university of nottingham english and creative writing

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English with Creative Writing BA (Hons) University of Nottingham

Course options

Qualification.

Bachelor of Arts (with Honours) - BA (Hons)

University Park Campus

• TUITION FEES
• ENTRY REQUIREMENT
• UNIVERSITY INFO

Course summary

**Course overview**Would you love to see your name in print? Are you curious about the creative industries? Or maybe there’s a poem or novel in you that's waiting to come out?If you want to develop your creative work alongside studying a broad range of English literature, language and drama, this course is for you. The work in English studies will strengthen your creative writing; then in your second and third years there’s flexibility to specialise in the areas you enjoy most, including fiction and poetry.You’ll spend two thirds of your time on English studies, and one third on creative writing. This includes learning about the process of writing and publishing from expert staff who are published poets and authors themselves. We also host guest talks from award-winning writers, and Nottingham is a UNESCO City of Literature, meaning inspiration is never far away.

Application deadline

Modules (Year 1)

Modules (year 2), modules (year 3), tuition fees.

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£ 21,500 per year

Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.

Entry requirements

Choose a qualification.

QUALIFICATION TYPE

• Scottish Higher
• Scottish Advanced Higher
• Access to HE Diploma
• Cambridge International Pre-U Certificate - Principal
• Extended Project
• GCSE/National 4/National 5
• International Baccalaureate Diploma Programme
• Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
• Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)
• Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
• Welsh Baccalaureate - Advanced Skills Challenge Certificate (first teaching September 2015)

A level : AAA

including grade A in one of English Language, English Literature.Excluding General Studies, Critical thinking and Citizenship.

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University information

University of Nottingham

University league table, campus address.

University of Nottingham, University Park, Nottingham, Nottingham, NG7 2RD, England

Subject rankings

Subject ranking.

• Creative Writing

18th out of 97 4

9th out of 56

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Graduate prospects

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English with Creative Writing BA (Hons)

Want to know what it's like to study this course at uni? We've got all the key info, from entry requirements to the modules on offer. If that all sounds good, why not check out reviews from real students or even book onto an upcoming open days ?

Different course options

Bachelor of Arts (with Honours) - BA (Hons)

University Park Campus

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Course info

Entry requirements, popular a-level subjects, tuition fees, latest reviews.

Would you love to see your name in print? Are you curious about the creative industries? Or maybe there’s a poem or novel in you that's waiting to come out?If you want to develop your creative work alongside studying a broad range of English literature, language and drama, this course is for you. The work in English studies will strengthen your creative writing; then in your second and third years there’s flexibility to specialise in the areas you enjoy most, including fiction and poetry.You’ll spend two thirds of your time on English studies, and one third on creative writing. This includes learning about the process of writing and publishing from expert staff who are published poets and authors themselves. We also host guest talks from award-winning writers, and Nottingham is a UNESCO City of Literature, meaning inspiration is never far away.

Creative Writing

Average salary, £17,000, english studies (non-specific), what students say.

Halls were a great environment to make friends and find a group of people. The course is wide and very in depth and the lecturers are very good and.. Read more

Modules (Year 1)

Modules (year 2), modules (year 3).

AAA Grades / Points required

Scottish Higher:

AAABB Grades / Points required

Scottish Advanced Higher:

AA Grades / Points required

Access to HE Diploma:

D:36,M:9 Grades / Points required

Cambridge International Pre-U Certificate - Principal:

D3,M1,M1 Grades / Points required

Extended Project:

A Grades / Points required

GCSE/National 4/National 5:

Not currently available, please contact university for up to date information.

International Baccalaureate Diploma Programme:

36 Grades / Points required

Pearson BTEC Level 3 National Diploma (first teaching from September 2016):

Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016):

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016):

Welsh Baccalaureate - Advanced Skills Challenge Certificate (first teaching September 2015):

including grade A in one of English Language, English Literature.Excluding General Studies, Critical thinking and Citizenship.

including English with grade A. This qualification is only acceptable when combined with Advanced Higher grades AA including English.

including English with grade A and Scottish Highers AAABB including English with grade A.

Pass Access to HE Diploma Humanities Pathway with 45 credits at level 3 of which 36 credits must be at Distinction and 9 credits at Merit.15 level 3 credits must be from English modules and 9 of these English credits must be at Distinction.

including Literature in English as principal subject at D3.

If you have already achieved your EPQ at Grade A you will automatically be offered one grade lower in a non-mandatory A level subject.If you are still studying for your EPQ you will receive the standard course offer, with a condition of one grade lower in a non-mandatory A level subject if you achieve an A grade in your EPQ.

GCSE requirements - English grade C (numeric grade 4)

with a minimum of 6 points in English at Higher level.

Mixed qualifications accepted if taking A Level English alongside.D*D in BTEC Diploma + A in A Level English.

Mixed qualifications accepted if taking A Level English alongside.D in BTEC Subsidiary Diploma/ Extended Certificate + AA including A Level English.

Unfortunately we are unable to accept this qualification on its own due to the subject specific requirements at A Level.BTEC National Extended Diploma D*DD + A in A Level English accepted.

plus grades AA at A level including grade A in English.

Top 5 A-levels taken by students who study this subject at uni.

Students living in

£9,250 per year

Students from England

This is the fee you pay if you live within England. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Students from Scotland

This is the fee you pay if you live within Scotland. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Students from Wales

This is the fee you pay if you live within Wales. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Students from Northern Ireland

This is the fee you pay if you live within Northern Ireland. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Students from Channel Islands

This is the fee you pay if you live within Channel Islands. Please note, this is subject to change.

£21,500 per year

Students from EU

This is the fee you pay if you live within the European Union. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Students from International

This is the fee you pay if you are an International student. Please note, this is subject to change. Please confirm the most up to date fee with the individual institution.

Latest Creative Writing reviews

Review breakdown, how all students rated:.

University Park Nottingham NG7 2RD

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English, Linguistics and Creative Writing

These creative disciplines require intellectual curiosity, passion, and imagination. We’ll develop your public speaking, problem-solving and communication skills, and tailor your studies to your personal goals — all while shaping your voice and showing you what it takes to get published.

Find your course

Open days are the perfect way to see what makes life and learning at NTU so special. Book an open day

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English, Linguistics and Creative Writing at NTU

Words are worlds, and they demand exploration. Studying English, Linguistics or Creative Writing requires a deep passion for language, an intellectual curiosity, and the ability to explain yourself with imagination and intelligence.

Our seasoned community of writers, poets, authors, researchers, linguists and guest lecturers will guide and inspire you, consolidating your skills and knowledge. With a fantastic network of industry links, and opportunities to work on company projects, volunteering and work placements our courses will help you to explore and hone your craft, in line with your personal interests and professional ambitions. Whether that’s creative writing, the media, publishing, PR, journalism, teaching, literary criticism, or PhD research.

When you’re ready to evolve your skills from being a budding novelist, poet or screenwriter, we’ll show you what it takes to get published. We’ll challenge your creative and critical practice and help you to shape it. If you want to nurture your literary research interests, our community of expert academics and peers will help you to test, shape and grow your work.

It’s your journey, and the emphasis is on your choices – we’re committed to helping you tailor your studies to your own personal interests and professional ambitions. The learning heritage here is incredible – so join in, put your own stamp on it, and let your professional prospects take you into areas you might never have considered!

The Centre for Research in Literature, Linguistics and Culture

The Centre is a multi- and interdisciplinary hub that promotes research innovation across Literary Studies, Linguistics, and Media, Film, and TV Studies.

in the UK for Creative Writing (Times Good University Guide 2024)

of Linguistics students are positive about the teaching on their course (National Student Survey 2023)

Explore English, Linguistics and Creative Writing

As a Literary City, Nottingham is the perfect place to develop your skills as a writer, teacher or literature specialist. Hear from the people who matter - our experts and students.

Where will your degree take you?

Our team has long-established connections with external organisations, including galleries, arts centres, libraries and literary festivals. Our students take their writing and research skills outside the classroom through work placements, volunteering and devising projects for companies within our partnership network. We collaborate with organisations including the Broadway Media Centre, Bromley House Library, New Art Exchange, Nottingham Black Archive, Nottingham Contemporary, Nottingham and Nottinghamshire Refugee Forum, Five Leaves bookshop and Nottingham UNESCO World City of Literature.

Our curriculum balances a solid grounding in the discipline with personal development planning and employability skills, preparing our graduates to enter a wide variety of careers

Our recent graduates have secured jobs in companies including:

• British Government
• English First
• Nottingham Arts Theatre
• Royal Association for Deaf People

They have secured a range of different roles including:

• Social media and marketing manager
• Communications officer
• Journalists and reporter
• Public Health consultant
• English Language, Primary and Creative Writing teachers and tutor
• Project manager

More about NTU

Department of english, linguistics and philosophy.

Our department brings together writers, editors, scholars, linguists and philosophers, taking the most stimulating insights from the fields of English literature, linguistics, philosophy and creative writing to consider the values that made us who we are today.

Creative short courses

Evening, weekend and summer courses for beginners, improvers, and professionals. Whether you're a designer, an artist, a marketer, or a seriously creative type searching for a new challenge, come and get inspired!

We’ve got campuses across Nottinghamshire, each uniquely developed to the needs of our NTU community.

Take a virtual tour

The NTU virtual tour is a great way to get to know our University from the comfort of your own home.

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BA (Hons) — 2024 entry English Literature and Creative Writing

If you’re an aspiring writer and literature enthusiast, our English Literature and Creative Writing BA (Hons) degree has the ideal combination of topics for you.

Key course information

Ba (hons) with placement, why choose this course.

Building on the success of our highly ranked English Literature with Creative Writing BA (Hons) degree, we have developed an expanded, exciting new BA to better reflect the contemporary landscape in literature and creative writing studies. In consultation with students, we have:    

• Allowed students to study an equal 50%-50% mix of English Literature and Creative Writing modules. 
• Expanded some of the existing English Literature-only modules to include creative writing pathways earlier in the degree programme (Understanding Poetry, Understanding the Novel, Understanding Stage and Screen, Science-Fiction, Renaissance Lives).
• Introduced cutting-edge new creative writing modules (for example, Writing Poetry: Composition and Craft, Rule Breakers, Upstarts and Genre Rapscallions: Genre Writing from Commercial to Subversive, Writing Gaming). 

If you’re an aspiring writer and a literature enthusiast, here’s why you should choose our brand new English Literature and Creative Writing BA (Hons) degree: 

• We conduct engaging and intellectually challenging teaching in literature and creative writing. All our academics are acclaimed writers and scholars as well as enthusiastic and experienced teachers who convey ideas and explain techniques and methodologies enthusiastically and accessibly 
• As a student of English Literature and Creative Writing at Surrey, you will become part of a community of literary and cultural scholars, writers, and creative practitioners, and will be able to explore the opportunities and challenges of studying, practising, and producing critical and creative forms of expression. 
• We have a firm eye on your future employability. We’ll equip you with skills that employers value – clear and compelling communication skills, independent thinking and collaborative working. If you choose to take one of our award-winning Professional Training placements , you’ll be able to enhance your readiness for employment. 
• You’ll gain professional and transferable skills in communications, writing, and critical thinking. You’ll learn how to write at a professional level in a variety of modes: analytical commentary and interpretive analysis, literary criticism, prose fiction, poetry, and writing for stage, screen, gaming and beyond. These skills are paramount in a wide range of professional environments and career paths, such as writing, editing, copywriting, teaching, publishing, marketing, journalism, social media and communications roles. 

