MA Literary Studies: Pathway in Modern and Contemporary American Literature & Culture

This module explores some key periods, phases, and shifts in 19^th, 20^th and 21^st century, or modern and contemporary American literature. Having established foundations through mid-19^th-century narratives of anti-capitalism, slavery, and the gothic, this module works through African American modernism, the counter-cultural writing and film of the 1950s, ‘60s and ‘70s, and Native American literature from the 1970s as representative moments in the development of modern and contemporary literature and culture.

The literary and cultural trajectories tracked by this module enable an interrogation of predominant ideas of ‘America’ and of American identity. Not only attending to the ways that the nation is constructed in literary culture, the module examines how critical and theoretical interpretation plays a role in producing different versions of ‘America’ and its culture.

More particularly, through a careful balance of contextualisation and textual analysis, the following themes and approaches emerge from the module:

• ethnicity, race, gender, and sexuality
• slavery and its legacies
• colonialism, postcolonialism, indigeneity
• modernism and postmodernism
• critiques of capitalism and environmental catastrophe
• the ways that literary craft, modes and styles of writing, and cultural aesthetics have developed to apprehend historically specific experiences of modern and contemporary America

This module will introduce you to the main concepts of and debates on world literature and comparative literature, focusing on both theory and practice. Detailed textual analyses and the opportunity to engage in comparative readings will complement the discussion of key aspects of the historical and ideological development of “world literature” and “comparative literature”, as well as the study the theoretical frameworks elaborated to describe the ways texts relate to, derive from, or influence other texts and how texts circulate and are received. Historical relationships and how these are constructed will be examined, focusing on, for example, the idea of tradition, the concept of the canon and its constant revision, adaptation, and reinvention.

The literary texts and films studied, from different periods and geo-cultural locations, will enable you to study “in action” central concepts of comparative critical practice, focusing for instance on genre; topoi; thematic approaches; textual rewritings; “translations” of texts to different genres (e.g., poetry to prose) or media (e.g., written text to film), classical reception.

The module will ask questions such as: what happens to a text and its meaning when it is adapted to or referenced in a new geographical, historical, or social context? What does this mean for the concept of meaning itself? What is the relationship between genre, theme and story? Between a historically situated national identity and the crossing of linguistic, cultural and historical boundaries? 

The module surveys key currents in literary and cultural theory from the turn of the 20^th century to the present day. Beginning with the examination of shifting ideas and theories of the literary during the discipline’s development, it goes on to explore key thinkers and tendencies, starting with Nietzsche. These will include Freud, Heidegger, Merleau-Ponty, Benjamin and Adorno, Blanchot, Derrida, structuralism, gender and postcolonial theory.

Although the question of the relationship of theory to literary and cultural criticism is a central one, the module will enable students to focus on theoretical concepts in their own right. You’ll also be asked to consider the theoretical implications of the particular formal and stylistic choices made by the thinkers covered.

This module surveys the most internationally significant trends, influences, and movements in European and American literature of the 20^th century.

Topics covered include:

• an examination the impact of the philosophy of Henri Bergson and Nietzsche on early 20^th century literature
• the modernist disruption of literary conventions of Realism
• the Harlem Renaissance
• modernist poetry
• existentialist philosophy and writing
• the ethics of writing on the post-Holocaust
• the emergence of poststructuralism
• OULIPO
• the experimental texts of postmodernism

We’ll finish by considering what, if any, literary movements come after postmodernism in the 21^st century by examining the term ‘contemporary.’ These developments are studied through the analysis of major representative texts studied within their relevant cultural, intellectual and philosophical contexts. Writers studied typically include James Joyce, T. S. Eliot, Virginia Woolf, Katherine Mansfield, Zora Neale Hurston, H. D., André Gide, Marcel Proust, Samuel Beckett, W. G. Sebald, Italo Calvino, William Faulkner, Primo Levi, Albert Camus, and Jean-Paul Sartre.

