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English - BA Hons (Modular) - Video
Contemporary and traditional English Literature that develops writing skills, communication and creative thinking.Take a look
Graduates from this course have gained employment with a wide range of organisations
- British Council
- Education Authorities
- BMF Businees Services
- Northern Ireland Libraries
- Escola Betania Patmos
- Hayes Recruitment
Graduates from this course are employed in many different roles
- English Teacher
- English as a Foreign Language Teacher
- Journalist
- Recruitment Manager
- Business Development
- Human Resources
- Civil Servant
In this section
Contemporary and traditional English Literature that develops writing skills, communication and creative thinking.
Built around a core of significant authors writing in English from Elizabethan times to the end of the Twentieth Century, from Shakespeare to Seamus Heaney, we provide the opportunity for you to follow your own interests through a wide range of optional modules. Two thirds of the course is made up these: you can, for example, take strands on creative and professional writing, women's writing and gender studies, and American literature; or select from modules on contemporary writing, modern drama, love poetry, film adaptation, or Beat culture, to name just a few. In your final year, you will – guided by a member of the teaching team – write a dissertation on a topic of your own choice. This combination of one-third core study and two-thirds specialist optional modules will allow you to develop your own areas of expertise whilst still attaining a solid grounding in the history of English literature.
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Our coastal and riverside campus with a primary academic focus on science and healthWatch the video
About this course
In this section
If you're the sort of person who always has a book by your bedside, English is the subject for you! Taking your love of reading as the one essential ingredient, we aim to cultivate your abilities as a thinker, writer and communicator. We will introduce you to the basics of critical writing and literary theory in year one, allowing you to develop the skills and knowledge necessary for success in your later work. Following this introductory year, you will be able to choose from a range of options reflecting the interests and expertise of the UU English teaching team. We very much enjoy sharing our enthusiasms, and try to make our lectures fun! Even more importantly, we want you to develop your own interests and follow your own passions. UU English allows you to construct your own path to success, writing on whatever engages you most, whether that be Shakespeare or 'Game of Thrones'. Having had many opportunities to share ideas with like-minded friends and sympathetic teachers, UU English students graduate as creative, free-thinking communicators; they often go on to do great things! Join us and free your imagination.
More detail is available from the Course Director, Tim Hancock firstname.lastname@example.com – please feel free to email.
Associate awards
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
Find out more about placement awards
Normally three years.
Students are expected to attend all timetabled teaching sessions (lectures and seminars) as well as undertake private study. Timetabled sessions usually amount to 9 hours per week, and the overall workload (including private study) to 200 hours per module.
Start dates
- September 2019
Entry conditions
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University's General Entrance Requirements.
In this section
- A level
- Applied General Qualifications
- Irish Leaving Certificate
- Scottish Highers
- Scottish Advanced Highers
- International Baccalaureate
- Access to Higher Education (HE)
- English Language Requirements
- Additional Entry Requirements
- Teaching and learning assessment
- Exemptions and transferability
A level
The A Level requirement for this course is BBC∆ - BCC∆ at A2.
∆ = Applicants may satisfy the requirement for the final A level grade C by substituting a combination of alternative qualifications to the same standard as defined by the University.
Applied General Qualifications
BTEC National Extended Diploma
Overall BTEC National Extended Diploma profile requires a minimum of:
DMM award profile to include a minimum of 4-8 distinctions in level 3 units
BTEC National Diploma
The National Diploma may be accepted in combination with other qualifications. Where an applicant offers a profile of Diploma and an A level then the Diploma should be achieved at the upper end of the standard A level offer profile (i.e. if one A level is offered with a Diploma and our standard A level offer is BBC then we normally ask for a BB equivalent at Diploma and the A level at grade C, see further below).
BB = Distinction, Merit (To include 6 distinctions)
BC = Distinction, Merit (To include 5 distinctions)
The Subsidiary Diploma/National Extended Certificate may be accepted in combination with A levels. Where A levels are offered as part of a profile then they should be achieved at the upper end of the standard A level offer profile (i.e. if two A levels are offered with a Subsidiary Diploma and our standard A level offer is BBC then we normally ask for BB at A level with the Subsidiary Diploma offer at the appropriate differential to satisfy the A level grade profile (grade C) - see further below).
A* grade = Distinction* (To include 5 distinctions in level 3 units)
A grade = Distinction (To include 4 distinctions in level 3 units )
B grade = Distinction (To include 3 distinctions in level 3 units)
C grade = Merit (To include 5 merits in level 3 units )
D grade = Merit (to include 4 merits in level 3 units)
∆ = Diploma and Sub-Dip applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.
