English Language (2013 entry)

BA, 3 years, UCAS: Q302
Typical A level offer: AAA-AAB

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Subject overview

Why English language?

English is the world’s leading international language. In different countries around the globe, English is acquired as the mother tongue, in others it is used as a second language. Some nations use English as their official language, performing the function of administration; in others it is used as an international language for business, commerce and industry. 

Among the questions that you investigate when you study English language are:

  • What factors and forces have led to the spread of English which, only 400 years ago, was limited to a small number of speakers in a tiny part of the world? 
  • How has English changed through 1,500 years? 
  • What can the structure of English tell us about how languages work and, by extension, how the human mind works? 

You also examine the immense variability of English and come to understand how it is used as a symbol of both individual identity and social affiliation. You develop in-depth knowledge of the intricate structure of the language. Why do some non-native speakers of English claim that it is a difficult language to learn, yet infants born into English-speaking communities acquire their language before they learn to tie their shoelaces? 

Why English language at Sussex?

In the 2008 Research Assessment Exercise (RAE) 95 per cent of our research was rated as recognised internationally or higher, and over half rated as internationally excellent or higher.

Active and diverse research culture encompassing theoretical and applied aspects of English linguistics.

A close and caring student/staff community.

You are introduced to the nature of English in all its aspects. This involves the study of sound structures, the formation of words, the sequencing of words and the construction of meaning, as well as examination of the theories explaining these aspects of English usage. 

You are encouraged to develop your own individual responses to the practical and theoretical issues raised by studying how speakers and writers employ English for a wide variety of purposes.

The opportunity to combine language and literature studies. 

Programme content

English is the most widely used language in the world. This degree examines the language from societal, psychological, cultural and structural perspectives. You study English in all its forms and contexts, developing an understanding of wider issues related to communication to reflect on how and why English has emerged as a world language.

This course offers you the opportunity for in-depth study of the linguistic structure of English: you learn to examine and analyse English sound structure, grammar and meaning. You learn about the historical development of English and study present-day social issues relating to the English language. You develop analytical skills and are given the opportunity to use these in the investigation of different forms of spoken and written English. 

You take the core modules in Years 1 and 2. Alongside your Year 3 modules, you are given the opportunity to pursue independent research on an aspect of English language usage of your choice.

We continue to develop and update our modules for 2013 entry to ensure you have the best student experience. In addition to the course structure below, you may find it helpful to refer to the 2012 modules tab.

How will I learn?

English language teaching and learning takes place in many contexts. You attend lectures in which you are guided through the relevant aspects of the topic, and seminars in which you have the opportunity to make your own presentations, practise new concepts with real linguistic data, and debate relevant issues with fellow students. 

We use a range of assessment methods that provide the best opportunity for you to express your knowledge and understanding. Exams take the form of both unseen and take-away papers. Many modules also have a coursework component, which provides a continuous form of appraisal. You write extended essays and will undertake an individual research project that you present as a final-year dissertation. In all of these methods of assessment, your tutors are on hand to provide assistance and support.

What will I achieve?

  • a thorough knowledge and understanding of modern English structure and usage
  • an understanding of the main historical processes that have led to its present-day status and use
  • in-depth knowledge of a topic of central interest to you
  • learning, research, information interpretation, critical thinking, debating, presenting, writing and time- management skills
  • an advanced understanding of the particular relationship between English language and your other chosen subject, if applicable.

Core content

Year 1

You are introduced to the core areas of linguistic study – word meaning, pronunciation and grammar – and to the study of language use in real and fictional contexts. As well as introducing you to key concepts, our modules provide you with practical skills in the transcription and analysis of real language data.

Year 2

You study in some depth the history of English and English variation and change. Optional topics may include child language acquisition and approaches to discourse.

Year 3

Your final year focuses on preparing you for the research and writing of your final-year dissertation on a topic of your choice. Alongside this research training, you have access to a range of specialist topics, including theoretical approaches to phonology and grammar • corpus linguistics • intercultural communication • pidgins and creoles • language and gender • discourse of film and television • practical dialectology • psycho-linguistics.

 

Back to module list

Approaches to Grammar

30 credits
Spring teaching, Year 1

This module introduces you to descriptive grammar. You will explore questions such as: what do speakers know about the grammar of their language, consciously and unconsciously? How can we use speakers' knowledge to uncover the 'hidden rules' of language? What is the internal structure of words and how can we go about grouping words into categories so that we can label them and describe their general properties? How are words grouped together within a sentence?  What sorts of tests can we use to uncover and describe this internal structure of sentences? What does it mean to describe something as 'subject' or 'object'?  What kinds of grammatical differences distinguish a statement from a question or a command?  What's the difference between verbs like 'must' and 'love'? How are complex noun phrases structured? How can we identify clauses inside sentences, and what are they doing there?

