English Studies MA

 
  

Fact file

Qualification
MA English Studies
Duration
1 year full-time, 2-3 years part-time
Entry requirements
2.1 (Upper 2nd class honours undergraduate degree or international equivalent) in English language/literature or a related arts or humanities subject
Other requirements
Transcripts are required
IELTS
7.0 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
September
Campus
University Park
School/department
Tuition fees
You can find fee information on our fees table.
 

Overview

An innovative and flexible programme giving you the opportunity to specialise simultaneously in several areas of English Studies.
Read full overview

This innovative and flexible programme gives you the opportunity to specialise simultaneously in several areas of English Studies:

  • Literature 1500 to the Present
  • Drama and Creative Writing
  • Medieval Literature and Language
  • English Language and Applied Linguistics

This MA will particularly suit you if you wish to broaden the range of your experiences as an undergraduate without losing the focus and depth which characterises postgraduate study.

Students who are keen to pursue a career teaching English in higher education, together with in-service teachers who wish to update their skills, will also find this course particularly useful, as it provides an ideal introduction to the main subject-areas encompassed within English Studies.

All MA students in the School of English join a lively and thriving postgraduate community.

Key facts

Teaching

You will be taught using the latest advances in teaching methods and electronic resources.  Principle features of the masters programme include:

  • seminar group teaching
  • group and one-to-one tuition with academic members of staff
  • teaching informed by active researchers
  • access to a variety of on-line resources
  • flexible course content
  • innovative and engaging teaching methods

Please Note:

This online prospectus has been drafted in advance of the academic year to which it applies.  Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

 

Course details

You will choose modules from at least two of the four subject areas in the school: Literature 1500 to the Present; Drama & Creative Writing; English Language and Applied Linguistics; and Medieval Language and Literature.

This course can be taken over one year, full-time (September to September) or part-time over two years.

Most taught modules are assessed by written work of varying format and length commensurate with content and weighting.  Tutors provide detailed comments on assignments. The objective is to provide you with the confidence to work as professional academics, at ease with the conventions of the discipline, and ready to tackle any area of research across the disciplines offered in the School of English.

Towards the end of your studies, you will complete a supervised dissertation of 14,000 words. This is a major piece of advanced independent research, which you will undertake with the supervision of a specialist in your chosen area. We will provide you with advice and guidance while you select and refine your area of study, and offer close supervision and support as you complete your research and your MA.

 
 

Modules

The following is a sample of typical modules that we offer, not a definitive list. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change, for example due to curriculum developments.

Subject specific modules

The English Studies MA follows a simple structure, which permits maximum student choice and access to the full breadth of research-led teaching in the school, while retaining the specialism of each of the subject areas which comprise the degree.

All students will be required to complete a 60 credit Dissertation as well as choose one of the following two modules:

Research Methods: The Laboratory of the Arts
This module enhances students’ research skills, to support engagement in high-level research on a disciplinary, inter-disciplinary and transdisciplinary basis. An array of research techniques and methodologies will be critically reviewed and students will develop skills in gathering research insights from a range of sources drawn from across the Faculty.
 
Arts in Society
This module is designed to encourage students to think about the broader context of the Arts: to appreciate, evaluate and communicate the value of the Arts beyond the academy. Students will engage with the practices and techniques required to produce advanced research and develop the skills to communicate this research to a variety of audiences.
 

Over the Autumn and Spring Semesters students will take a minimum of 20 credits each from TWO areas of study (Literature post-1500, English Language and Applied Linguistics, Drama and Creative Writing, Medieval Language and Literature). The remaining 60 credits can be chosen from all modules on offer (subject to any pre-requisites which the module might have attached to it).

English Language and Applied Linguistics modules:

Business & Organisational Communication

The module investigates the multidisciplinary subject of business and organisational communication. It covers a wide range of quantitative and qualitative approaches, examining how individuals and groups use spoken and written communication to achieve success in the workplace. The range of methodologies and analytical frameworks for interrogating business and organisational communication include: conversation analysis, corpus linguistics, critical discourse analysis, pragmatics and speech act theory, ethnography and genre analysis. The module also highlights contemporary issues emerging from the field, exploring, for instance, the influence of context, new multi-media technologies and globalisation on communication in commercial domains and organisational environments. The module emphasises how the findings of communicative research can be practically applied in teaching and training materials and in consultancy work.

