Modules for course MR94 | BA/CRSP
BA Criminology/Spanish

These are the modules currently offered on this course in the 2019–20 academic year.

You can also view the modules offered in the years: 2018–19.

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Year 1 Modules

Compulsory Modules

Semester 1

  • SXY-1007: Intro to Criminal Justice (20)
    Part One of this module is intended to provide Level One students with a sound understanding of the ways in which in England and Wales, crime comes to the attention of the authorities, how crime is measured and investigated, how accused persons are brought to trial, and those who are convicted are sentenced and punished. This module takes an historical view of criminal law, the police, the criminal courts and the prision system, examining the significant social, economic, and philosophical changes that have helped to shape the modern criminal justice and penal systems. It examines the functions of the criminal justice agencies, explores some of the predominant ideas and theories about how the system operates and raises critical questions about the ways in which criminal justice is done and punishment is delivered. In Part Two the aim is to provide students with a thorough familiarity of major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to a range of criminological thought. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime and to offenders. Empirical concerns are likely to include to role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.
    or
    SCY-1002: Cyflwyniad i Gyf Troseddol (20)
    Cyflwyniad i'r modd yr ymchwilir i drosedd yn Lloegr a Chymru, triniaeth y sawl sydd wedi eu cyhuddo ac ar brawf, yr euogfarnedig a systemau cosb. Edrychir yn hanesyddol ar wreiddiau cyfraith troseddol, llysoedd a'r carchar ynghyd â sut mae newid economaidd, athronyddol a chymdeithasol wedi siapio'r system gyfiawnder a chosb. Trafodir swyddogaethau'r asiantaethau cyfiawnder troseddol, prif syniadau a theoriau ar weithredu'r systemau, a chwestiynir yn feirnadol y modd y trosglwyddir cyfiawnder a chosb.

Semester 2

  • SXY-1005: Introduction to Criminology (20)
    This module is intended to provide Level One students with a thorough familiarity with the major ways of thinking about crime, with reference to some of the main theoretical perspectives within criminology. This module provides an introduction to criminological thought, ranging from classical to strain theories of crime. Theoretical perspectives have been developed in an attempt to explain why people commit crime, and the history of thought on this question will be examined. The module considers the shifting definitions of crime over time and space, and explores the ways in which society responds to crime and criminals. Empirical concerns are likely to include the role of the media in crime construction, the use and abuse of drugs, the experiences of victims of crime and attitudes towards white-collar and organised crime.
    or
    SCY-1004: Cyflwyniad i Droseddeg (20)
    Mae'r fodiwl yn eich cyflwyno at faes trosedd a chyfiawnder troseddol. Trafodir theorïau a themau allweddol a ddefnyddir i egluro ymddygiad droseddol sy'n cynnwys esboniadau clasurol i'r rhai mwyaf cyfoes; y mesurau a ddatblygwyd i atal trosedd, ynghyd â gorolwg o'r system gyfiawnder troseddol sy'n cynnwys prif asiantaethau cyfiawnder troseddol, datblygiad hanesyddol, strwythur ac atebolrwydd y system.

40 credits from:

  • LZS-1001: Advanced Spanish 1 (20) (Semester 1) Core
    This module has been designed in order to enable post 'A' level students to develop written communicative skills in Spanish by extending linguistic competence acquired at 'A' level. It comprises a text-based class in which students have the opportunity to develop translation skills and paraphrasing techniques. Students also have the opportunity to revise and consolidate key areas of grammar in a second class which constitutes the grammatical spine of the module. The texts used in this module are chosen from a range of sources including the media and literary works in order to familiarise students with variations in tone and register. A thematic approach is used in the text-based class in order to enable students to gain an insight into particular Hispanic themes and issues while developing the various written communicative skills outlined. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-1001: Sbaeneg Uwch 1 (20) (Semester 1) Core
    Lluniwyd y modiwl hwn i alluogi myfyrwyr sydd wedi astudio Lefel A Sbaeneg i ddatblygu eu sgiliau cyfathrebu trwy ehangu ar y sgiliau iaith a ddysgwyd ganddynt yn eu Lefel A. Mae'n cynnwys dosbarth sy'n seiliedig ar destunau lle caiff myfyrwyr gyfle i ddatblygu eu sgiliau cyfieithu ac aralleirio. Caiff myfyrwyr hefyd y cyfle i adolygu a chyfnerthu elfennau gramadegol penodol mewn ail ddosbarth sy'n canolbwyntio ar ramadeg. Daw'r testunau a ddefnyddir yn y modiwl hwn o amrywiaeth o ffynonellau yn cynnwys y cyfryngau a darnau llenyddol er mwyn i fyfyrwyr ymgyfarwyddo ag amrywiol gyweiriau. Defnyddir dull thematig o ymdrin â'r darnau yn y dosbarth er mwyn galluogi myfyrwyr i ddod i ddeall themâu a materion Sbaenaidd penodol wrth feithrin y sgiliau ysgrifennu a amlinellwyd. Mae pynciau’n cynnwys: sinema, celf, llenyddiaeth a gwleidyddiaeth. Spanish Practice Books: No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Busquets, María, Ejercicios gramaticales, Niveles Intermedio y Superior (Madrid: Verbum, 1993) Howkins, Angela, Practising Spanish Grammar, (London: Hodder, 2011) Nissemberg, Gilda, Practice Makes Perfect. Complete Spanish Grammar (New York: Mc Graw-Hill, 2004) Equipo Prisma, Español para Extranjeros: Nivel Intermedio B1 (Madrid: Edinumen, 2004) Websites: Diccionario de la Real Academia de la Lengua Española: http://www.rae.es/rae.html Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
  • LZS-1002: Advanced Spanish 2 (20) (Semester 2) Core
    This topic-based module complements LZS1001 by developing proficiency in spoken Spanish acquired at 'A' level. A range of audio and visual aids is used in each class in order to stimulate group discussions, debates and individual presentations on a particular theme. Aural skills are also developed through audio and video comprehension exercises. The purpose of this module is to enable students to defend themselves orally in a range of topics relating to contemporary Hispanic life and society and to improve comprehension of regional Spanish accents. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
    or
    LCS-1002: Sbaeneg Uwch 2 (20) (Semester 2) Core
    Y modiwl hwn yw'r modiwl llafar sy'n cyfateb i LCS1001. Mae'n fodiwl dwbl sy'n anelu at ddatblygu'r sgiliau Sbaeneg llafar a ddysgwyd wrth astudio am Lefel A. Defnyddir amrywiaeth o gymhorthion clywedol a gweledol ym mhob dosbarth i sbarduno trafodaethau grŵp, dadleuon a chyflwyniadau unigol ar themâu penodol. Datblygir sgiliau gwrando hefyd trwy ymarferion gwrando a deall gyda thapiau sain a fideo. Nod y modiwl hwn yw galluogi myfyrwyr i fynegi eu hunain ar lafar wrth drafod amrywiaeth o bynciau sy'n ymwneud â bywyd cyfoes a chymdeithas Sbaenaidd a gwella eu dealltwriaeth o acenion rhanbarthol Sbaeneg. Websites: YouTube channels for listening comprehension practice: http://www.youtube.com/user/rtve http://www.youtube.com/user/misextatv http://www.youtube.com/user/antena3 http://www.youtube.com/user/valemusic http://www.youtube.com/user/artehistoriacom Spanish radio stations: http://www.cadenaser.com/player_radio.html http://www.los40.com/player/ Main Spanish newspapers: http://www.elpais.com http://www.elperiodico.com/es/ http://www.lavanguardia.com/ http://www.elmundo.es/
  • LZS-1003: Spanish Begin./Intermed. 1 (20) (Semester 1) Core
    This module is aimed at ab initio and post GCSE students of Spanish and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to (and in the case of those with GCSE knowledge of the language), a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions) and general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes and role-play situations. Through selected audio/visual aids, students will also be introduced to Spanish culture and society. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1003: Sbaeneg i Ddechreuwyr 1 (20) (Semester 1) Core
    Mae'r modiwl hwn wedi ei anelu at ddechreuwyr a myfyrwyr sydd wedi astudio TGAU Sbaeneg ac mae'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar, clywedol ac ysgrifenedig sylfaenol. Mae'r modiwl yn cynnwys cyflwyniad ac (yn achos myfyrwyr sydd wedi astudio TGAU Sbaeneg) adolygiad o elfennau gramadegol allweddol (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid) a geirfa ac ymadroddion cyffredin sy'n ymwneud â'r hunan, y teulu, bywyd pob dydd, hobïau, hoff bethau a chas bethau a chwarae rôl. Trwy gymhorthion clywedol/gweledol cyflwynir myfyrwyr hefyd i ddiwylliant a chymdeithas Sbaenaidd. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • LZS-1004: Spanish Begin./Intermed. 2 (20) (Semester 2) Core
    This module is aimed at all first year students who have completed Spanish for Beginners and Intermediate Students 1. The module aims to develop the basic oral, aural and written communicative skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level. Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures. Aural communicative skills are developed through audio and video tape comprehension exercises and students are required to make individual presentations on more sophisticated topics. Textbook: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
    or
    LCS-1004: Sbaeneg i Ddechreuwyr 2 (20) (Semester 2) Core
    Mae'r modiwl hwn wedi ei anelu at fyfyrwyr yn y flwyddyn gyntaf sydd wedi astudio Sbaeneg i Ddechreuwyr a Myfyrwyr Canolradd 1. Nod y modiwl hwn yw datblygu'r sgiliau llafar, clywedol ac ysgrifenedig sylfaenol a ddysgwyd yn semester 1 er mwyn i fyfyrwyr ddatblygu'r hyfedredd sy'n cyfateb i safon Lefel A. Bydd myfyrwyr yn defnyddio'r egwyddorion gramadegol a ddysgwyd yn semester 1 i ysgrifennu darnau estynedig a byddant hefyd yn canolbwyntio ar strwythurau gramadegol mwy cymhleth (y goddefol, y modd dibynnol, y modd gorchmynnol). Datblygir sgiliau gwrando trwy ymarferion gwrando a deall gyda thapiau sain a fideo a bydd gofyn i fyfyrwyr roi cyflwyniadau unigol ar bynciau mwy cymhleth. Llyfr cwrs: Kattán, Juan, and Angela Howkins, Spanish Grammar in Context, 3rd edn (New York: Routledge, 2014)
  • With A-Level Spanish Select Advanced Without A-Level Spanish Select Beginners

Optional Modules

20 credits from:

  • LZC-1003: Chinese for Beginners 1 (20) (Semester 1)
  • LZF-1003: French for Beginners I (20) (Semester 1)
    The module is devised to suit 'ab initio' and post-GCSE students of French and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary French culture and society. Key texts: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
    or
    LCF-1003: Ffrangeg i Ddechreuwyr I (20) (Semester 1)
    Mae'r modiwl hwn yn addas ar gyfer dechreuwyr a myfyrwyr sydd wedi astudio Ffrangeg at TGAU. Mae'n canolbwyntio ar ddatblygu sgiliau llafar, gwrando ac ysgrifennu. Mae'r modiwl yn cynnwys cyflwyniad ac adolygu (yn achos rhai sydd eisoes wedi gwneud TGAU) y rhannau allweddol o ramadeg (yr amser presennol a'r gorffennol, y dyfodol a'r amodol, enwau, ansoddeiriau, arddodiaid). Bydd y myfyrwyr yn dysgu geirfa gyffredinol a'r ymadroddion allweddol sy'n ymwneud â'r hunan, y teulu, gweithgareddau bob-dydd, diddordebau, yr hyn maent yn ei hoffi/gasáu, a hynny yn rhannol trwy sefyllfaoedd chwarae rôl. Gan ddefnyddio'r cymhorthion sain/gweledol priodol, bydd y myfyrwyr yn cael eu cyflwyno i'r diwylliant a'r gymdeithas Ffrengig heddiw. Key texts The following textbooks are used: Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006). The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003) Students are given the following advice about purchasing a dictionary: “You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as the Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”
  • LZG-1003: German for Beginners I (20) (Semester 1)
    The module is devised to suit 'ab initio' and post-GCSE students of German and focuses on the development of basic oral, aural and written communicative skills. The module involves an introduction to and [in the case of those with GCSE knowledge of the language] a revision of key areas of grammar (present and past tenses, the future and conditional tenses, nouns, adjectives, prepositions). Students will acquire general vocabulary and key expressions relating to self, family, daily routine, hobbies, likes and dislikes, in part through role-play situations. Using appropriate audio/visual aids, students will also be introduced to modern and contemporary German culture and society Key Text Storz, Thomas, Jutta Müller and Hartmut Aufderstraße, Delfin (Munich: Hueber Verlag, 2014). Websites SMLC offers a link list for all language students that covers the most important resources (newspapers, TV channels, online grammar and dictionaries, etc.) in the language(s) that they study: http://www.bangor.ac.uk/ml/links-german.php.en (German online resources) http://www.bangor.ac.uk/ml/links-welsh.php.en (Welsh medium resources) Additionally, students are encouraged to consult: English-German Context Dictionary: http://www.linguee.com/
  • LZI-1003: Italian for Beginners I (20) (Semester 1)
    This is a module running in semester 1 aimed at absolute beginners. This module intends to make students become familiar with the basic structures of the language in order to enable them to express themselves, both orally and in writing, on very simple topics related to everyday life situations. The textbook adopted for this course is 'Spazio Italia 1' (Loescher Editore). This particular text has been selected for its communicative approach to language teaching which, in conjunction with a more traditional approach to grammar, allows students to speed up their progress in all the four essential language learning skills of speaking, reading, listening and writing. Key Texts: Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 1, (Torino: Loescher Editore, 2011). Diaco, Mimma Flavia & Maria Gloria Tommasini, Spazio Italia 3, (Torino: Loescher Editore, 2011). Webpages: www.rainews.it www.repubblica.it Any other learning resources: Lingu exercises
  • QXL-1110: Introduction to Language (20) (Semester 1)
    The course provides an overview of a wide range of topics in the study of natural language, including: 1. What is language? 2. Morphology: words and their structure. 3. Phonetics and Phonology: language sounds and sound systems. 4. Syntax: sentence structure 5. Semantics and Pragmatics: meaning and context 6. Language variation. 7. Language change. 8. Language acquisition 9. Language pathologies 10. Language and the brain Furthermore, the course provides guidance on how to plan & write an essay as well as other assessment methods, and on how to prepare effectively for examinations.
  • QXL-1112: Language, Literature & Culture (20) (Semester 2)
    1. the relationship between language, culture and thought processes, 2. the relationship between language and identity, 3. the structures of bilingual societies, 4. the different manifestations of multilingualism, particularly in relation to the concepts of bilingualism and diglossia, 5. the cultural, political, and anthropological issues surrounding minority languages & language policy.
  • LXE-1600: Transnational Cultures (20) (Semester 2)
  • LXE-1700: Creating National Histories (20) (Semester 1)

20 credits from:

  • HPS-1001: From Cradle to Grave (20) (Semester 2) or
    HAC-1001: Y Wladwriaeth Les (20) (Semester 2)
  • HPS-1002: Power, Freedom & the State (20) (Semester 2)
  • SXU-1003: Understanding Society (20) (Semester 1)
    This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates. The module introduces following aspects of social sciences: Semester 1 The nature of social sciences and relations between key disciplines and methods (2 weeks). Interaction and communication (2 weeks) Life course and the family (2 weeks) Gender and socialisation (2 weeks) Culture and media (2 weeks) Semester 2 Social stratification, Education and work (2 weeks) Organisations and institutions (2 weeks) The environment, urbanisation (2 weeks) Political Sociology and social movements (2 weeks) Globalisation (2 weeks)
    or
    SCS-1004: Cymdeithaseg a'r Byd Cyfoes (20) (Semester 1)
    Ceir cyflwyniad i'r prif theorïau cymdeithasegol, gan ganolbwyntio ar bersbectifau ffwythiannaeth a theori gwrthdaro. Edrychir ar waith Emile Durkheim a Karl Marx a'u gwaith arloesol mewn ffurfio theorïau cymdeithasegol cynnar. Yna edrychir ar sefydliadau cymdeithasol yn y gymdeithas gyfoes, gan gymhwyso'r theorïau a'r persbectifau at ddadansoddi sefydliadau fel y teulu, addysg, gwaith a dosbarth cymdeithasol.

Year 2 Modules

Compulsory Modules

Semester 1

  • SXY-2001: Criminological Theory (20)
    SXY2001 is a 20-credit module, taught over the course of a single semester. It focuses on the main theoretical approaches and ideas in the contemporary study of crime, deviance and social control. The time period runs from the late 18 hundreds to the present day. The approaches and ideas are situated in their intellectual and historical contexts, and the writings of key thinkers will be critically examined. The chief purpose of the module is to show the relevance of criminological ideas to a range of current crime/criminal justice issues. Among the perspectives and topics covered are the following: Merton’s theory of anomie; subcultural theory; neutralization and disengagement techniques; symbolic interactionism; labelling and stigma; moral crusade; critical criminology; shaming; rational choice theory; and crime and the emotions.
  • LZS-2040: Spanish Language 1 (40) Core
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1 (40) Core
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

Semester 2

  • SXY-2002: Crime & Justice in Mod Britain (20)
    This module aims to build on the introduction to the criminal justice system in England and Wales provided in Year 1 through SXY1007. It will reinforce and advance students' understanding of various measures of crime, and how the main criminal justice agencies operate in particular circumstances and under the demands of increasing international concerns about certain types of crime. Thus, the role, responsibilities and levels of accountability of the main criminal justice agencies will be reviewed in the context of contemporary concerns about specific types of crimes and criminals, such as youth crime, terrorism and state crime, white collar, cyber and organised crime. The module will focus on advancing the discussion of the most dominant debates in criminal justice and penology. In doing so the module aims to advance students’ understanding of criminal justice statistics as well as the value of comparative analysis of criminal justice practices and procedures. Indicative Course content: - Understanding crime and criminal justice by numbers – breaking the back of crime statistics - Controlling youth crime - Controlling ‘clean’ crime – cyber-crime, business crime and white collar crime - Controlling ‘terror’ – state crime, organised crime and terrorism Underpinning these different topics will be an engagement with concepts of social harm and how criminal justice agencies are adapting to control the different types of crimes and criminals, nationally as well as internationally.
    or
    SCY-2003: Trosedd a Chyfiawnder (20)
  • LZS-2040: Spanish Language 1
    This module comprises two text-based written language classes and one class which focuses on the development of oral and aural communicative skills. In the first written language class, students concentrate on translation, paraphrasing, reading comprehension exercises and report writing, while grammar revision and consolidation forms the focus of hour 2. In hour 3, students are exposed to a variety of audio visual material and are required to participate in class discussions and debates. No set text is given for this language module. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students have to complete the School’s Self-Study Portfolio (available from SMLC website).
    or
    LCS-2040: Iaith Sbaeneg 1
    Mae'r modiwl hwn yn cynnwys dau ddosbarth ysgrifennu sy'n seiliedig ar destunau ac un dosbarth sy'n canolbwyntio ar ddatblygu sgiliau cyfathrebu llafar a chlywedol. Yn y dosbarth ysgrifennu cyntaf, bydd myfyrwyr yn canolbwyntio ar gyfieithu, aralleirio, ymarferion darllen a deall ac ysgrifennu adroddiadau. Bydd yr ail ddosbarth yn canolbwyntio ar adolygu a chyfnerthu elfennau gramadegol. Yn y trydydd dosbarth, bydd myfyrwyr yn gwylio a gwrando ar amrywiaeth o ddeunydd clyweled ac yna bydd gofyn iddynt gymryd rhan mewn trafodaethau dosbarth. Bydd pedwerydd dosbarth i gyn-ddechreuwyr yn unig yn canolbwyntio ar sgiliau cyfathrebu ysgrifenedig a thasgau gwylio a deall tapiau fideo.