This module will provide you with an understanding of the way in which words and sentences are constructed, and will equip you with the skills to break sentences down into their constituent parts, to construct and test hypotheses, and to represent sentence structure by means of tree diagrams.  The module will be based on English and other languages. 

Approaches to Meaning

30 credits
Autumn teaching, Year 1

In this module exploration of word meaning introduces you to general linguistic concepts, terminology, methods and resources, while developing skills in linguistic analysis, research and argumentation. You will investigate meaning from psychological, social, historical, theoretical, and descriptive perspectives. Questions that may be considered include: what do you know when you know a word? Where is meaning located (in the word, society, or the mind)? How many meanings can a word have? How do meanings change? How do words/meanings differ among dialects and social situations? How do we learn meanings? You will explore such questions in small, individual research projects.

Approaches to Pronunciation

15 credits
Autumn teaching, Year 1

The module introduces central themes relating to sound patterns and pronunciation in languages, with a focus on English. You will be given the opportunity to acquire knowledge and understanding of the production of sounds, and to acquire the skills necessary to describe, define and transcribe consonants, vowels and certain non-segmental features such as stress and rhythm, using the International Phonetic Alphabet. You are also introduced to fundamental concepts related to contrast and meaning in sound structures and to fundamental concepts in phonology that go beyond the description of individual sounds, such as syllable structure, stress, and phonological processes.

Investigating Language in Context

15 credits
Spring teaching, Year 1

This module introduces the study of language beyond sentence and clause level, in real-life and fictional contexts. Following an introduction to the features of spoken language, the module focuses on conversation analysis, the approach to discourse as structured interaction, and on the discussion of some theoretical models for the investigation of contextualized exchanges, such as Grice's Cooperative Principle and Politeness theory. On this module you are presented with the methodological issues of language transcription and data collection. Aiming to introduce the notion of variation in discourse, you will be shown how in different contexts different conversational patterns are produced, and how such factors as gender, class or status can affect conversation.

The module also offers a reflection on the difference between authentic and fictional/represented conversation in both drama and film and from a conversation analysis perspective. You will be given insight into issues of characterisation and point of view through discourse representation. 

Approaches to Discourse

15 credits
Spring teaching, Year 2

This module will introduce you to methods of studying various forms of discourse (both spoken and written). You will familiarise yourself with a number of different theoretical approaches to discourse and will understand the methodological premises on which they are based. Having being exposed to issues of data collection and transcription and to the conversation analysis framework in year 1, you will approach the study of discourse analysis and pragmatics from both a theoretical and an applied perspective.

Following the discussion of such theoretical approaches as ethnography of communication, critical discourse analysis, corpus and computer-assisted discourse analysis, you will focus on some of the aspects of institutional discourse for instance the discourse of the media, of politics and education. Emphasis is laid on how ideology, identity, or stance are expressed and conveyed through discourse.

History of English I

15 credits
Autumn teaching, Year 2

This module will provide you with the groundwork for understanding the shape and status of the English language. The module is divided between the study of the ways in which it has changed since the Old English period, and the study of the social and cultural contexts in which those changes have happened. Special attention is given to the emergence of key dialects and to the relations between English and other languages in the British Isles. You will also gain experience of a range of different varieties of English. History of English I focuses on the Middle English to Modern English periods, exploring the changing phonetics, phonology, morphology, syntax and lexical semantics of English. You will also explores new Englishes and pidgin/creole varieties.

History of English II

15 credits
Spring teaching, Year 2

You will investigate the early history of the English language. The module is divided between the study of the social and cultural contexts of the Old English period and Old English itself, exploring its phonetics, phonology, morphology, syntax and lexical semantics.

Regional Variation in English

15 credits
Autumn teaching, Year 2

This module provides an introduction to regional variation in the English language. The module is divided between an overview of the types of variation found and a practical part in which students will have the opportunity to explore an aspect of variation and/or change in an original research project. The first part will discuss aspects of accent variation, looking at major parameters of phonological differences and introducing some key accents in greater detail, and also explore grammatical and lexical differences between different regional varieties. Attention is also given to 'new' Englishes and creoles and their phonological, lexical and grammatical features.

