Academic Study Skills

BMAF000-20

Student Module Handbook

2024/2025
 Contents
Section
Introduction

Module descriptor
Programme of Learning
● Topics of Learning
Assessment and submission dates
● Procedures for Handling group situations
Submission of Coursework
● Mitigation
● Feedback on assessed work
Writing and presenting guidance
● Referencing
● Layout and standard of presentation
● Standard of English
● Structure
● Content/Discussion
● Sources
● Presentation Style
Resources and VLE
Appendices
Appendix 1 – Assignment, Assessment Rubric

Module Handbook (Academic Study Skills) 2024/2025

Module Introduction

Welcome to the Academic Study Skills module on the foundation year of the Bath Spa degree
programme. This module will run over a period of 13 weeks and equip you with the essential
tools that will help you succeed academically and within your chosen career.

During the course of this module, you will have the opportunity to demonstrate and develop
your skills in listening to lectures and note-taking, reading a range of academic texts,
participating in seminars and debates, designing, and delivering effective presentations and
writing essays in an appropriate academic style. In addition, you will develop your knowledge
and apply your skills in the areas of critical thinking and academic integrity. The course is
designed so that students can apply their knowledge and skills in an academic context.
Lecturers will facilitate your learning and additional individual support is available from our
learning development team.

Module Descriptor

The module will help you to plan and complete your coursework and assessments, making
the most of the time available and helping you to achieve your potential. The materials will
help you develop your academic study skills for study at undergraduate level. This module will
give you the tools to get organised, learn new skills and improve. Study at undergraduate level
includes producing coursework and taking exams. Developing effective study skills, revision
and exam techniques are a vital element in achieving academic success.

This module will look at your written English, including grammar. It will also consider your
study skills, such as the writing process, how you put your ideas together, how to read
efficiently and exam technique. There will be sessions on self-management such as time
management as well as improving your work by getting the most of lectures and seminars
through effective note taking. There will be lessons on academic integrity and referencing.

1 Module code BMAF000-20

2 Module title Academic Study Skills
3 Subject field Business and Management
4 Core, Required or Required* for Business and Management
Foundation Year
Health and Social Care
Management Foundation Year

Module Handbook (Academic Study Skills) 2024/2025

5 Level F
6 UK credits 20
7 ECTS credits 10
8 Optional for None
9 Excluded combinations None
10 Pre-requisite or co-requisite None
11 Class contact time: total hours 52 hours
12 Independent study time: total hours 148 hours
13 Semester(s) of delivery Study Block 1
14 Main campus location Elizabeth School of London
15 Module co-ordinator/Module Leader Dr. K. Santayana
(santayana@[Link])
16 Additional costs involved None
17 Brief description and aims of module

The module will help you to plan and complete your coursework and assessments,
making the most of the time available and helping you to achieve your potential. The
materials will help you develop academic study skills for study at undergraduate
level. This module will give you the tools to get organised, learn new skills and
improve. Study at undergraduate level includes producing coursework and taking
exams. Developing effective study skills, revision and exam techniques are a vital
element in achieving academic success.
18 Outline syllabus

The module will look at your written English, including grammar. It will also consider
your study skills, such as the writing process, how you put your ideas together, how
to read efficiently and exam technique. There will be sessions on self-management
such as time management as well as improving your work by getting the most of
lectures and seminars through effective note taking. There will be lessons on
academic integrity and referencing.
19 Teaching and learning activities

Teaching and learning activities will include input from your tutor and opportunities
to discuss what you have learned in class. There will be a mix of lectures and
seminars and you will have the opportunity to learn from experience by completing
tasks using on-line collaborative tools and classroom activities that will focus on
developing your study skills and your ability to prosper in a university setting.

