Duration: 3 years full time
UCAS code: QT37
Institution code: R72
English and American Literature (BA)
On BA English & American Literature, you will have the opportunity to explore the distinct but interrelated literary traditions of two nations and cultures spanning five centuries, from the early 1600s to the present day. This degree is directly informed by the creative and critical mix of academic experts in the College's top-rated English department.
You will begin the degree with a grounding in the two distinct literary cultures, then you choose options allowing you to explore different periods, genres and topics. In your final year you will continue to follow your own interests, specialising and taking research-based options or writing a dissertation.
You'll be exposed to a wide variety of areas in American literature, including the literature of the first encounter, nineteenth-century and African-American writing, satire, New York School poetry, drama, the urban novel and writing about music and the novella. In addition you can take advantage of an exceptional range of options in English literature, theory and postcolonial literature.
You will have the chance to take courses in other departments, studying American history or film, to broaden your understanding of America and will be offered the chance to study abroad, enhancing your understanding of the USA or another country.
You can go beyond the study of existing literature, with the opportunity to take modules in creative writing and will be taught by academics who have won national and College prizes for teaching and for their publications.
- Gain a grounding in two distinct literary cultures.
- Specific American literature centred core modules.
- Take American history and film modules outside of English.
- Teachers include prize-winning American novelists, Ben Markovits and Douglas Cowie
- The opportunity to study in the USA for one year.
From time to time, we make changes to our courses to improve the student and learning experience. If we make a significant change to your chosen course, we’ll let you know as soon as possible.
In this module you will develop an understanding of how to think, read and write as a critic. You will look at the concepts, ideas and histories that are central to the ‘disciplinary consciousness’ of English Literature, considering periodisation, form, genre, canon, intention, narrative, framing and identity.
In this module you will develop an understanding of a variety of major poems in English. You will look at key poems from the Renaissance to the present day. You will engage with historical issues surrounding the poems and make critical judgements, considering stylistic elements such as rhyme, rhythm, metre, diction and imagery. You will examine poems from Shakespeare to Sylvia Plath and analyse topics such as sound, the stanza and the use of poetic language.
This module will encourage you to look at the role of English literature in moments of social and historical crisis. You will encounter literature across different historical periods and geographies, challenging you to reflect on the complex relationship between literature, history and politics.
In this module you will develop an understanding of the origins, developments and innovations of the novel form. You will look at a range of contemporary, eighteenth and nineteenth-century novels and learn to use concepts in narrative theory and criticism. You will consider literary history and make formal and thematic connections between texts and their varying socio-cultural contexts. You will examine novels such as 'The Accidental' by Ali Smith, 'Things Fall Apart' by Chinua Achebe and 'North and South' by Elizabeth Gaskell, analysing their cultural and intellectual contexts.
This module will introduce you to American Literature to 1900, and to issues, concepts and key contexts for the study of American Literature more broadly.
In this module you will explore American Literature in the twentieth century, looking at a selection of key topics and movements as American literature moves from realism to modernism and post-modernism. Topics covered may include race, gender, genre and the impact of specific historical events like the Great Depression and the Cold War.
- All modules are optional
There are a number of optional course modules available during your degree studies. The following is a selection of optional course modules that are likely to be available. Please note that although the College will keep changes to a minimum, new modules may be offered or existing modules may be withdrawn, for example, in response to a change in staff. Applicants will be informed if any significant changes need to be made.
All modules are core
An introduction to American literature via the tradition which David Reynolds labels 'dark reform'; a satirical and often populist mode which seek out the abuses which lie beneath the optimistic surface of American life, often through grotesque, scatological, sexualized and carnivalesque imagery. You will explore the contention that because of America's history, with its notions of national consensus and fear of class conflict, political critique in America has often had to find indirect expression.
This module explores more than two centuries of fear and terror in American culture. We will examine how authors and directors have used the gothic genre to consider issues of race, gender, social class, and regional and national identity. You will study texts that include one of the earliest American novels, the first novel by an African-American woman, Southern writing, true crime, and a classic zombie movie. Alongside these texts, you will be introduced to various theorizations of gothic writing. How does it change our reading if we understand the gothic mode as a response to moments of collective crisis, or an exploration or an individual or group psyche, or a return of the repressed? By excavating the ghosts and anxieties that haunt the American consciousness, we will consider what, if anything, makes American Gothic into a distinct, and national tradition.
