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Programme code | 1DRAM014U |
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Programme type | Joint Honours (UG) |
Programme director(s) |
Jan Wozniak
|
Faculty | Faculty of Arts |
School/department | Department of Theatre |
Second School/department | Department of English |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups |
Dance, drama and performance (2019) (benchmark statement)
English (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
English and Theatre are complementary subjects that are mutually reinforcing and offer excellent opportunities for exchange of knowledge and interpretative approaches. The Joint Honours programme allows students to enrich their understanding of Theatre and Performance through the study of English Literature – including drama - and vice versa. This programme provides an opportunity for those students who wish to pursue studies in both subjects. Students spend half of their time in each Department, and are taught separately in each subject. In Theatre, students follow a comparable developmental path to Single Honours students but take fewer practical options (some practical units are still available to Joint Honours students).
The English component of the programme is designed to provide a general knowledge and understanding of literature in English from the earliest times to the present. In this provision, the Department of English is committed to maintaining a balance between established traditions of literary study and the latest developments in the subject. The aims of the curriculum are that students should develop reading skills and critical and conceptual awareness, and that they should acquire knowledge of some genres and modes of literature and of its chronology and contexts, without inertly accepting received ideas of literary history or critical approach. Students are encouraged to read many well-known authors in English, while also being given opportunities to develop their own interests in particular authors and topics, under the tuition of specialists.
The Theatre component is designed to provide students with a deep understanding of performance/theatre, and to equip them to use the critical, theoretical and practical skills central to the discipline. Through historical and conceptual study, the programme enables students to analyse, research, interpret and understand performance/theatre from a critically and contextually informed perspective, and in certain options such as Interpreting Plays, make comparative and cross-disciplinary connections. In addition to detailed and rigorous critical, historical and theoretical enquiry, the students also explore practical and creative approaches in some options. Final-year students will select independent study options, in which they can gain experience working in the creative industries, develop a practical project of their own devising, or produce an extended piece of scholarly writing. Having gained a combination of specialised and transferable skills, students are well-equipped to pursue a range of careers relating to the contemporary creative industries and arts-related professions, and within academic, professional and managerial sectors.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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English component All Years: 1-hour lectures to year groups, providing the intellectual and chronological framework for the discussion of authors / topics / movements / theory in: 1-hour tutorials to groups of up to 8, based around tutor-directed discussion (which may include student-led oral presentations) and, less directly: 2-hour seminars to groups of 10 to 15, based around tutor-directed class discussion, including student-led oral presentations (1-10) The reading of literary texts and primary critical materials. The amount of guidance given varies during the course, with students having to become progressively more independent in their research. (3-6, 9) Year 1: A series of subject-specific Library sessions are held, to introduce the students to the Library, its print and electronic resources, and to basic bibliographic techniques. These sessions are integrated within the teaching of the Year 1 'Approaches' units. (5, 7-9), and reprised in Year 3 period units. Years 2 and 3: 2-hour seminars are used for the optional Special Subjects, which allow the students to share in the research activity of academic staff, and through which the students are asked to demonstrate to a particularly high degree their abilities as independent learners. (2, 4, 6, 7, 9) Theatre component Acquisition of knowledge and understanding through lectures and seminars (1-7, 10) Set and directed viewings and visits to performances, and directed reading, with a strong emphasis on primary materials (1-8, 10, 12) Seminars and small-group tutorials to encourage student participation and advance understanding of difficult materials (1-12) Seminars and workshops to develop student creative and practical production skills acquisition (5, 6, 8-12) Production meetings and supervisions to provide formative feedback and develop student skills in practical project realisation (5, 6, 8-12) Tutorials and supervisions to provide formative feedback and develop student skills in presentation and essay writing (1-7, 10, 12) |
