- UCAS Code: QC38
Ranked: 5th in the UK for English (The Times & Sunday Times Good University Guide 2020)
Study abroad: study in Germany, France & North America
Facilities: include 6 purpose-built experimental research laboratories
Study with us
As an English student at Strathclyde, you'll enjoy the best of old and new: a grounding in the classics as well as an insight into new fields of literature.
Our BA degrees in Humanities & Social Sciences are broad-based to start with. In Year 1 you'll study three subjects, including your chosen subject(s).
The lectures were always challenging and interesting and I found it fascinating to learn about the different aspects of language and literature.
Hadeel Janabi, English graduate
Why this course?
We'll show you how exciting and wide-ranging our subject can be. Employers like the skills developed in an English degree: written and verbal communication, analysis and discussion of ideas and broad, creative thinking.
Our main focus in psychology is the study of human behaviour.
You'll study conditions of behaviour; how we learn, remember, coordinate our actions and interact with others. You'll also study the reasons for differences between individuals, such as personality or intelligence.
Due to the popularity of the course and performance criteria for entry into Honours (Year 4), numbers admitted to Years 2 and 3 of the course are limited.
Find out more about Psychology at Strathclyde
What you’ll study
Shakespearean drama and modern, cutting-edge fiction.
You'll study some of the most momentous events in literary history, with classes on Renaissance, Enlightenment and Romantic writing.
Choose from options including children’s literature, America in the 1920s, the First World War and the Glasgow novel.
In your final year, you’ll write a dissertation and choose from options including Victorian Gothic writing, literary snobbery, travel writing, oral narratives and fairy tales. Student numbers for optional classes may be limited in Years 3 and 4.
In Honours year, you'll write and research a 6,000-word dissertation with guidance from a personal supervisor. This is an opportunity to investigate a topic of your own choice. Previous dissertations have focussed on music and film as well as literary topics.
We offer these taught masters degrees:
Masters degrees can be the first step to a PhD or help with career and personal development. We welcome overseas students, including visiting students.
We also offer various research degrees, including an innovative MRes in Creative Writing.
You'll have the opportunity to take part in the Socrates exchange programme, in which you can spend your third year (two semesters) abroad and obtain credits that qualify you to enter the Honours year in one or both of your principal subjects on your return.
Socrates has partner institutions in Germany and France, as well as programmes in North America and elsewhere. While priority on Socrates is given to students who have proficiency in the relevant language, many classes (at least in the host English departments) are conducted in English and there is no language requirement for countries like the USA.
The first year covers the basic principles of learning including biological bases of behaviour, thinking and memory.
Years 2 & 3
Due to the popularity of the course, performance-related criteria may be in place to manage entry into Honours (Year 4); this means that the numbers admitted to Years 2 and 3 of the course are limited. Years 2 & 3 provides a greater understanding of human development and interaction, cognitive processes, individual differences and biological influences on behaviour.
In Year 4, you'll take a variety of classes that allow you to study an area of psychology in greater depth. You’ll study conceptual and historical issues in psychology and write a dissertation based on your research project.
There's an opportunity for you to take an optional international research placement through Erasmus.
The School of Psychological Sciences and Health has Erasmus exchange agreements with several European universities including:
- Humboldt University zu Berlin, Germany
- Universidad de A Coruna, Spain
- University of Twente, Netherlands
- University Tubingen, Germany
- Radbout University, Nijmegen, Netherlands
You can undertake an optional summer research project working with a member of staff. In addition, there are opportunities to apply for funding to complete summer internships between year 3 and 4.
Our high-quality facilities include six purpose-built experimental research laboratories:
- driving simulator lab
- memory lab
- perception and action lab
- psychophysiology lab
- psycholinguistics lab
- oculomotor lab
Psychology graduates can progress into postgraduate training to become professional psychologists. We currently run a number of post-graduate courses which provide additional research training:
The British Psychological Society Undergraduate Award is awarded annually for outstanding academic performance in the final year.