Irish Leaving Certificate
The Irish Leaving Certificate requirement for this course is grades
H3,H3,H3,H4,H4 at higher level.
Scottish Highers
The Scottish Highers requirement for this course is grades
∆ = applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.
Scottish Advanced Highers
The Scottish Advanced Highers requirement for this course is grades
∆ = applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.
International Baccalaureate
Overall International Baccalaureate profile minimum of
25 points to include 12 at higher level -
24 points to include 12 at higher level.
Access to Higher Education (HE)
For Access qualifications validated by Ulster University or QUB the entry requirement is:
An overall mark of 65-60%
For GB QAA accredited Higher Education Diploma qualifications the entry requirement is as follows:
Award of the HE Diploma in a related subject area, achieving a minimum of 21-18 credits at distinction and 24 credits at merit in the 45 level 3 graded credits.
Please refer to the University's general entrance requirements.
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Additional Entry Requirements
Applicants holding a HND should achieve an overall merit for entry to Year 1. Those applicants holding a subject-related HND with an overall merit may be considered for entry to Year 2.
Applicants holding a HNC should achieve an overall merit for entry to Year 1 only.
Foundation Degree
Applicants holding a Foundation Degree should achieve an overall average of 50-45% in level 5 modules for Year 1 entry. Those applicants holding a subject-related Foundation Degree may be considered for entry to Year 2.
APEL (Accreditation of Prior Experiential Learning)
The University will consider applications on the basis of experiential learning for those who do not hold the normal entry qualifications.
Transfer from degree level study at other institutions
Those applicants seeking entry with advanced standing, (eg. Transfer from another institution or year 2 entry) will be considered on an individual basis.
Teaching and learning assessment
Teaching is mostly based on regular lectures (various sizes) and seminars (up to 15 students), although other methods - such as workshops, individual and small group tutorials, for example - are also common. Lectures allow the teacher to introduce a subject and flag up significant issues; seminars provide the student with the opportunity to ask questions and share their insights.
There are several methods of assessment, although the most common are the coursework essay (of varying lengths, depending on year) and the examination (two hours long in years one and two, three hours in the final year). Most modules combine these two; some also include an element of assessed seminar participation. You will need to pass all modules in order to progress - the pass mark is 40% - and your degree mark will be calculated through averaging all of your final year marks.
Exemptions and transferability
Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of an approved programme provided that they shall register as students of the University for modules amounting to at least the final third of the credit value of the award at the highest level.
Careers & opportunities
In this section
Graduate employers
Graduates from this course have gained employment with a wide range of organisations. Here are some examples:
- British Council
- Education Authorities
- BMF Businees Services
- Northern Ireland Libraries
- Escola Betania Patmos
- Hayes Recruitment
Job roles
Graduates from this course are employed in many different roles. Here are some examples:
- English Teacher
- English as a Foreign Language Teacher
- Journalist
- Recruitment Manager
- Business Development
- Human Resources
- Civil Servant
Career options
Students completing the BA Hons English course are equipped with the kind of intellectual and communicative skills that employers of all kinds require. Common career destinations include publishing, journalism and the media, business, the creative arts, arts administration, and civil service. Successful students can go on to undertake postgraduate work in all areas of English literary studies. Numerous graduates embark on Postgraduate Certificate in Education (PGCE) programmes with a view to pursuing a career in teaching.
For information on postgraduate research opportunities see: www.arts.ulster.ac.uk/rgs
The Career Development Centre (www://careers.ulster.ac.uk/ ; T: +44 (0)28 7012 4210) is available to offer friendly and impartial help and advice with career planning and provide opportunities for you to develop your employability skills. There are Information Centres on each of the campuses.
Work placement / study abroad
There is a flexible placement element in the first year of your degree, encouraging you to develop your skills as a writer in the context of a relevant workplace. Opportunities for study abroad, usually during the second year of your degree, are also available: ISEP (International Student Exchange Programme) offers links with over 140 American Universities; Erasmus+ focuses on European destinations.
Academic profile
The teaching of English is driven by the research expertise of the staff that places it within the top third of national rankings. Students thereby benefit from teachers that are pushing the boundaries of knowledge within their respective fields. The English subject group is fortunate to have several internationally renowned published poets, including Dr. Kathleen McCracken and Dr. Frank Sewell, whose works have been read at literary festivals in the UK and globally. Such expertise drives the subject's creative writing modules. There is also expertise across the literary canon and popular genres from the sixteenth-century to the present day, including, for example, specialists on Shakespeare (Dr. Kevin De Ornellas), Restoration literature and its adaptations (Dr. James Ward), women in Victorian and modern American literature (Drs. Kate Byrne and Willa Murphy), and in twentieth-century Irish prose and stage (Dr. Kathryn White).
