|TITLE||Academic Reading and Writing in English|
|LEVEL||01 - Year 1 in Modular Undergraduate Course|
|DEPARTMENT||Institute of Linguistics and Language Technology|
The study-unit sets out to improve participants' awareness of and familiarity with the most important skills involved in successful academic reading and writing, with the focus falling mainly on writing. Wherever possible, students will be grouped according to their respective areas of study.
Participants will be exercised in strategies for efficient and effective critical reading and the seamless utilisation of material from a variety of sources. Reference will also be made to the most important library resources in their field/s of study.
The writing component will pay particular attention to the principles and mechanics of good text structure, on the basis of analyses of academic texts. The subskills involved in successful summarisation and paraphrasing from written sources will also be emphasised. Great stress will be placed on good quotation/citation/referencing skills and the paramount necessity of avoiding plagiarism.
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.
- Bazerman, C. (1994). The informed writer: Using sources in the disciplines (5th ed.). Retrieved from http://writing.colostate.edu/textbooks/informedwriter/informedwriter.pdf
- Greetham, B. (2008). How to write better essays (2nd ed.). London: Palgrave Macmillan.
- Pears, R., & Shields, G. (2010). Cite them right: The essential referencing guide (8th ed.). London: Palgrave Macmillan.
- Ramage, J. D., Bean, J. C., & Johnson, J. (2010). The Allyn & Bacon guide to writing (6th ed.). London: Longman.
- Rose, M., & Kiniry, M. (1997). Critical strategies for academic thinking and writing (3rd ed.). Boston: Bedford/St. Martin’s.
Chemistry & Biology
- Coghill, A. M., & Garson, L. R. (Eds.). (2006). The ACS style guide: Effective communication of scientific information (3rd ed.). Washington, DC: American Chemical Society
- Gustavii, B. (2008). How to write and illustrate a scientific paper (2nd ed.). Cambridge: Cambridge University Press.
- Kanare, H. M. (1985). Writing the laboratory notebook. Washington, DC: American Chemical Society.
- Maimon, E. P., Peritz, J. H., & Yancey, K. B. (2007). A writer’s resource: A handbook for writing and research (2nd ed.). New York: McGraw-Hill.
- Matthews, J. R., & Matthews, R. W. (2008). Successful scientific writing: A step by step guide for the biological and medical sciences (3rd ed.). Cambridge: Cambridge University Press.
- Robinson, M. S., Stoller, F. L., Costanza-Robinson, & M. S., Jones, J. K. (2008). Write like a chemist. Oxford: Oxford University Press.
- Russey, W. E., Ebel, H. F., & Bliefert, C. (2006). How to write a successful science thesis: The concise guide for students. Weinheim: Wiley-VCH.
- Gimenez, J. (2007). Writing for nursing and midwifery students. New York: Palgrave Macmillan.
Social Work & Social Policy
- Szuchman, L.T., & Thomlison, B. (2007). Writing with style: APA style for social work (3rd ed.). Ontario: Brooks Cole.
|ADDITIONAL NOTES||Visiting students for whom English is not a first language should be aware that the course assumes a proficiency in English that enables them to handle academic texts and their discussion in English. This would roughly be in the range of 6 IELTS (for TOFL equivalent see http://www.eurogates.nl/en-TOEFL-IELTS-score-conversion/). Students who feel their proficiency might not yet have reached a sufficiently high level are advised not to take the course since they may not be able to follow it with profit.
Students wishing to take this study-unit as an optional study-unit should consult the co-ordinator before deciding which occurrence to register for. Every attempt will be made to choose the occurrence that best caters for the student's academic needs whilst keeping time-tabling constraints in mind.
|METHOD OF ASSESSMENT||
Paul A. Falzon
John Paul Vella
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.