ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMAN
1
Programme Information & PLOs
2
Title of the new programme – including any year abroad/ in industry variants
3
Philosophy and Linguistics
4
Level of qualification
5
Please select:Level 6
6
Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry Please select Y/NNo
7
Year AbroadPlease select Y/N
8
Department(s): Where more than one department is involved, indicate the lead department
9
Lead Department Philosophy
10
Other contributing Departments: Language and Linguistic Science
11
Programme Leader
12
Barry Lee; Associate PL, Linguistics, Norman Yeo
13
Purpose and learning outcomes of the programme
14
Statement of purpose for applicants to the programme
15
Philosophy and Linguistics blend together to create a fascinating and challenging combined degree. Through linguistics, you’ll explore the nature and workings of language. Using scientific and analytical tools, you’ll explore the structure, history, and sociocultural impact of language, coming to understand the English language from the inside out. Through philosophy, you’ll investigate fundamental questions about reality, thought, language, and value. Using critical thinking, precise argumentation, and creativity, you’ll explore and evaluate potential solutions to deep and difficult problems. By studying philosophy and linguistics in conjunction, you’ll be in a position to bring both unique sets of tools together to enhance your understanding of both disciplines: linguistics will help you to uncover logical structures and distinctions that will feed into your philosophical evaluations of arguments and analysis of concepts; and philosophical exploration of the relationships between language, our minds, and the world will enhance your understanding of language.

This programme will equip you with a powerful range of skills and abilities, putting you in a position to think in a systematic way about new problems and to communicate your ideas clearly and forcefully. You will learn to deal with controversial theories and proposals, weigh evidence, assess the quality of arguments, and confidently express your own conclusions. You will emerge with advanced skills in writing, argumentation, and analysis. This skill set will place you in a unique position for a wide range of career paths, from marketing to publishing to software development, and will fundamentally change the way you view and engage with the world we live in.
16
Programme Learning OutcomesPlease provide six to eight statements of what a graduate of the programme can be expected to do.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
17
PLOOn successful completion of the programme, graduates will be able to:
18
1Produce insightful and illuminating explanations of key problems and puzzles in philosophy and linguistics and apply their understanding in approaching new problems
19
2Explore and develop potential solutions to complex problems and puzzles in philosophy and linguistics
20
3Lay out what can be said for and against these solutions, and make a measured judgement about what is the best solution in each case, supporting that judgment with a sustained line of argument
21
4Use scientifically grounded approaches to the nature, use and acquisition of language to investigate complex and unfamiliar linguistic phenomena, discern relevant patterns and articulate their relevance to linguistic and philosophical audiences
22
5Work effectively and productively as a thinker and learner, individually and in collaboration with others
23
6Communicate complex ideas in clear and accessible terms in a range of formats
24
Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
25
N/A
26
Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
27
28
Explanation of the choice of Programme Learning OutcomesPlease explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
29
i) Why the PLOs are considered ambitious or stretching?
30
These learning outcomes are designed to challenge students to explore problems in philosophy and linguistics from a wide variety of standpoints. Students explore complex puzzles (PLO 1), develop novel solutions (PLO 2), working out for themselves what the best solutions are (PLO 3), and explain all this in clear and accessible terms (PLO6). Students develop skills in applying a scientific approach to the study of linguistic phenomena and in providing illuminating descriptions of the structures they uncover using a variety of formal and empirical techniques (PLO 4). Overall, the programme designed around the PLOs will drive students to develop into creative, curious, collaborative, and reflective thinkers, capable of tackling difficult problems in a rigorous and systematic way. These attributes are some of the most important tools they need to be successful professionals and sensitive and responsible members of society.
31
ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
32
The programme brings together two disciplines which have interesting connections in a mutually enriching way. Linguistics involves students in adopting a broadly scientific approach to a fascinating range of phenomena which play a pervasive role in our lives. Philosophy engages students in considering puzzles which concern fundamental concepts and principles, and the careful laying out of possible solutions and construction and evaluation of systematic logical arguments. Study in philosophy develops keen critical and analytic skills which enrich consideration of linguistic phenomena. Study in linguistics deepens appreciation of issues of meaning and logic which impact upon philosophical arguments. Completing the programme will give students an understanding the workings of language, an appreciation of how to apply scientific approaches to problems, and an ability to probe difficult problems in a systematic and dispassionate way.
33
iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
34
While our PLOs do not make explicit mention of digital literacy, the programme makes extensive use of technology-enhanced learning. Many lectures are available in online recordings. Modules are supported with extensive online resources, such as module outlines, lecture notes, seminar guidance, readings, podcasts, videos, and supplementary notes. Some philosophy modules, e.g. Beginning Philosophy, deliver online content and feature online assessments. Within linguistics, students work with IT across software packages and services to achieve their aims such as statistical software, data collection tools, awareness of the nature and quality of online information. Assessments involve collating, managing and accessing data in various forms including spreadsheets and databases. And many modules involve discussion fora, which help students distinguish different types of digital resources and information as well as the relevance of sharing with the appropriate audience.
35
iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employablity objectives should be informed by the University's Employability Strategy:
36
http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
37
There is a very good match between the skills highlighted in the PLOs and what research shows employers want university-level education to emphasize. Among the top list of attributes employers most desire in their employees (Hart Research Associates, 2013, <https://aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf>) are:
- Critical thinking and analytical reasoning skills, 82%
- The ability to analyze and solve complex problems, 81%
- Effective communication 80%
- Extraction and organization of information, 72%
- Teamwork skills applicable to diverse settings, 67%