 
Cognition & Literature

This module represents a course in cognitive poetics. It draws on insights developed in cognitive science, especially in psychology and linguistics, in order to develop an understanding of the processes involved in literary reading. The module also develops skills in stylistics, and critical theory.

 
Consciousness in Fiction

The module will explore in depth techniques for the presentation of consciousness in novels and other fictional texts. You will learn about the linguistic indices associated with the point of view of characters and the various modes available to a writer for the presentation of characters’ thoughts and perceptions. Alongside detailed examinations of narrative texts which portray consciousness, students will also study different theories put forward to explain the nature of writing consciousness in texts. Our stylistic analyses of fictional minds will also aim to account for historical changes in the techniques used for consciousness presentation.

 
Dramatic Discourse

This module explores the relationship between language and drama. Taking a multi-faceted approach, drawing on facets of linguistic analysis from stylistics, discourse analysis, and sociolinguistics, the module considers the role of language in moving dramatic scripts from page to stage, exploring aspects of characterisation (such as identity, power and provocation), the role of language in story-telling on stage and the 'management' of performance through stage directions. Working with a range of texts from the early modern period to the present day, the module investigates the role of language in shaping character, dialogue, interaction, and staging. 

 
English Vocabulary: Teaching & Learning

This module covers the various aspects of knowledge that are required to fluently use a word: meaning, written form, spoken form, grammatical properties, frequency, register, collocation, and association. Practical aspects of teaching vocabulary will also be covered, including vocabulary teaching activities, vocabulary learning strategies, vocabulary testing and the use of corpora.

 
Group Dynamics and Motivation in the Language Classroom

This module offers an introduction to the main psychological factors and processes that determine the way students learn foreign languages within an institutional (classroom) context. The focus will be on two key issues that have a considerable practical significance: language learning motivation and the internal dynamics of the learner group that can either enhance or hinder the individual members' learning achievement.

Key topics to be discussed will include the components of L2 motivation; strategies to increase student motivation; structural and developmental characteristics of the 'good' learner group; group building techniques; effective leadership roles; cooperative language learning.

 
Intercultural Communication

This module will explore the use of language in interactions between speakers of different cultural and linguistic backgrounds from three different perspectives: description, development, and assessment. With a growing proportion of interactions in the world today taking place between people of diverse cultural backgrounds, it is important to identify and describe language use which may lead to misunderstanding and communicative breakdown. This module will look at ways in which language barriers might be overcome in such interactions, and at the key factors in this process. You will examine intercultural interactions in a variety of contexts, e.g. business and other professional encounters, the language of the media, the language classroom, etc.

 
Language Teaching: Speaking & Listening

The main focus of this module is an exploration of teaching methods for listening and speaking in EFL and ESL environments. The components of the module will provide a theoretical and practical focus for the content and organisation of language classes focused on listening and speaking. Students will become familiar with the four strands approach to designing language learning programs. Within this context, participants will be guided towards good practice in English language teaching and learning constructed from current theory, methods, approaches and practices. You will have the opportunity to observe, plan, prepare, and teach listening and speaking activities.

 
Language, Gender and Sexuality

The course will explore the relationship between language and gender in spoken interaction and written texts, drawing on key approaches in the areas of discourse analysis, sociolinguistics and pragmatics. The extent to which gender affects the language we produce when interacting with one another in a variety of contexts will be focused on, along with the issue of sexism in language use. Various theoretical paradigms that have been presented to explain language and gender differences will be critically examined, along with gender ideologies which operate in society. You will be encouraged to combine theoretical thinking with hands-on analyses of data from authentic examples of spoken interaction and from a variety of publications including the popular media. The practical consequences of the discipline in terms of how findings can have a political impact on wider society are also discussed.

