Bachelor of Arts Honours in English

Purpose

The purpose of the Bachelor Art Honours in English (BA Honours in English) qualification aims to fulfil the following requirements of English Studies. Learners will be equipped to:

• Construct and continue elaborating on a firm knowledge base concerning a range of imaginative writing, literary genres and milieus, by utilising appropriate critical theory in order to expand their understanding of the complexity of human society.
• Implement and develop research skills in close and careful reading, thinking critically and creatively about meanings, gauging the value of ideas independently, assessing the applicability of ideas to contemporary and local contexts, and formulating coherent logical arguments in response to current literary and theoretical debates for use in forums and submission to journals. These essential skills are vital in an environment where flexible, innovative thinking and the ability to learn are as important as producing a "cutting edge" knowledge base.
• Become independent, critical and creative thinkers who actively contribute to local communities, and broader national and international contexts.

This qualification aims to

• Offer learners an opportunity to study a range of modern, postcolonial and postmodern texts from African, North Atlantic, Diaspora, Latin American and Asian contexts, in various genres.
• Address existing gaps in the need to decolonise English literary studies in the interest of building a strong focus on literature from local African and South African contexts, thus contributing towards the development of a worthy contemporary ethos.
• Conduct individual research, within a field selected by the learner, which utilises appropriate critical theory in reading specific texts and engaging with current literary and theoretical debates. In this regard, the learner begins the process of becoming a credible researcher at the Honours level. In the process of writing up a research essay/treatise the learner also learns to engage in a consultative process by which the supervisor guides the learner through the methodology of literary scholarship and the development of critical thought in writing. These skills would articulate to MA and DLitt levels, and into any language-based professional space in which the learner chooses to pursue a future.

Rationale

The Bachelor of Arts Honours in English is replacing the existing Honours qualification that is not registered on the National Qualifications Framework. The existing qualification, as it stands, is not aligned with Higher Education Qualifications Sub-Framework (HEQSF) specifications and, in content, it expands and widens much of what is taught in the Third-Year Modules. This qualification is part of an effort to recirculate English Studies at the University in a structurally coherent manner whereby first, second, and third year modules build upon one another in a gradated way. In this regard, this qualification builds upon this prior learning, without duplication, and serves as a vertical articulation route to Masters of Arts (MA) and Doctor of Literature (DLitt) in English Studies.

Research has indicated that learners with a BA Honours in English Degree are increasingly sought after because of their specific training in transferable skills - that is, the skills that employers seek out across a wide range of professions including and beyond academic and research settings, such as law, finance, government, media, teaching, writing and business. The transferrable skills sought out include the ability to interpret dense and difficult materials, unpack argumentative structures, analyses problems, think laterally, creatively, self-critically and independently, produce clear, argumentative analyses and communicate effectively. Most importantly, what is sought in all fields is a flexible and critical mind, suited to managing change and constant learning in new fields of knowledge associated with new technologies.

After completing the qualification, learners will not only be equipped with such transferable skills, but will also be prepared to do high-level theoretical research, to function effectively at all levels of education, and to assume leadership roles in corporate establishments, municipal, provincial and national government bodies, and in Non-Governmental Organisations (NGOs), amongst others.

Recognition of Prior Learning (RPL)

The University's Recognition of Prior Learning (RPL) policy will be adhered to in all cases in which learners who do not meet the admission criteria in terms of qualifications, but who are able to demonstrate experiential or work-based learning at an appropriate level may be considered for RPL provided a proper assessment of the prior learning has been conducted. Such learners may be required to broaden their knowledge base by enrolling for identified preliminary modules prior to admission or parallel modules after admission. Learners may also apply for exemption from certain modules on the grounds of credits obtained the process will be implemented in strict adherence to the relevant institution policies and approval by relevant faculty structures.

Steps for RPL

All potential learners who are not in possession of a qualification need to provide proof of a similar qualification. Those who claim that they have achieved relevant prior learning which should give them access to the qualification need to apply to the Accreditation Committee of the Faculty of Arts for Recognition of Prior Learning.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Programme Coordinator (Honours in English) and Head of Department (Language and Literature), clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

Learners can produce a curriculum vitae together with a 30 page portfolio of evidence - constituting written articles of their research which illustrates theoretical and methodological competence in Literary Studies comparable to an undergraduate level - to be evaluated by a panel of internal discipline/subject matter experts, they will be considered for admittance.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not be to the detriment of the potential student and that his/her chances to succeed must be reasonable.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Language and Literature, NQF Level 7.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 8 totalling 130 Credits.

Compulsory Modules, 130 Credits

• Honours Research Treatise, 30 Credits.
• South African Writing and Reception, 25 Credits.
• African Literature, 25 Credits.
• Gender and Writing, 25 Credits.
• Modernity and Literature, 25 Credits.

1. Demonstrate a broad and integrated knowledge of current scholarly discourses in English.
2. Apply such knowledge to the close critical reading and interpretation of English texts from Africa, South Africa and abroad.
3. Engage in critical debate about relevant issues related to selected contemporary and local texts.
4. Express abstract English thoughts in a clear, logical and coherent manner in writing.
5. Produce critiques in response to English literary texts that are pertinent to contemporary and local contexts.
6. Demonstrate critical analytic skills and the ability to formulate coherent, persuasive and sustained arguments needed to engage in Postgraduate English research and public debate.
7. Design, carry out, and reflect on the results of an original, independent, limited-scope English literature research project, on a selected topic.

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

• Demonstrate competence within literary inquiry, as reflected in the selection and application of methods and techniques relevant to the discipline, while demonstrating scholarly and critical reasoning skills.
• Critically interpret topical issues from different perspectives, based on results from analyses of relevant national/international contexts and up-to-date research findings.
• Engage rigorously and critically with theory, and discursively debating the boundaries and limitations of thereof.
• Demonstrate competency in interpretation, explanation and argumentation which reflect thorough and disciplined scholarly engagement.
• Demonstrate knowledge and comprehension of discipline-specific conventions and scholarly discourse.
• Give an accurate account of scholarly positions, viewpoints and solutions.
• Identify and differentiate between current perspectives and scholarly debates pertaining to the discipline and in different relevant contexts; and reflect critical appraisal of recent and relevant literature including both primary and secondary sources.
• Develop, polish and submit an extended research essay/treatise which engages with an individually selected and focused topic, issue, theme or theory within a specific area of the discipline.

Integrated Assessment

The following methods of assessment will be used.

Formative Assessment

For each coursework module, formative assessment includes essays and seminar presentations based on the learning material covered in each course. Learners are given written/typed and verbal feedback. The process is continuous through the semester, leading up to the examination, and focuses on smaller sections of the work. For the research treatise module, the research proposal is presented to a panel and reviewed by the panel and the supervisor, as Formative Assessment; from there, the supervisor provides regular feedback to learner submissions as part of the assessment of the learner's progress in the study - although there is no mark awarded to formative assessment for the research treatise module.

Summative Assessment

Summative Assessment consists of an examination at the end of each coursework module. For the research treatise module, a treatise is used to test the learner's ability to integrate knowledge and develop a sustained study of one particular topic of the learner's choice.

The research treatise module assesses the learner's ability to integrate the skills, theory and content they have learned through all four course work modules into a comprehensive critical engagement with their selected texts and contexts for research.