Methods of Assessment | |
English component Formative, sessional, and summative written assessments of varying lengths, from 1,500 word essays on set topics in Year 1, to 4,000 word essays on self-devised topics and 8,000 word dissertations (optional) in Year 3. (2, 6, 9, 10) Formative oral presentations in all three years (4, 8, 10) Sit-down examinations in Years 1 and 2 of 2 hours' duration (1-10) Theatre component Coursework analytical and research essays (1-7, 10) Individual and group presentations (1-8, 10, 12) Practice-based presentations and performances (1-12) Workfiles, journals and vivas (1-12) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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|
English component All Years: 1-hour lectures to year groups, providing the intellectual and chronological framework for the discussion of authors / topics / movements / theory in: 1-hour tutorials to groups of up to 8, based around tutor-directed discussion (which may include student-led oral presentations) and, less directly: 2-hour seminars to groups of 10 to 15, based around tutor-directed class discussion, including student-led oral presentations (1-10) The reading of literary texts and primary critical materials. The amount of guidance given varies during the course, with students having to become progressively more independent in their research. (1-9, 11) Year 1: A series of subject-specific Library sessions are held, to introduce the students to the Library, its print and electronic resources, and to basic bibliographic techniques. These sessions are integrated within the teaching of the Year 1 'Approaches' units. (5, 8, 7, 9), and reprised in Year 3 period units. Years 2 and 3: 2-hour seminars are used for the optional Special Subjects, which allow the students to share in the research activity of academic staff, and through which the students are asked to demonstrate to a particularly high degree their abilities as independent learners. (2, 4, 6, 7, 9) Theatre component Acquisition of knowledge and understanding through lectures and seminars (1, 2, 4-6, 9) Set and directed viewings and visits to performances, and directed reading, with a strong emphasis on primary materials (1, 2, 4-6) Seminars and small-group tutorials to encourage student participation and advance understanding of difficult materials (1, 2, 4-10) Seminars and workshops to develop student creative and practical production skills acquisition (1-3, 5, 6, 10-16) Production meetings and supervisions to provide formative feedback and develop student skills in practical project realisation (3, 9-14, 16) Tutorials and supervisions to provide formative feedback and develop student skills in presentation and essay writing (1, 2, 4-9) |
Methods of Assessment | |
English component Formative, sessional, and summative written assessments of varying lengths, from 1,500 word essays on set topics in Year 1, to 4,000 word essays on self-devised topics and 8,000 word dissertations (optional) in Year 3. (1-11) Formative oral presentations in all three years (1-3, 5-11) Sit-down examinations in Years 1 and 2 of 2 hours' duration (1, 2, 4-10) Theatre component Coursework analytical and research essays (1, 2, 4-9) Individual and group presentations (1-10,13,14,16) Practice-based presentations and performances (1-15) Workfiles, journals and vivas (1-16) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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|
English component All Years: 1-hour lectures to year groups, providing the intellectual and chronological framework for the discussion of authors / topics / movements / theory in: 1-hour tutorials to groups of up to 8, based around tutor-directed discussion (which may include student-led oral presentations) and, less directly: 2-hour seminars to groups of 10 to 15, based around tutor-directed class discussion, including student-led oral presentations (1-9) The reading of literary texts and primary critical materials. The amount of guidance given varies during the course, with students having to become progressively more independent in their research. (1-9) Year 1: A series of subject-specific Library sessions are held, to introduce the students to the Library, its print and electronic resources, and to basic bibliographic techniques. These sessions are integrated within the teaching of the Year 1 'Approaches' units (5, 7-9), and reprised in Year 3 period units. Years 2 and 3: 2-hour seminars are used for the optional Special Subjects, which allow the students to share in the research activity of academic staff, and through which the students are asked to demonstrate to a particularly high degree their abilities as independent learners. (2, 4, 6, 7, 9) Theatre component Acquisition of knowledge and understanding through lectures and seminars (3, 7, 9) Set and directed viewings and visits to performances, and directed reading, with a strong emphasis on primary materials (3, 4) Seminars and small-group tutorials to encourage student participation and advance understanding of difficult materials (2-7, 9) Seminars and workshops to develop student creative and practical production skills acquisition (1-9) Production meetings and supervisions to provide formative feedback and develop student skills in practical project realisation (1-9) Tutorials and supervisions to provide formative feedback and develop student skills in presentation and essay writing (3-9) |