Optional Modules

20 credits from:

  • LXE-2011: Discovering Cities (20) (Semester 1)
  • LXS-2024: History of Galicia (20) (Semester 2)
    During this course, you will be introduced to the history of Galicia, from its pre-history through to the creation of the autonomous community that it is today. While attention is paid to Galicia’s pre-history (in connection with the concept of Celtic roots and its evolution and manipulation for Galicia’s historical identity) and the Middle Ages, the module will concentrate largely on the history of the twentieth and twenty-first centuries with particular focus on the emergence of the idea of nationhood, political activism, and cultural production in Galicia. Key historical texts will be analysed for each period covered. Books: De la Granja, José Luis; Beramendi, Justo; Anguera, Pere, La España de los nacionalismos y las autonomías (Madrid: Editorial Síntesis, 2001). Gemie, Sharif, Galicia, A Concise History (Cardiff: University of Wales Press, 2006). King, Stewart, Beyond the periphery : narratives of identity in the Basque country, Catalonia and Galicia = Más allá de la periferia : narrativas de identidad en Cataluña, Galicia y el País Vasco. (Australia : Antípodas, 2007). Miguélez-Carballeira, Helena, Galicia, a Sentimental Nation: Gender, Culture, Politics (Cardiff: University of Wales Press, 2013). Romero, Eugenia R., Contemporary Galician culture in a global context: movable identities (Lanham, Md.: Lexington Books, 2012). Villares, Ramón, Historia de Galicia (Madrid: Alianza Editorial, 2004). Webpages: The research project ‘Voces e nomes’: http://www.nomesevoces.net/ Articles: Lourenzo Prieto, Lourenzo, ‘Interpreting Galician History: The Recent Construction of an Unknown Past’ in Contemporary Galician Cultural Studies: Between the Local and the Global, ed. by Hooper & Puga (New York: MLA, 2011). Cazorla-Sánchez, Antonio, ‘At Peace with the Past: Explaining the Spanish Civil War in the Basque Country, Catalonia, and Galicia’, in Teaching Representations of the Spanish Civil War, ed. by Valis (New York: Modern Language Association, 2007). Rίos Bergantiños, Noa, ‘Contemporary Galizan Politics: The End of a Cycle?’, in A Companion to Galician Culture, ed. by Miguélez-Carballeira. (Woodbridge: Tamesis, 2014).
  • LXE-2025: Reading Fantastic Literatures (20) (Semester 2)
  • LXS-2028: Galician I (20) (Semester 1)
    This module involves an introduction to Galician through the study of key areas of grammar (verbal tenses, nouns, adjectives, prepositions, etc.), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university or the cities of Vigo and A Coruña. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Articles: O’Rourke, Bernadette, ‘The Galician Language in the Twenty-First Century’, in A Companion to Galician Culture, ed. by Helena Miguélez-Carballeira (London: Tamesis, 2014), pp.73-92. Thompson, John Patrick, ‘Portuguese or Spanish Orthography for the Galizan Language? An analysis of the Conflito Normativo’, in Contemporary Galician Cultural Studies: between the local and the global, ed. by Kirsty Hopper & Manuel Puga Moruxa (New York: Modern Language Association of America, 2011), pp. 143-165.
  • LXS-2029: Galician II (20) (Semester 2)
    This module aims to consolidate the students' previously acquired basic knowledge of the Galician language through the study of advanced areas of grammar (verbal tenses and moods, discursive links, etc), idiomatic register, and general vocabulary. Through selected in-class texts, students will also be introduced to Galician culture, literature, and sociolinguistics. The course is highly recommended for students who intend to do their year abroad (or part of it) in the historical city of Santiago de Compostela (the capital of Galicia) and its university. Books: Boullón Agrelo, Ana; Monteagudo Romero, Henrique; García Cancela, Xermán, Diccionario normativo Galego-Castelán (Vigo: Galaxia, 1994). Gómez Guinovart, Xavier, Dicionario moderno inglés-galego (Vigo: 2.0 editora, 2012) Miguélez-Carballeira, Helena (ed), A Companion to Galician Culture (Woodbridge: Tamesis, 2014). Normas ortográficas e morfolóxicas do idioma galego (Vigo: Real Academia Galega & Instituto da Lingua Galega, 2004). Pérez Barreiro, Servando, Dicionario completo galego-inglés, inglés-galego (Vigo: Cardeñoso). Webpages: Dictionary English-Galician, Galego-Inglés: http://sli.uvigo.es/dicionario/index.html Galician dictionary by the Real Academia Galega: http://www.realacademiagalega.org Linguakit: https://linguakit.com/full_analysis Online newspaper Novas da Galiza: http://www.novasgz.com/ Online newspaper Praza Pública: http://praza.com/ Online newspaper Sermos Galiza: http://www.sermosgaliza.com/ Online TV Ano Cero: http://galizaanocero.tv/ Online TV Irmandade TV: http://www.irmandade.tv/ Radio Televisión de Galicia: http://www.crtvg.es
  • LXS-2033: The Cinema of Spain (20) (Semester 2)
    Spanish cinema and its pioneers Neorealism and political dissent in the 1950s (Luís Buñuel, Viridiana) Art house cinema in the 1960s (Víctor Erice, El espirítu de la colmena) The cinema of the transition: the `disenchantment¿ Popular genres in post-Franco Spain The Spanish film industry in the 1980s and 1990s Gender and sexuality is post-Franco cinema (Pedro Almodóvar, Hable con ella) Catalan and Basque cinema (Julio Medem, Tierra) The internationalization of Spanish cinema (Alejandro Amenábar, Mar adentro) Social realism at the turn of the century (Fernando León, Los lunes al sol) Women in contemporary Spanish cinema (Icíar Bollaín, Te doy mis ojos) The films are available in the School of Modern Languages DVD library. Primary Films: Luis Buñuel, Viridiana (1961) Víctor Erice, El espíritu de la colmena (1973) Pedro Almodóvar, Volver (2006) Agustí Villaronga, Pa negre (2010) Icíar Bollaín, Te doy mis ojos (2003) Recommended reading: Bentley Bernard P. E., A Companion to Spanish Cinema (London: Tamesis, 2008) Caparrós Lera, José María, El cine español de la democracia: de la muerte de Franco al "cambio" socialista (1975-1989) (Barcelona: Anthropos, 1992) Deveny, Thomas, Cain on Screen: Contemporary Spanish Cinema (Lanham: Scarecrow Press, 1999) D'Lugo, Marvin, Guide to the Cinema of Spain (Westport: Greenwood Press, 1997) Fiddian, Robin W. and Peter W. Evans, Challenges to Authority: Fiction and Film in Contemporary Spain (London: Tamesis Books, 1988) Jordan, Barry and Rikki Morgan-Tamosunas, Contemporary Spanish Cinema (Manchester: Manchester University Press, 1998) Pavlovi, Tatjana, 100 years of Spanish Cinema (Malden: Wiley-Blackwell, 2009) Triana-Toribio, Nuria, Spanish National Cinema (London: Routledge, 2003) Resina Joan Ramon (ed.), Burning Darkness: a Half Century of Spanish Cinema, ed. (Albany: SUNY Press, 2008)

