Modules for course VVR4 | BA/PRS
BA Philosophy and Religion and Spanish

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

40 credits from:

  • LZS-1001: Advanced Spanish 1 (20) (Semester 1 + 2) 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 i Fyfyrwyr Uwch (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 1 + 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 Llafar Uwch (20) (Semester 2)
    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)
  • Students with A level Spanish must take LZS-1001 and LZS-1002. Students without A level Spanish must take LZS-1003 and LZS-1004.

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-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)
  • Students with A-levels in any of the above languages must take the intermediate options, e.g. LZ..1001/1002 (if language modules are chosen)

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

Compulsory Modules

Semester 1

  • 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

  • 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:

  • 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).
  • 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)
  • LXS-2035: Barcelona: a Cultural History (20) (Semester 1)
    The module will cover the following topics: 1) Theoretical Approaches to the Urban Space; 2) Beyond the City Walls: Building Modern Barcelona; 3) Modernista architecture: the Hospital de Sant Pau; 4) Mediterranean Classicism: Noucentista ideology and concept of the city-nation; 5) Socio-political History: a City under Siege; 6) Subjectivity and Space: In Diamond Square (1962) by Mercè Rodoreda; 7) Liminal Urban Spaces: Staging El Raval neighbourhood in Hamelin (2005) by Juan Mayorga; 8) The City as a Stage: La Fura dels Baus, Els Comediants and La Cubana; 9) Urban Renewal: architecture, art and design in the Olympic era; 10) Historicity and Temporality in Barcelona, un mapa (2008) by Ventura Pons; and 11) From the Barcelona model to the Barcelona brand

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 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-3018: Reading Contemporary Galician (20) (Semester 1)
    During this course, you will be introduced to the different 20th-Century literary texts (both narrative and poetic) originally written in the Galician language (which you will read in either Galician, Spanish or English). You will also be introduced to a set of cultural specificities of contemporary Galician culture (language conflict, the relevance of the Lusophone framework, hybridity and urban/rural studies). The authors studied will include key figures in Galician culture and politics such as Alfonso Castelao, the poets Luz Pichel and Lupe Gómez, Lois Pereiro and Manuel Rivas. Attention will be paid to both the cultural and stylistic specificity of the texts, and to the way they encompassed the main historical events of Galician and Spanish recent history. Luz Pichel: Casa pechada/Cativa en su lughar. Lupe Gómez: Selected poems. Lois Pereiro: Collected Poems. Manuel Rivas: Selected passages from Books Burn Badly.
  • 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 Identity on the 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
    or
    LCE-3210: Astudio'r Cyfryngau (S1) (10) (Semester 1)
    Mae'r modiwl hwn yn rhoi cyfle i fyfyrwyr astudio pwnc cyfoes sy'n berthnasol i un neu fwy o wledydd/rhanbarthau lle y siaredir yr iaith darged. Gwyntyllir y pwnc a ddewisir drwy brism y wasg a'r cyfryngau, er mwyn magu dealltwriaeth o'r pwnc penodol ond hefyd o'r cyhoeddiadau a chyfryngau sydd ar gael yn y gymdeithas dan sylw. Bydd yr adroddiad terfynol yn cynnwys dadansoddiad o sut y mae mathau cyferbyniol o gyhoeddiadau a chyfryngau yn ymdrin â'r pwnc, yn ogystal ag asesiad o'u pwysigrwydd wrth ddylanwadu ar farn y cyhoedd. Ysgrifennir yr adroddiad yn yr iaith darged, ac atodir y deunyddiau a drafodir wrtho. 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 LXE module (does not include dissertation). A dissertation must be taken in ONE Joint Honours subject.

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