Module Handbook (Academic Study Skills) 2024/2025

20 Intended learning outcomes How assessed

By successful completion of the module, you will be able to

demonstrate:
1. Time management, organisation skills and listening skills for note F1, S1, S1
taking
2. Integration of information from appropriate sources of S1
literature to enhance and support your academic writing
3. An understanding of academic integrity: plagiarism and F2, S1
referencing
21 Assessment and feedback

Formative exercises and tasks:

F1. Classroom quizzes and writing exercises

F2. Cite Them Right Activities
Summative assessments: Weighting %
S1. Report (3,000 words) 100%
22 Learning resources (Please see Resource section for more detailed information)

University Library print, electronic resources and VLE

• Cottrell, S. (2013), The Study Skills Handbook, Palgrave Macmillan

• Pears, R. and Shields, G. (2016), Cite Them Right, The Essential Referencing Guide,
Palgrave Macmillan Business Source Complete
23 Preparatory work

In order to prepare for this module, you should begin reading the core text, The
Study Skills Handbook. In addition, you should speak to work colleagues, friends or
family that have been to university, ask them what skills they felt were most
important and discuss with them their experiences of Higher Education.

Module Handbook (Academic Study Skills) 2024/2025

Learning Outcomes

The three key learning outcomes related to this module are identified below.

LO1: Time management, organisation skills and listening skills for note taking.
LO2: Integration of information from appropriate sources of literature to enhance and
support your academic writing.
LO3: An understanding of academic integrity, plagiarism and referencing.

Programme of Learning

Week 00 Induction Week Note/Feedback

Week 1 Introduction and Overview on the Module Lecture and Tutorial
Week 2 Time management of individuals and organisation. Theory and Lecture and Tutorial
practice.
Week 3 Organisation skills and listening skills for note taking. Lecture and Tutorial
Week 4 Finding relevant challenges and practical resolution. Practical Lesson
Demonstration of skills. associated by mini
workshop
Task 1: Report
1. A foreign visitor has only day to spend in your country.
Where should this visitor go on that day? Why? Use specific
reasons and details to support your choice
Week 5 Academic Development week
Week 6 How information from appropriate sources of literature can Lecture and Tutorial
enhance and support your academic.
Week 7 Finding relevant challenges and practical resolution. Practical Lesson
Demonstration of skills. associated by
mini workshop
Task 1: Report
2. Nowadays, electric cars have become popular. In your
opinion, what are the advantages and disadvantages of
electric cars? Use specific reasons and examples to support
your answer
Week 8 What academic integrity is? Lecture and Tutorial
Week 9 The theory and good practice of academic integrity. Lecture and Tutorial

Module Handbook (Academic Study Skills) 2024/2025

 Task 1: Report
3. Due to COVID-19, most university classes are now delivered
online. From your experience, what are the advantages and
disadvantages of online learning? Use reasons and examples
to support your answer.
Week 10 Finding relevant challenges and practical resolution. Lecture and Tutorial
Demonstration of skills.

Task 1: Report
4. 2021 saw the continuation of a decade of growth in the UK
organic market. What’s the future of organic food in the UK?
Use specific reasons and examples to support your answer
Week 11 Assessment writing Practice Mock examination &
Formative
Task 2: Essay Feedback
A self-evaluative journal (max. 1000 words) to reflect on your
learning of this module (Ref: Assessment Brief).
Week 12 Lecture Week Lecture and Tutorial
Revision associated
with formative
feedback
Week 13 Lecture Week Lecture and Tutorial
Revision with formative
feedback
Week 14 Revision

Assessment Submission Deadline – 13th January 2025 (Time: 23:59)

Module Handbook (Academic Study Skills) 2024/2025

Some Additional Guidance for Teaching and Learning

• Overview of module content and assessment methods.

