What you'llStudy
In Year 1, you will explore linguistic frameworks: phonetics/phonology (sound); morphology (word structure); syntax (sentence structure); and discourse (chunks of text).
Module content:
This module applies and builds on some of the descriptive tools studied in EN4305 Foundations of English, with a focus on analysing written and spoken English discourse. A variety of text types representing a range of purposes, audiences and genres will be studied. These may include ‘literary’ discourse (e.g. poetry, plays, literary prose) as well as news texts, adverts, speeches, letters, electronic media and informative (academic) discourse. Students will be taught key concepts within the area of Discourse / Text Analysis and Stylistics, including concepts such as discourse, genre, register, implied audience, cohesion and foregrounding. Students will also be introduced to some of the central principles of Conversation Analysis, including basic concepts from Pragmatics (such as presupposition, inference, speech acts, theories of politeness) to help interpret data. The module encourages students to develop their understanding of the relationship between linguistic form and textual function, as well as gain further experience in analysing real data, including contemporary examples of discourse.
Module aims:
- To enable students to identify and analyse variations in spoken and written English discourse and identify linguistic bases for textual ambiguity.
- To encourage awareness of the relationships between language form and function in a range of texts.
- To consolidate an understanding of the application of key linguistic frameworks (phonology, syntax, semantics
etc.) being learnt in concurrent modules. - To provide formative opportunities for students to collect their own written or spoken data for subsequent analysis.
Module content:
This module considers both the structural and historical foundations of English with the aim of providing students with the key tools for analysing English as well as the knowledge of how English has developed over time to become a language with worldwide significance.
This module introduces students to some of the core descriptive frameworks in linguistic study – the sound system (phonetics/phonology), word structure (morphology), and sentence structure (syntax). Students will learn to transcribe natural speech using the International Phonetic Alphabet; to divide words into morphemes (bound and free; derivational and inflectional); and to break down sentences into their constituent parts (clauses, phrases, words).
In the teaching of the core descriptive frameworks, the main focus of the module will be Present-Day Standard English but English will also be considered in terms of its historical development and regional context. In studying the history of English, attention will turn to semantics and etymology and students will be introduced to the Oxford English Dictionary Online for investigating the origin, meaning and structure of words.
The skills developed in this module will provide a core foundation for other modules at Level 4 and beyond.
Module aims:
- To acquaint students with the basic descriptive frameworks for describing English – phonetics/phonology, morphology and syntax.
- To enable students to distinguish between form and function at all these levels.
- To promote an awareness of the value of linguistic tools and terminology in describing and analysing language in a context.
- To encourage students to analyse spoken and written data using the linguistic frameworks introduced in this module.
In Year 2 you will study an increasingly broad range of topics, including advanced discourse analysis, language acquisition and development, historical linguistics, and dialectology.
Module content:
This module investigates the concept of creativity in English and considers the textual styles and techniques which constitute so-called ‘literary’ language. Students will be encouraged to investigate genres and discourses of English both as a conventional art form – e.g. poetry and literary prose – and as everyday English which draws from the techniques associated with the former, e.g. advertising, humour, song lyrics, personal narratives, blogs, reviews, greetings cards, news stories and diaries. The module explores to what extent there is a qualitative difference between the creative use of language in canonical literary texts and more ephemeral modes of discourse. This module will look in more detail at some of the stylistic techniques explored in ‘Language and Text’ including foregrounding, deviance, metaphor, point of view and narrative. One of the aims is to give students the linguistic tools to investigate their own data and to explore to what extent they would consider it as consisting of ‘creative’ and/or ‘literary’ language.
Module aims:
- To explore the concept of ‘creativity’ in English discourse.
- To extend awareness of stylistic techniques and concepts associated with literary language in fictional and non-fiction discourses.
- To investigate the boundaries between creative and conventional discourse.
- To encourage students to collect their own spoken and written data to share in seminar discussions and for description/analysis in assignments.