Methods of Assessment | |
English component Formative, sessional, and summative written assessments of varying lengths, from 1,500 word essays on set topics in Year 1, to 4,000 word essays on self-devised topics and 8,000 word dissertations (optional) in Year 3. (2, 6, 9) Formative oral presentations in all three years (4, 8) Sit-down examinations in Years 1 and 2 of 2 hours' duration (1, 4-7, 9) Theatre component Coursework analytical and research essays (2-5, 8) Individual and group presentations (1-9) Practice-based presentations and performances (1-9) Workfiles, journals and vivas (1-9) |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Theatre component: Year 1 is introductory, providing a foundation for second and third year learning and for fulfilling the programme’s outcomes. Students gain familiarity with performance forms, key theories and concepts, contexts and ways of analysing theatre and performance. Through workshops, practical skills are acquired, in theatre production, reading a script for performance and staging a play for an audience. In addition, students develop their ability to discuss issues and write critically about the arts in a broader cultural context, in dialogue with film and music students on the Criticism in the Arts unit. English component: Year 1 of the course has been expressly designed to lay the foundations which will allow students to fulfil the course's aims and objectives. Students should be beginning to acquire all the skills set out in 15B, and are expected to demonstrate quite a high level of proficiency in 15B.1-6. Likewise, they should be beginning to acquire the knowledge and understanding set out in 15A, and in especial to demonstrate 15A.1-6. |
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Level I/5 - Intermediate |
Theatre component: In their second year students take two lecture and seminar units, which expand their contextual and historical, cultural and political frameworks for understanding theatre and performance. Students deepen their understanding of performance forms, genres or periods through optional units, which draw on expertise from staff research and enable a focus on particular theatre practices. In these options, which are taught across Level I/5 and H/6, students are expected to improve their skills in both creative, collaborative practice and their ability to reflect critically and theoretically. Students’ capacity for self-directed learning is also developed, which is necessary preparation for Level H/6 (e.g. through researching longer essays, devising and realising group performance projects). English component: Further development of these skills and a greater degree of independent learning. Students take a pre-1700 period unit that develops their contextual understanding of the complexity and diversity of earlier literatures. Research-led special subject options deepen students’ critical appreciation of specific authors, genres, forms and themes. As well as demonstrating the skills noted in 15B.1-6, students' work is increasingly expected to demonstrate the skills noted at 15B.7-11. Likewise, their knowledge and understanding should increasingly be seen to demonstrate 15A.7-9. |
Level H/6 - Honours |
Theatre component: In the final year, students choose two supervised independent study options: written dissertation, practical performance project, extended essay and/or work placement. They develop their individual interests, and conceive self-directed projects that prepare them for professional contexts or postgraduate study. Students produce longer essays, are expected to formulate more nuanced and sophisticated arguments, refine their ability to gather and assimilate information, and should be confident using more advanced theory. Their knowledge of forms, genres and practices becomes deeper and they are expected to produce more professional, conceptually-informed creative practice. Their knowledge and understanding (15A) should be in depth and advanced, they should show a mastery of intellectual and creative attributes (15B), demonstrate self-motivation, effective collaborative working, independent thinking and a range of transferable skills (15C). English component: Further development of skills and an emphasis on independent learning and research skills. taken to a sophisticated level. Students take one post-1700 period unit that develops their contextual understanding of the complexity and diversity of modern literatures. Research-led special subject options deepen students’ critical analysis of specific authors, genres, forms and themes, while the optional dissertation demands high levels of independent learning, self-motivation, assimilation of complex knowledge, critical analysis and persuasive expression. All skills set out in 15B are expected to be demonstrated to a high level of mastery. Knowledge and understanding should demonstrate all of 15A. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
This new programme emerges out of the existing English and Drama Degree and enables the continuity of this Joint provision.