• Effective time management strategies
• Listening strategies for seminars and lectures.
• Characteristics of academic writing.
• Use of formal language
• Understanding assignment questions
• Task verbs
• Language focus: Punctuation: when to use periods and commas.
• Parts of speech – academic verbs
• Articles – a, an, the
• Note taking in lectures and seminars
• Reading comprehension- summarising complex sentences.
• The concept of academic integrity.
• Strategies to avoid plagiarism.
• How to paraphrase academic texts.
• Working in a team on academic projects – team roles
• Understanding Belbin’s team roles
• Language focus: Academic nouns Synonyms
• Possessive pronouns
• Academic research - Use of appropriate sources
• Academic integrity – Use of citations and references
• Harvard Referencing System
• Review of paraphrasing and summarising techniques
• How to write a paragraph
• Language focus: Verbs of reference
• Review of assessment 1 requirements and marking criteria.
• Using data (statistics, tables, and charts) in presentations and written assignments.
• Progress review: assessment preparation
• Language focus: Use of passive voice
• Sentence structure
• Word order

Module Handbook (Academic Study Skills) 2024/2025

• Planning your essay
• Writing essay introductions – thesis statement.
• Sources for academic research
• Critical Thinking- Developing a critical approach to academic reading
• Language focus: Collocations
• Coherence and cohesion in academic writing - Topic sentences
• Assessment preparation
• Language focus: Linking words
• Assessment 1 Outline
• Assessment preparation
• Structuring paragraphs in essays
• Writing conclusions
• Language focus: Comparative and superlative adjectives
• Verbs and prepositions
• Language focus – Review of weeks 1-6.
• Coherence and cohesion in academic writing - Topic sentences
• Language focus: Linking words
• Language focus: Definitions, Verbs, and prepositions
• Language for seminars and debates
• Team work, debate preparation and practice
• Language focus: Expressing opinions, agreeing/disagreeing statements, persuasion
• Use of cautious language in academic writing
• Punctuation and proofreading
• Academic vocabulary building
• Assessment preparation and individual support
• Language focus: Nouns and adjectives
• Language relating to academic concepts
• Reading comprehension
• Listening comprehension and note-taking
• Assessment preparation and individual support
• Language focus: Academic vocabulary building
• Self-audit of academic skills
• Identification of academic requirements for next module.
• Language focus: Review of weeks 1- 12
• Assessment Week
• Module Evaluation Survey

Module Handbook (Academic Study Skills) 2024/2025

Procedures for Handling Group Situations – Information for
Students

It is expected that all groups will manage and handle group relations as if in an employment
environment. It is expected that all group members will remain in contact with one another,
attend meetings, fully participate, successfully complete action points, and engage in good
teamwork practices. If you would like to formalise this by using a contract or agreement
structure among group members, you are welcome to do so.

Managing your own group is a very important part of this module and has an impact on
your final marks. This does not, however, mean that you should pretend everything is
perfect within the group at all times. This is unrealistic in many ways. What is expected is
the management of group situations in a professional, mature, and productive manner.

If there is a situation (e.g., someone is not contributing/ attending meetings) within the
group, then the group should be taken to remedy the situation as early as possible. An early
as possible face-to-face meeting among group members should take place to sort out any
situation. This should be a fair and balanced conversation, giving all members a chance to
present their thoughts and views. This should be documented in signed minutes document
to show how the situation was handled by the group. If the situation is not resolved
internally, you should inform the module tutor who will adjudicate which could mean
students face being expelled from the group and thereby will not be able to take part in the
assessment.

Submission of Coursework

It is your responsibility to submit your work on time and in the correct format and place.
Electronic versions of your text will be compared with millions of other essays, other
coursework items and published works throughout the UK university system and an
‘originality score’ will be calculated automatically to help us check for any academic unfair
practice. Work will not be marked until it is submitted in full final format via Turnitin. Drafts
may be discussed but will not be marked. Do not send or email draft work for consideration.
The feedback is no earlier than 15 working days.

Submit all work accordingly (with cover page).

Student name:
Student ID:
Module name and code:

Module Handbook (Academic Study Skills) 2024/2025

Assignment name and number:
Word count (where appropriate):

All assignments should be submitted on or before the due date unless an extension has
been granted by the marking tutor. Any work submitted after the deadline will be deemed
late. Your submission on VLE will be checked once the deadline has passed to confirm that
work has been submitted on time. Incomplete work will not be marked. Late work will be
capped at a mark of 40.

