BA History & English | Preliminary Examination - Course Handbook

Welcome!

 

This handbook applies to students starting the Preliminary Examination in History and English in Michaelmas Term 2024.

Welcome to Oxford, and to the study of History and English here.

You have ahead of you three (or four) years of immersion into not only a vast range of past societies but also many different aspects of human activity. Yet such study is always conducted in dialogue with the present, with the world as it is and its problems and opportunities. You will therefore develop both technical skills which will equip you for any number of different careers, and a curiosity about the world in all its riches – past, present and future – which will be lifelong.

While much of your working life is governed by your colleges, the University through its History Faculty provides you with various additional resources, such as lectures, libraries and language tuition; this is the body which designs the syllabus, and which formally examines you for the Preliminary Examination at the end of the first year (‘Prelims’), and for the Final Honour School (Finals).

This booklet is the Faculty’s formal Handbook to guide you through the first year: it includes official regulations about courses and examinations, fuller guidance to help you choose amongst the various options, advice on studying, and information on a range of other resources and matters which may become relevant in the course of the year. You will of course also receive plenty of information and guidance from your colleges too, and ideally Faculty and colleges will complement each other.

You probably won’t want to read this Handbook all at once, but do flick through it so that you can find what you need later; and do also read now the section on study (ch.2), as well as taking note of the chapters about facilities, such as Libraries, and any others which catch your eye as particularly relevant to you.

Reading History at Oxford is a great opportunity, and we hope that you will make the most of it and will thoroughly enjoy doing so.


Dr Ian Archer and Prof. Lucy Wooding
(Directors of Undergraduate Studies, History)

Prof. Paulina Kewes
(Director of Undergraduate Studies, English)

The Joint School of History and English was established in 1989 with the intention of encouraging students to develop their knowledge and critical skills in these two closely related fields. As you read for the Joint School, you will find yourselves addressing certain questions which are not always posed so directly for those studying for – or even teaching – either of the parent schools.

The course asks students to think critically about how we define ‘history’ and ‘literature’, about how the two disciplines inter-relate and, to a high degree, overlap; you will quickly discover that tutors in the two subjects hold a wide variety of views on these questions. You will have to consider where the boundaries between ‘History’ and ‘English’ lie, what the aims and house-styles of each subject are, how they differ and where they might be fruitfully aligned. Is the study of literature about telling good work from bad? Do the greatest literary works transcend history in ways that other texts do not? Should literary scholars handle texts in the same way that historians handle documents? How is the historical understanding of a particular period enhanced by knowledge of its imaginative writings? What light does historical context throw on a poem, or a book, or a play – and what do we mean by ‘context’? How do we get a secure knowledge of the past when historians do not agree about what it was? Critical methodologies and historical approaches both change over time, and from culture to culture: do they change in the same ways, and for the same reasons? Is the study of history, or of literature, just a matter of taste, of personal judgement? These are some of the questions you will grapple with as you work your way through the course, and many of them will arise even in your first-year work. Some of them may be discussed in a special introductory lecture-class at the beginning of the year (you will be notified separately about this).

Some History and English students like to keep their two subjects relatively distinct, enjoying the opportunity of doing different kinds of work. From one perspective, this makes a lot of sense: some of your tutors may be a lot less interdisciplinary than you are, and you will certainly have to grasp, and meet, the different disciplinary expectations of History and English respectively. Other students like coming to each subject with fresh perspectives and skills derived from the other. This is certainly a good time to be working in an interdisciplinary way. History has taken a ‘linguistic turn’, and many historians are newly interested in exploring texts and language as central factors in the shaping of society. Prominent among the theories and movements which have influenced English studies, on the other hand, is ‘new historicism’, which focuses on the way literary texts both reflect and influence their political and social surroundings; a burgeoning interest in the study of audience and the history of the book also draw literary scholars towards the exploration of writing in its social context.

You will be introduced to interdisciplinary study in your first year, where you will have to answer an interdisciplinary essay question as part of the exam for English Paper 1 (Introduction to English Language and Literature). The ‘Bridge’ paper that you take in your second year then enables you to engage directly in interdisciplinary work: these stimulating courses are jointly run by colleagues from the two parent faculties and you will make your choices in Michaelmas Term of your second year. The interdisciplinarity of the course culminates in an interdisciplinary dissertation, written in Hilary Term of your final year.

During the rest of your time, you will take papers from History or English that are also taken by the single-honours students. In the first year, you will choose two History papers, and one further English paper (in addition to the Introduction to English Language and Literature), from the single honours courses. You may want to aim for maximum depth by studying overlapping periods in British Isles History and English Literature, or you may prefer to pursue a variety of interests rather than seeking direct compatibility between your historical work and your English studies. Either is fine, but there is one thing to bear in mind: the range of choice made possible by this Joint School entails a particular responsibility for planning. You will be well-advised to read the handbooks closely, think ahead, and consult your College tutors in both History and English.

The information in this handbook may be different for students starting in other years. This is version 1.0 of the Preliminary Examination in History and English Handbook, published online in October 2024.

If there is a conflict between information in this handbook and the Examination Regulations then you should follow the Examination Regulations.

If you have any concerns please contact the History Faculty Undergraduate Office: undergraduate.office@history.ox.ac.uk.

The information in this handbook is accurate as at date of publication, however it may be necessary for changes to be made in certain circumstances, as explained at http://www.ox.ac.uk/coursechanges and http://www.graduate.ox.ac.uk/coursechanges.

If such changes are made the department will publish a new version of this handbook together with a list of the changes. All students affected by the changes will be informed.

1| Course Content and Structure

The Preliminary Examination in History and English is a single nine-month course run by the Faculty of History and the Faculty of English Language and Literature. It does not count towards your final honours degree, but you are required to pass in order to progress into the Final Honour School.

The course consists of four papers. The formal Examination Regulations may be found in Appendix 1. The next sections briefly describe the four units, and full descriptions of each paper can be found on Canvas via the links below.

The knowledge and skills you will acquire over the whole course are outlined in Section 2 | Teaching and Learning, which also focuses on the basic skills you need to develop in the first year.


Choosing your Options

In making your choices of period or subject in these four papers, you should be aware that:

  • for pedagogical or administrative reasons (such as the wish to teach first-year students within college), some Colleges may restrict the choice of their undergraduates in one or more of British Isles History, the Optional Subject, and Approaches/Historiography;
  • at the modern end, the British Isles History papers offered at Prelims differ from those offered in Finals.

You must take four papers, two History and two English. Paper 3, An Introduction to English Language and Literature, is compulsory, but you have a choice in papers 1, 2 and 4. The framework of the course is set, but there is a good deal of room within it for you to combine options in ways which reflect your needs and interests. For the Preliminary Examination, for example, you can choose your options so as to focus your work for certain terms on a particular historical period, or you may elect to give yourself as much variety as possible. Most obviously, it might make sense to dovetail your work on 20th-century literature, or Victorian literature, or Old or Middle English literature, with study of the equivalent period under the History of the British Isles paper.

It helps, when deciding the order in which you take papers within a particular year, to pay some attention to the conventions of the lecturing timetable. In English, for example, the lecturing for An Introduction to English Language and Literature will be spread over Michaelmas and Hilary Terms. In History, the lectures for History of the British Isles are concentrated in Michaelmas, and the Optional Subjects are almost always taught in Trinity Term. If it is not possible for you to take these papers in those terms you need to be organized enough to attend the lectures out of sync with your tutorial work for the paper. The exact timetabling of your papers will necessarily depend upon the availability of tutors – and, perhaps, on when other students in your college are taking the paper you have selected. In every case, you will need to draw up your timetable in consultation with your college tutors in History and in English.

