Humanities Prospectus

20092010
Undergraduate programmes in
Humanities
by External study
www.londonexternal.ac.uk/humanities
Academic direction by: Goldsmiths Birkbeck Heythrop Royal Holloway
Undergraduate study in Humanities
Glossary of terms
n Exemption If the University
recognises that you have already covered a unit syllabus in the same depth and breadth as part of a previous qualification, you will be granted an 'exemption' whereby you will not be required to take a particular unit as part of your degree. n External student A student registered for a programme of study via the University of London External System. n External System The structure that provides support and delivery for study via the External System, i.e. the framework by which someone is able to earn a University of London
award without attending a College or Institute of the University. n Federal university The University of London is a federal university made up of 19 Colleges (e.g. LSE, Royal Holloway, UCL) and a number of central academic Institutes. n Occasional student (BA Classical Studies only) You can register for individual units of the BA Classical Studies degree as an Occasional student. In order to register, you must satisfy the entrance requirements for the degree. You pay a single fee for the unit(s) of your choice. Please note: an Occasional student cannot, under any
circumstance, transfer to the degree or accumulate passes and then apply to be awarded the degree. n Regulations The rules governing the structure and content of your programme, as well as progression and assessment details. The regulations for all our programmes can be found online at:
www.londonexternal.ac.uk/ current_students/general_ resources/regulations/index.shtml

n Short course (BA Philosophy
only) You can apply to study the unit 'Introduction to Philosophy' as a short course (please see page 34 for details).
Contents
Undergraduate study in Humanities
The University of London and the External System 3 Programmes available 4 Academic direction: the Lead Colleges 6 How you study 8 Additional educational support 10 BA Classical Studies 12 BA and Diploma in English 14 BA History 16 Modern languages 18 BA French 20 BA German 22 BA Italian 24 BA French and German BA German and Italian BA Italian and French BA Spanish and Latin American Studies BA and Diploma in Philosophy Programmes in Divinity; Theology; Philosophy, Religion and Ethics Programme syllabuses Entrance requirements Application and registration process Documentary evidence Qualifications for entrance 26 27 29 30 32 36 40 66 68 70 72 Tests of proficiency in English Exemptions and transfer Fees and contacts Information for students with a disability and/or special needs 79 81 82 84
Using this prospectus

There is a colour coded band at the top of each page in this prospectus. The colour of this band either refers to the different types of qualifications on offer or to a specific piece of information that you might need. The red colour used as banding on this page refers to any general information related to the University or the suite of qualifications. A guide to the other colours used for different types of qualifications is listed on the right.
General information Classical Studies English History Modern languages
Philosophy Divinity and Theology How to apply Exemptions and transfer Qualifications for entrance
Key dates
Application deadline: You can apply throughout the year, but we strongly advise you to apply as early as possible. Applications must be received no later than: n 17 September* (students resident outside the EU)
n 17 October*
Registration deadline: 30 November* Despatch of study materials: Shortly after your registration form is received Start studying: As soon as you receive your study materials Examinations take place: May/June
* In the year before you intend to sit your first examinations.
BA Classical Studies and BA History only

Application deadline: n 30 June* Registration deadline: 31 August* Examinations take place: May
* In the year before you intend to sit your first examinations.
(students resident within the EU)
Note: Applicants to BA Spanish and Latin American Studies are strongly advised to submit their application as soon as possible and not delay submission until the deadline date.
2 Undergraduate study in Humanities
Key points: Information about studying on the Humanities programmes

n Undertake a potentially n Develop your criticaln Gain a systematic n Flexible programme n Develop your
life-changing study programme with the University of London.
thinking, analytical and organizational skills.
approach to engaging with a subject you are passionate about.
structures allow you to specialise in areas of particular interest and combine study with work. See profile on: Sallyanne Stanford-Clark (page 61)
transferable skills and enhance your career prospects at the same time.
See profile on: Justice Anthony Gafoor (page 35)
See profile on: Christina Yew Lan (page 47)
See profile on: William I.Y. Byun (page 39)
See profile on: Christine Long (page 28)
The University of London and the External System

Welcome from Sir Graeme Davies, Vice-Chancellor, University of London and Professor Jonathan Kydd, Dean, External System
For more than 150 years, the University through its External System has been offering degree programmes to students all over the world. It has always prided itself on being an international institution and its External System demonstrates this inclusive outlook. Today, it has 45,000 students studying in over 180 countries, bringing the University to you through flexible and distance learning. As a family of world-class institutions, the University has a reputation for academic distinction in teaching and research, both in the UK and internationally. Ranging from education to management, and from law to philosophy, all programmes offered through the External System are developed by academics within the Colleges of the University. This ensures that our awards are recognised worldwide for their quality and value, and that students benefit from the academic rigour and cutting-edge research undertaken within the Colleges. Studying with the University of London is one of the greatest investments you can make in yourself.
HRH The Princess Royal, Chancellor of the University of London, viewing a sundial unveiled as part of the University of London External Systems 150th Anniversary celebrations in 2008. Pictured with Professor Jonathan Kydd, Dean of the External System, and Sir Graeme Davies, Vice-Chancellor, University of London.
We look forward to welcoming you into our global community of students and wish you every success.
Fact file
n The University of London
The University of London

The University of London is one of the leading universities in Europe. Its world-class federation of 19 Colleges and a number of smaller specialist Institutes provides an unrivalled range of education opportunities of outstanding breadth and quality. The University is unique in its size and federal structure. Today, the federation includes specialised Colleges such as the Royal Veterinary College, while others such as UCL and LSE are multi-faculty. In 1858, with the establishment of its External System, the University broke new ground by opening up its awards to those who either could not or did not wish to come to London to study. This anticipated twentieth century developments in open, distance and flexible learning by more than 100 years.
Academics who teach and assess campus-based students develop and write the study materials for our programmes. They also set the exam papers and mark the scripts. Robust quality assurance mechanisms have been endorsed by the Quality Assurance Agency the UKs independent body for safeguarding the quality and standards of Higher Education. External students are examined to the same standard as that required of students enroled at the Universitys constituent Colleges. This principle of equivalency is enshrined in our Regulations: Candidates granted degrees and other awards shall have attained the same academic standard irrespective of mode or place of study or examination.
External System is the worlds oldest provider of degrees through distance and flexible learning. n Today, we have 45,000 students worldwide studying on 100+ degrees, diplomas and certificates. n Former students and alumni include six Nobel Prize winners, leaders of Commonwealth countries, government ministers, renowned authors, academics, judges and business leaders. n The External Systems reputation internationally continues to ensure our graduates are to be found in leading positions around the world. n We have an active Alumni Association which offers unique networking opportunities.
Programmes available
Programme title Number of units 12 Study period 38 years Key points BA Classical Studies n Developed by Royal Holloway, a recognised centre of excellence in teaching and research.
n Provides a greater understanding of history, trains you to think critically,
assess evidence of many kinds and express ideas with precision.

n The broad range of skills that you will learn while studying, all highly
valued by employers, can be transferred to many different careers. Diploma in English 4 15 years n Developed by Goldsmiths, one of the highest ranking English and Comparative Literature departments in the UK. n The faculty embraces new and traditional approaches to English studies. n Provides an opportunity to learn about some of the great literatures of the world. n The Diploma is an award in its own right. You may transfer to the BA once you have successfully completed the diploma. n Developed by Royal Holloway, a recognised centre of excellence in teaching and research. n Offers a structured route to the past in all its guises, from the birth of Western Christendom to the Civil Rights Movement in the USA. n Provides a greater understanding of history, trains you to think critically, assess evidence of many kinds and express ideas with precision.
BA English
12
38 years
BA History
12
38 years
BA French BA German BA Italian BA French and German BA German and Italian BA Italian and French BA Spanish and Latin American Studies
12 12 12 12 12 12 11
38 years 38 years 38 years 38 years 38 years 38 years 38 years n Developed by the Department of Spanish and Latin American Studies at Birkbeck, one of the highest ranking in the UK. n Combines study of the Spanish language with aspects of Spanish and Latin American culture from the medieval period to the present. n You will gain skills in reading, writing and speaking Spanish. n Developed by Birkbeck, one of the highest ranking Philosophy departments in the UK. n Covers a range of subjects including the meaning of existence and reality; knowledge and belief; mind, thought, reason and logic; truth and meaning; and the ethical and aesthetic values of goodness and beauty. n The Diploma is an award in its own right. You may transfer to the BA once you have successfully completed the diploma. n Developed by Heythrop, a specialist College of theology and philosophy within the University of London. n The University of London BD is one of the oldest and most prestigious BD degrees in the world. n Covers a range of topics including philosophical approaches to religion as well as more ministry-oriented topics such as liturgical studies. n The Certificates and Diploma are qualifications in their own right. You may transfer to the BD once you have completed a Certificate or Diploma. n Developed by Royal Holloway, a recognised centre of excellence in teaching and research. n Provides an opportunity to study a range of interrelated options in French, German and Italian languages, linguistics, literature, society and thought. n You will gain skills in reading, writing and speaking French, German and Italian.
Diploma in Philosophy BA Philosophy
4 10
15 years 38 years
Certificate of Higher Education in Theology/ Certificate of Higher Education in Philosophy, Religion and Ethics Diploma of Higher Education in Theology Bachelor of Divinity
15 years
8 12
25 years 38 years
'I think employers are conscious of how valuable a critical arts degree is in creating forwardthinking and capable employees. In my case, the literary and legal disciplines have very interesting and useful intersections.' Jackie Shapiro
Profile: Jackie Shapiro | BA English graduate and 150th Anniversary Prize Winner
'I work part-time in a non-profit law organisation, assisting with legal policy related committee work. I think employers are conscious of how valuable a critical arts degree is in creating forward-thinking and capable employees. In my case, the literary and legal disciplines have very interesting and useful intersections. I think that the skills you learn in an English degree, such as language-based critical analysis, strong writing skills, quick reading skills, etc are all enormously helpful in any arts or humanities based work context. Studying works written by some of the finest academic minds in history inevitably broadens out your own thinking. The course teaches you so much about the formal craft of literature specifically but still maintains an inter-disciplinary approach with other social theories and historicistbased literary criticism. With this in mind, the course helped me to develop a lot of my own views about literary, social and cultural issues. I think that with a degree like this, you may start off ingesting other peoples viewpoints, but you come out with a strong sense of your own ideas and an understanding of where you fit in intellectually, within a much wider sphere of societys academic, philosophical and ideological debates.' Jackie works part-time in a non-profit law organisation
Academic direction: the Lead Colleges

The programmes in Humanities are delivered academically by four University of London Colleges. The four Colleges are: Birkbeck, Goldsmiths, Heythrop and Royal Holloway.
Birkbeck
Since 1823, Birkbeck has forged its own path in higher education, reaching out to people traditionally excluded by other universities. Birkbeck is unique in its special mission to enable mature students to gain higher education qualifications via part-time study. Today, Birkbeck is ranked among the leading UK university institutions for its excellence in research in the humanities, social sciences and natural sciences. Offers academic direction for the following External study programmes: Philosophy; Spanish and Latin American Studies.
Goldsmiths
Goldsmiths is all about the freedom to experiment, to think differently, to be an individual. Founded in 1891, the College brings creative and unconventional approaches to subjects in the arts, humanities and social sciences, with a strong emphasis on the highest academic standards of teaching and research. Offers academic direction for the following External study programme: English.
Heythrop
Heythrop College was established in 1614 for the education of English Jesuit students. The College became a non-grant receiving School of the University in 1970, and in 1971 was granted a Royal Charter establishing it as one of the Colleges of the Federal University of London. Its current campus is in Kensington Square in London. Heythrop is one of the specialised colleges of the University, teaching and researching in philosophy and theology. Offers academic direction for the following External study programme: Divinity/Theology/Philosophy, Religion and Ethics.
Royal Holloway
Royal Holloway enjoys an international reputation for the highest quality teaching and research across the sciences, arts and humanities. Since Queen Victoria presided over its grand opening ceremony in 1886, the College has continued to grow in size and status, building on the excellence of its scholarship. Royal Holloway is among the top research-led university institutions in the country with a world-class reputation for developing original research. Offers academic direction for the following External study programmes: Classical Studies; French; French and German; German; German and Italian; History; Italian; Italian and French.
The award you receive

As an External student you register with the University of London for a University of London award. The academic direction of your programme including the syllabus, assessment, learning resources and, where given, academic support is the responsibility of a particular College, or consortium of Colleges, of the University of London, known as the Lead College. Birkbeck, Goldsmiths, Heythrop and Royal Holloway act as the Lead Colleges for the programmes in this prospectus. When you graduate with a degree, diploma or certificate from the University of London you will be sent two documents - a final diploma (i.e. the parchment you receive on graduation) and a Diploma Supplement. The final diploma will indicate that you were registered with the University of London and awarded a University of London degree, and give the name of the Lead College which conducted the examinations. The University of London logo and signature of the Vice-Chancellor of the University of London are incorporated. The Diploma Supplement will describe the nature, level and content of the programme you successfully completed and include a transcript of courses taken and marks achieved, as well as the overall classification. It also provides further information about the role of the Lead College and method of study. It explains that there is no difference between the standards of University of London awards whether they are obtained by External study or face-to-face at a College of the University of London.
How you study

Specially produced study materials
The cost of your study pack is included in your initial and continuing registration fees. The materials are specially produced for self-directed learning by University of London academics.
Study materials include:

n Student Handbook containing
Flexible study
Our programmes offer you an alternative way of obtaining a prestigious degree or other qualification at a reasonable cost. The majority of our Humanities students study independently, taking full and active responsibility for organising their programme of study. For some programmes, additional educational support is available at local institutions, providing more formalised tuition and interaction with fellow students that this offers (please see page 10 for details).
You are examined to our high standards

Examinations are offered in over 180 different centres worldwide, usually in May. You can sit them locally, whenever you are ready. You will normally sit one threehour unseen written paper for each full unit you study. Please note: n Introduction to Italian Studies (BA Italian) is examined by essays and set work. n 'Introduction to ancient philosophy' and 'The birth of Christian Europe' (BA Classical Studies/BA History) are examined by a seen written paper. n The Group C double unit (BA History) is examined by an unseen written paper and a related dissertation of 10,000 words.
Time allocation
If you intend to obtain your degree or diploma in the minimum registration period you should be prepared to devote at least 15 hours per week on a regular basis to your studies. Support from your colleagues, family and friends is vitally important to your eventual success.
both academic advice and practical information on matters such as: study techniques, planning your studies, using the study materials, preparing for examinations, bookshops, libraries, contacts at the University, and a list of institutions offering tuition. n Subject guides for each unit studied. These guides introduce you to particular topics and offer advice on how to use textbooks in an organised and productive manner. n Examiners reports and past examination papers. Examiners reports provide an insight into how individual questions should have been tackled and outline common mistakes made by students in the past. Past papers enable you to practise for your examinations. n Regulations containing full details of important information such as syllabuses, programme structures, fees, how to enter for examinations and degree classification criteria. n The Arts Good Study Guide by Ellie Chambers and Andrew Northedge (Open University). n Textbooks. You will need to provide your own textbooks; these will form an important part of your study. You will be advised to buy some books, and there will be others you will need to refer to in a library. As far as possible, you should consider the facilities available locally to you, and how accessible books are likely to be, before registering as an External student.
BA Classical Studies and BA History only

These programmes are offered online and are fully supported by a Virtual Learning Environment (VLE). The VLE is like a virtual classroom that the University uses to deliver the content of the BA programmes via the Internet. The VLE will allow you to: n access your study materials n take part in discussions/seminars with your tutor and other students n receive notices, seminar dates, project support and other programme-related information n ask questions regarding the administration of the programme n seek help for technical problems that you may encounter.
BA English only
Study support
To support your studies, Goldsmiths offers an Essay Marking Scheme. For an extra fee you can send essays to Goldsmiths and receive advisory marks and feedback from members of academic staff. Goldsmiths also runs a Summer School for External and prospective students (please note: the Summer School will not take place in 2009, but will resume in 2010 with an enhanced model). The Summer School provides comprehensive introductions to course units, advice on study skills and exam preparation, information on library resources (including online materials), as well as a chance to meet other students from around the world and develop supportive contacts. In addition, Goldsmiths provides a programme of e-seminars (online classes) on a weekly basis between January and April for an additional fee. Led by academic tutors on a range of topics, e-seminars offer students a chance to discuss and debate their ideas as they prepare for the exams. Please see our website for the most up-to-date fee information. Registered students can obtain academic advice from the Programme Director in the Department of English at Goldsmiths. Although advice can be given quickly on most problems, the Programme Director cannot engage in active and regular contact, or in tuition.
BD, Certificate of Higher Education in Theology, Diploma of Higher Education in Theology and Certificate of Higher Education in Philosophy, Religion and Ethics
From September 2009, these programmes will be supported by a Virtual Learning Environment (VLE). The VLE will allow you to: n access the online library n receive notices and other programme-related information n ask questions regarding the administration of the programme.
Library support
Senate House Library, University of London www.ull.ac.uk
Registered External students are entitled to use the above University Library. The Library charges for this service. For more information contact: Senate House Library University of London Malet Street London WC1E 7HU Tel: +44 (0)20 7862 8461/2 Fax: +44 (0)20 7862 8480 Email: [email protected]
Study support
There are various ways in which you can engage in online networking and communication on the two BA programmes: n Online seminars regular, formal discussions that will be moderated by a tutor n Course tutor leads the online seminars and is available to support the course from the time you register through to the time of your examination n Peer to peer support you are encouraged to exchange ideas with fellow students on the course and to organise mutual support via email n Student cafe an informal space within the VLE where you can socialise.
Study materials
When you register we will send you: n a Student Handbook n a copy of the Regulations n The Arts Good Study Guide n Textbooks (for some courses) n CD-ROMs n Username and password to allow you to log on to the VLE.
Aural and oral examinations (Modern languages only)

Students should be aware that permission to take aural/oral examinations at a centre other than London is dependent on the ability of the examination centre to make arrangements that are acceptable
to the University for the conduct of the examinations. If it is not possible to make an arrangement for you to take your aural/oral examination locally, you will be required to take these examinations in London and the written papers elsewhere in the UK or overseas.
Additional educational support

Below is a list of institutions that offer tuition support. These institutions are not affiliated to the University in any way and we do not guarantee or comment on the standards of their teaching or service to students. For further information, including addresses of institutions of which the University is aware, please visit: On this website we provide a check list of questions to ask when you are considering the service an institution provides to its students. It is your responsibility to make sure that they provide what you are looking for, at an appropriate cost. If you do decide to enrol for tutorial support you must first apply and register with the University. Enrolment at a local institution is not the same as registration as an External student with the University of London. If you think you will want local tuition support we advise you to wait for confirmation from the University that you are eligible for the programme of your choice before enrolling at an institution and paying tuition fees.
www.londonexternal.ac.uk/ onlinesearch/institutions/index.jsp
Country/Institution Hong Kong University of Hong Kong Iran International University of Chabahar Malta St. Martin's Institute of Information Technology Nigeria International Providential Training Centre (IPTC) Singapore Stansfield College United Kingdom Benedictine SAC Birkbeck College Pathways to Philosophy
BA/Diploma in English
BA/Diploma in Philosophy
Theology programmes
Points to consider before enrolling with an institution:

n Will there be a written contract
n Talk to students who are already
enrolled and get their opinions.

n Compare its services and fees
between you and the institution when you enrol? If not, make sure you understand the terms and conditions that apply and your liability. n Check how you pay fees in one payment or in instalments and what the refund policy is if you cease studying for any reason.
with other institutions in the same locality (if any). For the full check list please visit:
www.londonexternal.ac.uk/checklist
11
Hong Kong University of Hong Kong School of Professional and Continuing Education
n University of London External System
(Admissions Unit) Room 313, 3/F, Admiralty Centre 18 Harcourt Road n Tel: + 852 3761 1122 n Fax: + 852 2527 0489 n Email: [email protected]
n www.hkuspace.hku.hk
Iran International University of Chabahar

n Teras-e-Behesht
Chabahar Free Trade and Industrial Zone, Chabahar n Tel: 00 98 0545 4444 401-5 n Fax: 00 98 0545 4444 401-5 n Email: [email protected]
n www.iuc.ac.ir
Malta St Martin's Institute of Information Technology

n Schembri Street
Singapore Stansfield College

n 250/252 Middle Road
Birkbeck College
n Faculty of Continuing Education
Singapore 188983
n Tel: 00 65 6338 0300 n Fax: 00 65 6338 0400 n Email: [email protected] n www.stansfield.edu.sg
Hamrun HMR 08 n Tel: 00 356 21 235 451/ 222 691 n Fax: 00 356 21 232 630 n Email: [email protected]
n www.stmartins.edu
School of Arts and Cultural Studies 26 Russell Square London WC1B 5DQ n Tel: 020 7631 6604 n Fax: 020 7631 6686 n Email: [email protected]
n www.bbk.ac.uk/fce
Pathways to Philosophy United Kingdom Nigeria International Providential Training Centre (IPTC)
n 13 Okesuna Street n International Society for Philosophers
Benedictine Study and Arts Centre

n 74 Castlebar Road
New Star Photo House Off Empire Bus Stop, Jibowu Yaba, Lagos, Nigeria n Tel: 00 234 1 763 3104/ 2723 n Email:
Ealing London W5 2DD n Tel: 020 8862 2156 n Fax: 020 8862 2133 n Email: [email protected]
n www.bsac.ac.uk
45 Wolseley Road Sheffield S8 0ZT n Tel: 0114 255 8631 n Fax: 0114 255 8632 n Email: [email protected]
n www.philosophypathways.com
[email protected]
Even a fool may be wise after the event. Homer, The Iliad
A welcome from Professor Ahuvia Kahane, Programme Director

Classics is the study of the ancient Greek and Roman world in all its aspects. We deal with the history, literature, thought, art and archaeology of two closely connected civilisations, which at one time spread from the far north of Britain to the Sahara desert, and from the western tip of Spain to the Persian Gulf. The Classical world is an important part of our heritage and its effects can be seen all around us. Greece and Rome present us with a past world which has similarities to our own, but which was, at the same time, very different. A BA in Classical Studies will teach you about key aspects of these civilisations and equip you for further study of this fascinating field. The on-campus version of the BA in Classical Studies, on which the distance learning one is modelled, has had a long and successful history, producing excellent results over a number of years. Our range of staff expertise means that not only can we cover a huge range of historical and cultural periods and of different types of material, but also provide an insight into a range of approaches from the traditional to the most modern, all informed by the latest scholarship in the field. The Ancient World is a fascinating, varied and rewarding field of study. Join us by taking the Classical Studies degree and share our enthusiasm.
13
BA Classical Studies
Programme overview
BA Classical Studies offers an insight into the classical world. A world that gave us great works of literature, the Western philosophical tradition and a powerful artistic and architectural legacy. It also bequeathed cultural and political institutions and concepts such as democracy and imperialism that are still of major relevance today. Royal Holloway, University of London, is responsible for the academic development of the programme. The Department of Classics at Royal Holloway is rated in the top categories for teaching and research. Many members of staff are leading international experts in their field and all are active researchers.
Structure
Level 1: Foundation units (4 units) Eight half units n Introduction to Greek literature
n n n n n n n
Introduction to Roman literature Introduction to ancient philosophy Greek history and the city-state Roman history and society: the Julio-Claudians The birth of Christian Europe Introduction to Greek archaeology Introduction to Roman art Level 2: Intermediate units (4 units)
Programme specifics Features of the degree

n Many aspects of our lives relate n You will develop the facility to form
meaningfully to classical antiquity. By studying Classics we can understand many crucial aspects of our past, and in doing so will be better equipped to understand ourselves in the present. n The programme offers an education in a comprehensive range of disciplines. Through studying Classics, one can be a philosopher, a literary critic, an archaeologist and a historian. n You will learn how to analyse texts and artefacts closely, and to critically explore new ideas.
persuasive, structured arguments, to form an opinion and bring your critical facilities to bear on a range of issues. n The skills you will acquire framing the question, background research, argument, criticism, summary, presentation and so on will stand you in good stead outside of the academy, in the workplace. n This is an online programme, fully supported by a Virtual Learning Environment (please see page 9 for details).
Four full units chosen from n Homer

n n n n n
Virgil Greek history to 322BC Augustus: propaganda and power Greek and Roman architecture Roman Britain Level 3: Advanced units (4 units)
Four full units chosen from n Greek drama

n n n n n
From Nero to Hadrian: literature and society The dialogues of Plato Women in classical antiquity The Roman army Pompeii
Notes: 1. Not all units will necessarily be available in every year. 2. Students may substitute up to the equivalent of three full units with units from BA History as follows: Level 1 up to two Foundation units may be substituted with Foundation or Gateway units from BA History. Level 2 one Intermediate unit may be substituted with one Group A or Group B unit from BA History. Level 3 one Advanced unit may be substituted with one Group B unit from BA History.
3. You can apply to register for individual units of BA Classical Studies as an Occasional student. In order to register you must satisfy the entrance requirements for the degree. You pay a single fee for the unit(s) of your choice. Please note: Occasional students cannot accumulate passes and then apply to be awarded the degree.
Every one can master a grief but he that has it. Shakespeare, Much Ado About Nothing
A welcome from Dr Sarah Barnsley, Programme Director

Goldsmiths is proud of its role as Lead College for the BA and Diploma in English programmes. Students who have taken these programmes worldwide have enjoyed their studies and benefited from the experience, and many have achieved excellent results. Studying for either of these programmes is a very rewarding but also demanding experience, requiring a major commitment. The BA and Diploma programmes are closely modelled on the programmes followed by full-time students at Goldsmiths. They share the same ethos, which requires you to pursue your own interests and preoccupations, using your initiative and thinking out problems for yourself. You will receive an excellent education in the discipline, and develop the ability to solve problems, do research and write reports in a creative, critical and disciplined manner attributes which will hold you in good stead in your chosen career path. You will also learn about some of the great literatures of the world in English, a worthwhile and pleasurable resource in its own right. If you give this programme your full commitment, you will develop new perspectives on the study and analysis of cultural work of many kinds. Many former students write to express their thanks for having studied English through the External System and their sense of achievement at having completed what can sometimes seem an arduous commitment. Many have found sources of excellence within themselves of which they were unaware before they began their studies, and continue to read widely in areas that they were not able to cover in their programmes. Some have found the programmes an ideal preparation and qualification for work in education or public services in their countries of origin. We hope you will give yourselves the same opportunities for personal development, preparing for future careers and for finding real pleasure in literary studies. We look forward to welcoming you onto one of our programmes.
www.londonexternal.ac.uk/humanities 15
BA and Diploma in English

