- BEng Mechanical Engineering (1+2)
- BEng Civil Engineering (1+2)
- MEng Mechanical Engineering (1+3)
- MEng Civil Engineering (1+3)
- MEng Mechatronic and Robotic Engineering (1+3)
Year 3 entry:
- MEng Mechanical Engineering (2+2)
Year 3 entry:
- MEng Electronic and Electrical Engineering (2+2)
Students from UCSI are able to join Year 2 of the following Birmingham programmes:
For more information please contact the UCSI Global Engagement Office, or eps-international@contacts.bham.ac.uk .
Year 1 of Bachelors of Mechanical Engineering with Honours programme | Year 2 entry: BEng Mechanical Engineering (1+2)* MEng Mechanical Engineering (1+3) |
Year 1 of Bachelors of Electrical and Electronics Engineering with Honours programme | Year 2 entry: |
Students from INTI College and Prime College may be considered for direct entry to the second year of our Engineering programmes.
Students from HELP Institute may be considered for direct entry to the second year of Computer Science programmes and those students completing the LSE Diploma may be admitted directly to the second year of Economics and Money, Banking and Finance programmes.
Direct entry from other colleges is unusual. If you are a student of any other college and you wish to be considered for second year entry, you must submit your full transcript and a copy of the syllabus you have followed so that we can assess your suitability.
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A*AA | A1 A1 A2 A2 A2 |
AAA | A2 A2 A2 A2 A2 |
AAB | A2 A2 A2 B3 B3 |
ABB | A2 A2 B3 B3 B3 |
BBB | B3 B3 B3 B3 B3 |
BBC | B3 B3 B3 B6 B6 |
SPM 1119 or GCSE/IGCSE minimum grade C may be accepted for a range of programmes with a four year validity period.
The University will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), or a suitable foundation programme, such as the Birmingham Foundation Academy , for entrance to undergraduate programmes.
Holders of the Advanced Matriculation will be considered with the following grade equivalencies: A*AA - AA (Advanced level) + AAA (Intermediate level to exclude Systems of Knowledge) AAA - AA + AAB AAB - AA + ABB ABB - AB + BBB BBB - BB + BBB Subject specific requirements: A* & A - A B - B NB no overall score given as of 2012.
Applicants with a GCSE English grade 4/C equivalent or a degree from the University of Malta are exempt from taking an English proficiency test.
The University will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), the French Baccalaureate, or a suitable foundation programme, such as our Foundation Pathways, for entrance to undergraduate programmes.
For study on our Foundation and Undergraduate programmes English language at grade C or above in the CIE O Level or Cambridge High School Certificate is sufficient to meet the standard English language requirements.
For Postgraduate programmes Mauritian nationals with a degree from Mauritius or another English speaking country (as on the University's approved list) are not required to submit an English Language test.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB). Holders of the Diplôme du Baccalauréat / Diplôme du Baccalauréat Technique (School Certificates) are not normally eligible for direct entry onto our undergraduate programmes without completion of a suitable foundation programme, such as one of our foundation pathways.
A High School Leaving Certificate is not sufficient for undergraduate courses. Applicants for UG study will require additional qualifications, such as A Levels or the IB.
Holders of the Voorbereidend Wetenschappelijk Onderwijs (VWO - University Preparatory Education) Diploma (Gymnasium A/B and Atheneum A/B) will be considered with the following grade equivalencies: A*AA - 8.0 AAA - 7.7 AAB - 7.5 ABB - 7.2 BBB - 7.0 Subject specific requirements: A* - 8.5 A - 8 B - 7.5
NB Grades 9-10 rarely awarded
We may accept your English language grade from the Dutch Voorbereidend Wetenschappelijk Onderwijs (VWO) diploma if you achieved 8 (good) in English. Please note this is only valid for 2 academic years after qualification.
The University has a number of agreements with foundation providers in Nigeria which allows students to be considered for admission to undergraduate programmes. Please contact us for more information.
Students who have completed the first year of a 4-year Bachelor degree from a recognised institution in Nigeria with excellent grades (2.1, 3.0/4.0, 3.5/5.0) will be considered for entrance to undergraduate programmes (first year entry).
For Postgraduate programmes, Nigerian nationals with a degree from Nigeria or another English speaking country (as on the University's approved list) are not required to submit an English Language test.
Holders of the Vitnemål for Videregående Opplaering (VVO – Upper Secondary School Leaving Certificate) with a minimum overall average score of 4/6 will be considered for entry to the first year of our undergraduate degree programmes.
Please refer to the information below as guidance for grade comparisons to A-level entry requirements:
A*AA = 5.0 overall in the Vitnemål for Videregående Opplaering AAA = 4.5 overall in the Vitnemål for Videregående Opplaering AAB = 4.5 overall in the Vitnemål for Videregående Opplaering ABB = 4.0 overall in the Vitnemål for Videregående Opplaering BBB = 4.0 overall in the Vitnemål for Videregående Opplaering
Specific subject requirements: A*= 6, A=5, B=4
For GCSE, from the lower school leaving certificate (first year of the Vitnemål), the same equivalences would apply.
We may accept your English language grade from the Norwegian Vitnemål fra den Videregående Skole if you achieved 3 in English. Please note this is only valid for 2 academic years after qualification.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entrance to onto our undergraduate programmes. Holders of the Thanawiyan are not normally eligible for direct entry onto our undergraduate courses without completion of a suitable foundation programme, such as one of our foundation pathways.
We will consider students who have taken A Level examinations and/or the International Baccalaureate (IB) for entrance to undergraduate programmes. We will also consider students who have successfully completed a Bachelors (Honours) degree of at least two years duration. Degrees must be from a Higher Education Commission recognised institution in Pakistan.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entrance to onto our undergraduate programmes. Holders of the Tawijihi are not normally eligible for direct entry onto our undergraduate courses without completion of a suitable foundation programme, such as one of our foundation pathways.
Candidates from Paraguay generally require a) A levels or IB Diploma or b) Título de Bachillerato Científico plus a recognised foundation programme Candidates who have completed the Título Intermedio (2-3 years) can be considered for first and/or second year entry, depending on subject fit.
Candidates from Peru generally require a) A levels or IB Diploma or b) a recognised foundation programme or c) successfully completed the first year of the Título de Licenciado with at least 13/20.
Holders of the Matura / Swiadectwo Dojrzalosci (Secondary School Certificate) will be considered with the following grade equivalencies: A*AA - 90%, 85%, 85% (extended level subjects) plus 75% overall AAA - 85%, 85%, 85% (extended level subjects) plus 75% overall AAB - 85%, 85%, 80% (extended level subjects) plus 70% overall ABB - 85%, 80%, 80% (extended level subjects) plus 70% overall BBB - 80%, 80%, 80% (extended level subjects) plus 70% overall Subject specific requirements at extended level: A* - 90% A - 85% B - 80%
Holders of the Certificado de fim de Estudos Secundários / Diploma de Ensino Secundario (previously Certificado do 12 ano) will be considered with the following grade equivalencies:
A*AA - 18/20 overall with 19, 18, 18 in 3 year 12 subjects AAA - 18/20 with 18, 18, 18 in 3 year 12 subjects AAB - 17/20 with 18, 18, 17 in 3 year 12 subjects ABB - 17/20 with 18, 17, 17 in 3 year 12 subjects BBB 17/20 with 17, 17, 17 in 3 year 12 subjects
Subject specific requirements:
A* - 19 A - 18 B - 17
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entrance to onto our undergraduate programmes. Holders of the Qatar High School Certificate, or the Thanawiyan Mustaqala are not usually eligible for direct entry onto our undergraduate courses without the completion of a suitable foundation programme, such as one of our foundation pathways.
Holders of the Diploma de Bacalaureat with a minimum overall score of 8/10 will be considered for entry to the first year of our undergraduate degree programmes. Please refer to the information below as guidance for grade comparisons to A-level entry requirements: A*AA - 9 AAA – 8.5 AAB - 8.3 ABB - 8 BBB - 7.5 Specific subject requirements: A*/A - 9 B - 8
The University will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), or a suitable foundation programme, such as the Birmingham International Academy , for entrance to undergraduate programmes.
The University will consider students who have taken A Level examinations, the International Baccalaureate (IB) or a suitable foundation programme, such as one of our Foundation Pathways, for entrance to undergraduate programmes.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entrance to onto our undergraduate programmes. Holders of the Thanawiyah are not normally eligible for direct entry onto our undergraduate courses without the completion of a suitable foundation programme, such as one of our foundation pathways.
The University will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), West African Higher School Certificate (WAHSC), Cambridge Overseas Higher School Certificate COHSC), or a suitable foundation programme, such as one of our Foundation Pathways, for entrance to undergraduate programmes.
For Postgraduate programmes, Sierra Leonean nationals with a degree from Sierra Leone or another English speaking country (as on the University's approved list) are not required to submit an English Language test.
Students with suitable grades at A level or International Baccalaureate (IB) may be considered for entry to an undergraduate degree programme.
Students who have successfully completed a Polytechnic Diploma may be considered for entry to our undergraduate degree programmes (applicable subjects only). Students who achieve a B grade average or above with good scores in relevant subjects can be considered for direct entry to the second year. Students who achieve a C grade average should be considered for year one entry (a few exemptions apply for certain departments).
The University has established Advance Standing Agreements with 5 Polytechnics in Singapore (Singapore, Ngee Ann, Temasek, Nanyang, Republic) which provide guidelines for some of the Diplomas we will accept and scores required by certain departments (Business, Life Sciences, Engineering, Computer Science). Please contact your institution for further information. Departments that are not part of this list can still consider Diplomas for entry to undergraduate programmes. Diplomas that are not on the list will be considering on an individual basis and may require you to provide further details such as the curriculum and module transcripts to identify suitability.
Holders of the "Vysvedcenie o Maturitnej skúska/Maturita" will be considered with the following grade equivalencies: A*AA: 1/výborný in four subjects (if any other subjects have been taken they must be graded no lower than 2) AAA: 1/výborný in three subjects, other subject(s) taken must be graded no lower than 2 AAB: 1/výborný in two subjects, other subjects taken must be graded no lower than 2 ABB: 1/výborný in one subject, other subjects taken must be graded no lower than 2 BBB: 2 in all subjects Subject specific requirements: A* & A - 1 B - 2
Holders of the "Maturitetno Spricevalo"/"Matura"/Secondary School-Leaving Diploma/Technical Matura will be considered with the following grade equivalencies: A*AA - Total score of 28/34 AAA - 27/34 AAB - 26/34 ABB - 24/34 BBB - 22/34 Required subjects need to have been at Higher Level: A* - 8 A - 7 B - 6
We will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), or a suitable foundation programme, such as one of our Foundation Pathways, for entrance to undergraduate programmes. Applicants who hold the South African National Senior Certificate (SA NSC or IEB) (or pre-2008 the Senior Certificate with matriculation) will be considered for entry onto our undergraduate degree programmes. Students need these grades in 5 subjects, not including Life Orientation.
Grade equivalencies are as follows: A*AA = 77766 AAA = 77666 AAB = 76666 ABB-BBB = 66666
For study on our Foundation and Undergraduate programmes, English language at grade 5 (or C) or above in the South African National Senior Certificate (SA NSC or IEB) (or pre-2008 in the Senior Certificate) is sufficient to meet the standard English language requirements.
For Postgraduate programmes, South African nationals with a degree from South Africa or another English speaking country (as on the University's approved list) are not required to submit an English Language test.
Students with A levels, the International Baccalaureate, a 2 year Junior College Diploma, the NCUK International Foundation Year, a suitable foundation programme, or one or two years of university level study at a recognised institution in South Korea will be considered for entry to an undergraduate degree programme. Students need a sufficiently high score in their Diploma or University level study (3.0+/4.0 or 3.2+/4.5).
Holders of the Título de Bachillerato will be considered for undergraduate programmes with the following grade equivalencies:
A*AA - 9.0 AAA - 8.5 AAB - 8.2 ABB - 8.0 BBB - 7.7
Required subjects must be studied in Year 2 of the Bachillerato and the subject grade equivalencies are:
A* - 10/9 A - 9 B - 8
The Sri Lankan system is based on the English system. Holders of the Sri Lankan A-Levels will be considered for undergraduate programmes as an equivalent to GCE A levels. We accept local or Cambridge A Levels for entry.
Please note however that grading systems for local A Levels are as follows:
A = A grade B = B grade C = Credit S = Simple pass
For Medicine country specific requirements, please visit our Applying to Medicine website. For Dentistry, please see the general entry requirements listed on the Dental Surgery course page
Holders of the Fullständigt Slutbetyg från Gymnasieskolan / Slutbetyg från Komvux / Avgangsbetyg (previously Studentexamen) with the following grade equivalencies: A*AA: 10 subjects at A and the remainder at B. AAA: 10 subjects at A and the remainder at B. AAB: 9 subjects at A and the remainder at B. ABB: Majority of subjects at A, remainder at B BBB: Majority of subjects at B. Subject specific requirements: A*/A - A B - B
We may accept your English language grade from the Swedish Fullständigt Slutbetyg från Gymnasieskolan/ Slutbetyg från Komvux / Avgangsbetyg if you achieved Grade C in English (numerical grade 15). Please note this is only valid for 2 academic years after qualification.
Holders of the Federal Maturity Certificate/ Maturitatszeugnis can be considered for entry to year 1 of our undergraduate degrees. Grade equivalences: AAA* = 5.0 overall to include 5.5 in one subject and 5.0 in two further subjects AAA = 4.8 overall to include 5.0 in 3 subjects AAB-ABB = 4.8 overall to include 5.0 in 2 subjects BBB = 4.8 overall to include 5.0 in 1 subject Grade requirement for required subjects: A* = 5.5 A/B = 5.0
We may accept your English language grade from the Swiss Maturitätzeugnis / Certificat de Maturité / Attestato di Maturità (federal maturity certificate or federally-recognised cantonal maturity certificate) if you achieved 5 (gut / bien / bene) in English. Please note this is only valid for 2 academic years after qualification.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entrance to onto our undergraduate programmes. Holders of the Thanewiyah are not normally eligible for direct entry onto our undergraduate courses without completion of a suitable foundation programme, such as one of our foundation pathways.
We will consider students who have taken A Level examinations and the International Baccalaureate (IB) for entrance to undergraduate programmes.
Students with 2 year Junior College Diplomas may be considered for entry to the first year of an undergraduate degree programme, where the college is recognised by the Ministry of Education in Taiwan and/or the BTCO and where the student achieves a sufficiently high score overall.
Students with 5 year Junior College Diplomas may be considered for entry to the first and/or second year of an undergraduate degree programme, where the college is recognised by the Ministry of Education in Taiwan and/or the BTCO and where the student achieves a sufficiently high score overall.
Students who hold the East African Advanced Certificate of Education (EAACE), Advanced Certificate of Secondary Education (ACSE), Cambridge Higher School Certificate (COHSC) and National Form VI Examination will be considered for entrance to undergraduate programmes.
For study on our Foundation and Undergraduate programmes, English language at grade C or above in the ACSE is sufficient to meet the standard English language requirements.
For Postgraduate programmes, Tanzanian nationals with a degree from Tanzania or another English speaking country (as on the University's approved list) are not required to submit an English Language test.
We will consider:
Candidates from Caribbean and West Indies generally require The Caribbean Advanced Proficiency Examination (CAPE).
The University will consider students who have grades required are I – II in six CAPE units, including 2 double-unit level courses with a minimum of II in each of these double-unit courses. The requirement for a subject taken to include I for A (A-level equivalent) and II for a B (A-level equivalent) in any required subject.
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A*AA: | I*I*, I, I, I, I or I, I, I, I, I, I (including a I* or I with an all grade A profile in a double unit) |
AAA: | I, I, I, I, I, I |
AAB: | I, I, I, I, II, II |
ABB: | I, I, II, II, II, II |
BBB: | II, II, II, II, II, II |
For any courses that accept general studies, we will consider the Caribbean studies and Communication Studies additional to the 2 double-unit level courses, to make up the six required units.
Candidates offering an Associate degree from a recognised institution may also be considered for entry to the first year of an undergraduate degree programme. We would typically require a minimum GPA of 3.0 to include high grades in relevant and required subjects.