This module aims to provide an introduction to a range of adaptations of North American literature from the twentieth and twenty-first centuries. The analysis of the texts of these adaptations will be combined with an exploration of their social, political and cultural contexts to articulate the connection between creative work and social environment, raising the questions of why adapt literature to film and what constitutes adaptation. The first half of the term will focus on Death of a Salesman, by Arthur Miller and Glengarry Glen Ross by David Mamet, both as plays and films, and will end with Wag the Dog by Barry Levinson. The second half of the term will consider A Thousand Acres by Jane Smiley and the film based on this novel; we will also analyse Margaret Atwood’s The Handmaid’s Tale and the subsequent film and television series. The module will end with an analysis of The Hunger Games series of novels and films and an assessment of the failures of capitalism that these texts explore.
Develop your skills in the close reading and critical analysis of Middle English poetry, focusing on set passages from three important fourteenth century texts: Chaucer’s Troilus and Criseyde, Langland’s Piers Plowman, and the anonymous Sir Gawain and the Green Knight. The module invites you to think about how poets understood the status of Middle English as a literary language, in comparison with Latin and French.
The Lord of the Rings regularly shows up in lists of 'The Best Books of All Time', and Tolkien continues to inspire interest and imitation for all kinds of reasons. You will examine Tolkien’s work from the perspective of his engagement with Old English poetry, a subject which constituted an important part of his scholarly activity. You will look at his three main Old English poems (in the original and in translation) and Tolkien’s two most popular works of fiction, The Lord of the Rings and The Hobbit.
In this module you will explore a major literary genre which attracted all the great poets of late medieval England: the dream vision. It considers the use of the genre in the works of Chaucer, Langland and the Gawain-poet, as well as examining the visions in mystical writing. These authors’ treatments of the genre repeatedly ask us to reflect on the relationship of literature to experience, poetic authority and identity, and the development of English as a literary language.
Romance was one of the most popular genres of secular literature in late medieval England. You will begin by looking at the Arthurian romances of Chretien de Troyes, before going on to consider works by Chaucer, the Gawain-poet and Sir Thomas Malory. You will examine romances set in the mythical British past, in the classical cities of Troy, Thebes and Athens, and in the more recognisable landscapes of medieval England and France. Attention will be paid throughout this module to the often inventive and unpredictable ways in which medieval romance works to articulate specific historical and cultural anxieties.
An introduction to the literature of the English Renaissance, beginning in the 1590s with erotic narrative poems by Christopher Marlowe and William Shakespeare, and concluding with John Milton's drama, Samson Agonistes, first published in 1671. Marlowe and Thomas Middleton represent the extraordinarily rich drama of the period, while John Donne and Andrew Marvell are the most famous of the so-called metaphysical poets. A feature of the module is the attention given to situating these works in their historical and cultural contexts.
This module explores in-depth three supreme examples of Shakespearean comedy, tragedy and historical drama: Richard III (1592-3), A Midsummer Night's Dream (1595-6), and Macbeth (1606).
The texts covered in this module span virtually the whole period in which early modern English drama flourished: from Marlowe in c.1593 to 1634. The texts range from famous plays like Macbeth and The Tempest to little-known comedies like The Wise-woman of Hogsden. Two central texts will be The Witch of Edmonton and The Late Lancashire Witches, plays which deal with historically documented witchcraft accusations and scares. Non-dramatic texts about witchcraft are also included for study, including news pamphlets, works by learned contemporaries expressing their opinions about witchcraft, and popular ballads.
Charting a progression from Galenic humoral theory to Cartesian dualism, you will consider the representation and significance of corporeality in sixteenth- and seventeenth-century texts. Reading Renaissance plays and poetry alongside anatomical textbooks, manuals of health, erotica, and philosophical essays, the module seeks to contextualise the period's literary treatment of the body.
