Journalism and English Literature | University of Chester

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Course Summary

You will study an exciting variety of novels, poems and plays as an English Literature student, supported by lecturers who are passionate about the subject. You might find yourself looking for the psychological undercurrents in a fantasy novel, applying feminist theory to a Renaissance sonnet, exploring the motif of the vampire in Gothic fiction, or exploring the treatment of love in Shakespeare’s plays or a contemporary short story. Along the way, you’ll develop key skills for your future: students learn how to persuade by developing convincing arguments, communicating effectively and analysing writing in all styles and genres. At Chester, we offer a supportive atmosphere in which we all can share our ideas about literature.

Journalism is an exciting and vibrant subject, crucial to any understanding of modern politics and the current state of the world. The courses at Chester strive to remain at the cutting edge of journalistic practice and theory, with an emphasis on sustainability and technology. The way journalists report the news and consumers then engage with the news is evolving all the time: digital technology is having a huge impact. Academic assumptions are changing all the time – Journalism as a field has never been more relevant or important.

The Journalism course recognises the value of developing relevant skills throughout your studies with a particular focus on enhancing your ability to adapt to ever-changing environments within a fast-moving industry.

Studying Combination Journalism modules will allow you to develop key transferable skills such as written and oral communication, and digital and technical knowledge.

Year 1 focuses on developing you as a practitioner. You will create news, engage in journalistic activities and study news theory. 

Module content:

This introductory module will present students with a variety of experiences designed to ease them into the dynamic world of journalism.

Teaching may include guest speakers working in journalism, opportunities to report on live events (e.g., matches, games, live performances, music gigs, court visits) and other activities specific to the student's chosen journalistic specialism.

It will enable students to learn soft skills like note-taking and listening as well as core skills like interviewing as they produce material for a group publication.

The module also supports basic pedagogic competencies like referencing and internet and library research which will provide a foundation for further study.

Module aims:

The aims of the module are as follows:

To introduce students to a range of practices of the journalism industry
To enable students to understand the current context of the journalism industry
To ensure students have an understanding of Higher Education skills by helping them engage with basic academic inquiry, presentation of work, referencing and writing.

Module content:

This core module provides an introduction to the key aspects of law and ethics regarded as essential for journalists to do their work properly.

It covers the principle legal and ethical frameworks and processes that affect journalists in their professional practice and is therefore vital for every student who aspires to a media career.

Subject areas include, court reporting, contempt, defamation, privacy, journalism/media ethics and regulatory codes.

Module aims:

The aims of this module are as follows:

To enable students to develop an effective knowledge and understanding of legal and ethical regulations relevant to journalism.
To provide students with knowledge and understanding of the key areas of law in England and Wales relevant to journalism practise.
To provide students with knowledge and understanding of the ethical frameworks England and Wales relevant to journalism practise.
To enable students to apply theoretical understanding of the legal and ethical issues involved in journalistic production and reporting to practical settings.
To encourage students to make connections between practise, the law and ethics in the context of journalism.

Module content:

This module, which focuses on hard news writing and audio-visual storytelling, provides students with a foundation in practical journalism.

A series of lectures and activities teach the basics of writing hard news, mobile journalism
(MOJO), journalistic social media use and feature-writing.

The module offers an introduction to basic photography and audio-visual skills as well as design, social media and multimedia content management for a live online platform.

Students on specific journalism pathways will be supported to follow their subject interests (e.g., music, sport).

Module aims:

The aims of the module are as follows:

To provide students with an opportunity to gain practical journalism skills relevant to specified media platforms
To enable students to develop an understanding of adapting conventional journalism to specified contexts, e.g., social media
To introduce and develop students' multimedia storytelling skills

In Year 2, there is an increased emphasis on initiative and creativity. You will engage with deeper discussions and more specialised production techniques. 

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 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:

This module will examine the historical development of journalism and locate this within the wider social, economic and political context.

Central to the module is an analytical approach which seeks to contextualise the emergence of modern journalistic practice within wider developments in technology.

The emergence of media globalisation, social media and 'citizen journalism' will be examined and placed in historical context, with an emphasis on the international nature of such developments. Particular consideration will be taken of both the profession outside the 'anglosphere' and the developmental role of journalism: a comparative approach will therefore be taken.

