ModuleHandbook

Programme Title
BSc (Hons) in English Language Teaching
Module Title ACADEMIC WRITING, REFLECTIVE SKILLS AND RESEARCH THINKING

Module Code AG173

Academic Year 2022/ 2023
Semester Autumn
Module Start October 2022
Date Cohort
Module Level Level 4 Credit Rating 10 credits
[5 ECTS credits]
Total study time 36 hours of academic direction time Hours of 64 Hours of
independent independent
Learning Learning
and time for and time for
assessments assessments
Academic Athens Campus: Mrs. Georgia Kremmyda
Responsibility: Larissa Campus: Mrs. Dimitra – Ioli Chatzoudi
Thessaloniki Campus: Dr. Anastasia Stefanidou

Athens Campus: Mrs. Georgia Kremmyda

Module Lecturer: Larissa Campus: Mrs. Dimitra – Ioli Chatzoudi
Thessaloniki Campus: Dr. Anastasia Stefanidou
Emails: Athens Campus: [Link]@[Link]
Larissa Campus: [Link]@[Link]
Thessaloniki Campus: [Link]@[Link]

Room: Athens Campus: Π3

Larissa Campus: ΛΕΜ4
Thessaloniki Campus: Θ309
Office: Panepistimiou 17, 4th floor
Programme Dr. Fani Nasika
Director:
Administrator Aegean Omiros College Administration
contact: Tel.: +30 210 3211228
Administrator e- elt@[Link]
mail:
Lecture day & Athens Campus: Thursdays 10.30 – 12.55
time: Larissa Campus: 18.05 – 20.40
Thessaloniki Campus: 15.30 – 17.55

Seminar/tutor TBA
ial day & time:
1
 Welcome

Welcome to Academic Writing, Reflective Skills and Research Thinking module at Aegean College in
collaboration with the University of Essex. This module is part of the BA in English Language Teaching
within the University of Essex. The accompanying Programme handbook can be found on the Aegean
College portal (e-college).

1. Module aims

The primary aim of this module is to provide a comprehensive background to students in

order for them to be able to complete the assessment demands of the BA in English
Language Teaching. More specifically, in this module students will learn how to search for
sources on a topic and how to appraise their value as evidence. Moreover, skills such as
note-taking, academic writing and referencing will be taught so that students will be able to
make the most out of their lectures and produce written work of an academic standard and
avoid plagiarism.
Furthermore, the module also aims at introducing students to poster and oral presentation
skills, since many modules are assessed in these ways. Finally, the students will learn how to
plan and manage their time in order to complete and submit their work in time and use
discipline-specific English terminology appropriately. To sum up, the content of this module
will aid students to effectively meet the assessment demands of the overall Programme and
acquire skills that are transferable to their profession.

2. Learning Outcomes – what you will gain from taking the module:
By the end of this module students should be able to:

1. Gain knowledge and understanding of the process of information search and its
strategies.
2. Develop presentation skills.
3. Develop academic writing skills.
4. Develop reflective skills.

2
3. Indicative Module Content

• Note-taking skills such as abbreviated writing, quick writing and writing

mechanisms, selective attention,
• identification of key words,
• categorization of information
• incorporation of the notes into an essay
• specific writing skills like useful elements of the Greek grammar and syntax,
punctuation, accuracy, proof-reading and editing skills and the use of proof-
reading software (i.e., Spell-Check function)
• useful phrases and linking mechanisms for coherence and cohesion
• formal and informal writing style
• sentence and paragraph structure
• definitions and terminology (both English and Greek)
• planning, types of written text and their structure (i.e., reports, journal
papers, essays, notes, memos, e-mails, case-history forms)
• micro- theme writing
• the use of arguments and exemplification or evidence to support them
• include locating sources of information
• library search, on-line search
• appreciating the value of a resource (e.g., anonymous post in a blog or
published journal paper, etc.)
• stages and strategies for incorporating the information into an essay
• referencing skills
• plagiarism
• citation of sources within the text and at the bibliography section, as well as
cross-referencing
• introduction to reflective skills with the reflective cycle, problem-solving skills,
and reflective thinking and writing
• presentation skills in regards with the organization of information into slides
• presentation designs and animations
• oral presentation techniques and tips (e.g., body posture, eye-contact with
the audience, etc.), and how to make a poster presentation with PowerPoint
• time management skills
• project planning
• goal setting and properties (e.g., realistic, feasible, time-bound, specific, etc.)
• time mapping, timetabling
• risk assessment
• project briefs - project implementation
• action taking, PDC
• time management skills
• research methods.

