Designed with serious, ambitious writers in mind, this innovative and interdisciplinary MA programme combines taught modules and a dissertation, and allows you to share your year between Canterbury and Paris.
A first or upper-second class honours degree in a relevant subject (or equivalent), or substantial creative writing experience. You are required to submit a sample of your creative writing, and this will be the most significant factor in admissions decisions.
A piece or portfolio of creative work should be uploaded on the ‘Declaration’ page of the online application form. If fiction, this should be around 1,500–2,000 words; if poetry, approximately four pages.
On the ‘Course Details’ page, you should submit a description of around 300 words of your creative writing plans. Please tell us whether you intend to work in fiction, poetry, or narrative non-fiction and what experience you have working in this form. Please also give some indication of the concerns, style, ideas and/or themes that you are interested in exploring in your work.
Candidates who hold no first degree, or a first degree in a non-literary/creative subject area should include in their applications a summary of any information that might allow us to support the application on the grounds of ‘equivalent professional status’. This could include previous writing publication credits or other successes and/or relevant professional achievements.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
Please see our International Student website for entry requirements by country and other relevant information. Please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.
The University requires all non-native speakers of English to reach a minimum standard of proficiency in written and spoken English before beginning a postgraduate degree. Certain subjects require a higher level.
For detailed information see our English language requirements web pages.
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
Duration: 1 year full-time
You take two modules in each of the first two terms and a Creative Writing Dissertation in the third.
You are required to take either Poetry 1 or Fiction 1 in the first term and either Poetry 2, Fiction 2 or Paris: The Residency in the second. In the first term, you may choose from any of the other creative writing modules on offer at the Canterbury campus and in the second term, you choose from the Paris modules list. While in Paris, you are encouraged to attend readings and talks, and to organise your own writing workshops.
For further information about the University of Kent, Paris, please see www.kent.ac.uk/paris/.
The modules below are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.
‘Paris: The Residency’ contributes to the poetry and prose strands of the MA in Creative Writing and the Literature strand of the Paris Programmes. The objective of ‘Paris: The Residency’ is to give students as close an experience as possible of what it might be like to be a writer in residence or retreat, and to produce work inspired by a specific location for a specific period of time. The emphasis will be on producing a body of creative work for the main assessment. This module aims to enable students to develop their practice of writing through both the study of a range of contemporary examples and practices, and constructive feedback on their own work. Throughout their stay, students will be exposed to a wide range of instances of exemplary, contemporary work relating to Paris, or which was written by writers whilst staying, or living in Paris (as suggested by the indicative reading list). They will be encouraged to read as independent writers, to apply appropriate writing techniques to their own practice and to experiment with voice, form and content. The approach to the exemplary texts will be technical as well as historical. At every point in the module, priority will be given to students’ own development as writers. It is an assumption of the module that students will already have a basic competence in the writing of poetry or prose, including a grasp of essential craft and techniques. The purpose of this module will be to stimulate students towards further development of, and to hone their already emerging voices and styles through engaging with various literary texts, raising an awareness of place as the starting point for new writing, and how their work can develop with large chunks of time for independent study, reflection and exploration of a city like Paris.
On this module students will develop their skills as an independent writer, critic and thinker, understanding and building their own unique writing practice through readings of exemplary texts, open seminar discussion, writing exercises and creative workshops. Students will learn to identify and apply central concepts like plot, narrative, form and structure, theme, voice and character, in both reading and writing practice, Experimentation, ingenuity, ambition and originality in the student's approach to her/his own writing will be encouraged. Workshops will develop close reading and editorial skills and invite students to offer and receive constructive criticism of their peers’ work.
In this module you will learn further techniques of writing fiction, including how to plot a full-length novel, work on deep characterisation and the construction of an intellectual framework within your fiction. You may be continuing to work on a project begun in Fiction 1, or starting something new. Rather than expecting you to try new techniques, voices and styles, your tutor will work with you to identify your strongest mode of writing and will encourage you to develop this.
The main focus of Poetry 2 is to further develop and refine your writing with the eventual aim of producing a successful dissertation portfolio of fully realised, finished poems. Poetry 2 differs from Poetry 1 in that you are encouraged to develop a sequence or series of wholly new poems.
In this module you will develop your practice of writing poetry through both the study of a range of contemporary examples and constructive feedback on your own work. Each week, you will be exposed to a wide range of exemplary, contemporary sequences. The approach to the exemplary texts will be technical rather than historical; at every point priority is given to your own particular development as poets.
The reading list does not represent a curriculum as such, but indicates the range of works and traditions we will draw upon to stimulate new thought about your own work. Decisions about reading will be taken in response to individual interests. Likewise, you will be directed toward work which will be of particular benefit to you.
