Smarter Postgraduate

Practices

Presented by …

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Dr. Josta Heyligers Dr. Julie Trafford

Learning Advisers Student Learning Services

Specific

Measurable

Achievable

Realistic

Time-bound

Evaluated

Revised

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Know your mind’s power: Achieve your academic potential.

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Source: George Cham, www.phdcomics.com

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• What, for me personally, are the three best things about undertaking postgraduate studies?

• What will be my three biggest challenges for completing my postgraduate studies?

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Postgraduate expectations

Independent learning approach

Research and thinking - be critical, analytical and creative in what you hear, read and write and develop an academic voice

Different learning methods and styles

High reading load

In-depth knowledge and understanding of subjects within a short time frame

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Smarter studying.

The clock just keeps on ticking!

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Time is a great equaliser

Time is fixed.

Everyone gets:

◦ 24 hours a day

◦ 7 days or 168 hours in a week

◦ 4 weeks in a month

◦ 12 months in a year

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Manage yourself Treat your studies like a job Do some study each day Find a regular time & location to study Plan backwards from final deadlines Reward yourself Break each activity into manageable chunks Have yearly, monthly & weekly timetables, & daily to-

do lists Have a list of 5-10 minute tasks

× Teaching/ tutoring… is not studying × Emailing… is not studying

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If you have an unproductive day…

Evaluate what went wrong…

see where your time really went

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Coffee 4%

Tutor 12%

Long lunch 13%

Sleep 50%

Discuss meaning

of life with

colleague 17%

Travel 4%

Time management

• Ask yourself ‘Am I ever any of these?’

A. Always playing ‘Catch-up’ – Always keeping up with yesterday

B. Procrastinator – There is always tomorrow!

C. Easily distracted – Unable to say “No!”

D. Disorganised – “I can’t find my notes!”

E. Impatient – Always in a rush!

F. Too optimistic – Never mind! “She’ll be right!”

G. A Perfectionist – “It is never good enough!”

H. Worrier – Tend to worry about everything!

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Allow time to think, read, write and practice! Take a notebook with you to record ideas

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Use your Memory

• Most of us have a good memory, but we may not always use it efficiently

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Ask yourself: ‘how good is my memory?’

0 5 10

Can you remember this number?

9631428

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Two types of memory

Short term memory:

• Your working memory Limited capacity

Long term memory:

• Stored information Unlimited capacity

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What was that number?

9631428

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Two types of memory

Short term memory:

• Your working memory Limited capacity

Long term memory:

• Stored information Unlimited capacity

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Stages of memory

PROCESS 1. Encoding: put in memory 2. Storage: keep in memory 3. Retrieval: access from memory • Each stage is crucial • Problems can occur at any

stage of encoding, storing and retrieval

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Your memory ARMOUR

• Attention

• Relevance

• Memory aids (e.g. mnemonics)

• Organisation

• Understanding

• Repetition: recall and review

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√

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Are you focused?

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Get real!

How long can you concentrate on an academic text for?

A) 20 mins B) 30 mins C) 1 hour

So, read/ study in 30 min blocks: 5 min preview 20 min close read 5 min recall

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What is your preferred learning style?

Visual?

Aural?

Read/write?

Kinesthetic?

Visit http://www.vark-learn.com to complete the questionnaire & download help sheets

Cognitive

Environmental

Sensorial

Physiological

Learning

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The VARK Questionnaire (Version 7.8)

How Do I Learn Best?

• Choose the answer which best explains your preference.

• Select more than one if a single answer does not match your perception.

