Module Descriptor BDIC2007J – English for Specific Academic Purposes

Purpose and Overarching Content

BDIC2007J (English for Specific Academic Purposes) is designed for Stage 2 students who are
undertaking a dual undergraduate degree programme on UCD’s dual-degree programmes at
BDIC. The module aims to help students develop the academic English skills that they will
need in order to complete their programmes in Finance, Electrical and Information
Engineering, Internet of Things Engineering, and Software Engineering.

The module particularly focuses on students’ productive skills (writing and speaking), but
since students are required to respond to sources in their writing and presentations, the
receptive skills of listening and reading are also integrated into the course. Students will
learn how to plan, research, and produce an academic essay or report. They will learn how
to source and select appropriately academic articles, to critically assess what they read, and
to summarize and evaluate other authors’ arguments in their own writing. They will extend
their understanding of citation and referencing, and of how to avoid plagiarism. Students
will also develop their spoken production skills through short subject-specific presentations
and their interactive skills through seminar-discussions based on academic sources.

It is expected that autonomous student learning – particularly sourcing and reading texts –
will take place outside scheduled class hours. In addition to developing language skills,
classroom activities will support the development of students’ academic study competences
and independent language learning strategies. Students will often be expected to work
collaboratively in class.

A particular emphasis of the module will be the development of critical thinking skills.
Students will be encouraged to give a rationale for their decisions, to question the
arguments they encounter, and to trust their own independent thinking.

Classes are taught in small groups. They are grouped according to the students’ specific
disciplines. While many classroom tasks and activities will be relevant to all academic
disciplines, some content will be discipline-specific, and the main purpose of the module is
to enable students to write and speak in English about concepts and practices within their
own subject areas.

Students will be assessed on continuous assessment (based on in-class tasks throughout the
semester) (20%), a mid-term assignment (an annotated bibliography) (20%), an end-of-
semester essay of 1,500 words (40%), and a presentation with questions and answers based
on an aspect of the research essay (20%),

Materials and assessments for the module are designed with reference to C1 descriptors of
the Common European Framework of Reference (CEFR) and The British Association of
Lecturers in English for Academic Purposes (BALEAP)’s ‘can-do’ framework for EAP syllabus
design and assessment.

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Learning Outcomes

Upon successful completion of the course, students should be able to:

WRITING

Plan, research and write an extended essay on a topic within their discipline (BALEAP,
W3.1,3,5).

Demonstrate an understanding of purposes for writing and the stages involved in the
academic writing process (generating ideas, creating an outline, synthesizing information,
revising, editing, etc.) (BALEAP, W1.1.2).

Demonstrate an understanding of academic essay/report format, and requirements;

organize an essay appropriately (BALEAP, W1.1.4; BALEAP, W2.1.3).

Select and evaluate appropriate academic sources to use in a research essay; synthesise
information from sources into a cohesive argument with supporting evidence (BALEAP,
W1.2.1).

Write clear, well-structured expositions of complex subjects, underlining the relevant salient
issues; expand and support points of view at some length with subsidiary points, reasons
and relevant examples (CEFR ‘Reports and Essays’: C1).

SPEAKING

Production

Demonstrate high-level presentation skills, selecting appropriate detail and not over-relying
on PowerPoint Slides (BALEAP, S1.3.1,2,3,4).

Give clear, detailed presentations on complex subjects, integrating sub-themes, developing

particular points and rounding off with an appropriate conclusion (CEFR, ‘Overall Oral
Production’, C1).

Interaction

Take part in group discussions; contribute to discussion in seminars; engage fully in

discussion rather than providing superficial contributions (BALEAP, S1.2.1,2,3).

Formulate ideas and opinions with precision and relate contribution skilfully to those of
other speakers (CEFR, ‘self assessment grid: spoken interaction’, C1).

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GENERAL ACADEMIC AND LANGUAGE SKILLS

Understand a range of demanding, longer texts (CEFR global scale: C1).

Apply critical thinking skills in oral interaction and written production for academic purposes
(BALEAP, W1.1.6; S1.1.1).

Use effective strategies to enhance academic language knowledge and skills independently.

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Materials

The module does not follow a single course book but draws upon a range of sources.
Teachers are provided with a range of materials. Scanned copies of the books below will
also be available.

