This unit of study equips students with some general tools for the close analysis of literary language. Grammatical concepts will be introduced and applied to the description of prose, poetry and drama, and students will explore the changing relations between form and meaning in English from the earliest times up to the present. A number of key strands in contemporary language study will also be presented, including semiotic theory, rhetoric and discourse studies and theorizations of the relationship between texts and subjectivity.

Global Literatures in English is a transnational and cross-period unit that examines how literary and cultural works from different periods from across the world engage with world historical events and social political structures operating on a global scale, with a particular emphasis on the representation of Empire and its legacies.

Creative writing, reading and thinking are core skills. This unit offers a practical and critical introduction to the development of a reflective creative writing practice across a range of different literary forms. Students will be guided through the process of generating ideas, drafting, workshopping, editing and revision to produce a portfolio of creative writing. The unit will emphasise creative writing as a dynamic mode of engaging with forms and ideas.

From the 16th through the 19th centuries, the Transatlantic slave trade meant roughly two-thirds of those who crossed the Atlantic Ocean to the Americas were African. This unit introduces students to the complexities of race and representation by examining the responses to and expressive forms arising from the social, political and cultural interactions of African, Caribbean, American and European peoples that together produced what Paul Gilroy termed the Black Atlantic. We examine a range of literary and film texts from Britain and the Americas from the 18th century to the present to consider slavery and its legacies, plantation cultures, and the cultural and historical work of 'blackness. '

Why are some books considered classics while others are hardly read at all? How is the idea of the classic linked to debates about history, representation, excellence, and taste? This unit answers these questions through in-depth, guided readings of a small number of major texts that have, at one time or another, been celebrated for their classic status. We consider whether literary classics must be difficult, innovative, representative, or popular; how they shape our judgements about literary tradition and value; and why they remain implicated in debates about sexuality, race, national identity, and class.

This unit introduces students to the literatures of the peoples who lived in the British Isles in the Middle Ages (c. 500-1500). We will focus on the transformations of myth and legend in this period and study different medieval approaches to storytelling. In particular, we will explore how medieval writers imagined and re-imagined their societies in different cultural contexts. Starting with the Old English heroic poem Beowulf, students will read translations of early and late medieval poetry and prose. We will analyse medieval literature in society, intersections between history and the imagination, the treatment of gender roles and relations, and Christian influences on pagan stories, among other issues.

What does it mean to read literature historically? And what does it mean to relocate classic texts to contemporary contexts? This unit will address these questions by focusing on the example of Jane Austen, one of Britain's most celebrated novelists. We will analyse how these novels engage the literary, social and political debates of the late eighteenth and early nineteenth century. Then, through consideration of recent adaptations, students will analyse the reading processes that allow some novelists to escape their history.

Literary texts are lively objects. They move not only through the hands of multiple readers and makers, but they also exist in dynamic relation to the past and the present as well as to the institutions that curate, preserve and produce knowledge about them. This unit aims to understand the interpretive and theoretical questions opened up by these complex lives. What happens to literary texts? Where do they come from? And where are they going? We examine the politics of literacy, readership and archival curation, questions of materiality and ephemerality, and the interpretive and creative possibilities opened up by the shift from print to digital forms.

What was postmodernism? This unit will explore the most interesting and innovative theoretical, literary and multimedia texts of the last half century to think about what aesthetic texts brought to arguments about politics, identity, truth and knowledge. We will examine the relationship between modernism and postmodernism, movements, communities and subcultures, experimentalism and activism, popular and high culture, and the rise of identity politics, the culture wars, and queer theory.

This unit explores the relationship between cinema and sexuality in classic films through detailed, historicised readings. Questions to be investigated include the erotics of cinematic genre and form; the sexual politics of representation and spectatorship; stardom, scandal and cult appreciation; cinema and sexuality as technologies of modernity; cinema, sexuality and pedagogy.

This unit of study explores the rise of novel reading in English as an educative, aesthetic and passionate practice from the 17th century to the present. The unit moves chronologically to examine how novels and the world came to be understood as mutually constitutive, how novels create and sustain attachments amongst their readers, how the genre of the novel became available for interrogations of national, gendered, racial, sexual and class identity, of liberty and intellectual emancipation, and of pleasure.