Course details Open

What you will study.

On our English Literature and Creative Writing BA (Hons) course, you’ll study vital and influential works of literature, read and discuss contemporary works as well as classics in a wide range of genres.  

You’ll explore canonical as well as more experimental forms, texts, and authors alongside perspectives, world views, and creative practices that have been historically silenced, marginalised, or endangered. Throughout the programme, you’ll develop sensitivity and appreciation for a diverse range of cultures and forms of artistic expressions, as well as emotional and cultural intelligence when discussing them with your peers and tutors. 

The programme includes the refreshed and innovative modules Science Fiction and Renaissance Lives, plus a new Creative Writing poetry module and identities module, alongside our excellent existing creative writing and period-based literary modules in Medieval, Early Modern, 19th Century, Modernist and Contemporary Studies.  

You’ll develop a wide range of creative writing skills and knowledge, looking at forms such as novels, short stories, poetry, plays, screenplays, graphic novels and writing for games.  

Alongside classic works like those of Shakespeare and George Eliot, you’ll study contemporary works by writers including Kazuo Ishiguro, Chimamanda Ngozi Adichie and Jhumpa Lahiri.  

Genres you’ll study include travel writing, nineteenth-century theatre and fiction, science-fiction, contemporary global literatures, medieval writing, romantic literature, early modern, modernist and contemporary literatures.  

Our creative writing modules will develop your understanding of the techniques used and challenges faced by the writers you study on your English literature modules. You’ll assess the potential and challenges of forms of artistic expression that are increasingly central in contemporary culture and society, such as digital storytelling, video-gaming, blogging and podcasting. Your studies will also help you find inspiration and root your own creative work in the authors and literary traditions you’ll be exploring. 

Culture and arts at Surrey

As a BA (Hons) English Literature and Creative Writing student at Surrey, you’ll find yourself in an exciting and creatively invigorating environment. 

Alongside your lectures, tutorials, seminars and workshops, you'll have a wide range of opportunities to engage with our vibrant research culture and arts activities.  

Literary events on and around campus include the annual Morag Morris Poetry Lecture, the Surrey Poetry Festival and the Surrey New Writers Festival.  

The School of Literature and Languages also regularly hosts talks by major writers and critics, as well as literary agents, publishers and other speakers of interest.  

Our current Distinguished Writer in Residence is the acclaimed writer and filmmaker,  Neel Mukherjee  and our new Poet in Residence for 2023-24 is Briony Hughes. Both offer regular writing workshops and, in the case of our Distinguished Writer in Residence, one-on-one writing surgery sessions.  

Dr Liz Bahs

Programme leader

Course structure Open

The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment. 

The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.

• English Literature and Creative Writing BA (Hons)
• English Literature and Creative Writing BA (Hons) with placement

Please note: The   full module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.

Course options

Year 1 - ba (hons), introduction to creative writing.

This introductory module will provide a theoretical and practice-based introduction to narrative and poetics. We will discuss technical elements of poetry and prose, and address the similarities and differences among various forms. In addition, we will consider historical and literary movements in relation to different formal techniques and their cultural contexts. During the seminar session, students will engage in writing exercises and connected to the topic of the weekly lecture and workshop original work with other students, benefitting from that key peer group feedback and support that will help guide and sustain their practice as writers. Throughout the module, we will examine creative processes and practices and the role of revision in the wider writing process itself. Students will have the opportunity to discuss their own processes in a self-reflective critical commentary that will accompany their final portfolio of creative work.  

THINKING LIKE A CRITIC I

This module introduces students to key theoretical debates and critical methodologies relating to literature and literary studies. It extends the student's knowledge of the different approaches we can take to literary studies, the various questions we can ask of literature, and the diverse forms of knowledge and insight that the study of literature can yield. Simultaneously, it allows students to identify the approaches and concerns in which they have been previously (and often unwittingly) been trained and those which most interest them going forward; it then helps them develop and enhance their understanding and application of their preferred methodologies. The module is in this way both complementary and foundational to all the other modules students will take in both their first year and in subsequent years: it gives them a vital tool-kit they will deploy on all modules. Topics and methodologies to be explored include questions of form and the close reading of literary texts; the political and ideological implications of literary texts; the interrelationships between texts, genres and culture more generally; the relationship between texts and their various historical contexts; and the evolution of the academic discipline of English Literature from the early 20th to the early 21st century. Students are trained not only to understand some of the most influential literary theories and methodologies, but also to appraise, compare and critique these different approaches. They will also undertake their own theoretically-informed critical analyses of literary texts, thereby also developing their ability to apply different methodologies and theoretical approaches. The module's themes and focus are then extended by the semester 2 companion module ELI1011 Theories of Reading II, which continues the survey of key literary theories. Both these modules form a foundation for levels 5 and 6 where the theoretical knowledge and application skills will be further reinforced.

LITERARY HISTORIES I

This module introduces students to different periods in literary history from the medieval period to the late Eighteenth Century through the examination of a variety of texts. Students will study texts in English from the medieval period, the Early Modern period, the Restoration, and the neo-Classical period. Throughout the module students will learn to interpret literature by focusing on aspects of its historical including social, environmental, global and cultural context, and to consider the interplay between historical background and texts. How does historical change and how do specific historical events impact on the production and reception of literature? What distinguishes imaginative literature from other textual historical documents? Students will also be encouraged to reflect on the academic practice of dividing history into key 'moments': the 'politics' of periodization, in other words. At what point does one period end and another begin? Why have literary critics chosen to mark the parameters of certain literary-historical periods as they have? While the focus is on English literature, the module will remain sensitive to the interplay between English literary traditions and those in other countries and the increasingly multicultural dimension of English literary history. Lectures will introduce students to key features of the literary period in question, to theoretical concepts which have proved useful in historicist approaches to literary criticism, and provide readings of set literary texts from a historical perspective. Seminars will enable students to discuss issues raised in the lectures and secondary reading as well as their own interpretations of the set texts in ways that will develop their critical thinking, research, and communication skills. By enabling students to gain the critical skills and knowledge required to study literature historically this module will provide a foundation for their further study of historical literary periods in semester 2 of their first year and for their study of literature in their second and final years.

UNDERSTANDING THE NOVEL

  This module is designed to introduce students to the academic study of the novel. Over the course of the module students will learn to read narrative fiction closely and critically, and to consider the relations between prose texts and the political, cultural, and intellectual contexts in which they are written and read. Focusing on novels in English from a range of historical periods and national contexts, the module examines fundamental aspects of the novel such as formal structure, characterisation, narrative, and voice, and important novelistic genres such as realism and the Gothic. It also considers the novel form’s representation of key issues such as subjectivity, gender, race, and politics. By enabling students to acquire the knowledge and critical skills needed to study and analyse novels, this module will provide a foundation for the study of prose fiction at degree level. This module connects to other period specific modules throughout the degree at levels 5 and 6. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the first, second and final years  

UNDERSTANDING STAGE AND SCREEN

This module is designed to introduce the academic study of drama and film. By studying three modern British plays and their adaptations to the screen you will develop an understanding of how drama and film are distinguished from other printed forms of literature alongside an appreciation of their cultural significance. Students on the module will be encouraged to think about the relationship between texts and their immediate historical and political contexts. You will be trained in the use of technical terms for drama and films, and will be introduced to the visual and audio analysis appropriate to both forms. Students will have the opportunity to develop creative as well as critical responses to the films and plays studied.  

THINKING LIKE A WRITER

Building on your semester 1 creative writing module, this module will further examine prose and poetry, and will also address writing for the stage, screen and even for games! Additionally, this module will encourage students to reflect on what it might mean to ‘think like a writer’. It will introduce students to writing for the stage as well as the big and small screen, through the work of individuals who are both critics and creative practitioners in their respective fields. The module also examines the creative work of poets, playwrights, screenwriters, prose writers and writers for the new spaces of digital and electronic media often in the light of these authors’ critical writing, and helps students to think about how their own creative and critical practice might inform each other. The module also includes an introduction to narrative and creative writing theory that will be explored in greater depth in the second and final years of your creative writing programme.  

THINKING LIKE A CRITIC II

The module builds on ELI1033, continuing to give students the necessary methodologies for undertaking close reading of literary texts and a self-aware understanding of their own subject positions in doing so. It provides wide coverage of different forms of literary theory and sets this alongside discussions of how to carry out critical analyses on literary texts. The module acts as a basis for levels 5 and 6, where the theoretical knowledge and application skills will be reinforced. Together with a rigorous study of a wide range of theoretical traditions, students will also analyse, through collaborative exercises and seminar discussions, short texts and cultural phenomena. In this way, they will develop the critical skills necessary to appreciate how theoretical texts can provide us with powerful tools to discuss important social questions that affect contemporary societies.

LITERARY HISTORIES II

This module introduces students to the main periods in literary history from Romanticism to Postmodernism by examining a variety of texts from these periods. Students will study texts in English from the Romantic and Victorian periods and from modernism and postmodernism. Throughout the module students will learn to interpret literature by focusing on aspects of its historical (including social, cultural, environmental, and global) context, and to consider the interplay between historical background and texts. How does historical change and how do specific historical events impact on the production and reception of literature? What distinguishes imaginative literature from other textual historical documents? Students will also be encouraged to reflect on the academic practice of dividing history into key 'moments': the 'politics' of periodization, in other words. At what point does one period end and another begin? Why have literary critics chosen to mark the parameters of certain literary-historical periods as they have? While the focus is on English literature, the module will explore the increasingly multicultural dimension of English literary history in the modern period. Lectures will introduce students to key features of the literary period in question, to theoretical concepts which have proved useful in historicist approaches to literary criticism, and provide readings of set literary texts from a historical perspective. Seminars will enable students to discuss issues raised in the lectures and secondary reading and develop their own interpretations of the set texts. This module enables students to build upon and expand the critical skills and knowledge acquired in semester 1 modules by enhancing students' capabilities in these areas and encouraging a deeper study of literature historically, this module will also provide a foundation for the study of literature across a range of time periods in levels 5 and 6. In particular, the module connects to other period specific modules throughout the degree especially at level 5.

UNDERSTANDING POETRY

This module is designed to give students the confidence to read, study, and enjoy poetry. Over the course of the module students will learn to read and think critically and creatively about poems in English from a range of genres, historical periods and sub/cultures, about the formal elements of verse (such as rhyme, lineation, stanza structure, and metre), and about the social, political,global and intellectual contexts that shape poetic writing. The module will introduce and examine the technical features of poetry as a form, and offer an in-depth consideration of some of the most important poetic genres: epic, lyric, dramatic, and free verse. In the final week of the module, a lecture given by one of Surrey University’s professional poets will introduce students to the most recent trends in contemporary poetry. By enabling students to acquire the knowledge and critical skills needed to appreciate and analyse poems, this module will provide a foundation for the study of poetry at degree level. Peer-led discussion of debates around poetry, and workshopping and portfolio-building in seminars, fosters resilience and confidence (in analytical and/or creative writing; sharing ideas and written work in class) whilst developing transferable writing, communication and presentation skills suitable for a range of careers. This module connects to other first year modules in both the English literature and creative writing streams to ground students in the basics of their discipline, setting the scene for more in depth knowledge and practice development in modules throughout the degree. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the first, second and final years.