3
 4. How the module is taught, attendance and the teaching schedule:
4.1 Learning and Teaching Methods

The learning and teaching strategies of this module include lectures, workshops regarding
note-taking skills practice, role play and rehearsal sessions for presentation skills, hands-on-
sessions for poster creation, individual and group work for building time management plans
and schedules, peer reviews for proof-reading, editing and search skills, presentation of
sample papers for critical selection of reliable evidence and workshops for referencing skills
with the use of online resources and the electronic portal. A range of activities will be
employed with the aim of facilitating critique, creativity and reflexivity. Participants will be
encouraged to rethink and rework their own identity, values and seminar discussions as
teachers.

4
 5.1 Teaching Schedule

WEEK WEEK LECTURE TITLE

NO: COMMENCING

Learning on Behalf of Others: Student Preparation

Week 1 WEEK LECTURE 1: Introduction to Academic writing

STARTING
17/10/2022 • Introduction to the module; learning outcomes; indicative
content.
• Reading for writing assignments. Learning styles.
• Note-taking. Notemaker;
• Identifying key-words and abbreviations.
• Introduction to essays, reports, reflective accounts, case studies.
Intended Learning Outcomes:
Be familiar with academic writing rules in an introductory level

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Activities workshop.
Independent extension of learning
Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
WEEK 2 WEEK LECTURE 2: searching sources
STARTING
24/10/2022 This lecture focuses on Literature search; sources, search engines &
databases; selecting sources critically.

Intended Learning Outcomes:

Understanding the methods and criteria of searching and selecting sources

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Activities -workshop

5
 Independent extension of learning
Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
WEEK 3 WEEK LECTURE 3: How to avoid Plagiarism
STARTING This lecture focuses on techniques of avoiding Plagiarism: paraphrasing,
31/10/2022 summary, synthesizing.
Intended Learning Outcomes
Understanding of plagiarism, why and how to avoid plagiarism, applying
methods such as paraphrasing, summary and synthesizing.
Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Examples and activities will be delivered through the workshop in
plagiarism.
Independent extension of learning
Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
Neville, C. (2010). The Complete Guide to Referencing and Avoiding
Plagiarism. Open University Press.

WEEK 4 WEEK LECTURE 4: Referencing

STARTING
7/11/2022 This lecture focuses on APA referencing system.

Intended Learning Outcomes

Understanding the concept of referencing: in text citations, reference
list

Seminar activities
A PowerPoint presentation will provide students with key insights.
Examples and workshop activities in referencing.

Independent extension of learning

Neville, C. (2010). The Complete Guide to Referencing and Avoiding
Plagiarism. Open University Press.
Pears, R. & Shields, G. (2013). Cite them Right: The Essential Referencing
Guide. 9th edn. Palgrave McMillan.

6
WEEK 5 WEEK LECTURE 5: Types of Academic writing
STARTING
14/11/2022 This lecture examines the structure and content of different academic
texts: essays structure, reports, critical reviews
Intended Learning Outcomes:
Students will be familiar with writing strategies in different academic
texts. Micro thematic writing will be suggested.
Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Workshop activities and examples of critical reviews /essays etc.
Independent extension of learning
Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
Neville, C. (2010). The Complete Guide to Referencing and Avoiding
Plagiarism. Open University Press.
WEEK 6 WEEK LECTURE 6: Paragraph structure
STARTING
21/11/2022 This lecture focuses on paragraph structure, linking words, coherence
andstyle
Intended Learning Outcomes:
Students will be familiar with writing strategies (coherence, transition,
Focus, clarity etc.). Micro thematic writing will be suggested
Seminar activities
A PowerPoint presentation will highlight key points. A case study will be
analyzed. Applied examples and workshop activities.

Independent extension of learning

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
Neville, C. (2010). The Complete Guide to Referencing and Avoiding
Plagiarism. Open University Press.
WEEK 7 WEEK LECTURE 7: Critical writing
STARTING
28/11/2022 This lecture focuses on argumentation: justification and documentation,
analysis, evaluation, comparison, generalization, conclusions.

Intended Learning Outcomes:

Understanding of critical writing and be familiar with critical writing
strategies and rules.

7
 Seminar activities
A PowerPoint presentation will highlight key points. Workshop activities
and micro thematic writing will be suggested.

Independent extension of learning

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
Neville, C. (2010). The Complete Guide to Referencing and Avoiding
Plagiarism. Open University Press.
WEEK 8 WEEK LECTURE 8: Oral and Poster Presentations
STARTING
5/12/2022 This lecture focuses on the power point presentation skills. Guidelines
and instructions for oral and poster presentations. What is the difference
between oral and poster presentation, tips on how to give successful oral
and poster presentations.

Intended Learning Outcomes:

The students will be familiar with presentation skills, forming poster and
power point presentations.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Workshop activities (preparing oral and poster presentations).
Independent extension of learning
Chivers, B. & Shoolbred, M. (2007). A Student’s Guide to Presentations:
Making your Presentations Count. SAGE Publications Ltd.
Bradbury, A. (2007). Πώς να παρουσιάσετε μια επιτυχημένη
παρουσίαση. Εκδόσεις: Ελευθερουδάκης.

8
WEEK 9 WEEK LECTURE 9: Reflection
STARTING
5/12/2022 This lecture focuses on reflection and reflective writing. Reflective
exercise of the profession, Kolb’s cycle and Gibb’s cycle, continuing
professional development (CPD)
Intended Learning Outcomes:
Understanding of the importance of reflection as academic and
professional skill. Be aware of academic writing rules in reflection.

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Workshop activities in reflective writing.

Independent extension of learning

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research:
Applications to Practice. 3rd edn. Pearson International Edition.
WEEK 10 WEEK LECTURE 10: Research methods
STARTING
19/12/2022 This lecture focuses on Research approaches and their applications, types
of research, research methods and stages. Critical reviews, leaflets, case
studies.

Intended Learning Outcomes: understanding of the differences between

research methods: qualitative and quantitative method

Seminar activities: A PowerPoint presentation will be used, offering an

overview of the key issues. Workshop activities (studying research articles,
examples of research methods etc)

Independent extension of learning

Mishra, B., Satapathy, A. K. & Mishra, S. (2018). Research Methodology: Methods,
Approaches and Techniques. Varanasi: Chaukhambha Orientalia.
Παναγιωτάκος, Δ. Β. (2011). Μεθοδολογία της Έρευνας και της Ανάλυσης
Δεδομένων για τις Επιστήμες Υγείας. 2η Έκδοση. Αθήνα: Εκδόσεις Διόνικος.
Παππάς, Γ. Θ. (2002). Η μεθοδολογία της Επιστημονικής Έρευνας στις
Ανθρωπιστικές

9
WEEK 11 WEEK LECTURE 11: Descriptive writing
STARTING This lecture focuses on:
9/01/2023  Descriptive writing, definitions, processes, sequencing; graphs &
diagrams, classifications
 Time management skills

Intended Learning Outcomes:

Understanding of descriptive writing rules, be aware of differences
between critical and descriptive writing
Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Workshop activities

Independent extension of learning

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.

WEEK 12 WEEK LECTURE 12: Review and Workshop activities

STARTING
16/01/2023 This lecture is a final workshop in academic genres:
Practice in critical writing
Practice in reflection writing
Workshop in oral and poster presentation

Intended Learning Outcomes:

Review of academic writing rules applied in different academic texts

Seminar activities
A PowerPoint presentation will be used, offering an overview of the key
issues. Workshop in academic genres.

Independent extension of learning

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and
Argument. 2nd edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful
Academic Writing. Longman.

1
0
 5. Assessments

6.1 Schedule

Assessment Title Word count/

Submission Submission Feedback How feedback is
and Brief Hrs where Weight
deadline method date provided
Description applicable

Assignment 1
Reflective Grademark
1,500 words 70% 10/02/2023 Turnitin 3/03/2023
electronic
Writing
feedback

Assignment 2
Individual 500 words Grademark
Poster 25/01/2023 Turnitin 15/02/2023 electronic
30% (presentation
Presentation feedback
date:
26/01/20223)

ASSIGNMENT TITLE

1st assignment
A 1,500-word reflective account for the essay writing / reporting process and locating areas
for future development on academic writing skills.
Reflection will relate to your learning experience during this lesson. In particular, you will
need to reflect on how to look up information and strategies you used to prepare a job.

Below follows the suggested structure you should follow in order to complete an
assignment:
 Introduction: task objective - definition of reflection (up to 100 words)
 Description of the theoretical model that you will follow in reflection (200 words)
 Description of the experience. A description of how you will look for information and
strategies for completing the assignment. You will need to refer to the way
information is searched over the Internet (e.g., Internet databases, University Library
online). You should report your thoughts and feelings during your learning
experience (400 words)
 Assessment of experience: What went well and what went wrong during the

10
 experience? what was positive and what was negative during this experience? (200
words)
 Reflection: What did you learn from this experience of searching for information on
the Internet and the strategies that are necessary in this process? (300 words)
 Action plan: What would you change into a similar future experience? What would
you do differently? What parameters and what view would you change? (200 words)
 Conclusions: How did you improve or develop your skills through this experience? A)
in relation to academic writing skills B) as future professionals (professional skills) -
(100 words)

To write the reflection, it is very important that you effectively use your academic writing
skills and apply the APA referral system instructions correctly.

2nd Assignment

Aposter presentation (500 words) on a comparative approach to research methods. A

comparison of at least two research approaches should be made with reference to the
relevant literature. You can use critical and research thinking skills in these comparisons.

To write and present this work, it is very important to effectively use your skills in academic
writing and presentation and to apply the APA referral system instructions correctly.

10
 6.2 Submission Guidelines
AllworkshouldbesubmittedonTurnitinbytheappropriatedeadlines,including an official front
sheet (see Digital School).
If you are not sure what, where and when to submit to Turnitin, for training on using
Turnitin or if you accidentally submit the wrong file or to the wrong Turnitin Assignment,
please contact admin@[Link]

6.3 General Guidance

For all written work, standard academic presentation is required, but please note that:
 Full referencing using the APA system (7th edition) which includes a single
alphabetical
orderbibliographycontainingallsourcesusedforeachpieceofworkisrequired.
 All submitted work must use the Times New Roman font, regular style and font
size12.

6.4 Special Arrangements for Assessments

There are provisions for special arrangements covering assessments. Please contact
Student Support for details and advise the module tutor of agreed arrangements.

6. Recommended Reading

In English

Agrawal, V. & Neoqi, A. (2011). Time Management for Students. Benten Books.
Chivers, B. & Shoolbred, M. (2007). A Student’s Guide to Presentations: Making your
Presentations Count. SAGE Publications Ltd.
Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd
edn. Plagrave McMillan.
Gillett, A., Hammond, A. & Martala, M. (2009). Inside Track to Successful Academic Writing.
Longman.
McPherson, F. (2012). Effective Notetaking: Strategies to Help you Study Effectively. 2nd edn.
Wayz Press.

11
Mishra, B., Satapathy, A. K. & Mishra, S. (2018). Research Methodology: Methods,
Approaches and Techniques. Varanasi: Chaukhambha Orientalia.
Neville, C. (2010). The Complete Guide to Referencing and Avoiding Plagiarism. Open
University Press.
Pears, R. & Shields, G. (2013). Cite them Right: The Essential Referencing Guide. 9th edn.
Palgrave McMillan.
Portney, L.G. & Watkins, M.P. (2009). Foundations of Clinical Research: Applications to
Practice. 3rd edn. Pearson International Edition.

