Working Process and Writing in Research

Intended Learning Outcomes (ILO)

Education Cycle:

Third-cycle level


The student shall meet the following learning outcomes, which cover knowledge and understanding, skills and abilities as well as judgement and approach.

Knowledge and understanding

On completion of the course, the student should be able to:
• describe important steps in the process of writing scientific texts • describe fundamental text theories
• identify salient characteristics of scientific text genres
• adequately use writing handbooks when needed.

Skills and abilities

On completion of the course, the student should:

  • demonstrate good ability to write scientific texts characterised by a style that is appropriateto the genre, good audience awareness and correct language usage
  • demonstrate the ability to analyse scientific texts and adapt them according to purpose,audience, genre and medium.Judgement and approachOn completion of the course, the student should be able to:
    • critically review and evaluate the validity and credibility of scientific texts as well as thefunctionality of such texts in view of purpose, audience, genre and medium.Contents
  • Scientific writing as a working process
  • Text theories and their arguments
  • Adherence to genre conventions, with emphasis on informative, discursive andargumentative texts
  • Audience adaptation
  • Linguistic correctness at different textual levels
  • Use of handbooks

Type of instruction

The teaching consists of lectures, seminars and exercises performed individually and in groups. The teaching is conducted in English.


The applicant shall meet the general entry requirements for third-cycle courses and programmes.

Examination and grades

The course is graded Fail (U) or Pass (G).

Further information concerning assessment of specific intended learning outcomes and grading criteria is provided in a study guide distributed at the beginning of the course.
The course is examined through individual written assignments, an individual presentation and active participation in seminars.

Course evaluation

The instruction is followed up throughout the course, and a course evaluation is performed at the end of the course. The course coordinator collates and comments on the evaluation before submitting it to the Associate Dean of Doctoral Programmes at the School of Education and Communication. The evaluation is to function as a basis for future improvements to the course.

Other information

See separate attachment for a detailed schedule and information about the application procedure.

Course literature

Andrews, Richard. (2010). Argumentation in higher education: Improving Practice through Theory and Research. New York: Routledge. 233 s.

Epstein, Debbie, Kenway, Jane, & Boden, Rebecca. (2005). Writing for publication. Thousand Oaks, Calif.: SAGE. 107 s. Available as e-version at the library.

Huff, Anne Sigismund. (1999). Writing for Scholarly Publication. Thousand Oaks, Calif.: Sage. Utdrag.

The reading list will be supplemented with materials selected in consultation with the teacher.

Other literature

The Interactive Anti-Plagiarism Guide – Jönköping University (will be available on the learning platform)

Search and write (n.d.). Citing sources – how to create literature references. University Library: Jönköping University