Particular materials are suggested for each week. However, so long as they plan to meet the
weekly objectives and fully prepare the students for the assessments, teachers may use
their own materials if they prefer.

The main suggested sources are:

Research
Extended Writing and Research Skills, 2nd ed. Joan McCormack and John Slaght (Garnet,
2012)
Writing Research Papers: From Essay to Research Paper, Dorothy E Zemach (Macmillan,
2011) (simpler)

Speaking
English for Academic Study: Speaking, Joan McCormack and Sebastian Watkins (Garnet,
2012)

Materials are also suggested from:

Access EAP: Frameworks, Sue Argent and Olwyn Alexander (Garnet, 2014)
EAP Essentials: A Teacher’s Guide to Principles and Practice, Sue Argent, Olwyn Alexander
and Jennifer Spencer (Garnet, 2008)

Subject-specific (for reading and listening sources)

English for Economics in Higher Education Studies, Mark Roberts (Garnet, 2012)
English for ICT in Higher Education Studies, Peter Fitzgerald, Marie McCullagh, and Carol
Tabor (Garnet, 2011)
English for Electrical Engineering in Higher Education Studies, Roger H. C. Smith (Garnet,
2014)

Banking: A Very Short Introduction, John Goddard & John O. S. Wilson (OUP, 2016)
Big Data: A Very Short Introduction, Dawn E. Holmes (OUP, 2017)
Computer Science: A Very Short Introduction, Margaret A. Boden (OUP, 2016, 2018)

Reference

Academic Writing for International Students of Business, 2nd ed. Stephen Bailey (Routledge,
2015)
Academic Writing for International Students of Science, Jane Bottomley (Routledge, 2015)

Further texts for independent reading will also be provided.

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 Assessments

Continuous Assessment:
Performance in in-class formative assessments throughout the semester 20%

Mid-Term Assessment: Annotated Bibliography 20%

Choose three academic or semi-academic sources that you will use in your final research essay. For each
one, you should summarize and evaluate the main ideas, and explain how relevant they will be to your
final paper.

You should write 750 words.

End-of-Semester Assessment: Research Essay 40%

You will be given a choice of questions suggested by subject lecturers in your discipline and agreed with the
module co-ordinator. Each question will require you to explain the importance of a concept, process or
practice within your subject area. You will receive these questions at the beginning of the semester.

You should:

give an extended definition of the concept, process or practice.

explain the main principles of the concept, process or practice.
explain the significance of the concept, process or practice, considering
the implications for society
evaluate the issues from a range of perspectives
demonstrate criticality

You should use seven academic or semi-academic sources. These should generally be peer-reviewed articles
or passages from textbooks. However, appropriate articles from publications such as New Scientist, The
Economist or Financial Times are also acceptable. You should not cite unofficial websites or Wikipedia.

You should write at least 1,500 words.

As this is a relatively short essay, you do not need to write an abstract.

Submit final draft on Friday of Week 16 by 5.00pm.

A hard copy should be submitted to the English office and an electronic copy should be uploaded to
Brightspace.

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Presentation and Discussion: 20%

Present a critical analysis of an academic or semi-academic source. This can be one of the sources used
in the annotated bibliography/research essay. The presentation should be up to 8 minutes and will be
followed by a set of questions. The student should explain and evaluate the main arguments in the article
and be ready to answer questions on both their own learning and the content of the article.

The presentation will be followed by questions and answers (up to 5 minutes).

The presentation will be assessed on

TASK FULFILLMENT: OVERALL CONTENT & ORGANIZATION -- 20%

CRITICAL EVALUATION & UNDERSTANDING OF CHOSEN ARTICLE --20%
LANGUAGE USE -- 20%

COMMUNICATIVE INTERACTION – 40%

NB. Presentation is expected to be conducted online via Zoom or Tencent Meeting.

or

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WEEK 1

REVIEW OF PRINCIPLES OF ACADEMIA

Overall Objectives:

By the end of the week, students should be able to:

- identify ways in which academic writing & speech differs from less formal contexts
- understand the goals and expectations for the semester (including assessments)
- reflect on types of writing and purposes for writing in academic contexts

Speaking/Critical Thinking:

Suggested Materials/Activities

Rich Aunty: An Introduction to Writer’s Stance (EAP Essentials, 1.2)

Quiz: Do I have a good academic style? (EAP Essentials, 6.1)
Introduce final presentation – goals & expectations for a critical review of an article.

