Accessibility statement

Becoming a Social Researcher - SOC00013C

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  • Department: Sociology
  • Module co-ordinator: Prof. Robin Wooffitt
  • Credit value: 20 credits
  • Credit level: C
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

This module aims to equip you with the skills to better understand the social world. It will also serve as an introduction to studying at university, helping you to cultivate the skills needed to find and evaluate information, develop your own arguments, and convey them in a range of formats. It’s the beginning of your journey of self development at University, in which you will be encouraged to reflect upon your own motivations and strengths. The module presents you with theories, tools and techniques to enhance your ability to work in small groups, manage projects and give you the opportunity to develop and practise the skills needed to become a successful social researcher.

Module learning outcomes

Articulate how to make the most of teaching and learning at university and the different assessment styles that are used within the Sociology Department, in order to perform to the best of your ability.

Develop research skills to find, evaluate and incorporate appropriate materials into your work, from academic materials to media in different formats.

Implement a range of communication styles for different purposes and audiences, including critical writing and oral presentations using your own creative endeavours.

Develop reflective practices to foster greater self awareness of your strengths, motivations and areas for improvement.

Apply good practice of teamwork and project management

Assessment

Task Length % of module mark
Essay/coursework
Portfolio		 N/A 100

Special assessment rules

None

Additional assessment information

Reassessment

Task Length % of module mark
Essay/coursework
Portfolio		 N/A 100

Module feedback

For formative work: practice poster design. Feedback will focus on improving students’ skills. The formative assessment provides practice for the summative tasks which are in line with LO 1,2,4,5.

For summative work: portfolio consisting of individual reflection and poster design. Students will receive an overall mark and grading according to clearly defined criteria for assessing skills and knowledge demonstrated in the production of a poster presentation in line with LO 1,2.3. They will also receive written feedback showing areas in which they have done well and those areas in which they need to improve that will contribute to their progress.

Indicative reading

Giampapa, F. (2011) The politics of "Being and Becoming" a researcher: Identity, power, and negotiating the field. Journal of Language, Identity, and Education, 10(3): 132-144.

Abbott, A. (2016) The demography of scholarly reading. The American Sociologist,47(2/3): 302 – 318.

Miriam, S. and Edge, J. (2017) Be(com)ing a reflexive researcher: a developmental approach to research methodology. Open Review of Educational Research, (1): 4: 33 – 45.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.