Modules for course 3VQV | BA/PREN
BA Philosophy and Religion and English Literature

These are the modules currently offered on this course in the 2018–19 academic year.

You can also view the modules offered in the years: 2017–18; 2019–20.

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Year 1 Modules

Compulsory Modules

Semester 1

  • QXE-1013: Reading, Thinking, Writing (20)
    The course will include analytical reading of drama, prose, poetry and film in English from the medieval period to the present era; an introduction to critical and theoretical approaches to the reading of literature; integration of close textual study and critical/theoretical approaches, as the foundation for all other modules in the School; practical development of skills of literary commentary, essay writing, and critical discussion.

Optional Modules

40 credits from:

  • QXE-1003: Intro. to Medieval Literature (20) (Semester 1)
    Introduction to Medieval Literature offers students the opportunity to study a variety of Old English literature that is evocative of the intricate decoration on the Staffordshire Anglo-Saxon hoard; riddles, Old English battle poetry and The Dream of The Rood (taught in translation). In the second part of the module students will encounter Middle English drama, romance poetry and Chaucerian verse in its original language. The transition between the Old to the Middle English period will be analysed in terms of specific themes and motifs, such as the development from pagan Germanic heroism to Christian values. Chivalry, the comic and bawdy, and piety will be the main foci in the Middle English part of the course, explored through a range of poetry, prose, drama and life writing. This module is an ideal ‘taster’ for the medieval literature modules available at levels two and three.
  • QXE-1004: The Literature of Laughter (20) (Semester 2)
    The module is organised on a chronological basis, moving from Chaucer to Monty Python and beyond, taking in on the way a selection of texts by Shakespeare, Wycherley, Pope, Swift, Austen, Dickens, Twain, as well as Kate Atkinson’s Behind the Scenes at the Museum and an anthology of comic verse. The lectures place the texts in their historical and cultural contexts, while the seminars and study groups focus on the week’s specified text for close reading and discussion. Both the lectures and the smaller groups are consistently concerned with the module’s over-riding questions about the nature of literary laughter. Concepts such as wit and satire are analysed, along with some of the recurring topics of humorous writing: religion, politics, sex and gender. The major functions of laughter – for stereotyping, for self-defence, for reform, rebellion, or release of tension – are highlighted for both their continuity and their difference in specific literary and cultural contexts.
  • QXE-1014: The Gothic in Literature/Film (20) (Semester 2)
    This introductory course focuses mainly on Gothic writing from the late eighteenth century onwards, although it begins by looking at examples of the medieval and early-modern grotesque that help to set early Gothic novels in context. Organized in a loosely chronological way, this module is particularly sensitive to the ways in which Gothic texts have been used to represent contemporary cultural anxieties (such as the New Woman in the last quarter of the nineteenth century, or New Technology in the early years of the twenty-first), but it will also examine how the Gothic has been used to articulate political resistance, for example in anti-imperialist, post-colonial, and feminist works. It will also pay particular attention to the Gothic as a visual form, both analysing the representation of Gothic spaces in eighteenth and nineteenth-century literature and art, and investigating the importance of the genre to the development of cinema, from silent-era German expressionism to the present. While the precise topics covered by the module will vary from year to year, themes will include some of the following: Terror and the Sublime; Monstrosity and Deviance; Doubles and Doppelgängers; Vampires and Sexualities; Parody and Pastiche; Domesticity and ‘The Uncanny’; Cybergothic and the Post-human; Feminist and Postcolonial Rewritings; Gothic and the Young Adult Novel. Students will situate texts within their historical and political contexts, and will also gain an awareness of a range of important theories (from Freud’s notion of the Uncanny to Derrida’s theories of hauntology) that will be important to the study of literature in the rest of their degree.
  • QXE-1015: Landmarks in Literature (20) (Semester 1)
    The specific texts studied will vary from year to year, but the module will include nineteenth-century works (e.g. Edgar Allan Poe, Arthur Conan Doyle); English ‘classical’ stories of the early twentieth century (e.g. Agatha Christie); American ‘hard boiled’ versions (e.g. Dashiell Hammett, Raymond Chandler), and modernist, postmodernist and other variants (e.g. Jorge Luis Borges, Sara Paretsky, Walter Mosley, Paul Auster). Film and television adaptations may also be included. The module will also situate the texts in relevant historical and cultural contexts, and explore them via key concepts in literary theory.
  • QXE-1016: Children's Fiction (20) (Semester 2)