Programme overview
The Department of English and Comparative Literature at Goldsmiths is one of the highest ranking English departments in the UK. It has a thriving research environment embracing traditional and new approaches to English studies, covering a wide range of interests in British, American and Irish literatures since the 16th century. The Department has particular research strengths in Renaissance, 18th-century, Irish and 20th-century literature and criticism. Members of staff publish widely and participate in the editing of such journals as Critical Quarterly, The Scriblerian and Women: A Cultural Review.
BA English structure
Four compulsory foundation units
n n n n
Explorations in literature I Explorations in literature II Approaches to text Renaissance comedy: Shakespeare and Jonson Eight optional advanced units
Group A/Period studies (at least four units must be chosen from this group)

n You will study a range of literary
n n
Literature of the later Middle Ages Renaissance and Restoration Augustans and Romantics Victorians Moderns
Features of the Diploma

n The Diploma will appeal to two
n n n
and other works written in different styles and periods; from this study you will develop an awareness of changing rhetorical techniques and effects, as well as greater knowledge of many literary works. n The study of English is concerned with questions of meaning, social behaviour and structure, as well as with problems of aesthetic and cultural value. Your work directs you not only towards a wide range of examples of writing but also towards greater awareness of moral and social questions, surrounding the techniques through which analysis and persuasion are achieved. n You will develop a broad range of skills, including general communicative competence as well as more technical skills of literary-critical analysis. n The key skills gained should provide a sound basis for a range of careers including the civil service, teaching, research, media and business. n Goldsmiths offers an Essay Marking Scheme, a Summer School and e-seminars (please see page 9 for further details).
different kinds of student. Those who would like a University of London award in English, but do not feel ready to commit themselves to studying for a full degree, and those who do not satisfy the Universitys entrance requirements for the degree. n The Diploma gives these students the opportunity to gain access to the degree if their Diploma studies are successful. n If you obtain the Diploma you may transfer your registration to the BA English and automatically be credited with the papers passed in the Diploma. In effect, you will go on to study the advanced units of the BA degree and will be able to complete it in a minimum of two further years. Please note that students registered for the BA English who pass the foundation units cannot be awarded the Diploma in English.
Group B/Period studies (at least three units must be chosen from this group)
n n n n n n n n n n n n n n
Literary theory: Plato to Pater Varieties of language in conversation and literature Reading womens writing Shakespeare The novel Modern American literature Nineteenth-century American literature Drama since 1860 Irish literature in English from 1800 to the present day Empire and literature Postcolonial literatures in English Modern literary theory Romanticism Advanced personal study
Diploma in English structure

Four compulsory units
n
Explorations in literature I Explorations in literature II Approaches to text Renaissance comedy: Shakespeare and Jonson
Note: These awards are specifically concerned with the study of English literature. It is assumed that prospective students will already be fluent in spoken and written English e.g. an International English Language Testing System (IELTS) overall score of at least 6. The programme contains no element of training in language proficiency.
n n n
'History is the witness that testifies to the passing of time; it illuminates reality, vitalizes memory, provides guidance in daily life, and brings us tidings of antiquity.' Cicero
A welcome from Professor Gregory Claeys, Programme Director

Welcome to the BA History by External study, which is delivered in partnership between Royal Holloway and the University of London External System. The BA History programme provides a range of units across the spectrum of historical development, designed to enable distance learners to achieve the same skills as College-based students of the University. No matter what units you choose, you will be working with well-trained and qualified tutors who have a well-established reputation and considerable teaching experience in the subjects you are taking. They will provide you with expert guidance as to how to embark on the course, use the reading list, work in the Virtual Learning Environment, and generally make the most out of the experience of studying online. They will help you to develop your enthusiasm for the subject, and to deepen your historical understanding. At the same time, they will try to draw from you a maximum effort to exert yourself and apply your existing skills in order to broaden your scope as an historian. This partnership entails a commitment on both sides to scholarly excellence, and to achieving mastery of the range of skills which makes a good historian. We look forward to working with you during your study, and wish you the best of luck from the outset.
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BA History
Programme overview
In the study of history we have a record of the infinite variety of human experiences, and in that record we can find ourselves. Through the study of history we can master and understand the past which is key to the understanding of the present. The value of history then, is that it teaches us what we have done and thus what we are, and possibly influence our future. Essentially history underpins what we are today. BA History offers a structured route to the past in all its guises from the birth of Western Christendom to the Civil Rights Movement in the USA, from Roman history and society to US foreign policy during the Cold War. The Department of History at Royal Holloway is rated in the top categories for teaching and research.
BA History structure
Level 1 (four units) Foundation units Two half units chosen from: n The material world: culture and environment in the last millennium
n n
History and meanings State, society and the individual in the non-western world
Gateway units Three full units, or the equivalent, chosen from: Full units n The birth of western Christendom AD 300-1215
n

n The programme will give you a n The foundation level units provide an
Conflict and identity in the modern world from 1789 to the present day Republics, kings and people: the foundations of modern political culture The rich tapestry of life: A social and cultural history of Europe c.1500-1780
greater understanding of history, train you to think critically, assess evidence of many kinds and express ideas with precision. n The broad range of skills that you will learn while studying, all highly valued by employers, can be transferred to many different careers.
essential introduction to a variety of approaches, methods and subjects, an ideal platform for exploring the more specialist units of Levels 2 and 3. n This is an online programme, fully supported by a Virtual Learning Environment (please see page 9 for details).
n n
Half units n Introduction to Greek literature

n n n
Introduction to Roman literature Introduction to ancient philosophy Greek history and the city-state Roman history and society: the Julio-Claudians The birth of Christian Europe Introduction to Greek archaeology Introduction to Roman art Level 2 (four units)
Level 2 and 3 optional units Group A full units n From nation state to multiple monarchy: British history, 1485-1649 n British history 1770-1990 n Modern times: international economic history c.1901-1990 n Homer n Virgil n Greek history to 322BC n Augustus: propaganda and power n Greek and Roman architecture Group B full units n The Crusades and the eastern Mediterranean 1095-1291 n Experience, culture and identity: womens lives in England 1688-c.1850 n Ethnicity, identity and citizenship in modern British life
n Modern political ideas n Roman Britain n Greek drama n From Nero to Hadrian:
n n n n
literature and society n The dialogues of Plato n Women in classical antiquity n The Roman army n Pompeii Group C double units n Blasphemy, irreligion and the English Enlightenment 1650-1720 n Martin Luther King and the Civil Rights Movement in the USA n Politics and society in Palestine from c.1900 to 1948 n The clash of power and cultures: Sino-American relations during the Cold War
Note: not all units will necessarily be available in every year.
Two Group A units AND two Group B units chosen from the list opposite Level 3 (four units) Two Group B units AND one Group C double unit chosen from the list opposite
Modern languages
Why study a modern language?
There are many good reasons for choosing to study for a degree in a modern European language:
n French, German, Italian and Spanish n you will also develop the incisiveness n the intellectual and personal
are key languages in Europe today, with an ever-strengthening role. As you advance towards the standard required for graduate status, you will inevitably acquire the ability to read, speak and write a European language accurately and with ease
which comes with appraising intellectual issues: with each essay you write, you exercise and refine your judgement n degree-level work gives you a firsthand familiarity with a European culture which will put you on a cosmopolitan wavelength in life and in your reading n exploration of another culture, past as well as present, is an enriching experience, giving historical perspective and enhanced moral, cultural, social and aesthetic vision
qualities which degree-level work in the humanities develops are in demand in the workplace. Graduates can expect to have achieved a broad range of transferable skills, communication skills and the ability to discriminate and analyse.
Studying a modern language as an External student

Typically, External students choosing to read for a modern language degree include people who:
n acquired a sound knowledge of a
n are required to use a European
Important note:
Students should be aware that permission to take aural/oral examinations at a centre other than London is dependent on the ability of the examination centre to make arrangements that are acceptable to the University for the conduct of the examinations. If it is not possible to make an arrangement for you to take your aural/oral examination locally, you will be required to take these examinations in London and the written papers elsewhere in the UK or overseas.
language at school (the equivalent of grade C at 'A' level), and who like the idea of deepening that knowledge in a systematic way n possess an intellectual curiosity and take a delight in exploring issues for themselves
language at work and want to develop their knowledge of it in order to know much more intimately the people and the culture behind it n suspect they might have talents which the system has not yet sufficiently acknowledged or developed and want to see for themselves what they are capable of n have in the past begun a language degree but for one reason or another had to give up n are qualified in other respects for full-time study but find that personal circumstances preclude that option.
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A welcome from Dr Emily Salines, Dr Ann White and Dr Jane Everson, Programme Directors, Royal Holloway
To be entrusted with serving the University of Londons External students of French, German and Italian is for us at Royal Holloway both a compliment and a privilege. A compliment which at the same time keeps us on our toes by requiring of us the highest academic standards. And a privilege because our External students in all their variety and large numbers prove themselves every year, as a body of exceptionally resolute and rewarding scholars, the equals academically of our students studying at Royal Holloway though often studying in less favourable circumstances. Our basic task as Programme Directors is to oversee and co-ordinate the academic specialists of our three departments in examining, in providing the degree programmes, as well as printed study materials, detailed Examiners reports, and other services for our External students. But support for the individual student is of no less concern to us. We are made daily conscious of the world-wide outreach demanded of us by our external family of students, as their queries of a practical or general academic nature arrive from home and overseas. Whilst distance does of course make face-to-face contact the exception rather than the rule, we try hard in our responses to these messages, and in other ways mentioned in these pages, to mitigate the feelings of isolation and detachment from centres of learning which can be a problem for External students robustly independent and enterprising as they usually are. We want, as far as lies within our power, to play our part in smoothing the path to graduation of the committed independent student of our disciplines seeking intellectual achievement, personal growth and any or all of the other advantages described in these pages. Thank you for considering what the External System has to offer. If you like what you see, we shall be delighted to welcome you, and we promise to do our best to remain by your side and to ensure that you are not disappointed.
We must never be afraid to go too far, for success lies just beyond. Marcel Proust
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BA French
Programme overview
The BA French offers the opportunity to explore a variety of aspects of French language and culture, from the principles of textual analysis to modern French dramatists, and from French theories of art and semiotics to critical perspectives on modern France. You will improve your command of the French language by developing your reading, writing, oral and aural skills. . Level 3 units allow you to specialise in subjects ranging from the novels of Zola to the philosophy of Rousseau.
BA French structure
Level 1 (four units) Core unit: n Translation 1 (half unit) AND Core Progression unit: n Written French 1 (full unit) AND five half units: n Principles of textual analysis
n n n n
Introduction to narrative The linguistics of French 1 Crisis, nation, identity: perspectives on modern France Image and icon: reading the visual Level 2 (four units)

n You are not only expected to gain an
outstanding facility in reading, writing and speaking French, but also (and principally) a trained mind. Thus, you will be exercising and refining your abilities to assemble information, to appraise it, and to articulate your own conclusions by developing an independent and enterprising spirit. n The degree programme has a firm nucleus of practical work in the French language. Additionally, it
covers historical and analytical study of the French language from its origin to the present day, the literature of France from the earliest texts to the present and French social, political and economic institutions. n The Programme Director offers a marking service for essays at an additional cost. n The French Department at Royal Holloway produces a regular newsletter for External students.
Core unit: n Translation 2 (half unit) AND Core Progression unit: n Written French 2 (full unit) AND five half units: n Shaping fictions
n n n n
Writing romance and desire The linguistics of French 2 Culture and ideology Staging the text Level 3 (four units)
Three core half units of practical language work: n Written French 3

n n
Spoken French 3 Advanced prose and translation 3
AND three half units chosen from: n The linguistics of French 3

n n n n
French medieval literature Literature of challenge: the French philosophes Love and society in the modern French novel Modern French dramatists
AND one full unit Special Subject chosen from: n Aspects of contemporary French
n n n n n
Rousseau Baudelaire Zola Proust Medieval Occitan
BA German
Programme overview
The BA German is a particularly rich programme of study. It offers the opportunity to explore a wide variety of aspects of German life and culture: literature of various genres from the eighteenth century to the present day, including works by some of the most celebrated European writers; the contribution made by German philosophers to European thought; and the historical changes which have taken place in the country from the early nineteenth century onwards. You will improve your command of the German language by developing your reading, writing, oral and aural skills. Through your studies of literature, philosophy and history you will learn to assimilate ideas, take a critical stance, assemble and review material, debate a case and present persuasive arguments. At Level 3, you can choose between methods of assessment, as up to two of the written examinations may be replaced by extended essays, written over the course of several months on a topic which particularly interests you. This allows you to research one or more aspects in depth and provides diversification from the standard examinations.
BA German structure
Level 1 (four units) One compulsory core unit of practical language work: n German language 1 (full unit) AND six half units: n Modern German history
n n n n n
German essay Truth, language and art: key questions in the humanities Reading German literature Gender and the literary text I Gender and the literary text II Level 2 (four units)

n The programme comprises a n Level 1 is designed to provide a
One compulsory core unit of practical language work: n German language 2 (full unit) AND six half units: n Ideals and realities in German drama I
n n n n n
range of interrelated options in German language, literature, history and thought. n In literature, you choose from a chronological range that extends from the 18th-century to the present day. The broad syllabus includes pathways in history and philosophy.
basic foundation in the subject. For flexibility, most of the subjects are rated as half units.
Ideals and realities in German drama II Narrative strategies in German prose fiction I Narrative strategies in German prose fiction II The Nazi movement and the German dictatorship Introduction to modern European philosophy Level 3 (four units)
One compulsory core unit of practical language work: n German language 3 (full unit) AND units to the value of three full units from the following list of half unit options: n Schillers drama (half unit)
n n n n n n
German Romanticism in the European context (half unit) Racism and anti-Semitism (half unit) Vienna 18901910 (half unit) Literature and the Wende (half unit) German philosophy from Nietzsche to Habermas: the critique of modern culture (half unit) Goethe (half unit)
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It is nobler to declare oneself wrong than to insist on being right especially when one is right. Friedrich Nietzsche, Thus Spoke Zarathustra
BA Italian
Programme overview
The BA Italian offers the opportunity to explore a variety of aspects of Italian life and culture: literature from the Middle Ages to the present day (including selected cantos from Dante's Divine Comedy); Italian Renaissance art and iconography; and Italian linguistics and the evolution of the language. You will improve your command of the Italian language by developing your reading, writing, oral and aural skills. . Level 3 offers an increased level of choice over a wide range of topics and the Programme Director will be able, if required, to advise you on your selection of options.
BA Italian structure
Level 1 (four units) One compulsory core unit of practical language work: n Advanced Italian 1 (full unit) AND six optional half units chosen from the following: n Dante: Inferno
n n n n n
Italian 19th-century literature: (the novel) Italian 20th-century literature 1: prose Italian 20th-century literature 2: drama Fascist fictions: cinema and literature 19221945 Introduction to Italian studies Italian culture and society 18601945 Level 2 (four units)

n In studying for this degree, you n You will learn a great deal about Italy,
are not just gaining a language and high-level linguistic skills, but you are also entering another civilisation and reading much of its most beautiful literature. n By coming to terms with Italys history and social institutions you will come face to face with one of the formative and most productive cultures of medieval and Renaissance Europe, which has had a profound influence on how we think and feel now.
its language, civilisation and literature. n You will also learn how to assemble information reliably, to evaluate information fairly and independently and how to express yourself in writing accurately, clearly and consistently.
One compulsory core unit of practical language work: n Advanced Italian 2 (full unit) AND six half units:
n n n n n n
Dante: Purgatorio Italian Renaissance 1: Art and culture Italian Renaissance 2: Literature and society 13501550 Italian 19th- and 20th-century poetry Modern Sicily and the novels of Sciascia The politics and government of Republican Italy Level 3 (four units)
One compulsory core unit of practical language work including a 25-minute oral examination: n Advanced Italian 3 (full unit) AND four half units: n Essay in Italian
n n
Dante: Paradiso Boccaccio and the Renaissance novella
There are three kinds of intelligence: one kind understands things for itself, the other appreciates what others can understand, the third understands neither for itself nor through others. This first kind is excellent, the second good, and the third kind useless. Niccolo Machiavelli, Il Principe
Modern Italian experimental narrative AND one full unit Special Subject from:
n n n n
Ariosto: Orlando furioso Modern critical theory and contemporary Italian poetry An extended essay on an approved topic
25
Angel of the Renaissance, Melozzo da Forli (1438 - 1494).
BA French and German

BA French and German structure
Level 1 (four units) Two compulsory core full units: n Written French 1
n
Level 3 (four units) Two compulsory core half units: n Written French 3
n
German language 1
Spoken French 3
AND two French half unit options from the following: n Principles of textual analysis
n n n n
AND one compulsory core unit of practical language work: n German language 3 AND EITHER two French half unit options from the following: n The linguistics of French 3
n n n n
Introduction to narrative The linguistics of French 1 Crisis, nation, identity: perspectives on modern France Image and icon: reading the visual
French medieval literature 3 Literature of challenge: the French philosophes Love and society in the modern French novel Modern French dramatists
AND two German half unit options from the following: n Modern German history
n n n n
Truth, language and art: key questions in the humanities Reading German literature Gender and the literary text I Gender and the literary text II Level 2 (four units)
OR one French full unit option from the following: n Aspects of contemporary French
n n n n n
Two compulsory core full units: n Written French 2

n
German language 2
AND two additional French half unit options from the following: n Shaping fictions
n n n n
AND two German half unit options from the following: n Schillers drama
n n n n n n
German Romanticism in the European context Racism and anti-Semitism Vienna 18901910 Literature and the Wende German philosophy from Nietzsche to Habermas: the critique of modern culture Goethe (half unit)
Writing romance and desire The linguistics of French 2 Culture and ideology Staging the text
AND two German half unit options from the following: n Ideals and realities in German drama I
n n n n n
Ideals and realities in German drama II Narrative strategies in German prose fiction I Narrative strategies in German prose fiction II The Nazi movement and the German dictatorship Introduction to modern European philosophy
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BA German and Italian

BA German and Italian structure
Level 1 (four units) Two and a half compulsory core units: n German language 1 (full unit)
n n n n
Modern Sicily and the novels of Sciascia The politics and government of Republican Italy Level 3 (four units)
Advanced Italian I (full unit) Dante: Inferno (half unit)
AND two additional German half unit options from the following: n Modern German history
n Truth, language and art: key questions in the humanities n n n
Two compulsory core units: n German language 3 (full unit)

n
Advanced Italian 3 (full unit)
AND two additional German half unit options from the following: n Schillers drama
n n n n n n
Reading German literature Gender and the literary text I Gender and the literary text II Italian 19th-century literature: (the novel) Italian 20th-century literature 1: prose Italian 20th-century literature 2: drama Introduction to Italian studies Italian culture and society 18601945 Fascist fictions: cinema & literature 19221945 Level 2 (four units)
German Romanticism in the European context Racism and anti-Semitism Vienna 18901910 Literature and the Wende German philosophy from Nietzsche to Habermas: the critique of modern culture Goethe (half unit)
AND one half unit in Italian from the following:

n n n n n n
AND EITHER two additional Italian half unit options from the following: n Essay in Italian
n n n
Dante: Paradiso Boccaccio and the Renaissance novella Modern Italian experimental narrative Ariosto: Orlando furioso Modern critical theory and contemporary Italian poetry An extended essay on an approved topic
Two and a half compulsory core units: n German language 2 (full unit)
n n
OR one full unit from:

n n n
Advanced Italian 2 (full unit) Dante: Purgatorio (half unit)
AND two additional German half unit options from the following: n Ideals and realities in German drama I
n n n n n
Ideals and realities in German drama II Narrative strategies in German prose fiction I Narrative strategies in German prose fiction II The Nazi movement and the German dictatorship Introduction to modern European philosophy Italian Renaissance 1: Art and culture Italian Renaissance 2: Literature and society 13501550 Italian 19th- and 20th-century poetry
AND one half unit in Italian from the following:

n n n
'I'm proud of myself. I got a 2:1 by home studying. Not only that but I got a full-time job within six months of finishing.' Christine Long
Profile: Christine Long | BA French graduate, UK

A French degree was a natural progression for me since Id lived in France for four years and both my children were born there. Id left school after A levels, believing at the time that I was incapable of studying at that level, especially as no-one in my family had ever been to university. The children were now both at senior school and needing me a little less. It was the right time and I had something to prove to myself. On average, I think I only did two and a half hours a day, but thats a 7 day week. Some days the hours would fly by, some days I would struggle to get an hour on the clock. Some days, if I felt like it (or didnt feel like it!) I would do less but then I would see the overall hours drop and I would be spurred on to catch up. I'm proud of myself. I got that you learn by studying a 2:1 by home studying. discipline, the power of Not only that but I got a analysis, prioritizing etc. full-time job within six After five years of living months of finishing. Not bad with my precious books for a 46-year-old who had and studying some of the been out of the workplace worlds best literature I feel for 22 years. My degree was Im very lucky to be in an my passport into full-time academic environment now. employment. I hadnt been out to work since I moved Christine is Journals to France in 1984, so I think Assistant at the you can see the value of academic publisher my degree not only as an Palgrave Macmillan academic qualification in itself but also as proof of skills
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BA Italian and French

BA Italian and French structure
Level 1 (four units) Compulsory core units: n Advanced Italian I (full unit)
n n
Level 3 (four units) Compulsory core units: n Advanced Italian 3 (full unit)
n n
Dante: Inferno (half unit) Written French 1 (full unit)
Spoken French 3 (half unit) Written French 3 (half unit)
AND one half unit in Italian chosen from: n Italian 19th-century literature: (the novel)
n n n n n
Italian 20th-century literature 1: prose Italian 20th-century literature 2: drama Introduction to Italian studies Italian culture and society 18601945 Fascist fictions: cinema & literature 19221945
AND EITHER two additional Italian half unit options from the following: n Essay in Italian
n n n
Dante: Paradiso Boccaccio and the Renaissance novella Modern Italian experimental narrative Ariosto: Orlando furioso Modern critical theory and contemporary Italian poetry An extended essay on an approved topic
OR one full unit from:

n n n
AND two additional French half units from: n Principles of textual analysis
n n n n
Introduction to narrative The linguistics of French 1 Crisis, nation, identity: perspectives on modern France Image and icon: reading the visual Level 2 (four units)
AND EITHER two additional French half units from: n The linguistics of French 3
n n n n
French medieval literature 3 Literature of challenge: the French philosophes Love and society in the modern French novel Modern French dramatists
Compulsory core units: n Advanced Italian 2 (full unit)

n n
Dante: Purgatorio (half unit) Written French 2 (full unit) Italian Renaissance 1: Art and culture Italian Renaissance 2: Literature and society 13501550 Italian 19th- and 20th-century poetry Modern Sicily and the novels of Sciascia The politics and government of Republican Italy Shaping fictions Writing romance and desire The linguistics of French 2 Culture and ideology Staging the text
OR one full unit: special subject n Aspects of contemporary French

n n n n n
AND one half unit in Italian chosen from:

n n n n n
AND two additional French half units from:

n n n n n
A welcome from Dr Carmen Fracchia, Programme Director

The team at the School of Languages, Linguistics and Culture, Birkbeck College is proud to accept the privilege and the challenge of providing the academic direction of the BA Spanish and Latin American Studies for External students. The confidence placed in us gives us the opportunity to work with so many independent and academically motivated people across the world who seek intellectual achievement while undertaking the study of this subject. Both the degree structure and syllabus are designed to guarantee adequate progression in your studies, while at the same time offering flexibility in choice of units, depending on your particular interests within the field of study (Spain, Latin America, the Modern or the Early Modern, Medieval periods, Language). We offer you a dynamic and varied study programme. Language is the central component of the syllabus and you will be expected to reach an advanced level of competence in order to complete the degree. Once you have reached this level, you have the opportunity of increasing your language skills by taking the unit in translation and interpreting. Our Department of Spanish and Latin American Studies is one of the most renowned of its kind in the UK, due to its innovative, world-class research. All tutors participating in the BA are research-active academics whose expertise cover a wide range of specialisations within the area of Spain and Latin America past and present, to include language, literary and cultural studies and the visual arts. Our degree units are periodically revised and updated, including the four language units. Rigorous quality controls ensure that high academic standards are maintained. At Birkbeck College, our internal undergraduates are also reading for their degrees on a part-time basis, many of them combining this with a full working life and family commitments. Some of them embark on a BA degree for the first time, others return to an educational environment after years of being away from it. Our programme is specially designed for this particular type of learning experience and our tutors are well qualified to carry it through. We are very much aware that distance learning may pose these, and a series of other challenges studying alone or the difficulty of accessing course materials, for example and they are all given full consideration in the structure, design and assessment of the degree for External students. As always, the BA Spanish and Latin American Studies programme extends a warm welcome to students from every walk of life who have an interest in the language, history and culture of the Hispanic world. Whether you have decided to enter higher education with a view to enhancing your career prospects, fulfilling a lifelong ambition, or simply because you enjoy learning, we are confident you will find your studies with us a rewarding experience.
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BA Spanish and Latin American Studies

Programme overview
The BA Spanish and Latin American Studies allows you to follow subjects in the broadest possible range of fields (historical and geographical). Alternatively, you may wish to concentrate on particular periods, or pay greater or lesser attention to Latin America as opposed to Spain. All students are recommended to take at least one option in the Golden Age (sixteenth and seventeenth centuries), since this is the great period of Spanish literature, equivalent to the Elizabethan period in English literature. It is assumed that you are starting the degree with a knowledge of the Spanish language (written and spoken) equivalent to A-level standard. Knowledge of another foreign language is useful, but what is really needed is the ability to think critically about the way language is used, whether the language is your mother tongue or not. You are not expected to have any previous knowledge of Spanish or Latin American literature and culture, but it is assumed that you enjoy reading books, watching films and thinking about cultural issues, you are open to new ideas, and you like to form your own opinions.
BA Spanish and Latin American Studies structure

Level 1 (four units)
n
Spanish language 1*
AND three further introductory units from the list below Level 2 (four units)
n
Spanish language 2
AND three units taken from the list of further introductory units and specialised options below (the selection may include one further introductory unit which was not offered at Level 1) Level 3 (three units)
n
Spanish language 3
AND two further units from the list of specialised options below not previously offered at Level 2
Programme specifics
n
Further introductory units: Introduction to medieval literature Tradition and innovation in Golden Age prose and drama Introduction to 19th- and 20th-century narrative The essay in Latin America Specialised options:
n n n n n n Emphasis is also placed on ways of
Features of the degree

n The programme combines study
of the Spanish language with aspects of Spanish and Latin American culture from the medieval period to the present day. n Particular attention is paid to the ways in which different cultural forms relate to their historical context. n Some of the units include art, film, and political and historical writing, alongside literary texts.
reading texts, in order to develop students analytical and critical skills. n A Language Marking Service is available for students studying this programme. Full details of the service, together with practice exercises for each of the four language components offered on the degree, are circulated to all registered students.
n n n
Medieval love poetry The struggle of modernity in 20th-century Spanish culture Literature and the nation in Latin America Spanish language 4 Women in the prose and drama of the Golden Age Spanish women writers and the canon Modernity and the Avant-Garde in Latin America Culture and society in modern Spain Exhibiting the nation in Latin America
Important note: Applicants to the BA Spanish and Latin American studies are strongly advised to submit their application as early as possible and not wait until the deadline date as the first assessed assignment must be submitted by 15 January.
n n n n
Sanity may be madness but the maddest of all is to see life as it is and not as it should be. Miguel de Cervantes Saavedra, Don Quijote
* Students who demonstrate a native or near-native speaker competence in Spanish at the entrance test (see page 66) will be required to replace Spanish language 1 with either a further introductory unit or a specialised option.
Wise men talk because they have something to say; fools, because they have to say something. Plato
A welcome from Professor Samuel Guttenplan, Programme Director

Philosophy has a reputation for both difficulty and depth. It is renowned for pursuing questions into the thickest undergrowth of argument and counter-argument, and many think of philosophical questions as having a special and even mysterious profundity. While there is certainly a basis to this reputation, it has often been exaggerated. There are features of the study of philosophy in the analytic tradition the tradition within which our programme is located that make it a particularly good training for virtually any professional career. For central to the study of philosophy are the abilities to reason and to assess the reasoning of others. These skills transfer easily and naturally to such different areas as management and law. Moreover, the study materials for the programme have been designed with the needs of students firmly in mind. They should enable you to acquire without experiencing undue difficulty the skills and knowledge needed to engage in philosophy. That said, there can be no doubt that there is a certain excitement that comes with the study of philosophy. Many philosophical questions were first asked in one form or another thousands of years ago, others are as recent as the latest developments in the arts and sciences. But whether ancient or recent, these questions are fundamental to human existence. Putting the above points together, I am confident that, in welcoming you into the programme, I am welcoming you into a study that is useful and fascinating at the same time. A word about the Diploma in Philosophy: Many prospective students are attracted by the reputation of philosophy, but are uncertain as to its difficulty and content. The Diploma makes it possible for someone to see what is involved in philosophical investigation without immediately being committed to the longer period of study required for the BA. In particular, the Introduction to Philosophy unit, which is special to the Diploma, is intended to provide a serious, yet gentle, initiation into the subject. My hope, indeed expectation, is that the Diploma will stimulate a thirst for philosophy that only further study will satisfy. Moreover, in sharing three of the four units with the BA, the Diploma allows a student to see what philosophy is about, acquire an award, and amass credit towards further study. Whether as a BA or Diploma student, I hope you will profit from and enjoy your studies with us.
Statue of Plato (Academy of Athens, Greece).
33
BA and Diploma in Philosophy

