EF0126 - Academic Language Skills in FADSS Level 7

SYNOPSIS OF MODULE

The purpose of this module is to develop the participant’s ability in study skills and English language skills for academic purposes.

The module is designed to develop the participants as independent learners. The module is supported by a teaching and learning plan which outlines the formal sessions, together with the tutor-directed study and independent reading. An interactive approach to seminars will draw upon the directed learning undertaken and participants’ own experience of study skills. Directed learning will centre upon a range of activities including pre-reading, preparation for interactive activities and use of the discussion board on the e-learning platform.
Independent learning will focus upon the participants identifying those skills which they need to develop and understand through a range of learning activities that might include extended reading, and reflection. The sessions will attempt to follow the principles set out by the CEM model (Sloan and Porter, 2008)

SYNOPSIS OF MODULE

The purpose of this module is to develop the participant’s ability in study skills and English language skills for academic purposes.

The module is designed to develop the participants as independent learners. The module is supported by a teaching and learning plan which outlines the formal sessions, together with the tutor-directed study and independent reading. An interactive approach to seminars will draw upon the directed learning undertaken and participants’ own experience of study skills. Directed learning will centre upon a range of activities including pre-reading, preparation for interactive activities and use of the discussion board on the e-learning platform.
Independent learning will focus upon the participants identifying those skills which they need to develop and understand through a range of learning activities that might include extended reading, and reflection. The sessions will attempt to follow the principles set out by the CEM model (Sloan and Porter, 2008)

INDICATIVE READING LIST OR OTHER RESOURCES

Billingham, J. 2002 Editing and Revising Text Oxford: Oxford University Press

Billingham, J. 2002 Giving Presentations Oxford: Oxford University Press

Cox, K., Hill, D. 2004 EAP Now! French Forest NSW : Pearson Longman

Fisher, A. 2001 Critical Thinking: an introduction. Cambridge: Cambridge University Press

Kelly, T., Nesi, H. and Revell, R. 2000 ease (Vol 1) Listening to Lectures. Coventry: University of Warwick

Konstant, T. 2002 Speed reading in a week. London: Hodder and Stoughton

Oshima, A. and Hogue, 1997. A. Introduction to Academic Writing White Plains, N.Y.:Addison Wesley Longman

Seely, J. 2002 Writing Reports. Oxford: Oxford University Press

Swan, M. 2000. Practical English Usage. Oxford: Oxford University Press

Wallace, J.M. 2003 Study Skills. Cambridge: Cambridge University Press

Woodward-Kron, R.,Thomson, E. and Meek, J.. Academic writing: a language based approach: An interactive CD-ROM to teach academic writing. McQuarrie University NSW: NCELTR Publications

INDICATIVE READING LIST OR OTHER RESOURCES

Billingham, J. 2002 Editing and Revising Text Oxford: Oxford University Press

Billingham, J. 2002 Giving Presentations Oxford: Oxford University Press

Cox, K., Hill, D. 2004 EAP Now! French Forest NSW : Pearson Longman

Fisher, A. 2001 Critical Thinking: an introduction. Cambridge: Cambridge University Press

Kelly, T., Nesi, H. and Revell, R. 2000 ease (Vol 1) Listening to Lectures. Coventry: University of Warwick

Konstant, T. 2002 Speed reading in a week. London: Hodder and Stoughton

Oshima, A. and Hogue, 1997. A. Introduction to Academic Writing White Plains, N.Y.:Addison Wesley Longman

Seely, J. 2002 Writing Reports. Oxford: Oxford University Press

Swan, M. 2000. Practical English Usage. Oxford: Oxford University Press

Wallace, J.M. 2003 Study Skills. Cambridge: Cambridge University Press

Woodward-Kron, R.,Thomson, E. and Meek, J.. Academic writing: a language based approach: An interactive CD-ROM to teach academic writing. McQuarrie University NSW: NCELTR Publications

OUTLINE SYLLABUS

Understanding module assignments
Writing reports for assignments
Using the Harvard system of referencing
Understanding and avoiding Plagiarism
Developing critical thinking skills
Examination techniques
Dissertation Writing Skills
Listening skills for lectures
Speed reading techniques
Describing access and ethical issues
Describing your chosen methodology
Producing a research Proposal
Understanding and writing the Chapters of a Dissertation
Describing arguments and making proposals
Evaluating Research Objectives
Describing bias and limitations of research
Writing reflective statements
Reflective Writing

OUTLINE SYLLABUS

Understanding module assignments
Writing reports for assignments
Using the Harvard system of referencing
Understanding and avoiding Plagiarism
Developing critical thinking skills
Examination techniques
Dissertation Writing Skills
Listening skills for lectures
Speed reading techniques
Describing access and ethical issues
Describing your chosen methodology
Producing a research Proposal
Understanding and writing the Chapters of a Dissertation
Describing arguments and making proposals
Evaluating Research Objectives
Describing bias and limitations of research
Writing reflective statements
Reflective Writing

AIMS OF MODULE

1-To develop students’ ability to write more effectively for academic purposes.
2-To develop students’ ability to use source material effectively.
3-To develop students ability to participate in seminars more effectively

AIMS OF MODULE

1-To develop students’ ability to write more effectively for academic purposes.
2-To develop students’ ability to use source material effectively.
3-To develop students ability to participate in seminars more effectively

LEARNING OUTCOMES

1. To know the conventions of academic writing and incorporate these into their own work
2. Write effectively, and accurately within an academic context
3. Assess their strengths and weaknesses regarding academic study skills and language skills and identify strategies that can be used to improve on the identified weaknesses
4. Read critically and use various information sources correctly
5 To develop the skills to critically evaluate in the context of assignments and the Dissertation

LEARNING OUTCOMES

1. To know the conventions of academic writing and incorporate these into their own work
2. Write effectively, and accurately within an academic context
3. Assess their strengths and weaknesses regarding academic study skills and language skills and identify strategies that can be used to improve on the identified weaknesses
4. Read critically and use various information sources correctly
5 To develop the skills to critically evaluate in the context of assignments and the Dissertation

PRE-REQUISITES

None

Course info

Credits 0

Level of Study Postgraduate

Mode of Study 2 years part-time
1 other options available

Department Humanities

Location City Campus, Northumbria University

City Newcastle

Start September 2022

Fee Information

Module Information

All information on this course page is accurate at the time of viewing.

Courses starting in 2021 are offered as a mix of face to face and online learning. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to flex accordingly to ensure the health and safety of our students and staff.

Contact time is subject to increase or decrease in line with additional restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors, potentially to a full online offer, should further restrictions be deemed necessary in future.

Our online activity will be delivered through Blackboard Ultra, enabling collaboration, connection and engagement with materials and people.

 

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