The module intensively surveys Caribbean and diaspora literature to highlight significant movements relative to the social, political and historical contexts impacting upon this new literature. We are interested in tracing the developments within the forms of literary and artistic expression examined, to show how literary texts, forms and genres veered between consolidation and experimentation from beginnings marked by the slave narrative, a preoccupation with history and memory and a close affinity with the aural/ oral, and to further explore some of the determining forces which underpinned the transformations of the literature. We seek to trace the influence, and textual embodiment of intellectual and cultural developments in the region's literature and that of its diaspora including the impacts of Colonialism, post-Colonialism, Negritude, and Globalisation. These developments are studied through the analysis of representative texts either in English (e.g. Walcott's Omeros) or in English translation (e.g. Condé's Windward Heights)

This module examines the current debate in 19th century studies about connections between Romantic and Victorian literature, and the persistence of a Romantic tradition throughout the century. You’ll be able to develop your own interests in two key literary periods and to question the usefulness of traditional periodisation. We’ll compare texts from both periods on the basis of genre and theme, and examine the ways in which individual texts relate to, derive from, or influence other texts.

Topics we’ll cover include:

• the intense reactions to the deaths of the Romantic poets in the 1820s, shaping the early careers of writers who would later be read as Victorian
• responses to the textual and material relics of the Romantic poets as a cliché of Victorian tourism
• Wordsworth’s insistence on portraying simple people and rural life, and his influence on the novels of Eliot and Hardy
• a revolution in literary language
• gender and class identities and conflicts
• publication in a changing literary marketplace
• popular genres such as Gothic and sensation fiction

Reading Romantic and Victorian writers will involve conflicting notions of engagement with contemporary society and the need for solitary reflection; the emergence of innovative poetic forms such as the dramatic monologue; literary representations of individual psychology and an increasing fascination with extreme mental states. Through poetry and fiction, we’ll address the intersection of literature, culture, and the physical environment, and the impact of industrial development on the countryside and urban environments. We’ll explore representations of gender and sexualities in Gothic and sensation fiction, and in the dramatic monologue. We’ll relate English literature to its global context, exploring conceptions of nationalism and democracy in relation to the construction of Europe in the age of revolutions, cosmopolitanism, and the relationship between Hellenism, Orientalism and imperialism in literary representations of race and religion. 

This module offers a historical and socio-cultural grounding in the representations of blackness in Britain across literary and performance contexts from earliest extant evidence to the present. As one of two core compulsory modules within the MA Black British Literature programme, it explores how Black British- born writers creatively engage with history in prose fiction, poetry, life writing and drama.

The tropes and cultural personae that existed prior to Britain's imperial enterprise (and ideology that rationalised enslavement and colonisation) pre-set the co-ordinates by which the interface between literary heritages and histories is traced. Although some black authors were published in Britain from the eighteenth century onwards, there is no extant evidence of this in drama until the twentieth century.

The module's broad chronological sweep will create a problematised continuum by which to understand and analyse the field of Black British writing and its influential (re)shaping of British culture as perceived at home and abroad. What are the lines of descent and tradition that connect writers across time and place? What part do retrospective, historical novels, poems, or dramas play in imaginatively retrieving and reviving marginalised voices from the past? The module will navigate diasporic and aesthetic routes of black British literary heritages.

This module examines how science fiction has been, and continues to be, an arena for contending ideas regarding gender, race, and politics in the United States. Charting the development of post-war Science Fiction, we’ll examine how the genre responded to the Cold War and America’s legacy of militarisation and how it mutated into a multitude of complex political and cultural explorations up till today.

