Bachelor of Arts Honours in English

Purpose

The purpose of the qualification is to enable students to develop scholarly knowledge of and insight into English literature and linguistics by studying:

• Authors and texts from different periods and geographic locales and identifying the specific nature and characteristics of texts in the major literary genres.
• The linguistic conventions and constructions of the English language in order to analyse English.
• Language data from a variety of perspectives, at different levels of linguistic organisation and at increased levels of abstraction. Students will acquire insight in how literature and language produce and reflect cultural change and difference and be able to solve real-world language problems, by applying linguistic knowledge and integrating knowledge of language with relevant neighbouring ancillary disciplines.

Rationale

This Bachelor of Arts with Honours (BAHons) English qualification is intended to educate learners in the theory and practice of English and thus to become a relevant role player and practitioner in the South African society. Graduates would be able to play an important role in solving problems within the context of English in different fields of specialisation. This qualification is intended to assist relevant role players, such as potential employers, current students and their parents, to understand the criteria determining job possibilities in the world of the languages and humanities, more specifically, in English. The term 'generic' is used to indicate that the basic minimum of the outcomes as well as their Associated Assessment Criteria has been identified. In keeping with the points of departure of the generic degrees project, the standards have been developed abstractly. The standard is not bound by discipline-specific knowledge, but rather by consensus on the depth and complexity of learning and competencies to be acquired by learners in such programmes of study. This has the implication that a student could build a learning programme at the appropriate level by using a wide variety of disciplines leading to the desired outcomes. In the construction of a specific study programme provision should be made for depth and that the level descriptors should be kept in mind very closely so as to allow a student to proceed to more complex postgraduate work. This generic qualification standard proposes a minimum standard for the Honours Bachelor of Arts Degree in Languages and the Humanities consisting of at least 128 Credits within the 'general track' of the National Qualifications Framework (NQF).

Recognition of Prior Learning (RPL)

The North-West University accepts the principle underlying outcomes oriented source-based and lifelong learning in which considerations of articulation and mobility play a meaningful role. The University also underwrites the view that recognition of previous learning, obtained either by formal teaching programmes at this or another institution, or informally (obtained by experience), is an indispensable element in granting admission or credits with the aim of placing in a specifically chosen teaching-learning programme of the University. In recognising previous learning, it deals with provable knowledge and learning that the applicant obtained by following formal teaching programmes or by experience. At all times the question will be what level of competence was reached, judged in the context of the exit level skills required for the contemplated teaching-learning programmes (or modules therein) or status for which the applicant is applying and not merely about the experience the applicant can prove. Recognition of previous learning takes place in terms of the relevant skills that the applicant demonstrated in the application with reference to the exit outcomes that should be reached in the chosen programme. The North-West University accepts that the recognition of previous learning does and should take place within the normal, existing policy of admission, as well as the granting of credits to prospective or existing students from this or another institution in a valid, creditable and reasonable way.

Entry Requirements

The possession of an applicable Bachelor's degree, or equivalent qualification, as approved by the Faculty Board, with a minimum module mark of 60% for the third level modules in English. Students who did not obtain this minimum can apply to sit an entrance exam. Senate may on request give permission to a student with a Bachelor's Degree in a field of study that's not applicable, to register for this qualification. Furthermore: b) Electives (modules of choice) are limited to those presented by a school and subject group in a particular year. c) A School Director may on request form a subject chairperson grant a student permission to take one or two modules from a related subject area as part of the curriculum. d) A student with academic merit may in writing apply to the Faculty Board to take a maximum of two additional modules to the minimum requirements of the prescribed curriculum without payment of additional class fees. e) A student registers for ENLL671 and ENLG671 and four other modules, but the compilation of each curriculum is subject to final approval by the subject chairperson as well as the director of the School of Languages. f) Students who obtained their first Bachelor's Degree (B-Degree) at another university may have to pass an entrance examination.

This qualification consists of elective modules at Level 8.