The PLOs for the Philosophy/Linguistics degree are tailored to promote these attributes/skills:
- Critical thinking and analytical reasoning skills (PLOs 2, 3, 4)
- The ability to analyze and solve complex problems (PLOs 1, 2, 3, 4)
- Effective communication (PLO 6)
- Extraction and organization of information (PLOs 1, 3, 4)
- Teamwork skills applicable to diverse settings (PLO 5)

While some employer-desired skills and attributes might change over time, depending on technology or psychological fads, critical thinking, communication, and the ability to work with others are timeless skills that are not going out of fashion any time soon.
38
vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
39
We give significant support to students who need additional support in developing academic and transferable skills. This is done (i) by module leaders in the relevant departments, and (ii) by the student’s supervisor -- who may be in either the Philosophy or Linguistics department. Students are warmly encouraged to make use of module tutors’ office hours where they are struggling with material. And module leaders explicitly look out for students having difficulty or failing to attend seminars -- contacting either the student directly or the student’s supervisor to provide additional support.

Supervisors identify students in difficulty by reviewing attendance through regular supervision meetings, reviewing attendance, and communication with module leaders. They ensure that students in need receive appropriate support through the relevant department and/or utilizing the appropriate university support services (e.g. the Open Door Team, Disability Services, the Careers Office).

Skills work is integrated into seminar tasks in Philosophy modules. In Knowledge and Perception, in Spring, the focus is on writing skills 'from word to paragraph'; in Metaphysics, in Summer, attention shifts to skills that apply from paragraph to essay. This work starts from fundamental but should boost the performance of students at all levels of attainment.
40
vii) How is teaching informed and led by research in the department/ centre/ University?
41
The philosophy and linguistics departments have a strong commitment to research-led teaching. A wide range of specialist modules in the final year are designed with flexibility in mind so that they can provide a structured environment for teaching that is centered around the research interests of members of individual members of the department. As described in the enhancement plan, joint philosophy/linguistics students additionally have -- and are expected to continue to have -- opportunities for independent study in both disciplines, providing them with the chance to conduct independent research under the supervision of staff members who are leading experts in their areas.
42
Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
43
Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
47
Stage 1
48
On progression from the first year (Stage 1), students will be able to:Note on ‘Staged Challenges’ approach to stage outcomes: Students are expected to work in increasingly sophisticated, complex, and autonomous ways as they progress through the programme. The differences between the stages of the programme can be understood in terms of ‘staged challenges’: progressively more difficult materials are addressed; the quantity of basic-level guidance and analysis provided by academic staff is reduced; and expectations of students rise. (The following characterizations of the staged challenges should be read in conjunction with the PLOs.)

