Students preparing for their graduation ceremony at Canterbury Cathedral

World Literature - BA (Hons)

UCAS code Q203

2019

Offered by the Department of Comparative Literature, World Literature takes the same approaches to compare and contrast international texts and cultures, but broadens the scope to include non-Western literary sources, such as Asian, African, Arabic and Latin American texts. 

Overview

The programme includes a wide range of modules on which you can study literature from Ancient Mesopotamia, Greece, Rome, and Ancient and Imperial China, as well as works from English and American, Arabic, African, Asian, Latin American, and European literary traditions.

You develop an understanding of historical and cross-cultural literary traditions and the ways in which they interact, while broadening your critical knowledge of literature and your appreciation of questions of translation and transmission. You also have the opportunity to explore concepts such as ‘genre’, ‘theme’, ‘fictionality’, ‘literariness’, ‘canon’, ‘reception’, and ‘literary movement’. As a result of encountering writers and texts from all over the world, you gain a truly global perspective on literature and its cultural contexts.

You do not need to be able to read a foreign language to take this programme as we study translations into English of a great range of major literature from other countries alongside literature originally written in English.

This programme includes the option to spend a year abroad, between Stages 2 and 3.

Independent rankings

In the National Student Survey 2016, Comparative Literature, which includes World Literature, at Kent was ranked 3rd in the UK for student satisfaction and quality of teaching.

Teaching Excellence Framework

Based on the evidence available, the TEF Panel judged that the University of Kent delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK.

Please see the University of Kent's Statement of Findings for more information.

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Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

This module introduces students to some of the most influential theories of World Literature, which are studied alongside a selection of literary examples. The theories include Johann Wolfgang von Goethe's reflections formulated in the first decades of the nineteenth century. Goethe coined the term 'world literature’ [Weltliteratur] to describe the international circulation and reception of literary works in Europe. In the course of the module, we reflect on the relationship between national literatures and world literature, and on the ways in which the literary market facilitates and complicates transnational exchanges of ideas. In addition, students are given the opportunity to hone their close reading skills by studying a selection of ancient and modern world creation myths. These include texts from the Near East, Asia, Africa, the Americas and Europe. The module offers students the unique opportunity to analyse in detail different ways in which cultural backgrounds can shape literary productions, and how stories, motifs and themes travel across national boundaries. In the course of the module, we discuss key literary terms and concepts, including fictionality, literariness, translation, the canon, and the various modes of reception and circulation that shape our understanding of world literature.

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This literary-critical module deals with a wide range of selected international tales ranging from antiquity to the present day. The module addresses issues such as the development of oral folktales and fairytales into written forms, and discusses various short prose genres including Aesopian fables, myths, folktales and fairytales, as well as tales of the fantastic, nineteenth-century literary fairytales, and the modern short story.

The framework of discussion comprises a general survey of the issues that face the comparatist. In the course of the module students practice different methods of literary analysis, including close reading and comparative analysis by examining story-motifs and story-structures, and by considering symbolic meanings in the light of psychoanalytic concepts. Students also explore questions of transmission and transformation (e.g. how stories and motifs travel from one culture to another and alter in shape and emphasis) and questions of genre (for example the fantastic). A selection of critical texts on narrative devices and patterns, on psychoanalytical, structuralist and feminist approaches to the fairytale and on genre theories are studied in conjunction with the primary texts.

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Who and what is 'a child', and what is adolescence? This module examines the representation of childhood and adolescence in a cross-section of texts from modern literature within the context of World Literature studies. Students will pay close attention to the rhetoric and techniques of storytelling woven around these themes, as well as to relevant socio-political debates, while also examining how these specific texts function across cultures.

The module encourages students to find innovative approaches to the topic, and at the same time invites them to explore the relationship between literature and childhood and the joy of reading often associated with childhood and adolescence.

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This module will introduce students to a wide range of films produced in different European and Latin American countries between the late 1980s and the present day. The module will focus on prevailing trends and dominant themes in contemporary European and Hispanic cinemas. The aim is to make students aware of the place which cinema has played and continues to play in the cultural life of Europe and Latin America, its importance in establishing national and supra-national identity, and the ways in which international relations are expressed through film production.

