BA (Hons) Philosophy and English Literature

Key information

Typical offer:
Entry requirements
Fees: See below
Full details
UCAS code: V5Q3
Institute code: H36
Study abroad option
Work placement option
Find out more

UCAS points	A Level	BTEC	Access Course Tariff	IB requirement
112-120	BBC-BBB	DMM-DDM	Overall merit profile in 45 credits at Level 3	112-120 points

Additional requirements

GCSE: Grade 4/C in English Language and Mathematics

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.

If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.

For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.

Find out more about International Entry Requirements.

Clearing entry requirements

We’re committed to welcoming students with a wide range of qualifications and levels of experience. Over Clearing, we’ll be taking a flexible approach so if you don’t have the advertised grades, you can submit a clearing application and we’ll review and consider your application on an individual basis.

UCAS points	A Level	BTEC	Accepted T Levels	Access Course Tariff	IB requirement
112–120	BBC–BBB	DMM	112–120 UCAS points Please see additional requirements for accepted T Level subjects	Overall merit profile in 45 credits at Level 3	112–120 UCAS points

Additional requirements

GCSE: Grade 4/C in English Language and Mathematics.

Accepted T Levels: Design Survey and Planning for Construction; Design Production, Design and Development; Education and Childcare; Healthcare Science; Health; Science; Digital Support Services; Digital Business Services; Onsite Construction; Building Services Engineering for Construction; Accounting; Design and Development for Engineering and Manufacturing; Engineering, Manufacturing, Processing and Control; Finance; Maintenance, Installation and Repair for Engineering and Manufacturing; Management and Administration; Agriculture, Land Management and Production; Legal Services.

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.

If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.

For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.

Find out more about International Entry Requirements.

UCAS points	A Level	BTEC	Accepted T Levels	Access Course Tariff	IB requirement
112–120	BBC–BBB	DMM	112–120 UCAS points Please see additional requirements for accepted T Level subjects	Overall merit profile in 45 credits at Level 3	112–120 UCAS points

Additional requirements

GCSE: Grade 4/C in English Language and Mathematics.

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.

If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.

For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.

Find out more about International Entry Requirements.

Why choose this course?

Your Philosophy lecturers are all active researchers
Host of the annual Sir Francis Bacon lectures
Global literature approach from different eras and cultures

We give you:

A flexible programme of study, allowing you to concentrate on areas you find especially interesting
An exceptional academic team, conducting internationally renowned research
Stimulating, innovative courses that allow you to make rewarding connections between two disciplines
CV-building potential through work placements and extra-curricular activities

What's the course about?

Literature can offer new perspectives on familiar themes, as well as open doors to unfamiliar ideas and cultures which are temporally or spatially remote from your own. It is an ideal source for philosophical reflection, exploring and challenging the assumptions that frame the way we think, act and see the world around us.

Our BA Philosophy and English Literature degree encourages you to expand your imaginative capacities and to critically reflect on possibilities for how the world could be, by engaging with a wide variety of perspectives. You will gain skills in understanding how to read and interpret in context, and in how to formulate your own arguments, to arrive at your own conclusions. All our English Literature and Philosophy lecturers are active researchers, so you’ll share the excitement of doing original work in a supportive and highly-rated academic community.

In your first year, you might choose to study international and American literature or revisit Shakespeare and consider his cultural relevance today through fictional, cinematic and TV adaptations. In Philosophy, you might explore questions which lie at the heart of much literature, such as whether anything can give meaning to life, and whether our striving to achieve anything of significance is ultimately futile, even ridiculous. The philosophy of film and literature module addresses the assumption that anything is possible in fiction and considers the extent to which that is true.

In your second year, you’ll focus on period-based literature from the Renaissance onwards and gain an understanding of literary history, from Elizabethan verse and drama, via Augustan poetry and the emergence of the novel in the 18th century, to the radical transformations of the Victorian age, and the emergence of modernity in the 20th century. In Philosophy, you’ll choose from a variety of topics, which includes a module on the nature of art, expression and representation (in literary as well as visual art), and modules on influential texts in philosophy, such as Plato’s Republic.

Our English Literature students can choose a work experience module, Literature at Work, which explores English in the classroom and aspects of the literary heritage industry. The module is centred around a six-week work placement where you’ll gain valuable transferable skills. Our students have worked as school classroom assistants, in publishing houses or attractions such as London’s Charles Dickens Museum and Dr Johnson’s House.

Work placement/study abroad option: Between your second and final year, you’ll have the option to study abroad or do a work placement for up to a year. Not only will this give you an amazing experience to talk about but will also give your CV a boost. If you’d rather go straight to your final year, that’s absolutely fine too.

The final year allows for even more opportunity to tailor your degree to reflect your own interests. On the literature side, themed options include children’s literature, young adult fiction, Renaissance tragedy, 21 st century American literature, European crime fiction, literary adaptations and the culture of print in the 18th century. A wide variety of Philosophy modules are available, including modules on feminist philosophy, the nature of language and meaning, and a module on Nietzsche, who is well-known for his literary style.

Your main campus is College Lane

This is where the creative arts, science and health-related subjects are based. This means you’ll share the campus with future nurses, scientists, artists and more. You can use the common rooms to relax with friends, work out in the 24-hour gym or have a drink in our on-campus pub or cafes. We also have restaurants for you to eat in or grab something on the go. Our Learning Resources Centres are open 24/7, which means you can study whenever suits you best. Want to pop over to the other campus? You can take the free shuttle bus or walk there in just 15 minutes.

What will I study?

Our philosophy students benefit from being part of a lively and active academic community. You’ll learn through formal courses and extracurricular seminars, while our small group teaching helps you to find your feet in the academic environment. There are plenty of opportunities to discuss critical issues with staff and fellow students, including an optional residential weekend each year.

