslaved communities; the material lives of slaves; and the rise of distinct cultures within the African diaspora. We will compare the Portuguese, Spanish, Dutch, French and British Empires with regard to the practice of slavery. We will also trace patterns of slave resistance, escapes, rebellions, and the creation of maroon communities. The semester will end with an examination of the tangled international politics surrounding the abolition of the transatlantic slave trade and the end of plantation slavery across the Atlantic World.




Few topics in 20th century European history have continuously exerted a fascination among scholars as has the era of Stalinism in Soviet Russia. Stalin died more than 60 years ago, but he remains one of the creators of our world. During his time in power the Soviet Union underwent a rapid industrialisation that saw new cities emerging in places that had not seen any civilisation before. It underwent a complete reorganisation of agriculture and saw the construction of a large Gulag system amidst widespread mass terror. Stalin was intent on changing the whole culture of Soviet Russia. Finally, the regime was engaged in a total war with Nazi Germany and emerged as a new superpower in the world. Fascinating aspects of Stalinism are its brutality and cruelty, but this is counterbalanced by its magnificent and stunning cultural and scientific achievements. This special subject will examine the Stalin era in the context of other 20th-century dictatorships. There will be a particular focus on: Stalin's rise to power; Stalin's revolution; terror and its impact on Soviet society; war and dictatorship; decline and fall - Stalin and destalinization. Cultural change will also form an important part of the module. In the seminars we will work with a wide variety of sources ranging from memoirs, secret police reports, and letters written by ordinary citizens to film, newsreel footage, propaganda posters and other art work.




This module will introduce students to some of the main structures of daily life in medieval society during the period c. 500-1300. The practicalities and complexities of how people in the early and central Middle Ages conducted their lives will be explored in weekly seminars with the aim of gaining a deeper understanding of the dynamics and experience of social and cultural life during this period. Students will engage with a wide range of historical (e.g. narrative sources, administrative records, letter collections) and material remains (e.g. art and architecture, archaeological remains, such as burials, ephemeral everyday objects) to illuminate both the mental and physical worlds of medieval populations. The broad geographical and chronological sweep of the module will allow students to analyse continuity and change over space and time. Themes covered by seminars: Household and Structures, Death and Burial, Rural Life, Urban Life, Popular Religion, Medicine, Travel and Transportation, Education and Communication, Art and Architecture, Leisure and Culture, Economy and Trade.




This module will consider the history of the Crusades and the Crusader States from 1095 to 1291, covering a broad range of themes, religious , military and social, and taking into consideration the relations between Christians and Moslems in the Holy Land. Particular attention will be paid to primary sources, which are abundant and available in English translation.




This module explores the colonization of America by seventeenth-century English people. The memory of the Mayflower Pilgrims has obscured the fact that the first three generations remained English, unaware of the political and cultural distinctiveness to come. We will therefore be concerned with 'the repatriation of early American history'. We shall examine settlers' lives from the foundation of Jamestown in 1607, through the creation of Massachusetts in the 1630s, to the wars and rebellions of 1670-90. Not confined to New England, this module looks at a range of colonial experiences from Maine to the Caribbean, especially the mentalities of people moving between old and new worlds.




This reading-intensive module explores the impact of the First World War on European and non-European states, societies, and cultures. It aims to broaden and deepen the students' knowledge by introducing some of the lesser known aspects of the conflict, such as the campaigns on the Eastern front, in Africa, or the Middle East. Students will investigate the role and perception of colonial troops in the European theatre of war and examine the war efforts of such countries as Italy, Serbia, the Ottoman Empire, and Australia. Further topics to be discussed include alliance politics and the role of neutral states, psychological effects of 'industrialised slaughter', atrocities against non-combatant civilians, captivity and occupation, state propaganda and the spiritual mobilisation of intellectuals, as well as processes of social change with regard to home and family life, ethnicity and class. The module will draw on a wide range of primary sources, including poems, paintings, and film. In their coursework, students will have the opportunity to study more specific issues, such as naval and aerial warfare, British military strategy, civil-military relations in democratic and autocratic states, medical innovations, the war experiences of children, or questions of memory and commemoration.