For Engineering and Physical Sciences degree programmes that require an A level in Mathematics, we require CAPE Pure Mathematics.
The University will consider students who have taken A level examinations and the International Baccalaureate (IB) for entrance to undergraduate programmes. Students educated in the Philippine system require at least two years post-high school education at a recognised institution before entering a Bachelors degree programme at Birmingham. Many students who have studied in the Philippines have followed a 12 year education system. For admission onto an undergraduate degree programme, the University of Birmingham requires all applicants to have studied for 13 years, and therefore you may need to take a foundation year before commencing your undergraduate programme. We will consider students for entry to the Birmingham International Academy who have completed their first year at a recognised institution in the Philippines and obtained good grades in all subject areas.
The University will consider students who have taken the Lise Diplomasi and a suitable foundation programme, such as one of our Foundation Pathways , or GCE A Level examinations, or the International Baccalaureate (IB) for entrance to our undergraduate programmes.
Students who have taken the Lise Diplomasi or Lise Bitirme Diplomasi from certain schools will be considered for entry to our undergraduate degree programmes. The scores required in grade 12 on the high school diploma vary according to the A level requirement for that programme:
A Level grades | Lise Diplomasi |
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A*AA | 88/100 |
AAA | 85/100 |
AAB | 80/100 |
ABB | 75/100 |
BBB | 72/100 |
Alternatively students who have also taken SAT (Scholastic Aptitude Test) and AP (Advanced Placement) tests will be considered for admission to Bachelor degree programmes. For more details on SAT and AP requirements please refer to the USA country page.
We will consider students who have taken GCE A Level examinations or the International Baccalaureate (IB) for entry onto our undergraduate programmes. Holders of the Tawjihiyya are not usually eligible for direct entry onto our undergraduate courses without completion of a suitable foundation programme, such as one of our foundation pathways.
The Birmingham International Academy (BIA) also offers pre-sessional English courses, which you can take to improve your spoken and written English in preparation for academic study. If you have a conditional offer you can attend one of these courses instead of retaking IELTS.
Our pre-sessional programmes
The University will consider students who have taken GCE A Level examinations, the International Baccalaureate (IB), the Uganda Advanced Certificate of Education (UACE), Cambridge Overseas Higher School Certificate, East African Advanced Certificate of Education or a suitable foundation programme, such as one of our Foundation Pathways, for entrance to undergraduate programmes.
Applicants from the USA can meet Maths and English (UK-GCSE) requirements with the following. We require Maths and English (or similar e.g. Calculus, Algebra) from any of the following: AP (min grade 4), SAT S/II (min score 650), Honours classes or College-level course (min B+), HSD (pass grade at grade 12 level), ACT composite score (min 28), SAT-R (min score 670), International Baccalaureate English, Standard or Higher Level, First or Second Language (min grade 5). Other English language requirements can be found here .
Applicants studying A levels or the International Baccalaureate Diploma, will be eligible for direct entry if you meet your chosen programme’s entry requirements.
Alternatively, applicants should satisfy the following:
1. A minimum score of 3.2/4.0 GPA on the High School Diploma (HSD) (non-weighted )
2. Three distinct subject tests are required from a combination of either: (These options can be used in various combinations to meet our standard 3 subject A level requirement)
To offer greater flexibility, one of the following tests can be used to replace one of the three subject test requirements listed above: (for a specific subject requirement this would not be accepted)
Composite ACT with a score of 28+ to replace one subject test ( not accepted to replace a subject requirement. )
For example:
(For a course that requires: A level AAA (with no specific subject requirements). This means you could present with an HSD (3.3) + ACT (28), AP History (5) and an Honours Earth/Environmental Science (A).)
( For a course that requires: A levels AAB (A level Mathematics required). This means you could present with an HSD 3.2+, 2 subject test and as A level Mathematics is required AP Calculus BC.)
A table of accepted A level grade equivalents can be found below. Use this table to work out the equivalents to the A level entry requirements to your preferred course(s).
7 | 5 | A+ | A+ | 720 | 29 | 1380 | GPA 3.3 | |
6 | 5 | A | A | 700 | 28 | 1350 | GPA 3.2 | |
5 | 4 | B+ | B+ | 650 | 28 | 1350 | GPA 3.1 | |
4 | 3 | B- | B | 630 | 27 | 1320 | GPA 3.0 |
As an alternative to the above HSD and 3 tests, we can accept an Associate’s Degree, or one year at a Community College or a USA University to be accepted onto the first year of an undergraduate degree.
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A*AA | 3.3 - Plus English and Maths requirements |
AAA | 3.2 - Plus English and Maths requirements |
AAB | 3.1 - Plus English and Maths requirements |
ABB | 3.0 - Plus English and Maths requirements |
Entry requirements for Medicine and Surgery MBChB : SAT1 score of 1380 or ACT score of 29. Three AP subjects at grade 5, including Biology and Chemistry or three SAT subject test scores of 700, 700 and 700, including Biology and Chemistry. We will also accept appropriate combinations of SAT and AP scores (We cannot accept other test for this programme)
As a reminder you don't need to have completed all of these tests to apply through UCAS . So our admissions team can fully review your application, please include your already achieved academic qualifications and tests up to your senior year (including all target/predicted results for tests you are yet to complete) in the Education section of UCAS.
The Designated Institution Code for College Board: The University of Birmingham is 7390.
We are registered with ACT , therefore if you wish to provide your qualifications to us you can find our details on their website.
Applicants from the USA may already meet the English language requirement (UK-GCSE equivalent ) through one of the following English related tests: SAT II Subject test (min score 650), AP (min grade 4), Honours classes or College-level course (min B+), HSD (pass grade at grade 12 level), ACT English composite score (min 28), SAT-R Evidence-Based Reading and Writing (min score 670), International Baccalaureate English, Standard or Higher Level, First or Second Language (min grade 5). Other English language requirements can be found here .
We will consider students who have taken A level examinations and the International Baccalaureate (IB) for entrance to undergraduate programmes. Holders of the Certificate of Secondary Education (Attestat o srednem obrazovanii) at grade 11 and a suitable foundation programme (or 2 years study at a recognised higher education institution) will be considered for entry to our Bachelor degree programmes. For more information on our foundation programme, please visit the Foundation Pathways website.
Candidates from Venezuela generally require a) A levels or IB Diploma or b) a recognised foundation programme or c) successfully completed the first year of the Licenciatura/Título with 70% or equivalent overall.
Students holding the Cambridge Higher School Certificate (HSC) or ZIMSEC A Levels will be considered for entrance to undergraduate programmes.
IB Diploma : 6,6,5 in Higher level subjects plus 32 points overall, to include Literature or Literature and Language at HL 5.
Other qualifications are considered - learn more about entry requirements .
Students who are eligible and successfully complete a Pathways to Birmingham programme will receive special consideration from admissions tutors and an alternative offer (typically two grades below the standard offer). In addition, our Contextual Offer Scheme recognises the potential of students whose personal circumstances may have restricted achievement in school or college. If you are eligible to benefit from the contextual offer scheme, you will receive an offer which is one grade lower than the standard offer.
We welcome applications from international students and invite you to join our vibrant community of over 4500 international students who represent 150 different countries. We accept a range of qualifications, our country pages show you what qualifications we accept from your country.
Depending on your chosen course of study, you may also be interested in one of our foundation pathways, which offer specially structured programmes for international students whose qualifications are not accepted for direct entry to UK universities. Further details can be found on Birmingham International Academy web pages .
You will have access to a comprehensive support system to help you make the transition to higher education when you start at Birmingham.
Personal tutors – You will be assigned your own personal tutor who will get to know you as you progress through your studies. They will provide academic support and advice to enable you to make the most of your time here at Birmingham.
Wellbeing Officers –You will also have access to dedicated wellbeing officers who provide professional support, advice and guidance to students across a range of issues. They can meet with you to discuss extensions, disabilities, reasonable adjustments, extenuating circumstances, or to talk through any problems you might be experiencing, and help you access wider support on campus and beyond if you need it.
Our Academic Skills Centre helps you to become a more effective and independent learner through a range of high-quality support services. The centre offers workshops on a range of topics, such as note-taking, reading, academic writing and presentation skills.
The Academic Writing Advisory Service (AWAS) provides guidance on writing essays and dissertations if you need it. You can receive individual support from an academic writing advisor and meet with postgraduate tutors who specialise in particular subjects too.
Our Student Experience Team will help you get the most out of your academic experience. They offer research opportunities, study skills support, and help you prepare for your post-university career. They also organise social events, including trips.
Students at the University of Birmingham are taught by a mixture of professors, senior lecturers, lecturers and doctoral researchers, thereby receiving a rich diversity of academic knowledge and experience. Many of our teaching staff have published important works about their areas of expertise, whilst others have taught at international institutions and can offer unique perspectives of their subjects.
You can find out more about the members of staff (including their qualifications, publication history and specific areas of interest) in their academic profiles linked below.
All Birmingham degrees are set within a credit framework designed to measure your academic achievements. We expect all students to accumulate 120 credits in each full year of study which is equivalent to 40 hours of learning a week. Learning is considered to include contact learning (lectures and seminars), private study, revision and assessment.
For this programme, those 40 hours are estimated to be broken down and split into lectures, seminars and other guided teaching opportunities and then independent study. This is a general rule across the entire academic year and may change week by week.
Assessments - you will be assessed in a variety of ways to help you transition to a new style of learning. At the beginning of each module, you will be given information on how and when you will be assessed. Assessments methods will vary with each module and could include:
Feedback - you will receive feedback on each assessment within three weeks, so you can learn from each assignment. You will also be given feedback on any exams that you take. If you should fail an exam, we will ensure that particularly detailed feedback is provided to help you prepare for future exams.
Studying for BA English and Creative Writing at the University of Birmingham is an unparalleled opportunity to engage with a diverse cultural, textual and linguistic discipline, at the same time as developing your own writing 'voice' and 'genre'.
You may go on to a career as a novelist, screenwriter, poet or journalist, but of course the skill of writing also qualifies you for a wide range of other careers. Whatever path you choose, you will also find the practical skills that you have acquired on your degree course extremely useful such as oral presentation, professional documentation, group work and the uses of information technology.
Our graduates have started careers with employers including the BBC, Headline Publishing Group, Mirror Group Newspapers and Oxford University Press, in roles such as account executive, editorial assistant, marketing assistant and sales and events coordinator. Many of our graduates pursue postgraduate study to specialise in an academic area or prepare for careers such as law and teaching.
The University of Birmingham is the top choice for the UK's major employers searching for graduate recruits, according to The Graduate Market 2024 report . Our Careers Network are here to offer you tailored, expert advice on your career plans and support you with finding and applying for jobs, internships and further study. There are hundreds of events to help you meet potential employers and learn more about the breadth of opportunities and career sectors available to you.
Support will be offered to you covering the whole job application process, including CVs, LinkedIn, application forms, interviews and assessment centres. You can also email our experienced Careers Advisors and College Teams to review your applications or answer any careers related question, alongside our on campus and online 1:1 appointments.
We have a number of exclusive Internship Programmes such as our Cultural Internship, which will give you paid, professional experience to set you apart in the graduate market. We also offer work experience bursaries, which allow you to apply for funding to support you during any unpaid internships.
First years can take part in The Birmingham Project , with themes including celebrating arts and culture and shaping a global society. There’s also a successful Mentoring Programme , where you can gain access to experienced Mentors who can empower, inspire and inform you about their experiences. As a University of Birmingham student you will also be given access to LinkedIn Learning giving free access to real world training courses to kick-start your careers.
If you want to earn money WorkLink advertises convenient part-time job opportunities on campus to fit round your studies.
To enhance your career prospects even further, you may want to engage in extra-curricular activities to broaden your skills and your network of contacts. Our employer-endorsed, award-winning Personal Skills Award (PSA) recognises your extra-curricular activities, and provides an accredited employability programme.
There are more than 500 student groups and volunteering opportunities offered by the Guild of Students (our Students’ Union) so you’re bound to find activities that you want to be involved in whilst meeting friends who share your interests.
One credit represents about 10 hours of study over the duration of the course.
You are awarded credits after you have successfully completed a module.
For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.
This degree offers a stimulating and wide-ranging introduction to English literature and creative writing. You’ll have the opportunity to study and interpret literature from different historical periods and diverse cultural settings – including translations – and to develop your writing skills in several genres including fiction; poetry; life writing; and scriptwriting for film, radio and stage. The emphasis is very much on practice through guided activities to develop a habit for writing which will involve producing several pieces of creative writing in the forms studied.
Join over 60,000 students who’ve registered for courses starting in October.
Find out more about Entry requirements
This degree has three stages, each comprising 120 credits.
Stage 1 (120 credits).
In Stage 1 you'll encounter a variety of different times and places and engage with some fascinating people, art works, ideas and stories. This broad foundation will help you develop the skills and the confident, open approach you need to tackle more specialist modules at Stages 2 and 3.
Modules | Credits |
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In Stage 2 you’ll be introduced to the creative process, develop your fiction, poetry and life writing skills, and learn about the publishing process. You’ll also choose between looking at whether literature matters by drawing on a range of literary texts and finding out about the ways in which writers of fiction have put together their stories.
Modules | Credits |
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At Stage 3 you’ll develop your writing ability, learning how to sustain longer, more complex works of fiction, life writing and poetry. You'll also learn how to write dramatic scripts for different media. This final stage gives you a choice between two different periods in English literature to focus on.
Modules | Credits |
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We regularly review our curriculum; therefore, the qualification described on this page – including its availability, its structure, and available modules – may change over time. If we make changes to this qualification, we’ll update this page as soon as possible. Once you’ve registered or are studying this qualification, where practicable, we’ll inform you in good time of any upcoming changes. If you’d like to know more about the circumstances in which the University might make changes to the curriculum, see our Academic Regulations or contact us . This description was last updated on 19 March 2024 .
Our qualifications are as accessible as possible, and we have a comprehensive range of support services. Our BA (Honours) English Literature and Creative Writing uses a variety of study materials and includes the following elements:
Every module has its own Accessibility Statement with more detailed accessibility information – you’ll find these on individual module descriptions. Visit our Disability support page to learn about our services.
This qualification develops your learning in four main areas:
The level and depth of your learning gradually increases as you work through the qualification. You’ll be supported throughout by the OU’s unique style of teaching and assessment – which includes a personal tutor to guide and comment on your work; top quality course texts; elearning resources like podcasts, interactive media and online materials; tutorial groups and community forums.
If you have already studied at university level, you may be able to count it towards your Open University qualification – which could save you time and money by reducing the number of modules you need to study. At the OU we call this credit transfer.
It’s not just university study that can be considered, you can also transfer study from a wide range of professional or vocational qualifications such as HNCs and HNDs.
You should apply for credit transfer before you register, at least 4 weeks before the registration closing date. We will need to know what you studied, where and when and you will need to provide evidence of your previous study.
For more details of when you will need to apply by and to download an application form, visit our Credit Transfer website.
On successfully completing this course, we’ll award you our BA (Honours) English Literature and Creative Writing.
The class of honours (first, upper-second, lower-second or third) will depend on your grades at Stages 2 and 3.
You’ll have the opportunity to attend a degree ceremony.
If you intend to use your Open University qualifications to seek work or undertake further study outside the UK, we recommend checking whether your intended qualification will meet local requirements for your chosen career. Find out more about international recognition of Open University qualifications .
As a student of The Open University, you should be aware of the content of the qualification-specific regulations below and the academic regulations that are available on our Student Policies and Regulations website.
There are no formal entry requirements for this qualification.
At The Open University we believe education should be open to all , so we provide a high-quality university education to anyone who wishes to realise their ambitions and fulfil their potential.
Even though there are no entry requirements, there are some skills that you'll need to succeed. If you're not quite ready for OU study we can guide you to resources that prepare you, many of which are free.
Answer a few quick questions to check whether you're ready for study success
Find out if you have enough time to study with our time planner
Students who start their study with an Access module are more likely to be successful when they advance to Stage 1 of their qualification. They’re specially designed to give you a gentle introduction to OU study, boost confidence in your study skills, and help you gain a broad overview of your chosen subject area.
You’ll also benefit from:
What you will study.
View full details of Arts and languages Access module
80% of our students pay nothing upfront by financing their studies with a student loan.
