ENGL08002 English and Drama Symposium Research Paper 2026 | University Of Galway

University	University Of Galway (UOG)
Subject	ENGL08002 English and Drama Symposium

ENGL08002 Research Paper

Transcript Title	English and Drama	Symposium
Gradebook Title Status	English and Drama Uploaded to Banner	Symposium	Start Term	2025
NFQ Level Attendance	08 N/A		ECTS Credits Duration	05 Semester – (15 Weeks)
Subject Area	0231 Lang Acquisition	English	Delivery Mode	Full Time, Onsite
Grading Mode Department	Numeric/Percentage Social Sciences		Failed Component Campus	None ATU Sligo
Module Author Module Description	Dr. Garret Scally

In the final year, students will develop their expertise in research such as writing and presenting academic papers and organising conferences. The students will take part in the English and Drama seminars weekly and across a number of structured and evolving themes. Over the semester the students will engage with the teaching team from English and Drama, along with other experts in the literary and cultural fields, to present their research. The module will cover a variety of literary, drama and applied forms, genres and periods, including fiction/poetry, film and drama. The students will also select from a series of authors within the modernist/post-modernist period as a special case study.

Learning Outcomes

 On completion of this module the learner will/should be able to:

Critically close read and review self-selected and thematic works for the module.
Demonstrate critical and contextual relationships of texts/readings/performance works to one another.
Evidence of critical approach/concepts and argumentation for self-selected case study.
Demonstrate in-depth knowledge of self-selected case study for public exhibition at ATU Literary and Drama Symposium.

Indicative Syllabus Critically close read and review self-selected and thematic works for the module

The student will develop their interdisciplinary reading skills on selected works for the module. Such skills will include narrative structures and techniques, style and genre, imagery, characterisation, and performance analysis. The student will be expected to apply critical and theoretical concepts to the works under consideration, focussing on academic rigour and creative and critical thinking.

Demonstrate critical and contextual relationships of texts/readings/performance works to one another

The student will build on and further develop their critical engagement with the intertextual and contextual relationships of literary/drama/applied works in terms of genre, theme, tradition and period. The student will demonstrate the ability to participate in class discussion and present effectively on the thematic subject matter of the module as well as the students own special case study.

Evidence of critical approach/concepts and argumentation for self-selected case study

The student will undertake a special case study of a writer, playwright, poet or performance text. The dedicated piece of work will examine the writer and the art works under a broad umbrella theme, concept, or particular approach identified by the student. The student will demonstrate a clear approach and rationale for the study in line with the learning acquired in the Research Methods module and with the dissertation project module. It is envisaged that the work of the seminar module will inform the breadth and the depth of the students’ independent piece of work.

Demonstrate in-depth knowledge of self-selected case study for public exhibition at the Atlantic Technological University (ATU) literary and drama symposium.

The English and Drama staff, along with students and local arts bodies will conduct a one-day public symposium, focussed on the themes evolved from the English and Drama Symposium module. The student is expected to plan, organise and showcase their case study.

Teaching and Learning Strategy

Seminar, workshop, flash presentations.

Assessment Strategy Continuous Assessment and Participation – 40%

Students must pass this element of assessment to pass the module. This will include students demonstrating their research and case studies to peers, staff, experts in the field and further afield, including preparing methods of presenting research such as academic posters. It will also include sustained participation and attendance in class discussion, investigation and debate throughout the module.

Literary and Drama Symposium – 60%

Students must demonstrate comprehensive knowledge of their case study evidenced by preparation, presentation and participation, as well as written evidence at the research seminars and exhibition of the work as part of the literary symposium or festival.

MLA (Modern Language Association) style or Harvard style is used for documentation and referencing in all formal academic submissions.

Repeat Assessment Strategies

Repeat assessment will be decided based on failed components.

Indicative Coursework and Continuous Assessment:

100 % Form

Assessment Project

Title : Poster presentation, abstract and participation Symposium presentation

Percent

40 %
60 %

Week (Indicative)

Week 12
Week 13

Learning Outcomes

1,2
1,2,3,4

Full Time Delivery Mode:			3.00 Hours
Type	Description	Location	Hours	Frequency	Weekly Avg
Independent Learning	Independent Learning	Not Specified	3	Weekly	3.00
Lecture	Lecture	Flat Classroom	2	Weekly	2.00
Tutorial	Tutorial	Flat Classroom	1	Weekly	1.00

Onsite Delivery Mode:			3.00 Hours
Type	Description	Location	Hours	Frequency	Weekly Avg
Independent Learning	Independent Learning	Not Specified	3	Weekly	3.00
Lecture	Lecture	Flat Classroom	2	Weekly	2.00
Tutorial	Tutorial	Flat Classroom	1	Weekly	1.00

