You'll study each subject equally (60 credits in each).
If there's a particular topic that fascinates you, you can write a dissertation on it. This can be in English or Philosophy or something that combines both into a single piece of work.
You must pass year three which counts approximately two thirds towards your final degree classification.
Dissertation in Philosophy
The aim of this module is to provide you with an opportunity to write an 8,000-word dissertation on a philosophical topic, the precise subject of which is by agreement with the supervisor. At the completion of the module, you will have had an opportunity to work independently, though with the advice of a supervisor.
Philosophy of Criminal Law
There is perhaps no more vivid example of the exercise of state power over individuals than through the institution of criminal law. This power relationship raises a host of important philosophical questions, such as:
- Is there a general obligation to obey the law? If so, what is the basis for this obligation?
- What sorts of acts should be criminalised, and why?
- What does it mean for someone to be responsible for a crime, or for the state to hold someone responsible?
- Is criminal punishment justified? If so, why?
- What is the proper role for the presumption of innocence: Who must presume whom to be innocent of what?
- Is the state ever justified in imposing legal restrictions on offenders even after they have completed their punishment?
- How should the criminal law function in the international context?
We'll look at thinking from across history, from seminal figures such as Plato, Bentham, and Kant, to more contemporary philosophers such as Hart, Hampton, Duff, and others.
No experience of criminal law necessary. Ideal for both philosophers and practitioners.
This module is worth 20 credits.
Communicating Philosophy
This module will teach you how to communicate philosophy through a variety of different mediums, assessing them in each. We will look at how philosophy can be communicated through legal documentation, press releases, handouts, lesson plans, webpages, funding bids and posters (with optional presentations).
A number of the sessions will be delivered by professionals from outside the university, with support from the module convener. Seminars will be used to develop each of the items for assessment. You will be invited to draw upon your prior philosophical learning to generate your assessments, except in the case of handout where you will be set a specific philosophical task and asked to complete some (very basic) independent research.
Marx
Karl Marx's thoughts and words have had an enormous impact on history. Revolutions have been fought, economic policies pursued and artistic movements established by followers (and opponents) of Marxism.
Together we'll examine some of Mark's original writing and explore his thinking. Specific themes we'll cover include:
- alienation
- the materialist conception of history
- ideology
- the labour theory of value
By the end of the module you should have a good overview of Marx's attempt to synthesise German philosophy, French political theory, and British economics.
This module is worth 20 credits.
Environmental Ethics
In this module we'll ask questions like:
- How should human beings interact with the non-human natural world?
- Is nature intrinsically valuable, or does it possess value only by being valuable to us?
As part of this we'll cover topics such as:
- the moral status of animals
- the ethics of zoos
- responsibility for climate change
- whether there is any connection between the twin oppressions of women and nature
- the environmental impact of having children
- the ethics of restoring nature after it has been damaged by human development
This module is worth 20 credits.
Advanced Logic
This module investigates different kinds of contemporary logic, as well as their uses in philosophy. We will investigate the syntax and semantics of various logics, including first order logic, modal logics, and three-valued logics, as well as ways to apply formal techniques from these logics to philosophical topics such as possibility and necessity, vagueness, and the Liar paradox.
We’ll cover ways to reason and construct proofs using the logics we study, and also ways to reason about them. We’ll look at proofs regarding the limits of formal logic, including proofs of soundness, completeness, and decidability.
Free Will and Action
This module involves the study of a set of related issues concerning the nature and explanation of action and the requirements for free action and free will. Questions to be discussed are likely to include all or most of the following:
- What would it take for an action to be free (or an exercise of ‘free will’) in a sense that would make it an action for which we are morally responsible?
- Is there is any way in which our actions could be free in the relevant sense, whether or not determinism is true?
- How do actions differ from bodily movements that are not actions?
- Actions are typically (perhaps always) done for reasons, but what exactly is the relation between the reasons and the actions?
- Do the reasons cause the corresponding actions - and if they do, can this be the same kind of causation as is involved in ordinary ‘mechanistic’ causal explanation?
- And what about the fact that at least some of our actions seem to have purely physical causes?
- If they do, doesn’t this make any ‘mental causes’ of those actions redundant?
- What is the connection between intentional or voluntary action and rational action?
- In particular, it seems that we sometimes intentionally and voluntarily do things that we ourselves regard as irrational - but how is such ‘weakness of will’ possible?