Year 1:

Philosophy: Students are exposed to carefully framed presentations of issues and debates with selected readings (of an appropriate level of difficulty) that they are not required to go beyond (as the aim at this stage is to focus attention and get to grips with those readings), with significant support from introductory material and guiding questions. Students are expected to be able to recognize and articulate key differences between the positions considered, to rehearse arguments accurately with a reasonable level of understanding, and to be able to make evaluative judgements about positions and arguments based on the evidence, showing sensitivity to key features of arguments such as validity and plausibility of premisses. Students are expected to be able to engage in discussions of philosophical texts: expressing their responses to study questions, listening carefully to the contributions of others and responding constructively. [NOTE: The following is to be included if first year is made probationary: ‘Students are expected to be able to demonstrate understanding of academic integrity—e.g. the need to avoid plagiarism and collusion—and to work on the programme with integrity.’]

Linguistics: Students are expected to develop core conceptual and analytical skills in the central areas of linguistics including phonetics, phonology, syntax and semantics. They are expected to acquire the foundations of an up-to-date understanding of the nature and functioning of human language more broadly, and an understanding of the nature, content and scope of the discipline of linguistics. They are expected to have begun to develop their analytical and critical skills in the ability to collect, evaluate, organise and analyse linguistic data.

[NOTE: It may be helpful in considering (a) these joint programme PLOs and staged progression for this joint programme and, in particular, (b) any potential revision to either of these, to bear in mind the following relationships between these joint PLOs and the PLOs for the relevant single subject programmes. Care will be needed in all cases, but particular care is needed in the following cases. PLO1 relates to the first part of P1 and to L1 (care). PLO2 relates to P2 and L3. PLO3 relates to P3 and P4 and to L5. PLO4 relates to L1 and L2. PLO5 relates to P5, P6 and L6 (care). PLO6 relates to the second part of P1 and to L4.]
49
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
50
Understand and explain the main features of some key problems, issues, and debates presented in module materials

Understand and explain some key fundamental concepts, terminology, and notation required for understanding philosophical texts and discussions

In Linguistics, understand and recognise foundational methods of analysis for a range of linguistic phenomena		In relation to particular problems and issues, be able to articulate some alternative solutions laid out in central module materials (including set readings, lecture slides, and handouts)

In Linguistics, be able to deploy an understanding of what constitutes a principled solution to a linguistic problem		Articulate arguments laid out in central module materials for and against the alternative solutions considered in relation to a particular problem, and go on to make a judgement about what is the best view on that problem, relating this to the evidence considered, showing sensitivity to key features of arguments including validity and plausibility of premisses

In Linguistics, appreciate the value and force of different types of argument: empirical, analytical, theoretical, conceptual		Apply foundational methods of analysis to a range of linguistic phenomena, distinguishing what counts as "data" -- different objects of study -- in different fields of linguistics—Be able to read and make notes on module materials using study guidance questions
—Be able to apply some basic strategies for approaching texts in philosophy and linguistics with a view to understanding and evaluating them
—Be able to schedule work on set module materials effectively
—Be able to formulate responses to basic study questions and present these orally
—Be able to listen attentively to the oral contributions of others and give a brief summary of what is said
—Be able to identify strengths and weaknesses on the basis of considering feedback, and seek help with improving performance on that basis		State key ideas and arguments in clear and straightforward terms, in writing and orally
51
Stage 2
52
On progression from the second year (Stage 2), students will be able to:Year 2:

Phil: Students are expected to develop reasonable depth and breadth of knowledge and understanding in a number of key topic areas in philosophy, including the philosophy of language. They are given key readings and introduced to the issues, but they are expected to tackle more difficult puzzles and materials and/or are expected to do more in terms of developing their own understanding and exploring the relevant literature than in Year 1. They are expected to express their understanding of key problems, issues, positions, and arguments in clear and concise terms. They are expected to argue for their view on a question or issue, and to consider and weigh objections to central arguments and potential responses to those objections. They are expected to be able to engage in critical discussion with others.