 
Narratology
This module explores the relationship between language and drama. Taking a multi-faceted approach, drawing on facets of linguistic analysis from stylistics, discourse analysis and sociolinguistics, the module considers the role of language in moving dramatic scripts from page to stage, exploring aspects of characterisation (such as identity, power and provocation), the role of language in story-telling on stage and the 'management' of performance through stage directions. Working with a range of texts from the early modern period to the present day, the module investigates the role of language in shaping character, dialogue, interaction and staging.
 
Psychology of Language

This module considers three fundamental and interrelated questions about psycholinguistics:

  1. acquisition: how language is acquired
  2. comprehension: how words, sentences, and discourse are understood
  3. production: how words, sentences, and conversations are produced.

Potential topics include, but are not limited to: lexical influences on sentence comprehension and production; first and second language acquisition; reading; language disorders (e.g., dyslexia, aphasia).

 
Research in Literary Linguistics

This module explores the use of linguistic frameworks to investigate literary texts. Through a series of practical analyses, students will be introduced to a range of linguistic explorations of poetry, prose, and drama from a wide range of historical periods. The course will invite students to use the analyses as an occasion for the critical evaluation of the various approaches to language and literature, to investigate the notions of literariness and interpretation, and to consider the scope and validity of stylistics in relation to literature and literary studies. The range of key research methods and methodologies in stylistics will be studied.

 
Advanced Research Methods in Applied Linguistics: Quantitative & Qualitative

The module looks at various approaches of collecting and processing data using both qualitative and quantitative methods of investigation. With a focus on the area of applied linguistics, you will be introduced to the process of hypothesis formulation and testing, issues of interpretation, evaluation and replicability of data and of research results, questionnaire and interview design, data gathering and recording, statistical description and analysis.

 
Research Methods: Corpus Linguistics

Corpus linguistics provides methods for the study of collections of electronic texts (written texts, including literary texts, material from the internet, transcripts of spoken language, etc.). The module will explain basic concepts and illustrate methods through case studies. Through hands-on sessions students will actively practice the use of corpus software. Throughout the module, students are encouraged to reflect on the applicability of a range of methods to their own areas of interest (e.g. literary linguistics, discourse analysis, ELT, etc.). For the assessment, you will complete a small-scale corpus project on a topic of their own choosing (in consultation with the tutor). This project can function to test ideas that might be further developed in the dissertation.

 
Second Language Acquisition

Arguably the most important subdiscipline for the understanding of language teaching is Second Language Acquisition. This module focuses on this area to ensure that students have a sound understanding of how language is learned.

 
Sociolinguistics of Work

This module is intended to familiarise you with theories and applications of sociolinguistics in relation to a work context. It will cover a range of sociolinguistic, workplace topics, including a focus on the following: workplace cultures; language and identity, including gender, ethnicity, age, religion/nation and social class; miscommunication; intercultural communication; linguistic politeness and interactional sociolinguistics. The module will emphasise the crucial relationship between social variables, power and communication in the workplace, and demonstrate how recourse to sociolinguistic analysis can illuminate and enhance communication in a range of workplaces.

 

Drama and creative writing modules:

Creative Writing Conventions & Techniques

You are encouraged to develop your own creative practice through an examination of a range of ideas and techniques. You will develop your creative writing skills through activities, including group discussions, exercises and workshops. Matters such as reviews, publication, public readings, and the teaching of creative writing may be included as ways of examining the context of creative practice. You will learn how to incorporate the responses of others into their revisions, develop a more productive writing process, and become better editors of your own work.

 
Early Performance Cultures

This module will introduce students to the range, practice and history of performance cultures in the medieval and early modern period. You will be encouraged to understand extant texts within their historical conditions of production and circulation.

The module will introduce theatrical performance from mystery cycles to professional playhouses; civic performance from provincial rituals to courtly masques; and oral cultures ranging from mumming to sermons. With close attention to the relationship between the manuscript and print traces of performance and the events to which they allude, you will develop an understanding of the physical conditions of textual and theatrical performance in their historical, cultural, and political contexts.

You will be encouraged to relate texts to wider significant issues in the period such as national and religious identity, ideas of social, cultural, and geographical space and place, gender politics, and generic experimentation.