In exceptional circumstances an extension may be granted for serious personal problems

that prevent University attendance (e.g., certified illness). Any extensions must be
negotiated in advance of the deadline, and not with support staff. It is the personal
responsibility of the student whose work it is to ensure that all work is submitted on time
and in the correct manner.

If you encounter technical issues uploading with your assessments, you should
immediately email your Programme Leader Dr. K. Santayana to
santayana@[Link] or IT support itsupport@[Link] with a
copy of your assessment and a screenshot of the technical error showing the time of the
issue before the assessment deadline. Please remember that it is your responsibility to
ensure submission deadlines are met.

Mitigation

Please refer to the Business and Management Student Handbook (available on VLE) for
details of how of and how to apply for mitigating circumstances. Tutors reserve the right to
deduct marks from work that is not submitted according to instructions or guidance. N.B.
Always retain at least one complete hard copy, one electronic copy and one back up
electronic copy, on USB stick or CD ROM, of the final version of your submitted work.

To submit work electronically go to the VLE page for your module and click on the
appropriate ‘Assessment’ button from the menu on the left-hand side of the page. Click on
view/complete and follow the instructions given there. You will need to submit your
assignment by using ‘file upload’ and filling in requested fields. Use the browse facility to
locate the file you want to upload then press ‘submit’ to send the document to the Module
Leader and the Turnitin plagiarism detection service. You should receive a confirmation
message from VLE indicating that your assignment has been submitted successfully. If you
do not receive a confirmation message it means that your assignment has not been sent

Module Handbook (Academic Study Skills) 2024/2025

correctly and you will need to try again. Consult a member of the IT staff/ help desk for
further assistance with this process if needed.

Feedback on Assessed Work

Your work is first assessed by the tutor(s) responsible for that item. Each item is graded
against its criteria and a mark out of 100% is given. The tutor writes comments to indicate
strengths and weaknesses, and suggestions on how to improve your work. It is important
to read these comments if you wish to gain higher marks in future. Normally, we aim to
return coursework within three weeks of the deadline.

Writing and Presenting Guidance

Referencing:
All references MUST conform to the Harvard style of referencing.

Layout and standard of presentation:

Your work must be typed or word-processed and contain no more than the appropriate
word count. It should be 1.5 lines spaced; have numbered pages; use a logical format; and
be well presented, carefully edited, and checked for spelling.

The word count includes the main text but does not include the title, acknowledgements,
contents page, tables, diagrams, reference lists or appendices. The list of references should
appear single spaced on a separate page. Place all references in one list in alphabetical
order by author surname.

Standard of English:
Correct grammar, spelling and punctuation should be employed. Work should be clearly
written in the required style. Avoid slang and informal expressions, repetition, and
contractions).

Structure:
Is your work clear and logical? Does the report contain an introduction, body, and conclusion?
Does the introduction set out the purpose of the report in a concise manner? Does the
conclusion contain a summary of the main arguments together with key concluding
statements? Does the report flow well? Is the line of argument coherent and well balanced?

Module Handbook (Academic Study Skills) 2024/2025

Content/Discussion:
The report should demonstrate an appropriate depth of knowledge and understanding of
relevant concepts, issues, and trends; employ relevant data; possess clarity and quality of
expression and explanation; develop a coherent line of argument, an ability to address the
set topic; be accurate; reflect critical awareness; contain citations of appropriate literature;
compare and contrast material effectively; employ a balanced use of evidence and relevant
supporting statements. The work should avoid rambling, vague and unsupported statements.

Sources:
Is the report well researched? Are a wide range of relevant sources used to inform the report
(e.g., plans, books, journals, reports)? Is material cited accurately and used to best effect?
Are page numbers provided for quotes, data, and specific ideas? Is a complete bibliography
provided on a separate page at the end of the report using the Harvard style of referencing
with accuracy?