Programme overview
The study of philosophy is the study of questions about knowledge, moral value, art and beauty, mind, and world. These questions are fundamental to human existence in one form or another they are bound to occur to anyone who thinks about the world and our place in it and debates about their answers have gone on for more than two thousand years. Philosophy is therefore a subject at once profound, exciting, and challenging. One has to learn how to interpret the contributions to these debates made by, among others, Plato, Aristotle, Descartes, Locke, Hume and Kant, as well as those of contemporary philosophers. Moreover, in the analytic tradition to which the course belongs, great emphasis is placed not merely on interpreting and understanding, but also on participating. Students are expected to be able to assess the arguments of others, and, no less importantly, to be able to formulate their own reasoned answers to various of the questions that figure in the course. Birkbeck's Philosophy Department has an international reputation for research excellence. Through their writings and editorial work, Birkbeck academics are significant contributors to contemporary philosophical debates.
BA Philosophy structure
Five compulsory units
n n n n n
Logic Epistemology Greek philosophy: Plato and the Pre-Socratics Ethics: historical perspectives Modern philosophy: Descartes, Locke, Berkeley and Hume Metaphysics Methodology Greek philosophy: Aristotle Ethics: contemporary perspectives Modern philosophy: Spinoza, Leibniz and Kant Continental philosophy from Hegel Philosophy of mind Philosophy of language Philosophy of Kant The philosophies of Frege, Russell and Wittgenstein Political philosophy Aesthetics Symbolic logic Philosophy of science Philosophy of religion Post-Aristotelian philosophy Medieval philosophy Indian philosophy Philosophy of mathematics
AND three further units from the following:

n n n n n
AND two optional units from the following:

n The programme provides a
n n
Features of the Diploma

n The Diploma is intended to appeal
n n n n n n n n n n n n
thorough grounding in the central areas of philosophy. It introduces historical and contemporary issues in the subject and encourages you to make connections between the ideas and arguments that inform philosophical debates. n You will study a range of philosophical works from classical times to the present day. Optional units enable you to focus on areas that may be of particular interest such as political philosophy, aesthetics, philosophies of mind and language, Kant, among others (please see degree structure in right-hand column). n You will develop an awareness of how both the context and terms of the philosophical debate change in numerous ways from one generation to another and will acquire a broad range of skills including the ability to analyse complex ideas and the capacity for original thought. n The subject guides for the BA Philosophy are published by Oxford University Press.
to two different kinds of students. Firstly, those who want to learn more about philosophy and would like a University of London award in the subject, but do not feel ready to commit themselves to a full degree. Secondly, those who do not satisfy the Universitys entrance requirements for the BA degree. n The Diploma gives such students the opportunity to gain access to the degree if their Diploma studies are successful. n You have to complete four units to be awarded the Diploma in Philosophy. n If you obtain the Diploma you may transfer your registration to the BA and automatically be credited with three of the papers passed. The 'Introduction to philosophy' unit is for Diploma students only, and cannot be credited towards the degree. In effect, you will go on to study the further units of the BA and will be able to complete it in a minimum of two further years. n The subject guide for the Diploma unit 'Introduction to philosophy' is published by Wiley-Blackwell.
Diploma in Philosophy structure

One compulsory unit
n
Introduction to philosophy Logic Epistemology Greek philosophy: Plato and the Pre-Socratics Ethics: historical perspectives Modern philosophy: Descartes, Locke, Berkeley and Hume
AND three further units from the following:

n n n n n
Short course: 'Introduction to philosophy'

If you would like to see for yourself what the study of philosophy involves, but do not wish to commit to the Diploma or BA degree, you can now register for the 'Introduction to philosophy' unit as a short course. There are no formal entrance requirements, although you are required to provide proof of competence in English which is acceptable to the University.
Progression to the Diploma in Philosophy

If you succeed in getting a pass mark of 50 or above in the 'Introduction to philosophy' short course you will be considered for registration on the Diploma in Philosophy and will be credited with the pass in the 'Introduction to philosophy' unit. Please write to the External System Student Registry (for address details please see page 68) if you wish to progress onto the Diploma. External students wishing to progress to the Diploma in Philosophy after the 'Introduction to philosophy' short course will be required to pay the Diploma in Philosophy initial registration fee (414), as they will be starting a new registration on a new structure. You will not have to pay another application handling fee, nor will you have to pay a continuing registration fee upon registering for the Diploma in Philosophy (please see page 82 for short course fees).
a new application for entry onto the BA. As this unit does not feature in the BA degree, you cannot have this pass credited towards the degree.
Certificates of Registration and Achievement

Upon registering for the short course, you will receive a Certificate of Registration. Upon successfully passing the 'Introduction to philosophy' short course, you will receive a Certificate of Achievement.
Study materials
Upon registration, you will be sent the following materials: n Student Handbook. n Reading Philosophy subject guide for Introduction to philosophy. n Past exam papers and Examiners' reports. n Regulations.
Syllabus
An introduction to the subject matter and methods of philosophy by means of a study of certain fundamental philosophical problems and texts. Included here will be: the problem of free-will and determinism, the nature of the self, arguments for equality and the foundations of knowledge. You will sit a three-hour unseen written paper, usually in May.
Transfer to the degree Application and registration

To apply, please use the standard Humanities application form in the centre of this prospectus. You will have a registration period of two years. If, having completed the 'Introduction to Philosophy' short course, and you have the requisite entrance requirements for the BA Philosophy degree, you will be permitted to submit
I have been Programme Director for the External programme in Philosophy for over 10 years, a task I undertake on behalf of the Birkbeck School of Philosophy. Though the work is often demanding, especially given my commitment to the Birkbeck School itself and to my own philosophical writing, it
is tremendously rewarding. Aside from the growth of the programme in these past 10 years, what is especially important to me is the enthusiasm of External philosophy students, as well as their success. It is very difficult to study on your own, but the number and quality of those finishing
their BA and Diploma degrees testifies to the value of the programme, and the emails I receive from students even more directly indicate just how much pleasure can come from studying philosophy'. Professor Samuel Guttenplan
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'I have recognised that philosophy now provides a platform and methodology for almost everything I do at work and in life.' Justice Anthony Gafoor
Profile: Justice Anthony Gafoor | BA Philosophy graduate, Trinidad and Tobago

I am currently the Chairman of the Tax Appeal Court of Trinidad and Tobago. After pursuing a legal career which included several years of study with London University as an internal student and in practice as a barrister, I returned to my homeland of Trinidad where I accepted a position on the Bench. I was prompted to continue my studies with London University External System, not only because of my positive experiences as a student in London but also because I have always found the University to be well-organised and very concerned about student welfare issues. I commenced studies for a degree in Divinity because of my involvement in religious matters and progressed naturally and almost seamlesssly to a degree in Philosophy because it helped me to further and deepen my knowledge of the invaluable role this discipline played in religious affairs as well as helping one to think more logically and constructively. In fact, many world leaders in politics and business have found a background and knowledge of philosophy essential in grappling with challenges to which there are no obvious or easy answers. With regard to philosophy, it is not the easiest of disciplines to study but it is enormously rewarding, much like attempting to fill in a crossword puzzle: you have to think hard before you come up with a range of possible solutions. Time and other demands of a domestic and work-based nature are always challenges that any student faces: my experience was no exception. But the material despatched efficiently through London University is of first class quality and in the end any such challenges paled into insignificance in comparison with the sense of achievement, even triumph, which I experienced upon completing each year of the degree. I have recognised that philosophy now provides a platform and methodology for almost everything I do at work and in life. Justice Anthony Gafoor is Chairman of the Tax Appeal Court of Trinidad and Tobago.
A welcome from Dr Elizabeth Burns, Programme Director

Some estimates suggest that about 85% of the worlds population have some kind of religious belief. Religious belief can give a sense of ultimate meaning and purpose, function as a source of values, and provide rituals and ceremonies which supply a structure for living and help to make sense of some of the most important events in human life. Such belief is often reflected in the cultural and political lives of communities, and can sometimes be a source of conflict between both individuals and societies. The study of religious belief is therefore very important, both because it can help you to understand the beliefs of others and the ways in which those beliefs have shaped societies, but also because it offers you an opportunity to consider your own answers to questions which are of fundamental human concern whether you are an active member of a faith community, or have no faith at all. From this year, the External Systems Theology programmes have been revised and updated. The new Certificate programme consists of four modules which will provide you with a solid grounding in Christian Theology and a good basis for further study, should you choose to continue. At the higher levels (the Diploma and the BD), you have a wider choice of modules. For example, you can choose whether or not to study either or both of the biblical languages, or one or more non-Christian religions. The skills you will gain are valuable in many walks of life. The ability to understand and analyse complex ideas and to produce a coherent written account is essential in many contexts. Theology is particularly useful not only for working with one of the churches, but also for those in the teaching profession, the social services, or other occupations which are concerned with people and their values. The managerial and organisational levels of the voluntary sector are also particularly interested in those with theological expertise.
My religion consists of a humble admiration of the illimitable superior spirit who reveals himself in the slight details we are able to perceive with our frail and feeble mind. Albert Einstein
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Programmes in Divinity; Theology; and Philosophy, Religion and Ethics

Programme overview
The University of London Bachelor of Divinity (BD) degree is one of the oldest and most highly respected in the world. It has a long history and some of the major Christian figures around the world have been graduates of London. Academic rigour is applied to all fields of study and if you register as a student you are likely to be fascinated by the importance and complexity of the issues that will quickly arise. As well as being a highly recognised award from one of the great universities of the world, the University of Londons BD will enable you to wrestle with complex issues which go to the heart of who we are as human beings. The wide range of subjects available makes the BD a fascinating programme of study; it also makes it a very demanding one, which should not be undertaken without recognition of the major commitment which is involved.
Certificate of Higher Education in Theology (4 units)

All four of the following units:
n n n n
Introduction to the Old Testament Introduction to the New Testament Christian doctrine Philosophy of religion
Diploma of Higher Education in Theology (8 units)

All five of the following units:
n
Introduction to the Old Testament Introduction to the New Testament Christian doctrine Philosophy of religion Reformation and society c.1450-c.1600
Programme specifics Features of the programmes

n From this year, the Theology
n n
programmes have been revised and updated. n You will have studied questions which are of fundamental human concern about the purpose of human life, or what happens to us when we die, for example. n You will have gained a deeper understanding of individuals and communities who have been influenced by religious belief. n You will have a better idea of your own answers to some of lifes important questions. n You will be able to analyse texts and arguments. n You will be able to produce clear written accounts of your knowledge and arguments.
Key points about the Certificate and Diploma of Higher Education in Theology
n These qualifications are intended
n n
PLUS three from: n Foundations in Biblical Hebrew

n n n n n n n n n n n
to appeal to two different kinds of students. Firstly, those who would like a University of London award in theology, but do not feel ready to commit themselves to studying for a full degree. Secondly, those students who do not satisfy the Universitys entrance requirements for admission to the degree (Certificate of Higher Education only). n The Certificate and Diploma give such students the opportunity to gain access to the degree programme if their Certificate or Diploma studies are successful. n If you obtain the Certificate or Diploma in Theology you may transfer your registration to the BD and automatically be credited with the units passed in the Certificate or Diploma.
Second Temple Judaism New Testament Greek Romans in Greek Johannine writings in Greek Church, ministry and sacraments in early Christianity Christian ethics Liturgical studies Islam Buddhism Religion and science Mind and person in the philosophy of religion
Bachelor of Divinity (12 units)

All five of the following units:
n n n n n
New for 2009 Certificate of Higher Education in Philosophy, Religion and Ethics (4 units)
Four from the following five units:
n n n n n
Introduction to the Old Testament Introduction to the New Testament Christian doctrine Philosophy of religion Reformation and society c.1450-c.1600
Philosophy of religion Introduction to the New Testament Christian ethics for Philosophy, Religion and Ethics students Islam or Religion and science
PLUS six from the following: n Foundations in Biblical Hebrew

n n n n n n n n n n n n
Advanced Biblical Hebrew Second Temple Judaism New Testament Greek Romans in Greek Johannine writings in Greek Church, ministry and sacraments in early Christianity Christian ethics Liturgical studies Islam Buddhism Religion and science Mind and person in the philosophy of religion Dissertation
n This new Certificate focuses on the use of
Philosophy as a tool for analysing the nature and truth of religious beliefs and values, and on the two religions Christianity and Islam which have the greatest number of adherents. n Candidates who successfully complete the CertHE in Philosophy, Religion and Ethics may be eligible to enter the second year of the BA in Philosophy, Religion and Ethics programme at Heythrop College, University of London.
PLUS the following unit:

n
Please note: at least three of the units must be chosen from those marked ().
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'While career goals are important, I believe we should not discount the fun aspect of learning, and I find taking a University of London course by part-time study is a great way to undertake a systematic approach to understanding a new field as opposed to a scattershot approach of just browsing on ones own.' William I.Y. Byun
Profile: William I.Y. Byun | Current Diploma in Theology student, Singapore

'Rather than to say directly help my career, I chose to study for my personal satisfaction and desire to continue learning to expand my knowledge horizons (and also because it is much more interesting than reading in-flight magazines). I head up the development activities in renewable energy in Asia. My previous degrees were in economics and law. I first chose to study sociology as it was an extension of a multidisciplinary understanding of the social sciences which I am pursuing. I am now undertaking another diploma course through the External System the Diploma in Theology. While career goals are important, I believe we should not discount the fun aspect of learning, and I find taking a University of London course by part-time study is a great way to undertake a systematic approach to understanding a new field as opposed to a scatter-shot approach of just browsing on ones own. I have also encouraged everyone in my office to study for University of London degrees via External study and I am proud that of the seven people in my team, four are currently taking degrees and two have just completed. When the whole office is involved, even if everyone is studying different disciplines, it makes for a more dynamic office environment where everyone feels they are growing both individually and professionally. William is Managing Director of Asia Renewables.
Programme syllabuses
BA Classical Studies syllabuses Level 1: Foundation half units Introduction to Greek literature
An introductory historical and critical survey of classical Greek literature from Homer to the Alexandrian age, with texts studied in translation. period being studied through excerpts from the ancient sources in translation, and to the methods and approaches available to the ancient historian.
Level 2: Intermediate full units Homer

A study of the Iliad and Odyssey in translation, looking both at the texts in detail and the broad themes with which they deal, and investigating the historical and artistic background.
The birth of Christian Europe

An introductory unit dealing with the transformation of the ancient world in the period from the end of the fourth century to the seventh century AD. The unit focuses on Gaul and Italy in the period from the rise of the Christian Church and the formal division of the Roman empire into East and West to the effective end of Roman power in the West with the Byzantine conquest of Italy and subsequent political turmoil.
Introduction to Roman literature

An introductory unit studying, with reference to select works in translation, the chronology and development of the main literary genres from the beginnings of Latin literature to the mid-second century.
Virgil
A literary study of the Virgilian corpus in translation, and of its artistic and political context.
Greek history to 322 BC

This unit covers Greek political and social history from Homer to Alexander, from the emergence of classical Greek civilisation and institutions in the ninth century BC to the break-up of the classical Greek world at the hands of Macedon.
Introduction to ancient philosophy

An introductory unit aiming both to inform students about ancient philosophical ideas and to introduce them to philosophical argument. It combines a brief survey of the principal ancient philosophers, from the Presocratics to Aristotle, with study of selected texts, in translation, on the topic of courage, including Platos Laches.
Introduction to Greek archaeology

An introductory unit designed to familiarise students with the material culture of Greek civilisation from the Late Bronze Age to the Hellenistic period, and also the principal forms of Greek art and architecture, with their stylistic development and social context. The latter part of the unit will introduce the student to questions of production and trade, and to different archaeological theories and interpretations and their relationship with Greek archaeology.
Augustus: propaganda and power

This unit studies the means by which the first Roman emperor was able to establish monarchical power and then create a structure of consent within which that power could be exercised and handed on. Stress is laid on changes within the social and political institutions of the Roman state as much as on analysis of the events of the reign. The sources used include not only the historians of the period but inscriptional and visual evidence.
Greek history and the city-state

An introductory unit examining Greek history, society and institutions from the beginning to the late fourth century BC with particular attention to the problems and methods of reconstructing the past from the ancient sources, the historical context of Greek literature, and the development of the city-state.
Introduction to Roman art

An introductory unit designed to familiarise students with the principal forms of Roman artistic culture (architecture, painting and mosaics, statuary, sarcophagi, coins, metal-ware, glass and pottery), from the 2nd century BC to the fourth century AD, and with past and current theories regarding their use as evidence of intellectual, social and economic life in the Roman empire.
Roman history and society: the Julio-Claudians

An introductory unit dealing with the history and political, social and economic institutions of Rome and her empire from AD 14 to AD 68. The unit aims to provide an introduction both to the
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Greek and Roman architecture

This unit studies the practice of architecture and building in the Greek and Roman world, investigating such themes as the development of architectural orders, the role of architects, the design process, the sources and supply of building materials and techniques, planning of cities and other forms of settlement, and civic, religious, funerary and domestic building types.
such as Pliny and Tacitus, this unit is designed to bring together literary criticism and historical methodology to explore how Romans reconstituted their identity in relation to the literary tradition, mythology, history, gender, culture and the political situation.
The dialogues of Plato

A study of the philosophical and literary aspects of dialogues from all periods of Platos activity. Approximately equal parts of the unit will be devoted to (i) Platonic dialogues earlier than The Republic; (ii) The Republic; (iii) the Philebus or Theaetetus, studied in detail and with compulsory exam questions; (iv) other post-Republic dialogues.
of Roman Italy c. 200 BC AD 100. Topics include the analysis of the population, environment, urban planning and infrastructure, housing (design, construction, decoration and room function), suburbs, port, cemeteries, farming, industry, trade and commerce, religion, bathing, sport, the theatre and amphitheatre.
Roman Britain
This unit is a case-study in Roman imperialism and an introduction to the material culture of the Roman empire. It covers the conquest of Britain, its transformation into a Roman province, later changes in its administration and defence, and the impact of incorporation into the Roman empire on the physical environment, religion, economy and society of the island. Particular emphasis is placed on the rich archaeological evidence.
Women in classical antiquity

This unit examines the treatment of women in classical literature, history, philosophy and art, with emphasis on Greece, Hellenistic Egypt and Rome. Topics include: women in myth, epic, law, satire, drama, historiography, religion, Roman elegy; women's writing; modern interpretations of women in antiquity; and ancient medical theory.
Level 3: Advanced full units Greek drama

Selected plays by the three major tragedians, Aeschylus, Sophocles and Euripides, and the comic writer Aristophanes are studied in translation to illustrate aspects of tragedy and comedy, including: drama as performance; the treatment of myth, politics and religion; characterisation; language; structure. Aristotles Poetics is also studied.
The Roman army

This unit looks at the Roman army as an institution by close study of the primary sources - literary, papyrological and epigraphic - in translation, together with the archaeological evidence. It surveys the armys origins and development under the Republic, but focuses mainly on the Principate, covering its personnel, organisation and operation in war and peace, but also its central role in the administration and policing of the empire and impact on provincial populations.
From Nero to Hadrian: literature and society

The period from Nero to the Death of Hadrian sees an efflorescence of Latin literature, much of which deals explicitly with issues raised by the new political context of the powerful monarchy. These issues were not just political but went to the heart of the ideologies of the elite. Looking at poets such as Lucan and Statius, and prose authors
Pompeii
This unit studies the physical remains of the cities of Pompeii and Herculaneum, and the villas of Stabiae, Oplontis and Boscoreale, on their own exceptional terms and within the wider context
English syllabuses Explorations in literature I and II
These units introduce students to methodological and other problems involved in the study of literature from a wide range of periods. They aim to provide a literary context for works which will be studied in later years and to promote a sense of literary history as an active process of development and change. Students choose well-known texts to study which have appeared at any time from 2500 BC to the 20th century. The feature common to all the texts is that they have been considered important in the history of Western literature. Students will consider historical, contextual and other problems raised by the individual texts, as well as relationships between texts. This may involve looking at the direct influence of one text on another, different ways in which different texts treat the same issue, or differences in particular aspects of the texts, e.g. the way characters are represented, the construction of narratives, the use of figurative language. No specific works of criticism, or other background reading, are prescribed for either unit. Instead, students are expected to prepare their own study programme, based on advice offered in the relevant subject guide and the Handbook. introduced to a variety of styles, genres and themes which have been historically influential in the English literary tradition. Prescribed reading will include: Homer: The Iliad, The Odyssey; Sophocles: Oedipus Rex (Oedipus Tyrannus), Antigone; Virgil: The Aeneid; Ovid: Metamorphoses; Plato: The Symposium, The Republic; The Bible: (selection from the King James Version Genesis, Exodus, Job, Song of Solomon, Kings 1 and 2, The Gospel According to St Matthew, Revelations); Dante: Inferno; Chaucer: The Canterbury Tales (The Wife of Baths Prologue and Tale, The Merchants Prologue and Tale); Everyman; Medieval Mystery and Miracle Plays; Sir Gawain and the Green Knight; More: Utopia; Marlowe: Dr Faustus, The Jew of Malta; Shakespeare: Hamlet, The Tempest; selections from The New Oxford Book of English Verse. Man; Woolf: Mrs Dalloway; Eliot: Prufrock and Other Observations, The Waste Land; Beckett: Waiting for Godot, Endgame; Toni Morrison: Beloved.
Approaches to text
This unit considers a range of problems involved in interpreting literary and non-literary texts and introduces basic terminology and concepts involved in analysing such texts (for example metre, symbol, point of view). Interconnections between interpreting texts in different media will also be examined. More specifically, the syllabus aims to help students to understand the technical means by which texts produce meaning; to demonstrate how all acts of interpretation or commentary involve theoretical assumptions and positions, even if such concepts are not explicitly acknowledged; to make inter-connections between interpreting texts in an academic context and in everyday life; to enhance understanding of what constitutes a text, by comparison of literature with visual images, films, drama productions, etc. During study for this unit, students will develop a glossary of key terms and concepts used in textual description and analysis and examine why these terms and concepts matter in the practical analysis of texts in a range of media, though literature will provide the central strand of case studies. Candidates may draw on reading completed for Explorations 1 and 2 units in answers for Section B, but must not present substantially the same material twice, in this or any other Foundation unit examination. Preliminary reading: A. Durant and N. Fabb (1990): Literary Studies in Action; M. Montgomery, A. Durant, N. Fabb, T. Furniss and S. Mills (1992): Ways of Reading: Advanced Reading Skills for Students of Literature.
Explorations II Literature since Shakespeare

This unit deals with English literature since Shakespeare. It is designed to introduce students to a range of works from the early 17th century to the present day. It covers a variety of canonical figures and texts which have had a significant effect on the development of later English literature, as well as introducing the student to some less well-known writing of this period. Students will also be introduced to a variety of styles, genres and themes which have been important in the literature of this period. Prescribed reading will include: Selections from Metaphysical Poets (Penguin, ed. Helen Gardner); Milton: Paradise Lost (Books 1 and 2); Pope: The Rape of the Lock; Fielding: Joseph Andrews; Wordsworth and Coleridge: Lyrical Ballads; Blake: Songs of Innocence and Experience; Austen: Emma, Pride and Prejudice; C. Bront: Jane Eyre, Villette; Dickens: Great Expectations, Hard Times; Conrad: Heart of Darkness; Joyce: Portrait of the Artist as a Young
Explorations I Literature from Homer to Shakespeare

This unit deals with literature from Homer to Shakespeare. It is designed to introduce the student to a range of literature from Classical times to the Renaissance. It covers a variety of canonical figures and texts which have had a significant effect on the development of English literature, as well as introducing the student to some less well-known writing of the medieval period. Students will also be
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Renaissance comedy: Shakespeare and Jonson

This unit aims to provide students with an introduction to the works of Shakespeare and Jonson within the genre of comedy, and seeks to draw attention to the principles of classification which enable these plays to be seen as forming a group. Starting with the hypothesis that the plays themselves may problematise such formulations, the syllabus will examine the cultural specificity of the term comedy, and the extent to which these plays are part of a process which redefined the role of drama in Elizabethan/Jacobean society. The plays will be treated primarily as literary texts but students will be encouraged to consider the possibilities for interpretation which a stagecentred critical approach produces. The plays will be placed in the context of a new dramatic practice which arose within a London of competing commercial and political interests, and students will be required to grasp an overview of the forces shaping the creative production of Shakespeare and Jonson. The demands of the market for which the dramatists were producing, the operation of patronage, the expectations of theatre audiences and the role of censorship will be considered, and the unit will attempt to read through the plays to find the marks of these influences. Topics for special consideration will include: n violation of Classical formulations (e.g. Unities of Place, Action and Time) n the choice of setting and how it affects an audiences responses n the distinction between high and low comedy n genre problems created by these plays n the cultural specificity of the comedy n gender and class transgression. Candidates may write on the same play/s in more than one answer provided that the arguments made are substantially different. Prescribed reading will include:
Jonson: Bartholomew Fair, Volpone, The Alchemist, Every Man in his Humour, Eastward Ho!, Epicoene, or the Silent Woman; Shakespeare: Much Ado about Nothing, As You Like It, The Merchant of Venice, A Midsummer Nights Dream, The Taming of the Shrew, Twelfth Night.
Rochester, Bunyan, Locke, Hobbes, Aphra Behn, Lady Mary Wroth, Jacobean tragedy, the Metaphysical poets, Restoration comedy.
Augustans and Romantics

This unit draws together two periods of English literary history that have traditionally been seen in strong contrast; an antithesis which was frequently underscored by critical manifestos issued during the 18th and early 19th centuries. The unit explores what appear to be the important distinctions, but also considers continuities that may exist between the two periods. Among topics which students may study are: prose and verse satires of the early 18th century; the emergent novel; attitudes towards the language of poetry; Romantic poetry; author-based studies. Among authors whose work students may choose to study are: Swift, Defoe, Gay, Pope, Thomson, Richardson, Fielding, Sterne, Gray, Goldsmith, Sheridan, Blake, Wordsworth, Coleridge, Keats, Austen.
Literature of the later Middle Ages

This unit offers an introduction to English literature of the later Middle Ages, placed within a broad historical and cultural context. A diversity of genres, styles, dialects and literary traditions may be explored. Among topics which students may study are: social satire; the Arthurian tradition and uses of the Arthurian myth; shifts in literary technique, genre and attitudes toward women; myths of social and literary decadence; ideas of society and the individual; high and low culture; spirituality and secularity; chivalry and the figure of the knight; literacy and education; art and architecture; magic and the supernatural; medieval Scotland and the Scottish Chaucerians. Among texts and authors which students may choose to study are: Chaucer, Malory, Henryson, the Gawain poet, the Breton lai, selected lyrics.
Victorians
This unit considers a range of textual forms typical of the Victorian period. Among topics which students may choose to study are: the narrative poem; the social problem novel; the literary avocation of the womans role; Darwinism; faith and doubt; social unease; decadence; author-based studies. Among authors whose work students may choose to study are: Thackeray, Hopkins, Mrs Gaskell, Tennyson, Dickens, Christina Rossetti, Hardy, George Eliot, Charlotte Bront, Emily Bront, Browning, Elizabeth Barrett Browning.
Renaissance and Restoration