Module content:
This module introduces students to some of the ways that language can be used to influence, manipulate, inspire and oppress individuals and groups on the micro and macro-levels. The module will explore a variety of spoken and written discourses such as: political speeches, leaflets and manifestos; advertising; ‘protest’ song lyrics; broadcast news interviews; and charity / pressure group appeals. The role of language in shaping identities, and in perpetuating / challenging dominant ideologies will be investigated. Students will be introduced to the concepts of rhetoric, stereotyping, ideology, and some of the analytical concepts used in Critical Discourse Analysis such as modality, transitivity and parallelism. The aim is to encourage a stronger awareness of the power of language in everyday contexts and so students will collect their own instances of language for discussion and analysis in seminars and in assignments for assessment. This module is designed as an introduction to more specialist modules at Level 6, such as EN6314 Discourse and Ideology in the News and EN6308 Corpus Linguistics.
Module aims:
- To acquaint students with some of the analytical tools and frameworks used in critical discourse analysis.
- To introduce students to some of the contexts in which power relations are instantiated in language.
- To promote an awareness of the ways that individual and group identities can be shaped by language.
- To encourage students to collect their own spoken and written data to share in seminar discussions and for description/analysis in assignments.
Module content:
This module introduces students to the development of the English language from its roots in Proto-Indo-European through to the global nature of English in the present day. Students will be acquainted with forms of Old, Middle and Early Modern English and will study a number of relevant texts as socio-historical exemplars of the periods in which they were produced. Students will be encouraged to develop a critical awareness of the ways in which language changes, as well as the link between variation and change at a range of linguistic levels. For Modern English, the course will focus on such issues as the development of Standard English as a prestige form and its consequences in terms of the rise of prescriptivism, the spread of global English and the effects of language contact between English and other languages. As part of the course, students will become accustomed to using online resources such as the Oxford English Dictionary and the Historical Thesaurus of English to study the English language diachronically, as well as other methods of using data to investigate the historical development of particular features of English.
Module aims:
- To introduce students to some of the major language-internal and external (socio-historical) influences on the development of the English language.
- To foster an awareness of the phonological, grammatical and semantic variation and change that English has undergone since its early evolution.
- To give students the opportunity to investigate how English texts can be representative of language change and to compare forms of English across a range of time periods.
- To examine the development of the standardisation process in English, and consider the subsequent effects of its implementation on a local and global scale.
Module content:
This module introduces students to the links between language and identity, with a focus on how producers of popular culture texts exploit these links in order to communicate with their audience. The content provides students with an overview of the linguistic features of different varieties of English and considers how standard and non-standard variants of language are used by social groups as markers of different kinds of identity. Building on these skills and knowledge, as well as those developed in the field of discourse analysis, students will apply these models and analytical tools to a range of texts from the fields of film, television and popular music, analysing how popular culture texts encode, create and represent different identities through language use. The module will consider the importance of popular culture in the spread of ideological values within a society, and will go on to consider a range of different genres. By examining the linguistic techniques employed by text producers and their effects on reaching and constructing a particular target audience, students will hone their ability to make links between discursive structures, linguistic features and individual/ group identities.
Module aims:
- To develop students’ understanding of the relationship between speakers’ linguistic choices and their identity.
- To encourage students’ appreciation of the role of popular culture texts in communicating ideology to an audience.
- To familiarise students with ground-breaking research in the study of popular culture across a range of disciplines.
- To develop students’ ability to analyse texts from a range of genres linguistically and systematically.
Module content:
This module acts as a bridge between the Level 4 modules - EN4305 Foundations of English and EN4302 Language and Text – and the more advanced specialist optional modules at Level 6. Advances in English also makes thematic connections with several optional modules at Level 5 so that content from the former will synchronise with that of this core module. Content will include revising and advancing core knowledge and skills application in the structures of English, such as morphology, syntax, lexical semantics, phonetics and phonology. There will also be more challenging applications of these to various aspects of language in use and language theories. This might include conversation analysis, language variation and change (including discourse analysis of historical and contemporary Englishes), approaches to metaphor, transitivity analysis and semantics. The module embeds basic research methodologies and approaches to data collection – e.g. computer-assisted approaches to language collection and analysis, ethics, use of surveys and questionnaires – to assist Level 5 English Language students with data analysis projects in other modules on their programme later in the year, and also to prepare those who opt for the EN6310 Dissertation module. There may be some variation in specific module content and the topic schedule annually depending on its relationship with other modules. For instance, an introduction to transitivity analysis, the pragmatics of conversation or metaphor theory will be timed to pave the way for more advanced applications of these in optional modules, and more advanced knowledge of theories of phonology or syntax in this module may precede application of these theories in other modules.