Presentation styles:
When you are engaged in a group presentation you need to make sure you are professional
throughout. All group members must be engaged with the task in hand and be focused on the
presentation. If you are not speaking, demonstrate your engagement and empathy with
others. You must try to articulate your points clearly and avoid rambling or repetition. Slides
used during presentations should be relevant, clear and include references where
appropriate. If it helps consider the audience similarly to those in a job interview – be
enthusiastic, clear, professional, and interesting.

Resources

Core electronic text (available through BSU library e-book portal):

• Cottrell, S. (2013), The Study Skills Handbook, Palgrave Macmillan

Key Texts:
• Bailey, S. (2015), Academic Writing: A Handbook for International Students. London
and New York: Routledge.
• Cottrell, S. (2013), The Study Skills Handbook, Palgrave Macmillan.
• Pears, R. and Shields, G. (2016), Cite Them Right, The Essential Referencing Guide,
Palgrave Macmillan.

Module Handbook (Academic Study Skills) 2024/2025

This module is supported by VLE, our virtual learning environment. There you will find a
range of helpful information including learning materials, staff details, Student Handbook
and Departmental information. Check the site frequently for notices relating to this module.
Check your university e-mail account daily as important messages from tutors or other
students may be sent there via VLE.

Method of Student Evaluation

Students will have formal opportunities to feedback on their experience on this module
midway through the year and at the end of the year. In addition, the module tutor will seek
informal feedback from students at other points during the module. Students should
additionally feel free to contact the tutor at any time if they have any concerns or queries
about the module. The tutor will respond to all feedback received and report to the whole
group in class and via VLE about changes which will be implemented as a result of student
feedback.