The French Revolution destroyed age-old cultural, institutional and social structures in France and beyond. But, in their attempt to regenerate mankind, the revolutionaries were creative as well as destructive. They created a new political culture with far-reaching implications. This module will provide an opportunity to study different aspects of the Revolution in depth. You will become familiar with the key political turning points and political personalities of the revolutionary decade. But a great part of the module will be devoted to exploring the artistic, cultural and intellectual dimensions of this eventful period.




This module traces the rise, downfall and legacy of the Japanese Empire. In the course of a few decades after the Meiji Restoration of 1868, Japan secured colonial territories that stretched from Inner Mongolia and Manchuria to the South Pacific. This ambitious expansion unsettled the Western powers and affected the destiny of millions of 'fellow Asians', only to come to a disastrous end in 1945. Seminars for this module encourage students to explore the specific 'spaces' - local, regional, national, transnational - that provided the context for Japanese imperialism. They will explore the lived experience of various historical actors as they became involved in colonial practices within these spaces. The module shifts the emphasis from an understanding of history that sees Japan's expansion as part of an inexorable trajectory to war to a more synchronic approach. It offers critical insights into imperialism as it unfolded in a non-Western context. Seminars: 1.Introduction: imperialism and East-Asian modernity 2.The conquest of Ezo as first colonial experiment 3.Envisaging places and boundaries: the case of Okinawa 4.Taiwan under Japanese rule 5.Japanese colonialism and modern science 6.The politics and limits of cultural assimilation 7.Colonial Korea 8.The Manchurian gamble 9.Pan-Asianism and war 10.Gendering the empire 11.End-game and legacy 12.Conclusion




This Special Subject deals with the development of the English landscape from c.1450 to 1950. We will explore the impact that landed estates had on the landscape through an examination of changes in architecture, garden and landscape design and related issues such as hunting and management of trees and woodland. Such changes will be set within the context of contemporary social and economic developments. In the second half of the module we will take a broader view of the rural landscape, discussing the impact of agricultural change and exploring changing perceptions of the countryside. Finally we will move on to urban landscapes to explore their evolution in the post-medieval period and the ways in which they were shaped by architectural change and population growth. We will end with a consideration of the twentieth century landscape and the effects of declining landed estates, suburbanisation, the conservation movement and the demands of modern transport and warfare. In addition to the weekly seminars there will be a number of field trips during the year.




This module studies the history of the Third Reich from an international and comparative perspective through the extensive use of primary sources. It examines the origins and the rise of National Socialism, the seizure and consolidation of power, the nature and political structure of the dictatorship, and the transformation of German society under Nazi rule, but there is a particular focus on foreign policy and the impact of the regime's policies on Europe and the world. Aspects covered include Nazi Germany's relationship with other autocracies and right-wing forces in Europe, German geopolitical thought and the role of the Foreign Office, the formation and administration of the Nazi empire, issues of collaboration and resistance in occupied territories, combat motivation and war crimes of ordinary soldiers, the importance of non-German perpetrators of the Holocaust, the German home front and the effects of Allied aerial bombings, the various plans for a post-war Europe, and the problem of ethnic cleansing both before and after 1945.




This module provides a chronological overview of the social, economic, political and cultural history of France in the twentieth century. In doing so it charts the rise and fall of the Third and Fourth Republics by analysing the historical trends and contexts that led to their respective demises. It will then evaluate the construction and evolution of the Fifth Republic and conclude by assessing its future. Starting with the French experience of World War I, the module will then analyse the emergence of far-right movements in the interwar period as well as the radical-socialist programme of Leon Blum's Popular Front government. These sessions provide an important background for France's, as Marc Bloch called it, "Strange Defeat" at the hands of the Nazis in 1940. Students will then investigate the complex period of the Vichy Regime and its determined opponents in la resistance. The module will then evaluate the liberation of France, the role of General Charles de Gaulle, and the creation of the "De Gaulle Myth". It will then assess the economic, political and social changes that developed in France under the Fourth Republic before analysing that system's frailties and its eventual downfall in 1958, which ushered in the return of Charles de Gaulle and the creation of the Fifth Republic. It is important to consider the political legacy of "Gaullism" particularly in the realm of foreign policy, which will form an important component of the module. The module will then consider the importance of the first Socialist President of the Fifth Republic, Francois Mitterrand, and reflect on the extent to which he ushered in change or continuity within French politics. It will then conclude by exploring the issues of race and immigration and their social, economic, political and cultural impact on France. Finally, students will reflect on the legacy of the twentieth century for present day France.