Single & joint Honours information
English, English and Creative Writing, History, Politics and International Relations and Psychology may be studied to Single or Joint Honours level.
Education, French, Spanish, Law, Journalism, Media and Communication, Economics, Human Resource Management, Marketing, Mathematics, Tourism, and Social Policy are available only as Joint Honours Programmes.
The available subject combinations may change each year. Once accepted on the programme you will be allocated an advisor of studies who will be able to let you know which subjects can be combined, in first year, and beyond.
English 1A & 1B
These first-year classes offer an introduction to the study of English at university level.
In the course of these classes you will study a range of texts in the three main genres of creative literature - poetry, prose, and drama – and will learn to engage with the critical materials that analyse them, and have the option in assessment to respond creatively to some of these work as well.
Across this year you will also have an opportunity to understand how particular historical and social contexts shape literature, and to discuss ways in which historical literature continues to live and have relevance to the contemporary reader. Current texts studied in this class include Othello, Robinson Crusoe, Jane Eyre, and some contemporary song lyrics and Renaissance poetry.
You'll take this class in semester 1 and are not expected to have any prior knowledge of psychology. It explores learning theory, developmental psychology, personality, biological psychology, and the scientific basis for psychology.
This class is taught in semester 2 and covers sensation and perception, cognitive psychology, social psychology, abnormal psychology, and research methods.
Writing Through Time 1&2
These classes develop your understanding of literary criticism from our first-year classes by engaging with the question of the historical situatedness of literary production, offering an overview of key ideas, debates and literary texts from the Renaissance to the present. Once again our focus is on different genres of writing: this time, poetry, drama, and long and short prose fiction. Through these texts, you will engage with distinct modes of analysis, with literary critical approaches sitting alongside more innovative creative approaches.
The Construction of Scotland
This class offers a wide variety of ways of thinking about 'Scottishness' and Scottish national identity. The main aim of the class it to challenge assumptions of national identity as something that is coherent and fixed by exploring the many complexities, subtleties, and contradictions in Scottish identity. Focusing on issues of language, gender, and place, the class will encourage students to deepen their understanding of 'Scottishness' and the constructed nature of national identity through a literary and cultural lens.
Making the Modern Human
The class aims to introduce you to changing ideas about the human in relation to two key moments in history: the concept of the idea of the beast within from the age of Shakespeare, and the emergence of Darwin's theory of evolution in the mid-nineteenth century. The class will look at shifts in understanding the boundary between humans and animals and at what that meant for how people understood themselves at two very different moments in the past. Core to the class will be how scientific, philosophical and literary materials contemplate the same ideas.
Textlab is one of several Vertically Integrated Projects (ViPs) running across the University. Each ViP brings together a team of undergraduates, postgraduates, and staff to work on a research-based project.
TextLab brings together students and staff from English/Humanities and Computer and Information Science. We work on research projects in the field of Digital Humanities (the application of computer-based technologies to the study of texts) – specifically using computers to analyse Shakespeare’s language, and building a website aimed at schools.
Cognition & Neuropsychology
This class reveals how our understanding of higher mental functions has been enhanced through:
- theoretical and experimental studies of normal human cognition
- neuropsychological studies of how cognitive functions may be damaged as a result of brain lesions
Social & Health Psychology
This class introduces social psychological theories and research that provide insights into why people believe what they believe, and why they behave the way they do.
Topics covered include attribution theory, aggression, prosocial behaviour, group influence, norms, conformity, obedience, and attitudes.
It ends with an introduction to health psychology, demonstrating how social psychological principles covered earlier in the class are applied to pressing, real-world health issues such as dietary behaviour, smoking/alcohol-use, and suicide.
Introduction to Research Design & Analysis
You'll be introduced to the main features of measurement, research design, and statistical analysis in psychology.
Following a general introduction, the course presents fundamental concepts, issues, and debates in the field of research methods.
