2010-2011 UG Student Handbook (PDF Version)

School of English
FACULTY OF ARTS
Undergraduate Student Handbook

2010-2011
Undergraduate Student Handbook 2010-2011
CONTENTS
Contents
Introduction ................................................................................................................................................. 5 Important School Notices ............................................................................................................................... 6 Section One Planners and Timetables ....................................................................................................... 9 1.1 General year planner .......................................................................................................................... 9 1.2 Level 1 year planner ......................................................................................................................... 10 1.3 Level 2 year planner ......................................................................................................................... 11 1.4 Level 3 year planner ......................................................................................................................... 13 1.5 Timetable for lectures and workshops ........................................................................................... 14 Section Two Learning and Teaching 2.1 General............................................................................................................................................... 17 2.1.1 Introduction ............................................................................................................................ 17 2.1.2 Seminars ................................................................................................................................ 17 2.1.3 Lectures ................................................................................................................................. 18 2.1.4 Feedback ............................................................................................................................... 18 2.1.5 Dissertations (ENGL3372) ..................................................................................................... 19 2.1.6 Vacation study........................................................................................................................ 19 2.1.7 Modules taken outside the School of English ........................................................................ 19 2.1.8 Preparation weeks ................................................................................................................. 20 2.1.9 Medical or other difficulties .................................................................................................... 20 2.1.10 Personal timetables ............................................................................................................... 20 2.2 Study skills ........................................................................................................................................ 20 2.3 Preparation of written work ............................................................................................................. 21 2.3.1 Introduction ............................................................................................................................ 21 2.3.2 Definition of terms .................................................................................................................. 22 2.3.3 General presentation of essays ............................................................................................. 23 2.3.4 Correction of essays .............................................................................................................. 23 2.3.5 Quotations .............................................................................................................................. 23 2.3.6 References: general points .................................................................................................... 25 2.3.7 References in footnotes (MHRA) ........................................................................................... 25 2.3.8 Parenthetical references (Harvard) ........................................................................................ 29 2.4 Criteria for marking of written work ................................................................................................ 31 2.4.1 Criteria for classification ......................................................................................................... 31 2.4.2 Marking scheme ..................................................................................................................... 34 Section Three Resources and Facilities 3.1 School of English.............................................................................................................................. 36 3.1.1 Structure of the School .......................................................................................................... 36 3.1.2 Key staff members ................................................................................................................. 37 3.1.3 Administrative staff ................................................................................................................. 38 3.1.4 Academic staff........................................................................................................................ 39 3.1.5 Location and layout of the School .......................................................................................... 40 3.1.6 Workshop Theatre ................................................................................................................. 41 3.1.7 Special responsibilities of staff ............................................................................................... 42 3.1.8 Personal Tutors ...................................................................................................................... 43 3.1.9 Consultation hours ................................................................................................................. 44 2
CONTENTS
3.2
3.3
3.4 3.5
3.6
3.7
3.8
3.1.10 International students............................................................................................................. 44 3.1.11 Mature students (21+) ............................................................................................................ 45 3.1.12 Part-time students .................................................................................................................. 45 3.1.13 Noticeboards and pigeon-holes ............................................................................................. 46 3.1.14 Student representation........................................................................................................... 46 3.1.15 Student-Staff Forum ............................................................................................................... 46 3.1.16 Questionnaires ....................................................................................................................... 46 3.1.17 Poetry readings ...................................................................................................................... 47 3.1.18 Special lectures ...................................................................................................................... 47 3.1.19 Poetry and Audience.............................................................................................................. 47 3.1.20 English Society ...................................................................................................................... 47 Libraries ............................................................................................................................................. 47 3.2.1 University libraries .................................................................................................................. 47 3.2.2 Leeds Public Library .............................................................................................................. 49 Computing ......................................................................................................................................... 49 3.3.1 Introduction ............................................................................................................................ 49 3.3.2 The Portal............................................................................................................................... 49 3.3.3 Information Systems Services (ISS) ...................................................................................... 50 3.3.4 Computer cluster in the School of English ............................................................................. 50 3.3.5 Word-processing .................................................................................................................... 50 3.3.6 Learning online....................................................................................................................... 50 3.3.7 Good practice ......................................................................................................................... 51 3.3.8 Security .................................................................................................................................. 52 Bookshops ........................................................................................................................................ 52 Equality and Diversity ...................................................................................................................... 52 3.5.1 Introduction ............................................................................................................................ 52 3.5.2 Students with disabilities / dyslexia ........................................................................................ 53 3.5.3 The Equality Service .............................................................................................................. 54 3.5.4 Harassment and bullying ....................................................................................................... 55 Health and welfare ............................................................................................................................ 55 3.6.1 The School of English ............................................................................................................ 55 3.6.2 Health and Safety .................................................................................................................. 55 3.6.3 Fire safety .............................................................................................................................. 56 3.6.4 Student Support Network ....................................................................................................... 56 Careers............................................................................................................................................... 57 3.7.1 Careers for English graduates ............................................................................................... 57 3.7.2 Further study .......................................................................................................................... 57 3.7.3 Leeds for Life ......................................................................................................................... 58 3.7.4 Careers Centre....................................................................................................................... 59 Complaints ........................................................................................................................................ 59 3.8.1 Whistle-blowing ...................................................................................................................... 59
Section Four Degree Structures 4.1 Single Honours English Language & Literature ............................................................................ 60 4.2 Single Honours English Literature & Theatre Studies .................................................................. 61 4.3 Single Honours English Language ................................................................................................. 62 4.4 Joint Honours with English ............................................................................................................. 63 4.5 Module choices for 2011-2012 ......................................................................................................... 64
CONTENTS
4.6 Changing modules............................................................................................................................ 65 4.7 Study Abroad .................................................................................................................................... 65 4.8 Work Placement ................................................................................................................................ 65 Section Five Examination and Assessment: Methods 5.1 General............................................................................................................................................... 67 5.2 Examinations in the School ............................................................................................................. 67 5.3 Level 1 ................................................................................................................................................ 67 5.4 Level 2 ................................................................................................................................................ 68 5.5 Level 3 ................................................................................................................................................ 69 5.6 Theatre Studies ................................................................................................................................. 69 Section Six Examination and Assessment: Regulations and Procedures 6.1 Marking and classification procedures .......................................................................................... 70 6.1.1 Marking moderation and external examiners......................................................................... 70 6.1.2 Degree classification .............................................................................................................. 70 6.1.3 Anonymous marking .............................................................................................................. 71 6.1.4 Notification of results .............................................................................................................. 71 6.1.5 Appeals .................................................................................................................................. 72 6.2 Credit accumulation ......................................................................................................................... 72 6.2.1 Number of credits required .................................................................................................... 72 6.2.2 Progression ............................................................................................................................ 73 6.2.3 Resits ..................................................................................................................................... 73 6.2.4 Delayed examination / assessment ....................................................................................... 73 6.2.5 Fulfilment of module requirements ........................................................................................ 73 6.2.6 Written requirements for modules .......................................................................................... 74 6.3 Absences ........................................................................................................................................... 74 6.3.1 Absence from seminars and workshops ................................................................................ 74 6.3.2 Notification of absence........................................................................................................... 74 6.3.3 Tutors records ....................................................................................................................... 75 6.4 University disciplinary procedures ................................................................................................. 75 6.4.1 Unsatisfactory performance ................................................................................................... 75 6.4.2 Cheating and plagiarism ........................................................................................................ 75 6.5 Procedures for the submission of essays and dissertations ...................................................... 78 6.5.1 Level 1: all essays .................................................................................................................. 78 6.5.2 Levels 2 and 3: unassessed essays ...................................................................................... 78 6.5.3 Levels 2 and 3: assessed essays .......................................................................................... 79 6.5.4 Level 3: dissertations ............................................................................................................. 80 6.6 Special circumstances ..................................................................................................................... 80 6.6.1 Sabbaths and Holy days ........................................................................................................ 81 6.6.2 International students............................................................................................................. 81 6.6.3 Examinations / assessments under special conditions ......................................................... 81 6.6.4 Illness, etc. during examinations ............................................................................................ 81 6.6.5 Special Cases Panel .............................................................................................................. 81 6.7 Prizes ................................................................................................................................................. 82
INTRODUCTION
INTRODUCTION
Welcome or welcome back to the School of English and the new academic year. The School of English at Leeds is a large and lively academic community. Whether you are doing all your modules in the School of English or are just with us for a single module, we want you to feel part of that community, and to make the most of the opportunities it offers, so that your time here will be as interesting, as intellectually stimulating, and as enjoyable as possible. In large part, of course, that enjoyment and interest will depend on you: on your commitment to your programme and input to your modules; but you should never hesitate to contact someone if you are experiencing any kind of difficulty which is affecting your academic work. The School of English is an international community, and in becoming a member of the School you are joining a group of people who hail from all parts of the world and who are brought together by their enthusiasm for English literature, English language and Theatre Studies. The modules you will pursue will deal with English texts drawn from beyond as well as within Europe, and will allow you to think about English as an international language as well as a truly world literature. Similarly, in seminars you will meet and work with students from many diverse and nations and cultures, and you will be taught by academic staff who have grown up in, studied or worked at myriad locations around the globe. Working as part of an international community of scholars affords us all great pleasures, possibilities and challenges, and you can look forward to learning many valuable lessons from your experiences as a part of an international community which will assist you after your graduation. This handbook is intended to give you all the practical information you need about the Schools organisation and procedures, but tutors are always ready to help with any other queries or problems you might have. The handbook includes advice on study skills and essay writing its not just about rules and regulations. In revising the handbook for this year we have tried to respond to suggestions from students and staff, but we would welcome any further ideas you may have. Suggestions can be given to the Administrator for Learning and Teaching (UG) or the Director of Learning and Teaching (see section 3.1.2 Key staff members). The handbook is divided into six main sections and deals with: 1. timetables for the submission of written work and for lectures and practical work; 2. teaching and learning (including information on the preparation, presentation and marking of written work); 3. the facilities and resources available to you at School and University level; 4. an outline of the Schools various degree programmes; 5. details about examination and assessment; 6. the departmental and university regulations governing examination and assessment. This handbook is mainly concerned with the School of English. University-wide support systems, resources, regulations and procedures are referred to, but you will find much more detail about these in the Taught Students Guide: www.leeds.ac.uk/qmeu/tsg on the Universitys web pages. Please read this handbook carefully and refer to it regularly. If you have any queries, School staff will be pleased to help. Navigation This handbook is only available electronically on the VLE (see section ii The VLE). If you require it in an alternative format, please contact the School. The contents list to the right shows you which particular section you are in. Further links under each heading provide more detail. You can navigate through this handbook by clicking on the contents menu links, links in the body of the text, or by using the navigation arrows at the top and bottom right of each page (the circle between the arrows will take you back to the table of contents page).
IMPORTANT SCHOOL NOTICES

All students should read this handbook carefully. It is assumed that everyone is familiar with the regulations it contains. Especially important are the following:
Email & noticeboards
On arrival, all students are given a username and email address on the University computer system. Important communications from the School will be sent to you by email and/or on the Schools noticeboards (including the VLE, see below) and we expect you to check your email, and the noticeboards regularly (at least twice a week). Failure to pick up an email or to see a notice will not be considered a valid excuse in cases of ignorance of a deadline or procedure which has been communicated to you in this way. Official mail will be sent to you at your University of Leeds email address. You can check your email from any computer with internet access it is not necessary to be on campus, or even in the UK. It is important at all times to preserve courtesy in email contact with all members of the School. Please do not expect a reply to your email by return.
ii
The VLE (Virtual Learning Environment)
The University of Leeds uses Blackboard VLE to support learning and teaching in the School. Tutors are encouraged to post relevant teaching materials against their module areas in the VLE and some use discussion boards, Wikis, post lecture slides, reading lists and so on. Your tutor will advise if they use the VLE for such materials. The VLE has an English area which all students taking modules in the School should be able to access. The English area contains handbooks and forms, Student:Staff Forum minutes and discussions, exam feedback, and study skills resources. The School posts important announcements on the VLE and students should check it regularly (at least twice per week) to ensure they are receiving the most up-to-date information. For further information see section 3.3.6 Learning online. Log into the VLE via the Portal (see section 3.3.2 The Portal) or directly at http://vlebb.leeds.ac.uk.
iii
Partnership Agreement
The Partnership Agreement is an example of the Universitys values in practice as they relate to learning and teaching. It describes the shared responsibilities of staff and students, working together as members of a learning community. It was developed jointly by students, represented by LUU, and the University, represented by the Learning and Teaching Board. The agreement establishes general principles and guidelines which will be interpreted by individual Schools and disciplines in ways appropriate to their own context. Students should therefore consider the Agreement alongside more detailed information provided by their parent School. The Partnership Agreement can be found at: http://www.leeds.ac.uk/partnershipagreement
iv
Attendance monitoring
The School of English monitors student attendance at seminars. On registration, all students must agree to the Student Contract which sets out what is expected of you (and what you can expect of us), including attendance. Please see: www.leeds.ac.uk/ssc/attendance_monitoring.pdf for further information about why attendance monitoring is important.
Leeds for Life

We want all our students to get the best out of the whole experience of coming to study at the University of Leeds. We want Leeds students and graduates to be distinctive, to stand out by being able to demonstrate academic excellence and the skills and attributes that fit them for the challenges of the 21st century. Leeds for Life encapsulates that aim; its the way we view the Leeds University academic community to which you belong.
Societies, volunteering, internships, sport, work-experience, project work these are all opportunities which can provide you with really valuable experience and new or enhanced skills that will benefit you while you
are at University and when you move on. Funding is available, through the Leeds for Life Foundation, to help you to undertake your own projects. The Leeds for Life student dashboard gives you easy access to explore the variety of opportunities offered at Leeds and provides you with on-line forms to help you prepare for your personal tutorials. Records of your personal tutorials can be stored in the Living CV area of the dashboard alongside your University Transcript, the notes youve made about Leeds for Life opportunities and links you want to keep to relevant websites. Youll be able to draw on this information (and the guidance on developing a CV and career planning which is also provided) when compiling your CV, filling in job applications or asking your tutor for a reference. To find out more about what Leeds for Life can do for you, log in via the Portal (section 3.3.2 The Portal) and discuss it with your personal tutor at your first meeting. For further information about the Personal Tutor role in the School of English, please see section 3.1.8 Personal Tutors.
vi
Social networking sites
Social Networking Sites (SNSs), such as Facebook, Twitter, or Myspace, and blogs are becomingly increasingly useful tools. Leeds University Union and even some Schools make frequent use of these for communication purposes. Students are, however, requested to use such sites carefully. Neither the University nor LUU would in any way wish to inhibit freedom of expression, but students are reminded that any libellous, defamatory or personally abusive comments about other students, or about staff, or the posting of images of individuals without their consent, could be viewed as bullying/harassment, and could have legal/disciplinary implications. The University will not seek in anyway to monitor the use of such sites, but if issues of concern are raised by individuals, it has a duty of care to investigate and take appropriate action. In the first instance, this would typically be a request to remove or amend the relevant text or images. However, if this request does not lead to a resolution, the University reserves the right to take action under the General University Disciplinary Regulations. The individuals concerned might also initiate legal action independently of the University. We are particularly keen that student members of the University do not inadvertently post items that might lead to risk of action. If students have genuine concerns or complaints about their programme or any other provision from the University, the most effective route to having these addressed is to use the established procedures including raising the issue with their Personal Tutor, the Director of Learning and Teaching, the Head of School or their Student:Staff Forum. Students may also, of course, use the University Complaints procedure which can be found at http://campus.leeds.ac.uk/docs/stucompsproc.doc.
vii
Plagiarism
Passing off the work of others as your own is just about the most serious of scholarly offences. Please take to heart the Universitys definition of plagiarism: Plagiarism is defined as presenting someone elses work as your own. Work means any intellectual output, and typically includes text, data, images, sound or performance, or any combination of these. Quotations from the work of others must be in inverted commas, and both quotations and paraphrases should be attributed to their author. You must do this for both printed works and for websites. Each year, a number of students are investigated for plagiarism by the School, often resulting in failed modules because of inappropriate use of sources. Others suffered penalties and exclusion from the University can be a possibility. You must read carefully section 2.2 Preparation of Written Work and 6.4.2 Cheating and Plagiarism. Level 1 students are required to acquaint themselves with the Universitys plagiarism website and to complete the plagiarism quiz at: www.ldu.leeds.ac.uk/plagiarism/index.php. On completion of the quiz students get a print-out, a copy of which they are obliged to retain, which may be requested by the Schools Director of Learning and Teaching, on demand, as proof of having undertaken the exercise.
viii
Modules assessed by more than one element
Many modules are assessed by several elements (e.g. a combination of essays and examination; 2 essays). You must make a serious attempt at all elements. If you do not attempt all elements you will fail the module 7
and will be given a mark based on the work you have done with a V suffix, which means that credits are withheld. You will then be able to complete the missing work as a resit. If you pass the missing element(s), the V will be removed from your original mark and credits will be awarded. Note that you will be allowed to retain the mark you achieved only on those elements you submitted on time. If your original mark was a failing mark, you may take a resit for a maximum mark of 40 (See section 6.5.1 Level 1: all essays). Note also, however, that a pass is not required for every element of written work submitted for a module, assuming each has been seriously attempted, but a pass is required for any exam element at Level 1. Students who fail an element but who secure an overall pass on aggregate (with other elements including the exam at Level 1) will pass the module.
ix
Assessed essays
You must follow the regulations for handing in assessed essays which are set out in section 6.5 Procedures for the submission of essays and dissertations. In particular, you should note the deadline by which essays must be submitted. Extensions are allowed only if they have been formally negotiated in advance of the submission date, and if there is good, documented reason for them. Level 2 and 3 assessed essays which are handed in late are subject to a penalty: in accordance with University policy 5 marks are deducted for every calendar day by which the essay is late (this is a University regulation) (see section 6.5.3 Levels 2 and 3: assessed essays).
Unassessed essays
Many core modules, and some option modules, include unassessed essays. These are part of the required work for your degree and a serious attempt at these essays must be made. Failure to hand in unassessed essays on Level 2 and 3 modules or to make a serious attempt at them will result in your getting a mark no higher than 40 (a bare pass), however high a mark you attained in the assessed element. To be able to keep your attained mark you must submit the unassessed elements by the deadlines set. Failure to adhere to the deadlines for submission of unassessed work can, therefore, seriously imperil your final degree classification. See sections 2.2.2 Definition of terms, and 6.5.2 Levels 2 and 3: unassessed essays.
xi
Varieties of feedback
Feedback is not only a matter of tutors comments written on feedback sheets in response to written assignments. Apart from the Schools formal feedback requirement, these also constitute feedback: Your tutors observations in seminars, workshops and similar forums on your performance; Option module essays at levels 2 and 3 of the BA are returned, in accordance with our code of practice, with guaranteed opportunity of one-to-one feedback on your work; An offer of one-to-one feedback on essays is part of our guarantee in our code of practice at key stages in level 1 of the BA; Discussions with your Personal Tutor can primarily have an academic focus, and provide an opportunity for feedback. If you undertake a dissertation, the content of the supervision meetings include feedback based on the issues you choose to raise with the adviser. The VLE (Virtual Learning Environment) currently contains an Examinations Feedback Resource. The final lecture of an undergraduate core module, in many instances, provides module-based information and guidance relating to the anticipated examination. Individual written examination feedback by markers is provided anonymously (by SID) on the VLE at the end of each semester in which the exam took place. Please see the section on feedback, which outlines what you can expect at Levels 1, 2 & 3: (section 2.1.4 Feedback).
SECTION ONE PLANNERS AND TIMETABLES

In this section you will find Timetables for the setting and submission of work and timetables for lectures and practicals. 1.1 1.2 1.3 1.4 1.5 General year planner Level 1 year planner Level 2 year planner Level 3 year planner Timetable for lectures and workshops
1.1
University Timetable weeks 8
GENERAL YEAR PLANNER

