Module manager: Chris Norton
Email: c.norton@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
This module is not approved as a discovery module
This is an introductory module for undergraduates starting a programme that involves linguistic study. It introduces students to over-arching ideas in academic study, and to specific study skills and critical approaches required throughout their undergraduate programmes.
This module aims to:
(1) introduce students to conventions of academic discussion and writing;
(2) show students how to use academic sources effectively and acknowledge them appropriately;
(3) explore a variety of methodological approaches used within linguistics;
(4) guide in interpreting statistical representation of findings;
(5) develop students’ critical thinking skills.
On completion of this module, students will be able to:
(1) undertake academic reading and writing in linguistics;
(2) use Leeds Harvard referencing to support their writing and acknowledge their sources;
(3) understand basic research methods in linguistics and phonetics;
(4) evaluate research-level material in linguistics critically;
(5) interpret and compare basic statistical representations used in quantitative linguistic research.
Skills Learning Outcomes
On successful completion of the module students will be able to:
(6) demonstrate foundational academic skills (critical thinking, academic writing, academic language and referencing)
(7) demonstrate foundational work-ready skills (problem solving and analytical skills, active learning, core literacies)
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Seminar | 10 | 1 | 10 |
| Independent online learning hours | 3 | ||
| Private study hours | 187 | ||
| Total Contact hours | 10 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Seminars include formative pair and group work, where students complete exercises to explore new ideas together. Questions and misunderstandings can be addressed through peer and instructor comments as they arise; throughout the module students are able to contribute their ideas and to ask questions about the academic environment they have joined.
Assignment 1 is supported by a formative data gathering task, in which students gather linguistic data themselves, which is then analysed and visualised in in-class group work.
Assignment 2 follows formative in-class exercises on planning essays, writing style and tone. Similar in-class work with peer and instructor feedback is also done prior to both assignments on the differences between quantitative (Assignment 1) and qualitative (Assignment 2) research paradigms and methods.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Critique | Critique | 60 |
| Source Analysis | Source Analysis | 40 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 2/2/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team