20 credits from:

  • HPS-2001: Work Placement - Semester 1 (20) (Semester 1) or
    HAC-2001: Lleoliad Gwaith - Semester 1 (20) (Semester 1)
  • HAC-2002: Addysg yn y Gymru Gyfoes (20) (Semester 1)
  • SXU-2002: Cont. Social and Political Deb (20) (Semester 1)
    There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students. The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed. Possible topics to be covered: Should drugs be legalised? Social control and the media Thinking critically about criminology Should there be a sociology of the environment? Exploring disaster capitalism Girls will be girls and boys will be boys – debunking the myth of gender. Exploring the relationship between inequality and capitalism Radicalisation, immigration, identity and racism. The Arab Spring Riots and civil liberties Thinking beyond the norm – the rationalization of ‘them’ and ‘us’
  • SCY-2003: Trosedd a Chyfiawnder (20) (Semester 2)
  • SXY-2004: Crime & the Media (20) (Semester 2)
    Media stories on crime and law are numerous. They form an object of inexhaustible interest to audiences. Many people learn about crime and law from the media, especially from newspapers, books and films. Media portrayals often contributed decisively to changes in public opinion and politics. Also, deviant behaviour can be influenced by media. Media construct deviance (e.g. by identifying `folk devils`), but media also offer cultural templates for people involved in deviant activities. The class deals with the cultural and political significance of media portrayals of crime and law. Students learn about economic, political, legal and other backgrounds. Major narratives employed by the media will be identified. The standard patterns of telling and other technical means of the media are analysed. The audience's reaction to media portrayals and its use of media also form a topic for the class.
  • HPS-2005: Work Placement - Semester 2 (20) (Semester 2) or
    HAC-2005: Lleoliad Gwaith - Semester 2 (20) (Semester 2)
  • HAC-2009: Cymdeithas, Iaith a Phrotest (20) (Semester 2)
  • SXP-2010: World Poverty and Inequality (20) (Semester 2)
    This module will examine the explanations for, and the experience of, poverty in the UK and in comparative perspective. It will aim to address the following aspects: 1. Defining poverty – how is poverty defined? What is social exclusion? How important is inequality? 2. Explaining poverty - how has the persistence of poverty been explained? This will look particularly at ‘pathological’ explanations involving a ‘culture of poverty’ or the existence of an ‘underclass’ 3. The risk of poverty – who is most at risk of being poor, and what are the possible consequences? 4. Experiencing poverty - what does it mean to be poor in the UK today? 5. Dimensions of poverty - what are the various dimensions of poverty, including income, wealth, health, education and housing. 6. International issues – can we ‘make poverty history’? 7. Confronting poverty – what policies are most effective against poverty? Is poverty or inequality the real problem?
  • HPS-2011: Paradoxes of Self: Nietz./Jung (20) (Semester 1)
  • SXS-2011: Identity & Diversity (20) (Semester 2)
    The structure of the module covers following topics: 1. The nature of social diversity and identies. 2. The scope of social inequalities in the global, national and local contexts; 3. the class and economic inequalities; 4. Gender inequalities and sexualities; 5. Race and ethnicities; 6. Nationality; 7. Consumer culture and subcultures 8. New types of inequalities in global age.
  • SCS-2018: Cymdeithas, Iaith a Phrotest (20) (Semester 2)
    Ymdrinia’r modiwl hwn â’r mudiad iaith fel symudiad cymdeithasol newydd gan olrhain hanes a chymdeithaseg ymgyrchoedd iaith yng Nghymru a chanolbwyntio ar rôl a dylanwad canu protest yng Nghymru a thu hwnt. Yn ogystal, ffocws amlwg i’r modiwl hwn yw cynnig trosolwg effeithiol o ddatblygiadau polisi iaith a chynllunio ieithyddol yng Nghymru o safbwynt hanesyddol, beirniadol a damcaniaethol. Cyflwynir cerrig milltir deddfwriaethol nodweddiadol y maes. Ymhellach, cynigir y modiwl hwn cyd-destun Ewropeaidd perthnasol sy’n darparu trosolwg cychwynnol o sefydliadau a deddfwriaethau allweddol i faes cynllunio ieithyddol. Yna, yr ymdreiddir i feysydd allweddol i faes polisi a chynllunio ieithyddol yng Nghymru sef meysydd addysg cyfrwng Cymraeg, iechyd yng Nghymru a’r trydydd sector yng Nghymru yn benodol er mwyn asesu eu cyfraniad i ddatblygiadau cymdeithaseg iaith yn y Gymru gyfoes.
  • SXS-2035: Classical Social Theory (20) (Semester 1)
    The module introduces the classic contributions of Marx, Tocqueville, Tonnies, Weber, Durkheim and Simmel and the development of their thinking concerning modernity, capitalism, rationalisation and bureaucracy, and the question of moral and social order. The module then considers how the classic tradition has been transformed and new paths have been pursued in the contexts of Parsons' 'system theory', symbolic interactionism, critical theory and feminist social theory.
  • SXP-2040: Social Work Perspectives (20) (Semester 2)
    1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.
    or
    SCP-2040: Safbwyntiau GC (20) (Semester 2)
    1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.
  • SXP-2050: Issues in Equality (20) (Semester 1)
    Workshop topics include: How to help young people who are not in education, employment or training needs (NEETS); Encouraging more men into in care related professions; How to create inclusive work places for transgender employees and understanding/tackling hate crime.
  • SXL-2113: Criminal Law (20) (Semester 1 + 2)
    The module will allow the student to study the modern English criminal law, in particular the law relating to: Introduction; Actus Reus; Mens Rea; Negligence and Strict Liability; General Defences; Parties to Crime; Inchoate Offences; Homicide; Non-fatal Offences against the Person; Offences under the Theft Acts 1968 and 1978: Theft and Related Offences; Offences involving Deception; Further Offences under the Theft Act; Criminal Damage; Sexual Offences.
  • HGH-2138: Europe 1945-1992 (20) (Semester 1)
  • SCS-2213: Pwer, Cyfalaf a Chymdeithas (20) (Semester 2)
  • VPR-2301: 20th Century Phil of Religion (20) (Semester 2)
    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.
  • SXY-3015: Crime & Power (20) (Semester 2)
    State crimes: from ghettos to genocide. How does criminology and criminal justice respond when it is the formal State who offends? How do we define crime, justice and victimisation in this context? Transnational and organised crimes: human trafficking and the international trade in sexual services and illegal substances are examples of crimes which transcend national boundaries. Interpersonal levels of crime and power: examples may include ‘honour’-based violence and coercion; homophobic hate crimes; gender violence in intimate relationships; what happens when the victim becomes the offender as in the case of battered women who kill? How do the law, society and criminal justice system respond to these forms of crime?