Elective Modules

• Aspects of the Dutch Literature (AFLL674) 24 Credits.
• Six Romantics: Writing and Revolutions (ENLL690) 24 Credits.
• 16th and 17th Century Literary Studies (ENLL677) 8 24 Credits.
• Linguistic Theory (ENLG672) 24 Credits.
• Life Writing in the 20th And 21th Centuries (ENLL689) 24 Credits.
• Post-Colonial World Literature (ENLL676) 24 Credits.
• Topics in English Literature (ENLL688) 24 Credits.
• Research Meth and Mini Dissertation: LAN (ENLG671) 32 Credits.
• Topics in English Linguistics (ENLG682) 24 Credits.
• Text Study and Text Linguistics (AFLG674) 24 Credits.
• Twentieth-Century Fiction (ENLL675) 24 Credits.
• The Study of Language (ENLG673) 24 Credits.
• Fundamentals of Modernism in Poetry (ENLL678) 24 Credits.
• Pragmatics and Discourse Analysis (ENLG677) 24 Credits.
• Diaspora Studies (ENLL682) 24 Credits.
• Critical Language Awareness (ENLG676) 24 Credits.
• South African Literary Context (ENLL681) 24 Credits.
• Twentieth-Century Literature in English (ENLL680) 24 Credits.
• Afrikaans Narrative Texts (AFLL672) 24 Credits.
• English Sociolinguistics (ENLG675) 24 Credits.
• Linguistic Analysis and Corpus Linguistics (ENLG674) 24 Credits.
• Afrikaans Poetry: Poetry and Inter-text (AFLL671) 24 Credits.
• Poetics and Literary Theory (ENLL679) 24 Credits.
• Shakespeare and Cultural Politics (ENLL687) 24 Credits.
• English for Specific Purposes (ENLG681) 24 Credits.
• Language and Society (AFLG673) 24 Credits.
• Literary Translation (LPRA675) 24 Credits.
• Media Translation (Subtitling) (LPRA674) 24 Credits.
• Language, Text and Context (LPRA673) 24 Credits.
• Theory of Language Practice (LPRA671) 24 Credits.
• Journalism and Publishing Practice (LPRA684) 24 Credits.
• Applications in Language Pract: Text Editing (LPRA682) 24 Credits.
• Suid-Sotho (SSOL674) 24 Credits.
• Sesotho (SSOL673) 24 Credits.
• Applications in Language Pract: Translation (LPRA681) 24 Credits.
• Sesotho (SSOL672) 24 Credits
• Film Studies (LPRA676) 24 Credits.
• World Literature (ENLL683) 24 Credits.
• Foundations in English Studies (ENLL674) 24 Credits.> Textual Analysis (ENLL686) 24 Credits.
• Academic Literacy (ENLG680) 24 Credits
• Poetry Study (ENLL685) 24 Credits.
• SA Post-Colonial Literature in English (ENLL673) 24 Credits.
• Applied Language Studies (ENLG679) 24 Credits.
• The Novel in Africa (ENLL684) 24 Credits.
• Research Project in English Studies (ENLL672) 32 Credits.
• Textual Analysis (ENLG678) 24 Credits.
• Research Methodology and Mini-Dissertation: Lit (ENLL671) 32 Credits.
• Sesotho (SSOL671) 24 Credits.

1. Demonstrate advanced scholarly and scientific knowledge and understanding of approaches to, as well as terms, concepts, facts, principles, rules and theories typical to English at advanced level within the context of other African languages.
2. Demonstrate ability to identify, analyse, and solve problems within the context of English in a critical and creative manner.
3. Demonstrate the competency to search for, control, apply, analyse, and integrate knowledge independently, as well as to evaluate it in a responsible and well-grounded manner.
4. Demonstrate their competency as effective learners who understand the need for life-long learning. Demonstrate the ability to report on research and communicate it in writing and orally, with the use of appropriate Information Technology (IT), to an audience of peers.
5. Demonstrate critical evaluation of ethics and practices akin to the language of English.
6. Articulate and communicate the value of being a competent and critical user of English within a vocational context as well as within a culturally-diverse South African and world population.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Demonstrate critical reflection on, and understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Continuous formative assessment ensures feedback to learners on progress towards the achievement of specific learning outcomes. Summative assessment focuses on the Exit-Level Outcomes of the qualification and includes integrated assessments, among others a mini-dissertation, which assess the students' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification. Integrated assignments focuses on assessing whether the purpose of the qualification as a whole has been achieved, either in to or in the component parts of the programme of study and on the demonstration of applied competence. It is essential that a wide range of knowledge, skills, competencies and attitudes be integrated using innovative methods - and in the assessment of outcomes due recognition should be given to criteria and methods of assessment that assess these appropriately and adequately. The students are further assessed through a written literature review and project reports, practical tests, oral presentations and final oral and written examinations. Assess the holistic knowledge and interpretative skills of the students.