Philosophy of Mortality
Illness, ageing, dying and death are integral parts of human existence. They're related to deep philosophical questions, for instance, about the nature and meaning of human life. Moreover, our mortality poses new challenges for familiar concerns within philosophy. This module explores such philosophical issues raised by mortality.
Subjectivism and Relativism in Ethics
One often hears the opinion that ethics is subjective. But what does this mean, exactly?
And one often hears the view that ethics is relative. But relative to what?
And what is ‘ethics’ anyway?
And if ethics is subjective, or relative, what does that mean for ethics as a discipline? Does it mean, for example, that our ethical pronouncements can never be incorrect, never be challenged, or never disagreed with?
This module addresses these and other questions about the foundations of ethics, and gives you the material to develop your own views of this peculiarly human phenomenon.
Philosophy of Recreation
We expect recompense when we work but appear to do recreational activities just for their own sake.
You'll use philosophical tools to examine the meaning and value of such recreational activities, exploring questions such as:
- Is recreational sex and drug consumption merely about pleasurable sensations?
- Why do we put such great effort into achieving seemingly arbitrary goals in sport?
- Does it make sense for fans to feel elated if they played no part in a team’s success?
- Is there something special about being in a zone of effortless attention whilst playing an instrument?
- Could risking death seeking sensations of the sublime by climbing a mountain be better than safely siting on your sofa watching trash tv?
Taking Utilitarianism Seriously
This module is an extended discussion of utilitarian approaches to moral and political philosophy, including utilitarian accounts of:
- the nature of wellbeing
- reasons and rightness
- rights and justice
- democracy
- individual decision-making
- praise and blame
Advanced Topics in the Philosophy of Mind
The philosophy of mind addresses philosophical questions about the mind and aspects of the mind: mental or psychological states and capacities. Advanced topics in the philosophy of mind will focus on a specific area (or areas) of the philosophy of mind.
Which specific area (or areas) of philosophy of mind is in focus may vary from year to year. So the topics for this area of philosophy of mind may include:
- the nature of perception
- the nature of perceptual consciousness
- the directness or indirectness of perception
- the perception-knowledge link
- what properties or kinds perception can present
- issues about the senses
- specific issues about vision and audition
Advanced Topics in Aesthetics
This module is a discussion of some philosophical problems pertaining to art. Topics could include definitions of art, the objectivity versus the subjectivity of aesthetic evaluations, emotional response to art, the ontological status of artworks, and Walton's theory of make-believe.
This module aims to promote a deeper understanding of philosophical issues pertaining to art. By the end of the module, you should be able to discuss and evaluate different views of the expressive power of art, to explain certain current views on the status of aesthetic evaluations, and to present the main contemporary viewpoints pertaining to the nature of artworks.
Language, Metaphysics and Metametaphysics
Typically, this module introduces you to some advanced topics in contemporary analytic metaphysics. The module focuses on important topics, which have received recent attention. The topics covered will include:
- metaphysical nihilism (why there is something rather than nothing, and the subtraction argument)
- causation (the counterfactual theory and other accounts)
- the metaphysics of grounding (and concerns with such a notion)
- the metaphysics of absolute and relational space and time
- vagueness and indeterminacy
The module presupposes a certain basic familiarity with general issues in metaphysics and the philosophy of language, but is designed to serve as an advanced introduction to new topics that is completely accessible to the uninitiated.
Buddhist Philosophy
This module will focus on a critical examination of core aspects of Buddhist thinking, with emphasis on some of its basic psychological, spiritual, and metaphysical conceptions.
These include, in particular: the origin and nature of suffering; the no-self thesis; enlightenment; consciousness; experiential knowing; and the doctrine of Emptiness (the lack of inherent nature in all things and impermanence).
Philosophy of Education
Education plays a fundamental part in all our lives. It shapes who we are as individuals, our value systems, our political and religious outlooks. As a consequence it changes how society looks, how it operates, and what we think society ought to be like. Education then, is of the most profound importance.
As philosophers we are uniquely placed to think long and hard about education:
- what is its role?
- what should its role be?
- who gets to decide what is taught?
Rising to this challenge this module creates the space, and provides the tools, for you to do just this.
This module is worth 20 credits.
Philosophy of Sex
- How many people have you had sex with?
- Is there a difference between sex work and working in a supermarket?
- What is love? Do we chose who we love?
- What is gender? What do we mean when we say 'trans women are women'?