This unit offers an overview of English literature and literary culture in the period from the reign of Henry VIII (the lyric poets Thomas Wyatt and the Earl of Surrey) to the satirists and dramatists of the Restoration. Among topics which students may study are: women and writing in the early modern period; Jacobean drama; the origins of Elizabethan tragedy; literature of the Commonwealth; Restoration comedy; surveys of the period and other more specialist topics. Among texts and authors which students may choose to study are: Wyatt, Surrey, Castiglione, Machiavelli, Sidney, Spenser, Raleigh, Kyd, Marlowe, Jonson, Shakespeare, Milton, Dryden,
Moderns
This unit is concerned with poetry, fiction and drama in the 20th century. Among topics which students may
English syllabuses
study are: the definition and function of terms such as modern, modernism, post-modernism; the effects of war and technological change on literary production; the link between art and politics; the proletarian novel; feminist drama; regional literatures (such as Scottish poetry or Caribbean novels); the fiction of empire; poetry of the First World War; post-modern fiction; author-based studies. Some authors whose works students may choose to study are: Woolf, Conrad, Joyce, Pound, T.S. Eliot, W.B. Yeats, W.H. Auden, Huxley, Evelyn Waugh, Lovelace, George Barker, Larkin, Plath, Orwell, Lewis Jones, Somerfield, Osborne, Sillitoe, Braine, Spark, Pinter, Vonnegut, Nabokov, J.G. Farrell, Rhys, Beckett, Lessing, Fowles, Tutuola, Angela Carter. Bibliographia Literaria (selections); Peacock: The Four Ages of Poetry; Shelley: A Defence of Poetry; Arnold: Preface to the Poems (1853), Culture and Anarchy; Pater: Essays (selected). How do ethnic groups serve to characterise literature (e.g. Irish poetry, Caribbean literature)? The unit concludes with an overview. Are these varieties a sociolinguistic reality or are they an artefact of literary/ linguistic reality, or are they an artefact of literary/linguistic theorising? The paper will cover the full scope of the syllabus. Students will be expected to demonstrate an understanding of concepts covered, and problems with those concepts, illustrating from literary and non-literary texts where appropriate. Preliminary reading: A. Durant and N. Fabb (1990): Literary Studies in Action; E. Traugott and M. Pratt (1980): Linguistics for Students of Literature; P. Trudgill (1974): Sociolinguistics: an Introduction.
n
Varieties of language in conversation and literature

This unit aims to analyse varieties of language in conversation and literature. It explores how varying aspects of language use convey information about the speaker/writer over and above its factual content, and how such varieties function in literature. Variation in terms of gender, race and class, and differing conceptions of bad language, will be considered. Questions which students may consider include: General n How do we identify linguistic differences between gender, class or ethnic groups? n What do we mean by womens language and feminist writing? n Do social class/ethnic group dialects exist? n What is the basis for stereotypes? Gender n Do men and women speak/ write differently? n What is sexist language and feminist writing? n Who controls what words mean? n The syllabus will use texts written both by and about women. Class and dialect n What is social class? n Can we judge a persons social class by their language? n What is the dialect of, and how is social class represented in, literature? Race and ethnicity n Is there any connection between a language and race? n To what extent is a language a defining or an identifying characteristic of ethnic group membership?
Reading womens writing

This unit will examine a selection of womens writing from the 1790s to the 1990s, from Mary Wollstonecraft to Alice Walker. It will look at the ways in which particular themes (e.g. sexuality, identity, marriage) are presented in poetry, fiction and other kinds of writing and ask how these relate to the historical position of women at the time. As well as looking at the qualities of individual texts, students will consider their chosen examples in relation to questions about genre and gender, authority and authorship, voice and language. Do women write about different things from men? Or is it a question of style? Do women have a literature of their own and what, if anything, is distinctive about womens writing? How does womens writing relate to the changing history of women in the last two centuries? Particular attention may be given to the following topics: the rise of the woman novelist (Behn, Wollstonecraft, Austen) and the nature of womens conduct books in the early 19th century; the struggle to find a poetic
Literary theory: Plato to Pater

In this unit, students are encouraged to follow a largely chronological sequence and to consider some of the recurrent debates that have occupied literary theorists from Classical times to the 19th century. Among topics which students may study are: the nature of tragedy; literary decorum; the sublime; the ideal and the real; tradition and originality; poetic diction; theories of the imagination; literature as a criticism of life. Students will choose texts for more detailed study from the following list: Plato: The Republic, Ion; Aristotle: Poetics; Aeschylus: The Oresteia; Sophocles: Oedipus Tyrannus; Horace: Ars Poetica; Longinus: On the Sublime; Ascham: The Schoolmaster; Elyot: The Governour; Sidney: An Apologie for Poetry; Jonson: Discoveries; Dryden: An Essay of Dramatic Poesie; Addison and Steele: The Spectator, The Guardian, The Tatler (selected essays); Pope: Essay on Criticism; Johnson: Lives, Prefaces, Essays; Wordsworth: Preface to the Lyrical Ballads, Preface to the Poems of 1815, Essay, Supplemental; Coleridge:
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voice in the mid-19th century (Barrett Browning, Rossetti and Bront); womens contribution to modernism in the early 20th century (Woolf, Richardson, Mansfield); and contemporary womens writing which related gender to race and class (Morrison, Walker, Barker). Students will also be encouraged to consider the different theoretical and historical explanations of womens writing in feminist criticism by Woolf, Showalter, Cixous, Kristeva and others. Preliminary reading: Toril Moi (1985): Sexual/Textual Politics: Feminist Literary Theory; Janet Todd (1988): Feminist Literary History; Virginia Woolf (1929): A Room of Ones Own.
The novel
This unit aims to provide students with some historical and critical perspectives on an evolving aesthetic form central to English studies. Focusing on both works originally written in English and ones in translation, the unit surveys selected novels in three broad chronological groupings: 18th- and 19th-century realist novels; early 20thcentury modernist novels; and finally a wide-ranging exploration of the major themes and characteristic narrative strategies associated with anti-realist or post-modern works of fiction. The syllabus encourages students to consider some relevant theoretical questions on the nature of narrative and the role of the reader, together with critical writing on a variety of topics, ranging from mimesis to genre. Attention will also be given to narrative techniques, including characterisation, use of imagery, narrative voice, scenemaking the strategies of fiction whereby novelists develop individual structures that enable them to say something new in fictional terms. Among texts which may be studied for this unit are: Defoe: Moll Flanders; Laclos: Les Liaisons Dangereuses; Zola: Germinal; Tolstoy: Anna Karenina; Dostoyevsky: Crime and Punishment; James: The Turn of the Screw; Woolf: To the Lighthouse; Nabokov: Lolita; Robbe-Grillet: In the Labyrinth; Calvino: If, On a Winters Night, A Traveller; Rushdie: Midnights Children.
Shakespeare
The aim of this unit is to enhance the students understanding of Shakespeares writing and, more particularly, his relationship to the theatrical milieu and the literary conventions of his time. The unit is designed to help the student identify what is characteristic of Shakespeares writing, to develop an understanding of the early modern theatre industry, to locate the plays in their socio-cultural contexts, and to apply a range of critical approaches to Shakespeare. Among topics which students may wish to study are gender politics, staging, the expanding world of Elizabethan and Jacobean England, and contemporary debates about governance. As well as studying thematic issues, students will be encouraged to examine formal questions of dramatic and poetic genre, verse construction, the relationship between diction and dramatic characterisation, and dramatic structure. The syllabus comprises Shakespeares works, dramatic and poetic, with the exception of those plays listed on the syllabi of Explorations 1 and Renaissance Comedy: i.e. Hamlet, The Tempest, Much Ado About Nothing, As You Like It, The Merchant of Venice, A Midsummer Nights Dream, The Taming of the Shrew, Twelfth Night.
stories, poetry and drama, allowing students to develop an understanding of the change and continuity in the literary culture of the period, whilst providing a context for the application of a wide range of critical approaches. Students will be expected to combine a close analysis of the chosen texts with supplementary reading of critical material to illustrate aspects of American literature, including modernism, imagism, post-modernism, developments within and across genre, feminism, and the text as both cultural artefact and political response. Among authors whose works students may choose to study are: Ralph Ellison, William Faulkner, Zora Neale Hurston, Carson McCullers, Toni Morrison, Alice Walker, Amy Lowell, Marianne Moore, Ezra Pound, Allen Ginsberg, Langston Hughes, Sylvia Plath, Harvey Fierstein, Lillian Hellman, David Mamet, Arthur Miller, Tennessee Williams, August Wilson, Robert Lowell.
Nineteenth-century American literature

This unit offers the opportunity to explore the evolving literature of the United States in the century in which the nation itself was formed geographically, politically and culturally. Students are encouraged to develop a reading syllabus of authors and topics which affords insights into the vast social and political changes of this era, as well as investigating literary forms, critical issues and emerging American voices. The range of topics which can be covered in this unit includes: Realist, Naturalist and Romantic Writing; Fiction and Social Change; the Transcendentalists; the New England Tradition; the Evolution of new Regionalisms; Literature of Slavery; the Civil War; Abolition and Suffrage; the Melting Pot of Languages; the Connecticut Wits. In addition the unit will examine the exchange of influences between American and European writing. The scope of reading will encompass novels, short stories, poetry, satire and drama.
Modern American literature

This unit examines a broad range of American literature, examining genres, schools, cultural trends, and literary and critical developments throughout the 20th century. There is ample opportunity to investigate the cultural and ethnic diversity of American society, as well as to read ones way around the country, from the Harlem Renaissance in New York to Southern Gothic in New Orleans, and on the road to the gathering of the Beat Generation in San Francisco. The syllabus comprises novels, short
English syllabuses
Among the authors whose works students may choose to study are: Louisa May Alcott, James Fenimore Cooper, Emily Dickinson, Ralph Waldo Emerson, Nathaniel Hawthorne, Juliet Ward Howe, Washington Irving, Henry James, Sarah Orne Jewett, Herman Melville, Edgar Allan Poe, Harriet Beecher Stowe, Henry David Thoreau, Mark Twain, Phillis Wheatley, Walt Whitman. critical strategies for reading literary texts. Among topics which students may choose to study are: AngloIrish culture; political oratory and pamphleteering; traditions of Irish comedic; Catholicism and cultural decolonisation; and modern literary responses to political and cultural conflict from 1960 onwards. In addition students will also be required to undertake a special author study. The critical approaches adopted here may derive from historical contextualisation, but students will be encouraged to develop a range of critical approaches for this part of the degree. Among the writers whose works students may choose to study are: Samuel Ferguson, Standish OGrady, J.C. Mangan, D.P. Moran, Oscar Wilde, W.B. Yeats, Lady Gregory, J.M. Synge, George Russell, James Joyce, Padraic Pearse, Sean OCasey, J.G. Farrell, Brendan Behan, Seamus Heaney, Padraic Fiacc, Edna OBrien, Roddy Doyle. Forster, V.S. Naipaul, Behn, Defoe, Lessing, Cary, Waugh, Burgess, Boyd, Grassic Gibbon, Greene, Schreiner, Scott, Shakespeare, F.A. Steel, Yeats, Joyce.
Postcolonial literatures in English

This unit will examine the range of literature produced since 1947 in the regions of the world formerly under British rule. Students may study literature from the former white Dominions such as Australia and Canada, as well as literature from Asia, Africa and the Caribbean and work produced by the various diasporas of Commonwealth origin within contemporary Western societies such as Britain. Among themes which may be studied are: representations of the metropolitan centre and the periphery; disillusion with independence; problems of identity and cultural identification; exile and diaspora; neo-colonialism; the role of the intellectual and the artist; the subversion of Western literary form; the usages of the English language; problems and opportunities of the postcolonial woman. Among authors whose work may be studied are: Achebe, Ngugi, Soyinka, Narayan, Desai, Aidoo, Harris, Brathwaite, Collins, Phillips, Atwood, Hulme, Head, Naipaul, Mo, Rushdie, Lovelace, Emecheta.
Drama since 1860

This unit aims to provide students with historical and critical perspectives on the major thematic and stylistic developments in a selection of British, American and European drama between 1860 and the present day. The unit encourages students to trace the relationship between the theory and practice of the dramatists listed and seeks to examine the way in which the choice of style or presentation, be it realism, expressionism or the avant-garde, might be seen to reflect the thematic concerns of their plays. The unit will also encourage students to consider the relationship between the dramatic text on the page and play in performance, where appropriate. Among playwrights whose work students may study are: Ibsen, Strindberg, Shaw, Yeats, Eliot, Synge, Wilde, OCasey, Lorca, Brecht, Beckett, ONeill, Williams, Miller, Pinter, Osborne, Delaney, Hellman, Wandor, Gems, Orton, Churchill, Friel, Roche.
Empire and literature

The aim of this unit is to introduce the student to the corpus of texts which deal with Britains history as a colonial, imperial and neo-colonial power. While focusing principally on the period 18801960, and on British writing, students will also have an opportunity to consider texts which address questions of overseas domination in earlier periods and to consider more recent writing which reflects on the legacy of Britains imperial past. Among topics which students may wish to study are: representations of the effects of political and economic exploitation of empire; the role of questions of gender, class and sexuality in imperial discourse; the representation of subject peoples; the anxieties of empire; the uses of landscape in imperial fiction; the relationship between colonial and postcolonial writing. Among authors whom students may study are: Kipling, Conrad, Rushdie,
Modern literary theory

This unit aims to acquaint students with a wide variety of theoretical approaches to literary texts which have been adopted in literary studies over the past 30 years: marxist, feminist, structuralist, post-structuralist, new-historicist and psychoanalytic approaches are included, along with the discussion of the readers role in literary meaning and the elements of narratology the study of the principles of narrative. Its focus is on the possibilities for practical applications of reading strategies in the students own
Irish literature in English from 1800 to the present day

This unit examines a wide range of Irish literary culture from the 19th and 20th centuries. In the first part of the syllabus, students will be contextualising Irish literary forms and their development in terms of colonial and postcolonial history. Students will be encouraged to develop a working knowledge of Irish history in the 19th and 20th centuries, and to apply this knowledge in their
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encounters with literary works, rather than on the study of major theorists and their writings. Students taking this unit should find that their studies on other units will benefit from acquaintance with a broader repertoire of interpretative strategies and with arguments that are fundamental to literary understanding. The units focus on the multiple possibilities of reading and interpretation is consolidated in the special study of a single work and of the critical approaches appropriate to it: Mary Shelleys novel Frankenstein is adopted as the set text for this purpose. Students will study Frankenstein in Johanna M. Smiths critical edition (1992), and will choose to follow introductory guides to modern theory including the following: Raman Selden: Practising Theory and Reading Literature (1989); David Buchbinder: Contemporary Literary Theory and the Reading of Poetry (1991); Jeremy Hawthorn: Unlocking the Text (1987); Terry Eagleton: Literary Theory (1983); Toril Moi; Sexual/ Textual Politics (1985); Terence Hawkes: Structuralism and Semiotics (1977).
as spanning approximately 40 years, from 1789 to 1830. It is the poetry of the Romantic period which tends to be better known, but much interesting and characteristic prose writing fiction and non-fiction was also produced at this time, from gothic novels to critical writing. This unit will consider both poetry and prose of the period. The topics which may be studied include the Romantics and revolution, concepts of the Imagination, the Sublime, Nature, Romantic subjectivities, Romantic orientalism and Romantic theories of language. There will be an emphasis on the political and social context and the unit will include some Romantic political writing. The following authors are among those you may choose to study: Wordsworth, Coleridge, Burns, Blake, Clare, Byron, Shelley, Keats, Mary Wollstonecraft, Thomas Paine, William Godwin, Ann Radcliffe, Mary Shelley, James Hogg, Thomas de Quincey.
Advanced personal study

This unit encourages students to formulate and complete a personal programme of study. Students will develop a series of projects, using skills and concepts which they have encountered in units which have been studied previously. Some projects may
Romanticism
This unit looks at writing from the period known as Romantic, which for the purposes of the syllabus is considered
be similar to work done in other units and some may focus on establishing links between such units. Other work may address issues and themes not considered elsewhere on the BA programme. Individual advanced personal study programmes may include: a detailed examination of one or more authors; comparison of works by different authors in relation to particular issues and themes, or critical problems; more advanced study of theoretical approaches to literary and cultural studies; studies of particular genres; an examination of writing techniques; study of some literature not originally written in English. Attention will be given to all phases of the programme, from deciding on a suitable range of projects to prepare, to preparing for the examination. No specific reading is required for this unit, since students will be constructing their own courses of study, in conjunction with the advice given in the subject guide and in the Handbook. In the examination, students will be expected to demonstrate that they have undertaken some original work, which is not entirely derived from work in other units of the degree. The range of topics to be examined will include literary, theoretical, generic and conceptual areas of study.
Profile: Christina Yew Lan | BA English graduate, Singapore

'Perhaps having been brought up in an English-speaking family, I seem to have a natural inclination and interest towards the study of Western Literature. Along with the urge and eagerness to explore and probe the distant areas and context of another nature, I was prompted to take up the BA English through the University of London External System. It was a challenging task initially, trying to understand the many aspects of English literature, but the systematic and comprehensive study modules have made it an easy progression. Eventually, after completing the programme, I could only say that I marvel at the richness and beauty of English literature. The programme has certainly trained me in critical thinking, to address things from a wider perspective, and expanded my boundary of thoughts, to see things beyond their surface and detect the presence of subtext. This is especially useful to me in my artistic endeavours as a visual artist. Having tremendously enjoyed and benefited from the programme, I have further enroled myself in the BA Philosophy through the University of London External System. With this excitement and confidence, I now look forward to another intellectual journey with the University of London!'
History syllabuses Level 1: Foundation half units The material world: culture and environment in the last millennium
This unit looks at the changing ways in which human beings have interacted with their physical environment, and touches on topics ranging from climate, landscape, communications, housing and food, to religious places and consumer goods. challenge to Christian Europe from the Vikings; the nature of kingly authority; and the revival of learning and literacy in the Twelfth-Century Renaissance. complete coverage of social history in the period, nor indeed of European history between c. 1500 and 1780, and it draws on material from both Continental Europe and England.
Conflict and identity in the modern world from 1789 to the present day
This unit aims to introduce students to a variety of approaches to modern history. It takes a thematic path through such topics as revolution, imperialism, war and social change, nationalism, ethnicity and gender. It covers both Europe and the non-European world, and puts its emphasis on new approaches and new interpretations.
Level 1: 'Gateway' half units Introduction to Greek literature

An introductory historical and critical survey of classical Greek literature from Homer to the Alexandrian age, with texts studied in translation.
History and meanings

This unit looks at how the understanding of historical time has developed in different societies, and how the interpretation and writing of history has evolved over the centuries.
Introduction to Roman literature

An introductory unit studying, with reference to select works in translation, the chronology and development of the main literary genres from the beginnings of Latin literature to the mid-second century.
Republics, kings and people: the foundations of modern political culture

This unit investigates the origins of our ideas about human rights and duties, revolution and democracy, consent and liberty, etc. A number of key writings are studied: ranging from Plato and Aristotle in the ancient world to Machiavelli, More, Hobbes, Locke and the Enlightenment in the transition from the early modern to the modern world. Analysis of the development of fundamental ideas about politics and society through these examples sharpens the mind and throws light upon the present in the perspective of the past.
State, society and the individual in the nonwestern world

This unit looks at changes and continuities in the social framework and fundamental concepts of the non-western world during the 19th and 20th centuries. It focuses particularly on five main areas: the modernisation of the state; the re-ordering of society; the role of religion; the nature of the family and the role of women; the development of individualism.
Introduction to ancient philosophy

An introductory unit aiming both to inform students about ancient philosophical ideas and to introduce them to philosophical argument. It combines a brief survey of the principal ancient philosophers, from the Presocratics to Aristotle, with study of selected texts, in translation, on the topic of courage, including Platos Laches.
Level 1: 'Gateway' full units The birth of western Christendom AD 300-1215

This unit looks at the inter-relation of church, society and government in a key period of the evolution of Europe. The main themes are: the formation of the Christian Roman Empire; the place of the Church in the new era of the early-medieval successor states; the role of Christianity in the transmission of culture; the empire of Charlemagne; the
The rich tapestry of life: A social and cultural history of Europe c. 1500-1780
This unit aims to direct students to some of the most exciting writing in the recent social history of early modern Europe; to introduce students, week by week, to analytic concepts (space, gender, status, identity, etc.); and to familiarise students with primary source material. Topics covered will include masculinity, femininity, sexuality, violence, poverty, life and death, body and mind. The unit does not purport to provide a
Greek history and the city-state

An introductory unit examining Greek history, society and institutions from the beginning to the late fourth century BC with particular attention to the problems and methods of reconstructing the past from the ancient sources, the historical context of Greek literature, and the development of the city-state.
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Roman history and society: the Julio-Claudians

An introductory unit dealing with the history and political, social and economic institutions of Rome and her empire from AD 14 to AD 68. The unit aims to provide an introduction both to the period being studied through excerpts from the ancient sources in translation, and to the methods and approaches available to the ancient historian.
Level 2: Group A full units

From nation state to multiple monarchy: British history, 1485-1649 [HISA008] This unit aims to provide a survey, largely political and religious, of the history of England from the accession of Henry VII to the execution of Charles I. Focusing mostly on England in the 15th and 16th centuries, it broadens to include Scotland after the Union of the Crowns in 1603. Wales and Ireland are also discussed where relevant to the main narrative. The principal themes considered are the political changes wrought by the successive dynasties of Tudors and Stuarts, and the opposition they aroused; the chronology and pattern of religious developments with the coming of the Reformation; the accession of James VI of Scotland to the English throne and its consequences; the impact of demographic, agrarian and commercial developments; the origins, outbreak and course of the British civil wars, concluding with the execution of the king and the abolition of the House of Lords.
The birth of Christian Europe

An introductory unit dealing with the transformation of the ancient world in the period from the end of the fourth century to the seventh century AD. The unit focuses on Gaul and Italy in the period from the rise of the Christian Church and the formal division of the Roman Empire into East and West to the effective end of Roman power in the West with the Byzantine conquest of Italy and subsequent political turmoil.
the rise (and fall?) of the Labour party, the Irish question, Appeasement in the 1930s, the impact of two world wars on twentieth-century Britain, and the legacy of the 'Swinging Sixties'. Take this unit to learn why the future Napoleon III served as a British police constable in 1848, to discover which Victorian Premier roamed the streets at night to carry out 'rescue-work' with prostitutes, to understand who or what a 'flapper' was, and to find out why feminist activists lobbed flour-bombs at Bob Hope in 1970. Or simply take this unit to be better able to understand the complexities of the society in which we live today.
Modern times: international economic history c.1901-1990

This unit covers the economic developments affecting the UK and the wider world in the twentieth century. The first term is devoted to the UK; topics covered include the Edwardian period and the First World War; the long post-1945 boom; the problems of the 1970s and 1980s; and the Major and Blair years. The second term covers the same period, but extends the discussion to cover the wider developments in the world economy, with particular reference to the ending of free trade and the rise of economic protection in the 1930s, and the factors making for the reconstruction and revival of the world economy since 1945, culminating in the recent performance and problems affecting the world economy since the 1980s.
Introduction to Greek archaeology

An introductory unit designed to familiarise students with the material culture of Greek civilisation from the Late Bronze Age to the Hellenistic period, and also the principal forms of Greek art and architecture, with their stylistic development and social context. The latter part of the unit will introduce the student to questions of production and trade, and to different archaeological theories and interpretations and their relationship with Greek archaeology.
British history 1770-1990

Is Britain a class-ridden society? Why does Britain still have its royal family? Is Britain culturally closer to Europe or to America? Could Britain's decline after 1945 have been averted? This unit is essential for anyone wishing to understand the political, social and cultural make-up of modern Britain. It offers a broad survey of modern British history, from the reign of King George III through to the fall of Mrs Thatcher in 1990, through the prism of five underlying themes: politics, society, culture, gender and national identities. In doing so it seeks to guide students through the formative events of modern British history, and introduce them to the main historical controversies and debates. Among topics covered are British reactions to the French Revolution, Victoria and the re-invention of the British monarchy,
Homer
A study of the Iliad and Odyssey in translation, looking both at the texts in detail and the broad themes with which they deal, and investigating the historical and artistic background.
Introduction to Roman art

An introductory unit designed to familiarise students with the principal forms of Roman artistic culture (architecture, painting and mosaics, statuary, sarcophagi, coins, metal-ware, glass and pottery), from the 2nd century BC to the fourth century AD, and with past and current theories regarding their use as evidence of intellectual, social and economic life in the Roman empire.
Virgil
A literary study of the Virgilian corpus in translation, and of its artistic and political context.
History syllabuses Greek history to 322 BC
This unit covers Greek political and social history from Homer to Alexander, from the emergence of classical Greek civilisation and institutions in the ninth century BC to the break-up of the classical Greek world at the hands of Macedon.
Levels 2 and 3: Group B full units The Crusades and the eastern Mediterranean 1095-1291
The triumph of the First Crusade (1099) resulted in the establishment of a Latin Christian community in the Levant for almost two hundred years. This unit is primarily concerned to examine how the settlers maintained their hold on a region which was spiritually, economically and politically important to the Byzantine empire and the Muslim world as well. The reaction of these groups to the crusades and the development of their relationship with the settlers is an integral part of the subject. The jihad became the channel for Muslim opposition and the Latins discovered that their own resources were insufficient to meet this threat and they appealed for help to Western Europe. The response and the consequences of this reaction for settlers tenure of the Holy Land will be analysed. The Frankish way of life will be studied; its institutions, the economic position of the Christian settlements; the role of women, and whether the Latin states represent an early form of western colonialism will be discussed. The preaching and preparation of crusading expeditions, the evolution of the crusading idea, crusading warfare and criticism of crusading will also be studied. The unit will utilize a variety of primary material from European, Byzantine, Muslim and Syriac sources in translation.
Augustus: propaganda and power

This unit studies the means by which the first Roman emperor was able to establish monarchical power and then create a structure of consent within which that power could be exercised and handed on. Stress is laid on changes within the social and political institutions of the Roman state as much as on analysis of the events of the reign. The sources used include not only the historians of the period but inscriptional and visual evidence.
in womens history. Attention focuses on the diversity of roles women played, the changing scope of female experience, and the different languages available to articulate that experience. Topics covered include: Love and Marriage, Sexuality, Masculinity, Divorce, Motherhood, Work, Consumerism, Material Culture, Print, Polite Culture, Feminism, Politics and Religion. Students will be encouraged to engage critically with the categories, modes of explanation and chronology of recent womens history.
Ethnicity, identity and citizenship in modern British life

This unit provides a comprehensive introduction to the history and functioning of multi-ethnic Britain. It covers the history of immigration and settlement of minorities and explores contemporary issues which concern Black and Asian groups. Students will re-examine their own identity to understand immigrant experience and ethnic conflict. The ways in which racism and ethnicity have affected Britain and the effectiveness of public policy are covered. Ethnic groups' reaction to British society is considered.
Greek and Roman architecture

This unit studies the practice of architecture and building in the Greek and Roman world, investigating such themes as the development of architectural orders, the role of architects, the design process, the sources and supply of building materials and techniques, planning of cities and other forms of settlement, and civic, religious, funerary and domestic building types.
Modern political ideas