English Teaching weeks 0 Week beginning Events / deadlines
20 September 2010
9 10 11 12 13 14 15 16 17 18 19 20-23 24 25 26 27 28 29 30 31 32 33 34 35 36-39 40 41 42 43 44
1 2 3 4 5 6 7 8 9 10 11
1 2 3 4 5 6 7 8 9 10
11
27 September 2010 4 October 2010 11 October 2010 18 October 2010 25 October 2010 1 November 2010 8 November 2010 15 November 2010 22 November 2010 29 November 2010 6 December 2010 13 December 2010 3 January 2011 10 January 2011 17 January 2011 24 January 2011 31 January 2011 7 February 2011 14 February 2011 21 February 2011 28 February 2011 7 March 2011 14 March 2011 21 March 2011 28 March 2011 4 April 2011 2 May 2011 3 May 2011 9 May 2011 16 May 2011 23 May 2011 30 May 2011
Intro Week Academic Fair School of English welcome meetings Semester 1 teaching begins
Semester 1 teaching ends (10 December 2010) Christmas Vacation Semester 1 examinations begin Semester 1 examinations end Semester 2 teaching begins
Easter Vacation Semester 2 teaching ends (6 May 2011) Revision week Semester 2 examinations begin Semester 2 examinations end
45 46
6 June 2011 13 June 2011
End of year (17 June 2011)
1.2
LEVEL 1 YEAR PLANNER
The dates for the setting of essays in this timetable are the latest dates. Tutors may choose to give you essay titles earlier than this. For dates for submission of Theatre Studies work, see Theatre Studies Handbook, 2010-2011. For details on assessment submission for the Level 1 elective module Icelandic Language & Culture II please contact your tutor. For details on the Schools regulations and procedures for the submission of essays, see Section Six Examination and Assessment: Regulations and Procedures. University Timetable weeks 8 English Teaching weeks 0 Week beginning Events / deadlines
20 September 2010
9 10 11 12
1 2 3 4
27 September 2010 4 October 2010 11 October 2010 18 October 2010
Intro Week/Academic Fair/ School of English Meetings Individual student timetables available online at: http-://portal.leeds.ac.uk Semester 1 teaching begins
13 14
5 6
25 October 2010 1 November 2010
15 16
7 8
8 November 2010 15 November 2010
17 18
9 10
19
11
6 December 2010
20-23 24 25 26
13 December 2010 3 January 2011 10 January 2011 17 January 2011 24 January 2011
First essay for Prose: Reading and Interpretation set First assignment for Language, Text and Context and Twentieth-Century Fiction in English set First Prose: Reading and Interpretation essay in First Language, Text and Context and Twentieth-Century Fiction in English assignment in. Second essay for Prose: Reading and Interpretation set Preparation Week (see section 2.1.8 Preparation weeks) Second assignment for Language, Text and Context and Twentieth-Century Fiction in English set Second Prose: Reading and Interpretation essay in Second Language, Text and Context and Twentieth-Century Fiction in English assignment in Phonetics examination for Foundations of Language Study Semester 1 teaching ends Christmas Vacation Semester 1 examinations begin Semester 1 examinations end Semester 2 teaching begins. Preparation Week (see section 2.1.8 Preparation weeks)
27
31 January 2011
10
28 29
3 4
7 February 2011 14 February 2011
30 31 32
5 6 7
21 February 2011 28 February 2011 7 March 2011
First essay for Poetry: Reading and Interpretation set First assignment for Exploring Medieval Literature and The Plays of Shakespeare set Topics finalised for group projects for Language Methodologies and Research Methods First Poetry: Reading and Interpretation essay in First Exploring Medieval Literature and The Plays of Shakespeare assignment in Second essay for Poetry: Reading and Interpretation set Second assignment for Exploring Medieval Literature and The Plays of Shakespeare set
33 34 35
8 9 10
14 March 2011 21 March 2011 28 March 2011
36-39 40 11
4 April 2011 2 May 2011 3 May 2011
Module choices for 2011-2012 (see section 4.1.4 Module choices) Second Poetry: Reading and Interpretation in Second Exploring Medieval Literature and The Plays of Shakespeare assignment in Discourse transcription test for Language Methodologies and Research Methods Easter Vacation Individual reports on group projects in for Language Methodologies and Research Methods Semester 2 teaching ends Revision week Semester 2 examinations begin Semester 2 examinations end End of Term
41 42 43 44 45 46
9 May 2011 16 May 2011 23 May 2011 30 May 2011 6 June 2011 13 June 2011
1.3
The dates for the setting of essays in this timetable are the latest dates. Tutors may choose to give you essay titles earlier than this. For dates for submission of Theatre Studies work, see Theatre Studies Handbook, 2010-2011. The Schools modules are assessed by various means. Your tutor will confirm the submission dates for work required at the beginning of each module. University Timetable weeks 8 9 English Teaching weeks 0 1 Week beginning Events / deadlines
20 September 2010 27 September 2010
Individual student timetables available online at http://portal.leeds.ac.uk Semester 1 teaching begins
11
10
4 October 2010
Unassessed essay titles for core modules set First essay titles for options set First essay set for English in Time and Space
11 12 13
3 4 5
11 October 2010 18 October 2010 25 October 2010
Friday, 29 October 2010: deadline for submission of unassessed essays for core modules Preparation Week (see section 2.1.8 Preparation weeks) Thursday, 11 November 2010 by 4.00 pm: deadline for submission of first essay for options and English in Time and Space Deadline for submission of unassessed essays for options (see section 6.5.2 Levels 2 and 3: unassessed essays) Second essay titles for options set. Assignment set for English in Time and Space
14 15
6 7
16
15 November 2010
17 18 19 20-23 24
9 10 11
22 November 2010 29 November 2010 6 December 2010 13 December 2010 3 January 2011 10 January 2011
Semester 1 teaching ends Christmas Vacation Semester 1 examinations begin Monday, 10 January 2011 by 4.00 pm: deadline for submission of second essay for options and assignment for English in Time and Space Semester 1 examinations end. Semester 2 teaching begins Preparation Week (see section 2.1.8 Preparation weeks) Unassessed essay titles for core modules set First essay titles for options set Assignment set for The Power of Language, The Language of Power
25 26
17 January 2011 24 January 2011
27
31 January 2011
28 29 30
3 4 5
7 February 2011 14 February 2011 21 February 2011
Friday, 25 February 2011: deadline for submission of unassessed essay for core modules Thursday, 10 March 2011 by 4.00 pm: deadline for submission of first essay for options and assignment for The Power of Language, The Language of Power Deadline for submission of unassessed essays for options Second essay titles for options set Module choices for 2011-2012 (see section
31 32
6 7
28 February 2011 7 March 2011
33 34 35 8 9 10 14 March 2011 21 March 2011 28 March 2011
12
36-39 40 41 11
4 April 2011 2 May 2011 3 May 2011 9 May 2011
4.1.4 Module choices) Easter Vacation Semester 2 teaching ends Revision week Monday, 9 May 2011 by 4.00 pm: deadline for submission of second essay for options Semester 2 examinations begin Semester 2 examinations end End of Term
42 43 44 45 46
16 May 2011 23 May 2011 30 May 2011 6 June 2011 13 June 2011
For details on the Schools Regulations and Procedures for the submission of Essays see section 6.5 Procedures for the submission of essays and dissertations.
1.4
The dates for the setting of essays in this timetable are the latest dates. Tutors may choose to give you essay titles earlier than this. For dates for submission of Theatre Studies work, see Theatre Studies Handbook, 2010-2011. The Schools modules are assessed by various means. Your tutor will confirm the submission dates for work required at the beginning of each module. University Timetable weeks 8 9 10 11 12 13 English Teaching weeks 0 1 2 3 4 5 Week beginning Events / deadlines
20 September 2010 27 September 2010 4 October 2010 11 October 2010 18 October 2010 25 October 2010
Individual student timetables available online at: http://portal.leeds.ac.uk Semester 1 teaching begins. Unassessed essay titles for core modules set First essay titles for options set
Friday, 29 October 2010: deadline for submission of unassessed essays for core modules Preparation Week (see section 2.1.8 Preparation weeks) Thursday, 11 November 2010 by 4.00 pm: deadline for submission of first essay for options Deadline for submission of unassessed essays for options Second essay titles for options set
14 15
6 7
16 17 18 19 20-23
8 9 10 11
15 November 2010 22 November 2010 29 November 2010 6 December 2010 13 December 2010 3 January 2011
Semester 1 teaching ends Christmas Vacation
13
24
10 January 2011
25 26
17 January 2011 24 January 2011
27
31 January 2011
Semester 1 examinations begin Monday, 10 January 2011 by 4.00 pm: deadline for submission of second essay for options Semester 1 examinations end Semester 2 teaching begins Preparation Week (see section 2.1.8 Preparation weeks) Unassessed essay titles for core modules set First essay titles for options set Assignment set for The Power of Language, The Language of Power
28 29 30
3 4 5
7 February 2011 14 February 2011 21 February 2011
Friday, 25 February 2011: deadline for submission of unassessed essay for core modules Thursday, 10 March 2011 by 4.00 pm: deadline for submission of first essay for options and assignment for The Power of Language, The Language of Power Deadline for submission of unassessed essays for options Second essay titles for options set
31 32
6 7
28 February 2011 7 March 2011
33 34 35 36-39 40 41 8 9 10 14 March 2011 21 March 2011 28 March 2011 4 April 2011 2 May 2011 3 May 2011 9 May 2011
Easter Vacation Semester 2 teaching ends Revision week Monday, 9 May 2011 by 4.00 pm: deadline for submission of second essay for options and dissertations Semester 2 examinations begin Semester 2 examinations end End of Term
11
42 43 44 45 46
16 May 2011 23 May 2011 30 May 2011 6 June 2011 13 June 2011
For details on the Schools Regulations and Procedures for the submission of Essays and Dissertations see 6.5 Procedures for the submission of essays and dissertations.
1.5
TIMETABLE FOR LECTURES AND WORKSHOPS
For TBA venues, please see noticeboards in the main entrance to the School.
Semester 1
Level 1 Module Day Time Venue
14
Twentieth-Century Fiction in English Foundations of Language Study 1 Foundations of Language Study 2 Language, Text and Context 1 Language, Text and Context 2 Prose: Reading and Interpretation 1 Prose: Reading and Interpretation 2 Approaches to Theatre and Performance: Students are allocated to either set 1 or set 2 Set 1 Approaches to Theatre & Performance 1 Approaches to Theatre & Performance 2 Or (repeat of above): Set 2 Approaches to Theatre & Performance 1 Approaches to Theatre & Performance 2 Level 2 Module Civil War and Restoration Literature 1 Civil War and Restoration Literature 2 English in Time & Space 1 English in Time & Space 2 Medieval Renascence 1 Medieval Renascence 2 Performing the Past Renaissance Literature 1 Renaissance Literature 2 Writing America Level 3 Module Issues in Contemporary Theatre Modern Literature 1 Modern Literature 2 Postcolonial Literature 1 Postcolonial Literature 2 Victorian Literature 1 Victorian Literature 2 Key CA PK RBLT RSLT WT Conference Auditorium Parkinson Seminar Room Rupert Beckett Lecture Theatre Roger Stevens Lecture Theatre Workshop Theatre Studio
Thur Wed Thur Mon Wed Tues Thur
10:00-11:00 10:00-11:00 15:00-16:00 16:00-17:00 12:00-13:00 13:00-14:00 16:00-17:00
RSLT 23 RSLT 6 PK B.08 RSLT 21 RSLT 21 CA 1 CA 1
Day Mon Tues Day Mon Thur Day Mon Thur Mon Tues Mon Thur Wed Tues Fri Tues Day Mon Wed Fri Mon Thurs Tues Thurs
Time 16:00-17:00 10:00-13:00 Time 16:00-17:00 10:00-13:00 Time 11:00-12:00 14:00-15:00 14:00-15:00 14:00-15:00 12:00-13:00 12:00-13:00 10:00-13:00 10:00-11:00 10:00-11:00 13:00-14:00 Time 10:00-13:00 10:00-11:00 12:00-13:00 15:00-16:00 13:00-14:00 16:00-17:00 11:00-12:00
Venue WT 3 WT 1 & 3 Venue WT 3 WT 1 & 3 Venue RSLT 21 RSLT 22 RSLT 10 RSLT 8 RSLT 17 RSLT 22 WT 1 RBLT RBLT RSLT 8 Venue WT 1 RSLT 22 RSLT 25 RSLT 19 RSLT 18 RSLT 17 RSLT 22
Semester 2
Level 1 Module Exploring Medieval Literature 1 Exploring Medieval Literature 2 Language Methodologies and Research Methods 1 Language Methodologies and Research Methods 2 Day Tues Thur Wed Thur Time 14:00-15:00 13:00-14:00 10:00-11:00 15:00-16:00 Venue RSLT 22 RSLT 21 Sadler LG.15 RSLT 15
15
Icelandic Language and Culture I 1 Icelandic Language and Culture I 2 Poetry: Reading and Interpretation 1 Poetry: Reading and Interpretation 2 The Plays of Shakespeare Approaches to Theatre and Performance: Students are allocated to either set 1 or set 2 Set 1 Approaches to Theatre & Performance 1 Approaches to Theatre & Performance 2 Or (repeat of above): Set 2 Approaches to Theatre & Performance 1 Approaches to Theatre & Performance 2 Level 2 Module Eighteenth-Century Literature 1 Eighteenth-Century Literature 2 The Power of Language, The Language of Power 1 The Power of Language, The Language of Power 2 Literature of the Romantic Period 1 Literature of the Romantic Period 2 Theatre, Society, and Self Level 3 Module American Words, American Worlds 1900-Present 1 American Words, American Worlds 1900-Present 2 Contemporary Literature 1 Contemporary Literature 2 The Practical Essay Shakespeare 1 Shakespeare 2 The Power of Language, The Language of Power 1 The Power of Language, The Language of Power 2 Key CA Emman Sadler PK RBLT RSLT WT Conference Auditorium Emmanuel Centre (Chaplaincy) Seminar Room Michael Sadler Building Parkinson Seminar Room (B.09) Rupert Beckett Lecture Theatre Roger Stevens Lecture Theatre Workshop Theatre Studio
Wed Thur Mon Thur Thur
11:00-12:00 14:00-15:00 11:00-12:00 11:00-12:00 10:00-11:00
Emman 11 English SR5 CA 1 CA 1 RSLT 24
Day Thur Mon Day Thur Tues Day Tues Fri Tues Thur Tues Thur Thur Day Tues Wed Tues Thur Mon Mon Wed Tues Thur
Time 14:00-15:00 14:00-15:00 Time 14:00-15:00 10:00-13:00 Time 14:00-15:00 10:00-11:00 15:00-16:00 14:00-15:00 11:00-12:00 16:00-17:00 10:00-13:00 Time 16:00-17:00 10:00-11:00 11:00-12:00 10:00-11:00 10:00-13:00 16:00-17:00 12:00-13:00 15:00-16:00 14:00-15:00
Venue WT 3 WT 1 & 3 Venue WT 3 WT 1 & 3 Venue CA 2 RBLT RSLT 19 RSLT 24 CA 1 CA 1 WT 1 Venue RSLT 18 RSLT 19 RSLT 17 RSLT 21 WT 1 RSLT 20 RSLT 20 RSLT 19 RSLT 24
16
SECTION TWO LEARNING AND TEACHING

In this section you will find information on the preparation of written work and the criteria for marking of written work. 2.1 2.2 2.3 2.4 General Study skills Preparation of written work Criteria for marking of written work
2.1
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.6 2.1.7 2.1.8 2.1.9
GENERAL
Introduction Seminars Lectures Feedback Dissertations Vacation study Modules taken outside the School of English Preparation weeks Medical or other difficulties
2.1.10 Personal timetables
2.1.1
Introduction
In degree-level work, the principal responsibility for study and learning rests with the individual student. The module outlines and reading lists, which will be given to you by your tutors, give a framework within which you are expected to explore the material and develop your own knowledge, understanding and critical ability. We expect that you will devote 12-15 hours per week to private study for a 20-credit module. This means, of course, that you have to organise your time sensibly, and learn to make best use of the libraries and other facilities (see sections 3.2 Libraries and 3.3 Computing). The formal teaching you will receive in seminars and lectures, and the feedback you will be given on written work (see section 2.1.4 Feedback), is intended to encourage, support and develop the work you do on your own.
2.1.2
Seminars
For all modules, the seminar is the main focus of your week. Seminars offer the opportunity for you to share and develop your ideas with other students under the guidance of your tutor. To get the maximum benefit, you must prepare carefully and thoroughly, following the advice and instruction of your tutor. Good preparation means thoroughly acquainting yourself with the prescribed material. In the case of literature modules this means carefully reading (and re-reading) the primary text(s) for discussion using, where appropriate, the scholarly apparatus of the edition you are using (notes, glossary, etc.). For more recently published primary texts without a scholarly apparatus, good preparation will also involve your own careful reading and re-reading and will frequently involve using a good dictionary. You will also want to think about specific features, pleasures and problems of reading a given primary text, working out your ideas, identifying problems, and being prepared to contribute to discussion. Seminars will vary according to the subject-matter and to the preferences of your tutor: for example, you may be asked to give a presentation to initiate discussion, or to prepare exercises, or to work with other students to prepare a report. But whatever the
17
style of the seminar, it represents your opportunity to participate actively in discussion, and not just to sit passively taking notes. Seminars are led by members of staff of the School of English and by some of the Schools postgraduate teaching assistants. Seminars are compulsory and a careful record of your attendance is kept centrally by the School as part of our monitoring of your progress and your eligibility for gaining credits (see sections 6.2.1 Number of credits required and 6.3 Absences).
2.1.3
Lectures
On core modules, and in some options, you will receive lectures. Lectures can serve a variety of functions: they provide information; can give an overview; they present perspectives upon the set texts; they broaden your range of reference; they can offer close readings of texts, and so on. Lectures in the School of English are not there to give an approved line which you are expected to learn and regurgitate in examinations. They are intended to stimulate and to guide your own thinking by offering varied points of departure. You must always respond actively and critically to lectures and this means that note-taking should concentrate on recording interesting ideas or questions that you can follow up in your own work, rather than on trying to get everything that is said down on paper. Attendance at most lectures is not compulsory, although you are strongly advised to take advantage of them. The exception is Foundations of Language Study (BA English Language, Level 1): please note that attendance at seminars and lectures is compulsory for this module.
2.1.4
Feedback
We do our best to return written work as quickly as is compatible with careful marking. If you submit your work on time, you can expect to receive verbal and written feedback on the work 2-4 weeks after the submission date (depending on whether it is unassessed or assessed). Tutors will always provide written feedback on your essays and other written work. Your tutor should give you a cover sheet with the mark and an overall comment, and you can also expect that there will be brief comments and annotations on the body of the essay. You should read and think carefully about the points and suggestions they make (including correction of technical errors), and use them to help you improve your writing technique. In addition to written feedback, you will be given the opportunity on all modules for a brief individual meeting with your module tutor to discuss your work. If you would like additional feedback or advice about your general progression, and an overview of your studies to date, you can also contact your Personal Tutor. Level 1 students will be expected to attend at least one short meeting with their module tutor(s) each semester. This meeting will normally, but not invariably, be based on discussion of a piece of written work. At Levels 2 and 3, you will receive personal feedback on all assessed essays. On modules for which unassessed written work is required, tutors will invite you to make an appointment to see them about your written work at least once in the semester and you are strongly advised to take up this opportunity. Remember that feedback on one module is useful for subsequent modules. You should always receive the written comments on your second assessed essays even though you have completed the module. Written exam feedback is available via the English organisation section of the VLE. This individual feedback is provided anonymously (stored by student ID number). We aim to make this available as soon as possible after the individual module marks are released (usually March for Semester 1 and July for Semester 2). An announcement will be posted to the VLE when this feedback is available. You are encouraged to discuss this with your Personal Tutor. Following consultation with all students, the School has developed an examination assessment and feedback resource, which has become the basis of a Faculty-wide resource. This resource is available to students via the VLE (English>Study Skills) and provides examples of authentic exam scripts (reproduced anonymously) ranging in quality from low, mid and high second-class work, and first-class work. A commentary relating to these exam scripts is also available, as are copies of the relevant exam papers. These are intended to be typical and indicative examples of particular classifications rather than prescriptive models to imitate. They are made available alongside a description of the School of 18
English marking criteria (also http://www.leeds.ac.uk/arts/assessmentandfeedback/
available
in
this
Handbook).
Your degree programme is cumulative. Do not treat each module as a topic separate from all others. Work on one module informs work on others.
2.1.5
Dissertations (ENGL3372)
The only module within the School which is not conducted through seminars or lectures is the Dissertation module. In Level 3 you may choose to write a dissertation (worth 40 credits) on a topic of your choice (subject to approval by the Schools Learning and Teaching Committee), in place of an option in semester 1 and semester 2. The purpose of a dissertation is to develop transferable research and intellectual skills, such as project management, analysis of ones own work, and advanced library usage skills. This module stresses academic creativity and an independent attitude to scholarship. . The dissertation is an opportunity to work independently in order to pursue a particular interest which cannot be studied elsewhere in the Schools module provision, for example, or to develop more fully an interest in a topic you might have studied in Levels 1 or 2 or will be studying in Level 3. It may also be useful for those considering postgraduate study. Please note that you must take care not to replicate work you have already done, or are likely to do for a future form of assessment. If you wish to write a dissertation, start thinking about possible topics by the end of Semester 1 of Level 2. You will be invited to a meeting in Semester 2 where the process of researching and writing a dissertation will be explained to you and you will have the opportunity to ask questions and to talk to members of staff. You can also read advice about preparing and planning a dissertation via the VLE. You do not have to wait until the Module Handbook is available in order to do this. There will be an introduction to writing a dissertation outline (c.100 words) well in advance of the deadline for submission of proposals. You apply to do a dissertation using the form supplied in the VLE (deadline for submission of proposals to be confirmed in the Module Handbook). Successful students are assigned an adviser at the end of Level 2. Students must make contact with their adviser as soon as possible so that the summer vacation can be used for preliminary reading. There will be dissertation workshops throughout level 3 introducing dissertation students to basic research methodologies, referencing and presentation, and the kinds of advanced library skills needed in order to pursue a research project. Your adviser would normally expect to meet you to discuss the dissertation approximately three times in a semester. The format, frequency and duration of these meetings is at your advisors discretion. Your adviser can read samples of written work up to 2500 words plus a plan of your dissertation. This includes c.1500 words to be submitted formally, though not for assessment, in Semester 2., Students who undertake to write a dissertation are mainly responsible for directing and organising their own work. (See also sections 2.2.3 General presentation and section 4 Degree Structures). The deadline for submission of the dissertation is 4.00pm on Monday, 9 May 2011.
2.1.6
Vacation study
Your modules are planned on the assumption that you will use the Christmas vacation for revision and the Easter vacation to consolidate work already done, and to prepare new work. For students in Levels 2 and 3 the Christmas and Easter vacations are also times for working on assessed essays. The summer vacation is particularly valuable for preparing work for the year ahead. This is especially important when there are long works like Beowulf, Paradise Lost or Ulysses to be studied, or if there are unfamiliar or difficult areas of study with which you need time to come to terms. As you plan for this, think of the work that you need to do in the coming year in Semester 2, as well as Semester 1. Even a full-time job during the vacation should leave you plenty of time for reading.
2.1.7
Modules taken outside the School of English
All modules taken outside the School of English, whether as electives or as compulsory or optional modules within a Joint Honours degree scheme, will have their own examination and assessment methods and their own timetable of work. It is your responsibility to find out what these are from the tutors in the departments concerned, and to organise your work so that you meet the requirements of these modules as well as the requirements for the modules taken within the School of English. 19
2.1.8
Preparation weeks
Week 7 of Semester 1 and Week 1 of Semester 2 are preparation weeks. In these weeks, there will be lectures, but no seminars. Students will be expected to attend lectures. In Semester 1, the purpose of the preparation week is to enable you to catch up with preparatory reading for your modules and to work on any assessed essays which are due to be handed in at the end of that week (see section 1 Planners and Timetables); in Semester 2, you should use the time to read in preparation for that semesters modules. In Semester 2, staff will be marking Semester 1 assessed essays and examinations. With such a large cohort of students, it is impossible to mark examination scripts within the brief examination period at the end of Semester 1.
2.1.9
Medical or other difficulties
Though the principal responsibility for study and learning rests with the individual student, you should never hesitate to contact any member of staff (your module tutors, the module convenor, your personal tutor, or particularly, the Student Support Officer, Mrs Delyth Burch) if you are experiencing any kind of difficulty that you feel is affecting your work (see also sections 3.1.7 Special responsibilities of staff and 3.1.8 Personal Tutors). It is your responsibility to organise your study so that minor illnesses (e.g. the common cold), for which you do not need medical treatment, do not significantly affect your academic performance. Generally speaking, Leeds Student Medical Practice (see section 3.6.7 Leeds Student Medical Practice) will not provide a medical note for a minor, self-limiting illness such as the common cold. However, you should consult your GP, and request a medical note, if you are suffering a genuine medical problem which is likely to affect your studies: for example, if you have been, or will need to be, absent for more than seven days (see section 6.3 Absences); or if you feel the problem has seriously affected your ability to complete assessed work or to revise for examinations; or if the problem occurs over the examination period. In these circumstances you may want to request extensions to deadlines. The Schools aim is always to deal as sympathetically as possible with any student who experiences difficult circumstances which might affect their work, and it has a Special Cases Panel which meets twice a year to consider individual cases which are brought to its notice (see section 6.6 Special circumstances).
2.1.10
Personal timetables
You can access your personal timetable for English modules at the beginning of each semester at: https://studentservices.leeds.ac.uk. Go to View Registered Modules and Your Individual Timetable. This will provide details of the activities you need to attend for each module (including the seminar day/time/tutor to which you have been assigned. Please ensure that you follow the link to Your Individual Timetable rather than Information about the timetable for your modules (as the latter details every activity associated with a module). Lecture times cannot be changed. Should you need to change a seminar time for a particular module, you should contact your tutor via email in the first instance to see if it is possible for you to transfer to another of their seminars. If this is not possible, you should then contact Dr Chris Taylor (timetabling).
2.2
STUDY SKILLS
Faculty of Arts Writing Workshops

If you dont know where to start with your essay or want to improve your writing style, there is additional help available. The Faculty of Arts Writing Workshops are led by a team of lecturers and tutors from across the Faculty to assist students to improve their writing ability. Choose which sessions are right for you and just turn up! Each session lasts for 2 hours and is repeated the following semester (unless stated). For further information and booking details, please go to www.leeds.ac.uk/arts/studyskills See also section 3.2.1 University libraries for information on the effective reading, writing and studying workshops offered by Skills@Library: http://skills.library.leeds.ac.uk/.
20
Faculty of Arts Master Classes

The Faculty of Arts Master Classes are an exciting opportunity to higher level Undergraduate students. These Master Classes will give you an insight into interdisciplinary research in the Faculty of Arts as well as an opportunity to discuss key research issues with experts in their respective fields. Looking beyond the boundaries of your discipline will enhance your study experience and it looks good on your CV as well! Each Master Class workshop will last approximately three hours (including a break where you can chat informally about points raised, over free coffee and cakes!). Some light preparatory reading may be expected but nothing which will interfere with your studies. You don't need to have studied the subject area before, all it takes is an active interest. Topics confirmed include Terror and Justice. For further information on the series and how to book, please see: www.leeds.ac.uk/arts/masterclass
Faculty of Arts Undergraduate Research Scholarships