Module aims:

The aims of the module are as follows:

To enable students to locate and contextualise modern journalistic practises within the wider historical backdrop.
To help students evidence an understanding of the evolution of the traditions and practices of contemporary journalism, both in the UK and internationally.
To enable students to demonstrate an ability to examine with appropriate analytical depth the present and future development of journalism and assess the implications of contemporary developments.
To allow students to develop an in-depth and cogent comparative approach by setting those developments in an international context.

Module content:

This module explores the impact of social media on the political process, and on mainstream journalism itself. It takes a broad approach to the topic, looking at the issues through various lenses - from current affairs through to music and sport.

The multiple ways in which social media has impacted the public sphere is core to the module, which takes a global approach to the topic - exploring varied geopolitical contexts.

The changing relationship between all forms of media organisations and their audiences as a result of the increasing dominance of social media platforms is central to the module.

Module aims:

The aims of the module are as follows:

To encourage students to explore the impact of social media on traditional journalism of all kinds, including the changing relationship between news organisations and audiences and the potential implications for the 'fourth estate' function of the media.
To allow students to assess the impact of social media on the public sphere and mainstream media in varied geopolitical contexts.
To allow students to consider the changing nature of the relationship between journalism and the audience in the context of multiple social media platforms, through both theoretical and practical channels.

Module content:

The module is intended to further develop expertise in the researching, generating and communication of news, enabling students to build on and extend skills acquired at Level Four to produce a cohesive portfolio of features.

Students will use a range of media techniques such as writing and audio/visual techniques, typically including news features and profiles in the context of, for example, an investigation or campaign.

Students will also be expected to be aware of legal, social and ethical constraints and the impact of audience, medium, market and available sources.

Module aims:

The aims of the module are as follows:

To build on what students have learned at level four and introduce more specialised elements, including photography and feature-style video and audio.
To introduce students to literary journalism and encourage the development of deeper, more immersive storytelling skills
To introduce students to hyper-specialism, genre and niche audiences

Module content:

This module focuses on:

The development of the multimedia skills needed in a contemporary newsroom.

Multi-platform production: sourcing, writing, filming, recording and editing stories for tv/audio/online broadcast platforms. For example, populating news websites, shooting video news reports and making audio podcasts.

Processes and issues in broadcast journalism practice, such as convergence, law and ethics.

Module aims:

The aims of the module are as follows:

To give students opportunities to develop skills in writing, reporting and production in a contemporary converged newsroom.
To enable students to employ the necessary skills to use broadcast journalism industry-standard hardware and software.
To facilitate the implementation and management of news production techniques across a range of platforms.

Module content:

This module will provide an overview of academic research methods in the field of media, communication and journalism studies and its relevance to journalistic research practise.

Skills will be introduced to facilitate the analysis of social science research for academic and journalistic purposes and in preparation for advanced academic and industry projects such as academic dissertations practical projects.

Key techniques will be introduced to enable students to generate and conduct primary and secondary research as well as interpret and present findings.

Module aims:

The aims of the module are as follows:

To provide an overview of key research methods in journalism and media studies.
To introduce a range of techniques used in generating and conducting primary and secondary research.
To enable students to interpret research findings and present them.
To ensure students are able to evaluate current academic research and identify gaps in the literature that could potentially be addressed in dissertations or major projects.

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.

In Year 3, you will take a more holistic approach to practice and theory, with an overarching focus on developing more specialised journalism skills. 

Module content:

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.

Module aims:

The aims of the module are as follows:

To promote the development of personal discourse and its practice
To promote the underpinning of practice with a strong theoretical framework
To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

Module content:

This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.

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 the programme of study
To encourage the student to apply appropriate methods and theories to the selected topic under consideration
To provide the opportunity for the student to articulate their thinking.

Module content:

This module takes a contemporary approach to the analysis of current affairs reporting and other forms of political communication during times of conflict.

The relationship between the press, the public and political opinion is central, with the module taking an international and comparative approach to the topic.

The nature of objectivity, agenda setting and the audience in the post-web world will be examined in conjunction with reflections on the history of propaganda and the communication of ideas. The mediatized nature of public crises and global news events, real-time news coverage and other topical developments will be covered, alongside a consideration of their wider political implications.

Module aims:

The aims of the module are as follows:

To enable students to develop arguments demonstrating a reflective approach to the history, and continuing relevance, of the media as propaganda tool.
To equip students with the analytical tools to help them contextualise the political implications of the use of contemporary media technology in the reporting of conflict and international relations.
To allow students to apply a critical approach to the relationship between the print media, its audience and government policy.