 
Writing Workshop: Fiction

This module explores the structures, techniques, and methodologies of fiction through both creative and analytical practice. You will examine a range of international fiction from a writer's perspective, with an emphasis on craft. You will produce creative exercises of imitation or modelling, as well as direct responses to works of fiction in ways that demonstrate a practical understanding of their qualities.

 
Writing Workshop: Poetry

This module is designed to make students familiar both with the craft and practice of using some common poetic conventions, and with the contexts in which poetry is published and read. You will benefit from lecture-style input, group discussion, and a workshop during which they will share and discuss their draft poems. You will be supported in their craft and are encouraged to work towards submitting their work for publication.

 
Performance: Contexts & Frameworks

This module introduces key contexts and frameworks for performance in order to enable critical exploration of central questions about the relationships between the making and reception of drama, theatre and performance. What is performance? Why do we perform? How does performance make meaning, and who for?

The module covers a range of performances from the 20th and 21st centuries and from both conventional and radical stages. It engages with key critical thinkers such as Brecht, Bakhtin, Carlson and Schechner, and introduces a range of theoretical frameworks for analysing performance. The focus throughout is on the multiple potential relationships between performance and audience in a variety of contexts of performance on and beyond the stage: students will encounter performance that engages directly with politics, history and place and will have the opportunity to develop appropriate critical vocabulary and frameworks to analyse these interactions.

As well as working with a wide variety of material contained within the module, you will be encouraged to draw upon your own encounters with performance.

 
Shakespeare: Text, Stage, Screen

This module offers students the opportunity to explore the fluidity and interpretive possibilities of the Shakespeare work and text across multiple genres. Built around three theatre trips, this module will go into depth on three plays, looking at their literary interest (from book history and sources to thematic concerns and characterisation) and their performative possibilities, including in at least one stage and one screen adaptation of those plays. By approaching the plays from multiple angles, students will be able to consider the varied potential for reinterpretation and recreation that each text offers.

Students will build on seminar explorations (taught by a rotating team of tutors) to develop their own project question about the interpretive possibilities opened up by each take, and the choices made by specific interpreters of the text. Projects will be developed in consultation with tutors to take into account the interplay of performance and text.

 
Riotous Performance: Drama and Disruption

This module allows you to engage with a range of modern drama, all themed around the idea of riot.

This module explores the phenomenon of the riot, examining both how such a notion is defined and how it might relate to other kinds of western performance event.  In particular, the module asks students to analyse the way that riots have both been triggered by, and represented in, an assortment of other performances, and students will be encouraged to compare and contrast material from a range of different chronological periods and across a range of different genres.

Although the module is largely focused upon dramatic texts, it will allow students the opportunity to consider an assortment of other performance events, as we analyse the drama of Synge and O’Casey, the ballet of Stravinsky and Nijinsky, and the performance poetry of Linton Kwesi Johnson.
 

Literature post-1500 modules:

Literature in Britain Since 1950

This module embraces literature in Britain since the Second World War, taking 1950 as the starting point, after which distinctive post-war cultural and social trends began to emerge. The critical trend to divide the period into two, with 1979 as a watershed, will be subjected to critical scrutiny: continuities as well as discontinuities in the literature written before and after 1979 will be considered. The module embraces the poetry, the prose, and the criticism of the period, in three distinct blocks, each involving three or four weeks of study. Key practitioners will be discussed, but the aim is not to provide an exhaustive overview of the period, but rather to present a developed account of important topics and debates, using an appropriate combination of teaching blocks.

 
Literary Histories

It has often been suggested that the very idea of literary history – of a narrative that understands, classifies, and explains, the English literary past – is an inherent impossibility. The relationship between literature and the history of the time of its creation is an equally vexed and productive question. This module will look at the various ways in which literature in the last few centuries has combined with the study of history, with significant changes in the ways in which works of the past are viewed, and also how histories of literature began to be constructed (a history of literary histories, so to speak) paying attention to such questions as the development of the literary canon, periodicity, inclusions and exclusions, rediscoveries, and lack of representation. It will also look at the ways in which literary biography, autobiography and life-writing relate to the creation of literary histories. This will be a team-taught module, introducing key topics in the area and apply them to a variety of types of literature from different historical periods, and the myriad critical ways in which such literature has been viewed, retrospectively.