Level 4

Module	Credits	Compulsory/optional
Reason and Persuasion	15 Credits	Optional
We live in a world of persuasion. Advertisers would persuade us to buy their products while politicians press their policies on us. In personal life too, others want us to see things their way. We, of course, want others (colleagues, friends and family) to agree with us, to be persuaded by our arguments. Rhetoric is the art of persuasive speech and writing. It has been studied both for academic interest and for its practical, business and legal usefulness since ancient times. This module will explore the reasons why some persuasive efforts work while others do not. It will develop your ability to judge when you ought to be persuaded by the arguments of others and to present your own views in a way that increases their persuasive force.
Religion and the Contemporary World	15 Credits	Optional
Is religion a mental illness or a source of mental health? Is it a tool for political oppression or a tool for liberation? Can it be understood at all from a secular point of view? In this module, we look at the place of religion in the contemporary world. We examine how different academic disciplines (e.g. psychology, political theory, sociology, philosophy, phenomenology, theology) have shaped our contemporary understanding of religion. With this background in place, we consider the way in which religious traditions engage with important contemporary controversies about such issues as gender, sexuality, multiculturalism, the media, war and peace and the environment. In exploring these controversies, we examine questions such as: Is religion inherently sexist? Does it condemn homosexuality? How accurate are media representations of religious groups and their beliefs? Do religious groups have different rights? Does religion promote war or prohibit it? Is religious environmentalism possible?
Texts Up Close: Reading and Interpretation	15 Credits	Compulsory
This core module aims to encourage and develop your enjoyment of the processes and practices of reading literary texts. It is also intended that the module help you transition from secondary education to university study and equip you with a strong foundation in some important skills needed throughout your university career: close textual analysis, independent learning, critical thinking, and advanced academic writing. The module aims to encourage you to think about literary genres and styles, as well as a range of approaches to literary criticism. We will focus on a small number of primary texts written at different times, as well as a selection of literary criticism. Typical examples include: Mary Shelley's Frankenstein (a novel, 1818); Arthur Miller's The Crucible (a play, 1953) and an anthology, Identity Parade: New British and Irish Poets (2010). `Texts Up Close' will also complement your work on other modules in the first year, and prepare you for the next steps in your degree.
Make it New: Literary Tradition and Experimentation	15 Credits	Optional
This module builds on your work in the first semester and focuses on the ways in which, in the Twenty-first century, literary texts continue to undergo transformation. In studying examples from the three main genres--prose (novels), poetry, and drama--you will examine how texts either conform to, or break away from, literary conventions and traditions. The module emphasises recent material to give you a sense of the writing around us now, but we will also look at some older 'classic' texts. We will seek to question how the ingredients of different genres--character, plot, and narration in the novel; dialogue and structure in drama; language, metre and rhyme in poetry, for example--are re-examined and questioned over time. Typical texts include Ali Smith, How to be both (2014), Zadie Smith, NW (2010), Daljit Nagra, Look We Have Coming to Dover! (2007); Samuel Beckett, Waiting for Godot (1952) and Emily Berry, Stranger Baby (2017).
Journeys and Quests: Adventures in Literature	15 Credits	Optional
In this module, we start to examine one of the major plots in literary history: the journey or quest. From ancient Greek poems about mythic heroes, to the search for the Holy Grail, and recent stories about returning home, the quest narrative has been central to literary texts across time-periods and cultures. This module is interested in the narrative traditions, conventions and motifs of the quest, and we will pay close attention to literary form and content. We will also think how certain narratives are recycled and re-used by writers and film-makers. We will move from ancient texts such as Homer's epic The Odyssey to more contemporary re-writings of this story, such as Margaret Atwood's The Penelopiad (2005). Other texts for study might include the autobiography The History of Mary Prince, A West Indian Slave (1831), Cormac McCarthy's novel The Road (2006) and The Wizard of Oz (film; 1939).
Border Crossings: Modern Literature from around the World	15 Credits	Optional
This module focuses on literary texts from around the world. You will explore texts from a diverse range of countries and cultures (either written in English, or translated into English), helping you to think of 'English Literature' as more than just writing produced in Britain. You will study a selection of significant international works that have sparked particular debate, or represent literary innovation. We will discuss themes such as: identity; belonging; migration; heritage; diaspora; indigeneity; and environment. The module will build on the work done in the first semester, continuing to help you develop ways of comparing and analysing different texts and their contexts. We will read works from countries as varied as Australia, Guyana, India, Ireland, Nigeria, Palestine and the USA. These will typically include novels, graphic novels, films, poetry and plays.
Identity and Contemporary Writing	15 Credits	Optional
This creative and critical module explores a range of contemporary poetry and prose about identity. Broadly, the module examines material written in the late-twentieth and twenty-first-century about identity positions, from race and gender, to sexuality, dis/ability, class and so on. We will consider, both creatively and critically, how one writes about one's own life, whether marginal or otherwise. You will think about these concerns as both creative writers and literary scholars: you will be analysing poetry and prose as well as writing in these forms on a fortnightly basis. Each critical week, exploring a topic, theme or author, will be followed by a creative week, where you put into practice the things you've learned. In all, this module helps develop you as both a writer and a scholar of contemporary literature. Writers studied may include: Emily Berry, Danez Smith, Justin Torres, Mary Jean Chan, Andrew McMillan, Claudia Rankine, and others.
Social and Political Philosophy	15 Credits	Optional
How should our society function and what implications does this have for the individual? How should goods (e.g. property, services, rights, liberties, power) be distributed in society? On what basis can some people claim ownership of property? What is exploitation and how might it be addressed? What is equality? On what basis can someone 'in authority' tell me what (or what not) to do? And if I don't do as they say, on what basis can I be punished for it? What is a legitimate way to protest against a state? What are rights? Do all humans have rights or are some to be excluded? What are our obligations to future generations, to non-human animals, and to the environment in general?
Mind, Knowledge and Reality	15 Credits	Compulsory
Sometimes we misperceive the world. Sometimes, whilst asleep, we take ourselves to be doing things which we are not in fact doing. And, furthermore, there is no evidence we could bring to bear which would eliminate the possibility that an evil demon is continually deceiving us about how the world is. To what extent does all of this undermine our claims to know anything? What is the link between reality and the way we perceive it? Can we at least know that we have a mind, if not a body? What is the relationship between the mind and the body? What is the relationship between mind and body and being a person? What does it take the remain the same person over a lifetime? Indeed, how can anything undergo change and yet remain the same thing?
American Voices: Introduction to US Literature and Culture	15 Credits	Optional
This module will introduce you to some key works of US literature, from the founding of the nation until the present day, and explore how they intersect with important aspects of American history, culture and society. We will study works in a range of forms and genres, from varied historical moments, developing your understanding of recurring motifs in American culture and your skills of critical analysis. The module will suggest different ways of conceptualising -- and making connections between -- alternative literary interpretations of the American experience. These approaches may be thematic (e.g. revolution, modernity, isolation), stylistic (e.g. Gothic, realism, naturalism) or spatial (e.g. city, plantation, frontier, small town). The module will lay the foundations for the more in-depth, period-based study of American literature at Level 5 and 6 by giving you a sense of the dazzling diversity of American writing over the last two centuries and more.
Romantic Origins & Gothic Afterlives	15 Credits	Optional
This module interrogates Romanticism's intersection with the Gothic in an era of revolution, innovation and social change. It explores a number of themes around innocence and experience, liberty and enslavement, terror and romance, together with new ways of thinking about the world, through theories of the sublime and the picturesque. The emphasis on origins invites us to investigate the development of genres and modes of writing from Romantic fragments to revolutionary feminist essays, fairy tale narratives and Gothic romances, and to give special prominence to childhood. We interrogate a range of narratives that focus on the peculiar responsiveness of children to nature and the revolutionary promise of the child. We also investigate childhood as a less than idealised state: tales of primitives, 'savages', feral children, and 'monsters'. The module will conclude with an exploration of the dark 'other' of the beautiful Romantic child through the Gothic afterlife of Frankenstein's creature.
The Meaning of Life	15 Credits	Compulsory
Does anything give meaning to life? Does the fact that we will die render our striving to achieve anything of significance ultimately futile, even ridiculous? Would God's existence or non-existence have any bearing on an answer to this question? Does it even make sense to ask about the meaningfulness of our lives? Might we better approach the meaning of life through thinking about what it would take for activities within a lifetime to have meaning?
Ethics	15 Credits	Optional
Can you be harmed by something without ever experiencing it as a harm? Is what we experience all that should matter to us? What should we value? What is an ethical dilemma and is there a good way to resolve them? Can you be held morally responsible for something which is to some extent not within your control? To what extent should you be held morally responsible for anything? What are we even doing when we make ethical claims?
Philosophy of Fiction	15 Credits	Compulsory
Fiction is philosophically interesting in many ways. How do we establish what is true in a fiction? Can the impossible happen in fiction? How, if at all, do we manage to engage with fictions that we take to be metaphysically or morally problematic (such as H.G.Wells' The Time Machine or Vladimir Nabokov's Lolita)? How do we make sense of interactive fiction, where it appears that we take on the role of a fictional character? In what sense can fiction explore not only how things actually are but how things could have been? Is there a difference between what can be represented in film and what can be represented in literature? We tackle these questions by engaging with various vehicles for fiction (film, literature, videogames, etc.) to see how they fit within a philosophical framework for thinking about them.
Sci-fi, Philosophy, and Religion	15 Credits	Compulsory
Science fiction helps us to imagine the impossible and to reimagine the possibilities of our own world. As a genre, it has always been linked to philosophy and religious thought, raising profound questions about what it means to be human, what kind of societies we want to live in, how to think about the relationship of mind and world, how to relate to nature, and much more. Through readings of science fiction literature and film from the 19th to the 21st century, this course covers a wide range of philosophical ideas from ethics, philosophy of religion, political philosophy, and metaphysics. Students gain an appreciation of philosophical and theological ideas, the relationship between philosophy, theology and literature, and the process of textual interpretation.
History on the Page, Stage, and Screen	15 Credits	Optional
From the Assassin's Creed video games to the enormously popular Bridgeton series historical events, people, and scenarios dominate our cultural landscape. They are presented in novels, on television, on film, and on the stage. The past is the source of inspiration for societies around the world. Writers use it as the setting for their stories; governments use it to justify their policies; businesses use it to sell their products or services. This module explores how history is represented in popular culture and provides students with an understanding of how historians are involved in shaping these depictions. It asks students to question the extent to which contemporary depictions tell us more about our own times than about the past and to consider the extent to which popular representations of the past connect with debates amongst academic historians.

