Focusing on representations and discussions of emotional experience in materials from a range of media, genres and periods, and drawing on a range of historical, social and philosophical approaches, this option will explore selected instances of the contexts, dynamics and languages of love and hate.

5x1hr lectures; 15x1hr seminars as scheduled on MyCampus.

This is one of the honours options in SMLC and may not run every year. The options which are running this session are available on MyCampus.

None

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Semester 1: Essay (1,500 words) - 35%

Semester 2: Essay (2,500 words) - 65%

Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non-Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below. 

This course will provide the opportunity to:

■ carry out in-depth study of emotional experiences and their representation in a range of cultural and historical contexts;

■ deepen students' understanding of cultural productions and socio-historical contexts;

■ familiarise students with a selected range of primary sources materials including fictional and non-fictional writings, theatrical works and visual and plastic media;

■ develop students' awareness of changing and competing perspectives on the nature and mechanisms of emotional experience;

■ foster critical reflection on the topic;

■ enhance students' ability to construct persuasive arguments grounded in critical interpretation and cultural/ historical context.

By the end of this course students will be able to:

■ draw on the analytical vocabulary of the approaches studied in order to discuss course topics in a structured and critically reflective manner;

■ identify points of debate and consensus in scholarly writing on the topics studied;

■ engage with these debates bringing to bear a wide range of reading;

■ combine linguistic, conceptual and analytical skills with their cultural and historical knowledge in the critical reading of primary sources and secondary sources.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.