You'll also become familiarised with the conceptual basis for inferential statistical testing, and introduced to different inferential statistics. Finally, a brief introduction to qualitative research methods takes place.
You'll select from this range of Year 3 electives, and have the chance to take one English & Creative Writing class too.
This course will trace the development of crime fiction from the mid C19th until the present day. Beginning with some of the earliest depictions, we will examine short stories by Edgar Allen Poe and Arthur Conan Doyle, before going on to look at C20th representations of the literary sleuth in Britain and the USA. We will consider well-known examples from popular culture (eg Hercule Poirot and his 'little grey cells', the stereotype of the American private-eye) as well as more experimental, postmodern examples (Thomas Pynchon’s The Crying of Lot 49 and Paul Auster's New York Trilogy).
Throughout the course we will be concerned with connections between crime and the emergence of the modern city, questioning the extent to which detective fiction aims to impose a sense of rationality and closure on an otherwise uncertain and alienating world. In its concern with the social and cultural role of crime fiction, this course will also reflect on the importance of deconstructive, feminist, post-structuralist and psychoanalytic readings of the genre.
Greek Theatre to National Theatre
This class is designed to introduce students to theatre practice starting with Greek theatre through to the work of the National Theatre for Scotland. The sessions are designed to be both theoretical and practical with students engaging with activities that illuminate the textual material studied. Drama was intended to be performed and to this end, study will also include that of set design and how that has evolved over the centuries taking into account the changes in style and expectations of an audience as well as the harnessing of technological advances.
Students will study in two-hour sessions to allow the theoretical underpinning to be embedded into the workshop activities and should be considered as a foundation for future study in theatre practice. The intention is to study a selection of plays, not as isolated written works, but in relation to their production and performance.
The class will give students insights into evolving theatre practices, predominately in Europe, through examination and analysis of dramatic fiction and their theatrical constructs. The class will draw upon the work of playwrights that will include Euripides, Shakespeare, Moliere, Pirandello, Chekov, Brecht, Beckett, Pinter, and Greig and examine the professional practice of contemporary theatre performers and directors. The class will work alongside practice-based research on the communication of dramatic fiction through theatrical performance.
This class teaches you how various kinds of world literature have been influential on literature in English. Each week the lecture introduces a new literature, sometimes referring to one or two specific authors, and places the foreign literature linguistically, culturally and historically. We then look at specific influences on writers in English. Sometimes we will look at translations, sometimes adaptations, including into different media, and we will see that texts can lead to other texts through complex chains of influence.
Seminars often take a foreign text, and look at one or more English language variants of it. One of the assessments is an essay involving analysis of adapted texts; the other is an essay on the more general issues which arise. Students are not expected to learn or know about any of the foreign languages involved.
Topics for 2019-20 are likely to be similar to those for the current year, which includes Sappho and Homer (Greek), Catullus (Latin), Dante and Petrarch (Italian), the Hebrew Bible, Borges (and other Latin Americans), Chinese and Japanese poetry, Scottish Gaelic, Indian and other South Asian literature, and Scandinavian (including Old English) literature.
Language in Business
This class explores the ways in which language is used in businesses and other organisations (including charities, government, education, etc.). The class also functions as an introduction to the theory of communication more generally; we explore how meaning is communicated, how texts are made coherent, why speaking is a way of acting, how conversations are structured, and how politeness is managed.
We consider gender as an aspect of organisations, and how language maintains and constructs gender. We look at the use and invention of words (eg brand names), including organisational metaphors and the use of storytelling in an organisation. We consider how language and communication differ across cultures, and how this can lead to cross-cultural misunderstanding, and we ask whether different languages shape different ways of thinking; as part of this, we consider the discourses of banal nationalism.
The materials we study may include websites, values statements, marketing brochures and posters, public apologies, political speeches, transcripts of e-mail interactions, and of meetings. One of the assessments is an essay involving analysis of one of these kinds of organisational discourse; the other is an essay on the more general issues which arise. Students are not expected to have any prior knowledge of linguistics or the analysis of language.
