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Study Skills & Learning Styles

With January just around the corner, many students will have exams of some sort to be preparing for over the Christmas break. Amidst the celebrations, it’s vital to get your head down and do some revision. We’ve put together the following advice based on learning styles.

What is my learning style?

Knowing your learning style may help you to find the ways of studying and revising that work best for you. Most people are a combination of different styles, so different methods may help you in different circumstances.

When you have to remember a phone number and type it into your phone, do you:

a. Imagine how the number is written on the screen?

b. Hear the number out loud in your head?

c. Feel how you would type the number into a phone? (i.e. remember the movement of typing it in)

If you think a then you are a visual learner, b indicates an auditory learner, and c gives a kinaesthetic learner. Remember – you could be a mix of 2 or even all 3!

Visual learners

General characteristics and habits of visual learners include:

– Tend to be fast talkers and may interrupt others

– Learn by seeing charts and diagrams

– Need quiet study time

– Take detailed notes which may include pictures

– Learn best when sitting at the front of class

Tips for visual learners when studying and revising:

Use maps, charts, graphs, diagrams, videos, and anything visual to create revision aids that will really help. Flashcards are a great option for definitions of words in languages, or learning equations in science and maths. With important information that is essential to remember, make this stand out by colour coding, highlighting, circling, underlining, or anything that works for you. In class, copy down what is on the board, take notes, and make lists to help your revision process.

Auditory learners

General characteristics and habits of auditory learners include:

– Tend to be natural listeners, speak slowly and explain things well

– Prefer to hear information rather than read it

– Read slowly

– Like to repeat things aloud

Tips for auditory learners when studying and revising:

Record lectures and lessons, or even yourself reading notes, on a voice memo or recorder and listen back to them later. This will help to reinforce the information that’s being put across. Read material aloud when you’re revising or going through the topic after learning for the first time. Explain concepts aloud in your own words, either to yourself or within a group discussion. If you are able to tell someone else about a topic, chances are you already know it well yourself. Use word associations or mnemonic devices to help you to remember.

Kinaesthetic learners

General characteristics and habits of kinaesthetic learners include:

– Tend to be the slowest talkers and have a short attention span

– Learn by doing and solving real life problems

– Like hands-on approaches

– Can’t sit still for long, get fidgety

– Need to take breaks when studying

Tips for kinaesthetic learners when studying and revising:

Make and use flashcards or memory games to give a dynamic aspect to your revision. These could be to remember definitions, equations, historical eras, anything you like. Study with others and exchange ideas. Study in short blocks with regular short breaks or rewards between topics. In school, subjects that involve lab classes, practical activities and field trips will help you with learning. Doodle while studying or reading, or keep active by bouncing a ball or walking around while you read notes.

Feel free to try out any of these techniques, and remember to try different things to find out what works best for you!

Post-16 Options: Advice for GCSE students

With Year 11 students around the country beginning to look at their options after they finish GCSEs, we look at some of the advice and guidance that is available to young people and offer some thoughts from a university perspective.

Sometimes it can feel a little bit daunting when you have to make big decisions about your future when you don’t really know exactly what you want to do. It’s important to think carefully about the different options but also, not to panic! We see students come through the doors at Goldsmiths who have taken many different routes to get here. There are many more people out there who have become successful in all walks of life without following a ‘traditional’ path.

There’s lots of information available online offering advice on what you can do after 16 but we’d always advise talking to a trained careers advisor at your school who can talk you through the different options. Other places to look for top-notch advice include the UCAS further education website, where you can look into the many different post-16 routes and qualifications. You may also want to have a look at the National Careers Service website, where you can get advice on all aspects of employment, from CVs to course searches, and take part in web chats with trained advisors.

If you are considering university in the future, we would recommend looking into A levels and BTECS, which are the most traditional route to university. People are increasingly taking combinations of qualifications and that’s absolutely fine with most universities (although you may want to have a quick check as some universities will still prioritise A levels). For many courses, it doesn’t usually matter what subjects you choose to study at post-16, but, you may want to check beforehand by looking at university websites. Courses that often look for a particular subject are Medicine, English Literature and Engineering, though there are plenty more.

Good luck, and remember it’s never too early to start planning for your future!

