Academic writing 2100-SPP-L-D3ACWR
During the course students work on key aspects of academic writing, including the use and evaluation of academic sources, avoiding plagiarism, effective paraphrasing and summarising, academic style, structure and organisation, synthesising information from multiple sources, argumentation, cohesion and coherence, and referencing.
Particular attention is given to the process of writing a literature review. Students learn how to identify a suitable area of interest, narrow down a topic, formulate an initial research question, identify relevant sources, read research effectively and synthesise information from different sources. They also learn how to develop an argument based on claims, reasons and evidence and how to organise a literature review effectively.
Students also develop their ability to use referencing management software (Zotero) and to apply the principles of APA 7th edition and CMOS 17th edition.
The course includes the following topics:
1. Course and assessment overview.
2. Features and key principles of academic writing.
3. Structure and organisation in academic writing: introductions, conclusions and paragraph structure.
4. Avoiding plagiarism and the ethical use of AI. Paraphrasing, summarising and using referencing management software (Zotero).
5. Reading empirical research, effective note-taking and using a synthesis matrix.
6. Finding and evaluating academic sources. Introduction to the Source Engagement Dossier.
7. Literature reviews: the process of writing and using a synthesis matrix for reading.
8. Literature reviews: structure and organisation; the importance of planning.
9. Developing an argument in academic writing: claims, reasons and evidence.
10. Academic language for writing: signposting, hedging and improving cohesion.
11. Explaining the line of reasoning and relevance of the chosen sources.
12. Transferring academic writing skills: reflection, SMART goals and action plan.
Course coordinators
Type of course
Mode
Prerequisites (description)
Learning outcomes
By the end of the course, students will:
• Have a better understanding of academic writing, criticality and argumentation.
• Be able to identify and use appropriate academic style and register.
• Be able to find and evaluate relevant academic sources.
• Be able to use effective strategies for reading, note-taking and synthesising information from multiple sources.
• Have practised planning and writing a coherent literature review.
• Have practised ways of avoiding plagiarism, including summarising, paraphrasing and appropriate referencing.
• Be able to use Zotero and apply the principles of APA 7th edition and CMOS 17th edition.
• Have a better understanding of the principles of academic integrity and the ethical use of AI tools.
Assessment criteria
The course is based on the following principles:
1. Skills development throughout the course rather than a focus only on the final written product.
2. Academic integrity – honesty, transparency and the ethical use of Artificial Intelligence tools.
3. Quality over quantity – an emphasis on maintaining high standards across all course activities and assignments.
4. Understanding that academic writing is a process involving several stages which require different skills.
The assessment has been designed to reflect these principles as much as possible.
Students are expected to keep the set deadlines for submission of assignments.
There are four components of the final grade:
1. Attendance and participation – 10%
2. Source Engagement Dossier (SED) – 30%
Students submit a limited number of academic sources accompanied by critical evaluation of each source and written commentaries explaining how each source is relevant to their research.
3. Literature Review – 20%
Students submit a short literature review which is a result of ongoing work during the semester.
4. Viva – 40%
Students participate in a short individual oral discussion in which they explain and justify their written work, source choices, and their line of reasoning.
Students will be assessed on their ability to read academic sources, make informed choices, explain their reasoning, and take responsibility for their work. These are core academic skills that remain essential regardless of technological tools.
The assessment tasks are designed so that learning cannot be completed by generating text with AI alone. Instead, they require visible engagement with sources, and the ability to explain and justify academic decisions. This makes assessment fairer, more transparent, and more closely aligned with real academic expectations.
Generative AI is not banned in this course, but it cannot replace reading, thinking, or understanding. Students are responsible for the accuracy of information, the existence of sources, and the arguments they present. The assessment model supports responsible use of digital tools while ensuring that grades reflect students’ own academic development.
Submission deadlines and detailed requirements for individual assessment components will be provided during the course.
Assessment is carried out in accordance with The Artificial Intelligence Assessment Scale (AIAS). You can find a detailed description of the levels below.
The AIAS and assessment:
Assessment in the course focuses on evaluating:
1. writing skills: organising information, integrating sources and developing argumentation
2. critical engagement with academic sources
3. explaining and justifying decisions made during the writing process.
This means that all assessed tasks must be completed without AI.
Source Engagement Dossier: Level 1 No AI
Literature Review: Level 1 No AI
Viva: Level 1 No AI
Level 1 AI must not be used at any point during the assessment.
AI usage Level 1: No AI
The assessment is completed entirely without Al assistance. This level ensures that students rely solely on their knowledge, understanding, and skills.
AI must not be used at any point during the assessment.
AI usage Level 2: AI assisted idea generation and structuring
AI can be used in the assessment for brainstorming, creating structures, and generating ideas for improving work.
No Al content is allowed in the final submission.
AI usage Level 3: AI assisted editing
AI can be used to make improvements to the clarity or quality of student created work to improve the final output, but no new content can be created using AI.
AI can be used, but your original work with no Al content must be provided in an appendix.
AI usage Level 4: AI Task Completion, Human Evaluation
AI is used to complete certain elements of the task, with students providing discussion or commentary on the AI-generated content. This level requires critical engagement with Al generated content and evaluating its output.
You will use Al to complete specified tasks in your assessment. Any Al created content must be cited.
AI usage Level 5: Full AI
AI should be used as a ‘co-pilot’ in order to meet the requirements of the assessment, allowing for a collaborative approach with AI and enhancing creativity.
You may use Al throughout your assessment to support your own work and do not have to specify which content is Al generated.
Marking scale
93%-100% - 5
87%-92% - 4.5
77%-86% - 4
71%-76% - 3.5
60%-70% - 3
0%-59% - 2