This class will examine the tools of poetry, including voice, rhyme, meter, schemes, and tropes, in a variety of genres and periods. The aim of this course is to introduce students to the conventions of poetry and the ways in which these conventions have been subverted or modified over time, allowing for innovation and introducing new voices, such as those of women, minorities and the working classes.
We will consider a number of poetic forms, such as the sonnet, the lyric, the epic, and the ode, with examples taken from the early modern to the present day. The principal aim of the class is to give students the tools required to read poetry with confidence.
The course will cover the sonnet, sonnet sequences, lyric poetry, dramatic monologues, narrative poetry, epic, satire, ekphrasis, and odes and elegies, and a wide range of authors including Donne, Pope, Byron, Christina Rossetti, Tennyson, Dickinson, Poe, Siddal, Rilke, Plath, Angelou, and Atwood.
Sex, Revenge & Corruption in Renaissance Drama
This class will focus on drama, a key genre in the period from the 1580s to the closure of the playhouses in 1642. Reading work by major dramatists such as William Shakespeare, Christopher Marlowe, Ben Jonson and Thomas Middleton, we will engage with a form that addressed both a highly literate and a popular audience, and is thus a particularly interesting place to trace ways of thinking in the period.
The common thread that ties this selection of plays together is their interest in transgression: what happens when humans cross the limits set by tradition, religion and the state? In the process of this theatrical interrogation, the plays pose questions about violence, identity, gender, desire, citizenship and the role of the theatre itself. We will read tragedies and comedies, and wonder why tragedies in this period are so often comic, and why the comedies end badly.
Theories of Literature & Wellbeing
The relationship between literature and wellbeing is of interest to the a number of employers and professions, including health and social care (evidenced by the journal Medical Humanities and the 'Get into Reading' programme run by The Reader, a charity). However investigations into the potential benefits of reading or hearing literature are hampered at the moment by the lack of a theoretical base from which to start. Academic work in English and literature is growing more interdisciplinary with sustained interest in the psychology of the reading experience for example.
This class combines recent academic research with the needs and interests of students to assess a number of theories which relate literature to wellbeing. It also encourages students to reflect on their own experiences as students, readers and critics of literature. Students with an interest in arts therapy may find the class a useful part of their degree, as well students considering teaching English or working in libraries, arts organisations or social care.
The class will also provide a new avenue for literary investigation for students who may be considering going on to do interdisciplinary research. The learning outcomes will differ from learning objectives insofar as they focus on broader cognitive abilities, non-subject specific skills or graduate attributes.
- improved ability to understand what a theory is and how it can be evaluated
- enhancement of skills taught in other English classes, such as textual analysis, argumentation, group discussion etc
This class explores the literature of conflict in the 20th and 21st centuries, from the First World War to the Iraq War. The class treats war as a complex cultural phenomenon rather than a simple military activity, and as such we explore not only the literature of combat but also a range of texts.
You can also take one of the following English & Creative Writing classes as part of your English degree in Year 3.
Writing Short Fiction & Poetry
This core class will introduce creative writing students to two key genres: short fiction and poetry. Taught in workshop sessions by practising creative writers this will be a practice led class. On it, students will develop good practice related to the professional presentation of creative work, and will be introduced to the skills involved in reflecting critically on creative products and processes.
The class will build on the basic writing techniques that students have developed in their first and second year of study such as: point of view, characterisation, setting, dialogue and narrative structure. The class will also encourage and expect a more advanced and discerning set of reading skills. Looking at a wide range of material such as novels, short stories and poems the class will examine a range of different narrative strategies, contexts and approaches and use these as stimuli for creative work.
