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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts Honours in English

SAQA QUAL ID	QUALIFICATION TITLE
117905	Bachelor of Arts Honours in English
ORIGINATOR
University of Mpumalanga
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 04 - Communication Studies and Language		Literature
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-11-20	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Arts Honours in English is to allow learners to engage intensively with a variety of rich texts which will prompt critical and original thought. The qualification will equip learners with appropriate competencies so that they are empowered to contribute to the field of literary and textual analysis both nationally and internationally. It aims to make them active, reflective and astute producers and interpreters of meaning. Learners should feel confident in communicating their perspectives and positions and thereby produce responsible and well-articulated responses to matters of local, national, and international importance. It further aims to equip them to become life-long independent learners who are capable of researching to make original contributions to knowledge and society.

On completion of this qualification, learners will be able to:

Explain, illustrate, and apply the concepts, theories, methodologies and approaches relevant to the study of English literature.

Describe and engage in contemporary and historical debates within selected literary fields.

Use the acquired knowledge and understanding of the discipline as a basis for the original and critical development and application of ideas to contribute to knowledge production.

Intelligently and critically evaluate and synthesize a variety of sources relevant to the discipline to generate sustained written and verbal arguments.

Discuss, explain and apply a range of genre-specific writing structures.

Identify, describe and discuss appropriate narrative elements and their significance in multiple texts.

Compose, construct and reference coherent, cohesive, clear and grammatically-correct academic essays while applying knowledge of disciplinary conventions ranging from structure and paragraphing to tone and mechanics.

Demonstrate the ability to undertake independent and original research in English literature from identifying suitable research questions to completing and defending a research paper.

Respond productively, critically and appropriately to questions and feedback.

Communicate and share their conclusions and views as well as the knowledge and rationale underpinning these, to specialist and non-specialist audiences.

Act reflectively, ethically and with integrity and be accountable for their work, their actions, and their decisions.

Rationale:
Learners with an Honours degree in English can work and contribute to many varied facets of the job market and all areas demanding higher levels of language usage, interpretation, rhetoric, communication and meaning production. Given the breadth, adaptability, and utility of studying English at a post learner level, employment opportunities abound for learners.

The learners will be critical thinkers, able to approach problems creatively and analytically. Deducing from literature, they will be able to contribute solutions to issues of importance in current society, including but not limited to politics, social equality, poverty, gender inequality. Learners will contribute through meaning-making and critical analysis.

Learners will work in a wide and diverse range of fields including for National and Provincial Governments and the Private sector. Learners will be in a position to work for themselves, as consultants or as salaried workers in companies or government. Learners will be able to work as language experts, editors, proof-readers, translators, communications officers, journalists, authors, etc.

This qualification forms part of the pathway from first degree such as a BA, to MA and then-Doctoral studies. The Honours Degree is the bridge to further Postgraduate learner research-based studies and it is expected that many Honours learners will progress to Master's and Doctoral studies and contribute to research-based solutions to challenges and issues in current society.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification.

The National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019) indicate that there are two types of RPL, being RPL for access and RPL for credit. Both apply to this qualification.

The final decision regarding the recognition of status and admission of the RPL learner to a particular qualification of study will be made by the Dean and reported to the Registrar's Office, Faculty, the Teaching and Learning Committee of Senate and Senate. The Registrar's Office is responsible for communicating the outcome and decision to the learner. Appeals concerning the outcome of RPL results will be considered by the DVC (Academic) and Registrar and the decision will be final.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Arts with English as a major, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at Level 8 totalling 180 Credits.

Compulsory Modules at Level 8, 45 Credits:

Research Methodology, 15 Credits.

Research Report, 30 Credits.

Elective Modules, Level 8, 75 Credits (Choose any five modules):

Creative Writing, 15 Credits.

Theory of Literature, 15 Credits.

Advanced Seminars in Science Fiction, 15 Credits.

Queerness in Africa: Depictions and Debates, 15 Credits.

Comparative and Contemporary Literature, 15 Credits.

Intertextuality and Post-modernism, 15 Credits.

