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Module UXS-2052:
Radio: Theory and Practice

Module Facts

Run by School of Languages, Literatures, Linguistics and Media

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Mr Geraint Ellis

Overall aims and purpose

The aim of the module is to enable students with some experience of media production, including radio production, to further develop their skills in this area, whilst also developing a greater understanding of radio theory, and being able to apply this understanding in the context of radio production.

Course content

The lectures will initially focus on the history of radio as a specific medium, with a particular focus on Wales and the UK, as well as a broader international perspective. Different radio production methods will then be examined, and subsequently different programme genres, with specific examples being studied. The theoretical aspects of the module culminate in a broad conceptual review of the nature of the medium and how this is changing in the digital age. The practical workshops will run concurrently, with the students revising and developing generic production skills at the beginning of the course, before planning, researching and producing their own individual productions. These will be informed by the study of production methods, genres and programmes introduced in the lectures.

Assessment Criteria



  • Knowledge of key areas/principles only
  • Weaknesses in understanding of main areas
  • Limited evidence of background study
  • Answer only poorly focussed on question and with some irrelevant material and poor structure
  • Arguments presented but lack coherence
  • Several factual/computational errors
  • No original interpretation
  • Only major links between topics are described
  • Limited problem solving
  • Many weaknesses in presentation and accuracy



  • Comprehensive knowledge
  • Detailed understanding
  • Extensive background study
  • Highly focussed answer and well structured
  • Logically presented and defended arguments
  • No factual/computational errors
  • Original interpretation
  • New links between topics are developed
  • New approach to a problem
  • Excellent presentation with very accurate communication



  • Knowledge of key areas/principles
  • Understands main areas
  • Limited evidence of background study
  • Answer focussed on question but also with some irrelevant material and weaknesses in structure
  • Arguments presented but lack coherence
  • Has several factual/computational errors
  • No original interpretation
  • Only major links between topics are described
  • Limited problem solving
  • Some weaknesses in presentation and accuracy


  • Strong knowledge
  • Understands most but not all
  • Evidence of background study
  • Focussed answer with good structure
  • Arguments presented coherently
  • Mostly free of factual and computational errors
  • Some limited original interpretation
  • Well known links between topics are described
  • Problems addressed by existing methods/approaches
  • Good presentation with accurate communication

Learning outcomes

  1. Demonstrate an understanding of the historical development of radio as medium (Assignment 2);

  2. Show an appreciation of the key characteristics of a range of radio productions (Assignment 2);

  3. Demonstrate an awareness of the distinguishing features of the medium and its impact on the listener (Assignments 1 and 2);

  4. Produce individual work demonstrating the effective manipulation of sound (Assignment 1);

  5. Provide evidence of the acquisition and development of essential radio production skills in the areas of developing and researching ideas, recording, script writing and editing. (Assignment 1).

Assessment Methods

Type Name Description Weight
Radio Production 60
Essay 40

Teaching and Learning Strategy


Workshops (11 x 2 hours)

Private study 167

Lectures (11 x 1 hour)


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
  • 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

Subject specific skills

  • Artistic engagement and ability to articulate complex ideas in oral and written forms. (NAWE Creative Writing Benchmark Statement 3.2).
  • Reflective practitioner skills, including awareness of the practice of others in collaborative learning (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
  • The ability to synthesize information from various sources, choosing and applying appropriate concepts and methods (English Benchmark Statement 3.3).
  • Ability to formulate and solve problems, anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Ability to engage in processes of drafting and redrafting texts to achieve clarity of expression and an appropriate style. (English Benchmark Statement 3.3; NAWE Creative Writing Benchmark Statement 3.2).
  • Ability to gather information, analyse, interpret and discuss different viewpoints (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
  • Information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).


Resource implications for students

None - all resources available at the university.

Talis Reading list

Reading list

Albarran, A. & Pitts, G., 2001. The Radio Broadcasting Industry. Boston: Allyn & Bacon. Barlow, D. et al, 2005. The Media in Wales. Cardiff: UWP. E Barnard, S., 2000. Studying Radio. London: Arnold. Beaman, J., 2000. Interviewing for Radio. London: Routledge. Boardman-Jacobs, S., 2004. Radio Scriptwriting. Bridgend: Seren. Chapman, J., 2006. Documentary in Practice. London: Polity. Chantler, P. & Stewart, P., 2003. Basic Radio Journalism. Oxford: Focal Press. Chignell, H., 2009. Key Concepts in Radio Studies. London: Sage. Crisell, A., 1986. Understanding Radio. London: Methuen. Crisell, A., 2006. More than a music box. New York: Berghahn Books. Crook, T., 1999. Radio Drama. London: Routledge. Davies, J., 1994. Broadcasting and the BBC in Wales. Cardiff: UWP. Dimbleby, N., 1994. Practical Media: a guide to production techniques. London: Hodder & Stoughton. Emm, A., 2001. Researching for Television and Radio. London: Routledge. E Fleming, C., 2010. The Radio Handbook. London: Routledge. E Gazi, A., 2011 Radio Content in the Digital Age. Bristol: Intellect. E Hand, R., & Traynor, M., 2012. Radio in Small Nations. Cardiff: UWP. Hartley, J., (ed.), 2005. Creative Industries. Oxford: Blackwell. E Hausman, C., 2003 Modern Radio Production. Belmont, CA: Wadsworth. Hendy, D., 2000. Radio in the Global Age. Cambridge: Blackwell. E Hesmondhalgh, D., 2002. The Cultural Industries. London: Sage Press. Hilliard, R., 2011. Writing for Television, Radio and New Media. Boston: Wadsworth. Lucas, R., 1981. The Voice of a Nation?. Llandysul: Gomer. McInerney, V., 2001. Writing for Radio. Manchester: MUP McLeish, R., 2005. Radio Production. Oxford: Focal Press. McLuhan, M., Understanding Media. London: Routledge. Shingler, M. & Wieringa, C., 1998. On Air. London. Arnold. Siegel, B., 1992. Creative Radio Production. Oxford: Focal Press. Starkey, G., Radio in Context., 2004. Basingstoke: Palgrave Macmillan. Starkey, G., Balance and Bias in Journalism, 2007. Basingstoke: Palgrave Macmillan. Starkey, G. & Crisell, A., 2009. Radio Journalism. Los Angeles: Sage. Stewart, P., 2010. Essential Radio Skills. London: Methuen Drama. E Street, S., 2002. A Concise History of British Radio. Tiverton: Kelly. Wilby, P. & Conroy, A., 1994. The Radio Handbook. London: Routledge.

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: