SLL30230

Learning Outcomes:

By the end of this module students should have:
- a clearly defined and viable dissertation topic a critical awareness of relevant primary and secondary materials in the target language(s)
- an understanding of appropriate methodological and theoretical approaches
- the ability to work with and analyse materials in one or more languages
- the ability to present research following appropriate academic conventions, including MHRA referencing
- an established and productive working relationship with their dissertation supervisor

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. 

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.


 

Student Effort Hours:

Approaches to Teaching and Learning:

This is a small-group module delivered through two-hour seminars and three individual meetings with each student’s dissertation supervisor. Seminars are centred on active, task-based learning, including structured discussion, student-led presentations, and peer feedback. The module develops advanced research, writing, and citation skills through a series of written assignments linked to the student’s dissertation topic. It also supports work with primary materials in the target language(s), including practices of quotation, translation, and analysis. Independent learning is fostered through guided preparation and student-led discussion.

The use of generative AI is not permitted in assessed work for this module. Students should consult the Module Coordinator if they require clarification on the scope of this policy.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Incompatibles:
HIS30550 - Research Skills Seminar


 

Assessment Strategy

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.

 

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

How will my Feedback be Delivered?

Written feedback is provided on in-term assignments. Feedback on the final assignment is offered through individual meetings on request.

Essential reading:
Umberto Eco, How to Write a Thesis, trans. by Caterina Mongiat Farina and Geoff Farina (Cambridge, MA: MIT Press, 2015).
Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams, The Craft of Research, 4th edn (Chicago: University of Chicago Press, 2016).
Suggested readings:
John Berger, Ways of Seeing (London: Penguin, 1972).
Catherine Belsey, Critical Practice (London: Routledge, 1980).
Lois Tyson, Critical Theory Today: A User-Friendly Guide, 3rd edn (New York: Routledge, 2015).
Terry Eagleton, Literary Theory: An Introduction, anniversary edn (Oxford: Blackwell, 2008).
Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 9th edn (Chicago: University of Chicago Press, 2018).
Stuart Hall, ed., Representation: Cultural Representations and Signifying Practices (London: Sage/Open University, 1997).
Roland Barthes, Image Music Text, trans. by Stephen Heath (London: Fontana, 1977).
Nicholas Mirzoeff, An Introduction to Visual Culture, 2nd edn (London: Routledge, 2009)