MODULE SPECIFICATION

Code: UPLQ7H-10-2 Title: FURTHER ACADEMIC WRITING SKILLS Version: 1

Level: 2 UWE credit rating: 10 ECTS credit rating: 5

Module type: Standard

Owning Faculty: Social Sciences and Humanities Field: Languages

Faculty Committee approval: QSC Date: 05/06/2009

Approved for Delivery by:

Valid from: September 2009 Discontinued from:

Contributes towards:

Awards up to BA/BSc (Hons)

Pre-requisites: None

Co-requisites: None

Entry requirements: None

Excluded combinations: None

Learning outcomes:

At the end of this module, the successful student will be able to:

    1. demonstrate clear understanding of the concepts used in critical thinking (Components A and B)

    2. critically evaluate various sources for academic purposes (Component B)

    3. interpret and produce argument effectively for the purpose of their essay (Components A and B)

    4. develop learner autonomy and study competencies (Components A and B)

    5. clarify the similarities and differences between essays, reports and dissertations (Component B)

    6. structure the individual sections of extended writing according to academic conventions (Component B)

    7. adapt written work to a format suitable for presentation delivery (Component A)

    8. present an academic project orally using appropriate aids and style of delivery (Component A)

Syllabus outline:

    - an introduction to critical thinking skills

    - recognising argument and non-argument, underlying assumptions and implicit arguments

    - using academic texts to determine critical selection and interpretation of source material

    - critical note-taking, citation and referencing of source material

    - an examination of clarity, consistency and structure in academic writing

    - linguistic precision and stylistic appropriacy in academic writing

    - effective use of layout, and incorporation of data and illustrations

    - requirements of each section of extended academic writing

    - design and evaluation of questionnaires

    - developing a research strategy and focus for the project

    - task-based activities to practise structuring the project

    - preparation and practice of presentations based on written work

Teaching and learning methods:

Learning and teaching approaches will include:

- mini-lectures

- guided writing using the process and product approach

- practice in structuring different types of writing

- small group discussions

- seminar presentations and discussions

- self evaluation of the learning cycle

- critical examination of model answers

- web-based material for independent study

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them in the university library. Students will be presented with opportunities within the course to develop their information retrieval and evaluation skills in order to identify such resources effectively. Students will be encouraged to use the university library web pages to access subject-relevant resources and services via the library catalogue and to utilise interactive tutorials on search skills and specific electronic library resources.

Essential reading will be indicated clearly to all students at the beginning of the module, and will be specified on Blackboard. Students may be expected to purchase and make regular use of am maximum of two books and will be directed to the indicative reading list.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Cottrell, S. 2005. Critical Thinking Skills, Developing Effective Analysis and Argument. Basingstoke:

Palgrave Macmillan.

Cottrell, S. 2003. The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan.

Cox, K. and D. Hill. 2004. EAP Now! English for Academic Purposes. Frenchs Forest: Pearson Longman.

McCarthy, M. and F. O’Dell. 2008. Academic Vocabulary in Use. Cambridge: Cambridge University

Press.

McCormack, J. and J. Slaght. 2005. English for Academic Study: Extended Writing & Research Skills.

Reading: Garnet Education.

Oshima, A. and A. Hogue. 2006. Writing Academic English. 4th ed. New York: Pearson Longman.

Rudestam, K. E. and R. Newton. 2007. Surviving Your Dissertation. 3rd ed. London: Sage Publications.

Assessment

Weighting between components A and B (standard modules only) A: 40% B: 60%

ATTEMPT 1

First Assessment Opportunity

Component A Controlled conditions

Description of each element Element weighting

In-class presentation (15 minutes) 40%

Component B Coursework

Description of each element Element weighting

Written project (1500 words) 60%

Second Assessment Opportunity (further attendance at taught classes not required)

Component A Controlled conditions

Description of each element Element weighting

Individual presentation in resit examination period (15 mins) 40%

Component B Coursework

Description of each element Element weighting

Written project (1500 words) 60%

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes not required.

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)

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