Level 5

Module	Credits	Compulsory/optional
Themes in Plato's Republic	15 Credits	Optional
If you could get away with morally unjust behaviour, why should you act morally? What would an 'ideal society' be like? What is the relationship between justice in the individual, and justice in society? This course investigates several major themes in Plato's philosophy. After an introduction to the importance of Socrates and the nature of Socratic enquiry, we shall focus predominantly upon the Republic - one of the most important texts in the history of western thought - in which the above questions are central. The course will aim to show connections between Plato's metaphysics and theory of knowledge, and his ethics, political thought and philosophy of art and literature. Students will develop their skills in reading, assessing and advancing arguments.
The Right and The Good	15 Credits	Optional
Is happiness the only thing of value? According to Utilitarianism, my moral duty is to promote happiness. What do we mean by "happiness"? If our moral duty is to promote happiness does this mean that we are justified in adopting any means, including killing, that might promote happiness? Kant is one philosopher who considers that we should value human beings in their own right and this introduces constraints on what we are morally justified in doing. We have duties to assist and also not to harm other human beings. We study these two theories by looking at Mill's 'Utilitarianism' and Kant's 'Groundwork of the Metaphysics of Morals'. Application of these theories to moral dilemmas chosen by students will form the topic of the presentation. For example, is it ever morally right to use violence or terrorism in the pursuit of peace? Should we ever assist anyone to commit suicide?
Studies in Twentieth Century Literature, 1900-1945	15 Credits	Optional
Building on the study of narrative begun at Level One this course will examine some key texts published in the period 1900 - 1945 and offer an historical and theoretical framework in which the set texts can be read. A central part of the course will be the attempt to explain the literary developments of the period by reference to a central concept in twentieth century cultural history: Modernism. The course will make clear that the chronological division indicated here does not imply that all texts of this period can be called `Modernist'. As students will be invited to consider, this is simply a convenient label whose meaning is itself a source of controversy and debate. Attention will also be given to such common thematic motifs such as urban ambience, the 'presence of the past', social class and sexual politics. The writers studied on the course will vary from year to year but are likely to include such key figures as Joseph Conrad, Virginia Woolf, May Sinclair, Jean Rhys, James Joyce and T.S. Eliot.
Philosophy of Mind	15 Credits	Optional
What are mental states? How do they relate to human actions? What is consciousness? Is there a real difference between the mental and the physical? This course explores philosophical approaches to understanding the nature of mind which range from dualism to strong forms of materialism. Students will be trained in the use of relevant terminology and will develop their skills in reading, assessing and advancing arguments. Students will be assessed on their knowledge and understanding of at least two approaches/issues in the philosophy of mind, their use of relevant terminology and their ability to produce structured arguments, which anticipate possible replies, in the form of essays.
Knowledge and Discovery	15 Credits	Optional
What kind of justification is required to be able to say not just that we believe something but that we know it? Must we be able to cite reasons for believing something before we can be said to know it, or is it enough for those beliefs to have been generated in a reliable way? Must knowledge rest on a foundation that is immune from error, or are beliefs justified by being part of a network of mutually supporting beliefs? We shall discuss the extent to which the particular observations we make give us reason to believe (or disbelieve) general claims about the world and, further, what counts as a good explanation for why that thing has happened. We shall consider not just beliefs about those things we can see with our own eyes but whether there is any reason to believe in those things which we cannot observe directly (e.g., the very small and the very distant).
Philosophy of Art	15 Credits	Optional
We go to museums, read novels, listen to music, talk about art. But what is art? In this module, we survey the main theories of art throughout history, observing as we go along, that while each theory has added to our understanding of art, it has not defined it once and for all. At the end of the survey, we shall ask whether a comprehensive definition is possible, or even necessary to our understanding of art. The survey will take us through passages from authors such as Plato, Aristotle, Tolstoy, Hume, Kant, Collingwood, Wittgenstein, Danto, Dickie and Wollheim. We will ask ourselves: Is art is a matter of personal taste or are there intersubjective criteria in the determination of art? Where is the boundary between art and craft? How is art related to morality? Is Tracy Emin's My Bed art; if so, is it good art? What makes anything art?
American Literature to 1900	15 Credits	Optional
This module will trace the development of American literature from the colonial period through to 1900, examining texts from multiple genres (autobiography, captivity narrative, political propaganda, novel, poetry, short story). It will examine how writers responded to the American environment and sociopolitical events to create a distinctively American literary tradition. Attention will be paid to issues such as New England Puritanism; the treatment of Native Americans; slavery; the War of Independence; Americas relationship with England; Manifest Destiny, expansionism and the frontier; transcendentalism; the Civil War; industrialization and the growth of the city; gender and sexuality. Authors who may be studied include: Mary Rowlandson, Phylis Wheatley, Benjamin Franklin, Thomas Jefferson, Charles Brockden Brown, Washington Irving, James Fenimore Cooper, Edgar Allen Poe, Harriet Jacobs, Nathaniel Hawthorne, Herman Melville, Ralph Waldo Emerson, Henry David Thoreau, Walt Whitman, Henry James, Emily Dickinson, Mark Twain, Edith Wharton, Stephen Crane, Sarah Orne Jewett.
Metaphysics	15 Credits	Optional
Metaphysics asks the most general questions about the most fundamental features of the world. How should we understand space, time and causation? Does time flow? Does the future already exist? Is space a substance? Is it possible for me to do something now so as to affect what happened in the past? What are things and what does it take for them to persist over time? What is it for things to have properties, such as being red? What are properties? Do they exist in the same way that the things that have them do? What else exists? Does reality extend beyond what is actual?
Ways of Reading: Literature and Theory	15 Credits	Compulsory
Ways of Reading is an introduction to theoretical approaches in literary criticism. The module will offer a survey of twentieth- and twenty-first-century trends in critical thinking about literature such as, for example, Marxism, psychoanalysis and feminism, together with later developments such as spatial criticism, disability criticism and ecocriticism. The emphasis will be on learning to apply concepts which are characteristic of these approaches within the context of your own critical writing about literature. This module is compulsory for students intending to take an independent project module or dissertation in Literature at Level 6.
