SEL2210 : Independent Research Project
- Offered for Year: 2017/18
- Module Leader(s): Dr Ruth Connolly
- Demonstrator: Dr Hannah Durkin, Dr Emily Ennis, Mr Jonathan Quayle, Mr Sadek Kessous
- Lecturer: Dr Rosalind Haslett, Dr Aditi Nafde
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
-To help students develop skills in designing, planning and executing an extended piece of independent work;
-To give students the chance to develop specialised knowledge of a subject area of their own choosing and then to explore it and write about it in depth;
-To help students develop skills in presenting their work to their peers and to respond to constructive appraisal in the formation of a final version of their project.
Outline Of Syllabus
The Independent Research Project guides students in the investigation of a research question for a 4,000-word discursive essay. Students will have considerable scope for selecting a historical period and cultural phenomenon (from the subject areas taught in Literature at Stage 2 in the School of English Literature, Language & Linguistics), for selecting methods of inquiry and for specialising in prose, poetry, drama or film. In developing their research areas, students might choose to study a particular text or body of texts that falls within the subject area of another module but which is not studied in depth on that module, or to design a comparative study of several texts (again normally working with primary works not studied in depth in other parts of the Stage 2 curriculum). Students are first directed in the processes necessary for establishing a question appropriate to their chosen area of research and, in one-on-one tutorials and small-group workshops, are then guided through the tasks necessary to argue an informed answer to that question.
|Guided Independent Study||Assessment preparation and completion||1||30:00||30:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||5||1:00||5:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||4||1:00||4:00||Skills workshops (library, special collections and presentation skills)|
|Guided Independent Study||Directed research and reading||1||79:00||79:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||1||1:00||1:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||6||1:00||6:00||N/A|
|Guided Independent Study||Student-led group activity||1||10:00||10:00||N/A|
|Guided Independent Study||Independent study||1||65:00||65:00||N/A|
Teaching Rationale And Relationship
Lectures will be used to help students develop their research questions and to introduce them to some of the theoretical and conceptual approaches they will need to help them produce independent work. The workshops, chaired by a member of staff, are designed to help students develop their research. The primary focus here will be formative appraisal of work in progress introduced to the workshop by students. These sessions will foster long-term planning, clarify approaches to writing at length and give students the opportunity to refine presentational skills. Tutorials will give students the chance to discuss and refine the details of their particular project.
The format of resits will be determined by the Board of Examiners
Zero Weighted Pass/Fail Assessments
|Oral Presentation||M||5 minutes|
Assessment Rationale And Relationship
1 x 4000 word independent, self-directed essay 100%
1 x presentation of around 5 minutes. This presentation, made in the workshop and based on the student’s evolving research plans, is compulsory. Failure to participate in the presentation will result in failure of the module. Students unable to deliver their presentation must apply for a concession to deliver it at a later date, or resit the module in the Resit period where the mark will be capped at 40.
Producing the essay will give students the chance to demonstrate the effectiveness of their independent research and their skills in planning and executing an extended piece of critical writing.
The presentation will demonstrate to the marker that the student was pursuing a considered research programme and developing her or his ideas as the module progressed. Further, the presentation will give students the opportunity to receive formative feedback from their peers and their tutor.