Comprehension and Reading Strategies - Synthesising
Reading Strategy Synthesising
Comprehension and Reading Strategies - Visualising
The dissertation offers students an opportunity to develop and demonstrate their research, creative practice and writing skills while engaging with a topic suggested by their work on the core and option modules. It provides a preparation for doctoral research in English, Creative Writing and related fields. The topic must be feasible, academically sound, and related to the concerns of the programme. The dissertation must develop an appropriate scholarly or creative methodology and demonstrate an advanced understanding of historical and/or theoretical issues involved in the study or composition of poetry. It must also demonstrate an ability to analyse and present complex evidence and to shape and sustain a coherent, persuasive critical
argument at masters level. It must observe appropriate stylistic and bibliographic conventions.
Students will submit a dissertation, which can be constituted either of a conventional scholarly essay of 15,000 words, or a creative portfolio consisting of the student's own poems with a critical commentary. Such a portfolio should be a maximum of 20 pages and/or (in the case of performed dissertations), a time-length of a maximum of 30 minutes for an audio or video recording, along with a 4,000 word commentary. In the commentary, students will be expected to apply their learning from other, non-core modules, including Poetry at Work, to their own practice. The commentary must illuminate what they have done, but it need not
make their own poems its primary topic. The approach taken by the commentary will be developed in ooperation with students' academic supervisor, but for example, it may be a literary-critical reflection on the historical development of a poetic tactic, and an explanation of its relation to their own work; or a reflection on the context, transmission and mediation of poetry, particularly if the piece is situated or performed. All students, whether they are producing a critical dissertation or a commentary, will be expected to demonstrate secondary reading, argument and thought about other poets.
The module provides students with opportunities to understand and apply key business theory and concepts to a variety of contemporary organizations. It provides an introduction to some of the key topics and areas of business including Leadership and Management, Marketing, Entrepreneurship, I.T., the Internal and External Business Environment, Strategy, Operations Management and Project Management.
Each week, there will be a lecture and a seminar. Students will be encouraged to contribute to seminars through pair work, group work, discussion, presentation and completion of case studies. Before each session, students will be asked to read an article, news item or academic critique on the relevant topic to prepare for the lecture and the seminar.
Sheena Cameron – Teaching Reading Comprehension Strategies
The module provides students with opportunities to understand and apply key management theory and practice to a range of contemporary organizations. It provides an introduction to some of the key topics and areas of management including models of management, the environment and cultures of management, managing internationally, corporate responsibility, planning and decision making, strategy, managing structure and people, creativity and innovation, motivation, communication, teams, managing quality and performance, budgetary control.
Each week there will be a lecture and a seminar. Students will be encouraged to contribute to seminars through pair work, group work, discussion, presentation and completion of case studies. Before each session, students will be asked to read an article, news item or academic critique on the relevant topic to prepare for the lecture and seminar.
The module provides students with the opportunity to understand and apply key marketing theory and concepts to a variety of products, services, brands and organisations. It provides an introduction to some of the key topics and areas of marketing including: the marketing process, company and marketing strategy, the market place and consumers, information, buyer behaviour, the marketing mix, branding, product life-cycle, creating value, supply chain, retailing and wholesaling, advertising, PR and Sales, direct marketing, E-Business, ethics and CSR.
Each week there will be a lecture and a seminar. Students will be encouraged to contribute to seminars through pair work, group work, discussion, presentation and completion of case studies. Before each session, students will be asked to read through an article, news item or academic critique on the relevant topic to prepare for the lecture and seminar.
we discussed the two related reading comprehension strategies
In this module students work in companies led by a tutor to explore the performance-making strategies of a select practitioner, company and/or practice. You explore those strategies through research that is both text-based (reading, viewing, etc.) and practice-based. You will develop select key practical skills as required to work in the mode of the practitioner, company and/or practice studied. Adopting and critically adapting the performance-making strategies studied, each student company makes a performance for presentation.
This practical module introduces you to a variety of plays and other writings for performance, and helps you develop critical strategies for engaging with these texts through performance. In addition to honing skills in performance and dramaturgy, you will also enhance your capacity to analyse texts and performance events. Learning is based on practical explorations of the processes and techniques for adapting and transforming material into performance, supported by group discussions of critical readings, screenings, and live performances. Exploration of dramatic and performance texts will result in developing design directions and performance conventions. You will learn the fundamentals of production design, using contemporary techniques. The module is taught through staff-led discussions, workshops, and student-led practice sessions. Assessment is based on a group performance project, a presentation, and an essay.
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PDP and Study skills in YR 1 will develop Nanchang JP YR 1 studentsÂ¿ core receptive skills. Students will be provided with a range of approaches and strategies to be able to readily and easily access and evaluate the information provided by lectures and recommended reading (mainly textbooks).
The core skills which will be developed are ( both in lectures and through VLE):
Academic Reading: A variety of strategies including; reading for detailed comprehension; understanding main ideas; assessing a writer's purpose; evaluating a writer's attitude.
Academic Listening: recognising lecture structure: understanding relationships in the lecture; identifying signposts and discourse markers.
Synthesizing is when readers change their thinking as they read
The life and legend of Johann Faust, the necromancer who sold his soul to the devil in return for power and knowledge, have cast a spell on writers, artists and composers ever since the late 16th century. We will study this fascination and receptivity through the centuries, from the first Faust book and its English translation to Marlowe, Goethe, Mann, Bulgakov, Banville and others. We will also consider illustrations and visual representations of Faust (e.g. Retzsch, Delacroix) as well as various musical treatments (e.g. Schubert, Schumann, Berlioz, Gounod). Readings will be in English translation, although students with knowledge of German, French or Russian are encouraged to read the texts in the original languages.
My reading grows and changes as I read
PDP skills in YR 2 will develop Nanchang JP YR 1 studentsÂ¿ core productive skills, as well as their ability to be critical and reflective in their approach. JP YR 2 StudentÂ¿s will have a combination of lectures, VLE input and tutorials.
The lectures (and VLE component) will cover:
Using sources: making notes and writing up notes - paraphrasing, summarising, quoting & referring to sources, writing a bibliography.
Writing descriptions of places, objects etc. classifying and categorising comparing and contrasting reporting and narrating.
Describing processes and developments: expressing purpose, means and method, degrees of certainty, reasons and explanations/cause and effect describing developments and changes describing a sequence of events/time relations.
Developing an argument: presenting arguments, ideas and opinions expressing certainty and doubt supporting an argument: illustrating and exemplifying ideas refuting arguments, ideas and opinions drawing conclusions.
Writing skills: different kinds of writing, organisation - presentation and layout spelling and punctuation including graphs, charts and tables style revising the essay - proof-reading
The purposes of the tutorial are:
To have a highly interactive, small-group discussion of the theme, rooted in the PDP material
To explore any concepts or ideas which emerged as problematic.
To consider the theme in a cross-cultural perspective, looking for similarities and differences
To reflect on how the theme and its problems may apply to your academic lives.
The above will be done through discussion, worksheets and learning journals.
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