Undergraduate Autumn modules

Literature

Literature

Twentieth-Century British and Irish Literature

This description is for the undergraduate level Yorkcourse.

40N0131

Introduction

The twentieth century was the century in which urbanisation and mechanisation reached a new peak. It was the century in which the power of science and industry were applied to two world wars and to genocides that eradicated the difference between soldier and civilian, innocent and guilty. The literature of the time is deeply engaged in such struggles. Strikingly polarised in style between the realistic and the experimental, the works of writers such as Joyce, Eliot, Yeats, Woolf and Orwell take their sides in the conflict between elitism and democracy, humanity and inhumanity, commitment and alienation.

We are the heirs of their struggles.

Aims

• Literary: to use a mixture of close reading and plot analysis to explore the different writing styles of the twentieth century and their purpose.
• Historical/political: to examine the human cost of the World Wars and the reactions to the downfall of Britain as an imperial power.
• Sociological: to explore the changes in morality over the period, particularly the struggle for women’s social and political rights.
• Cultural: to experience how the movements of the time are reflected in the art and music of the day.

Learning outcomes/objectives

• To acquire knowledge of the major styles and trends of twentieth century literature.
• To appreciate the cultural reaction to some of the most traumatic events of the twentieth century.
• To understand some of the major social shifts that occurred since 1910.
• To realise how multi-faceted and interlocking the cultural and historical movements of the twentieth century are.

Assessment

You will write three 2,500-word essays on topics derived from the tutorial and seminar discussion. The tutor gives detailed comments on essays. The best two essays are then reworked and submitted for marking. The deadline for the final submission of essays is early in January.

Core texts

• Joyce: ‘The Dead’
• Woolf: Mrs Dalloway
• Beckett: End Game
• Ishiguro: The Remains of the Day

Workload

This module should equate to about 200 hours study.  The teaching period runs over ten weeks and includes a compulsory two hour seminar (in a group of up to 15 students) and an hour's tutorial (in a group of 2 or 3 students) each week.   You will also be offered one-to-one consultation slots during the course where you will be able to discuss your essay(s) in detail.

In addition there are a number of optional lectures which you may choose to attend along with other students in the Department of English and Related Literature.  We strongly advise you to attend these where possible, even where they discuss texts which are not on your reading list.

Full details of the timetable will be given to you at the start of the course.

The remainder of the time should be spent completing individual study/research and ensuring you are fully prepared for seminars and tutorials.

Linguistics

Linguistics

The History of English: York's Tale

This description is for the undergraduate level YorkCourse.

40N0135

Background

This module critically explores the nature and causation of language variation and change throughout the history of English, using the sights, sounds and texts of, from and about the modern and historic city of York. This unusual and creative case study will allow us to systematically discover things for ourselves, to create original academic arguments, and to challenge the traditional narratives of the History of English. Throughout the module we will use a truly interdisciplinary approach, drawing on scientific linguistics as well as the traditional humanities and social sciences, which means the module should have broad appeal.

Module description

This module is primarily about the historical development of the English language, which is usually told as the story of the development and spread of Standard Southern British English. This traditional narrative is challenged throughout the module and retold through the lens of the non-standard northern City of York. You should be prepared to analyse different texts each week, and to make various field trips around York to discover things for yourselves, as well as to read widely in the established academic literature. The module will be assessed via an individual essay of 4000 words on a topic of your choice related to the module.

Course aims

The main aims of the module are to:

• To provide you with an overview of the development of English at various stages of its development from Old English to the present day. This overview will be discussed within a framework of ideas about the causation and progress of linguistic change and the origins of sociolinguistic variation.
• To develop your abilities in the linguistic analysis of modern and historical texts. You will be required to read and analyse materials from different stages of English for presentation and discussion in seminars.
• To equip you with the knowledge and skills to describe linguistic changes and produce critical accounts of the factors involved in these changes.
• To explore, and help you learn to read, scholarly literature on language change, the history of English, and sociolinguistic variation.
• To allow you to experience and develop key skills of IT, communication and learning how to learn.