This class will be based around a selection of screen and radio scripts that have formed the basis for dramatic works such as: The Graduate, Mad Men, Bladerunner, The True Story of Bonnie Parker and When Harry Met Sally and will introduce key concepts in the theory and practice of creative writing as these emerge in the context of writing for radio and screen.
Students will write dramatic scripts that demonstrate a good awareness of skills and techniques relevant to the genre, develop good practice related to the professional presentation of creative work, and be introduced to the skills involved in reflecting critically on creative products and processes. The class will be taught by practising creative writers.
Research Methods in Psychology
This class builds on year 2 and equips you with a broader, more advanced set of methodological and analytic skills. These skills are essential for carrying out the year 4 dissertation and for being able to read and understand articles published in academic journals.
You're encouraged to think scientifically about conceptual and practical issues related to the study of individual differences, with specific reference to intelligence and personality. You'll gain the chance to put this knowledge into practice by designing your own measurement instrument.
You'll be introduced to some of the core topics in cognitive psychology
- Perception and action, particularly how we perceive time and recognise faces
- Memory and learning, including models of episodic and working memory
- Language, including word production, sentence comprehension, and discourse processing
- Thinking, specifically problem solving, deductive reasoning and judgement and decision making.
This class reviews the ways that children develop from infancy right through to the end of adolescence. Key theories are presented and used to explore the extent to which children’s development is continuous or stage-like and whether specific skills develop more quickly than others. Issues relating to infancy, ‘theory of mind’ (understanding others’ thoughts and beliefs), executive function (planning and monitoring abilities), language, and communication form the core themes in the class.
The purpose of this class is to provide the opportunity for you to learn the basic principles of brain function, and to encourage you to address the implications of this understanding for their own view of how behaviour is generated. It includes coverage of electrophysiology and psychopharmacology, neuroanatomy, research methods in neuroscience. There are focused sections relating to the visual system and the motor system.
This class allows you to consider current ideas and positions within social psychology. Four themes drive the class
- Attitudes and attitude change, covering the Theory of Planned Behaviour and the Health Belief Model
- Identity, with a focus on social, personal and group identities
- Prejudice, connecting both attitudes and identities, and covering a broad range of areas such as social representations, stereotyping, prejudice and conflict
- Epistemology, where consideration is given to the theory of knowledge, how social psychological knowledge is produced, and to what effect
Throughout your degree, analytical and writing skills are being developed, preparing you to tackle the final-year dissertation. The choice of subjects for your dissertation is wide open – we value and reward student initiative.
Year 4 is also your chance to take more electives as well as your dissertation in English – two electives for joint Honours and five for single Honours. Choose from:
Creative Economies & Culture Industry
This Honours option will explore how 'creative economies' operate in the twenty-first century, using a focus on local industries to investigate global issues and challenges. It will enable students to understand how the concepts of 'creative economy', 'cultural industry' or 'creative industries' developed, and explore the controversies which have often surrounded these terms.
Literature, Mind & Brain
This class responds to developments in literary research which are drawing on findings in cognitive science. A number of PhDs and postdoctoral researchers, as well as more experienced literary scholars, are using these findings to ask questions about the nature of literary experience in general, and the nature of specific literary texts in particular. In addition, the class responds to the increasing demand for interdisciplinary skills for humanities students. This is likely to appeal to honours English students who wish to bridge the gap between the critical analysis of texts and the rapidly changing model of human cognition emerging from psychology, neuroscience and philosophy.
The class will combine a weekly reading of a scientific or philosophical article with a short literary text and consider the implications of and/or problems with the article in the light of the literary text. No class of this kind is currently on offer at Strathclyde.
The 1930s: Literature & Culture
The 1930s is a period of cultural and political instability that is dominated by the inequalities between rich and poor, by problems with employment and housing, and by an insecure international situation in which the United Kingdom is increasingly isolated from developments in continental Europe. Into this conflict come authoritarian populist politicians intent on restoring strong leadership and the restoration of past national glories, and on the other side coalitions of the liberal left seeking a new politics to resist such authoritarian thinking. It is a period, in other words, strikingly like our own.
