Postgraduate Module Descriptor

EFPM318: Writing: the Future

This module descriptor refers to the 2019/0 academic year.

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Research proposal for research report	1000 words	6, 7, 11	Written feedback

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
100	0	0

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Portfolio of creative writing and a critical response	40	1500 words equivalent	3, 4, 5, 6, 8, 10	Written feedback
Written assignment: research report	60	5000 words	1, 2, 4, 5, 6, 10, 11	Written feedback

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Portfolio of creative writing and a critical response	Portfolio of creative writing and a critical response (1500 words)	3, 4, 5, 6, 8, 10	6 weeks
Written assignment: research report	Written assignment: research report (5000 words)	1, 2, 4, 5, 6, 10, 11	6 weeks

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Beard, R (2000) Developing Writing 3-13 London: Hodder and Stoughton

Cremin, T and Myhill, D.A. (2012) Writing Voices: Creating Communities of Writers London: Routledge

Dymoke, S. Lambirth, A. and Wilson, A. (2013) Making Poetry Matter: international research on poetry pedagogy London: Bloomsbury Academic

Fisher, R. Jones, S. Larkin, S. and Myhill, D. (2010) Using Talk to Support WritingLondon: Sage

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Hillocks, G (2006) Research in Writing, Secondary School 1984-2003 L1 Educational Studies in Languages and Literature 6 (2) 27-51

Kellogg, Ronald. T (1994) The Psychology of Writing Oxford: Oxford University Press

Myhill, D.A and Wilson, A.C. (2013) Playing it safe: Teachers’ views of creativity in poetry writing Thinking Skills and Creativity 10: 101– 111

Myhill, D.A. Jones, S and Watson, A. (2013) Grammar Matters: How Teachers’ Grammatical Subject Knowledge Impacts on the Teaching of Writing Teaching and Teacher Education 36:77-91

Smith, J and Elley, W (1998) How Children Learn to Write London: Longman

Wilson, A.C. and Myhill, D.A. (2012) Ways with Words: Teachers’ Personal Epistemologies of the Role of Metalanguage in the Teaching of Poetry Writing Language and Education 26 (6):553-568