These are some of the many philosophical questions which arise when you start thinking about sex and related topics.
During this module we will tackle the conceptual, moral, political, and metaphysical issues raised by sexual activity. Possible topics we'll look at include:
- the nature of sexual desire
- sexual consent
- sexual objectification
- prostitution
- pornography
- sexual orientation
Together we'll look at the experiences and testimony of a variety of groups, including those considered sexual and gender minorities. Then we'll use philosophical tools to explore the issues that such testimony raises.
This module is worth 20 credits.
Knowledge, Ignorance and Democracy
Politics and truth have always had a complicated relationship. Lies, bullshit, spin, and propaganda are nothing new.
Polarization is on the rise in many democracies and political disagreements have spread to disputes about obvious matters of fact.
But have we really entered the era of 'post-truth' politics? Is debate now framed largely by appeals to emotion disconnected from the facts?
In this module, we'll explore questions such as:
- Should the existence of widespread disagreement in politics make us less confident in our own views?
- Are voters morally or epistemically obligated to vote responsibly?
- Is it rational for citizens to base their political views on group identity rather than reasoned arguments?
- Should we have beliefs about complex policy questions about which we are not experts?
- Is democracy the best form of government for getting at the truth?
This module is worth 20 credits.
Depending on your module choices in your first and second year, you choose three modules in your final year that cover at least two areas of study.
Joint honours students enjoy the same wide range of final-year options in English as single honours.
Songs and Sonnets: Lyric poetry from Medieval Manuscript to Shakespeare and Donne
Through the exploration of lyric poetry, this module examines cultural and literary change from the fourteenth to the seventeenth century. It will consider the rise of ‘named poet’, the interaction of print and manuscript culture, the representation of love, and the use of the female voice. It will develop further students’ confidence in handling formal poetic terminology and reading poetry from this period. It will also enable students to think pragmatically about the transmission of lyric in modern editions, and about how best to represent the form.
Contemporary Fiction
Explore the novel from the late twentieth century onwards, in Britain and beyond.
We will concentrate on the formal operations and innovations of selected novelists, considering how the contemporary socio-historical context influences these questions of form. Topics considered include:
- an interrogation of the ‘post-consensus novel’
- an exploration of postcolonial texts which represent the transatlantic slave trade
- the cultural politics of late twentieth-century and twenty-first century Scottish literature
Contemporary fiction is focused on writing emerging from Britain and closely-related contexts in the post-war period. This module offers strands structured around a number of political, social and cultural frameworks in Britain. These include:
- formal analysis and literary innovations in Britain
- temporalities and the representation of time
- issues of gender, race and class
- histories of colonialism and slavery
- national traditions and politics of state
- the country and the city
- postmodernism
This module particularly explores the network of relationships between context, content and form, supported by related literary and cultural theory and philosophy.
This module is worth 20 credits.
Single-Author Study
This stranded module provides students with a detailed introduction to the major works of a single author (e.g. James Joyce, Virginia Woolf, D. H. Lawrence). Students will select one author to study from a range on offer. They will then have the opportunity to consider in detail important thematic and stylistic aspects of their chosen author’s work, taking account of the chronological development of his/her writing practice (if relevant), and his/her relationship to key historical and literary contexts.
Reformation and Revolution: Early Modern literature and drama 1588-1688
Literature and Drama across the early modern period contributed to, and was often caught up in, dramatic changes in social, political, and religious culture which changed the way that people experienced their lives and the world around them. This module gives students the opportunity to read a wide range of texts in a multitude of genres (from drama, to prose fiction, pamphlets and poetry) in their immediate contexts, both cultural and intellectual. This module will situate the poetry, prose and drama between 1580 and 1700 against the backdrops of civil war and political revolution, scientific experimentation, and colonial expansion; in doing so, it will ask how the seventeenth century forms our current understandings of the world. Students will be encouraged to read widely, to develop a specific and sophisticated understanding of historical period, and to see connections and changes in literary and dramatic culture in a period which stretches from the Spanish Armada of 1588 to the ‘Glorious Revolution’ of 1688.
Modern Irish Literature and Drama
This module will consider Irish literature and drama produced in the twentieth century. Taking the Irish Literary Revival as a starting-point we will consider authors in their Irish and European context: W.B. Yeats, J.M. Synge, Lady Gregory, James Joyce, Seán O'Casey, Seamus Heaney, Brian Friel, and Marina Carr. The focus throughout will be upon reading texts in relation to their social, historical, and political contexts, tracking significant literary and cultural responses to Irish experiences of colonial occupation, nationalist uprising and civil war, partition and independence, socio-economic modernisation, and the protracted period of violent conflict in Northern Ireland.