This module offers the opportunity to study one very important and characteristic aspect of Milton’s Paradise Lost: his depiction of Eden, the paradise that was lost at the fall. Throughout his account of Paradise, Milton works to make the loss of Paradise poignant by lavishing on it all his evocative powers as a poet. You will spend at least three sessions looking at Milton's epic, covering aspects such as Edenic sex and marriage, Eden’s fauna and flora, and work in Eden. Throughout the module images of Paradise will be given attention, starting with Hieronymus Bosch's 'The Garden of Earthly Delight'. Alongside artworks, you will look at some of the Bible scholarship which tried to locate the site of Paradise, and deduce its fate.
An introduction to English literature from the Norman Conquest to the birth of Chaucer. This period has been described both as a period of political crisis and also as a period of cultural renaissance. It saw the conquest and colonization of England, the rise of new forms of scholarship and spirituality, and, according to some accounts, the development of new ways of thinking about national and individual identity
Between the English Revolution and the French Revolution, British literature was pulled by opposing cultural forces and experienced an extraordinary degree of experimentation. The eighteenth century is sometimes called The Age of Reason, but it is also called The Age of Sensibility. It was dominated by male writers, but also facilitated the rise of the woman novelist and the emergence of coteries of intellectual women. It continued to be an essentially rural nation, but London grew to be the biggest city in the world and industrialisation was beginning to herd workers into towns. This module explores some of the tensions and oppositions which were played out in the literature of this period.
Explore the Victorian concept of the 'sensational' across a range of novels dating from the height of the sensation period in the 1850s and 60s. Together, we will examine some of the magazines in which these novels were originally serialized. Issues such as the role of public spectacle, the first detectives, advertising, domestic crime and the demonic woman will be explored in relation to the cultural and social context of this novelistic genre.
This module is framed by the personal: it begins with Queen Victoria’s private diaries of her happiest days in Scotland, and ends just beyond the Victorian period, with one troubled man’s intensely-felt account of his Victorian childhood. You will look at examples of the novelistic form, including sensation, Romantic, domestic realist and sentimental novels. Some of the works you will study are well-known and truly canonical, while others will be excitingly unfamiliar; all, however, will contribute to a sense of the variety and contradictions inherent in being Victorian.
This module will introduce you to a broad range of literatures from the period 1780 to 1830. The module aims to problematise and scrutinise the idea of Romanticism as a homogenous literary movement and to raise awareness of the range of competing literary identities present in the period.
This module, which is designed to enable non-creative writing students to try a creative writing module, will give you the opportunity to work through some issues associated with short-story and/or novel writing. Classes will alternate seminar discussions of aspects of the craft of writing with workshops in which you will interact critically and creatively with others' work.
Examine a range of novels by gay and lesbian writers in Britain and Ireland which have emerged in the wake of the AIDS catastrophe and queer theory. You will focus on interesting though rather peculiar trends in the post-queer novel: queer historical and biographical fictions, and explore the reasons behind the dominance of these approaches in recent gay and lesbian literature.
With the appointment of Carol Ann Duffy as the first woman Poet Laureate for the United Kingdom in 2009, poetry by women became publicly validated as never before. Setting fresh horizons for women’s poetry, Duffy joined Gillian Clarke who has served as National Poet of Wales since 2008; Liz Lochhead was appointed Scots Makar in 2011, and Paula Meehan was appointed in 2013 to the Ireland Chair of Poetry. By careful reading of two collections by each poet, you will assess how each poet has moved from a position of rebellion, liminality or minority into the very heart of the cultural institution.
Discover the 'dark' topics of late-Victorian and Edwardian literature. Perhaps the most important cultural influence on these texts is the negative possibility inherent in Darwinism: that of 'degeneration', of racial or cultural reversal, explored in texts like Wells's The Time Machine, and often related to the Decadent literature of Wilde and others.
This module will familiarise you with a range of influential critical and theoretical ideas in literary studies, influential and important for all the areas and periods you will study during your degree.
Providing an introduction to the study of literary modernism, a period of intense experimentation in diverse sets of cultural forms. This module deals with issues such as modernist aesthetics; genre; gender and sexuality; the fragment; time and narration; stream-of-consciousness; history, politics and colonialism; technology, and the status of language and the real.