The other part will provide students with the tools to conduct their own empirical analyses, including methods of data collection and an introduction to phonetic analysis software, and connect back to the Variation in English I module by bringing regional and social variation together in the students' own linguistic analyses of selected varieties of English.

Social Variation in English

15 credits
Spring teaching, Year 2

The module will introduce you to sociolinguistic methods of studying language and to social variation in the use of the English language (and other relevant languages when appropriate). You will focus on important social dimensions of variation, such as age, gender, ethnicity, social class and language use, taking a modern, quantitative approach to social variation. This module will therefore also provide you with an introduction to quantitative methods in linguistics more generally. In addition, you will cover important theories of social variation, such as social network theory, accommodation theory, etc. and discuss the issue of language and power/ideology. Some of your seminars will be organised as workshops, for acquiring practical skills in the description and analysis of variation in language.

Child Language Acquisition

15 credits
Autumn teaching, Year 2

You will examine how children master their first language. Central questions include: What processes are involved in learning language and learning to use it? To what extent is language an innate faculty in humans? Does it matter how we talk to children – or will they acquire good language skills regardless? Does one lose language-learning ability as one gets older? Is language learning dependent on general cognitive abilities or intelligence? To what extent are language acquisition processes universal or language-specific? While investigating these questions, you will look at language data from real children and their caretakers.

Translating Cultures

15 credits
Autumn teaching, Year 2

This module addresses literary and linguistic perspectives on translation, both between languages and between media. The module is organised into three 'clusters', each co-taught by a specialist in literature and a specialist in linguistics.

The first cluster has as its theme 'The Bible: what do we do with God's verbum?' and takes a historical-sociolinguistic perspective on the emergence of the first authorised and unauthorised versions of the Bible in English. More specifically, the discussion focuses on the ideologies of English language that were developing in the early modern period and their reflection in the secular discourse. This cluster addresses problems of translation and cultural difference by looking at some of the problems of translating Hebrew terms for 'God', 'world' and 'time' into the Greek, Latin, English, German, Chinese and Japanese, and also explores the difficulties encountered by the Victorian missionary Bishop Colenso in South Africa when he was involved in preparing a translation of the Bible.

The second cluster continues the African theme by exploring a range of texts in African Englishes, including creoles. Texts include the Bible in Cameroon Pidgin English (Book of John), Thomas Decker's (1964) Krio translation of Shakespeare's Julius Caesar, and either Gabriel Okara's (1970) The Voice (a text written in English with Ijaw syntax) or Ken Saro-Wiwa's (1994) Sozaboy ('soldier-boy'), a Nigerian pidgin novel about the Biafran War. This cluster focuses on the cultural aspects of translation and explores the effects of African language syntax on 'English' texts.

The third cluster addresses the theme of adaptation from one medium and/or language to another, and explores the issues that arise in the process of transmigration from the written page to the screen. Following a discussion of the relation between the two different semiotic systems of film and language, this cluster consider the metamorphosis that language undergoes when a text reappears in another context and communicative situation. Issues of translation between different languages will also be part of the discussion with a consideration of cross-cultural pragmatic issues that they involve. Texts may include McEwan's Enduring Love and The Cement Garden, Luhrmann's Romeo and Juliet, John Boyne's The Boy in the Striped Pyjamas, John Fowles's The French Lieutenant's Woman, Pasolini's Decameron, Visconti's The Earth Trembles, Lara Croft (from video game to the big screen), and Godard's La Mepris.

Research Dissertation (English Language)

30 credits
Spring teaching, Year 3

This module follows on from Research Proposal. In this module you will conduct the research project outlined in your proposal, write a dissertation outline, give a presentation on your research, and write up your research dissertation. You will be supported by means of regular meetings with your supervisor (one-to-one and group meetings), by peer-group editing and support sessions, by special skills workshops, as needed (for example, on statistics, phonetics software, using MS-Word effectively), and by Study Direct discussions.

Research Proposal (English Language)

15 credits
Autumn teaching, Year 3

This module consists of six taught sessions in which research, writing, and editing methods are discussed and practiced, supplemented by your own independent research. During the module, you will learn how to identify an interesting project, how to ask an interesting research question and how to do the necessary preparatory groundwork. By the end of the module you will have identified the topic and written a proposal for your Research Dissertation, on the basis of which you will be assigned a supervisor.

