Registry
Module Specifications
Archived Version 2017 - 2018
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Description Students will focus on the reading and writing skills necessary to meet the demands of using English in an English-speaking academic environment. There will also be a focus on raising students' awareness of different learning styles and strategies. The module will also help students to further develop their awareness of appropriacy and register in relation to their use of English in an academic environment. The minimum exit level for this module is B2:1 (CEFR) | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. use effective reading strategies when dealing with specialised, academic texts (e.g. identify key points; examine graphic material; interpret detailed data) 2. write academic essays using an appropriate style and register 3. plan and organise their writing effectively 4. critically reflect on a varitey of topical issues in order to describe, exlain and support their opinions 5. identify suitably academic words and phrases for use in academic contexts 6. manage, interpret and create meaning using a variety of digital devices and tools | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities academic English languageUsing a variety of academic reading texts, students will be given extensive practice in academic reading and writing. Specific strategies for dealing with academic texts effectively will be focused on. Students will be encouraged to refine their ability to display their knowledge effectively, particularly in written form. Particular attention will be paid to the development of notetaking and highlighting skills. Students will be reflect on their own preferred learning styles and consider alternative approaches. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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