Five Undergraduate Research Scholarships are offered to first-year students to undertake a supervised degree-related research project, one of which will be awarded to a student from English. Projects involve collaboration with various educational and cultural partners of the University of Leeds. All projects will be designed to offer academic challenges and the chance to work independently and creatively. Your chosen research project could involve art exhibitions, museums, theatre, performance, archive work, writing, communications, film or other media of your choice. Successful applicants will receive a Scholarship of 5,000 and be appointed 'student ambassadors' for their Faculty and School. The list of projects for starting Summer 2011 will be announced early 2011, with a view to applications being submitted in Spring 2011. www.leeds.ac.uk/arts/ugresearchscholarships.
2.3
2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8
PREPARATION OF WRITTEN WORK

Introduction Definition of terms General presentation of essays Correction of essays Quotations References: general points References in footnotes (MHRA) Parenthetical references (Harvard)
2.3.1
Introduction
One of the major skills you will develop will be the ability to write clearly and to present an argued case. You should, therefore, think of your written assignments as central to the learning process. These assignments may be essays (the most usual form), projects, analysis or translation in this section we use the term essay to cover all of these. Written assignments are opportunities for you to follow up ideas for yourself (using the library and other resources as appropriate), to develop investigative skills, to exercise your own judgement, and to extend your abilities in analysis, exposition and argument. Clarity of presentation and accuracy of documentation are essential elements in all your written work. Essays should be written in a good, clear style, with Standard English grammar, spelling and punctuation. Nonstandard grammar, spelling and punctuation are penalised in the marking of all written work at all levels, including in assessed essays and examination scripts. There is extensive material to help you with these
21
aspects of essay-writing in the School of English organisation on the VLE. We expect essays to be wordprocessed (though this is not required, except for dissertations submitted at Level 3). Word-processing allows you to draft and edit your work, and helps you achieve a high standard of presentation. (You will find information about computer facilities in section 3.3 Computing.) Some things about scholarly writing are pretty much fixed: the rules of English punctuation, for example, or the principle that clear references to evidence must be given in support of statements of fact. But there is quite a lot about presentation and referencing which varies from one academic context to another. Different organisations have style-guides to tell authors how they should format their work, and the School of English is no exception. Our style guide is, on almost all points, a condensed version of the one issued by the Modern Humanities Research Association: MHRA Style Guide: A Handbook for Authors, Editors, and Writers of Theses, 2nd edn (London: Modern Humanities Research Association, 2008), available for free download at http://www.mhra.org.uk/Publications/Books/StyleGuide/download.shtml. It should be all you need for most writing you do in the School, though when undertaking more advanced work you may need to check details in the Guide itself. The main body of the style guide concerns referencing: the business of telling your reader where youve got your information and ideas from in a way that is clear, consistent and allows them to find key information easily. This isnt about your tutors making you jump through hoops for the dubious pleasure of being able to knock off a few marks for missing commas! Think about it this way: how annoyed would you be if you were reading an article that contained a really interesting quotation from another critic, but the author hadnt referenced that quotation properly? Youd have to do a lot of legwork to find the original whereas if it had been referenced correctly, youd be able to find it straight off in the library catalogue, and then go right to the relevant page. Your tutors want to be able to do the same.
2.3.2
Level 1
Definition of terms
At Level 1, the written work that you submit during the semester forms part of your assessment for that module (see section 4 Degree Structures). However, your work at Level 1 does not count directly towards your degree result (see section 6.1.2 Degree classification). So in practice, the submission of Level 1 essays, described in section 6.5.1 Level 1: all essays, follows the same routine as for the unassessed essays at Levels 2 and 3. The timetable for submission is set out in section 1 Planners and Timetables. Your tutor will keep a careful record of when you submit your work. You must pass the exam element of a module at Level 1 in order to be eligible to pass that module. If outstanding Level 1 assessed work is not received by a set date (see section 6.5.1 Level 1: all essays) you will fail the module, even if you have attained enough marks to pass on the work you have done. If you have not attempted all elements, or you have failed the exam, your mark will be indicated as a failing mark by the letter V until you submit the missing work (which must be of pass standard) or pass the exam, at which point the V will be removed and you will be allowed to keep the mark you originally gained. If your original mark was a failing mark you may take a resit for a maximum mark of 40 (section 6.5.1 (iv)). If you submit assessed work after the deadline set by the School, without having arranged an extension in advance, you will be charged a resit fee by the Universitys Central Student Administration just as you would for re-sitting a failed exam.
Levels 2 & 3
At Levels 2 and 3 most optional modules (and three of the core modules English in Time and Space, The Power of Language, The Language of Power, and American Worlds, American Words) are assessed by the submission of essays at specified times during the semester. These are known as assessed essays. The timetables for submission are set out in section 1 Planners and Timetables. The submission of assessed essays is governed by the regulations set out in section 6.5.3 Levels 2 and 3: assessed essays (and 6.5.4 Level 3: dissertations). At Levels 2 and 3 you will also be required to hand in essays or exercises for those modules which are assessed by end-of-semester examinations only (most core modules), and for some option modules which are assessed by single essays. These are known as unassessed essays. They are an important part of your studies, allowing you to develop your ideas and insights and to have the benefit of your tutors comments. See also section 2.2 Preparation of Written Work. They do not count directly towards 22
your degree, but must be submitted before the assessed essay will be accepted, and your tutor will keep a record of this submission. The timetables for submission for core modules are set out in section 1 Planners and Timetables. The method of submission is described in section 6.5.2 Levels 2 and 3: unassessed essays. It is essential to remember that these unassessed essays or exercises are required work. Failure to submit them by a set date or make a serious attempt at them (see section 6.5.2 Levels 2 and 3: unassessed essays) will result in a maximum of a bare pass mark being awarded for the module. You must not replicate material in assessed work across modules.
2.3.3
General presentation of essays
Heading: at the beginning of the essay, give the title in full; your student ID number; the date; and the name of the tutor and of the module for which the essay is written. If the essay is unassessed, you should also give your name. Pagination and numbering: essays must be presented on A4 paper, which may be either single or doublesided.. All pages must be clearly numbered. Line-spacing: in the body of the essay the text must be 1.5 or double spaced. This makes it easier for markers to comment on your work. Quotations and the bibliography may be single spaced. Fonts and printing: choose a clear, professional-looking font for your work, and print it in an easily legible size (usually 11 or 12 pt, depending on the font), in black ink, with a good printer. As a rule of thumb, sansserif fonts (without sticky-out bits at the ends of the letters, like Arial, used in this handbook) are easiest to read on screen, and seriffed fonts (like Garamond or Times New Roman) easiest on paper. Margins: at least 3cm both left and right for comments from the tutor (the default settings on Word are fine). New paragraphs: after the first paragraph, indent the first line of each new paragraph. Do not indent the first line after an inset quotation unless you are starting a new paragraph. Sub-headings and bullet points: in language essays you are encouraged to use any lay-out or structural devices that may help the reader to follow your argument, such as sub-headings for sections within an essay, and bullet points for lists. Literature essays are more usually written in continuous prose, without subheadings, though some literature tutors will be flexible about this. If in doubt, check with your tutor. Bibliography: all essays should include a bibliography. This should list all works cited in the essay. In literature essays, you may also list other texts consulted in the course of writing the essay. Further information on the formatting of the bibliography will be found below. Binding: staple the pages of your essay together. Dont put the essay in a plastic slip folder. Backups: keep a copy (electronic or paper) of every piece of work so that you can produce it immediately should this become necessary. Please note that additional help with study skills, including essay preparation, can be found in the VLE web pages (see section 3.3.6 Learning online) and in the Faculty of Arts Online Learning Resource (www.leeds.ac.uk/arts/studyskills).
2.3.4
Correction of essays
Sometimes tutors will write unfamiliar squiggly symbols on your essays. These usually bear some resemblance to the British Standards Institute proof correction marks, given in MHRA 15. (Unfortunately, these dont appear in the online version for licensing reasons, but you can see them at www.cse.dmu.ac.uk/~bstahl/CORRECTION_MARKS.pdf.)
2.3.5
Quotations
23
When using someone elses words, it is essential that you put them in quotation marks, with a reference, to show where you got them from. For further explanation of the principles outlined below (particularly on placement of punctuation, quotations within quotations, and complex quotations from plays) see MHRA 9 (pp. 42-46).
Short prose quotations (40 words or less)

Short prose quotations are enclosed within single quotation marks and included in the main body of your essay. Otherwise, you should punctuate the rest of your sentence just as if the quotation was part of your own prose: do not introduce it with a colon or a comma unless you would use a colon or a comma at that point in the sentence anyway. 1. Kiberd contends that it is precisely the mixed experience of the Irish as both victims and exponents of British expansionism which makes them so representative of the underlying process. In this Ossianic landscape, vacant and ruined into sublimity, tombs protrude, bearing physical witness to the dead. I tooke care, he recorded in his autobiography, to penn it moore methodicalli then I found it. The transition in Johns status emerges: he felt angry now when men did not call him Mister.
2. 3. 4.
Long prose quotations (41 words or more)

Long prose quotations are not placed within quotation marks, but inset (with a blank line above and below). As with short quotations, you should punctuate the rest of your sentence as if the quotation was part of your own prose. 1. King Arthurs men respond swiftly and violently to the humiliating proposals put forward by the Roman envoys; they
would have run on them to have slain them, saying that it was a rebuke to all the knights there being present to suffer them to say so to the king [...] And then every man agreed to make war, and to aid after their power.
Actually, it is not least through his liegemens reactions that we are given an impression of the princes disposition. 2. Gladys is devastated:
Thats me, I thought, I want to be a princess, not a servant. I was so upset that when Alice placed the black doll in my arms, I couldnt help flinging it on the floor and screaming, I dont want a black doll, I dont want a black doll. Alice just laughed and said to my mother, Fancy, her not wanting a black doll.
Alice has internalised a patriarchal set of values which secure a different hierarchy between white and Aboriginal women.
Short verse quotations (2 lines or less)

Enclose short verse quotations within single quotation marks within the main body of your text. Mark linebreaks with a spaced upright stroke ( | ): Shakespeare proudly claims Not marble nor the gilded monuments | Of princes shall outlive this powerful rhyme.
Long verse quotations (3 lines or more)
24
Long verse quotations should be inset like a long prose quotation, with the lineation and layout of the verse preserved: 1. Donne takes a more playful, but no less confident line in The Canonization: And if unfit for tombs and hearse Our legend be, it will be fit for verse; And if no piece of chronicle we prove, Well build in sonnets pretty rooms; As well a well-wrought urn becomes The greatest ashes, as half-acre tombs, And by these hymns, all shall approve Us canonized for love.
Omissions (MHRA 5.7, 9.6)

If you omit part of a quotation, mark the omission with an ellipsis in square brackets; if omitting one or more whole lines of verse, put the ellipsis on a separate line: 1. Stuart Clark, in his Thinking with Demons: The Idea of Witchcraft in Early Modern Europe, wrote that the assumption that beliefs in witchcraft were essentially incorrect [...] has prevailed in witchcraft studies for so long because of an overriding, though largely unspoken, commitment to the realist model of knowledge. Donne takes a more playful, but no less confident line in The Canonization: And if unfit for tombs and hearse Our legend be, it will be fit for verse; [...] And by these hymns, all shall approve Us canonized for love.
2.
2.3.6
References: general points
Literature essays and language essays: the usual way to provide references for literature essays is in footnotes. The usual way to provide references for language essays is in brackets in the main text, following the Harvard system. Some tutors will be flexible about which system you should use: if in doubt, ask them. Singular and plural abbreviations: a few abbreviations are doubled to show a plural. Thus the abbreviation for page is p., but the abbreviation for pages is pp.; likewise l. and ll. for line and lines. Online sources (MHRA 11.2.10): this is a rapidly changing field, and online sources can be less stable than printed ones, so its hard to give hard and fast rules here. The most important thing is to remember the principle that references should tell your reader where youve got your information and ideas from in a way that is clear, consistent and allows them to find key information easily. It is never sufficient simply to give the URL of the webpage which you have read. Rather, material read online should as far as possible be treated identically with traditional academic publications. Thus a book read via Google Books should be cited just as you would cite the book if you read it in hard copy in the library; an article read in an academic journal on JSTOR should be cited just as you would cite any other journal article; and so forth. Further details are provided in the sections below.
2.3.7
References in footnotes (MHRA)
See MHRA 10 Placement of footnote handles: footnote handles are the little superscript numbers in the main text which tell you which footnote to read. They always come after other punctuation. They should be placed at the end of a sentence unless this will cause ambiguity.
25
1.
2.
So, as the power of Britain waned [...], pride grew in the Royal family as something which was uniquely ours and which no country could match.208 * This change is confirmed by two peasant autobiographies from eighteenth-century Anglesey which have survived, that of Rhys Cox,33 and of Matthew Owen, the nephew of the drunken feckless poetic genius Goronwy Owen,34 which show an island obsessed with sports often of a violent kind.
End of footnote: footnotes always end in a full stop or equivalent punctuation. First references: the first time you refer to a text in your essay, you need to provide a full reference. The charts overleaf show you what information you should include for the most common kinds of sources, in what order, and how you should punctuate it. In English-language titles of books, articles and journals, all major words should begin with a capital letter (MHRA 6.4). Fuller, step-by-step explanations and more varied examples are available in the MHRA Style Guide. The Guide also covers several other kinds of sources, and you should consult it when citing these: Articles in newspapers and magazines: 11.2.5. Recordings of music or speech: 11.2.11. Films: 11.2.11. Theses and dissertations: 11.2.6. The Bible: 11.2.8. Manuscripts: 11.2.9.
Subsequent references: references to a text after the first, full, reference can be in a shortened form: If referring to a text which you have cited before, the shortest unambiguous reference should be used (MHRA 11.3). This will usually simply be the authors surname and a page number reference, but in the case of ambiguity extra information like volume numbers or shortened forms of titles may be required: Morgan, p. 53. Grimm, IV, pp. 7577. McLeod, Beginning Postcolonialism, p. 15. If making repeated reference to a single literary text it is sufficient to give a bracketed reference in the main text (MHRA 11.2.7). For poems this will be in the form (ll. 14); for Act, Scene and Lines of plays (I. i. 121); and for novels (p. 123). It may also be helpful to give chapter references for novels.
24 25 26
Online texts (MHRA 11.2.10): as far as possible, treat these as the equivalent print publications. A PDF of a printed book or journal article can be cited exactly as you would cite the hard copy. Where a publication is only available online, certain information may have to be missed out: some web-only journals have no page numbers, for example. And of course some websites are not academic publications at all. Where traditional references cannot be applied, give as much as possible of the following information: Authors name Title of item Title of complete work/resource Publication details (volume, issue, date) Full address (Universal Resource Locator (URL)) or DOI (Digital Object Identifier) of the resource (in angle brackets) Date at which the resource was consulted (in square brackets) Location of passage cited (in parentheses)
Bibliography: works should be listed in alphabetical order of first authors surname. The information in the bibliography is presented in the same way as in the footnotes except that the surname of the author (or first
26
author if there is more than one) is put first, followed by a comma. For more detailed guidance see MHRA 11.6. Here are some examples: Iball, Helen, Still my Mouth: Playing in the Face of Terror, Contemporary Theatre Review, 17 (2007), 53341 Ovid, Metamorphoses, ed. and trans. by Frank Justus Miller, The Loeb Classical Library, 4243, 3rd edn by G. P. Goold, 2 vols (Cambridge MA: Harvard University Press, 1984), II, pp. iiv. Shackleton, Mark, Canada, in The Routledge Companion to Postcolonial Studies, ed. by John McLeod (London: Routledge, 2007), pp. 8394 Thomason, Sarah Grey, and Terence Kaufmann, Language Contact, Creolization, and Genetic Linguistics (Berkeley: University of California Press, 1988) For texts where the names of authors are unknown or uncertain, or simply less relevant than the modern editor or translator, it may be more appropriate to list them by the name of the editor or translator, putting the editors name in the author slot at the beginning along with ed. or trans.: Frank Justus Miller, ed. and trans., Ovid: Metamorphoses, The Loeb Classical Library, 4243, 3rd edn by G. P. Goold, 2 vols (Cambridge MA: Harvard University Press, 1984), II, pp. iiv. Heaney, Seamus, trans., Beowulf (London: Faber, 1999)
27
28
2.3.8
Parenthetical references (Harvard)
Harvard referencing is discussed in the MHRA guide, 11.4. The School of English guidelines differ slightly from this, however, to stay in line with the Leeds University Library guidance at http://library.leeds.ac.uk/info/200232/referencing. Format of references: in parentheses, give the surname of the author, the year of publication and, where necessary, a volume number and page reference, as in (Douglas 2002), (Shackleton 2007:35), (Amours 190314:IV, 35). If the author has already been mentioned in the sentence, it is not necessary to repeat their name. English is associated with formal domains and is not used as a community language (Corne 1999:165). Stein (1977:77), using diglossia in Fishmans sense (1967), says that English shows the typical picture of a socially higher variety in a diglossic situation. Multiple authors: 2 authors: (Thomason and Kaufmann 1988) 3 authors: (Nevalainen, Klemola and Laitinen 2006) 4+ authors: (Morrison et al. 1965) Multiple works in one year: if you cite multiple works by the same author from one year, list them in the bibliography in alphabetical order of title and distinguish them by adding letters after the date: (Douglas 2002a), (Douglas 2002b). Bibliography: at this point, the Schools preferred style differs from that recommended in the MHRA Style Guide. It instead follows the Leeds University Library guidelines at http://library.leeds.ac.uk/info/200232/referencing/817/how_do_i_insert_references_into_my_work/3. This gives guidance for citing a very wide range of texts, including online resources. More detailed help for the most common kinds of texts is provided in the chart overleaf. Titles of articles and books should be capitalised according to the conventions of normal prose.
29
30
2.4
2.4.1 2.4.2
CRITERIA FOR MARKING OF WRITTEN WORK

Criteria for classification Marking scheme
2.4.1
Criteria for classification
Your written work, whether it counts directly towards your degree or not, will be marked according to the criteria for classification given below. These criteria for classification are based on the assumption that all students selected should be capable of a II (i) degree at the end of their programme. While this does not imply that every piece of work must reach this standard, the criteria for classification have been drawn up on the assumption that a class lower than II (ii) will imply a performance that falls below our expectation. The criteria below apply if you have made a serious attempt at your work. It is possible to receive a grade of NS (no serious attempt). Students who cheat (plagiarism, copying another students work, inventing data or results) are also liable to suffer severe penalties after an interview with a disciplinary panel. Penalties can include resubmitting your work for a mark of 0 (failing a module can affect your overall classification) or expulsion from the University.
General criteria
Every piece of work you submit for assessment will be evaluated according to the following criteria: you should bear these in mind when planning, researching, writing and editing your work. What follows covers both examinations and assessed essays: self-evidently, some of these criteria will be more appropriate for essays, some for exams (accuracy of recall, for example, is more readily applicable to examination than it is for essays). a) Knowledge 1. Range of reference to texts and scholarly material: range might typically indicate breadth of engagement across texts and scholarly materials as well as ability to engage with material right across a module. Depth should not be sacrificed at the expense of range. 2. Depth of engagement with texts and scholarly material: you will be expected to show rigorous, meticulous detailed engagement with texts (literary works, films, or texts for linguistic analysis), involving evidence of a nuanced engagement and close, attentive reading and/or analysis. 3. Initiative, effort and independence in searching out and using relevant materials and resources, for example, locating materials outside the bibliography, searching the library databases, use of manuscript or other unpublished materials, use of newspapers, microfilm materials, related materials in other media (e.g., film), administration of questionnaires, collection of language in use. 4. Accuracy of recall and/or analysis: detailed knowledge of texts, accurate use of technical and critical terminology, accurate linguistic analysis, accurate use of contextual materials, ability to select specific illustrative examples with awareness of their contextual location within texts. b) Intellectual Skills Critical ability is crucial to the development and exposition of your intellectual skills and typically comprises the following: 1. Conceptual skills: you are introduced to conceptual thinking from Level 1 on as you begin to implement any number of approaches to the material with which you are working. Depending on the module you are taking or the kind of assignment that you are required to write, you should be aware of the approach that you choose to take and the interpretative frame or theoretical framework you are using in your approach to the material. These might be concepts derived from a particular critical, literary or linguistic theory, the influence or teachings of particular practitioners, an approach with an emphasis on historical, cultural, or political issues that have shaped a writer or a text, a particular methodological approach. Developing conceptual skills enables you to ask different kinds of questions
31
about a text or a topic and it is your ability to generate interesting questions that will lead to the areas outlined below. 2. Originality/creativity/freshness of ideas: you can relate these to many of the points listed above: the more breadth you can cover in more detail, the more you are able to show initiative and independence in researching, the greater the originality, creativity and freshness of your ideas. 3. Ability to initiate and conduct an argument: you will need to understand what the supplied question or topic is asking of you, what kinds of questions you need to ask about the given topic, and then you will need to show: 4. Ability to select and marshal material relevant to the topic, to make sure that one major point develops and follows another, that you are building a persuasive case for your argument, and that every point you make can be supported by different forms of evidence from the text, from your findings or from scholarly reading. 5. Ability to work coherently with material of different kinds: you can draw on any one (or even more) of a number of critical, theoretical or methodological approaches. For example, in literary work you might choose to follow a school of critical thought, a particular historicist approach, a psychoanalytical approach, a cultural materialist approach, or a gender-based approach. In linguistic work you may choose to adopt a theory and methodology associated with a particular school of thought, and you will need to state what your source is for grammatical terminology. In both literary and linguistic work, the approach you decide to take will need to be consistent. You will also need to bear in mind what your particular essay word length will allow you to do and what kind of balance you need to achieve. It is better to be selective and coherent than to attempt to be comprehensive. c) Technical Skills 1. Competence in (a) grammar, spelling and punctuation: you can find further advice on these in this handbook, on the Faculty of Arts Study Skills Website and on the VLE. If you feel you would like, or that you need, additional help, look out for information on writing workshops during the course of the academic year: these are held by the Faculty of Arts, by the School and by Skills@Library (http://skills.library.leeds.ac.uk), and details are advertised through posters and through email. 2. Appropriate range of vocabulary, control of style, clarity of expression: by appropriate, we mean that you should have a proficient command of relevant technical and critical terms as well as a vocabulary that allows you to express your ideas with fluency and with nuance. You should write in an academic style. 3. Accuracy and clarity of presentation footnotes, bibliography, references, etc.: there are rules and regulations about these. We have outlined these for you in the Handbook and they should be followed: expect to be penalised if you disregard them. Accuracy of referencing is crucial: it can lead to inadvertent plagiarism so please make sure you get this right. 4. Practical skills: You are expected to develop good time-management skills and essays must be handed in on time. You should expect to work flexibly with the type of essay or project that you have been asked to write: different questions will demand different kinds of skills from you, different modules may require you to think about different or specific conceptual approaches, different essay lengths may also require different skills: a 1700 word essay, for example, is going to demand different skills compared to a 10,000 word dissertation: so critical flexibility and working with a clear understanding of what is required of you is important. Presentation skills are important, whether this means accurate and clear written presentation or clear and organised oral presentation. To avoid penalties it is in your interest to ensure that you are aware of all practical details: dates and times of handing in assessed work; dates and times of examinations; familiarity with a particular examination rubric. It is also important that you take responsibility for ensuring that you hand in TWO IDENTICAL COPIES of your assessed work.
Creative Writing
32
Every piece of creative work you submit for assessment will be evaluated according to the following criteria: you should bear these in mind when planning, researching, writing and editing your work. Self-evidently, some of these criteria will be more appropriate for certain kinds of writing than others. a) Knowledge 1. Initiative, effort and independence in searching out and using relevant materials and resources, for example, locating materials e.g. in the Brotherton Special Collections; examination of manuscript or other unpublished materials, newspapers, reviews, related materials in other media (e.g., film). b) Creative Skills Creative ability is crucial to the development and exposition of your writing skills and typically comprises the following: 1. Conceptual knowledge: you should be aware of genre, historically and conceptually, and the part that this awareness will play in your approach to your material. This might include the influence or discursive writing of particular practitioners, and an awareness of historical, cultural, or political issues that have shaped a writer or a text relevant to your practice. Developing conceptual knowledge enables you to ask different kinds of questions about the practice of writing, and it is your ability to generate interesting questions that will lead to the areas outlined below. 2. Originality/creativity/freshness of ideas: your own ideas and practice will benefit from the initiative and independence shown in reading across genres and periods, as you develop your particular style and voice. 3. Ability to communicate: you will need to understand your audience. c) Technical Skills 1. Competence in (a) grammar, spelling and punctuation: you can find further advice on these in this handbook, on the Faculty of Arts Study Skills Website and on the VLE. If you feel that you would like, or that you need, additional help then look out for information on writing workshops during the course of the academic year: these are held by the Faculty of Arts, by the School and by the Skills Centre and details are advertised through posters and through email. 2. Appropriate range of vocabulary, control of style, clarity of expression: by appropriate, we mean that you should have a proficient command of relevant technical and critical terms as well as a vocabulary that allows you to express your ideas with fluency and with nuance. 3. Accuracy and clarity of presentation footnotes, bibliography, references, etc.: there are rules and regulations about these. Weve outlined these for you in the handbook and they should be followed: expect to be penalised if you disregard them. Accuracy of referencing is crucial: it can lead to inadvertent plagiarism so please make sure that you get this right. 4. Practical skills: You are expected to develop good time-management skills and work must be handed in on time. Presentation skills are important, whether this means accurate and clear written presentation or clear and organised oral presentation. To avoid penalties it is in your interest to ensure that you are aware of all practical details: dates and times of handing in assessed work; familiarity with particular rubrics. It is also important that you take responsibility for ensuring that you hand in TWO IDENTICAL COPIES of your assessed work (both portfolio and journal).
Class I
A First Class piece of work will demonstrate to an increasing extent the following: a) Knowledge: an impressive to outstanding command of the material on the module; a sustained ability to select and to make coherent diverse material, on and beyond the module where appropriate; significant research initiative where appropriate. b) Intellectual skills: independent, perceptive and nuanced insights; an ability to challenge or develop scholarly material or the arguments of others and, where appropriate, to engage with current debate.
33
c) Technical skills: excellent to outstanding command of Standard English with increasing stylistic sophistication.
Class II (i)
An Upper Second Class piece of work will demonstrate the following: a) Knowledge: knowledge of an appropriate range of material on the module; an ability to produce a coherent and sustained argument; wide acquaintance with critical and contextual material where appropriate; evidence of an ability to research specific tasks with independence where appropriate. b) Intellectual skills: ability to select and organise material purposefully and cogently; ability to handle complex ideas; evidence of independent thought. c) Technical skills: good and varied expression; sustained Standard English; good range and control of style; good presentation.
Class II (ii)
A Lower Second Class piece of work will demonstrate the following: a) Knowledge: evidence of knowledge relevant to the module; an acquaintance with critical and contextual material where relevant. b) Intellectual skills: ability to organise an argument; ability to select relevant material for the answering of a particular question; some critical awareness, some ability to handle conceptual thinking. c) Technical skills: competence in the handling of academic prose using Standard English and an appropriate range of vocabulary.
Class III
A Third Class piece of work will demonstrate the following: a) Knowledge of relevant material on the module. b) Intellectual skills: some ability to organise an argument. c) Technical skills: some competence in handling and understanding of prose writing.
Fail
Failed work will demonstrate: a) Knowledge: insufficient or no evidence of knowledge of material on the module. b) Intellectual skills: very limited ability to produce and develop an argument; very limited or no evidenced ability to address the terms of the question. c) Technical skills: incoherent prose writing, very poor control of Standard English. You will also find it helpful to consult the VLE and the Faculty of Arts Online Learning Resource (www.leeds.ac.uk/arts/studyskills) for further practical advice pertaining to these General Criteria (see section 3.3.6 Learning online).
2.4.2
Marking scheme
All marking (of unassessed and assessed essays, and of examination scripts) is in accordance with the Universitys Module Grade Scale (MGS), 20-90, below. At Level 1 tutors will pay particular attention to technical skills such as grammar, spelling, punctuation and paragraphing, though these will be taken into account at all levels. At all levels tutors will keep a record of the unassessed essay marks. See section 2.2.2 Definition of terms for the distinction between assessed essays and unassessed essays.) Exceptional First 90 54
34
Low First Borderline First High 2:1
Marginal 2:1 Borderline 2:1 High 2:2
89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55
Marginal 2:2 Borderline 2:2 High Third
Marginal Third Bare Pass Fail
53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20
35
SECTION THREE RESOURCES AND FACILITIES
Section Three Resources and Facilities