In taking the class you will gain an understanding of the distinctive concerns of the literature and wider culture of the 1930s. We will pay particular attention to formal questions that dominate the decade’s literature - those of documentary, realism, and the legacy of Modernism - as well as to thematic issues of class division and national identity, urbanisation, and domestic politics. You will also gain an understanding of the relationship between literature and other forms of cultural production in the period, particularly journalism and documentary cinema.
By taking part in the class you will develop your abilities in close critical reading of literary texts and will gain further experience of independent learning and essay and examination writing.
Sixties Britain: Literature, Culture, Counterculture
The 1960s are often thought of as the decade of hedonism, hippies, free love and The Beatles. Yet the sixties were also a time of deep political unrest and activism, during which political movements for civil rights, anti-war and women’s liberation gained momentum. In addition, the 1960s were a decade of important technological advancements (including the introduction of colour television and developments in space exploration) which would have a fundamental effect on culture in Britain and beyond. This aim of this class, therefore, is to explore the legacy of the 1960s, its representation through a variety of key literary, cultural and critical texts.
Beginning with an examination of British culture through a literary lens in the late 1950s, it goes on to explore the central tensions of the decade. In doing so, students will engage with a variety of classic texts of the period, examining the 1960s in terms of culture vs counterculture, class, race and gender, reflecting on just how controversial the decade actually was.
Songs: music & literature
This class looks at songs of different kinds. We ask what makes songs both similar to, and different from, poems. We explore how words are fitted to musical structures, including rhythms and tunes. We examine how poems are set to music, or otherwise accompanied by music; we consider the difference between poetic and musical metre, and the use of rhyme. We explore different kinds of singing style. We examine why songs give us strong emotional experiences.
We consider the difference between high and low cultures in songs, and the borrowing of songs between genres. We consider the role of songs in constructing identity, including national identity. We consider popular and rock songs, folk songs, and classical songs; in addition we will look at some overseas song traditions (eg Chinese, Australian Aboriginal).
One of the assessments is an essay involving analysis of a song which you choose yourself; the other is an essay on the more general issues which arise.
Students are not expected to have any prior knowledge of music or linguistics, or musical ability.
Soviet Literature: 1917-1967
This class looks at three key moments in the history of the Soviet Union, and explores how political contexts radically different from those in western Europe affected the way literature was written and interpreted.
All texts are in English, translated from Russian. The Russian Revolution in 1917 happened at a moment of intense experimentation in literature across Europe. In the early revolutionary years, many Soviet writers of the avant garde explored the possibility of experimental writing which could both reach the masses and help to bring about social change. We will look at both the literary theory and some of the experimental texts from this period, including a film. In the 1930s, during Stalin's rule, this revolutionary approach was sidelined by a top down emphasis on 'Soviet socialist realism', fiction that is easily accessible and offers a vision of a brighter future for a population living through unprecedented change. We will look at three of these Socialist Realist novels and appraise how far they conformed with the ambitions of the state, as well as considering the nature of literary realism itself.
Finally, we will consider literature by dissidents, writers who increasingly challenged the Communist regime in the 'Thaw' that followed Stalin's death in 1953, looking at novels by two dissident writers, including Boris Pasternak's Dr Zhivago.
This class will examine the development of the Gothic tradition in a diverse selection of Victorian texts which will include works by the Brontes, Bram Stoker, H. G. Wells, Oscar Wilde and Arthur Conan Doyle.
The aims of the course are twofold. Firstly, we will consider the literary origins and devices of Gothic in the popular novels and short stories of the Romantic period (eg Mary Shelley’s Frankenstein), and trace the ways in which major Victorian authors modified them, paying attention to questions such as genre and inter-textuality. However, these textual studies will continually be placed within a broader historical and social context: the principal aim of the class is to assess how an understanding of the fascination of the Gothic mode for Victorian authors can be used as a tool for exploring the complexities of nineteenth-century society.