Philosophies of Religion	15 Credits	Optional
This module focuses on the philosophies of religion that arise from the analytic (Anglo-American), European, and Asian (especially Buddhist) traditions. Its primary focus is a body of philosophical texts on religion by classic thinkers from these diverse traditions. Through these writings, you will be invited to consider how such different philosophical perspectives approach a series of questions they have in common, questions such as: What role do happiness and suffering play in religious thinking and practice? What is the relevance of the body and of embodiment to religion? What role is played by experience in religious faith and practice? How do reason and faith relate to each other? What goal is served by religious language? Is there such a thing as a distinctively philosophical approach to religion, given the differences between these diverse traditions?
Images of Contemporary Society: British Literature and the Politics of Identity	15 Credits	Optional
Drawing on writing produced since the Second World War, this module focuses on the changing situations of both writers and readers of British fiction, theatre, and poetry. The module undertakes an examination of realism in post-war writing and students will be asked to consider the cultural representations of the period as they are evinced in both fiction, drama, and poetry including those of the late 1950s and early 1960s, a time of unprecedented change in British society. The module provides examples of this writing in authors, such as Sam Selvon, John Braine, Caryl Churchill, Zadie Smith, Irvine Welsh, and Linton Kwesi-Johnson. It considers the ways in which the set texts deal with such issues as class antagonisms, race and ethnicity, masculinity and femininity, and sexual expression, and how they effectively represent, and are representative of, contemporary British society.
Logic and Philosophy	15 Credits	Optional
Logic and philosophy have been intimately connected since ancient times. Logic provides some conceptual tools which can be very helpful in clarifying ideas and developing convincing arguments. But, as you will see in the module, the ideas and arguments which can be expressed depend on which system of logic is adopted. In learning elements of various systems of logic, we will consider the philosophical issues raised by them. Which ideas can be expressed in logic? Might we lose something in translation when expressing ideas in a logical language rather than in English? Are there any sentences which are neither true nor false? To what extent can logic help in deciding what we should believe in? Many of these issues are at the cutting edge of contemporary philosophy.
Literature at Work	15 Credits	Optional
This module enables you to incorporate practical experience into your study of English Literature and/or Creative Writing. It focuses on how literature (the writing process, the marketing and retailing of texts, their critical analysis, or literary history) is encountered by an audience outside academia. To take this module, you must find a suitable work placement by the end of the previous semester, with guidance from the module leader. Suitable sites for work experience might include: a school, or further education college; a heritage site associated with a writer; a literary festival; a publishing company; a bookshop; a funding body or arts organisation; a theatre. Your time spent on placement should total up to at least 24 accumulated hours, though in practice you may spend longer.
A Nation of Readers: British Identity and Enlightenment Culture	15 Credits	Compulsory
This module focuses on British literature first published between 1640-1740 and is designed to build on your ongoing close-reading and analytical skills. The module considers many key cultural themes during this turbulent period of history, including power and political authority, national identity, class hierarchies, print culture, gender and sexuality, and religion, and encourages students to consider texts from a historicist approach. Texts include works by Dryden, Marvell, Milton, Gay, Pope and Swift as well as lesser-known female authors such as Mary Chudleigh and Mary Wortley Montagu. Prose works include Behn's 'Oroonoko' and Defoe's 'Moll Flanders'. You will therefore be looking at both the work of writers whose works are often identified within the 'canon' of 'great' English literature as well as others who have, until more recently, often been excluded from literary histories.
Revisiting the Renaissance	15 Credits	Compulsory
This module takes a historicist approach to British literature first published between 1550 and 1642 and is designed to build on your ongoing development of close-reading and analytical skills in relation to many key cultural themes during this turbulent period of history, including power and political authority, national identity, class hierarchies, print culture, gender and sexuality, and religion. Texts include plays by Shakespeare, Marlowe and Jonson, and poetry by Wyatt, Sidney, Spenser and Donne as well as lesser-known female Renaissance authors such as Whitney, Wroth and Lanyer. Prose works such as Sir Thomas More's 'Utopia' and the Tilbury speech of Queen Elizabeth I will also be considered. We will therefore be looking at both the work of writers whose works are often identified within the 'canon' of 'great' English literature as well as others who have, until more recently, often been excluded from literary histories.
Employability Skills	15 Credits	Optional
Producing graduates who are highly employable is a key aim of the University of Hertfordshire. This module aims to help you bridge gaps between your specialist academic studies and the world of graduate employment. As well as allowing you to reflect on and further develop your employability skills we will explore the changing nature of employers' needs. Using case studies, we will consider a range of issues (legal, gender, equality) that can arise in recruitment and the workplace. The module will also focus on career planning and job searching, as well as recruitment and selection processes including the work of assessment centres and pyschometric testing. Overall the intention is that you will be able to develop your job-market awareness and identify and explore potential career pathways. The module is worth 15 credits and may be chosen in place of a 15-credit subject module at Level 5, or as an additional module at Level 6, alongside 120 credits of modules in your subject(s).
Philosophy of Love and Sex	15 Credits	Optional
Philosophers have considered the nature of love and sex for centuries, challenging us to question our assumptions about some of the most fundamental human experiences. What does it mean to love? What is the relationship between love and philosophy? Can getting dumped make us better philosophers? What is the role of sex and desire in love? What is sexual desire and how does it relate to sexual arousal? What is a sexual perversion? How should we understand pornography? This course will explore love and sex through a variety of kinds of philosophical and fictional works and will introduce students to different philosophical methodologies.