Intercultural Communication

15 credits
Autumn teaching, Year 3

This module examines how cultural assumptions and values influence interactional style. In order to do so, we interrogate British culture what do we consider to be polite or rude, natural or unnatural in communication with others? What values and habits shape our expectations of what communication is, what it is for, and what forms it should take? We are then in a position to appreciate the ways in which intercultural communication can lead to stereotyping and miscommunication and to discuss whether claims of universals in human interaction are tenable. Each year, we will have a main focus on communication in three countries and their mainstream cultures (one of which will be native-English-speaking), while you will have the opportunity to specialize your work on a particular region/cultural group. Key areas of exploration will include linguistic and cultural relativism, context (high and low), identity, face, and time.

Language and Gender

15 credits
Spring teaching, Year 3

In this module students explore the relationship between language and gender/ sexuality from a wide range of theoretical perspectives. Although the module mainly takes a linguistic perspective on the construct of gender by enabling students to draw on their knowledge of sociolinguistics, language change, and discourse analysis, it also provides students with an opportunity to discuss the construct of gender by exploring relevant areas of sociology, anthropology, ethnography, and fictional discourse (mainly in film and theatre). By the end of this module students will be able to draw on interdisciplinary approaches and employ traditional and modern methodologies (e.g. quantitative, interactional, and ethnographic) to critically assess key issues and controversies in language and gender studies.

Phonology

15 credits
Spring teaching, Year 3

Pidgins and Creoles

15 credits
Autumn teaching, Year 3

This module represents an introduction to pidgin and creole languages, focusing on their structural properties (morphology, syntax and phonology). Grammatical properties discussed include topics such as word order, tense mood and aspect systems, serial verb constructions, relative clauses and information structure. Phonological properties discussed include a description of creole sound systems and their prosodic properties, from syllable structure to tone. The module also explores the unique sociocultural history of pidgins and creoles and theoretical approaches to their emergence, exploring the circumstances under which creole formation can occur and theories concerning the origin of the grammatical features found in creoles. Finally, the module will also provide a typological survey of creoles, looking at creoles from around the world, and creoles with different lexifier languages, beside English.

Semantics

15 credits
Spring teaching, Year 3

Syntactic Theory

15 credits
Autumn teaching, Year 3

This module represents an introduction to syntactic theory, focusing on the current transformational framework developed by Chomsky. The module investigates ways in which properties of human language (such as morphological agreement, argument structure, phrase structure, tense and aspect, grammatical functions, case and interrogative clause formation) are explained within this theoretical perspective. This module provides students with an understanding of the way in which formal syntactic theories are constructed, and provides them with skills in analysing the above morphosyntactic phenomena, furthering their abilities in constructing and testing hypotheses and representing sentence structure by means of explicit notation. The module will be based on data from English and other languages, and will encourage the students to take a critical approach to theory construction.

The Discourse of Social and Personal Identity

15 credits
Autumn teaching, Year 3

The module presents the concept of identity as socially constructed, as communicatively produced and constantly negotiated and reinvented. The focus is on situated talk and especially narrative, although not exclusively, as social practice. The module is divided into two sections that aim to presents two facets of the identity issue. The first part revolves around the negotiation of personal identity in a number of different contexts, from courtroom testimony to negotiations in committee meetings (along the line of work by Gumperz and Goffman). It considers the issue of positioning of self and others especially through the use of deixis, time and space. This first section includes the consideration of some of the sociolinguistic literature on self-narratives in interaction and oral history in a number of social settings, from immigrant discourse to traumatic recollections. Discussion of some TV programmes revolving around personal stories will be included as an opportunity to reflect on the impact of the medium and the function of 'infotainment' on identity.
The second part of the module focuses on the representation by others. It discusses the media representation of given communities and highlights the ideology that such representation construes in the readers' mind. Examples from case studies are the Islamic community in the UK press (Poole, 2002), the representation of countries at war, e.g. the Iraqis during the 2003 conflict (Haarman and Lombardo eds. 2008), the identity that some political parties offer to their constituency in TV interviews etc.

Back to module list

Entry requirements

Sussex welcomes applications from students of all ages who show evidence of the academic maturity and broad educational background that suggests readiness to study at degree level. For most students, this will mean formal public examinations; details of some of the most common qualifications we accept are shown below. If you are an overseas student, refer to Applicants from outside the UK.

All teaching at Sussex is in the English language. If your first language is not English, you will also need to demonstrate that you meet our English language requirements.

A level

Typical offer: AAA-AAB

International Baccalaureate

Typical offer: 35-36 points overall

For more information refer to International Baccalaureate.