In Greek:

Bradbury, A. (2007). Πώς να παρουσιάσετε μια επιτυχημένη παρουσίαση. Εκδόσεις:

Ελευθερουδάκης.
Ευδωρίδου, Ε. & Καρακασίδης, Θ. (2014). Ακαδημαϊκή Γραφή. Εκδόσεις: Τζιόλας.
Ζαφειρόπουλος, Κ. (2005). Πώς γίνεται μια Επιστημονική Εργασία. Εκδόσεις: Κριτική.
Παναγιωτάκος, Δ. Β. (2011). Μεθοδολογία της Έρευνας και της Ανάλυσης Δεδομένων για
τις Επιστήμες Υγείας. 2η Έκδοση. Αθήνα: Εκδόσεις Διόνικος.
Παππάς, Γ. Θ. (2002). Η μεθοδολογία της Επιστημονικής Έρευνας στις Ανθρωπιστικές
Επιστήμες. Εκδόσεις: Καρδαμίτσα.
Σωτηρούδας, Β.Σ. (2011). Εγχειρίδιο Ερευνητικής Εργασίας. Εκδόσεις: iWrite.

Websites
The Internet Grammar of English. Available at: [Link]
(accessed on 11/03/2021)
Academic Phrasebank. Available at: [Link] (accessed
on 21/05/2019)
Royal College of Speech & Language Therapists. Available at: [Link] (report
essentials and reflective practice) (accessed on 21/05/2019)
Mind Tools. Available at: [Link] (accessed on
11/03/2021)

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 MARKING CRITERIA
st
1 assignment - Reflection

CRITERION 100-80 Excellent 79-70 Very Good 69-60 Good 59-50 Sound 49-40 Satisfactory 39-20 Fail 19-0 Fail

Use of Evidence of broad Evidence of Evidence of Evidence of some Evidence of reading from Very limited evidence of Little or no relevant
literature / and/or in-depth independent independent reading independent reading appropriate sources. reading and/or engagement with
evidence of independent reading from a from a range of from appropriate Literature is presented in inappropriate sources the literature.
reading reading from fairly wide range of appropriate sources. sources. Sound a descriptive way. used and/or engagement
appropriate appropriate Literature well applied, application of literature. with the literature very
20% sources. Clear, sources. Clear, and shows some superficial
accurate, accurate, critical insight.
systematic systematic
application of application of
material, with material. Shows
effective critical developing ability
appraisal. to appraise
material critically.

Coherence Strong logical Demonstrates Demonstrates sound, Demonstrates generally Shows limited Poorly presented and Little or no relevant
and organisation and logical thoughtful organisation. sound, conventional organisation. structured but partially knowledge
organisation coherence organisation and organisation. understandable. included.
of assignment enhances coherence.
20% fulfilment of the
assignment
objectives.
Clarity of Fluent writing Language fluent. Language generally Meaning clear, but Generally Meaning often unclear Meaning unclear.
expression style appropriate Grammar and fluent. Grammar and language not always understandable, but and/or frequent errors in Poor spelling,
(incl. to the assignment. spelling mainly spelling mainly accurate. fluent. Grammar and/or language contains errors grammar and/or spelling. grammar and
accuracy, Grammar and accurate. spelling contain errors. which detract from the punctuation.
spelling, spelling accurate. argument.
grammar,
punctuation
20%

14
Referencing Sources used are Sources used Sources used are Attempts to follow Some attempt to cite Citations of sources in Little or no
20% acknowledged in are acknowledged in the systematic approach sources in the text but the text are acknowledgement
the text and acknowledged text and reference list. to the citation of contains inaccuracies, inconsistent, of sources of
reference list in the text and Referencing follows a sources, appropriate inconsistencies and/or inaccurate and/or information in text
and/or reference
and used reference list systematic approach, to the discipline. omissions. Integration incomplete. Entries in
list.
effectively to and used to appropriate to the Entries in the between text and the
support support discipline. Entries in bibliography/reference reference list is bibliography/reference
discussion. discussion. the list are generally inconsistent. Entries in list are incomplete
Referencing Referencing bibliography/reference accurate/ appropriate. the and/or absent.
follows a follows a list are accurate/ bibliography/reference
systematic systematic appropriate. list contain some
approach, approach, errors.
appropriate to appropriate to
the discipline. All the discipline.
elements of All elements of
individual individual
references are references are
present. present.
Reflection Confidently Able to Demonstrates a Is largely dependent Dependent on criteria Limited self-awareness Distorted self-
(including reflects on own evaluate own degree of autonomy on criteria set by set by others. Begins leading to poor criticism leading to
self-criticism strengths and strengths and and independence in others. Recognises to recognise own judgement. inaccurate view of
/ awareness) weaknesses and weaknesses evaluating / own strengths and strengths and the situation.
the criteria by and shows monitoring own weaknesses. weaknesses.
20% which such developing contribution.
judgements are understanding
made. Prepared of criteria for
to interrogate judgements.
received Prepared to
opinion, question
prejudices and received
value sets opinion,
operating. prejudices and
value sets
operating.