Module content:

This module will extend the student’s experience of journalistic practice developed thus far, and consolidate and deepen any experience gained during their career to date, culminating in the production of an exciting and engaging magazine that would suit real-world publication.

The module will therefore develop specialised production skills required for producing magazines, across a number of distinct subject areas. The module intends not to be prescriptive in the type of publication that can be produced - in essence, the student can produce a magazine based on any subject of their own interest - although will time will be spent in the initial stages of the module guiding the students towards what is a viable publication.

Although this module is designed to be all encompassing in terms of developing all the requisite creative and production skills, it will not lose sight of the key knowledge developed in previous modules, including journalistic writing and research; subbing; layout and design. The student will leave the module with dynamic media skills in both writing, design and photography that will benefit them in a contemporary, converged media environment. They will also leave the module with a relevant artefact they can take with them as evidence of the quality of their work.

Module aims:

The aims of this module are as follows:

To ensure students adhere to the guiding principles needed to produce magazine publications and associated content
To enable students to operate in a defined working structure to function as a journalist and editor in the creation of a magazine publication
To develop and extend the understanding of appropriate software
To extend skills in writing, design and photography

Module content:

Journalism increasingly relies on risk to generate public interest in a fragmented media marketplace. This tendency has worsened since the advent of social media, but is rooted in the long-established media framing of 'moral panic'. It is governed by prevailing news values and might focus on pandemics, paedophilia or terrorism – whichever dominates the news agenda at any given time.

This module will examine and critically evaluate these issues from an ethical perspective, by analysing and reflecting on press and broadcast coverage of various ‘risks’, as well as related issues of agenda-setting and public opinion.

The culture clash between journalism and science, faith and reason, populism and centrism, is an increasingly important part of the wider public agenda. The media is criticised for distorting risk issues by its urge to sensationalise, thereby frequently distorting the public response - and an ethical approach to the topic is urgently needed.

Module aims:

The aims of this module are as follows:

To enable students to examine the ethical dimensions of contemporary journalistic practice
To provide opportunities for the analysis of relevant theory, including moral panic and risk
To encourage students to consider and evaluate the effects on the wider public and political sphere of this form of journalism
To give students the skills to analyse media coverage of science in the context of social media and political populism

Module content:

This module is positioned at the leading edge of wider changes to the media and political landscape. It will allow students to look afresh at the 'crisis' in public communication and journalism, and requires them to implement feasible sustainable solutions.

Interpretations of the contemporary media industry tend to leave the social and environmental dimensions of journalism aside, but this module directly addresses them, viewing them as an essential part of the long term survival of the industry.

The module acknowledges contemporary economic realities but requires students to seek opportunities within the new paradigm, as freelancers or entrepreneurs operating their own media companies. lt is designed to build on the traditional journalistic skills developed during the early part of their career and offer students the opportunity of becoming their own media outlets, offering services for external clients.

Module aims:

The aims of this module are as follows:

To equip students with the creativity, resilience and entrepreneurial instinct required for working in the contemporary media environment.
To examine sustainability and environmental awareness as a means of reinvigorating the industry and the wider public sphere.
To encourage students to interrogate the concept of sustainability in the context of the wider media.
To ensure students have appropriate knowledge to enable them to understand how to formulate feasible, fully-costed client-orientated sustainable business proposals.

In Year 1, you will be equipped with the knowledge and skills needed to study successfully at degree level. The literature you’ll study is drawn from the Renaissance to the present day and you’ll learn to apply critical approaches to your reading.

Module content:

This level 4 core module is designed to challenge students’ inherited assumptions about literature by focusing their reading through a number of critical and theoretical approaches. The module offers a survey of several ways of reading and is designed to empower students by giving them awareness of critical strategies they may never have thought of before. Throughout, students will be encouraged not to accept critical theories passively as received wisdom, but to challenge their relevance and validity, forming a pragmatic understanding of which approaches are most useful and workable in different contexts. The emphasis will be on the application of theory to the students’ critical practice, achieved through a balance between the discussion of literary theory (normally through secondary explanations, but also involving some primary theory) and the close reading of literary texts. The devotion of the whole module to criticism and theory allows a degree of specialisation to complement the students’ more general foundational work. A new theoretical approach will be introduced every two weeks, allowing one week for discussion of the asynchronously available seminar materials and lecture, and another week for the application of said critical ideas to the selected literary texts.

