There is no set examination period. Examination dates vary from module to module. Some IATL modules taught only in the autumn term, for example, may have their examination at the end of that term. If this is the case then you will be informed by the module tutor during the first class. Most examinations will be invigilated unseen papers; however a few modules opt for a seen paper. Details of these will be given to you by the tutor. Seen exam papers will be available 21 days before the examination. Papers will be distributed by module leaders.
Rubrics for examinations will be supplied by module leaders. Please note: You will be penalised up to 20 marks from your overall exam mark if it is evident that you are in violation of the rubric of the exam paper.
For details of Materials Allowed in Examinations, please refer to the Regulation A, which can be found in the University's Senate Examination and Degree Conventions.
Past examination papers are available on the University's past papers page. Please note that as many of the PG modules are new for 2017/18, there are no past papers currently available.
IATL does not return examination scripts to students.
You will be very likely to be required to write essays on IATL modules. Most essays will be assessed (or summative) pieces of work, with marks counting towards your final grade. Essays are important as they help you to develop your skills and improve your performance. Advice on writing essays can be obtained via the Academic Writing Programme where workshops, mentoring and an online course are on offer to postgraduate students: http://www2.warwick.ac.uk/services/scs/skills/awp/.
In addition, IATL will be offering drop-in sessions for academic essay writing in weeks five and six of the autumn and spring terms. Any students requiring advice on essay writing will be able to book a slot with one of our academic writing mentors.
Style and Presentation Guidelines
Essays can be written in the style that your department favours. English and Comparative Literary Studies use, for example, either MLA (Modern Languages Association) conventions or the MHRA (Modern Humanities Research Association) referencing conventions whilst Life Sciences, for instance, employ the Vancouver style of referencing. Be self-consistent and use the same system throughout the piece of work being submitted. The Library provides some guidance on referencing: http://www2.warwick.ac.uk/services/library/using/guidance-training/referencing/
Handwritten assignments cannot be accepted. Computers for students' use are available in the work areas in the Library and the Learning Grid. You are required to keep a back-up of your work and an electronic copy of any assignments you submit to the department. In the event of computer problems, please contact the IT Services Helpdesk on ext. 73737.
Please Note: Computer problems are not an acceptable reason for non/late submission of assessed work. Extra-curricular commitments are not valid reasons for requesting an extension to an assessed essay deadline.
You should observe the following presentation guidelines for all essays:
Line spacing should be 1.5 or double,
Use 12-point type, a clear font and wide margins for tutor comments
Your Student ID number should be included in the header or footer on each page of your essay.
YOUR NAME SHOULD NOT APPEAR ON THE PAGES OF THE ESSAY.
Bibliography, Footnotes and Endnotes
All assessed essays and dissertations should have a bibliography of works consulted and cited. There should be correct and full referencing of sources either as in-text citation, as footnotes or as endnotes. The purpose of these references is:
To document direct quotation
To credit ideas taken from a primary or secondary source (including single words, phrases and paraphrases)
To give your reader sufficient information to track your quotation back to its source and to locate its full text.
You may use the referencing style of your home department but bear in mind that the key essentials of all citations are: clarity, brevity, consistency and completeness.
A portfolio is a series of shorter pieces of work written for assessment. In terms of submission and marking they are treated in exactly the same way as essays (see above).
What is a reflective journal?
A reflective journal is an account of your work in progress, but more essentially an opportunity for reflection on the learning experience. It should provide you with a means of engaging critically and analytically with the journey made in planning and the delivery of the final assessed workshop. For example, did you experience something in one of the seminars and then try it out?
What does a reflective journal look like?
There is no right or wrong way of presenting your journal, as this should take account of personal experience, preferred learning style and your independent research focus. Some journals are electronic (more like video or written blogs), and some take a diary form with visual and written material cut and pasted (literally) into 'scrapbooks'.
You should however:
Write in the first person.
Be mindful that this journal is a public document and therefore it is important to consider the reader as you write. They were not with you on this learning journey so some context is important.
Content is more important than presentation.
Process and immediacy are the key words.
Your journal will be enhanced by evidence of:
Progression through a learning journey.
Evaluation of new approaches experienced in the period of independent study.
Teasing out assumptions underpinning practice
Critical evaluation of your own practice.
Analysis of key or 'critical' moments from independent study, whether positive or negative, and what was learnt from them.
Sensitivity to relationships with other members of the group.
Taking a position and making an argument from your learning experience.
New understandings made from: reading, planning and or delivery, collaborative activities, the exam, the viva, and the questioning of previous assumptions.
How will your reflective journal be assessed?
Ask yourself is there evidence of:
Effective organisation and presentation of material and or evidence.
Academic reading used in a relevant way to inform, support and or shape your reflections.
Critical engagement with, rather than description of, the creation of your piece, or of the term's work; your own process; and the process of others.
Evaluation of the limitations/potential of the work undertaken.
Immediacy – did you reflect every time you met for discussions/rehearsals; or after each seminar?
The 17-point scale criteria will broadly apply. Please see below.
A very good journal will be analytical rather than descriptive; selective rather than comprehensive; based in evidence and references to wider reading; critical and cautious in the claims made; personal but not rhetorical.