Studied in one of six periods, this paper requires students to consider the history of the societies which have made up the British Isles over an extended period of time. It aims to encourage appreciation of the underlying continuities as well as the discontinuities within each period, and to explore the relation between political, gender, economic, social and cultural developments in determining the paths followed by the societies of Britain, severally and together.

Course information for each of the period options available can be found at: https://canvas.ox.ac.uk/courses/22237/modules/items/289669

Teaching: 16 lectures in Michaelmas Term; 7 tutorials, normally over one term, for each of which an essay is prepared.

Assessment: A 3-hour written examination takes place at the end of the Trinity Term. This accounts for 25% of your  overall mark.

ONE selected from:

(a) ONE of the Optional Subjects as specified for History Prelims

Offering a choice of 25 subjects, this paper is based on the study of selected primary texts and documents, and provides the opportunity to engage with a range of more specialist approaches to understanding the past:

Course information for each of the options available can be found at: https://canvas.ox.ac.uk/courses/22237/modules/items/289671

Teaching: Faculty lectures or classes in first half of Trinity Term; 6 tutorials in Trinity Term, for which essays are normally prepared.

Assessment: A 3-hour written examination takes place at the end of the Trinity Term. This accounts for 25% of your overall mark.


The teaching of Optional Subjects is partly based on the usual essay-plus-tutorial format, but this is balanced by Faculty classes for eight-to-twelve students, in which you will develop your ability to work effectively in a group. All students will be encouraged to participate in the discussion which constitutes the main form of teaching in these classes, and students are also asked to set the agenda for the classes or to give presentations on the material. Most Optional Subjects focus the classes around the set texts and use the tutorials for study of the substantive topics; but patterns of teaching vary from subject to subject.

Optional Subjects are examined in a single paper in the Preliminary Examination. You are required to answer three questions, to illustrate your answers as appropriate by reference to the prescribed texts.

Capping: The number of students who can take each paper is determined by the teaching resources available to each subject. Some are therefore ‘capped’, and where demand for these exceeds the number of places, students are allocated by a random ballot. Students choosing such subjects therefore need to have backup choices, at least one of which must be a subject which is unlikely to fill its quota: such subjects are flagged on the ballot form. This process takes place early in Hilary Term. Please bear in mind your fulfilment of the geographical requirement when you are making your choices.

(b) Approaches to History

Anthropology and History; Archaeology and History; Art and History; Economics and History; Gender and Women’s History; Sociology and History; Histories of Race

Course information can be found at: https://canvas.ox.ac.uk/courses/22237/modules/items/289673

Teaching: 7 classes or tutorials, held over one or two terms.

Assessment: A 3-hour written examination takes place at the end of the Trinity Term. This accounts for 25% of your overall mark.

(c) Historiography: Tacitus to Weber

Examining the practice of history writing through the writings of individual historians from the classical period to the early twentieth century. Texts by Tacitus, Augustine, Machiavelli, Gibbon, Ranke, Macaulay, Weber.

Course information can be found at: https://canvas.ox.ac.uk/courses/22237/modules/items/289672

This paper is intended to introduce you to English language and literature as a discipline, and to a variety of approaches to reading texts. It will introduce you to formal study of the English language, with particular reference to its historical development, its use as a literary medium, and the role of cultural and social factors on its development and use. History and English students will answer from the same range of language questions as their English main school counterparts, but will be asked to choose a literary question designed to place the two sides of their degree into explicit conversation. The paper will also acquaint you with a wide range of theoretical issues and reading skills, but in doing so seeks to encourage you to think for yourself and to exercise critical scrutiny.

There is a course of 16 core lectures in the Examination Schools which run weekly through Michaelmas and Hilary terms. The lectures in Michaelmas Term will cover topics relating to ‘Approaches to Language’, and those in Hilary Term will cover ‘Approaches to Literature’. 

Colleges will normally supplement these by eight college classes spread over those two terms, and by four tutorials. This college teaching will give you the opportunity to practise written work for your portfolio examination.

NOTE: College tutors will not necessarily base classes and tutorials on the weekly lecture topics and the further reading that accompanies them. The lectures are designed to introduce topics and to suggest approaches to them. Your college work will supplement and challenge what you have learnt in lectures. You will be expected to make connections between and around the lecture topics, and you will want to think about how studying for this paper informs and enriches your first year work as a whole.

History and English students should attend all lectures and classes which are provided for their English main school counterparts.  Although you will be answering a different literature-related question in Section B, all of the skills and methods learned from ‘Approaches to Literature’ teaching will be of relevance.  To give more tailored support to this strand of your learning, you will be asked to attend a series of cross-faculty History and English interdisciplinary classes: 4 in Michaelmas, and 4 in Hilary.

 

Assessment: 

Assessment for this paper will be by portfolio. For History and English students, the examination paper consists of section A (Approaches to Language) and section B (Interdisciplinary Approaches to Literature), and will be released by the Faculty on Monday of week 4 of Trinity Term. Your portfolio will consist of two pieces of written work of between 1,500 and 2,000 words each (including footnotes but excluding bibliography). The portfolio must be submitted via Inspera by Wednesday of week 6, Trinity Term.

You are required to choose one question from each of the two sections. Questions in section A require an answer in the form of a commentary. This commentary is based on texts that you choose for yourself. You should be careful to select textual material that meets the precise terms of the question you have chosen to answer. Copies of the texts or passages used must be included as an appendix to the portfolio, and the combined length of all texts you have chosen must not exceed 70 lines in total. Texts or passages should be clearly annotated with line numbers (e.g. every five 13 V1.1 lines); it is fine to do so by hand. You should also list a line length for each text as well as a total line length for all appended material.

History and English students should note that questions in section B differ from those in the English main school: while still focussed on literature, they are framed in an interdisciplinary way and should be answered by reflecting on how historical and literary approaches can most profitably be brought into conversation.

You must avoid duplicating material used in this paper when answering other papers, ie. if writing on a text or extract from a text under this paper, you may not write on the same text under any other Prelims paper. In addition, you are not permitted to duplicate material between Section A and Section B of the portfolio. Information on presentation and referencing requirements for portfolio essays may be found in sections 3.3 and 3.4 of the handbook.

 

 

One of the following:

(a) Literature in English 650 – 1350 (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 2).

(b) Literature in English 1830 – 1910 (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 3).

(c) Literature in English 1910 – present day (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 4).

Details of these papers on Canvas: https://canvas.ox.ac.uk/courses/30422

Teaching: 7 classes or tutorials, held over one or two terms.

Assessment: An invigilated, three-hour assessment takes place at the end of Trinity Term. This accounts for 25% of your overall mark.

