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2010/1 Module Catalogue
 Module Code: GER2018 Module Title: WRITING RESEARCH ESSAYS
Module Provider: Language & Translation Studies Short Name: LIG246
Level: HE2 Module Co-ordinator: SALLER C Ms (Lang & Trans)
Number of credits: 10 Number of ECTS credits: 5
Module Availability

All year

Assessment Pattern

Unit(s) of Assessment
Weighting Towards Module Mark( %)
One portfolio, to include short research-related writing tasks
One research essay in German (1500 words), end of Semester 2
Two hour unseen examination, end of Semester 2

Qualifying Condition(s)
A weighted aggregate of 40% is required to pass the module.

Module Overview

This is a Level 2 module for German. It is taught in the target language, over Autumn and Spring semesters, one contact hour per teaching week. Attendance is compulsory.


Successful completion of HE1 or equivalent

Module Aims

The module builds on the academic writing skills students acquired in "Written German for Academic and Professional Contexts". It aims to identify the norms and conventions used in German research essays and academic journals, and to develop students' ability to write for these purposes. Students are encouraged to self-assess their progress in writing German and to map their competence against the descriptors of the Common European Framework for Languages.

Learning Outcomes

Students' essay writing skills are developed within a multidisciplinary setting. Topics are taken from political and social studies, law, business studies, and cultural studies. The conventions of academic writing in these disciplines are identified and practised.
Upon successful completion of this course, students will be able to write research-type essays in German, by developing the following sub-skills:

  • identify and evaluate appropriate source materials
  • extract and synthesise information from written sources
  • contextualise and integrate a variety of perspectives
  • integrate source materials with their own thinking
  • reflect critically on their own and others' perspectives
  • engage in critical reflection in the light of evidence and argument
  • reference sources and build a bibliography
  • understand the difference between citing a source and copying from a source text

At this advanced level of academic writing, students aim for linguistic accuracy, fluency of expression and idiomatic phrasing.

Module Content

Students will deal with the following points in depth:

  • the structure of the text – deixis ; introduction, conclusion
  • the organisation of the paragraph 
  • the academic sentence – impersonal transformations; emphasizing; introducers; nominalization
  • Registers
  • Discourse markers
  • Planning and writing an outline – considering audiences
  • Writing an abstract - paraphrasing; synthesis
  • Writing a literature review – appraising source materials
  • Building a bibliography and referencing sources – paraphrasing and quoting
Methods of Teaching/Learning

Teaching will be in small groups. The module is taught entirely in the target language and the stimulus material used will be drawn from a variety of texts and contexts. Students will work in pairs and groups to analyse linguistic structures and to work collaboratively on short texts. Learning technology will be used to encourage students to take risks in their writing and to correct their own drafts.
Self- and peer-assessment will be used to foster students' analytical and critical skills and to develop writing strategies.

Selected Texts/Journals

Module materials will be provided by the tutor. Use will also be made of web-based sources.

Recommended texts:

Andermann, Ulrich, Martin Drees, Frank Grätz, Duden. Wie verfasst man wissenschaftliche Arbeiten? Ein Leitfaden für das Studium und die Promotion (Mannheim: Bibliographisches Institut, 2006).

Esselborn-Krumbiegel, Von der Idee zum Text. Eine Anleitung zum wissenschaftlichen Schreiben (Stuttgart: UTB, 2004).

Franck, Norbert, and Joachim Stary, Die Technik wissenschaftlichen Arbeitens. Eine praktische Anleitung (Stuttgart: UTB, 2005).

Last Updated

JULY 2009