The module will begin with an overview of European and Latin American cinema, and then will be divided into geographically determined sections (Germany, Denmark, France, Italy, Spain and Mexico) before being brought together again in the final conclusive lecture. The course is also designed to provide students with basic film terminology, as well as with basic tools for cultural analysis.

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This module focuses on the development of the Romantic Movement in Britain, France, Germany and Russia. It begins with the work of eighteenth-century writers such as Goethe and Rousseau, and then explores their influence upon British, French and German writers of the early Romantic period (Blake, Chateaubriand, Kleist). The middle part of the module mainly concentrates upon British Romantic poetry, grouped around themes such as art, nature, politics and identity. The final part of the module examines how Russian writers, such as Lermontov and Pushkin, responded to the legacy of their Western counterparts. There will also be exploration during the course of the module of sub-genres such as the Gothic (Walpole, Dacre, M. Shelley), the historical novel (Dumas) and the confession (de Quincey). The work of painters, such as Fuseli, Goya and Turner, will be available as a resource via Moodle.

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This module offers students a wide-ranging grounding in classical literature as a basis for the further study of Western literature within a comparative framework. Major works of ancient Greek and Roman literature are studied in order to enable students to appreciate the literary engagement with the following in the classical world: myth (including the stories of the Trojan War, Oedipus, Jason and Medea, and the founding of Rome); the relationship between human beings and the gods, between the sexes, and between the human and the animal; and the journey motif. Themes explored included sexuality, violence, conceptions of justice, metamorphosis, and madness. The module introduces students to some of the major genres of Western literature (tragedy, comedy, the epic), and considers how these were theorized by Aristotle. It also encourages students to reflect on questions of cultural transmission, and on why the myths represented in classical literature should have proved to be such a rich source for the literature of the West.

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The twentieth-century imagination was marked by a spirit of doubt, especially of the Enlightenment faith in reason's capacity to advance mankind to happiness and freedom. In this module will be discussed some classic fictional explorations of freedom and social, political, religious and racial oppression which have had an international impact. These texts will be read as works of literature in their own right as well as contextualised with the ideas they question and propagate: universal happiness, human liberation, and morality without God, personal and political freedom, the self and its responsibility.

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The 'knowledge of good and evil' is unique to human beings. It informs the individual's conscience and determines the moral systems on which societies are based. The violation of moral codes is expected to induce the experience of guilt, while the lack of any sense of guilt is considered to be psychopathic. As the manifestation of an internal, and sometimes also external, struggle of varying intensity, guilt is an almost universal concern of literary texts; as is the quest for redemption, the alleviation of guilt and despair – through atonement, forgiveness or denial. In this module, we will analyse and discuss literary texts which explore the frequently fuzzy edges of the experiences of guilt and redemption as a human quandary and as perceived against changing conceptions of morality. Texts included in the reading list engage with questions of personal and collective guilt incurred with hubris, cruelty, the violation of animal rights, and genocide, etc.

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You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

This module is designed to give a theoretically-grounded understanding of Comparative Literature and its methods. Students will have an overview of the brief history, fundamental debates, theories and different areas of focus of the discipline of Comparative Literature, as well as learning about the important schools of literary theory that are relevant to Comparative Literature.

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This course introduces students to the fiction (novels, novellas, and short stories) of some of the most influential twentieth- and twenty-first- century Latin American writers. The module ranges from Borges to the extraordinary literary phenomenon or explosion of the 'Boom generation', the post-Boom novel, and the recently acclaimed Chilean writer Roberto Bolaño (all studied in English translation). The course offers students the unique opportunity to study a fascinating corpus of literature celebrated for its creative innovation, fictional games, puzzles, labyrinths, fabulous and supernatural events, multiple storytellers, and magical realist writing. The course also addresses questions of gender, class, and social, cultural, and technological changes, as well as representations of identity, subjectivity, time, space, and landscape.