Writing/Research:

Suggested Materials/Activities

Introduce written assessments – goals & expectations for Mid-Term Annotated Bibliography &
Assessed Research Essay

Writing Research Papers Unit 1 – Review of the Essay

(Reasons for writing essays; Review standard parts and format of an essay; Review methods of
support; Process writing)
and/or
Extended Writing and Research Skills Unit 1 -- Introduction to Extended Writing and Research
Tasks 1-4, pp. 9-14

Suggested Reading and Listening (for discussion in Week 2)

Reading
‘Myths and facts about academic writing’ & ‘What academic writing looks like’ (Writing for
University, 2016), pp. 1-17
English for Economics/ICT/Electrical Engineering Unit 2

Listening, English for Economics/ICT/Electrical Engineering, Unit 1 Lecture

By end of week:
SS compile list of personal goals for the semester: what do they want to improve? What do they
feel they are already good at? What will they need in order to succeed in their academic
discipline?
Independent study of Oxford Grammar for EAP Unit 1

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WEEK 2

WHAT IS RESEARCH?

Overall Objectives:

By the end of the week, students should be able to:

Identify what makes a good or bad research question/topic.

Identify stages in the process of writing a research essay
Identify a topic for their research essay (and give a rationale for choosing this topic)
Develop critical thinking skills through discussion of familiar situations requiring critical thinking

Speaking/Critical Thinking

Suggested Materials/Activities
Small-group discussion of reading and listening texts from Week 1
Critical Thinking
‘What is Research’? (EAP Essentials 6.2)
‘Mystery graphs: an introduction to critical thinking’ (EAP Essentials 8.1)
‘Good and bad examples: relevance in academic explanation’ (EAP Essentials 8.2)

Writing/Research

Review and discussion of the suggested questions.

Extended Writing and Research Skills Unit 1

Tasks 5-7, pp. 15-19.
and/or
Writing Research Papers Unit 2 – Choosing a Topic

Suggested Reading and Listening

Reading
English for Economics/ICT/Electrical Engineering Unit 4:
Intro to Getting Critical (Palgrave, 2014) – ‘Getting a critical mindset’

Extract from one of Banking/ Computer Science/ Big Data: A Very Short Introduction (OUP,
2016/2016/2017) – to be provided.

Listening
English for Economics/ICT/Electrical Engineering Unit 3 lecture

By end of week:
SS select question for research essay (can be relatively broad at this stage). Write a mini-essay
explaining rationale for choosing this.

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WEEK 3

GIVING EVIDENCE AND AVOIDING PLAGIARISM (I)

Overall Objectives:

By the end of the week, students should be able to:

Explain the importance of providing evidence in academic writing and presentations

Use different methods to incorporate sources
Summarize information from short passages of academic writing
Analyze their strengths and weaknesses in speaking
Identify and practise language for agreeing and disagreeing

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 2.

English for Academic Study: Speaking Unit 1: Communicating in Academic Situations, Tasks 1-5, pp.7-
10

Writing/Research
Suggested Materials/Activities
Extended Writing & Research Skills
Unit 2 – Using Evidence to Support Your Ideas

Suggested Reading and Listening

Listening
English for Economics/ICT/Electrical Engineering Unit 5 lecture

Reading
English for Economics/ICT/Electrical Engineering Unit 6
Referencing and Understanding Plagiarism (Palgrave, 2017) – Ch 7 ‘What is my own work?’ & Ch 8
‘Getting help with your work’

Extract from one of Banking/ Computer Science/ Big Data: A Very Short Introduction (OUP,
2016/2016/2017) – to be provided.

By end of week:
SS identify specific focus of research essay – to be approved by teacher & Alex – and begin to
identify what kind of sources they will need and where to start looking for them.

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WEEK 4

IDENTIFYING & EVALUATING SOURCES (I)

Note. A workshop is scheduled for this week with colleagues from the UCD Library. This will
consolidate the work students are doing in class on sourcing materials.

Overall Objectives:

By the end of the week, students should be able to:

Use the Internet effectively for research purposes

Evaluate Internet search results
Search for sources using an online library catalogue
Give an informal mini group-presentation

Writing/Research
Suggested Materials/Activities

English for Economics/ICT/Electrical Engineering Unit 4.3 & 4.4

Access EAP Frameworks 4.2

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 3.