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Paper Term Dept/Faculty College Comments
Lectures Classes Tutorials Classes
[1.] History of the British Isles (1-6) MT 16   7   16 lectures and 7 tutorials for each of the six papers (tutorials can be in either MT or TT)
HT        
TT        
[2 a] Optional Subject (1-22) MT         All Optional Subjects are taught in weeks 1-6 of Trinity Term, except for Augustan Rome, which is taught in Hilary Term. Faculty lectures or classes in first half of Trinity Term and six tutorials.
HT        
TT 6-12 6  
[2 b] Approaches to History MT 24   7 Lectures take place in MT; also taught via 7 classes OR tutorials, which can take place in MT or HT or across the two terms.
HT  
TT        
[2 c] Historiography, Tacitus to Weber MT 7   7 Lectures take place in MT from weeks 1-7; also taught via 7 classes OR tutorials, which can take place in MT or HT or across the two terms.
HT  
TT        

This is a guide to the typical pattern of tutorials and classes offered by colleges. The actual number of classes or tutorials may vary between colleges. All papers are supplemented by optional Faculty lectures. 

Paper Dept/Faculty College

Comments

 

Lectures Classes Tutorials Classes
[3.] Introduction to English Language and Literature 16     6 There is a course of 16 compulsory core lectures in the Examination Schools which run weekly through Michaelmas and Hilary terms. The six interdisciplinary classes are also spread over those two terms. There are also two classes providing feedback on your written work, one in Hilary and one in Trinity.
[4 a] Early Medieval Literature, c. 650 – 1350     6 12  

[4 b] Literature in English 1830 – 1910

    6 4  

[4 c] Literature in English 1910 – present day

    6 4  

History of the British Isles (FHS) Update

Please note: As of 2025, following a curriculum review and extensive consultation, the History of the British Isles FHS paper (BIF) will be examined as a three-hour examination. Tuition for this paper will be as normal, and revision lectures will be provided in the third or final year in advance of the examination.

 

There are so many permutations that attempting to represent them all in tabular form would be very difficult, and in fact highly confusing. It is easier to describe which are the fixed teaching-points and where there is flexibility.

All students take the Bridge paper, a History Outline paper (either History of the British Isles or European and World History), and the interdisciplinary dissertation, plus two English papers taken from the same course (I or II). They may then either take a History Special Subject (which counts as two papers), or any two from:

  • a further English paper (from the same course as the previous two);
  • a History Further Subject;
  • a History outline paper other than the one taken for Paper 2.

The History papers divide into those which are fixed in their teaching-term, and those for which there is flexibility. All the English papers are taught at specific times: each student’s pathway is therefore going to depend critically on which two or three English papers they choose. Hence the crazy number of possible combinations, which not only makes it hard to tabulate with any clarity, but also means that each student’s timetable is going to be different and will need to be constructed individually in consultation with their tutor.

Some combinations simply won’t work in terms of timetabling the teaching. So the main aim of these guidelines is to highlight those impossible combinations, as well as some other difficult ones.

(In what follows, ‘MT2’ means Michaelmas Term of the second year, etc.)

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Bridge Paper: compulsory taught in HT2 essay submission early TT2
History Further Subject (FS): optional taught in Hilary Term History students take it in their 2nd year (HT2), but HENG students could take it in HT3: see below C
History Special Subject (SS): optional taught in MT3  two papers, so very intense and not likely to be compatible with any other papers taught wholly or partly in that term.
Thesis: compulsory  timed for HT3, but spreadable over MT3 & HT3  

 

All the English papers are taught in specific terms, as follows:

MT2 I.3 1550-1660 II.1 650-1100
MT2/HT2 I.2 1350-1550 II.3 1350-1550
HT2 [/MT2] I.4 1660-1760 II.2 1066-1550
TT2 I.5 1760-1830
TT2/MT3 I.1 Shakespeare II.5b Shakespeare
MT3 I.6 Special Options (SO) II.5a Material Text II.6 SO
HBI, History of the British Isles compulsory must be completed in 2nd year essays due 9th week TT2 normally taught in MT2, but also TT2, and in practice there is even more flexibility within the 2nd year.
EWH, European and World History optional normally taught in TT2 but could be studied in MT2, TT2 or MT3, or spread.  
A

The History Special Subject is not compatible with any paper which is taught in MT3, viz. Special Options in both courses (I.6, II.6) and II.5a, the Material Text. It is possible to combine a History SS with Shakespeare, but in such a case most of the work for the latter would need to be done in TT2 (with a possible knock-on effect on I.5).

B

English papers I.4 and II.2, normally taught in HT2, could be spread over MT2 & HT2 so as not to overlap entirely with the Bridge paper in HT2.

C

Taking a History Further Subject in the second year would be difficult in that the student would have to take two whole papers in HT2, the FS and the Bridge paper. The History FS could be taken in HT3, but only if the Thesis were largely written in MT3: this would then rule out taking a MT3 paper – History SS, English SO or Material Text; but it would still be possible to do Shakespeare, as in A above.

D

If students choose neither History SS or English SO, they might end up with a heavy second year and a potentially light third year (a thesis, and perhaps half of Shakespeare if they choose it). However, those who don’t take a History SS must take either EWH or a History FS: the former could be studied in MT3 if a tutor willing to teach it then could be found, and the latter in HT3.

Appendices

Preliminary Examination in History and English, 2023-24

  1. The Preliminary Examination in History and English shall be under the joint supervision of the Boards of the Faculties of History and English Language and Literature and shall consist of such subjects as they shall jointly by regulation prescribe.
  2. The Chairs of the Examiners for the Preliminary Examination in History and of the Examiners for the Preliminary Examination in English Language and Literature shall consult together and designate such of their number as may be required for the examination for the Preliminary Examination in History and English, whereupon the number of examiners shall be deemed to be complete.
  3. Lists of the papers available in this examination will be published in the fourth week of the Hilary Term prior to candidates beginning their studies for the examination.

B

Each candidate shall offer four papers as set out below. The papers will be of three hours' duration, except where otherwise specified. The Examiners shall publish the names of candidates who have satisfied them in the whole of the examination, or in papers 1 and 2 only, or in papers 3 and 4 only.

  • 1. The History of the British Isles: any one of the periods specified for the Preliminary Examination in History.
  • 2. One of the following, as specified for the Preliminary Examination in History:

(a) One of the Optional Subjects

(b) Approaches to History

(c) Historiography: Tacitus to Weber

  • 3. Introduction to English Language and Literature

The paper will be examined by a portfolio of work, comprising one commentary answer and one discursive essay, of not fewer than 1,500 and not more than 2,000 words each. Footnotes will be included in the total word count, but bibliographies do not count towards the limit. The list of questions for this paper will be divided into Section A (Language) and B (Literature) and will be published on Monday of the fourth week of the Trinity Term of the first year. Candidates must select one question from Section A and one question from Section B.

Questions in Section A (Language) invite candidates to make their own selection of texts or passages of texts for commentary, in accordance with the terms of the particular question chosen. Copies of the texts or passages used must be included as an appendix to the portfolio. The combined length of all texts or passages chosen must not exceed 70 lines. The texts or passages used will not count towards the word limit for the commentary answer.

A typed copy of the portfolio must be submitted using the University approved online assessment platform, by noon on Wednesday of the sixth week of the same Trinity Term. A certificate, signed by the candidate to the effect that each answer is the candidate's own work, and that the candidate has read the Faculty guidelines on plagiarism, must be included with each portfolio.

Following the publication of themes for this subject on Monday of the fourth week of Trinity Term, the candidate must neither discuss his or her choice of themes nor the method of handling them with any tutor. Every portfolio must be the work of the candidate alone, but he or she may discuss with his or her tutor the subjects and approach to the essays up until the stated publication date of the portfolio themes.