We will use the texts to consider issues such as urbanisation, scientific progress, religious crisis, Empire, new forms of communications technology and print culture, the ‘New Woman’, deviant sexualities, degeneration, decadence and the fin-de-siècle.
Throughout, the texts will be read ‘against the grain’ by employing a range of critical terminology (such as Freud’s work on dreams or recent work on ‘female Gothic’).
Wild in the Renaissance
The concept of 'the wild' is one that emerges in many different ways in the writings of the Renaissance; in relation to self-cultivation (holding back the wildness within), the control of one's world (taming the ever-present wilderness); and in relations with fellow humans in a changing world (in savage domination). These ideas get played out in numerous ways in the period - from poetic use of the symbolic resonance of gardens and gardening; the religious underpinnings of the 'missionary endeavour' in the New World and what that says about the concept of human nature; to the anxious self-examination of humanity's inevitable sinfulness.
This class will thus introduce you to key canonical texts from the period – plays, poetry, and court masques – by writers including Shakespeare, Jonson, and Milton, and will also engage with a critical and theoretical debates about the relationships between humans and the natural world from the new fields of animal studies and ecocriticism.
Dissertation in Psychology
The dissertation is an opportunity for you to undertake an original piece of research, closely supervised by a single member of staff. Planning for the dissertation begins in year 3, and dissertations can be of such high standards that they are subsequently published in peer-reviewed academic journals.
Advanced Organisational Behaviour
This class is offered by the Strathclyde Business School, and draws on current themes in Human Resource Management understood from the perspective of micro-organisational behaviour theory and research. Although the theoretical underpinning of the material covered is primarily about work and organisational issues at the level of individual behaviour in organisations, a contextual understanding of these issues is also encouraged.
Advanced Psychological Theory & Practice
Choice of topics may include:
- Belief & Anomalistic Experience
- The Psychology of Mental Health
- Artificial Intelligence
- Psychology & Ageing
- Psychology of Language
- Critical Review
- The Psychology & Cognitive Neuroscience of Face Recognition
- Neuropsychology of Ageing and Dementia
- Physiological Psychology
- Health Psychology
- Practical Aspects of Memory
Psychology Work Placement
Students have the opportunity to undertake a 20 credit work placement class where they will have the opportunity to apply their academic knowledge and skills in a workplace setting, and develop both personally and professionally. Students are supported to find a suitable placement and throughout the experience. Previous placements have included: the NHS, Schools, University departments and third sector organisations such as health support and rehabilitation charities.
Erasmus International Work Placement
This class is an option which is available to a restricted number of students who'll apply to take part. It involves a placement with a European University partner working in a research team during the summer between years 3 and 4. Additional assessment is the completed during semester 1 of year 4.
In addition to traditional exams, many classes are assessed partly or solely by essays. In later years, students you the opportunity to set the topics and titles of these essays themselves.
All our classes use Myplace, Strathclyde's virtual learning environment, which can be used for online quizzes and keeping a reading diary.
We assess you using class tests, essays, practical reports, dissertations, individual presentations, group presentations and degree exams.
Online and face-to-face group project work is also included in the course. You'll also take part in practical assignments from first-year onwards.
Learning & teaching
You'll learn through lectures, seminars and workshops and take part in small group work, individual and group presentations, debates and writing exercises. Some classes also take place in computer labs and include analysis of texts using software tools.
We offer a research task in which staff, undergraduates and postgraduates work together (Vertically Integrated Project).
Our methods include lectures, small-group tutorials, practical labs, online tutorials, online wikis, group work, problem-based learning and one-to-one supervision.
These methods are used across all years of the degree and aim to provide you with opportunities to learn and work in different ways.
Required subjects are shown in brackets.