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This module investigates representations of gender and identity in a selection of texts by women writers from different temporal, cultural, and linguistic backgrounds. In particular, it seeks to explore the way in which representations of "self" and "other", love and desire, madness and motherhood reflect the respective socio-cultural contexts and the situation of women therein. Corporeal aesthetics, patterns of behaviour labelled as feminine or masculine, representations of transgressive conduct, and relations of power will be investigated, drawing on classic feminist theory and historiography (Wollstonecraft, Beauvoir, Irigaray, Butler, Moi, Badinter), psychoanalytical thought (Freud), narratology (Genette), genre-theory (Bakhtin) subject-theory (Sartre, Levinas, Derrida) and studies in visual culture (Barthes, Sontag, Mulvey).

Students will be asked to engage with the significance of images and representations of women and men proliferated through literature. These representations provide or question role models and perpetuate or problematise stereotypical versions of female/male goals and aspirations. Furthermore, emphasis will be placed on close readings of the selected literary works, on cultural differences and variations, and on how conceptions of sex and gender are changing in the course of time.

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This module introduces students to a range of nineteenth-, twentieth-, and twenty-first-century literary and cinematic representations of vampires from different cultural backgrounds. It explores the reasons for the abiding allure of the figure of the vampire both in popular culture and in literary fiction. The module examines the ways in which vampires function as polyvalent symbols of specifically modern preoccupations, for the emergence and popularity of vampire tales is intricately bound up with the advent and wider cultural ramifications of modernity. What do vampires represent in each of the works discussed, and what hidden desires and anxieties do they allow authors and filmmakers to express? The vampire is an allegorically highly potent figure which is suspended between life and death and between animal and human existence. Vampires frequently serve as foils to discuss more contentious matters, in particular questions relating to sexuality, gender roles, class, immortality and the desire for everlasting youth, being an outsider, and addiction.

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The award of literary prizes is a highly potent tool of cultural policy that frequently determines the wider national and international impact of a literary work. As such it is of crucial relevance to the study of comparative literature in a number of ways: the award of literary prizes reflects the beginnings of the successful or, as the case may be, the (ultimately) abortive formation of literary canons; moreover, it affords insights into processes of cultural production and marketing and reveals in which ways political and economic agendas are tied up with these processes; it also offers a perspective on transnational and transcultural aspects of the production and reception of literature and indicates shifting notions of the social function of literature and the writer; literature is thus understood as a cultural product in ever changing contexts which is frequently subject to external forces of which literary prizes become indicators or even 'enforcers'.

This module will investigate with the methods of literary and cultural studies the development of a number of major literary awards which have achieved global significance, among them the Nobel Prize for Literature, the Man Booker Prize, the Pulitzer Prize (for Fiction), the Prix Goncourt, and the Friedenspreis des Deutschen Buchhandels. (This list may be modified according to precedent to accommodate the topical relevance of individual award winners in the future.) Seminars will develop a historical perspective by scrutinising and analysing award winners of the past and their most recent counterparts in their different production and marketing contexts as well as in changing reception contexts: seminars will include the close reading of individual works as well as their critical reception, and the analysis of marketing strategies in various media (e.g. reports in culture magazines, reviews, displays in book shops, translations, etc.); final winners will be interpreted in the context of the respective long and short lists from which they emerged; historical developments will be taken into account, for instance by investigating 'forgotten' prize winners in comparison with those who, largely through the agency of academic intervention, ‘made it’ into the canon; the module thus also offers an insight into the history of the discipline of literary studies.

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This module encourages students to establish connections between the critical analysis of literary texts and creative writing practice. Adopting a 'learning by doing'-driven analytical approach, students will engage both theoretically and practically with a selection of literary features and techniques. By reading closely a wide-ranging selection of short literary sample texts that encompass older and contemporary texts originally written in English as well as translations of texts written in languages other than English, we will analyse topics including character, point of view, setting, voice, style, structure, openings, and endings. We will also pay close attention to questions of translation and cultural specificity, and to the challenges of working with translations in a creative writing context.

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How is literature playful, and how does literary playfulness relate to the experience of play that is embedded in everyday life and across different cultures? By considering comparatively a broad selection of literary texts ranging from antiquity to contemporary times, we examine diverse themes and strategies relating to play. These include the humorous and ironic eroticism in Ovid's ars amatoria, masquerade and transvestism in Chinese poetry, language games and 'nonsense' writing in Lewis Carroll, Dada collages and Surrealist automatic writing, postwar Oulipo writers' formal experimentation, the integration of games such as chess and riddles in literary creation, and contemporary digital texts and conceptual artworks that provide a gaming experience to their audience. We will read these texts with specific questions about ludic writing techniques and the reader's experience of ludic literature in mind.

Throughout the module we will consider different notions and forms of play: as the negation of work, free and spontaneous action, technical games with rules, ritualistic spectacle, theatrical role-playing, or a mode of aesthetic experience. Drawing upon key theories about play and games offered by thinkers such as Huizinga, Caillois, and Bateson to articulate the different aspects of playful literature, we will also explore how the question of play provides a conceptual framework for comparison across different cultures and historical periods. Students will also gain insight into contemporary debates about playful participatory modes of literary production, gaming culture, and the exercise of one's creativity and imagination when navigating through a plethora of information and resources in daily life.

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This module looks at a group of politically inspired literary texts, comics and films, some of which were produced under the totalitarian regimes which held sway in Europe between 1917 and 1989. Others deal with the Middle East conflict, and the Islamic revolution in Iran and Mao's Cultural Revolution in China, or power relations in other contexts. Most explore ways of challenging and subverting authoritarian power structures and of articulating a critique in what Bertolt Brecht called 'dark times’. But we also focus on less obvious negotiations of fiction and power, especially with respect to the various forms of power to which these texts are subject, in which they participate, and on which they reflect metafictionally. The approach is comparative in various ways as the texts range historically and culturally, as well as across genres and language barriers (Arab, Czech, English, French, German, Italian, Greek, Polish, Russian and Chinese).

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You have the opportunity to select wild modules in this stage

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally.  You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability.

You can apply to add a Year Abroad to your degree programme from your arrival at Kent until the autumn term of your second year.  The Year Abroad takes place between Stages 2 and 3 at one of our partner universities.  Places and destination are subject to availability, language and degree programme.  For a full list, please see Go Abroad.

You are expected to adhere to any academic progression requirements in Stages 1 and 2 to proceed to the Year Abroad.  The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification.

Stage 3

Modules may include Credits

This is a module about the intersection of colonial power relations, anti-colonialism, postcolonialism, feminism, and identity politics in literature from 1940 to 2010 which interrogates the influence of imperialism on a sense of self. It considers the writing of a number of women and men from Algeria, Morocco, Nigeria, Zimbabwe, India and Sri Lanka in a range of genres from the Francophone and Anglophone traditions (short story, essay, novel, autobiography). In light of the complex relationship between coloniser and colonised, we consider the political activism of many of these writers, as well as the ways in which their politics are articulated in their writing, whether fiction or non-fiction. We also examine to what extent this literature is representative of other postcolonial concerns such as nationhood and national consciousness, hybridity and assimilation, and exile and alienation within the larger context of cultural theory. Particularly significant is our interrogation of the violence inscribed in both the colonial system and the colonised's fight for independence as seen from the psychoanalytical perspectives of Frantz Fanon in Black Skin, White Masks (1952), A Dying Colonialism (1959), The Wretched of the Earth (1961).

Studying the primary and secondary texts in English, we bring awareness to the reading scene of the translation process as an important development in the transnational study of comparative literature in our global world. In so doing, we acknowledge the significance of indigenous languages and dialects as signifiers of subject-hood in conflict with the coloniser's language. By exploring a variety of anti-colonial resistance and liberation discourses in relation to the development of current postcolonial thinking, the module also offers an insight into the history of the discipline of Colonial and Postcolonial studies.

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The module is predicated on independent research activity. It builds on the skills and experiences acquired through stages 1 and 2. Students write a dissertation on a topic of their own choice. The topic must be on a literary or related subject and must have a comparative element. The final-year dissertation gives students the opportunity to satisfy their intellectual curiosity by individually and independently researching a large-scale project of their own choice. Throughout autumn and spring terms students will be given guidance by a chosen supervisor, but the rhythm of research, the writing and frequency of meetings between supervisor and student is left to the individual student to determine. The SWIPE undergraduate conference will give students a chance to discuss their and their fellow students' work and to test some of their ideas in a larger context.

