Postgraduate Module Descriptor


EFPM318: Writing: the Future

This module descriptor refers to the 2021/2 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 assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Research proposal for research report1000 words6, 7, 11Written 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.

CourseworkWritten examsPractical exams
10000

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

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Portfolio of creative writing and a critical response401,500 words equivalent3, 4, 5, 6, 8, 10Written feedback
Written assignment: research report605,000 words1, 2, 4, 5, 6, 10, 11Written 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 assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Portfolio of creative writing and a critical responsePortfolio of creative writing and a critical response (1,500 words)3, 4, 5, 6, 8, 106 weeks
Written assignment: research reportWritten assignment: research report (5,000 words)1, 2, 4, 5, 6, 10, 116 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.

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

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

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

Cremin, T. and Oliver, L. (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

Lefstein, A. (2009). Rhetorical grammar and the grammar of schooling: Teaching powerful verbs in the English national literacy strategy. Linguistics and Education, 20(4), 378-400.

Sandiford, C. and Macken-Horarik, M. (2020) Changing stories: Linguistically-informed assessment of development in narrative writing. Assessing Writing  https://doi.org/10.1016/j.asw.2020.100471

Love, K and Sandiford, C. (2016) Teachers’ and students’ meta-reflections on writing choices: An Australian case study International Journal of Educational Research 80, pp.204-216

Banaji, S., Burn, A., Buckingham, D (2010) The Rhetorics of Creativity:A literature review. 2nd ed. London: Creativity, Culture and Education. https://www.creativitycultureeducation.org//wp-content/uploads/2018/10/rhetorics-of-creativity-2nd-edition-87.pdf

Myhill, D. Newman, R. and Watson, A. (2020)  Going Meta: Dialogic Talk in the Writing Classroom. Australian Journal of Language and Literacy.   43 (1)  5-16.