The University of Southampton
Courses

PRES0012 Academic Writing (Pre-sessional Course B)

Module Overview

This module is non-credit bearing and forms part of Pre-sessional Course B in which you study Academic Speaking, Listening, Reading and Writing. You also attend Independent Learning workshops to further develop critical thinking and study skills necessary to succeed at the University. The writing module is taught in conjunction with the reading module as these skills often overlap; for example, your knowledge of how to write coherent paragraphs will be an important tool when reading and processing information from your sources. As a result, you will be expected to practise a range of skills in the same class. The reading module follows the University of Southampton Pre- sessional Course B Reading and Writing syllabus.

Aims and Objectives

Module Aims

The Pre-sessional academic writing module is part of an integrated programme designed to allow you to learn and practise the academic writing skills you will need to succeed in your future university study. Throughout the module, you will be strongly encouraged to develop your independent writing skills so that you are prepared for the challenges of the written assignments you will be expected to undertake in your future programme of study.

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Use appropriate writing strategies for your purposes
  • Plan and structure your writing effectively
  • Paraphrase, summarise, synthesise and use quotations to reference correctly from your sources
  • Use academic language appropriately and effectively in written work
  • Produce essays with appropriate content
  • Employ critical writing strategies to convey your evaluation of information and ideas obtained from your sources
  • Use learning strategies to continue to build grammatical accuracy and vocabulary range

Syllabus

A. DEVELOPING A CLEAR AND COHESIVE ESSAY STRUCTURE 1. Using titles, outlines and topic development strategies effectively when planning. 2. Providing a clear introduction and conclusion. 3. Dividing body paragraphs appropriately. 4. Ensuring points are logically ordered, suitably linked and well-supported at paragraph and essay level. 5. Meeting assignment word count. B. USING OUTSIDE SOURCES EFFECTIVELY IN ESSAYS 1. Producing clear, distinct and appropriately balanced use of quotation, paraphrase, summary and synthesis in written work. 2. Incorporating Harvard in-text references accurately and providing a corresponding reference list in Harvard format. 3. Balancing effective source use with original input. 4. Avoiding plagiarism and ensuring compliance with University Academic Integrity policy. C. PRODUCING ESSAYS WITH APPROPRIATE CONTENT 1. Ensuring all parts of the task are covered. 2. Providing relevant factual information/ data commentary and description where necessary. 3. Writing critically to support and strengthen an argument. 4. Using an effective analytical rather than descriptive approach. 5. Showing evidence of own voice and original insight. D. USING ACADEMIC LANGUAGE APPROPRIATELY 1. Ability to explore topic fully and use accurate vocabulary choice, both subject-specific and general. 2. Ensuring style and register is appropriate, academic and consistent. 3. Incorporating appropriate synonym, word order and word form changes in paraphrases or summaries. 4. Conveying meaning effectively. E. DEVELOPING GRAMMATICAL ACCURACY AND RANGE 1. Using punctuation accurately and consistently. 2. Showing evidence of range of appropriate simple and complex structures and clauses. 3. Ensuring meaning is not impeded by grammatical issues. 4. Adopting beneficial proof reading strategies to check for common errors (sentence fragment/ pronoun use/ S-V agreement etc.).

Special Features

This writing module forms part of Pre-sessional Course B and is taught alongside academic reading, academic listening and speaking, and independent learning

Learning and Teaching

Teaching and learning methods

You will experience a wide variety of teaching and learning methods including: full class teaching; individual, pair and group work in class; set tasks to be completed outside class; use of authentic texts for exploitation; Independent Learning workshops; self-directed independent study and tutorials (normally in pairs with your tutor). You will have weekly tutorials with your class tutor to discuss your progress and will learn how to use the University libraries, including electronic resources.

TypeHours
Teaching6.17
Independent Study4.58
Total study time10.75

Resources & Reading list

University of Southampton LibGuides@Southampton (Academic Skills:Home- useful links for academic writing, critical thinking, information management, academic integrity, presentation skills, exam techniques and resources [online]..

University of Toronto [online]..

C Fletcher (2013). Skills for Study Level 3. 

Purdue University Online Writing Lab (OWL) [online]..

A Oshima and A Hogue (2006). Writing Academic English. 

British Council LearnEnglish Writing for a Purpose.

A Pallant (2012). English for Academic Study: Writing Course Book. 

S Argent and O Alexander (2014). Access EAP: Frameworks Course Book. 

N Murray and G Hughes (2008). Writing Up Your University Assignments and Research Projects: A Practical Handbook. 

K McMillan and J Weyers (2013). How to Research & Write a Successful PhD. 

Academic Writing in English (AWE) Finnish Virtual Language Centre [online]..

A McNair and F Gooch (2013). Language for Study Level 3. 

C Sowton (2012). 50 Steps to Improving your Academic Writing: Study Book. 

H Reinders, N Moore and M Lewis (2008). The International Student Handbook. 

R Pears and G Shield (2013). Cite them Right. 

LLAS webpage for exam preparation [online.

K Pakenham, J McEntire and J Williams (2013). Making Connections Level 3 Student’s book: Skills and strategies for Academic Reading. 

University of Nottingham AWL gapmaker [online]..

A Gillett, A Hammond and M Martala (2009). Successful Academic Writing (Inside Track Series). 

Anglia Ruskin University [online].

K Paterson, and R Wedge (2013). Oxford Grammar for EAP: English Grammar and Practice for Academic Purposes with answers. 

A Osmond (2013). Academic Writing and Grammar for Students. 

UEfAP website (Andy Gillet) [online]..

University of Manchester – Academic Phrasebank (pages for introducing work, referring to the literature, being critical, describing methods, reporting results, discussing findings, writing conclusions, general functions).

S Bailey (2015a). Academic Writing: A Handbook for International Students. 

D Burnapp (2009). Getting Ahead as an International Student. 

University of Nottingham AWL highlighter [online]..

T Day (2013). Success in Academic Writing. 

S Cottrell (2011). Critical Thinking Skills: Developing Effective Analysis and Argument. 

Cite them right online.

D Hopkins and P Cullen (2007). Grammar for IELTS with Answers. 

J Bell and S Walters (2014). Doing Your Research Project: A Guide for First-Time Researchers. 

University of Portsmouth [online]..

J McCormack and J Slaght (2012). Extended Writing and Research Skills Course Book. 

J Slaght (2012). English for Academic Study: Reading and Writing Source Book. 

SAGE Study Skills Resources- Free online study skill resources.

University of Southampton Harvard Guide.

N Caplan (2012). Grammar Choices for Graduate and Professional Writers. 

J Swales and C Feak (2012). Academic Writing for Graduate Students. 

J Godfrey (2013b). The Student Phrase Book: Vocabulary for writing at university. 

S McCarter and P Jakes (2009). Uncovering EAP: How to Teach Academic Writing and Reading. 

A Wallwork (2012). English for Research: Usage, Style, and Grammar. 

C Sowton (2014). Unlock Level 4 Reading and Writing Skills: Student's Book and Online Workbook. 

J Godfrey (2013a). How to Use Your Reading in Your Essays. 

R R Jordan (1999). Academic Writing Course. 

S Bailey (2015b). Academic Writing for International Students of Business. 

University of Michigan Press [online.

Assessment

Formative

Essay

Summative

MethodPercentage contribution
Examination  ( words) 30%
Writing  (1400 words) 70%
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