Subject Spotlight: English and American Literature

Padraig Kirwan, Senior Lecturer in the Literature of the Americas, gives his insight one of the English and Comparative Literature (ECL) department’s courses: English and American Literature.

Hi there! Could you tell us a little bit about yourself and your background?

I’m one of the five American literature specialists here in ECL. My research is primarily in the area of indigenous literature, and I joined the department in 2006. I did my PhD at University College Dublin, Ireland, and taught there. I also taught at the University of Dublin, Trinity College before coming to Goldsmiths.

Please can you give us a quick overview of the degree course?

Our students take four modules per year. One of those modules is entirely devoted to American literature in Year 1, where we cover key moments in U.S. history and culture by reading a broad range of texts and engaging with various moments in American history. The Year 1 syllabus consequently includes everything from Puritan sermons to twenty-first century Native American literature. In all three years of the degree students can also take modules which are open to everyone studying in ECL; students can choose from over thirty option modules in Years 2 and 3, but are required to take at least two American Literature modules in both years. In terms of U.S. writing, we teach everything from nineteenth-century American literature and Hollywood cinema to African American writing and climate change fiction. Students can also choose to study modules such as Shakespearean drama, Old and Middle English, British Romanticism and European cinema. As a result, English and American Literature students really get the best of both worlds, and can engage with literary theory, Victorian literature, and the wider literary canon. Assessment consists of a mixture of portfolio essays and a small number of examinations; we are very keen that our students develop their writing skills and offer feedback on early draft work in many instances.

What makes the Goldsmiths course distinctive?

The BA in English and American Literature is a really distinctive and unique degree, and is the only one of its kind at any of the University of London institutions. The amount of attention that we pay to specific texts, and the manner in which we link the writing to cultural contexts, is quite exceptional when compared to degrees offered on the other University of London campuses. Our students form a really tight-knit community over the three years, and we run events such as “America on Screen” – a bi-monthly gathering where lecturers briefly introduce a great American movie, and we all meet to watch it and chat.

What are you looking for in an applicant? Do you have any tips for a great personal statement?

I was the admissions tutor for this degree for two years, and then served as the Head of Admissions for ECL for four years. I read thousands of applications during that time! The ones that stick in mind gave me a highly personalised sense of the person’s enthusiasm for literature, explained why, exactly, they were excited at the prospect of reading for an English degree. I got a real sense of the energy and the rigour that those applicants would bring to their study, and could see exactly what it was that drove them to engage with literary texts and broader contexts. Write about yourself and your passion is my advice.

How does this degree support students practically for life after university?

Any degree in English is enormously practical. The students who I have taught have gone on to forge extremely rewarding and successful careers in a vast range of areas and companies: major publishing firms including Penguin, The Economist and Condé Nast; advertising and communications companies such as Freud Communications and AMV BBDO; and the creative industries such as ITV and the Tate Modern. Many students have become teachers, be it at university or secondary school level. Others have gone on to become lawyers. A few are writers, unsurprisingly enough. Anywhere that text and imagination is used, you’ll find our students!

And finally…tell us a joke!

Brexit?

To find out more about any of our courses in the Department of English and Comparative Literature, visit gold.ac.uk/ecl

Goldsmiths Young Writer Prize 2018: Winner

The winning story for the Goldsmiths Young Writer Prize 2018 was written by 17 year old Sally Piper. The prize will open again for applications in early 2019 for students aged 16-18. Students will be given a brief to follow when writing their 1,000-word entry.

‘One Day’

Across the river from Edna’s hotel was the town. She rarely let herself look across to the cluster of buildings that constituted it, except at night when the lights were softly glowing and the details were obscured.

Edna’s hotel was called The River’s Way, and she hadn’t been to the town in nearly fifty years. She had Angie, after all, the young girl who helped out a couple of afternoons a week, to run to the shops for supplies. But other than that, she could usually find everything she needed in the hotel. She had a good team of staff who didn’t tend to ask many questions and always kept things ticking over.

“I have no need to,” is what she said to anyone asking why she never went across the river; it was the truth, really, though not the whole truth. Edna didn’t believe in lies of omission; the guests did not need to know her whole life story. Besides, if she were to tell them that she had been turned out of the town by the torch-carrying villagers who held her in contempt, it might stop people visiting, and she was quite reliant on the town’s tourism.

It didn’t really matter that the people who lived in the town were quite foul. It didn’t matter that the night when they had come for her and Catarina was still enough to make her wake up sweating.

“Yes, I am the founder of The River’s Way,” she would reply when asked, and she allowed pride to inflate itself a little. “We – I bought it nearly half a century ago, can you believe it? Still going strong. Of course, at first I lived in the main town, but then… well, you know how prices rise! Plus, I personally never trust someone who owns a hotel and yet does not believe it good enough to stay there.”

That is what Catarina had said on the first morning after they had fled to try and reassure both of them; they were both shaking, holding each other for what felt like hours in silence. And then she had said that. Softly, quietly, in her special way, and Edna felt her heart beat finally start to ease. Catarina had always known exactly what to say to turn things into a positive.

But now, on cold mornings when the town was starting to stir and the harsh sound of it seemed to bore into Edna’s ears even over the flow of the water, there was nothing to break the silence. And Edna’s arms had been empty for several decades now.

“What happened to you?” the letter from her sister read; it was old and tattered, but looking at it still brought tears to Edna’s eyes. “When are you coming home? We miss you. Times are changing, Eddie, I swear – you and Catarina, you should come by. It’s Ma’s birthday tomorrow, and I know she’d like to see you…”

When the letter had first come, Catarina, with her now aching cough and premature greying, had stroked Edna’s back as she cried. Edna could still feel the touch when she scanned the blurry page. The times might have changed, but had the tides?

She wondered, with a pang, whether her sister would even recognise her now. It certainly wouldn’t be her mother’s birthday again any time soon. And yet…

“I’m popping out for a quick walk. I might take the canoe, you know. The sun is shining, after all, and Mr Sands said yesterday that he’s seen some baby moorhens along the bank…” she said to Angie out of nowhere, taking herself by surprise.

Angie knew, of course; she always knew. She smiled gently, and raised one eyebrow.

“Do you want me to come with you?”

“No, I’ll… I’ll be going alone. Won’t be long, though.”

“Take as long as you need.”

The canoe was small and a bit battered, but it was Angie’s preferred mode of transport to the town, so Edna felt obliged to trust it. It wobbled slightly in the water, but Edna got herself comfortable and took some deep breaths. Already, from her lower position in the water, the gargoyles that decorated the town’s church seemed far closer and far more grotesque than she was used to.

She almost got right back out again. But then she closed her eyes, and thought of Catarina. Of her smile. Of her softness and warmth and beauty. Of how, even after everything, she maintained a sense of pity for the townspeople who had turned them out; they were only doing what they believed was right by God, she had said. She said that one day they’d come to accept them, and she’d even made Edna promise not to ignore the acceptance when it came. She had died too soon to see the promise kept, but Edna decided in that moment not to break it completely.

So, with still-shaking hands and a head swimming with what could be, Edna dropped the oars into the water, throwing the rope into the river in a sudden movement to let it trail behind her like the wedding trains they never got to have.

And, as she began to drift towards the place that had been her home in childhood, and away from the place which had been her home ever since, she felt calmer than she had in years.

That’s the way the river flows, she supposed dreamily; one day it is turbulent and fierce, and the next day it calls out to you, honey-sweet and repentant. And, when the river calls, you answer.

Decisions, decisions, decisions!

GCSE choices are one of the first key decisions for students in education. Our Pre-16 Widening Participation Coordinator, Marlyee Copeland, gives her advice for your students.

Choosing your GCSEs is a really important and exciting part of your journey in education, as it is the first time you properly get a say in what you are studying. As you progress onto college or sixth form, and potentially university, you get even more choice, from a wider range of subjects.

Here are some top tips for choosing your GCSEs:

1. What’s compulsory? Maths, English and Science are compulsory subjects in every school, however some schools also say that their students have to study other subjects for their GCSEs such as Religious Education or a language. So, to begin with, find out what subjects are compulsory at your school.

2. Make sure it’s your choice! Lots of people, including parents and teachers, will have their own opinions on what you should study. Listen to what they have to say, however, make sure the final choice is yours, and choose subjects you enjoy as you will be the one studying them!

3. Choose the subject, not the teacher (or the friend). Some people may have a teacher at school that they aren’t so keen on, but don’t let this put you off choosing a subject that you love. There will always be people that you prefer over others, don’t let this stop you from learning or getting involved in something you enjoy or are good at. This works the other way as well, don’t choose a subject just because you really like the teacher. Sometimes teachers leave, but you will still be studying that same subject through to the end of year 11. The same goes for friends – don’t choose GCSE subjects because your friends are choosing them. The subjects they find interesting may be different to what you find interesting and this is ok because you can hang out at break and lunch times and after school!

4. Future studies…? Remember that what you choose to study for your GCSEs may have an impact on what you study in the future. Usually students end up studying A-levels or vocational courses that relate in some way to their GCSE subjects. Whatever you study at college or sixth form can also have an impact on what may you choose to study at university, or what job or apprenticeship you decide on. So even though that may all seem really far away, it’s worth considering what you really enjoy learning about now.

5. Keep your options open. If you really love creative subjects such as art or drama, maybe pair these subjects with a humanities subject such as history, geography or a language. This is a good idea as it keeps your future options open (see point 4). The more you learn about a subject (even if it’s not your favourite right now), the more you may discover you have a hidden talent or a new passion!

Subject Spotlight: Law

Brand new in 2019 at Goldsmiths is our Law LLB programme. Dimitrios Giannoulopoulos, Professor of Law, reveals all on how this course fits in with our excellence in creative arts, humanities and social sciences.

Hi there! Could you tell us a little bit about yourself and your background?

I come from Greece, as you can probably tell by my name and surname (I often challenge my students to spell them correctly, for extra credit!). I received my undergraduate legal education in Athens, before pursuing postgraduate studies in France and the UK, and undertaking legal research in the United States. Before joining Goldsmiths last May, I was an Associate Dean at Brunel University London, and the Deputy Head of the Law School there before that. My research focuses on the interaction between criminal law and human rights.

Please can you give us a quick overview of the degree course?

Our LLB Law programme is a qualifying law degree, which has been developed in anticipation of the new Solicitors Qualifying Examination. The programme gives students access to all the fundamentals (Contract Law, Trusts, Public Law, Criminal Law etc), equips them with the professional knowledge and skills required to practice law in corporate firms, but also gives them access to timely and innovative subjects such as Artificial Intelligence and Law, Immigration Law, Intellectual Property, Art Law, Law and Psychology, Media and Law, which will allow students to pursue exciting, alternative, careers.

The degree also places a heavy emphasis on student experience and professional development. Learning outside the classroom, through visits to the Royal Courts, the Old Bailey or the Supreme Court, for instance, or through professional awareness seminars in the City for the more commercially minded, is not left to chance but is rather an integral part of the teaching in each module.

What makes the Goldsmiths course distinctive?

The interdisciplinary and contextual approach that we take is distinctive. We do not teach law in isolation of the world around us, but rather within its institutional, socio-political, economic and cultural context. Our students will critically engage with core debates and interrogate existing structures. They will be able to extend their knowledge beyond the traditional boundaries of the legal discipline by engaging with sociological, psychological and anthropological perspectives.

In addition to integrating content specific to the new Solicitors Qualifying Examination, we have a close working relationship with the Inns of Court and leading chambers, and can offer our students insight into what it takes to become a barrister as well as opportunities that will enable them to take this route.

What are you looking for in an applicant? Do you have any tips for a great personal statement?

Demonstrating a passion for learning, communicating, and engaging with others will take candidates a long way. What have they done that shows they’re ready to go the extra mile and undertake an intellectually challenging degree that they can use as a great foundation for whatever they decide to do later on in life? The ability to express themselves clearly and concisely, follow a logical structure, and showcase different aspects of their knowledge and personality, is also of the essence.

How does this degree support students practically for life after university?

The law programme at Goldsmiths has a focus on an eclectic educational provision and sector leading professional development initiatives. Debating, mooting, mock trials, mock contract negotiations, law film screenings, examining law through literature, participating in dispute resolution clinics, teaching on advocacy and client interviewing, conceiving law in action through relevant VR experiences, and a law clinic on human rights are integral to the degree and the wider experience of studying law here. We also equip our students with the digital understanding required from 21^st century lawyers. We teach them modern legal skills, including how lawyers are beginning to use AI for case preparation and analysis.

And finally…tell us a joke!

Oh, my jokes often come from personal experiences (I won’t say if they’re embarrassing) and I will often share them in the most unexpected moment in the classroom. I couldn’t possibly share one of these stories here, but look forward to the opportunity to doing so with some of your students in the near future.

To find out more about our LLB Law programme, visit gold.ac.uk/law or book onto one of our Law Information Evenings.

Personal Statement Checklist

It’s the final countdown to the application deadline. You’ve researched your university courses. You’ve chosen your subject. You’ve drafted (and re-drafted) your statement and it’s nearly there. Now have a look through our handy checklist to make sure you’re ticking all the boxes!

Is it clear what you’re applying for…

You’d be amazing at the number of personal statements that we receive that don’t make it clear what subject area you’re looking to study – make sure it’s in your first paragraph.

…and is it clear why?

Just as important as what you want to study is why you want to study it. Avoid generalisations, clichés and un-evidenced enthusiasm (“I have always wanted to study…”) but explain clearly why you specifically want to study your subject. Use examples of particular topics that you’re really interested in within that subject.

Proof read and proof read again, then find someone else to proof read for you.

Remember that university admissions tutors will be looking for spelling, punctuation and grammar to be perfect (as it shows that you’ve put time and effort in), so make sure you get someone else to check it through.

Does it focus on your course?

Remember that this is an application for an academic degree and therefore the majority of it (around 70–80%) should be focussed on your subject area.

Have you developed your work experience?

When you write about your work experience, ask yourself one question: What did I get out of this that I couldn’t have got from reading a book?

Have you done anything outside of the classroom?

University admissions tutors love it when you can show that you have a genuine interest in your subject – a good way to do this is to talk about something related to your subject that you’ve seen or read outside of your curriculum at school or college.

Where’s the proof?

It’s really easy to write that, you “…regularly read The Economist”; much more impressive is to talk in more detail about a specific example of an article that you’ve read.

Are your examples specific?

The clue is in the name…this is a PERSONAL statement and so the examples you use should be really specific to you. You can also afford to go into detail: one or two great and detailed examples (where you’ve drawn out your key skills) are better than loads of underdeveloped ones.

Are you emphasising the positives?

Keep the tone of your statement positive – don’t talk about what you haven’t done or can’t do or can only almost do, but focus on all the things you have done and can do!

Delete any information that’s elsewhere on your application

A list of your other subjects? It’s elsewhere on your form. Your GCSE results? Also elsewhere on your form. Your home address? Yup…that’s there too. You don’t need to repeat any information that we can find out elsewhere (unless you’re making a specific point).

Subject Spotlight: PPE

Often associated with the Oxbridge elite, the Politics, Philosophy and Economics degree is now available at Goldsmiths, where it comes with a distinctly different flavour. Dr Will Davies, Reader in Political Economy, gives us an insight.

Hi there! Could you tell us a little bit about yourself and your background?

I’m a political economist who did a PhD in Sociology at Goldsmiths. My own work looks at neoliberalism, the history of economics and how our lives are shaped by particular ideas and policy frameworks. I’m interested in how politics, philosophy and economics (PPE) relate to
each other. My belief is that these things need to be made relevant to the world today.

Please can you give us a quick overview of the degree course?

We wanted the degree to take the recognised template of PPE, then give it a distinctive Goldsmiths spin. This means bringing in perspectives that are normally marginalised or ignored by more mainstream PPE courses. The economics element includes history, and an introduction to rival views on the economy, beyond that of mainstream economics. The philosophy is informed by ‘continental’ philosophy, which is more concerned with history, politics, culture and existential questions. The politics options include non- Western perspectives and a focus on criticising ideologies. We’re aware that students have different aptitudes for economics, so after the first year they can either go down a more technical route (with some maths) or a more historical-institutional route (which is more about political economy). PPE students also take
interdisciplinary modules, which allow them to think about things like markets and power from multiple perspectives. This includes aspects of anthropology and sociology. Assessments tend to be largely based around coursework essays, but there are also exams, and occasionally novel forms of assessment, for instance producing policy reports on contemporary topics, as if for a think tank. We want students to learn
practical and intellectual skills at the same time.

What makes the Goldsmiths course distinctive?

This is the course for students who want to question how society works today. We’re aware that PPE has a reputation as an elite degree, and ours certainly prepares students who want to go on to great things. But we also want them to leave Goldsmiths thinking independently and critically about the world, and to see the opportunities for changing it. The PPE community at Goldsmiths has blossomed into a wonderful group of free-thinking politically engaged students, who have formed their own society dedicated to hosting events with leading critical thinkers and economists. The students do a lot of learning together as a group, and as a result benefit from a really terrific level of exchange and cohesion amongst themselves.

What are you looking for in an applicant? Do you have any tips for a great personal statement?

Commitment and enthusiasm are key. We want students who care about the world, are concerned about political and economic issues, and believe in the value of debating them. This isn’t simply about educational attainment or job prospects, but about participating in a lively and committed intellectual community where education is recognised for its own value. We are constantly aware that students need support
for their future careers, and Goldsmiths offers a wide range of careers advice and support. But the quality of the student experience and learning also depends on students being willing to throw themselves into the three years, and to relish the opportunity for independent thinking and learning that we offer here.

How does this degree support students practically for life after university?

Students that want to acquire economics skills have the opportunity to do so. It also offers opportunities for practical and vocational study, in relation to policy making and government. PPE students go on to various careers, in government, NGOs and the media. But the most distinctive quality of this degree is that it is a marker of free thinking and originality. Employers recognise this. The opportunities at Goldsmiths to become involved in student societies, political campaigns, publishing and media are tremendous. We want PPE students to try things out, aim high, and work things out for themselves.

And finally…tell us a joke!

Q. How many economists does it take to change a lightbulb?

A. None. If it needed changing, the market would already have done it.

Find out more about our PPE degree at: gold.ac.uk/ug/ba-politics-philosophy-economics

Subject Spotlight: Journalism

Kate Morris, from our Department of Media and Communications, explains what is so special about the way journalism is taught at Goldsmiths

Hi there! Could you tell us a little bit about yourself and your background?

I run the BA Journalism programme. My background is as a news reporter and editor. My career started on the Richmond and Twickenham Times. After working on the Evening Standard, I moved to the Independent and The i, where I remained until I began teaching journalism at Goldsmiths in 2011.

Please can you give us a quick overview of the BA in Journalism course?

On the degree you will learn how to create excellent journalism. The emphasis is on the practical – you’ll find yourself out reporting in the local area from the first term. At the same time we’ll be teaching you essential computing skills: the basics of coding, how to build a website in WordPress and how to create simple plug-ins. You’ll also be taught how to use social media to find stories and promote them. You’ll learn television reporting, radio journalism, news photography and arts and culture writing. We emphasise professional skills, and all students have the chance to work on our live news website, East London Lines.

We also run a successful work placement scheme, in publications including The Evening Standard, The i, Red magazine and Time Out.
But you don’t just learn practical skills – you’ll also be taught media theory by leading academics. These lectures provide a chance for you to place journalism in a wider cultural context, and encourage you to ask important questions about the role of journalism in
a democracy and the kind of stories we should be telling.

Finally we teach media law and offer shorthand classes. You’ll be very busy!

What makes journalism at Goldsmiths distinctive?

In one word: Eastlondonlines.co.uk

This live news website, which covers a vibrant area of south and south-east London, gives students an incredible opportunity to work as reporters, editors, picture editors and social media editors in a carefully monitored newsroom. Make no mistake, this is not a closed site – once published, your work is read by people across London and the world, and gives you an instant portfolio to share with potential employers.

We send our students to Goldsmiths’ Department of Computing to learn basic coding and other key skills – something we know is in demand in the industry.

What are you looking for in an applicant? Do you have any tips for a great personal statement?

It’s simple: an interest in journalism! If you like reading a particular publication, say so. If you admire a journalist, say why.
I’m always looking for good writers, so check your statement carefully for typos and over-complicated sentences, and think carefully about what you are trying to say. If you’ve done some journalism already at school or elsewhere, I’d love to hear about it. I always read content if you link to a URL in your statement. Personal blogs show an interest in writing and a wider interest in the world. All good for budding journalists.