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The module seeks to explore how novels and plays are adapted and interpreted for the screen. We will analyse how certain texts lend themselves to multiple reshaping, such as Laclos' Dangerous Liaisons. We will also analyse lesser-known works that have gone on to become feature films, such as Arthur Schnitzler’s Dream Story, filmed as Eyes Wide Shut. Adaptations directed by internationally recognized filmmakers such as Roman Polanski, Vittorio De Sica, Francis Ford Coppola, Stanley Kubrick, and Pier Paolo Pasolini will be examined with a view to eliciting and understanding their particular approach to, and filmic vision of, written texts.

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This module explores the notions of exile, travel, migration, and displacement by focusing on an international corpus of nineteenth- and twentieth-century texts that concern the transnational movement of European and non-European writers across the globe. Migratory trajectories will be studied in relation to the specific historical and cultural contexts out of which the texts originated and that concern complex issues of race, identity, gender, and imperial history. Writers examined include Gustave Flaubert, Lady Mary Wortley Montagu, D.H. Lawrence, Joseph Conrad, Marguerite Duras, Henri Michaux, Roberto Bolaño, Jack Kerouac, Gao Xingjian, and Ernesto 'Che' Guevara. The course aims to provide students with an international and comparative methodology for studying the phenomenon of travel, migration, and exile. Students will also be equipped with a critical framework that will allow them to interrogate and problematise Eurocentric and exoticizing perspectives of Asian, African, and Latin American countries, particularly what the critics Mary Louise Pratt and Edward Said have theorised as 'imperial eyes' and 'Orientalism' respectively.

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30

The award of literary prizes is a highly potent tool of cultural policy that frequently determines the wider national and international impact of a literary work. As such it is of crucial relevance to the study of comparative literature in a number of ways: the award of literary prizes reflects the beginnings of the successful or, as the case may be, the (ultimately) abortive formation of literary canons; moreover, it affords insights into processes of cultural production and marketing and reveals in which ways political and economic agendas are tied up with these processes; it also offers a perspective on transnational and transcultural aspects of the production and reception of literature and indicates shifting notions of the social function of literature and the writer; literature is thus understood as a cultural product in ever changing contexts which is frequently subject to external forces of which literary prizes become indicators or even 'enforcers'.

This module will investigate with the methods of literary and cultural studies the development of a number of major literary awards which have achieved global significance, among them the Nobel Prize for Literature and the Man Booker Prize the Prix Goncourt (This list may be modified according to precedent to accommodate the topical relevance of individual award winners in the future.) Seminars will develop a historical perspective by scrutinising and analysing award winners of the past and their most recent counterparts in their different production and marketing contexts as well as in changing reception contexts: seminars will include the close reading of individual works as well as their critical reception, and the analysis of marketing strategies in various media (e.g. reports in culture magazines, reviews, displays in book shops, translations, etc.); final winners will be interpreted in the context of the respective long and short lists from which they emerged; historical developments will be taken into account, for instance by investigating 'forgotten' prize winners in comparison with those who, largely through the agency of academic intervention, 'made it' into the canon; the module thus also offers an insight into the history of the discipline of literary studies. (It links up logically with the C-level module CP321 Literature and Nationhood)

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15

This module looks at a group of politically inspired literary texts, comics and films, some of which were produced under the totalitarian regimes which held sway in Europe between 1917 and 1989. Others deal with the Middle East conflict, and the Islamic revolution in Iran and Mao's Cultural Revolution in China, or power relations in other contexts. Most explore ways of challenging and subverting authoritarian power structures and of articulating a critique in what Bertolt Brecht called 'dark times’. But we also focus on less obvious negotiations of fiction and power, especially with respect to the various forms of power to which these texts are subject, in which they participate, and on which they reflect metafictionally. The approach is comparative in various ways as the texts range historically and culturally, as well as across genres and language barriers (Arab, Czech, English, French, German, Italian, Greek, Polish, Russian and Chinese).

