Opetussuunnitelmat

Objective

Taking into account the diversity of the student group, this module provides the
necessary foundation for students to cope with academic work at post-graduate level
and to participate effectively in this international and multicultural programme. By the end
of this module, students will have acquired knowledge and skills for coping with
academic work at this level, in relation to effective reading, critical analysis and English
writing skills in academic contexts. The module also provides information on the
organisation and practices of the EUMASLI programme itself and provides introductions
to resources and study tools used throughout the programme. The module thereby
provides the necessary transferrable skills needed throughout the programme and
beyond.

Content

Contents
Sessions will focus on topics such as:
- Academic reading and critical engagement with literature
- Academic writing and English in academic contexts
- Referencing conventions
- Study resources available across the three partner universities and beyond
- Introduction to Vision, the Blackboard-based virtual learning platform used
throughout the programme
- Data and literature search and using relevant resources available on- and offcampus
- Project and time management

Materials

Preparatory Reading
Lim, M. S. C., Hellard, M. E., & Aitken, C. K. (2006). The case of the disappearing
teaspoons: longitudinal cohort study of the displacement of teaspoons in an
Australian research institute. British Medical Journal, 331, 1498-1500.
Napier, J. (2011). “Signed language interpreting”. In K. Windle & K. Malmkjaer (Eds.),
The Oxford Handbook of Translation Studies (pp. 353-372). Oxford: Oxford
University Press.
Recommended books
Argent, S., & Alexander, O. (2014). Access EAP: Frameworks. Garnet.
Bailey, Stephen. 2011. Academic Writing: A Handbook for International Students. 3rd
edition. Abingdon & New York: Routledge.
Burns, Tom and Sinfield, Sandra. 2012. Essential Study Skills. The Complete Guide to
Success at University. 3rd edition. London: Sage.

Useful resources on annotated bibliographies:
http://guides.library.cornell.edu/annotatedbibliography/
http://writingcenter.unc.edu/handouts/annotated-bibliographies/
http://owl.english.purdue.edu/owl/resource/614/03/
Useful resources for academic writing:
http://writingcenter.unc.edu/handouts/
http://guides.library.ucsc.edu/howdoi

Evaluation scale

0-5

Further information

Assessment methods

Several tasks are assessed for this module. In Magdeburg (2nd block seminar), a brief
evaluation session is planned to see if students are on track with their assessments and
whether the academic standards are in place. In Helsinki (3rd block seminar), every
student will be provided with feedback on their academic writing based on their written
tasks.

Formative (i.e. non-assessed) preparatory tasks:
Preparatory task for the 1st block seminar (Edinburgh):
1. Preparation of an academic poster to introduce yourself
2. Reading task to identify elements of academic registers:
- Lim, M. S. C., Hellard, M. E., & Aitken, C. K. (2006).
The case of the disappearing teaspoons: longitudinal cohort study of the
displacement of teaspoons in an Australian research institute. British Medical
Journal, 331, 1498-1500.
- Napier, J. (2011). “Signed language interpreting”. In
K. Windle & K. Malmkjaer (Eds.), The Oxford Handbook of Translation Studies
(pp. 353-372). Oxford: Oxford University Press.
3. Academic journal

Summative (assessed) tasks:
1. Annotated bibliography (40%); 2 entries to be submitted before the Magdeburg block
seminar; 4 entries to be submitted before the Humak block seminar; reassessment: annotated bibliography with a different topic.
2. Literature review (1500 words +/- 10%) (60%); reassessment: literature review (1500
words +/- 10%) with a different topic.
All tasks will be introduced during block seminars, where further guidelines and
assessment criteria will be provided.