15
 nd
2 assignment –Poster presentation

CRITERION 100-80 79-70 Very 69-60 Good 59-50 Sound 49-40 Satisfactory 39-20 Fail 19-0 Fail
Excellent Good

Use of Evidence of Evidence of Evidence of Evidence of some Evidence of reading Very limited evidence Little or no
literature / broad and/or independent independent reading independent reading from appropriate of reading and/or relevant
evidence of in-depth reading from a from a range of from appropriate sources. Literature is inappropriate sources engagement with
reading independent fairly wide appropriate sources. sources. Sound presented in a used and/or the literature.
reading from range of Literature well applied, application of descriptive way. engagement with the
20% appropriate appropriate and shows some literature. literature very
sources. Clear, sources. Clear, critical insight. superficial
accurate, accurate,
systematic systematic
application of application of
material, with material.
effective Shows
critical developing
appraisal. ability to
appraise
material
critically.

16
Referencing Sources used Sources used Sources used are Attempts to follow Some attempt to cite Citations of sources in Little or no
20% are are acknowledged in the systematic approach to sources in the text but the text are acknowledgement
acknowledged acknowledged text and reference list. the citation of sources, contains inaccuracies, inconsistent, of sources of
in the text and in the text and Referencing follows a appropriate to the inconsistencies and/or inaccurate and/or information in text
reference list reference list systematic approach, discipline. Entries in omissions. Integration incomplete. Entries in and/or reference
and used and used to appropriate to the the between text and the list.
effectively to support discipline. Entries in bibliography/reference reference list is bibliography/reference
support discussion. the list are generally inconsistent. Entries in list are incomplete
discussion. Referencing bibliography/reference accurate/ appropriate. the and/or absent.
Referencing follows a list are accurate/ bibliography/reference
follows a systematic appropriate. list contain some
systematic approach, errors.
approach, appropriate to
appropriate to the discipline.
the discipline. All elements of
All elements individual
of individual references are
references are present.
present.
Presentation Message is Presentation is Presentation is clear Presentation has a Visual aspect and/or Presented in a Presentation is
(visual) presented clear and has and has some visual generally sound structure of disorganised manner. disorganised
20% clearly and strong visual impact. structure and visual presentation is Lacks appropriate and/or incoherent
imaginatively impact. tools are used adequate but limited. support from visual and/or medium is
with strong effectively. tools. non-visual.
visual impact.
Presentation Presentation Presentation is Presentation is well Presentation has a Pace, audibility and/or Delivery is disorganised Presentation is
(oral) is well well- structured and generally sound structure of and/or pace and not
20% structured, structured and attempts to engage the structure. Pace and presentation are audibility are poor. understandable
engaging and engages the audience. Pace and audibility are adequate but limited. and/or inaudible
confident. audience. Pace audibility are effective. satisfactory most of and/or not an oral
Audibility and and audibility the time. presentation.
pace are are very good.
excellent.

17
Content and Demonstrates Demonstrates Demonstrates a good Demonstrates a sound Evidence of some Significant gaps in Little or no
range of a detailed, a detailed, factual and/or factual and/or knowledge of topic and knowledge and/or relevant
knowledge systematic, in- systematic conceptual knowledge conceptual knowledge use of appropriate misuse of terminology. knowledge
displayed depth, knowledge base and uses base and uses terminology. May included.
theoretically base, both appropriate appropriate contain some errors
20% informed theoretical terminology. terminology. and/or omissions.
knowledge and/or
base, with substantive.
some
appreciation
of the
provisional
nature of
knowledge.

18