Level 6

Module	Credits	Compulsory/optional
Literature and the Visual Arts	15 Credits	Optional
This module considers how literature relates to paintings, sculptures, prints, video artworks, and photographs. Examining cultural movements from Romanticism to the present, it discusses 'ekphrastic' works (poems about paintings) and intermedial movements sharing approaches to literary/artistic production. Avant-garde, modernist, and contemporary movements are explored alongside industrialisation, war, and equal rights. Reading may include work from Auden, Dante and Christine Rossetti, William Blake, Wyndham Lewis, Turner, Augusta Savage, Hilda Doolittle (H. D.), Elaine de Kooning, Frank Bowling, Cy Twombly, Georgia O'Keefe, Frank O'Hara, Frankenthaler, and Lerner.
Contemporary Moral Philosophy P	15 Credits	Optional
What should be the primary focus of ethics? Should we focus on actions or on the character of agents? Students will study different approaches to these questions embodied in contemporary discussions of Kantian Ethics, Consequentialism and Virtue Ethics. This discussion will raise issues such as, do we arrive at moral evaluations by applying principles to particular cases or are moral evaluations more a matter of, for example, a virtuous person's perception of a particular case? What is the relationship between the moral evaluations that we make and the reasons that we give for those evaluations? What are our moral theories based on: shared beliefs about rightness, our moral intuitions, our common sense intuitions about the virtues?
Aristotle P	15 Credits	Optional
Is there a method to philosophy? Are we rational animals? Do all living things have a purpose? What is the good life or is there more than one? Is ethics primarily concerned with virtue? These questions, which are still of relevance today, will be explored by an examination of Aristotle's central works.
Eighteenth Century Bodies	15 Credits	Optional
Gender and sexuality have histories; this module will explore some of the ways in which they were constructed in the shifting social contexts of the long eighteenth century and their intertwining with concepts of power, class, nation and ethnicity. By examining a generically broad range of textual materials - plays, poems, novels, medical and religious discourses, advice books - this module will analyse a variety of models of sexual behaviour and male and female identities, paying close attention to the historical moment in which the text was written. Possible topics for study include: Restoration libertinism as represented in the works of John Wilmot, Earl of Rochester, Aphra Behn and William Wycherley; bourgeois sexuality as in Samuel Richardson's 'Pamela' and Henry Fielding's 'Shamela'; prostitution and the commodification of sexuality as in Defoe's 'Roxana', John Gay's 'The Beggar's Opera' and John Cleveland's infamous pornographic novel, 'Fanny Hill; or Memoirs of a Woman of Pleasure'; the psycho-sexual anxieties of Gothic novels, for example William Beckford's 'Vathek' and Jane Austen's 'Northanger Abbey'.
Literature Project	30 Credits	Optional
The Literature Project is intended to give you the opportunity to carry out a substantial up-to-date research project based on a topic or author of particular interest. As well as enabling you to follow up particular enthusiasms, the module aims to further develop skills in planning, research, time-management and presentation. The module is taught via a programme of one-to-one tutorials with a designated supervisor. You may choose a topic from any area of literary studies but the choice of a topic must be agreed with the module leader before the end of Semester B preceding the next academic year in which the work will be undertaken.
Between the Acts: Late Victorian and Edwardian Literature 1890-1920	15 Credits	Optional
This module studies texts written between 1890 and 1920 in order to consider the period of transition between the end of the Victorian age and the end of the First World War. Students will be invited to consider ways in which the set texts (and recent adaptations of them on screen and stage) challenge Victorian ideas of stability and respectability as well as their engagement with such concepts as heroism, the `monstrous, suburbia, marriage and sexuality, trauma, class and nationhood. The texts studied will include a range of different genres and styles, from the so-called `problem play of the 1890s and 1900s, to the horror story; from the best-selling exotic romance to the literature of World War One. Authors studied may include Bram Stoker, Oscar Wilde, Elizabeth Robbins, E.M. Forster, Ford Madox Ford, Rebecca West, Henry James, Elinor Glyn and Rudyard Kipling.
Children's Literature:Growing up in Books	15 Credits	Optional
This module critically analyses works of children's literature published since 1950. Primary texts will range from picture books designed for very young children to works of cross-over fiction which aim to bridge the gap between the child and the adult reader. This will enable us to consider the ways in which children's literature works on the page and in culture to mediate and interpret the process of 'growing up' in modern society. We will engage in close critical analysis of the primary material (considering, for example, questions of genre, narrative conventions and the relationship between words and illustrations) - and this will be linked at every stage to a consideration of the ways in which literature for children interacts with wider cultural and historical contexts. You will be expected to engage with key theoretical and critical debates around children's literature. Authors studied may include Sendak, Seuss, Dahl, Lewis, Morpurgo, Rowling and Pullman
Philosophy of Language	15 Credits	Optional
Marks, sounds and gestures can all have meaning. But what is it for them to have meaning and how do they manage to have it? Is the meaning of my words to be analysed in terms of my intentions to communicate with another or the conventions I subscribe to when using words? In what way is meaning related to truth and my being warranted in asserting what I say? What other things can we do with words than state truths? How should we understand metaphorical uses of language? How do names and descriptions in particular manage to pick out objects in the world? Are some things I say true solely in virtue of the meanings of the words I use? Is there anything that fixes what it is that I do mean when I use words, or is meaning, to some extent, indeterminate? Can a study of language tell us anything about reality?
Texts and Screens: Studies in Literary Adaptation	15 Credits	Optional
Literature and film have had a close and complex relationship since the beginning of the twentieth century when silent cinema adopted the novel as a fruitful source for its own stories. The cinema is still one of the most frequent ways by which we first encounter literary texts. By using a number of case studies this module aims to introduce you to some of the key issues involved in adapting literary texts for the cinema, including questions of narrative technique, concepts of genre, questions of representation and notions of fidelity and authorship. As well as close readings of the set texts (both written and cinematic) the module will also engage with recent theoretical approaches to film and literary studies. The texts chosen for study will vary from year to year but might include such notable examples as Romeo and Juliet (Shakespeare; Zeffirelli; Lurhmann); Goldfinger (Fleming/Hamilton) and Trainspotting (Welsh/Boyle)
Year Abroad	0 Credits	Optional