This unit fosters students' practice and knowledge of creative writing through interactive workshops, seminars and lectures led by established writers and academics. Exploring the theoretical and practical dimensions of developing a personal creative writing practice, the unit emphases writing as a mode of intellectual, historical and aesthetic engagement with the contemporary.

This unit examines literary and cultural expressions of modernism/modernity in sites that were or continue to be colonised. We will study how notions such as race, gender, class, sexuality, nation, and religion shape ideas of being modern, and how 20th and 21st century aesthetic works register the contradictory yet interconnected experiences of modernity.

This unit of study introduces concepts and debates that been influential in theorizations of textuality and discursive production in English studies. How have the representational, affective, social and ideological capacities of literary and other texts been conceived? What relations have been posited with their historically-situated readers, writers and subjects? Students will be introduced to problems of identity, (un)reason, power and critique as they impinge on textuality and meaning, and consider the implications these might have for the humanities, including for the choice to adopt the theoretical stance itself, in a period of environmental crisis and mounting authoritarianism.

This unit of study charts the development of Irish literature from the late nineteenth century to the present day, in the form of drama, short fiction, novels, poetry, biography and autobiography. Prominent themes include: the emergence of the modern Irish nation through resistance, civil war, and independence from Britain; Northern Ireland and the Troubles; expatriation and exile; wit and verbal dexterity; the fate of specifically "Celtic" sensibilities; and the relation of writing to history (ancient, colonial, the Famine, Republicanism).

Students will apply advanced literary methods to address the broad ways in which American Literature in the 19th, 20th and 21st centuries has engaged with the opening of transpacific space. Themes will include the nature of westward exploration, the emergence of planetary perspectives and how these have affected US culture. Students will build on their knowledge of literary study to consider the key methodological question of how relationships between nation and narrative should be defined.

In eighteenth-century Britain authors were brought into new relation with readers. Commercial publication now central to literary production and dissemination meant texts reached an anonymous and potentially limitless readership. How did awareness of this new public dimension shape literary texts? Students will evaluate the constitutive role of scandal and sociability in the period's most important texts. We will focus on the development of the novel as a sociable form and assess recent theories addressing public engagement in eighteenth-century literature.

Old English was the language of England from the fifth century until the twelfth. This earliest phase of the English literary tradition evolved against a background of cultural encounters: as the Anglo-Saxons encountered the culture of Rome, as they adopted and adapted the Christian religion, and as they reflected on their origins on the European continent. This unit introduces students to the language spoken and written by the Anglo-Saxons, and presents the opportunity to translate and read Old English texts.

This unit will study the literature of dreams and visions of the Middle Ages and the Early Modern period against a range of literary and social backgrounds. The unit will begin with a survey of the classical and biblical background, to works which may be defined as dreams or visions as well as examining the relationship between the two genres and their transformations from the Middle Ages into the Renaissance.

This unit will introduce students to significant movements in modern and contemporary literary theory to think about what it means to speak of the literary. The unit of study begins by examining the question of "literariness" through its exposition and defence by a number of scholars. We will pursue the applications of their arguments through a selection of theoretical models, including queer and gender theory, psychoanalysis, and race theory, to consider the cultural and ideological work imaginative literature undertakes.

The novels of the Bronte Sisters are among the most enduringly popular Victorian texts, yet they have an ambiguous critical status. The perception that the Brontes are labile and cloistered writers, best interpreted psychoanalytically, raises questions about the relationship between biography and literature, and the ways in which notions of social and historical relevance play into judgments about literary value. We will think about canonical and popular literary status, biography and authorship, gender and writing, and Victorian society.

Medieval Romance includes narratives of adventure and ideals of courtly love within a context infused with wondrous potential. In this unit students will explore a selection of romance texts, exploring themes of gender, the fantastic and literary history. Students will analyse recent developments in theoretical approaches to Medieval romance, including monster theory and affect theory. Texts will be studied in Middle English with class support.