English for Academic Study: Speaking Unit 1: Communicating in Academic Situations, Tasks 6-8, pp.
11-15.

Suggested Reading and Listening

Listening
English for Economics/ICT/Electrical Engineering Unit 7 lecture

Reading
English for Economics/ICT/Electrical Engineering Unit 8
Writing for University (Palgrave, 2016) – ‘Write Critically’, pp.19-30.

Extract from one of Banking/ Computer Science/ Big Data: A Very Short Introduction (OUP,
2016/2016/2017) – to be provided.

By end of week:
Use the UCD Library and/or Google Scholar (if VPN allows) to compile a list of 8-10 potential
sources.
Emphasize to students that they will refine this list. They may decide that some of these are not
relevant to their topic (eg. too specific or related to a different aspect of the topic), and they will
also need to add to it later.

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WEEK 5

IDENTIFYING & EVALUATING SOURCES (II)

Overall Objectives:
By the end of the week, students should be able to:

Explain how a project is structured

Identify evaluative or critical writing
Learn more about effective online search techniques
Consider problematic issues from different perspectives

Writing/Research
Suggested Materials/Activities

Extended Writing and Research Skills Unit 3 – Sourcing Information for Your Project, Tasks 1-7
and/or
Writing Research Papers Unit 4 – Researching, Tasks 1-7, pp. 23-26 /
Access EAP 4.4

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 4.

English for Academic Study: Speaking Unit 2: Seminars and Discussions, esp. Tasks 3-6., pp. 16-22

Suggested Reading and Listening

Listening
English for Economics/ICT/Electrical Engineering Unit 9 lecture

Reading
English for Economics/ICT/Electrical Engineering Unit 10
Managing Your Own Learning At University: A Practical Guide (UCD Press, 2018), Ch. 7 ‘Learning to
Think Critically’, pp. 105-125

Sample Project and annotated bibliographies (see below).

By end of week:
SS refine their choice of sources and make brief notes on three of them, showing why they chose
them (cf. Extended Writing & Research Skills, Task 7)
SS should also read the example project from Extended Writing & Research Skills and two sample
annotated bibliographies, ready to discuss in Week 6.

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WEEK 6

ANALYZING ANNOTATED BIBLIOGRAPHIES

Overall Objectives:
By the end of the week, students should be able to:

Reference materials in an appropriately academic way.

Describe features of academic articles and annotated bibliographies.
Give a short presentation summarizing and explaining the content of an article.

Writing/Research
Suggested Materials/Activities

Extended Writing and Research Skills Unit 3 – Sourcing Information for Your Project, Tasks 8-13,
pp. 43-52
and/or
Writing Research Papers Unit 4 – Researching, Tasks 8-end, pp. 27-29
Analyse 2 or 3 examples of annotated bibliographies.

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of example project from Extended Writing and Research Skills and of sample
annotated bibliographies.
SS present one of their chosen sources to other students in small groups. Peer review.

Suggested Reading and Listening

Listening
English for Economics/ICT/Electrical Engineering Unit 11 lecture

Reading
One text from pp. 78-90 of English for Academic Study: Speaking in preparation for a presentation
in Week 7.
SS should also focus on careful reading of the sources they have selected for their annotated
bibliographies.

By end of week:

SS should have read the sources that they plan to use for their annotated bibliographies. They
should have read the abstract, introduction, and conclusion carefully, identifying main points.
They may have read methodology, findings, and discussion sections (if present) more quickly, but
should still be able to emphasize main findings. They should begin writing up their annotated
bibliographies.

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WEEK 7

PARAPHRASING (I)

Overall objectives:
By the end of the week, students should be able to:

Write complex sentences relevant to their subject area.

Paraphrase main ideas from academic sources (in writing and presentations)
Summarize and evaluate the main ideas of three academic sources
Anticipate arguments before a discussion and present opinions & counter-arguments.

Writing/Research
Suggested Materials/Activities

Writing Research Essays Unit 7 – The Language of the Research Paper

Completion of Annotated Bibliography.
Teacher’s choice of writing focus from Academic Writing for International Students of
Science/Business.

Speaking/Critical Thinking
Suggested Materials/Activities

English for Academic Study: Speaking, Unit 3: Examining underlying assumptions, pp. 23-29.

