UCAS code: QW34
2017 Entry: 96-112 points
*UCAS has changed the way they calculate the tariff for courses starting in September 2017. Find out more about the new tariff.
An A level A* - C pass is required in an English Subject. This can be in English Literature, English Language, English Language and English Literature, or Creative Writing.
3 years full-time; 6 years part-time
Course Tuition Fees and Additional Costs
UK/EU/Channel Islands and Isle of Man
2017 Entry Full-time £9,250** p/a
Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,939.
Total Cost: £27,750** (3 years)
2017 Entry Full-time £11,600** p/a
Total Cost: £34,800** (3 years)
For further details click here
To find out what general costs are included or excluded in the course fees, such as text books and travel expenses, please click here
Taught elements of the course take place on the King Alfred Campus or at West Downs, Winchester
Suitable for applicants from:
UK, EU, World
Pre-approved for a Masters:
University of Winchester students studying Bachelor Honours degrees are pre-approved to start a Masters degree at Winchester. To be eligible students must apply by the end of March in their final year and meet the entry requirements of their chosen Masters degree.
Terms and Conditions
For more information about the University of Winchester's terms and conditions click here.
**If you are starting your degree in September 2017, the first year will cost you £9,250. Based on this fee level, the indicative fees for a three-year degree would be £27,750 (Home and EU), £34,800 (International). However, please be aware that this may change. Our fees will be reviewed annually before the academic year begins and in-line with Parliament's approval of inflationary increases or decreases to fees for institutions with high quality teaching.
Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. You can find out more here.
If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future so make sure you know what is on offer to support you.
The course introduces a breadth of study that includes modern and traditional literature, cultural study and critical analysis, Shakespeare and rap poetry. The study of non-performative texts alongside an appreciation of performance allows students a chance to think about how literary influences help to shape today's theatre, and allows students to consider how to adapt literary texts for theatrical production.
In Year 1, English Literature elements provide an awareness of the range of different approaches to understanding texts and develop skills of critical analysis, research and writing. This is done through the study of an assortment of texts from various periods in history across the genres of prose fiction, poetry and drama. Drama modules in Year 1 provide students insights into the history of drama, the context in which dramatic production has taken place, how to make theatre, the political underpinning of texts and practices, and the ways in which texts
and performances are viewed and interpreted.
In Year 2, modules involve study of a group of texts representative of a period of history, a particular genre or a particular area of the world. The theories and practices that underpin the development of drama are explored, alongside practical aspects of performance.
In Year 3, a specific collection of writings, a particular theme or critical theory is considered in detail. Modules here tend to be closely related to the research interests of teaching staff and engage with cutting-edge developments in the discipline. The Drama Group Project allows students to create small companies to make a major performance or develop an applied/Theatre-in-Education project.
- Theatre Histories
- Critical Reading 1
- Critical Reading 2
- Introduction to English Studies
- Early English Texts and Contexts
- C20th Ghosts: Theatre, Time, Identities
- Shakespeare and Ideology
- Production Project
- Popular Performance
- Theatre and Cultural Difference
- Controversy and Censorship
- Theatre as Cultural Action
- Theatre-in-Education, and Drama-in- Education
- Digital Performance
- Puppetry and Object Manipulation
- Physical Theatres
- Open Project
- Musical Theatre in the UK and USA
- Immersive Performance
- Contemporary Cultural Heritage
- Transcultural Practices
- Role of the Actor - Intermediate
- Role of the Actor - Advanced
- Writing for Performance
- Performance Criticism
- Shakespeare and Early Modern Drama
- Seventeenth-Century Literature and Revolution
- Nineteenth-Century Romanticism
- The Modern Age
- Chaucer and His World
- Shakespeare and Seventeenth-Century Drama
- Eighteenth-Century Romanticism
- Victorian Fictions
- British Literature in the Age of Reason 1688-1743
- Literature in the Shadow of Revolution 1745-1775-1789
- Gothic and Romantic Fiction
- Postcolonial Fictions
- The Postmodern Age
- Individual Project
- Literary Adaptations for Film and Television
- Contemporary Children's Literature
- Volunteering for English
- American Gothic
- American Science Fiction
- Writing America
- Literature and Film
- Work and Money in American Literature
- Middle English Texts in Context
- Old English 1
- Dissertation or Extended Independent Project
- Creative and Critical Extended Study
- Group Project
- Group Project: Theatre as Cultural Action
- Performance Now: Debates and Discourses
- Performance Now: Advanced Research Practice
- Creative Entrepreneurship and Production
- Body Parts
- Theatre Stories
- Women, Autobiography and Performance
- British Theatre 1945-2015;
- The Shakespeare Phenomenon
- Crime and Englishness
- Women's Writing in the Long Eighteenth Century
- Biography and the Body
- William Blake: Poet of Jerusalem
- Twentieth Century Dramatic Texts: Brecht and Beckett
- Consumer Culture
- Jewish Identities
- Literature, Sexuality and Morality
- The City in American Literature 1868- 1925
- Renaissance Poetry at the Court of Elizabeth I
- Romantic Celebrity Culture
- Globalization and Contemporary Fiction
- Literature and Psychoanalysis
- Contemporary Young Adult Fiction
- The Figure of the Law in Literature
- Post-Structuralism: Theory, Text, Culture
- African American Literatures and Cultures
- The Contemporary American Novel
- American Crime Fiction
- Sex and the City and Beyond
- Chick Lit/Womens Writing before Sex and the City
- Old English 2
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions. The University will notify applicants of any changes made to the core modules listed above.
The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem-solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.
In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library
At the University of Winchester validated programmes may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances. The University is committed to ensuring that all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used in the programme you are interested in can be found on the course page, by attending an Open Day/Evening, or contacting our teaching staff.
Graduates have gone on to become teachers, lecturers, journalists, actors, publishers and producers.
For more information about graduate employment visit - From Freshers to Future - what will yours be?
At the University of Winchester, we are committed to ensuring all our students gain employability skills to enable you to enter graduate level jobs and pursue the profession of your choice, for more information please read the Employability Statement.
The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.
While DLHE provides accurate information about first destinations, this data needs to be viewed with some degree of care. Six months after leaving university is often a time of much uncertainty and change for leavers; many will be unsure of their long-term career plans and may take a temporary job or time out. The destinations of graduates only six months out of university do not necessarily reflect longer term career success and are therefore a crude measure of employability. Therefore, DLHE data should be viewed as merely a 'snapshot' of one particular year's experiences at a specific point in time.