English Literature and Archaeology (BA)
The Joint Honours degree in English Literature and Archaeology provides you with the opportunity of specialising in two university honours subjects.
The Joint Honours degree in English Literature and Archaeology provides you with the opportunity of specialising in two university honours subjects. Many students find joint honours both stimulating and rewarding as they observe both similarities and differences in the two subjects.
English Literature at Cardiff offers access to the whole span of English literature, from the Anglo-Saxon period to the twenty-first century. Nor is the curriculum restricted to the printed word: we are intrigued by the connections between literature and film, art, music, history, language, and popular culture, and our teaching reflects these interests.
Archaeology addresses big questions about the human past for much of which no written record is available. Archaeology at Cardiff concentrates on the British Isles, Europe and the eastern Mediterranean, including Egypt. You will learn with staff who undertake new research on all periods from early human origins to the recent past. You will also benefit from our bespoke teaching and research laboratories, dedicated geophysical and surveying equipment and a range of sophisticated equipment for the analysis of artefacts.
|Entry point||September 2016|
|Typical places available||The School of History, Archaeology and Religion typically has 320 places available. The School of English, Communication and Philosophy typically has 350 places available.|
|Typical applications received||The School of History, Archaeology and Religion typically receives 1800 applications. The School of English, Communication and Philosophy typically receives 1450 applications.|
|Typical A level offer||AAB including an A in English Literature or English Literature and Language or Creative Writing. General Studies is not accepted.|
|Typical Welsh Baccalaureate offer||WBQ core will be accepted in lieu of one A-level (at the grades specified above), excluding English Literature or English Language and Literature, or Creative Writing for English Literature degrees.|
|Typical International Baccalaureate offer||35 points. 6 points required from English at Higher Level and 6 points from one other subject at Higher Level.|
|Other qualifications||Applications from those offering alternative qualifications are welcome. Please see detailed admissions and selection criteria for more information.|
Detailed alternative entry requirements are available for this course.
|QAA subject benchmark|
Dr Anthony Mandal, Admissions Tutor
Important Legal Information: The programme information currently being published in Course Finder is under review and may be subject to change. The final programme information is due to be published by May 2016 and will be the definitive programme outline which the University intends to offer. Applicants are advised to check the definitive programme information after the update, to ensure that the programme meets their needs.
The BA in English Literature and Archaeology aims to develop your knowledge and critical understanding of both disciplines, and to cultivate intellectual skills such as the ability to assess evidence critically, to evaluate different interpretations of the evidence, to construct arguments on the basis of evidence, and to express opinions cogently in speech and in writing.
We deliver a degree offering a challenging programme of modules, supported by a friendly atmosphere and excellent staff-student relationships.
The degree provides the training necessary for students who wish to study English Literature or Archaeology at postgraduate level, and a valuable range of intellectual and transferable skills for students who enter a range of professions.
In Year One you will take 60 credits in English Literature and 60 credits in Archaeology.
|Module title||Module code||Credits|
|Introduction to Poetry and the Novel||SE2136||20 credits|
|The Archaeology of Mediterranean Societies: Egypt, Greece and Rome||HS2123||20 credits|
|Deep Histories: The Archaeology of Britain||HS2124||20 credits|
|Reading and Identity||SE2131||20 credits|
In Year 2, you take 60 credits of Archaeology and 60 credits of English Literature.
You will undertake 4 weeks of excavation or another archaeological work placement. You will be able to choose from a large range of period, regional and skills modules.
In Year 3 you choose a further 60 credits of Archaeology and 60 credits of English Literature. If you wish, you can write a dissertation on a topic of your choice in either discipline This provides a chance for you to focus your interests on a particular area, period or technique.
You will undertake another 4 weeks of excavation or another archaeological work placement.
We have a supportive learning environment, where students are enabled to acquire a range of skills and a wealth of specialist knowledge.
Our programmes foster intellectual skills, such as critical thinking, close analysis, evaluating evidence, constructing arguments, using theory, and the effective deployment of language in writing and in debate.
We also help you gain experience in team-working, independent research, and time management.Teaching methods include lectures, seminars, practicals, field trips, and one-to-one tutorials. You will also undertake independent study and research, with guidance from tutors.
A range of formative and summative assessment methods are used, including essays, examinations, presentations, portfolios, and creative assignments.