Suggested Reading and Listening

Reading
English for Economics/ICT/Electrical Engineering Unit 12

Extract from one of Banking/ Computer Science/ Big Data: A Very Short Introduction (OUP,
2016/2016/2017) – to be provided.

Listening
Discipline-specific TED Talk (to be provided)

By end of week:
Students Submit Annotated Bibliographies (Friday 5pm)

[Choose three academic or semi-academic sources that you will use in your final research essay.
For each one, you should summarize and evaluate the main ideas, and explain how relevant they
will be to your final paper. [750 words]

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WEEK 8

OUTLINING/DEVELOPING A FOCUS

Overall objectives:
By the end of the week, students should be able to:

Identify different ways of organizing a researched essay

Write an outline of their own research essay
Identify and practice using phrases to refer to what other speakers have said

Writing/Research
Suggested Materials/Activities

Writing Research Papers Unit 5

and/or

Extended Writing and Research Skills, Unit 5: Developing a Focus

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 8.

English for Academic Study: Speaking, Unit 4: Reading into Speaking, pp. 30-36.

Suggested Reading and Listening

Reading
Pautasso, M. (2013) ‘Ten Simple Rules for Writing a Literature Review’
Managing Your Own Learning At University: A Practical Guide (UCD Press, 2018) Ch 8 –
‘Remembering and Understanding’

Students’ own sources.

Listening
Lecture extracts from lecture on topic of general academic interest (select one from University of
Reading lectures)

By end of week

SS identify and take notes on two or three further sources to use in their essays.

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WEEK 9 WRITING DEFINITIONS

Overall objectives:
By the end of the week, students should be able to:

Analyze the features of definitions

Identify and use the language needed to write extended definitions
Prepare for a discussion by thinking through the issues beforehand
Use source material to support their viewpoint

Writing/Research
Suggested Materials/Activities

Feedback on annotated bibliographies

Extended Writing and Research Skills

Ext. Writing & Research Skills, Unit 6, Task 8: pp. 88-92); paraphrasing & summary review (Bailey,
Academic Writing, 1.6 & 1.7)

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 9.

English for Academic Study: Speaking, Unit 5: Building up a Discussion, pp. 37-42

English for Academic Study: Speaking Unit 7: Supporting your point of view, pp. 45-51

Suggested Reading and Listening

Reading

Managing Your Own Learning At University: A Practical Guide (UCD Press, 2018) – Ch 9 ‘Managing
Research Assignments’

Students’ own sources.

Listening
Lecture extracts from lecture relevant to students’ area of study (select one from University of
Reading lectures)

By end of week

SS should continue sourcing further material as necessary and begin outlining their own essay.
They should ensure that they have planned to address every part of the task.

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WEEK 10: WRITING INTRODUCTIONS AND CONCLUSIONS

Overall objectives:
By the end of the week, students should be able to:

Analyze the features of introductions and conclusions

Identify and use the language needed to write introductions and conclusions
Participate in a debate

Writing/Research
Suggested Materials/Activities

Extended Writing and Research Skills, Unit 6 Tasks 1-7, pp. 74-87 Introductions to final essays

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of reading and listening texts from Week 10.

English for Academic Study: Speaking Unit 8: Collecting and Presenting Data, pp.52-58

Suggested Reading and Listening

Reading

Focus on SS own sources for their essay.

Listening
Lecture extracts from lecture relevant to students’ area of study (select one from University of
Reading lectures)

By end of week

SS should have written a detailed outline/plan of their essay.

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WEEK 11: GIVING EVIDENCE AND AVOIDING PLAGIARISM (II) -- REFERENCING

Overall objectives:
By the end of the week, students should be able to:

Decide when to quote and when to paraphrase

Use techniques for quoting directly
Use the Harvard Style Guide accurately – and understand principles of following a style guide.
Practise language for expressing differing degrees of belief.

Writing/Research
Suggested Materials/Activities

Writing Research Papers Unit 6 – Avoiding Plagiarism & Unit 9 – In-Text Citations pp.74-74
Harvard Style Guide (from UCD Library)
Access EAP 7.3 & 7.4

Referencing & Understanding Plagiarism: Part 4 – Referencing: The Practicalities

Note: SS may use IEEE or another system in their own discipline. However, the important issue is
that students get used to referencing rather than learning one particular system. Harvard is a
standard system – others share many of the same features.