In this section you will find information on the School of English, libraries, computing, bookshops, Equality and Diversity, health and welfare, careers and the complaints procedure 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 School of English Libraries Computing Bookshops Equality and Diversity Health and welfare Careers Complaints
3.1
3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 3.1.8 3.1.9
SCHOOL OF ENGLISH
Structure of the School Key staff members Administrative staff Academic staff Location and layout of the School Workshop Theatre Special responsibilities of staff Personal Tutors Consultation hours
3.1.10 International students 3.1.11 Mature students 3.1.12 Part-time students 3.1.13 Noticeboards and pigeonholes 3.1.14 Student representation 3.1.15 Student-Staff Forum 3.1.16 Questionnaires 3.1.17 Poetry readings 3.1.18 Special lectures 3.1.19 Poetry and Audience 3.1.20 English Society
3.1.1
Structure of the School
36
The Schools main decision making-body is the Board of Studies, which meets frequently during term. It is supported by a number of committees which have particular areas of responsibility. The one most closely concerned with undergraduate matters is the Learning and Teaching Committee.
3.1.2
Key staff members
Professor Francis OGorman Head of School room 8.G.14a; email f.j.ogorman@leeds.ac.uk; tel 0113 34 34752 Members of staff and students may consult him by appointment with his assistant (Mr Max Broady, m.e.broady@leeds.ac.uk).
Ms Nicola Wildman Senior Administrator room 10.G.06; email n.wildman@leeds.ac.uk; tel 0113 34 34719 Ms Wildman is normally to be found in her office during the working day. You should not hesitate to consult her on any matter which would not be the immediate concern of your Personal or Module Tutor. Ms Wildman is responsible for absence monitoring.
Mrs Delyth Burch Student Support Officer; Adviser to Students with Disabilities room 10.2.01; email d.m.burch@leeds.ac.uk; tel 0113 34 37859 Mrs Burch is available to talk about pastoral issues, personal circumstances and/or offer advice to students who have or think they may have a disability, any of which may impact on your work or ability to study. Mrs Burch can provide guidance and arrange extensions for assessed work, if necessary. She chairs the Schools Special Cases Panel (see section 6.6.5 Special Cases Panel). Office Hours: Mon, Tue, Thu: 13.00 - 16:30; Wed & Fri: 9.15 - 12.45. Drop-in or make an appointment during term-time.
37
Dr Fiona Becket Director for Learning and Teaching (Chair of the School Learning and Teaching Committee) room 8.1.05; email f.d.becket@leeds.ac.uk; tel 0113 34 34736 Members of staff and students may consult her on academic issues relating to learning and teaching during her office hour or at other times by appointment.
Mrs Louise Powell Administrator for Undergraduate Learning & Teaching room 8.G.13; email l.e.powell@leeds.ac.uk; tel 0113 34 34735 Mrs Powell is also normally to be found in her office during the working day (Monday-Thursday). Mrs Powell is able to advise on administrative procedures related to learning and teaching, such as degree programme structures and regulations, registration, module enrolment, and the submission of assessed work.
Mr Burkhard Hauder Coordinator for International and Erasmus programmes room 6.G.16; email b.hauder@leeds.ac.uk; tel 0113 34 34764 Mr Hauder is the contact for incoming visiting students and Leeds students studying abroad. He can normally be found in his office (6.G.16) during the working day.
3.1.3
Administrative staff
Mr Max Broady Assistant to Head of School m.e.broady@leeds.ac.uk
Ms Maddy Burrows Undergraduate Admissions Officer undergrad-english@leeds.ac.uk
Ms Lindsey English Assistant to Ms Wildman l.english@leeds.ac.uk
38
Mrs Clare Lewis Administrator for Postgraduate Programmes postgrad-english@leeds.ac.uk
Ms Pamela Rhodes General Office Manager p.rhodes@leeds.ac.uk
Dr Chris Taylor Systems Support (timetabling, module and programme catalogues, VLE, etc.) c.l.taylor@leeds.ac.uk
3.1.4
Academic staff
Telephone numbers: 0113 34 [followed by extension] Photographs of academic staff can be found in the entrance to the School or on the website: www.leeds.ac.uk/english
Name Dr Catherine Batt Dr Fiona Becket Professor Bridget Bennett Professor Stephen Bottoms Professor Michael Brennan Dr Richard Brown Professor Martin Butler Dr Hamilton Carroll Dr Joanne Close Dr Marta Cobb Dr Fiona Douglas Dr Sam Durrant Professor David Fairer Dr Denis Flannery Dr Christiana Gregoriou Dr Alaric Hall Professor Paul Hammond Dr Tracy Hargreaves Dr David Higgins Professor Graham Huggan Dr Helen Iball Dr Alison Johnson Dr Robert Jones Title Senior Lecturer, Medieval Literature Senior Lecturer, Modern and Contemporary Literature American Literature Theatre Studies Renaissance Studies Reader, Modern Literature Renaissance Drama Lecturer, American Literature Teaching Fellow, English Language Teaching Fellow in Medieval Literature Lecturer, English Language Senior Lecturer, Postcolonial Literature Eighteenth-Century English Literature Senior Lecturer, American Literature Lecturer, English Language Lecturer, Medieval Literature Seventeenth-Century English Literature Senior Lecturer, Modern and Contemporary Literature Lecturer, English Literature (17701832) Commonwealth and Postcolonial Literatures Lecturer, Theatre Studies Lecturer, English Language Senior Lecturer, EighteenthRoom 9.1.13 8.1.05 7.G.02 6.G.21 8.1.04 6.G.20 7.G.01 6.G.19 9.2.10 6.1.10a 7.1.05 6.1.09 5.G.01 7.1.06 8.1.03 7.2.02 6.1.11 8.2.11 8.2.12 7.1.03 WT 5.G.05 10.2.06 Tel 34758 34736 34751 34737 34745 34765 34766 36899 34676 34743 33597 34768 34762 34742 34793 34761 34746 34755 34799 34767 34799 38099 34744 Email c.j.batt@leeds.ac.uk f.d.becket@leeds.ac.uk b.k.g.bennett@leeds.ac.uk s.j.bottoms@leeds.ac.uk m.g.brennan@leeds.ac.uk r.h.brown@leeds.ac.uk m.h.butler@leeds.ac.uk h.e.m.carroll@leeds.ac.uk j.l.close@leeds.ac.uk
m.k.d.cobb@leeds.ac.uk
f.m.douglas@leeds.ac.uk s.r.durrant@leeds.ac.uk d.fairer@leeds.ac.uk d.j.m.flannery@leeds.ac.uk c.gregoriou@leeds.ac.uk a.t.p.hall@leeds.ac.uk p.f.hammond@leeds.ac.uk t.hargreaves@leeds.ac.uk d.higgins@leeds.ac.uk g.d.m.huggan@leeds.ac.uk h.iball@leeds.ac.uk a.j.johnson@leeds.ac.uk r.w.jones@leeds.ac.uk
39
Professor Vivien Jones Dr Ananya Kabir Professor David Lindley Professor John McLeod Dr Katy Mullin Professor Stuart Murray Dr Brendon Nicholls Professor Francis OGorman Dr Lourdes Orozco Dr Ruth Payne-Woolridge Professor Jane Plastow Dr Jay Prosser Dr Laurence Publicover Dr Nicholas Ray Dr Julia Reid Dr Jane Rickard Dr Richard Salmon Mr Tim Skelly Dr Simon Swift Dr Mark Taylor-Batty Professor Clive Upton Dr Andrew Warnes Professor John Whale
Century Literature Eighteenth-Century Gender and Culture Senior Lecturer, Commonwealth and Postcolonial Literatures Renaissance Literature Postcolonial and Diaspora Literatures Senior Lecturer, Modern Literature Contemporary Literatures and Film Lecturer, African Literature and Cultures Victorian Literature Lecturer, Theatre Studies Teaching Fellow in English Language African Theatre Reader, Humanities Teaching Fellow in Renaissance Literature Lecturer, Critical and Cultural Theory Lecturer, Victorian Literature Lecturer, Renaissance Literature Senior Lecturer, Victorian Literature Teaching Fellow, Theatre Studies Lecturer, Critical and Cultural Theory Senior Lecturer, Theatre Studies English Language Reader, American Literature Romantic Literature
6.2.20 10.2.07 9.G.05 7.2.03 8.2.15 5.1.04 9.1.11 5.1.03 WT 6.2.16 WT 5.2.01 10.2.08 5.2.03 8.2.14 8.2.10 9.G.08 WT 7.G.04 WT 5.G.02 5.1.01 10.2.04
34738 32693 34741 34753 34748 34747 34769 34798 34720 38706 34722 34776 34750 34775 37035 34770 34757 35004 34771 34725 34740 34743 34763
v.m.jones@leeds.ac.uk a.j.kabir@leeds.ac.uk d.lindley@leeds.ac.uk j.m.mcleod@leeds.ac.uk k.e.mullin@leeds.ac.uk s.f.murray@leeds.ac.uk b.l.nicholls@leeds.ac.uk f.j.ogorman@leeds.ac.uk l.orozco@leeds.ac.uk
r.paynewoolridge@leeds.ac.uk
j.e.plastow@leeds.ac.uk j.d.prosser@leeds.ac.uk
l.publicover@leeds.ac.uk
n.j.ray@leeds.ac.uk j.reid@leeds.ac.uk j.rickard@leeds.ac.uk r.salmon@leeds.ac.uk t.p.skelly@leeds.ac.uk s.swift@leeds.ac.uk m.j.taylorbatty@leeds.ac.uk c.s.upton@leeds.ac.uk a.warnes@leeds.ac.uk j.c.whale@leeds.ac.uk
3.1.5
Location and layout of the School

tel +44 (0)113 34 34739 fax 34774 web www.leeds.ac.uk/english
School of English University of Leeds Leeds LS2 9JT UK
The School is located on Cavendish Road and is housed in three separate buildings (please see map below highlighted in green). Houses 6, 8 and 10 are on one side of Cavendish Road and Houses 5, 7 and 9 on the other side of Cavendish Road. The Workshop Theatre is in a converted church building opposite the main school building.
40
Each room in the School is numbered, for example, 9.G.03. The first number indicates the House number, the second number indicates the Floor number, and the third number indicates the room number. Therefore, 9.G.03 is in house 9, ground floor, room 3.
Location of the Schools seminar rooms

Most of the Schools teaching takes place in tutors own rooms. However, the School houses a number of seminar rooms, as follows: Seminar Rooms 1 4 Seminar Room 5 Seminar Room 6 Seminar Room 7 Seminar Room 8 Lower Ground (LG) floor of House 8 (entrance via Ground floor of House 10) First floor of House 10 Ground floor of House 9 Lower Ground floor of House 5 Lower Ground floor of House 5
General Office
The General Office can be found on the Ground floor of House 10 (Main Building). The normal opening hours during term-time are 9:15-12:45 and 14:00-16:30. Ms Pamela Rhodes, the Office Manager, and her assistants will do their best to help with any queries. The General Office can be used to make initial enquiries on any topic; hand in assessed and unassessed work; collect lecture notes; leave messages for staff in their pigeonholes and purchase module books and handouts.
The Foyer
The Schools Foyer is on the Ground floor in House 8 and is intended as a reading room/common area during the working day for all students studying English. However, this space is sometimes used for departmental functions, such as undergraduate/postgraduate open days and on these occasions we may ask you to vacate the area.
3.1.6
Workshop Theatre
41
The Workshop Theatre comprises four performance spaces a studio, a fully equipped proscenium-arch theatre, and two workshop spaces all of which are devoted to the practical and academic teaching of Theatre Studies within the School. The Banham Theatre is located in the Michael Sadler building. The other performance spaces are housed on both floors of the former Emmanuel Institute which, after an extensive refurbishment, re-opened in the autumn of 2000 with its new name of The Workshop Theatre. Auditions for BA and MA productions are held throughout the year and these are open to all students and staff in the School of English.
3.1.7
Special responsibilities of staff
If you have problems with a particular module, you should first speak to the individual tutor concerned. You are also welcome to arrange to see your Year Tutor (see list below), who has overall responsibility for academic matters. There may be other occasions when you will find it helpful to speak to the Module Coordinator. Module coordinators are members of staff who (as you will see from the list below) are in charge of those modules taken by very large numbers of students and taught by teams of tutors. Additionally, in the lists which follow you will find the names of members of staff who have other special responsibilities. Please do not hesitate to contact them at any stage during the year. There may also be times when you find it useful to contact your Personal Tutor (see section 3.1.8 Personal Tutors).
Attendance Tutors
Level 1 Level 2 Level 3 Visiting and Elective JH Personal Tutors (JHASS) Dr Sam Durrant Dr Julia Reid Dr Richard Salmon To be confirmed Professor David Fairer (2008-11) Professor Stuart Murray (2007-11) Dr Jay Prosser (2007-11) Dr Joanne Close Dr Laurence Publicover Dr Catherine Batt Dr Christiana Gregoriou Dr Christiana Gregoriou Dr Simon Swift Dr Fiona Douglas Dr Alison Johnson Professor Bridget Bennett Dr Catherine Batt Professor Clive Upton Dr Fiona Becket Professor Michael Brennan Dr Alaric Hall Professor Paul Hammond Professor Michael Brennan Dr Catherine Batt Dr Robert Jones Dr David Higgins Professor Clive Upton Dr Fiona Douglas
JH Personal Tutors (JHML) Part-time students International/Erasmus Tutor
Undergraduate Programme Coordinator

English Language
Module Coordinators
Prose: Reading and Interpretation Language, Text and Context Foundations of Language Study Poetry: Reading and Interpretation Exploring Medieval Literature Language Methodologies and Research Methods Twentieth-Century Fiction in English (Elective) The Plays of Shakespeare (Elective) Icelandic Language and Culture I (Elective) Renaissance Literature Civil War & Restoration Literature Medieval Renascence Eighteenth-Century Literature Literature of the Romantic Period English in Time and Space The Power of Language, The Language of Power
42
Victorian Literature Modern Literature Postcolonial Literature American Words, American Worlds Contemporary Literature Shakespeare
Dr Richard Salmon Dr Richard Brown Dr Brendon Nicholls Dr Jay Prosser Professor John McLeod Professor David Lindley Dr David Higgins Professor Paul Hammond Dr Jane Rickard Dr Alison Johnson Mrs Delyth Burch Professor Bridget Bennett Professor Stephen Bottoms
Other Responsibilities
Director of Personal Tutoring Dissertation Tutor Undergraduate Admissions Tutor Adviser to Mature Students Adviser to Students with Disabilities Harassment Advisers
3.1.8
Personal Tutors
Personal Tutoring is taken very seriously by the University as a way of supporting the academic, professional, and personal development of students. Arrangements for Personal Tutoring in the School of English are overseen by the Director of Personal Tutoring (see section 3.1.7 Special responsibilities of staff). All Single Honours Level 1 students will be assigned a Personal Tutor, whom it is hoped will act as your Adviser for academic and/or personal issues for the whole of your undergraduate degree; your Personal Tutor is in addition to your individual module tutors, whom you can also expect to see at least once a semester for written and verbal feedback and advice on your work. Regrettably, it is sometimes necessary to move students to another Personal Tutor (due to staffing changes) and you should therefore check the name of your Personal Tutor at the beginning of each academic session on the Leeds for Life website. Joint Honours students are given a Personal Tutor by the Joint Honours Centre, although there are a number of other staff in the School that you may wish to contact about a specific issue (see sections 3.1.2 Key staff members and 3.1.7 Special responsibilities of staff) You should feel able to approach your Personal Tutor (confidentially if need be) with any difficulties which may affect your work, either directly or indirectly. If your parent department is English, you should expect: 1. 2. 3. 4. to meet your Personal Tutor at the beginning of Level 1, when they will introduce themselves and explain their role to you; to meet with your Personal Tutor once a semester to discuss your academic progress and any other issues; Personal Tutors to maintain a record of tutorial meetings that have taken place and to note when a student declines to attend; to have the opportunity to meet your Personal Tutor during the first two weeks of term 3 (usually mid to late April) to discuss your progress and/or module choices (see section 4.1.4 Module choices for 2011-2012); to be able to request additional meetings with your Personal Tutor and expect him or her to accede to the request within a reasonable time; your Personal Tutor to have access to the full profile of your performance across your programme of study (if you wish to discuss the full profile of your performance with your Personal Tutor, please bear in mind point 3) below); to be able to ask your Personal Tutor to write references for you. Bear in mind, however, that a tutor who has taught you may be more knowledgeable and able to provide a fuller reference. It is courteous to ask a potential referee, including your Personal Tutor, whether they are willing to support you before using their name on an application/CV.
5. 6.
7.
43
8.
Personal Tutors to place in the Schools files an agreed record of any relevant matters that arise during meetings for the purpose of writing references, supporting cases of mitigating circumstances, audit, etc. If you wish any matter to be treated as confidential, this should be clearly stated. Such information will then only be released with your permission unless it seriously affects your safety or the safety of others.
If your parent department is English, your Personal Tutor can expect you: 1. 2. 3. to inform yourself of who your Personal Tutor is; to reply to any emails they send you; to ensure that you are adequately prepared for the meeting (for example, filling in your Personal Development Plan if you wish to meet your Personal Tutor to discuss the full profile of your performance across your programme of study, see point 6) above); to inform them when you wish to use them as a referee.
4.
You are, of course, also welcome to discuss any matters with the tutors who teach you, and with those members of staff who have special responsibilities in a particular area. Mrs Delyth Burch is the Schools Student Support Officer who can offer pastoral support, she is available to discuss issues of a personal nature which may be affecting your work. (see sections 3.1.2 Key staff members and 3.1.7 Special responsibilities of staff). If, for a specified reason, you would like to discuss the possibility of changing your Personal Tutor, you should contact the Director of Personal Tutoring (see section 3.1.7 Special responsibilities of staff) in the first instance. In the case of point 8 above, please note that it remains your responsibility to apply for consideration at the Special Cases Panel.
3.1.9
Consultation hours
By each tutors door you will find a notice of their consultation hours i.e. those times each week when they are available for consultation by students. During consultation hours, tutors are available to their personal tutees, those attending their seminars and all students attending their lectures or doing a module they coordinate. Try to avoid disturbing a tutor outside these hours unless in an emergency. You may request a meeting at some other time: email is the best way of making contact, or you may use the pigeon-holes in the General Office if you wish to leave a note for your tutor. Please note that Joint Honours students should take any problems to do with their degree scheme (as opposed to their academic work in the School) directly to the Centre for Joint Honours.
3.1.10
International students
International students may be non-British students on a degree programme, or visiting students. We realise that you may have to adjust to a new country, and to different methods of teaching, learning and assessment, and that you may be uncertain about what you are expected to do from week to week. We are very willing to give you advice and help you plan your work in this new situation. Please do not hesitate to discuss your work with your tutors or with the appropriate adviser (see sections 3.1.2 Key staff members and 3.1.7 Special responsibilities of staff and above for advisers names). Students whose native language is not English are permitted to take an approved basic translation dictionary with them into exams. Any student who is unsure can see consult the list of approved dictionaries by Taught Student Administration: www.leeds.ac.uk/ssc/examdict.htm. Although you may not have a named Personal Tutor in the School of English, there are still a number of people you should feel free to consult if you have questions or are looking for advice. Each academic tutor has a specified office hour, the details of which are displayed outside their room. This hour is specifically set aside for you to come and discuss any aspect of your work or any other issue you might have. Staff email addresses are also posted in the General Office which is where youll find staff pigeon holes. You can also expect to meet your module tutor on an individual basis to receive feedback or advice on your academic work once each semester. Mr Burkhard Hauder is the Schools Coordinator for International and Erasmus programmes (b.hauder@leeds.ac.uk) and can normally be found in his office (6.G.16) during the working day. Ms Nicola Wildman is the Schools Senior Administrator (10.G.06, n.wildman@leeds.ac.uk) and Mrs 44
Delyth Burch is the Student Support Officer (10.2.01, d.m.burch@leeds.ac.uk), both are available to discuss anything you are unsure about or are having problems with. They are very willing to help find solutions to problems or suggest the next appropriate course of action. Mrs Louise Powell, Administrator for Undergraduate Learning and Teaching (8.G.13, l.e.powell@leeds.ac.uk) is also available to discuss any administrative matter relating to Learning and Teaching (for example, module and programme requirements, module enrolment and assessed essay submission). Dr Fiona Becket is the Director for Learning and Teaching (room 8.1.05, f.d.becket@leeds.ac.uk) and is available to discuss any questions or issues you might have relating to any aspect of your academic work.
The International Student Office