This module is designed to extend and develop skill, enjoyment and confidence in reading critical, literary and theoretical texts. We reflect on the pleasures and challenges of the reading process, moving slowly through a single major text. We will pause over exciting, complex or important passages, taking time to follow up references and footnotes, identify important themes and ideas, consult works of art and writings that share those themes, explore how the texts touch us and how they think. We will also consider different modes of reading, for example paranoid reading, reparative reading, and surface reading, with specific reference to affect theory and queer theory. The module is designed to help you come away with an in-depth knowledge of the main text and of texts and ideas surrounding it, as well as gaining deeper understanding of how you read.
This course investigates the development of American modernism in art and literature in the fifty year period between 1890 and 1940; a time bookended by official closing of the American frontier (which effectively concluded the period of the nineteenth century associated with "manifest destiny") and the outbreak of World War Two. The course will explore key texts of the period within their artistic and social contexts, including the development of new scientific and social-scientific modes of inquiry, the growth of the city and the increasing importance of the USA on the world stage.
The course is organised into blocks comprised of texts associated with various cities and movements within American modernism. We will begin by looking at the importance of New York and the American expatriate scene, before considering modernism in the mid-West and US South. A reading pack will be provided in the first week as an aid to student research.
Students will be expected to develop their own research interests within the topic. Essays that investigate topics not directly covered by the set reading are encouraged and can be developed in consultation with the tutor.
This module will introduce you to a variety of theoretical frameworks for reading Victorian literature as 'world literature': that is, the product of global circuits of knowledge and commodity exchange, as well as cross-cultural encounters. The first half of the module moves from an examination of the global dimensions of canonical Victorian novelists such as Charles Dickens and George Eliot to an interdisciplinary consideration of the anthropological writings that shaped discourses on race, class and the nation during the mid-nineteenth century. The second half of the module explores how these discourses were appropriated and challenged by colonial writers visiting Britain, settler writers in the colonies, and British writers seeking to represent and memorialise imperial and colonial life for the British reading public.
This module introduces you to a wide range of colonial and postcolonial theoretical discourses. It focuses on the construction of the historical narrative of imperialism, psychology and culture of colonialism, nationalism and liberation struggles, and postcolonial theories of complicity and resistance. The module explores the benefits and problems derived from reading literature and culture by means of a postcolonial and postimperial lens. Through the study of crucial texts and events, both historical and current, the module analyses the birth of imperialist narratives and their complex consequences for the world today.
This module is designed to introduce postgraduates to high level research in the field of post-45 American literature and culture, spanning the period from the end of World War Two to the late twentieth century. Proceeding in chronological fashion, it will address key issues such as the cultural Cold War, Black Power, feminism and cosmopolitanism through the close analysis of cultural items in their historical moment. These will include texts such as novels by Ralph Ellison and, Thomas Pynchon; essays by Susan Sontag and Joan Didion; cultural criticism by Clement Greenberg and Lionel Trilling; and sociological analysis by C. Wright Mills. In addition, painting and film will be discussed where appropriate. Students will be encouraged to approach and understand aesthetic texts and objects both on their own terms and in relation to broader historical phenomena such as shifting geopolitical configurations, changing race and gender relations, and the rise of neoliberalism. Ultimately they will be in a position to address fundamental questions about the nature and function of "culture" itself in the period. Throughout the module, students will also explore the latest research in the field, reading influential contemporary scholarship and acquainting themselves with salient critical debates concerning methodology, including those over the sociology of culture, the demise of postmodernism as a critical paradigm, and periodization.
This module explores representations of illness and disability in American literature and culture, with a particular emphasis on contemporary illness narratives. It encourages students to compare and contrast a range of different genres and media (fiction, life writing, drama, photography, film, popular culture, blogs) and to assess the extent to which they reshape fundamental American ideals and narratives such as the myths of individualism and of everlasting health and happiness. The module follows a thematic rather than chronological framework and is divided into three sections. The first section has a more historical flavour and considers the legacy of the nineteenth-century freak show, prosthetic bodies in post-war and contemporary American culture, and key moments in U.S. disability activism. The second section explores the relationship of illness to language and cultural narratives and, using as case studies cancer narratives and AIDS representations from the twentieth century, examines the aesthetics and politics of illness. It also focuses on the "medicalization" of emotions, statistical panic, and the fear of death as addressed in postmodern fiction and memoirs that consider illness in relation to age (adolescence) and the environment. The final section turns to the depiction of doctors and patients in literature and popular culture, cross-cultural perspectives on health and illness, and the rise of the medical humanities as an academic field.