The principal aim of this course is to immerse second-year literature students in the world of digital tools for exploring literature. Through extensive hands-on use of online parsing tools, algorithmic methods for assessing aspects such as word co-association, various types of visualization packages and a great deal more besides, students will realise the remarkable affordances of digital tools in reading and interpreting texts.
Explore British drama staged during the first half of the twentieth century against a backdrop of two world wars. The plays studied place the values of their age under scrutiny, to raise questions about social justice, spiritual choices, class and gender inequalities. Theatrical genres were under just as much pressure as the cultural values they sought to convey; the ten plays studies during the course reflect a range of evolving genres, from the well-made play, the play of ideas, social comedy, to poetic drama.
This module aims to develop your advanced writing skills for academic attainment and employability. You will be introduced to key forms of writing from a variety of professional contexts. An initial focus on the academic essay will enable you to develop writing from more familiar experience.
A project involving designing and promoting a virtual exhibition will introduce you to the writing skills needed in heritage professions and group work. Real life writing and editing tasks introduced by industry professionals from the world of publishing will provide you with practical experience to share with potential employers. You will also be introduced to the requirements of pitches, policy briefs, and the work of writing in the legal professions.
The fiction of the last twenty years or so is a gigantic and diverse field. Now global in dimension, the range of novels and writers is simply enormous, and the field is growing at frantic speed. It’s very hard to find out what’s going on, to identify trends and significance. The aim of this module is to offer a sense of some of the larger themes and patterns in contemporary fiction.
Investigate a variety of literature produced about Chicago by writers who lived and worked in the city. Although the module will focus on novels, it will also include some poetry and nonfiction prose. You will develop knowledge of the historical development of Chicago in the 20th century, as seen through its writers, from 'muckrakers' such as Theodore Dreiser and Upton Sinclair, through the boosterism of Carl Sandburg, the ‘urban naturalism’ of James T. Farrell, Richard Wright and Nelson Algren, to the later interpretations of Saul Bellow, Mike Royko, Studs Terkel, Stuart Dybek and Gwendolyn Brooks.
Examine the representation of murder in literature and popular culture. You will explore how and why writers from different historical periods and national traditions have created aesthetic works around murder, and how those aesthetic works engage with their historical, social and cultural contexts. You will ask why murder has remained a compelling subject for writers and audiences, and what literatures of murder reveal about, for example: the body, the self and its relationship to others, society and its institutions, moral and social responsibility, and faith or its absence.
A comprehensive study of three of Shakespeare's most difficult and most disturbing plays, collectively known as the ‘problem plays’: Troilus and Cressida, All’s Well That Ends Well and Measure for Measure. You will develop a detailed knowledge and understanding of the plays, both as individual works of dramatic art and as a group of texts sharing distinctive concerns and techniques.
An advanced introduction to debates about the philosophy of literature. This module is structured around three key questions: the ethics of literature, what literature is presumed to reveal and the relationship between literature and its interpretation.
Brexit is not simply a political or economic event. It is a cultural event too. This module uses the cultural event as a lens to analyse some aspects of contemporary literature and theory, and some aspects of contemporary literature and theory to analyse Brexit. These aspects include theories of nationalism; affect theory; cultural memory; postcolonialism and refugee studies; Literature and Human rights; rhetoric.
This module will introduces you to a number of theorists of tragedy, and a number of significant tragic texts (in dramatic and other idioms) from Classical Greece to the present day. All works not written in English are studied in translation. You will explore a variety of theories of tragedy with specific attention to a range of tragic works in various modes: plays, novels, poetry and film.
Focusing primarily on Joyce’s major work Ulysses while putting it into context with Joyce’s other work, you will have the opportunity of getting to know and getting to enjoy what has been described as ‘the greatest novel of the 20th century’. You will examine it in various contexts, including Joyce’s other writings and the various critical approaches that have found inspiration from Joyce, whether new critical, humanist, post-structuralist, politicizing, feminist, historicizing or textualist responses to his work.
This module explores aspects of nineteenth-century literature, science and culture in some depth and brings well-known works like Charlotte Brontë's Villette, Eliot's Middlemarch and Dickens's Our Mutual Friend into conversation with the evolutionary thought of Charles Darwin, the social investigations of Henry Mayhew and nineteenth-century writings on psychology. You will look at a number of genres, including novels, poetry, journalism, science writing, autobiography, history, art criticism and examine elements of contemporary visual culture.