Combined Honours students who might only choose one other option at Level 5 are still being introduced to a broad sweep of English Language themes and topics, and Single Honours students will be able to build on their core knowledge in a wider range of optional modules. By the end of the module students should be well-equipped to have made informed choices about options at Level 6 and assimilated the appropriate skills and knowledge to succeed in more advanced specialist modules at that level. Overall, Advances in English is a holistic module which binds its associated core and optional modules diachronically and synchronically.
Module aims:
- To build on core knowledge of the structures of English and introduce more advanced approaches to English language study at the morphological, syntactic, phonological and lexical semantic levels.
- To develop more advanced skills in the application of structures of English to a variety of historical and contemporary discourse types.
- To encourage an awareness of how knowledge of English language structures, approaches to discourse analysis and theories of language can be applied in a cross-modular fashion.
- To deepen students’ awareness of research methodologies appropriate to the collection and investigation of original and relevant data for projects of their own choice across a variety of other English Language modules.
Module content:
This module offers English students the opportunity to reflect on the transferable employability skills they have developed during their studies and to apply them in a relevant workplace context. As a work-based learning module, much of the students’ time will be spent working for a local company with an established relationship with the Department of English on a placement which requires them to use the skills typically developed on the English programmes, such as clear written and spoken communication, being critical, and recognising and applying language effectively in a range of contexts. Alongside students’ experience in the workplace, they will receive support, training and instruction from both their placement provider and their tutors on how best to develop and extend their abilities when applying them in the workplace. This will include reflection on what subject-specific skills they have developed, how to apply them in the workplace, and developing positive employment behaviours such as curiosity, organisation and positivity. Taught sessions will also focus on how knowledge about linguistic structures (as taught on this module) can be applied effectively in workplace communication and relations.
Module aims:
- To develop students’ experience of working in a vibrant and engaging workplace relevant to their studies.
- To foster in students a greater understanding of the transferable skills they develop on their English degree.
- To encourage students’ awareness of how their skills are applicable and valuable in a range of workplace contexts.
- To support students’ ability to reflect upon their employability and market themselves in terms of their skills and experience.
Module content:
This module explores the process of child language acquisition before moving on to consider the development of children’s language skills in an educational setting. The first part of the module will be dedicated to the exploration of children’s acquisition and use of different aspects of language such as phonology, morphology, syntax, lexis, and conversational skills. Attention will also be dedicated to the various theoretical debates surrounding first language acquisition, and the place these theories have in the field of linguistics more generally. Then, the module will progress to consider the impact of education on children’s development of language. This will allow students to learn about the teaching of English in primary schools in England where some controversy has surrounded the teaching of phonics and the introduction of the Key Stage 2 ‘SPaG’ (Spelling, Punctuation and Grammar) tests. There will be time to consider the tests, and the extent to which the tests’ questions are biased towards children whose acquired language is non-standard; the teaching of Standard English in schools; the contextualised teaching of grammar through children’s literature and across the curriculum; and the development of children’s writing.
Module aims:
- To develop students’ understanding of the stages of first language acquisition;
- To encourage students to think critically about the theoretical debates surrounding the study of first language acquisition;
- To enable students to appreciate the complexities and controversies surrounding the teaching of English;
- To encourage critical evaluation of the place of Standard English in education.
Module content:
Part A:
Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:
- The multiple facets of Global citizenship
- Ethical engagement and practice
- Cross-cultural issues and sensitivity
- Intercultural communication
Theories, models and strategies of learning
- Theories and models Intercultural competence
- Theories and models of Integration and Multiculturalism
- Critical thinking skills and models of Reflection
- Experiential learning models
- Self-directed experiential learning
Personal and placement-related skills
- Enhanced independence
- Improved command of multicultural behaviour
- Increased knowledge and confidence in their individual facets of personal identity
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
- Team building and team work
Part B: Overseas
Students will engage in experiential learning activities overseas for at least 150 hours
Module aims:
The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:
- To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
- To enhance students understanding of the ethical issues related to living and working abroad.