GLOBAL LITERATURES

This module introduces students to global literatures across geocultural spaces and historical periods through the study and critical analysis of a range of texts written in multiple languages and from both Western and non-Western perspectives. This module is part of a global strand embedded in our programme, which will help students develop global sensitivity and appreciation for cultural and linguistic diversity. The central question that will guide our discussions is how literary texts engage with the idea of the world. You will work collaboratively to develop critical and analytical skills that will enable you to appreciate: (1) how literary texts foster historical awareness and sensitivity to global issues affecting contemporary societies; (2) how literature is deeply shaped by cultural, political, and social forces; (3) how texts actively create narrative worlds that respond to specific symbolic and cultural needs. Building upon the theoretical foundations acquired during the first year, students will reflect on the value and challenges of studying literature today from a global, multilingual and  comparative perspective.

Year 2 - BA (Hons)

Elements of narrative.

This module explores the varied formal and technical challenges facing creative writers, examining the affordances and constraints of different modes of writing and the cultural, historical and theoretical contexts which impact upon how texts (including prose fiction, poetry, screenplays and dramatic scripts) are written and understood, and to translate this understanding into more effective creative practice.

CONTEMPORARY POSTCOLONIAL FICTIONS AND CULTURES

By focusing on a wide range of postcolonial fictions, this module explores what it means to write in a postcolonial context and allows students to reflect on the legacies of colonialism today. Student will discuss how colonialism and postcoloniality affect both content and fictional form, and will be encouraged to use the solid theoretical foundations built during the first year in the programme to critically analyse postcolonial fictions and cultures. The skills in interpretive analysis and research they will acquire in this module will be fundamental in preparing them for the dissertation project at the conclusion of their learning journey. Students will be able to explore a wide range of artistic forms¿prose, poetry, drama, and film and will develop crucial skills in critical analysis, connective thinking, and digital competency during our seminar discussions and in online activities. This module is part of a global strand embedded in our programme. In addressing prominent global issues such as colonialism, migration, diaspora, racial, gender, and class inequalities this module offers students tools to understand how and why literature can be a powerful instrument of critique and analysis of a persistently unequal world. The module further provides a theoretical underpinning that will enable students to draw connections between contemporary fictions and postcolonial and decolonial theories.

INTRODUCTION TO TEFL

This is a module for Level 5 students in the School of  Literature and Languages. It is taught over one semester, with three contact hours per teaching week.The module considers a range of approaches to teaching English as a Foreign Language, approaches which can be applied to the teaching of other languages. It provides practice and assessment in lesson planning and in teaching through peer teaching tasks. The skills developed on the module such as speaking in front of groups and decision making are transferable to a number of other careers. The module is capped at 14 students in each semester.  

Building on the introduction to modernism covered in the first-year core modules, this module explores a period in literature that was to bring innovation across the spectrum of cultural endeavour. Through a range of exciting and innovative works of literature from around the world, you will be introduced to the key ideas underlying the theories and practises of modernist writers in the period between 1900 and 1945. By exploring the concept of multiple global modernisms, the module builds global and cultural skills that will enable you to critically engage with the key themes central to modernist thought. As well as acquiring in-depth knowledge of the individual texts on the module, you will be able to develop a sense of how movements in modernist literature relate both to each other and to other disciplines such as philosophy, economics, politics, and art. Through the independent research undertaken for assessment and a particular focus on the skills required for advanced secondary source research, this module will also develop resourcefulness and digital skills.

MONSTERS, MYSTICS AND DEMONS

This module explores a range of literary texts produced in England at the end of the Middle Ages, paying particular attention to issues of language, gender, race, social status, travel, and religion. It explores the relationship between the self and the other, focusing on ideas of perfection and monstrosity, and the divine and the demonic. The module explores three interrelated themes that speak to the historical, social, and religious contexts of late Medieval English literature: 1) Monstrous Masculinities and Femininities 2) Travellers’ Tales: Encountering the Other and 3) Visions of Another Order. Alongside analysing examples the literature of the period, you will practice translating passages from late medieval literary texts in the workshops. In addition to the set primary texts, you will examine relevant examples from historical texts and visual that help to further illuminate these three thematic strands.

NINETEENTH-CENTURY LITERATURE AND CULTURE

This module gives students a broad and deep understanding of nineteenth-century literature in relation to a range of social, cultural and political contexts. Following a roughly chronological trajectory the module picks up key issues (industrialisation, the impacts of empire, faith and doubt) and examines them through key texts and authors of the period. The module pushes students to think in nuanced ways about the relationship between text and context and about the cultural forces which have promoted or marginalised historical voices.

RENAISSANCE LIVES

Renaissance Lives focusses on early modern identity through the understanding of lives (real and fictional) and how these may be represented in literature and life writing. Through the module, different lives are explored through a thematic focus on gender and sexuality, race and faith. These three strands allow students to focus upon diversity and enable them to explore the relevance of renaissance lives to the present-day ideas. A visit by a professional biofiction author will further encourage students to understand how their own writing may address contemporary discourses of gender, sexuality, race and faith. This optional module develops knowledge and skills introduced at Level 4 both critical and creative and gives students a wider and deeper understanding of key material from the Early Modern period of literature in English. There are two key points of building upon various Level 4 elements: first, a sense of historical contextualisation that focuses on important political and intellectual discourses, and second, a generic pathway that covers drama, poetry, and prose, whether critical or creative. The module also ensures that students have a solid basis for understanding English literature of the Early Modern period and concepts of the self and identity. This knowledge will be extended and deepened through optional modules at level 6.

TRANSLATION FRENCH-ENGLISH I

This is a practical introduction to translation from French to English. Students will be introduced to some basic concepts and terminology in translation and will learn through translating short texts from French to English and writing reflective commentaries on translation issues. Students will gain an understanding of the processes involved in translating from French to English and will develop their ability to analyse and interpret texts and to recognise and resolve translation issues, using appropriate translation resources. Texts will be contemporary and will cover a range of text types, chosen to illustrate a wide variety of translation problems as well as to introduce aspects of Francophone cultures.

TRANSLATION GERMAN-ENGLISH I

This is a practical introduction to translation from German to English. Students will be introduced to some basic concepts and terminology in translation and will learn through translating short texts from German to English and writing reflective commentaries on translation issues. Students will gain an understanding of the processes involved in translating from German to English and will develop their ability to analyse and interpret texts and to recognise and resolve translation issues, using appropriate translation resources. Texts will be contemporary and will cover a range of text types, chosen to illustrate a wide variety of translation problems as well as to introduce aspects of German-speaking cultures.

TRANSLATION SPANISH-ENGLISH I

This is a practical introduction to translation from Spanish to English. Students will be introduced to some basic concepts and terminology in translation and will learn through translating short texts from Spanish to English and writing reflective commentaries on translation issues. Students will gain an understanding of the processes involved in translating from Spanish to English and will develop their ability to analyse and interpret texts and to recognise and resolve translation issues, using appropriate translation resources. Texts will be contemporary and will cover a range of text types, chosen to illustrate a wide variety of translation problems as well as to introduce aspects of Spanish-speaking cultures.

SIGNIFICANT OTHERS: VICTORIAN CREATIVE PARTNERSHIPS

This interdisciplinary module, focused on Victorian creative partnerships, explores connections between texts, individuals, couples, circles and movements. It investigates the ways in which female and male figures worked in various forms of partnership: as spouses, siblings, friends and lovers. It examines a range of Victorian texts including poems, short stories, plays, novels and novellas, letters and diaries as well as visual texts. It engages with the themes of gender, sexuality, identity, power, partnership, co/authorship and readership. The module introduces students to contextual debates about sexual politics, gender and representation in the nineteenth-century, and seeks to understand how writers responded and contributed to them. It also reads nineteenth-century figures and texts in relation to more recent feminist and gender theory, revealing their continued cultural importance. Authors studied include: tthe Brownings, the Brontës, George Eliot and George Henry Lewes, Arthur Hugh Clough and Matthew Arnold, Charles Dickens and Wilkie Collins, the Rossettis, and Michael Field.

WRITING POETRY: COMPOSITION AND CRAFT

This module explores elements of poetic craft, discourse, and techniques for writing poetry through the close analysis of lyric, narrative, dramatic, and hybrid modes in contemporary poetry written for the page and / or performance and exhibition. The module introduces students to contemporary and innovative discussions including topics such as formal and free poetic structures, sound effect and rhythm, poetic voice and persona, writing communities, poetic intent and play. The module asks students to engage with the development of their own writing alongside of reading and listening to contemporary poetry, essays, and manifestos by chosen 'companion poets' they will encounter in the module.

CONTEMPORARY STORYTELLING

This module allows you to explore various modes of storytelling in a contemporary context, with a view to developing your narrative skills. The course will engage with contemporary fiction, poetry, non-fiction, film, and theatre and will help you to to investigate and understand the multiple ways readers and writers engage with storytelling and narrative. There will be lectures on each topic, with workshop-style seminars that are designed to help you engage with and analyse your own writing and the writing of others, with the aim of helping students to hone your ability to edit and create. 

GENDER AND SEXUALITY IN CONTEMPORARY TEXTS AND CULTURES

This module explores how a culturally diverse range of contemporary texts negotiate issues of gender and sexuality. Using a variety of formats (novels, poems, graphic novels, films and even comedy) we will reflect on what writing about gendered experiences and queer desire entails and how these lived and embodied intimacies affect form and determine meaning. The module provides a theoretical underpinning that will enable you to construct links between contemporary texts and relevant trans-inclusive and anti-racist theories about intersectional identities and LGBTQIA2S+* literature and culture. In this module, you will not just read about queer theory, you will hear directly from the theorists: The module provides podcast conversations with several prominent scholars from the field to enrich your reading of secondary literature with a digital research communication tool. You will be able to expand the knowledge of feminism, queer studies, and intersectional thinking that you have built in your first year of studies and reflect on how these discourses affect you and your peers in your day-to-day life, while also considering unfamiliar perspectives and cultures.

ROMANTIC LITERATURE: 1789-1830

Following on from the brief introductions to Romanticism at Level 4 , this module allows students to explore in more depth and detail the profound literary and cultural innovations that took place in the Romantic period (roughly, 1789-1830), and which continue to shape culture and society today. The module forms part of a set of historically focused pre-1900 ‘period’ modules that focus on specific literary periods as a way of studying literature: students must take at least one of these modules to complement the more contemporary focus of other modules, so as to gain greater knowledge of both the evolution of English literature over time and the variant forms and concerns of literature in different historical periods. Examining a broad range of canonical and non-canonical Romantic texts (and thus highlighting the diversity of authors and styles in the period), the module each week uses a selection of representative writers to explore a key form or theme: for example, Nature, imagination, the self and subjectivity, sentimentalism and feeling, and shifting notions of masculinity and femininity. Famous writers such as Blake, Wordsworth, Keats and Byron are read alongside authors who are less well known today (for example, Charlotte Smith, Anna Letitia Barbauld, Ignatius Sancho and Henry Derozio) to give students a rich, synchronic understanding of the key concerns, debates, alliances and animosities distinctive to this specific period in British literary history. At the same time, students explore the global contexts and connections driving the evolution of English literature and of British culture more broadly in this period, and they also consider the ongoing relevance of Romantic-era concerns and debates to 21st century society (for example, Romantic writers’ diverse reactions to increasing globalization, and the emergence of modern environmental and conservationist thinking).