Years of study.
Part-time study gives you the flexibility to balance other commitments with study.
You’ll study for around 16–18 hours a week.
Full-time study enables you to complete your course over a shorter time.
You’ll study for around 32–36 hours a week.
Because OU study is flexible, you don’t have to stick to just part-time or full-time study. You can choose to study more or less each year to suit you.
Because OU study is flexible, you don’t have to stick to just part-time study. You can vary the amount of study you take on each year. That means you can gain your qualification in a timeframe that works for you.
3 years 6 years
£7,272* £3,636*
A degree is worth 360 credits. The fee per year is based on studying 60 credits per year for 6 years. A degree is worth 360 credits. The fee per year is based on studying 120 credits per year for 3 years.
You’ll fund your modules as you study them – you won’t have to pay for your whole qualification up front
*The fee information provided here is valid for modules starting before 31 July 2025. Fees typically increase annually. In England, fees are subject to the part-time fee limit, as set out in section C of the University's Fee Rules .
There are several ways to fund your study, often without paying anything upfront.
The most common way for our students to fund their study.
Open university student budget account (ousba).
Repay in monthly instalments while you study.
Pay before each module starts. You can also combine card or bank transfer payments with other payment methods.
More than 1 in 10 OU students are sponsored by their employer.
If you’re a serving member of the British Armed Forces (or you’ve recently left), you may be eligible to use ELCs to cover up to 100% of your course fees.
To find out what funding options are available you need to tell us:
Do you already hold a degree, was your previous degree in the same subject you wish to study now, was it achieved in the last 5 years, are you employed, are you a member of british forces posted overseas.
British Forces
*The fee information provided above is valid for modules starting before 31 July 2025. Fees typically increase annually. For further information about the University's fee policy, visit our Fee Rules .
Your course fees cover your tuition, assessment and study materials, but there are still a few additional costs that can come with studying. If your income is less than £25,000 or you receive a qualifying benefit, you could get help with some of these costs after you start studying.
You may be eligible for:
Talk through your funding options with one of our advisors, save money with the open university.
Compare the cost of studying at the OU with other campus-based universities in England.
Qualification | Total cost at campus university* | Total cost at The Open University** | Saving with The Open University |
---|---|---|---|
Honours Degree | £27,750 | £21,816 | £5,934 (21%) |
Diploma of Higher Education | £18,500 | £14,544 | £3,956 (21%) |
Certificate of Higher Education | £9,250 | £7,272 | £1,978 (21%) |
*Based on maximum chargeable fees for 24/25 academic year.
**The fee information provided here is valid for modules starting before 31 July 2025. Fees typically increase annually. In England, fees are subject to the part-time fee limit, as set out in section C of the University's Fee Rules .
With our unique approach to distance learning, you can study from home, work or on the move.
You’ll have some assessment deadlines to meet, but otherwise, you’ll be free to study at the times that suit you, fitting your learning around work, family, and social life.
For each of your modules, you’ll use either just online resources or a mix of online and printed materials.
Each module you study will have a module website with
If you have additional needs, we can also provide most module materials in alternative formats. Find out more about materials on our accessibility webpage .
See how our module websites work.
Student, Ffion, describes why she chose the OU and how she is using her degree to progress herself further in a career she loves.
You’ll have a tutor for each module, who will introduce themselves before the module begins.
Throughout the module, they will:
Tutorials usually take place online, and they’re always optional.
Online tutorials are live presentations with module tutors in dedicated online tutorial rooms and are sometimes recorded.
Our assessments are all designed to reinforce your learning and help you show your understanding of the topics. The mix of assessment methods will vary between modules.
Computer-Marked Assignments
Tutor-Marked Assignments
End-of-Module Assessments
Progressing to a point where I felt more comfortable writing my assignments, and having my scores reflecting that, made me quite happy because it showed the hard work was being rewarded. Patrick ‘Ricky’ Skene, BSc (Hons) Sport, Fitness and Coaching
Throughout your studies, you’ll have access to our subject-specific Student Support Teams.
They’ll help you with any general questions about your study and updates to your OU account.
To help with your studies, you’ll also have access to:
Find out more about student support and being a part of the OU community.
Having a course that was really varied and studying in a style that worked for Nick, was key to him launching his own business and becoming an entrepreneur.
Studying English literature and creative writing will equip you with an adaptable set of skills that can give entry to a vast range of occupations, leading in a number of career directions. You’ll learn to evaluate and assimilate information in constructing an argument; and acquire skills of creative and critical thinking, analysis, and communication that are much in demand in the workplace. You’ll also sharpen up essential writing and IT skills. These are key skills that are crucial to many different kinds of complex organisations, and are greatly sought after in the world beyond study – whether you’re already working, volunteering, or changing career.
The breadth of study and the range of analysis, combined with training in clear thinking and communication, make this degree course relevant to a wide variety of careers, including:
Many graduate-level jobs are open to graduates of any discipline, particularly in business, finance, management consultancy and the public sector. Some careers may require further study, training and/or work experience beyond your degree.
Once you register with us (and for up to three years after you finish your studies), you’ll have full access to our careers service for a wide range of information and advice. This includes online forums, website, interview simulation, vacancy service as well as the option to email or speak to a careers adviser. Some areas of the careers service website are available for you to see now , including help with looking for and applying for jobs. You can also read more general information about how OU study enhances your career .
In the meantime if you want to do some research around this qualification and where it might take you, we’ve put together a list of relevant job titles as a starting point. Some careers may require further study, training and/or work experience beyond your degree:
Our prospectuses help you choose your course, understand what it's like to be an OU student and register for study.
Request prospectus
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NOTTINGHAM CREATIVE WRITING HUB
at Nottingham Trent University
Ntu is the home of dynamic and long-established undergraduate and postgraduate courses in creative writing, with a very exciting and thriving community of writers. here you will find links to our courses, member profiles, and information about events, awards and publications..
NTU’s School of Arts and Humanities has some of the finest writers in the country on its staff, in fiction, poetry, scriptwriting, creative non-fiction, and other genres. Many of our members are also academic and press critics. Our students often do extraordinary things. This is a great place to find out about what these writers do, what they’re up to, and how you can get involved. We believe in community and communication, the principles of open inquiry, and great writing – wherever it comes from.
NTU’s School of Arts and Humanities is also home to the Centre for Research in Literature, Linguistics and Culture . Most of our staff and PGR members are also members of this Research Centre, and the points of connection are multiple and varied. We urge you to check that out too.
If you are a Hub member, or are in any way affiliated with our activities, and wish to have an article considered for publication on the Nottingham Creative Writing Hub blog, please contact the Hub Convener Rory Waterman (contact details linked under ‘Members’).
Program overview.
Named one of the “Five Innovative/Unique Programs” creative writing programs by The Atlantic , the master of fine arts in creative writing is one of two programs offered by UNLV’s Creative Writing International Program with genre concentrations in fiction, literary nonfiction, and poetry. By providing an innovative curriculum and fostering an educational environment where students can perfect their art, our graduates become globally-engaged writers that demonstrate socially-engaged and active writing practices.
Students receive a strong theoretical foundation in their selected genre concentration, as well as an appreciation for the art and theory across various genres, thereby expanding their creative abilities. Moreover, they develop a nuanced understanding of canonical contexts and the historical evolution of literature, which provides valuable insights into new writing. Through exposure to international writing and literary translation, students cultivate a practical appreciation for diverse linguistic traditions beyond English, enriching their creative perspectives.
A high percentage of our graduates have widely published fiction, literary nonfiction, journalism, and poetry with mainstream presses, indie presses, and nationally esteemed venues such as:
Our students follow a three-year course of study that includes writing workshops, genre forms courses, literature classes, a residency abroad, completion of a literary translation, and completion of a book-length manuscript that meets the standard of publishable works. Students also have the opportunity for teacher training and practical experience in literary publishing.
Additionally, our department, in partnership with the Black Mountain Institute, offers the Doctorate of Philosophy in English with a Creative Dissertation, supported by a graduate assistantship combined with the Black Mountain Institute fellowship.
All MFA students are fully funded by UNLV and the Black Mountain Institute (BMI) for three years of study towards their degrees.
Duties for the Graduate Assistantship are 20 hours per week, usually fulfilled through a combination of teaching, tutoring in the Writing Center, and working for English Department or Black Mountain Institute publications.
Maile chapman, ph.d..
The UNLV creative writing program offers a supportive and immersive experience to its students. From day one, students become part of a vibrant community of writers where creativity thrives and collaboration flourishes. Whether students aspire to publish their writing, pursue further study, or embark on diverse career paths within the literary world, UNLV provides the resources, support, and community they need to thrive and succeed.
The UNLV Department of English has a longstanding relationship with the Beverly Rogers, Carol C. Harter Black Mountain Institute (BMI). This allows our students to receive opportunities to engage in creative and literary activities with visiting BMI fellows in socially meaningful literary events for the city of Las Vegas and its greater community. Recent BMI fellows and national and international award-winning visitors include:
See the Black Mountain Institute's website for more information.
The creative writing concentration helps students develop their writing craft and critical thinking skills through a workshop setting and literature courses. It equips them with professional skills for various industries and prepares them for graduate studies in English and creative writing.
Founded by M.F.A. alumna Kat Kruse in 2010, Neon Lit is a completely student-run reading series featuring writing of students currently in the Creative Writing programs at UNLV. Events are held on the last Friday of each month usually at the Writer’s Block, an independent bookstore and community center in downtown Las Vegas. See Neon Lit’s website and YouTube Channel for more information.
Breakout writers series.
The “Breakout Writers Series” or Emerging Writers Series features writers just emerging on the literary scene. Writers who visit and read for this series are chosen entirely by the students in the M.F.A. and Ph.D. programs.
The yearly Alumni Reading Series celebrates the literary successes of graduates of the program. Recent alumni readers include Marianne Chan, Jean Chen Ho, Clancy McGilligan, Alissa Nutting, Juan Martínez, Sasha Steensen, and Mani Rao.
Applicants must choose the International Focus subplan, unless they have already been accepted to the Peace Corps Master's International Partnership program.
Each year, our program admits several international writers with high competency in writing in English that immensely contribute to our literary community. Our diverse student body fosters a rich exchange of ideas and perspectives, creating a dynamic learning environment that prepares graduates for success in the global literary landscape. Furthermore, UNLV's creative writing program values inclusivity and encourages applicants from diverse backgrounds and life experiences to contribute to the vibrant tapestry of voices within our community.
English Language and Literature BA
University Park Campus, Nottingham, UK
View courses in Clearing to start in September 2024
Qualification | Entry Requirements | Start Date | UCAS code | Duration | Fees |
---|---|---|---|---|---|
BA Hons | AAA | September 2025 | Q392 | 3 years full-time | £9,250 per year |
Qualification | Entry Requirements | Start Date | UCAS code | Duration | Fees |
---|---|---|---|---|---|
BA Hons | AAA | September 2025 | Q392 | 3 years full-time | £9,250 per year |
Entry requirements : 36 AAA
6 in English at Higher Level
6.5 w/ no less than 6.0 in ea.
Check our country-specific information for guidance on qualifications from your country
A in English literature or language (or combined) at A level; plus a GCSE at level 4 (grade C) or above in English
General studies, critical thinking and citizenship
All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2023 entry.
Please note: Applicants whose backgrounds or personal circumstances have impacted their academic performance may receive a reduced offer. Please see our contextual admissions policy for more information.
We recognise that applicants have a wealth of different experiences and follow a variety of pathways into higher education.
Consequently we treat all applicants with alternative qualifications (besides A-levels and the International Baccalaureate) on an individual basis, and we gladly accept students with a whole range of less conventional qualifications including:
Access to HE Diploma
This list is not exhaustive. The entry requirements for alternative qualifications can be quite specific; for example you may need to take certain modules and achieve a specified grade in those modules. Please contact us to discuss the transferability of your qualification. Please see the alternative qualifications page for more information.
RQF BTEC Nationals
RQF Level 3 BTEC National Extended Diploma - unfortunately we are unable to accept this qualification on its own due to the subject specific requirements at A Level.
Mixed qualifications accepted if taking A Level English alongside.
BTEC National Extended Diploma D*DD + A in A Level English
D*D in BTEC Diploma + A in A Level English.
D in BTEC Subsidiary Diploma/ Extended Certificate + AA including A Level English
Pass Access to HE Diploma Humanities Pathway with 45 credits at level 3 of which 36 credits must be at Distinction and 9 credits at Merit
15 level 3 credits must be from English modules and 9 of these English credits must be at Distinction.
At the University of Nottingham, we have a valuable community of mature students and we appreciate their contribution to the wider student population. You can find lots of useful information on the mature students webpage .
International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.
A in English literature or English language (or combined) at A level; four GCSE passes at grade AFor applicants whose first language is not English:IELTS 7.0 (no less than 6.0 in any element)TOEFL paper-based 600 (no less than 4.5 in TWE)TOEFL IBT 100 (no less than 19 in any element)
We make contextual offers to students who may have experienced barriers that have restricted progress at school or college. Our standard contextual offer is usually one grade lower than the advertised entry requirements, and our enhanced contextual offer is usually two grades lower than the advertised entry requirements. To qualify for a contextual offer, you must have Home/UK fee status and meet specific criteria – check if you’re eligible.
Duration : 3 years full-time 3 years full-time
On this course, you can apply to study abroad at one of our partner institutions or at University of Nottingham China or University of Nottingham Malaysia.
If you are successful in applying to study abroad, you will get the opportunity to broaden your horizons and enhance your CV by experiencing another culture. Teaching is typically in English, but there may be opportunities to study in another language if you are sufficiently fluent.
You can choose to study similar modules to your counterparts in the UK or expand your knowledge by taking other options.
The school you are joining may also have additional study abroad options available. Please visit the school website for more information.
Please note: In order to study abroad you will need to achieve the relevant academic requirements as set by the university and meet the selection criteria of both the university and the partner institution. The partner institution is under no obligation to accept you even if you do meet the relevant criteria.
If your course does not have a compulsory placement, integrated year in industry or compulsory year abroad where there is already an opportunity to undertake a work placement as part of that experience, you may be able to apply to undertake an optional placement year. While it is the student’s responsibility to find and secure a placement, our Careers and Employability Service will support you throughout this process. Contact placements@nottingham.ac.uk to find out more.
The school/faculty you are joining may also have additional placement opportunities. Please visit the school/faculty website for more information.
Please note: In order to undertake an optional placement year, you will need to achieve the relevant academic requirements as set by the university and meet any requirements specified by the placement host. There is no guarantee that you will be able to undertake an optional placement as part of your course.
Please be aware that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.
Please note: In order to study abroad you will need to achieve the relevant academic requirements as set by the university and meet the selection criteria of both the university and the partner institution. The partner institution is under no obligation to accept you even if you do meet the relevant criteria.
The school/faculty you are joining may also have additional placement opportunities. Please visit the school/faculty website for more information.
Please note: In order to undertake an optional placement year, you will need to achieve the relevant academic requirements as set by the university and meet any requirements specified by the placement host. There is no guarantee that you will be able to undertake an optional placement as part of your course.
Please be aware that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.
Fees : £23,000 per year £9,250 per year
All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .
Essential course materials are supplied.
You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. A limited number of modules have compulsory texts which you are required to buy. We recommend that you budget £100 per year for books, but this figure will vary according to which modules you take. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (e.g. Amazon, Waterstones, WH Smith). They also offer second-hand books, as students from previous years sell their copies back to the bookshop.
For volunteering and placements e.g. work experience and teaching in schools, you will need to pay for transport and refreshments.
Field trips allow you to engage with source materials on a personal level and to develop different perspectives. They are optional and costs to you vary according to the trip; some require you to arrange your own travel, refreshments and entry fees, while some are some are wholly subsidised.International students
* For full details including fees for part-time students and reduced fees during your time studying abroad or on placement (where applicable), see our fees page .
If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .
We offer a range of international undergraduate scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.
International scholarships
Field trips allow you to engage with source materials on a personal level and to develop different perspectives. They are optional and costs to you vary according to the trip; some require you to arrange your own travel, refreshments and entry fees, while some are some are wholly subsidised.
Over one third of our UK students receive our means-tested core bursary, worth up to £1,000 a year. Full details can be found on our financial support pages .