ApplyHow to apply Request a prospectus
Applications to full-time undergraduate degrees at Ulster are made through UCAS.
Start dates
- September 2019
Fees and funding
In this section
Fees (per year)
Important notice - fees information
Fees illustrated are based on 18/19 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees
- Northern Ireland & EU:
- £4,160.00
- England, Scotland & Wales:
- £9,250.00 Discounts available
- International:
- £13,680.00 Scholarships available
Scholarships, awards and prizes
For scholarship schemes available to students at Ulster University, see the following web page:
For a list of awards and prizes that English students can win during their time at UU, see:
Additional mandatory costs
There are none.
Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.
Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.
There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
Course Director (BA English) / Subject Director (English in combinations):
Dr Tim Hancock Room I034
Admissions Office
International Admissions Office
E: email@example.com
For more information visit
Faculty of Arts, Humanities and Social Sciences
'Climbing the right hill': choosing English at the Ulster University - Kendra Reynolds (Final Year)
Uncertain, anxious, alone, inadequate: any of these sound familiar? Certainly this blend of emotions overwhelmed me when I stood at the bottom of some daunting looking steps, staring at the rather majestic crest hanging above the front entrance to Ulster University at Coleraine. Nobody in my family went to university before me. I did not go to a grammar school. I was not one of those people who passed colossal amounts of A-levels. And I felt when I first faced those steps that I was not capable of getting the high marks that you read about in the newspaper.
On induction day a comment from my sixth form teacher was still ringing in my ear - 'You'll be in a class of hundreds, just a number' - but instead of an impersonal lecturer I was greeted by a happy face and a pleasant tone and instantly felt at ease. As a painfully shy person who rarely spoke out in class at school, I feared that the small group discussions would present a major obstacle. So it was a big shock when I heard my own voice answer a question posed in one of my first seminars! This was made possible by the English lecturers in this university, who are its greatest asset. Extremely talented and enthusiastic in their fields, their humanity and down-to-earth personalities came as a huge surprise. They spare time for every student and enhance the enjoyment and richness of our learning. Instead of being intimidated I've been made to feel like my ideas are valued; it was lovely to hear one lecturer announce that he appreciated our ideas and was looking forward to reading our essays. I was given the option to try out any subject from the Faculty of Arts in my first year, and if it did not suit, to switch to another. This flexibility turned out to be characteristic of the rest of my degree. With only one compulsory module per semester, English offers a wide range of options from which to choose, allowing you to shape your own education and encouraging individual thinking and learning. This is no conveyer belt which churns out a set package of knowledge; the teachers value and reward personal interests and original ideas.
Essay-writing is aided by the excellent range of services that the University's new library offers. Whether you're studying in groups or looking for peaceful solitude, the library caters for all needs: in the busy hub of a twenty-four hour computer facility, a soft-seated area and group rooms for interactive study, or individual rooms for those who need the quiet atmosphere that not even our homes can always provide.
I never saw myself as the kind of person who would be eager to stay on in education, but I'm now aiming to get into postgraduate study, and not in any other university, but right here because the support that I have been given has helped to instil in me such confidence and self-belief. In Shakespeare's words, 'We know what we are, but know not what we may be'. The lecturers have shown me that you don't have to be an Einstein to succeed. All you need is the enthusiasm and willingness to make the most out of your experience.
Little did I know that those daunting looking steps would reflect the ladder of achievement that I would climb in the next few years. Leaving school can seem like being pushed out of a comforting nest and being expected to fly before you feel like you can even walk, yet after taking those first tentative steps I've never looked back. It reminds me of a quote I have seen somewhere that asked, 'Are you climbing the right hill today?' At Ulster University, I know that I am.


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What now? Deal with the debtEDITORIAL
November 07. 2012 3:17AM
The federal debt rose by $4.9 trillion during the two terms of President George W. Bush. It has already risen by more than $5 trillion under President Obama. At $16.2 trillion today, it is about 71 percent of gross domestic product. That cannot continue.
President Bush's excuses were war and Medicare. President Obama's excuses were the recession and the slow recovery. The time for excuses is over; the time to get the debt under control is now.