60 credits from:

  • VPR-1103: Existentialism (20) (Semester 2)
    The module will begin with an overview of the meaning of existentialism, its key themes and thinkers. The module is then divided into five parts. In part one we examine the philosophical groundwork that underpins existentialism as a theory. Here students will be introduced to such ideas as Sartre’s concepts of consciousness, being, nothingness, facticity and transcendence. In part two we explore the importance of freedom to the human condition, and the meaning behind Sartre’s famous slogans, ‘we are condemned to be free’, and ‘existence precedes essence’. Here we will examine the first of our contemporary films, The Truman Show, in order to demonstrate the validity of these ideas within society today. Part three then surveys the notion of the ‘absurd’ as a philosophical concept and identifies its trace in literature, art, and film. Students will examine a variety of responses to the absurd, including those outlined by Kafka, Camus, and Kierkegaard. We will then watch the film Ground hog Day with a view to identifying how these responses can be portrayed in contemporary film. Part four examines Sartre’s notion of bad faith, and the ease in which we fail to respond adequately to the demands of existentialism. Finally, part five considers the effect that others have on our existence and in our capacity to engage our lives authentically.
  • VPR-1104: Death of God (20) (Semester 1)
    The module begins by examining how the events of Nietzsche’s life and the cultural climate of his time are reflected in his writing style and the ideas he seeks to expound. Following this introduction, the module is divided into four parts. In part one we explore the philosophical context for why God’s death is deemed a necessity for Nietzsche. Here we look at his criticism of Christianity and Platonism, and examine his concepts of will to power, slave and master morality, bad conscience and ressentiment. In part two we examine the nature of God’s death, and by looking at a variety of Nietzsche’s writings, we piece together how God ‘died’. In part three, we begin to investigate the implications of the death of God for our understanding of morality, truth, and suffering. Here students are introduced to Nietzsche’s idea of a revaluation of values, and his famous conceptions of the Übermensch (or superman), eternal recurrence, and the relevance of Dionysus. Finally, in part 4 we revisit the key ideas that have been explored within this module to entertain a controversial yet coherent reading of Nietzsche’s philosophy—one that proposes the possibility of God’s return.
  • VPR-1105: Ethics: Religious Perspectives (20) (Semester 2)
    The module will begin with a discussion of the origin of ethics and will examine some of the relevant survivng materials relevant to the subject from the great civilizations of Mesopotamia and Egypt (including the stories about heroes who exemplified the kind of virtues most admired, and the legal codes which defined acceptable and unacceptable conduct). The module will then examine the ethical values of the Jewish religion, as reflected in the Old Testament, and the ethical values of the Christian tradition as reflected in the New Testament. This will be followed by an overview of ethical concerns in the Buddhist tradition. The module will conclude with an examination of the ‘divine command’ theory of ethics and will consider to what extent the moral good should be identified with God’s will or God’s command.
    or
    VPC-1105: Moeseg: Agweddau Crefyddol (20) (Semester 2)
    Bydd y modiwl yn dechrau gyda thrafodaeth ar darddiad moeseg a bydd yn edrych ar beth o'r deunyddiau perthnasol i'r pwnc sydd wedi goroesi o ddiwylliannau mawr Mesopotamia a'r Aifft (yn cynnwys storïau am arwyr a ymgorfforai'r rhinweddau a edmygid fwyaf, a'r codau cyfreithiol a ddiffiniai ymddygiad derbyniol ac annerbyniol). Bydd y modiwl wedyn yn archwilio gwerthoedd moesegol y grefydd Iddewig, fel yr adlewyrchir hwynt yn yr Hen Destament, a gwerthoedd moesegol y traddodiad Cristnogol, fel yr adlewyrchir hwynt yn y Testament Newydd. Yn dilyn hynny ceir golwg gyffredinol ar faterion moesegol sy'n gysylltiedig â'r traddodiad Bwdistaidd. Daw'r modiwl i'w derfyn drwy edrych ar ddamcaniaeth foesegol 'gorchymyn dwyfol', a bydd yn ystyried i ba raddau y dylid uniaethu daioni moesol ag ewyllys Duw neu orchymyn Duw.