 
Modernism & the Avant-Garde in Literature & Drama

This module will investigate radical strategies of aesthetic presentation and the challenge they offered to prevailing limits of personal, gender and national identity between 1870 and 1960. Through a selection of key literary, dramatic, cultural, and critical texts, the module will examine ways that modernist and avant-garde writings draw their formal, generic and political borders, how they reconfigure ideas of the self, and what the political consequences of that reconfiguration are. The module will also consider the multiple meanings of 'radicalism' in an aesthetic and literary context, relating those meanings to questions of taste, community, and the market. This will be a team-taught module which examines a wide spectrum of literature and drama, including the era's cultural criticism and more recent critical and theoretical studies.

 
Place, Region, Empire

This module will explore the relationship between literary texts and cultural concepts of place. You will be introduced to a selection of texts from the 16th century to the present day, and a range of approaches deriving from recent interdisciplinary convergences between disciplines including literary criticism; cultural geography; literary history; and theories of nationalism and postcolonialism. Topics for discussion might include: maps and cultural cartographies; urbanism and the literature of cities; travel and literary tourism; regional and provincial literature; nationalism and cosmopolitanism; colonialism and the postcolonial; the literature of empire; ideas of community and dwelling; the relation between literary and spatial forms. Writers to be considered will vary from year to year.

 
Speculative Fictions

This module addresses interests in speculative fiction, including a selection of the following genres: Detective Fiction, Gothic, and Horror as well as Sci-Fi and Fantasy. The module will introduce students to the study of speculative fiction from across a broad historical spectrum ranging from the Medieval period to the present, including an awareness of the historical contexts out of which speculative genres emerge and of their ongoing cultural relevance. Not only is speculative fiction an area of ongoing scholarly and popular interest, but also it allows for the theoretical discussion of, and critical reflection on, key contemporary issues, such as the problem of evil, identity, alterity, freedom and terror. You will read works by a selection of authors and will choose two particular authors – either from the same historical period or from different periods – to study in depth. The module will engage with a variety of genres and media, such as prose, poetry, film, the graphic novel, and the illuminated manuscript (the exact selection of texts and type of text will vary).

 
Textualities: Defining, Making & Using Text

This module investigates the ways issues in modern editorial theory—the nature of authorship, what constitutes an ‘authoritative’ text, and the inevitably embodied nature of textuality—illuminates our understanding of literary creativity. You will explore how modern editors describe and theorise the textual transmission of a range of works, drawn from a variety of periods, places and forms. You will examine different concepts of textuality—including copy-texts, plural or ‘mobile’ texts, and digital texts—and different theories of text-editing, such as ‘first’ and ‘final’ intention editing, ‘social’ and ‘eclectic’ texts, and genetic editing.

You will explore how theories of literary creativity are embedded in editorial practices, and so, therefore, how editorial treatment determines the ways we ascribe identity and value to texts. Students of all literary periods will gain a detailed understanding of how literary texts are produced, and why some versions of well-known literary works take precedence over others.

Creative writers will appreciate how the editorial process—which may include the choice of illustrations, type-faces, cover designs, and the imposition of a house-style, be that paper-based or digital, as well as changes to the text itself—affects how readers engage with a work, and ultimately how they value it.

You will be expected to reflect on editorial practice as they have encountered it, and also to undertake practice themselves.

 
Early Performance Cultures

This module will introduce students to the range, practice and history of performance cultures in the medieval and early modern period. You will be encouraged to understand extant texts within their historical conditions of production and circulation.

The module will introduce theatrical performance from mystery cycles to professional playhouses; civic performance from provincial rituals to courtly masques; and oral cultures ranging from mumming to sermons. With close attention to the relationship between the manuscript and print traces of performance and the events to which they allude, you will develop an understanding of the physical conditions of textual and theatrical performance in their historical, cultural, and political contexts.

You will be encouraged to relate texts to wider significant issues in the period such as national and religious identity, ideas of social, cultural, and geographical space and place, gender politics, and generic experimentation.