Oscar Wilde and Henry James: British Aestheticism and Commodity Culture
Henry James and Oscar Wilde had a passionate dislike of each other, as well as very different values. Even so, they moved in similar circles. Both men found themselves at the centre of British cultural and intellectual life, experimenting within the same set of literary, critical and theatrical modes.
This module uses the writings of Oscar Wilde and Henry James, alongside some of their contemporaries, to examine changes in literary culture and the practices of literary composition in the late 19th century.
We will explore:
- The role of new technology in literary creativity
- The growth of mass and 'celebrity' culture
- The development of consumerism and resulting commodification of literary art
- The changing relationship of art to politics
- Anxieties about artistic originality and plagiarism
- Attempts (via censorship) to police literary expressivity
You will study a range of texts by Wilde and James, including drama, fiction and criticism. These will be compared with pieces by a number of their contemporaries (including Walter Pater and William Morris), in order to assess both the modernity and radicalism of their writings.
This module is worth 20 credits.
The Self and the World: Writing in the Long Eighteenth Century
The years from 1660 to 1830 are enormously important, especially in terms of the representation of the self in literature: Milton promoted the idea of the poet inspired by God; Pope and Swift mocked the possibility of anyone truly knowing their self; Wordsworth used poetry to explore his own life; and Byron and Austen provided ironic commentaries on the self-obsessions of their peers. This period also saw the rise of the novel (a form that relies upon telling the story of lives), a flourishing trade in biography, and the emergence of new genre, autobiography. This module will look at some of the most significant works of the period with particular reference to the relationship between writers and their worlds. Topics might include: the emergence, importance and limitations of life-writing; self- fashioning; the construction – and deconstruction - of the ‘Romantic’ author’; transmission and revision; translation and imitation; ideas of the self and gender; intertextuality, adaptation, and rewriting; creating and destroying the past; and writing revolution. Texts studied will range across poems, novels and prose.
Making Something Happen: Twentieth Century Poetry and Politics
This module introduces participants to key modern and contemporary poets, equipping them with a detailed understanding of how various poetic forms manifest themselves in particular historical moments. Unifying the module is an attention to poets’ responses to the political and ideological upheavals of the twentieth century.
Beginning with Yeats and Eliot, the module will include such (primarily) British and Irish poets as W.B. Yeats, W. H. Auden, T.S. Eliot, Dylan Thomas, Ted Hughes, Sylvia Plath, Wislawa Szymborska, Tony Harrison, Seamus Heaney, Derek Mahon, Adrienne Rich, Geoffrey Hill, Jo Shapcott, Patience Agbabi and Alice Oswald. Some of the forms examined will include: the elegy, the pastoral (and anti-pastoral), the ode, the sonnet (and sonnet sequence), the ekphrastic poem, the version or retelling, the villanelle, the parable and the sestina.
In order to develop a more complete perspective on each poet’s engagement with twentieth-century formal and political problems, we will also examine these figures’ writings in other modes – critical essays, manifestos, speeches and, where permitted, primary archival materials such as letters and manuscript drafts. Grounding each week will be readings on poetry and the category of the ‘political’ from an international group of critics, including such thinkers as Theodor Adorno, Charles Bernstein, Claudia Rankine, Peter McDonald, Angela Leighton, Christopher Ricks and Marjorie Perloff.
Island and Empire
While the vexed questions of British identity and its relationship to empire have been at the forefront of political debate in the last decade, they have also been integral to literary production for many centuries. This module interrogates English and British representations of colonisation and empire, within Great Britain and Ireland and with particular reference to India. Well known writers such as Edmund Spenser, Jonathan Swift, Walter Scott, Arthur Conan Doyle, Rudyard Kipling and Salman Rushdie, will be set against less familiar voices, to consider the ways in which dominant narratives come about and can be challenged.
The Gothic Tradition
This module focuses on the connections between literary texts, politics, and relevant historical/cultural contexts in gothic texts. You may cover:
- poetry
- novels
- graphic novels
- films
Examples include The Haunting of Hill House (both Shirley Jackson’s novel and the Netflix adaptation), The Gilda Stories by Jewelle Gomez, and Saga of the Swamp Thing by Moore, Bissette and Totleben, and The Visions of the Daughters of Albion by William Blake.