Read more
30

Don Juan and Casanova are archetypes of the male seducer who, in the Western European tradition, stand for different interpretations of excessive passion. Don Juan hunts for virgins, nuns, and other women who are difficult to get (in that they belong to other men). Meticulously, he keeps record of his conquests. Casanova, in turn, was attracted to the easy accessibility of moments of intense pleasure, which, although within potential reach to all, only few knew how to enjoy. While Casanova slept with everyone but took interest in nobody, Don Juan's quest is also motivated by the hidden desire to find a woman that would be his equal.

In this module we shall chart the metamorphoses of these two almost mythical figures since their emergence in seventeenth-century Spain and eighteenth-century Italy to explore the relationship between literature, music, film, and the erotic within different cultural and historical contexts. In our close analyses of plays, novellas, poems, philosophical texts, opera, and film, we will focus on notions of modern individualism in relation to narcissism and solitude. In addition, we shall also engage with theoretical concepts related to speech act theory (J.L. Austin's How to do Things with Words), Judith Butler's thoughts on gender as performance, Sigmund Freud’s observations on sexuality, and Jacques Lacan’s description of ego-constitution.

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How have twentieth-century writers across the world negotiated and appropriated Shakespeare's omnipresent cultural influence? How have they revised, reinvented, and reimagined his legacy in Europe, Asia, and the Americas (North, Central, and South)? This module focuses on a selection of Shakespeare's most influential plays (Hamlet, King Lear, Macbeth, and The Tempest) in order to examine how their thematic, historical, and cultural concerns have been transplanted to a wide range of global locations including the Caribbean, Germany, Japan, a farm in the USA, and the Argentine Pampas. The module also engages with theoretical notions related to the act of appropriating Shakespeare, including the theory of intertextuality, the Benjaminian concept of the 'afterlife' of a text, and Genette's study of the 'palimpsest’ as a text derived from a pre-existent text. In addition, the module will reflect on issues of race, gender, and cultural identity embedded in the adaptations of the bard in the various world contexts in which his work has been complexly modernized and redeployed.Borges, J.L. 'Everything and Nothing’, 'Shakespeare’s Memory’, and ‘The Pattern’.

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This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to combine an academic course with work experience. Placements in a school environment will enhance the students' employment opportunities as they will acquire a range of skills. It will also provide students with the opportunity to develop their knowledge and understanding of Comparative Literature and English Language & Linguistics in the primary or secondary school context. The university sessions and weekly school work will complement each other. At the university sessions students will benefit from the opportunity to discuss aspects related to their weekly placement and receive guidance.

Students will spend one half-day per week for ten weeks in a school where each student will have a designated teacher-mentor who will guide their work in school. They will observe sessions taught by their designated teacher and possibly other teachers. Initially, for these sessions students will concentrate on specific aspects of the teachers' tasks, and their approach to teaching a whole class. As they progress, it is expected that their role will be to some extent as teaching assistants, by helping individual pupils who are having difficulties or by working with small groups. They may teach brief or whole sessions with the whole class or with a small group of students where they explain a topic related to the school syllabus. They may also talk about aspects of University life. They must keep a weekly journal reflecting on their activities at their designated school.

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You have the opportunity to select wild modules in this stage

Teaching and assessment

For most modules, you have one two-hour seminar per week. Your Final-Year Dissertation is based entirely on your private research but is supervised by a tutor and includes workshops and the chance to participate in an undergraduate conference.

Assessment varies according to the module, from 100% coursework to a combination of examination and coursework; for details click the 'read more' link within each module listed in the Course Structure.