Year 4 Modules

Compulsory Modules

Semester 1

  • LZS-3030: Spanish Language 2 (30) Core
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2 (30) Core
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

Semester 2

  • LZS-3030: Spanish Language 2
    This 30 credit module running throughout the year promotes appropriate use of style and register in all written and oral work and ensures that students can deal with variations in register and idiomatic expression in a confident and accurate manner. Through exposure to selected texts, complex grammatical structures and audiovisual materials, students acquire reading, writing, aural and oral skills which match the required standard of final year linguists. No set text is given for this language module, although students are highly encouraged to purchase a copy of the following books for self-study: Butt, John and Carmen Benjamin (2011) A New Reference Grammar of Modern Spanish, London and Oxford: Arnold. Pountain, Christopher, Teresa de Carlos and Angela Howkins (2011) Practicing Spanish Grammar: A Workbook, London & Oxford: Arnold. Any other learning resources: Students are given two module dossiers at the beginning of the year containing all the necessary materials for their classes. Students are encouraged to complete the School’s Self-Study Portfolio (available from SMLC website)
    or
    LCS-3030: Iaith Sbaeneg 2
    Nod y modiwl 30 credyd hwn sy'n para trwy'r flwyddyn yw hyrwyddo defnydd priodol o arddull a chywair ym mhob darn o waith ysgrifenedig a sicrhau bod myfyrwyr yn gallu ymdrin ag amrywiadau cywair a mynegiant idiomatig mewn modd hyderus a chywir. Trwy ddarllen testunau amrywiol a gweld strwythurau gramadegol cymhleth, disgwylir i fyfyrwyr feithrin sgiliau darllen ac ysgrifennu sy'n cyfateb i safon myfyrwyr yn eu blwyddyn olaf.

Optional Modules

30 credits from:

  • LXI-3011: Adaptations in European Cinema (20) (Semester 1 + 2)
    During this course you will be introduced to issues relating to the re-use of tradition through the study of adaptations and/or recreations of literary texts, historical events or historical figures in Spanish and Italian cinema. You will thus become familiar with the socio-historical and ideological concerns that characterise contemporary Spain and Italy and you will reflect on the importance of film as a cultural medium. Primary sources: Films - Bernardo Bertolucci, 'Spider's Stratagem' (1969) - Vittorio De Sica, 'The Garden of the Finzi-Continis' (1970) - Francesco Rosi, 'Carmen' (1984) - Carlos Saura, 'Carmen' (1983) - Film and literary adaptions of the myth of Pygmalion - David Trueba, 'Soldados de Salamina' (2003) Primary sources: Texts ** A Dossier with all compulsory reading material (including short primary sources and required critical reading for seminars) will be made available from SMLC office in week 1. - Borges, Jorge Luis, "Theme of the Traitor and the Hero" in 'Labyrinths' (Penguin Books, 1970) [in dossier] - Bassani, Giorgio, 'The Garden of the Finzi-Continis' (Quartet Books, 1997) or Bassani, Giorgio 'Il Giardino dei Finzi-Contini' (Einaudi, 1999) - Bizet, Georges, 'Carmen', libretto by Henri Meilhac and Ludovic Halévy with English [in dossier] - Mérimée, Prosper, 'Carmen' trans. by Nicholas Jotcham (Oxford: Oxford UP, 1998) [in dossier] - Quim Monzó, ‘Pigmalió’, in El perquè de toto plegat (Quaderns Crema, 1993). - Javier Cercas, 'Soldados de Salamina' (Tusqusts Editores, 2003); 'Soldiers of Salamis' (Bloomsbury, 2003)
  • LXS-3034: Spain through its Writers (20) (Semester 1)
    This module will explore how images of Spain as seen through its writers have changed over the past 100 years, by focusing on the genre of Travel Writing. It will start by providing an overview on the conventions of the genre, both in general and with a particular focus on travelogues by Spanish writers. Subsequently, students will read a series of selected extracts from different texts, which will be commented and analysed in the classroom. Although a selection of extracts will be provided, some of them will constitute compulsory reading. The first section will focus on the pre-Civil War period through the following indicative themes: the use of landscape in the construction of national identity (Azorín), travel writing as an initiation into literature (García Lorca) and the contrast between Spain and Europe (Julio Camba). The second part of the module will focus on the literary representations of Spain during the Francoist period, starting with the view of Catalunya, Galicia and Andalucía provided by Falangist writer Ernesto Giménez Caballero. This period also saw the publication of one of the milestones of the genre in Spanish literature, Viaje a la Alcarria by Nobel Prize winner Camilo José Cela, in which the author provides a personal account of rural Spain. By contrast, Ignacio Aldecoa’s travel writing aims to show a more realistic view of the situation of Spain during the dictatorship. Finally, the module will explore representations of Spain during the democratic period, starting with Julio Llamazares’ use of memory politics in his travel writing and Alfonso Armada’s texts on the touristification of Spain. Finally, Luisa Castro’s Viajes con mi padre will be studied as an example of travel writing as confessional journey.
  • LXS-3041: Iberian Identities on Screen (20) (Semester 2)
    The module will cover the following topics: 1) Theorising national cinema: key concepts; 2) Challenging the hegemonic gaze: the Barcelona School of Film; 3) Staging Identity: Adaptations of theatre and the novel 4) Re-mapping the urban landscape: the films of Ventura Pons; 5) Female Subjectivity and Authorship in Sílvia Munt’s Gala (2003); 6) Monstrous Identities: containing illness and sexual deviance in El mar by Agustí Villaronga; 7) Trauma in Elisa K by Judith Colell and Jordi Cadena; 8) The New Documentary: Memory and Reconstruction; 9) Beyond National Boundaries: Transnationalism and Multilingualism in Els nens salvatges by Patricia Ferreira ; 10) New Directions: science fiction and the horror genre; and 11) Scene-Analysis (one-hour in-class assessment) & Revision and Essay Preparation. Core films: Delete Nedar by Carla Subirana
  • LXE-3101: Approaching Translation (10) (Semester 2)
    This module aims to further develop and consolidate translation skills students have acquired in their language courses. By approaching translation as a process, it examines translation at different textual levels, from the lexico-grammatical level such as words and grammar, to the textual-pragmatic level such as cohesion, register and text types. It provides students with a framework to reflect on the translational difficulties in their chosen language pairs and explore strategies and their implications. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
    or
    LCE-3101: Trin a Thrafod Cyfieithu (10) (Semester 2)
    Bwriad y modiwl hwn yw datblygu ac atgyfnerthu ymhellach sgiliau cyfieithu a enillwyd gan fyfyrwyr yn eu cyrsiau iaith. Trwy ystyried cyfieithu fel proses, mae'n craffu ar gyfieithu ar wahanol lefelau testunol, o lefel geiriau a gramadeg, i'r lefel destunol a phragmataidd sy'n ystyried cydlyniad, cywair a mathau o destun. Mae'n rhoi fframwaith i'r myfyrwyr i ystyried yr anawsterau cyfieithu yn y parau iaith a ddewiswyd ganddynt ac i ymchwilio i strategaethau a'u goblygiadau. Key texts Baker, Mona. In Other Words: A Coursebook on Translation, 2nd edition (London: Routledge, 2011). Hatim, Basil and Munday, Jeremy. Translation: an Advanced Resource Book (London: Routledge, 2004). Students will also require language specific resources such as a bilingual and monolingual dictionaries.
  • LXE-3102: Culture and the Body (10) (Semester 1)
  • LXE-3210: Press Dossier (10) (10) (Semester 1)
    This module provides students with the opportunity to examine a topical issue relevant to one or more countries/regions in which the target language is spoken. The chosen issue will be examined through the prism of the press and media, in order to develop an understanding not only of the specific issue in question, but also of the media landscape of the relevant society. The resulting dossier will comprise the analysis of contrasting media and press types in their coverage of the chosen topic, as well as an assessment of their importance in influencing public opinion. The dossier will be written in the target language, and should contain an appendix of materials which have been examined. Busà, M. Grazia, Introducing the Language of the News: a Student's Guide (London: Routledge, 2014) Stevenson, Nick, Understanding Media Cultures: Social Theory and Mass Communication (London; Thousand Oaks: Sage, 1995) Harrison, Martin, TV news, Whose Bias? : a Casebook Analysis of Strikes, Television and Media Studies (Hermitage, Berks.: Policy Journals, 1985) Stocchetti Matteo and Karin Kukkonen, Critical Media Analysis: an Introduction for Media Professionals (Frankfurt am Main ; New York: Peter Lang, 2011) Van Dijk, Teun A., Discourse and Communication: New Approaches to the Analysis of Mass Media Discourse and Communication (Berlin; New York: W. de Gruyter, 1985) Websites: This section of SMLC website lists some of the major newspaper, TV and radio sites in German, French, Spanish and Italian media: http://www.bangor.ac.uk/ml/uglinks.php
  • LCS-3302: Patagonia Gyfoes (20) (Semester 2)
    Bwriad y modiwl hwn yw cyflwyno prif elfennau cymdeithas a diwylliant Patagonia gyfoes i fyfyrwyr israddedig drwy ddeunyddiau llenyddiaeth, ffilm a chyfryngau amrywiol. Edrychir ar gerrig milltir hanes yr ardal mewn perthynas â'r Ariannin ac America Ladin yn gyffredinol er mwyn meithrin dealltwriaeth feirniadol o ddatblygiad Patagonia hyd at y presennol. Trafodir yn y darlithoedd pynciau megis: Fforio Patagonia: 'darganfod' a mapio; Poblogaeth Patagonia: brodorion a mewnfudwyr; Iparraguirre a'i nofel La tierra del fuego; Patagonia a'r gwahanol ddychmygion: tlws y wladwriaeth, tirlun teithio i dramorwyr, tirlun teithio i Archentwyr, cerdyn post Patagonia ar ffilm; Realiti Patagonia a dilyniant gorthrwm; Cyfnod yr Adennill: lleisiau Patagonaidd, brodorion yn mynnu hawliau; Patagonia ar y newyddion.
  • LXE-3400: Joint Hons Diss (English) (10) (Semester 1 + 2) or
    LCE-3400: Traethawd Hir Cyd-A (Cym) (10) (Semester 1 + 2)
  • LXE-3444: Joint Hons Diss (Target Lang) (10) (Semester 1 + 2)
  • Joint Hons. Students may only take ONE 10-credit LXE module (does not include the dissertation). A dissertation must be taken in ONE joint honours subject.