This module uses The Victorian Serial Novel, a web resource, to re-create the reading experience of Victorians over the period Oct 1846 to March 1847. You will read, in real-time, six works published within this time period, as and when they were published and in the format in which they first appeared.
In this module you will examine a variety of literary responses to the First World War 1914-1918: poetry, prose and other modes, from immediate responses to the war written by combatants on the front line and civilians on the home front, through to postwar reconsiderations of what the war meant to civilisation. You will look at the most famous works of wartime poets such as Wilfred Owen, Siegfried Sassoon and Isaac Rosenberg, and also examine realist novels, Modernist experimentation, postwar memoirs and Fantasy by both British and Continental writers.
Examine fictional representations of the girl across a range of texts, from Charlotte Brontë's eponymous Jane Eyre through to Antonia White's Catholic schoolgirl, Nanda and Ian McEwan's remorseful Briony Tallis. As well as enabling an exploration of female development and subjectivity, you will also engage with a range of questions relating to sexuality and desire, place and belonging, knowledge and resistance, art and creativity.
In this module you will study a broad range of writing for children from the nineteenth through to the twenty-first century.
The end of the various colonial empires in the middle of the twentieth century saw an explosion of literatures from the newly emergent postcolonial societies. Rather than provide a survey of the field of postcolonial studies, this module aims at engaging the recent debates in postcolonial writing, theory and criticism. You will critically examine a range of postcolonial novels from Britain’s erstwhile empire, paying attention to issues such as the boons and contradictions of writing in the language of the colonial powers, the postcolonial reclamation of the Western canon etc. and focussing on genres such as postcolonial realism, modernism, magic realism, and science fiction. You will pay close attention to novels and their historical legacies of colonialism and resistance.
In this module you will consider two immediate, present-day concerns. The first is currently very much in circulation in English political culture and the media: what is and should be the relationship between England and continental Europe? How involved is and should the first be with the second? How close are they, how distant should they be? The second sounds rather more academic or theoretical, but is also at issue in the wider culture and involves us all. Over the past two decades, many thinkers and writers have announced that we have arrived at 'the end of modernity', and many more have declared that we are'post-modern', that we inhabit a 'postmodern condition'. Yet round about us, all the time, we hear of one kind of enthusiastic 'modernization' or another. What sense can we make of this?
The objective of this course is to prepare literature students for work in the creative industries by developing their use of digital technologies in responding to literature. In using digital technology to respond to literature both critically and aesthetically, literature students can become adept at various practices that are of immediate, valuable use in the creative industry workplace. This course will cultivate these practices, show how they grow organically out of a love for reading and writing, and demonstrate how they are skills that are in great demand in a wide range of creative workplaces.
This module focuses on a key moment in mid-20th century art and culture: the period when the New York Schools of poetry, painting and composition emerged in parallel. In the postwar period, the city took over from Paris as the centre of contemporary art. Abstract Expressionism quickly achieved global popularity, establishing the Museum of Modern Art as the world’s leading contemporary art museum. However, other cultural currents also made a great impact on their respective disciplines. The witty, fast-moving work of the New York School Poets (Frank O’Hara, John Ashbery, Kenneth Koch, Barbara Guest and James Schuyler) challenged the authority of High Modernism in the field of poetry. The radical music of John Cage and Morton Feldman posed a similar challenge to established European composers. The leading proponents of these tendencies did not work in isolation from other disciplines. The poets, for example, wrote about art and Cage and Feldman were both inspired, in different ways, by painters such as Rauschenberg and Guston. This module examines all three fields and the relations between them.
The 1930s was a decade of extremes: extreme financial instability (after the Wall Street Crash of 1929) and extreme politics, with the rise of Fascism and Nazism in Europe. British colonialism was showing fractures; there was a war in mainland Europe (in Spain), and the increasing threat of another World War, which eventually came to pass. Could it be that it closely - all too closely - resembles the decade that we’re living in now – with the rise of nationalisms, extreme ideologies, unstable international relations, following on from a colossal crash in the financial markets? What can we learn about our world by reading fiction from the 1930s?