- To increase students Global Citizenship skills
- To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.
To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.
Module content:
Preparation for the year abroad will take place in Chester during level 5 and will include:
- Cross-cultural issues and sensitivity
- Host-country orientation, study methods– economic, political and social reality of the country
- Orientation specific to exchange – health, education, gender issues
- The United Nations Sustainable Development Goals
- Practical matters relating to living and studying in the wider world
Theories, models and strategies of learning
- Critical thinking skills, experiential learning and models of reflection
Personal and placement-related transversal skills
- Effective self-motivation and independent resourcefulness
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
Whilst abroad:
Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.
Module aims:
- To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
- To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
- To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
- To further develop independent learning techniques.
- To foster critical evaluation.
Module content:
This module is designed for Level 5 Modern Language or English Language students intending to spend a year abroad and/or considering teaching English as Foreign Language. It is also suitable for students of all disciplines interested in a career in TEFL. Students will develop their knowledge of English grammar and structure and acquire a basic understanding of the communicative approach to teaching English as a Foreign Language. Students will also be introduced to a range of methods of teaching, learning and assessment. This knowledge will be applied practically in the planning of motivating learning activities and lesson structures, utilising the loop input approach. Students will also be acquainted with a variety of language learning resources. To complement their theoretical knowledge students will also be provided with practical teaching experience, ideally with authentic foreign learners of English, where they will have to opportunity to experiment with various learning and assessment techniques. Some teaching practice will also be in the form of micro-teaching sessions with peers on the module.
Module aims:
- To develop students' awareness of English language grammar and structure.
- To raise students’ awareness of phonology and the appropriate methods and materials to teach English pronunciation successfully.
- To introduce students to some basic contemporary pedagogical theory related to the teaching of English as a Foreign Language.
- To introduce students to a range of teaching and learning materials
- To provide students with practical skills for the English language classroom.
- To establish sound approaches to critical reflection with regard to observation, practice and professional development.
- To enable students to enhance their transferable and interpersonal skills such as self-presentation, time management, communication and problem solving.
Module content:
This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.
The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.
The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.
Module aims:
The aims of the module are as follows:
- To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
- To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
- To enable students to contextualise their experiences in relation to current theoretical debates
- To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.
Module content:
Pre-placement:
- Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
- Writing an effective CV. Constructing a letter of application.*
- Interview skills.*
*Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.
Induction Programme and Placement:
- The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
- Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
- Devising a strategy for integrating into the workplace and work based teams
- Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements.
During and post-placement: Learning effectively in and from the workplace:-
- Devising and implementing strategies to improve own approach and performance
- Critical analysis/evaluation of approach to skill development and performance in the workplace;
- Influencing the Placement Provider’s appraisal;
- Devising an action plan to develop gaps in transferable skills based on the placement experiences;
Module aims:
This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:
- Develop their understanding of workplace practice and lifelong learning;
- Enhance their work readiness and employability prospects through development of transferable skills;
- Take responsibility for their own learning and acquisition of workplace employability skills;
- Articulate, in writing, their employability skills.
Year 3 (Level 6) provides you with the opportunity to develop your specialist interests further through optional module choices. You may choose to complete and English Language dissertation where you will work on a topic of your choosing with expert supervision.