Module aims:

To demonstrate the relevance of particular theories or critical approaches to the interpretation of literary texts.
To develop a basic awareness of how texts can be read in different ways.
To encourage an understanding of some of the significant preoccupations of critics and thinkers about literature.
To enable students to gain a foundational knowledge of several critical approaches.

Module content:

This a foundational core module uses a range of texts from the Renaissance to the present day. The module introduces students to the key skills of literary analysis required at degree level. The module will explicitly consider the skills involved in reading, writing essays and understanding how literature interacts with social, historical and cultural contexts, as well as introducing students to the important foundational techniques, tools, and terminology of literary criticism. Students will focus on the close, analytical reading and interpretation of prose, poetry and drama; for example, Romantic poetry, a play by Shakespeare, a contemporary novel. The lecture programme will complement the seminars: lectures will cover, for example, individual authors, genre, context, literary periods, learning resources and study skills.

Module aims:

The aims of the module are as follows:

To introduce students to the key forms of literary writing (poetry, prose and drama)
To introduce students to a range of techniques, tools and terms useful in the analysis of literature at degree level
To introduce students to the learning resources available to them, including using secondary sources and understanding context
To ensure students are aware of the key skills involved in active and critical reading, as well as researching, writing essays and delivering presentations at university

Building on your first year, Year 2 will offer you opportunities to pursue the study of literature that most interests you, as in the second year you will choose modules from a selection of options.

Module content:

The module explores a wide range of Gothic novels, short stories, poetry and film from the late-eighteenth century to the present day. Students will investigate the distinctive features of the Gothic genre in literature in relation to historical, cultural and literary contexts; for example, students may explore the role of the Gothic in Romantic poetry, or its relationship to ideas of the Sublime, or nineteenth century fin-de-siècle preoccupations with degeneration, or the relationship between the Gothic and Horror or Magic Realism in contemporary literature. The module will enable students to further their knowledge of literary history through analysis of the continuities and developments of Gothic themes and conventions, and to critically consider the issue of the relationship between 'high' and 'popular' culture. The module examines the Gothic genre via a range of critical and theoretical approaches which explore relevant issues such as gender, politics, sexuality, race, class, religion and psychoanalysis. Texts studied may typically include Frankenstein, 'The Fall of the House of Usher', 'Carmilla', The Strange Case of Dr Jekyll and Mr Hyde, Dracula, The Shining, and Let the Right One In.

Module aims:

To introduce students to the Gothic genre, raising awareness of the relationship between Gothic literature and wider historical and cultural contexts.
To enable students to critically analyse a range of Gothic texts from the eighteenth century to the present.
To enable students to apply theoretical and critical approaches to the study of Gothic texts and conventions.
To encourage students to develop an awareness of the Gothic in relation to both popular and élite cultures.

Module content:

This module considers how gender, as a core facet of identity, is defined and redefined in and by literature, film and popular culture. Students will be equipped with key gender theorists’ ideas in order to enable them to consider gender’s role in their own lives. Further, the module enables students to bring to bear a gendered lens when considering the construction of identity in a wide range of texts (including books, films, news stories, and music videos). It builds on the work many of the students will have done in their first year, considering gender’s function in literature, and it encourages creativity through its assessment options. The module’s key concerns – gender and identity – and its intersectional approach – make it entirely consistent with wider University initiatives around decolonizing the curriculum. Texts and theorists studied may typically include extracts from foundational works like Judith Butler’s Gender Trouble; Laura Mulvey’s theories of the gaze; or Kimberlé Crenshaw’s ‘Mapping the Margins’; and more recent books and articles by, for example, Kate Manne (Entitled), Chandra Mohanty (‘Under Western Eyes Revisited’) or Sara Ahmed. Online materials and resources such as the Everyday Sexism and Hollaback! projects will also be employed.

Module aims:

To introduce students to key gender theories, raising awareness of the relationship between gender and identity in wider historical and cultural contexts.
To enable students to analyse the role of gender in a range of texts and artefacts (literary, filmic, and popular cultural).
To enable students to apply theoretical and critical gender approaches to the study of literature, film, and popular culture texts.
To encourage students to develop an awareness of how gender works in and on identity (of writers, artists, and also of fictional characters).