THE AMERICAN CENTURY

This module draws attention to and interrogates the changing relationship between the 'self' and 'society' in twentieth-century American culture. Approaching this topic from an interdisciplinary perspective, the module examining three interrelated areas that address the major social, political, and aesthetic developments of the 'American Century': 1) urbanisation, commerce and the American city, 2) transnationalism and American identity, and race, nation, and the body in contemporary America. In addition to the primary texts, students will examine relevant examples from film, art, music, and design that help to further illuminate these three thematic strands. In particular, this module focuses on students’ global awareness and understanding, both regarding American literary and culture, as well as the ways in which successive periods of migration and transnational exchange have led to widespread American influence in a range of cultural domains. Through analysis of a range of texts and cultural materials, students will gain deeper insight into the impact and influence of American culture in the twentieth century and beyond to develop global and cultural capabilities.

SCIENCE FICTION

This module explores the meanings and developments of science fiction throughout the twentieth and twenty-first centuries, as well as focusing on the relationship between this innovative form and the cultural, political, ethical and ecological sustainability issues addressed in the texts. Discussion and analysis will focus not only on what worlds or peoples are imagined in science fiction and why, but also on how such core features of science fiction have been developed, challenged and reconfigured by various political and historical movements and events (such as the cold war, feminism, black civil rights movements, gay liberation, imperial endeavours, global warming and other ecological sustainability narratives, among others). The module will give particular attention to technological developments and their relationship to the human, addressing the ways in which the human is rethought and reimagined through its interaction with technological innovation. Themes that will be addressed may include alternative futurisms, artificial intelligence, body modifications, alien species and/or worlds, dystopian and utopian imaginaries, future technologies, technology and sustainability, technology and identity and struggles for freedom. Science fiction will therefore be engaged with through the lens of contemporary theories (such as postcolonialism, gender studies, ecocriticism and posthumanism), as well as with attention to changing interpretations of the meaning of the genre in its diverse socio-political and global cultural contexts.  This module connects to other contemporary literature modules on the programme in your second year and is part of the contemporary literature route that students can choose as a focus of their degree, which includes module in the first and final years of the degree. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the 1st, 2nd and final years.

TRANSMEDIA NARRATIVES

First defined by media scholar Henry Jenkins in 2003, transmedia storytelling is the process of creating, sharing and developing fictional content across a range of media and communication platforms, including film, television, print and social media. Transmedia storytelling is an outcome of the structure of the contemporary media and entertainment industries, which are dominated by global media conglomerates, such as the Disney corporation, that aim to maximise audience engagement with their creative properties. For example, fans of the ‘Marvel Cinematic Universe’ can consume different iterations of the Marvel stories and characters that extend beyond the films via spin-off television series, new comics, short films, animations and websites. These act as extensions to the existing story as it moves from one medium to another. This is one of the key things that distinguishes transmedia storytelling from traditional adaptation of, for example, a book to a film. Transmedia storytelling has also been celebrated as a narrative model that promotes collaborative authorship and participatory spectatorship from fans, who frequently contribute to official and unofficial extensions of narrative storyworlds. In this module we will be exploring the concept of transmedia storytelling and how fictional storyworlds are created and extended across multiple, global media platforms. After establishing the key concepts of transmedia storytelling, we will look at a range of case studies. These will vary according current trends in popular culture, but might include Harry Potter, the Marvel Cinematic Universe, Gossip Girl, Star Wars, James Bond, Game of Thrones and The Walking Dead. Please Note: This is not a creative writing module. Students may need access to one or more streaming platforms in order to access material that we will be examining in our case studies. This will be advised at the beginning of the semester, but might include Disney+, AmazonPrime, Netflix, etc.

TEACHING LANGUAGES AND LITERATURE

This module takes students off campus and into local schools. They work closely with MFL or English Literature teachers, shadowing them or taking small groups of school students, and gaining an insight into the teaching profession. This module complements ELA2012 Introduction to TEFL, by allowing students to see teaching strategies and techniques in the real world. The Module has the backing of the "Undergraduate Ambassadors Scheme" ( www.uas.ac.uk ).

WRITING THE VICTORIANS: NEO-VICTORIANISM IN CONTEMPORARY CULTURE

This module aims to explore a variety of neo-Victorian texts to examine how the legacy of the Victorians continues to inform contemporary culture. Students will be asked to consider the significance of neo-Victorian writing in the context of postmodernity and will analyse the literary, cultural and commercial impacts of the genre. The module will begin by considering early examples of neo-Victorian texts that emerged in the 1950s and 60s before exploring the expansion of the genre in the twentieth and twenty-first centuries. It will cover a range of neo-Victorian productions including novels, poetry, film and TV adaptations that are informed by well-known Victorian texts in order to examine the wider cultural impact of contemporary engagements with the Victorian period, and will ask students to analyse issues of race, class, gender and sexuality which are interrogated and challenged by neo-Victorian works. The module draws upon and enhances the core knowledge and research skills acquired in second year Victorian Literature focussed modules. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the 1st, 2nd and final years.

TRANSLATION ENGLISH-FRENCH I

This is a practical introduction to translation from English to French. Students will learn to express some basic concepts and terminology in translation in French and will learn through translating short texts from English to French and writing reflective commentaries on translation issues. Students will gain an understanding of the processes involved in translating from English to French and will develop their ability to analyse and interpret texts and to recognise and resolve translation issues, using appropriate translation resources. Texts will be contemporary and will cover a range of text types, chosen to illustrate a wide variety of translation problems and enhance cultural awareness.

TRANSLATION ENGLISH-SPANISH I

This is a practical introduction to translation from English to Spanish. Students will learn to express some basic concepts and terminology in translation in Spanish and will learn through translating short texts from English to Spanish and writing reflective commentaries on translation issues. Students will gain an understanding of the processes involved in translating from English to Spanish and will develop their ability to analyse and interpret texts and to recognise and resolve translation issues, using appropriate translation resources. Texts will be contemporary and will cover a range of text types, chosen to illustrate a wide variety of translation problems and enhance cultural awareness.

Year 3 - BA (Hons)

Language diversity.

This module, which assumes no prior knowledge of languages other than English, is intended to give students an insight into the diversity of human communication systems found throughout the world. In order to understand how language works, we need to examine the variety of systems to be found, some of which differ drastically from what we know and what we might expect. This module builds on the skills students have developed in constructing arguments and finding evidence in support of their reasoning through their modules at Levels 4 and 5, by demonstrating how complimentary skills are applied in scientific research related to language. Students are introduced to alternative ways of thinking about the world around us to further develop their ability to scrutinise and assess evidence.

WRITING GAMING

Gaming has existed as a mode of play and expression since the earliest times of human existence. In the latter part of the 20th and into the first two decades of the 21st Century (the period we will focus on with this module), there has been a vast expansion of the forms, modes and technologies employed in gaming and game play. Out of wargaming and board gaming practices (and often the interfaces of these) in the post-World War II era, increasingly complex and sophisticated character and narrative focussed Role-Playing Games (RPGs) developed as well as other narrative forms that connect gaming with interactive textuality, such as gamebooks, Collectable Card Games, online interactive fiction, video games and multi-player online gaming platforms. There has been, in the early 21st century, additionally, a large increase in the number of board games being produced and played, while wargaming also remains an active and vibrant aspect of gaming culture. An aspect of gaming that has sometimes fallen short, in ‘quality’ terms, though, is the writing that underpins both the rules systems and the ‘story’ component of games (background, character, description. narrative, dialogue, terminology, etc.) This is perhaps unsurprising as games have been primarily written by gamers rather than professional writers; many of these, of course, go on to develop their writing skills and become accomplished writers in their own right. More and more, though, creative writers are specifically incorporated into the game design and realisation processes (for both analogue and virtual gaming environments) to improve the quality of the gaming experience. In this module students will receive an overview of the gaming field and examine aspects of this that specifically pertain to writing for games. What approaches work well for games and gaming modes? How are these different from writing for and in other forms and media? What writing skills are particularly useful? Do we have the freedom to write outside of limiting industry constraints and models? What are the new forms of writing practice that are emerging in relation to games and gaming? We will also be interested in analysing games and gaming critically as cultural objects, and situating them within the broader context of contemporary cultural and literary theory. This is not a module that will teach students how to code and/or produce and design video games (or, indeed commercial analogue games). We will touch on aspects of game design, game production, gaming studies, critical digital studies, etc., but the focus for this module will be on writing creatively for games: writing gaming. Expert guest speakers from the gaming and independent gaming industries will be included in the teaching provision for this module. If students have specific coding, visual art or musical/sound art skills that they would like to bring to their exercises and assignments, they can certainly draw on these skills, but if they don’t, that is completely fine – none of these are required for this module. In each seminar we will first spend some time discussing the set texts and the techniques and standpoints employed by writers and other artists, before moving on to the workshop part of the session where students will produce work in accordance with the task set for that week, within and outside of the classroom. We will read and discuss a selection of pieces at the end of each class. This process will help students grow in confidence, both in presentational terms and in terms of delivering and receiving feedback on their work, in a safe and supportive setting. In addition, each week there will be a scheduled 2-hour gaming session where students will gather to explore individual and collaborative gaming in practice. Different approaches to gaming will be proposed each week, or students can opt to work during this time on longer gaming experiences and projects. At the end of the semester students will produce a creative portfolio of gaming writing, alongside a critical commentary reflecting on the creative work produced and using theories, concepts and practices studied on the module, OR an academic critical essay examining some aspect of writing for games OR a Game Demo alongside a critical commentary reflecting on the demo produced and using theories, concepts and practices studied on the module. Possible submissions for the creative portfolio include online interactive fiction (e.g. Twine, Squiffy), a gamebook text, a tabletop game text (board game, card game, wargame, Role-Playing Game), a game demo, a game setting, a game system, Game Design Documentation (GDD) for a proposed game, a 'creative essay', gaming portfolio as creative essay, a zine, a website for a game, etc. This module connects to other contemporary literature modules on the programme in the 2nd and final years where the emphasis is on 20th and 21st Century approaches to creating and examining literatures and our cultural responses to them. As such, it is part of the contemporary literature route that students can choose as a focus of their degree. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the 1st, 2nd and final years.  

WOMEN BEHIND THE SCREEN: GENDER & LABOUR IN FILM

Over the past 90 years, only three women have won the Oscar for best director and only 4 more have been nominated. Hollywood’s marginalisation of women’s authorial agency reflects a global pattern of women being shut out of the top creative jobs of director and screenwriter. Instead, women who work in film are more often found in roles that tend not to be recognised as creatively significant. Why is it that women have faced such barriers to entry and success in the world of film? Why are the roles that women typically undertake considered less important or valuable to a film’s success? Are women’s films less well-regarded critically and by audiences? Has this changed over time? This module explores the relationship between gender and labour in film by looking at the types of roles women have played in filmmaking. That is, instead of thinking about how women are represented on screen via the characters they play, we will consider the part they play behind the camera in getting films, of all types, made. In doing this, we will be looking at, and questioning, perceptions of the types of roles women can, should and do undertake in filmmaking, both currently and in the past. We will consider the work of women who have risen to positions of prominence as writers, directors and producers in the mainstream global film industries as well as looking at the opportunities afforded to women in other arenas, such as independent and experimental film. Just as importantly, we will think about women’s ‘invisible’ labour in filmmaking, be that through low-valued, gendered jobs (such as make-up artists and secretaries) or through amateur and non-professional filmmaking activities. As a whole, the module will question whether, and if so how, women’s creative power and agency in film has been marginalised, and the ways women have sought to overcome this. This module is open to all students, whether or not you have previously taken any film studies modules.