School of English, Communication and Philosophy
In 2013/14, 91% of the School's graduates who were available for work reported they were in employment and/or further study within six months of graduation.
School of History, Archaeology and Religion
In 2013/14, 92% of the School's graduates who were available for work reported they were in employment and/or further study within six months of graduation.
You will undertake another 4 weeks of archaeological excavation or another archaeological work placement at the end of your second and third years. Placements are arranged, approved, funded and assessed by Archaeology.
Please contact School
Please contact School
QAA subject benchmark
|QAA subject benchmark|
Overview and aims of this course/programme
The BA in English Literature and Archaeology (Joint Honour) gives students the opportunity to combine the study of all periods of literature in English from the Anglo-Saxon period to the twenty-first century and from many different parts of the world with the study of the human past through its material remains. Students divide their modules equally between English Literature and Archaeology, with a third subject in the first year which may be chosen from a range of subjects including English Literature II, Medieval and Renaissance Literature, History or Ancient History.
In English Literature, the first year is a foundation year designed to equip you with the skills for advanced study and to give you an overview of the subject that will enable you to make informed choices from the modules available in Year 2 and the Final Year. In Year 2 you select from a range of period-, genre- or theme-based modules in which you will build on the foundation year, reading a variety of texts in their historical and cultural contexts. In Final Year there is a range of more specialised modules in which you will pursue interests developed in the previous two years and engage with current issues in research and scholarship, enabling you further to develop analytical and presentational skills that employers will value, as well as equipping you for postgraduate study. The focus throughout the degree is on becoming a careful, attentive, and informed reader, sensitive to the nuances of language and style and able to articulate your responses to texts in writing which is precise, stylish, and effective.
Archaeology provides a unique perspective as the only subject, which deals all the temporal and spatial dimensions of the human past. Defined as the study of human past through its material remains it includes a very broad range of evidence including landscapes, buildings and monuments; buried material such as artefacts, biological remains, and structures; and written sources. Archaeology can range chronologically from the earliest hominids circa five million years ago to the present day and geographically across the entire inhabited world.
What should I know about year five?
As a student, you are expected to demonstrate that you are progressing and engaged academically by regularly attending lectures, laboratory classes, seminars, fieldtrips, fieldwork and tutorials.
A 20 credit module will normally comprise a minimum of 200 study hours and a 10 credit module will normally comprise of a minimum of 100 study hours.This will include contact hours with staff (lectures, seminars, workshops and tutorials) making up approximately 30 hours per 20 credit module, with the remainder of the time spent on self-directed learning for that module (reading, preparation for seminars, research, reflection, formative writing, assessment work and exam revision). Examinations and assessed work are marked on the assumption that you have fulfilled these requirements. There are also additional seminars and workshops that students are able to attend.
What this means in practice, is that during each semester a student in full-time education is expected to spend the equivalent of 35-40 hours per week on their studies. It is extremely important that you attend all of your classes for the following reasons:
· It is in the lectures that you find out what the key topics in your subject are, which can help you structure your additional reading.
· Your seminars are the place for you to discuss issues raised in the course and from your reading, and to enhance and develop your understanding.
· Laboratory courses provide an overview of theory, application, and hands-on experience in both archaeological and scientific techniques
· Your field trips and fieldwork training introduce you to vital aspect of archaeology which enables archaeologists to develop their understanding of past societies at a detailed level. As well as teaching, important employability skills are developed - such as teamwork, task management, documentation, problem solving, health and safety awareness, report writing, quantitative data handling and perseverance in carrying out sustained physical and mental work.
· All forms of classes will help you to prepare for your assessed work
· Your presence can also help others to learn (as well as you), whilst student absence disrupts the learning process for the whole group.
Attendance at lectures, laboratory classes, seminars, field trips, fieldwork and tutorials is compulsory. Therefore, if you are unable to attend, you must notify your tutor or departmental administrator in advance by telephone, by email or in writing in order to explain your absence. Further information on illness, reporting extenuating circumstances, and leave of absences can be found in student handbooks and the Academic Regulations Handbook.