A Study Abroad year is an optional additional year that increases the length of the Honours degree award to a four-year full-time degree. The additional year comprises an agreed programme of study in a partner institution abroad with whom the University of Hertfordshire has an institutional agreement. The programme of study will support, supplement and extend the more usual three-year programme. Success in the third year will be recognised in the title of the award, but does not carry additional credit towards the Honours programme. A student would normally confirm the intention to study abroad during the first ten weeks of study at Level 5. This will enable a place to be negotiated at a host institution and the Study Programme and learning contract to be arranged and agreed.
Philosophy of Psychology	15 Credits	Optional
'Blindsighters' can judge with around 90% accuracy whether experimenters are showing them either a cross or a circle, and are able to discriminate colours, despite being completely blind due to a form of brain damage. The job of philosophers of psychology is to settle what this phenomenon, and related ones, means for the nature of the mind. Does it show that blindsighters 'see' colours etc., unconsciously? That would suggest mere perception is insufficient for consciousness, and we must then investigate what must be added to make a percept conscious. Or does blindsight simply demonstrate that there is a completely blind 'visual information system' in humans, operating alongside normal conscious vision? And would that mean conscious vision plays only a secondary role in daily life (is our behaviour somewhat more 'automatic' than we believe)? This module investigates key psychological phenomena and examines philosophical theories as to their significance for the human mind.
Political Philosophy	15 Credits	Optional
'Politics' and 'policy' both come from polis, the Greek word for 'city', but which more broadly means something like 'the community to which one belongs, in which one has rights and to which one has obligations'. What makes a community? Can any group of people be one? What does it mean to belong to one? Can membership of a community be part of your identity in any deep sense? How can obligations and rights arise from membership of a community? Is such membership always voluntary? These questions arise with special force in connection with citizenship and the state, but they are implicit in any kind of community membership that entails rights, obligations and impinges on your sense of self.
The Humanities Placement Year	0 Credits	Compulsory
The Placement Year provides you with the opportunity to set your academic studies in a broader context and to utilise the intellectual skills you have gained through your degree in the work place. You will also strengthen your time management, organisational and communication skills as well as develop employability skills. You will gain experience of applying for jobs and of working within a commercial, business or professional environment prior to graduating thus increasing employability skills such as teamwork, communication skills and commercial awareness. You will gain experience in a field that is often a destination for Humanities students such as PR, marketing, management and research. You will have developed valuable industry skills and experience as well as being able to apply many of the intellectual skills you have learnt through your degree to a real world situation.
Religion and Modern Thought	15 Credits	Optional
Do we live in a 'secular' or 'post-secular' age? What are the prospects for religious and spiritual belief and practice today? Inspired by the work of Charles Taylor, this module traces the 'conditions of belief' from the sixteenth century to the present day. It explores the significance of a shift from a 'God-saturated' world to one in which faith is, often even for the believer, one human possibility amongst others. In tracing the origins of the modern 'secular' worldview, you will explore such topics as: the Reformation and the rise of the 'Protestant ethic'; the Enlightenment critique of religion; scientific and historico-critical challenges to scriptural authority; and the impacts of liberalism, fundamentalism, feminism and religious diversity on religious belief and practice in the west. You will consider the 'secularisation hypothesis' and its critics, and the question of what the options might be for responsible religious belief and practice today.
Twenty-first Century American Writing	15 Credits	Optional
This module will survey contemporary American literature from the twenty-first century. We will investigate key literary texts and cultural movements from the period alongside historical contexts and new theoretical frameworks. Examining works of narrative, drama and poetry, we will look at a variety of textual strategies that contemporary authors use to investigate the contemporary world. Structured through six key themes--including 9/11, the transcultural, sexuality and race--the module will provide students with the change to explore new and diverse literary material that attempts to explore America in today's "globalized" world. Texts studied will vary but typically will include novels (Philip Roth's The Human Stain), poetry (Claudia Rankine's Citizen) and drama (Moises Kaufman's The Laramie Project).
Euro-Crime on Page and Screen	15 Credits	Optional
The twenty-first century has seen a resurgence of interest in crime fiction, films and television dramas ranging from renewed interest in the "who-dunnits" of Agatha Christie to the more explicit violence of contemporary "Nordic Noir". This module examines examples of European crime writing beginning with the popularity of detective fiction in the early 1900s before looking at how successive European writers and film/programme makers have modified the form to suit their times, often using the crime at the centre of their narratives as a jumping off point for exploring questions of national and cultural identities. The written and filmed texts studied will take us to different European countries. Typical examples include, but are not limited to, stories from Britain's "Golden Age" (1920s and 1930s), novels and film adaptations of work by Georges Simenon (Inspector Maigret, France), Arnaldur Indriðason (Detective Erlendur, Iceland), Stieg Larsson (The Girl with the Dragon Tattoo, Sweden), and Andrea Camilleri and Giancarlo de Cataldo (Inspector Montalbano and Romanze Criminale, Italy). Works will be read in translation.
Kierkegaard, Philosophy and Religion	15 Credits	Optional
What makes a human life worthwhile? What does it really mean to live 'aesthetically', 'ethically' or 'religiously'? What are the roles of faith, hope and love in all this? And how is genuine ethical or religious insight best communicated? The Danish thinker Kierkegaard explored these questions through a series of texts many of which were published under a variety of bizarre pseudonyms. This module investigates some of Kierkegaard's most important writings. After an introduction to the pseudonyms and the importance of 'indirect communication', it explores in detail aspects of what Kierkegaard called the aesthetic, ethical and religious ways of living. Each is presented as an attempt to address what makes a human life valuable, and the question of the roles of faith, hope and love are never far from our concerns. The module also considers Kierkegaard's influence upon later thought – both in philosophy and beyond.
Wittgenstein: Meaning and Forms of Life	15 Credits	Optional