QUEER ECOLOGIES AND ENVIRONMENTAL LITERATURE

Environmental literature is deeply entwined with queer, decolonial and intersectional perspectives: Place and race, space and class, feminist and LGBTQIA2s+* issues, all meet in the queer ecologies we will explore in this module. We will learn about the (queer) history of writing about the environment, about the role of protest in literature and about how describing the world around us in texts actually changes the shape of the natural and built environment. Building on skills and knowledge you have acquired in previous modules on literary history and on theoretical approaches, the module aims to expand your knowledge of global ecocritical and queer writing and theory and to enable you to critically analyse contemporary depictions of climate change dystopias, of human and non-human animal relationships, of protest poetry, and of queer environmental fiction. We will discuss novels, poetry, performances, Youtube videos, as well as the odd social media account, and always combine our readings with a specific theoretical concept to help you learn how to put knowledge into practice. Since the module will also give you some insight into research communication, you will have the option of creating a research-based podcast as your final assessment. The module will include a workshop on podcasting, which will teach you new digital skills and enable you to develop an independent project, potentially in cooperation with collaborators outside of the seminar room. You will also contribute to a collaborative digital glossary, taking charge of creating a communal knowledge resource with formative feedback from your lecturer and comments and questions from fellow students. This module is part of a global strand embedded in our programme, which will help students develop global sensitivity and appreciation for cultural and linguistic diversity. We will discuss a global and culturally diverse range of primary texts, as well as theory texts, and cover, for example, Indigenous knowledges from different parts of the planet.

CONTEMPORARY SHAKESPEARE

This module introduces students to a range of creative and critical strands and debates related to contemporary Shakespearean performance. These may include global and intercultural Shakespeare, adaptations on stage and screen, applied Shakespeare, gender - and colour-blind Shakespeare, cultural politics and ethics. Drawing on relevant critical debates on how and why Shakespeare is performed today within diverse and multicultural societies, students will be able to engage with case-studies of UK and international productions and artists. The module will pay attention to key terms such as diversity, diaspora, hybridity and inclusivity and enable students to draw on these in informed critical analysis and discussion.

THE GOTHIC IMAGINATION, 1800S PRESENT

The Gothic has been a fixture of British and American literary history and popular culture from its origins in the eighteenth century, and continues to capture and haunt the human imagination. Straddling both 'high' and 'low' art forms, appealing to elite as well as mass audiences, the Gothic thrives on blurring boundaries and dissolving traditional dichotomies- between, for example, self and other, human and inhuman, civilisation and savagery, public and private identities This optional level 6 module focuses on Gothic literary and cultural production from Horace Walpole's 1764 seminal Gothic novel The Castle of Otranto up to the stylized Goth aesthetic and obsession with true crime Gothic figures in twenty-first-century cinema and television. Drawing on a variety of literary and visual texts this module demonstrates how Gothic fictions are born out of hyper-tense socio-political and psychological states, symbolising and expressing anxieties about class, ethnicity, nationality, sexuality and gender. Gothic texts are situated in their historical, biographical, geographical and global contexts, offering a nuanced understanding of the proliferation of the genre across periods, disciplines and borders. As well as exploring famous Gothic figures of the vampire and the zombie, we also consider the Gothic as a mode of writing, and as a mode of cultural engagement with the traumas of post/modernity. The module confronts topics including otherness and the limits of the human, monstrous doubling, the horrors of addiction, grotesque transformation, and the ethics and dangers of science. It traces the evolution of the Gothic, covering: Gothic origin; European Gothic; Gothic satire; Romantic and Neo/Victorian Gothic; Female and Feminist Gothic; American and African-American Gothic; and Goth culture. Through studying the texts, debates and themes of the module, and through the assessments, you will develop transferable skills in critical thinking and reading, independent research and groupwork, presentation and communication, digital capabilities and analytical writing.

RULE BREAKERS, UPSTARTS & GENRE RAPSCALLIONS: GENRE WRITING FROM COMMERCIAL TO SUBVERSIVE

Often dismissed as disposable entertainment, derided for rehashing formulaic plot devices, popular genre fiction may better be considered literature that tests the generic boundaries within which it operates. This Level 6 Creative Writing module aims to establish the fundamental techniques, strategies, and conventions of popular genres and modes (such as mystery, horror, graphic narrative), as well as ways writers may choose to subvert those conventions, with an eye toward developing original creative projects that engage—in some way—with genre. This module is intended to complement the range of Creative Writing modules offered at level 6, focussing on genre construction and reception across a variety of contexts. One of the keys to becoming a more sophisticated writer is to become a more careful reader. Whether you love or hate, are exhilarated, or bored by a text, you can always learn from it. To that end, we will read and discuss relevant literary and theoretical works in detail, considering both the elements of craft that contribute to the construction of different genres (character, plot, form, structure, and so on), as well as the aesthetic and conceptual frameworks that underpin each text, particularly where writers may subvert genre expectations. And to make use of all our reading, we will learn to articulate responses to set texts through a series of writing exercises in which you are encouraged to experiment—and have fun—with the concepts introduced by the texts we read. Students should also be prepared to contribute fully to workshop discussions of their own and each other’s work. The module will provide students the opportunity to produce, revise and polish their creative writing and will encourage and enable them to reflect on their own creative work and writing practice in a productive and critically informed manner. Attendance is compulsory.

THE AGE OF CHIVALRY: MEDIEVAL AND EARLY MODERN ROMANCE

This module introduces students to the huge variety of medieval and Early Modern romance from the twelfth to the early-seventeenth centuries. The texts will be read either in Middle English or in translation (languages covered will be Latin, French, Middle English, Arabic, Spanish, and Welsh). The module explores the genre with a particular interest in gender and sexuality, instances of transgression, multi-culturalism, and multilingualism. It also investigates the traditional connection of romances with female readership. The module is subdivided into three interconnected areas: stories of knightly chivalry, tales of the supernatural, and reactions to romance. As well as the primary texts, students will study examples of contemporary historical material to help them contextualise both the romances and these three thematic areas. The module will build on students’ understanding of medieval and Early Modern texts and historical contexts developed from modules in the first and second years. Additionally, the module will enable students to further engage their interests in literary history, the development of romance as a genre, and examining literature through key critical and theoretical lenses such as gender theory, queer theory, critical race theory, and ecocriticism. After taking this module, students will have a detailed understanding of the fluid and expansive nature of romance and its changing historical and social contexts. They will also have been afforded the opportunity to develop their critical thinking, research, writing, and communication skills in ways that will benefit them on their chosen career path.

CREATIVE WRITING AND PROFESSIONAL PRACTICE

This module is intended to follow on from previous CW modules and help you develop with an advanced engagement with questions of form and craft. It will concentrate on the practicalities of writing creatively within the context of a broad narrative frame. The focus of the module is on prose fiction and on poetry, as well as helping you produce polished and professional quality work in either or both modes. This module also provides knowledge and advice on the processes of getting published, the workings of the publishing industry and invites reflection on the challenges and opportunities of writing professionally.    

CHILDREN'S LITERATURE

The module offers students the opportunity to learn about children’s literature across a variety of genres, ages, as well as about its historical development and socio-cultural contexts. The module will require students to engage the critical thinking skills and theoretical knowledge that they have acquired in modules across their first and second years in a new context, enabling them to think deeply about the ways in which children’s literature should be studied with the same rigorous approach that they would apply to texts written for adults. In particular, students will be encouraged to consider how genre, form, gender, race, identity, setting, temporality,. They will also confront their own relationship to texts that they read as children or young adults and consider what components result in effective writing for children which will enable them to engage with complex critical concepts, and develop their own writing both creative and critical. Through participating in group discussions in the lecture-seminars, students will develop a detailed understanding of how to analyse children’s literature and how to write for children. The module will also afford students the opportunity to develop their critical thinking, research, writing, and communication skills in ways that will benefit them on their chosen career path. At the end of the semester students will produce a work of children’s literature alongside a commentary reflecting upon their creative work OR a critical essay that focusses on two works of children’s literature using the theories, concepts and practices studied.

SCREENWRITING

The module offers students the opportunity to learn the processes for writing a compelling script for film or television. Through analysing film clips, reading extracts from screenplays, engaging with theoretical concepts, and participating in class discussions and workshops students will be offered a comprehensive overview of the screenwriting process. The module builds upon the knowledge and skills from students’ BA studies in English Literature and Creative Writing at Level 4. It develops critical and creative skills for modules including the dissertation and aligns with other critical and creative modes in other at Level 6.  The two-hour workshops address the needs of in-depth writing and analysis at level 6. At the end of the semester students will produce a professionally formatted script for a short film or television episode alongside a commentary reflecting upon their creative work and/or a critical essay that focusses on films/ TV episodes of their own choice using theories, concepts and practices studied on the module.

UNDERSTANDING ANIMATION

Innovations in frame-by-frame filmmaking techniques and technology have played a significant role in the evolution of cinema and the moving image. Animation could be argued as the precursor to cinema, as early animation devices preceded the invention of the motion picture camera. Today, animation and frame-by-frame filmmaking plays a significant role in cinema, from special effects in blockbuster Hollywood films to the rise in popularity and success of animated features. This module addresses animation from a historical and/or contemporary perspective by looking at examples of different types of frame-by-frame filmmaking (e.g. traditional animation, digital and CGI animation, studio animation, independent and artist animation). The focus of the module will vary according to the convener’s interest and expertise, but could, for example, focus on one example of animation in-depth (e.g. Disney animation or digital animation) or cover a range in terms of history, technology, aesthetics. By responding to the convener’s research interests and expertise, the module will introduce current research in animation and/or film studies and/or new media studies.

MOBILITIES OF NATION AND EMPIRE: VICTORIAN LITERATURE 1850-1890

This module explores the relationship between national and imperial identities in literature from the 1850s to 1890s by writers from Britain and beyond, including Charles Dickens, Elizabeth Gaskell, Wilkie Collins, Behramji Malabari and James Africanus Horton. The module introduces students to contextual debates about the nation-state and its imperial engagements, and seeks to understand how authors respond and contribute to these ideas through literature both from within and beyond Britain. The module engages with these themes through a focus on concepts of space and mobility, using literary journeys as a way into understanding how novelists construct a dialogue between national and imperial spaces in literary texts. It draws upon and enhances the core knowledge and research skills acquired in second year Victorian Literature focussed modules. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to creative writing modules in the 1st, 2nd and final years.

BUILDING STORIES- METHODS AND MATERIALS OF CONTEMPORARY WRITING

"Literature was never only words, never merely immaterial verbal constructions. Literary texts, like us, have bodies, an actuality necessitating that their materialities and meanings are deeply interwoven into each other"-N. Katherine Hayles, Writing Machines. In this level 6 Creative Writing module, we will, as Hayles argues, consider the materiality of a variety of print-based and digital-born literature with an eye toward developing original creative projects. We will read and discuss relevant literary and theoretical works in detail, considering the medium (and technology, where appropriate) involved in their construction, as well as the aesthetic and conceptual frameworks that underpin each text. And to make use of all of our reading, students will learn to articulate responses to set texts through a series of writing exercises in which they are encouraged to experiment-to get their hands dirty, to play, to have fun-with the concepts introduced by the texts we read. Students should also be prepared to contribute fully to workshop discussions of their own and each other's work. The module will provide students the opportunity to produce, revise and polish their creative writing and will encourage and enable them to reflect on their own creative work and writing practice in a productive and critically-informed manner. Attendance is compulsory.