A chronological study of the novels of Virginia Woolf covering the period 1915-1941. These will be supplemented by selections from Woolf’s criticism and other writings. In addition to demonstrating Woolf’s development as a writer and familiarizing students with a range of key critical ideas relating to her work, you will explore Woolf’s relation to Modernism and realism; questions about language, form and consciousness; sexuality and androgyny; Woolf’s feminism and politics; war and subjectivity; nation, Empire and history; mourning and loss; and the maternal.
Geoffrey Chaucer’s Canterbury Tales are among the greatest literary achievements of the middle Ages. Chaucer describes a group of pilgrims, drawn from all parts of late medieval English society, who enter into a tale-telling competition on their way to Canterbury. Their stories include romances, fabliaux, saints’ lives and beast fables, and address themes of love and sorrow, trickery and deception, fate and free will, satire, tragedy and magic, as well as raising questions about the nature and purposes of storytelling itself. In this module you will read The Canterbury Tales in detail in the original Middle English. You will examine how the tales relate to their literary and cultural contexts, and read them in the light of different schools of modern criticism. You will also have the opportunity to read a range of earlier writers who influenced Chaucer, including Ovid, Boethius, Dante and Boccaccio, and later writers who responded to him, including Lydgate, Hoccleve and Dryden.
In this module you will study the complete career of Charles Dickens (1812-1870), looking at eight novels in their historical and cultural contexts. You will examine Dickens's life and times, and the cultural discourses that shaped his fiction; the serialisation and illustration of his work, and the themes, forms and structures of his writing. You will also consider the richness and specificity of Dickens' actual work.
In this module you will have the opportunity to read in detail and in chronological order the full range of works by Oscar Wilde, from his early poetry to his last letters. Wilde’s work has captured the widest possible public attention since his death in 1900, and his readers and audiences are spread across the globe. His work is intensely literary and profoundly political yet it is popular and fleet-of-foot. And just as his output is exceptionally varied, so too the questions which arise from its study will take students in many directions. Aesthetic poetry, the role of the critic, the construction and betrayal of national and sexual identities, symbolist drama, platonic dialogue, fairy tale, farce, satire, wit: these are some of the topics you will examine.
In this module you will explore the works of American author Herman Melville (1819-1891) in breadth and depth. While Melville’s whaling epic, Moby-Dick (1851) is the lynchpin of the module, you will also have the opportunity to study Melville’s early travel writing, his fictions of social criticism, his short stories, and his poetry. You will consider critical approaches to Melville’s work, situating him in mid-century America – a time of social transformation, economic crisis, tensions over slavery, and increasing calls for a national American culture – as well as looking as his works through the lens of post-colonial theory, gender studies, and queer theory.
Often described as the most difficult and influential poems of the twentieth-century, T. S. Eliot's "The Waste Land" is undoubtedly one of the key Modernist texts. You will you look at Eliot's 1922 poem, along with a selection of his critical writings, engaging in an intensive reading experience in which you will examine ideas about composition, structure, voice, time, myth and intertextuality.
World-literature critics worry that queer theorists foist a Western, elitist approach to LGBTQ+ identities on to the rest of the world, that is, a Western homonormativity performs a similar role as the unequal distribution of power in a globalised world. Queer theorists, on the other hand, are anxious that queer perspectives get lost in world-literature theory and texts, which tend to, they argue, either privilege a masculine nationalist agenda or not pay enough attention to the effects of globalisation on local articulations of race, gender and sexuality. In this module you will explore this productive tension by paying close attention to variety of texts from around the world.
This module concentrates on a particular mode of writing, genre, theme, issue or idea. You will be encouraged to make creative work in relation to the focus, and develop your writing practice in relation to wider contexts relevant to the contemporary writer.
Creative Writing Special Focus courses are open to both creative writing and non-creative writing students.
The dissertation is an opportunity for you to undertake a substantial piece of independent work in an area of your choice, and so to deepen your understanding of literature, culture and critical theory.
Teaching & assessment
You will take the equivalent of four units each year.
In year one this includes a core course introducing American literature from 1600 to 1900, as well as core courses in English, poetry, the novel and Shakespeare.
In year two students take a core course in American Literature from 1900 to the present, as well as one or more of the core second-year English full units, and other option choice.