* A 'home' student is one who meets certain UK residence criteria. These are the same criteria as apply to eligibility for home funding from Student Finance.
Do you love nothing more than a good book? Or perhaps you’ve always wanted to know how language works, or how it changes over time?
If you love literature and are interested in the inner workings of your favourite texts, this is the course for you. We'll study English literature throughout history and learn how the language developed. This includes thinking about the uses and the themes, principles, techniques, values and significance of literary works in their contexts. There’s also chance to develop your creative writing, learning from expert staff who are published poets and authors themselves.
Our huge choice of optional modules in everything from Vikings to drama means you can discover new passions, explore what you already love, and tailor your degree to what interests you the most.
We are also proud to be ranked top 20 for English in the UK (The Times and Sunday Times Good University Guide 2024 and Complete University Guide 2024).
Watch the video s about our key areas of study.
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.
Beginnings of English
Drama, Theatre, Performance
Studying Language
Studying Literature
Academic Community
Creative Writing Practice
Shakespeare's Histories: Critical Approaches
Literary Linguistics
Chaucer and his Contemporaries
From Talking Horses to Romantic Revolutionaries: Literature 1700-1830
Literature and Popular Culture
Modern and Contemporary Literature
Old English: Reflection and Lament
Shakespeare and Contemporaries on the Page
Ice and Fire: Myths and Heroes of the North
Victorian and Fin de Siècle Literature: 1830-1910
Language Development
Language in Society
Names and Identities
The Psychology of Bilingualism and Language Learning
Shakespeare and Contemporaries on the Stage
From Stanislavski to Contemporary Performance
Twentieth-Century Plays
Fiction: Forms and Conventions
Poetry: Forms and Conventions
English Dissertation: Full Year
Old English Heroic Poetry
Dreaming the Middle Ages: Visionary Poetry in Scotland and England
The Self and the World: Writing in the Long Eighteenth Century
Contemporary Fiction
Making Something Happen: 20th Century Poetry and Politics
Single-Author Study
The Gothic Tradition
The Viking Mind
Songs and Sonnets: Lyric poetry from Medieval Manuscript to Shakespeare and Donne
Reformation and Revolution: Early Modern literature and drama 1588-1688
One and Unequal: World Literatures in English
Teaching English as a Foreign Language
English Place-Names
Advanced Stylistics
Language and Feminism
Language and the Mind
Changing Stages: Theatre Industry and Theatre Art
Modern Irish Literature and Drama
Advanced Writing Practice: Fiction
Advanced Writing Practice: Poetry
The above is a sample of the typical modules we offer, but is not intended to be construed or relied on as a definitive list of what might be available in any given year. This content was last updated on Tuesday 3 October 2023. Due to timetabling availability, there may be restrictions on some module combinations.
You may be able to choose to study a language as part of this degree.
Learning another language can open career opportunities around the globe and enriches your CV. It could also help you in your studies by being able to access learning materials in other languages.
If you are planning to travel or work abroad it will help you to broaden your cultural understanding.
Our Language Centre offers many languages, and you may start as a beginner or at a more advanced level.
Find out more about learning a language as part of your degree
What was the earliest literature in English like? Where does English come from? What does ‘English’ really mean, anyway?
On this module, we’ll explore a range of English and Scandinavian literature from the medieval period. You'll also meet themes and characters who are at once familiar and strange: heroes and heroines, monster-slayers, saints, exiles, tricksters, lovers, a bear, and more.
From Tolkien to Marvel, the medieval past has been an inspiration for fantasy fiction and modern myth. As well as introducing you to stories and poetry which is exciting, inspiring and sometimes plain weird, we’ll also be looking at some of the challenges of the modern world.
Thinking about the past, means thinking about how it is used in the present day. The idea of a 'beginning' of English language and literature often gets incorporated into modern beliefs about national, ethnic and racial identity. On this module, we’ll begin the necessary work of challenging these ideas and building a better understanding of the medieval past and why it still matters.
This module is worth 20 credits.
Who makes theatre? Where does performance happen, and who is in the audience? How is society represented on stage?
These questions are at the heart of this module, and we will explore the extraordinary variety of drama in the Western dramatic tradition. You will examine dramatic texts in relation to their historical context, spanning:
Alongside texts, you'll also consider the extra-textual features of drama, including the performance styles of actors, the significance of performance space and place, and the composition of various audiences.
You will study selected plays in workshops, seminars and lectures, where we will explore adaptation and interpretation of the texts through different media resources. You can also take part in practical theatre-making, exploring extracts from the selected play-texts in short, student-directed scenes in response to key questions about performance.
On this module you will learn about the nature of language, and how to analyse it for a broad range of purposes. It aims to prepare you for conducting your own language research across your degree.
The accompanying weekly workshops will explore levels of language analysis and description – from the sounds and structure of language, through to meaning and discourse. These can be applied to all areas of English study, and will prepare you for your future modules.
In your lectures, you will see how our staff put these skills of analysis and description to use in their own research. This covers the study of language in relation to the mind, literature, culture, society, and more. Your seminars then give you a chance to think about and discuss these topics further.
This module introduces the core skills for literary studies, including skills in reading, writing, researching and presentation. Topics covered include:
You will put these new skills into practice through reading specific literary texts. These are focused on poetry and prose selected from the full range of the modern literary period (1500 to the present).
Across the year, you will learn about different interpretive approaches and concepts, and will examine literary-historical movements and transitions.
This module introduces the key issues and skills in English, for transitioning to university-level study. It explores areas of overlap between the different areas of English at Nottingham.
You will be taught in small groups by your personal tutor, and encouraged to explore – both critically and reflectively – what it means to be a student of English.
We support you to develop study, research and communication skills, which will be useful across all your modules. This includes building effective skills for reflective writing and oral presentation.
Taking a creative approach to language is a big part of what all writers do. In this module, we introduce the process of writing poetry and fiction.
You'll gain a broad perspective on creative writing, exploring essential techniques and examining the contexts in which writers create their work.
We will cover:
You are taught by published poets and novelists, who'll share their insights and work closely with you to support your development. We also invite guest lecturers, so you can benefit from a professional perspective on the realities of writing and publication.
What is 'England'? Should we have a choice in who rules us? And can we ever really believe the news?
Shakespeare's history plays are less known to modern readers than his comedies and tragedies, but the question they ask are startlingly visionary. Through his sequence covering the monarchs from Richard II to Henry V, Shakespeare used the resources of the commercial theatre to explore a nation in crisis. These wildly successful plays have also been the inspiration for some of the most political Shakespeare productions of later centuries, as the plays continue to be applied to modern contexts of war and regime change.
Through close reading, performance analysis, and critical writing, this module explores how Shakespeare reshaped history to dramatic effect, and how later theatre- and filmmakers have reinterpreted them in light of current events.
Key issues include:
Through exploring these plays, you will gain a grounding in the analysis of theatre and film – drawing on a wide range of mainstream and fringe productions – and in the performative, linguistic, and thematic contexts that shaped Shakespeare's writing.
This module is worth 10 credits.
All literature is written in language, so understanding how language and the mind work will make us better readers and critics of literary works.
This module brings together the literary and linguistic parts of your degree. It gives you the power to explore any text from any period by any author. You will study how:
Chaucer dominates our conception of late Middle English literature, but he was one among several exceptional writers of his time.
This module focuses on 40 years of writing, to consider whether Chaucer’s concerns with identity and authority, comedy and tragedy, and wit and wisdom are uniquely his, or shared with other writers.
We will cover a wide range, including:
You will read works by the so-called Ricardians: Chaucer, Gower, the Gawain-poet, and Langland, but also the mystic writings of Julian of Norwich and Margery Kempe and some poetry by Thomas Hoccleve.
By the end of the module, you will have gained confidence in reading and discussing Middle English texts, and be aware of key issues around form, language, and authority and influence.
This module introduces different kinds of literature, written between 1700-1830. This was a dramatic time in literary history, resulting in the Romantic period. It involved many areas of great contemporary relevance, such as class, poverty, sexuality, and slavery.
We will examine:
As part of this module, you will explore novels, poems, and prose works that bring to life the intellectual, social and cultural contexts of the period.
This module investigates the relationship between literature and popular culture. You will explore works from across a range of genres and mediums, including:
As well as exploring topics such as aesthetics and adaptation, material will be situated within cultural, political and historical contexts allowing for the distinction between the literary and the popular.
This module charts the dramatic transformations and innovations of literature in the 20th and 21st centuries.
Moving between genres, the module unfolds chronologically from modernism, through the inter-war years, and into postmodernism and the contemporary scene.
We explore some of the huge artistic shifts of this long and turbulent period. You will examine how modern and contemporary literature connects to the cultural revolutions, intellectual debates, political and social upheavals, and ethical complexities of its times.
This module explores the tradition that the poetry and prose of Old English often focuses on warfare and heroic action. You will study and analyse poems from the Exeter Book 'elegies' and also passages from Beowulf to explore this rich and rewarding genre. You'll have a two-hour lecture and one-hour seminar each week for this module.
This module focuses on material written between 1580 and 1630 to provide you with an introduction to methods of reading early modern texts. Shakespeare’s poetry will be among the core texts; other canonical writers will include Christopher Marlowe, Edmund Spenser, Philip Sidney and John Donne. You’ll explore the practice of historicised readings of early modern texts and you’ll consider the related challenges and limitations. You’ll have one hour of lectures and two hours of seminars each week.
Odin, Thor and Loki: almost everyone has heard about them, but where do their stories come from?
In this module, we will learn about the origins of their myths from various sources: images on stone and wood in the Viking Age, as well as the written texts of the Middle Ages.
We will learn about giants, dwarves, valkyries and rumour-spreading squirrels, as well as the cosmology and religion which are embedded in Old Norse mythology. We will talk about heroes and villains, from dragon-slayers to queens who kill to avenge their brothers.
The stories of Old Norse mythology have influenced writers throughout history. from Tolkien to the Marvel Universe, they are still part of our culture. This module will take you back to the beginnings and show that there are so many more marvellous myths to explore.
The module is with 20 credits.
Explore a wide variety of Victorian and fin-de-siècle literature, with examples taken from fiction, critical writing and poetry.
You will examine works by Elizabeth Barrett Browning, Alfred Lord Tennyson, Charles Dickens, Mary Elizabeth Braddon, Oscar Wilde, Henry James, HG Wells and Joseph Conrad.
We will focus on understanding changes in literary forms and genres over this period, and how these relate to broader developments in Victorian social, economic and political culture.
The module is organised around the following interrelated themes:
You’ll explore how English is learnt from making sounds as an infant through to adulthood. Topics relating to early speech development include: the biological foundations of language development, the stages of language acquisition and the influence of environment on development. Further topics which take into account later stages of development include humour and joke telling abilities, story-telling and conversational skills and bilingualism.
When we study language, we learn about how society works. Why do some people have more noticeable accents than others? Why are some people taken seriously when they talk, while others aren’t? How do those with power use language to manipulate us into thinking a certain way?
On this module, these are the sorts of questions you’ll be thinking about. We focus on how people use language, how language varies between different speakers, and how language is used to represent different social groups. We consider:
You’ll learn how to conduct a sociolinguistic study which explores topics such as these. You will also spend time each week analysing original language data.
The module is worth 20 credits.
What can given names, surnames and nicknames tell us about people in the past? What determines the choice of a name for a child? Where does our hereditary surname system come from? How have place, class and gender impacted upon naming through time? This module will help you answer all these questions and more. Interactive lectures and seminars, and a project based on primary material tailored to each participant, will introduce you to the many and varied, fascinating and extraordinary types of personal name and their origins.
Are you interested in languages and the multilingual world? Have you ever wondered how our brains process learning a second language? Would you like to teach English overseas one day? If so, this module could be for you.
Drawing on current theories of second language acquisition, we will consider:
You will spend three hours per week on this module, split equally between a lecture and follow-up seminar.
This module offers an in-depth exploration of the historical and theatrical contexts of early modern drama. This module invites students to explore the stagecraft of innovative and provocative works by Shakespeare and key contemporaries, such as Middleton, Johnson, and Ford (amongst others). Students will explore how practical performance elements such as staging, props, costume and music shape meaning. You’ll have one hour-long lecture and one two-hour long seminar each week, with occasional screenings.
Develop your understanding of some of the most influential performance theories and practice, from the beginning of the 20th century to the present.
Building on the ‘Drama, Theatre, Performance’ module, you will deepen your understanding of Stanislavski and Brecht in practice, as well as exploring the work of other influential theorists and practitioners.
Possible material includes:
For this module, you’ll have a mix of lectures and practical workshops, totalling three hours a week.
Workshops offer the opportunity for practical drama. You will explore theory in practice, through work with excerpts from canonical theatrical scripts and other performance scripts.
Theatre makers in the long 20th century have been dealing with a series of pressing artistic and social issues, many of which still concern us today.
These issues include:
In order to answer such questions, this module gives an overview of key plays and performances from the 1890s to the present. You will study these key texts in their original political, social, and cultural contexts. You will also:
This module expands on the work done in the first year by undertaking a sustained analysis of technique and craft related to fiction writing, including narrative voice, point of view, character development, dialogue, plot, and setting. You will be introduced to a wide and diverse range of writers and techniques as well as exploring the publishing industry as it relates to fiction. You will develop your own creative work as well as your critical and reflective skills.
This module expands on the work done in the first year by undertaking a sustained analysis of technique and craft related to writing poetry, including poetic line, stanza, rhyme and related techniques, and imagery, along with a number of traditional forms such as the sonnet or haiku. You will be introduced to a wide and diverse range of writers and techniques as well as exploring the publishing industry as it relates to poetry. You will develop your own creative work as well as your critical and reflective skills.
You have the option of writing an individual research project in your final year. This can be on a topic of language, literature or performance.
You will work on a one-to-one basis with a supervisor, producing a detailed and sustained piece of writing.
There is also the option of completing a project-based dissertation . This is useful if you are interested in applied or practical aspects of English.
Recent dissertation titles include:
This module gives an opportunity to those who already have a basic knowledge of Old English language and literature to explore some of the astonishing range of texts from the earliest stages of English literature. The texts studied are heroic and Christian. Themes include Germanic myth and legend, heroic endeavour, Christian passion. A study of the epic poem Beowulf — its characters, its themes, its ‘meaning’ — is essential to the module. Texts are read in Old English (with plenty of help given).
The genre of dream-vision inspired work by all the major poets of the Middle Ages, including William Langland, the Pearl-Poet, and Geoffrey Chaucer. The course will aim to give you a detailed knowledge of a number of canonical texts in this genre, as well as ranging widely into the alliterative revival, and chronologically into the work of John Skelton in the early sixteenth century. The course will depend upon close, detailed reading of medieval literary texts, as well as focusing on the variety and urgency of issues with which dream poetry is concerned: literary, intellectual, social, religious and political.
The years from 1660 to 1830 are enormously important, especially in terms of the representation of the self in literature: Milton promoted the idea of the poet inspired by God; Pope and Swift mocked the possibility of anyone truly knowing their self; Wordsworth used poetry to explore his own life; and Byron and Austen provided ironic commentaries on the self-obsessions of their peers. This period also saw the rise of the novel (a form that relies upon telling the story of lives), a flourishing trade in biography, and the emergence of new genre, autobiography. This module will look at some of the most significant works of the period with particular reference to the relationship between writers and their worlds. Topics might include: the emergence, importance and limitations of life-writing; self- fashioning; the construction – and deconstruction - of the ‘Romantic’ author’; transmission and revision; translation and imitation; ideas of the self and gender; intertextuality, adaptation, and rewriting; creating and destroying the past; and writing revolution. Texts studied will range across poems, novels and prose.
Explore the novel from the late twentieth century onwards, in Britain and beyond.
We will concentrate on the formal operations and innovations of selected novelists, considering how the contemporary socio-historical context influences these questions of form. Topics considered include:
Contemporary fiction is focused on writing emerging from Britain and closely-related contexts in the post-war period. This module offers strands structured around a number of political, social and cultural frameworks in Britain. These include:
This module particularly explores the network of relationships between context, content and form, supported by related literary and cultural theory and philosophy.
This module introduces key modern and contemporary poets.
