Undergraduate Spring modules

Culture

Culture

Modern Britain in a Global Context - new for 2026!

This description is for the undergraduate level YorkCourse.

Background

Since the Second World War (1939-45), Britain’s position in the world has changed to an extraordinary degree. The small island that was once at the centre of the largest empire in history is now widely considered a bit part player in international affairs, junior to the United States, awkwardly separate from the European Union, and perhaps forever compromised by its history of colonial expansion. Despite (or maybe because of) its apparent decline, Britain is uniquely positioned for explaining many of the unprecedentedly rapid changes that have occurred worldwide since the mid-twentieth century. This module thus uses the dramatic evolution in Britain’s international status to introduce and explore several major themes in contemporary global history, ranging from decolonisation and multiculturalism to climate change and the digital revolution. No previous knowledge of British history is required!

Linguistics

Linguistics

The History of English: York's Tale

This description is for the undergraduate level YorkCourse.

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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.

Interdisciplinary Studies

Interdisciplinary Studies

Food, Glorious Food

This description is for the undergraduate level YorkCourse.

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Introduction

Food is a central area of life and for life; it is not just about sustenance, but is tied to deep social structures in the form of identity, language, and culture. As a consequence, food provides us a rich and multifaceted topic area through which we can explore the diversity of social meanings.  

This module provides an interdisciplinary/multidisciplinary analysis of food. This analysis is intended to provide students with A) an appreciation of the breadth of knowledge possible of seemingly small areas and B) an intellectual flexibility coming from being able to apply different disciplinary lenses to the same topic.

Course Organisation

This course is primarily taught through a mixture of lectures and seminars. The module is currently divided to focus on three main foods.

1. Bread
2. Chocolate
3. Meat

With each of these foods we'll be exploring the many different things we can see through each of these foods.

Assessment

This module will be assessed by way of a 20-minute research presentation on a food. Work on this presentation will be supported by meetings with all tutors on the course, who will provide detailed comments on a draft version so that you can rework it before presentation. 

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 presentation 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 at the Norwegian Study Centre, University of York

This description is for the undergraduate level YorkCourse.

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 doubling the word limit of a research piece demanded for another module, it will give students the opportunity to undertake a substantial piece of independent research. That is, students who want or need to write a dissertation (Bachelor oppgave) in Culture, must concurrently study the Culture module in addition to one other module in that semester.

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

Tutorials to be scheduled as appropriate. 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 3500-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.