In your final year, you will take a balanced combination of American and English Literature options, including Special Topics, Special Author papers and an optional dissertation
Options in American history or film can also be taken in other departments in years two and three, where pathway rules and timetabling allow it.
Teaching is mostly by seminars and lectures, with an additional small tutorial group in year one. These methods are backed up by individual consultations for feedback on essays throughout the degree, and dissertation supervision in year three.
All students will also belong to study groups and undertake co-operative work for some courses, and take training courses run by the Library.
Assessment is via a combination of:
- take-away papers
- marked presentations in some courses
A Levels: AAB-ABB
- A-level English Literature or English Literature and Language
- At least five GCSEs at grade A*-C or 9-4 including English and Mathematics.
Where an applicant is taking the EPQ alongside A-levels, the EPQ will be taken into consideration and result in lower A-level grades being required. For students who are from backgrounds or personal circumstances that mean they are generally less likely to go to university, you may be eligible for an alternative lower offer. Follow the link to learn more about our contextual offers.
We accept T-levels for admission to our undergraduate courses, with the following grades regarded as equivalent to our standard A-level requirements:
- AAA* – Distinction (A* on the core and distinction in the occupational specialism)
- AAA – Distinction
- BBB – Merit
- CCC – Pass (C or above on the core)
- DDD – Pass (D or E on the core)
Where a course specifies subject-specific requirements at A-level, T-level applicants are likely to be asked to offer this A-level alongside their T-level studies.
English language requirements
All teaching at Royal Holloway (apart from some language courses) is in English. You will therefore need to have good enough written and spoken English to cope with your studies right from the start of your course.
The scores we require
- IELTS: 7.0 overall. Writing 7.0. No other subscore lower than 5.5.
- Pearson Test of English: 69 overall. Writing 69. No other subscore lower than 51.
- Trinity College London Integrated Skills in English (ISE): ISE IV.
- Cambridge English: Advanced (CAE) grade C.
For more information about country-specific entry requirements for your country please visit here.
Undergraduate preparation programme
For international students who do not meet the direct entry requirements, for this undergraduate degree, the Royal Holloway International Study Centre offers an International Foundation Year programme designed to develop your academic and English language skills.
Upon successful completion, you can progress to this degree at Royal Holloway, University of London.
Your future career
Taking a degree in English sets you up with great prospects for future employability. On the course itself we place a strong emphasis on your future employability, meaning the skills that you gain won’t just be applicable to the study of English.
Although many of our students go on to further study in literature and other fields, skills such as research, presentation, teamwork, negotiation and communication will prepare you for a wide range of career opportunities. Recent graduate have gone on to careers in:
- Accountancy and banking
- Media, PR and journalism
- Theatre and arts
We currently run a structured work placement scheme, placing students with The Daily Telegraph, the Press Association, BBC Newsnight, publishers, literary agencies and media companies in London. By taking part in the scheme and you will boost your employability, build your CV, and develop real skills to help you choose and prepare for a career.
Fees, funding & scholarships
Home (UK) students tuition fee per year*: £9,250
EU and international students tuition fee per year**: £20,000
Other essential costs***: There are no single associated costs greater than £50 per item on this course.
How do I pay for it? Find out more about funding options, including loans, scholarships and bursaries. UK students who have already taken out a tuition fee loan for undergraduate study should check their eligibility for additional funding directly with the relevant awards body.
*The tuition fee for UK undergraduates is controlled by Government regulations. For students starting a degree in the academic year 2024/25, the fee is £9,250 for that year.
**This figure is the fee for students starting a degree in the academic year 2023/24, and is provided here as a guide. The UK Government has confirmed that EU nationals are no longer eligible to pay the same fees as UK students, nor be eligible for funding from the Student Loans Company. This means you are classified as an international student. Please see the fees and funding page for more information.
Fees for international students may increase year-on-year in line with the rate of inflation. The policy at Royal Holloway is that any increases in fees will not exceed 5% for continuing students. For further information see fees and funding and our terms and conditions.
***These estimated costs relate to studying this particular degree at Royal Holloway during the 2023/24 academic year, and are included as a guide. Costs, such as accommodation, food, books and other learning materials and printing etc., have not been included.