Medicine is one of the great human activities. It has a rich and deep history, and it has both created challenges for humans and solved many of our problems. Various academic subjects – such as History, Literature, Philosophy, Law, Archaeology, Drama and Religious Studies – have interesting perspectives on Medicine. For example, through an appreciation of some of medicine's history one can see the tensions that may exist between the scientific spirit and the demands of a society. Similarly, the study of illness narratives and works of literature that explore illness reveals the tension between the lived experience of illness and clinical understandings of disease. Moreover, medical science creates interesting ethical and legal problems, both for society at large and for medical practitioners. In this team-taught module we will study various topics about medicine through the eyes of a number of academic disciplines. You will also come to appreciate the different styles of thought and investigation peculiar to individual disciplines. Topics that stem from the individual academic disciplines will be studied on their own terms in the sessions, although common threads will emerge. (e.g. 'The Humanities', 'Contribution to Medical Practice', 'Illness', 'The Medical Practitioner’, ‘Medicine and Society’, ’The Arts as Therapy’, ‘Perspectives on Mental Health’ etc).
An overarching theme and idea in this module, and the programme, is that a multidisciplinary approach through the Humanities is a highly illuminating way to appreciate medicine.
Students will read and respond to a selection of biographies and autobiographies in various literary forms—along with the core reading list, a module reader will contain extracts of examples of: the life, memoir, journal, chronicle, essay, testimony, case study, confession; even the Japanese 'I-novel' and participatory journalism will be considered—to inform the planning of and working on their own piece of biographical or autobiographical ‘life’ writing. Students will investigate the intersections between fiction and non-fiction (and poetry), deploying a range of literary techniques. The module will be structured thematically, working with different forms and sub-genres in turn, allowing the students to experiment with various approaches. During the first half (six sessions), specific works will be discussed (and appropriate writing exercises applied), three sessions will be filled with workshops, and one session will be spent brainstorming ideas and planning.
'Postcolonial Writing and the Environment' will introduce students to prose, poetry and film that engages with environmental concerns, including globalisation and indigeneity, climate change, food and water security, species endangerment/extinction, tourism, pollution and migration. Students will interrogate how these concerns are underpinned by human interaction with the environment, and will examine how cultural texts not only facilitate affective engagement with these issues, but allow us to envision solutions and work towards preferred futures. The module will emphasise the political implications of postcolonial ecocriticism by addressing questions of social and environmental justice, animal and human rights, colonialism and postcoloniality, and culture and the individual (amongst other concerns) as a way of showing that analysis of postcolonial writing and the environment always requires attentive and critical engagement with shifting geopolitical world orders. Students will read the core texts in relation to the emerging fields of 'global' and ‘world-literature’, and will be introduced to critical and conceptual debates around issues such as ‘slow violence’, the Anthropocene, and writer-activism.
Since the module allows each student to pursue his or her own creative writing interests under guidance, the curriculum will vary according to students' interests and be flexible enough to accommodate their development.
You take a total of four modules, for which you will produce approximately 7,000 words each (or an equivalent number of poems or translations). In addition, you write a creative dissertation of about 12,000 words (or an equivalent number of poems or translations).
This programme aims to:
You will gain knowledge and understanding of:
You develop intellectual skills in:
You gain subject-specific skills in:
You will gain the following transferable skills:
The 2021/22 annual tuition fees for this programme are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact firstname.lastname@example.org
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In The Complete University Guide 2020, the University of Kent was ranked in the top 10 for research intensity. This is a measure of the proportion of staff involved in high-quality research in the university.
Please see the University League Tables 2020 for more information.
In the Research Excellence Framework (REF) 2014, research by the School of English was ranked 10th for research intensity and 15th for research power in the UK.
An impressive 100% of our research-active staff submitted to the REF and 95% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research.
Research in the School of English comes roughly under the following areas. However, there is often a degree of overlap between groups, and individual staff have interests that range more widely.
The particular interests of the Centre for Studies in the Long Eighteenth Century converge around gender, class, nation, travel and empire, and the relationship between print and material culture. Staff in the Centre pursue cutting-edge approaches to the field and share a commitment to interdisciplinary methodologies.
The Centre regularly hosts visiting speakers as part of the School of English research seminar programme, and hosts day symposia, workshops and international conferences.
The recently established Centre for Victorian Literature and Culture provides a stimulating and distinctive research environment for staff and students through seminars, conferences and collaborative research projects. The MA in Dickens and Victorian Culture is the only MA of its kind in the UK, and both the MA and the Centre places a particular emphasis on Victorian literature and culture associated with Kent and the south-east.
Research in north American literature is conducted partly through the Faculty-based Centre for American Studies, which also facilitates co-operation with modern US historians. Staff research interests include 20th-century American literature, especially poetry, Native American writing, modernism, and cultural history.