Other qualifications

Access to HE Diploma

Typical offer: Pass the Access to HE Diploma with at least 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher.

Specific entry requirements: The Access to HE Diploma should be in the humanities or social sciences.

For more information refer to Access to HE Diploma.

Advanced Diploma

Typical offer: Pass with grade A in the Diploma and A in the Additional and Specialist Learning.

Specific entry requirements: The Additional and Specialist Learning must be an A level (ideally in a humanities or social science subject).

For more information refer to Advanced Diploma.

BTEC Level 3 Extended Diploma

Typical offer: DDD

For more information refer to BTEC Level 3 Extended Diploma.

European Baccalaureate

Typical offer: Overall result of at least 80%

For more information refer to European Baccalaureate.

Finnish Ylioppilastutkinto

Typical offer: Overall average result in the final matriculation examinations of at least 6.5.

French Baccalauréat

Typical offer: Overall final result of at least 13.5/20

German Abitur

Typical offer: Overall result of 1.5 or better

Irish Leaving Certificate (Higher level)

Typical offer: AAAAAA-AAAABB

Italian Diploma di Maturità or Diploma Pass di Esame di Stato

Typical offer: Final Diploma mark of at least 92/100

Scottish Highers and Advanced Highers

Typical offer: AAAAA-AAABB

For more information refer to Scottish Highers and Advanced Highers.

Spanish Titulo de Bachillerato (LOGSE)

Typical offer: Overall average result of at least 8.5

Welsh Baccalaureate Advanced Diploma

Typical offer: Pass the Core plus at least AA in two A-levels

For more information refer to Welsh Baccalaureate.

English language requirements

IELTS 6.5 overall, with not less than 6.0 in each section. Internet-based TOEFL with 88 overall, with at least 20 in Listening, 19 in Reading, 21 in Speaking and 23 in Writing.

For more information, refer to alternative English language requirements.

For more information about the admissions process at Sussex:

Undergraduate Admissions,
Sussex House,
University of Sussex, Falmer,
Brighton BN1 9RH, UK
T +44 (0)1273 678416
F +44 (0)1273 678545
E ug.enquiries@sussex.ac.uk

Related subjects

Fees and funding

Fees

Home/EU students: £9,0001
Channel Island and Isle of Man students: £9,0002
Overseas students: £13,0003

1 The fee shown is for the academic year 2013.
2 The fee shown is for the academic year 2013.
3 The fee shown is for the academic year 2013.

To find out about your fee status, living expenses and other costs, visit further financial information.

Funding

The funding sources listed below are for the subject area you are viewing and may not apply to all degrees listed within it. Please check the description of the individual funding source to make sure it is relevant to your chosen degree.

To find out more about funding and part-time work, visit further financial information.

Care Leavers Award (2013)

Region: UK
Level: UG
Application deadline: 31 July 2014

For students have been in council care before starting at Sussex.

First-Generation Scholars Scheme (2013)

Region: UK
Level: UG
Application deadline: 13 June 2014

The scheme is targeted to help students from relatively low income families – ie those whose family income is up to £42,611.

First-Generation Scholars Scheme EU Student Award (2013)

Region: Europe (Non UK)
Level: UG
Application deadline: 13 June 2014

£3,000 fee waiver for UG Non-UK EU students whose family income is below £25,000

 

Careers and profiles

Career opportunities

Recent English language graduates have taken up a wide range of posts with employers including:

  • junior account executive at HA Media Global
  • PR account assistant at Fever PR
  • PR intern at Dig Deep
  • recruitment consultant at Reed Health Group.

Specific employer destinations listed are taken from recent Destinations of Leavers from Higher Education surveys, which are produced annually by the Higher Education Statistics Agency.

Also refer to School of English: Career opportunities and School of English: Student perspectives.

Careers and employability

For employers, it’s not so much what you know, but what you can do with your knowledge that counts. The experience and skills you’ll acquire during and beyond your studies will make you an attractive prospect. Initiatives such as SussexPlus, delivered by the Careers and Employability Centre, help you turn your skills to your career advantage. It’s good to know that 94 per cent of our graduates are in work or further study (Which? University).

For more information on the full range of initiatives that make up our career and employability plan for students, visit Careers and alumni.

Nicola's student perspective

Nicola Taylor

‘During the last two years everything I thought I knew about my own language has been turned upside down and looked at from new angles. I’ve enjoyed studying the history of English from Anglo-Saxon to the present day, how the transformation has happened and why it continues. Studying sociolinguistics has given me an insight into why different groups of people use language in specific ways, while courses in phonology have opened my ears to the sounds of language, enabling me to consider different accents and languages in a more scientific way. And, contrary to popular belief, there is nothing boring about grammar!