MEDIEVAL WOMEN'S WRITING

This module explores the centrality of texts written by and for medieval women to both the history of medieval literature and to women's literary history. You will be introduced to a range of works written for and about women in England between the 11th and 15th centuries and will examine in detail the major female authors writing from the 12th to the 15th centuries, such as the courtly writer Marie de France, the English woman mystic Julian of Norwich, and the visionary Margery Kempe. Texts will be read either in Middle English or in modernized versions, or (in the case of texts written in the French of the English, in translation). The module will explore a range of literary forms and genres, including saints' lives, romance and lais, mystical and visionary writing and women's letters. You will be asked to critically analyse and/or engage creatively with the texts, paying attention to your linguistic, literary, religious and socio- historical contexts and focusing on issues such as antifeminism, social hierarchies, literacy, multingualism and multi-culturalism, and gender and sexuality. The module provides you with a working knowledge of tools on used by researchers and writers examining and engaging with historically remote literatures and cultures, building on previous modules on global literatures and theories of gender and sexuality. These tools include not only the ability to analyse and critically evaluate texts and ideas, but also to understand them within their wider historical, geographical and social contexts, as well as practical tools of reading and translating Middle English texts.

Semester 1 & 2

Dissertation.

The dissertation module is intended to provide students with an opportunity to select a research topic relating to an aspect of literary study which has engaged their own particular interest, and to explore it in detail through guided self-study. Each student will be assigned a tutor who will assist them in choosing their subject matter and literary approach, and who will provide advice, encouragement and formative feedback over the course of the writing process, as well as suggesting relevant reading material which may help inspire or critically locate the project. As well as the dissertation itself students will undertake a formative presentation in semester 1, and work on developing self-reflective skills through completing a progress log with their supervisors. This module connects to other modules on the programme undertaken by the students and can act as a culmination of their studies, in that the students can bring together and build from strands from earlier modules that they have particularly liked and excelled at, or act as a complement to other modules that the student has enjoyed but where they wish to use this dissertation module as an opportunity to explore and develop a different area that they wish to write on. As such, this module can connect with any of the modules students have studied across their degree, and allows them to tailor their pathway through the degree, and the degree itself, in their own way.  

CREATIVE WRITING SUBMISSION

This module provides students with the opportunity to explore the challenges of producing a large scale portfolio of creative writing accompanied by self-reflective critical commentary. This Dissertation portfolio may consist of a single extended piece of writing or a collection of pieces of a shorter length. An agreed word count for students submitting poetry should be negotiated with their supervisor, although as a rule 5,000 words of creative prose is considered equivalent to 150 lines of poetry. Each student will be assigned a supervisor who will assist them in choosing their subject matter and literary approach, and who will provide advice, encouragement and formative feedback over the course of the writing process, as well as suggesting relevant reading material which may help inspire or critically locate the project. This module also allows students to reflect at length on the project’s rigourous relationship to previous work in the field, form or genre, on the writing processes and thinking behind the creative choices made, and to locate the work productively in literary and theoretical contexts. As well as the dissertation itself students will undertake a formative presentation in semester 1, and work on developing self-reflective skills through completing a progress log with their supervisors. This module connects to other modules on the programme undertaken by the students and can act as a culmination of their studies, in that the students can bring together and build from strands from earlier modules that they have particularly liked and excelled at, or act as a complement to other modules that the student has enjoyed but where they wish to use this dissertation module as an opportunity to explore and develop a different area that they wish to write on. As such, this module can connect with any of the modules students have studied across their degree, and allows them to tailor their pathway through the degree, and the degree itself, in their own way.  

Year 1 - BA (Hons) with PTY

Year 2 - ba (hons) with pty, year 3 - ba (hons) with pty, professional training year module (full-year work).

This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement.  It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment.  The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives.  Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement.  Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.

PROFESSIONAL TRAINING YEAR MODULE (WORK-STUDY 50/50)

This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement.  It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment.  The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives.  Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement.  Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.

PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR STUDY)

This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement.  It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment.  The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement.  Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.

Teaching and learning

Our creative writing lecturers are all published writers as well as experienced lecturers and researchers, who bring their creative and professional experience and insight to the classroom – and to the creative writing you produce. In our lectures, we introduce a diverse variety of classic and contemporary texts and a wide range of modes of writing – everything from sonnets to screenplays, novels to flash fiction. In your weekly workshops, you are encouraged to experiment with these techniques and types of writing yourself, receiving regular detailed feedback from your tutors and suggestions from your peers.  

At Surrey, we believe that English literature and creative writing fit together perfectly as parts of a joint degree, with the reading you do in your English literature modules inspiring the work you produce in your creative writing classes, and the theoretical discussions and practical exercises you undertake in your creative writing modules informing your understanding of the creative and technical decisions the writers you study in English literature classes have made. 

This programme is designed not only to deepen your understanding and enjoyment of English literature, but to help build the confidence and skills you’ll need to write creatively to a professional standard yourself. 

We assess modules individually and award credits for the successful completion of each one. Assessment takes place through a combination of examination and/or coursework, practical examinations and reports. 

Check individual module information to see full details at a module level. 

General course information

Contact hours.

Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's  module catalogue . See the modules section for more information.

New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.

Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.

View our code of practice for the scheduling of teaching and assessment (PDF) for more information.

Stag Hill is the University's main campus and where the majority of our courses are taught. 

Career opportunities Open

We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.

Graduate Outcomes 2023, HESA shows that 94 per cent of undergraduates in the School of Literature and Languages go on to further study or employment in a wide variety of careers.  

English literature graduates are ideally qualified for such professions as journalism, marketing, management, communications, publishing, the media industries, teaching, writing and arts administration. 

Some examples of careers our graduates have gone on to include: 

• Graduate Trainee, Dale Carnegie Training 
• Editorial Assistant, The Handbook 
• Junior Account Executive, Livewire Public Relations 
• Teacher of English, Teach First 
• Editor and Marketing Executive, Warner Group Publications 
• Editorial Assistant, Hachette UK 
• Copywriter, Tesco MPC. 

If you’d like to pursue further study, our courses will provide you with essential knowledge and skills, as well as offering informed support and guidance to assist you in your studies. 

Hear from our students Open

Student - English Literature with Creative Writing BA (Hons)

"The staff on my course are brilliant. The literature academics and creative writers know their areas so well and are excited to share and build their knowledge with their students."

Lisa J Cosham

"Campus life is amazing and being around your friends all of the time is so reassuring."

Entry requirements Open

Learn more about the qualifications we typically accept to study this course at Surrey.

Overall:  BBB.

Required subjects: Grade B at   English Language or English Literature.

Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element.

Please note: A-level General Studies and A-level Critical Thinking are not accepted.

GCSE or equivalent:  English Language at Grade C(4) and Mathematics at Grade C (4) (or equivalent).

BTEC (QCF Level 3) Extended Diploma

Overall:  DMM.

Required subjects:  Please contact us to discuss suitability.

GCSE or equivalent:  English Language at Grade C(4) and Mathematics at Grade C (4) (or equivalent).

International Baccalaureate Diploma

Overall:  32. 

Required subjects:  English Language/ Literature HL5/SL6.

GCSE or equivalent:  Maths HL4/SL4 or Maths Studies HL4/SL4.

European Baccalaureate

Overall:  75%.

Required subjects:  English Language/Literature with at least 7.5.

GCSE or equivalent:  Maths 6.

Access to HE Diploma

Overall:  QAA recognised Access to Higher Education Diploma with 45 level 3 credits overall including 27 at Distinction and 18 credits at Merit.

Required subjects:  Please contact us to discuss suitability.

GCSE or equivalent:  English Language and Mathematics at Grade C(4) (or equivalent).

Scottish Highers

Overall: ABBBB.

Required subjects:  English Language or English Literature.

GCSE or equivalent:  English Language - Scottish National 5 - C Maths - Scottish National 5 - C.

Welsh Baccalaureate

Overall:  Pass overall with BBB from a combination of the Advanced Skills Challenge Certificate and two A-levels.

Applicants taking an A-level science subject with the Science Practical Endorsement are required to pass the practical element. 

Required subjects : A-level English Literature or English Language.

GCSE or equivalent:  English Language and Mathematics ­– Numeracy as part of the Welsh Baccalaureate. Please check the A-level drop down for the required GCSE levels.

Please note: A-level General Studies and A-level Critical Thinking are not accepted.

Extended Project Qualification (EPQ)

Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer for this programme, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.

Applicants can only receive one grade reduction from the published grades, an EPQ grade reduction can’t be applied in addition to other grade reductions made through other schemes such as Contextual Admissions or In2Surrey.

Select your country

If you are studying for Australian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Australia.

Subject requirements

For courses that have specific-subject requirements at A-level:

Minimum standard in English and mathematics

If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and mathematics.

• English : Year 10 Certificate, English C.
• Mathematics : Year 10 Certificate, Mathematics C.

Some courses may require higher grades in English and mathematics and/or additional subjects, so please check the requirements provided on individual course pages.

If you are studying for Austrian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Austria.

For courses that have specific subject requirements at A-level:

English : Matura (Reifeprüfung), English 2 (gut).

Mathematics :

We do not accept school leaving qualifications from Azerbaijan.

If you are studying for a Bangladeshi Higher Secondary Certificate qualification, you must obtain a GPA of 5 out of 5 or 80% to apply for our undergraduate courses.

English : IELTS Academic required.

Mathematics : Higher Secondary Certificate/Intermediate Certificate, Mathematics 60-69.

If you are studying for Belgian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Belgium.

We do not accept school leaving qualifications from Botswana.

The Certificado de Conclusão de Ensino Médio/Certificado de Conclusão de Segundo Grau is considered for entry onto our Foundation Years at Surrey. On the course page on our website, please check to see if there is an option for a Foundation Year before making a UCAS application.

• Cambridge O-levels Accepted with the same requirements as UK GCSEs.
• Cambridge A-levels Accepted with the same requirements as UK A-levels.

If you are studying for Bulgarian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Bulgaria.

If you are studying for Canadian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Canada. Please contact the admissions team if you are studying in Quebec, or an institution delivering the Quebec curriculum.

When a specific subject is required, that subject should be taken in grade 12 of the High School Diploma.

Minimum standard in English and Mathematics

If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.

English : Applicants who have completed Grade 12 Canadian High School/Secondary School qualifications should achieve grade B or 75% in a grade 12 English module. Applicants who were not required to take grade 12 English, or did not reach the required grade, will be required to take a recognised English language test.

Mathematics : Grade 11 Secondary School Diploma, Mathematics Pass.

Some courses may require higher grades in English and Mathematics and/or additional subjects, so please check the requirements provided on individual course pages.

We accept the Chinese National University Entrance Examination (Gaokao) for direct entry to Year 1 UG programmes. Please see the table below for our grade equivalencies:

Where there is a subject-specific requirement, students should achieve the same % in that subject (e.g. if Maths is a requirement of a BBB subject, the student should achieve 74% in Maths). Senior Secondary School Graduation Certificate and IELTS required.

For further information on these entry requirements, please explore our dedicated  China site  (中文网站).

If you are studying for Croatian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Croatia.

If you are studying for Cypriot qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Cyprus.

Please note: If you are studying in Northern Cyprus and are looking for our Lise Diplomasi equivalents please visit our Turkey page.

If you are studying for Czech qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Czech Republic.

Mathematics:

If you are studying for Danish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Denmark.

• English : Hojere Forberedelseseksamen (HF) / Hojere Handelseksamen (HHX) / Hojere Teknisk Eksamen (HTX) / Studentereksamen (STX) - 7. If you have taken the Folkeskolens 10 Klasseprove then we will require IELTs.

We do not accept school leaving qualifications from Egypt.

If you are studying for Estonian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Estonia.