We’ll discuss topics such as:

• feminist politics
• ecological anxieties
• racial dystopias and utopias
• the intersections between human agency
• robotics and technology
• multispecies and interspecies relations
• predictions regarding governance past and future (e.g., libertarian, socialist, and fascist)
• pre and post-humanist philosophy

The module will allow you to incorporate various secondary sources to bring in semiotics, postmodernism, Black and feminist criticism, and eco-theory into your assessments of the material read. Screenings of iconic science fiction films may also be offered during the duration of the module. This module does not require pre-existing expertise in American Literature. It can be taken by all students on the MA Literary Studies pathways as well as students in linguistics, creative writing, translation and any interested media and communications students.

In an era where human activities such as fossil fuel use is the key factor in shaping our environmental future, a growing body of literary work has emerged that seeks to explore the inextricability of social and natural catastrophe.

In this module, you’ll consider the engagement of contemporary American fiction with a range of environmental crises, from climate change to pollution to ecological collapse. You’ll also explore how American fiction has evolved and adapted to capture this subject matter. 

We’ll question how this fiction might play a role in generating effective and politically transformative public knowledge in the face of dissociation from the consequences of fossil fuel.

We will be asking this question and more through the exploration and scrutiny of a range of novelistic genres: e.g., realism, magical realism, postmodernism, the graphic novel, and weird, science, dystopian and speculative fiction.

Examining contemporary indigenous writing from Canada, the United States, Australia, Aotearoa (New Zealand) and Guatemala, this course will question literature’s ability to comment on matters such as indigenous sovereignty, cultural distinctiveness, colonial encounters, and geographical presences.

By exploring the work of eight authors and their engagement with identity, place and politics, the course offers an in-depth understanding of contemporary tribal literature and its contexts. Several literary genres will be discussed, including prose, poetry and autobiography, and we’ll consider how various modes of writing have been used to reflect and construct aboriginal and indigenous worldviews in the 20^th and 21^st century.

Seminars will also reflect on perceptions of tribal identity as well as cultural or personal trauma arising from genocide and removal. You’ll be asked to consider the attempt to mesh storytelling and traditional narrative with contemporary literary aesthetics.

This module explores interpretative theories of interculturality including creolisation, poetics of relation, postcolonialism and carnivalisation in relation to Black British and Caribbean poetics, performativity and discourses such as humanism and globalisation. We’ll interrogate questions concerning what is literature, and what meanings might be revealed by the ‘emergence’ of Black British literature mainly in the 20^th century. We’ll consider the challenges of writing across histories and cultures of the African diaspora as experienced in Britain, in order to articulate a profoundly interconnected world and possibilities other than the nation. We’ll examine how oral and literary texts, forms and genres within this body of writing through consolidation and experimentation, illustrate distinctive features of interculturality and syncretism. We’ll investigate some of the determining forces underpinning the aesthetics of the texts.

As one of two core compulsory modules within the MA Black British Literature programme, the module intensively surveys Black British Writing since the late-18^th century to highlight the nature of its ‘relation’ to the social, political and intellectual contexts in which it was written. We’ll consider the emergent literature primarily as a body of relational texts communicating across and between cultures and diversities. This writing, sometimes defined by its transnational location, problematises questions of nation, the political, identity, critical theories, and literature itself.

Proceeding chronologically from the beginning of the 20^th century to the present, this module provides an overview of the diverse forms of women’s writing across a variety of genres and from diverse cultural, critical and historical perspectives. Beginning in 1929 with Woolf’s germinal account of the conditions necessary to become a woman writer in A Room of One’s Own, the module includes short stories, critical essays, poetry and multimedia experimental texts as well as novels and life-writing.

Reading key texts from almost a century of feminist literary theory, we’ll build up a detailed overview of feminist literary history and the ways in which this has had an uneven development across national and cultural contexts. The module provides an overview of the various waves of feminism and the diverse ways in which race, class and gender intersect in literature and criticism as well a careful consideration of formal as well as thematic questions.

This module encourages you to be attentive to the textual aesthetics of writing as well as to the ideological and intellectual content of literary text. We’ll cover debates around definitions of a 'woman' and women’s writing, the variety of feminisms, transgression, and the #metoo effect. The module offers an engagement with contemporary writing and a wider sense of the changing nature of writers, critics and readers in the 21^st  century.