  • VPR-1106: Intro: Judaism & Christianity (20) (Semester 1)
    The module outlines of some of the basic tenets of the Jewish faith as reflected in the Old Testament and the Christian faith as reflected in the New Testament. Among issues considered will be the contribution to the Jewish faith by the rabbis and the controversies faced by Judaism over the centuries, culminating in a discussion of issues relating to the holocaust. Among Jewish philosophers discussed will be Maimonides and Martin Buber. The modules will then turn to the Christian faith and will examine some of the theological issues arising from the New Testament, with a particular focus on Paul’s theology and the Early Church Fathers, such as Origen and Eusebius. There will also be a discussion of a representative sample of major Christian thinkers over the centuries.
    or
    VPC-1106: Iddewiaeth a Christnogaeth (20) (Semester 1)
    Man cychwyn y modiwl fydd astudiaeth o rai syniadau yn yr Hen Destament a’r Rabiniaid cynnar; yna eir ymlaen i drafod rhai o’r pynciau dadleuol a gododd ynglyn â’r grefydd hon dros y canrifoedd gan ddiweddu gyda thrafodaeth o’r holocost a rhai o syniadau prif feddylwyr y grefydd dros y blynyddoedd. Yn troir at y Testament Newydd a chanolbwyntio ar Paul cyn mynd ymlaen i ystyried cyfraniad y Tadau Eglwysig a rhai o’r prif feddylwyr Cristnogol dros y canrifoedd.
  • VPR-1109: Introduction to Islam (20) (Semester 1)
    Islam is the world’s fastest growing religion, yet for most people its beliefs and practice remain obscure despite having close religious connection with Judaism and Christianity. For this reason, this module has been designed to provide a comprehensive introduction to Islamic faith, philosophy and practice. The module will introduce students to the study of Islamic theology by exploring the emergence and development of Islam, from its origins in the seventh century to its modern revival. Therefore, the module will guide students through the following aspects of the study of Islam: (1) Introduce students to the history and development of early and modern Islam (against the background of social and cultural contexts); (2) Examine core Islamic beliefs and practices; and (3) Investigate the wider Islamic tradition by surveying Islamic law, philosophy and mysticism.
  • VPR-1110: Themes - Eastern Religion/Phil (20) (Semester 2)
    This module offers an introduction to the philosophical and religious development of key eastern religious traditions - Hinduism, Islam, Sikhism, Buddhism, Confucianism and Shinto – and provides a detailed overview of their origins, histories, doctrines and scriptures. In order to explore a wide spectrum of religious and philosophical beliefs, the following will be considered teaching priorities: (1) Survey of the beliefs and practices of six Eastern religions and philosophies; (2) understand the multifaceted religious heritage of the six Eastern religions – from the pre-modern era to contemporary religious practice; (3) Examination of the mutual influences and intersections of the Eastern religions and philosophies and how they interact with other elements of Eastern culture and society; (4) Deconstruct the East and West meeting points, focusing on the spread and influence of Eastern religion and philosophy in the West.
  • VPR-1300: Intro to Philosophy of Religio (20) (Semester 1)
    The module begins by clarifying the state of the analytic philosophy of religion at the turn of the 20th century, reflecting upon its inheritance of 19th century ‘modernity’. This is contrasted with some concurrent developments in the continental tradition (German Romanticism, Dostoevsky, Nietzsche). This is the context from which, and into which, Wittgenstein speaks. We will cover the early, middle, and late eras of Wittgenstein’s thought, and show the revolutionary impact that his thought had for the philosophy of religion. We track the various directions in which Wittgenstein’s influence was felt; for example, in A. J. Ayer’s verificationism, or those overtly ‘Wittgensteinian’ philosophers of religion such as D. Z. Phillips. The ‘meta-philosophy of religion’ is introduced throughout, as we tackle the question of how best to philosophise about religion.
  • VPR-1301: Introduction to Logic (20) (Semester 2)