*If maths is required A-Level subject then the student must have studied "Extensive mathematics" (not Narrow Mathematics)*

• IELTS Academic required.

If you are studying for Finnish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Finland.

Ylioppilastukintotodistus / Studentexamensbetyg - M / 5

If you are studying for French qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for France.

Where Mathematics is a required A-level subject, we expect you to study Spécialité Maths (Advanced Maths) in Terminale; however, where Mathematics is required as a second Science subject, we will accept Maths Complémentaires (General Maths) in Terminale. For Engineering courses that ask for Physics as a required subject, we will accept Engineering Sciences.

• Baccalauréat, English, 12.
• OIB, English, 10.

Alternatively, where Mathematics is not studied as part of the Baccalauréat, we will accept Mathematics studies until the end of Seconde, where evidence can be provided of 10/20 in school assessments. 

If you are studying for German qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Germany.

We do not accept the Ghanaian Senior Secondary School Certificate.

If you are studying for Greek qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Greece.

We welcome applicants with Pan-Hellenic qualifications, although these will not form part of any offer made.

If you are studying for a qualification in Hong Kong, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hong Kong.

Associate degrees

If you have an associate degree, you can apply for first or second year entry.

For 1st year entrants:

• You must meet the subject requirements, either through the secondary or post-secondary studies

For 2nd year entrants:

• You must have covered the modules and content included in the first year of the Surrey degree course (as assessed by the appropriate admissions tutor). Your secondary qualifications (e.g. HKDSE) will also be taken into account during your application.

We do not include Liberal Studies in our offers.

If you do not meet the entry requirements, you can apply to study for an  International Foundation Year  at our  International Study Centre , which will prepare you for a full undergraduate degree course.

When A-level Maths is a required subject, the extended part of HKDSE Maths is required.

English : Hong Kong Diploma of Secondary Education (HKDSE), English 4.

Mathematics : Hong Kong Diploma of Secondary Education (HKDSE), Mathematics 3.

If you are studying for a Hungarian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Hungary.

If you are studying for an Indian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for India.

UK requirement (A-level) to Standard XII equivalent:

• Higher Secondary Certificate (HSC) / Standard XII , English 70% from CBSE or ISC exam boards 
• Higher Secondary Certificate (HSC) / Standard XII, English 80% from the majority of Indian state boards (excluding Haryana, Andhra Pradesh/Telangana/U.P./Bihar/Gujrat/Punjab).

40% in ​either of the following All India Standard X qualifications:

• All India Secondary School Examination (Exam board = Central Board of Secondary Education)
• Indian Certificate of Secondary Education Examination (Exam board = Council for the Indian School Certificate Examinations, New Delhi)

Alternatively, 50%   in Standard X from a state board.

We do not accept school leaving qualifications from Indonesia.

If you are studying for an Iranian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Iran.

Award of the High School Diploma (Theoretical Stream, post-2019) studied between 4-5 years, with an overall grade of 14*. The Technical and Vocational stream and Work and Knowledge stream will not be acceptable for direct entry.

*dependent on subject requirements

We do not accept school leaving qualifications from Iraq.

If you are studying for an Irish qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Ireland.

We will look at the QQI Level 5 Certificate on a case by case basis depending on module relevance to chosen degree programme. Please contact Admissions for more information.

English and mathematics :

If you are studying for an Italian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Italy.

We do not accept the Upper Secondary School Certificate.

We do not accept school leaving qualifications from Jordan.

We do not accept school leaving qualifications from Kazakhstan.

Accepted qualifications

• Kenyan Certificate of Secondary Education (KCSE) Accepted with the same requirements as UK GCSEs.
• Cambridge Overseas Higher School Certificate (COHSC)
• East African Advanced Certificate of Education (EAACE)
• Kenya Advanced Certificate of Education (KACE) Accepted with the same requirements as UK A-levels.

We do not accept school leaving qualifications from Kuwait.

If you are studying for a Latvian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Latvia.

We do not accept the General Secondary Education Certificate.

If you are studying for a Lithuanian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Lithuania.

If you are studying for qualifications from Luxembourg, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Luxembourg.

Mathematics : *Certificat de Fin d'études Moyennes*, Maths 40-47.

If you are studying for a Malaysian qualification, you will need a suitable equivalent grade to apply for our undergraduate courses.

Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to  [email protected] .

The table below shows grade equivalencies for Malaysia.

English : Sijil Pelajaran Malaysia (SPM) English with CEFR grade B2 in all components OR Pre-2021, Sijil Pelajaran Malaysia (SPM), 1119 Advanced English C.

Mathematics : Sijil Pelajaran Malaysia (SPM), Mathematics C.

If you are studying for Maltese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Malta.

Please note: you will need the Advanced and Intermediate, so for BBB in the UK A-levels we would ask for BB MEC Advanced and BBB MEC Intermediate.

English : Secondary Education Certificate, English, 3

We accept the following qualifications:

GCE O-levels Accepted with the same requirements as UK GCSEs.

Cambridge Overseas Higher School Certificate/GCE Advanced Level Accepted with the same requirements as UK A-levels.

We do not accept the Diplomă de Bacalaureat from Moldova for year 1 entry. However, a foundation course or evidence of further study will be considered.

If you are studying for qualifications in the Netherlands, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for the Netherlands.

English : VWO/Hoger Algemeen Voortgezet Onderwijs (HAVO) diploma 8

If you are studying for New Zealand qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for New Zealand.

English : National Certificate of Educational Achievement (NCEA), English, Achieved.

Mathematics : National Certificate of Educational Achievement (NCEA), Mathematics, Achieved.

We do not accept the West African Senior School Certificate Examination (WASSCE) from Nigeria. 

If you are studying for Norwegian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Norway.

English : Vitnemal for Videregående Oppleaering (VVO) / Vitnemål fra den Videregående Skole, English 4.

We do not accept school leaving qualifications from Oman.

We consider a range of high school qualifications for entry onto our undergraduate courses.

Take a look at  country-specific information  for certain countries in the Middle East.

If you are a student from Brazil then take a look at the country-specific entry requirements .

Take a look at  country-specific information  for certain countries in South Asia.

Take a look at  country-specific information  for certain countries in South East Asia.

We do not accept the Intermediate/Higher Secondary Certificate from Pakistan.

If you are studying for Polish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Poland.

English : IELTS Academic required.

Mathematics :  

If you are studying for Portuguese qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Portugal.

Where maths is a required subject at A-level, applicants will be required to achieve Certifcado de fim de Estudos Secundarios maths at 17 for A-level Grade A, 16 for Grade B and 15 for Grade C. 

All applicants for undergraduate courses must also meet a minimum standard in English and mathematics.

English : IELTS Academic required

If maths does not appear in the final Certifcado de fim de Estudos Secundarios (or other named qualifications above) or if the above grades were not met, we can accept maths in the Y9 high school transcript at the following grades:  

We do not accept Qatar school leaving qualifications.

If you are studying for Romanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Romania.

We do not accept the Certificate of Secondary (Complete) General Education.

We do not accept the Tawjihiyah (General Secondary Education Certificate).

If you are studying for Singaporean qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Singapore.

Suitably qualified applicants can be considered for Year 2 entry. Please refer enquiries to  [email protected] .  

All applicants for undergraduate courses must also meet a minimum standard in English and Mathematics.

English : Singapore/Cambridge O-level English at grade C. The Singapore Integrated Programme satisfies the English requirement.

Mathematics : Singapore/Cambridge O-level mathematics at grade C. The Singapore Integrated Programme satisfies the mathematics requirement.

If you are studying for Slovakian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovakia.

Alternatively, where mathematics is not studied as part of the Maturitná skúška, we will accept mathematics in the Y11 or Y12 high school transcript at the same grades outlined above. 

If you are studying for Slovenian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Slovenia.

For courses that have specific subject requirements at A-level.

Subjects that ask specifically for mathematics or require English A-Level (English Literature BA or English Literature with Creative Writing BA):

For all other required subjects and where mathematics is a second science:

English : IELTS Academic required

Mathematics : 

If you are studying for South African qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for South Africa.

English : Senior Certificate (with matriculation endorsement), English 5.

Mathematics : Senior Certificate (with matriculation endorsement), Mathematical Literacy 5 or Maths 4.

We do not accept the High School Diploma.

If you are studying for Spanish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Spain.

English : IELTS required

If you are studying for Sri Lankan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sri Lanka:

English : Cambridge O-level, English at grade C

Mathematics : Cambridge/Sri Lankan O-level, mathematics at grade C

If you are studying for Swedish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Sweden.

GCSE English : 

Courses requiring GCSE English Language C (4) or B (5)  - English 6 grade C or English 5 grade B in one of the following qualifications:  

Avgångsbetyg  

Slutbetyg från Gymnasieskola  

Slutbetyg fran Grundskola  

Courses requiring GCSE English Language Grade A / 7 – English 6 at Grade B in one of the following qualifications: 

GCSE Mathematics

Courses requiring GCSE Mathematics Grade C (4) or B (5) – Maths at Grade E in one of the following qualifications:  

Courses requiring GCSE Mathematics Grade A / 7 – Maths at Grade D in one of the following qualifications  

If you are studying for Swiss qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Switzerland.

Subject equivalent

• Grade A: Matura 5.0
• Grade B: Matura 4.5

English and Mathematics :

For the minimum standard for GCSE Mathematics only we can also accept: 

• GCSE C Grade equivalent Certificat de Culture Generale - 4.0  
• GCSE B Grade equivalent Certificat de Culture Generale - 4.1  
• GCSE A Grade equivalent Certificat de Culture Generale  - 4.2  

If you studied the Certificat de Culture Generale then we may need an IELTS or equivalent to meet our minimum standards for English Language. 

We do not accept the Senior High School Leaving Certificate.

If you are studying for Tanzanian qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Tanzania.

• English Language: Certificate of Secondary Education (CSE) at grade C.
• Mathematics: Certificate of Secondary Education (CSE) at grade C.

We do not accept the Senior High School Leaving Certificate.

If you are studying for Turkish qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Turkiye.

Minimum standard in English and mathematics

Mathematics : Lise Bitirme Diplomasi Mathematics, 3, or 55% in Grade 10 or above. 

If you are studying for Ugandan qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. The table below shows grade equivalencies for Uganda.

English : Uganda Certificate of Education (UCE), 6.

Mathematics : East African Certificate of Education (EACE), Mathematics 6, or, Uganda Certificate of Education (UCE), 6.

We do not accept Ukrainian school leaving qualifications.

We do not accept school leaving qualifications.

If you are studying for American qualifications, you will need a suitable equivalent grade to apply for our undergraduate courses. We are able to consider a combination of any three test scores at the appropriate level (e.g. 2 APs and 1 SAT Subject Test). Honours and College level class content can also be reviewed on case-by-case basis by our Admissions Team.  

The table below shows grade equivalencies for the United States of America.

*Please see the latest update from the College Board regarding SAT Subject Tests.

If you are applying for an undergraduate course at Surrey, you must meet our minimum standards for English and Mathematics.

English : Grade 12 High School Diploma, English C.

Mathematics : Grade 12 High School Diploma, Mathematics C.

Alternatively, an overall SAT score of 1290/1600 (critical reading, writing and mathematics) with a minimum of 600 in each component.

We do not accept the Upper Secondary School Graduation Diploma.

Please refer to the entry requirements for the country where your High School qualifications originate from, or the relevant UK qualifications on the course page. For information on entry requirements based on an International Foundation Year, please contact the  admissions team with details about where you are taking your International Foundation Year, and the content you are studying.

