academic structure 2[1]
TRANSCRIPT
It ain’t just what you say; it’s the way that you say it
(with thanks to Ella Fitzgerald)
Academic Writing Structures
Agenda
• What are the outcomes tutors are looking for from essays?
• Starting to think thematically & logically
• Some ideas on structure & approaches to writing
• Structure Practice
Essay Writing
• What’s the point of writing an essay?
• Why produce an essay and not some other form of assessment?
• Two broad reasons:
• To demonstrate that you understand the subject– And have attended lectures/ done the reading
etc
• To demonstrate your ability to create an academic argument– Evidence of sophisticated, mature thinking
University Mark Descriptors1st An authoritative grasp of
the subject significant originality and insight, some minor limitations.
Ability to sustain an argument, to think analytically and/or critically and to synthesise material and effectively.
2:1 A sound and above average understanding of concepts, methodology and content.
Clear evidence of critical judgement in selecting, ordering and analysing content. Demonstrates some ability to synthesise material and construct responses, which reveal insight and may offer some originality.
2:2 A grasp of relevant material and key concepts
An ability to construct and organise arguments. Accurate, clearly written/ presented and including some critical analysis and a modest degree of insight
3rd Covers the basic subject matter adequately and is appropriately presented
Rather too derivative and insufficiently analytical. There may be some misunderstanding of key concepts and limitations in the ability to select and present relevant material.
An Essay = An Argument
Structuring Knowledge
Critical AnalysisThe human brain has 100 billion nerve cells (neurons)
It’s capable of 1 followed by 800 noughts connections
We don’t have a word for this number, it’s too big
Critical Analysis
• Build up a network of knowledge• General & focused reading• Read current journals• Skim-read textbooks• Links to different subjects• Look at implications – e.g. cost, practicality• Make comparisons • Investigate different points of view
– Particularly POV you don’t automatically agree with
It’s all about the facts
• How many people completely agree that the Hutton Report got it completely right?– i.e. BBC totally to blame, Government
blameless
• How many people believe that there is a health risk from mobile phone radio masts?
There are very few absolutes
• HE is about• Understanding causes, interpretations,
translations, perspectives, viewpoints, acknowledging difference
– Research & Proof• All claims must be substantiated, referenced,
evidenced
Yes, But…
• If students pay for a University education, they will value it more.
• In order to protect society, we should lock up potential terrorists without trial.
• The impact of alcohol is more serious than any banned drug. It should be made illegal.– Yes, but
Yes, But…
• If students pay for a University education, they will value it more.– Yes but, it might dissuade students from
poorer backgrounds– Yes but, we might end up with students only
studying business and law– Yes but, do you have any proof to support
than supposition
Yes, But…
• In order to protect society, we should lock up potential terrorists without trial.– Yes, but what if we lock up innocent people?– Yes, but won’t that encourage more terrorists?– Yes, but then won’t we have lost the moral
argument?
Yes, But…
• The impact of alcohol is more serious than any banned drug. It should be made illegal.– Yes, but not everyone who drinks, drinks
irresponsibly– Yes, but look what happened with prohibition
in the USA in the early 20th Century– Yes, but surely it would be better to educate
people to drink responsibly– What?!!! No alcohol
Yes, But
• What has this got to do with structuring an essay?– Essays are structured around arguments– There needs to be a theme, more than one
perspective stated– A good essay elegantly balances different
perspectives/ points of view
Structure
Introduction
Conclusion
The mushy bit in the middle
Announce where you are goingIntroduce arena for discussionWrite hypothesis statement
Reiterate what the arena for your argument wasDraw conclusions
One idea at a timeFewer probably better Supported by factsLinked/ balanced
How do we structure writing
• Ought to be able to explain each paragraph in a sentence
Structure based around ideas
• Start thinking in clusters of ideas/ information
• Use SQ3R– Scan – Question – Read– Recall– Review
Question
• What do I already know about this subject?
• What do I want to find out?
• What kind of arguments am I looking for?
• What evidence do I want?
Recall
• Stop reading– Natural break– 30 – 60 minutes
• & Review what you’ve been reading– What were the main ideas?– What was good about the writing?– How was it similar to other writing?– How was it different?– Where can I use it?
• Check notes
Approach to Writing
• Start with a hypothesis
• Conduct research to find evidence– In support– In opposition
• Check hypothesis – Still valid?– If yes, begin drafting– If no, change it
Introduction
1 Support Argument
5 Support Argument
3 Support Argument
Conclusion
2 Counter Argument
4 Counter Argument
6 Counter Argument
Introduction
1 Support Argument
5 Support Argument
3 Support Argument
Conclusion
2 Counter Argument
4 Counter Argument
6 Counter Argument
Introduction
Examine the theory
Examine the theory
Conclusion
Introduce specific case study/ situation
Examine how theory applies
Examine how theory applies
Examine how theory applies
Task
• Working in small groups• One half of the room will look at:
– Arguments why students should pay for HE
• The other will look for– Arguments why HE should be paid for out of general
taxation• Both sides should consider positive and negative reasons
• E.g. If students pay then they’ll value it• Why should the bin man pay for students to be at University?
Conclusion
• Essays:– Need structuring around groups of ideas/
themes– Must acknowledge and deal with different
points of view– Must discuss one idea at a time– Must be backed up with evidence– Are arguments
Wk 3: 18/02/04 Introduction writing Wk 4: 25/02/04 Paragraph StructureWk 5: 03/03/04 Making your Paragraphs FlowWk 6: 10/03/04 ConclusionsWk 7: 17/03/04 New lecture!!!! StyleWk 8: 24/03/04 Sentence Structure: “What you
doing?” “Watching the footy!”Wk 9: 31/03/04 Sentence Clarity and VarietyWk 10: 28/04/04 New lecture!!!! Referencing
All in GE 089