PRE-SESSIONAL PRE-MASTERS ENGLISH FOR ACADEMIC PURPOSES

SHE Level 3
SCQF Credit Points 0.00
ECTS Credit Points 0.00
Module Code M3Q325077
Module Leader n/a
School INTO
Subject INTO
Trimesters
  • A (September start)
  • B (January start)

Summary of Content

This module is intended for incoming postgraduate students enrolling on the pre-Masters programme who require to develop study skills appropriate to post graduate study. The module will integrate with skills developed in the English for pre-masters Students component of the programme to enhance (a) the development of critical thinking skills (b) Enhance critical reading skills drawing on " skills for effective reading" and " extracting relevant information " (c) Enhance critical writing drawing on for example " Academic conventions" , " appropriate structure ". Reflective practice, Personal reflective practice; keeping a diary to aid reflection. The role of reflection in professional practice. Reflection as a process of professional development. This component of the module will draw on reading and writing skills developed through the study of English. The history and philosophy of research and the development of different research traditions.

Syllabus

M odule will start with reflective practice as detailed in summary above, followed by criticality (thinking, reading and writing) again as detailed above, concluding with a brief review of the history of research and the evolution of different traditions.

Learning Outcomes

Knowledge and UnderstandingDemonstrates awareness of processes to facilitate professional developmentUnderstands the need for structure in written academic submissionsThe nature of research philosophies and their role in advancing knowledge and scholarshipThe challenges relating to their chosen progression subject Intellectual SkillsCritically review literature relevant to set tasksCritically analyse, evaluate and synthesise qualitative and quantitative informationUtilise relevant information sources in an appropriate manner to generate options and creative SolutionsReflect on personal learning and development solutionsCritically analyse current thinking and apply this to tackling and solving problems Professional/Practice SkillsCritically analyse current thinking and apply this to tackling and solving problemsReport and Project Writing skillsNumeracy and quantitative skill in interpreting dataTeam working skills including cross cultural sensitivity, leadership and team buildingEffective use of a range of oral communication skills when presenting ideas and solutions Transferable/Key SkillsBy the end of the course students will have developed,to the extent that they can successfully manage post graduate level work, in the areas of:Critical thinking, self reflection and creativityPresentation skills: written communication in various formats, visual and oral presentation skillsPlanning and time managementInter-personal skills - questioning and listeningResearch skills: information retrieval and collection; data analysis and synthesis

Teaching / Learning Strategy

The module will be delivered through a series of lectures, tutorials and directed self-study Presentation skills and group working will be elements of the module to enhance student's presentation skills and confidence. Students will undertake individual and group work assignments and will be asked to submit a group report and a specified topic relevant to their intended progression. Each of these will be formative and will give a basis for constructive feedback. While formative these exercises are intended to develop the basic skills allied to critical skills (reading and writing) that underpin the development of a project report.

Indicative Reading

Educating the reflective practitioner . San Francisco: Jossey-Bass. Moon, J. (1999). A handbook of reflective and experiential learning . London: Routledge. Moon, J. (2004. Experiential learning . Englewood Cliffs: Prentice-Hall. Kirkton, B. (2010 ) Brilliant Study Skills Pearson Education, Harlow Tsui, L. (2002). Fostering critical thinking through effective pedagogy . The Journal of Higher Education, 73 (6), 740-763. Sekaran, U. and Bougie; R. (2013) Research Methods for Business , Wiley Articles Patricia E. Black <http://www.tandfonline.com/author/Black%2C+Patricia+E> & David Plowright <http://www.tandfonline.com/author/Plowright%2C+David> (2010) professional development Journal Reflective Practice vol 11(2), p 245 - 258, Karran Thorpe <http://www.tandfonline.com/author/Thorpe%2C+Karran> (2011) Reflective Learning Journals: From concept to practice Journal Reflective Practice , vol 5(3), p 327 - 343, Helen Hickson <http://www.tandfonline.com/author/Hickson%2C+Helen>,(2011) Critical Reflection: reflecting on learning to be reflective, journal Reflective Practice , vol 12(6), p 829 - 839, David Higgins <http://www.tandfonline.com/author/Higgins%2C+David> (2011) Why reflect? Recognising the link between learning and reflection. Journal Reflective Practice, vol 12(5), p 583 - 584, Neil Thompson et al. (2012) Developing critically reflective practice Journal Reflective Practice, vol 13(2), p 311 - 325, Cathy A. Thorsen <http://www.tandfonline.com/author/Thorsen%2C+Cathy+A> et a (l2013). Analyzing reflection on/for action: A new approach Journal Reflective Practice , vol 14(1), p 88 - 103 Useful Background Schwartz, H. and Schon, D. (1987). The Reflective Practitioner: How Professionals Think in Action . Administrative Science Quarterly, 32(4), p.614. Dewey, J. (1933). How we think , revised edition. Boston: D.C. Heath. Schf6n, D. (1983). The reflective practitioner . San Francisco: Jossey-Bass. Schf6n, D. (1987). A handbook of reflective and experiential learning: Theory and practice . London: Routledge Farmer. Kolb, D. (1984)

Transferrable Skills

-360b7 Develop interpersonal skills. -360b7 Effective communication including the use of IT, planning, monitoring, reviewing and evaluating one's own learning. -360b7 Critical appraisal of appropriate discipline sources. -360b7 Reflection on personal and professional development

Module Structure

Activity Total Hours
Tutorials (FT) 3.00
Lectures (FT) 3.00
Independent Learning (FT) 3.00

Assessment Methods

Component Duration Weighting Threshold Description
Reading n/a 15.00 35% .
Listening n/a 17.50 35% Continous Assessment
Reading and Writing n/a 15.00 35% .
Oral Skills Portfolio n/a 17.50 35% Continous Assessment
Portfolio of written work n/a 17.50 35% Continous Assessment
Research Project n/a 17.50 35% Continous Assessment