The unit examines the main currents of political thought in Modern European and World History from Rousseau to the present, e.g. The Eighteenth Century and the French Revolution; Commercial society and its enemies (Hume, Smith, Rousseau); the French Revolution (Paine, Wollstonecraft); reactions to the revolution (Hegel); The Nineteenth Century, Early socialism (Owen, Fourier, Saint Simon); Tocqueville and the American model; Marx and communism; Mill and liberalism; Nietzsche and modernity; Bakunin and anarchism; The Twentieth Century - Anti-imperialist theorists (Fanon, Gandhi); Orwell and dystopia; green political theory.
Experience, culture and identity: womens lives in England 1688-c. 1850

This unit examines the mental and material world of English women in a period of rapid social, economic and cultural transformation. It exploits the wealth of secondary literature which has appeared on the subject in recent years, and evaluates the dominant interpretations of continuity and change
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Roman Britain
This unit is a case-study in Roman imperialism and an introduction to the material culture of the Roman empire. It covers the conquest of Britain, its transformation into a Roman province, later changes in its administration and defence, and the impact of incorporation into the Roman empire on the physical environment, religion, economy and society of the island. Particular emphasis is placed on the rich archaeological evidence.
The dialogues of Plato

A study of the philosophical and literary aspects of dialogues from all periods of Platos activity. Approximately equal parts of the unit will be devoted to (i) Platonic dialogues earlier than The Republic (ii) The Republic (iii) the Philebus or Theaetetus, studied in detail and with compulsory exam questions; (iv) other post-Republic dialogues.
Level 3: Group C double units Blasphemy, irreligion and the English Enlightenment 1620-1720 [HISC016]
This unit examines the intellectual and political consequences of the radical ferment (both popular and philosophical) of ideas spawned in the English Revolution of the 1650s. The unit texts include clandestine manuscripts, like the subversive Treatise of Three Imposters which argued that Moses, Mahomet and Christ were all religious frauds, and printed works by critics like James Harrington, Thomas Hobbes and Charles Blount. The primary objective will be to study the anticlerical, heterodox and openly irreligious components of the Republican attack upon Christianity. The second line of enquiry will explore how the attack on Christianity of the 1650s developed into a systematic rejection of all revealed religion in the later 17th century. Attention focuses upon arguments that set out to destroy the authority of the priesthood and to reject the authenticity of the Bible, as well as their accounts of other religions like Islam and Judaism which were used to criticise Christianity.
Women in antiquity [CLAA018]

This unit examines the treatment of women in classical literature, history philosophy and art, with emphasis on Greece, Hellenistic Egypt, and Rome. Topics include: women in myth. epic, law satire. drama, historiography, religion, roman elegy; womens writing; modern interpretations of women in antiquity; and ancient medical theory.
Greek drama
Selected plays by the three major tragedians, Aeschylus, Sophocles and Euripides, and the comic writer Aristophanes are studied in translation to illustrate aspects of tragedy and comedy, including: drama as performance; the treatment of myth, politics and religion; characterisation; language; structure. Aristotles Poetics is also studied.
The Roman army [CLAA019]

This unit looks at the Roman army as an institution by close study of the primary sources literary, papyrological and epigraphic in translation, together with the archaeological evidence. It surveys the armys origins and development under the Republic, but focuses mainly on the Principate, covering its personnel, organisation and operation in war and peace, but also its central role in the administration and policing of the empire and impact on provincial populations.
From Nero to Hadrian: literature and society

The period from Nero to the Death of Hadrian sees an efflorescence of Latin literature, much of which deals explicitly with issues raised by the new political context of the powerful monarchy. These issues were not just political but went to the heart of the ideologies of the elite. Looking at poets such as Lucan and Statius, and prose authors such as Pliny and Tacitus, this unit is designed to bring together literary criticism and historical methodology to explore how Romans reconstituted their identity in relation to the literary tradition, mythology, history, gender, culture and the political situation.
The clash of powers and cultures: Sino-American relations during the Cold War [HISC020]
This course examines the ups and downs in Sino-American relations during the Cold War. It looks at how and why Communist China and the United States were transformed from hostile enemies in the 1950s and early 1960s into tacit allies by the late 1970s. Events to be covered include their direct and indirect confrontations over Korea, Taiwan, and Vietnam; the role of the Soviet Union in their changing relationship; and their divergent policies towards such issues as Third World revolutions, nuclear weapons, and international trade. At a thematic level, the course will consider how ideology, personalities, domestic
Pompeii [CLAA020]
This unit studies the physical remains of the cities of Pompeii and Herculaneum, and the villas of Stabiae, Oplontis and Boscoreale, on their own exceptional terms and within the wider context of roman Italy c. 200 BC-AD 100. Topics include the analysis of the population, environment, urban planning and infrastructure, housing (design, construction, decoration and room function), suburbs, port, cemeteries, farming, industry, trade and commerce, religion, bathing, sport, the theatre and amphitheatre.
History syllabuses
considerations, cultural stereotypes, and alliance politics influenced their respective policies and the dynamics of their interactions. Students are expected to approach the subject not only from the American perspective but also from the Chinese one, by exploring both Western and Chinese (translated into English) primary sources, such as diplomatic documents, memoirs, public speeches, newspapers, and political cartoons. By placing Sino-American relations in the wider domestic and international contexts, this course will enhance our understanding of how the two great powers and two different cultures shaped, and were shaped by, the global Cold War.
Politics and society in Palestine from c. 1900 to 1948 [HISC019]

This unit looks at the interaction of politics and society in Palestine from the late Ottoman period until the establishment of the state of Israel. What was the impact of the politics of the West upon society in Palestine in the late Ottoman period? How did different social and religious groups react? What were the different interpretations of Zionism? What can we learn from the documents about them? Another theme we examine from study of the texts is the struggle of the British to control the situation and build a state in Palestine. How did the Arabs respond? We look at the forms of modern organisation and ideology they used and the problems of Arab identity and nationalism at both the local and regional level. Texts written by both Arab and Jewish women are examined to compare their role in political and social developments. The changes generated by the World Wars are a further theme, and include the debate on the impact of terrorism, as well as the effect of the growing involvement of America.
Martin Luther King and the Civil Rights Movement in the USA [HISC018]
Martin didnt make the movement, the movement made Martin, noted veteran civil rights activist Ella Baker. Bakers perceptive comment goes to the very heart of contemporary historiographical debates. On the one hand, scholars have increasingly viewed the mass black movement for civil rights in the United States between the 1940s and 1970s as a grassroots phenomenon that was rooted in local communities and based upon local leadership and local needs. On the other hand, scholars still emphasize the vital national leadership role played by Martin Luther King Jn, in the black struggle, particularly from the 1955 Montgomery Bus Boycott to Kings assassination at Memphis, Tennessee, in 1968. This unit looks at both strands of this scholarship and seeks to assess the dynamics of the movement at both local and national levels, and examine the tensions that often existed between them, by using a wide range of written, spoken and visual sources.
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Modern languages syllabuses French syllabuses

Note: the syllabuses given here apply to the BA degree in French. Different syllabuses apply to the Joint Languages degrees and details are given in the Regulations.
Level 3
Crisis, nation, identity: perspectives on modern France

This half unit will be organised as a series of topics, grouped under no more than four broadly thematic subheadings. The subject will provide a foundation for subsequent study of literary options, providing Level 1 students with both essential information about France and a critical perspective on complex dimensions of its identity.
Written French 3
Development of analytical and communicative skills in written French with emphasis on the critical comparison of press articles and an exercise of communicative and creative writing.
Practical language element

Level 1
Spoken French 3
Recommended work: oral practice to extend the capacity for confident and accurate discussion in appropriate French on subjects of intellectual and scholarly substance, including subjects studied in French literature and/or linguistics, especially the special subject.
Written French 1
This core unit focuses on a variety of written language exercises and activities, including: comprehension and discussion of the content of texts; rsum; analytical study of vocabulary, syntax and grammar.
Image and icon: reading the visual

Introduction to the techniques of analysing visual arts materials from various critical perspectives. This half unit offers Level 1 students an insight into French contributions to theories of art and semiotics of the visual image, and will provide a foundation for any subsequent study of visual arts.
Translation 1
Work for this will consist of (a) translation into English of texts in modern French from a variety of sources, (b) study of the principles, problems and techniques of such translation, (c) practice in textual analysis, commentary and annotation for translation purposes.
Advanced prose and translation 3

Written translation, and translation related exercises, at an advanced level, from and into French of texts of a sociological, literary, philosophical and journalistic and semi-technical kind.
Shaping fictions
Close analysis of different literary forms and the way in which these forms identify a content. Focus is on generic experimentation, the reading contract, reader expectation, the construction and maintenance of fictions, parody and metafiction.
Principles of textual analysis

This subject will introduce students to the techniques of textual analysis. It will choose as its focus a range of set texts drawn principally from the genres of poetry, drama and prose fiction.
Level 2
Written French 2
The focus is on essay-writing techniques; stylistic analysis skills; writing strategies for varied purposes and in texts with different contents; grammar.
Writing romance and desire Introduction to narrative

This half unit is based on a selection of texts which span a wide range of periods and styles. The set texts will serve as a basis for studying how the narrative genre works, what our expectations of a literary text are, and how we as readers interact with it. Study of a perennially influential theme in Western literature, via analysis of at least four texts, taken from different periods, dealing with the themes of love and desire, desire and the narrative.
Translation 2
Introduction to the basic skills and techniques required for proficient translation from English into French. Translation of short sentences and passages, both of which have sections underlined for special attention and commentary, presenting technical and grammatical difficulties and testing acquisition of required skills.
The linguistics of French 2

Study of four topics in the areas of phonetics, morphology and syntax, contrasting spoken and written French, co-ordination in speech, the specific determiners of the noun and modalities of the sentence.

Introduction to the analysis of French at different levels from phonetics and phonology to morphology and syntax. Some study of the major steps in the evolution of French from Vulgar Latin to contemporary French.
Culture and ideology

This unit aims to introduce students to important areas of cultural and
ideological debate in the modern period through the detailed study of appropriate literary texts.
Rousseau
Study of representative works of fiction, autobiography and philosophy by Rousseau, including some or all of: Discours sur lingalit, Du Contrat social, Emile, La Nouvelle Hloise, Les Rveries du promeneur solitaire.
German syllabuses German language 1

Practical German language skills. Introduction to techniques of language study, the use of reference tools, and the art of the translator. Proficiency to be aimed at in oral skills, comprehension, transcription of oral German, exercises in grammar, usage, vocabulary-building, and translation (GermanEnglish and EnglishGerman). (Oral skills will be examined only at Level 3.)
Staging the text

This unit involves study of concepts of staging and performance based on works by four dramatists from the medieval period to the 20th century.
Baudelaire
Study of Baudelaires verse and prose-poetry and of a selection from amongst his critical writings.

Study of two aspects of the French language which are affected by their social context: regional and social varieties of spoken French and the writing system.
Zola
Study of a representative selection of Zolas novels and theories on naturalism.
Modern German history

The syllabus for this course will cover the period from 1815 to the present day. It will examine the political and social developments which have gone into the making of modern Germany, with particular emphasis on the political events of the 20th century.
French medieval literature

Main focus on one major work with study of further, related texts.
Proust
This unit entails study of the roman fleuve by Marcel Proust, A la recherche du temps perdu, with particular reference to: the themes of time, memory, identity and love; the structure of this monumental novel; the importance of style and narrative technique, including the uses of first-person narration.
Literature of challenge: the French philosophes

Close study of selected works by Montesquieu, Voltaire, Diderot, Rousseau, which highlights the targets and methods of these 18th-century opponents of the status quo.
German essay
This half unit involves the writing of an essay in German under examination conditions, from a choice of topics. The essay will be marked for language, though the content too should be substantial and coherently presented.
Medieval Occitan Love and society in the modern French novel

Study of the related themes of love and society in the modern French novel via the exploration of a range of set texts by modern novelists. Literary study of the works of at least five major troubadours. Introduction to the techniques of textual criticism.
Truth, language and art: key questions in the humanities

This course will encourage the development of the ability (1) to ask theoretical questions about the study of the humanities, and (2) to weigh up the advantages and disadvantages of competing approaches. Students will gain an awareness of questions relating to what makes something true, what makes an interpretation valid, how the notion of subjectivity can be understood, and how science and art relate. These questions will be explored in relation to both theoretical and literary texts, enabling students to reflect on the nature of the difference between kinds of texts. The course looks at four topics which are central to the study of humanities subjects: truth; language and interpretation; subjectivity and gender; science and art. These are studied via
Modern French dramatists

Study of representative plays by three major modern dramatists and/ or the evolution of theatre in France from around 1940 onwards.
Aspects of contemporary French

The purpose of this unit is to give Level 3 students the opportunity to broaden their knowledge of contemporary French and to specialise in one or more areas of interest in the French language today.
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short philosophical and literary texts by Marx, Nietzsche, Freud, de Beauvoir, Wittgenstein, Charles Taylor, Stanley Cavell, Thomas Nagel and others.
Ideals and realities in German drama I

The syllabus explores, in selected plays written in the 18th and 19th centuries, the contrast between the ideals of the protagonists and the social realities with which they are confronted. The works chosen for study are by Goethe and Bchner.
Reading German literature

This is an introductory course to the study of German literature. Its aim is to equip students with the basic concepts, vocabulary and techniques needed for literary analysis. It will offer an introduction to the reading of poetry, prose and drama, using works from a variety of historical periods.
Ideals and realities in German drama II

This course is divided into two sections. The first, Expressionist drama, focuses on a movement in literature around the time of the First World War which was heavily influenced by the pre-war imperial political structures, by the war itself and by the revolutionary upheaval in the immediate aftermath of the war. You will study drama by Kokoschka, Sorge, Sternheim and Toller. Section B, German drama in the post-war period, will investigate the fundamental changes in thinking brought about by the Second World War and subsequent political and social developments, in particular over the two decades that followed it. You will study selected works by three major German dramatists (Bochert, Brecht and Weiss) who document landmark stages in German society, and in German theatre.
both masters of irony and the use of suggestive or symbolic imagery, both adept at depicting quirky or unusual situations that gradually reveal much wider cultural or intellectual significance, both reflecting their personal and political circumstances in their fiction. The second section is devoted to longer first-person narratives by Bernhard Schlink and Ingeborg Drewitz from after the Second World War. They offer individual perspectives on some of the most significant long-term political, social and psychological questions faced in Germany since the Second World War.
Gender and the literary text I

The syllabus will examine gender issues within selected texts (dramatic and narrative) of the 18th and 19th centuries, in areas including personal relationships, the perception of male and female roles in contemporary life, masculinity and femininity, societys expectations of men and women respectively, and the opportunities and restrictions which they faced.
The Nazi movement and the German dictatorship

The syllabus deals with the founding and rise of the Weimar Republic, the setting up of the Nazi State in 193334, and the development and functioning of the dictatorship up to 1945.
Introduction to modern European philosophy

The syllabus introduces the work of some of the major thinkers in the tradition of modern European philosophy including Kant, Hegel, Nietzsche, Wittgenstein, Husserl, Heidegger, Derrida and Habermas. Study of short texts by these thinkers is intended to develop an initial critical understanding of some of the main issues in their philosophy. The syllabus will initially consider the emergence of the idea of modernity in Kant and Hegel. It will then look at critical approaches to modernity in Nietzsche, Wittgenstein, Husserl, Heidegger and Foucault, particularly with regard to questions of science and truth. Finally the crucial role of language in contemporary thinking will be studied in texts by Derrida and Habermas.
Gender and the literary text II

The syllabus will examine the way in which notions of male and female identity have been reflected in the literary text in the 19th and 20th centuries. Some sections of the syllabus will concentrate on female identity and have an explicitly feminist bias, other sections will be neutral on feminist issues.
Narrative strategies in German prose fiction I

Narrative works of the 18th and 19th centuries, by Goethe and Fontane, are set for study. The syllabus will examine the variety of their narrative approaches to the themes of love and passion, from the inwardness of Goethes epistolary novel Die Leiden des jungen Werther to the examination of the relationship between the individual and society in the fiction of the late 19th century.
German language 2
Practical German language skills. This syllabus builds on Level 1 work, and students develop and consolidate proficiency in the following: translation from and into German; comprehension, exercises in grammar, usage and vocabulary-building, transcription and note-taking in German. (Oral skills should be developed also, but will be examined only at Level 3.)
Narrative strategies in German prose fiction II

This course is divided into two sections. The first is devoted to the study of two of the most significant authors of short prose fiction in the early twentieth century, Thomas Mann and Franz Kafka
German language 3
Fully advanced work at Finals level in the following: oral skills; translation from and into German, comprehension, exercises in grammar, usage and vocabulary-building.
Schillers drama
The syllabus will concentrate on a selection of Schillers major plays chosen to cover historical and non-historical subject matter and to provide familiarity with both his Sturm und Drang and classical styles. A selection from Schillers theoretical writings will also be considered.
German Romanticism in the European context

This syllabus will examine central concepts of German Romantic thought and major works of literature from the Romantic period in the context of other European literatures. The syllabus will focus particularly on areas such as Romantic poetics/aesthetics, the depiction of nature and the significance of the natural sciences, the use of folklore traditions in literary works, the problematic relationship between the individual and society, as well as the Romantic interest in psychology and the uncanny.
Racism and anti-Semitism

The central focus of this course is the persecution and murder of Euorpean Jewry by the National Socialist dictatorship. The topic will be placed in a broad historical context.
as directly and systematically by AngloSaxon Germanists as in Germany itself). Writers, male and female, active in both the former GDR and the former FRG are represented. A range of perspectives is offered, serious and satirical, and students will be helped to put together a sensitive and differentiated literary picture of the Wende and its effects. Studying this topic now, as part of the first generation of readers of these works, gives an opportunity for a different kind of literary criticism from what students have hitherto been used to, when the objects of their studies have already been subjected to generations of analysis and appreciation. This course aims to present and analyse a selection of important responses to the phenomenon of German unification, the possibilities for the two previously separate traditions of post-war writing, shifts between overt and covert censorship, critical and nostalgic reflections on the former GDR, etc. These include contemporary debate essays in newspapers and periodicals, answers to Rundbriefe or questionnaires as well as fiction and poetry.
Goethe (half unit)

The syllabus offers insight into Goethes development as a writer from the key period of his Italian Journey of 178688 until his death in 1832. The range is broad; you will become familiar with examples of Goethes work in various genres and differing styles, from the measured manner of his classical period to the increasingly symbolic style of his later years. Four major areas are represented: drama (including Faust, the work that occupied Goethe throughout his life), narrative writing (you will be introduced to the Bildungsroman through studying Wilhelm Meisters Lehrjahre and to Goethes use of the novella form), verse epic and lyric poetry.
German philosophy from Nietzsche to Habermas: the critique of modern culture

Students will be introduced to some of the major questions in modern German philosophy concerning the nature of modern culture and will engage with such questions as: the nature of the self; the relationship of human beings to the rest of nature; the role of natural science in human culture; the understanding of history; the possibility that truth is a mere human projection, and the idea that philosophy may now be at an end. The syllabus will offer an introduction to the tradition of German philosophy from Nietzsche to the present day and will locate the issues in a historical, social and political framework. The primary topics of study will be: Marx and Nietzsche; Max Weber; Heidegger; the Frankfurt School of Critical Theory; Gadamer, and Habermas.
Vienna 18901910
Fin-de-sicle Vienna was host to an exceptional concentration of literary talent. This subject presents a study of the city and its artistic life. Hofmannsthal, Schnitzler, Altenberg, Kraus and Musil will be studied in detail in the context of the major philosophical and cultural trends of the age, including visual art and music, and alongside the developments initiated by Freud and Mach.
Literature and the Wende

The fall of the Berlin Wall on 9 November 1989, and the subsequent process and consequences of German unification represent an unprecedented historical challenge to German literature that is now gradually being examined (at least
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Italian syllabuses Advanced Italian 1

Translation into and from Italian; summary and comprehension exercises.
Italian culture and society 18601945

A survey of Italian political, economic and cultural development from Unification to the fall of Fascism, with particular attention paid to the promotion of a national culture, the role of the Catholic Church and the labour movement, and the impact of cultural industries (mass publishing, radio, cinema, etc.).
The politics and government of Republican Italy

A study of Italian political parties and institutions from the Resistance and post-war reconstruction to recent developments, including the particular problems of revolution and reform, the Southern Question, terrorism and political corruption.
Dante: Inferno
Particular reference to 10 selected cantos.
Italian 19th-century literature: (the novel)

Particular reference to Manzoni (I promessi sposi) and Verga (I Malavoglia).
Advanced Italian 3
Translation into and from Italian; oral and topic presentation in Italian.
Advanced Italian 2
Translation into and from Italian. Reading comprehension and essay.
Italian 20th-century literature 1: prose

Particular reference to selected works by Aleramo, Svevo, Pavese and Calvino.
Essay in Italian
An essay on a range of topics including literature, politics, social questions, international developments and current affairs.
Dante: Purgatorio
Italian 20th-century literature 2: drama

Particular reference to selected works by Pirandello, De Filippo and Fo with selected plays to be studied in greater depth.
Italian Renaissance 1: Art and culture

14th16th century Italian art and iconography, with particular reference to theoretical writings on art; selected lyric poetry by Michelangelo; Albertis treatise On Painting; Leonardos Notebooks.
Dante: Paradiso
Boccaccio and the Renaissance novella

A study of the development of the novella tradition in Italy, with particular reference to the Decameron, to the relation of the novella to oral traditions and popular fiction, to Boccaccios transformation of earlier material, and to later novelle, collections of folk and fairy tales (Straparola, Basile), and political animal fables (Firenzuola).
Fascist fictions: cinema and literature, 19221945

A survey of the cultural policies imposed by the fascist regime coupled with an in-depth study of a selection of cinematic and literary works produced in those years. Examination: one two-hour written paper. Answers may be written in English or Italian, but no special credit will be given for answering in Italian.
Italian Renaissance 2: Literature and society 13501550

Particular reference to selected extracts from Boccaccio, Machiavelli, Castiglione, Ariosto and Tasso.
Italian 19th- and 20thcentury poetry

Particular reference to the selected works by Leopardi, Ungaretti and Montale.
Modern Italian experimental narrative

Recent experimental writers with particular reference to selected works by Gadda, Consolo and Calvino.
Introduction to Italian studies

A survey of the historical and cultural background to Italian literature and thought from the Middle Ages to the present day; an introduction to practical literary analysis, including an introduction to Italian verse forms, basic literary terms and practical criticism.
Modern Sicily and the novels of Sciascia

A study of contemporary Sicilian history and society with particular reference to the novels of Leonardo Sciascia (A ciascuno il suo, Il contesto, Il cavaliere e la morte).
Ariosto: Orlando furioso

A study of early 16th-century parody, irony and paradoxical discourse, focusing on Ariostos romance epic Orlando furioso, particularly as a subversion of earlier ideals of love and war, and in relation to the themes of folly, illusion and the equality of women, to the contrast between Ariosto and his immediate predecessors, and to the role of the poet/writer in an age of uncertainty.
Modern critical theory and contemporary Italian poetry

A study in depth of modern literary critical theory and contemporary Italian poetry, with particular reference to Zanzotto.
Spanish and Latin American Studies syllabuses Spanish language 1

Competence in the main grammatical structures of Spanish; narration and description; listening comprehension and descriptive oral presentation.
Approved topic
A study of any topic within the field of Italian language, literature and culture, subject to approval by the Programme Director.
Spanish language 2
Reading and writing of journalistic texts, elementary translation; listening comprehension; analytical oral presentation.
Calisto y Meliben (Celistina); Garca Rodrguez de Montalvo, Amads de Gaula; Miguel de Cervantes Saavedra, Don Quijote, La ilustre fregona, Pedro de Urdemalas; Anonymous, La vida de Lazarillo de Tormes; Francisco de Quevedo, El buscn; Lope de Vega Carpio, Peribez y el comendador de Ocaa, Fuenteovejuna, El perro del hortelano; Tirso de Molina, El burlador de Sevilla, El condenado por desconfiado; Caldern de la Barca, La dama duende, La vida es sueo, El alcalde de Zalamea.
Spanish language 3
Use of Spanish in different contexts; intermediate translation (nonliterary); guided composition.
Introduction to 19th- and 20th-century narrative

A survey of different narrative forms and critical approaches to narrative based on the study of a wide range of Spanish and Latin American fictional and cinematic texts. Topics covered include: time, space, narrative point of view, character, plot, genre, self-reflexivity. You should select approximately 10 of the texts listed below for detailed study. The films can be bought on video, but may be omitted if you have difficulty in obtaining or viewing them. Texts studied will include: Spanish: Rosala de Castro, La hija del mar (novel, 1859); Benito Prez Galdos, La de Bringas (novel, 1884); Leopoldo Alas, La Regenta (novel, 18845); Miguel de Unamuno, Niebla (novel, 1914); Camilo Jos Cela, La familia de Pascual Duarte (novel, 1942); Rosa Chacel, Memorias de Leticia Valle (novel, 1946); Merc Rodoreda, La Plaza del Diamante (novel 1962; Catalan original La Plaa del Diamant); Luis Buuel, El ngel exterminador (film, 1962); Juan Goytisolo, Seas de identidad (novel, 1966); Julio Llamazares, La lluvia amarilla (novel, 1988); Ray Loriga, Lo peor de todo (novel, 1992); Pedro Almodvar, La flor de mi secreto (film, 1996). Latin American: Gertrudis Gmez de Avellaneda, Sab (Cuba, novel, 1841); Rmulo Gallegos, Doa Brbara; Jorge Luis Borges, Ficciones (Argentina, stories, comprises El jardin de los senderos que se bifurcan, 1941,
Spanish language 4
Advanced translation (literary and non-literary); textual commentary; interpreting (aural/oral).
Introduction to medieval literature

This unit will concentrate on a representative selection of texts from the 13th to 15th centuries, covering some of the major types of verse and prose composition. Texts studied will include: Cantar de mio Cid; Berceo, Milagros de Nuestra Seora, Libro de Apolonio; Juan Manuel, El Conde Lucanor; Juan Ruiz, Libro de buen amor; Diego de San Pedro, Crcel de amor; Ballads (a selection).
Tradition and innovation in Golden Age prose and drama

The unit will trace the shift in focus in prose fiction from the romantic hero to the comic anti-hero and a kind of comic realism, while the contemporary theatre, with its more rigid hierarchy of characters, remains more consciously escapist. Areas covered will include the chivalric romance, the picaresque novel, and selected plays of Lope de Vega, Tirso de Molina and Caldern de la Barca. Texts studied will include: Fernando de Rojas, Tragicomedia de
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and Artificios, 1944); Juan Rulfo, El llano en llamas (Mexico, stories, 1953); Rosario Castellanos, Baln-Cann (Mexico, novel, 1957); Julio Cortzar, Ceremonias (Argentina, stories, comprises Final del juego, 1956, and Las armas secreta, 1959, which can also be bought separately); Carlos Fuentes, La muerte de Artemio Cruz (Mexico, novel, 1960); Manuel Puig, The Buenos Aires Affair (Argentina, novel, 1973); Mario Vargas Llosa, La ta Julia y el escribidor (Peru, novel, 1978); Gabriel Garca Mrquez, Crnica de una muerte anunciada (Colombia, novella, 1981); Diamela Eltit, Vaca sagrada (Chile, novel, 1991); Guillermo del Toro, Cronos (Mexico, film, 1992).
by Elimination, Misplaced Ideas: Literature and Society in Late Nineteenth Century Brazil; Nstor Garca Canclini, Contradicciones latinoamericanas: modernismo sin modernizacin?
Julio Llamazares, La lluvia amarilla; Pedro Almodvar, Matador (film).
Literature and the nation in Latin America