You will build a detailed understanding of how various poetic forms manifest themselves in particular historical moments. Unifying the module is an attention to poets’ responses to the political and ideological upheavals of the 20th century.
The module will include such (primarily) British and Irish poets as:
Some of the forms examined will include: the elegy, the pastoral (and anti-pastoral), the ode, the sonnet (and sonnet sequence), the ekphrastic poem, the version or retelling, the villanelle, the parable and the sestina.
To develop a more complete perspective on each poet’s engagement with 20-century formal and political problems, we also examine these figures’ writings in other modes. This includes critical essays, manifestos, speeches, and primary archival materials such as letters and manuscript drafts.
Grounding each week will be readings on poetry and the category of the ‘political’ from an international group of critics, including such thinkers as Theodor Adorno, Charles Bernstein, Claudia Rankine, Peter McDonald, Angela Leighton, Christopher Ricks and Marjorie Perloff.
This stranded module provides students with a detailed introduction to the major works of a single author (e.g. James Joyce, Virginia Woolf, D. H. Lawrence). Students will select one author to study from a range on offer. They will then have the opportunity to consider in detail important thematic and stylistic aspects of their chosen author’s work, taking account of the chronological development of his/her writing practice (if relevant), and his/her relationship to key historical and literary contexts.
This module focuses on the connections between literary texts, politics, and relevant historical/cultural contexts in gothic texts. You may cover:
Examples include The Haunting of Hill House (both Shirley Jackson’s novel and the Netflix adaptation), The Gilda Stories by Jewelle Gomez, and Saga of the Swamp Thing by Moore, Bissette and Totleben, and The Visions of the Daughters of Albion by William Blake.
You will explore various critical and theoretical approaches to literature, film, comics, adaptation, and popular culture. The module also seeks to decolonise Gothic Studies, including work by creators from a wide range of backgrounds who identify with a diverse range of subject positions.
Our images of Vikings come largely from the Icelandic sagas. These present a Viking Age of daring exploits, global exploration and bloody feuds, as carried out by valiant warriors and feisty women. But how accurate are the sagas when it comes to understanding what really happened in the Viking Age? Can they provide an insight into the Viking mind?
This module explores Norse and Viking cultural history, using an interdisciplinary approach grounded in the study of texts.
Topics covered include:
Your one-hour lectures will provide the evidence base for discussion in the two-hour, student-led seminars. The seminars also include some language work.
Assessment for this module is by a one-hour exam of comment and analysis, and a 3000-word project on a topic of your choice in consultation with a tutor.
Through the exploration of lyric poetry, this module examines cultural and literary change from the fourteenth to the seventeenth century. It will consider the rise of ‘named poet’, the interaction of print and manuscript culture, the representation of love, and the use of the female voice. It will develop further students’ confidence in handling formal poetic terminology and reading poetry from this period. It will also enable students to think pragmatically about the transmission of lyric in modern editions, and about how best to represent the form.
Literature and Drama across the early modern period contributed to, and was often caught up in, dramatic changes in social, political, and religious culture which changed the way that people experienced their lives and the world around them. This module gives students the opportunity to read a wide range of texts in a multitude of genres (from drama, to prose fiction, pamphlets and poetry) in their immediate contexts, both cultural and intellectual. This module will situate the poetry, prose and drama between 1580 and 1700 against the backdrops of civil war and political revolution, scientific experimentation, and colonial expansion; in doing so, it will ask how the seventeenth century forms our current understandings of the world. Students will be encouraged to read widely, to develop a specific and sophisticated understanding of historical period, and to see connections and changes in literary and dramatic culture in a period which stretches from the Spanish Armada of 1588 to the ‘Glorious Revolution’ of 1688.
This module examines the late twentieth and early twenty-first century globe through its correlates in fiction. The primary materials for the module will be post-war Anglophone works drawn from a wide geographical range across the world. After introducing the history of the idea of world literature, these works will be situated within a series of theoretical ‘worlds’: world literary systems; post-colonial criticism; cosmopolitanism; world ecologies; resource culture; literary translation theory. The module will also attend to critiques of 'world literature’ as a concept.
The module is designed to provide students with an understanding of the process of English Language Teaching (ELT) and of the theoretical underpinnings of this practice. In this module students will learn the principles behind the learning and teaching of key aspects and skills of English, including:
Students will also learn how to apply these theoretical principles to the development of teaching materials. This module will therefore be of interest to students who want to pursue a teaching career, and in particular to those interested in teaching English as a second or foreign language.
The module uses the study of place-names to show the various languages – British, Latin, French, Norse and English – that have been spoken in England over the last 2000 years.
You will learn how place-name evidence can be used as a source for the history of English, including:
We also consider the interdisciplinary contribution that place-names offer to historians and geographers.
For this module's assessment, you can choose a geographical area of particular interest.
This module offers an advanced study of the language of literary texts and how it impacts reading and interpretation. It bridges the gap between the literary and linguistics aspects of our BA degrees. It also equips you with skills that will be useful in the teaching of English, or for a career in publishing.
You will study:
You will learn to explain how style contributes to meaning and interpretation, and why texts affect you in different ways.
This module provides comprehensive knowledge of feminist theory, as applied to a series of language and linguistic contexts.
You will explore a range of analytical approaches to language, including conversation analysis, critical discourse analysis, and interactional sociolinguistics. You will also respond to, and critically engage with, contemporary real-world problems associated with gender and sexuality, through the consideration of discourse-based texts.
Speaking, listening, reading, and writing are a complex set of behaviours that are a fundamental part of our daily lives. And yet they remain difficult to fully explain.
When you hear ‘FIRE’, you immediately look for an exit and start moving. Yet all that a speaker has done is produce a string of sounds. Your mind distinguishes these from the murmuring of other voices, feet clomping on the floor, and any background music. Your mind matches the sounds f-i-r-e with a word, retrieves the meaning, and relates them to the current circumstances and responds accordingly.
How does the mind do this? And what makes our minds so special that we can do this? On this module, we begin to address these questions.
You will consider:
Peter Pan, Les Misérables, Hamilton... just a few of the iconic productions that started life in London’s West End, or on Broadway in New York. But why and how did they become so successful?
The 20th and 21st centuries have seen major changes in the way theatre is financed, produced and presented, both on stage and on screen. This module explores the fascinating world of theatre production, covering:
Examining the mainstream and the fringes, we apply case studies including Shakespeare in production, new plays, revivals, and international hits like the ones listed above, illustrating how theatre responds to changing contexts and audiences.
Examine 20th century Irish literature and drama.
Taking the Irish Literary Revival as a starting-point, you will consider authors in their Irish and European context. Such authors include:
We focus on reading texts in relation to their social, historical, and political contexts.
This includes tracking significant literary and cultural responses to Irish experiences of colonial occupation, nationalist uprising and civil war, partition and independence, socio-economic modernisation, and the protracted period of violent conflict in Northern Ireland.
This module builds on the creative writing modules taught in years 1 and 2. It is delivered through a three hour workshop in which the critique of student writing is a central element. You will get to read key writers within specific forms and genres as well as relevant secondary texts. Topics covered will include narrative voice and technique, point of view, character development, dialogue, plot, and setting. By the end of the module you will have been given opportunity to develop and extend your skills and expertise through workshop exercises and the constructive feedback received during the workshop.
This module builds on the creative writing modules taught in years 1 and 2. It is delivered through a three hour workshop in which the critique of student writing is a central element. You will get to read key writers within specific forms and conventions as well as relevant secondary texts. Topics covered will include literary influence, writing process, and collaboration, as well as a more detailed re-examination of some of the techniques and conventions covered in previous modules. By the end of the module you will have been given opportunity to develop and extend your skills and expertise through workshop exercises and the constructive feedback received during the workshop.
When you begin studying at university, you will probably find that you cover material much more quickly than you did while studying for your A levels. The key to success is preparing well for classes and then taking the ideas you encounter further in your own time.
Lectures – provide an overview of what you are studying, using a variety of audio and visual materials to support your learning.
Seminars and workshops – give you the chance to explore and interact with the material presented in lectures in a friendly and informal environment. You will be taught in a smaller group of students, with discussion focusing on a text or topic you've previously prepared.
Workshops are more practical, perhaps through exploring dramatic texts, working with digital materials, or developing presentations.
Tutorials – individual and small-group tutorials let you explore your work with your module tutor, perhaps discussing plans for an essay or presentation, or following up on an area of a module which has interested you.
eLearning – our virtual-learning system, Moodle, offers 24-hour access to teaching materials and resources.
All new undergraduate students can opt into our peer mentoring scheme. Your peer mentor will help you settle into life at Nottingham, provide advice on the transition to university-level study and help you access support if needed.
Over 95% of our class of 2020 graduated with a 1st or 2:1 degree classification. Source: UoN student outcomes data, Annual Monitoring (QDS) Analyses 2020.
Tutor's contributions to high quality teaching and learning are recognised through our annual Lord Dearing Awards. View the full list of recipients .
Our courses are modular, with mainly full-year modules in the first year and mainly semester-long modules in the second and final years. Assessment for most modules takes place at two points, around the middle and end of the module.
Assessment methods – this is based on a combination of coursework, including essays, close-reading exercises, research projects and dissertation, oral and performance presentations, and formal examinations. The precise assessments vary from one module to another and across the years of your degree.
Project-based dissertation – on this course you can choose to do a project-based dissertation, for a more hands-on approach to your research.
More about the project-based dissertation
Feedback – the opportunity to discuss ideas and coursework with your tutor is an integral part of your studies at Nottingham. Whether by giving feedback on an essay plan or discussing the results of an assessment, we help you work to the best of your ability. There are appointed days in each semester to get feedback from tutors, as well as other opportunities to discuss pieces of work.
Assessment methods
You’ll have at least the following hours of timetabled contact a week through lectures, seminars and workshops, tutorials and supervisions.
Your tutors will also be available outside these times to discuss issues and develop your understanding. In the latest National Student Survey (2022), 92% of students agreed that "I have been able to contact staff when I needed to".
We reduce your contact hours as you work your way through the course. As you progress, we expect you to assume greater responsibility for your studies and work more independently.
Your tutors will all be qualified academics. The largest first year lectures are typically attended by up to 300 students, whereas the corresponding seminars are of 16 students. In years two and three, lectures may include up to 170 students, and seminar groups may range from 12 to 24.
As well as scheduled teaching, you’ll carry out extensive self-study such as:
As a guide, 20 credits (a typical module) is approximately 200 hours of work (combined teaching and self-study).
This course is also available part-time. Ordinarily you will study 50% of the modules each year, taking 6 years to complete your course. It may be possible to complete within 4-5 years by taking more modules each year.
Teaching ordinarily takes place on University Park campus Monday-Friday, 9am-6pm. Timetables are normally available shortly before the start of each term, when you can commence module selection. Up until that point we will only be able to give you an indication using a 'typical' timetable.
You will receive the same teaching and learning support as a full-time student, and the same timeframes to complete each module's work.
As an English graduate, you will have gained the following key transferable skills:
Read our student and alumni profiles for more about the range of skills you will gain, as well as the careers which our graduates go into.
You can also learn more about subject-related careers opportunities from our Careers and Employability Service.
Average starting salary and career progression.
78.8% of undergraduates from the Faculty of Arts secured graduate level employment or further study within 15 months of graduation. The average annual starting salary for these graduates was £23,974.
HESA Graduate Outcomes (2017 to 2021 cohorts). The Graduate Outcomes % is calculated using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time within the UK.
Studying for a degree at the University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take.
Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers.
Have a look at our careers page for an overview of all the employability support and opportunities that we provide to current students.
The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers (Ranked in the top ten in The Graduate Market in 2013-2020, High Fliers Research).
Academically, essay writing and reading critically are the main skills I've gained. But I feel like, sort of more importantly, there’s confidence. It’s definitely made me more confident and taught me how to articulate my ideas.
Nina Slater
Related courses.
Faculty of Arts
3 years full-time
Qualification BA Hons
Entry requirements AAA
UCAS code Q300
UCAS code Q3W8
4 years full-time
Entry requirements BCC
UCAS code Q30F
Qualification BA Jt Hons
UCAS code QV31
3 years full-time (also available part-time)
Entry requirements ABB
UCAS code QT37
UCAS code QR31
UCAS code QR32
4 years full time
UCAS code QRH4
Entry requirements AAB
UCAS code QV35
UCAS code QQ38
3 Years full-time
UCAS code QV33
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Literature and creative writing majors are strongly encouraged to pursue experiential learning opportunities as part of your undergraduate education.
At many universities, only graduate students get to try hands-on research. At Linfield, you get to do it. In fact, Linfield will pay you to do it!
You could partner with Dr. Rachel Norman to travel to Mexico and research Arab diaspora literature across the Americas. Or hike through the Cascade Mountains with Dr. David Sumner to learn first-hand the effect of wilderness outposts on nature writing.
We want to collaborate with you on research that we can present together and change the world.
Accomplished students are often invited to serve as peer instructors with English faculty in literature or Inquiry Seminar classes through ENGL 439 (for academic credit) or work-study support (if student is eligible).
Service as peer associates in the Linfield Writing Center (program to support students college-wide) is regularly available to talented undergraduate writers (majors and non-majors alike).
Majors may arrange internships for credit either through the Office of Career Development or enrolling in ENGL 487.
In spring 2013 the English department proudly launched its chapter of the international English honor society Sigma Tau Delta with 20 members in the inaugural class. Sigma Tau Delta boasts many opportunities for publication, conference presentation, scholarship support and networking.
Experience of cbt in adults with adhd: a mixed methods study.
Introduction: The National Institute for Health and Care Excellence (NICE) recommends Cognitive-Behavioural therapy (CBT) as the psychotherapeutic treatment of choice for adults with Attention Deficit Hyperactivity Disorder (ADHD) in the UK. However, the literature often refers to adapted CBT programs tailored for ADHD and provides limited insight into how adults with ADHD experience and perceive this form of treatment in routine clinical practice.
Methods: This mixed-methods study aims to explore ADHD individuals’ experience and perception of CBT delivered in routine clinical practice, to gain a better understanding of this treatment’s helpfulness and perceived effectiveness.
Results: A survey (n=46) and semi-structured in-depth interviews (n=10) were conducted to explore the experience of CBT and its perceived effectiveness in managing ADHD. The interviews were analysed using thematic analysis and the survey was synthesised using descriptive narratives. The thematic analysis highlighted three key themes: difficulties with the CBT framework, difficulties with CBT therapists, and consequences of CBT. The survey highlighted similar findings. Participants described the CBT framework as, generic, rigid, and too short, and described the CBT therapist as unspecialised, unempathetic, and not sufficiently adapting CBT to ADHD-related difficulties.
Discussions: Overall, participants found non-adapted, generic CBT in the UK to be unhelpful, overwhelming, and at times harmful to their mental well-being. Therefore, it is necessary for clinical bodies in the UK, while following the indicated NICE guidelines, to be mindful of adapting CBT delivery of CBT, to be most effective for people with ADHD and to mitigate potential harm.
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterised by symptoms of persistent inattention and/or hyperactivity-impulsivity, that causes clinical impairment in academic and social functioning ( 1 ) affecting approximately 5% of children ( 2 ) and 2.5% of adults ( 3 ). While this suggests that ADHD attenuates over time, the prevalence of symptomatic adults is estimated to be 6.7% ( 3 ).
ADHD is centrally a disorder of impaired executive functions (EFs) creating a devastating effect on self-regulation ( 4 ), inhibition, planning and working memory ( 5 ). These impairments impact many different aspects of life such as education, employment and mental well-being ( 6 ) Barkley ( 7 ) argued that inhibition is the central EF impairment in ADHD, that hinders the utilisation of other functions. Moreover, a body of research reports significant deficits in the EFs of shifting and working memory for ADHD adults ( 8 – 10 ). Furthermore, Bailey & Jones ( 11 ) argued that the EF processes of inhibition, updating, and shifting are closely linked to emotional regulation. Henceforth, ADHD is also described as a disorder of emotional dysregulation ( 12 ). In a systematic review by Soler-Gutiérrez et al. ( 13 ), adults with ADHD demonstrated the consistent use of non-adaptive emotion regulation strategies when compared to controls. Bodalski et al. ( 14 ), also reported emotion regulation deficits in adults with ADHD including the use of avoidance strategies. Adults with ADHD demonstrate increased use of experiential and cognitive-behavioural avoidance strategies which mediates the relationship between ADHD, deficits in emotion regulation, and internalising disorder outcomes ( 14 ).