The International Student Office provides specialist services for students from outside the UK. Students can visit without an appointment and get information by telephone and email. 18 Blenheim Terrace (across the road from the Parkinson Steps, near Blackwells Bookshop). tel: 0113 34 33930 email: internationalstudents@leeds.ac.uk web: www.leeds.ac.uk/international Specialist advice and help on: Settling in to life in Leeds Immigration, including visa extensions Police registration Opening a bank account Homesickness and culture shock Working in the UK during and after studies Healthcare information UK study methods Council Tax Public transport and driving in the UK Facilities and activities for families Childcare and schooling Academic difficulties Personal concerns Social activities: International Student Lounge with free tea and coffee Global caf Day trips to other parts of the UK Visits to a British home The International Student Office sends out regular news and invitations to social events. Students can join the mailing list by emailing or visiting the office. See also the website: www.leeds.ac.uk/international/eventscurrentstudents.htm.
3.1.11
Mature students (21+)
Keep your eye on the Mature Students noticeboard, and join the University Mature Students Society (MatSoc). Dr Alison Johnson is the Schools Adviser to Mature students (room 5.G.05; email: a.j.johnson@leeds.ac.uk; tel: 0113 34 38099), and will be pleased to discuss any problems. If there are restrictions in the times you are available for seminars, please let your tutors know immediately, so that you can be put in a suitably timetabled group.
3.1.12
Part-time students
The adviser to part-time students is Dr Catherine Batt (room 9.1.13; email: c.j.batt@leeds.ac.uk; tel: 0113 34 34758). Dr Batt will be pleased to discuss any matter of importance to you. 45
3.1.13
Noticeboards and pigeon-holes
Although most communication with individuals, and even groups, is by email, we use notice boards for some information. So keep your eye on the Schools notice boards, since important information about your modules is posted there. Notice boards for Levels 1, 2 and 3 are situated in the corridor on the lower ground floor of the main building. Details of forthcoming extra-curricular lectures, or notices of meetings which you are welcome to attend, will be posted on the General Notice board near the drinks machine. The notice board to the left of the main entrance is for urgent notices only. Undergraduate pigeon-holes are on the first floor of the Main Building (at the top of the stairs in House 10). Make sure you look there regularly.
3.1.14
Student representation
Students have an important part to play in this structure through the Student:Staff Forum (see section 3.1.15 Student:Staff Forum) and through representation on Board of Studies and Learning and Teaching Committee (LTC). Two members of Student-Staff Forum (normally the Chair and one other) are non-voting members of Board of Studies. Two members of Student:Staff Forum sit on LTC. There are also postgraduate representatives on both Board of Studies and LTC. You also have a significant contribution to make to programme development through the system of questionnaires and programme review (see section 3.1.16 Questionnaires).
3.1.15
Student:Staff Forum
The Student:Staff Forum consists of representatives of different categories of student in each level of study who are elected at the beginning of each year (watch out for an email from the School requesting representatives). There are also staff members, who in 2010-11 will be: Professor Francis OGorman, Dr Fiona Becket, Ms Nicola Wildman, Mrs Louise Powell, Professor Bridget Bennett and (member to be appointed). The Chair and Secretary of the Forum are students, elected from the Forum membership. The Forum is concerned with academic matters, including the review of student questionnaires and the annual processes of programme review, both of which are very important in the development of the Schools modules and degree schemes, and also with more domestic issues (e.g. facilities for students, social matters, etc.). In order to be as fully informed as possible, students on this Forum are given a mornings induction during which the Schools procedures are fully explained. The forum is advisory, not executive, but its minutes which the Chair of the forum presents to the Schools Board of Studies are carefully considered by the Board. The notice board for the Student:Staff Forum is in the entrance to the Foyer from the corridor on the left. On it you will find material relevant to the forum and photos of the elected representatives. Representatives usually communicate with their constituents by email. The Forum also has a presence on the VLE, which includes the agendas and minutes of each meeting and a discussion forum. Please make good use of this resource by asking your representative to raise specific issues (academic or domestic).
3.1.16
Questionnaires
Questionnaires form a very important part of the Schools monitoring, evaluating and improving of its programme provision. We take them seriously, and expect students to do the same. Its easy to think that questionnaires just disappear into a black hole, but the procedures set out below ensure that they are fully and properly considered. At the end of each module you will receive a questionnaire, which asks both for check-box responses to questions about the module, and for more extended written comments on your experience. Both parts of the questionnaire are equally important. Questionnaires are distributed during seminars, and you will be given time to complete them there and then. The tutor will leave the room whilst you do this, and at the end of the seminar a member of the group should take the questionnaires in an envelope directly to the General Office. The questionnaires are completed anonymously, but even so we take care not to read them until the 46
assessment/examination process for that module is finished. When they have been read by the tutors concerned, reports are written on the questionnaires for each module (by the tutor in the case of options, and by the tutors and the module co-ordinator for the larger modules taught by teams of tutors). These comment on strengths and weaknesses as identified by students and indicate plans for development in the coming year. The reports go to the Schools Learning and Teaching Committee for review (along with the questionnaires themselves). There is then feedback to students via the Student:Staff Forum, whose members see the reports on the modules, and are invited to comment further upon them. Students do not have access to individual questionnaires. Student:Staff Forum members should address themselves to the Director of Learning and Teaching in any event of query or dissatisfaction with action following from questionnaire reports. Every module is reviewed annually in this way and, in addition, reports on the Schools modules are sent to the Faculty Learning and Teaching Committee. As you study for each module, remember that you will be asked to evaluate it, so that, when the questionnaires are distributed, your views are well developed and you are ready with constructive comments. The questions are posted in advance on the VLE.
3.1.17
Poetry readings
The School organises a number of readings every year when poets come to read from their latest work. Watch out for notices.
3.1.18
Special lectures
During the year the School arranges several visiting lectures. Many of these are related to your work, but others have a more general interest. You are also welcome to attend special lectures organised in other departments, and to go to the public lectures organised by the University.
3.1.19
Poetry and Audience
The magazine Poetry and Audience has appeared continuously since 1954. It is run by students (with assistance from the School of English). The School of English has a flourishing tradition of creative writing, and anyone interested in this should contact the editor via the pigeon-hole in the General Office.
3.1.20
English Society
The English Society is a Students Union Society which is closely associated with the School of English (although it is not formally part of the School). In 2006, the Society won the Riley Award for the Best Departmental Society. It is financed by the Union and is open to all members of the Union, whether the student studies English or not, and to lecturers in the School. The Society has a student secretary, and its functions include the organisation of theatre visits, visiting lecturers, readings, social evenings etc. All English students are recommended to join this society and to take part in its activities. Keep an eye on the English Society notice board (in the Foyer) for details of forthcoming events.
3.2
3.2.1 3.2.2
LIBRARIES
University libraries Leeds Public Library
3.2.1
University libraries
The University Library is among the best outside London. You will need to familiarise yourself with the Library in order to make the most effective and efficient use of its large holdings. It is worth spending a morning discovering where the English section is in the various parts of the Library, getting to know its layout, and locating the catalogues and reference works. The large number of students puts considerable pressure on library resources so that it is necessary for you to search for the books you will need some time before the deadline for your essay. You are taking a risk if you go to the Library a few days before your essay is due, hoping that you will find the texts there. Dont forget that the Library is not just the place to find
47
physical books. The University Library also supplies rich electronic resources of a wide variety including online versions of journals which are also on its shelves. These are accessible from any on-campus computer and usually off-campus through the Library catalogue on the internet. It can be hard to keep up with the skills needed to access the resources provided so be willing to ask for help. Detailed guides to the libraries are available free at the Customer Services counters and on the Librarys web-pages. You should make every effort to attend briefing sessions and courses and to read the printed and on-line guides to enable you to make the most of these excellent resources. Check the Library web-pages for up-to-date information on opening hours and facilities: http://www.leeds.ac.uk/library
The Edward Boyle Library

You will find the main student collections in this building, on Levels 8, 9, 12 and 13, with a section for videos, DVDs and CDs on Level 8. Multiple copies of books to support taught courses are on Level 9 (entry level) and Level 8 and can be borrowed for 7 days. The High Demand Collection (HDC), also on Level 9, contains books, photocopied articles and key audio-visual resources for 3 day or 4 hour loan. Reference books, which are confined to the Library, are on Levels 12 and 13 where there is plenty of space to study. The Edward Boyle Library also houses the Learning Centre which provides over 200 computers with access to library resources and computing services. There are also 500 extra seats, as well as a large conference room, group study/training rooms and a silent study area.
The Brotherton Library

The Brotherton Library, behind the Parkinson Building on Woodhouse Lane, is used by staff and postgraduates as well as undergraduates. It contains research collections and extensive runs of academic journals, but also many books of use to undergraduates, including extra copies of most books on reading lists. Once again there is extensive study space, and it is usually much less crowded than the Edward Boyle Library. A 60-seater computer cluster is provided. There is also a group study room, and a group study area in the West Building with flexible seating.
The catalogue
For any book you need you should first search the online catalogue, which can be consulted at terminals throughout the Brotherton and Edward Boyle Libraries, and any computer with internet connection. The catalogue is self-explanatory and easy to use. It lets you search for books or photocopied articles by author/editor, title, subject or keyword, and tells you whether or not they are on loan. Journals and networked electronic resources may also be searched for, often linking directly to full-text information. It is not possible to search the catalogue for individual articles in academic journals.
Availability of books
The University librarians are extremely helpful in ordering books, building up stocks, and meeting the demand made on resources by undergraduates. However, in order to help support undergraduate learning, they need information. Could you therefore help by recalling any book which is out when you need it? This gives the Library staff statistical information about the most urgent requirements amongst undergraduate readers. The School would also be grateful if you would inform your tutor, the relevant lecturer, or the English librarian of any gaps in the Librarys holdings. Please check your email regularly for notices from the Library, which may be to recall a book you have out, or to notify you that a book you have recalled is now available for you. Recalled books must be returned promptly. If you do not do this, you will incur a fine (which increases daily). You can check your library record through the catalogue on the Librarys webpages or through the Library link on the Student Portal.
Borrowing and returning books

The Brotherton and Edward Boyle Libraries provide self-issue and return machines, as well as book return boxes located near the entrances, so that you may borrow or return books without having to go to the issue counters.
Renewals
48
Self-service renewal of barcoded books can be done via the Library catalogue. Books with barcodes may also be renewed by telephone during library opening hours on 0113 34 35663. Non-barcoded books must be renewed by bringing them into the Library.
Further help and information

You can ask for help at any of the Enquiry Desks, call 0113 34 35663, email library@leeds.ac.uk or the Arts Faculties Team arts@library.leeds.ac.uk or contact your Faculty Team Librarian, Rachel Robinson, r.a.robinson@leeds.ac.uk. http://library.leeds.ac.uk/info/200119/english.
Skills@Library
Skills@Library is a service offering support to students, researchers and staff to enhance their learning, teaching and research. Skills@Library offers workshops on writing skills, effective reading, managing study and research, exam preparation, and more. They also offer one to one support in drop-in sessions. For further information visit the website: http://skills.library.leeds.ac.uk/.
3.2.2
Leeds Public Library
Leeds Public Library is next to the Town Hall on the Headrow. It has a very good lending library, which will sometimes provide you with a text which happens to be out of the University library. (You can obtain a readers ticket by getting the appropriate form from the library, and asking your tutor or a Leeds resident to give his/her support to your application.) There is also a very good reference library upstairs, which does not lend books, and whose nineteenth-century atmosphere is congenial, and you do not need a membership card to work there.
3.3
3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.3.6 3.3.7 3.3.8
COMPUTING
Introduction The Portal Information Systems Services (ISS) Computer cluster in the School of English Word-processing Learning online Good practice Security
3.3.1
Introduction
All students in the School have access to the University computer network, which is provided by Information Systems Services (ISS). New students must take advantage of the introductory sessions offered by ISS, which will familiarise you with the basic procedures of logging on, accessing relevant software (including word-processing and the internet) and using email. It is necessary for all students to familiarise themselves with Information Technology: if you are a technophobe, you should attempt to conquer your fears! The University system is a complex one, and there is sometimes more than one way of accessing the same information. This can be confusing, and you are advised to take advantage of all the help you are offered. You must use your university email account. Staff will not communicate with you through a private email.
3.3.2
The Portal
The Portal is the first thing you see on entering your username and password. If you are on a computer outside the university, go to www.leeds.ac.uk and click on the Portal link (direct link: http://portal.leeds.ac.uk). This will give you access to nearly all the facilities you would have on a university cluster.
49
Through the Portal you get access to a wide range of facilities, including general University information, the Library, your timetable, email, and your final marks for modules and ultimately the classification of your degree. Through the Portal you can sign up for modules and see your results. There are also areas for each module that you are or have been registered for (under My Modules); some of these contain course materials, others link to the Universitys Virtual Learning Environment (VLE).
3.3.3
Information Systems Services (ISS)
ISS provides all undergraduate computing facilities. The ISS Help Desk can advise on individual problems, runs courses, and stocks a wide range of well-written, free documentation on simple and advanced computing facilities at Leeds. Go to www.leeds.ac.uk/iss/documentation. If you experience any problems, you can also get individual help from the Help Desk. The best way to do this is by email (helpdesk@leeds.ac.uk), but you can also telephone for help (0113 343 3333, or 33333 on the University phone network) or visit the Help Desk in person. The Help Desk can be found in the Edward Boyle library and during term time is open on weekdays from 8:00-21:00 (Mon-Fri) and 12:00-17:00 (Sat-Sun). Most clusters have internal phones which can be used to contact the Help Desk. You should also take responsibility for your own learning of the computer. There are online tutorials you can do, there are help buttons on most programs, and there are plenty of books to help you. If you want space to set up your own website, go to www.personal.leeds.ac.uk.
3.3.4
Computer cluster in the School of English
You are allowed to use any of the clusters in the University which are designated for cafeteria (i.e. nonteaching) use. A full list can be obtained from the ISS Help Desk or online at www.leeds.ac.uk/iss/clusters. One of these cafeteria clusters is on the second floor of 10 Cavendish Road, and, like all the others, it is run by ISS and available to all undergraduates. It is open from 09:00-16:30 on weekdays during term. Many of the other ISS clusters are open outside these hours and some clusters are open 24hrs / 7 days a week. Do not eat or drink in the clusters. Spillage can cause serious damage to computers and disks. Wireless access is also available across most of the campus, including parts of the School of English. To find out more about university wifi, go to http://iss.leeds.ac.uk/wireless
3.3.5
Word-processing
All ISS clusters use Windows XP. The recommended word processor is Word (part of the MS Office suite) and you will find this on all university cluster PCs. Note that if you have the newer Windows Vista on your own computer, you will need to save files in a format that can be read by computers running Windows XP if you want them to be read on university machines. It is expected that students and staff will used Microsoft Office for word-processing. You can purchase your own copy of MS Office (cheaply) from ISS Sales. That said, most word processors allow you to export your documents in Word format but check that theyre reliable. One free option, also provided in University clusters, is Open Office, www.openoffice.org.
3.3.6
Learning online
Many of your modules will use the Virtual Learning Environment (VLE): a place where teaching materials can be placed on the web, in such a way that they are visible only to those with a right to see them. The easiest way to access the VLE is to go to the Portal and click on the VLE link on the right-hand side or log in directly at http://vlebb.leeds.ac.uk. The helpdesk for the VLE is the usual ISS one (tel: 33333, email: helpdesk@leeds.ac.uk). The School of English organisation in the VLE also contains links to important information (like an electronic version of this book), advice on the necessary skills for studying and researching English and recommended links.
50
The Faculty of Arts Online Learning Resource www.leeds.ac.uk/arts/studyskills provides a detailed online resource available to, and designed for, all Faculty of Arts students. Although this is designed to support and enhance study and research skills for Level 1 students, students at Levels 2 and 3 are also likely to find this new resource helpful. The internet generally is a valuable source of reference material of a variety of sorts, but you have to know how to evaluate the authority and academic credibility of the materials. Always think about who has written the material you are accessing. What are their qualifications? Is the information likely to be accurate and reliable? Is it biased? Is it up-to-date? Sites such as Wikipedia, while often a good starting-point, are particularly problematic as sources of information for university work because they can be edited by anyone, regardless of knowledge or qualification, and their content is ever-changing. Wherever possible track down reliable resources for your subject. Use the training materials in the School of English pages of the VLE and the Faculty of Arts Online Learning Resource. The University Library homepage will also give you some useful starting points. Note that, just like books and articles, web resources need to be scrupulously and accurately referenced if you use them in your work (see section 2.2 Preparation of Written Work). The Library of the University of Leeds supports a variety of databases which you may find useful. Enter it from the Portal (otherwise off-campus users might be denied access to some of its facilities). Explore. There are databases of poetry, prose and drama, the Oxford English Dictionary, and the MLA Bibliography, among other useful resources. Most journal articles can be read on-screen. The library catalogue can also be browsed in a variety of ways. Experiment.
3.3.7
Good practice
Save as you write

When you are writing a document using a word processor, you must save your file regularly. Things sometimes go wrong with the system so that everyone gets thrown off it; you might make some disastrous alteration; even university-wide power-cuts are not unknown. So save as you work. You can either click the Save button from time to time, hold down the Ctrl key and press S, or get the word-processor to do it for you. To get Microsoft Word to make periodic saves for you go to Tools, then Options, then Save. Mark the box for Automatic Save and decide how often you want it to save for you (5 minutes is about right for most people). You should also mark the first box, Always create backup copy, as this will ensure that there are always two versions of your document in the same place. If you use the network computers, you should save these working copies in your user directory on the system (this is the normal place, to which the ISS Word setup defaults), which is your m: drive. This is very safe as it is backed up on a daily basis. You can also see it from anywhere in the world, via the Desktop Anywhere link in the Portal or by logging on to <ftp.home.leeds.ac.uk/>. If you use your own computer, you should save both to the hard disk and to a USB drive.
Back-up copies
Difficulties with your computer, printer, or memory stick are not acceptable reasons for late submission of essays. Even without accidents (such as burglary, fire, or flood), a computer could develop a mechanical fault which makes the entire hard disk unusable, and prevents the recovery of any files held on it. Disks also become old, or get damaged, and become unreadable. The network is the safest place for storage, but even that may go down. You must have more than one copy of each of your files, and you must not have them all in the same place. The automatic backup copy made by Word is not enough, as it is in the same place as the original. If you are working on your own PC, ensure that you keep one copy on your hard disk and (at least) one on a USB drive at all stages of your work. If you are using the network, keep one copy on the m: drive and one on a USB.
Plan your printing
51
Do not leave all the printing to the last minute. Printers are frequently overloaded, especially on the days when essays are due in. Print each section as it is finished. Things do go wrong with printing.
3.3.8
Security
Computers have the potential to become infected by viruses, programs that lurk inside files and emerge to attack various aspects of the working of a computer; your email account may be subject to scams such as phishing, whereby you are conned into revealing important information like your university password. It is important for all members of the University community to work to keep both University computers and their own free from interference: see the ISS Golden Rules of IT Security at http://campus.leeds.ac.uk/isms/The_Golden_Rules_of_IT_Security_2.0.pdf and their advice on phishing at http://campus.leeds.ac.uk/isms/advice/phishing.html. The computing facilities of the University are provided for academic purposes, and are governed by the University's Information Security Policies which can be found at http://campus.leeds.ac.uk/isms. Of particular relevance to all undergraduates is the 'Use of Computer Systems Policy', which amongst other controls, defines the 'Acceptable Use' of facilities made available to you. It is your personal responsibility to familiarise yourself with this policy (and any others that apply to you) and to visit the site periodically to check for any changes. Any breach of Information Security Policy may result in the suspension of your user account and/or disciplinary action.
3.4
BOOKSHOPS
The Union Bookshop has an excellent stock of set texts, textbooks and critical works. The staff are helpful and will order any book for you. Blackwells University Bookshopcan also be useful. Try to buy any necessary books well in advance of your needing them. Waterstones in Albion Street is a very good general bookshop with a large stock; they regularly organise readings by well-known writers. You can usually find most books online; useful sites are Amazon or Abebooks. At the beginning of each year some students offer for sale used copies of set texts. Keep your eyes on the noticeboards for these. Ideally, of course, you should try to build up your own library for future use.
3.5
3.5.1 3.5.2 3.5.3 3.5.4
EQUALITY AND DIVERSITY

Introduction Students with disabilities / dyslexia Equality Service Harassment and bullying
3.5.1
Introduction
The University of Leeds is proud to be a multi-cultural community. We value diversity, and are determined to ensure: that we treat all individuals fairly, with dignity and respect; that the opportunities we provide are open to all; that we provide a safe, supportive and welcoming environment for staff, for students and for visitors. In recognition of the fact that further work is needed to create a truly inclusive community, a wide-ranging plan of action is being implemented to tackle discrimination and to promote diversity. Details can be found on the Universitys Equality and Diversity website: www.equality.leeds.ac.uk/ed/
The Faculty of Arts and Diversity

