What a difference an extra 12 weeks makes: The extension of a writing module

This paper is a work in progress, which focuses on a writing class or module that was extended from 12 weeks to 24 weeks in order to further develop the academic writing and communication skills of students in the `Foundation Year in Computing´ at a higher education institution in the UK. This happened as a result of new departments being added to the School in 2012 and the Foundation Year no longer met the requirements for some of the new degrees. Presently, the Foundation Year is for computing and design engineering students who have not reached the requirements necessary for direct entry into one of the respective degree programmes. The purpose of the study is to investigate the students´ experience in the module and to evaluate its components. Questionnaires and interviews are being used to gather information from the students from the present and previous cohort. An analysis of the students´ entry scores and final grade in the writing module will also take place.