Please note! Course description is confirmed for two academic years (1.8.2018-31.7.2020), which means that in general, e.g. Learning outcomes, assessment methods and key content stays unchanged. However, via course syllabus, it is possible to specify or change the course execution in each realization of the course, such as how the contact sessions are organized, assessment methods weighted or materials used.


The course will enable the participants to

  • understand academic writing as both a creative and a practical process
  • write more productively and with more ease
  • present their research coherently and convincingly in different contexts
  • give and receive feedback on academic texts and presentations
  • develop their self-management and reflective skills as academic researchers

Credits: 6

Schedule: 16.04.2019 - 23.05.2019

Teacher in charge (valid 01.08.2020-31.07.2022): Carol Kiriakos, Christa Uusi-Rauva

Teacher in charge (applies in this implementation): Carol Kiriakos, Christa Uusi-Rauva

Contact information for the course (valid 12.03.2019-21.12.2112):

Carol Kiriakos; carol.kiriakos(at)

Christa Uusi-Rauva; christa.uusi-rauva(at); phone: 050-530 0377

CEFR level (applies in this implementation):

Language of instruction and studies (valid 01.08.2020-31.07.2022):

Teaching language: English

Languages of study attainment: English


  • Valid 01.08.2020-31.07.2022:

    The course will help you learn how to unleash your writing and presentation potential so that you can function effectively in the academic context. It consists of two main themes that aim at supporting your dissertation process.

    First, we will develop your understanding of academic writing as a comprehensive process. Here, the focus will be on making writing an integral part of your daily work by creating a writing habit, learning to manage your writing time, and identifying and practicing the use of different tools that help in the writing process. As a result, you will learn how to produce text regularly as well as identify and overcome your challenges as a writer.

    Second, the course will help you develop yourself as a presenter. You will give several presentations during the course, and through practice learn how to deliver convincing, coherent and engaging research talks.

    In both writing and presenting, you will learn how to build a strong argument and give and receive constructive feedback.

Assessment Methods and Criteria
  • Valid 01.08.2020-31.07.2022:

    Weekly meetings and other indicated sessions (mandatory attendance)

    Pre-course assignment

    Readings and assignments during the course

    Course essay

    Research presentations

  • Applies in this implementation:

    All assignments are evaluated pass/fail.

  • Valid 01.08.2020-31.07.2022:


    34 h

    Classroom hours (including consultation sessions and conference days)

    36 h

    Individual work


    90 h


    160 h (6 op)

  • Applies in this implementation:


    34 h

    Classroom hours (including consultation sessions and conference days)

    36 h

    Individual work


    90 h


    160 h (6 op)


Study Material
  • Valid 01.08.2020-31.07.2022:

    Provided in the course syllabus.

  • Applies in this implementation:

    Presentation part:

    All readings for the presentation part of the course are available in MyCourses, in the 'Materials'-section.

    Writing part:

    Here is a list of the readings for the writing part:

    • Antoniou, Maria & Moriarty, Jessica (2008). What can academic writers learn from
      creative writers? Developing guidance and support for lecturers in Higher
      Education. Teaching in Higher Education, Vol 13, No. 2, 157-167.
    • Becker,
      Howard (1986). Writing for Social Scientists. How to Start and Finish Your
      Thesis, Book, or Article.
      Chicago: University Press.
    • Sword,
      Helen (2009). Writing higher education differently: a manifesto on style. Studies
      in Higher Education
      , Vol 34, No. 3, 319-336.
    • Valian,
      Virginia (1977). Learning to Work. In S. Ruddick & P. Daniels (Eds.), Working
      it out: 23 women writers, artists, scientists, and scholars talk about their
      lives and work
      , pp. 162-178. New York: Pantheon Books. Available online at:
    • Wright,
      A., Murray, J. P. & Geale, P. (2007). A Phenomenographic Study of What It
      Means to Supervise Doctoral Students. Academy of Management Learning and
      , Vol. 6, No. 4, 458-474.

  • Valid 01.08.2020-31.07.2022:

    Pre-assignment: Instructions for the pre-assignment (a one page written task) will be sent to registered students before the course begins.


Details on the schedule
  • Applies in this implementation:

    3-hour meetings twice a week:

    Tuesdays 12.00-15.00

    Thursdays either 9.00-12.00 (April 18 and 25) or 12.00-15.00 (other Thursdays).

    Small group sessions for presentations:

    Thursday, May 2: 9.00-11.30

    Monday, May 6: 9.00-11.30

    Monday, May 6: 12.30-15.00

    Tuesday, May 7: 9.00-11.30

    Each student will attend one of these consultation sessions.

    Conference days for presentations:

    Tuesday 14.5. and Thursday 16.5.: 9.00-16.00

    All students will attend both conference days.


Registration and further information