To promote equality and diversity within the Faculty of Arts, Diversity Officers have been appointed. Their role is to help the Faculty work within the Universitys Equality and Diversity policy and existing legal requirements, by proactively encouraging measures to recognise equality and diversity issues across the faculty for students and staff. 52
If you have questions about anything related to equality and diversity, contact details for the Diversity Officers are: Dr Thea Pitman (t.pitman@leeds.ac.uk) 0113 34 33521 Simon Webster (s.j.webster@leeds.ac.uk) 0113 34 33355 The School of English strongly supports this policy and we do our best to help all students feel comfortable here, feel fairly treated, and get the help they need. We hope that our modules deal in an interesting and challenging way with many of the intellectual concerns of the Equality Service. We expect students to treat each other (and the staff) with respect and to develop sensitivity in dealing with a range of people. It is in the nature of English studies that issues of gender, ethnicity, class and disability must be discussed openly in a scholarly way. This does involve dealing with material which you may find challenging or even offensive: we all have to learn how to do this in a way which is questioning and critical, but respectful. The Schools Equal Opportunities Officers are: Professor Stuart Murray room: 5.1.04 tel: 0113 34 34747 email: s.f.murray@leeds.ac.uk Dr Alison Johnson room: 5.G.05 tel: 0113 34 34727 email: a.j.johnson@leeds.ac.uk You are welcome to take issues to them, whether they are personal or of more general concern. General matters can also be raised through the Schools Student:Staff Forum. You can also approach the Equality Service.
3.5.2
Students with disabilities / dyslexia
Mrs Delyth Burch is the Schools adviser to students with disabilities and dyslexia (room 10.2.01; email: d.m.burch@leeds.ac.uk; tel: 0113 34 37859) (see 3.1.2 Key staff members), and you are encouraged to contact her should you wish to discuss any aspect of our disability provision. The Universitys Disability Services, which is part of the Equality Service (see section 3.5.2 Equality Service), provides advice and guidance to disabled and dyslexic students. The Universitys website is at www.equality.leeds.ac.uk/forstudents/disability and all students should look at this. If you know you have a disability or dyslexia, or think you might have, it is up to you to contact Disability Services if you think help would be useful. If you wish to keep your condition private, of course you may, but you will then receive no help or consideration. Students who wish to inform the School of a disability or a condition of dyslexia must do so formally by contacting Disability Services. Students may do this directly or contact the Schools adviser to disabled students to seek advice and discuss this procedure. The School of English will make every effort to help disabled students in the way recommended by Disability Services after assessment, but disabled and dyslexic students will be assessed on the same basis as all other students. The only exception is for some students with dyslexia: in essays or other assignments, dyslexic students are penalised in the same way as all other students for errors in spelling, grammar and punctuation, but in some cases (as recommended by Disability Services) these are overlooked in exams. If you have a disability or dyslexia you may need to give your tutors and lecturers suggestions about some of the techniques they can use which will help you (e.g. describing OHPs, using a microphone). Disabled students are allowed to tape record lectures if it is recommended in an Assessment of Need report (provided by Disability Services). If you do wish to record lectures, however, you must inform the lecturer before the lecture. You must not allow anyone else to listen to your recordings. To get these kinds of help you can approach your tutor directly or through the adviser. We cannot change some things (e.g. the lecture theatre equipment), but it is possible to change the room in which a lecture or seminar is held so that a student with a mobility impairment can get to it.
53
When you are assessed by Disability Services you may be asked to name two staff members to whom information about you may be released. If you want your lecturers and tutors in the School to be informed of your needs, we recommend that you name Mrs Delyth Burch, Student Support Officer, in the School of English. This will ensure that appropriate guidelines are sent to those who teach you. If you do not name Mrs Burch, it is your responsibility to inform the School as, for reasons of confidentiality, Disability Services do not release information to departments without your permission. Students who need to make special arrangements for examinations must do so through Disability Services. The School cannot organise special arrangements for you. You must do this early (by Week 5 of the semester in which you take the exam). Students may have accidents or illnesses that result in a temporary disability which means that they need to make special arrangements for one set of examinations. In such cases (e.g. broken arm, eye injury) arrangements for taking your examination in Special Circumstances can be made at short notice by the Examinations Office. If this happens to you, you should contact Ms Nicola Wildman, the Schools Senior Administrator, as soon as possible, so that arrangements can be made.
3.5.3
The Equality Service
Here is the information for students from the Equality Service itself: The Equality Service is located at the heart of the campus, in the Social Sciences Building. It incorporates Disability Services and the Academic Transcription Centre and provides advice and support for students and staff, which can be accessed through its website and through direct contact with its staff, either by email or drop-in guidance. Its mission is to work with University departments and services to help deliver a truly inclusive multi-cultural community, in which every individual is treated fairly and with dignity and respect in a safe, supportive and welcoming environment. The Equality Services work includes reminding each individual of his/her own responsibility in building a community in which diversity is valued and discrimination is unacceptable. An important role of the Equality Service is to assist in the provision of a first class, innovative and flexible learning and teaching environment for students of all ages and backgrounds, so helping to ensure that students are able to reach their potential in an open, inclusive and responsive setting.
How to Contact the Equality Service

Location: Ground Floor, Social Sciences Building opening hours: Mon: 11:00-17:00 and Tues Fri: 08:45-17:00 tel: (0113) 34 33927 fax: (0113) 34 33944 web: www.equality.leeds.ac.uk email: equality@leeds.ac.uk
Information for disabled / dyslexic students

Voice/Text-phone: (0113) 34 32616 email: disability@leeds.ac.uk Disability Services is a recognised assessment centre and provides a range of guidance and support to disabled and dyslexic students: Support with applications for Disabled Students Allowances if appropriate; Guidance on appropriate technology; 24 hour personal assistance scheme; Trained note-takers, readers and interpreters; Communication support for deaf and hearing-impaired students; Transcription of material into alternative formats, e.g. Braille, large print, audio disk and CD; Workshops for dyslexic students; Arrangements for examination concessions
54
Students requiring assistance are advised to register with Disability Services at the earliest opportunity. For special exam arrangements you must register with the Equality Service no later than the end of October for Semester 1 exams and by the end of February for Semester 2 exams.
Information about Equality and Diversity issues

The Equality Service promotes and supports equality and diversity throughout the University. The Equality Service website provides detailed information on services and policies. Concerns about any unfair treatment can be raised either with Leeds University Union Student Advice Centre http://www.leedsuniversityunion.org.uk/helpandadvice/ or the Equality Service. Guidance on how to proceed is in the Universitys Code of Practice on Harassment and Bullying, which applies to both staff and students.
3.5.4
Harassment and bullying
Harassment and bullying occur in many different settings and in many different forms, and are just as likely to occur within a university setting as anywhere else. Students and staff need to be aware of this. The Universitys policy on harassment and bullying and procedures for dealing with incidents are in the document Dignity and mutual respect: the Universitys policy against bullying, harassment and victimisation: www.equality.leeds.ac.uk/DMR/DMR-policy.htm. Within the School your initial points of contact are: Professor Bridget Bennett room: 7.G.02 tel: 0113 343 4751 email: b.k.g.bennett@leeds.ac.uk Professor Stephen Bottoms room: 6.2.21 tel: 0113 343 4737 email: s.j.bottoms@leeds.ac.uk
3.6
3.6.1 3.6.2 3.6.3 3.6.4
HEALTH AND WELFARE

School of English Health and Safety Fire safety Student Support Network
3.6.1
The School of English
The School has advisers to meet various needs, as well as a Personal Tutor system, overseen by the Director of Personal Tutoring. For these, please see sections 3.1.7 Special responsibilities of staff to 3.5.4 Harassment and bullying, where you will also find information about the Universitys advisers for international students and disabled students.
3.6.2
Health and Safety
The School is committed to a policy of seeking to ensure the safety and physical well-being of all its members and visitors. To this end it carries out safety inspections and fire drills, has procedures in place for the reporting of incidents and accidents, and encourages anyone with observations on health and safety issues to raise them at once. Three members of staff have particular responsibility for Health and Safety issues: Mr Burkhard Hauder room: 6.G.16 tel: 0113 34 34764 email: b.hauder@leeds.ac.uk 55
Professor Clive Upton room: 5.G.02 tel: 0113 34 34730 email: c.s.upton@leeds.ac.uk Mr Lee Dalley (Workshop Theatre) room: Workshop Theatre tel: 0113 34 34723 email: l.dalley@leeds.ac.uk If you are concerned about any aspect of safety in the School of English, including the buildings, equipment or practices please address them to one of these three people. Everyone in the School is reminded that they are responsible for ensuring that their behaviour does not put them or others at risk of accident or injury. Should an accident occur, this must be reported immediately to Mr Burkhard Hauder.
3.6.3
Fire safety
Signs indicating fire exits are posted around the building and it is essential that students familiarise themselves with the fire escape routes nearest to the rooms in which they attend seminars in the School of English. This is particularly important in view of the layout of these old buildings. Fire drills will be held each year. Students are also asked to ensure that they never block fire exits or wedge fire doors open. If a fire alarm should sound, all staff, students and visitors must vacate building by the safest route immediately. The meeting point is along the side road opposite the School, in-between the School of Education and School of English houses 5, 7 and 9.
3.6.4
Student Support Network
The Student Support Network brings together all the vital student health and welfare services under one heading. It includes the Student Advice Centre, Nightline, Student Counselling Centre, Leeds Student Medical Practice, Disability Services, and so on. Visit the SSN website for further details about everything this network has to offer. http://www.leeds.ac.uk/ssn/. Student Advice Centre Student Advice Centre advisers offer information, guidance and advice on such problems as immigration, childcare, debt counselling and budgeting, benefits, loan schemes, hardship fund applications, housing rights, house-hunting, and much more. They also have expertise in the kinds of problems encountered particularly by international, mature and part-time students. See http://www.leedsuniversityunion.org.uk/helpandadvice/ Nightline Nightline offers a confidential listening and information service run by students. The telephone numbers are 0113 380 1381 for listening and 0113 380 1380 for information. Nightlines are open 20:00-8:00 during term time. To talk to someone in person, call in upstairs in Leeds University Union during office hours during term time. Visit: http://www.leedsnightline.co.uk/ Samaritans The Samaritans also offers a confidential listening service for anyone who is in crisis, suicidal or despairing. The telephone number is 0345 909090 and it is open 24 hours a day every day of the year. For face-to-face contact, the Samaritan centre at 93 Clarendon Road (just behind campus) is open to callers from 8:00-22:00 daily its best to ring first to arrange to visit. Student Counselling Centre 19 Clarendon Place tel: 0113 34 34107 email: stucouns@adm.leeds.ac.uk web: www.leeds.ac.uk/studentcounselling
56
You can make an appointment by phoning the above number from outside the University or, if you are on campus, phone extension 34107 or call in to make an appointment in person, and you may drop in without appointment between 13:00-14:00 (term time only). The hours of opening are 09:30-16:30 Monday to Friday. After an initial meeting you may be offered up to six sessions, each lasting 50 minutes. At the end of the six sessions various options will be open to you. Leeds Student Medical Practice 4 Blenheim Court, Blenheim Walk, Leeds, LS2 9AE tel: 0113 295 4488 web: www.leeds.ac.uk/lsmp You may register with a local doctor if you wish, but new students are advised to register with the Leeds Student Medical Practice soon after arrival. This provides a comprehensive GP-type service plus a sick bay.
3.7
3.7.1 3.7.2 3.7.3 3.7.4
CAREERS
Careers for English graduates Further study Leeds for Life Careers Centre
3.7.1
Careers for English graduates
English students pursue all kinds of careers when they graduate from the University of Leeds. Whether they go directly into work or go on to do postgraduate study, there is no definitive pattern which you might see with a more vocationally oriented degree. Here is a flavour of the kinds of work and study taken up by past students of the School of English: accountancy; banking; librarianship; marketing; public relations; publishing; secondary/primary teaching; teaching English overseas; the Army; theatre; TV production; writing.
Employability
Dont leave thinking about your career until you graduate. Take advantage of the wide range of workshops and seminars organised by the Faculty of Arts which offer advice on how to make the most of your university career, from an employability perspective. On Wednesday, 17 November 2010 we will be holding Expo 10, which is an extravaganza of a careers fair, alumni panels, workshops and one-to-one advice, all rolled into one hectic day. Please take this opportunity to meet with alumni and other experts working in a wide range of interesting fields from Journalism and Media, to Community and Charity work. For further information please see: www.leeds.ac.uk/arts/employability.
3.7.2
Further study
English students often go on to further study. Qualifications include PGCE, MA, PhD and Law conversion coures at various institutions. For further details see the Graduate Further Destination Statistics (available in the Careers Centre). Most of the employers who advertise through the Careers Centre are looking for graduates of any degree discipline. Obviously, there will be jobs where specialised technical skills are needed as well as a good deal of luck and experience (e.g. jobs in the Media). However, if you have the right personal qualities, potential and aptitude a whole range of careers is open to you. Employers will be interested in what practical skills you have, whether you get on with people, what your strengths are and how they (and you) can make the best of them.
57
3.7.3
Leeds for Life
During your degree course you will use a range of skills which are transferable and which will be valuable to you in your career. For example: Communication skills: you develop these through writing essays; expressing an argument; expressing your views coherently during lectures and seminars, good use of Standard English. Research skills are developed by looking extracting/summarising, documenting sources. up texts, analysing literature, linguistic analysis,
Other skills: you develop are in IT, in computing, (e.g. word-processing, Windows XP, Word), timemanagement skills (as shown by punctuality, and an ability to meet deadlines), ability to work independently without close supervision. Should you feel that you need assistance in developing any of these skills, contact Skills@Library who offer workshops and one-to-one support (see section 3.2.1 The University libraries, Skills@Library). The Leeds for Life student dashboard gives you easy access to explore the variety of opportunities offered at Leeds (see section v Leeds for Life) and visit the website: http://leedsforlife.leeds.ac.uk/. Extracurricular activities provide evidence of where your interests lie and what motivates and drives you. For example, you may have been involved in sports, which means that, potentially, you are a good teamworker. If you were captain, you may have latent leadership qualities. Working with Nightline might reflect an ability to cope with difficult human issues. Having an administrative post in a society will suggest good organisational skills, motivating and persuading people. Work experience, whether it is part-time, temporary or voluntary, shows that you can be reliable and take on responsibility. For example, working in a bar usually means that you have to work under pressure, deal with cash as well as (sometimes awkward) customers, and be flexible to work unsociable and unpredictable hours. For certain kinds of work, e.g. journalism, extracurricular work and work experience are the key to getting in. Many English students are interested in journalism and publishing and those who have evidence to prove their commitment will be favoured over those who have not. Voluntary work or work-shadowing at a local TV station, or contributions made to a university publication may look far more impressive on your CV than a short taught course. Your academic studies are interesting and important to you. However, unless you are thinking of following an academic career, employers will be more concerned with evidence to show that you are able to apply your knowledge and intelligence to real life situations. For example, during a debate it is essential that you are aware of facts and knowledge. However, it is not simply what you know that wins through in the end: the skill of persuasion and influencing other people can give you a real advantage. Different jobs require different skills and personal qualities. Depending on your personality, character and interests, you will be drawn naturally towards certain types of careers. Many English students would like to get into the media when they leave university. Apart from being one of the toughest industries to get into, this is a very broad career aim in terms of both occupation and type of employer (TV, radio, newspapers). Questions you need to ask yourself are What am I good at?, Where would I feel comfortable working?, What kind of role do I want to have? The TV presenter has a very different role from that of the programme researcher, the camera operator, or the financial manager. However, the skills which make a good TV presenter are transferable to other kinds of work where an out-going personality, excellent communication skills and flexibility are paramount (e.g. PR, sales). To make the most of your time at Leeds it will be important for you to develop your skills. Be aware of your strengths and the kinds of things you could do to improve them. Dont force yourself to do sports just because you think you should be able to demonstrate good team-working skills to an employer. If you dont enjoy sports you can always get involved in organising events with other people through clubs and societies both within and outside of the university. Remember that everything you do, all the things you enjoy, whether
58
through your leisure or academic activities, will demonstrate to yourself, as well as to an employer, the kind(s) of career to which you are suited.
3.7.4
Careers Centre
A visit to the Careers Centre, ideally at the start of your second year, will help you to organise your thoughts and plans for your next career move. You may be interested in one of the career planning modules offered by the Careers Centre as a 10-credit module. You can discuss your career plans with a careers adviser as well as get help with applications. You will also find information on a wide range of occupations, background on employers, postgraduate study and funding, vacation work, events and, of course, graduate jobs. The Careers Centre is located at: 5-7 Cromer Terrace (on campus); tel: 0113 34 35298; web: http://careerweb.leeds.ac.uk.
3.8
COMPLAINTS
The University has a formal complaints procedure. The details of how it operates and information about sources of help and advice are in the Taught Student Guide and also on the Universitys web-pages. A complaint is most likely to be about the treatment an individual has received, either at departmental or university level, as a result of individual actions or departmental/university policy and practice. There is a separate procedure for appealing against results: see section 6.1.5 Appeals. See also 3.8.1 Whistle-blowing
3.8.1
Whistle-blowing
The University has a policy on whistle-blowing and a set of procedures for dealing with matters which are reported by this means. Details are given in the Taught Student Guide and also on the Universitys webpages. Whistle-blowing is usually about individual or institutional malpractice which jeopardises the proper conduct of the Universitys affairs. The whistle-blower might not be directly affected by the malpractice that he or she reports but is motivated, rather, by a sense of responsibility towards the institution as a whole.
59
SECTION FOUR DEGREE STRUCTURES

In this section you will find information on the degree structures in the School of English 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 Single Honours English Language and Literature Single Honours English Literature & Theatre Studies Single Honours English Language Joint Honours with English Module choices for 2011-2012 Changing modules Study Abroad Work Placement
4.1
4.1.1
SINGLE HONOURS ENGLISH LANGUAGE & LITERATURE

Level 1
Students must take the following core modules: Language, Text and Context Semester 1 20 credits Prose: Reading and Interpretation Semester 1 20 credits Exploring Medieval Literature Semester 2 20 credits Poetry: Reading and Interpretation Semester 2 20 credits Plus a further 40 credits of elective modules. (Students on this programme are not eligible to take elective modules offered by the School, with the exception of Icelandic Language and Culture.)
4.1.2
Level 2
Students must take four of the following core modules (two in each semester): Civil War and Restoration Literature Semester 1 20 credits English in Time and Space Semester 1 20 credits Renaissance Literature Semester 1 20 credits The Medieval Renascence: Chaucer, Langland and the Semester 1 20 credits Gawain Poet Eighteenth-Century Literature Semester 2 20 credits The Power of Language, The Language of Power Semester 2 20 credits Literature of the Romantic Period Semester 2 20 credits Plus a further 40 credits which may be chosen from either (a) a list of Option modules offered by the School; or (b) one or two further core modules; or (c) from Elective modules offered in another department. NB: A maximum of 20 credits may be taken in modules offered outside the School at Level 2. Students at Levels 1 and 2 are required to pass all Core modules before they can progress to the next level. Possibility of a years Study Abroad or Work Placement (see sections 4.5 Study Abroad and 4.6 Work Placement).
4.1.3
Level 3
Students must take two of the following core modules (one in each semester):
60
Modern Literature Semester 1 20 credits Postcolonial Literature Semester 1 20 credits Victorian Literature Semester 1 20 credits American Words, American Worlds 1900-Present Semester 2 20 credits Contemporary Literature Semester 2 20 credits Shakespeare Semester 2 20 credits The Power of Language, The Language of Power Semester 2 20 credits Plus a further 80 credits which may be chosen from either (a) a list of Option modules offered by the School; or (b) further core modules from Level 2 or 3; or (c) from Elective modules offered in another department. NB: A maximum of 40 credits may be taken in modules offered outside the School at Level 3 (which may include up to a maximum of 20 credits of Special Skills modules (see section 21.2 Degree classification)). Level 3 students are not eligible to take Level 1 modules unless they are deemed to be a Special Skill. There is the possibility of replacing an Option in each semester by a dissertation (40 credits)(see section 1.5 Dissertations). If you wish to do so, you must make a formal proposal to the Dissertations Tutor describing your topic in about 100 words (forms for this are available in the VLE (see section 3.3.6 Learning online), as are guidelines for their completion). If your proposal is accepted, you will be assigned an adviser, whom you will be able to contact via email to arrange an initial consultation. See also sections 4.5 Module choices for 2011-2012 and 4.6 Changing modules.
4.2
4.2.1
SINGLE HONOURS ENGLISH LITERATURE & THEATRE STUDIES

Level 1
Students must take the following core modules: Approaches to Theatre and Performance Semesters 1 and 2 40 credits Prose: Reading and Interpretation Semester 1 20 credits Poetry: Reading and Interpretation Semester 2 20 credits Plus a further 40 credits of Elective modules. (Students on this programme are not eligible to take Electives in English literature or Theatre Studies offered by the School.)
4.2.2
Level 2
Students must take the following core modules: Performing the Past Semester 1 20 credits Theatre, Society and Self Semester 2 20 credits Plus two of the following core modules: Civil War and Restoration Literature Semester 1 20 credits Renaissance Literature Semester 1 20 credits The Medieval Renascence: Chaucer, Langland and the Semester 1 20 credits Gawain Poet Eighteenth-Century Literature Semester 2 20 credits Literature of the Romantic Period Semester 2 20 credits Plus a further 40 credits which may be chosen from either (a) a list of Option modules offered by the School; or (b) one or two further core modules; or (c) from Elective modules offered in another department. NB: A maximum of 20 credits may be taken in modules offered outside the School at Level 2. Students at Levels 1 and 2 are required to pass all Core modules before they can progress to the next level.
61
Possibility of a years Study Abroad or Work Placement (see sections 4.5 Study Abroad and 4.6 Work Placement).
4.2.3
Level 3
Students must take the following core modules: Issues in Contemporary Theatre Semester 1 20 credits The Practical Essay Semester 2 20 credits Plus two of the following core modules: Modern Literature Semester 1 20 credits Postcolonial Literature Semester 1 20 credits Victorian Literature Semester 1 20 credits American Words, American Worlds 1900-Present Semester 2 20 credits Contemporary Literature Semester 2 20 credits Shakespeare Semester 2 20 credits Plus a further 40 credits which may be chosen from either (a) a list of Option modules offered by the School; or (b) further core modules from Level 2 or 3; or (c) from Elective modules offered in another department. NB: A maximum of 40 credits may be taken in modules offered outside the School at Level 3 (which may include up to 20 credits of Special Skills modules (see section 21.2 Degree classification)). Level 3 students are not eligible to take Level 1 modules unless they are deemed to be a Special Skill. There is the possibility of replacing an Option in each semester by a dissertation (40 credits) (see section 1.5 Dissertations). If you wish to do so, you must make a formal proposal to the Dissertations Tutor describing your topic in about 100 words (forms for this are available in the VLE (see section 3.3.6 Learning online), as are guidelines for their completion). If your proposal is accepted, you will be assigned an adviser, whom you will be able to contact via email to arrange an initial consultation. See also sections 4.5 Module choices for 2011-2012 and 4.6 Changing modules.
4.3
4.3.1
SINGLE HONOURS ENGLISH LANGUAGE

Level 1
Students must take the following core modules: Foundations of Language Study Semester 1 20 credits Language, Text and Context Semester 1 20 credits Exploring Medieval Literature Semester 2 20 credits Language Methodologies and Research Methods Semester 2 20 credits Plus a further 40 credits of Elective modules. (Electives must be taken in a subject other than English Language. SH English Language students may take an elective in English Literature if they wish, subject to availability.)
4.3.2
Level 2
Semester 1 Semester 2 20 credits 20 credits
Students must take the following core modules: English in Time and Space The Power of Language, The Language of Power
Plus a further 40-80 credits of approved modules in English Language and/or Medieval Studies offered by the School of English, the School of Education or the Department of Linguistics and Phonetics. Up to 40 credits may be taken as Elective modules (i.e. modules other than approved modules in English Language and/or Medieval Studies offered by the departments listed above).
62
NB: A maximum of 60 credits may be taken in modules offered outside the School of English at Level 2. A maximum of 20 credits worth of Level 1 modules may be taken in Level 2. Students at Levels 1 and 2 are required to pass all Core modules before they can progress to the next level. Possibility of a years Study Abroad or Work Placement (see sections 4.5 Study Abroad and 4.6 Work Placement).
4.3.3
Level 3
Semesters 1 and 2 40 credits
Students must take the following core module: Dissertation
The following core module must be taken by students in Level 3 during 2010-11 only. From 2011-12 this module will become a Level 2 core module. The Power of Language, The Language of Power Semester 2 20 credits Plus a further 40-60 credits of approved modules in English Language and/or Medieval Studies offered by the School of English, the School of Education or the Department of Linguistics and Phonetics. A maximum of 20 credits may be taken as Elective modules (i.e. modules other than approved modules in English Language and/or Medieval Studies offered by the departments listed above). Level 3 students are not eligible to take Level 1 modules unless they are deemed to be a Special Skill. See also sections 4.5 Module choices for 2011-2012 and 4.6 Changing modules.
4.4
4.4.1
JOINT HONOURS WITH ENGLISH