Module content:

This optional module will introduce students to various forms of children’s literature – such as ‘penny dreadfuls’, story papers, short stories, series fiction, comics, picture books, poetry and young adult fiction – across a range of genres, including fairy tales, fantasy, the school story, adventure fiction, detective fiction, social realism and horror. Students will explore the connections between genre, form, audience and ideological functions in children’s literature. Students will be encouraged to think about cultural contexts and social change and to consider how children’s literature reflects developments in adult constructions of and anxieties about childhood from the nineteenth century to the present day. Issues covered include representations of the ideal child, family, adult/child hierarchies, childhood spaces, education, gender and class, along with the didactic functions of children’s literature, its various audiences and the uses of censorship.

Typical texts studied on this module could include fairy tales by Charles Perrault and the Brothers Grimm, Roald Dahl’s Revolting Rhymes, Disney adaptations of fairy tales, extracts from ‘penny dreadfuls’ and story papers – including Talbot Baines Reed’s Parkhurst school stories and Frank Richards’ Greyfriars stories, Frances Hodgson Burnett’s Little Lord Fauntleroy, Carolyn Keene’s The Secret of Shadow Ranch, Batman comics, Enid Blyton’s Five on a Treasure Island, Philippa Pearce’s Tom’s Midnight Garden, Roald Dahl’s Charlie and the Chocolate Factory, picture books by Anthony Browne, Jacqueline Wilson’s The Illustrated Mum, J. K. Rowling’s Harry Potter and the Philosopher’s Stone, Lil Chase’s Secrets, Lies & Locker 62, Judy Blume’s Forever, Nancy Garden’s Annie on My Mind and R. L. Stine’s The Boyfriend.

Module aims:

To introduce students to a range of forms and genres of children’s literature.
To develop a critical awareness of the construction of representations of childhood in children's literature.
To explore and critically assess the cultural and social contexts of children’s literature.
To explore critically a range of key themes issues in children’s literature.

Module content:

Embedding the Chester ‘Citizen Student’ principle at the heart of English Literature teaching, this module introduces students to the legacies of materials representing community, activism, and protest, from the English Civil War to the present. Where possible, the module will include a field trip and workshops with specialists in different fields, enabling students to explore issues of equality and social justice in relation to varied forms of communication and storytelling, and the role of heritage organisations in communicating traditions of activism, human rights, liberation, and protest.

Assessment includes an opportunity for students to try their hand at creative work in different media, accompanied by critical reflection on those creative processes and their place in the traditions of protest studied on the module.

Texts to be analysed are likely to include not only fiction, drama, and poetry, but also protest songs, films, political tracts, graphic storytelling, and material culture. Thus, texts are likely to range in historical scope and form from Milton’s Paradise Lost, to life-writing about pirates and outlaws, to publicity materials for the ‘Pits and Perverts’ event of 1980s queer/ workers solidarity in Pride.

This module is informed by principles of ‘inclusive curriculum’, and materials centring marginalised experiences / voices.

Module aims:

To develop students’ confidence in analysing a variety of literary forms and media across four centuries, and to develop awareness of interdisciplinary Humanities research;
To guide students in analysing representations of citizenship and protest as both historically-specific AND as participating in long-standing traditions;
To enable students to demonstrate understanding of the legacies of literature and other media in producing, communicating, and reflecting upon discourses of citizenship and protest across four centuries;
To enable students to produce a piece of work with potential to contribute to, and reflect critically upon, the traditions of citizenship and protest discussed in the module

Module content:

Module aims:

Module content:

The purpose of this module is threefold: to equip aspiring writers with knowledge that will help them to get their own work published and potentially to earn income as a writer; to provide insight into the publishing industry that will advantage those considering a career or freelance work in publishing; and to develop relevant professional writing skills that are also transferable to other occupations. The module will explore opportunities for publication, introducing the protocols – and pros and cons – of submitting work to literary magazines, competitions, agents, and publishers, as well as the alternative route of self-publishing (or ‘independent publishing’) and the pitfall of ‘vanity publishing’. It will also consider how a writer’s career can be enhanced by developing a public profile through such means as websites/blogs, social media, interviews, signings, readings, festivals, and workshops. The module will take students through the process of book production from drafting a proposal to reviewing the finished product, introducing such key aspects as copyediting and proofreading (using industry-standard markup), cover design and blurb-writing, and printing and e-publishing (including print-on-demand and ‘enhanced books’). It will also consider contemporary issues in publishing, such as environmental impact and diversity (of workforce, publications, and readers), as well as key events in the publishing calendar. The Research Project encourages students to explore an aspect of publishing that particularly interests them. The Portfolio of Professional Writing provides an opportunity to develop factual and persuasive writing skills in a range of short authentic forms (such as a book proposal, cover blurb, book review, author profile, website content, social-media post, reference article, and magazine pitch).