The unit will explore the relation between literary narrative and the political and cultural projects of nation formation. A range of countries will be discussed, with Mexico and Argentina singled out as detailed case studies. Novels written by such authors as Mariano Azuela, Juan Rulfo and Elena Poniatowska will be studied in the light of the Mexican Revolution; and others written by Toms Eloy Martnez, Manuel Puig and Ricardo Piglia in the light of the Argentine military dictatorship of 19761983. The unit aims to show how nations in Latin America are complex cultural and historical formations that are periodically fought over and redefined. Texts studied will include: Mariano Azuela, Los de abajo; Jos Revueltas, El luto humano, El apando; Nellie Campobello, Cartucho; Juan Rulfo, Pedro Pramo; Octavio Paz, El laberinto de la soledad; Carlos Fuentes, La muerte de Artemio Cruz; Elena Poniatowska, Hasta no verte Jess mo; Horacio Verbitsky, Medio siglo de proclamas militares; Rodolfo Walsh, Carta abierta de un escritor a la junta militar; Manuel Puig, Pubis angelical; Toms Eloy Martnez, La novela de Pern; Ricardo Piglia, Respiracin artificial; Andrs Rivera, La revolucin es un sueo eterno; Jos Mara Arguedas, Los ros profundos; Augusto Roa Bastos, Hijo de hombre.
Medieval love poetry

The unit will be concerned with the development of various types of Peninsular love poetry from the 11th century to the 15th century, including courtly love poetry, womens voice poems and love allegories. Texts studied will include: Kharjas (selection); Cantigas de amigo and cantigas de amor (selection); Razn de amor con los denuestos del agua y el vino; Cancionero de Baena (selection); Suero de Ribera, Misa de amor; Juan de Dueas, Misa de amores; Rodrigo Cota, Dilogo entre el Amor y un viejo; Marqus de Santillana, Poesas completas, I, ed. Manuel Durn (Clsicos Castalia, 64, Madrid: Castalia): read canciones, Triunphete de Amor, El Sueo, Infierno de los enamorados.
The essay in Latin America

A survey of the essay in Latin America from the post-Independence period to the present. The unit will concentrate on three aspects of the essay in this context: a. as literary form b. as political intervention c. as cultural text. Texts studied will include: Simn Bolvar, Carta de Jamaica; Domingo Faustino Sarmiento, Facundo, Civilizacin y barbarie; Jos Mart, Nuestra Amrica, Madre Amrica; Jos Enrique Rod, Ariel; Manuel Gonzlez Prada, Nuestros indios, El intelectual y el obrero; Rafael Barrett, Lo que son los yerbales; Alfonso Reyes, Visin de Anahuac; Leopoldo Lugones, La patria fuerte, El discurso de Ayacucho; Jos Carlos Maritegui, Siete ensayos de interpretacin de la realidad peruana, El hombre y el mito; Anbel Ponce, La cuestin indgena y la cuestin nacional; Vctor Ral Haya de la Torre, Qu es el APRA?, El APRA como partido, No nos avergoncemos de llamarnos indoamericanos; Octavio Paz, El laberinto de la soledad, Posdata; Ernesto Che Guevara, El socialismo y el hombre; Roberto Fernndez Retamar, Calibn; Carlos Monsivis, Das de guardar; Beatriz Sarlo, Los militares y la historia: Contra los perros del olvido; Carlos Altamirano, El intelectual en la represin y en la democracia; Roberto Schwarz, Brazilian Culture: Nationalism
The struggle of modernity in 20th-century Spanish culture

The unit will examine some of the tensions and struggles related to the modernization of Spanish society and culture throughout the twentieth century. It will also study the rise and decline of a myth of Spanish national identity illustrated in the work of the 1898 writers and later appropriated by the Franco regime. This course will include discussions of novels, poetry, theatre and films. The study of the films included in this unit is optional. Texts and films studied will include: Po Baroja, Camino de perfeccin; Antonio Machado, Campos de Castilla; Jos Ortega y Gasset, Espaa invertebrada; Ramn Valle-Inclan, Luces de Bohemia; Federico Garca Lorca, Comedia sin ttulo; Jose Lus Saenz de Heredia, Raza (film); Ken Loach, Tierra y Libertad (film); Luis Martn-Santos, Tiempo de silencio; Juan Goytisolo, Reivindicacin del conde don Julian; Victor Erice, El espritu de la colmena (film); Manuel Vazquez Montalbn, El pianista;
Women in the prose and drama of the Golden Age

The unit will explore the complex image of woman which emerges in the 16th and 17th centuries, embracing such antithetical types as the Celestinas, and the courtly and Platonic ideals of femininity. Appropriate reference will be made to historians and moralists in an effort to place the women of fiction in their socio-historical context. A part of the unit will be devoted to an analysis of two very different
women writers the mystic Santa Teresa de Jess and the short-story writer Mara de Zayas y Sotomayor. Texts studied will include: Fray Luis de Len, La perfecta casada; Juan Luis Vives, La instruccin della mujer cristiana; Fernando de Rojas, La Celestina; Miguel de Cervantes Saavedra, Don Quijote (extracts), La gitanilla, La espaola inglesa, El celoso extremeo; Santa Teresa de Jess, Libro de la vida; Mara de Zayas y Sotomayor, Desengaos amorosos; Lope de Vega Carpio, La dama boba, La moza de cntaro, El castigo sin venganza; Tirso de Molina, Don Gil de las calzas verdes, Marta la piadosa; Caldern de la Barca, El pintor de su deshonra, El mdico de su honra.
place in contemporary history and in the history of modern Spanish literature. Prescribed texts: Carmen Baroja, Recuerdos de una mujer de la generacin del 98; Carmen de Burgos, La flor de la playa y otras novelas cortas; Fernn Caballero (Cecilia Bhl de Faber), La gaviota; Rosala de Castro, El caballero de las botas azules; Rosa Chacel, Memorias de Leticia Valle; Gertrudis Gmez de Avellaneda, Sab; Angela Grassi, El copo de nieve; Susan Kirkpatrick (ed.), Antologa potica de escritores del siglo XIX; Carmen Laforet, Nada; Carmen Martn Gaite, Entre visillos; Emilia Pardo Bazn, La mujer espaola y otros escritos; Emilia Pardo Bazn, La tribuna; Merc Rodoreda, La plaza del diamante.
Culture and society in modern Spain

The unit will focus on four areas, each raising different issues about the relationship between culture and society: a. Woman and society in the 19th-century novel. Texts studied will include: Emilia Pardo Bazn, Los pazos de Ulloa; Benito Prez Galds, Fortunata y Jacinta; Leopoldo Alas, La Regenta. b. The destabilisation of identity in drama and film of the 1920s and 1930s. Texts studied will include: Ramn del Valle-Incln, Luces de Bohemia, Los cuernos de don Friolera; Federico Garca Lorca, As que pasen cinco aos, Amor de don Perlimpln con Belisa en su jardn; Luis Buuel and Salvador Dal, Un Chien andalou (film, optional), LAge dor (film, optional). c. Literature and art of the Spanish Civil War. Texts studied will include: Carlos Bauer (ed.), Cries from a Wounded Madrid, Poetry of the Spanish Civil War (bilingual anthology); Miguel Hernndez, Viento del pueblo, El hombre acecha; Csar Vallejo, Espaa, aparta de m este cliz (published together with Poemas humanos); Rafael Alberti, Radio Sevilla (agitprop theatre will be made available in duplicated form). d. Responses to censorship in post-war fiction and film. Texts studied will include: Juan Goytisolo, Duelo en el Paraso; Luis Martn-Santos, Tiempo de silencio; Juan Mars, Si te dicen que ca; Vctor Erice, El espritu de la colmena (film, optional); Carlos Saura, La caza (film, optional).
Spanish women writers and the canon

This unit takes you through the literature and culture of nineteenth- and twentieth-century Spain by focusing on the work of women writers who, in many cases, have remained completely unknown to the canon. The course will systematically ask what the reasons are for such absences or, more generally, will question the relation of women to the canon and, consequently, how canons arbitrate between those who will become part of history and those will remain silent and forgotten. Through its focus on women, the course should enable you to acquire a deeper understanding of how national canons work, how they are formed, instituted and changed, and how they affect and are affected by the historical moment in which they are produced, made dominant and perpetuated. It will also, in a way, provide you with an alternative canon, to the extent that the womens texts studied here conform to a history of Spanish literature too. The intention of the course, however, is not to substitute one for the other, but to make you aware of the existence of these other writers as well as to encourage you to reflect upon their
Modernity and the AvantGarde in Latin America

A survey of the effects of rapid modernisation on artistic practices in Latin America during the 1920s and 1930s. Whilst the unit will focus on the different forms adopted by the avant-garde in literature and painting, it will also situate such practices in the wider context of political and cultural projects of modernity in the region both in the post-independence period (Sarmiento) and in the 1960s and 1970s. Texts studied will include: Domingo Faustino Sarmiento, Facundo, Civilizacin y barbarie; Euclides da Cunha, Rebellion in the Backlands; Ruben Daro, Azul, Prosas profanas; Jos Mart, Versos sencillos; Manuel Maples Arce, Urbe, Super-poema bolchevique en 5 cantos; Oliveira Girondo, Veinte poemas para ser ledos en el tranva; Csar Vallego, Trilce; Diego Rivera, Jos Clemente Orozco, David Alfaro Siqueiros: Muralism; Frida Kahlo, Paintings; Mario de Andrade, Macunama (in English translation); Jorge Luis Borges, Fervor de Buenos Aires, Luna de enfrente; Roberto Arlt, El juguete rabioso, Aguafuertes porteos; Jos Mara Arguedas, El zorro de arriba y el zorro de abajo; Julio Cortzar, Rayuela.
Exhibiting the nation in Latin America
(Note: Internet access is required for this unit as some of the exercises are based on a website).
The unit will study the ways in which national identities have been constructed by way of the display of material objects in nineteenth and
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early twentieth-century Latin America. It introduces students to the analysis of collections and exhibitions as cultural forms, and discusses several of the genres of display which were predominant during the period: natural history, anthropology, history, and fine arts. The subject will focus mainly on the cases of Argentina, Brazil, and Chile, and visual material will be sourced from the online exhibition Relics and Selves: Iconographies of the National in Argentina, Brazil and Chile, 18801890. Texts studied will include: Florentino Ameghino, La antigedad del hombre en el Plata (1881); Tony Bennett, The Birth of the Museum: History, Theory, Politics (1995); Rubn Daro, La Exposicin (1900); Didier Maleuvre, Museum Memories: History, Technology, Art (1999); Francisco P. Moreno, El Museo de La Plata. Rpida ojeada sobre su fundacin y desarrollo (1890-91); Lilia Moritz Schwarcz, The Spectacle of the Races: Scientists, Institutions and the Race Question in Brazil, 1870-1930 (1999); Nicholas Shumway, The Invention of Argentina (1991); Allen Woll, A Functional Past: the Uses of History in Nineteenth-Century Chile (1982).
Profile: Sallyanne Stanford-Clark | BA Spanish and Latin American Studies graduate and 150th Anniversary Prize winner
'I live on the Isle of Wight, Im married and have 2 teenage children. I work full time as a science teacher and run a small llama trekking business in the school holidays. And now I have a degree in Spanish and Latin American Studies. I started studying Spanish at an evening class when my children were babies and Id given up work to be a full-time mum. I needed something to keep the brain ticking over! My tutor suggested the External System as a means of continuing my studies alongside working. The course focused on exploring the culture and history of Spain and Latin America through literature, along with the three compulsory language courses. It looked daunting the number of books Id need to read seemed vast! However I took the plunge and six years later Ive graduated with a 2:1 and have embarked upon an MA in translation studies.
The course has helped me become a much more confident person. I would like to think that I have a better understanding of cultural issues, and the potential conflicts these can cause. It has definitely introduced me to a whole range of books, art and film that I would probably not have considered before. I would recommend a degree through the External System for several reasons. Firstly, provided you have the motivation and organisation it is an excellent way of studying if you are not able to attend a university full time, for whatever reason. It is interesting, it broadens your horizons, and it is a degree from a university with an excellent worldwide reputation'. Sallyanne works as a teacher on the Isle of Wight.
Philosophy syllabuses Introduction to philosophy

An introduction to the subject matter and methods of philosophy by means of a study of certain fundamental philosophical problems and texts. Included here will be: the problem of free will and determinism, the nature of the self, arguments for equality and the foundations of knowledge.
(Note: this subject is only available for students studying the Diploma in Philosophy and students taking this unit as a short course.)
Modern philosophy: Descartes, Locke, Berkeley and Hume

Study of the main metaphysical, logical and epistemological views of Descartes, Locke, Berkeley and Hume.
Philosophy of mind
An exploration of the problems raised by intentionality, consciousness and action. Issues covered include: the relationship of the mind to the physical world, the understanding of subjectivity and the nature of human action.
Metaphysics
An exploration of the main questions of metaphysics, including those raised by the nature of substance, problems of identity and individuation, as well as issues involving time, causation and universals.
Philosophy of language
An exploration of the notion of meaning as well as an investigation into the more detailed problems arising from the study of natural language. Included are topics such as: metaphor, reference and the nature of rules of language.
Logic
The course itself is broadly concerned with the philosophical questions that arise from logic. Topics included are: truth, conditionals and validity, reference, necessity, vagueness, as well as a number of issues addressing the relationship between natural language and logic.
(Note: it is advised that students acquire some background in elementary formal logic either whilst doing this unit or before attempting it.)
Methodology
An investigation of explanation generally, and in science, as well as the problems of induction and confirmation.
Philosophy of Kant
A study of the views of Kant with special reference to his Critique of Pure Reason, Groundwork of the Metaphysics of Morals and the first part of the Critique of Judgement.
Greek philosophy: Aristotle

The study of the broadly metaphysical, logical and epistemological doctrines of Aristotle. Works covered include Physics, On God, On the Soul, Categories, Posterior Analytics and Metaphysics.
The philosophies of Frege, Russell and Wittgenstein

The study of the foundations of analytic philosophy through an exploration of the main works of Frege, Russell and Wittgenstein.
Epistemology
An investigation of the problems of analysing knowledge, and dealing with the challenge of scepticism.
Ethics: contemporary perspectives

An investigation of central questions in moral philosophy including such issues as: the metaphysical status of moral value, morality and truth, theories of the good, moral relativism and moral conflict, consequentialism and moral accountability.
Political philosophy
The study of the history of political philosophy as well as an investigation of contemporary issues. Included in the historical part of the course are works by Plato, Aristotle, Hobbes, Locke, Rousseau, Hegel, Marx and Mill. Contemporary issues involve topics such as the state, justice, democracy, equality, toleration, liberty, rights, social choice theory and feminism.
Greek philosophy: Plato and the Pre-Socratics

The interpretation of the extant fragments of Pre-Socratic philosophy and a selection of Platos dialogues including (but not limited to) The Republic, Symposium, Theatetus, Phaedo, Philebus and Parmenides.
Modern philosophy: Spinoza, Leibniz and Kant

Study of the main metaphysical, logical and epistemological views of Spinoza, Leibniz and Kant.
Ethics: historical perspectives

An exploration of the history of moral philosophy. Views studied include those of Plato, Aristotle, Hume, Kant, Mill, Moore and Ayer, as well as the history of such doctrines as deontology, naturalism, utilitarianism and emotivism.
Continental philosophy from Hegel

The main doctrines of post-Hegelian philosophers from Schopenhauer and Nietzsche, and the doctrines of phenomenological philosophers from Brentano to Merleau-Ponty.
Aesthetics
An investigation of problems such as: the nature and value of art, aesthetic judgment, representation, expression and interpretation. Included will be a historical approach to these issues involving writers such as Plato, Aristotle, Kant, Nietzsche and Collingwood.
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Symbolic logic
The study of the metatheory of formal systems, set theory, computability and an exploration of non-standard logics. This course is most naturally paired with the Philosophy of mathematics and demands some familiarity with technical results in mathematics.
Philosophy of mathematics
This course centres on the problem of how to give an account of both mathematical knowledge and mathematical reality which are plausible and coherent. Some knowledge of mathematics is necessary, and this course forms a natural pair with Symbolic logic.
Philosophy of science
The study of explanation in science, including an investigation of theories and theoretical reduction, laws of nature, probability and confirmation, accounts of space and time and the interpretation of quantum mechanics.
Philosophy of religion
The overall aim of this course is the philosophical scrutiny of the claims of religious believers and those made on behalf of the major religious traditions. Specific topics include: arguments for Gods existence, an investigation of religious language, the nature of religious experience and the issue of the soul and immortality.
Post-Aristotelian philosophy
A study of the philosophical writings of the period from 322 BC to 600 AD. The Hellenistic and Neoplatonic traditions are the main ones that figure in this period.
Medieval philosophy
The study of metaphysical and epistemological writings of the period from Augustine to Suarez, including besides these: Boethius, Anselm, Aquinas, Abelard, Duns Scotus and Ockham. Also studied are the medieval Jewish and Islamic traditions.
Indian philosophy
The study of the views of the central figures in the history of Indian Philosophy. Note that a knowledge of Sanskrit is recommended for this course.
Divinity and Theology syllabuses Introductory (Level 4) modules Introduction to the Old Testament
A study of selected texts from the Pentateuch and the Former and Latter Prophets. The texts have been selected to cover the most essential aspects of the geography, history, writing and literature of the Old Testament. concept of Christian revelation; psychological and social analogies for the Trinity; the proper use of the term person in Trinitarian theology; the doctrine of the Holy Spirit; the filioque controversy; the ongoing significance of early Church debates regarding the nature of God. (iii) Atonement such issues as: the strengths and weaknesses of such metaphors as sacrifice, satisfaction, victory; the truth status of metaphorical language in soteriology; the coherence or otherwise of the idea that God suffers, with reference to its Trinitarian implications; issues about universal salvation; Christian salvation and human liberation. Attention should be given to: n how Christian thought on these three topics developed during the early Christian centuries n the connections between doctrines and their socio-cultural settings n the interrelationships between the three different topics n the methods and criteria deployed in the development of theological positions. Catholic movements of reform. Topics covered will include: later 15thcentury desire for reform; late medieval popular belief, and links between reform of social and religious life, Christian humanism and its influence; evangelical movements precipitated by Luther, Zwingli, the Anabaptists and Calvin; the magisterial and radical Reformations, their religious and social implications and the response of different social strata to them; the Papacy and Papal authority, Catholic evangelism, Catholic Reformation and Counter-Reformation; Church, state and politics, including the Reformation in England.
Introduction to the New Testament

(i) The purpose and theology of each of the Synoptic Gospels, with particular reference to the prescribed texts; (ii) Paul's theology, with particular reference to the prescribed texts; (iii) 1 Peter, James, Hebrews. Attention should be given to: n careful exegetical study of the texts, using at least one major commentary per text n study of relevant texts other than those prescribed n evaluation of modern scholarly discussion of the texts and principal topics relevant to the syllabus.
Level 5 modules Foundations in Biblical Hebrew

Translation, grammar (including parsing of words and phrases), and exegesis of a set portion of the Hebrew text of the Old Testament.
New Testament Greek

Translation, grammar (including parsing of verbs and nouns), and syntax of set portions of the Greek New Testament.
Christian doctrine
A systematic study of three central themes in contemporary Christian theology: (i) Christology such issues as: the relationship between theological claims regarding Christ and Jesus of Nazareth as a historical figure; the consciousness of Jesus and its theological significance; the normativity or otherwise of the Chalcedonian definition; the designation of Jesus as sinless; claims about the divine and human nature of Jesus Christ; Spirit Christology. (ii) Trinity such issues as: how the doctrine of God as three-in-one can be elucidated and grounded; the connections between a Trinitarian understanding of God and the
Philosophy of religion
A study of the main problems in the philosophy of religion, including such topics as: the proofs of Gods existence; the justification of religious belief; religious diversity; the divine attributes, miracle, prayer, eternal life; the problem of evil.
Christian ethics and Christian ethics for Philosophy, Religion and Ethics students
(i) The philosophical background in relation to: (a) The Nature of Humankind: the Christian account of human nature compared with other theories; the worth of persons and the value of human life; the nature of conscience; the freedom of the will. (b) The Nature of Human Acts: the relation of acts to consequences; acts and omissions; the principle of double effect; deontological and teleological accounts of right action. (ii) The characteristics of Christian ethics in relation to the basic Christian doctrines concerning
Reformation and society c.1450c.1600

An examination of attempts at religious reform in Europe during the 16th century, which includes both reform of the Church and religious life, as well as reforms of society inspired by religious belief. The term Reformation is understood as applying to both Protestant and
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God, humankind and society. (iii) A consideration of selected contemporary moral problems in the light of the foregoing.
of messianic and eschatological beliefs, wisdom and the law; the Jewish sects.
Romans in Greek
The whole epistle should be studied in English, with chapters 1-11 and chapter 13 (verses 1-7) to be studied in Greek.
of the bodhisattva. Key features of Buddhism in Tibet (including Vajrayana), China and Japan; and modern developments in Sri Lanka.
Islam
A mainly historical study considering both traditional and radically novel views on the origins of Islam; the beginnings of Islamic theology and law; the doctrines of the sects, especially those of Shiism; the development of philosophy, and, in particular, mysticism; the rise of Islamic modernism and reformism; and contemporary practices.
Mind and person in the philosophy of religion

The concept of person and the mind/body problem, and their significance for personal identity, religious belief, and immortality.
Johannine writings in Greek

A study of the Fourth Gospel and the Johannine Epistles in English, with special reference to the Greek text of John 1-12, and 1, 2 and 3 John.
Dissertation
A dissertation of 6,000-8,000 words on a topic to be negotiated with a member of the staff at Heythrop College, University of London. Students will receive feedback on a one-page outline (consisting of a working title, a summary of the main sections of the dissertation, and a short bibliography), and comments on two complete drafts if required.
Religion and science

(i) The history of the relationship between religion and science in the Medieval period (including Ptolemy), the Renaissance period (including Copernicus and Galileo), the Enlightenment period (including Newton), and the nineteenth century (including Darwin). (ii) Contemporary and philosophical issues. Cosmology and the Anthropic Principle, quantum physics, Chaos Theory, Neo-Darwinism, genetic engineering, and cloning. The aims and processes of religion and science (including Popper and Kuhn), and the relationship between religion and science.
Church, ministry and sacraments in early Christianity

Church, ministry and sacraments in early Christianity, with special reference to passages in English from Mark 14. 17-25; Luke 22. 14-23; John 15. 1-17; and others.
Liturgical studies
A general introduction to liturgy, with particular emphasis on the principles underlying the various changes in worship and the liturgical movements. Topics will include the following: a general introduction to the principles of worship; prayer, covenant, sacrifice, symbolism; the Jewish background; the evolution of forms of worship and the Christian calendar; corporate worship and private devotion in the Middle Ages; worship during the Reformation; the Books of Common Prayer; the modern liturgical movement, Roman Catholic and Reformed; modern revisions of the Book of Common Prayer.
Level 6 modules Advanced Biblical Hebrew

A detailed study of selected portions of the Old Testament in Hebrew. The primary emphasis is the exegesis of the texts, but attention will also be paid to textual and philological questions.
Buddhism
A survey of the main features of Buddhism as a world religion, with the emphasis on Indian Buddhism: early Buddhist doctrinal teachings in their religious context, the Buddhist community and monasticism, the scholastic Abhidhamma tradition, and sectarian developments. Mahayana Buddhism as a later form of Buddhism: the changing emphases on the teachings, especially the role
Second Temple Judaism

A study of Judaism from the early second century BC to AD 135. Topics will include: the history of the Jewish people in this period; religious thought and religious movements, including the Jewish reaction to Hellenism, the development
Entrance requirements
BA, BD and Diploma of Higher Education in Theology programmes
In order to be registered for any of the degrees, you must: 1. normally be at least 17 years old and 2. satisfy the general entrance requirements and 3. satisfy the appropriate programme requirements*
n
have an IBM-compatible PC (Macs are not supported) and regular access to the Internet. For details of the minimum PC specification please visit our website.
at least equivalent to a Grade C in the GCE A level examination. The University may require certain applicants to take a test or to attend for interview.
BA English
demonstrate a competence at least equivalent to a pass in the GCE A level in English and n have either passed GCSE/GCE O level in English Language at Grade C or above, or, within the last three years, to have passed at the required standard a test of proficiency in English that is recognised by the University of London (see page 79).
n
BA German and Italian

n
General entrance requirements

EITHER passes in:
two subjects at GCE A level + at least three further subjects at GCSE or GCE O level (at not less than grade C or a pass if taken prior to 1975) OR three subjects at GCE A level (with one A level at not less than grade D) OR three subjects at GCE A level + one further subject at GCSE or GCE O level (at not less than grade C) OR two subjects at GCE A level + two further subjects at AS level.
Notes a. In all instances where an A level examination is specified, two AS level examinations can be accepted as equivalent to, and will replace, one A level. b. The same subject may only be offered once and at one level.
demonstrate a competence in both German and Italian at a standard at least equivalent to a Grade C in the GCE A level examination. The University may require certain applicants to take a test or to attend for interview.
BA Italian and French

n
BA French
n
demonstrate a competence in the French language at a standard at least equivalent to a Grade C in the GCE A level examination in French. The University may require certain applicants to attend for interview and/ or to complete a test.
demonstrate a competence in both Italian and French at a standard at least equivalent to a Grade C in the GCE A level examination. The University may require certain applicants to take a test or to attend for interview.
BA German
n
Note: If you are unsure of your competence in French, German or Italian we will be happy to give you guidance on this, in response to your application. If necessary we will make suggestions as to how you may improve your performance to the standard required for admission.
*Specific programme requirements

In addition to the general entrance requirements you must also satisfy the following programmespecific requirements:
demonstrate a competence in the German language at a standard at least equivalent to a Grade C in the GCE A level examination in German. The University may require certain applicants to attend for interview or to complete a test.
BA Spanish and Latin American Studies

n
BA Italian
n
BA Classical Studies BA History

n
have either passed GCSE/GCE O level in English Language at Grade C or above, or, within the last three years, to have passed at the required standard a test of proficiency in English that is recognised by the University of London (see page 79) and
demonstrate a competence in the Italian language at a standard at least equivalent to a Grade C in the GCE A level examination. The University may require certain applicants to attend for interview.
All applicants will be required to sit and pass an entrance test which they must pass in order to proceed. This test will assess competency in Spanish grammar and writing composition at an advanced level, together with the ability to comment on a literary passage. The standard of the entrance test is equivalent to GCE A level in Spanish. The University may require certain applicants to attend for interview.
Please see page 2 of the application form for details of the entrance test.
BA French and German

n
demonstrate a competence in both French and German at a standard
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Entrance requirements for the Diplomas in English and Philosophy; plus Certificates of Higher Education in Theology and Philosophy, Religion and Ethics
Applicants must normally be aged 18 years or over on 1 September of the year they register for the Diploma and are required to have: n a minimum of three subjects at Grade C or above at GCSE/GCE O level, or an equivalent qualification
n
Other acceptable qualifications

