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.
Upon completion of this course, students will be able to
- Produce clear and structured language for an academic text
- Apply discourse conventions common to academic writing in English
- Revise aspects of their writing to improve readability
- Apply strategies for editing texts, based on feedback
Schedule: 26.10.2020 - 07.12.2020
Teacher in charge (valid 01.08.2020-31.07.2022): Matthew Billington, Heli Dahlin, Signe-Anita Lindgren
Teacher in charge (applies in this implementation): Matthew Billington
Contact information for the course (applies in this implementation):
CEFR level (valid 01.08.2020-31.07.2022):
Language of instruction and studies (valid 01.08.2020-31.07.2022):
CONTENT, ASSESSMENT AND WORKLOAD
Successful participation requires that you have a research topic, have begun your research, and have already produced at least 2–3 pages (1200–1500 words) of thesis text by the beginning of the course.
This course covers academic writing as part of the investigative research-based reading and writing process for the scholarly field of art. It carries students through a writing process for creating a clear, well-structured text.
During the course, students work to improve their academic texts as they apply writing skills and techniques introduced in the course, such as structuring a text (for increasing readability), integrating citations and applying appropriate citing conventions, applying linguistic methods of argumentation, and reviewing sentence form and function as well as other writing mechanics (as needed).
The course also introduces some online tools that help with writing in English. In addition, students collaborate on writing where giving and receiving peer feedback is an essential component.
Working Life Skills:
Knowledge of research in own field, Skills in a foreign language, Written communication, Information retrieval skills, Working independently, Critical thinking skills, Practical application of theories, Team working skills, Lifelong learning skills, Self-confidence, Analytical skills, Time management, and Self-awareness. Prerequisites: Students are expected to submit 2–3 pages (1200–1500 words) of (draft) thesis text prior to the start of the course (not the thesis proposal but part of a chapter of the thesis).
Assessment Methods and Criteria
- Assignments and quizzes 35%
- Active participation in peer reviews 20%
- Active participation in final feedback sessions 20%
- Final paper 25%
- Regular attendance (=80%) 4/5 workshops
81 h (Small-group instruction 16–36 h + guided independent work 45–65 h)
Provided by the teacher and the students
Substitutes for Courses
LCA-1021 and 02106
Students are expected to submit 2–3 pages (1200 to 1500 words) thesis text prior to the start of the course (not the thesis proposal but part of a chapter of the thesis).
- Teacher: Matthew Billington