Module aims:

To develop knowledge and understanding of publishing as a creative industry.
To develop a critical awareness of opportunities for the aspiring writer to get their own work published and potentially to earn income as a writer.
To develop understanding of a range of jobs in publishing and the key skills these require.
To develop factual and persuasive writing skills that are specific to publishing and transferable to other occupations.

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:

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:

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:

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.*

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 will give you further chances to deepen your knowledge of the subject and choose from a broader range of options. You will have an opportunity to work on a dissertation, a longer essay, where you choose a topic and study individually with a specialist in your chosen area.

Module content:

This module involves the analysis of a range of science fiction texts, normally selected from the nineteenth, twentieth and twenty-first centuries. They will be considered as literary texts in their generic context but will also be placed in a range of historical, cultural, and ideological contexts. This module will analyse the formal characteristics of science fiction, but will also consider the genre as a ‘literature of ideas’, considering how science fiction has engaged with, and represented, cultural and technological changes since the late nineteenth century. The sequence of seminars on the module will normally reflect the chronological development of science fiction. The seminars will focus on core set texts (supplemented by additional material as appropriate), but will encompass social, literary and scientific contexts as well as text-based critical analysis. There will be discussions of the role and technique of the science fiction writer; teaching may also include workshop sessions. An optional creative writing project is offered, particularly for Creative Writing students.

Module aims:

To analyse critically a range of science fiction texts.
To develop a critical awareness of the relationship between science fiction and the wider historical and cultural context(s) in which it is produced.
To encourage a detailed understanding of the complex thematic continuities and recurrent concerns of, and debates in, the field of science fiction (and where appropriate, to use this understanding in creative writing).
To enable students to deepen their engagement with English and American literary and cultural history and to analyse issues of canonicity with regard to science fiction.

Module content:

This is an optional module for students of English at level six. It is designed to complement the other modules in the programme (each with their own range of authors or groupings of texts) by allowing students to examine the work of one author in detail. It enables students to consider a variety of texts by the one author from a range of critical perspectives. The module also affords students the opportunity to explore the relationship between the work of one author and his/her social, cultural and intellectual context (occasionally, where appropriate, a group of authors may be considered as one specific topic. The Brontes, for example, may be studied just as William Shakespeare, J.R.R Tolkien or Angela Carter may be). This module implicitly emphasises the higher-level skills of analysis, synthesis, reflection and application with the aim of producing an informed personal response to the author under consideration. This will enable students to apply the analytical skills and knowledge acquired at earlier levels to the work of the author in question and to develop their own informed personal response to his/her work.

Module aims:

To allow students to examine the work of one author in detail.
To allow students to analyse a variety of texts by that author from a range of critical perspectives.
To examine these texts in their historical, cultural and intellectual contexts.
To enable students to acquire the higher level skills of analysis, synthesis, reflection and application with the aim of producing an informed personal response to the author in question.

Module content:

This level 6 optional module offers students the opportunity to apply the critical skills acquired studying literature at levels 4 and 5 to explore how and why writers represent, question and problematize concepts of crime, deviance and subversion in their work. In representing issues, identities and behaviours which challenge established social norms, the module explores how these texts probe ideological and cultural constructions of what constitutes the criminal, the deviant and the subversive. Areas with which the module may engage could include: the psychology of the criminal; culturally non-normative sexuality and sexual behaviour; criminality and class; political debate and the censored author; representations of violence; the individual and the justice system. Texts studied would span genres, cultures and historical periods and may include works by Mikhail Bulgakov, Patricia Highsmith, Oscar Wilde, Baudelaire, Sarah Waters, Shirley Jackson and Truman Capote. Throughout, students are encouraged to examine texts within their social, historical and literary contexts to consider how literature reflects, questions and challenges the cultural and ideological preoccupations of the society in which it is produced.

Module aims:

To analyse critically literary representations of crime, deviance and subversion in a range of texts, employing appropriate theoretical approaches where relevant.
To interrogate what different cultures and eras represent as crime, deviance and subversion and reasons for this.
To develop a critical awareness of the relationship between literary texts and their historical, cultural and ideological contexts in terms of what constitutes crime, deviance and subversion.
To enable students to develop the higher level skills of analysis, synthesis, reflection and argument with the aim of producing informed, well-evidenced responses to the issues raised by the module content.