The English Department accepts annually a large number of Study Abroad Programme students (especially from the USA, but also from elsewhere overseas), and has special links under the ERASMUS scheme with the University of Paris-Sorbonne. The Department conducts joint honours programmes with Philosophy and Classical Studies, and welcomes Medical students on the Intercalating BA in Medical Humanities. There will also be an English pathway in the new Liberal Arts degree programme.
The Theatre and Performance Studies component has been developed out of the existing Drama programme, which has effectively in recent years delivered a balanced curriculum across both film/television and theatre/performance studies. We wish to maintain a degree of cross-disciplinary optionality in this programme, as well as become open to the provision that becomes available from across the Faculty within Project Arts. Theatre and Performance Studies by its very nature is eclectic and hybrid, developing out of both language and literature studies; and we intend to maintain and develop that porosity.
Furthermore, this programme will build on the unique and distinctive strengths of Drama as was, namely the combination of: internationally recognized scholarship; innovative practice-as-research conducted in professional contexts; the unique resource of the UOB’s Theatre Collection; active partnerships at all levels with leading local and national arts-organizations. Teaching fellows will continue to provide practical production skills training, working alongside scholars to deliver performance projects to public audiences. These strengths in combination infuse and inform all the Department’s teaching, and provide its students with a highly distinctive provision: for instance, in terms of opportunities for engagement with archives and primary source materials, and industrial placements with leading artists in their field, such as Shakespeare at the Tobacco Factory, Mayfest, Bristol Old Vic and In Between Time Festival of Live Art.
Unit Name | Unit Code | Credit Points | Status | ||
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List A | |||||
Introduction to Performance Practices Not available in this year | THTR10009 | 20 | Mandatory | A | |
Critical Issues | ENGL10017 | 20 | Mandatory | TB-1 | |
List B | |||||
Introduction to Performance Studies | THTR10008 | 20 | Mandatory | A,B | TB-1 |
List D - Take ENGL10039 and one more 20 CP unit | |||||
Approaches to Poetry | ENGL10039 | 20 | Mandatory | TB-2 | |
List E | |||||
Literature 1550-1740 | ENGL10043 | 20 | Mandatory | TB-2 | |
Certificate of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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Students must take at least 40 CP English and 40 CP Theatre units | |||||
List A - Choose 20 CP from Theatre from either list A or list D, and 20 CP from English from either list A or list D | |||||
Literature 1740-1900 | ENGL20063 | 20 | Optional | TB-1 | |
Performance Histories | THTR20010 | 20 | Optional | TB-1 | |
List B - Choose 20 CP from this list | |||||
Creative Writing, Prose Fiction: Representing the World | ENGL20113 | 20 | Optional | B | TB-1 |
Eighteenth-Century Women's Writing | ENGL20031 | 20 | Optional | TB-1 | |
Poetry of the 1960s | ENGL20032 | 20 | Optional | TB-1 | |
Revenge Tragedy | ENGL29008 | 20 | Optional | TB-1 | |
Performance Histories | THTR20010 | 20 | Optional | TB-1 | |
Politics of Performance | THTR20005 | 20 | Optional | TB-2 | |
American Avant Garde | ENGL20114 | 20 | Optional | B | TB-2 |