You will explore various critical and theoretical approaches to literature, film, comics, adaptation, and popular culture. The module also seeks to decolonise Gothic Studies, including work by creators from a wide range of backgrounds who identify with a diverse range of subject positions.
This module is worth 20 credits.
Advanced Stylistics
This module offers an advanced study of the language of literary texts and how it impacts reading and interpretation. It bridges the gap between the literary and linguistics aspects of our BA degrees. It also equips you with skills that will be useful in the teaching of English, or for a career in publishing.
You will study:
- literary style and technique
- the style of poetry and narrative
- the representation of characters' voices and consciousness
- the style of difficult texts, such as surrealism
- the history of literary style
You will learn to explain how style contributes to meaning and interpretation, and why texts affect you in different ways.
This module is worth 20 credits.
Teaching English as a Foreign Language
The module is designed to provide students with an understanding of the process of English Language Teaching (ELT) and of the theoretical underpinnings of this practice. In this module students will learn the principles behind the learning and teaching of key aspects and skills of English, including:
- vocabulary
- grammar
- reading
- writing
- speaking
- listening
- intercultural communicative skills
Students will also learn how to apply these theoretical principles to the development of teaching materials. This module will therefore be of interest to students who want to pursue a teaching career, and in particular to those interested in teaching English as a second or foreign language.
Language and Feminism
This module provides comprehensive knowledge of feminist theory, as applied to a series of language and linguistic contexts.
You will explore a range of analytical approaches to language, including conversation analysis, critical discourse analysis, and interactional sociolinguistics. You will also respond to, and critically engage with, contemporary real-world problems associated with gender and sexuality, through the consideration of discourse-based texts.
Topics covered include:
- gender and sexual identity construction in a range of interactive contexts
- sexist, misogynistic, homophobic and heteronormative representations in texts
- feminist theory from the 1970s to the present, with particular focus on contemporary approaches to gender theory
This module is worth 20 credits.
Language and the Mind
Speaking, listening, reading, and writing are a complex set of behaviours that are a fundamental part of our daily lives. And yet they remain difficult to fully explain.
When you hear ‘FIRE’, you immediately look for an exit and start moving. Yet all that a speaker has done is produce a string of sounds. Your mind distinguishes these from the murmuring of other voices, feet clomping on the floor, and any background music. Your mind matches the sounds f-i-r-e with a word, retrieves the meaning, and relates them to the current circumstances and responds accordingly.
How does the mind do this? And what makes our minds so special that we can do this? On this module, we begin to address these questions.
You will consider:
- Is there a language gene?
- What makes human language different from animal communication?
- What is the relationship between thought and language?
- Does everyone talk to themselves? What purpose does our inner voice serve?
- How do we learn language? And does cognition underpin our ability to learn language?
- What do language deficits tell us about language and the brain?
- How do we understand and produce speech, words, and sentences?
- What is the best way to teach children to read?
- How is sign language similar to/different from spoken language?
This module is worth 20 credits.
English Place-Names
The module uses the study of place-names to show the various languages – British, Latin, French, Norse and English – that have been spoken in England over the last 2000 years.
You will learn how place-name evidence can be used as a source for the history of English, including:
- its interaction with the other languages
- its regional and dialectal patterns
- its changing vocabulary
We also consider the interdisciplinary contribution that place-names offer to historians and geographers.
For this module's assessment, you can choose a geographical area of particular interest.
This module is worth 20 credits.
Songs and Sonnets: Lyric poetry from Medieval Manuscript to Shakespeare and Donne
Through the exploration of lyric poetry, this module examines cultural and literary change from the fourteenth to the seventeenth century. It will consider the rise of ‘named poet’, the interaction of print and manuscript culture, the representation of love, and the use of the female voice. It will develop further students’ confidence in handling formal poetic terminology and reading poetry from this period. It will also enable students to think pragmatically about the transmission of lyric in modern editions, and about how best to represent the form.
Dreaming the Middle Ages: Visionary Poetry in Scotland and England
The genre of dream-vision inspired work by all the major poets of the Middle Ages, including William Langland, the Pearl-Poet, and Geoffrey Chaucer. The course will aim to give you a detailed knowledge of a number of canonical texts in this genre, as well as ranging widely into the alliterative revival, and chronologically into the work of John Skelton in the early sixteenth century. The course will depend upon close, detailed reading of medieval literary texts, as well as focusing on the variety and urgency of issues with which dream poetry is concerned: literary, intellectual, social, religious and political.
