59355 Developing Academic Writing and Speaking Skills
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2021 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Anti-requisite(s): 59720 Academic English: Communication Fundamentals, and Category Type = Subject AND 59721 Academic English: Communication Fundamentals, and Category Type = Subject
Note
Students who have already completed at least one session at UTS and who would like to develop their academic English skills should see either 59720 Academic English: Communication Fundamentals (6cp) or 59721 Academic English: Communication Fundamentals (8cp).
Description
This subject is for undergraduate and postgraduate coursework students in the early stages of study at UTS. It provides an introduction to the special features of academic communication and develops students' skills in academic writing and academic speaking.
Subject learning objectives (SLOs)
| a. | Demonstrate awareness of the differences between academic and ‘common sense’ discourse. |
|---|---|
| b. | Build the content of their academic writing and organise information and ideas in a systematic way. |
| c. | Achieve sentence-level intelligibility in their academic writing. |
| d. | Communicate intelligibly in a spoken mode in academic contexts. |
Contribution to the development of graduate attributes
As this is a stand-alone subject and not part of a specific degree program, the subject engages with the following Faculty of Arts and Social Sciences Graduate Attributes:
1. Professional Readiness
2. Critical and Creative Inquiry
3. International and Intercultural Engagement
5. Active Citizenship
6. Effective Communication
Teaching and learning strategies
Preparation for classes
Students will be expected to:
- preview the weekly material posted on UTS Online
- complete designated pre-class reflection and analysis tasks within this material
- complete short comprehension and reflection tasks accompanying any required reading.
In-class activities
The in-class activities will feature a mix of:
- lecturer input on principles of academic communication, research-informed ‘unpacking’ of academic writing and speaking skills, and language as a system at the level of grammar, vocabulary and pronunciation
- individual student analysis and practice of specific academic writing and speaking skills, based on concrete and in-context tasks
- collaborative analysis and, where appropriate, interactive practice of specific academic and speaking skills, again based on concrete and in-context tasks.
Post-class activities:
Students will be expected to complete short tasks posted on UTS Online which consolidate and extend the skills development work done in class.
Content (topics)
- A practical, rather than linguistic, perspective on the nature of academic communication, what makes it different from other forms of communication.
- The knowledge and skills required in effective academic writing.
- Conceptualising academic writing: drawing on and synthesizing appropriate reading, addressing the set task, using a coherent framework, providing an appropriate level of detail.
- Common sentence-level accuracy problems in academic writing and approaches to editing them.
- Speaking and listening versus writing and reading, the knowledge and skills required for effective speaking in academic contexts.
- Effective speaking in group work, in consultative discourse with a lecturer, and in an oral presentation.
Assessment
Assessment task 1: Outline of a written assessment task
| Objective(s): | a, b and c | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | 1250 words (Justification section no fewer than 750 words) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Analysis of spoken communication in an academic context
| Objective(s): | c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||
| Length: | 750 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students need to pass both assessment tasks to pass the subject. Each task assesses different subject learning objectives.
Attendance at weekly classes is important for this subject because it is based on the interchange of ideas with other students and with the lecturer.
Required texts
There is no set textbook for this subject. Weekly teaching and learning material will be posted on UTS Online.
References
- Brick, J. 2011, Academic culture: a student’s guide to studying at university, 2nd edn, Macmillan, Melbourne.
- Charles. M. & Pecorari, D. 2016, Introducing English for academic purposes, Routledge, London & New York,
- Feak, C., Reinhart, S, & Rohlck, T. 2009, Academic interactions: Communication on campus, University of Michigan Press, Ann Arbor, Michigan.
- Hyland, K. 2003, Second language writing, Cambridge University Press, New York.
- Hyland, K. 2006, English for Academic Purposes: an advanced resource book, Routledge, London & New York.
- Morley-Warner, T. 2009, Academic writing is … : A guide to writing in a university context, Association for Academic Language and Learning, Sydney.
- Pecorari, D. 2013, Teaching to avoid plagiarism: How to promote good source use, Open University Press, Maidenhead, Berkshire.
- Skyrme, G. 2010, ‘Is this a stupid question? International undergraduate students seeking help from teachers during office hours’, Journal of English for Academic Purposes, vol. 9, pp. 211-221.