This unit builds on previous knowledge gained in ENGL2666 and/ or other English units, offering students the opportunity to complete a creative project in fiction, poetry, creative non-fiction, or a combination of these.

This unit surveys Australian Indigenous representations of Country in poetry, fiction, art, and film. We consider Indigenous expressions of Country through comparative ecocritical transnational and trans-Indigenous frameworks and examine how Indigenous philosophies of Country can contribute to thinking about issues such as environmental crisis and climate change.

We examine a range of African American-authored texts, including films, from the 18th century to the present to consider the relationship of race and writing, and the ways African American cultural expression contributes to and interrogates American cultural history. Issues covered include enslavement and freedom, and segregation and Civil Rights.

This unit of study explores text-production as a social and ideological act, with particular reference to English-speaking contexts. We will ask how competing social and political interests shape specific textual practices, and consider the ideological influences impinging on theoretical discourse about language and textuality.

This unit explores how literary and cultural works address the state of perpetual war of the historical present. Focusing on Third World decolonisation contexts, we will consider how writers and artists interrogate the gender, racial, and national ideologies that fuel violence, and how literary cultural analysis contributes towards understanding the global unevenly distributed effects of war.

This unit critically explores modern and contemporary utopias and dystopias in literature, tv, and cinema. It examines the history, aesthetics and politics of utopias and dystopias, focusing on questions of the development of new spaces and social orders, technology, the environment, surveillance, the posthuman and IT. It assesses different conceptions of the future in relation to the present and the past. The unit addresses questions about the representation of the future in different media and asks students to imagine the future as both dream and nightmare.

This unit explores travel writing as both historical genre and creative practice. Ranging from Homer to contemporary travel blogs, it considers how the archetypal journey story is reshaped in particular cultural and political contexts. Students will have the opportunity to demonstrate their learning via both critical and creative assessment.

This unit will consider how systems of meaning have been generated in TV narratives. It will address theoretical questions regarding production and authorship, but most of this unit will focus on how particular aesthetic forms underwrite the construction of television fictions across factual narratives (news, sport), drama, comedy and serials.

Shakespeare is sometimes taken to be a writer with a particular capacity to represent human nature. In this unit, you will test the limits of this assumption by considering some of the following: Shakespearean inhumanity; Shakespeare's animals; Shakespeare and the natural world; Shakespearean scepticism. At the same time as considering and questioning Shakespeare's treatment of the "human", you will also discover new and productive ways to read his complex figurative language. Shakespeare writes for the stage, but he does so in a very particular way. This unit will allow you to engage with how, as well as what, he writes.

Middle Welsh was the language spoken and written in Wales in the Middle Ages (from about the 12th to the 14th Century). The most famous text surviving in Middle Welsh is the Mabinogion, a compilation of mythical and legendary material often of much earlier date. In this unit students will develop a knowledge of Middle Welsh grammar and vocabulary and learn to read and interpret texts in Middle Welsh.

Old Irish was the language spoken and written in Ireland in the early Middle Ages, and is preserved in a range of records, from Ogham stones to manuscripts. In this unit students will develop a knowledge of Old Irish grammar and vocabulary, and learn to read texts in Old Irish. It will also provide a basic introduction to the development of the Irish language in its early historic context, with reference to examples from inscriptions, manuscripts and the different genres of literature.

Few historical events have inspired as many literary and artistic interpretations as the Holocaust. This unit will explore and critically assess how a broad range of forms, including but not limited to literature, film, fine arts, museums and memorials represent the Holocaust. In addition to a critical evaluation of these diverse artistic representations, the historical development of these forms will be considered as well as their national and transnational contexts.

Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.

Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.

This interdisciplinary unit provides students with the opportunity to address complex problems identified by industry, community, and government organisations, and gain valuable experience in working across disciplinary boundaries. In collaboration with a major industry partner and an academic lead, students integrate their academic skills and knowledge by working in teams with students from a range of disciplinary backgrounds. This experience allows students to research, analyse and present solutions to a real-world problem, and to build on their interpersonal and transferable skills by engaging with and learning from industry experts and presenting their ideas and solutions to the industry partner.