Module Handbook (Academic Study Skills) 2024/2025

 Appendix 1: Assessment Marking Criteria

Fail 0-39 D. 40-49 C. 50-59 B. 60-69 A. 70-79 A. 80-100

Poor Quality Satisfactory Quality Sound Quality Good quality Excellent quality Outstanding quality
Synthesis and 30% The submission is of poor quality A basic and descriptive Sound synthesis of relevant A good answer to the question, An excellent review of the As before plus: an outstanding
understanding and presents very little or no summary of a very limited contributions. However, with examples of critical discussion. topic, where a rich set of synthesis, with argumentation
(LO1/2) relevant material. Very little or number of basic these are limited, and you You have demonstrated a good relevant sources is effectively and materials/evidence
• adequate coverage no discussion on the topic. contributions/key points. are comparing them in a ability to evaluate different organised and compared originally and critically
of the subject area, Arguments are poorly presented Very little discussion or simple manner. Greater perspectives on the issue. helping to achieve the compared and analysed. An
• the clarity and and based on little or no meaningful evaluation of clarity of the discussion However, some arguments assessment’s objectives. exemplary submission.
depth of the evidence. perspectives. Greater focus needed. The ideas presented presented could have been further Excellent and unbiased
discussion, needed on structuring need to be expanded upon. developed and/or better supported evaluation of different
• ability to evaluate arguments that are Less descriptive approach is with examples/evidence. perspectives. A deep and
different supported by evidence. required. Sound attempts to engaging discussion.
perspectives, support the points with
• ability to present a academic evidence.
well-structured However, there is room for
and balanced improvement.
argument based
on academic
evidence.
Argument 30% No comprehension of the Largely misses the point of Some attempt at analysis but Very good awareness of underlying A critical, analytical, and A critical, analytical, and
(LO2) implications of the question and the question, asserts rather a tendency to be descriptive theoretical and methodological sophisticated argument that is sophisticated argument that is
• Integration of no attempt to provide a than argues a case; rather than critical; issues, though not always logically structured and well- logically structured and
information from structure. No attempt at analysis. underdeveloped or chaotic Tendency to assert/state displaying an understanding of how supported. Evidence of extremely well-supported with
appropriate sources of Limited, uncritical, and generally structure; evidence opinion rather than argue on they link to the question. A independent thought and elements of originality.
literature to enhance confused account of a very mentioned but used the basis of reason and generally critical, analytical ability to ‘see beyond the Outstanding evidence
and support your narrow range of sources. inappropriately or evidence or argument not argument, which shows attempts question’. Evidence of reading throughout of independent
academic. incorrectly. Very little sustained by choice of at independent thinking and is widely beyond the prescribed thought and ability to ‘see
attempt at analysis or evidence; structure may not sensibly structured and generally reading list and creative use of beyond the question’. Evidence
synthesis, tending towards be entirely clear or logical. well supported. Clear and generally evidence to enhance the of reading exceptionally widely
excessive description. Some attempt to go beyond critical knowledge of relevant overall argument; beyond the prescribed reading
Limited, uncritical, and or criticise the ‘essential literature; use of works beyond the demonstrates the ability to list and creative use of
generally confused account reading’ for the unit but prescribed reading list; synthesise appropriate evidence to enhance the
of a narrow range of sources. displaying limited capacity to demonstrating the ability to be principles by reference, where overall argument;
discern between relevant selective in the range of material is appropriate, to primary demonstrates the ability to
and non-relevant materials. used, and the capacity to sources and perhaps some synthesise appropriate
synthesise rather than describe. knowledge at the forefront of principles by reference, where
the discipline. appropriate, to primary
sources and knowledge at the
forefront of the discipline.
Structure, effective 20% Little or no logic in the structure The essay lacks clarity and is The essay is sound in clarity The essay is very clear. Care and The essay is of an excellent Outstanding integration of
communication, the of the essay. The overall flow of not always easy to follow. and structure. The overall thought have gone into the standard – very clearly and content throughout the essay,
use of visual aids the essay is confusing and The structure and flow of the flow of the essay is structure and smooth flow of the professionally delivered, logical and easy to follow
unconvincing. The use of visual essay is quite poor and reasonable and rather presentation. Overall, good logically structured. An structure. Communication at
aids is poor and requires major unconvincing. Fairly convincing. Some questions communication skills excellent example of its highest standard. Questions
improvement. Poor satisfactory communication were adequately answered. demonstrated. Questions answered professional communication. confidently answered with
communication skills. The skills are demonstrated. well. Questions confidently practical examples and further
presentation has not been Minimal Questions not answered. evidence to back up answers.
planned out clearly Poor or lack adequately answered.
of response to questions.
Referencing and 20% The submission presents very A very limited number of An adequate range of A broad set of relevant academic A rich set of relevant sources. Outstanding synthesis, with
accuracy of language little or no relevant material. You basic contributions. relevant sources presented, sources used. Good referencing Excellent referencing – very materials originally and
(LO3) have not met the minimum References are used, but in a i.e., minimum of 6 which supports the essay well; accurate, skilful, and critically compared and
• range of relevant requirement of the number of very poor manner (i.e., 6 references used, 4 of which however, with minor mistakes in appropriate. The sources analysed. An exemplary
materials and data, sources specified. Major errors in references used, but fewer are from academic the application of the Harvard excellently support the essay. submission. Flawless
• appropriate referencing or no referencing. than 4 are academic; and/or journals/articles/ textbooks. Referencing style. There are hardly No noticeable errors in referencing, an outstanding
Harvard Harvard Referencing Style not poor in-text referencing). However, the reference list any errors in grammar, vocabulary, grammar, vocabulary, spelling, range of sources. There are no
Referencing style, used. Exceedingly high number of Major improvement could be broader. Sound spelling, punctuation. punctuation. errors in grammar, vocabulary,
• accuracy of the language errors. needs to be made to one of referencing with some spelling, punctuation.
language these areas: grammar, mistakes in the application of
(grammar, vocabulary, spelling, the Harvard Referencing
vocabulary, punctuation. style. Few issues with one of
spelling, these areas: grammar,
punctuation). vocabulary, spelling,
punctuation.

Module Handbook (Academic Study Skills) 2024/2025