Programme aims

  • promote the study of world literature, ranging from that of ancient Mesopotamia, Asia and Classical Antiquity (Greece and Rome) to present-day English and American, Latin American, Arabic, African, Asian, Western and Eastern European literature
  • enable students to develop a systematic historical and cross-cultural understanding of a wide range of different national literary traditions and the ways in which they interact
  • develop students’ abilities to evaluate critically the mechanisms involved in the international circulation and reception of literature
  • encourage students to identify and develop their own interests and expertise in fields of literary study
  • encourage students to engage critically and systematically with cross-cultural approaches to literary studies
  • develop students’ understanding and critical appreciation of questions pertaining to translation
  • offer generous scope for the study of literature and its aesthetic specificities within an interdisciplinary and cross-cultural context
  • develop students’ abilities to argue a point of view with clarity and cogency, both orally and in written form
  • develop further students’ intercultural competencies
  • offer students the experience of a variety of teaching styles and approaches to the study of literature
  • develop students’ independent critical thinking and judgement
  • provide a basis for the study of literature at a higher level
  • provide a basis in knowledge and skills for those intending to teach literature, including a broad frame of cultural reference
  • provide students with the opportunity to develop more general skills and competences so that they can respond positively to the challenges of the workplace or of postgraduate education.

Learning outcomes

Knowledge and understanding

  • a wide range of authors and texts from different periods and different cultures, from the beginnings of literature to the present day, including texts from Arabic, Asian, African, American, European and Russian writers
  • the cultural, national and historical contexts in which literature is written, transmitted and read
  • concepts such as ‘world literature’, ‘genre’, ‘theme’, ‘fictionality’, ‘literariness’, ‘canon’, ‘reception’, and ‘literary movement’
  • the problems inherent in interpreting ‘the translated text’
  • traditions in literary criticism
  • literary history
  • the transnational mechanisms of circulation and reception of literary texts
  • critical theory and its applications, understood within its historical contexts
  • the study of literature in its relation to other disciplines.

Intellectual skills

  • listening to, and absorbing of, the oral transmission of complicated data
  • careful reading of literary works and theoretical material
  • reflecting clearly and critically on oral and written sources, using power of analysis and imagination
  • marshalling a complex body of information
  • remembering relevant material and bringing it to mind when needed
  • constructing cogent arguments
  • formulating independent ideas and defending them in a plausible manner
  • presenting arguments in written form in a time-limited context.

Subject-specific skills

  • enhanced skills in the close critical analysis of literary texts
  • a critical understanding of transcultural modes of reception and circulation
  • improved intercultural competencies
  • informed critical understanding of the variety of critical and theoretical approaches to the study of literature
  • ability to articulate knowledge and understanding of texts, concepts and theories relating to literary studies
  • sensitivity to generic conventions in the study of literature
  • sensitivity to the problems of translation and cultural difference
  • well-developed language use and awareness, including a grasp of standard critical terminology
  • articulate responsiveness to literary language
  • appropriate scholarly practice in the presentation of formal written work, in particular in bibliographic and annotational practices
  • understanding of how cultural norms, assumptions and practices influence questions of judgement
  • appreciation of the value of collaborative intellectual work in developing critical judgement.

Transferable skills

  • developed powers of communication and the capacity to argue a point of view, orally and in written form, with clarity, organisation and cogency
  • enhanced confidence in the efficient presentation of ideas designed to stimulate critical debate
  • developed critical acumen
  • the ability to assimilate and organise substantial quantities of complex information of diverse kinds
  • competence in the planning and execution of essays and project work
  • enhanced skills in critical analyses
  • enhanced capacity for independent thought, intellectual focus, reasoned judgement and self-criticism
  • enhanced skills in collaborative intellectual work, including more finely tuned listening skills
  • the ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives
  • research skills, including scholarly information retrieval skills
  • IT skills: word processing, PowerPoint, email communication, the ability to access electronic data.

Careers

Comparative Literature at Kent, which includes World Literature, was ranked 2nd in the UK for the percentage of students who found professional jobs after graduation in 2015 (DLHE).Studying World Literature, you develop key transferable skills essential for the graduate job market, such as close reading, effective communication, and expressing your ideas. 

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level
BBB
Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate
34 points overall or 15 at HL

 

 

 

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

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. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2019/20 tuition fees have not yet been set. As a guide only, the 2018/19 annual tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £15200

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.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year in Industry

For 2018/19 entrants, the standard year in industry fee for home, EU and international students is £1,385

Fees for Year Abroad

UK, EU and international students on an approved year abroad for the full 2018/19 academic year pay £1,385 for that year. 

Students studying abroad for less than one academic year will pay full fees according to their fee status. 

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.