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LANG10620

Academic Year 2024/2025

Acad Reading and Writing II (LANG10620)

Subject:
Global Languages
College:
VP for Global Engagement
School:
Centre English&Global Language
Level:
1 (Introductory)
Credits:
8
Module Coordinator:
Dr Stergiani Kostopoulou
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Continuing from Autumn, the Academic Reading and Writing II module is aimed at helping students to further develop their critical reading and writing skills for academic purposes as well as research skills that are transferable across a wide range of disciplines.

Students are introduced to the research process by producing an independent research project to be submitted in the form of an e-Portfolio. They learn how to identify a research topic and formulate clearly defined research questions, engage with the literature of their field, find and select relevant sources and evaluate these in an annotated bibliography. They produce a literature review in which they develop the topic of their annotated bibliography to inform a non-expert audience about the current state of the art for research on their topic. Throughout the trimester, students also write different types of short essays, incorporating evidence from academic sources, and expand their academic language repertoire. At the end of the trimester, students produce a reflective essay which demonstrates their awareness of what they have learnt and the strategies and goals they have formed relating to their future studies. Participation in peer and self-review and revision of (draft) writing acting on formative peer/tutor feedback are integral parts of the module.

About this Module

Learning Outcomes:

Upon successful completion of the course, students will be able to:

- demonstrate ability in a range of critical reading strategies (e.g. distinguish fact from opinion and key points from supporting evidence, recognising author’s stance, recognise poor argumentation, etc.)
- source and evaluate task-relevant and appropriate academic sources and integrate these into their writing
- complete a research plan, annotated bibliography and a research project linked to their subject specialism
- produce short essays on various topics incorporating evidence from sources and using appropriate language
- develop a critical voice in their written work
- engage in peer and self-evaluation of writing and edit their work accordingly

Student Effort Hours:
Student Effort Type Hours
Lectures

72
Specified Learning Activities

72
Autonomous Student Learning

56
Total

200

Approaches to Teaching and Learning:
This module is delivered via small group teaching with classes having a maximum of 18 students.
Classes are both teacher and student-led depending on the intended learning objectives of lessons.
Students are expected to work collaboratively (e.g. in writing groups in order to peer review student writing and exchange feedback) as well as to engage in autonomous learning activities (e.g. identify a research topic linked to their subject specialism, formulate research questions and identify relevant academic sources, etc.).

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): Integrated Reading and Writing Examination (2 hours) Week 12 Graded Yes

30

 Yes
Portfolio: Portfolio of Research Writing (Research Plan, Annotated Bibliography, Literature Review Matrix, Research Project). Week 6, Week 10, Week 12 Graded Yes

60

 Yes
Exam (In-person): Timed Writing Task (400-word essay synthesizing information from sources) Week 8 Graded No

10

 Yes

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

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