Portfolios previously submitted for the First Public Examination in English Language and Literature may be resubmitted. No answer will be accepted that has already been submitted, wholly or substantially, for a final honour school or any other degree of this University, or degree of any other institution.

Work deemed to be either too short or of excessive length may be penalised.

Candidates must avoid duplicating material used in this paper when answering other papers. In addition, candidates are not permitted to duplicate material between Section A and Section B of the portfolio.

  • 4. One of the following:

(a) Literature in English 650 – 1350 (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 2).

(b) Literature in English 1830 – 1910 (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 3).

(c) Literature in English 1910 – present day (as specified in the regulations for the Preliminary Examination in English Language and Literature, subject 4).

Candidates who fail one or more of papers 1, 2, 3, or 4 above may resit that paper or papers at a subsequent examination.

Most special characters for Old English and Early Middle English letters (æ, ð, þ) are available on Inspera by clicking the Special Characters button (Ω), or they can be copied and pasted from your computer into the Inspera submission box. Alternatively, candidates who are typing their exams for any reason can represent these characters as follows:

Ð or ð (eth) dh
Þ or þ (thorn) th
Æ or æ (ash) ae
Ȝ (yogh) 3

 

For portfolios and dissertations (as opposed to timed exams) the Faculty expects the correct characters to be used rather than the exam protocol, which is intended to aid rapid typing. Students choosing to use the Old English or Early Middle English characters rather than the conventions in an exam will not be penalised.

Every candidate offers two English papers, one compulsory, the other involving a choice from three alternatives. The compulsory paper is An Introduction to Language and Literature. The second paper must be chosen from three Literature papers: Early Medieval Literature, c. 650-1350, Literature in English 1830-1910, and Literature in English, 1910 – present day (details below).

More details about each of the papers can be found in the English Language and Literature Prelims Handbook, and on Canvas at: https://canvas.ox.ac.uk/courses/2393

This paper is intended to introduce you to English language and literature as a discipline, and to a variety of approaches to reading texts. It will introduce you to formal study of the English language, with particular reference to its historical development, its use as a literary medium, and the role of cultural and social factors on its development and use. The paper will also acquaint you with a wide range of theoretical issues and reading skills, but in doing so seeks to encourage you to think for yourself and to exercise critical scrutiny.

The English Faculty Library’s Guide to Prelims 1: http://ox.libguides.com/english-prelims- paper-1 contains direct links to an invaluable range of online and bibliographic resources. Many of these are essential for work on the language section of the paper.

There is a course of 16 core lectures which run weekly through Michaelmas and Hilary terms. The lectures in Michaelmas Term will cover topics relating to literature, and those in Hilary Term will cover language.

Colleges will normally supplement these by eight college classes spread over those two terms, and by four tutorials. This college teaching will give you the opportunity to practise written work for your portfolio examination.

NOTE: College tutors will not necessarily base classes and tutorials on the weekly lecture topics and the further reading that accompanies them. The lectures are designed to introduce topics and to suggest approaches to them. Your college work will supplement and challenge what you have learnt in lectures. You will be expected to make connections between and around the lecture topics, and you will want to think about how studying for this paper informs and enriches your first year work as a whole.

Literature.

History and English students will attend centrally taught interdisciplinary classes for the core teaching of the section on Literature; these will introduce you to some of the key methodological issues and debates involved in an interdisciplinary approach. You should check the English Faculty Lecture List for timing of these classes, with the majority taking place in Michaelmas Term; the convenors for this section of the paper will also email you with details of reading and presentations. Written work will be set centrally, along with work for presentations and class discussion.

Students will also find it useful to attend the 8 Faculty lectures for Literature which will be provided for single honour students in Hilary term. In addition, you are also encouraged to attend the college classes and tutorials provided for the single honour school.

Language.

History and English students will study Language in Hilary term along with single honours English students. They should attend the eight core lectures for Language which are provided by the English faculty. They should also attend college tutorials and classes. Written work for Language will be set by individual colleges.

NOTE: College tutors will not necessarily base classes and tutorials on the weekly lecture topics and the further reading that accompanies them. The lectures are designed to introduce topics and to suggest approaches to them. Your college work will supplement and challenge what you have learnt in lectures. You will be expected to make connections between and around the lecture topics, and you will want to think about how studying for this paper informs and enriches your first year work as a whole.

In Trinity Term, opportunities to consolidate work on Language will normally be provided by your college. Additional classes on Literature will be provided centrally, to aid with revision and preparation for your portfolio submission.

Assessment

Assessment for this paper will be by portfolio. The examination paper, consisting of a section on Language and a section on Literature, will be released by the Faculty on Monday of week 4 of Trinity Term. Your portfolio will consist of two pieces of written work of between 1,500 and 2,000 words each (including footnotes but excluding bibliography). The portfolio must be submitted online on Wednesday of week 6, Trinity Term.

You are required to choose one question from each of the two sections. Questions in section A require an answer in the form of a commentary. This commentary is based on texts that you choose for yourself. You should be careful to select textual material that meets the precise terms of the question you have chosen to answer. Copies of the texts or passages used must be included as an appendix to the portfolio, and the combined length of all texts you have chosen must not exceed 70 lines in total. Questions in the literature section ask you to bring together the disciplinary perspectives of history and English and require an answer in the form of an essay.

You must avoid duplicating material used in this paper when answering other papers, ie. if writing on a text or extract from a text under this paper, you may not write on the same text under any other Prelims paper. In addition, you are not permitted to duplicate material between the two sections of the portfolio.

Paper 4

ONE selected from:

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This paper introduces literatures characterized by astonishing invention and innovation. In 650 Britain and Ireland comprised numerous competing kingdoms. Christianity, introduced to England in the late sixth century by missionaries from the Roman and Celtic Churches, was assuming a dominant religious and cultural influence. Languages and cultures mingled and clashed, including early English dialects, Irish, Welsh, Pictish, Old Norse, Byzantine, and varieties of Latin. This is the time of the earliest extant English poem ascribed to a named author, Cædmon, yet the seventh century also produced, in Bede, the finest scholar in Europe at the time; in Aldhelm one of the most talented of poets (he wrote in Latin); and at Canterbury the best school in northern Europe, run by an abbot born in North Africa and an archbishop from Tarsus (in what is now south-east Turkey).

By 1350 England was a powerful nation with imperial ambitions, embroiled in wars with Scotland and France, but also ravaged by the Black Death of 1348. King Edward III and his court chroniclers and poets drew upon an extensive cultural and literary heritage, in which history and fiction blended, consciously emulating the legendary King Arthur, holding tournaments and festivals in celebration of court, knighthood and chivalry. And around the middle of the whole period comes the Norman Conquest of 1066 and the subsequent colonization of England and, in time, Wales and parts of Ireland. The Norman castles and cathedrals still prominent in many towns are only one kind of material legacy from 650– 1350, in which the development of literacy, manuscript production, the legal system, schools and universities including Oxford gave huge scope for artistic and literary creativity.

The Norman Conquest changed English language and literature profoundly, and helps mark a shift between what we call Old English (to c.1100) and Early Middle English (c.1100 to c.1300 or so). However, it was one of numerous moments of political and demographic change, starting with Germanic migration before this period begins, and including Viking and Danish raiders, settlers and rulers, religious and mercantile travellers, and a significant community of Jews, who became subject to persecution and were eventually expelled in the late thirteenth century. At the same time, successive attempts to capture and control contested holy sites such as Jerusalem fed the development of religious and racial, including

racist, ideologies. Throughout this period, questions of identity and belonging are probed across a vast range of literary forms: lyric and epic; debate and dialogue; riddles; secular and saintly biographies; fable and vision; sermons and sagas; history and romance.