Year 2 Modules

Optional Modules

60 credits from:

  • QXE-2003: Jonson to Johnson (20) (Semester 2)
  • QXE-2005: Victorian Literature (20) (Semester 1)
    The Victorians lived in an era of change and contradictions: a culture in which some reaped immense rewards from mechanised industry, but feared the idea of 'mechanism'; a period which saw the growth of cities and democracy, but was attracted to images of medieval feudalism. These themes will be examined, along with: realism in the Victorian novel; the narrators of the Victorian novel; ideas of truth in art and fiction; the figure of the intellectual or 'sage'; the domestic sphere; children and orphans; women as writers and members of Victorian society; the important relationship between notions of scientific 'truth' and religious 'faith', and ideas of nationality and race as expressed in the work of Irish, Scottish and Welsh authors working within concepts associated with the British empire. This course looks at a broad range of texts including novels, poetry and essays. Authors studied may include Charles Dickens, Elizabeth Gaskell, Charlotte Bronte, John Ruskin, Robert Browning, Alfred Tennyson, Christina Rossetti, Robert Stevenson, Bram Stoker and Oscar Wilde.
  • QXE-2013: Renaissance and Reformation (20) (Semester 1)
    This course offers an introduction to the `Golden Age¿ of English literature, an exciting period of cultural change which encompasses the Reformation, the rise of a culture of individualism, and the English Revolution of the 1640s and 1650s. Among the modes of writing produced in these turbulent circumstances are poetic forms such as songs, sonnets, epigrams and pastoral epic; dramatic genres such as revenge tragedy and city comedy; and prose works such as autobiographical confessions, pamphlets and fiery sermons. Texts week 1. William Shakespeare, Henry V 2. Philip Sidney, Apology for poetry and all sonnets in Norton from Astrophil and Stella 3. Christopher Marlowe, The Jew of Malta 4. Edmund Spenser, book 1 of The Faerie Queene (in Norton) 5. William Shakespeare, Othello 6. John Webster, The Duchess of Malfi (in Norton) 7. reading week 8. John Donne, Songs and Sonnets, the Elegies,and the Holy Sonnets (all those in the Norton) 9. George Herbert and Henry Vaughan (all poems in the Norton) 10. John Milton, Paradise Lost (books 1-4, in Norton) 11. John Dryden, The Conquest of Granada 12. Etheridge, The Man of Mode Editions ¿ no preference.
  • QXE-2019: Contemporary Writing (Lit) (20) (Semester 2)
    ‘Contemporary Literatures’ introduces students to the first postmodern texts in the 1950s, and takes them right up to literature from the present day. The course asks students to investigate how literature (across a range of genres) responds to the broad historical trends and specific events of the age. While these might include residual literary traditions from the 1950s such as the theatre of ‘angry young men’ and ‘Movement’ poetry, the module will initially focus on the emergence of postmodernity. It will go on to consider how the Anglophone literary field has became more international in the second half of the twentieth century, witnessing the emergence of national literary traditions in a range of former colonies. New and contemporary movements and traditions in Anglophone literature will be explored in the second part of the course. These might include British Asian literature, post 9/11 literature, recent American drama, eco-poetry and the effect on literature of recent digital innovation.
  • QXE-2020: The Romantic Period in Britain (20) (Semester 1)