Black British writing offers striking and transformative contributions to performativity on and off the page. This module explores the aesthetic heritages that shape contemporary Black British texts and the contextual factors contouring production, publication and performance. It explores innovations derived from reworking the canon through remixing, sampling and other compositional practices in relation to a varied demographic of auditors, interlocutors, readers, and listeners. We consider what new textual liquidities are created by poly-generic and trans-generic methods of writing and what the implications these might have for literary criticism.

The module examines critical languages and participates in the task of evolving an inter-referential methodology that can meet the demands of writing that slips between, and re-works literary genres and performance traditions. Typography, aurality, orality and the grammars of dramatic-poetic analysis comprise some of the emphases of potential critique.

Close attention will be paid to narrative form in representing subjects such as:

• mixed and multi-ethnic experiences as challenging the feasibility of a black/white binary of power and ideology
• the solo voice in dramatic monologue and monodrama, as a vehicle for women’s voices and as biopic
• poetic theatre and theatricalised poetry in performance
• Landmark Poetics (how poetry on public monuments retrieves and invites recalibrations of commemorative history)
• Rurality (the countryside as traditionally cultural exclusion zone for black representation and location of submerged presences)
• LGBTQI+ writing 
• the aesthetics of rendering adoption, fostering and care-experienced lives

In this process, aesthetic principles will be extrapolated from representational techniques - noting the pressures that Black British writers’ texts apply to conventions of literary genres in creating experientially distinctive and innovative works.

This module interrogates the temporality of ‘post’ in the fiction of the late 20^th century and uses it to question contemporary debates around subjectivity, relationality, environments, and structures of power, framed through historiographic, feminist, anthropogenic, posthuman and decolonial lenses.

We’ll read bell hooks, Habermas, Haraway, West, Butler, Derrida, Waugh, Agamben, Hayles, Deleuze, Benhabib and Lyotard amongst other theorists to develop critical responses to the innovative fiction of a range of writers including Beckett, Ballard, Carter, Nabokov, Rhys, Pynchon, and Morrison. The module focuses on the analysis of key novels of the post-1945 period that engage in various ways with the conditions and modalities of late 20^th century thinking.

We’ll read these novels alongside literary-critical constructions of postmodernism(s) and broader theoretical accounts of postmodernity. The aim of the course is to explore a range of sometimes contradictory theoretical paradigms and textual practices.

Areas of inquiry will include:

• the relationship between modernist, postmodernist, and realist poetics
• the politics of form
• postmodernism and historiography
• postmodernism and the decolonial
• feminism and postmodernism

Why is it that literature has held such insistent fascination for modern philosophers? What is at stake for philosophy in the fact that literature exists? Is the strict Platonic separation of literature from philosophy still tenable? By focusing on a number of seminal modern European philosophical texts on literature, this module will seek to explore these questions from several different perspectives.

Through this module, you’ll gain a sound grasp of the literature of and on both the broad relationship between literature and philosophy, and on the specific thinkers of the subject. We’ll address the place of literature in the modern European philosophy tradition, and you’ll be able to expound and analyse the textual and conceptual styles of the key thinkers on the course.

This comparative and interdisciplinary module explores literary and visual decadence in Europe in the 19^th century, with a focus on the cross-cultural currents between England and France.

It considers the emergence of decadence in France as a challenge to the orthodoxies of Romanticism and as an anticipation of Modernism by English decadents and European Symbolists at the Fin de Siècle. Beginning with cultural-historical contexts and definitions of terms, we’ll study the closely related movements of Aestheticism, decadence, and Symbolism, and the decadent preoccupation with neuroses, obsessions, dreams, artifice, intense sensations, sensuality, perverse sexuality, parody, and crime.

French and other-language texts will be studied in specified translations; knowledge of French, though useful, is not a prerequisite for this module.

