TG1SS: Study Skills

Module code: TG1SS

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Rachel Warner, email: r.e.warner@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

Students on our course come from a diverse range of backgrounds, including from environments in which academic reading and writing may not have been prioritised. This module exists to ensure all of you feel equipped to make use of the University’s vast academic resources and expertise, with several goals in mind: 

• To help you build a research-based approach to design practice 
• To develop a passion for reading and talking about design, independent of practice. 
• To introduce skills in graphic analysis, often through our lettering, printing and graphic design collections  
• To teach the basic writing of essays and reports that may be needed on other modules. 
• To introduce the reading, writing, research and critical thinking skills that will be required as you build towards more advanced academic modules in Parts 2 and Part 3. 
• Essay will include an interim submission for formative feedback. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Develop research-based approaches to design: Apply quantitative and qualitative, user-based, participatory, visual and ethnographic research methods. 
2. Evolve the design process: Reflect on the successes and failures of projects, and use these insights inform future design process. 
3. Identify and analyse graphic artefacts: Interrogate and assess visual communication in its cultural, technical, and historical environments and contexts. 
4. Seek and assimilate new knowledge: Assess and incorporate contemporary discourse into design thinking.

Module content

The module contains distinct strands to support different aspects of academic study, which may include. 

• Library inductions 
• Reading, writing and referencing workshops 
• Introduction to your Academic Tutor 
• Understanding different kinds of design writing 
• Hands-on experience of historical artefacts within our collections area 
• Visual analysis workshops 
• Introduction to research methods 
• Lectures, seminars or reading groups to provide content or context for your first design history assessed essay. 
• Reflective writing across our modules 

Structure

Teaching and learning methods

The module will be delivered through a series of workshops, lectures, seminars and reading groups. Classes may involve group work, some of which may be assessed. 

Study hours

At least 36 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will usually fall into two categories: 

• Tasks and feedback that link directly to final assessment, allowing you to build relevant skills and measure your progress towards assessed work. 
• Tasks and feedback that feed into wider learning around the topic being covered. The skills and insights you acquire should help you achieve well in assessed tasks, but application of this leaning may be interpreted, rather than simply repeated. 

Formative feedback will often include: 

• Verbal feedback in class. 
• Written comments on a piece of work. 
• Self, peer of staff assessment against a mark scheme. 

Formative feedback will be given: 

• At dedicated check-in points 

Reassessment

Additional costs