The National Institute for Health and Care Excellence ( 15 ) considers pharmacological treatment as the first-line treatment for adults with persisting ADHD symptoms. However, Ramsay ( 16 ) attests that individuals with ADHD who experience symptom improvement from medications still experience difficulties in academic and social functioning, due to ADHD’s high comorbidity with other psychological disorders, such as anxiety, depression, and substance abuse. For this reason, the NICE guideline (2018) recommends a structured psychological intervention in the form of cognitive-behavioural therapy (CBT) for individuals with ADHD as the first psychotherapeutic treatment of choice.
CBT is an umbrella term for a range of related therapies, including for instance cognitive therapy, behavioural therapy, and metacognitive therapy ( 17 ). These therapies share a strong commitment to developing clinical interventions grounded in empirical evidence, with CBT described as the most researched form of psychological therapy ( 18 ). The therapies encapsulated by the term CBT aim to reduce client’s experience of distress by helping the person to explore patterns in their behaviour, thinking processes and thought content, ( 19 ). Probably the most commonly practised form of non-adapted CBT in the UK, derives from a mixture of behavioural therapy principles and Beck’s cognitive therapy, to employ an active goal-oriented problem-solving approach ( 20 ). CBT is highly structured, present-oriented, and time-limited, usually lasting from 5–20 sessions ( 21 ). Typically, a CBT therapist may seek to address an individual’s cognitive distortions by challenging maladaptive core beliefs, dysfunctional assumptions, and negative automatic thoughts using techniques including Guided discovery, Socratic questioning, positive data logs, and thought records ( 21 ). Additionally, CBT therapists may employ behavioural techniques such as activity scheduling, where tasks are reduced to a controllable list, or behavioural experiments to try responding differently to identified situations or stimuli. The CBT therapeutic relationship is based on genuineness, rapport and empathy between the patient and the therapist ( 21 ).
In England, CBT is predominantly provided through the National Health Service (NHS) Increasing Access to Psychological Therapies Programme (IAPT), recently rebranded as NHS Talking Therapies for Anxiety and Depression (NHSTTAD). This programme was developed in 2008 in an attempt to radically increase the availability of CBT in primary care, in response to a range of NICE guidelines increasingly recommending CBT and other psychological therapies as the first-line interventions for anxiety and depression ( 21 , 22 ). This programme commissions a range of primary care psychological therapies services across England, with one-to-one CBT the most frequently provided therapy ( 23 ). Therapists are trained in accordance with a competency-based curriculum ( 24 ), which does not include specific content on adapting CBT for ADHD. This potentially leads to therapists having high variability in their knowledge, skills and ability to support ADHD patients. Access to NHSTTAD services is often by self-referral, with no separate formal diagnostic assessment of presenting problems required as a precursor to treatment. While the NHSTTAD programme is mainly designed for individuals with mild to moderate depression and anxiety, therapists working in NHSTTAD services often find they are working with complex cases, for which they may have insufficient training and knowledge ( 22 ) including ADHD. According to Ramsay ( 4 , 25 ), individuals with ADHD often seek treatment for comorbid depression and/or anxiety, therefore they may be highly likely to receive CBT treatment through the NHSTTAD service. Whilst statistics of the number of people accessing NHSTTAD who have an existing ADHD diagnosis, or who experience ADHD-related difficulties are not recorded, more than thirty-three thousand people seeking help from NHSTTAD services during the year 2021–22, were assessed as experiencing problems with memory, and concentration, learning and understanding ( 26 ).
Previous evidence from empirical studies reported that adults with ADHD found adapted CBT helpful for their symptoms ( 27 , 28 ). Virta and colleagues ( 27 ) reported a pilot RCT of short-term outpatient adapted CBT to adults with ADHD (n=10), delivered over 10 weekly appointments. Participants in this study reported significantly reduced symptoms as a result of engaging in adapted CBT. Two patients (20%) dropped out of adapted CBT. Solanto and Scheres ( 28 ) reported a cohort study of adapted CBT for college students (n=18) delivered in a group format, over 12 weekly sessions. Clinician’s ratings and participants’ self-report data evidenced a reduction in ADHD symptoms and student’s perceived self-efficacy in managing ADHD. One participant dropped out of group adapted CBT. These studies suggest that adapted CBT is acceptable to ADHD patients.
Numerous studies have also highlighted the efficacy of adapted CBT in reducing symptoms of ADHD and EF ( 27 – 31 ) as well as mental well-being and general functioning ( 32 , 33 ). A randomised controlled trial by Safren et al. ( 34 ) highlighted the efficacy of an ADHD-adapted CBT treatment in providing significantly better outcomes for participants over an active control treatment based on relaxation and educational support. Additionally, studies comparing CBT to treatment as usual control groups, have shown the treatment’s efficacy compared with medication-only groups ( 35 , 36 ). A meta-analysis by Knouse et al. ( 37 ) reported that studies with active control groups indicated significantly smaller effect sizes for CBT treatment, than studies without active controls. The differences in these results could be due to variations in the CBT interventions applied in each study, which varied by treatment type, format, length, and the medication status of the participants, which can arguably moderate the effect of treatment ( 37 ). Finally, Solanto and Scheres reported the effectiveness of a CBT program in reducing inattention and EF in college student with ADHD.
Additionally, there are a number of studies which have shown the efficacy and acceptability of adapted Dialectical Behaviour Therapy (DBT) for ADHD patients ( 38 – 43 ). DBT ( 44 ) is an empirically validated approach for working with distress tolerance and coping behaviours. Early DBT papers focused on reducing self-harm and suicide attempts in individuals diagnosed with personality disorder ( 45 ), whereas more recent work has applied modified DBT to diagnostically heterogenous groups ( 46 ). DBT is often considered part of the ‘third wave’ of CBT, given its focus on emotional and behavioural regulation ( 47 ). As applied to ADHD treatment, adapted DBT includes acceptance, mindfulness, functional behavioural analysis, psychoeducation and distress tolerance techniques ( 42 , 43 ). Many of the studies of adapted DBT for ADHD, have utilised group level interventions ( 38 – 43 ). The reliance on group interventions is at odds with the dominant model of one-to-one CBT used within NHSTTAD services. Furthermore, within the English context, DBT is a psychological therapy approach rarely delivered within primary care in England, given low numbers of DBT trained therapists and supervisors. The English NHS has plans to rapidly expand the availability of DBT by commissioning additional training ( 48 ), but there are still few DBT trained practitioners working with primary care populations.
Moreover, it is important to note that the majority of studies reporting on the efficacy and acceptability of CBT, have delivered ADHD adapted DBT or adapted CBT, rather than generic CBT, which is essential for treatment efficacy but the title and often content of these studies do not always reflect this important nuance. Ramsay ( 4 ) suggested the adaptation of CBT to accommodate for the executive and emotional dysfunctions experienced by adults with ADHD, using environmental engineering and EF training. This entails changing work, home, and personal settings by implementing systems to lessen dysfunction as well as delivering organisation and time management skills, ( 4 ). As adults with ADHD often have a history of negative experiences related to their EF deficits, which may foster negative cognitions about themselves or their abilities and maladaptive emotional strategies, these must be addressed in CBT to motivate change and encourage appropriate coping ( 4 , 19 ).
Knouse & Ramsay ( 49 ) argued that non-adapted CBT could be harmful to adults with ADHD, as negative experiences of therapy can occur in relation to the experience of therapy in interaction with ADHD symptoms and individuals’ sense of self. While the benefits can outweigh the negative experiences, therapists must be aware of the possibility of certain negative experiences which might occur during all stages of a CBT treatment course, and any such experiences of therapy must be managed appropriately to reduce harm and barriers to treatment.
CBT therefore appears an efficacious treatment for people with ADHD, yet one that could cause side effects, or iatrogenic harm, if not delivered in a way that is responsive to the needs of people with ADHD. However, the existing literature provides limited indepth, qualitative insight as to how adults with ADHD experience and perceive CBT treatment. In response to this gap in the literature, the present mixed-methods study aims to record and collate the CBT experiences (adapted or non adapted) of adults with ADHD, to capture and analyse the perceived impact of this form of therapy and its value for ADHD individuals. A mixed-method approach lends itself well in capturing user experiences and understanding social phenomena better ( 50 ). This study aims to explore the following research question, ‘How do individuals with ADHD experience CBT therapy in the UK?’
An explanatory sequential mixed methods design ( 51 ) was employed, consisting of an online survey, followed by in-depth, semi-structured interviews with a sub-sample of survey respondents. The survey data was collected over 3 months (June-August) in 2023. Interviews were conducted and recorded over one month in August 2023. The survey and interviews took place online and followed data protection procedures and best practices for record-keeping, and storage of personal data, in accordance with the BPS Code of Human Research Ethics ( 52 ). The study received ethical approval from the University of Nottingham School of Psychology (ethics reference number: FMHS 81–0922).
The survey and interview questions were developed by the authors (who include CBT practitioners and researchers). The surveys took on average 15 minutes and included 28 questions in the form of multiple choice, 10-point Likert-scale, and free text box questions ( Supplementary Material 1 ). A demographic questionnaire gathered demographic data from the samples. On average, the interviews lasted for 30 minutes and encompassed 23 questions exploring the participants’ experience of CBT and its effectiveness in addressing their ADHD difficulties ( Supplementary Material 2 ).
Participants were recruited from across different regions of the UK, using a database of adults with a diagnosis of ADHD, collated at the University of Nottingham’s ADHD research lab. The database had been created from previous research studies with individuals who have an ADHD diagnosis who previously indicated a willingness to participate in future research studies. Additionally, participants were also recruited from, ‘The ADHD Collective’, an online community of adults with ADHD based in the UK.
Inclusion criteria were that participants were aged 18 years old or greater, had an existing diagnosis of ADHD before receiving CBT, and the course of CBT was delivered within the UK by any provider (NHS, private or others).
Participants who reported receiving CBT within a mixed, integrative or eclectic psychotherapeutic approach, such as those mixing CBT concepts with other concepts drawn from other psychotherapy approaches (e.g. psychodynamic or humanistic approaches), were excluded from the study.
Details of the studies were sent to mailing lists by the research team. Participants in the survey were entered in a £10 Amazon voucher prize draw. Additionally, interview participants were provided with a £20 Amazon voucher code after the completion of the interview.
Participants in both the survey and interviews who wished to participate signed an online consent form. Participants who responded to the semi-structured interview invitation were interviewed over Microsoft Teams at a time of their convenience.
The interviews were analysed using an inductive approach to thematic analysis ( 53 ), which employed an essentialist perspective in extracting codes. The thematic analysis consisted of a six-stage process ( 53 ). The analytic process began by transcribing each interview verbatim shortly after being conducted. Following this process, the lead investigator first familiarized herself with the interview data and made notes in a diary of preliminary thoughts on the content of the interviews. From this, initial codes were identified in a coding manual that was then collated and combined to be classified into broader themes using constant comparative analysis, both within and between transcripts. Finally, as the analysis evolved, these broader themes were reviewed and refined to generate the final themes proposed. An ongoing analysis allowed for a clear definition of the final themes. Semantic themes were developed using participants’ descriptions of their own experiences. Themes were then reviewed by a second researcher (BF) to ensure that they mapped to the original transcripts. Interrater reliability of themes was tested on a small proportion (2/10, 20% of interviews) of the transcripts. The results were validated collectively as a team, and any discrepancies were discussed and reconciled. The survey responses were reported descriptively and were used to triangulate the responses from the interviews.
Ten participants took part in the interviews (70% female) and 46 in the surveys (71% female). Tables 1 , 2 (Interview) and 2 (survey) describe the demographics of each group.
Table 1 Interview participants demographic characteristics.
Table 2 Survey participants demographic characteristics.
The codes from the thematic analysis captured three main themes: The complex structure of the CBT framework, the intricacy of the therapist relationship, Consequences of CBT.
Participants reported that the overall framework of CBT was unhelpful due to several factors. Firstly, the generic nature of CBT sessions was usually not adapted to individuals with ADHD, making therapy ineffective and experienced as highly frustrating. Secondly, the CBT sessions followed a rigid structure that was not personalised to the participants’ needs. Thirdly, the timeframe of the therapy was experienced as too short to be of benefit to the ADHD participants.
Participants reported that the CBT they received was essentially incompatible with their experience of ADHD, as it did not take into consideration the inherent EF and emotional dysregulation difficulties they experienced. Working memory deficits were not accommodated in sessions, leading to a cycle of unnecessary pressure and ineffective treatment. Moreover, participants described that the content of therapy did not account for ADHD symptoms of inconsistency, distractibility, and inattention. As a result, ADHD participants reported feeling overwhelmed and frustrated by the approach, which they found unhelpful in managing their ADHD difficulties.
“I think there’s core things about CBT that are just seen on the face of it to me to be incompatible with ADHD. So, there is an element of having, decent working metacognition, working memory and things like that [ … ] I might discuss a technique with my therapist, but I would not remember to remember that technique. It just wasn’t going to happen.” (P5).
Only one participant reported receiving adapted CBT, with a therapist who also had ADHD. This participant reported that their CBT sessions allowed for self-acceptance of their EF difficulties, which moderated their approach to facing ADHD-related difficulties. For instance, they were able to moderate their time and chunk activities to avoid resistance and boredom. Overall, through the adapted CBT course, they were able to adopt cognitive strategies in their daily life, easing their day-to-day activities.
In contrast, however, most participants reported that the goals set in generic CBT were unspecific and unhelpful in managing ADHD symptoms. They explained that there was often no obvious relation between the CBT process and the management of their ADHD difficulties. They reported that ADHD topics such as understanding ADHD, time management, organization, and emotion regulation were often not discussed.
“ In the sense of actually managing ADHD symptoms [ … ]like time management, procrastination, achieving goal, it wasn’t really helpful for that kind of stuff, which is initially what I was hoping for” (P3) .
Furthermore, participants commented on the learning aids or physical resources offered in sessions. Some participants reported an absence of any learning aids or physical resources to summarize sessions, which caused an unhelpful dependence on memory, that led to forgetfulness. Conversely, other participants reported that they received an overwhelming amount of generic CBT resources which required high levels of literacy and concentration to comprehend, and which were not adequately adapted to ADHD individuals.
“I got sent a whole load of files and stuff to read and it was just volumes and volumes and volumes and stuff [ … ] Reading stuff is something I don’t do very well, and just the thought of doing all of that just overwhelmed me. I kept losing them as well” (P6) .
Participants reported that they needed CBT to offer an acceptance and management of their ADHD condition, rather than a fixing of their condition. Some participants reported that the sessions were too focused on symptom reduction, which did not allow for an appreciation of their strengths. This focus on just part of the person’s experience was sometimes experienced as unfair, with elements of their identity as a person with ADHD being ignored, or repressed, akin to being ‘dampened down’.
Conversely, the one participant who received adapted CBT reported that this course explained the behavioural irregularities as well as the strengths of having ADHD, fostering their acceptance of the condition.
“What I liked about it was that I understood how my mind worked [ … ] So it was really kind of understanding what the strengths I think of ADHD were. I just felt that I’m more accepting of myself and I’m more aware of myself and I’m more aware of my kind of behaviours if that makes sense” (P4) .
Participants also reported that the CBT objectives were not focused on the client’s needs but followed an unhelpful systematic approach. Participants who had undergone multiple courses of CBT reported that sessions felt like a pre-written script. Moreover, other participants reported that the CBT approach did not view the participant as an individual requiring personalised treatment.
“I felt the therapist had got their own set of exercises both times that they wanted to do from their own training, and I felt that I needed a much more bespoke approach” (P9) .
However, one participant expressed that their adapted CBT course was personalised in relation to their current situational difficulties, rather than being a generic application of CBT strategies. They reported sessions not being highly structured or systematic, but rather following an organic and client-centered approach, where the direction and flow of the therapy coincided with their feelings and needs.
Participants also reported that the generic CBT courses were too short to be helpful for their ADHD. They described that the number of offered sessions was inappropriate for individuals with ADHD who require more time to process information.