Module content:
This module explores issues which have been and are still being debated within the disciplines of English language and linguistics. It also aims to engage students with some of the language controversies which occur in the public realm, such as those involving government proclamations and policy, and prescriptive attitudes of non-linguists towards language use. The debates are often presented in terms of mutually either / or binary positions, and the aim is to problematize these simplistic positions. We will also find that often the arguments stray beyond issues of language and into wider domains concerned with human behaviour and other social concerns. Content will typically include the following five major strands which, although comprising separate headings, often intersect and overlap. These are: 1) English in education; 2) Language and thought; 3) Global English; 4) The nature of language; 5) Attitudes to English. These broad headings encapsulate a rich collection of recurrent controversies associated with the nature and use of language. For instance, under language and thought, students will explore the nature of ‘political correctness’ and whether it is possible to think outside of language. Other debates which often engage the news media will also be explored, such as government policy on English teaching in schools (e.g. the pros and cons of ‘phonics’ in literacy teaching, and grammar testing), and attitudes towards spelling, grammar, and accents. Students will also explore some of the more deep-seated disagreements between linguists such as the varying theories of child language acquisition and how these reflect wider conflicts within the world of linguistics. The relative value of a selection of viewpoints will be discussed. The readings which form part of the debate will not only include those from academics who are representative of certain schools of thought, but also texts aimed at the general public (e.g. Gwynne’s Grammar by Neville Gwynne), comment from journalists, politicians and the public, and informal on-line debates. As students engage with the public debates, they may also find that often the viewpoints expressed go beyond language and reveal deep-seated ideologies about the world in general. Students should be able to objectively summarise varying sides of the debates in the seminar and in writing, and will also be given the opportunity to take a well-argued position themselves, especially in the seminar paper presentations (Assessment 1) and the ‘live’ on-line blog (Assessment 2).
Module aims:
- To promote an exploration of and engagement with contemporary controversies and disagreements within the study of English language and linguistics.
- To investigate the ways that a variety of language issues have been tackled in non-academic domains such as government representatives, the public and the news media.
- To encourage students to collect and investigate contemporary data pertaining to ongoing debates about language issues.
- To train students to present a balanced overview of various perspectives explored on the module, using spoken and written modes of delivery.
Module content:
In this module, students will move beyond the structures of the English language to investigate the structures of language and communication in a wide selection of languages. The ethos of the module is based on Kipling’s quote ‘what know they of England, who only England know?’, and encourages students to see the structures of English in a broader typological context.
Students will study the variation exhibited across languages in morphology, phonology, orthography, syntax and semantics, in a way which will provide a comparative context in which to understand the structures of English, both past and present. A diverse range of languages with different typological and genealogical profiles will be studied, with students developing specific detailed knowledge about one particular language of their choice. These skills and knowledge will then be applied to transferable contexts in which an appreciation of the linguistic differences between English and other languages is instructive, such as the teaching of English as an additional language, British Sign Language, language documentation and maintenance, and the construction of artificial languages (conlanging).
Students will end the module with a broader understanding of the structures of English, informed by their experience of comparing its structures with those in a wide range of languages. Students will work with data in languages unfamiliar to them and gain valuable problem-solving skills as well as a useful awareness of the diversity of languages and the ways in which they are classified, documented and studied by linguists.
Module aims:
- To encourage students’ appreciation of the complex parameters of variation exhibited by languages at a range of linguistic levels.
- To develop students’ understanding of the structures of English and how they vary from other languages.
- To familiarise students with ground-breaking research in the study of language typology and documentation.
- To develop students’ ability to apply their knowledge of typological approaches to language variation in a range of transferable contexts.
Module content:
This module explores genres, functions, values and ideology in news discourses. Much of the focus will be on the national UK print news media and their on-line equivalents. Students will explore the relationship between style and sub-genre (e.g. news reports, editorial columns, opinion columns), how these are influenced by audience and newspaper type (e.g. ‘popular red-tops’, ‘qualities’, ‘mid-markets’) and the concept of ‘newsworthiness’ (often labelled ‘news values’).
The module draws from two approaches to print news discourse: 1) Standard models which explore some of the typical linguistic features of news report discourse (e.g. Busa, 2014) and which may assume that the role of journalists is to construct an objective representation of news events. This also involves investigating news report discourse from the perspective of practitioners, referring, for instance, to practical guides to journalism aimed at trainee reporters (e.g. Pape & Featherstone, 2005; Keeble, 2005) and the concept of ‘news values’, i.e. what constitutes ‘newsworthiness’ (Bednarek and Caple 2012; 2017); 2) A critical discourse analysis (CDA) approach to news discourse which seeks to examine how various contextual and institutional factors intersect and impact on routine ideologies expressed consistently in various national newspapers (e.g. the Daily Mail’s consistent campaign against ‘migrants’ and the European Union’). The latter approach tends to reject the possibility of objectivity in the news (e.g. Conboy 2006; 2007, Richardson 2007, Baker et al, 2013). Students will therefore learn to distinguish between the overt expression of attitudes and values (e.g. in editorial columns) and their covert expression in news reports (e.g. Davies, 2020)
The module will involve training students to distinguish between what constitutes news discourse (e.g. reports and editorials) and other discourse types situated in news publications (e.g. reviews, advice pages, letters to the editor) which are not in themselves news discourse. Students will be given an insight into the differences between research based on quantitative approaches (e.g. using computer-assisted corpus tools) and qualitative analysis which may consider phenomena such as constructed oppositions, modality, presupposition/implicature, transitivity and metaphor to show how ideology is embedded in specific news reports and diachronically through consistent patterns of representation over time.