There are many other qualifications, both from the United Kingdom and overseas, that the University accepts for admissions purposes. Some of these may be found on pages 7278. The qualifications on those pages are listed by country and in accordance with the following key: G satisfies the general entrance requirements as a whole A/AS is comparable to GCE A/AS level O is comparable to GCSE/GCE O level S satisfies the entrance requirements for the degree/diploma named Notes: a. Even if your qualifications are not automatically acceptable (i.e. your qualification is not listed on pages 7278 or you have not met the grades/marks specified) you are encouraged to apply as it is still possible to consider your application (see Special admissions below). b. The University cannot give advice or comment on qualifications and eligibility until your application form, all the necessary documentation and the application handling fee have been received. c. If, after considering your application, we are unable to accept you onto the programme with your current qualifications, we will suggest what you can do to become qualified. d. When your application is received it is kept on file for five years, during which time we will give you any further advice and information you require on the application.
AND
GCSE/GCE O level English Language at Grade C or above (or an equivalent qualification) or, within the last three years, to have passed at the required standard a test of proficiency in English that is recognised by the University of London (see page 79).
Please note: In addition to the criteria listed opposite, the University may accept qualifications of a comparable standard to A levels and GCSE/GCE O levels. The decision on comparable qualifications is taken at the discretion of the University of London.
Special admissions
The University has a Special Admissions Panel that will consider an application from you if either; n you have passed examinations that would give you admission to an acceptable university outside the UK, or n you have obtained an appropriate qualification/s other than a degree from an acceptable institution, or
n you have a professional
qualification/s (gained by examination) that admits you to membership of an acceptable professional body, or n if you do not meet the normal minimum age requirement for registration.
Note: The Special Admissions Panel considers every aspect of the application including all qualifications, relevant work experience and reasons for study. You are asked to note, however, that applications are rarely accepted on the basis of extensive/relevant work experience alone. Evidence of a qualification obtained since leaving secondary/high school is also invariably required. Having considered your application, the Panel may decide that you must obtain an additional qualification/s before an offer of registration can be made.
Application and registration process

How to apply and register Getting started
n For all programmes you can
Stage 1
If you prefer to send your application by post (not by fax), please follow the instructions below. Complete the application form, carefully and in full, listing all your qualifications. It should be submitted together with the non-refundable application handling fee and documentary evidence of your full name and every qualification you have listed on your form to: Admissions Office External System University of London Ground floor, Stewart House 32 Russell Square London WC1B 5DN, UK. If you are unable to send all of the documentation with your application form please enclose a letter with the form giving the reasons. BA Spanish and Latin American Studies Applicants to the BA Spanish and Latin American studies are strongly advised to submit their application as early as possible and not wait until the deadline date as the first assessed assignment must be submitted by 15 January. If you intend to sit your first examination in the year following your application, your application form, fee and all documentary evidence in support of your application must be received as early as possible but no later than: n 17 September (if you live outside the EU) n 17 October (if you live within the EU). OR n 30 June (BA Classical Studies and BA History only) Note: Applications received after the deadline date will be kept on file and processed when the new Admissions year opens in February. However, you are asked to note that you will then not be permitted to enter your first examination until the following year. Applicants resident in Hong Kong and Singapore should return their application form directly to:
Stage 2
We will acknowledge receipt of your application form and send you a student number. The allocation of a student number at this stage does not constitute acceptance onto the programme. If you have not received an acknowledgement within three weeks of sending in your form, please contact the Admissions Office with details of your full name, the programme for which you have applied and the date you posted your form and fee.
either apply online (www.
londonexternal.ac.uk/ onlineapps/) or by post, using

the application form which is printed in the centre of this prospectus. Do NOT submit an online application and one by post. If you do, this will inevitably delay both applications. n If you decide to apply online, please ensure you print off or refer to the Guidance notes for applications (Undergraduate) (www.londonexternal.ac.uk/
forms/online_application_ forms/ug_guidance_notes. pdf) before you complete

the online application. The Diploma application form is available separately.
Hong Kong:
London University Applications, School of Professional and Continuing Education (SPACE) University of Hong Kong 3/F, Admiralty Centre 18 Harcourt Road Hong Kong
Singapore:
RELC Examinations Bureau 30 Orange Grove Road Level 3 RELC Building Singapore 258352
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Stage 3
Your application will be considered, however, we will not be able to give you a final decision on your application until all the necessary documentation has been received. We will write to you with one of the following responses: EITHER You are qualified, we will send you: n a letter offering you registration for your chosen programme (called the Offer letter) n a registration form n a fee slip and n a copy of the current Regulations. OR It appears that you are qualified and we are provisionally accepting you, but in order to receive a final Offer letter you will need to submit further information and/or documentary evidence (as specified in our letter) that confirms the qualifications on your application form. OR We require more information and/or documentary evidence before we can make a decision on your application. It may also be necessary to then refer your application to the Special Admissions Panel for a final decision to be made (see Special admissions on page 67).
Stage 4
OR We are currently unable to accept you onto the programme. We will then make some suggestions as to what you might do to become qualified. If you take our advice and obtain the qualification(s) we specify within the validity of the application form (five years from the date it is received in our office), you should submit evidence of the qualification(s) to the Admissions office. If it is then confirmed that the conditions have been met and the qualification is still available, the offer of registration will be issued. You will not need to submit a second application or pay a second application handling fee.
To register, complete the registration form and fee slip and return this with the registration fee. The form and fee for both must be received as early as possible but no later than 30 November* in the year before you wish to sit for your first examination. (*Please note: registration deadline for BA Classical Studies/BA History is 31 August).
Stage 5
When we receive your registration form and fee, the Registry will send you confirmation of your registration and details of how to apply for examination entry forms. The Despatch Office will also send you your study materials.
Documentary evidence
All applicants
n We strongly advise you to
send all original documents by Special Delivery or International Recorded Delivery and to send us payment for their return by this method. If you do not pay the return postage the documents will be returned by second class post/airmail (as applicable). n If any evidence you submit is either incomplete or unacceptable to the University for admission purposes
or if we need further information about a particular qualification (e.g. a transcript and/or syllabus), we may ask you to contact the appropriate awarding or examining authority to ask them to write to us direct giving further details of your qualification/s. n You can send us your original result slip/s of any A level examinations for which the final certificate has yet to be issued. However, result slips from previous years cannot be accepted you will need to submit the original certificate. n We must receive all documentary evidence forwarded after the
application form has been submitted within one month of the date of our request. If you are unable to meet this deadline you must let us know without delay. n The University reserves the right to ask for further evidence of your qualification/s if required. n It is your responsibility to arrange for all the necessary documentation to be obtained in support of your application. The University cannot undertake to do this on your behalf. (This also applies to any translation(s) of documents submitted by the applicant that may be required.)
Applicants living outside the UK should enclose:

EITHER the original certificate/s showing
the final award/s for each qualification OR photocopies of these originals verified by a British Council official. If the British Council is unable to provide this service for any reason, it will be necessary for you to either send the original certificates with your application or you should contact the appropriate awarding/ examining authority and arrange for them to send us direct a certified statement of results. We cannot accept photocopies that have been verified by anyone other than a British Council official.
Applicants living in the UK

n Enclose, where available, the
Useful information for applicants

n
Submit your application even if it is incomplete (for example: if you are waiting to sit an examination or to receive examination results). Do not delay we can often begin to consider your application without all the evidence, although we will not be able to give you a final decision on your application until all the
necessary documentation has been received and inspected to our satisfaction. n We cannot tell you whether you are eligible until your form, application handling fee and all the required documentation have been received. n The application handling fee must be submitted with the application
form. Do not send them separately. You are also asked to note that this fee cannot be refunded. n Once your application is received, it is kept on file for five years. During this time we will give you any advice and information you need about your application at no extra cost.
original certificate/s showing the final award/s for each qualification. Photocopies cannot be accepted for admission purposes. n If you would prefer not to send your original certificates by post, you may wish to bring your application form, application handling fee and all the original certificates into the Admissions Office personally. n We will photocopy the certificates and return them to you. Your application will then be processed in the usual way and the decision sent to you by post. n If an original certificate is unavailable for any reason, you may either submit any other evidence that you have relating to the qualification(s) or await our initial response to your application. We will then advise you exactly what evidence you need to submit. n If the evidence you submit is incomplete or unacceptable for any reason, we will ask you to contact the appropriate awarding or examining authority to arrange for them to send us direct a certified statement of your results.
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Qualifications for entrance

The following list was published in March 2008. It is reviewed and updated annually and therefore is subject to amendment in future years. You are asked to note that applications will be considered on the basis of the list that is in effect at the time the application is received in the Admissions Office. This section lists some of the qualifications that have been recognised by the External System as satisfying either the general entrance requirements or part of the general entrance requirements or the entrance requirements for one particular degree or diploma. Qualifications that satisfy the general entrance requirements do not necessarily satisfy the course requirements (where applicable). The course requirements are considered separately and may not appear in this list. All applications are considered individually on merit. Therefore, even if, according to this list, you appear to satisfy the entrance requirements, you may not be automatically eligible to register as an External student. Please note: this list is given for guidance purposes only and the External System reserves the right to amend it at any time. For the latest update, usually available from the end of April, please visit our website: www.londonexternal.ac.uk/
O International qualifications International General Certificate of Secondary Education (IGCSE) grades A to C. Advanced International Certificate of Education, provided that a minimum score of 120 points is achieved. European Baccalaureate. International Baccalaureate (the Diploma). Algeria Argentina Baccalaureat, provided that a grade of at least Bien is achieved. Bachillerato provided a mark of 7 has been obtained (except for English Language). Bachillerato Especializado (except for English Language) provided a mark of 7 has been obtained. Australia CPA Australia (formerly known as Australian Society of Accountants), Associate membership, having passed all final examinations. Institute of Chartered Accountants, Membership, having passed all final examinations. Australian Capitol Territory New South Wales Northern Territory Queensland South Australia Tasmania Victoria Western Australia Austria Universities Admission Index (UAI) score of 80 or above. Universities Admission Index (UAI) score of 80 or above. An Equivalent National Tertiary Entrance Rank of 80 or above. An Overall Position (OP) Band score between 1 and 8. An Equivalent National Tertiary Entrance Rank of 80 or above. An Equivalent National Tertiary Entrance Rank of 80 or above. An Equivalent National Tertiary Entrance Rank of 80 or above. An Equivalent National Tertiary Entrance Rank of 80 or above. Maturazeugnis. Reifezeugnis. Bangladesh Higher Secondary Certificate or Intermediate, subjects passed at 60% or better (with the exception of English Language), or, from 2003 onward, a grade of A- or better. Bekwaamheidsdiploma. Diplme dAptitude lEnseignement Superieur. Maturit. Bosnia Herzegovina Brunei Matura. Cambridge/Brunei General Certificate of Education (Grades 1-6). Cambridge/Brunei Advanced Level General Certificate od Education . Bulgaria Cameroon Matura. Cameroon Ordinary Level Certificate of Education (Grades A and B). Cameroon Advanced Level Certificate of Education Grades A-D. Canada Alberta Passes in five acceptable Grade 12 courses, provided that at least 70% is achieved in each of those courses. l l l l A S G l l l l
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The qualifications are listed by country and in accordance with the following key:
O A S G is equivalent to GCSE/GCE O level (or AS) is equivalent to GCE A/AS level satisfies the entrance requirements for the degree/diploma named satisfies the general entrance requirements as a whole
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O Canada (continued) British Columbia Manitoba Passes in five acceptable subjects in the Senior Secondary Graduation Diploma, provided that not less than grade B is achieved in each of those subjects. Not less than five credits at the 300 Level in at least four subject areas in the High School Graduation Diploma, provided that at least 70% is achieved in each of those subjects. Passes in five acceptable subjects in the High School Graduation Diploma, provided that at least 70% is achieved in each of those subjects. Passes in at least five acceptable subjects in the Grade 12 High School Diploma, provided that at least 70% is achieved in each of those subjects. Passes in five acceptable Grade 12 subjects in Honours University Preparatory Courses or in University Preparatory Courses in the High School Completion Certificate, provided that at least 70% is achieved in each of those subjects. Passes in six Ontario Academic Courses (OACs), provided that at least 70% is achieved in each of those courses. Passes in six final year U, UC or M coded courses, provided that at least 70% is achieved. Prince Edward Island Qubec Saskatchewan Passes in five acceptable Grade 12 subjects in the High School Graduation Diploma, provided that at least 70% is achieved in each of those subjects. Diplome dEtudes Collegiales (DEC) [Diploma of Collegial Studies]. Passes in five acceptable subjects of Division IV standing, provided that at least 70% is achieved in each of those subjects. Senior High School Diploma passes at a minimum of either 70% or Grade B in the final year of the diploma, on a subject for subject basis, with the exception of English language. Matura. Apolytirion, provided that an average mark of at least 17 is achieved. A diploma awarded by the Higher Technical Institute, provided that it is at least two years full time or four years part time. Czech Republic Maturita. Maturitna Zjouska. Denmark Hojere Forberedelseseksamen. Studentereksamen. Egypt Thanaweya Aama (General Secondary School Certificate) subjects passed at 70% or better (with the exception of English Language). Fiji Form 7 Examination subjects passed with grades A to C Studentexamen. Ylioppilastutkinto. France Baccalaureat dEnseignement du Second Degr. Option Internationale du Baccalaureat (OIB). Germany Abitur. Zeugnis der Allgemeinen Hochschulreife. Greece Hong Kong SAR Apolytirion of Lykeion, provided that an average mark of at least 17 is achieved. Matriculation Examination of the University of Hong Kong. Hong Kong Certificate of Education grades AC in any medium. Hong Kong Higher Level Examination grades AD. Hong Kong Advanced Supplementary (AS) Examination (in and after 1994; grades AE) [Note: a pass at the AS Use of English examination is not acceptable as equivalent to GCSE/GCE O Level English Language grade C, but may be considered as acceptable evidence of proficiency in English.] = AS level only l l l
G l Hong Kong SAR (continued) Hong Kong Advanced Level Examination grades AE [Note: a pass at grades AC in Use of English is accepted as equivalent to grade C at GCSE/GCE O level in English Language.] A Diploma awarded by one of the following institutions, provided that it is at least two years full time or four years part time: City University of Hong Kong (previously City Polytechnic of Hong Kong); Hong Kong Baptist University (previously Hong Kong Baptist College); Hong Kong Polytechnic University (previously Hong Kong Polytechnic); Lingnan College; Shue Yan College. Higher Certificate or Higher Diploma of the City University of Hong Kong (previously City Polytechnic of Hong Kong) or Hong Kong Polytechnic University (previously Hong Kong Polytechnic). Diploma in Business Studies of the Hang Seng School of Commerce, provided that three of the examinations in the final year are passed in approved subjects with at least two at grade B and a further one at grade C. Associate Degree from a recognised awarding institution in Hong Kong. Associate degree awarded by Hong Kong University/ SPACE satisfies the course requirement of GCSE/O Level Mathematics for degrees in Economics, Management, Finance and Social Sciences. University of Hong Kong/SPACE, Community College, Advanced Certificate of General Studies. l University of Hong Kong/SPACE Diploma in Finance. University of Hong Kong/SPACE Diploma in Housing Management. University of Hong Kong/SPACE Shanghai Diploma in Economics and Management. University of Hong Kong/SPACE Advanced Diplomas in Finance, Finance (Investments), Accounting or in Management Studies satisfy the entry requirements for degrees in Economics, Management, Finance & Social Sciences only. University of Hong Kong/SPACE Higher Diplomas in Business awarded after a course of study lasting two years in the following pathways, Corporate Administration & Governance, International Trade and Quality & Operations Management satisfy the entry requirements for degrees in Economics, Management, Finance & Social Sciences only. University of Hong Kong/SPACE Higher Diplomas in Business awarded after a course of study lasting 3 years in the following pathways, Accounting; Financial Services; Marketing & Management; Marketing & Media; and in Sales Marketing & Advertising, satisfy the entry requirements for degrees in Economics, Management, Finance & Social Sciences only. University of Hong Kong/SPACE Higher Diplomas in Information Technology and in Corporate Communications & Management, awarded after a course of study lasting 3 years, satisfy the entry requirements for degrees in Economics, Management, Finance & Social Sciences only. University of Hong Kong Certificate in Legal Studies Year II (if awarded prior to 2005). University of Hong Kong Diploma in Legal Studies (awarded after 2005). University of Hong Kong/SPACE Advanced Diploma in Legal Studies. Hong Kong Management Association/ Hong Kong Polytechnic University, Joint Diploma in Management Studies. Hong Kong Management Association/Lingnan University Joint Diploma in Management Studies. Open Learning Institute course with 40 credits (mature age candidates may apply on the basis of 20 credits).
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A Teachers Certificate awarded by one of the following institutions, provided that it is at least two years full time: Grantham College of Education; Northcote College of Education; Sir Robert Black College of Education; the Hong Kong Institute of Education (includes the Hong Kong Technical Teachers College and the Institute of Language in Education).
O Hong Kong SAR (continued) Vocational Training Council Diplomas, provided that at least three full units in acceptable subjects are passed at Merit Level (or at 60% or more) in the second year. Hong Kong Technical College (Chai Wan or Tsing Yi)/ Vocational Training Council Higher Certificates in acceptable subjects. Hong Kong Technical College (Chai Wan or Tsing Yi)/Vocational Training Council Higher Diplomas. Hungary Erettsegi. Matura. Iceland India Studentsprof. Year XII CBSE All India/Delhi Senior School Certificate or Year XII CISC Indian School Certificate, 4 acceptable academic subjects each passed at 80% or better. Year XII CBSE All India/Delhi Senior School Certificate or Year XII CISC Indian School Certificate Mathematics passed at 70% satisfies the course requirement for entry to BSc CIS. All India Senior School Certificate (year 12) and Delhi Senior School Certificate (year 12) subjects passed at 50% or above. All India Senior School Certificate (Year 11), Indian School Certificate (Year 11) and Delhi Senior School Certificate (Year 11) Mathematics passed at 80% or over, satisfies the GCSE/GCE O level Mathematics course requirement for the BSc degrees in Economics, Management, Finance and the Social Sciences only. Maharashtra State Board of Technical Education Diploma in Information Technology awarded (in and after 2004) with a First Class result, providing that a mark of at least 60% is obtained in module 902 Engineering Mathematics and in 1135 Applied Mathematics, satisfies the entrance requirements for the BSc Computing & Information Systems degree only. Indonesia Sekolah Menengah Umum (from 1996), except English Language, provided that a mark of 8 is achieved. Irish Leaving Certificate grades AC at Ordinary Level. Matriculation Examination of the National University of Ireland. Irish Leaving Certificate, provided that the candidate has obtained passes in five approved subjects at the Higher (Honours) Level with not less than grade B in one of those subjects and not less than grade C in the remaining four (an individual subject passed at grades AD at the Higher (Honours) Level is accepted as equivalent to a pass at not less than grade C at GCSE/GCE O level). Irish Auctioneers and Valuers Institute, Membership having passed all the required examinations. Limerick Vocational Education Committee (formerly Limerick Senior College) Diploma in Economic Science. National Council for Educational Awards (NCEA), National Diploma. Israel Bagrut, provided that a mark of at least 6 is achieved in at least seven subjects, at least two of which should have been taken in five units. Mechina. Italy Diploma di Maturita. Diploma di Esame di Stato, in and after 1999. Kenya Kenya Certificate of Secondary Education grades C+ or above. Kenya Advanced Certificate of Education (KACE), provided that three subjects have been passed at Grade D or above. Higher Diploma of a Polytechnic. One or two years successful completion of a degree from either a public university or a recognised private university. l l l
G l Kenya (continued) Certified Public Accountants (CPA), having successfully completed all three parts of the examinations of the Kenya Accountants and Secretaries National Examination Board (KASNEB). Certified Public Secretaries (CPS), having successfully completed all three parts of the examinations of the Kenya Accountants and Secretaries National Examination Board (KASNEB). Luxembourg l l l l Malaysia Federation of Malaysia School Certificate Examination. Malaysia Certificate of Education/Sijil Pelajaran Malaysia (in and after 1978) grades 16 [Note: no recognition is given to 322 or 122 English Language Communicational.] Malaysia Higher School Certificate/Sijil Tinggi Persekolahan Malaysia (grades AE in Kertas Am). Malaysian Independent Chinese Secondary Schools System Unified Examination Certificate (UEC) grade B6 or above. Joint Examination for the Higher School Certificate and Advanced Level General Certificate of Education in Malaysia and Singapore [Note: a pass in English Usage at the subsidiary level is recognised as equivalent to a grade C at GCSE/GCE O level English Language.] Malaysia Higher School Certificate/Sijil Tinggi Persekolahan Malaysia (except Kertas Am) Grades A-E in the former marking scheme. Malaysia Higher School Certificate/Sijil Tinggi Persekolahan Malaysia (except Kertas Am) Grades A-C from 2003 in the new marking scheme. Unified Examination Certificate (UEC) offered by the Malaysian Independent Chinese Secondary Schools System providing that 5 acceptable subjects are passed at Credit (or B) or better, together with at least 3 non-overlapping subjects awarded with grades 1 to 6 in the SPM, satisfies the entrance requirements for the LLB degree only. l A diploma awarded by one of the following institutions, provided that it is at least two years full time or four years part time: a university or polytechnic that is acceptable to the University of London; Tunku Abdul Rahman College. HELP University College Foundation course in Economics and Management Part I (also satisfies the course requirement of a GCSE/ GCE O Level in a mathematical subject) for the degrees in Economics, Management, Finance and the Social Sciences only. HELP University College Diploma in Business (also satisfies the course requirement of GCSE/GCE O level in a mathematical subject) for the degrees in Economics, Management, Finance and the Social Sciences only, normally on condition that the student reached the age of 18 years by 31 December in the year in which they register for the UOL programme. HELP University College Foundation in Arts (also satisfies the course requirement of GCSE/GCE O level in a mathematical subject) for the degrees in Economics, Management, Finance and the Social Sciences only, on condition that the student has a) taken two economics electives and, normally, b) reached the age of 18 years by 31 December in the year in which they register for the UOL programme. HELP University College Foundation in Science (also satisfies the course requirement of GCSE/GCE O level in a mathematical subject) for the degrees in Economics, Management, Finance and the Social Sciences only, on condition that the student has a) taken three science units as electives (biology, chemistry and physics) and, normally, b) reached the age of 18 years by 31 December in the year in which they register for the UOL programme. Malawi Diplome de Fin dtudes Secondaires.
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O Malaysia (continued) Institut Perkim Goon Certificate in Business Administration, provided the following conditions have been met: (1) both English Language and Mathematics were passed at SPM; (2) normally that the student is at least 19 years of age on 1 August in the year that the Certificate was awarded; (3) that at least grade C was obtained in all units. Inti College, Sarawak the Foundation Programme in Business satisfies the general entrance requirements and the GCSE/GCE O level at Grade C in Mathematics course requirement (but not the Test of Proficiency in English) for the BSc degrees in Economics, Management, Finance and the Social Sciences only, provided the following conditions are also satisfied: a) students must have passed all the compulsory units and the requisite number of elective units of the Foundation programme and b) normally students must have attained the age of 18 years before 1 September in the year in which they register. Kemayan ATC-Certificate in Business Studies satisfies both the general entrance and Mathematics course requirement for the BSc EMFSS degrees on condition, normally, the student is at least 18 years of age by 31 December in the year they register as an External student; they have 5 or more passes at SPM including Mathematics and English and have successfully completed the Certificate with passes in the following units: Introduction to Accounting, Basic Financial Accounting, Introduction to Microeconomics, Introduction to Macro-economics. A Diploma awarded by MARA Institute of Technology. Malaysian Institute of Management, Diploma in Management. Rima College Diploma in Law stage 1, provided that at least 50% is achieved in each of the four subjects and, normally, that the applicant is at least 19 years old on 1 August in the year in which Stage 1 is obtained. Sepang Institute of Technology: Degree Foundation Studies Programme, provided that the following conditions are met: (1) normally the student must be at least 18 years old before 31 December in the year that he/she applies to register as an External Student; (2) must have 5 or more passes at SPM, which include a Credit in both Mathematics and English; (3) must have successfully completed the Diploma Foundation Programme with a GPA of 2.00 or better in each of the following subjects: Foundation Economics, Foundation Mathematics and Foundation Statistics (also satisfies the course requirement of GCSE/GCE O Level in a mathematical subject for the degrees in Economics, Management, Finance and the Social Sciences only). Tunku Abdul Rahman College (TAR) Diploma in Business (Business Economics) (also satisfies the course requirement of GCSE/GCE O level in a mathematical subject) for the degrees in Economics, Management, Finance and the Social Sciences only, normally on condition that the student reached the age of 18 years by 31 December in the year in which they register for the UOL programme. Malta MATSEC Secondary Education Certificate, grades 14 on a subject for subject basis. Advanced Matriculation or Matriculation Certificate: A pass at Grades A to C in a single Advanced subject of the Matriculation Certificate. Matriculation Certificate module in Pure Mathematics passed at Intermediate level satisfies the course requirements for entry to BSc CIS. Matriculation certificate (from 1997). Morocco Netherlands Baccalaureat, provided that a grade of at least Bien is achieved. Diploma Voorbereidend Wetenschappelijk Ouderwijs (VWO). HBS. New Zealand New Zealand Department of Education School Certificate (subjects passed at 50% or above). New Zealand Bursary A or B. Nigeria Nigerian Senior School Certificate awarded by WAEC (West African Examinations Council). (Grades 16). l l
G l Nigeria (continued) Higher Diplomas awarded by universities acceptable to the University of London, provided that the study programme was at least two years full time. Examen Artium. Vitnemal fra den Videeregaende Skola.
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Higher Secondary Certificate or Intermediate, subjects passed at 60% or better (with the exception of English Language). Matura. Swiadectwo Dojrzalosci.
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Certido do Decimo Segundo Ano or Certido do Ensino Secondario provided that an overall average of at least 14 (bom) has been achieved. Diploma de Bacalaureat. Tawjihiyah (General Secondary Education Certificate), on a subject for subject basis (with the exception of English Language), provided that a mark of 60% or more is obtained. l
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Serbia and Montenegro Matura. Singapore l l Singapore/Cambridge General Certificate of Education (in and after 1971) grades 16. Joint Examination for the Higher School Certificate and Advanced level General Certificate of Education in Malaysia and Singapore [Note: a pass in English Usage at the subsidiary level is recognised as equivalent to a grade C at GCSE/GCE O level English Language.] Singapore/Cambridge Advanced level General Certificate of Education (in and after 1975) [Note: Management of Business is accepted as a pass at GCE A level only if awarded in or after 1987 Passes obtained before 1987 are accepted as equivalent to GCSE/GCE O level]. Diploma, Professional Diploma or Technical Diploma awarded by one of the following institutions, provided that it is at least two years full time or four years part time: Nanyang Polytechnic, Ngee Ann Polytechnic, Republic Polytechnic, Singapore Polytechnic or Temasek Polytechnic. Nanyang Polytechnic: the following Diplomas satisfy the entrance requirements (including the GCE AS level in Mathematics course requirement) for BSc Computing and Information Systems: Electronics, Computer and Control Engineering; Electronics, Computer and Communications Engineering; Electronics and Computer Engineering; Manufacturing Engineering; Mechatronics Engineering; Multimedia and Infocomm Technology; Multimedia System Engineering. FTMS Business School, Diploma in Business Administration Foundation Stage also satisfies the course requirement of GCSE/GCE O Level mathematics for the degrees in EMFSS (normally on condition the student has reached the age of 18 years by 31 December in the year in which they register as an External student). Ngee Ann Polytechnic: both the Advanced Diploma in Computer and Communications Systems and the following Diplomas satisfy the entrance requirements (including the GCE AS level in Mathematics course requirement) for BSc Computing and Information Systems: Diploma in Building Services Engineering; Civil and Environmental Engineering; Electronic and Telecomm Engineering; QA Engineering. Singapore Polytechnic: the following Diplomas satisfy the entrance requirements (including the GCE AS level in Mathematics course requirement) for BSc Computing and Information Systems: Civil and Structural Engineering; Computer & Network Technology; Instrumentation and Control Engineering; Materials Engineering; Mechatronics. l l l
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O Singapore (continued) Temasek Polytechnic: the following Diplomas satisfy the entrance requirements (including the GCE AS level in Mathematics course requirement) for BSc Computing and Information Systems: Computer Engineering; Intelligent Building Technology; Mechatronics; Microelectronics; Quality Engineering; Quality Engineering and Management; Telecommunications. A diploma awarded by one of the following institutions, provided that it is at least two years full time or four years part time: the FrenchSingapore Institute of ElectroTechnology; the GermanSingapore Institute of Production Technology; the Japanese Singapore Institute of Software Technology. Comsertrac Higher Diploma in Computer Studies (BSc CIS only). A teaching certificate awarded by the Institute of Education, provided that it is at least two years full time. Ong Teng Cheong Institute of Labour Studies/Singapore Institute of Management Diploma in Employment Relations. PSB Academy Advanced Diplomas in Business Studies, Marketing and Sales Management, Quality Management, Human Resource Management and in Commerce. PSB Academy Diplomas in Business Efficiency and Productivity, Business Administration, Management Accounting and Finance and in Human Resource Management providing, normally, that for all diplomas the student is at least 19 years old on 1 August in the year they obtain the diploma and that they obtain an average of not less than C (60%) overall. PSB Academy Bridging Course in Mathematics: satisfies the requirement for a GCSE/O Level in a Mathematical subject only for the degrees in Economics, Finance and Social Sciences (and for the Access route to these degrees). Singapore Institute of Banking and Finance, Diploma in Banking and Finance. Singapore Institute of Labour Studies, Diploma in Industrial Relations. Singapore Institute of Labour Studies/ Singapore Institute of Management (SILS/ SIM) Diploma in Employment Relations. Singapore Institute of Management, Bridging course in Mathematics: satisfies the requirement of a GCSE/GCE O Level in a mathematical subject only for the Diploma in CIS and degrees in Economics, Management Finance and the Social Sciences (and for the Access route to these degrees). Singapore Institute of Management, Bridging Course in Mathematics passed at 50% or over, satisfies the GCE AS level in Mathematics course requirement for BSc Computing and Information Systems = AS level only Singapore Institute of Management, Diploma in Business Management. Singapore Institute of Management, Diploma in Human Resource Development. Singapore Institute of Management, Diploma in Management Practice, provided the applicant is at least 19 years on 1 August in the year in which the diploma is awarded. Singapore Institute of Management, Diploma in Management Studies. Singapore Society of Accountants, Membership, having passed all final examinations. Stansfield School of Business, Bridging course in Mathematics: satisfies the requirement of a GCSE/GCE O Level in a mathematical subject only for the degrees in Economics, Management Finance and the Social Sciences (and for the Access route to these degrees). Stansfield School of Business Bridging Course in Mathematics passed at 50% or over satisfies the GCE AS level in a mathematical subject course requirement for BSc CIS only (= AS only) TMC Computer School, Higher Diploma in Computer Studies (BSc CIS only).
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G Slovakia Maturita. Maturitna Skuska. Slovenia Matura. Secondary School Leaving Diploma. South Africa l Senior Certificate at Higher Grade, grades AE. Senior Certificate at Standard Grade, grades AD. The South African National Diploma. Senior Certificate (with matriculation endorsement) and at least BBBCC at higher grade. Southern African Institute of Chartered Secretaries and Administrators, Associate Member. Spain l Curso de Orientacin Universitaria (COU), provided that an average mark of at least 6 is achieved. Selectividad, provided that an average mark of at least 6 is achieved. l Bachillerato (LOGSE), provided that an average of 6 is obtained. Enseanzas de Bachillerato, provided that an overall average of B is obtained. Sri Lanka l Sri Lanka (formerly Ceylon) Ordinary level General Certificate of Education credit and distinction only. Sri Lankan A level syllabus in Applied Mathematics or Pure Mathematics passed at grade C or above. Sri Lankan A level syllabus in a mathematical subject at S level (for BSc CIS only) = AS level only Passes in three approved subjects in the Sri Lankan A level Examination provided not less than grade C is achieved in all three subjects. In addition, applicants must possess one GCE O level pass at grade C or above, or the equivalent. Institute of Chartered Secretaries and Administrators, Associate and Graduate Members (by examination). l l l Syria Sweden Switzerland Fullstndigt Slutbetyg frn Gymnasium. Attestato de Maturita. Certificat de Maturit. Maturitatzeugnis. General Secondary Education Certificate, on a subject for subject basis (with the exception of English Language) provided that a mark of 60% or more has been obtained. Advanced Certificate of Secondary Education principal passes at Grades AD on a subject for subject basis. Certificate of Secondary Education (CSE)/ Tanzanian O Level, if passed with grades A-B. Tunisia Uganda Baccalaureat, provided that a grade of at least Bien is achieved. Certificate of Education of the Uganda National Examinations Council grades 14. Advanced Certificate of Education of the Uganda National Examinations Board grade E. Advanced Certificate of Education of the Uganda National Examinations Board grades AD. United Kingdom l l Scottish Certificate of Education Standard grade: Grades 1, 2, 3. Scottish Certificate of Sixth Year Studies (CSYS), or Advanced Higher, in combination with a Higher grade pass in the same subject. Scottish Certificate of Education, provided that passes in five approved subjects at the Higher Level have been obtained with not less than grade B in one of those subjects and not less than grade C in the remaining four. The following University of London Intermediate Certificates:
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O United Kingdom (continued) UCL University Preparatory Certificate for Science and Engineering. The following University of London qualifications: Diploma in Computing and Information Systems for External students. Diploma in Law for External students. Diploma in English for External students. Diploma in Geography for External students. Diploma in Philosophy for External students. Diploma in Theology for External students. Diploma in Economics for External students. Diploma in Economics for External students, provided either Mathematics or Quantitative methods has been passed (satisfies the GCE AS level in a mathematical subject for the BSc in Computing and Information Systems only). Birkbeck College Faculty of Continuing Education Certificate or Diploma (other than a Certificate of Proficiency) provided that, in all cases except the Extra-Mural Diploma in Economics, the candidate is at least 21 years old at the time of making the application. Goldsmiths College, Certificate in English and Caribbean Studies (satisfies the entrance requirements for the Diploma in English only). Kings College, Preparatory Diploma in English Language and Academic Studies. Royal Holloway, University Foundation Programme. The following awards of other universities or organisations: A Certificate or Diploma awarded by a recognised institution of Higher Education in the UK after a course of study of not less than two years full time. A degree conferred either by a University acceptable to the University of London or by the Council for National Academic Awards. A Diploma of Higher Education awarded by either a University in the United Kingdom or the Council for National Academic Awards. An Access to HE Certificate awarded by an Authorised Validating Agency (AVA) recognised by the Quality Assurance Agency (QAA). A Teachers Certificate gained in or after 1962 at a College of Education in England or Wales, after a three- year course of study, or gained in or after 1950 at a College of Education in Scotland or Northern Ireland, after a three-year course of study. Bellerbys College Foundation Business Programme, passed overall and with a pass in Business Mathematics, will satisfy the entrance requirements and the mathematics course requirement for degrees in Economics, Management, Finance and Social Studies providing that at least 60% is awarded in both Economics 1 and in Business Studies 1 together with at least 55% in Business Studies 2, Economics 2 and Introduction to Financial Accounting (Accounts) Applicants are also required to satisfy the University requirement to demonstrate Proficiency in English. University of Cambridge Local Examinations Syndicate, Cambridge Diploma in Religious Studies. Higher Introductory and Engineering Conversion Course (HITECC), with a pass at Higher Level. Northern Consortium UK International Foundation Year (China syllabus) awarded in and after June 2004, satisfies the General Entrance Requirements providing that at least 200 IFY points have been obtained and that the module English for Academic Purposes is passed with at least grade C. In order to satisfy a requirement for GCSE/O Level Mathematics at least one Mathematics unit must be passed with grade C or better. Either the Mathematics unit in the Science & Technology route, if passed at grade C or better, or the Mathematics unit in the Business and Management route, if passed with grade B or better, will satisfy a requirement for AS Mathematics for entry to BSc CIS. = AS level only l
G l United Kingdom (continued) Open University, two full credits gained by course work and examination, one at Foundation Level and one at a Higher Level (mature age candidates may apply on the basis of one full credit at any Level). University of Wales College of Cardiff, Continuing Education Diplomas, provided that the applicant is at least 21 years old at the time of making the application. University of Westminster (Polytechnic of Central London), Diploma in Magisterial Law, provided that the applicant is at least 21 years old at the time of making the application. The following awards of the Business and Technician Education Council (BTEC): Advanced General National Vocational Qualification (Advanced GNVQ), passed at Merit or Distinction. BTEC Business awards, provided that the candidate has obtained a minimum of two Bs and a C in three acceptable subjects in the final examinations. Higher National Certificate or Higher National Diploma (HNC or HND). National Certificate or National Diploma (NC or ND), provided that the candidate has achieved passes at Merit level in at least three full units in acceptable subjects.
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Architectural Association Diploma. Barristers of England, Wales, Scotland and Northern Ireland. British Institute of Management, Diploma in Management Practice, provided that candidates with this qualification also hold the Open University Diploma in Management. Central Council for Education and Training in Social Work (CCETSW); Certificate of Qualification in Social Work; Diploma in Social Work. Chartered Association of Certified Accountants, Associate Member.
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Chartered Institute of Management Accountants, Associate Member. Chartered Institute of Marketing Professional Diploma or Professional Postgraduate Diploma. Chartered Institute of Public Finance and Accountancy, Member. Chartered Institute of Transport, Corporate Member (FCIT or MCIT). Chartered Insurance Institute, Associate Member. l City and Guilds of London Institute, Graduateship, Membership and Fellowship. College of Preceptors, Licentiate or Fellowship awarded by having passed all final examinations. College of Radiographers, Diploma (DCR). Incorporated Association of Architects and Surveyors, Membership, having passed intermediate and final examinations. Institute of Actuaries, Associate Member. Institute of Administrative Management, Diploma in Administrative Management (prior to 1995) and the Advanced Diploma in Administrative Management (in and after 1995). Institute of Bankers, Ireland, Associate Member. Institute of Bankers, Scotland, Associate Member.
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O United Kingdom (continued) Institute of Chartered Accountants in England and Wales, Associate Member. Institute of Chartered Accountants, Ireland, Associate Member. Institute of Chartered Accountants, Scotland, Member. Institute of Chartered Secretaries and Administrators, Associate and Graduate Member and Fellow. Institute of Chartered Shipbrokers, Members and Fellows, having passed the qualifying examinations. Institute of Credit Management, Member, having passed the final examinations. Institute of Health Service Management (formally Institute of National Health Administration), Associate Member. Institute of Housing, Corporate Member. Institute of Legal Executives, Member, having passed the Level 6 Professional Higher Diploma in Law (previously known as the Part II and Level 4 examinations). Institute of Management Information Systems (formerly IDPM), Higher Diploma (satisfies the entrance requirements for BSc CIS only). Institute of Personnel Management, Graduate Member. Institute of Statisticians, Graduate Diploma. Institute of Electrical, Mechanical and Civil Engineers, Associate and Graduate Members. Library Association, Chartered Member (Associate or Fellow). Licensed Conveyancer, provided that all three examination stages have been passed. Ministers of Religion trained in the UK (Anglican, Baptist, Methodist, Roman Catholic, United Reform). NCC Education International Diploma in Computer Studies (IDCS) (satisfies the entrance requirements for the Diploma in Computing and Information Systems, excluding the English language requirement). NCC Education, International Advanced Diploma in Computer Studies (IADCS) (satisfies the entrance requirement for BSc CIS only). Pensions Management Institute, Associateship. Royal Institute of British Architects, Corporate Member. Royal Institution of Chartered Surveyors, Professional Associate. Royal Pharmaceutical Society, Member. Society of Engineers, Corporate Member. Solicitors of England, Wales, Scotland and Ireland. USA Advanced Placement (AP) Examinations of the American College Board, provided that at least two full subjects are passed at grades 3, 4 or 5 (with the exception of Studio Art). AP International Diploma. West Africa West African Ordinary level General Certificate of Education (grades 16). Ghana Senior School Certificate (grades A, B and C). West African Higher School Certificate. West African Advanced level General Certificate [Note: a pass at grades AC in the General Paper is recognised as equivalent to a grade C at GCSE/GCE O level]. West Indies Caribbean Secondary Education Certificate (Grades I and II at General Proficiency level only, up to and including January 1998). Caribbean Secondary Education Certificate (Grades I and II and III at General Proficiency level only, in and after June 1998). l l l
G l l l l l l l West Indies (continued) Caribbean Advanced Proficiency Examination Diploma (CAPE) Full award of six units including two double-unit courses. Bahamian General Certificate of Education, Ordinary levels. Bahamian General Certificate of Education, Advanced levels. Bahamas Bar Association, Membership, having passed all final examinations. Barbados Community College: Certificate in Para Legal Studies, provided that at least two subjects are passed at grade B or above. Barbados Community College, Associate degrees. Bermuda College, Associate degrees. l l College of the Bahamas: Associate degrees (although grades may be taken into account). University of Technology, Jamaica: diplomas provided they are at least two years full time or four years part time. A diploma awarded by the College of Arts, Science and Technology, Jamaica after a three year full time course.
G l
l l l l
l l l
l l
l l l l l l l
The qualifications are listed by country and in accordance with the following key:
O A S G is equivalent to GCSE/GCE O level (or AS) is equivalent to GCE A/AS level satisfies the entrance requirements for the degree/diploma named satisfies the general entrance requirements as a whole
l l l l l l l
l l
Tests of proficiency in English