Learning outcomes/objectives

By the end of the module you should be able to:

1. Demonstrate knowledge of the historical development of a few historically central, specific areas of phonology, morphology and syntax in the History of English, and provide examples from texts with a connection to the City of York.
2. Show understanding of different types of language change and analyse the role of language internal and language external factors in these changes.
3. Interpret different historical sources as evidence for different stages of the English language and for processes of language change, and understand the issues and problems in doing so.
4. Read scholarly articles in linguistics and understand the key points of the article.
5. Relate your own research interests to results in published articles, and write about the connection in readable academic prose.

Assessment

The course is assessed by a 4000 word essay on a topic of your choice related to the course.

Course materials

You will be given a detailed reading list at the start of the course, but you might find the following texts useful for background:

History of English

Any general history of English textbook will cover many of the themes which will be explored during the module. Examples include the following (note that many of these are available as e-books via the University of York library and many of them have earlier or later editions than those listed below – all editions are useful):

• Barber, C. L. (2000) The English Language: a Historical Introduction. Cambridge: Cambridge University
• Crystal, D. (2004) The Stories of English. London: Penguin.
• Gramley, S. (2012) The History of English. London: Routledge.

Language Variation and Change/Sociolinguistics

You might also consider finding out more about sociolinguistics. The following textbooks are a good starting point:

• Chambers, J.K. (2003). Sociolinguistic Theory [2nd Edition]. Oxford: Blackwell.
• Mesthrie, R., Swann, J., Deumert, A., & Leap, W. (2009) Introducing sociolinguistics [2nd edition]. Edinburgh University Press.
• Meyerhoff, M. (2007). Introducing sociolinguistics. Abingdon: Routledge
• Wardhaugh, R. (2006). An Introduction to Sociolinguistics [5th Edition]. Oxford: Blackwell.

Northern English

The module covers the language, history and culture of northern England, with a particular focus on York. You might therefore find the following texts useful for the social/cultural/historical context:

• Groom, B, (2022) Northerners: A history from the ice age to the present day. Harper Collins: London
• Wales, K. (2006). Northern English: A social and cultural history. Cambridge University Press.

Workload

This module should equate to about 200 hours of study. You are expected to attend all assigned lectures and seminars, and attendance will be monitored.  You will also be offered one-to-one consultation slots during the course where you will be able to discuss your essay in detail.

Full details of the timetable will be given to you at the start of the course.

The remainder of the time should be spent completing individual study/research and ensuring you are fully prepared for lectures and seminars.

Culture

Culture

Stories of Power

This description is for the undergraduate level YorkCourse.

40N0025

Introduction

Since the Global Financial Crisis in 2008 we have collectively faced a much darker world. In several countries the politico-economic consensus of the last forty years has collapsed and, generally speaking, a drift to authoritarian and xenophobic politics has come in its place. This module helps explain how we got here, and starts to give an idea of the challenges we face in the future.

It does this from the perspective of institutional political economy. In short, institutional political economy is a framework that holds that politics (and the struggle for power inherent in politics) creates law, and law creates the economic system in which individuals act. The economy (or "market") then is not separate to politics and the state, but intimately entwined with both. The shape of the economy too will continually be subject to change, rather than running on universal laws. Thankfully, this position is in contrast to orthodox economics (so there's no need for number-crunching) and instead draws upon literature from political science, sociology, economics, history, and legal studies, among others.

Course Organisation

This course is primarily be taught through a mixture of lectures and seminars. In addition, popular films and documentaries are used in relevant weeks.

1. Political Economy and Economic Theory

This section serves as an introduction to both political economy and to distinct economic ideologies. The main point is show that the exploration of economic issues need not been abstract, mathematical and scary, but, instead, can be grounded in everyday experience and needs to involve a consideration of politics. This section sets the theoretical backdrop for our consideration of the rest of the course. 

2. Crisis and Austerity

This section explores the origins of, and political response to, the Global Financial Crisis. This section sets the historical backdrop for our consideration of contemporary events.

3. Inequality and Corporate Power

Here we explore two well-established trends of political economy that have intensified since 1979 (and perhaps even more so post-2008). Inequality, in its several forms, will be investigated, as will the influence of corporations on politics, and the problematic relationship between capitalism and democracy more broadly.