(Higher English, Maths/ Applications of Mathematics National 5 B-C, or equivalent)
(Higher English B and Maths/ Applications of Mathematics National 5 C)
(GCSE English Language 6/B or Literature 6/B, GCSE Maths 4/C)
Year 1 entry: Social Sciences: A in Graded Unit; Maths National 5 B, or equivalent
not normally accepted
Students are required to register with the Scottish Government’s Protecting Vulnerable Groups scheme. Please note that Year 2 entry to this subject is not offered.
Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.
Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.
In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.
We want to increase opportunities for people from every background. Strathclyde selects our students based on merit, potential and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.
Degree preparation course for international students
We offer international students (non-EU/UK) who do not meet the academic entry requirements for an undergraduate degree at Strathclyde the option of completing an Undergraduate Foundation year programme at the University of Strathclyde International Study Centre.
Upon successful completion, you will be able to progress to this degree course at the University of Strathclyde.
We've a thriving international community with students coming here to study from over 100 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.Visit our international students' section
Glasgow is Scotland's biggest & most cosmopolitan city
Our campus is based in the very heart of Glasgow, Scotland's largest city. National Geographic named Glasgow as one of its 'Best of the World' destinations, while Rough Guide readers have voted Glasgow the world’s friendliest city! And Time Out named Glasgow in the top ten best cities in the world - we couldn't agree more!
We're in the city centre, next to the Merchant City, both of which are great locations for sightseeing, shopping and socialising alongside your studies.
Find out what some of our students think about studying in Glasgow!Find out all about life in Glasgow
Expertise in English at Strathclyde covers both the traditional literary curriculum and exciting new developments in the field, from animal studies, to reclaiming working class literary experience, from cognitive accounts of literary experience to queer accounts of travel writing. In our teaching, we aim to be inclusive, respectful, caring, and ambitious, helping every student to achieve their potential.
Elspeth Jajdelska, subject leader for english
Fees & funding
All fees quoted are for full-time courses and per academic year unless stated otherwise.
Fees for students who meet the relevant residence requirements in Scotland are subject to confirmation by the Scottish Funding Council. Scottish undergraduate students undertaking an exchange for a semester/year will continue to pay their normal tuition fees at Strathclyde and will not be charged fees by the overseas institution.
|England, Wales & Northern Ireland|
Assuming no change in fees policy over the period, the total amount payable by undergraduate students will be capped. For students commencing study in 2021-22, this is capped at £27,750 (with the exception of the MPharm and integrated Masters programmes), MPharm students pay £9,250 for each of the four years. Students studying on integrated Masters degree programmes pay an additional £9,250 for the Masters year with the exception of those undertaking a full-year industrial placement where a separate placement fee will apply.
|University preparation programme fees|
International students can find out more about the costs and payments of studying a university preparation programme at the University of Strathclyde International Study Centre.
Course materials & costs
All recommended texts and computer software packages are available from the University Library and the University portal, Pegasus.
Students should purchase a standard calculator. It's required for the duration of the course.
Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.
How can I fund my studies?
Students from Scotland
Fees for students who meet the relevant residence requirements in Scotland, you may be able to apply to the Student Award Agency Scotland (SAAS) to have your tuition fees paid by the Scottish government. Scottish students may also be eligible for a bursary and loan to help cover living costs while at University.
Students from England, Wales & Northern Ireland
We have a generous package of bursaries on offer for students from England, Northern Ireland and Wales:
You don’t need to make a separate application for these. When your place is confirmed at Strathclyde, we’ll assess your eligibility. Have a look at our scholarship search for any more funding opportunities.
We have a number of scholarships available to international students. Take a look at our scholarship search to find out more.
Please note that you only need to apply once for our BA degree programme.
For instance, if you have applied for BA Honours English and are considering your options for a Joint Honours degree, e.g. a BA Joint Honours in English and French you only need to apply for one or the other on UCAS.
If accepted on to the BA programme, you can study one of the many available subject combinations.
English & Psychology (1 year entry)
Year of Entry: 1 year