Two years ago the Congressional Budget Office warned that "growing budget deficits will cause debt to rise to unsupportable levels. Although deficits during or shortly after a recession generally hasten economic recovery, persistent deficits and continually mounting debt would have several negative economic consequences for the United States."
Among those negative consequences: As more money is sucked from the economy to finance the borrowing, economic growth would slow, and "rising debt would increasingly restrict the ability of policymakers to use fiscal policy to respond to unexpected challenges, such as economic downturns or international crises."
The warning was ignored. If such warnings continue to be ignored, we will be forced into another economic downturn by the sheer weight of our debt alone.
Let's get our spending under control so that doesn't happen.

subset: commoncrawl


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Some knitters actively avoid patterns that will require sewing. But is seamless always the best way to go?
by Sandi Rosner
Seamless sweaters are everywhere, or at least that's how it seems to me. More and more, the patterns I find myself perusing—whether for work or pleasure—share a common element: they're constructed without seams. Top-down, bottom-up, raglans, round yokes, and set-in shoulders—all of these styles can be made without seams. But the simple fact that you can do something, doesn't always mean it should be done. Don't get me wrong. I like a seamless garment as much as the next knitter. The ability to fashion a three-dimensional object from one continuous strand of yarn is one of knitting's many magical qualities. We all know that pinning pieces together and sewing seams can be tedious and time consuming. There's certainly something to be said for casting off your last stitch to reveal a final, finished garment, but skipping seams isn't the best approach for every design. Here's why:
1. Seams Supply Stability
There's more to seaming than simply holding sides and sleeves together. Seams help a garment hold its shape through washing and wearing and give it structure while on the body.
Some years back, I knit a top using a hand-dyed nylon ribbon yarn. Soft and slinky, the sweater was constructed of mitered squares and was absolutely gorgeous. Two days after finishing it, I wore it to a Ricky Martin concert (don't judge—it was 1999 and he was hot). By the end of the evening, my sexy little top was nearly long enough to be a dress and the deep V-neck was falling off my shoulders, exposing my not-meant-to-be-seen lingerie. Slippery yarn, seamless construction, and gravity had all conspired to create a garment completely lacking in dimensional stability. In short, it was unwearable.
The lesson learned? Knitted fabric is inherently fluid and your choice of yarn can amplify this quality. Fibers that lack natural elasticity—cotton, linen, silk, and bamboo, for example—can cause a finished sweater to stretch, sag and droop. The more drape your fabric has, the more likely it is to stretch out of shape. Add seams and cast-on and bound-off edges and you'll be better able to hold this fluidity in check. Side seams and sleeve seams provide structure that will keep your sweater from growing ever longer. Shoulder seams and a bound-off back neck will prevent droopy shoulders. You may save time by creating a seamless sweater, but what good is that if it stretches completely out of shape in the first wearing?
2. Seams Simplify Garment Construction
I've encountered many patterns where the planned avoidance of seams results in some pretty convoluted knitting gymnastics. Let's take the example of a fitted cardigan worked in a stitch pattern with a wide repeat. As you knit you'll need to take care to maintain the stitch pattern while working the shaping increases and decreases. If the sweater is made without seams, you'll not only end up working the shaping for the front neck, armhole, and sleeve cap all at once, you'll also have to make sure the stitch pattern stays correct in each of the five garment sections (two fronts, a back and two sleeves). No, thank you. As a general rule, I like instructions that are clear and straightforward. I don't want to have to create a spreadsheet to keep track of multiple shaping operations.
A fitted waist, fitted shoulders, and set-in sleeves give a garment the sharp, modern silhouette we all love to wear. And this shape is much easier to achieve if sleeves are knit separately and sewn in place. Working a sweater in pieces and then seaming them together allows you to keep the knitting simple.
3. Seams Highlight Style Lines
Used as a decorative element, seams can be fashionable as well as functional. Exposed seams on a cotton sweater are a great casual look. Just sew the seams inside-out, so the selvedges roll to the outside. Accent them even more by overcasting the seam with a contrasting color yarn. Highlighting the shoulder and armhole seams of a sweater with an applied I-cord, or a crochet chain can mimic piping, adding a fancy dressmaker detail. Think of seaming as another creative element to your work and it will seem like an opportunity for personal expression, not a boring chore.
The Details
So now that you've considered the good reasons for seaming, which seaming technique should you use? For the most part, it's a matter of personal preference. Back stitch, mattress stitch crocheted slip stitch are just a few of the methods at your disposal. Each has its loyal advocates and passionate critics. The only way to determine which works best for you, not to mention the project at hand, is to try them all.