4. The Free Market, and the Environment

Finally, we look to the future of the political economy. Two main problems are explored. Firstly, we tackle the nature of the global economy and how it has been constructed. Secondly, we explore the political economic challenge of the globe's ecological and environmental problems.

Assessment

This module will be assessed by an essay of 4000 words in length on a topic of your choice relating to the course. You will write a draft version of this essay and receive detailed comments from your tutor before reworking the essay for final submission. The final essay will be due in late May.

Reading

A week-by-week reading list is provided at the start of the course, and a larger annotated bibliography will be available for research essays. The best book for the foundational weeks of the course, and for getting a sense of the content of the course, is H.J. Chang, Economics: The User's Guide. 

Workload

This module should equate to about 200 hours of study. You are expected to attend all assigned lectures and seminars, and attendance will be monitored.  You will also be offered one-to-one consultation slots during the course where you will be able to discuss your essay in detail.

Full details of the timetable will be given to you at the start of the course.

The remainder of the time should be spent completing individual study/research and ensuring you are fully prepared for lectures and seminars.

Research

Research Extension Modules in Literature, Culture or Linguistics at the Norwegian Study Centre, University of York

This module is for undergraduate students only. MA-level students and 'School Experience' students cannot access the REM.

The research extension module (REM) will be equivalent to 10 ECTs and replace one of the three existing modules thereby allowing students to take more credits in the subject that interests them the most. By expanding the word limit of a research piece demanded for another module by 5,000 words, it will give students the opportunity to undertake a substantial piece of independent research in Literature, Culture or Linguistics. That is, students who want or need to write a dissertation (Bachelor oppgave) in Literature, must concurrently study the Literature module in addition to either the Culture or Linguistics module.

The prerequisite for admission will be that students have at least a B in the dissertation subject from previous studies (Literature grades may count for a Culture dissertation).  The number of students for each research extension module will be capped at three per subject.

The combination of a regular 10 ECTs module and a 10 ECTs research extension module will allow the two to be considered as one 20 ECTs module, with one mark given for both, even though they will be treated separately on exam transcripts.

Aims, Objectives and Learning Outcome

By the end of the module, students should be able to:

• Design and carry out a theoretical and/or empirical study in a specialised area.
• Understand the challenges posed in carrying out a piece of independent research.
• Demonstrate an ability to critique and challenge theoretical ideas which have been proposed.
• Demonstrate progress towards the ability to synthesise and to present complex ideas with clarity.

• Select, limit and question a particular topic.
• Demonstrate skills in presenting their thesis.
• Write acceptable academic English.
• Use appropriate library resources.

 Teaching

Contact hours

One-to-one tutorials to be scheduled as appropriate throughout the term. One or two of these may be changed to work in progress seminars.  These will be conducted in addition to the teaching on the relevant normal module.

Teaching programme

Tutorials will serve as opportunities to discuss the content of the research, including things such as issues of research design, practical issues in data collection (if appropriate), as well theoretical background to the project.

In addition, a total of approximately 200 hours of independent work will be required for this specific module.

Students will be responsible, in consultation with their “dissertation supervisor”, for designing a course of study which will allow them to explore a topic area in depth.  This would normally include at least some of the following: a reading list; data to be collected and analysed; short presentations to be made to the supervisor, allowing discussion and feedback on the student's work; a timetable for the completion of various tasks.

In addition there will be an obligatory tour of the library and a programme of research training (amounting to around 10 hours).

Attendance will be an obligatory requirement.

Assessment and feedback

Feedback on formative work

• Feedback will consist of oral comments during tutorials and during the contact hours of the associated module.
• Written comments will be provided on partial drafts of the dissertation, where appropriate.

Summative assessment and feedback

• A 5000-word extension to an existing piece of assessment
  • Weight: 100%
  • Submission: Essays will be due in January if the module is undertaken in the Autumn term or in May if undertaken in the Spring term. 
  • Feedback: Students will be sent detailed feedback along with their transcript.