EXIT LEVEL OUTCOMES

1. Explain, illustrate, and apply the concepts, theories, methodologies and approaches relevant to the study of English literature.
2. Describe and engage in contemporary and historical debates within selected literary fields.
3. Use the acquired knowledge and understanding of the discipline as a basis for the original and critical development and application of ideas to contribute to knowledge production.
4. Evaluate and synthesize a variety of sources relevant to the discipline to generate sustained written and verbal arguments.
5. Discuss, explain and apply a range of genre-specific writing structures.
6. Identify, describe and discuss appropriate narrative elements and their significance in multiple texts.
7. Compose, construct and reference coherent, cohesive, clear and grammatically-correct academic essays while applying knowledge of disciplinary conventions ranging from structure and paragraphing to tone and mechanics.
8. Demonstrate the ability to undertake independent and original research in English literature from identifying suitable research questions to completing and defending a research paper.
9. Respond productively, critically and appropriately to questions and feedback.
10. Communicate and share their conclusions and views as well as the knowledge and rationale underpinning these, to specialist and non-specialist audiences.
11. Act reflectively, ethically and with integrity and be accountable for their work, their actions, and their decisions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate a deep understanding and apply the concepts, theories and methodologies relevant to the advanced study of English literature.

Display knowledge of problems and concepts relating to English literary analysis and theory, and a capacity to offer appropriate solutions to problems.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate a comprehensive understanding of the work of different theorists, and the arguments expressed therein.

Employ concepts and terminology related to the theories and theorists accurately, confidently and comfortably.

Demonstrate a comprehensive knowledge of the biographical, historical and socio-political contexts of a variety of novels.

Associated Assessment Criteria for Exit Level Outcome 3:

Apply knowledge of structure in original and creative writing in a range of genres.

Demonstrate knowledge of scientific and rigorous procedures of investigation, model-testing and evaluation with the discipline of English literary analysis and theory.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse texts to include the application of appropriate theories and concepts.

Display cogent expression of critical reflection regarding the significance and implications of intertextuality and postmodernism.

Use examples from a variety of sources to support analyses.

Identify, describe and discuss appropriate narrative elements in the texts.

Demonstrate coherent, cohesive, logical, clear and grammatically-correct academic arguments with proper referencing.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply knowledge of the original structure and creative writing in a range of genres.

Analyse a variety of texts to demonstrate knowledge of reading and analysis.

Associated Assessment Criteria for Exit Level Outcome 6:

Describe and discuss the role of narrative elements in creative fiction and non-fiction.

Evaluate and contrast the narrative elements in a variety of creative fiction and non-fiction.

Associated Assessment Criteria for Exit Level Outcome 7:

Provide short pieces of creative writing which focus on the development of respective narrative elements.

Accurately, confidently and comfortably employ concepts, archetypes, tropes, and terminology related to the genre.

Demonstrate critical and analytical engagement with the prescribed texts.

Associated Assessment Criteria for Exit Level Outcome 8:

Craft a research question, an appropriate research design, suitable methodology and a theoretical framework.

Ratify that the literature review is comprehensive, uses a range of information resources, complies with style and formatting requirements, and links the literature with the research question.

Complete and submit on time the application for ethical approval (where appropriate).

Analyse, interpret and synthesise the primary and secondary texts to address the research question.

Provide the research report in the form of an academic manuscript, that adheres to the standards and in which there is no evidence of plagiarism.

Successive drafts of the research report incorporate all feedback to improve clarity and cogency.

Demonstrates a sound understanding of all aspects of the research process.

Provide logical, well-structured and well-reasoned arguments that support the analysis.

Comply with the stylistic, formatting, and citation conventions of the discipline.

Manage time and conduct oneself in a professional manner.

Respond to feedback and incorporate into written responses when appropriate.

Associated Assessment Criteria for Exit Level Outcome 9:

Demonstrate an ability to incorporate peer and educator feedback.

Show people skills in the environment of literacy analysis through tolerance, empathy and listening skills.

Associated Assessment Criteria for Exit Level Outcome 10:

Present effectively using appropriate language and technology, in academic and lay contexts in oral presentations.

Articulate and defend the position taken/interpretation in oral presentations.

Associated Assessment Criteria for Exit Level Outcome 11:

Identify ethical issues, as they relate to the advanced study of English literature and creative writing, and how best to address.

Demonstrate the ability to reflect on their personal development and the research and writing process.

Discuss the complex intersections between culture, class, race, gender and sexuality discussed and ethical implications.

Properly reference all written work and includes no plagiarism.