The Centre for Creative Writing is the focus for most practice-based research in the School. Staff organise a thriving series of events and run a research seminar for postgraduate students and staff to share ideas about fiction-writing. Established writers regularly come to read and discuss their work.
The Faculty-based Canterbury Centre for Medieval and Early Modern Studies has a distinctive brand of interdisciplinarity, strong links with local archives and archaeological trusts, and provides a vibrant forum for investigating the relationships between literary and non-literary modes of writing in its weekly research seminar.
The Centre for Modern Poetry is a leading centre for research and publication in its field, and participates in both critical and creative research. Staff regularly host visiting speakers and writers, participate in national and international research networks, and organise graduate research seminars and public poetry readings.
Established in 1994, the Centre for Colonial and Postcolonial Research has acquired an international reputation for excellence in research. It has an outstanding track record in publication, organises frequent international conferences, and regularly hosts leading postcolonial writers and critics. It also hosts a visiting writer from India every year in association with the Charles Wallace Trust.
Full details of staff research interests can be found on the School's website.
Twentieth-century American and British fiction (also Borges, Cortázar and Büchner); modernism; and the literature and cinema of the 1960s and early 1970s.View Profile
The border between language and literary studies: stylistics approaches to creative writing; contemporary poetry as practice, including the text both written and performed; the role of the reader as co-producer of meaning; the use of poetic forms.View Profile
An interest in the novel as a form and its development since the early 20th century from modern to postmodern, and in the interrelation of language and the world; creative writing; modernism.View Profile
Creative writing; poetry in translation, Latin and French; poetry reviewing; experimental fiction; critical theory; theory of creative writing.View Profile
Creative writing; writing and science; mathematics and fiction; the contemporary novel.View Profile
Creative non-fiction; liminal areas of fiction; writing in/for visual, aural and multimedia arts; faction writing.View Profile
Dorothy Lehane is a poet and a Lecturer in Creative Writing. Her PhD research examines questions concerning cultural encounters and embodied phenomenological responses in the practice of disability poetry.View Profile
Many career paths can benefit from the writing and analytical skills that you develop as a postgraduate student in the School of English. Our students have gone on to work in academia, journalism, broadcasting and media, publishing, writing and teaching; as well as more general areas such as banking, marketing analysis and project management.
The Templeman Library is well stocked with excellent research resources, as are Canterbury Cathedral Archives and Library. There are a number of special collections: the John Crow Collection of Elizabethan and other early printed texts; the Reading/Raynor Collection of theatre history (over 7,000 texts or manuscripts); ECCO (Eighteenth-Century Collections Online); the Melville manuscripts relating to popular culture in the 19th and early 20th centuries; the Pettingell Collection (over 7,500 items) of 19th-century drama; the Eliot Collection; children’s literature; and popular literature. A gift from Mrs Valerie Eliot has increased the Library’s already extensive holdings in modern poetry. The British Library in London is also within easy reach.
Besides the Templeman Library, School resources include photocopying, fax and telephone access, support for attending and organising conferences, and a dedicated postgraduate study space equipped with computer terminals and a printer.
Our research centres organise many international conferences, symposia and workshops. The School also plays a pivotal role in the Kent Institute for Advanced Studies in the Humanities, of which all graduates are associate members. The Institute hosts interdisciplinary conferences, colloquia, and other events, and establishes international links for all Kent graduates through its network with other advanced institutes worldwide.
School of English postgraduate students are encouraged to organise and participate in a conference which takes place in the summer term. This provides students with the invaluable experience of presenting their work to their peers.
The School runs several series of seminars, lectures and readings throughout the academic year. Our weekly research seminars are organised collaboratively by staff and graduates in the School. Speakers range from our own postgraduate students, to members of staff, to distinguished lecturers who are at the forefront of contemporary research nationally and internationally.
The Centre for Creative Writing hosts a very popular and successful weekly reading series; guests have included poets Katherine Pierpoint, Tony Lopez, Christopher Reid and George Szirtes, and novelists Abdulrazak Gurnah, Ali Smith, Marina Warner and Will Self.
The University of Kent is now in partnership with the Institute of Contemporary Arts (ICA). Benefits from this affiliation include free membership for incoming students; embedded seminar opportunities at the ICA and a small number of internships for our students. The School of English also runs an interdisciplinary MA programme in the Contemporary which offers students an internship at the Institute of Contemporary Arts.
Staff publish regularly and widely in journals, conference proceedings and books. They also edit several periodicals including: Angelaki: Journal of the Theoretical Humanities; The Cambridge Bibliography of English Literature: 600-1500; The Dickensian; Literature Compass; Oxford Literary Review; Theatre Notebook and Wasafiri.
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.
Learn more about the applications process or begin your application by clicking on a link below.
Once started, you can save and return to your application at any time.