    The Romantic Period (c. 1785 -1832) was marked by social change, political strife and a growth in print culture. In many ways it was the start of the modern age, as Britain sought to define itself both internally and within a global context. This course introduces students to both canonical and non-canonical texts of the period and the ways in which they both shaped and reflected wider social and cultural concerns. It will guide students through key areas of current scholarship of the period so that they may refine their understanding of the relationship between texts and their contexts. In order to question what the term ‘Romanticism’ may entail, this course focuses not only on certain authors and texts from this period but also what may be termed Romantic spaces, including the home, nation, metropolis (both London and Edinburgh will feature prominently), border spaces, natural or picturesque settings (including Tintern Abbey and nearby Snowdon), reading rooms, theatres, the boxing ring and galleries.
  • QXE-2024: Alfred Hitchcock (20) (Semester 2)
    Alfred Hitchcock is perhaps the most notable example of a director whose films were popular both with audiences and with critics seeking to establish the credibility of film as an art form. His work provides a case-study of theories of authorship; of different national cinemas and studio systems, and of a particular genre, the thriller. In addition, the popularity and accessibility of Hitchcock’s films also raise questions concerning narrative, spectatorial pleasure, the gaze, and gender, and consequently provide an opportunity to explore the interrelation and limits of film theory and film practice
  • QXE-2027: Literature and Modernity (20) (Semester 1)
    Literature and Modernity examines literature about, or by writers from, Britain and Ireland in a period bracketed by the emergence of proto-modernist writing in the late 1890s and the emergence in the early 1950s of texts that would later be seen as postmodern. This period in Western Europe witnessed unprecedented changes in the modes of production, in relations between the sexes and between the classes, and in the development of new cultural forms like radio and cinema. While these originated in the Victorian period, they were accelerated by the social and psychological impact of the First World War, global depression, the rise of fascism, another catastrophic World War and the start of the nuclear age, historical factors that make the study of literature from this period especially rewarding. Students will study some of the ways in which authors responded to these cataclysmic shifts by considering work from a range of critical perspectives. These may include the literary movement (for example, modernism), broad historical change (for example, changes in gender roles), a major historical event (for example, the Second World War), genre, or recent trends in criticism which encourage us to look at this period’s writing from a new angle.
  • QXE-2101: Beowulf to Malory (20) (Semester 2)
    Seminar list/lecture list Week 1 Historical and Cultural Overview of the Old English Period Week 2 Beowulf Week 3 The Old English Elegies Week 4 Christian Heroes Week 5 Chaucer: Canterbury Tales: General Prologue and the Franklin's Prologue and Tale Week 6 Chaucer: the Nun's Priest's Prologue and Tale Week 7: NO LECTURES OR SEMINAR Week 8 Sir Gawain and the Green Knight Week 9 Malory, The Morte Darthur, I Week 10 Malory, The Morte Darthur, II Week 11 Henryson (photocopies to be provided) Week 12 NO LECTURES; revision seminar
  • QXL-2222: History of English (20) (Semester 2)
    1. Studying the History of English. 2. The Sounds and Writing of English 3. Causes and Mechanisms of Language Change. 4. The Indo-European Language Family and Proto-Indo European. 5. Germanic and the Development of English. 6. The Sounds and Words of Old English. 7. The Grammar of Old English. 8. The Rise of Middle English: Words and Sounds 9. The Grammar of Middle English and the Rise of a Written Standard. 10. The Sounds and Inflections of Early Modern English. 11. Early Modern English Verbal Constructions and Eighteenth-Century Prescriptivism. 12. Modern English.
  • Students must take (at least) 1 module dealing with Literature before 1800, and 1 from post-1800 modules.