“It’d have to be extended because not only are you meeting someone new … you still got to bring the courage to open up to that person and then the sessions end, don’t last long enough, and then the overall course doesn’t last long enough. And I feel like something that takes that much would need to have more time for it” (P7) .
Participants reported multiple difficulties with their therapists affecting the overall experience. Firstly, almost all therapists were reported to be unspecialised in working with ADHD symptoms and seemed to have little knowledge about the condition, demotivating participants. Secondly, many therapists were experienced as unempathetic, affecting the participants’ healing and learning. Thirdly, many participants described their therapists’ approach as non-accommodative and inflexible.
Therapists appeared to lack a genuine understanding of ADHD, which affected participants’ treatment and motivation to continue with therapy. Some participants commented that they believe therapists with extensive ADHD experience should be delivering the CBT to ADHD individuals, for it to be maximally effective. Several participants reported that they had to explain multiple times to their therapists that the techniques they were assigned would not work with their ADHD, creating a lack of being understood and their experiences invalidated. Additionally, participants reported that their therapists seemed to assume their mental health difficulties could be treated in the same way as neurotypicals, disregarding that the myriad difficulties participants experienced were intricately linked to ADHD.
“I couldn’t see the link with ADHD and she didn’t see it either. [ … ] She knew nothing [about ADHD], and she told me that straight away. So, I think it impacted every single aspect of the therapy because she would just look on the surface of the problem and never be able to understand the deeper-rooted issues and difficulties” (P8) .
In contrast, tailored CBT facilitated participants understanding of the relationship between anxiety experiences and ADHD, and this was further aided by therapist’s disclosure of personal experience and knowledge of difficulties inherent in the condition.
“I felt very comfortable with her. I felt I could be very open and felt that she understood me, which was really important. I don’t know what it would be like to have that experience with a therapist who didn’t have ADHD … but I think unless you really know somatically how it feels that might be difficult to really know what someone else is experiencing” (P4) .
Participants reported that their therapist was unempathetic during treatment. They often felt judged and dismissed, which worsened their emotional state and affected the healing process.
“I always felt like quite dictated, like talking at me when I feel like, no one can be healed or learn about themselves or anything if they feel like they’re being judged or talked down to” (P7) .
Several participants felt that their therapist was not accommodating of their difficulties, nor their explicit feedback, resulting in feeling dismissed and demotivating their activation participation in CBT.
“I was sharing things that I thought were relevant, associated with ADHD and she didn’t really embrace it. She acknowledged it and she read it and said it was interesting, but she then didn’t necessarily adapt for it. So, I felt like it was listened to but not understood and acted upon. At the end I sort of gave up sharing my thoughts, trying to prepare for it” (P6) .
Some participants reported situations where the therapist was extremely rigid and inflexible with the timing of sessions. For instance, one participant reported that their therapist asked them to leave the room very abruptly because their time had ended, whilst they were severely distressed from recalling a traumatic event. Another participant reported that their therapist cancelled the appointment due to a five-minute bus delay.
“The therapist changed the time and he kept scheduling times that I couldn’t make, So, in the end, he wasn’t able to accommodate the time that I had available for the sessions, he ended up just discharging me” (P3) .
The majority of participants reported little gain from or feeling worse off after the course of CBT.
Participants reported feeling worse off due to lowered self-esteem, increased sense of failure, frustration with self, increased emotional dysregulation and hopelessness with the future. One participant reported that their inability to perform the required techniques frustrated them greatly and lowered their self-esteem. Similarly, another commented that CBT made them feel responsible for their inability to benefit from the sessions, leading to a sense of failure. Other participants felt the CBT sessions left their emotional dysregulation even worse, not knowing how else they could move forward or be helped.
“I kept forgetting to practice, so by the time I come to the next session, they would have asked me how it went with the practice and I wouldn’t have practised, I wouldn’t have had time or I would’ve forgotten. And then it felt that if I didn’t do that, we couldn’t move forward. [ … ] So it felt like I was being punished and I couldn’t do the therapy properly because I couldn’t do those exercises” (P8) .
Some participants also felt at times that CBT sessions were a complete waste of time for them and that the lack of available alternative treatments for managing ADHD, led them feeling hopeless for the future.
“It was just such a waste of time for everyone, and it’s a shame, [ … ] it made me feel worse going there, and that’s not what you hope when you do therapy, you expect to feel better afterwards. But I felt worse and it’s just not very nice” (P8) .
Conversely, Participant Four described their adapted CBT experience as,
“… very transformational … because it really helped me to understand my mind and how to kind of work, I guess with my mind more. That made me feel happier about being me rather than trying to fit into what I believe the world sort of expected of me” (P4) .
All participants completed 11 Likert-scale questions on their experience of CBT from a scale of 1 to 10, where 1 indicated ‘strongly disagree’ and 10 indicated ‘strongly agree’. The results of the Likert-scale questions are presented in Table 3 .
Table 3 Experience of CBT questionnaire.
Additionally, 41 participants responded to the remaining short-answer questions. When asked, ‘What were you hoping to get out of your CBT sessions?’ participants responded that they wanted to receive help in managing their ADHD symptoms and executive functioning and to feel better about themselves. Moreover, most participants commented that they needed help understanding their thought processes and managing their emotional regulation, anxiety, self-esteem, organization, and low motivation. In addition, many participants expressed their need for actionable tools and effective coping strategies. When asked whether the CBT sessions met these expectations, participants responded that they did not. Participants commented that they felt blamed, not understood by their therapist, and constantly needed to explain themselves. For instance, one participant replied,
“No. ADHD wasn’t understood, and I constantly felt I had to explain why some the things being asked of me were a challenge”(P124) .
When asked about the challenges of accessing CBT, most participants argued that the sessions were too time-consuming. In addition, some participants noted that the waiting time to access CBT was too long and did not allow the patient to choose their own therapist. When asked what accommodations were made to support the participants’ access and engagement with CBT, most participants noted that no accommodations were made. Only a few participants commented that they were alerted prior to their appointments and that they were given extra time. When asked what the participants had liked or disliked, found helpful or unhelpful about CBT, many participants responded that it was unhelpful because it was manualised, repetitive, and did not address the underlying causes of symptoms. Moreover, some participants commented that they found the homework, tools, and therapists unhelpful, increasing their frustration. For example, one participant wrote,
“I struggled with speaking to someone who didn’t understand ADHD and didn’t seem to want to make any effort to. Some of the tasks required more forward planning or future thinking than I’m able to engage with. I came away feeling I’d need a much more intense level of interaction and support than I could afford or was on offer”(P106) .
When asked what the CBT course included, most participants responded that the course included working on unhelpful thinking styles, managing multiple tasks, organisation and planning, and managing distractibility. Moreover, when asked whether they had anything else to add about their experiences with CBT, some participants responded that they did not find it suitable and would not recommend this form of therapy to individuals with ADHD. For instance, one participant said,
“Overall, it made me feel more inadequate as I felt I couldn’t do the stuff I was supposed to. You can’t change how you think when your brain is wired differently. ADHD isn’t a thinking or positivity problem, and CBT seemed to assume it was”(P121) .
The present study aimed to explore how individuals with ADHD experienced CBT in the UK. In this study, individuals with ADHD experienced several difficulties with CBT, that was not adapted to ADHD, which could have a negative impact on their overall wellbeing. These difficulties encompassed nonalignment of an unadapted CBT framework with specific aspects of ADHD, alongside a perceived unspecialised, unempathetic and non-accommodative CBT therapist, collectively resulting in suboptimal therapeutic experiences.
Participants expressed frustrations with the generic CBT framework due to its inconsideration of the EF and emotional dysregulation impairments experienced by individuals with ADHD. Participants described being forgetful, distracted, inconsistent, and inattentive, which pertained to impairments in their EF processes of updating, shifting, and inhibition, supporting previous research highlighting these difficulties in ADHD adults ( 8 – 10 ). Moreover, the participants’ emphasis on emotional regulation difficulties further supports previous research describing ADHD as a disorder of emotional dysregulation ( 14 , 54 ). Sadly, the generic, non-adapted CBT framework was not experienced as helpful, causing a counterproductive effect where participants felt overwhelmed, frustrated, and hopeless.
Research shows that when CBT is adapted specifically for ADHD symptoms, it can provide concrete strategies for managing the core symptoms of inattention, hyperactivity and impulsivity, and the associated personal interpersonal, social and occupational concomitants of the condition ( 55 ). Additionally, adapted DBT group interventions have demonstrated high effectiveness and acceptability, in helping people manage ADHD related symptoms ( 38 – 43 ). Group delivery of therapy is not commonplace within NHSTTAD services for patients with higher levels of distress or complexity, with one to one CBT being the primary treatment option. Moreover, as previously highlighted, there are few DBT trained therapists and supervisors currently working in primary care within England, giving rise to current plans to increase numbers of DBT trained therapists ( 48 ). The implication is that at this present time, adapted DBT maybe unlikely to be delivered in primary care with fidelity to the empirical studies.
Hayes and Hoffman ( 47 ), make the point that ‘third wave’ and traditional CBT approaches are often blended in reality, and this may be reflected in the range of empirically validated key adaptations to CBT for ADHD, which include helping the person to develop and review strategies to improve attentional focus, impulse control, planning and problem-solving, cognitive restructuring in the context of ADHD, managing emotional arousal in conflict and ensuing emotional or behavioural responses (e.g. managing anger and anxiety) and pro-social skills, e.g. empathy skills including perspective taking, recognition of the thoughts and feeling of others, critical reasoning, evaluating options and negotiation skills ( 28 , 34 , 56 ).
This is consistent with a body of research showing the efficacy of CBT in reducing ADHD symptoms and improving EF ( 29 , 31 , 34 , 56 ). Moreover, in a recent meta-analysis by Young et al. ( 19 ), CBT was shown to be an effective psychotherapeutic treatment for reducing ADHD symptoms.
Potential inconsistency in results across included studies is affected by stark differences in the implementation and delivery of CBT. Ramsay ( 4 ) described the impeding effect of ADHD symptoms on standard CBT and the need for an adapted approach to CBT to accommodate the EF and emotional dysregulation difficulties in participants with ADHD. Additionally, previous studies reported CBT content targeted to address ADHD symptoms, in countries outside the UK ( 19 , 31 , 34 , 56 , 57 ). The English NHSTTAD system is unique as it is a single point of access for CBT for all resident adults seeking support with mental health, following a prescribed competency-based approach to CBT for a limited range of presenting problems ( 58 ). Therefore, CBT in NHSTTAD is not necessarily easily tailored to or adapted for specific conditions outside of its core focus on anxiety and depression. CBT programs in other countries and published studies have often been adapted for ADHD and therefore do not represent the same form of care.
The difference in outcome between adapted and generic CBT is demonstrated in the striking disparity between Participant Four’s account and those of the other participants. They received a form of CBT specifically adapted for individuals with ADHD, by a therapist who was reported as having specialist expertise in working with clients with ADHD and who also had lived experience of ADHD. This experience of CBT was found extremely helpful and meaningfully tailored to their experiences by explaining their cognitive processes and behavioural responses in the context of their ADHD diagnosis. Psychoeducation of ADHD and an adapted approach allowed for an understanding of the client’s strengths and promoted self-acceptance and moderation of their ADHD-related difficulties. This mirrors previous studies which have highlighted the benefits of psychoeducation in cognitive interventions ( 43 ). Conversely, most participants, reported that there was no obvious accounting for ADHD symptoms within their CBT sessions. Therapists appeared to lack cursory knowledge of ADHD and did not seem to understand ADHD as a root cause behind symptoms experienced, and therefore could not appropriately adapt CBT or provide relevant techniques to help clients accept and moderate ADHD-related difficulties. Similar experiences of CBT delivered in routine practice in NHSTTAD services, as not being adequately tailored to the needs of clients are reported in the literature. Omylinska-Thurston et al. ( 59 ) reported similar findings in a group of participants with severe mental health disorders, where generic CBT was not experienced as adequately addressing underlying core issues, and was delivered inflexibly, leading to CBT being perceived as a waste of time and financial resources. The pressure on NHSTTAD therapists is significant, including considerations such as measurement against key performance indicators relating to client and service recovery rates, ‘throughput’ of clients, limited session numbers, high caseloads, and a range of client problems that are less likely to respond to time-limited CBT, such as experiences of poverty, social exclusion, or systematic oppression and social injustice ( 22 ). Against such a demanding context, several studies report significant levels of stress and psychological disturbance among the NHSTTAD workforce ( 60 – 62 ). It is possible, that against this context of background stress, therapists may be struggling to provide personalised formulation and therapy adapted to the presenting needs of their clients.
Indeed, in this study, most participants reported not receiving behavioural components of CBT for ADHD, meaning that they were not given graded task assignments, activity scheduling, or other behavioural tools to help manage procrastination and anxiety. The exclusion of valid behavioural elements of CBT has been previously noted by Binnie ( 22 ), who argued that CBT delivered in NHSTTAD often tended to focus on cognitive interventions, neglecting valid behavioural components.
Participants argued that the structure of therapy was not client-centred but followed a rigid and systematic approach which neglected their feelings, needs, and self-expression. Decades of research highlight the importance of a therapeutic relationship in which the therapist is experienced as empathic and attuned to the needs of the client, (e.g. 63 ), however, this crucial element of therapy was not experienced by several participants in the present study. Omylinska-Thurston et al. ( 59 ) reported that when participants felt their therapists were unempathetic and adhered to a rigid CBT protocol, instead of attending to the participant’s individual needs, therapy was unhelpful. Binnie ( 22 ) supported this by arguing that the delivery of CBT in NHSTTAD services may omit collaborative empiricism and guided discovery where the therapist works compassionately with the client, and instead overly focuses on manualised treatment for a restrictive range of presenting problems.
In contrast, Participant Four’s, specialised therapist idiosyncratically formulated the participant’s current situational difficulties and meaningfully personalised the treatment plan to the participant’s feelings and needs. This was experienced as crucial and helpful by the participant, who was able to learn from and manage undesirable situations, supporting Omylinska-Thurston et al. ( 59 ) who argued that an adjusted client-centred (i.e. idiosyncratically formulated) CBT process can improve the therapeutic relationship and outcome of therapy.
Overall, most participants reported feeling discontent or disappointed with therapy, which led to an increased sense of failure, increased emotional dysregulation, low self-esteem and a sense of self-blame. The ineffectiveness of therapy increased their feelings of hopelessness and disappointment in themselves. According to Ramsay ( 4 ), individuals with ADHD are more inclined to have pessimistic thoughts and expectations of failure due to their past unsuccessful experiences, which runs the risk of being amplified by therapy not adjusted to consider the person’s experiences of ADHD.
The survey results further supported the insights gleaned from the conducted interviews. Similar to the interviews, participants responded that they found the non-adapted form of CBT unhelpful and challenging, further deploring their self-esteem and increasing their frustration. Moreover, the therapists’ lack of knowledge of ADHD was apparent from most survey responses, demonstrating a need for additional training for therapists, on working with people who have ADHD.
While the present study addresses an important research gap on the experience of generic, non-adapted CBT in adults with ADHD, there are limitations to the study. A convenience sample was used to recruit participants. The sample was predominantly female, which may not be an adequate representation of the predominantly male ADHD population, limiting the generalisability of the results. Moreover, convenience sampling may attract participants with charged emotional experiences, who may deliver a more negatively, or positively exaggerated account than that of the rest of the ADHD population. Additionally, the impact of the different ADHD presentations (inattentive, hyperactive-impulsive, and combined) on participants’ experiences of CBT was not analysed, which may have left an interesting variable unexplored. Finally, it is important to acknowledge that the findings refer to a vast range of non-adapted CBT treatment episodes experienced across the UK and therefore refers to a heterogeneous form of therapy. While we could discern between private, adapted CBT programs and NHS delivered generic programs, we cannot generalise the findings broadly as we lack details on these specific programs. Finally, we did not explore the different types of CBT that might have been received. The study aimed to look into how adults with ADHD experienced CBT, adopting a broad definition of what CBT is, as we did not want to be too prescriptive, believing that individuals might not always know the exact type of CBT they have received. This variance in the nature of CBT delivered, and understanding of what type of CBT is received may reflect naturalistic practice in the NHS, however through this omission, we might have missed important information about different nuances.