Level 1
Prose: Reading and Interpretation Language, Text and Context Semester 1 Semester 1 20 credits 20 credits
Students must take one of the following core modules: Either Or
and one of the following core modules Poetry: Reading and Interpretation Either Exploring Medieval Literature Or Plus 40 credits in their other main subject. Plus a further 40 credits of Elective modules. Semester 2 Semester 2 20 credits 20 credits
4.4.2
Level 2
1. To take a minimum of 40 credits in English over the two semesters. 2. To take at least two Level 2 core modules in the year.
At Level 2, Joint Honours students are required:
Core modules available: Civil War and Restoration Literature English in Time and Space Renaissance Literature The Medieval Renascence: Chaucer, Langland and the GawainPoet Semester 1 Semester 1 Semester 1 Semester 1 20 credits 20 credits 20 credits 20 credits
63
Eighteenth-Century Literature Semester 2 The Power of Language, The Language of Power Semester 2 Literature of the Romantic Period Semester 2 A maximum of 20 credits worth of Level 1 modules may be taken in Level 2.
20 credits 20 credits 20 credits
NB: Students at Levels 1 and 2 are required to pass all Core modules in English before they can progress to the next Level. Possibility of a years Study Abroad or Work Placement (see sections 4.5 Study Abroad and 4.6 Work Placement). Joint Honours Students should arrange the Year Abroad through the Centre for Joint Honours.
4.4.3
Level 3
At Level 3, Joint Honours students are required: 1. To take a minimum of 40 credits in English over the two semesters. 2. To take at least one Level 3 Core module in the year. Core modules available: Modern Literature Semester 1 Postcolonial Literature Semester 1 Victorian Literature Semester 1 American Words, American Worlds 1900-Present Semester 2 Contemporary Literature Semester 2 Shakespeare Semester 2 The Power of Language, The Language of Power Semester 2 Level 3 students are not eligible to take Level 1 modules unless they are deemed a maximum of 20 credits worth). 20 credits 20 credits 20 credits 20 credits 20 credits 20 credits 20 credits to be a Special Skill (up to
There is the possibility of replacing an Option in each semester by a dissertation (40 credits) (see section 1.5 Dissertations). If you wish to do so, you must make a formal proposal to the Dissertations Tutor describing your topic in about 100 words (forms for this are available in the VLE (see section 3.3.6 Learning online), as are guidelines for their completion). If your proposal is accepted, you will be assigned an adviser, whom you will be able to contact via email to arrange an initial consultation. Please note that in order to do a dissertation in the School, you would be required to have 60 credits available in English (20 credit core module (compulsory) + 40 credit dissertation). The regulations for all JH programmes with English over Levels 2 & 3 are as follows: Subject X a minimum of 80 credits (at least 40 credits must be at Level 3) Subject Y a minimum of 80 credits (at least 40 credits must be at Level 3) Plus a further 40 credits which must be taken in the named subjects (i.e. in Subject X, Subject Y or a combination of both) Plus a further 40 credits which may be taken in the named subjects or in Elective modules (i.e. outside the named subjects) See also sections 4.5 Module choices for 2011-2012 and 4.6 Changing modules.
4.5
MODULE CHOICES FOR 2011-2012
Students will enrol for modules for the 2011-2012 session online after the Easter vacation in Semester 2 (precise dates have yet to be confirmed). Details of available modules and the timetable for online enrolment will be communicated to students in good time via email and notices in the School.
64
Options vary from year to year but the lists in the 2010-2011 Module Handbook give you a good indication of the range of modules we offer, so you can use them as a basis for thinking about the possible direction of your future work. You should start thinking about a dissertation long before April (see section 1.5 Dissertations).
4.6
CHANGING MODULES
Students will be able to change modules (subject to the availability of places) at any stage during the online enrolment period. After that, any student wishing to change a module should consult Ms Lindsey English in the first instance (l.english@leeds.ac.uk).
4.7
STUDY ABROAD
It is possible, with the approval of the School, for both a single honours student and a joint honours student with English as one of their subjects*, to transfer from their three-year programme of study to one which combines three years of study at Leeds with one in a European or international university with which we have links. These links are overseen by the Schools Learning and Teaching Committee, and are maintained in close collaboration with the Universitys Study Abroad Office. Transfer to one of the programmes entitles a student to the same level of funding in their fourth year as that already applying to their three-year programme. BA (European) studies can take place in English or American Studies departments in universities in Austria, Belgium, Denmark, France, Germany, Iceland, Italy, the Netherlands, Norway, Spain and Sweden with which the School has direct links. Selection is made mainly during the first year of Leeds study, and successful candidates will normally be required to take a language module in their second year in preparation for their third, overseas, year (if available). The fourth and final year is taken back in Leeds. BA (International) students are chosen by the Study Abroad Office in their second year of study, after which they apply for a place at an English department in one of several universities which have links at university level, in such countries as the United States, Canada, Hong Kong, Singapore, and Australia. As with BA (European), the third year of study takes place abroad, and the fourth back in Leeds. Places on the European (Erasmus) or International programmes are earned through merit and are also limited in number. Interested students are expected to demonstrate their commitment by a creditable performance in their Leeds work, and must also make a case for their candidature in their applications. Arrangements for a Year Abroad are always made by the parent department. Students not parented by the School of English should contact their parent department. For up-to-date information on the Year Abroad options, consult the School of English Organisation on the VLE. Contact Mr Burkhard Hauder for further information on these schemes (room: 6.G.16; tel: 0113 34 34764; email b.hauder@leeds.ac.uk). *except students studying English with a modern language, who will be going abroad anyway through their language department
4.8
WORK PLACEMENT
The School of English has introduced a new degree scheme which will offer undergraduate students the opportunity to spend their third year on a work placement as part of their degree at Leeds. The principle of the programme is much the same as the Year Abroad option, wherein your third year will be external to the University. You will return to University in the fourth year to complete level 3 of your degree programme. Undertaking a work placement as a student has a number of advantages: You will develop a number of important skills, e.g. self management and development, communicating with others and applying knowledge to work problems. You will increase your employability You will become more mature and confident You will learn a new language and experience a different culture (if your placement is based abroad)
65
You will earn some money It is likely that you will do better in your final year than students who stayed at Leeds.
A wide range of placements will be acceptable, but the work to be undertaken must be at graduate level. This means jobs similar to the ones an English student might be expected to work in after graduation. Examples might be working in a library, for a publishing firm or teaching English as a foreign language. Placements have to last between nine and twelve months, i.e. for an entire academic year, starting anytime between June of one year and September of the following year. You would normally be expected to spend the whole placement with one employer. For further information on the scheme, please see the School of English Organisation on the VLE., or contact Mr Burkhard Hauder (room: 6.G.16; tel: 0113 34 34764; email: b.hauder@leeds.ac.uk).
66
SECTION FIVE EXAMINATION AND ASSESSMENT: METHODS

In this section you will find information on the examination and assessment methods in the School of English. Note that the following information relates only to modules taken within the School of English. Code numbers and details of assessment methods for all modules taken outside the School of English may be obtained from the department(s) concerned. It is your responsibility to make sure you have all the necessary information. 5.1 5.2 5.3 5.4 5.5 5.6 General Examinations in the School Level 1 Level 2 Level 3 Theatre Studies
5.1
GENERAL
The schedule for all assessed and unassessed written work is given in section 1 Planners and Timetables. All students doing the same module are assessed in the same way. Whether you are doing English Single Honours, Joint Honours, or taking the module as an elective or as a visiting student, the assessment is common to all students taking a module. It is important to know how the modules you are doing are assessed. Some modules have an examination, others have assessed assignments. Some require you to do assignments which are not assessed. Some modules are assessed by a mixture of assignments and examinations. More detailed information is available on the web pages, and, for Level 2 and 3 students, in the Module Handbook.
5.2
EXAMINATIONS IN THE SCHOOL
The School of English assesses student work across the programme through a variety of means, of which formal examination is an integral part. Examinations test skills that are valuable both for the discipline and for subsequent employment. They assess the ability to construct argument subtle, convincing, well-supported and to write coherently and fluently under time pressure. Insofar as examinations ask you to think and to produce reasoned arguments without advance notice of the exact terms, they relate to the kind of intellectual experience developed in the Schools seminars and beyond, to a multitude of work situations in later life. Examinations explore your ability to work productively with the materials you have previously acquired through learning and teaching and are therefore an indicator of the kind of thinking that you can produce yourself. Please note that it is your responsibility to ensure that you read the exam timetable correctly and turn up on time. If you are too late for an exam, you will not be permitted to take it. Failure to turn up on time will involve resitting in August for a maximum mark of 40. (Only Level 1 or 2 students are permitted to resit absent or failed modules. Finalists will be classified with the achieved credits, providing they have achieved at least 100 credits in each level (Honours). See the Universitys Ordinance on Rules for Award: http://campus.leeds.ac.uk/ordinances/Rules%20for%20Award.pdf.)
5.3
LEVEL 1
The following are each assessed by a combination of written work (two written assignments each worth 25%) and a two-hour examination paper at the end of the appropriate semester (50%): ENGL1250 Prose: Reading and Interpretation
67
ENGL1260 ENGL1180 ENGL1220 ENGL1140
Poetry: Reading and Interpretation Exploring Medieval Literature Twentieth-Century Fiction in English The Plays of Shakespeare
The following is examined by one 1500-word essay (25%), a language test (25%), and a two-hour examination (50%). ENGL1080 Icelandic Language & Culture I The following is examined by one essay of 1700 words (worth 1/3) and a second essay of 2750 words (worth 2/3). ENGL1270 Reading Modern Drama The following is examined by one 1500-word essay (1/3) and one two-hour examination (2/3). The examination will be in two sections of equal weight. Section A will be multiple choice questions. Section B will require you to make a linguistic analysis of an unseen text: ENGL1160 Language, Text and Context The following is examined by a one-hour phonetics test (25%) and a three-hour examination (75%): ENGL1030 Foundations of Language Study The following is examined by a one-hour discourse transcription test (25%), an individual report on a group project involving collecting data on a set topic (25%) and a two-hour examination (50%): ENGL1040 Language Methodologies and Research Methods Assessed work must be handed to the tutor by the due dates as set out in section 1 Planners and Timetables. Extensions are possible only with the permission of your tutor. Failure to submit assessed work as required will result in the imposition of penalties up to and including failure of the module (see section 6.5.1 Level 1: all essays). If you submit assessed work after the deadline set by the School, without having arranged an extension in advance, you will be charged a resit fee by the Universitys Taught Student Administration just as you would for resitting a failed exam.
You are permitted to take an approved dictionary into the examination with you, rubric permitting. Please check with your tutor or with the module coordinator whether a particular exam rubric allows you to do this. For information on approved dictionaries, it is crucial that you consult www.leeds.ac.uk/ssc/examdict.htm. Please note that any dictionary that does not appear on Taught Student Administrations approved list will be confiscated. Annotations in dictionaries are strictly prohibited.
5.4
LEVEL 2
The following are each examined by a three-hour paper (100%) at the end of the appropriate semester: ENGL2012 Renaissance Literature ENGL2012 Civil War and Restoration Literature ENGL2013 The Medieval Renascence: Chaucer, Langland and the Gawain Poet ENGL2014 Eighteenth-Century Literature ENGL2015 Literature of the Romantic Period In addition each module will require unassessed essays. Failure to complete these essays or make a serious attempt at them will result in a maximum of a bare pass mark being awarded for the module see section 6.5.2 Levels 2 and 3: unassessed essays). The following is examined by an essay of 2000 words (40% of the assessment) and a project or essay of 3000 words (60% of the assessment). ENGL2021 English in Time and Space The following is examined by one essay of 2000 words (40%) and an examination (60%).
68
ENGL3016
The Power of Language, The Language of Power
To check details of assessment for any option module you should consult the Module Handbook.
You are permitted to take an approved dictionary into the examination with you, rubric permitting. Please check with your tutor or with the module coordinator whether a particular exam rubric allows you to do this. For information on approved dictionaries, it is crucial that you consult www.leeds.ac.uk/ssc/examdict.htm. Please note that any dictionary that does not appear on Taught Student Administrations approved list will be confiscated. Annotations in dictionaries are strictly prohibited.
5.5
LEVEL 3
The following are each examined by a three-hour paper (100%) at the end of the appropriate semester: ENGL3011 Victorian Literature ENGL3012 Modern Literature ENGL3013 Postcolonial Literature ENGL3014 Contemporary Literature ENGL3017 Shakespeare In addition each module will require unassessed essays. Failure to complete these essays or make a serious attempt at them will result in a maximum of a bare pass mark being awarded for the module (see section 6.5.2 Levels 2 and 3: unassessed essays). The following is examined by one essay of 2000 words (40%) and one two-hour examination paper: ENGL3020 American Words, American Worlds, 1900-Present You are permitted to take an approved dictionary into the examination with you, rubric permitting. Please check with your tutor or with the module coordinator whether a particular exam rubric allows you to do this. For information on approved dictionaries, it is crucial that you consult www.leeds.ac.uk/ssc/examdict.htm. Please note that any dictionary that does not appear on Taught Student Administrations approved list will be confiscated. Annotations in dictionaries are strictly prohibited. The following is examined by one essay of 2000 words (40%) and an examination (60%). ENGL3016 The Power of Language, The Language of Power To check details of assessment for any option module you should consult the Module Handbook.
5.6
THEATRE STUDIES
For examination and assessment details of all Theatre Studies core modules, see the Theatre Studies handbook.
69
SECTION SIX EXAMINATION AND ASSESSMENT: REGULATIONS AND PROCEDURES

In this section you will find information on marking and classification Procedures; credit accumulation; University disciplinary procedures; submission of essays and dissertations; special circumstances; and prizes. For the criteria and the marking scheme, see sections 2.4.1 Criteria for classification and 2.4.2 Marking scheme. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Marking and classification procedures Credit accumulation Absences University disciplinary procedures Procedures for the submission of essays and dissertations Special circumstances Prizes
6.1
6.1.1 6.1.2 6.1.3 6.1.4 6.1.5
MARKING AND CLASSIFICATION PROCEDURES

Marking moderation and external examiners Degree classification Anonymous marking Notification of results Appeals
6.1.1
Marking moderation and external examiners
At Levels 2 and 3 all assessed work is marked and moderated by marking teams. There are also external examiners appointed from other universities who appraise draft examination papers and who play a part in the assessment procedures. Their purpose is to ensure that the assessment system is fair and comparable to those in cognate institutions. External examiners have a right to see all assessed work. Marks are not final until they have been approved by our Board of Examiners and by the University. We let you know provisional marks for your work, but such marks can be, and occasionally are, changed by the Board of Examiners.
6.1.2
Degree classification
on Rules for Award:
For definitive guidance, see the Universitys Ordinance http://campus.leeds.ac.uk/ordinances/Rules%20for%20Award.pdf.
In working for your degree you accumulate 360 credits. Your first year (120 credits) is regarded as a qualifying year (which you have to pass in order to proceed to the next level of the programme). Your final degree result is based on the quality of work you achieve at both Levels 2 and 3 (2 x 120 credits). Your final degree class will be awarded either on the basis of an equal weighting of Level 2 and 3 marks, or on the basis of a double weighting of Level 3 marks, whichever produces the better result. (Failed modules therefore have a very damaging effect on your final result.) There are special rules concerning special skills electives, which may be taken at Levels 2 and 3, but which may not count double. An equal weighting means that Level 2 and Level 3 marks are added and divided by 12 (i.e. the number of modules you have taken) to calculate one classification. Double weighting means that Level 3 marks are added twice and then added to Level 2 marks; these are then divided by 18. The higher average determines your classification. For example:
70
1:1 Average (equal weighting level 2/3 marks) Level 2 marks Level 3 marks 67+56+67+78+56+56 + 56+78+78+54+67+67 Level 2 marks Level 3 marks Level 3 marks divide by 12 = 65.0
1:2 Average (double weighting level 3 marks) 67+56+67+78+56+56 + 56+78+78+54+67+67 + 56+78+78+54+67+67 divide by 18 = 65.5
THESE CALCULATIONS DO NOT MEAN THAT LEVEL 2 MARKS ARE EVER DISCOUNTED. In addition to awarding you a classified degree, the University also issues official transcripts. Your transcript will show the result of every module you have taken, including those at Level 1, and including failed modules which have not been rectified by a successful resit.
Class boundaries
In determining the degree class on the basis of the classification average, the class boundaries are taken to be: Class IIi / Class I Class IIii / Class IIi Class III / Class IIii Fail / Class III 6.85 5.90 4.95 4.00
These are mathematically scaled boundaries. They are applicable only in determining the degree class. They are not applicable at any other stage. The University rule is that for all undergraduate degree schemes, a student is readable for the upper category when they are 0.05 below the margin for the higher class or fulfil the Universitys exit velocity criteria. Students whose marks fall within these discretionary margins have the whole run of their Level 2 and 3 work sent to one of the external examiners following the internal examiners meeting. The external examiner is asked by the Head of School to make a judgment based on this profile as to the final classification of the students degree and to report on this to the Examiners Board. External examiners are not invited to change marks in recommending either the lower or the higher classification. The Schools Special Cases panel convenes before the final examining boards and has the power to rescind penalties, allow extensions, or offer first attempts at failed modules in recognition of mitigating circumstances (see section 6.6.5 Special Cases Panel. Students who appear in the discretionary margin because of penalties are not considered. All decisions at Special Cases and at the Board are fully minuted.
6.1.3
Anonymous marking
The School operates an anonymous marking system, as laid down by the University, for all examination papers. Exam scripts are completely anonymously marked. Whilst the University now requires the anonymous marking of all assessed work, it also recognises that certain exceptions need to be made according to the specific demands of each academic discipline. Complete anonymity is both impossible and undesirable in a subject like ours. It is in the nature of English studies for your work to be assessed formatively (i.e., the process and progress of your work is looked at and advised upon, any mark you may receive does not count towards final assessment) or summatively (i.e. the assessment carries a mark which counts towards your final degree classification). Dissertations, project work, assessed work with formative (unassessed) components as well as practical performance work are all impossible to mark completely anonymously because, of course, you meet your tutor to discuss your work as it progresses and to receive advice.
6.1.4
Level 1
Notification of results
71
Students will be given marks by their tutors for their assessed essays submitted in Semesters 1 and 2. They will be notified of their provisional overall marks for Semester 1 modules by the end of Week 5 of Semester 2. Confirmed marks for the year are accessible via the web only at http://studentservices.leeds.ac.uk from early July.
Levels 2 and 3
Students are given provisional marks for their Semester 1 modules, including those assessed by examination, by the end of Week 5 of Semester 2 via Student Services online: http://studentservices.leeds.ac.uk. Students will receive marks for the first assessed essay for Semester 2 option modules during Semester 2. Confirmed marks for the year are accessible via the web only at Student Services from early July. No marks are finalised until they have been scrutinised by the External Examiners in the Examination meeting at the end of the academic year.
Finalists
Single Honours (i.e. those parented by the School of English): The School will endeavour to publish a classification list of English finalist students immediately after the final meeting of the Board of Examiners and the Externals. This is likely to be in the week following the end of Term 3 (20 June 2011). The list will be published in two forms: (a) by SID, in the Schools Foyer; (b) by SID in the VLE, accessible to all. If you will not be in Leeds the week after term ends, it is recommended that you make sure you still know how to access the VLE, which can be seen from anywhere in the world. No results will be given by email or telephone. Confirmed individual module results can be viewed at http://studentservices.leeds.ac.uk from early July. (The School cannot, in the interests of accuracy and staff time, give a breakdown of Finals marks.) Joint Honours: The Finals classification is a matter for the Joint Honours Board of Examiners which will meet in June 2010. The Centre for Joint Honours will publish the classification lists for JH students. Confirmed individual module results can be viewed at http://studentservices.leeds.ac.uk from early July. (The School cannot, in the interests of accuracy and staff time, give a breakdown of Finals marks.)
6.1.5
Appeals
The University has a procedure for dealing with appeals against the results of University examinations and assessments. The details of how this operates are in the Taught Student Guide and on the University webpages (www.leeds.ac.uk/aaandr).
6.2
6.2.1 6.2.2 6.2.3 6.2.4 6.2.5 6.2.6
CREDIT ACCUMULATION
Number of credits required Progression Resits Delayed examination / assessment Fulfilment of module requirements Written requirements
6.2.1
Number of credits required
During your degree you will accumulate 360 credits (3 x 120 credits), not all of which have to be passed. University regulations state that you must pass at least 100 credits at each Level to progress and be awarded an Honours degree. Your degree class is based on the quality of work you achieve in the 240 72
credits you take at Levels 2 and 3 (see also section 6.1.2 Degree classification). See the Universitys Ordinance on Rules for Award: http://campus.leeds.ac.uk/ordinances/Rules%20for%20Award.pdf.
6.2.2
Progression
You cannot proceed on an Honours degree if you have not passed at least 100 credits. However, you can proceed on an Ordinary degree with just 80 passed credits. Students are required to pass all core modules in English before they can progress to the next Level or go on a Year Abroad or Work Placement.
6.2.3
Resits
Students on Levels 1 and 2 of degree programmes are permitted to resit failed modules, unless a case has been successfully made to the University Progress Committee that they should be forbidden to do so. Exclusion from a resit will be the exception. If you resit, the maximum mark you can earn is 40 (i.e. a bare pass). Level 3 students are only permitted one further attempt at a failed module at the next available opportunity if they have failed to meet the rules for award for an Honours degree (achieving 300 credits). If students have achieved at least 300 credits (100 credits at each level), the achieved classification will be awarded, without the opportunity to resit. Resit in this context means resitting a complete examination paper, submitting the required set of assessed essays, or undertaking whatever the examination/assessment requirements of the particular module might be. Resits are normally in August but in exceptional circumstances might be at the next available opportunity (January or May). You cannot resit a module in order to improve a mark which is already a pass. For Level 2 or 3 modules assessed wholly or in part by assessed work where a mark of less than 40 is achieved in the first attempt, the following resit regulations apply: For any element of assessment (whether it be assessed work or examination) that receives a mark of less than 40 (either due to an achieved mark or as a result of penalties), the student will be asked to submit a new piece of work for this element(s) or to resit the examination, for a maximum mark of 40. Exceptionally, for English language modules with an assessment element initially requiring the collection of data, students resitting such a module will be allowed to resubmit an improved version of this work, for a maximum mark of 40. Please note: a resit fee will be charged and, if you fail to inform Taught Student Administration of your intention to resit an examination by the deadline as stated by that office, a fine of 50 will also be imposed. In the event of a failed module, students will be invited to take advantage of one consultation of up to half an hour with a relevant member of staff. The consultation may be conducted in person or by email.
6.2.4
Delayed examination / assessment
If you are prevented from taking an examination or completing an assessment for exceptional reasons, you may make use of the resit examination/assessment arrangements. But since this will be your first attempt, you will be awarded your full set of marks. If you are prevented from being examined or assessed at the usual time, you must keep the School fully informed (through the Senior Administrator, Ms Nicola Wildman), and you must be prepared to produce supporting evidence since a case has to be made. Only if the case is approved can you use the resit as a first attempt. It is thus not possible for students simply to delay being examined or assessed in the hope of improving their result.
6.2.5
Fulfilment of module requirements
73
In order to qualify for the credits for a particular module, you must fulfil the module requirements. Most obviously, this means that you need to pass it (40 or more). You do not gain credits for a failed module unless, of course, you resit it successfully, for a mark of 40 (see section 6.2.3 Resits). But there are other important requirements to be met in addition. You must attend regularly (see sections 6.3 Absences) and complete all required work (see section 6.2.6 Written requirements for modules), including all essays or exercises which do not count directly towards your result.
6.2.6
Written requirements for modules
In addition to the attendance requirements, you will be required to submit written work for all modules (section 5 Examination and Assessment: Methods). In some cases the written work is an obvious requirement since it counts directly towards the result for the module. (See sections 6.5.1 Level 1: all essays and 6.5.3 Levels 2 and 3: assessed essays.) For other modules the written work does not count directly towards your result. It is nevertheless a requirement and must be completed (see section 6.5.2 Levels 2 and 3: unassessed essays): assessed elements will not be accepted until the unassessed elements are submitted.
6.3
6.3.1 6.3.2 6.3.3
ABSENCES
Absence from seminars and workshops Notification of absence Tutors records
6.3.1
Absence from seminars and workshops
Attendance at seminars and practicals is compulsory for all modules. Tutors report all absences weekly. Students who are absent from 2 seminars/workshops for a module will be contacted by the Senior Administrators Office. The School will not allow a student to start a module later than the third seminar of the module. If a student starts a module late, the seminars missed from the module will count as absences. You should note that unauthorised absence may lead to formal warnings being issued about unsatisfactory performance. The School draws your attention to the Universitys Unsatifactory Student Procedure which will be invoked in response to poor attendance (please see http://www.leeds.ac.uk/qmeu/tsg/12usp.htm). If at any time you have problems which may prevent you from attending sessions or continuing as a student, please talk to your Personal Tutor, your module tutor, or the School's Student Support Officer, Delyth Burch, who will do their best to help you. Under the Government's immigration rules, the University is also required to notify the Home Office in the event that an international student is persistently absent without permission or fails to comply with visa requirements.
6.3.2
Notification of absence
Students are required to submit a request for absence online (via the Portal) in advance if they are unable to attend any seminar. This online form is accessed via the Student Services and Admin tab. As a matter of courtesy, students must also explain all absences their tutor in writing (preferably by email) in advance. Traffic delays, attending family celebrations, paid employment or extra-curricular sports activities are usually regarded as unauthorised absence. Medical certificates, etc. which would account for unavoidable absences, must be sent to the Senior Administrator (Ms Nicola Wildman) by the student. Students are responsible for finding out from students who did attend the seminar what work was covered and what is needed for preparation for the next seminar. Please do not email the tutor asking for a run-down of the missed seminar. 74
6.3.3
Tutors records
Tutors report absences on the day concerned and keep a record of all written work.
6.4
UNIVERSITY DISCIPLINARY PROCEDURES
The following paragraphs are summaries only. You should consult the Taught Student Guide (sections 11 and 12) for the full regulations and procedures. 6.4.1 6.4.2 Unsatisfactory performance Cheating and plagiarism
6.4.1
Unsatisfactory performance
For serious cases of unsatisfactory performance (e.g. persistent absence, failure to submit work), the School will invoke the University disciplinary procedures. These operate on one of two levels: i) unsatisfactory performance in modules totalling 30 credits or more, and compulsory modules: formal warnings issued by Head of School and case referred to the Office of Academic Appeals and Regulation, with possible subsequent exclusion from the University. unsatisfactory performance in an individual module: possible rapid exclusion from the module by Head of School or Head of Parent Department. This may have consequences for the students ability to progress to the next year or to graduate. See sections 6.2.5 Fulfilment of module requirements and 6.2.6 Written requirements for modules, and 6.3 Absences for information about module requirements.
ii)
6.4.2
Cheating and plagiarism
You are reminded that essays or dissertations submitted as part of a University assessment procedure must be your own work. This applies equally to unassessed essays. Any passages quoted must be clearly marked as quotations and properly attributed to their authors. Paraphrases should also be attributed. Failure to supply the source of quotations and/or paraphrases may be regarded as plagiarism and result in severe penalties being applied. The Universitys definition of plagiarism is as follows: Plagiarism is defined as presenting someone elses work as your own. Work means any intellectual output, and typically includes text, data, images, sound or performance. Taught Student Guide, 2010-2011 (www.leeds.ac.uk/qmeu/tsg/11b.plag.htm) You are also reminded that during examinations you are expressly forbidden to copy from another candidate or from notes. You are also forbidden to communicate with any person(s) except the invigilators. Candidates who have been found to cheat in examinations will be subject to severe penalties. The use of fraudulent data in language projects is, as the Universitys definition implies, a disciplinary offence also. Students who have been found to have invented data will be subject to severe penalties. Malpractice in University assessments is equally forbidden and the same penalties may apply. This includes the following examples: knowingly aiding another person to cheat submitting assignments (or parts thereof) obtained from others resubmitting ones own work which has already been marked or awarded credit
Guidance on how to avoid plagiarism can be found on the following website: www.ldu.leeds.ac.uk/plagiarism Depending on the nature and severity of the offence, the following penalties will apply:
75
a reduction in the mark on the individual piece of work or module as a whole (depending on level of study); zero for the individual piece of work (assessed essay, exercise, exam question); zero for the whole module; all results for the semester expunged; all results for the session expunged; the student be required to withdraw from the programme and the University.
If resits are permitted (and the rules on this are complicated), the maximum possible mark is invariably 40. You are reminded of the importance of properly attributing quotations in any essays or dissertations submitted as part of your degree assessment. You must also take care to acknowledge your use of published work even if you do not quote directly from it. For advice on how to document your written work, see section 2.2.4 Style sheet. For further advice, please consult: www.ldu.leeds.ac.uk/plagiarism A signed Declaration of Academic Integrity must be attached to all written work. Tutors will not mark essays unaccompanied by declarations and substitutes such as post-it notes are not acceptable. For Level 2 and 3 assessed essays: forms (with a detachable receipt and fold-down tab to make the form anonymous) are available from the General Office of the School only (see sample below). For Level 1 assessed essays and Level 2 and 3 unassessed essays: forms (without receipts attached) are available for download from the VLE or from the General Office.
76
77
6.5
PROCEDURES FOR THE SUBMISSION OF ESSAYS AND DISSERTATIONS
For a definition of terms see especially section 2.2.2 Definition of terms. For the preparation of written work (including the style sheet), see sections 2.2 Preparation of Written Work. For marking procedures and the criteria for classification, see section 2.3 Criteria for Marking of Written Work. For submission timetables, see section 1 Planners and Timetables. 6.5.1 6.5.2 6.5.3 6.5.4 Level 1: all essays Levels 2 and 3: unassessed essays Levels 2 and 3: assessed essays Dissertations
6.5.1
i)
Level 1: all essays