60 credits from:

  • VPR-2100: Metaphysics (20) (Semester 2)
  • VPR-2101: Early Modern Philosophy (20) (Semester 1)
  • VPR-2200: The Problem of Evil (20) (Semester 1)
  • VPR-2206: Sex and Society (20) (Semester 1)
    The module will begin by addressing the moral permissibility of various kinds of sexual activity. Must it be heterosexual? Must sexual activity take place within the confines of the institution of marriage? What are the arguments for and against the ordination of gay bishops in the Church of England? Should the Church give its blessing to gay marriages? The module will then explore the predominant view of the Old and New Testaments concerning sex, marriage and divorce. It will then trace the rise of the concern for gender equality and the influence of the feminist movement. Finally, consideration will be given to the way in which questions about sexual morality lead to more general issues about social relationships.
    or
    VPC-2206: Crefydd, Cenedligrwydd a Rhiwi (20) (Semester 2)
    Bydd y modiwl yn dechrau drwy roi sylw i ba fathau o weithgaredd rhywiol a oddefir yn foesol. Oes raid iddo fod yn heterorywiol? A ydyw'n rhaid i ryw ddigwydd o fewn sefydliad priodas? Beth yw'r dadleuon o blaid ac yn erbyn ordeinio esgobion hoyw yn Eglwys Loegr? A ddylai’r eglwys roi ei bendith ar briodasau hoyw? Bydd y modiwl yn edrych wedyn ar y farn amlycaf yn yr Hen Destament a'r Newydd ynghylch rhyw, priodas ac ysgariad. Bydd wedyn yn olrhain cynnydd y pryder ynghylch cydraddoldeb gender a dylanwad y mudiad ffeministaidd. Yn olaf, ystyrir y ffordd y mae cwestiynau ynghylch moesoldeb rhywiol yn arwain at faterion mwy cyffredinol yn ymwneud â chysylltiadau cymdeithasol.
  • VPC-2207: Astudiaeth Annibynnol (20) (Semester 1)
    Mae’r modiwl yn rhoi cyfle i fyfyrwyr weithio ar bwnc o'u dewis eu hunain. Gall y pwnc fod yn rhyngddisgyblaethol ei natur a bydd yn gysylltiedig ag un o'r disgyblaethau a gynrychiolir yn y radd, neu'r ddwy ohonynt. Bydd yr ymchwil a wneir wedi'i seilio ar ffynonellau eilaidd a bydd yn dangos ymwybyddiaeth o wahanol ddulliau gweithredu methodolegol a'r gallu i leoli, dethol a chyfuno gwybodaeth o amrywiaeth o ffynonellau.
  • VPR-2209: Psychology of Religion: TMH&D (20) (Semester 2)
    The module will begin with a survey of the concept of madness to highlight the difficulties in its definition, and to appreciate the variety of explanations attributed to it in Western culture through the ages. Students will be introduced to the intimate relationship between psychology and religion as two different yet interrelated approaches for making sense of ‘madness’, and the problems apparent in attempts to distinguish between the two. Following this we shall explore two key psychoanalytic models that were developed early in the 20th century for making sense of ‘madness’ and religious experience: the models of Freud and C.G Jung. Students will apply these models to prominent case studies of demonic possession (both medieval and contemporary) in order to evaluate the limitations and benefits of either a psychological or religious diagnoses and possible cure.
  • VPR-2217: Fundamentalism (20) (Semester 1)
    Today people across the world are struggling to counteract the upsurge of religious fundamentalism, creating a growing interest around this phenomenon. With this in mind, the module will examine: (1) the nature of fundamentalism, detailing its historical background and manifestation in Islam, Christianity, and other world religions; (2) the relationship with scripture will be examined; and (3) The module will explore a variety of vivid case studies – from the Wahhabis in the Islamic world, the Christian coalition of the United States, to the Hindu nationalists of India - in order to provide a much-needed window into fundamentalism. These case studies will provide insight into the various social structures, cultural contexts and political environments in which fundamentalist movements have emerged around the world.
  • VPR-2220: Political Philosophy (20) (Semester 2)
  • VPR-2400: Buddhism in the Modern World (20) (Semester 2)
  • VPR-2401: God and Government (20) (Semester 2)
  • VPR-2402: The Holocaust: Philo & Pel Rep (20) (Semester 1) or
    VPC-2402: Yr Holocost: Ymatebion Crefydd (20) (Semester 1)

Year 3 Modules

Optional Modules

60 credits from:

  • QXE-3012: Detective Fiction (20) (Semester 1)
    This module covers nineteenth-century works by Poe, Collins and Conan Doyle; English ‘classical’ stories of the early twentieth century (Chesterton, Christie); American ‘hard boiled’ versions (Hammett, Chandler), and modernist and postmodernist variants (Borges, Auster). The module will situate the text in some historical and cultural contexts, and focus on the relationship between form and ideology in the genre.
  • QXE-3022: Shakespeare and EM Literature (20) (Semester 1)
  • QXE-3028: Literature in the Community (20) (Semester 1)
  • QXE-3034: Arthurian Literature (20) (Semester 2)
    This module will consider a selection of the best writing about the Arthurian legend, from the ninth century to the twentieth, with the aim of showing the development and use of this legend throughout a very long period. The choice of texts may be vary from year to year, but is likely to include the Mabinogion, Geoffrey of Monmouth, Malory, Shakespeare, Tennyson, Mark Twain and T.H. White. The main themes that inform the legend will be discussed alongside the different writers’ agendas in adapting and manipulating the core elements of the tradition.
  • QXE-3080: Chaucer: Comedy, Calamity and (20) (Semester 2)
    This module provides an opportunity to examine a range of works by Geoffrey Chaucer, one of the most interesting and important authors of late medieval English literature. Through an analysis of the Canterbury Tales alongside The House of Fame, The Book of the Duchess, Troilus and Criseyde, and selections from the Legend of Good Women, Chaucer’s literary accomplishments will be examined with the aim of understanding his place in the English canon. During the seminars there will by opportunity to explore the wide range of themes and motifs employed in Chaucer’s works, as well as his extraordinary versatility in tackling different literary genres. Students will also engage with a diversity of theoretical and critical approaches to Chaucer’s work and modern adaptations of his texts, reflecting this medieval author’s continued appeal in the modern world. This module is an ideal companion to any of the other level three medieval literature modules.
  • QXE-3084: Recent Prize Winning Literatur (20) (Semester 2)
    The field of contemporary literature could fairly be described as a competitive arena dominated by a culture of prizes and charts: best-sellers, Booker Prize winners, the nation's favourite poems, the book of the year, and so on. But what makes a prize-winning work of literature, and how do concepts such as artistic skill and literary worth square with ideas of popularity and success? This course will examine a selection of recent prize-winning texts in a variety of genres, including poems, novels, short stories, autobiographies and screenplays, and relate them to critical and theoretical debates about taste, literary value and the market-place. During the course we will also take one major prize as a case study, examining the entire process from the selection of the genre(s) to be judged, the criteria, the jury members, the mechanisms for submission and the nature of the prize itself, through the short-listing stage and associated publicity to the final choice and the awards ceremony.
  • QXE-3088: Bob Dylan (20) (Semester 2)
    SEMINARS Material to be studied in seminars will include: Critical distinctions between modernist, mass, and popular cultures; `Folk music¿ and Dylan's early career; Rock music and Dylan's transition to electric performance; The relationship between biography and critical analysis; Dylan and religion; Dylan and literature; Textual analysis of the song lyric; Dylan and the visual arts; The transition from analogue to digital reproduction and dissemination; Bootleg culture.
  • QXP-3093: Experimental Writing (20) (Semester 2)
  • QXE-3099: The English Dissertation (40) (Semester 1 + 2)
    This module involves the production of an extended piece of critical writing of a length and quality appropriate to the culmination of the undergraduate degree scheme. Drawing on knowledge and critical methodologies learned earlier in the degree, students will be assisted via lectures and individual supervisions in devising, refining, developing and presenting a substantial piece of critical work on a topic of their choosing. The series of introductory lectures and workshops will focus on how to develop the initial research idea into a workable project presented in appropriate scholarly form. Critical self-reflection will be developed via the proposal and oral presentation in the first semester, and via discussions with the supervisor, which are held at key stages in the development of the project in both semesters.
  • QXE-3105: Reading Myth (20) (Semester 2)
    This module will take as its focus the textual response to inherited mythic structures: how myth may be perceived in theoretical terms as a proairetic discourse; how it establishes affinities with certain genres (e.g. epic, tragedy, romance); and how in more contemporary cultural debates it has been problematised by expectations of falsehood. The seminar programme will range from Ancient Greek representations of myth (e.g. Medea) to medieval accounts of Scripture in dramatic narrative (e.g. Abraham and Isaac) and to varying accounts of saints’ lives. In the early modern period attention may be devoted to the changing importance of ancient mythologies in literary narrative. In the more contemporary periods, options will change from year to year, but may include explorations of such pervasive constructs as the Founding of Empire (Kipling, Lessing), The American Dream (Capote, Fitzgerald, Highsmith) and The War on Terror (Buchan, Fleming, and Porter’s Empire State).
  • QXE-3107: EM Lit: Sex, Sects and Scandal (20) (Semester 1)
    Beginning with English constructions of nationhood in the 1590s, this module will examine the pressures that are placed upon Tudor notions of English identity by the ways in which early modern texts engage with Britishness. From here, the module will move to explore seventeenth century Anglophone literature in Wales, Ireland and Scotland. Authors to be studied might include Edmund Spenser, Thomas Nashe, Thomas Deloney, Thomas Heywood, William Shakespeare, Katherine Philips, Henry Vaughn, William Drummond and Roger Boyle.
  • QXE-3109: Victorian Networks (20) (Semester 1)
  • QXE-3110: Neo-Victorian Fiction (20) (Semester 2)
  • QXE-3112: Culture and the Body (20) (Semester 1)
  • Students may not take a dissertation in both English Literature and the other discipline of the Joint Honours programme. QXP Modules can only be taken if QXP Modules were taken in Years 1 and 2.