In the 3-hour examination you will write two essays, and will be able to choose between writing a critical commentary on a passage of either Old or Early Middle English. The passages set will be taken from the following recommended texts:

  1. Old English (All in Bruce Mitchell and Fred C. Robinson, A Guide to Old English (Oxford, 2012), 8th edition.)
    • The Dream of the Rood
    • The Battle of Maldon
    • The Wanderer
    • an extract from Beowulf ('Beowulf’s fight with Grendel', lines 702–897)
  2. Early Middle English
    • The Owl and the Nightingale, an extract (in John Burrow and Thorlac Turville-Petre, A Book of Middle English , 3rd edn (Oxford, 2005), lines 1–390)
    • Laȝamon’s Brut, an extract (in W.R.J. Barron and S.C. Weinberg, Layamon’s Arthur (Exeter, 2001), lines 13971–14297)
    • Havelok, an extract (in Ronald B. Herzman, Graham Drake, and Eve Salisbury, Four Romances of England (Kalamazoo, 1999), lines 2512–2855)
    • Ancrene Wisse, an extract (in Robert Hasenfratz, Ancrene Wisse (Kalamazoo, 2000) Part 7, lines 1–194).

(Annotated editions of all of these texts and extracts are available on Canvas)

On the examination paper candidates will be able to choose from a total of four commentary passages each year (two Old English and two Early Middle English). You will be expected to comment on aspects of content and style and to show that you have a good understanding of either Old or Early Middle English as a literary language.

The essay questions will tend to be based on topics rather than individual authors. You can answer them with reference to either Old or Early Middle English literature, or by comparative consideration of the two. You are expected to focus closely on the recommended texts (Old and/or Early Middle English) in your work for this paper as a whole, but there is also scope to read beyond the recommended texts and to work more broadly on some of the major preoccupations of the literature of the period c. 650–1350. You may write an essay on the text on which you also write a commentary, but if you do so you must not repeat material. You must show substantial knowledge of at least THREE texts across the two essays. You may write on texts in languages other than English (e.g. Latin, Anglo-Norman, Old Norse) for up to one third of this paper (e.g. all of one essay, or a portion of both essays). However, you are required to show substantial knowledge of Old English and/or Early Middle English language in BOTH Section A and Section B of the paper.

This paper examines literature in English from roughly 1830 to 1910, though you are permitted to look at material earlier and later than these boundaries in order to make sense of any particular writer’s development. The essay questions in the examination tend to be based on topics, rather than authors. This gives you the opportunity to write across a range of authors, focusing on some of the major preoccupations, both thematic and stylistic, of the period. Alternatively, you may choose to focus each of your examination answers on the work of only one or two authors. Issues that you might choose to cover could include (for example) the development of realism,

responses to industrialism, women’s writing, concepts of identity and selfhood, guilt and transgression, memory and uses of the past, verbal and metrical experimentation, attitudes towards nation, race and Empire, decadence, the roots of modernism, symbolism, science, religion, class, domesticity, writing for children and the treatment of childhood, romance, popular fiction, melodrama, the social problem play, drama and identity, theatre and performance issues, the relationship between literature and art. These are only some of the possible topics that might legitimately be studied for this paper; there is no set list of texts or topics you are expected to cover.

Among the authors you might consider studying are the following: Arnold, Braddon, the Brontës, Elizabeth Barrett Browning, Robert Browning, Carlyle, Carroll, Clough, Wilkie Collins, Conrad, Dickens, Emily Dickinson, Frederick Douglass, George Eliot, Emerson, Margaret Fuller, Elizabeth Gaskell, George Gissing, Hardy, Nathaniel Hawthorne, Hopkins, Harriet Jacobs, Henry James, Melville, Meredith, John Stuart Mill, Newman, Pater, Patmore, Charlotte Perkins Gilman, Poe, Christina Rossetti, Ruskin, Olive Schreiner, Shaw, R. L. Stevenson, Swinburne, Harriet Beecher Stowe, Tennyson, Thackeray, Thoreau, Twain, H. G. Wells, Wharton, Whitman, and Oscar Wilde. However, you may also choose to study groups of writers or particular genres, such as spasmodic poetry, Gothic, the dramatic monologue, elegy, and so on.

Candidates are encouraged to read widely within the period. You may discuss any literature written in the English language: there are no exclusions based on the author’s citizenship, country of origin, or residence.

Structure of the examination

This paper is examined by an 3-hour written exam. Students will be expected to answer three essay questions, and to show substantial knowledge of the work of at least three authors. Do not repeat material. You should NOT write more than one essay substantially on the same author.

This paper examines 20th and 21st century literature. The essay questions in the examination tend to be based on topics, rather than authors. This gives you the opportunity to write across a range of authors, focusing on some of the major thematic and stylistic preoccupations of the period. Alternatively you may choose to focus each of your examination answers on the work of only one or two authors.

Issues that you might choose to cover would include (for example) modernism, post- modernism, ideas of literary language, postcolonialism, literary experimentalism, primitivism, national (and other) identities, popular culture, concepts of literary value, journalism, gender, intertextuality, literature and other art forms, technology, innovations in modern theatre, war literature, and representations of the city.

Among the authors you might consider studying are Achebe, Atwood, Auden, James Baldwin, Djuna Barnes, Beckett, Bishop, Bowen, Kamau Brathwaite, Caryl Churchill, Coetzee, Conrad, DeLillo, Duffy, T. S. Eliot, William Faulkner, Forster, Friel, Greene, Heaney, Hemingway, Hill, Langston Hughes, Ted Hughes, Joyce, Larkin, Lawrence, Lessing, Mamet, Mansfield, Miller, Toni Morrison, Muldoon, Nabokov, Naipaul, Ondaatje, Orwell, Osborne, Pinter, Plath, the poets of the two World Wars, Pound, Roth, Rushdie, Shaw, Soyinka, Stein, Stoppard, Dylan Thomas, Walcott, Waugh, Tennessee Williams, Woolf, and Yeats.

Candidates are encouraged to read widely within the period. You may discuss any literature written in the English language: there are no exclusions based on the author’s citizenship, country of origin, or residence.

Structure of the examination

This paper is examined by a 3-hour written exam. Students will be expected to answer three essay questions, and to show substantial knowledge of the work of at least three authors.

Do not repeat material. You should NOT write more than one essay substantially on the same author.

These criteria will be used in marking portfolio essays in History and English Preliminary public examinations:

Engagement
  • identification and clear delineation of a subject, appropriate to a 1,500-2,000 word essay;
  • close attention to the terms of the set theme or question;
  • for the commentary essay, appropriateness of choice of passages for commentary and the imagination and initiative shown in that choice;
  • awareness of relevant linguistic, theoretical and critical methods and traditions;
  • precise and appropriate deployment of linguistic terminology as appropriate;
  • depth and sophistication of comprehension of and engagement with issues;
  • grasp and handling of linguistic, theoretical and critical materials.
Argument
  • coherence of argument;
  • analytical clarity and power; intellectually incisive argument and sophistication of conceptualization;
  • independence of argument;
  • quality of linguistic, theoretical or critical analysis (as appropriate) of text in the service of argument.
Information
  • use of primary texts;
  • relevance of information deployed;
  • depth, precision, detail and accuracy of evidence cited;
  • relevant knowledge of primary texts.
Organisation & Presentation
  • clarity and coherence of structure;
  • clarity, fluency and elegance of prose;
  • correctness of grammar, spelling, and punctuation;
  • correctness of apparatus and form of footnotes and bibliography.
Numerical Marks Category Criteria: Examination scripts Criteria: Portfolio Essays
86+ Distinction Outstanding work of marked independence and sophistication.