This module explores key themes and topics in the history of twentieth century sport, from the founding of the modern Olympic Games in Athens in 1896 to the impact which the collapse of socialism had upon sport at the end of the century. Sport's interaction with empire, nationalism, fascism, socialism and capitalism will be considered, demonstrating that the political history and international relations of the century are deeply entwined with sport. A range of examples are examined, from Mussolini's Italy to the superpower competition of the Cold War. As an aspect of social history, issues of gender, race and disability are inseparable from this topic, as are the harnessing and exploitation of sport as a means of war or reconciliation at various periods throughout the century.




This module introduces students to the darker side of life in Victorian Britain. Though this was undoubtedly a period of economic prosperity, not everyone shared in the gains. In this module we shall look at those who, for reasons of poverty or 'deviance' were confined to the margins. Topics will include the poor, the criminal and insane, prostitution, drink, child-workers, the workhouse, the London Irish, homosexuality and the Oscar Wilde case. By looking at the margins and the misfits, we will seek to gain a deeper understanding of British society in the nineteenth century.




This module will provide students with the opportunity to undertake a work placement with an employer in the historic environment sector. Students should take responsibility for arranging their own placements, with assistance from the module organisers where required. Placements will be followed by a series of practical seminars, field trips and visits from external speakers in the Spring semester. Students wishing to take this module should arrange to meet with the module organisers at the earliest opportunity.




The importance of youth as a driving force for social change has been recognised by many historians. Young people were often at the forefront wherever revolutions took place, wars were fought and tensions in society erupted. However, the historical study of youth is still a relatively young discipline. The module uses 'youth' as a prism to study key themes in 20th century European history, such as the experience of war, life under dictatorship and the longue duree of social change. We shall examine the diverse experience of youth in Western and Eastern Europe during war and peace times, including the Communist and Nazi state-sponsored youth systems, and also the way in which generational experience and conflicts became underlying forces for social and political change. The module employs a strong comparative approach and countries studied include France, Britain, the Soviet Union, West and East Germany, Poland, Hungary and Czechoslovakia. The seminars will be accompanied by several film screenings.




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. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • A Level ABB including English Literature or the combined English Language and Literature and preferably including History
  • International Baccalaureate 32 points including 5 in HL English and preferably History
  • Scottish Advanced Highers ABB including English and preferably History
  • Irish Leaving Certificate AABBBB including English Literature and preferably History or 2 subjects at H1 and 4 at H2 including English Literature and preferably History
  • Access Course An ARTS/Humanities/Social Science pathway preferred. Pass with Distinction in 36 credits at Level 3 including modules in English Literature and preferably History and Merit in 9 credits at Level 3
  • BTEC DDM alongside a GCE A-Level or equivalent in English Literature and preferably History
  • European Baccalaureate 75% including 70% in English and preferably History

Entry Requirement

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

A GCE A-level in English Literature is required and preferably History.

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.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 6.0 in all components)

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

If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.


The majority of candidates will not be called for an interview and a decision will be made via UCAS Track. However, for some students an interview will be requested. You may be called for an interview to help the School of Study, and you, understand if the course is the right choice for you.  The interview will cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.  Where an interview is required the Admissions Service will contact you directly to arrange a convenient 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 and to contact directly to discuss this further.


The School's annual intake is in September of each year.

Fees and Funding

Undergraduate University Fees and Financial Support: Home and EU Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for Home and EU students and for details of the support available.

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. 

Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships.  To check if you are eligible please visit the website.


Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.


We offer a range of Scholarships for International Students – please see our website for further information.

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 system 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 must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Service prior to applying please do contact us:

Undergraduate Admissions Service
Tel: +44 (0)1603 591515

Please click here to register your details online via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    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.

    Admissions enquiries: or
    telephone +44 (0)1603 591515