Ling: Students are expected to deepen their understanding of some of the core areas of linguistics, and to develop skills that will allow them to tackle advanced, research-based modules, and to engage critically with formal literature within their field of interest. They are expected to assimilate training in scientific reasoning and be able to apply the scientific method across a selection of areas of linguistics and, under guidance, to recognise problematic datasets and concepts. They are expected to be able to formulate novel questions and problems and structure plans to pursue solutions. They are expected to be aware of issues relating to data collection and management and have received training which makes them conscious of their potential place and contribution within an interdisciplinary team.
53
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
54
Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history

In linguistics, understand a range different research methods appropriate to a range of different linguistic questions/phenomena to be investigated		Develop and articulate ranges of alternative solutions to problems and issues in an open-minded way, drawing on module materials and seeking out novel alternatives through research, extrapolation, and analogy—applying lessons from previous study to novel problems

Recognise the ingredients of a creative and principled solution to a linguistic problem and have awareness of criteria of scientific evaluation (empirical coverage, theoretical coherence, beauty, elegance)		Articulate arguments for and against the alternative solutions considered in relation to a particular problem, drawing on module materials, identifying some points of weakness and some potential options for development, then go on to make a judgement about what is the best view on a particular problem and provide a defence of this judgement, weighing objections to arguments and responses to these objections

Engage critically with primary linguitics literature and differentiate between multiple theoretical approaches to a single problem		Be able to select and deploy different research methods appropriately given the linguistic question/phenomenon being investigated

Be able to recognise and explore more complex linguistic patterns, and develop skills for expressing formal/academic argumentation to describe those patterns		—Be able to read and make notes on philosophical texts, identifying key claims and arguments
—Be able to make cogent notes on lecture presentations
—Be able to apply some strategies for approaching novel texts in philosophy and linguistics with a view to understanding and evaluating them
—Be able to schedule independent work relating to extended module reading lists and a relatively demanding schedule for completion of tasks
—Be able to formulate summaries of sections of philosophical texts and present these orally
—Be able to listen to the oral contributions of others and identify key points of what is said
—Be able to give and receive constructive criticism calmly and tactfully
—Be able to engage in constructive dialogue on topics in philosophy and linguistics
—Be able to engage with and discuss problems in linguistics in a collaborative context
—Be able to apply strategies for improving work, based on a critical reflection, advice, and feedback, and evaluate one’s own work in relation to stated criteria		Communicate ideas in clear, precise, and accessible terms in a range of formats

Present complex ideas from primary linguistics literature clearly
55
Stage 3
56
(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Year 3:

Students are expected to engage with difficult issues and material—including some at the forefront of contemporary work—and work autonomously to develop understanding. They are expected to work autonomously to arrive at a view on particular questions/issues, and present a sustained line of argument in defence of this judgement. They are expected to have a more sophisticated appreciation of the ways in which their position and initial arguments might be resisted: identifying objections and responses, and evaluating their relative strength.
57
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
58
Describe and explain key problems and puzzles in philosophy and linguistics in clear and accessible terms and apply their understanding in approaching new problemsDevelop and articulate solutions to problems and puzzles in philosophy and linguisticsLay out what can be said for and against these solutions, and make a measured judgement about what is the best solution in each case, supporting that judgment with a sustained line of argumentUse a scientifically grounded understanding of the nature, use and acquisition of language to investigate complex and unfamiliar linguistic phenomena, discern relevant patterns and articulate these in illuminating waysWork effectively and productively as a thinker and learner, individually and in collaboration with othersCommunicate complex ideas in clear and accessible terms in a range of formats
59
Programme Structure
60
Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
61
Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
75
Stage 1
76
CreditsModuleAutumn TermSpring Term Summer Term
77
CodeTitle123456789101234567891012345678910
78
10PHI00001CBeginning PhilosophySAEA
79
20PHI00005CReason and Argument ASEAA
80
20PHI00008CKnowledge and PerceptionSEA
81
10PHI00003CIntroduction to MetaphysicsSEA
82
20LAN00009CIntroduction to Phonetics and PhonologySA
83
20LAN00011CIntroduction to SyntaxSAAAA
84
20LAN00012CIntroduction to SemanticsSAA
85
Stage 2
86
CreditsModuleAutumn TermSpring Term Summer Term
87
CodeTitle123456789101234567891012345678910
88
Students take the following modules in Philosophy:

— Key Ideas: Philosophy of Language (Autumn) and
EITHER
— Two further Key Ideas Modules (Spring start)
OR
— One further Key Ideas Module (Spring start) plus a 20 further credits selected from the following list: (i) Key Ideas Short modules (10-credit, Autumn or Spring); (ii) Who Counts as a Philosopher? (10-credit, Autumn); (iii) Philosophy and Society Podcasts (10-credit, Spring/Summer). Students may take two Key Ideas Short modules, but if they do, they are advised to take one in Autumn and the other in Spring.
89
20PHI00073IPhilosophy of LanguageSEA
90
20 eachVariousKey Ideas Module – SpringSAEA
91
10VariousKI SHORT AutumnSEA
92
10VariousKI SHORT SpringSEA
93
Students take the following modules in Linguistics:

- Introduction to Language Acquisition (Autumn)
- One option from List A (in Spring/Summer period)
- One option from List A or B or an elective module (in Spring/Summer period)
(Note that the university imposes an upper limit on the amount of credits you may take as Electives or LFA modules to 40 credits in total over stages two and three)
94
20LAN00008IIntroduction to Language AcquisitionSAAEA
95
20Module from Option List ASAAEA
96
20Module from Option List BSEA
97
Stage 3
98
CreditsModuleAutumn TermSpring Term Summer Term
99
Students take the following:

At least 60 credits in Philosophy, choosing from one of the following three combinations:

(i) Two 20-credit Year 3 modules + two 10-credit Advanced Modules (NB: The 20-credit modules must each have an associated Advanced Module, and they be the AMs taken)
(ii) Two 20-credit Year 3 modules + one 10-credit Advanced Module (NB: At least one 20-credit module must have an associated Advanced Module, and that AM be taken) + one 10-credit elective module (options including the Philosophy Podcast Module PHI00111I, if places are available)
(iii) One 20-credit Year 3 modules + one 10-credit Advanced Module (NB: The 20-credit module must have an associated Advanced Module, and that be the AM taken) + A Philosophy Short Dissertation (20-credit, Autumn or Spring, schedule as for other 20c modules) + one 10-credit elective module (options including the Philosophy Podcast Module PHI00111I, if places are available)

Either 40 or 60 credits in Linguistics; usually:
- 20 credits of Linguistics from List F (Linguistics 20-credit Autumn)*
- 40 credits of Linguistics from List G (Linguistics 20-credit Spring)*
* Note that students may replace a 20-credit Linguistics Module with credits taken in an additional 20-credit Philosophy Module or in elective or LFA modules.
(Note that the university imposes an upper limit on the amount of credits you may take as Electives or LFA modules to 40 credits in total over stages two and three.)
100
20 eachVariousPhilosophy Research-Led Module (Autumn)SEA
101
20 eachVariousPhilosophy Research-Led Module (Spring)SEA
102
10VariousPhilosophy Advanced ModuleSEA
103
10PHI00111I (Optional)Philosophy Podcast ModuleSEA
104
20VariousLinguistics Module from Option List FSEA
105
20VariousLinguistics Module from Option List GSEA
106
107
Stage 4
108
CreditsModuleAutumn TermSpring Term Summer Term
109
CodeTitle123456789101234567891012345678910
110
111
112
113
114
115
116