Work of a very high standard, excellent handling of scholarly apparatus, wide- ranging research, command of a wide range of primary and secondary material. Excellent choice of subject and handling of arguments to suit the limits of a 1,500-2,000-word essay.

80-85 Distinction Scripts will excel across the range of criteria. Essays will excel across the range of the criteria.
75-79 Distinction

Scripts will excel in more than one area, and be at least highly competent in other respects. That is, they must be excellent for some combination of sophisticated engagement with the issues, incisiveness of argument and critical analysis, and quality of knowledge, as well as being presented clearly and coherently. Truly outstanding features may compensate for mere high-competence elsewhere.

Essays will excel in more than one area, and be at least highly competent in other respects. That is, they must be excellent for some combination of the quality of choice and delineation of an appropriate subject, incisiveness of argument and critical analysis, quality of primary evidence, textual and otherwise, on display, as well as being presented clearly and coherently. Truly outstanding features may compensate for mere high-competence elsewhere.

70-74 Distinction

Scripts will be at least very highly competent across the board, and probably excel in at least one group of criteria. Relative weaknesses in some areas may be compensated by conspicuous strengths in others.

Essays will be at least very highly competent across the board, and probably excel in at least one group of criteria. Relative weaknesses in some areas may be compensated by conspicuous strengths in others.

65-69 Pass

Scripts will demonstrate considerable competence across the range of the criteria. They must exhibit some essential features, addressing the question directly and relevantly, and offering a coherent argument substantiated with accurate and relevant evidence, the whole being clearly- presented. Nevertheless, additional strengths (for instance, the sophistication of the arguments, or the quality of literary analysis) may compensate for other weaknesses.

Essays will demonstrate considerable competence across the range of the criteria. They must exhibit some essential features, identifying a clear subject and offering a coherent argument based on accurate primary evidence and textual analysis, the whole being clearly-presented. Nevertheless, additional strengths (for instance, the sophistication of the arguments, or the quality of literary, linguistic or other analysis) may compensate for other weaknesses.

60-64 Pass

Scripts will be competent and should manifest the essential features described above, in that they must offer relevant, substantiated and clear arguments; but they will do so with less range, depth, precision and perhaps clarity. Again, qualities of a higher order may compensate for some weaknesses.

Essays will be competent and should manifest the essential features described above, but they will do so with less range, depth, precision and perhaps clarity. Again, qualities of a higher order may compensate for some weaknesses.
50-59 Pass Scripts must show evidence of some solid competence in expounding information and analysis. But they will be marred by a failure on one criterion or another: failure to discuss the question directly, irrelevant citing of information, factual error, lack of detail, or poor organization and presentation, including incorrect prose.

Essays must show evidence of some solid competence in research and analysis, but they will be marred by a failure on one criterion or another: failure to offer a clear argument, lack of research and primary evidence or irrelevance in its deployment, or poor organization and presentation, including incorrect prose and inadequate apparatus.

40-49 Pass Scripts will fall down on a number of criteria, but will exhibit some vestiges of the qualities required, such as the ability to see the point of the question, to deploy information, or to offer some coherent analysis towards an argument. Such qualities will not be displayed at a high level or consistently, and will be marred by irrelevance, incoherence, error and poor organization and presentation.

Essays will fall down on a number of criteria, but will exhibit some vestiges of the qualities required, such as the ability to identify a subject, to deploy evidence found in research, or to offer some coherent analysis towards an argument. But such qualities will not be displayed at a high level or consistently, and will be marred by irrelevance, incoherence, error and poor organization and presentation.

30-39 Fail (Retake)

Scripts will display a modicum of knowledge or understanding of some points, but will display almost none of the higher qualities described in the criteria. They will be marred by high levels of factual error and irrelevance, generalization and lack of information, and poor organization and presentation.

 

Essays will display a modicum of knowledge or understanding of somepoints, but will display almost none of the higher qualities described in the criteria, and will not be based on any meaningful research. They will be marred by high levels of factual error and irrelevance, generalization and lack of information, and poor organization and presentation; and they may be very brief.

Less than or equal to 29 Fail (Retake)

Scripts will fail to exhibit any of the required qualities. Candidates who fail to observe rubrics and rules beyond what the marking- schemes allow for may also be failed.

Essays will fail to exhibit any of the required qualities.

Portfolio essays will be submitted online. The body of your essays should be one and a half or double-spaced.

Short quotations of a sentence or less should not be set in a paragraph by themselves. Longer quotations should be set in a separate paragraph, indented and single-spaced. Don’t indent the first line of the first paragraph, or the first paragraph of a new section of the essays. Indent all subsequent paragraphs. Please remember to number the pages of your essays.

Copies of the texts or passages used must be included as an appendix to the portfolio, and the combined length of all texts you have chosen must not exceed 70 lines in total.

The word limits stated for portfolio essays include footnotes but exclude bibliographies and appendices , and the title of the essay/dissertation. Images, tables and figures are permitted where they may usefully illustrate the argument, and may be included without having to make a special request.

Further information will be available in the Prelims Examination Circular to Candidates, which is usually distributed in Hilary Term.

The English Faculty does not impose a mandatory referencing system, though your tutors may communicate their own preferences to you in the matter of style. It is compulsory, however, to present your work in a form that complies with academic standards of precision, clarity, and fullness of reference. Whatever system you employ, please remember these three essentials:

  1. Consistency

Ensure that you are using the same style and format for your references throughout your work.

  1. Clarity

Remember that references are included primarily as a guide for the reader. The more explicit you make your citations, the easier it is for anyone reading your work to find your sources.

  1. Common sense

You will at some stage have to deal with a citation or a reference from a source which does not easily fit into a prescribed system. On these occasions, employing your own judgement will probably enable you to generate a reference in line with the others in your document.

An introduction to a common referencing system, MHRA (Modern Humanities Research Association), is included below. This is intended for guidance only, and you are free to adopt other scholarly systems if you prefer. Paying close attention to the referencing systems used in the academic publications you read is another good way to familiarise yourself with habits of scholarly presentation.

A small sample bibliography of style handbooks is also given here, and you will find copies of these in the Bodleian and the EFL, as well as many other Oxford libraries. Style handbooks will go into much greater detail about formatting and writing habits than this Faculty handbook, which only covers methods of referencing.

*     Details given here are of first editions except where noted; many of these guides have since been republished in new incarnations and you may like to seek out the most recent edition.


Gibaldi, Joseph, MLA Style Manual and Guide to Scholarly Publishing (New York: Modern Language Association of America, 1998)

Gibaldi, Joseph, MLA Handbook for Writers of Research Papers (New York: Modern Language Association of America, 1984)

Price, Glanville and Brian Richardson, MHRA Style Guide: a Handbook for Authors, Editors and Writers of Theses (London: Modern Humanities Research Association, 2002)

*     This handbook is also available for free download from the MHRA website at http://www.mhra.org.uk/Publications/Books/StyleGuide/index.html.