All essays and exercises must be handed to the relevant tutor. They may contribute to your result for the module, as described above in section 5.1.3 Level 1. It is your responsibility to ensure that the tutor receives the essay(s). Tutors will inform you how to hand essays in to them. Tutors will keep a record of work received and email any student that has not submitted their work by the deadline. Following this notification, students will have 48 hours in which to produce their piece of work. If the work is not forthcoming within the agreed timescale, the deadline is formally missed and penalties will be invoked (see vi Penalties). A signed Declaration of Academic Integrity must be attached to all written work. For Level 1 essays: forms (without receipts attached) are available on the VLE or from the General Office. Tutors will not mark essays unaccompanied by declarations and substitutes such as post-it notes are not acceptable. You must retain a copy of all your assessed work at Level 1 until you have graduated. Should it be required, you must be able to produce these copies to the School on demand. Extensions for Level 1 assessed work should be agreed by student and tutor, in advance of the date for submission (see section 1 Level 1 Year Planner). Penalties
ii)
iii)
iv) v) vi)
Late submission of assessed essays without an agreed extension is considered to be a disciplinary offence and will be recorded by your tutor. . Any submission which comes in after the due date but before the final deadline (10 December 2010 (Semester 1) or 6 May 2011 (Semester 2)) will be given a quality mark, but tutors are under no obligation to give feedback. You must make a serious attempt at all elements. You must pass the exam element of a module at Level 1 to be eligible to pass that module. If you do not attempt all elements or pass the exam you will fail the module and will be given a mark based on the work you have done with a V suffix, which means that credits are withheld. You will then be able to complete the missing work or sit the examination as a resit in August (the deadline for submission of resit essays is Friday, 12 August 2011). A fee will be charged by Taught Student Administration for this. If you pass the missing element, the V will be removed from your original mark and credits will be awarded. Note that you will be allowed to retain the mark you achieved only on those elements you submitted on time. If your original mark was below 40, you may take a resit in August for a maximum mark of 40. Example: your module is assessed by 2 essays of equal weight (25% each) and an exam (50%). You have a mark of 60 on the first essay, have not submitted the second essay, and have a mark of 60 for the exam. Your mark will be 48V ((60 x 0.25)+(0 x 0.25)+(65 x 0.5)), which is a fail, despite being a mark over 40. When you hand in the missing essay (providing it is of pass standard) it becomes a passing mark of 48.
6.5.2
Levels 2 and 3: unassessed essays
78
It is your responsibility to ensure that unassessed essays for modules are handed to the relevant tutor. The deadline for submission of unassessed essay for core modules is week 5 and option modules is week 7 (please check the exact submission procedure with your tutor). You must always keep a copy for yourself. A signed Declaration of Academic Integrity must be attached to all written work. For unassessed essays, forms (without receipts attached) are available on the VLE or from the General Office. Tutors will not mark essays unaccompanied by declarations and substitutes such as post-it notes are not acceptable. Failure to make a serious attempt at the unassessed essay element will result in the student being required to submit a replacement essay (one attempt only). Failure to make a serious attempt on the resubmission will result in a maximum of a bare pass mark being awarded for the module. Late unassessed essays will not be awarded a grade, and failure to complete these essays by Friday, 10 December 2010 in Semester 1, or Friday, 6 May 2011 in Semester 2, as appropriate, will result in a maximum of a bare pass mark being awarded for the module.
6.5.3
i)
Levels 2 and 3: assessed essays

Essays must be handed in on the prescribed day before 4.00 pm (see section 1 Planners and Timetables for the prescribed weeks). Notices will tell you which room in the School you need to go to. If you choose to hand your essay in before the prescribed day, or if you hand it in after that date, you should go to the General Office. You must hand in two copies of each essay and always keep a copy for yourself. The following is a check-list of the practical details: Both copies must be identical, including appendices and bibliography. When you submit your work, one copy is sent to the first marker who marks and then passes it to the second marker. The second copy is filed in case it needs to be sent to the External Examiners. It is therefore essential that you check that both are complete since incomplete essays are, by their nature, selfpenalising. Markers will not check the filed copy; they will only read and mark the copy they receive. You will not be permitted to submit additional or missing material once you have formally submitted the piece of work. If the essay is hand-written, use a black pen. Number the pages. Fasten the pages together securely preferably by stapling (a plastic spine is not secure enough). Put your Student Identification Number (SID) and the module title on each copy.
The following regulations apply:
ii)
iii)
A Declaration of Academic Integrity, signed by you, must be attached to one copy of each essay. Copies of the form (with a detachable receipt and fold-down tab to make the form anonymous) are available from the General Office. (See section 6.4.2 Cheating and Plagiarism for the University rules on plagiarism and a copy of the form.) Tutors will not mark essays unaccompanied by declarations and substitutes such as post-it notes are not acceptable. The total number of words used must be stated at the end of the essay (and also at the end of dissertations). The number of words must not be more than 10% above or below the prescribed length. An infringement of this regulation will be reflected in the mark awarded. The bibliography should not be counted for this purpose, but quotations and footnotes should be counted in the total. In some language projects quotations from your own data should not be counted in the total (check with your tutor). When you hand in your essay, make sure that it is date/time stamped by a member of the administrative staff, and that you receive a receipt for it. Wait for these procedures to be completed. Do not hand in your essay by leaving it on a desk or table, in a pigeon-hole or under a door. Essays which are handed in in this way will not be registered as having been submitted and so will incur the late-submission penalties. You are not to send essays via email under any circumstances. We will not accept essays you send by fax or recorded delivery, unless you have personally agreed this
iv)
v) vi)
79
arrangement with the Schools Senior Administrator, Ms Nicola Wildman, well in advance of the date of submission of your work. vii) Prepare your final copies in good time. Problems with a computer or printer and last-minute queues at printers or photocopying machines are not acceptable as reasons for late submission (this applies to both ISS-maintained computers/printers or your own). Keep back-up copies on disk / memory stick / remote server space and print-outs to guard against computer failure. (See section 3.3.7 Good practice.) Allow yourself plenty of time to get to the University to hand in your work. Problems with transport to and within Leeds are not acceptable as reasons for late submission. Penalties There is a penalty system for late submission of assessed essays. Essays will, in accordance with University policy, have 5 marks deducted for every calendar day they are late. If the work is not submitted by the end of fourteen calendar days following the prescribed deadline, a mark of 20 (the minimum on the 20-90 scale) will be awarded. In accordance with University policy, those who arrive to submit essays after 4.00 pm will not be permitted to hand in the essay until the next working day and will incur a penalty. Students are advised to hand in their essays well before the prescribed time. The second assessed essay will not be accepted until the first assessed essay has been handed in. Extensions can be granted only by the Student Support Officer, Mrs Delyth Burch, or the Senior Administrator, Ms Nicola Wildman. If you think you have a case for an extension, you must contact Mrs Burch or Ms Wildman (see section 3.1.2 Key staff members) without delay and be prepared to explain the circumstances, supporting them where possible with documentation. You must see Mrs Burch or Ms Wildman in person to discuss your case for an extension: these cannot be arranged by email or telephone. If your case is accepted, you will be given a revised date for submission. The time for submission on your revised date is also 4.00 pm. If you comply with this, there will be no penalty, but the standard penalties will be applied if you go beyond this time and date without further permission. You cannot apply for an extension for an assessed essay on the basis that you have an examination on the day on which your essay is due to be submitted. xii) If there are circumstances which may affect your essay but which do not require (or could not be addressed by) an extension, please make sure that this information is given to Ms Wildman or Mrs Burch at the earliest possible moment, in writing and with supporting documentation where appropriate.
viii) ix)
x) xi)
6.5.4
Level 3: dissertations
You are encouraged to begin work on your dissertation as soon as your topic is agreed upon and you have seen or made email contact with your adviser (which will be at the end of Level 2). Initial preparatory work might include reading around in the area of your topic or doing other preparation suggested by your advisor. During term, it is your responsibility to set aside time for working regularly on your dissertation. The deadline for submission of the dissertation is 4.00pm on Monday, 9 May 2011. The rules for the submission of dissertations and the penalty system for late submission are the same as for assessed essays. The Schools Dissertation Tutor will run a generic workshop on dissertation methodologies for all students taking ENGL3372. As well as your adviser, the Dissertation Tutor is a point of contact for general dissertation advice to students taking this module (see section 3.1.7 Special responsibilities of staff).
6.6
6.6.1 6.6.2 6.6.3
SPECIAL CIRCUMSTANCES
Sabbaths and Holy days International students Examinations / assessments under special conditions 80
6.6.4 6.6.5
Illness, etc. during examinations Special Cases Panel
6.6.1
Sabbaths and Holy days
The University examination timetable normally runs from Monday to Saturday inclusive. If you wish to avoid taking examinations on a particular day for religious reasons, you should complete the Notification of religious commitments form available from Taught Student Administration (www.leeds.ac.uk/ssc/examrelig.htm). The University is sympathetic to such requests and tries very hard to respond to them, although the complexities of the examination timetable mean that it cannot offer a firm guarantee to do so in every case.
6.6.2
International students
All students are permitted to bring an approved basic translation dictionary into any exam unless this is specifically precluded by the rubric of the exam paper. Only permitted dictionaries are allowed, see www.leeds.ac.uk/ssc/examdict.htm.
6.6.3
Examinations / assessments under special conditions
If you are a disabled student and you have special requirements for taking examinations, or if you think that special arrangements are necessary for the submission of assessed essays, please see the Schools Senior Administrator, Ms Nicola Wildman, as soon as possible. If you have a temporary problem (e.g. an injury or some other medical condition), you may also ask for special arrangements to be made. Again, please see Ms Wildman as soon as possible.
6.6.4
Illness, etc. during examinations
If you are suffering from a medical problem or from personal difficulties which you feel might affect your preparation for assessed work or examinations, you should contact the Schools Senior Administrator, Ms Nicola Wildman, as soon as possible. You will be asked to provide documentary evidence where at all possible, and will be asked whether you want your circumstances to be considered by the Schools Special Cases Panel (see section 6.6.5 Special Cases Panel). If you are ill on the day of an examination, you should contact Ms Wildman immediately.
6.6.5

Special Cases Panel

This is a confidential School of English committee, which considers students whose ability to work may have been affected by mitigating circumstances (e.g. medical, domestic or financial problems). The Panel works within clear guidelines and the minutes of this Panel are made available for scrutiny by our external examiners. The overriding principle of the Special Cases Panel is to remain fair to all students, whilst taking into account an individuals mitigating circumstances if there is sufficient documented evidence to support this. It will take into account any allowances the student has already received, for example, in the form of extensions or special arrangements for exams.. Students will be informed of the decision made by the Panel.
Applying to the Special Cases Panel

If you believe that you have mitigating circumstances (long term or short term), which have affected your ability to work and you wish to be considered, please proceed as follows: i) If you are a Single Honours student, apply to the Special Cases Panel by completing a Special Cases application form, which you can obtain from the Schools pages of the VLE or from Delyth Burch, Student Support Officer (room 10.2.01; email d.m.burch@leeds.ac.uk; tel 0113 34 37859).
81
ii) iii) iv)
If you are a Joint Honours student, you will need to contact the Centre for Joint Honours, as that is your parent department. Ensure you fill in each section of the Special Cases form. In Reason for application and precise dates affected please explain your mitigating circumstances giving any information which you feel will help the Panel form an opinion focussed around the circumstances. The Panel will not consider past academic record nor will it take into account pleas concerning ability. Please do not write more than one A4 page. Any information given here will be kept in the strictest confidence and only revealed to Panel members (who are all staff from the School of English). Please be very specific about which pieces of work have been affected (stating the module, semester, essay(s) and/or exams affected, including dates). If you are taking elective modules outside the School of English, you will need to check with that School what its procedures are for mitigating circumstances, as this School cannot consider work affected for such modules. If you wish, you can ask Mrs Burch, (d.m.burch@leeds.ac.uk; 0113 343 7859) to contact your elective School to confirm your situation. In such cases, please provide the name of the appropriate person for her to contact. Evidence must be provided to support your application in cases where such evidence exists or could exist, e.g. a GP note in medical circumstances. It is your responsibility to ensure that this evidence relates to the dates cited by you on the form, otherwise your application will not be considered. You can ask your personal or academic tutor to provide supporting documentation for the Panel. Alternatively, you can ask the Schools Student Support Officer to give verbal supporting evidence to the Panel. If your mitigating circumstances have affected both Semesters 1 and 2, you will need to apply separately for each semester, providing up-to-date evidence (a GP note covering Semester 1 will not be considered up-to-date evidence for an application made in Semester 2).
v) vi) vii) viii)
Supporting evidence
Deadline for applications

Please note that you should hand in your applications as soon as they are completed. The following dates are the final dates for submission: Semester 1: Friday, 11 February 2011 Semester 2: Friday, 3 June 2011 Applications received after the deadline will not normally be considered, with the exception of retrospective discovery of a medical condition which can be confirmed by a GP. Please submit your Special Cases Application to Mrs Delyth Burch, Student Support Officer. To get to her office, go past the General Office and up the stairs. Her office is at the top of the 3rd flight. Alternatively you can send it electronically to her at d.m.burch@leeds.ac.uk. If you have any questions about the Special Cases Panel, please contact Mrs Delyth Burch, Student Support Officer.
6.7
PRIZES
The University awards a number of prizes each year on the recommendation of the School of English. These are:
Level 1
82
School of English Prize for the best overall performance in English Language and Literature (awarded to Jonathan Vernon in 2009-2010). Canon Purvis Prize for the best performance in Medieval Literature and English Language (awarded to James Phoenix in 2009-2010) Crabtree Prize for the best overall performance at Level 1 (awarded to candidates from across the Faculty of Arts) Ripon Prize for the best overall performance at Level 2 (awarded jointly to Julia Tanner in 20092010) Sir Richard Graham Prize (awarded to Sita Balani in 2009-2010): a. (for students on the English Language and Literature scheme) for the best performance (judged by GPA on modules taken in the School of English) in the degree programme English Literature and Language (Q300). b. (for students on the English Language scheme) for the best performance (judged by GPA on modules taken in English Language) in the degree programme English Language (Q310). c. (for students on the English Literature and Theatre Studies scheme) for the best performance (judged by GPA on modules taken in the School of English) in the degree programme English Literature and Theatre Studies (QW34). Canon Purvis Prize for the best performance in Medieval Literature and English Language (awarded to Myfanwy Reynolds in 2009-2010) English Language Prize for best performance across six language modules (awarded to David Wright in 2009-2010)
Level 2
Level 3
All Levels
Pat Ball Prize for best performance in Romantic Poetry (awarded to Edward Dodsonin 2009-2010) Alison Morland Poetry Competition (awarded to Matthew Hutchinson in 2009-2010)
83

2010-2011 UG Student Handbook (PDF Version)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2010-2011 UG Student Handbook (PDF Version)

Uploaded by

Copyright:

Available Formats

School of English

Undergraduate Student Handbook

Undergraduate Student Handbook 2010-2011

Undergraduate Student Handbook 2010-2011

Undergraduate Student Handbook 2010-2011

Undergraduate Student Handbook 2010-2011

Undergraduate Student Handbook 2010-2011

IMPORTANT SCHOOL NOTICES

IMPORTANT SCHOOL NOTICES

Email & noticeboards

The VLE (Virtual Learning Environment)

Leeds for Life

Undergraduate Student Handbook 2010-2011

IMPORTANT SCHOOL NOTICES

Social networking sites

Modules assessed by more than one element

Undergraduate Student Handbook 2010-2011

IMPORTANT SCHOOL NOTICES

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

SECTION ONE PLANNERS AND TIMETABLES

GENERAL YEAR PLANNER

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

6 June 2011 13 June 2011

End of year (17 June 2011)

LEVEL 1 YEAR PLANNER

27 September 2010 4 October 2010 11 October 2010 18 October 2010

25 October 2010 1 November 2010

8 November 2010 15 November 2010

22 November 2010 29 November 2010

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

7 February 2011 14 February 2011

21 February 2011 28 February 2011 7 March 2011

14 March 2011 21 March 2011 28 March 2011

4 April 2011 2 May 2011 3 May 2011

LEVEL 2 YEAR PLANNER

20 September 2010 27 September 2010

Individual student timetables available online at http://portal.leeds.ac.uk Semester 1 teaching begins

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

11 October 2010 18 October 2010 25 October 2010

1 November 2010 8 November 2010

17 January 2011 24 January 2011

7 February 2011 14 February 2011 21 February 2011

28 February 2011 7 March 2011

33 34 35 8 9 10 14 March 2011 21 March 2011 28 March 2011

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

4 April 2011 2 May 2011 3 May 2011 9 May 2011

LEVEL 3 YEAR PLANNER

1 November 2010 8 November 2010

Semester 1 teaching ends Christmas Vacation

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

17 January 2011 24 January 2011

7 February 2011 14 February 2011 21 February 2011

28 February 2011 7 March 2011

TIMETABLE FOR LECTURES AND WORKSHOPS

Undergraduate Student Handbook 2010-2011

SECTION ONE PLANNERS AND TIMETABLES

Thur Wed Thur Mon Wed Tues Thur

10:00-11:00 10:00-11:00 15:00-16:00 16:00-17:00 12:00-13:00 13:00-14:00 16:00-17:00