60 credits from:

  • VPR-3100: Metaphysics (20) (Semester 2)
  • VPR-3101: Early Modern Philosophy (20) (Semester 1)
  • VPR-3200: The Problem of Evil (20) (Semester 1)
  • VPR-3206: Sex and Society (20) (Semester 1) or
    VPC-3306: Crefydd, Cenedligrwydd a Rhiwi (20) (Semester 2)
    Bydd y modiwl yn dechrau drwy roi sylw i ba fathau o weithgaredd rhywiol a oddefir yn foesol. Oes raid iddo fod yn heterorywiol? A ydyw'n rhaid i ryw ddigwydd o fewn sefydliad priodas? Beth yw'r dadleuon o blaid ac yn erbyn ordeinio esgobion hoyw yn Eglwys Loegr? A ddylai’r eglwys roi ei bendith ar briodasau hoyw? Bydd y modiwl yn edrych wedyn ar y farn amlycaf yn yr Hen Destament a'r Newydd ynghylch rhyw, priodas ac ysgariad. Bydd wedyn yn olrhain cynnydd y pryder ynghylch cydraddoldeb gender a dylanwad y mudiad ffeministaidd. Yn olaf, ystyrir y ffordd y mae cwestiynau ynghylch moesoldeb rhywiol yn arwain at faterion mwy cyffredinol yn ymwneud â chysylltiadau cymdeithasol.
  • VPR-3209: Psychology of Religion (20) (Semester 2)
  • VPR-3217: Fundamentalism (20) (Semester 1)
  • VPR-3220: Political Philosophy (20) (Semester 2)
  • VPR-3300: Undergraduate Dissertation (40) (Semester 1 + 2)
    In this final level dissertation students will mainly be working alone to produce a dissertation of approximately 10,000 words. The content of the dissertation will be determined by the students in conjunction with their supervisor. As students may choose to undertake project which involves research in both philosophy and religion, they may consult other members of the teaching team in addition to their supervisor. Students will also be asked to produce a 20 minute assessed oral presentation on their dissertation.
    or
    VPC-3300: Traethawd Hir (40) (Semester 1 + 2)
    Yn y traethawd hir lefel derfynol hwn bydd myfyrwyr yn gweithio'n bennaf ar eu pennau eu hunain i lunio traethawd hir o tua 10,000 o eiriau. Y myfyrwyr, mewn cydweithrediad â'u goruchwyliwr, fydd yn penderfynu ar gynnwys y traethawd hir. Oherwydd y gall myfyrwyr ddewis gwneud project sy'n cynnwys ymchwil mewn athroniaeth a chrefydd, gallant ymgynghori ag aelodau eraill y tîm addysgu yn ogystal â'u goruchwyliwr eu hunain. Gofynnir i fyfyrwyr hefyd ddarparu cyflwyniad llafar 20 munud ar eu traethawd hir a chaiff ei asesu.
  • VPR-3400: Buddhism in the Modern World (20) (Semester 2)
  • VPR-3401: God and Government (20) (Semester 2)
  • VPR-3402: The Holocaust: Philo & Rel Res (20) (Semester 1) or
    VPC-3402: Yr Holocost:Ymatebion Crefydd (20) (Semester 1)
  • Students may choose whether to take the dissertation in Philosophy/Religion or their other subject