Old English Heroic Poetry
This module gives an opportunity to those who already have a basic knowledge of Old English language and literature to explore some of the astonishing range of texts from the earliest stages of English literature. The texts studied are heroic and Christian. Themes include Germanic myth and legend, heroic endeavour, Christian passion. A study of the epic poem Beowulf — its characters, its themes, its ‘meaning’ — is essential to the module. Texts are read in Old English (with plenty of help given).
The Viking Mind
Our images of Vikings come largely from the Icelandic sagas. These present a Viking Age of daring exploits, global exploration and bloody feuds, as carried out by valiant warriors and feisty women. But how accurate are the sagas when it comes to understanding what really happened in the Viking Age? Can they provide an insight into the Viking mind?
This module explores Norse and Viking cultural history, using an interdisciplinary approach grounded in the study of texts.
Topics covered include:
- The Viking Age and Viking society
- Exploration and diaspora
- Gender, marriage and family
- Religion and belief
- Outlaws
- Poetry
- The supernatural
Your one-hour lectures will provide the evidence base for discussion in the two-hour, student-led seminars. The seminars also include some language work.
Assessment for this module is by a one-hour exam of comment and analysis, and a 3000-word project on a topic of your choice in consultation with a tutor.
This module is worth 20 credits.
Changing Stages: Theatre Industry and Theatre Art
Peter Pan, Les Misérables, Hamilton... just a few of the iconic productions that started life in London’s West End, or on Broadway in New York. But why and how did they become so successful?
The 20th and 21st centuries have seen major changes in the way theatre is financed, produced and presented, both on stage and on screen. This module explores the fascinating world of theatre production, covering:
- the development of long-running, commercial productions
- the role of the theatre producer in making theatre
- subsidised theatre
- touring and national theatre companies
- reviewing cultures
- relationship between the theatre and film industries
- the advent of the mega-musical
Examining the mainstream and the fringes, we apply case studies including Shakespeare in production, new plays, revivals, and international hits like the ones listed above, illustrating how theatre responds to changing contexts and audiences.
This module is worth 20 credits.
Modern Irish Literature and Drama
This module will consider Irish literature and drama produced in the twentieth century. Taking the Irish Literary Revival as a starting-point we will consider authors in their Irish and European context: W.B. Yeats, J.M. Synge, Lady Gregory, James Joyce, Seán O'Casey, Seamus Heaney, Brian Friel, and Marina Carr. The focus throughout will be upon reading texts in relation to their social, historical, and political contexts, tracking significant literary and cultural responses to Irish experiences of colonial occupation, nationalist uprising and civil war, partition and independence, socio-economic modernisation, and the protracted period of violent conflict in Northern Ireland.
Performing the Nation: British Theatre since 1980
This module introduces a range of new plays and performances staged in the British Isles between 1980 and the present day, with a particular focus on the ways in which the theatre of the period has engaged with questions of nation and identity in the period which saw the fall of Thatcher and the rise of New Labour, the peace process in Northern Ireland, increasing devolution in Wales and Scotland, and the London 7/7 attacks as well as the celebrations of the 2012 London Olympics. Most recently of all the UK's EU referendum of 2016 has prompted reflection on our national, regional and local identities across and within the UK, and we finish the module by looking at how theatre makers and practitioners have begun to respond to these challenges.
Reformation and Revolution: Early Modern literature and drama 1588-1688
Literature and Drama across the early modern period contributed to, and was often caught up in, dramatic changes in social, political, and religious culture which changed the way that people experienced their lives and the world around them. This module gives students the opportunity to read a wide range of texts in a multitude of genres (from drama, to prose fiction, pamphlets and poetry) in their immediate contexts, both cultural and intellectual. This module will situate the poetry, prose and drama between 1580 and 1700 against the backdrops of civil war and political revolution, scientific experimentation, and colonial expansion; in doing so, it will ask how the seventeenth century forms our current understandings of the world. Students will be encouraged to read widely, to develop a specific and sophisticated understanding of historical period, and to see connections and changes in literary and dramatic culture in a period which stretches from the Spanish Armada of 1588 to the ‘Glorious Revolution’ of 1688.