4.2.1 implications for practice.
This study highlights that routine delivery of CBT in the UK, may not be adapted appropriately for many adults with ADHD, negatively impacting their experiences. To combat this counterproductive effect of therapy, CBT therapists treating ADHD adults must receive additional training on adapting CBT to work with the array of symptoms and common experiences of people with ADHD, to more appropriately adapt CBT techniques and resources ( 4 ). Through this adaptive framework, necessary considerations regarding the EF and emotional dysregulation difficulties of ADHD individuals should be considered, transforming the nature of standard CBT to being more explicitly aligned with the experiences of people with ADHD.
The present study illustrates the potential negative impact of CBT on adults with ADHD revealing the need for more research in this topic area. Further investigation on the difference between adapted versus non-adapted CBT would further the important nuance in how beneficial CBT may be as a first line of psychotherapy treatment. Additionally, future research should consider the effect of different ADHD presentations on the effectiveness of CBT treatments, since research suggests improvement for clients with the predominantly inattentive ADHD sub-type ( 64 ). Moreover, specific post-qualification training on adapting CBT to work with ADHD symptoms appears indicated, and the authors are developing such training packages in association with people with lived experience of ADHD.
In conclusion, the present study portrays how adults with ADHD experienced CBT in the UK, with most ADHD participants reporting negative experiences when CBT programs were not adapted. This evidence prompts future research and clinical practice to address the issues highlighted in this study for a deeper understanding of how best to accommodate adults with ADHD in therapy. Moreover, this prompts therapists and service providers in the UK to consider the current implementation of CBT to ensure CBT can be appropriately adapted and delivered by therapists with relevant training, who understand the difficulties of ADHD, to ensure that treatment is helpful, efficient and meaningful to adults with ADHD, and to mitigate against the possibility of iatrogenic harm.
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
The studies involving humans were approved by University of Nottingham School of Psychology ethics committee (ethics reference number: FMHS 81-0922. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
SW: Formal analysis, Investigation, Writing – original draft, Writing – review & editing. MH: Conceptualization, Methodology, Supervision, Writing – review & editing. JR: Conceptualization, Methodology, Supervision, Writing – review & editing. CH: Conceptualization, Investigation, Supervision, Writing – review & editing. BF: Conceptualization, Investigation, Methodology, Project administration, Supervision, Writing – review & editing.
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. BR received funding from the Economic and Social Research Council (Grant number: ES/X000141/1).
BF reports personal fees and nonfinancial support from Takeda and Medice.
All remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1341624/full#supplementary-material
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Keywords: attention-deficit hyperactivity disorder (ADHD), cognitive-behavioural therapy (CBT), adapted CBT, psychotherapy, interviews
Citation: William S, Horrocks M, Richmond J, Hall CL and French B (2024) Experience of CBT in adults with ADHD: a mixed methods study. Front. Psychiatry 15:1341624. doi: 10.3389/fpsyt.2024.1341624
Received: 20 November 2023; Accepted: 24 May 2024; Published: 19 June 2024.
Reviewed by:
Copyright © 2024 William, Horrocks, Richmond, Hall and French. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Blandine French, Blandine.French@nottingham.ac.uk
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
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Applied linguistics offers a fascinating opportunity to study the interaction between language and the real world.
You will be supervised by our expert staff, who offer specialisms in areas including:
You will be part of a diverse body of PhD students, working across all areas of the School of English (from English literature to medieval studies).
We also host research in discourse analysis and sociolinguistics, with particular specialisms in health communication and professional communication, as well as language, gender and sexuality.
A PhD in Applied Linguistics and English language teaching is mainly made up of independent study, with supervision meetings occurring online (e.g. via Microsoft Teams) and spread throughout the year.
There are no taught credits attached to a PhD, although it is compulsory for full-time students to attend the Arts Faculty Researcher Skills training programme, which is available for online attendance.
Some PhD students also choose to audit masters modules taught by their supervisors where appropriate. This is not compulsory, nor does it involve any formal assessment, and would be limited to modules offered online.
Part-time students
Part-time students are required to take part in all required research training, attend postgraduate seminars where possible, and one postgraduate researcher (PGR) symposium over the period of their registration.
You will complete a written thesis of up to 100,000 words, with expert support and advice from your academic supervisor(s). You will also take a verbal examination called a viva voce, where you explain your project in depth to an examination panel.
A creative writing thesis will mainly consist of your own original creative work. This could be a novel, a manuscript of poems, a collection of short stories, a play, or another form of creative output. Your thesis will also include a critical analysis of your creative work, which you will situate within a theorised or analytical context.
A PhD thesis should not normally exceed 100,000 words in length. It is expected that the creative element would usually comprise 50,000-70,000 words. The critical analysis component will normally be 15,000-30,000 words in length.
What is the thesis pending period?
All periods of registration are followed by a period of writing-up, called the thesis-pending period, when tuition fees are not paid and students are writing up their thesis.
Find out more in the university's Quality Manual .
Progression review
All PhD students take part in progression review assessments to ensure that their project is progressing satisfactorily. A progression review consists usually consists of written reports from both the student and the supervisory team.
All students have an independent assessment interview for their Stage 1 and Stage 2 reviews (end of years 1 and 2 for full-time students, years 2 and 4 for part-time students).
All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.
Qualification | |
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Degree | 2:1 (or international equivalent) and a masters degree at Merit level or above. Applicants without a masters degree who can demonstrate equivalent expertise should |
Qualification | |
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Degree | 2:1 (or international equivalent) and a masters degree at Merit level or above. Applicants without a masters degree who can demonstrate equivalent expertise should |
International and EU equivalents | We accept a wide range of qualifications from all over the world. For information on entry requirements from your country, see our . |
IELTS | 7.0 (no less than 6.0 in any element) |
English language requirements | As well as IELTS (listed above), we also accept other . This includes TOEFL iBT, Pearson PTE, GCSE, IB and O level English. |
If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.
If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.
For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.
International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.
We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.
We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.
If you are unsure whether your qualifications or work experience are relevant, contact us .
As well as IELTS (listed above), we also accept other English language qualifications .
This includes TOEFL iBT, Pearson PTE, GCSE, IB and O level English.
You will be required to provide a PhD proposal with your application, which will set out the structure of your project.
The basis of a good proposal is usually a set of questions, approaches, and objectives which clearly outline your proposed project and what you want to accomplish. The proposal should also clearly demonstrate how you are going to accomplish this.
A PhD proposal should be a minimum of 1000 words. There is no upward limit for proposals, although successful proposals are often not much longer than about 2000-3000 words. You should consider:
In addition, the proposal should outline your reasons (academic and/or personal) for registering for online study rather than by full or part-time on-campus options. In particular, you should make clear how will be able to carry out your project in your chosen location. The proposal must include evidence of:
It is also helpful to include:
Find out more about how to write a research proposal .
You may find it helpful to get in touch with a member of academic staff about your research proposal before submitting an application. They may be able to help you with your proposal and offer support to find funding opportunities in your area.
Our step-by-step guide contains everything you need to know about applying for postgraduate research.
How to apply.
Qualification | PhD |
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Home / UK | TBC |
International | TBC |
Additional information for international students
If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .
These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).
Additional costs
All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .
All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). Students must also have a suitable desktop/laptop to carry out their research. For more information, please check the equipment advice .
You'll be able to access many of the books and journal papers you’ll need through our libraries, though you may wish to buy your own copies of core texts. Because some resources may not be available online, the University of Nottingham library offers postal loans for online learners and can scan up to one chapter or article from a book or journal on request. For details on postal loans, see the library website, and for scanning requests, use the dedicated request form .
For students studying elsewhere in the UK, as a University of Nottingham student, you can also access many other university libraries across the country. The SCONUL Access scheme allows you access to the buildings and resources on offer at other UK campuses, so you can study closer to home. For more information on participating libraries and to sign up, check out their main webpage.
Many academic libraries worldwide allow students to become library members. You may need to provide a letter confirming your student status: these can be ordered from the university's online store .
There are many ways to fund your research degree, from scholarships to government loans.
Check our guide to find out more about funding your postgraduate degree.
Regular supervision
You will have a team of at least two supervisors. Full-time students will meet with their supervisory team at least 10 times each year (six times for part-time students).
Your supervisors will help you to realise your research project and to guide you through your research. Many students will also attend conferences and publish papers in conjunction with their supervisors, to gain valuable experience and contacts in the academic community.
Professional development
Research students in the School of English may benefit from:
Postgraduate seminars and conference attendance
A seminar series is run by and for the postgraduate students in the school during term time, which will be hybrid and/or recorded for online students.
The seminars provide a forum for students to share work in progress with staff and peers, to hear from invited speakers, and to explore key academic and career topics in a supportive atmosphere.
The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.
Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.
Our graduate centres are dedicated community spaces on campus for postgraduates.
Each space has areas for:
You will have access to a range of support services , including:
Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .
There are also a range of support networks, including groups for:
SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.
Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.
Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.
International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.
Careers advice
Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.
International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route. Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.
Graduate destinations
This course will develop key transferable skills, including:
As a result, our graduates enter a wide range of careers. These include:
100% of postgraduates from the School of English secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £37,402.*
*HESA Graduate Outcomes 2019/20 data published in 2022 . The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on data from graduates who completed a full-time postgraduate degree with home fee status and are working full-time within the UK.
English (online) phd, creative writing (online) phd, applied linguistics (online) phd, research excellence framework.
The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.
*According to analysis by Times Higher Education ** According to our own analysis.
This content was last updated on 27 September 2023 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.
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A in English literature or language (or combined) at A level; plus a GCSE at level 4 (grade C) or above in English ... At the University of Nottingham, we have a valuable community of mature students and we appreciate their contribution to the wider student population. ... As an English with Creative Writing graduate, you will have gained the ...
This degree programme is designed for students who wish to study a broad range of English literature, language and drama, whilst also developing their creative practice.You will devote two thirds of your time to English literature, language and drama, and one third of your time to creative writing. The two strands of the course are strongly ...
A in English literature or language (or combined) at A level; plus a GCSE at 7 (A) or above, in English. IB score. 36-34; 6 in English at Higher Level. International entry requirements. IB score. 36-34; 6 in English at Higher Level. IELTS. 7.0 (no less than 6.0 in any element) High school qualifications.
University Park Campus covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003. Learn more. "The Foundation Year improved my essay-writing skills immensely. On arrival to university, having to ...
If you want to develop your creative work alongside studying a broad range of English literature, language and drama, this course is for you. The work in English studies will strengthen your creative writing; then in your second and third years there's flexibility to specialise in the areas you enjoy most, including fiction and poetry.
The work in English studies will strengthen your creative writing; then in your second and third years there's flexibility to specialise in the areas you enjoy most, including fiction and poetry.You'll spend two thirds of your time on English studies, and one third on creative writing. This includes learning about the process of writing and ...
During the English with Creative Writing programme from University of Nottingham , you'll write both fiction and poetry, exploring different forms and genres along the way, including environmental and political poetics, creative non-fiction, flash fiction and short stories. The work in English studies will strengthen your creative writing.
A,A,A. including grade A in one of English Language, English Literature. Excluding General Studies, Critical thinking and Citizenship. D:36,M:9. Pass Access to HE Diploma Humanities Pathway with 45 credits at level 3 of which 36 credits must be at Distinction and 9 credits at Merit. 15 level 3 credits must be from English modules and 9 of these ...
In the UK for English and creative writing in Times Good University Guide 2024 Creative Writing BA ... 73% of NTU's research in English Language and Literature was assessed to be world-leading or internationally excellent - REF2021. ... A supplementary internet portal for our creative writers is the Nottingham Creative Writing Hub at NTU ...
Application advice. Studying English literature and creative writing engrosses you in literary masterpieces and builds essential skills that are sought after in the professional world. It encourages critical thinking, analytical skills, and effective communication, creating storytellers and perceptive interpreters of cultural differences.
Overview. Within this English Literature MA programme from the University of Nottingham our published staff will support you to build your research skills and explore a range of literary genres, from Romantic poetry to dystopias.. We focus on: questions of genre; establishing and challenging a literary canon; the idea of the archive, notions of orality and performance
We'll study English literature throughout history and learn how the language developed. This includes thinking about the uses and the themes, principles, techniques, values and significance of literary works in their contexts. There's also chance to develop your creative writing, learning from expert staff who are published poets and authors ...
The University of Nottingham Malaysia has a very successful English School and is known globally for its international quality of teaching and research. The English School began its operation in 2013 and offers two high-quality undergraduate degrees: English Language and Literature & English with Creative Writing.
MA in English with Creative Writing. Full-time: 1 year. Part-time: 2-4 years. Start date: September 2024. Malaysian fee: RM39,000 per programme. International fee: RM46,900 per programme. Intake: September. How to apply Make an enquiry. Navigate this course.
TOEFL (IBT) 80 (minimum 17 in Writing and Listening, 18 in Reading and 20 in Speaking) Minimum requirements for the three-year programme: IELTS 7.0 (no less than 6.0 in writing) or; PTE Academic 76 (minimum 65) or; TOEFL (IBT) 100 (minimum 19 in Writing) Minimum age requirements. You should be at least 18 years of age on admission to the ...
Why study this course? Our undergraduate BA English Literature with Creative Writing degree is for you if you want to: Learn from bestselling authors and industry experts - including 2021 Forward Poetry Prize winner Professor Luke Kennard and one of Granta magazine's 2023 best young novelists Dr Anna Metcalfe. Personalise your degree - read and write about the writing and authors that mean ...
This degree offers a stimulating and wide-ranging introduction to English literature and creative writing. You'll have the opportunity to study and interpret literature from different historical periods and diverse cultural settings - including translations - and to develop your writing skills in several genres including fiction; poetry; life writing; and scriptwriting for film, radio ...
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Nottingham Creative Writing Hub is the central place for writers at Nottingham Trent University, including Creative Writing students and staff, and is hosted by the Department of English, Linguistics and Philosophy. NTU is the home of dynamic and long-established undergraduate and postgraduate courses in Creative Writing, with a very exciting ...
Program Overview. Named one of the "Five Innovative/Unique Programs" creative writing programs by The Atlantic, the master of fine arts in creative writing is one of two programs offered by UNLV's Creative Writing International Program with genre concentrations in fiction, literary nonfiction, and poetry.By providing an innovative curriculum and fostering an educational environment where ...
International entry requirements. IB score. 32, with 5 in English at Higher Level in Clearing. IELTS. 7.0, with no less than 6.0 in any element. High school qualifications. Check our country-specific information for guidance on qualifications from your country. A level. ABB with B in English in Clearing.
We'll study English literature throughout history and learn how the language developed. This includes thinking about the uses and the themes, principles, techniques, values and significance of literary works in their contexts. There's also chance to develop your creative writing, learning from expert staff who are published poets and authors ...
During the summer, you will complete a 14,000-word creative writing dissertation. This is a major piece of independent research, and you will be allocated a supervisor who is a specialist in your chosen area. You could choose to do a series of poems or short stories, a piece of non-fiction, or an excerpt from a novel.
Literature and creative writing majors are strongly encouraged to pursue experiential learning opportunities as part of your undergraduate education. Student-faculty collaborative research. At many universities, only graduate students get to try hands-on research. At Linfield, you get to do it. In fact, Linfield will pay you to do it!
The studies involving humans were approved by University of Nottingham School of Psychology ethics committee (ethics reference number: FMHS 81-0922. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
Applied Linguistics and English Language Teaching; English Literature; Language and Linguistics; ... (15,000 words or equivalent) such as a traditional dissertation, a practice-based project, extended creative writing, a linguistic experiment and write-up, a multimedia output, and so on. ... The University of Nottingham does not sponsor a ...
The University of Nottingham does not sponsor a student visa for students studying part-time courses. ... with unique expertise in two or three areas, including: Medieval Literature, Literature from 1500-Present, Drama and Creative Writing, and Linguistics. ... Cover a broad and unique mix of subjects within the study of English language ...
A PhD in Applied Linguistics and English language teaching is mainly made up of independent study, with supervision meetings occurring online (e.g. via Microsoft Teams) and spread throughout the year. ... A creative writing thesis will mainly consist of your own original creative work. This could be a novel, a manuscript of poems, a collection ...