ENGL08002 Assignment Rubric

RUBRIC FOR ACADEMIC RESEARCH PAPER/PODCAST SYMPOSIUM—60%

CATEGORY	70+	60-69	50-59	40-49	<40
Abstract Introduction Topic/Thesis Road Map	The abstract is excellent. Exceptional introduction that hooks the interest of the reader. Topic/Thesis Statement is exceptionally clear, well-developed; constitutes a definitive and arguable position. Excellent road map, summarizing the flow of the rest of the paper	Abstract is very good. Very good introduction that hooks the interest of the reader. Topic/Thesis Statement is clear and has an arguable position. Very good road map, summarizing the flow of the rest of the paper	Abstract is proficient. Proficient introduction that states topic but lacks clear engagement with the reader. Thesis statement is somewhat clear and arguable. Proficient road map, that attempts to summarize the flow of the rest of the paper	Abstract is satisfactory. Introduction is adequate; unclear connection to topic. Interest to reader is vague/irrelevant. Thesis Statement lacks clarity; Road map attempts to summarize the flow of the rest of the paper. Some gaps or lack of clarity evident	Abstract is poor/absent. No clear connection to the topic. No attempt to interest the reader. Thesis statement is weak or missing. No attempt made to include a road map that summarizes the flow of the rest of the paper
Main Body Depth of Content/Relevant Support/Analysis and Argument	The paper is exceptionally well researched. Depth of content/analysis reflects thorough understanding of the topic. The sources support the thesis argument in a logical, relevant and sustained manner. Excellent use and number of sources	The paper is very well researched. Depth of content/analysis reflects very good understanding of the topic. Main points substantiate the thesis argument in a relevant and sufficient manner. Very good use and number of sources.	The paper is adequately researched; Main points provide some support for thesis argument. Some analysis/ details/information are given; further understanding/development of ideas required. Shows a limited range of sources.	The paper is under researched; main points provide some support for thesis argument; limited analysis; inaccuracies/irrelevancies or gaps in understanding apparent; inadequate level of support for thesis argument. Shows a very limited range of sources	The paper has little or no connection to the topic. Information has little or nothing to do with the thesis argument. Weak or no analysis. Little to no sources evident.
Conclusion	Excellent review of thesis argument with very clear concluding ideas that impact the reader. Very clear reiteration of the significance of the argument. Very clearly connects to the broader contexts of topic. Relates to the introduction. Excellent suggestions for further study/actions.	Very good review of thesis argument with clear concluding ideas that impact the reader. Very clear reiteration of the significance of the argument Connects very well to the broader contexts of topic. Relates to the introduction; Very good suggestions for further study/actions	Good review of topic with some final concluding ideas. Clearly reiterates the significance of the argument. Connects to the broader contexts of the topic. Some gaps/inconsistences/irrelevances apparent. Relates to the introduction. Some suggestions for questions of further study/actions; Some tendency to	Adequate review of topic. Concluding ideas vague/ irrelevant. Significance of argument unclear/incomplete. Connects to broader contexts of topic; gaps/inconsistencies/irrelevancies apparent. Relationship to introduction partial or missing. Suggestions for further study/actions; vague, incomplete/missing	Poor review of topic, with irrelevant or weak concluding ideas. Significance of argument incomplete/poor/missing Weak or missing connection to the broader contexts of the topic. No relationship to the introduction. Suggestions for further study/actions absent
					statement
Writing and Organization	Writing is exceptionally clear and relevant, with no grammatical and/or spelling errors. Excellent organization of ideas, clear transitions and coherent progression of ideas/build of argument toward the conclusion References are correctly cited using MLA 7th edition.	Writing is very clear and related to the topic, very good organization of ideas. Clear transitions and progression of ideas/argument toward the conclusion. References are correctly cited using MLA 7th edition. Minor citation/referencing errors. Minor grammatical and/or spelling errors.	Writing is clear; some ideas require clarification; some irrelevancies/inconsistencies evident. General structure and organization is good; logical flow of ideas but transitions are unclear/stated or absent. Some grammatical and/or spelling errors; References are not consistently cited correctly using MLA 7th edition. Errors apparent	Writing is unclear. Several ideas require clarification; irrelevancies/inconsistencies evident. General structure and organization is adequate; flow of ideas and transitions are unclear/stated or absent Several grammatical and/or spelling errors. References are consistently incorrect using MLA 7th edition	Writing is consistently unclear; challenging to read. Poor writing flow evident. No transitions evident. Consistent grammatical and/or spelling errors/ References are not cited correctly/incomplete/absent using MLA 7th edition Paper does not meet the criteria for the assignment.
Podcast Criteria	Talking points of an excellent standard; clearly relevant to the listener/viewer. Excellent ability to discuss research points in a succinct, conversational and appropriate tone. Excellent ability to respond to research questions. Very clear ability to debate points raised by the group themes for the episode	Talking points are very well prepared and of interest to the listener/viewer. Very good ability to discuss research points in a succinct, conversational and appropriate tone. Very good ability to respond to research questions. Clear ability to debate points raised by the themes for the episode.	Talking points are satisfactory with some interest to the listener/viewer. Clear ability to discuss research points in a succinct, conversational and appropriate tone. Clear ability to respond to research questions. Clear ability to debate points raised by the themes for the episode. Some broadnesses/tendency to statement	Talking points are adequate. Interest to the viewer/listener broad/vague. Adequate ability to discuss research points in a succinct, conversational and appropriate tone. Some lack of clarity evident. Some ability to debate points raised by the themes for the episode. Some lack of focus/broadnesses/tendency to statement at times.	Talking points are inadequate. Interest to the viewer/listener weak or absent. Poor ability to discuss research points/arguments in a succinct, conversational and appropriate tone. No ability to debate points raised by the themes of the episode.

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