Integrated Assessment:
Assessment of learning in the qualification has been standardised as far as is possible within the theory modules and is both formative and summative.

For formative assessment, learners will submit several response papers and at least one assignment per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and will be closely aligned with the learning outcomes of each module; comprehensive feedback is provided to help with learning, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their learning.

For the summative assessment, the extent to which learners have achieved the outcomes will be assessed at the end of each module in a single formal examination.

In the Research Project module, assessment is again formative and summative. The formative assessment takes the form of four assignments and the summative assessment is the written project report. The research project is an excellent tool to integrate learning and assessment.

For each taught module, the final module mark is the weighted average of Formative Assessment 60% and Summative Assessment 40%. The Research Project module is weighted evenly in terms of Formative and Summative Assessment (50% each).To pass the Honours Degree, students must pass each module with a final mark of 50% or greater. The single final mark for the Honours Degree as a whole is calculated as the weighted average of the module marks where the weighting is based on the number of credits for each module.

INTERNATIONAL COMPARABILITY

Universities in the UK, the US, Canada, Hong Kong and the Republic of Ireland do not offer one-year Postgraduate Honours Degrees in English. Instead, they offer four-year undergraduate Honours Degrees. Where they refer to Honours in English, they mostly mean three-year or four-year undergraduate qualifications which contain more material or meet a higher standard of study or both (than their standard BA Degrees).

The University of Queensland in the UK offers a four-year undergraduate Honours in an English qualification. Learners are required to complete Research Methods and Project Management modules along with a 15 000 word Research Project under supervision. Also, they complete one semester-long taught module.

Modules: There are three modules.

Research Methods and Project Management.

Honours Research Thesis.

Literary Realism from Ancient to Contemporary Times.

Comparison: Similar to the South African qualification, they require the production of a Research Project and have a module dedicated to methodology. Unlike the South African qualification, there is only one taught module.

Murdoch University in Australia offers English Honours as a one-year Postgraduate qualification. This is a one-year Postgraduate qualification taught in addition to the BA in English. The qualification proposes to further the knowledge developed by learners during their BA studies. Learners are required to complete four modules including an Honours Thesis (Research Project).

There are four modules:

Advanced Research Methods.

Honours Topic.

Honours Thesis.

Honours Seminar in Arts.

Comparison: Similarly to this qualification, this is a one-year qualification taught in addition to the BA in English. Learners, however, only have to do four credit-bearing courses. In contrast to this qualification, learners do two-year-long taught modules while the remaining two modules are dedicated to the production of a research project. These resemble this qualification's Research Methodology and Research Project Modules.

The University of Auckland in New Zealand, English Honours:
Description: 120 Credit one-year Postgraduate qualification. Learners are required to choose three taught modules, weighted at 30 Credits each and undertake a 15 000 to 20 000 word Research Project weighted at an additional 30 Credits.

There are five modules:

Drama and the Mind.

Post-colonial Literary Studies.

Modernism and the Contemporary.

Theatre on Screen and Shakespeare: from Stage to Page.

Research Project.

Comparison: This qualification only requires three taught modules in comparison to the South African qualification that has five, but theirs are full-year modules as opposed to the semester-long modules of this qualification. These modules seem to be continuous assessment only, whereas the South African qualification require an exam. All being year-long modules, their Research Project carries the same weight as taught modules, whereas the south African counts twice as many credits. Unlike this qualification, their Research Project module includes sections on Methodology.

The University of Otago in New Zealand offers English Honours:
Description: 120 credit one-year postgraduate qualification. Learners are required to choose three taught modules, weighted at 20 credits each and undertake a 15 000 to 20 000-word Research Project weighted at an additional 60 Credits.

Modules: There are five modules:

New Zealand Literature.

Storyworlds and Cognition.

19th Century Literature.

English Literature 1660 - 1800.

Research Project.

Comparison: The University of Otago only requires three taught modules in comparison to this qualification of five, but theirs are full-year modules as opposed to the semester modules of the South African qualification. These modules seem to be continuous assessment only, whereas the South African qualification require an exam. As with this qualification, the Research Project counts twice as many credits as each of the taught modules. Unlike the South African qualification, their Research Project module includes sections on Methodology.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Arts Honours in other languages, Level 8.

Postgraduate Diploma in English Language Teaching, Level 8.

Vertical Articulation:

Master of Arts in English, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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