Module content:

This module focuses on women’s writing from the 1840s, when feminists first began to press for social change, to 1970 when the Equal Pay Act was passed. This period saw women writers developing narratives focusing on female protagonists who ventured out from the domestic sphere to seek wider opportunities in the world of work and education, seeking intellectual fulfilment and economic independence. This module aims to develop students’ understanding of these narratives by examining the social and political contexts of women’s writing of the period, allowing them opportunities to acquire the critical concepts and vocabulary specifically associated with a range of feminist and gender theories, along with the skills to apply these theories to literary texts. Recent work on mobility studies, place studies, women’s property, and material culture studies are also relevant and will be explored where appropriate. The module also engages with historical and recent debates surrounding gender and sexuality. The module will engage with historical debates, non-fiction primary sources and the work of feminist and gender theorists, along with the close analysis of the ‘journey from home’ narratives in a range of novels, poetry and plays authored by women. The authors studied on the module could include: Charlotte Brontë, Elizabeth Gaskell, Margaret Oliphant, Elizabeth Robins, Rebecca West, Katherine Mansfield, Virginia Woolf, Daphne Du Maurier, Elizabeth Bowen, Muriel Spark, Shelagh Delaney, Fleur Adcock, and Angela Carter.

Module aims:

To enable students to evaluate women’s writing within its historical and cultural contexts.
To introduce students to the complex theoretical positions associated with feminist and gender theory.
To promote the analysis of key narratives which characterise the work of many women authors publishing between the 1840s and 1970s.
To enable students to understand the historical debates regarding women’s rights and how these have been reflected in female-authored texts.

Module content:

This optional module will introduce students to a range of twenty-first-century young adult fiction – including crossover fiction, stand-alone novels, series fiction, comics and graphic novels, film and television and fandom – across a range of genres, such as dystopian fiction, superhero narratives, crime fiction, LGBTQ fiction, fantasy, social realism and fan(dom) fiction. Students will be encouraged to consider the ways in which contemporary YA fiction responds to recent social, political, cultural and technological advancements and the extent to which twenty-first-century YA narratives push boundaries, celebrate diversity and emphasise accountability in their representations of adolescent identities and experiences. Issues covered include the role and representation of gender and sexuality, citizenship and political regimes, terrorism, criminality, technology and social media, and fandom and consumer culture in contemporary young adult fiction.

Typical texts studied on this module could include Cecily von Zeigesar’s Gossip Girl, Anne Cassidy’s Looking for JJ, Stephenie Meyer’s Twilight, J. K. Rowling’s Harry Potter and the Half-Blood Prince, Rainbow Rowell’s Fangirl, Jack Thorne’s Harry Potter and the Cursed Child, Cassandra Clare’s The Bane Chronicles, David Levithan’s Every Day, Sara Shepard’s Pretty Little Liars, Barry Lyga’s I Hunt Killers, Lisa Williamson’s The Art of Being Normal, Rob Thomas’s Veronica Mars, Frank Miller’s All-Star Batman and Robin, Grant Morrison’s Batman and Son, Suzanne Collins’s The Hunger Games, Joanna Kenrick’s Screwed and Malorie Blackman’s Boys Don’t Cry.

Module aims:

To introduce students to a range of twenty-first-century young adult texts and to identify key developments and emerging trends in the young adult fiction market in relation to contemporary cultural and social contexts;
To explore the relationship between young adult texts and the contemporary publishing industry and fan communities;
To cultivate a critical awareness representations of adolescence and adolescent-centred themes and issues in young adult fiction;
To examine relationships and interactions between texts, readers and authors of young adult fiction in the twenty-first century.

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This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.

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 the programme of study
To encourage the student to apply appropriate methods and theories to the selected topic under consideration
To provide the opportunity for the student to articulate their thinking.

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:

Producing Electronic Press Kits (EPK),
Developing websites
Profile creation and use of social media
Writing and developing curriculum vitae and cover letters
Working on grant bids
Producing audio/-visual content

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 industrie
To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;

Most of our Journalism modules take place in newsroom-style classrooms, which are designed to simulate an editorial working environment and build stronger working relationships between tutors and students.

Experiential learning plays a big part in the day-to-day teaching activities written into the modules, including educational trips. You may also have the opportunity to undertake a work placement, allowing your acquired journalism skills to be put to good use. This will also enhance your employability.