This module will introduce you to the analysis of discourse and identity in spoken interaction. The course will allow you to develop in-depth, critical understanding of approaches, concepts and debates in spoken discourse analysis. The second aim of the module is to provide you with the opportunity to apply your newly acquired methodological insight to the study of discourse and identity in many different conversational and institutional settings.

A range of methodological frameworks and analytic concepts will be explored, including ethnographic approaches to language analysis, interactional sociolinguistics, conversational analysis, membership categorisation analysis, performativity and narrative analysis. Seminar discussions will seek to establish what each of these approaches have to offer to the analysis of discourse practices and identity constructions of speakers in naturally occurring talk. For example, we’ll consider the question if analysts should or avoid bringing inferable assumptions about the relevance of macro identity categories such as gender and social class to their data.

You’ll also be encouraged to carry out your own project by collecting, transcribing and analysing a sample of spoken language of your choice. You’ll then get the opportunity to present and discuss your work in seminars.

This module introduces you to key academic debates within the field of translation studies and addresses a range of topical issues that are highly relevant to the professional practice of translation through the illuminating framework of 20^th and 21^st century translation theory.

Touching on a range of currents of contemporary concern within the field, this module introduces you to broad theoretical questions that influence and impact upon the practice of the translator. This includes issues of 'loyalty', 'duty' and 'faithfulness' to the text-for-translation and to the audience of translation, translator ethics and the political positionality of the translator as an intercultural communicator and mediator. Behind the vision for this module is the insistence that becoming a professional translator requires not only a high degree of interlingual competence but also the development of a sophisticated critical attitude by which one evaluates one’s own strategic approach to meeting the needs and expectations of audiences within the context of a specific client brief.

In this way, a translator needs to navigate the challenges and opportunities posed by different texts and text types, and to do so within the context of changing audience needs and expectations. A translator also needs to understand their own decision-making process with regard to the source text and the audiences that will receive it in translation, in order both to reflect critically upon the challenges and opportunities presented. In addition to developing your knowledge of key debates within translation studies and core strategic approaches to translation, this module is designed to build your critical competence.

What is decolonisation? What can be done to decolonise English pedagogy? How can teachers address the plurality of English in their teaching? What is English as a Lingua Franca (ELF)? What are ELF implications for language teaching? Decolonising (English) language teaching, English as a lingua franca, and research into the plurality of English, is a vibrant field of investigation and this module aims to bridge the gap between the socio-cultural research on the diversity of English, decoloniality and language teaching/teacher education.

You’ll start with exploring aspects of decolonisation in relation to pedagogy, current research on the diversity of English, ELF, and decolonising teaching practices, by focusing on pragmatic and multilingual aspects, before concentrating on pedagogic implications. Throughout the module, the emphasis is on the plurality of English, the fluidity and transcultural nature of ELF communication, and how to address these in pedagogy, in relation to multilingual resources, materials, assessment, a reconceptualisation of the notion of communicative competence and ultimately a change of mindset for a decolonised pedagogy.

This module is open to students interested in decolonisation, the diversity of English especially in relation to their impact in the classroom, and to language teachers who would like to take a decolonised stand and include the plurality of English in their pedagogy. This is a blended-learning module which will run in collaboration with the University of Bahia (Salvador, Brazil) in synchronous and asynchronous communication.

This module combines a sociolinguistic with a discourse analytic approach in order to explore the socio-cultural contextualisation of language and meaning from two angles: language use and language representation. This dual focus will be evident throughout the course; topics such as language and gender, language and ethnicity or language and the media will be examined in relation to the socio-cultural (and situational) contexts in which speakers use language as well as in relation to different representations of specific socio-cultural groups in the media and other (written) texts.

For example, we’ll investigate both how women speak and how women are spoken about (e.g. sexist language). Other topics that will be addressed in this module include the political correctness debate; attitudes to non-standard English; multicultural London English and the linguistic construction of identity.