Ludwig Wittgenstein is one of the greatest philosophers of the twentieth century. Much of today's philosophical thinking has been inspired by or has developed in response to his work. His first published work - the Tractatus Logico-Philosophicus - provides, for some, an inspiration for powerful anti-metaphysical programmes. For others, it offers refined tools for doing metaphysics in a new, more fertile way. He himself came to reject aspects of his early work. How his approach evolved can only be fully understood by considering his early programme in the light of his second great masterpiece, Philosophical Investigations. This module does just that by introducing important aspects of Wittgenstein's philosophy in their historical and ideological contexts. The module will explore a range of topics such as: the nature of language and thought and their relations to reality; meaning and use; understanding and intentionality; following a rule; the possibility of a private language; the nature of philosophy.
Placement with Study Abroad	0 Credits	Compulsory
Students on this unique module will have the opportunity to undertake both a semester at a partner university and to undertake a semester of placement, thus both improving their cultural awareness and employability. Students who have been on the Placement Year and Study Abroad Year, both normally undertaken after level 5 and before entering the final year, have reported high levels of satisfaction with both and many have said the Placement or Study Abroad year was one of the highlights of their university career. The Placement Year is offered by only a handful of universities offering Humanities subjects, so this module is a fantastic opportunity for students to explore both aspects of Study Abroad and Placement both here and abroad.
Nietzsche Then and Now	15 Credits	Optional
Nietzsche famously claimed that 'God is dead'. But what does he mean by this? What ramifications would the 'death of God' have for morality and human flourishing? What would a 'Nietzschean' view of self and world look like? And what religious responses to Nietzsche's challenge are possible? With these questions in mind, this module investigates key aspects of Nietzsche's thought and his legacy. Typically, after an introduction to his styles of philosophizing, the 'hermeneutics of suspicion', and his 'moral perfectionism', we shall focus upon his influential critique of morality. We shall investigate his account of ressentiment, guilt and 'bad conscience', alongside central Nietzschean ideas such as the will to power, eternal recurrence and 'self-overcoming'. We'll also consider some ways in which his legacy has been carried through in later thinkers, and we will examine possible critical responses to his worldview.
Bullshit, Lying, and Other Forms of Bad Language	15 Credits	Optional
There are many philosophically interesting ways in which our language use might in some ways be said to be 'bad'. Swearing, particularly in the form of insults, is an obvious example. But we might also use bad language in the sense of not caring in the appropriate way about what we are saying or use language in various ways whilst intending to deceive, or whilst being insincere, or at least whilst knowing what you have said is, strictly speaking, false. Or we might use language in a way which leaves our conversational partner unable to interpret us. To understand these uses of 'bad' language, we need to understand some philosophical theories of meaning. What is it in general for various marks, sounds and gestures to have meaning? And how does this help us to understand how we might then use language in various 'bad' ways?
Philosophy of Music	15 Credits	Optional
There are many ways in which philosophical reflection on music can illuminate and enrich our understanding and enjoyment of it. What is a musical work and how does it relate to its performances? What is the aesthetic significance of improvisation and of mistakes during performance? How should we understand the notions of authenticity and appropriation in music? What is it for music to be expressive and how does this relate to the emotions? What is it for music to be sublime or for a performance to be virtuosic? What kind of action is singing a song? How should we understand the relationship between films and their musical soundtracks? And how might that differ from the music and singing found in music videos, musicals and opera?
Philosophy of Race and Gender	15 Credits	Optional
In the last half-century, critical debates about race and gender have raised questions about the central topics and assumptions of philosophy. For example, these debates have brought an emphasis on embodiment and social roles that challenge the relevance of the ideal types (ideal reasoner, ideal observer, etc.) of traditional epistemology. These ideas are now debated in mainstream epistemology and philosophy of mind. Other questions about ethics, social justice, objectivity, authority and power have also become urgent. Students on this module examine the contribution of race and gender theory to philosophy and critically consider the challenges that considerations of race and gender pose the theory and practice of philosophy.
Philosophy Short Project	15 Credits	Optional
You will have the opportunity to develop your research skills through the largely independent study of a particular topic in philosophy of your choice, which must be approved by your supervisor. You will receive guidance from your supervisor in the form of suggestions about reading and about the structure and development of the project. Supervisors also provide critical feedback on material that is submitted. No conditions are placed on the choice of topic, so long as it falls within the general discipline of philosophy, and a member of the philosophy staff has the relevant expertise to provide the appropriate supervision. If you intend to pursue a project you must identify your area of interest and discuss it with the module leader before the start of semester B.
The Literary Professional	15 Credits	Optional
This module enables you to incorporate practical experience, and critical understanding of the workplace, into your study of English Literature and/or Creative Writing. It focuses on students' understanding of how 'literature' (the writing process, the marketing and retailing of texts, their critical analysis, or literary history) is encountered by a non-academic audience. You must find a suitable work placement by the end of the previous semester, with guidance from the module leader. Placements could range from a school or college to literary heritage sites, literary festivals; publishing companies; a bookshop; arts organisations or theatres. Placements should be for a minimum of 24 accumulated hours. In workshops, you will critically analyse the sector in which your work placement has been undertaken, reflect on your experiences, and develop a broader appreciation of how literature is engaged with outside higher education. Assessment comprises a presentation and a portfolio including the development of a new curriculum vitae. Please note a) students must source their own work placement with the assistance of the module leader; b) students may not take this module at Level 6 if they have already completed the Level 5 'Literature at Work' module.
Ecological Futures: Utopias, Dystopias and Nature	15 Credits	Optional
This module examines how 'nature' has been depicted in utopian and dystopian visions, asking students to reflect upon the implications of these depictions and their relationship to social, political, and cultural ideas, such as industrial capitalism, imperialism, fascism, totalitarianism, mass production and feminism. Students are enabled to consider constructions of 'nature' from benign to antagonistic and their potential ideological impact. Set texts will range from the late nineteenth-century to the present reflecting the changing relationship between humans and the natural world.

