Module QXS-9004:
Academic Writing and Grammar 2

Module Facts

Run by School of Languages, Literatures and Linguistics

Semester 2

Organiser: Miss Debbie Garlick

Overall aims and purpose

This course aims to enable students who are non-native speakers of English to gain the necessary skills for writing academically at postgraduate level. Students will become familiar with Bangor University academic writing conventions and will be able to write more effectively in their own research. Students will further develop competence in academic writing and grammar by reviewing English grammar and examining postgraduate academic writing in detail. Individual problem areas in both grammar and academic writing will also be examined and correction strategies will be integrated into the course structure.

N.B. This is a non-credit bearing equivalent module to QXS4004

Course content

This module develops more effective postgraduate academic writing skills for overseas students to enable them to write up their own research effectively, appropriately and correctly.

Writing skills There will be particular emphasis on the structure of postgraduate writing texts with a focus on planning, introduction, literature review, methodology, results, discussion and conclusion sections. Critical thinking and referencing skills, synthesis, paraphrasing, register, citation, proof-reading, editing and subject specific skills will also be included on the course.

Grammar skills Essential grammar skills for postgraduate writing will be reviewed including article use, connectors, sentence structure, noun phrases, subject verb agreement, preposition use, subject/verb agreement and relative clauses.

Reading Skills for Writing A wide variety of academic reading texts will be used to enhance reading, grammar and writing skills.

It is a non-credit bearing equivalent to module QXS4004

Assessment Criteria

good

N.B. For formative purposes only: Pass 50%: A student has achieved a good standard in English grammar and writing in coursework and examination relating to the learning outcomes above (equivalent to IELTS 6.5) A student shows the ability to produce good written English for a variety of purposes and in a variety of registers and has good awareness of structure, content, style and grammatical accuracy, although there may be some minor lapses in adherence to academic conventions and register. There are only a few errors in grammar and/or format but most are identified and self-corrected and do not interfere with the communication of ideas. Writing may be ambitious in terms of structure but this may not be fully fulfilled.

excellent

N.B. For formative purposes only: Excellent 70%: A student has achieved an excellent standard in English grammar and writing in coursework and examination relating to the learning outcomes above (equivalent to IELTS 7.0 or above). A student shows the ability to produce excellent written English for a variety of purposes and in a variety of registers and has very good awareness of structure, content, style and grammatical accuracy. Writing closely follows academic conventions with appropriate register. There is evidence of effective error identification and self-correction with accurate use of sophisticated structures in writing. The communication of ideas is clear and effective.

Learning outcomes

  1. On successful completion of the module, students will

    1. Have increased ability to organise and write dissertations, theses and other forms of written academic assignments in correct and appropriate English.
    2. Be aware of academic conventions in a UK university environment and be able to integrate these conventions into students’ own written work.
    3. Have raised awareness of personal problem areas in postgraduate academic writing and grammar.
    4. Have developed the skills of proof-reading and self-correction.
    5. Be able to incorporate information from source materials effectively using enhanced referencing skills and avoiding plagiarism.

Assessment Methods

Teaching and Learning Strategy

Hours

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in