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of lecture from Week 10.

English for Academic Study: Speaking Unit 9: Thinking Rationally, pp. 59-63
Students should have selected a source to discuss for their presentation by this stage.

Reading
Focus on SS own sources for their essay.

Listening
Lecture extracts from lecture relevant to students’ area of study (select one from University of
Reading lectures)

By end of week
Students should have written an extended definition of their concept/process/practice, drawing
on at least 3 sources.

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WEEK 12: DRAFTING

Overall objectives:
By the end of the week, students should be able to:

Review and refine their essay’s thesis statement.

Practice introducing quoted and paraphrased material.
Peer review a sample research paper.
Complete a first full draft of their research essay.

Writing/Research
Suggested Materials/Activities

Writing Research Papers – Unit 8: Writing the First Draft.

Review one of the sample research papers read last week.
Teacher’s choice of writing focus from Academic Writing for International Students of
Science/Business.

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of lecture from Week 12.

English for Academic Study: Speaking Unit 10: The Importance of Reflection, pp. 64-68
Preparing for Final Presentation.

Reading
Focus on SS own sources.

Listening
Lecture extracts from lecture relevant to students’ area of study (select one from University of
Reading lectures)

By end of week
SS should have drafted intro and at least one main body paragraph of their essay.

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WEEK 13: ACADEMIC LANGUAGE

Overall objectives:
By the end of the week, students should be able to:

Use an appropriately academic style and tone.

Make points stronger and more precise.
Use hedging language to make claims and assertions more believable.

Writing/Research
Suggested Materials/Activities

Writing Research Papers – Unit 10 – Academic Language

Academic Writing for International Students of Science – ‘Academic Scientific Style’ pp.14-26
Academic Writing for International Students of Business – ‘Academic Style’

Speaking/Critical Thinking
Suggested Materials/Activities

Small-group discussion of lecture from Week 13.

Presentation clinic – preparation for final presentation.
If SS are well-prepared for presentation, critical thinking activity – eg. urban planning on USB.

Reading
Focus on SS source for their presentation.
Managing Your Own Learning At University: A Practical Guide (UCD Press, 2018) – Ch. 10 ‘Doing Your
Best in Exams’

Listening
Lecture extracts from lecture relevant to students’ area of study (select one from University of
Reading lectures)

By end of week

SS submit first full draft of research paper.

When preparing feedback on drafts, it is suggested that teachers offer an overview – an

overall reflection on the paper’s strengths & weaknesses, how well it achieves its aims, and
its organization – and some in-depth feedback on one or two representative paragraphs.
Teachers are not expected to identify and comment on every issue/error in the paper.

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WEEK 14: PRESENTATION PREPARATION/PRACTICE

Speaking/Critical Thinking
Suggested Materials/Activities

Small group peer review of each other’s presentations.

WEEK 15: EDITING

Overall objectives:
By the end of the week, students should be able to:

Check their papers for language and punctuation.

Discuss issues related to accuracy in research.
Self-assess their own paper

Writing/Research
Suggested Materials/Activities

Teacher feedback on first drafts – common issues to be shared with whole group & individual
feedback in office hours.
Writing Research Papers Unit 11 – Editing Your Paper

By end of week

SS reflect on how they could use what they have learned this week to improve their research
papers when they redraft them.

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WEEK 16

Presentations

Present a critical analysis of an academic or semi-academic source. This can be one of the
sources used in the annotated bibliography/research essay. The presentation should be 6 to
8 minutes and will be followed by two to three questions. The student should explain and
evaluate the main arguments in the article and be ready to answer questions on both their
own learning and the content of the article.

This will take place during regular classes. Please note that it will also be necessary to use
some time during lunch.

Additional Suggested Reading: Extract from one of Banking/ Computer Science/ Big Data: A Very
Short Introduction (OUP, 2016/2016/2017) – to be provided.

Additional Suggested Listening: to be confirmed

End of week

Friday 5pm. Students submit final essay draft.

One hard copy and one electronically through Brightspace. Essays will be run through Urkund.

WEEK 17

No formal classes.

Teachers should use this week for marking essays.

WEEK 18

No formal classes.

Teachers should use this week for marking essays.

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