How does this degree support students practically for life after university?

We have worked hard to put together a programme that ensures you have the skills currently in demand in the industry – including mobile journalism and social media. Eastlondonlines.co.uk is perfect in preparing you for the rigours of the working world. We also, as already mentioned, run a work placement programme in the third year. Further, Goldsmiths has an excellent reputation, and the journalism teaching team are constantly offered job opportunities for our students, which we circulate. We put on networking events for students, invite in working journalists for panel discussions and all students are given classes preparing them for a career in the media industries.

And finally… tell us a joke!

From this year’s Edinburgh Fringe, this made me laugh. “I’ve given up asking rhetorical questions. What’s the point?” – Alexei Sayle

As well as the BA in Journalism, Goldsmiths offers a joint honours degree in History and Journalism. Find out more about both degrees at gold.ac.uk/media-communications/school-of-journalism

Subject Spotlight: Religion

We speak to Abby Day, Professor of Race, Faith and Culture at Goldsmiths, about the new BA in Religion

Could you tell us a little bit about yourself and your background?

Originally from Canada, I now live in Lewisham in London. My research and teaching explores what religion means today in diverse societies. I also advise government, media and education. I’ve been focusing in my work on shifting the study of religion from ‘Theology and Religious Studies’ to social science, where I think it belongs.

Please can you give us a quick overview of the BA in Religion?

The programme is taught by the departments of Sociology, Anthropology, Politics & International Relations and Media & Communications. We consider the nature of individual religions – and non-religion – but we also explore what religions have in common and what they do in practice in society. The programme is important, because in an increasingly globalised, more religious world, we need to understand religion as one of the most important social forces shaping contemporary society. What fuels religious conflicts? What is an appropriate response? How does religion help or sometimes harm individuals and wider society? We think our students can make a real difference in a world that is rapidly changing and, in many cases, becoming more religious, neoliberal and conservative. Class sizes are small: students learn through weekly lectures, smaller seminars, a fortnightly workshop and individual tutorials. The fortnightly two-hour workshop is an opportunity for students to discuss in more detail the theories and case studies presented in the lectures. We will map the key debates and the impact through and on religion. There will also be field trips to, for example, places of worship and of politics (House of Commons/Lords) to see both small-scale religious practice and the intersection with the wider public sphere.

What makes the Goldsmiths course distinctive?

This is the only BA Religion in the country that is located in a Sociology department and taught in the specialised departments of Sociology, Anthropology, Politics & International Relations and Media & Communications. That means the students will learn more about the societal impact and drivers that shape and are shaped by religion. The making of the modern world, politics of other cultures, sociology of religion, anthropology of religion, philosophy, paranormal experiences, popular culture – these are the main interdisciplinary themes that shape the BA. Students are encouraged to develop work placement opportunities and carry out independent research on real-world issues.

What are you looking for in an applicant? Do you have any tips for a great personal statement?

At Goldsmiths, we always look for candidates unafraid to think for themselves, to critique the work of even the most well-established scholars, and to engage with other students in our vibrant, diverse community. Good marks are an important indicator of an applicant’s ability to carry out study in higher education, but so, too, is the personal statement. My main advice is to be specific: say what you find most interesting and challenging, what books or ideas have inspired you, and why you think Goldsmiths is a perfect match for you. It’s the spark of independent thinking that really excites us.

How does this degree support students practically for life after university?

Abby Day

As a social science degree, students develop the skills of analysis, critical thinking, research, independent working, writing and communication that are vital for any job. This degree explores critically the relationships between religion and other aspects of society as diverse as culture, communication, politics, economy, nation, education, gender, law and ethnicities. These situations raise difficult and urgent questions that demand sophisticated analysis, informed by both classical theories and contemporary research. It will give you the knowledge and expertise urgently needed in international relations, local government, NGOs, charities, politics, media, corporate social responsibility, education and the arts.

And finally… tell us a joke!

I know a great knock-knock joke!

OK – tell me.

You start.

OK – knock-knock

Who’s there?

To find out more about the BA Religion course, visit gold.ac.uk/ug/ba-religion