The departments expect that students will:
· attend all classes, punctually, and to explain any absence (in advance where possible)
· prepare adequately for and contribute to seminars, tutorials, laboratory classes, field trips and fieldwork
· avoid plagiarism (plagiarism being work which uses the words or ideas of others without acknowledging them as such)
· take responsibility for their own learning, with appropriate guidance monitor their own progress and take account of the feedback given
· show respect for their fellow students, tutors and the learning environment
· manage their time effectively so that they are adequately prepared for all classes and assignments
· complete their assessments on time and in compliance with the instructions given
· take responsibility for advising themselves of the regulations governing assessments
· ensure that they are registered for the requisite number of modules and that the academic registry are aware of which modules they are taking
· read all handbooks carefully and take appropriate action
· regularly access their University e-mail account
· ask members of staff before using their names as referee.
Students are expected to adhere to the Cardiff University policy of Dignity at Work and Study, which can be found here: http://www.cardiff.ac.uk/govrn/cocom/equalityanddiversity/dignityatwork/index.html
How is this course/programme structured?
BA English Literature and Archaeology is a three-year degree programme. Students progress from more general modules in the first year to more specialised modules in the second and third years.
Year One students study:
- 40 credits of Archaeology modules;
- 40 credits of English modules;
- 40 credits in another Humanities subject.
Year Two students study:
- 60 credits of modules in Archaeology, including a core Fieldwork module;
- 60 credits of modules in English Literature.
Year Three students study:
- 60 credits of modules in Archaeology, including a core Fieldwork module;
- 60 credits of modules in English Literature.
Students may opt to write a dissertation on a topic of their choice in either subject.
Students must pass each academic year before being allowed to proceed.
What should I know about year four?
What the student should provide:
Suitable clothing (e.g. waterproofs and suitable footwear) and sometimes accommodation (e.g. tent and sleeping bag) for field trips and fieldwork. The University has funds available for students experiencing financial difficulties in purchasing this equipment.
What the University will provide:
- tools and personal protective equipment for archaeological fieldwork
- survey and remote sensing equipment for archaeological fieldwork including total stations, survey and navigation grade GPS systems and resistivity and magnetometer geophysics systems.
- departmental minibus for field trips and field work.
- range of teaching and research archaeological and conservation science laboratories
- state-of-the art conservation laboratories, one environmental laboratory, osteoarchaeology and materials analysis laboratories, sample preparation laboratory, environmental chambers, a kiln, analytical equipment including a microscopy suite, oxygen meters, a Fourier Transform Infrared Spectrometer, Scanning Electron Microscope, Transmission Electron Microscope, X-ray Diffraction and portable XRF.
- dedicated computing suite for teaching and learning with 24 networked computers including Geographical Information Systems for spatial analysis.
- digital photographic and visual evidence studio equipped with Nikon and Pentax cameras with processing facilities for the production, manipulation and storage of conventional and digital photographs and other visual records (e.g. Adode Creative Suite) including high quality printing and plotting facilities.
What should I know about year three?
Many of the learning outcomes listed above involve practising skills that are transferable to numerous areas of employment. In addition, students who engage with the programme will practise and develop the ability to:
- Communicate effectively with others.
- Think analytically about problems.
- Take responsibility for their own learning programme and professional development.
- Generate of coherent strategies and propositions in response to complex situations.
- Structure and write reports of appropriate length on set questions and research topics.
- Demonstrate the effective communication of ideas and arguments in oral and written presentations.
- Demonstrate organised and efficient working practices – individually as well as in a team.
- Access and utiliseinformation from a variety of resources, including libraries and the internet.
- Demonstrate the appropriate employment of Information Technology e.g. word processing, spatial technologies (including GIS), visualization, data management, archaeological prospecting, modelling, social media, digital film and audio.
- Demonstrate rigorous and professional practices: able to take initiatives and accept significant responsibility within organisations.
- Also develop evidence based critical thinking skills on cpd via dedicated seminars
What should I know about the preliminary year?
Teaching is by a combination of lectures and seminars, with all modules including seminar or small-group teaching. Each module presents the student with a set of intellectual challenges which have in common a concern with the question of how to read the literary (or other cultural) text and how to write about its significance and meanings. Teaching stresses the importance of the way texts interact with their contexts, and each module is designed to encourage you to focus on a number of specific texts and to prepare carefully a considered answer to specific topics dealt with in the module.
The learning activities will vary from module to module as appropriate, but may include such activities as: interactive lectures, seminar discussions of prepared texts/topics, student presentations or group presentations, small-group work within seminars, translation classes, formative writing exercises, journal entries, and film showings. Students are expected to do the reading and other relevant preparation to enable them to take a full part in these activities and are encouraged to explore the resources of the library as appropriate.
Modules are taught through a combination of lectures, seminars, private study, practicals with individual supervision of dissertations and fieldwork; the precise methods depend on the modules you are taking. Archaeology fieldwork includes one-day site visits as well as extensive periods of excavation, laboratory analyses or museum-based study in locations as close as Stonehenge and Orkney or as distant as Africa and the Middle East.
The optional Independent Second Year Study introduces students to research aims and methods, which are developed through the optional Dissertation.
What should I know about year one?
All modules offer the opportunity to undertake formative work appropriate to the module. The form(s) of summative assessment for individual modules are set out in the relevant Module Description. Most modules are assessed by assessed essay and/or examination, but some include other forms of assessment such as journal entries, a portfolio, or presentations. The assessment strategy is structured to lead students from specimen question papers towards the production of an informed answer. Emphasis in assessment is placed on the writing of clear, persuasive and scholarly essays presented in a professional manner and submitted on time. Details of any academic or competence standards which may limit the availability of adjustments or alternative assessments for disabled students are noted in the Module Descriptions.
In the final year of the degree students have the option of choosing to write a dissertation on a topic of particular interest to them.
Written feedback is provided on both formative and summative assessment and students are encouraged to discuss their ideas with module tutors in seminars and, where appropriate, on a one-to-one basis in office hours.
Modules are assessed by various methods, including coursework essays, written reports, source criticisms, examinations, class/laboratory tests, and oral presentations. Practical archaeological skills are assessed through written coursework, class tests and fieldwork reports.
Alternative arrangements can be made for any students with disabilities for whom a full laboratory or fieldwork programme may present particular difficulties.
Students receive written feedback on all their coursework assessments, and oral feedback on assessed presentations and work done in classes and seminars. Feedback on assessed coursework may be supplemented by one-to-one tutorials. Individual or class feedback may be provided for exams. Students receive oral and written feedback from their supervisor on preparatory work and drafts for the Independent Study and Dissertation.
Every student is assigned a personal tutor in both English Literature and in Archaeology with whom to discuss and reflect upon academic progress and discuss any problems or circumstances that adversely affect your studies. Students are expected to take responsibility for their own development. You will be required to fill in a feedback form in which you reflect upon your own performance and put together a pro-active and on-going programme of improvement for each stage of your degree.
In addition, all staff have weekly office hours during teaching weeks and students may make appointments to see their personal tutor or module leaders on a one-to-one basis. Staff may also be contacted by email. Details of the office hours and email addresses of staff are provided in the Module Guide for each module and/or posted on their office doors.
Use of Learning Central, the University’s Virtual Learning Environment, will vary from module to module as the module leader feels appropriate for the specific contents of the module but will normally at least include making lecture handouts available online.
Students should be able to demonstrate the following:
- Awareness of different literary periods, movements and genres and of the variety of English literature.
- Understanding of the importance of historical and cultural contexts.
- Knowledge of the critical issues and/or debates surrounding or raised by texts.
- Understanding of the shaping effects of historical and cultural circumstances on the production and meaning of texts.
- Ability to select and organise material purposefully and cogently.
- Ability to handle complex ideas with clarity.
- Ability to analyse and interpret material drawn from a diversity of literary periods.
- Ability to apply high level critical skills of close analysis to literary texts.
- Knowledge of appropriate critical vocabulary and terminology.
- Ability to sustain a critical argument that is responsive to the workings of language and literary styles.
- demonstrate awareness of the diversity of historical, social and economic developments in selected periods of world prehistory and history, largely from the evidence of the archaeological record
- demonstrate critical understanding of the development of archaeological thought and the main elements of modern archaeological theory
- demonstrate familiarity with, and assess the reliability of, a wide variety of archaeological evidence
- apply methodological expertise to the critical analysis of archaeological problems.
- Awareness of the bibliographic conventions of the discipline and their role in communicating information.
How will I be taught?
Dr Anthony Mandal, Admissions Tutor
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