 
Poetry: Best Words, Best Order

This module will look at various authors, movements, and genres in the history of poetry written in English from 1500 to the present, offering both an overview of certain key chronological areas, and case studies of more specific movements or ideas. Themes and areas of focus may include: late medieval, the ‘drab’, religious verse, poetry and science, Epicureanism, verse epistles, gender and recovery, ‘minor’ poets and failure, Empire and Romanticism, the dramatic monologue, modernist poetics, free verse, ecopoetics.

 

Medieval language and literature modules:

Reading Old Norse
This module provides an intensive introduction to Old Norse language and literature, based on carefully-selected extracts from real texts, including sagas, and historical and mythological narratives. By the end of the module, you will have been taken through all the main aspects of Old Norse grammar and have translated the set extracts. In class we will discuss questions of translation and style, and you will gain an overview of the main genres of Old Norse-Icelandic literature and their literary and historical characteristics. Regular preparation and revision will be required, and your understanding of the language and the set texts will be tested in the coursework assessment.
 
Reading Old English
This module teaches the students the fundamentals of the Old English language, providing a thorough grounding in its grammar and an introduction to a range of texts in both prose and verse. These will be analysed in class, and preparation will include translation and language exercises. The module’s assessment will require students to demonstrate a good understanding of the structure of Old English and knowledge of the selected texts.
 
Research Methods in Viking and Anglo-Saxon Studies
The module provides a substantial grounding in the research resources and methods appropriate to interdisciplinary Viking and Anglo-Saxon studies. Teaching takes place during an intensive field trip, which includes a series of half-day workshops; students can participate in the Vikings for Schools programme, creating lesson plans or reports as part of their assessment. The workshops introduce students to a variety of approaches to the study of the Vikings and Anglo-Saxons, including runology and name-studies. Students will also be given bibliographical training which will be assessed by an annotated bibliography and book review. The field-trip allows students to discover a range of material and linguistic evidence relevant to the study of the Vikings and Anglo-Saxons, and to understand the importance of interpreting the evidence within its landscape setting.
 
Contextualising Old English
This module follows on from Reading Old English, offering students the opportunity to explore the culture of the Anglo-Saxons through the surviving literature in Old English. The focus will be on extensive reading of texts in Old English and discussing themes which may overlap in the different genres. Classes will cover topics such as history and hagiography, heroic and homiletic writing. Texts to be read will include Beowulf and related narratives. Practical skills such as palaeography and theoretical topics such as metrical analysis give added depth to the contextual study of the literature.
 
Contextualising Old Norse: Vikings, Myths, and Sagas
This module introduces students to current critical thinking about Old Icelandic literature and its historical and cultural contexts. Students will read texts in both poetry and prose, and the module will equip them with a range of practical and theoretical frameworks for their own study of these. Seminars will be student-led: they will present and discuss recent critical approaches and test them against their own readings of the texts themselves. Students will write an essay similarly combining theoretical reflection with analysis of a text or texts of their choice. Texts will be read in English translation, though students who have completed Reading Old Norse will be expected to show familiarity with texts in the original.
 
Place-Names in Context: Language, Landscape and History
This module employs the study of place-names to illustrate the various languages - British, Latin, French, Norse, and English - that have been spoken in England over the last 2000 years. Students will learn how place-name evidence can be used as a source for the history of English (its interaction with other languages, its regional and dialectal patterns, and its changing vocabulary) and for the history of the English landscape. They will also undertake a directed self-study project which will assess the value of place-name evidence for some aspect of Anglo-Saxon and/ or Viking settlement-history.
 
Reading Runes
This module trains students in the essential skills of runology: they learn how to examine, transliterate, transcribe, translate and present runic inscriptions.  This includes working with databases, corpus editions and specialist literature.  In the workshops participants will develop and practise skills using photographs and other visual materials and will then be able to apply these skills on a field trip, with hands-on study of inscribed objects.  At the end of the semester students undertake an independent project on a set of inscriptions.  
 
Conflict and Cohesion: Religion and Cultural Change
The Conversion of the Anglo-Saxons and Vikings is a marked watershed in both cultures. While Anglo-Saxon Conversion appears to be straightforward, the Conversion of the Scandinavians seems to have been more complex, or so it seems. This module will introduce the processes that led to the Conversion; it will introduce the major texts and primary sources, but also consider the important research questions and the methods with which we can approach such a complex period of change, with often incomplete or missing sources.
 