The following qualifications are equated with GCSE/GCE O Level English Language grade C for the purposes of satisfying the entrance requirements. n Cambridge Certificate of Proficiency in English n Cambridge English Language 1119 (at grade 6 or better) conducted overseas by the University of Cambridge Local Examinations Syndicate. n Hong Kong Examination Authority Advanced level Use of English (grade C or better). n Hong Kong Certificate of Education English Language (Syllabus B) (at grade C or better).
n Hong Kong Certificate of Education
Examination (HKCEE) English Language section from 2007 performance levels 5*, 5, 4 or 3. n International General Certificate of Education (IGCSE): English as a Second Language, passed at grade B or above. n NEAB (formerly JMB) University Entrance Test in English for Speakers of Other Languages. n School of Oriental and African Studies (SOAS) Diploma in English for Academic Purposes (passed at grade A or B).
The qualifications below are not acceptable as equivalent to GCSE/ GCE O Level (grade C) English Language but they are considered acceptable evidence of proficiency in English provided they have been awarded within the past three years. n Advanced Placement International English Language Examination (APIEL), when a score of 4 or 5 is achieved. n Associated Examining Board (AEB) Test in English for Educational Purposes (TEEP) (when Proficiency level (4) is achieved in each of the listening, reading and writing components). n Cambridge Certificate of Advanced English. n City & Guilds International ESOL 8984 Mastery award. n Hong Kong Examinations Authority AS Use of English. n International English Language Testing System (IELTS) when an overall score of at least 6 is achieved with a minimum of 5.5 in each sub-test.
n International General Certificate
n Test in English as a Foreign Language
of Secondary Education (IGCSE): English as a Second Language passed at grade C or above. n Malaysian Certificate of Education/ Sijil Pelajaran Malaysia English Language Communicational (122 or 322) grade 6 or better. n Oxford Delegacys Higher Level Examination in English as a Foreign Language when taken with the ARELS examination in spoken English (a pass with credit or above must be achieved in the Oxford examination and a Good Pass or better in the ARELS test). n Oxford International Business English Certificate (OIBEC). n School of Oriental and African Studies (SOAS) Diploma in English for Academic Purposes (passed at grade C). n A diploma awarded by any of the polytechnics in Singapore. (This satisfies the English language requirement for the degrees in Economics, Management, Finance and the Social Sciences and the Access route to these degrees only).
(TOEFL) with a score of 580 (or 237 on the computerised test) plus the Test of Written English (TWE) with a score of 4.5 (or a Writing Rating of 4.5 in the computerised test). n iBT Test of English as a Foreign Language (iBT TOEFL) score of 92 in total with at least 22 in both Reading and Writing Skills sub-tests and at least 20 in both Speaking and Listening sub-tests. n University of Cambridge Local Examinations Syndicate (UCLES) Business English Certificate Level 3 only (BEC 3 award).
81
Exemptions and transfer

If you satisfy the entrance requirements for the degree you have chosen and are suitably qualified, you may be able to apply for exemption from up to four units. Please note, there are no exemptions given from the BA Philosophy or the Diplomas in English, Philosophy and Theology, or the Certificates in Theology and Philosophy, Religion and Ethics. n In order to apply you will need to have passed examinations which compare in level, content and standard to the subject/s for which you are seeking exemption. All exemptions are awarded at the discretion of the University. n All requests for exemption should be made when applying for admission, using the application form. If, for any reason, you are unable to do this, you should make your request as soon as possible in writing to the Admissions Office. n On receipt of your request we will send you the appropriate information with, if applicable, an exemption request form. We will only be able to proceed further and give advice when the requested documentation has been received and the exemption application fee (see page 82) has been paid. We cannot refund the exemption application fee, even if we are unable to award you any exemptions.
Exemption deadline date

All requests for exemption, whether made on the application form or separate to the form, must be received by the University no later than: n 17 September (if you live outside the EU) n 17 October (if you live within the EU). OR n 30 June (BA Classical Studies/BA History only).
Transferring to a College of the University of London Options from other language degrees
Subject to the approval of the University a student may apply to sit suitable units from the degrees in French, German, Italian or Spanish and Latin American Studies. These units may be to the value of one full unit at Level 1 only or one full unit at each of Levels 1 and 2. Students wishing to offer units from another modern language degree will be required to demonstrate competence in the language concerned. Registering as an External student does not mean that you can automatically transfer at a later date and complete your studies at one of the Colleges of the University. To be considered, you will need to have passed syllabuses similar to those taken at the Colleges concerned and to have achieved very high marks. Competition is keen and a quota system operates; you will be competing with other applicants for a limited number of places. You cannot usually be considered for transfer into the final year.
Transferring to another qualification in the External System

Some External students ask to transfer to another qualification in the programme. This may be because they are not enjoying their subject or finding aspects of it particularly difficult. More often, it is because they are having difficulty finding the specialist books and resources they need for that particular qualification. We advise you to check as far as possible before you register that the resources you need are available. Remember that transfer to another qualification is not automatic, you will need to have any special programme-related qualifications required for that programme and additional fees may be payable.
Notes: a. No exemptions are awarded on the basis of school leaving qualifications. b. Formal application must be made for an exemption, whether it is automatic or is to be considered on an individual basis, and in each case the necessary documentation must be supplied. c. No fee is payable for automatic exemptions. d. Do not send your exemption application fee until you have received the exemption request form. e. BA English there is no exemption from advanced units. f. Modern languages there is no exemption from advanced units. Exemption from the practical language core element at level 1 is not normally awarded.
Fees and contacts

Please note: the University reserves the right to amend previously announced fees, if necessary. Fees are usually increased in line with inflation each year on 1 September. The fees shown below for 2009-2010 are applicable from 1 September 2009. All fees must be paid in pounds sterling, which may be paid either by a credit card recognised by Mastercard International or by the Visa group OR by bankers draft, cheque or UK postal order, made payable to The University of London and crossed a/c payee.
Fees payable to the University: All programmes with the exception of BA French, German, Italian, Classical Studies and History
Fees payable to the University: BA Classical Studies and BA History
2008/9 2009/10 2008/9 2009/10 Application handling fee

(non-refundable)
Registration fee Half unit fee Full unit fee Double unit fee (Group C)
(BA History only)
732 354 708 1,416 58 29 9,228
784 379 758 1,516 64 32 9,880
56 376 263 58 146
62 414 290 64 161 261
Initial registration fee Continuing registration fee Exemption application fee

(full unit)
Exemption application fee

(full unit)
Examination fee (full unit) Dissertation fee (BD only)

(half unit)
TOTAL BA
Short course: Introduction to philosophy Application handling fee 62

(non-refundable)
Occasional students (BA Classical Studies only) Full unit fee 793 849 Half unit fee 429 460
Composite fee
265
(Registration and one examination entry)
Fees payable to the University: BA French, German, Italian and Joint Languages
2008/9 2009/10 Application handling fee
(non-refundable)
Other costs
Besides the fees payable to the University, you should also budget for the cost of: n purchasing textbooks (this may well be in the region of 300 per year) n the cost of any course or tuition you choose to take n the fee levied by your local examination centre to cover their costs.
56 376 263 58 29 146 73
62 414 290 64 32 162 81
Initial registration fee Continuing registration fee Exemption application fee

(full unit)

(half unit)
Examination fee (full unit) Examination fee (half unit)
83
Financial assistance
No financial assistance is available from the University. Some employers in both the public and private sector may be willing to consider offering financial assistance to their employees. Students who are resident in the UK may be able to apply for a Part-time Student Grant or a Career Development Loan. Information can be obtained from the Department of Education and Skills (DIUS) Information Line on 0800 731 9133 or from their website:
on 0800 731 9133 or on textphone 0800 210 280. This information is also available on audio tape or in braille. The guide is available on the DIUS website:
www.dfes.gov.uk/studentsupport
Armed forces
Students who are members of the UK Armed Forces should note that the University of London has been approved by the Ministry of Defence in support of the Enhanced Learning Credits (ELC) Scheme (ELC Provider Reference Number 1284). The Scheme provides financial support to eligible Service personnel who wish to enhance their educational or vocational achievements. The ELC Administration Service website can be found at:
www.dfes.gov.uk/studentsupport
Examples of fees payable to the University These examples use the fees given for 2009-2010, do not reflect any annual fee increases and assume completion in the minimum time permitted. (for Part-time Student Grants), and the CDL Information Line on 0800 585 505 or from their website:
www.direct.gov.uk/adultlearning
Special needs
Students with special needs who are resident in the UK may also be able to apply for a Disabled Student Allowance (DSA). For a copy of the information leaflet (which answers most of the questions commonly asked about DSAs) please contact either your LEA or the DIUS Information Line
www.enhancedlearningcredits.co.uk
BA English
Year 1 Application handling fee Initial registration fee Examination fee Year 2 Continuing registration Examination fee Year 3 Continuing registration Examination fee Total 290 644 2,988 290 644 62 414 644
The Prisoners Education Trust

Students who are in prison in the UK may be able to obtain a grant to assist with funding. For information please write to: The Prisoners Education Trust, Wandle House, Riverside Drive, Mitcham, Surrey CR4 4BU. The Information Centre University of London Stewart House 32 Russell Square London WC1B 5DN United Kingdom Tel: +44 (0)20 7862 8360/ 8361/ 8362 Fax: +44 (0)20 7862 8358 Email: [email protected]
Personal callers
If you are in London at any time you would be most welcome to visit our offices. Most of our offices are open between 9.00am and 5.30pm, Monday to Friday, but you are advised to telephone first to make an appointment to ensure that the person you want to see is available.
Certificate of Higher Education in Theology

Year 1 Application handling fee Initial registration fee Examination fee Total 62 414 644 1,120
www.londonexternal.ac.uk
Please give your full postal address when contacting the Information Centre.
Other questions
If you have any questions that are not answered by this prospectus or you would like information about any of the other qualifications listed on the back cover of this prospectus, please contact:
Important note: The External System aims to provide the highest quality service to its students. We endeavour to solve any problems you experience quickly and fairly. If, however, you wish to make a complaint, our complaints procedure is published on our website and in our Student Handbooks.
Information for students with a disability and/or special needs

The University has a panel that considers applications from students for special examination arrangements.
The aim of the panel is to ensure that a student with a disability is neither advantaged nor disadvantaged when compared with other students. If you have a disability and may need special examination arrangements (such as extra time or special aids), you should complete the relevant section of the application form or write to the Special Examinations Services Department at the address opposite enclosing medical or other supporting evidence: Special Examinations Services Department The External System University of London Stewart House 32 Russell Square London WC1B 5DN United Kingdom Fax: +44 (0)20 7862 8349 Email: [email protected] You can request a copy of the University of Londons full disability statement. Please refer to the Admissions contact details on page 68, or download it from our website: www.londonexternal.ac.uk/dissn
While every effort has been made to ensure that the information contained in this prospectus is accurate at the date of publication (May 2009), all matters that it covers may be subject to change from time to time, both before and after a student has registered. In particular, information about the structure and content of programmes is subject to confirmation in the Regulations and registered students should refer to these. All fees are subject to annual review. The University does not intend by publication or distribution of this prospectus to create any contractual or other legal relation with applicants, registered students, their advisers or any other persons. You are strongly advised to check our website (www.londonexternal.ac.uk) for any revisions to this prospectus. The University makes no distinction between awards gained by on-campus students in London and External graduates. However, we advise you to check local recognition criteria in your own country before applying for any qualification listed in this prospectus. This prospectus is issued free by the External System, University of London. Published by: University of London. Copyright University of London, 2009.
85
All programmes oered through the External System are designed by academics at the University of Londons constituent Colleges. Assessment is the responsibility of academics at these Colleges. Currently these include: Birkbeck, Goldsmiths, Heythrop College, Institute of Education, Kings College London, The London School of Economics and Political Science (LSE), London School of Hygiene & Tropical Medicine, Queen Mary, Royal Holloway, Royal Veterinary College, School of Oriental and African Studies, and UCL (University College London).
We oer more than 100 degrees, diplomas and certificates in the following subject areas:
n Accounting n Agriculture n Business n Computing n Development n Earth Sciences n Economics n Education n Environment n Finance n Health n Humanities n Information Systems n Languages n Law n Management n Social Sciences n Veterinary Science
For further information on the range of programmes we oer, please visit our website or contact us at: The Information Centre, University of London, Stewart House, 32 Russell Square, London WC1B 5DN United Kingdom Tel: +44 (0)20 7862 8360/1/2 Fax: +44 (0)20 7862 8358 Email: [email protected]
www.londonexternal.ac.uk

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20092010

Academic direction by: Goldsmiths Birkbeck Heythrop Royal Holloway

Undergraduate study in Humanities

www.londonexternal.ac.uk/ current_students/general_ resources/regulations/index.shtml

Using this prospectus

General information Classical Studies English History Modern languages

BA Classical Studies and BA History only

(students resident within the EU)

2 Undergraduate study in Humanities

Key points: Information about studying on the Humanities programmes

life-changing study programme with the University of London.

thinking, analytical and organizational skills.

approach to engaging with a subject you are passionate about.

See profile on: Justice Anthony Gafoor (page 35)

See profile on: Christina Yew Lan (page 47)

See profile on: William I.Y. Byun (page 39)

See profile on: Christine Long (page 28)

The University of London and the External System

The University of London

4 Undergraduate study in Humanities

assess evidence of many kinds and express ideas with precision.

Diploma in Philosophy BA Philosophy

6 Undergraduate study in Humanities

Academic direction: the Lead Colleges

The award you receive

8 Undergraduate study in Humanities

How you study

Study materials include:

You are examined to our high standards

BA Classical Studies and BA History only

Aural and oral examinations (Modern languages only)

10 Undergraduate study in Humanities

Additional educational support

Points to consider before enrolling with an institution:

n Talk to students who are already

enrolled and get their opinions.

Iran International University of Chabahar

Malta St Martin's Institute of Information Technology

Singapore Stansfield College

Benedictine Study and Arts Centre

12 Undergraduate study in Humanities

A welcome from Professor Ahuvia Kahane, Programme Director

Programme specifics Features of the degree

Four full units chosen from n Homer

Four full units chosen from n Greek drama

14 Undergraduate study in Humanities

A welcome from Dr Sarah Barnsley, Programme Director

BA and Diploma in English

Programme specifics Features of the degree

Features of the Diploma

Diploma in English structure

16 Undergraduate study in Humanities

A welcome from Professor Gregory Claeys, Programme Director

Programme specifics Features of the degree

Half units n Introduction to Greek literature

18 Undergraduate study in Humanities

Studying a modern language as an External student

n are required to use a European

20 Undergraduate study in Humanities

Programme specifics Features of the degree