No matter which seam you choose, it should be nearly invisible and not bulky. I use mattress stitch about 90 percent of the time, but will use back stitch when I want the seam to be extra strong. For shoulders, I prefer a three-needle bind-off. Kitchener stitch or other grafting techniques have their fans, but to me these don't really qualify as "seams." Ideally, grafting matches the surrounding knitted fabric, and as a result, it does not provide the dimensional stability needed for joining shoulders.
One final word of wisdom: Don't avoid seams because you lack confidence in your skills. Sewing a good seam takes practice and patience, but it isn't particularly difficult. The how-tos for a few of my favorites are below or download the pdf. Seaming is a skill every knitter should have handy, ready to use when needed.
Download a handy pdf with In Praise of Seams
and instructions for all of the seaming techniques.


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Tonight's Concert Picks: Loretta Lynn at Keswick Theatre, Public Enemy with Whodini at Liacouras Center, Arlo Guthrie at Scottish Rite, Matt Duke at Steel City, Graham Parker & The Rumour at TLA
The "First Lady of Country Music," Loretta Lynn, will be gracing the stage at Keswick Theatre this evening. The Appalachian songstress's last album, 2004's Van Lear Rose, is one of more than sixty studio records Lynn has released since her first #1 hit in 1967, "Don't Come Home A-Drinkin (With Lovin' On Your Mind)." Tickets for tonight's all-ages performance can be found here. Below, check out Lynn's performance of "Coal Miner's Daughter."


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April 08. 2013 10:55PM
Nashua school superintendent welcomes refugees
By BENJAMIN C. KLEIN
Union Leader Correspondent
NASHUA - The Board of Education discussed the possibility that some of the 50 refugees from Bhutan, Iraq and Burma that will soon be settled in Nashua will include children who will need to be integrated into the school district.
Superintendent Mark Conrad informed the board that while he has not received any information as to how many refugees are children who will become Nashua School District students, it would be prudent to start planning for their arrival. Conrad, who called the imminent arrival of the refugees a positive thing, said the district would work with the community organizations that are helping settle the refugees into the city to ensure the refugees' transition is as smooth as it can be.
Board member Dennis Ryder asked Conrad on what authority do nongovernment groups have in allowing the refugees to settle in Nashua, to which Conrad responded that since the refugees have already been granted refugee status by the federal government, they are free to settle where they choose.
Board member Sandra Ziehm said she asked the same question Ryder did many years ago and was told that if Nashua were to contest the refugees settlement, the federal government would threaten to withhold federal money from the city.
"They hold the carrot over our heads to get us to agree to this," Ziehm said.
Board member Elizabeth Von Twuyver asked Conrad whether the refugees who are soon to become Nashua students would be required to learn English before being allowed to attend class. Conrad responded that they wouldn't, but that under state law all instruction must be given in English.
"Nashua hasn't received many refugees through the years. Most have been located in Manchester. Even the Laconia School District has more refugee students than we do. While I am not sure why Nashua was selected, it was only a matter of time until we were," Conrad said.
Despite concern from some on the Board of Education, Conrad said the positives of integrating refugees from halfway across the world will far outweigh any negatives.
"They have amazing stories of survival," Conrad said. "They can bring wonderful dimensions into a classroom. This is part of the diversity of our community. This will not be overwhelming for us."


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Image: Reef Stonefish spines
The first three dorsal fin spines of a Reef Stonefish found washed up on Safety Beach, Woolgoolga, northern New South Wales, by Nicola Fraser on 29 January 2013. This fish is the most southerly stonefish record in the fish collection (registration number: I.46163-001). The front of the fish is to the right of the image. The first spine is being pulled forward by forceps. The sheath of skin surrounding the spine has been lowered to reveal some of the spine; the second and third spines are still mostly covered.
- Photographer:
- Mark McGrouther
- Rights:
- © Australian Museum
The Reef Stonefish is the most venomous fish in the world. It has thirteen stout spines in the dorsal fin which can inject a highly toxic venom. The venom causes intense pain and is believed to have killed many Pacific and Indian Ocean islanders. No deaths have been recorded in Australia since European arrival. An antivenom developed in 1959 further reduces the likelihood of death. Despite this, many people suffer the agony of a sting every year. Very hot water (not scalding) can be used to relieve the pain, but medical treatment should be sought.
Last Updated:
Tags Synanceiidae, Reef Stonefish spines, Synanceia verrucosa, fishes, ichthyology,


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