Study abroad

An opportunity for an amazing experience, which will help make you stand out from the crowd. With more and more companies working internationally, experience of living in another country can make a great impression on future employers.

This course offers you the opportunity to enhance your study and CV with a sandwich year abroad. The University has partnerships with over 150 universities around the world, including the USA, Canada, Asia, Africa, Australia, South America and closer to home in Europe.

If you study abroad between your second and third year of study, you’ll pay no tuition fee to the partner university and no tuition fee to us either. We’ll ask you to make your decision in your second year, so there is plenty of time to think about it.

Find out more about Study abroad opportunities

Please note Erasmus+ funding is only available until May 2023. For students starting their course in September 2022 and wishing to study abroad in 2023-24 or 2024-25, please refer to the Turing Scheme.
Work placement

Graduate with invaluable work experience alongside your degree and stand out from the crowd.

This course offers you the opportunity to enhance your study and CV with a work placement sandwich year. It’s a chance to explore career possibilities, make valuable contacts and gain sought after professional skills.

Our dedicated Careers and Employment team are here to help guide you through the process.

If you take up a work placement between your second and third year of study, at the University of Hertfordshire you’ll pay no tuition fee for this year. We’ll ask you to make your decision in your second year, so there is plenty of time to think about it.

Find out more about work placements

'I certainly developed professionalism and employability through studying Philosophy, primarily through the methods of rational and logical problem solving. I acquired a skill that is useful in whatever field one works in. However, it is enterprise that I most notably improved on while at Herts. I had never really considered starting a businesses or working for myself, but while studying Philosophy (particularly my Masters by Research and my undergraduate dissertation) I realised I was learning self-management and combining this with my new proficiency at problem solving sent me down a new path. Since leaving Herts I have set up multiple small business which are growing healthily. This individuality has really helped me find out what I want to do in life.'

Rob Baggs

BA(Hons) Philosophy, MA(Res) in Philosophy

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Alumni Stories

Jenny Vu

Meet Jenny Vu who gained valuable transferable skills for her future career. She is currently a Teaching Assistant at a secondary school.

Read more stories BA (Hons) History and Philosophy

Current job role	Teaching Assistant
Year of graduation	2018
Course of study	BA (Hons) History and Philosophy with Study Abroad Year

University life and experience

Throughout her degree, Jenny learnt a considerable amount of transferable skills and world knowledge to enable to her succeed in her career as a Teaching Assistant. She says that the most useful skills she learnt are how to analyse and correct grammar which have proved invaluable when teaching her students.

Jenny initially chose the University of Hertfordshire as it ‘was close to home but still relatively far enough to move out and learn to live independently.’ She explains how her independence grew as she used her degree to explore the World by taking the opportunity to study abroad for a year. She says, ‘My standout memory from my time at the University was studying abroad for a year. It was probably the best year of my life.’

Future aspirations

Jenny’s study abroad year sparked her passion for travel and in the future, she plans to teach in Asia. However, she says, if she does return to the UK, she would like to teach and promote higher education to young students to inspire future generations and showcase their potential.

Alumni Stories

April Wilson

Meet April Wilson, who used the diversity of her course to gain new experiences and learn. She is currently an Alumni Relations Coordinator at the University of Sussex.

Read more stories BA (Hons) English Literature with Film

Current job role	Alumni Relations Coordinator
Year of graduation	2017
Course of study	BA(Hons) English Literature with Film
Course of study	MA Journalism with Media Communications

University life and experience

April initially decided to go to the University of Hertfordshire due to our close proximity to London. She liked that it was easy to commute into the city for shopping and concerts, but that Hatfield wasn’t as expensive to live in!

While studying, April gained valuable experience which helped her develop essential skills for her current role which meant she was able to start ‘armed with the knowledge’ she needed.

However, the most useful thing she learnt from her postgraduate course was having confidence in herself and her ideas, especially when presenting. She credits this to ‘the support of my peers and lecturers who made me feel more confident in my abilities.'

She adds that her undergraduate degree helped her develop the writing and research skills which she applies daily to her current role and her approach to work.

Not only did April gain experience from her studies, but the extra-curricular activities she took part in also helped develop her skills. She says, ‘The writing and video editing experience I was able to gain from my time volunteering for societies at the University was also essential in helping me to have the skills that are valuable within my role.’

Future aspirations

April is also willing to try new experiences to help her gain valuable work experience in a variety of roles. She has previously, done everything from fundraising for charity to running my own online magazine.

In the future, April hopes to continues her studies and complete a PhD in Film Studies. She is particularly interested in looking at representation in films and how this is interpreted through social media.

View our Alumni profiles

Jenny Vu April Wilson

Course fact sheets
BA (Hons) (YAB) Philosophy and English Literature	Download
BA (Hons) (YAB) Philosophy and English Literature	Download

Programme specifications
BA (Hons) English Literature	Download
BA (Hons) Philosophy	Download
BA (Hons) English Literature	Download
BA (Hons) English Literature	Download
BA (Hons) Philosophy	Download

Additional information
Sandwich placement or study abroad year	Optional
Applications open to international and EU students	Yes
Course length	Full Time, 3 Years Sandwich, 4 Years
Location	University of Hertfordshire, Hatfield

International/EU applicants without pre-settled status in the UK

Apply through our international/EU application portal

Home and EU applicants with pre-settled/settled status in the UK

Apply using the links below:

2024

Start Date	End Date	Year	Location	Link
23/09/2024	31/05/2025	3	UH Hatfield Campus	Apply online (Full Time)
23/09/2024	31/05/2025	1	UH Hatfield Campus	Apply online (Full Time/Sandwich)
23/09/2024	31/05/2025	2	UH Hatfield Campus	Apply online (Full Time/Sandwich)

2025

Start Date	End Date	Year	Location	Link
23/09/2025	31/05/2026	3	UH Hatfield Campus	Apply online (Full Time)
23/09/2025	31/05/2026	1	UH Hatfield Campus	Apply online (Full Time/Sandwich)
23/09/2025	31/05/2026	2	UH Hatfield Campus	Apply online (Full Time/Sandwich)

Fees and funding
Fees 2024
UK Students
Full time
- £9250 for the 2024/2025 academic year
EU Students
Full time
- £15500 for the 2024/2025 academic year
International Students
Full time
- £15500 for the 2024/2025 academic year
*Tuition fees are charged annually. The fees quoted above are for the specified year(s) only. Fees may be higher in future years, for both new and continuing students. Please see the University’s Fees and Finance Policy (and in particular the section headed “When tuition fees change”), for further information about when and by how much the University may increase its fees for future years.

View detailed information about tuition fees

Read more about additional fees in the course fact sheet

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

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BA (Hons) Philosophy and English Literature

Key information

Typical offer:

Fees: See below

UCAS code: V5Q3

Institute code: H36

Study abroad option

Work placement option

Additional requirements

Clearing entry requirements

Additional requirements

Additional requirements

Why choose this course?

What's the course about?

Your main campus is College Lane

What will I study?

Check out our student blogs

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What I love most about my course

Student Blogs

Alumni Stories

Meet Jenny Vu who gained valuable transferable skills for her future career. She is currently a Teaching Assistant at a secondary school.

University life and experience

Future aspirations

Alumni Stories

Meet April Wilson, who used the diversity of her course to gain new experiences and learn. She is currently an Alumni Relations Coordinator at the University of Sussex.

University life and experience

Future aspirations

International/EU applicants without pre-settled status in the UK

Home and EU applicants with pre-settled/settled status in the UK

2024

2025

Fees 2024

UK Students

Full time

EU Students

Full time

International Students

Full time

Other financial support

Living costs / accommodation

Your main campus is College Lane