Early Performance Cultures

This module will introduce students to the range, practice and history of performance cultures in the medieval and early modern period. You will be encouraged to understand extant texts within their historical conditions of production and circulation.

The module will introduce theatrical performance from mystery cycles to professional playhouses; civic performance from provincial rituals to courtly masques; and oral cultures ranging from mumming to sermons. With close attention to the relationship between the manuscript and print traces of performance and the events to which they allude, students will develop an understanding of the physical conditions of textual and theatrical performance in their historical, cultural and political contexts.

You will be encouraged to relate texts to wider significant issues in the period such as national and religious identity; ideas of social; cultural, and geographical space and place; gender politics; and generic experimentation.

 
History of the Book 1200 - 1600

This module introduces the study of the book as artefact. You will learn about methods of construction and compilation, handwriting and early printing techniques, reading marginalia as well as text; you will also be introduced to the benefits and applications, as well as the problems, of applying an understanding of the artefact to the texts contained within.

 
Middle English Romance

This module considers 21st century historicised readings of a major English literary genre, and demonstrates that medieval English romance texts can be set in complex and profound critical relationship to each other and to other artistic media. Such an approach is possible largely because of the vibrant and privileged international socio-literary milieu in which many romance tracts were first written and received. You will be encouraged to explore how reading Middle English romance texts can equip us with vocabulary and concepts to discuss the cultural specificities of the literary representations of romance; love and chivalry in this period; the representations of public and private identities; and the questions regarding individuality and selfhood that arise in literature produced in a volatile period of religious and social uncertainty and dissent. These are all issues that now define 'the Middle Ages' for modern scholars.

 

The final element of the course is a dissertation, which you complete over the summer period.

More information on the above modules is available in the Module Catalogue.

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The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

UK/EU Students

The majority of postgraduate students in the UK fund their own studies, however, financial support and competitive scholarships are available and we encourage applicants to explore all funding opportunities.

Please visit the school's website for the latest information about funding opportunities, including ESRC funding.

The Graduate School website at the University of Nottingham provides more information on internal and external sources of postgraduate funding.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.

Students should check the eligibility requirements with their funding body before enrolling on a part-time course.  
 

Careers

Our postgraduate students move into an extraordinarily wide range of careers following their time in the school.

Conducting postgraduate work in the School of English fosters many vital skills and may give you a head start in the job market. Studying at this level allows you to develop qualities of self-discipline and self-motivation that are essential to employment in a wide range of different fields.

We will help you develop your ability to research and process a large amount of information quickly, and to present the results of your research in an articulate and effective way. A postgraduate degree from the School of English at the University of Nottingham shows potential employers that you are an intelligent, hard-working individual who is bright and flexible enough to undertake any form of specific career training.

Our applicants are among the best in the country, and employers expect the best from our graduates.

Average starting salary and career progression

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers.*

In 2016, 94.1% of postgraduates from the School of English who were available for employment had secured work or further study within six months of graduation. The average starting salary was £21,333 with the highest being £22,000.**

Notes:
* The Graduate Market 2013-2016, High Fliers Research
** Known destinations of full-time home postgraduates 2015/16. Salaries are calculated based on the median of those in full-time paid employment within the UK

Career Prospects and Employability

The acquisition of a masters degree demonstrates a high level of knowledge in a specific field. Whether you are using it to enhance your employability, as preparation for further academic research or as a means of vocational training, you may benefit from careers advice from the dedicated Faculty of Arts careers team as to how you can use your new found skills to their full potential.

Our Careers and Employability Service will help you do this, working with you to explore your options and inviting you to attend recruitment events where you can meet potential employers, as well as suggesting further development opportunities, such as relevant work experience placements and skills workshops.

 
 
 
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Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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The University of Nottingham
King's Meadow Campus
Lenton Lane
Nottingham, NG7 2NR

t: +44 (0) 115 951 5559
f: +44 (0) 115 951 5812
w: Frequently asked questions
Make an enquiry

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