For English Literature you will be taught through a combination of lectures, seminars and one-to-one tutorials. As a student of literature, you will be expected to read not only the set texts, but also do some background reading. You will be assessed by coursework, including essays, presentations and projects. Students on this programme will also have the opportunity to undertake a dissertation or major creative project in the final year.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.

Entry Requirements

112 UCAS Points

UCAS Tariff	112 points
GCE A Level	Typical offer – BCC-BBC Must include a Humanities-based essay writing subject such as English Language or Literature, Philosophy, Religious Studies, History or Classical Civilisation.
BTEC	Considered alongside one of the A level subjects listed above
International Baccalaureate	26 points, including 5 in HL English
Irish / Scottish Highers	Irish Highers - H3 H3 H3 H3 H4, including English Scottish Highers - BBBB including English
Access requirements	45 credits at level 3, of which 30 must be at Merit or above (15 of which must be in English)
T Level	Considered alongside one of the A level subjects listed above
OCR Cambridge Technicals	Considered alongside one of the A level subjects listed above
Extra Information	Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit our International Entry requirements page.

Where you'll study Exton Park, Chester

The location

Modern learning resources and library

Seaborne library, seating and reception area.

Support Services

Fitness Facilities

A male student wearing goggles is swimming in the training pool between the red rope lane marker lines.

Chapel, Chaplaincy and Multi-Faith Spaces

Accommodation

Catering

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950.

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prosects

Students have gone on to work for journalistic organisations including news agencies, online and print news publishers and more. Some have taken a freelance approach, forging careers in niche aspects of journalism such as gaming, lifestyle and pop culture reporting. Others have embarked on careers in PR, copywriting and more.

A combined honours degree in English Literature brings many transferable skills including written and oral communication, textual analysis, presentation, teamwork, time management and independence. Graduates on this programme have followed careers in a wide variety of fields including teaching, publishing, journalism, marketing, librarianship and postgraduate study on our MA and MRes programmes.

Progression options

Creative Writing MA; Writing and Publishing Fiction; English Language and Linguistics MA

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.

Journalism and English Literature BA (Hons)

Course Summary

What you'll Study

Introduction to Journalism Major Compulsory - Equal Compulsory - Minor Compulsory

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Journalism Regulation Major Compulsory - Equal Compulsory - Minor Compulsory

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How to be a Journalist: Essentials Major Compulsory - Equal Compulsory - Minor Compulsory

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Experiential Overseas Learning Major Optional - Equal Optional - Minor Optional

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Year abroad study exchange Major Optional - Equal Optional - Minor Optional

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Experiential Project Major Optional - Equal Optional - Minor Optional

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Journalism - The Long View Major Optional - Equal Optional - Minor Optional

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The Politics of Social Media Major Optional - Equal Optional - Minor Optional

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Specialist Journalism Major Compulsory - Equal Compulsory - Minor Compulsory

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Journalism Production: Theory & Practice Major Optional - Equal Optional - Minor Optional

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Research Methods for Journalists Major Compulsory - Equal Compulsory - Minor Compulsory

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Enhancing your Employability through Work Based Learning Major Optional - Equal Optional - Minor Optional

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Negotiated Study (double) Major Optional - Equal Optional - Minor N/A

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Dissertation Major Optional - Equal Optional - Minor N/A

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Current Affairs and Conflict Journalism Major Optional - Equal Optional - Minor Optional

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Magazine Publishing Major Compulsory - Equal Compulsory - Minor Compulsory

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Journalism in a Post-Truth World Major Optional - Equal Optional - Minor Optional

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Sustainable Journalism Major Optional - Equal Optional - Minor Optional

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What you'llStudy

Approaches to Literature Major Compulsory - Equal Compulsory - Minor Compulsory

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Studying Literature: From the Renaissance to the Present Major Compulsory - Equal Compulsory - Minor Compulsory

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The Gothic Major Optional - Equal Optional - Minor Optional

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The Gender Agenda: Writing Identities Major Optional - Equal Optional - Minor Optional

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Children’s Literature: Genres, Forms, Functions Major Optional - Equal Optional - Minor Optional

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Rebel Angels: Representing Communities of Resistance and Liberation Major Optional - Equal Optional - Minor Optional

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Major Compulsory - Equal Compulsory - Minor Compulsory

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Professional Writing and Publishing Major Optional - Equal Optional - Minor Optional