The Fairy Tale in English | ENGL20028 | 20 | Optional | TB-1,TB-2 | |
Utopian Literature | ENGL20058 | 20 | Optional | TB-1 | |
Melodrama | THTR20008 | 20 | Optional | TB-1 | |
Interpreting Plays | THTR20011 | 20 | Optional | TB-1 | |
Popular Performance | THTR20018 | 20 | Optional | TB-1 | |
List C - Choose 20 CP from this list | |||||
Writing the City: London 1550-1740 | ENGL20069 | 20 | Optional | TB-1 | |
Shakespeare | ENGL20068 | 20 | Optional | TB-1 | |
Applied Theatre | THTR20002 | 20 | Optional | TB-2 | |
Choreography for Theatre | THTR20004 | 20 | Optional | TB-2 | |
Interpreting Plays | THTR20011 | 20 | Optional | TB-1 | |
Performing the Archive: Re-use, Re-enactment and Adaptation | THTR20012 | 20 | Optional | C,E | TB-2 |
Early Modern Theatre Practice | THTR20013 | 20 | Optional | TB-2 | |
List D - Choose 20 CP from Theatre from either list A or list D, and 20 CP from English from either list A or list D | |||||
Literature 1900-present | ENGL20064 | 20 | Optional | TB-2 | |
Politics of Performance | THTR20005 | 20 | Optional | TB-2 | |
List E - Choose 20 CP from this list | |||||
Arthurian Literature | ENGL20060 | 20 | Optional | TB-2 | |
Chaucer and Chaucerians | ENGL20061 | 20 | Optional | TB-2 | |
Old English Language and Literature | ENGL20065 | 20 | Optional | TB-2 | |
Performing the Archive: Re-use, Re-enactment and Adaptation | THTR20012 | 20 | Optional | C,E | TB-2 |
Early Modern Theatre Practice | THTR20013 | 20 | Optional | TB-2 | |
Clowning Through History | THTR20014 | 20 | Optional | TB-1 | |
Decolonising Performance | THTR20019 | 20 | Optional | TB-2 | |
List E2 - Choose 20 CP from this list or from list F | |||||
American Avant Garde | ENGL20114 | 20 | Optional | B | TB-2 |
Black British Literature | ENGL20041 | 20 | Optional | TB-2 | |
Contemporary Multi-Ethnic Writing of America | ENGL20019 | 20 | Optional | TB-2 | |
Creative Writing: Poetry | ENGL20051 | 20 | Optional | TB-2 | |
Dangerous Books | ENGL20023 | 20 | Optional | TB-2 | |
Gender, Desire and the Renaissance Stage | ENGL20206 | 20 | Optional | E | TB-2 |
Literature and the Sea: The Seafarer to The Shipping News | ENGL20020 | 20 | Optional | TB-2 | |
The Author as Character | ENGL20048 | 20 | Optional | E | TB-2 |
Writing the Working Classes | ENGL20030 | 20 | Optional | TB-2 | |
The Art of Grief | ENGL20116 | 20 | Optional | TB-2 | |
John Berger and the 20th Century | ENGL20123 | 20 | Optional | TB-2 | |
Literature and Science: Newton to Darwin | ENGL20054 | 20 | Optional | TB-2 | |
The Author as Character | ENGL20048 | 20 | Optional | E | TB-2 |
List F - Choose 20 CP from this list or from list E2 | |||||
Take 20 CP From Bristol Futures, UWLP or Faculty Wide Units – OR choose an additional 20 CP from lists A-E and E2 above | OPEN | 20 | Optional | ||
Diploma of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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Students must take at least 40 CP English and 40 CP Theatre units | |||||
List A - Choose between 20 CP and 60 CP from this list to a maximum of one unit for Theatre and one unit for English | |||||
Victorian Fiction: Art and Ideas in the Marketplace | ENGL30117 | 20 | Optional | TB-1 | |
Novel Territories: Eighteenth-century Prose Fiction | ENGL30115 | 20 | Optional | TB-1 | |
Independent Study: Performance Project | THTR30015 | 40 | Optional | TB-4 | |
Independent Study: Dissertation | THTR30018 | 40 | Optional | TB-4 | |
List B - Choose one unit from this list | |||||
Hero or traitor? Outlaws in Literature | ENGL30069 | 20 | Optional | TB-1 | |