60 credits from:

  • HPS-3001: Work Placement - Semester 1 (20) (Semester 1) or
    HAC-3001: Lleoliad Gwaith - Semester 1 (20) (Semester 1)
  • HPS-3006: Dissertation (40) (Semester 1 + 2) or
    HAC-3006: Traethawd Hir (40) (Semester 1 + 2)
  • SXY-3007: Policing, Security & The State (20) (Semester 2)
    • Introduction: The nature and functions of policing • Historical developments of modern policing in England and Wales • Police Governance and Accountability • Police Occupational Sub-Cultures • Globalising and Policing • Commodification of policing • Policing different communities • Structures of security – surveillance and architecture • The Future of Policing?
    or
    SCY-3004: Yr Heddlu a Chymdeithas Gyfoes (20) (Semester 1)
    Amcan pennaf y fodiwl yw trafod ein dealltwriaeth o'r heddlu, ac yn ehangach, eu swyddogaeth mewn cymdeithas gyfoes. Yn y blynyddoedd diweddar, mae'r heddlu fel sefydliad wedi profi newid sylweddol a bydd y pwysau gan y Llywodraeth am ddiwygiadau pellach yn parhau. Ystyriwn polisiau ac ymarfer gwaith cyfoes yr heddlu a'r fframwaith statudol y maent yn gweithredu. Trafodir y newid yng nghyd-destun polisi cyfiawnder troseddol:- eu prif swyddogaethau; yr heddlu a'r cyfryngau; atal trosedd a gweithio mewn partneriaeth; datblygiadau mewn polisi cyffuriau; yr heddlu; trefn gyhoeddus ac iawnderau dynol; asesu cyfrifoldeb, ansawdd a pherfformiad; cyfle cyfartal a rheoli i'r dyfodol.
  • SXU-3010: Dissertation (20) (Semester 1 + 2)
    The dissertation is a substantial piece of work. The completed dissertation submitted at level 6 (year 3) consists of a written piece of work of 10,000 words. Within this module students will build on work begun at level 5, and work towards the completion of the dissertation. This will involve the refinement or expansion of the literature review begun at level 5, and will include discussion of major themes arising from the literature. Research for the dissertation may include a small amount of primary empirical research, for example a qualitative or quantitative study conducted by the student under the direction of their supervisor. Throughout the module, students will be engaged mainly in developing their analysis of the literature and any other data collected, and in writing the dissertation.
    or
    SCU-3010: Traethawd Hir (20) (Semester 1 + 2)
    Mae Traethawd Hir yn ddarn sylweddol o waith, yn cael ei gwblhau ar lefelau 2 a 3. Mae'r traethawd terfynol tua 10,000 o eiriau, ac yn cael ei gyflwyno yn y drydedd flwyddyn. Mae'n cyfrif fel pedair modiwl tuag at eich dyfarniad gradd terfynol. Yn y modiwl yma, byddwch yn parhau a'r gwaith a gychwynwyd gennych ar Lefel 2, a byddwch yn mynd ati i gwblhau'r Traethawd Hir. Bydd hyn yn cynnwys datblygu'r adolygiad llenyddiaeth a gychwynwyd gennych eisoes ar Lefel 2, sy'n trafod prif themau eich testun. Mae'n bosib y byddwch wedi cwblhau rhywfaint o ymchwil gwreiddiol (ond mae hyn yn opsiynol) - er enghraifft, peth gwaith ymchwil meintiol neu ansoddol gwreiddiol y byddwch wedi ei gynnal gyda chymorth a chyfarwyddyd eich goruchwyliwr/aig. Drwy gydol y modiwl, byddwch yn datblygu eich dadansoddiad o'r lenyddiaeth ac unrhyw ddata a gasglwyd, ac yn ysgrifennu eich traethawd.
  • HPS-3011: Paradoxes of Self: Nietz..Jung (20) (Semester 1)
  • SXY-3014: Crime and Punishment (20) (Semester 1)
    SXY3014 is a 20-credit module, taught over the course of a single semester. It focuses on the use or threat of punitive control and violence as a response to serious criminal wrongdoing and perceived security threats. Punitive control refers to the different ways in state or non-state political agents respond coercively to behaviour and people they regard as criminal, deviant, problematic, worrying, threatening, troublesome or undesirable in some way or another. The main emphasis of the course will be on violent punitive control: control that works through inflicting physical harm and destruction on human bodies. Focusing on a number of topical case-studies, the course deals centrally with the moral question of how (if at all) punitive control can be morally justified. What is punitive control and how can it be justified? What is punishment and is it necessarily a good thing? What should be done about - or to - people who commit terrible crimes? Should murderers be maimed or killed? What would be a just punishment for rape? Can torture ever be justified? Is terrorism ever right or morally understandable? When is it right to fight? What is pre-emptive war, and when (if ever) is it necessary? One of the key objectives of the course will be to provide a framework for thinking clearly about these kinds of questions.
  • SXY-3015: Crime & Power (20) (Semester 2)
    State crimes: from ghettos to genocide. How does criminology and criminal justice respond when it is the formal State who offends? How do we define crime, justice and victimisation in this context? Transnational and organised crimes: human trafficking and the international trade in sexual services and illegal substances are examples of crimes which transcend national boundaries. Interpersonal levels of crime and power: examples may include ‘honour’-based violence and coercion; homophobic hate crimes; gender violence in intimate relationships; what happens when the victim becomes the offender as in the case of battered women who kill? How do the law, society and criminal justice system respond to these forms of crime?
  • SXY-3021: Perspectives on Youth Crime (20) (Semester 1)
    Indicative content • Introduction: Youth crime and youth justice – reasons for a separate category • Theoretical perspectives on youth justice • Nature and prevalence of youth crime • Young people as folk devils • Youth justice in a devolved nation • International perspectives on youth justice • Effect of crime control on young people • Youth justice policy – historical and comparative perspectives • The future of youth justice