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The Overall aim of the course is for students to be able to write 1500-word

essays, descriptions, reflections, evaluations and rationales for their tutors with a
By the end of the course the students
will be able to do the following.

To achieve the aims the students will


have completed the following
objectives.
A) Demonstrate high levels of
1) Experienced a range of cohesive
organisational control in their essays,
devices and memorised and
evaluations, reflections, descriptions
experimented with them.
and rationales. These will be
2) Developed planning skills from a
composed so that they cause little
process approach to writing.
strain for the reader and the ideas
3) Experienced both process and
within flow.
product approaches to writing (Also
goal for B and C).
4) Compared, corrected and
commented on peer work (Also for
goal B).
B) Employ adequate control over their 5) Learned the article system for
grammar usage so that their message English and developed strategies for
is clear and there is little to no loss of
locating possible mistakes in own
meaning in sentences. Errors should
writing (Also goal for C).
not be present in the majority of
6) Learned a range of clauses to use
sentences.
in complex sentences (Also goal for
C).
7) Acquired new subject specific
vocabulary from product writing and
sourcing information (Also goal for
C).
C) Use normal academic conventions
8) Learned how to source information
in their compositions when responding for research and to support own
to tutor writing tasks without
writing process.
plagiarism.
9) Gained enough grammatical and
lexical awareness to be able to
paraphrase correctly (Also goal for
B).
10) Acquired the knowledge to
reference according to the Harvard
referencing system.
11) Experience and built proofreading
skills to minimise plagiarism and
lexical/grammatical errors (Also goal
for A and B).
high degree professionalism and attention to detail. To achieve this, below are
the aims and objectives of the course:

Below shows how the Aims and Objectives satisfy the weakness from the
diagnostic test.

Part of writing
Language use

Strengths
Frequent attempts to
use discipline
vocabulary, although
this breaks down in
places.
Grasp of some more
complex sentences.
Simple sentences
generally written
correctly.

Weaknesses
Problems differing
between the use of
the Past Simple and
Present Perfect
tenses. (Aim B)
Reoccurring article
problems. (Aim B)
Insufficient use of
cohesive devices.
(Aim A)

Mechanical skills

Spelling generally
good throughout.
Capitalisation
generally correct
throughout.

Made use of content


suiting their essays,
but perhaps limited in
scope.

Content skills

Stylistic skills

Attention paid to the


audience so that
style suits the
discourse community.

Judgemental skills

Lack of control and


knowledge of comma
usage especially
after time phrases.
(N/A)
Evidently a lack of
proof-reading. (Aim
C)
Overuse of words
from sources with
little attempt to
paraphrase. (Aim B
& C)
Ideas are not
developed or
supported with
examples.(Aim A)
Ideas generally from
other authors with
little student voice.
(Aims A & )
Copying of complete
sections translated
into English. (Aim C)
Incorrect use of
referencing. (Aim C)
Paragraphs lack focus
and often content is
mixed/separated in
other paragraphs.
(Aim A)
Some lack of
referencing of ideas
and to images. (Aim
C)
Use of informal
language/phrases.
(Aim B)
Information is
typically ordered in
illogical order. (Aim
A)
Progression
throughout essays is
difficult to follow.

Part of writing
Language use

Strengths
Good use of complex
sentences.

Weaknesses
Omission of articles
throughout.(Aim B)
Subject verb
agreement issues.
(Aim B)
Double will style
Russian conditionals.
(Aim B)
Reported speech
problems. (Aim B)

Mechanical skills

Content skills

Stylistic skills

Judgemental skills

Spelling good
throughout.

Attention has been


paid to keep content
relevant for the
audience.
Ideas have been
organised with some
limited organisation

Essay task Strengths and Weaknesses

Personal Statement Strengths and Weaknesses

Omission of commas
throughout.
Some lack of
reasoning and
supporting of ideas
and statements.
(Aim A)
Some Personal
Statements lacked
paragraphs. (Aim A)
Some ideas are seen
in multiple
paragraphs. (Aim A)