The Chicago Manual of Style, 14th edn (Chicago; London: University of Chicago Press, 1993)

Turabian, Kate L., A Manual for Writers of Research Papers, Theses, and Dissertations, rev. by Wayne C. Booth, Gregory Colomb and Joseph M. Williams, 7th edn (Chicago; London: University of Chicago Press, 2007)

Below is a brief explanation of two MHRA approved referencing systems:

  1. MHRA (general)
  2. The author-date system

Both of the systems explained below have two points of reference. Firstly, each time you use a quotation, or any other information taken directly from your source, you must place a reference within the text (in parentheses) or in a footnote. Secondly, at the end of your work you will need to include a full bibliography detailing all sources. This is the case even for a system like the first which also provides full bibliographic detail within the text.

A guide to drawing up your bibliography is also provided below; see 2.3.4. Your bibliography will not count towards any word limits for assessed work, but references in the text and in footnotes will count, so you might like to consider a system (like the author-date system) which reduces the number of words contained in the reference.

The general MHRA system requires that the first reference to every book, article or other publication in your document should be given in full. Thereafter, references to the same publication may take an abbreviated, but easily identifiable, form (see 1.5, Abbreviated references).

Books

In general, a full reference to a book would appear in a footnote and be presented in the following order, with each piece of information separated from the next by a comma. (It may not be necessary to include all of this information for every book you refer to):

  1. Author: in the form given on the title page, and with first name preceding surname. When referring to an edition of a primary work which contains the author’s name in the title, as with The Sermons of John Donne, it is not essential to repeat ‘John Donne’ before the title.
  2. Title: in full and in italics. The initial letters of all principal words should be capitalised.
  3. Editor / translator, etc.: in the form ‘ed. by’, ‘trans. by’, ‘rev. by’.
  4. Series: if the book belongs in a series, give the series title and volume number.
  5. Edition: if other than the first edition, specify ‘2nd edn’, ‘rev. edn’ etc.
  6. Number of volumes: if the work is in several volumes, state this in the form ‘4 vols’.
  7. Details of publication: these should be enclosed in round brackets, and take the form (Place of publication: Publisher, Date).
  8. Volume number: in roman numerals. Where necessary, include the publication date of the volume in brackets after the volume number.
  9. Page numbers: preceded by ‘p.’ or ‘pp.’, unless you have included a volume number.

Here are some examples of first references to books under the MHRA system:

Edmund Spenser, The Shorter Poems, ed. by Richard McCabe (London: Penguin, 1999), p. 221

Patrick Collinson, The Religion of Protestants: the Church in English Society 1559-1625 (Oxford: Oxford University Press, 1982), pp.7-12

Francis Bacon, The Advancement of Learning, ed. and with introduction, notes and commentary by Michael Kiernan, The Oxford Francis Bacon, IV (Oxford: Clarendon Press, 2000), p. 66

The Book of Margery Kempe, ed. by Barry Windeatt (London: Longman, 2000), pp. 41 – 50

Paul Strohm, Social Chaucer, 2nd edn (Cambridge, Mass: Harvard University Press, 1994), pp. 47 - 83

Chapters or articles in books

Information about a chapter or an article published in a book should be presented in the following order:

  1. Author
  2. Article title: in single quotation marks and not italicised.
  3. ‘in’: preceded by a comma
  4. Title, editor and publication details of the book as described above
  5. First and last pages of article: preceded by ‘pp.’
  6. Page number of reference: in parentheses and preceded by ‘p.’ or ‘pp.’

E.g.:

Mark Thornton Burnett, ‘“We are the makers of manners”: The Branagh Phenomenon’, in Shakespeare After Mass Media, ed. by Richard Burt (Basingstoke: Palgrave, 2002), pp. 83 – 105 (p. 91)

Virginia Woolf, ‘A Letter to a Young Poet’, in The Essays of Virginia Woolf: Volume 5 1929 - 1932, ed. by Stuart N. Clarke (London: The Hogarth Press, 2009), pp. 306 – 323

Journal articles

A reference to a journal article should be composed as follows:

  1. Author
  2. Article title: in single quotation marks and not italicised
  3. Journal title: in italics
  4. Series number: in Arabic numerals, not Roman
  5. Volume number: in Arabic numerals, not Roman
  6. Year of publication: in parentheses
  7. First and last pages of article: preceded by ‘pp.’
  8. Page number of reference: in parentheses and preceded by ‘p.’ or ‘pp.’

E.g.:

Brean Hammond, ‘Joseph Addison’s Opera Rosamond: Britishness in the Early Eighteenth Century’, ELH 73.3 (Fall 2006), pp. 601 – 629 (p. 616)

Sylvia Federico, ‘Chaucer and the Matter of Spain’, The Chaucer Review 45.3 (2011), pp. 299 – 320 (pp. 301 – 307)

Online resources

An increasingly large amount of academic information can be found online. When choosing whether to use an online resource, you should use your judgement in determining the quality of the material. Who has created it, and why? Is it appropriate for academic citation?

When referencing an online source, you should keep as closely as possible to the guidelines given above for printed sources. Information should be supplied in the following order:

  1. Author
  2. Title
  3. Title of complete work / resource: this might be the name of the website or an online database, or might be the bibliographic details for an online journal or text
  4. Publication details: where known, supply the volume and date
  5. Full web address, URL or DOI : in angle brackets < > . If you can find a stable URL or the DOI listed, this is better than the sometimes very lengthy web address you will have in your browser window. Avoid using TinyURL or similar for academic citation.
  6. Date of consultation: in square brackets
  7. Location of reference: for example, the paragraph number or page number where supplied. Include in parentheses.

E.g.:

Rosemary O’Day, ‘Family Galleries: Women and Art in the Seventeenth and Eighteenth Centuries’, Huntingdon Library Quarterly 71.2 (June 2008), <http://www.jstor.org/stable/10.1525/hlq.2008.71.2.323>, [accessed 14 March 2011] (p.332)

Hans J. Hillebrand, ‘Reformation’ in Encyclopedia of Religion, <http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3424502608&v=2.1&u=oxford&it=r&p= GVRL&sw=w>, [accessed 6 November 2010] (p. 7657)

Melvyn New, ‘Sterne, Lawrence (1713 – 1768)’ in Oxford Dictionary of National Biography, <http://www.oxforddnb.com/view/article/26412>, [accessed 22 May 2011] (para. 12 – 16)

As more resources are accessed online, academic sites and databases regularly provide users with detailed bibliographic information about their content (often located at the very end of an article), which can be very useful when composing your footnotes.

Video Games

References to software should provide the author or designer (if identifiable), the title in italics, the date, and the platform, e.g.:

Emily Short, Galatea (2000), Z-machine.

Id Software, Doom (1993), MS-DOS and subsequently other platforms.

Neil McFarland and Ken Wong for Ustwo, Monument Valley (2014), iOS and Android.

Abbreviated references

After your initial, full reference, you can save space in the rest of your document by using abbreviated references to repeated sources. These abbreviated references can either be included as further footnotes, or can be placed in parentheses in the body of your document. In addition, it is permissible to include all abbreviated references to primary sources in parentheses and all abbreviated references to secondary sources as footnotes if you so choose.