‘By the end of my second year I found that all the modules on my degree linked to one another, and I’m looking forward to expanding the knowledge base I’ve built up so far during my third year. I’ll also be learning how to carry out original research for my dissertation, which is very exciting.

‘One of the best things about my degree is the calibre of the tutors, who are world-leading researchers in their respective linguistic fields. Their multinational backgrounds give you a wonderfully wide perspective on English, and help you to understand how English connects to, and takes its place among, other world languages.’

Nicola Taylor
BA in English Language

Sophie's perspective

Sophie Niles

‘The English Language degree at Sussex is second to none. I’m part of a close-knit group of students who are led by faculty who could not be more passionate about what they do.

‘Teaching is by lectures, seminars, workshops, and group and revision sessions, and the variety keeps you engaged and constantly thinking about the work at hand. A vastly diverse range of topics are covered, as Sussex has experts in so many areas. You could have a question about the speech of David Beckham, or a query about the grammar of Dyirbal (an aboriginal language spoken in Australia by fewer than 40 people), and there’s always someone around to help.

‘Unlike at school or college, the focus at university level, and particularly at Sussex, is on self-motivation. While this can be challenging, you can contact your fellow students by email, study sessions and forums. It’s definitely something that is well organised and encouraged on this programme, and it yields only positive results.’

Sophie Niles
English Language graduate

Tony's student perspective

Tony Jennings

‘Choosing to study English Language at Sussex has been one of the best decisions of my life – it’s given me confidence and a work ethic I can apply to any situation. 

‘As soon as you start, you’ll notice that there’s something special about the degree. It truly becomes what you want it to become – whether you’re interested in how children acquire language, how language is processed in the brain and mind, or why England doesn’t speak French (or does it?).

‘The degree is challenging and provides a solid set of skills in linguistic analysis, with the option of studying the wonderful world of theoretical linguistics. Modules are interactive and frequently student led – everyone will find something they fall in love with. The well-organised and very well thought out course makes full use of online facilities so that you can study when and how it suits you.

‘There’s a strong sense of community here, and the faculty are exceptional –help and advice are easily found. The expertise and character of the staff alone make Sussex the best place to study English language.’

Tony Jennings
BA in English Language

Contact our School

School of English

Over the last 30 years, English at Sussex has played a key role in shaping the direction of the discipline in Britain and throughout the world. The School of English offers you exciting potential for engaging with English as a world language and literature.

How do I find out more?

For more information, contact:

English Language, Arts B,
University of Sussex, Falmer,
Brighton BN1 9QN, UK
E ug.admissions@english.sussex.ac.uk
T +44 (0)1273 877303
School of English

Visit us

Campus tours

We offer weekly guided campus tours.

Mature students at Sussex: information sessions

If you are 21 or over, and thinking about starting an undergraduate degree at Sussex, you may want to attend one of our mature student information sessions. Running between October and December, they include guidance on how to approach your application, finance and welfare advice, plus a guided campus tour with one of our current mature students.

Self-guided visits

If you are unable to make any of the visit opportunities listed, drop in Monday to Friday year round and collect a self-guided tour pack from Sussex House reception.

Go to Visit us and Open Days to book onto one of our tours.

Hannah's perspective

Hannah Steele

'Studying at Sussex gave me so many opportunities to really throw myself into university life, and being taught by enthusiastic academic staff who are involved in ground-breaking research meant that the education I received was second to none.

'Coming to an Open Day gave me a great insight into both academic and social life at Sussex. Working here means that I now get to tell others about my experiences and share all the great things about the University. And if you can’t make it to our Open Days, we’ve other opportunities to visit, or you can visit our Facebook page and our Visit us and Open Days pages.'

Hannah Steele
Graduate Intern, Student Recruitment Services

Aaron-Leslie's perspective

Aaron-Leslie Williams

'Leaving home to study at Sussex was an exciting new experience, and settling in came naturally with all the different activities on campus throughout the year. There are loads of facilities available on your doorstep, both the Library and the gym are only ever a short walk away.

'My experience at Sussex has been amazing. It's a really friendly campus, the academics are helpful, and Brighton is just around the corner. I now work as a student ambassador, and help out at Open Days, sharing all the things I've grown to love about Sussex!'

Aaron-Leslie Williams
BSc in Mathematics


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