Illness Narratives | ENGL30089 | 20 | Optional | TB-1 | |
Modernism and the Movies | ENGL30128 | 20 | Optional | TB-1 | |
Literature's Children | ENGL39015 | 20 | Optional | TB-1 | |
Representing HIV/AIDS | ENGL30141 | 20 | Optional | B | TB-1 |
Shakespearean Tragedy: Textual and Literary Criticism | ENGL39027 | 20 | Optional | TB-1 | |
The Spanish Civil War in British and American Writing | ENGL30058 | 20 | Optional | TB-1 | |
Translation and Adaptation | THTR30007 | 20 | Optional | TB-1 | |
Shakespearean Tragedy: Textual and Literary Criticism | ENGL39027 | 20 | Optional | TB-1 | |
Independent Study: Extended Essay | THTR30017 | 20 | Optional | B,E | TB-1,TB-2 |
Contemporary British Theatre | THTR30019 | 20 | Optional | TB-1 | |
List C - Choose 20 CP from this list | |||||
American Revolutions | ENGL30108 | 20 | Optional | TB-1 | |
Literatures of Decolonisation | ENGL30147 | 20 | Optional | TB-1 | |
Devised Performance | THTR30003 | 20 | Optional | TB-1 | |
Site-Specific and Immersive Performance | THTR30006 | 20 | Optional | TB-1 | |
Contemporary British Theatre | THTR30019 | 20 | Optional | TB-1 | |
The Age of the Actress: Eighteenth-Century Performance Practices | THTR30022 | 20 | Optional | TB-1 | |
List D - Choose one unit from this list | |||||
Celebrity Culture: Icons, Industry and Aesthetics | ENGL30110 | 20 | Optional | TB-2 | |
Literature - Enslavement - Liberation | ENGL30142 | 20 | Optional | TB-2 | |
Devised Performance | THTR30003 | 20 | Optional | TB-1 | |
Translation and Adaptation | THTR30007 | 20 | Optional | TB-1 | |
Professional Development in Theatre and Performance | THTR30023 | 20 | Optional | TB-1,TB-2 | |
The Age of the Actress: Eighteenth-Century Performance Practices | THTR30022 | 20 | Optional | TB-1 | |
List E - Choose one unit (20/40 CP) from this list - unless you take THTR30018 or THTR30015 in list A | |||||
Creative Writing Dissertation | ENGL30126 | 20 | Optional | E | TB-2 |
Dissertation | ENGL30112 | 40 | Optional | TB-4 | |
Dissertation (English) | ENGL39024 | 20 | Optional | B,E | TB-2 |
Independent Study: Extended Essay | THTR30017 | 20 | Optional | B,E | TB-1,TB-2 |
Professional Development in Theatre and Performance | THTR30023 | 20 | Optional | TB-1,TB-2 | |
List E2 - Choose one unit (20 CP) from this list or from list F unless you have chosen 40 CP from list A or E | |||||
Charles Dickens | ENGL39020 | 20 | Optional | TB-2 | |
Literature and Medicine | ENGL39011 | 20 | Optional | TB-2 | |
Modernist Writers | ENGL30140 | 20 | Optional | TB-2 | |
Rewriting the Bible | ENGL30129 | 20 | Optional | TB-2 | |
Homing Desires/Imaginary Homelands: Representing South Asia and its Diasporas | ENGL30145 | 20 | Optional | TB-2 | |
The History of the Language of English Literature | ENGL30123 | 20 | Optional | E | TB-2 |
Writing the Anthropocene 1945-Present | ENGL30124 | 20 | Optional | TB-2 | |
Writing for Art | ENGL39019 | 20 | Optional | TB-2 | |
Writing the Self: Literature and Autobiography | ENGL30107 | 20 | Optional | TB-1 | |
List F - Choose one unit (20 CP) from this list or from list E2 unless you have chosen 40 CP unit from list A or E | |||||
Take 20 CP From Bristol Futures, UWLP or Faculty Wide Units – OR choose an additional 20 CP from lists A-E above. However, you may not choose both THTR30018 and THTR30017 in any combination. | OPEN | 20 | Optional | ||
Theatre and English (BA) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
University of Bristol,
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Tel: +44 (0)117 928 9000