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HUM10040

Academic Year 2026/2027

Academic Writing in Practice (HUM10040)

Subject:
Humanities
College:
Arts & Humanities
School:
English, Drama & Film
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr Matthew O'Brien
Trimester:
Autumn and Spring (separate)
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Do you want to know how to go about writing an effective academic essay? Do you want to know how to develop a convincing argument and thesis statement? Are you keen to develop your research and writing skills? Do you want to learn to effectively implement sources in a way that maintains academic integrity?

This module will use practice-based learning methods to demonstrate how research and writing are interconnected in the construction of a strong academic essay. This module will enable you to refine your skills both as a researcher/reader and as a writer. Over the course of the module, we will examine effective methods to: research academic source material; construct a logical core argument; incorporate primary and secondary material into your essays; refine and polish through editing and proofreading; and cite/reference to maintain academic integrity. The module will also provide you with an opportunity to reflect on your writing style and to give you an appreciation of the unique features of strong academic writing in the process.

Our weekly practice-based workshops will be supported each week by a thematic lecture on a core writing/research skill. Throughout the module an emphasis will be placed on writing abilities in ways that adequately reflect and support your unique critical insights and your capability as a researcher. Therefore, this module provides students a foundation for cultivating essay writing competencies to better ensure success throughout the period of your degree and the many jobs and careers that require strong writing abilities.

This module is suitable for students in Arts and Humanities who are eager to improve their relationship with academic writing.

About this Module

Learning Outcomes:

On completion of the module, students will be able to:
● Understand what constitutes a coherent, structured academic essay.
● Appreciate the relationship between researching/reading and writing.
● Critically evaluate and analyse sources.
● Incorporate drafting and editing practices into the writing process and understand the value of these skills.
● Apply methodologies to research practices and academic writing practices.
● Present a convincing and valid piece of academic writing.

Ultimately, Academic Writing in Practice will provide students in the Humanities with the tools for a higher level of achievement in assignments comprising continuous assessment and their overall GPA result.

Indicative Module Content:

This module will cover the following:

- A general introduction to academic writing and what makes academic writing different from other forms of writing
- Research skills and academic supports
- Writing a thesis statement
- Essay structure and form
- Argument
- Writing style and fundamental elements of good writing
- Referencing and academic integrity
- Editing and proofreading

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Not addressed

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

12
Tutorial

12
Specified Learning Activities

26
Autonomous Student Learning

50
Total

100

Approaches to Teaching and Learning:
This module incorporates a blend of the following approaches to teaching and learning: active/task-based learning; peer review work; lectures/seminars; critical writing; reflective learning; enquiry and problem-based learning; independent learning and practice.

Students will be permitted to use generative AI in a limited capacity. The use of AI is only permitted as students work to identify their research essay topics. Furthermore, students must report on their use of AI during peer review sessions and include a statement on any AI use with their essay plans.

A proportion of written assignments in each module in the School of English, Drama and Film are subject to moderation, meaning they undergo a second layer of review by 9 another grader. This is to promote consistency within and between modules in the same level and discipline.

Requirements, Exclusions and Recommendations
Learning Exclusions:

This module is most suitable for Stage 1 and Stage 2 students or those writing academic essays in Humanities subjects for the first time.


Module Requisites and Incompatibles
Incompatibles:
HUM10010 - Study Skills in the Humanities, HUM10030 - Introduction to Arts


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Final Essay, developed from mandatory draft Week 12 Standard conversion grade scale 40% No
80
 No
Participation in Learning Activities: Essay draft and peer review Week 5 Pass/Fail Grade Scale No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Through each component of assessment, the student will receive both individual written and verbal feedback. Each stage of the assessment is part of the final essay and as such the student will be advised of the improvements necessary to complete a polished piece of academic writing.

While there is no prescribed weekly reading, below are some texts that will help you to understand and appreciate some of the skills that will be developed over the course of the trimester.

- Hayot, Eric. The Elements of Academic Style: Writing for the Humanities, Columbia University Press, 2014.
- Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan, 2005.
- Godfrey, Jeanne. How to Use Reading in Your Essays, Palgrave Macmillan, 2001.

Other suggested readings will be made available through Brightspace.

Name Role
Dr Matthew O'Brien Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 2 Week(s) - Autumn: All Weeks Mon 11:00 - 11:50
Autumn Tutorial Offering 1 Week(s) - Autumn: Weeks 2-12 Mon 12:00 - 12:50
Autumn Tutorial Offering 2 Week(s) - Autumn: All Weeks Mon 14:00 - 14:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 11:00 - 11:50
Spring Tutorial Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 14:00 - 14:50
Spring Tutorial Offering 2 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 12:00 - 12:50
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