We do not accept school leaving qualifications from Algeria.

We do not accept the Zimbabwe General Certificate of Education at Ordinary level.

We do not accept school leaving qualifications from Morocco.

International students in the United Kingdom

English language requirements.

IELTS Academic:  6.5 overall with 6.0 in writing and 5.5 in each other element.

View the  other English language qualifications that we accept.

If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses , designed to take you to the level of English ability and skill required for your studies here.

International Foundation Year

If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.

Selection process

We normally make offers in terms of grades.

If you are a suitable candidate you will be invited to an applicant day. During your visit to the University you can find out more about the course and meet staff and students.

Recognition of prior learning

We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.  

If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.  

There are restrictions on RPL for some courses and fees may be payable for certain claims. Please see the code of practice for recognition of prior learning and prior credit: taught programmes (PDF) for further information.

Contextual offers

Did you know eligible students receive support through their application to Surrey, which could include a grade reduction on offer?

Fees and funding Open

Explore  UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the  list of fees for all undergraduate courses.

The annual tuition fees for courses starting in September 2024

Payment schedule

• Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
• 50% payable 10 days after the invoice date (expected to be early October of each academic year)
• 50% in January of the same academic year.

The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.

• Sponsored students: must provide us with valid sponsorship information that covers the period of study.

Professional training placement fees

If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.

Scholarships and bursaries

We're committed to making sure that we offer support for students who might need it.

Vice Chancellor’s Future Leaders Award

This prestigious award recognises academic excellence and is awarded to selected students starting a degree at the University of Surrey in S...

David Ebsworth Overseas Professional Training Year (PTY) Scholarship

The Ebsworth Overseas PTY Scholarship of £5,000 will be awarded to one UK student.

Placements and study abroad Open

Our award-winning Professional Training placement scheme gives you the chance to spend a year in industry, either in the UK or abroad.

We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.

English literature and creative writing placements

Unusually for a course like this, we also offer the opportunity for you to do a Professional Training placement. You can gain experience in degree-related professions such as publishing, marketing, the media industries, teaching or arts administration.

Surrey was the first English course to introduce a Professional Training component, in 2008, and our experience as a leader in professional training will help you make the most of the year.

Some examples of organisations that participate in the scheme include:

• NBC Universal
• Toyota (PR and Press Communications)
• Brighton and Hove Independent Picture Production Company
• Grand Connaught Rooms
• Winning Moves (a leading UK board game company)
• British Council.

A Professional Training placement will give you the opportunity to develop valuable transferable skills in analysis, reflection, communication and organisation.

Applying for placements

Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.

Find out more about the application process .

Discover, develop and dive in

Find out how students at Surrey developed their skills in industry by undertaking a placement year.

Study and work abroad

Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad  partnerships, explore the world, and expand your skills for the graduate job market. 

The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance. 

Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone. 

Partner institutions

You have the opportunity to spend one semester or the full academic year on a study or work placement abroad. Places include:

• Nanyang Technological University, Singapore
• Seoul National University, South Korea
• Cincinnati University, US
• North Carolina State University, US
• University of Central Florida, US
• University of North Texas, US
• Texas Tech, US
• Northern Arizona University, US
• Monash University, Australia
• La Trobe University, Australia
• University of Wollongong, Australia
• University of Sydney, Australia
• Swinburne University of Technology, Australia.

If you’re more interested in a professional experience, you could have the chance to work with a partner organisation outside the UK.

Apply for your chosen course online through UCAS, with the following course and institution codes.

Institution code S85

Apply via UCAS

Related courses

English Literature BA (Hons)

English Literature and French BA (Hons)

English Literature and Spanish BA (Hons)

About the university of surrey.

Accommodation

We have a range of housing to suit all requirements and budgets. There are more than 6,000 rooms available (en-suite, single-sex, studio flat, shared or single).

Student life

At Surrey we offer a friendly university campus set in beautiful countryside, with the convenience and social life of bustling Guildford on your doorstep.

Need more information?

Contact our Admissions team or talk to a current University of Surrey student online.

Next open day

Next campus tour.

• BA (Hons)View UPG13F0022U
• BA (Hons) with placementView UPG13S0022U

Terms and conditions

When you accept an offer to study at the University of Surrey, you are agreeing to follow our policies and procedures , student regulations , and terms and conditions .

We provide these terms and conditions in two stages:

• First when we make an offer.
• Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).

View our generic registration terms and conditions (PDF) for the 2023/24 academic year, as a guide on what to expect.

This online prospectus has been published in advance of the academic year to which it applies.

Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.

It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer .

University of Minnesota Morris

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Laudert discovers lots to love about UMN Morris

Lexus Laudert ‘25 is an English major with minors in French, Native American Indigenous studies, and creative writing, pursuing a secondary education licensure. 

“I really like the study of languages and I’ve always been interested in the literature side of the field,” says Laudert.

When asked what brought her to Morris, she answers, “I had heard about how great the teaching program was here. … When I got here, I found out about the sustainability side of things here on campus and that was what sealed the deal for me. It had what I wanted at a good price.” 

As it turns out, Laudert discovered a lot more to love about the campus, including how pretty it is (and that she wouldn’t get lost), the prominent role of Native American culture (and learning more about her Tribe’s language, Anishinaabe), and, what most stood out to her, the community. 

“I just really like Morris. I like how small the community is. You always seem to run into the same people and it’s nice to see them. Everyone here is just so friendly.” 

She recalls the excitement of being on her own, but also how nervous she was about making friends. The close-knit, welcoming community has positively influenced Laudert, both in and out of the classroom.  

As a student, Laudert has found her non classroom experiences to be just as important as her classroom experiences. This includes getting to go on the French club trip to the Voyageur music festival in Winnipeg, Canada. Overall, she enjoys the relationships that she’s cultivated with faculty. 

“The faculty really care, and if there’s an opportunity they think you’d do well at or are interested in, then they’ll reach out to you, which doesn’t really happen on big campuses.”

Laudert also credits the faculty for being very helpful. She appreciates having them as part of a strong support system here at UMN Morris, something many students are finding to be essential to getting through college. 

“The professors are not out to get you… They’re really understanding… they are always super accommodating.” Laudert adds, “Morris has great resources.” 

As a first-year student, Laudert remembers feeling like a lot of things would be the “end of the world” to her. “[B]ut they’re not,” she says. 

To new students who are considering UMN Morris, she says, “Don’t panic. You don't need to worry, there are people here to help you. Just, overall, chillax, everything’ll work out fine.”

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Our creative writing and drama staff are all experts in their field. You’ll find published authors, poets and playwrights wanting to share their experiences, critique your work, and encourage you to develop your own voice.

Meet the team:

As an enthusiastic teacher I enjoy making concepts understandable and relatable to everyday life.  

My approach to teaching drama, especially with Shakespeare, is to explore it collaboratively, 'on its feet'.

- Sarah Grandage, Lecturer in Drama, Performance and Language

One of the great things about creative writing is that it forms its own unique relationship with each and every writer, each time they take up a pen or strike a keyboard.

- Spencer Jordan, Assistant Professor in Creative Writing

Every person who sees a play brings fresh eyes and their unique perspective to it. 

- Peter Kirwan, Associate Professor in Early Modern Drama

I am interested in helping students to produce fiction of all shapes and sizes. My classes are devoted to not only rigorous writing exercises but also careful attention to the process of reading published works from a writer's perspective. 

- Thomas Legendre, Lecturer in Creative Writing

I am committed to connecting the practice and study of creative writing to wider research culture.

- Lila Matsumoto, Assistant Professor in Creative Writing

My work in the school draws extensively on my  professional experience as a fiction writer.  

- Jon McGregor, Professor of Creative Writing

When we read fiction we may find our usual ideas and experiences challenged. Performing drama takes this to a greater extreme: encouraging us physically to speak, move, and interact as though we were someone other than ourselves. It is very difficult to remain focussed narrowly on one perspective when thinking about that complex interaction between actor, character, and audience. 

- Jim Moran, Professor of English Literature and Drama 

My interests in theatre history and contemporary theatre practices, theatre audiences, and place, space and memory are reflected in my teaching. 

- Jo Robinson, Professor in Drama and Performance

I am motivated by working in a school where the practice, history and theory of performance are explored through a range of courses.

- Lucie Sutherland, Assistant Professor in Drama

I am a practising writer, and have published two collections of poems with Carcanet Press and a pamphlet with EggBox. 

- Matt Welton, Associate Professor in Creative Writing

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Mar. 19, 2024

Environments at home, rice inspire award-winning barthelme essay, english major hadley medlock won $5,000 prize for her ‘ode to a southern life’.

In Dyer, Arkansas, just north of the meandering Arkansas River in the heart of the Arkansas River Valley, Rice University senior Hadley Medlock grew up with the hues of verdant hills rolling into the distance, their slopes cloaked in a tapestry of sycamore, cottonwood, birch and maple. She soaked up all the rugged beauty and serene simplicity she could from that cradle between the Ozarks and the Ouachitas, tapping into those memories to craft an essay she titled “Ode to a Southern Life.”

“It’s a reflection on how I grew up, where I grew up,” said Medlock, an English major with an environmental studies minor. “I think a lot about themes of home, place, what makes a place home and how definitions of home change as we grow up and move to other places and call them home.”

The graduating senior’s essay won the Inprint Marion Barthelme Prize in Creative Writing , which carries a $5,000 award.

“I definitely wanted to weave in a lot of the natural environmental aspects because I feel like that did inform a lot of the way that I grew up in Arkansas and how I’ve come to form the interests that I have today,” Medlock said.

Medlock has also interwoven her life into the Rice community. She was part of the inaugural cohort of the Gulf Scholars Program , has been involved with the Center for Civil Leadership , served as a gallery guide at the Moody Center for the Arts , worked at Rice Coffeehouse and currently writes for The Thresher . But as natural as her place at Rice feels now, she said it wasn’t an obvious choice when she started looking at options for college.

“I just remember my mom said, ‘You should definitely look into Rice,’” Medlock said.

A senior year road trip to campus with friends followed by an early decision reminder from the university, sealed the deal for her.

“When I visited Rice, I liked the culture,” Medlock said. “I really liked the people I got to meet. I liked the idea that it was more of a STEM-focused school, but it still had a great English faculty.”

She dove right in with creative writing courses, including nonfiction nature writing taught by Rice associate professor of creative writing Lacy Johnson. Knowing she wanted to continue along that path, perhaps incorporating environmental writing along the way, Medlock worked with Johnson on an independent study course.

“That’s where I wrote the piece for Barthelme,” Medlock said. “(Johnson) has been so supportive of me and my writing, especially through the process of applying for Barthelme, and she was so excited for me when I won.”

“Hadley’s work represents the best of what interdisciplinary study in the humanities has to offer,” Johnson said. “Her work with the Gulf Scholars Program and in environmental studies prepared her to think about the environmental challenges facing communities, and her training in creative writing in both nonfiction and poetry gave her the creative tools to craft a beautifully resonant narrative about her home place and her people. I feel really lucky to have gotten to work with Hadley during her time at Rice and to see her grow as a writer.”

Now as graduation day approaches, Hadlock is eyeing jobs that will tap into both her passions: creative writing and environmental studies.

“I really am interested in journalism or doing something that just allows me to write because it’s what I love to do,” Medlock said.

Her path to and through Rice may not have been quite as windy or turbulent as the Arkansas River she grew up near, but it undeniably carried Medlock through a landscape of discovery and growth, preparing her for the journey ahead.

“I’m so glad that that ended up happening,” Medlock said.