Abbreviated references will normally consist of the author’s name followed by the page

reference (and the volume reference where necessary) as: (Strohm, 91).

Where more than one work by an author has been cited, you may also need to include a short version of the title, in addition to author, volume and page:

MHRA discourages the use of ‘op. cit.’, ‘loc. cit.’ and ‘ibid.’

If you are writing an essay which consistently refers to a set of primary texts by the same author – as in the case of your paper 7 extended essay and numerous tutorial essays – you may like to adopt a system of abbreviation. Following your first (full) citation of each text, you might say at the end of a footnote “All subsequent references are to this edition and

incorporated into the body of the essay”. Thereafter, you can place page numbers in parentheses within the text. If there is any ambiguity as to which primary text you are referring to, include a short title.

Alternatively, if you are consistently referring to a set of original primary sources such as manuscripts, or again, you are relying on a particular group of texts which you need to refer to repeatedly in your work, you may include a section in your bibliography that shows the abbreviations you will use for each source. For example, if you were writing an essay about Bacon’s Advancement of Learning and you were using the Michael Kiernan edition cited above as your primary text, you might enter it into your list of abbreviations as follows:

AL

Francis Bacon, The Advancement of Learning, ed. and with

introduction, notes and commentary by Michael Kiernan, The Oxford Francis Bacon, IV (Oxford: Clarendon Press, 2000)

You would then label all references to the text with AL and the page number (again, you can do this in parentheses or in footnotes).

MHRA (author – date system)

This system can save you space when you are working to a word limit. Instead of including full references in the document, all source information is contained in a comprehensive bibliography at the end of your document. Such a bibliography would not be included in any word counts.

Your bibliography should be arranged in alphabetical order by author surname, and multiple works by one author should be arranged by date of publication. If two or more works by the same author share a publication date, you should distinguish between them by marking them e.g. ‘1995a’ and ‘1995b’. 

When you need to make a reference in your document, you should include it in the body of the text in parentheses. It should give the author’s surname, the date of publication and the page reference, in the following form: (Colclough, 2001: 105). If your text already mentions the author’s name, as in “Colclough suggests that...”, you may omit the name from the reference in parentheses.

OED Online (www.oed.com) is an online resource whose content changes every three months, when new and revised entries (along with other editorial and discursive material) are uploaded to the website. When you cite OED Online as your authority for a definition, or for any other information in an entry (etymology, pronunciation, range and date of illustrative quotations, etc), you need to specify two things:

  1. The date at which you accessed the website - simply attach the words ‘accessed MONTH DAY YEAR’ as appropriate to whatever information you cite from the dictionary
  2. The date at which the content you cite was published.

Currently, every entry on the website is displayed with an additional central bar, bearing either red or blue rubric, which specifies the first date and origin of the entry. Blue rubric indicates the entry has been revised since 2000 and is up-to-date. Red rubric warns you that the entry was first inserted in the dictionary many years ago and may not have been fully updated.

The noun relic, for example, is accompanied by blue rubric stating ‘This entry has been updated (OED Third Edition, December 2009)’. So it is a reliable up-to-date entry, and when citing it you should specify the word itself, its grammatical form, the date at which the entry was updated, and your date of access, along with (if relevant) the sense number of the

definition you’re referring to:

e.g. relic, n., sense 3d: ‘An old, outmoded, or outdated person or thing; someone or something left over from an earlier era, or having the characteristics of a former time’, OED Online (revised entry Sept 2009, accessed MONTH DAY YEAR).

You may also find it relevant to quote or otherwise take note of the accompanying label, in this case ‘colloq. (humorous or derogatory)’. Note that there is no need to cite the URL.

By contrast, slang n3 is marked with red rubric stating ‘This entry has not yet been fully updated (first published 1911)’. This alerts you that the entry may be significantly out of date. The definition of sense 1 reads ‘The special vocabulary used by any set of persons of a low or disreputable character; language of a low and vulgar type’. No dictionary of English published today would intentionally incorporate value judgements in its definitions, and this definition (and its vocabulary) is significantly out of line with current linguistic thinking about slang and its users. For an up-to-date definition of slang you need to use either a good quality recently published print dictionary or a reliable online equivalent (to find this via OED Online itself, see the link below the red rubric to Oxford Dictionaries Online (http://oxforddictionaries.com), which defines the word as follows: ‘a type of language consisting of words and phrases that are regarded as very informal, are more common in speech than writing, and are typically restricted to a particular context or group of people’.

When citing red rubric entries you should be sure to specify the date of first publication, e.g.

slang n3, sense 1a: ‘The special vocabulary used by any set of persons of a low or disreputable character; language of a low and vulgar type’, OED Online (entry first published 1911, accessed MONTH DAY YEAR)

As before, there is no need to cite the URL.

Further information on citing the OED may be found on the English Faculty Canvas site.

Illustrations may be gathered in one place at the end of the work, or, if you prefer, incorporated with the text. The latter arrangement is more complex to achieve, and only recommended if you feel it will enhance your argument. Captions within the text, and ‘List of Illustrations’ at the end of the essay, should contain the same information but captions should minimally include the following:

  • artist/architect/maker /manufacturer (e.g. Meissen)
  • title of work/name of building/object description (e.g. teapot)
  • date of production (date range or century acceptable)
  • present location
  • brief reference for the source of the illustration

The ‘List of Illustrations’ should include the following information, in the recommended order:

  • artist/architect/maker
  • title of work/name of building/object description
  • size (metric)
  • medium (e.g. engraving; ceramic; textile; mixed media)
  • date of production
  • present location
  • brief reference for the source of the illustration (e.g., your own photograph, a museum photograph, copied from a book or the internet – if the last, give URL as you would for written work).

You should illustrate your paper or thesis carefully since good illustrations can be vital to supporting your arguments. Wherever possible, you should use good quality, high resolution illustrations of images, objects or buildings discussed at any length in the text. Illustrations can be in black and white; colour illustrations are only necessary if used to support a

specifically ‘colour-related’ point in your argument or discussion. Captions can simply be numbered sequentially as Fig. 1, Fig. 2, etc., since the reader will be able to refer to the ‘List of Illustrations’ for the full information. Make sure you refer to your illustrations at appropriate points in your text and argument, with the relevant figure number in brackets, thus: (Fig. 10).”

Captions and lists of illustrations do not count as part of the overall word limit; neither do illustrations themselves.

As with referencing, the format of your bibliography may vary according to the system you employ. Again, the most important thing is to maintain consistency in the way you present your sources in your bibliography.

If you have been using the MHRA referencing system outlined above, each item in your bibliography can be presented in much the same way as for the first full reference. The principal difference is that it is general practice to reverse the author’s surname and first name, as in the example below. When a work has more than one author or editor, you need only invert the first named author.

E.g.:

Berg, Christian, Frank Durieux, and Geert Lernout, eds., The Turn of the Century: Modernism and Modernity in Literature and the Arts, (Antwerp: DeGruyter, 1995)

Caws, Mary Ann, ed., Mallarmé in Prose, trans. by Rosemary Lloyd and Mary Ann Caws, (New York: New Directions, 2001)

Page numbers are not required in a bibliography unless you are listing an article or chapter that appears within another publication.

Your bibliography should be ordered alphabetically and thereafter by date of publication. Do not include full stops after each item in the list.

It is common to divide your sources into primary and secondary works.

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