Academic Writing (Pre-sessional LLM) | PRES0016

Module overview

The LLM Pre-sessional academic writing module is part of an integrated programme designed to enable you

to learn and practise the academic writing skills you will need to succeed in your future LLM degree. The

module is intended to give you a basic understanding of how to research, understand, plan and structure

answers to the different types of law essays, both as coursework and in the context of examinations. The

module will provide practical examples of essay titles and worked answers to essay titles. It will focus on both

style and accuracy in writing and on the critical selection and organisation of content.

This module is non-credit bearing and forms part of the Pre-sessional LLM Programme in which you study

academic speaking, academic listening, academic reading and academic writing. You also develop your

independent learning skills through Independent Study sessions, and learn about online resources for law,

study skills and language development.

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 writing module follows the University of Southampton Pre-sessional LLM Programme Reading and Writing

syllabus.

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

Produce essays with appropriate legal content and reasoning
Paraphrase, summarise, synthesise and use quotations to reference correctly from your sources
Plan and structure your writing appropriately for different tasks including ‘Discuss’ and ‘Problem’ question essays
Use both legal and general academic language appropriately and effectively in written work
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 in the ‘Discuss’ essay.

3. Dividing body paragraphs appropriately and, in the case of the ‘Problem ’ question, using subheadings to

structure your writing.

4. Ensuring points are logically ordered, suitably linked and well-supported at paragraph and essay level.

5. Meeting assignment word counts.

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 Oscola in-text references accurately and providing a corresponding reference list in Oscola

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, using appropriate legal content and reasoning.

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 legal and general.

2. Ensuring style and register are 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).

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 and self-directed independent study.

You will have weekly tutorials with your class tutor to discuss your progress and will learn how to access the

University’s law resources, both in libraries and online.

Study time
Type	Hours
Independent Study	5
Teaching	7
Total study time	12

Resources & Reading list

Internet Resources

University of Southampton Library -Harvard Guide.

University of Nottingham AWL highlighter [online]..

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

LLAS webpage for exam preparation [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).

University of Portsmouth [online]..

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

UEfAP website (Andy Gillet) [online]..

Textbooks

N Caplan (2012). Grammar Choices for Graduate and Professional Writers. Michigan: University of Michigan Press.

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

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

S Bailey (2011). Academic Writing: A Handbook for International Students. Abingdon: Routledge.

J Godfrey (2013a). How to Use Your Reading in Your Essays. Basingstoke: Palgrave Macmillan.

J McCormack and J Slaght (2012). Extended Writing and Research Skills Course Book. Reading: University of Reading/Garnet Publishing Ltd.

S Bailey (2011). Academic Writing for International Students of Business.. Abingdon: Routledge.

A Gillett, A Hammond and M Martala (2009). Successful Academic Writing (Inside Track Series).. Harlow: Pearson Education Ltd.

D Hopkins and P Cullen (2007). Grammar for IELTS with Answers. Cambridge: Cambridge University Press.

C Fletcher (2013). Skills for Study Level 3. Cambridge: Cambridge University Press.

A McNair and F Gooch (2013). Language for Study Level 3. Cambridge: Cambridge University Press.

A Pallant (2012). English for Academic Study: Writing Course Book. Reading: University of Reading and Garnet Publishing Ltd.

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

J Swales and C Feak (2004). Academic Writing for Graduate Students. Michigan: The University of Michigan Press.

R R Jordan (1999). Academic Writing Course. Harlow: Pearson Education Ltd.

R Pears and G Shield (2013). Cite them Right. Basingstoke: Palgrave Macmillan.

A Oshima and A Hogue (2006). Writing Academic English. New York: Pearson Education Ltd.

Assessment

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Assessment

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Examination	50%
Essay	50%