Topical case studies might include ‘immigrant’ stories, the representation of social class (e.g. benefit claimants, industrial action), political discourse in general election campaigns, the discourse of ‘good’ v ‘evil’ in crime stories, and nationalism in sport. This will involve exploring how popular news discourses rely on stereotyping and the stigmatisation of certain groups (and why).
Students will also consider the way the conventions of news discourse are reinforced linguistically and also how they are exploited and subverted in satirical texts (e.g. Daily Mash), using Ermida’s framework for news satire in the press (in Chovanec & Ermida, 2012).
The module will rely on close readings of contemporary news texts and students will collect their own data for the assessed project.
Module aims:
- To give students a critical awareness of the forms and functions of stable and variable features of a variety of news discourse types such as reports and editorial columns and the news values associated with them.
- To train students to consider the concept of objectivity in news discourse and to what extent it is achievable taking into account the contexts of consumption, production and ownership.
- To allow students to explore the representations of individuals, groups, events and nations in contemporary news discourse.
- To give students the opportunity to collect, present and analyse data from a news media source and on a topic of their own choice.
Module content:
Forensic linguistics is the application of linguistic tools or methods to forensic problems. This module will use practical workshops to introduce a range of tools from two sub-fields of linguistics – sociophonetics and corpus linguistics – so that students gain confidence and competence in the analysis of language using these tools. The module will also explore theories and existing applications of such tools in the field of forensic linguistics and students will learn the ways in which these tools can be used to analyse language evidence such as a disputed written document or a recording of spoken language in civil or criminal cases. As one of the many challenges faced by forensic linguists is to present data to a non-specialist audience, the module will explore ways in which data can be interpreted and presented clearly and convincingly to such an audience.
Module aims:
- To introduce students to theories and methods from the fields of sociophonetics and corpus linguistics and how these can be applied in a forensic linguistic context.
- To give students the opportunity to experiment with a variety of computer software packages and corpora.
- To allow students to use computational tools for the analysis of data in a forensic linguistic context.
- To explore some of the challenges faced by forensic linguists in their analysis of (sometimes limited) data and their presentation of findings to a lay audience.
Module content:
This module gives the student the opportunity to research in depth and write at length about a topic/author of their own choice, working with a supervisor from their own discipline.
Module aims:
The aims of the module are as follows:
• To enable the student to identify and independently pursue a suitable research topic derived from the content of their programme of study;
• To encourage the student to apply appropriate research methods and critical/ theoretical perspectives;
• To provide the opportunity for the student to develop skills in critical thinking and communication;
• To prepare students for postgraduate research and/or develop research-related transferrable skills, and increase their confidence in working autonomously.
Module content:
This module creates the opportunity for students to reflect on their existing skillset and hone their professional competencies and skills in readiness for careers in the creative industries.
Students will consider how best to promote themselves, developing an employability portfolio most appropriate to their career trajectory. Students will develop an understanding of local, national and international job markets and opportunities for entrepreneurial activity to give students practice in self-promotion, in targeting and networking with relevant employers and understanding the freelance world.
Students will engage with a range of tasks to develop the content of their portfolio and explore opportunities and career prospects within their chosen industry. Indicative content will include:
- Developing websites
- Profile creation and use of social media
- Writing and developing curriculum vitae and cover letters
- Producing audio/-visual content
- Skills assessment
Module aims:
The aims of the module are:
- To enable students to market themselves effectively in the competitive creative industries
- To develop students' knowledge of professional fields of practice within and outside of the creative and cultural industries where their abilities, skills and knowledge may be relevant;
- To promote the importance of networking in the creative industries
- To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;