This course serves as a pre-requisite for the writing of the dissertation and as such covers a number of key issues related to critical reading, writing and research. The course is practical in orientation, covering subjects such as writing a literature review, managing materials, and using sources to forward one’s argument. There is a strong emphasis on critical reading, and a critical and purposeful approach to the literature review, as opposed to citing ‘slavishly’ and writing without purpose / direction. Various research strategies are considered, and the strengths and weaknesses of different research tools are considered for different research questions. Practical advice is given on the construction and use of questionnaires, interviews, case studies, classroom observation, action research, ethnographic research, experimental methods, corpus-based research, comparative studies, psychological tests, etc., with all students (regardless of stream) being introduced to basic quantitative social science statistical analyses. The course also looks at data analysis, interpretation and reporting research findings.
This course focuses on the nature and scope of pragmatics and its place within semantics, language teaching, translation, literature and other disciplines. The theoretical topics in pragmatics include implicature, presupposition, deixis, speech acts, politeness theories, Austin’s Theory of Pragmatics and Grice’s Theory of Conversational Implicature. In the practical part of the course the interaction of diverse factors that are involved in communication will be examined: conversation analysis, interactional sociolinguistics and cross-cultural contexts. The students’ understanding of their own culture and knowledge of other cultures is a critical source of input for discussion and debate.
This course aims to expose students to a variety of text types and provide a grounding in basic theories of how text as an academic subject has been approached or studied. Different theories of genre are considered – those which have focused on the dynamic role of genre and its relation to context, in addition to schools which have focused more on textual characteristics (texture and structure), and others which have sought to combine both of these approaches (e.g Bhatia). Students are challenged to consider how these different approaches have added to our understanding of how language is used in different contexts, whether these be professional, academic or institutional. A considerable part of the course focuses on the generic features of certain texts: rhetorical, lexicogrammatical, and intertextual, and how writers mix genres and the impact this has on the characteristics of discourse communities.
This course has a theoretical and practical component. In the theoretical section an overview of corpus linguistics is provided, comprising discussion of the value of corpora, types of corpora, different types of corpus enquiry and the implications of corpus studies for linguistic enquiry generally, and specifically for the specialisms of the students: TESOL (data-driven learning and corpus based materials); literature (a recent corpus-based study of Dickens, and how this adds to our understanding of such a writer and his work); and translation (the use of parallel corpora). In the practical part of the course students are familarised with the BNC and SARA, and Wordsmith tools, and will be given the opportunity to conduct a small research study relevant to their specialisms.
Prerequisite: Successful completion of all courses including ENGL 590.
MALA 695 is not a course, but the writing of the thesis.
A student will have one-to-one consultations with their supervisors in order to help with guidance in the writing of the thesis. All consultation meetings will be documented. The student will be expected to demonstrate appropriate progress based upon the outcome of each consultation with their supervisor.
This course is designed to introduce students to a wide range of traditional and modern critical approaches to the reading of literature which will enable them to master the cultural, historical and social contexts which inform the primary literary texts they will study on the MA programme. Literary terms like Formalism, Structuralism, Poststructuralism, New Criticism, Marxist Criticism, Deconstruction, Feminism, Postmodernism, Orientalism, Postcolonialism, New Historicism, Queer theory, etc will be discussed in the course.
This course examines the phenomenon of postcolonial literature written in English by writers who share an ex-colonial background. The module investigates the diverse ways in which the English language has been adapted and expropriated for local use in countries and communities where English was not the first medium of communication. The course seeks to broaden out the concept of English language based literature and to consider the ways in which imaginative writing involves a kind of “new creation” whereby the language itself undergoes modification and change, in a process of continual enrichment, which eventually reflects back on the original source of the language itself in a positive and meaningful way. Particular emphasis will be given to those writers who have used English creatively in order to talk about their own public and intimate concerns in a manner that has subtly contributed to the enhancement of English as a means of world communication. The course covers all literary genres including poetry, novels, short stories, drama and non-fiction.
This course traces the development of Arab Diaspora writing from the late 1800s when immigrants first started arriving in North America to the modern problems of searching for an identity when caught between two cultures. The emphasis will be placed on the struggle of Arab-Americans to define their own identity in the context of the write or be written imperative: define yourself, or others will define you. Readings will include the writings of pre and post 9/11 Arab writers and particular emphasis will be placed on the importance of poetry and, latterly, fiction for these writers in defining their own unique identity. Writers to be studied will include Susan Abulhawa, Saladin Ahmed, Wadi Bahout, Khalil Gibran, Hisham Matar, Anthony Shadid and others. Different literary genres will be emphasized in each term with particular emphasis given to autobiography, poetry and prose narrative.
This course traces the development of American literature from the Colonial Period to the late 20th century. Readings may include writings of William Bradford, Cotton Mather, Benjamin Franklin (Colonial Period- 1607- 1765), Thomas Paine, Thomas Jefferson, Phillip Freneau (Revolutionary Period – 1765-1789), Washington Irving, James Fennimore Cooper, William Cullen Bryant (Nationalism and Romanticism 1789- 1830), Henry Wadsworth Longfellow, Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Nathaniel Hawthorne, Edgar Allan Poe (American Renaissance 1830- 1870), Frederick Douglass, Walt Whitman, Emily Dickinson, Bret Harte, William Dean Howells, Henry James, Stephen Crane, Mark Twain, Jack London, Theodore Dreiser, Willa Cather ( The Rise of Realism 1870-1914), Robert Frost, Carl Sandburg, Wallace Stevens, William Carlos Williams, Archibald MacLeish, Sherwood Anderson, F. Scott Fitzgerald, William Faulkner, Ernest Hemingway, Gertrude Stein, Eugene O'Neill, Sinclair Lewis, John Steinbeck, Katherine Anne Porter, Richard Wright, Tennessee Williams, Ralph Ellison, Harper Lee, Saul Bellow, Pearl S. Buck, Flannery O' Connor, Arthur Miller, Sylvia Plath, Maya Angelou, Tony Morrison (Contemporary American Literature, 1914- present). Different authors are highlighted in each term, and all readings are situated within specific historical, cultural, philosophical, political, and literary contexts.
This course represents the special freedom and flexibility that both students and faculty may need and immensely benefit from. The course is necessary to make students further understand the basic literary types and devices employed in a literary text and to familiarize them well with the modes of creative imagination and artistic expression. It would acquaint them with various kinds of literary genres, especially lyric poetry, sonnet, elegy, ode, essay, short fiction, short nonfiction, desert literature, travel literature, autobiographical prose narrative and so on. It would introduce them to the pleasures of reading and the interpretative approaches to literature (from the perspectives of plot, subplot, themes, subthemes, text, subtext, characterization, structure, setting, point of view, protagonist, and antagonist) that will help them articulate their thoughts and observations about what they read. Finally, the course would allow students to write analytically and think critically about literature, thus enhancing their skills and ability to reason logically and clearly. It would introduce students to the important idea that literary expression is the best and finest use of the medium of language dealing with the universal themes and ideas that transcend national borders and cultural boundaries.
This course provides a broad introduction to the vibrant and growing genre of children's Literature studies through a selection of poems and stories written for/about children and the adolescents. The course examines children's literature as a legitimate literary form by surveying the multifaceted world of children's books. While books specifically for children existed in the 17th century, Children's literature emerged as a distinct and independent form only in the second half of the 18th century and flourished in the 19th century. At present, the diversity in children's books came almost to rival that of adult popular literature. Adventure stories, myths and legends, fables and parables, and folk tales and fairy tales are all part of this genre. The course also includes the study of picture books old and new, stage performance and film, young adult fiction, storytelling and poetry.