The module will introduce you to a wide range of empirical research and methodologies. Drawing on analytical tools and frameworks from semiotics, pragmatics, (critical) discourse analysis, conversation analysis, feminist linguistics, ethnography and variationist sociolinguistics, we’ll investigate how language is used and meanings are created, interpreted and contested in a range of different texts, discourses and socio-cultural environments.

This course introduces you to key themes, studies and methods that have shaped the interdisciplinary field of intercultural communication. We’ll address questions of cultural difference and diversity from a range of theoretical and methodological approaches. We’ll study cross-cultural patterns of (communicative) practices, attitudes, values and cognition. We’ll ask how speakers construct culture and cultural identities in interaction, both in everyday private settings (e.g. couples talk) and in work/institutional settings (including business and education).

We’ll also explore how cultural norms and stereotypes are reflected in language and/or discourse and how they affect our thinking. We’ll focus our discussion on various levels of language, including speech events, speech acts, interactional styles, politeness phenomena and written discourse.

Throughout the course, we’ll consider the term ‘culture’ critically, comparing popular definitions of ‘culture’ as homogenous and static with postmodern models that highlight the heterogeneity and fluidity of ‘culture’. You’ll become familiar with a range of methodological approaches to the study of language and culture, including the ethnography of communication, discourse analysis, interactional sociolinguistics, intercultural pragmatics and politeness theory. The course will not only ask you to study cultural and communicative norms and practices in a range of different English-speaking countries and settings, but it will also draw on research from a wide variety of languages. Students will be asked to draw on their own linguistic and cultural backgrounds and personal experiences in their critical engagement with this interdisciplinary field of study.

This module will focus on how language structure relates to meaning and communication. We’ll look at various aspects of language structure – sounds, words, sentences and short texts, and relate them to function and meaning.

For example, we’ll discuss how speakers deploy different grammatical resources to give varied representations of events and their participants. We’ll also explore how different structural choices help speakers express their knowledge, and certainty or uncertainty of events, or how they impose obligations or grant permission to their conversational partners, what means they use to express attitudes and take a stance, and how they figure out what others mean even when they mean something different from what they say.

The module aims to make clear the wider aims of linguistic research, as well as enable you to apply theoretical notions to specific data sets and develop your own skills of linguistic analysis, especially as it relates to human interaction and communication. Language structure will be seen as contextualised and contingent, subject to variation at any one time and change across periods of time.

The overall aim of this module is to explore the diversity of the English language in relation to linguistic and social issues involved in language contact and multilingualism. You’ll have the opportunity to study the spread of English and the rise to its current status as a global language, discuss the establishment of (English) language standards and (standard) varieties world-wide, the emergence of English as a Lingua Franca, translanguaging and other language contact phenomena.

The focus will be on the challenges and opportunities open to multilingual societies and to consider the impact of multilingual settings on individuals. An understanding of Global Englishes and aspects of multilingualism provides you with the necessary conceptual and theoretical tools to understand English practices in a multilingual world and to conduct your own research within an area of interest.

The aim of this module is to introduce you to a range of linguistic approaches of written discourse analysis. The module explores a range of frameworks and leads students to a discussion of how the analysis of texts can illuminate wider social issues, for example issues of power and ideology and issues of representation and identity. The seminars endeavour to give you the space to apply the techniques explored in the reading to a wide selection of texts (texts from the contemporary media, advertisements, textbooks, political and administrative texts, texts in translation, etc.)

You’ll acquire knowledge of different levels of linguistic analysis and learn to examine written discourse at the micro-level, and to link the micro to the macro. The use of a variety of texts is intended to lead students to debates about language use and social issues in different areas of human activity: mainly media, but also translation, education, etc. You’ll be encouraged to engage with the research literature and apply the theoretical concepts and linguistic approaches you become familiar with to independent analyses of self-selected data.