The VARK Questionnaire (Version 7.8) How Do I Learn Best? Choose the answer whic best explains your preference and circle the letter(s) next to it. Please circle more than one if a single answer does not match your perception. Leave blank any question that does not apply. The VARK Questionnaire Scoring Chart Use the following scoring chart to find the VARK category that each of your answers corresponds to. Circle the letters that correspond to your answers e.g. If you answered b and c for question 3, circle V and R in the question 3 row. Question a category b category c category d category 3 K V R A

The VARK Questionnaire (Version 7.8) How Do I Learn Best? Choose the answer which best explains your preference and circle th letter(s) next to it. Please circle more than one if a single answer does not match your perception. Leave blank any question that does not apply. The VARK Questionnaire Scoring Chart Use the following scoring chart to find the VARK category that each of your answers corresponds to. Circle the letters that correspond to your answers e.g. If you answered b and c for question 3, circle V and R in the question 3 row. Question a category b category c category d category 3 K V R A

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Postgraduate study strategies to promote…

Visual: http://www.vark-learn.com/english/page.asp?p=visual

Aural: http://www.vark-learn.com/english/page.asp?p=aural

Read/write: http://www.vark-learn.com/english/page.asp?p=readwrite

Kinesthetic: http://www.vark-learn.com/english/page.asp?p=kinestheticprint

Remember

Just as you have preferred learning styles …

other people you work with will likely have a variety of preferred learning styles

√ Colleagues/ classmates

√ Students you teach

√ Conference/ seminar attendees

√ Lecturers/ supervisors/ examiners

Power reading.

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What are the challenges in reading and paraphrasing text for p/g studies?

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Who you gonna call?

Writer’s block ghost busters

Subject librarian Learning adviser Enrol in a Library &

Learning Services workshop

Starring at a blank page? Don’t know where to start with writing or researching?

A pile of 582,097 articles…

Overwhelmed with too much information?

Look up all the articles in MedLine on ‘Stress’?

Whatcha gonna do?

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Narrowing process: Get a sense of the forest as well as the trees

The broad scan: General literature

The focused review: Literature relevant to research/assignment

Comprehensive critique

of

literature

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Be an active reader

Active

Purposeful

Engaged

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1. Attends to the task. 2. Actively searches for ideas. 3. Anticipates what is to come.

An active reader ...

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A purposeful reader ...

1. Sets a clear reading purpose. 2. Adjusts the reading rate to purpose, text type

and level of difficulty. 3. Places a time restriction on reading sessions.

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An engaged reader...

1. Explores how information is delivered. 2. Challenges values and assumptions 3. Assesses how content and language work

together to convey meaning. 36

Establish a focus • Reading with a clear purpose will help you to

concentrate and stay focused on the task. • What questions do you want to be answered?

Think about the questions that you want to address and read with those in mind.

this claim.

The context helps you decide on what, when and how much to read. It gives you strategic direction.

Start with a purpose…

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Reading strategy

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Use a strategy

SQ4R helps you to read actively.

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

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SCAN

1.Decide what to look for.

2.Reduce to trigger words (key terms, figures, names acronyms etc.).

3.Visualise or verbalise the word, then search for it.

SKIM 1.Groups of words – esp. first

and last sentences; introduction and conclusion; content page, summary or abstract.

2.Focus on signposts: – Visual – Graphs, diagrams,

Italics, BOLD, CAPITALS etc. – Verbal – Titles, headings,

captions, connecting phrases etc.

1. Survey Before reading

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

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When was it published?

Where was it published?

Source: Addetia et al. (2014)

ASSESS ‘CURRENCY’

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Who funded it?

Source: Addetia et al. (2014)

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• Survey the article - you have 1 minute! – In your opinion, what is the main idea? – Explain it to your neighbour.

• Do a 5 minute skim next with pen in hand: – Abstract, intro, conclusion, headings, tables, figures.

– Also look around the body of text …

– Look for key words.

– Write down/mindmap what the article is about.

– Compare notes with your neighbour.

1. Survey an academic article 1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

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Skip or read?

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2. Question

Exercise

Write two questions based on what you know of the text. They need to be relevant to the assignment / essay question.

When

Where

Who

How What (if)

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

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Directs reading, helps concentration and makes it more understandable and memorable.

3. Read While Reading

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

1. Read section by section. 2. Look for answers to your questions. 3. Ask deeper, critical questions. 4. Use structural clues.

Deep level questions help you to think critically.

Summarising

Analysing Hypothesizing

Evaluating 46

• Summarising & defining

Who? What?

• Analysing

Why? How?

• Hypothesising

What if?

• Evaluating

Do I agree? Is it ethical? What are the benefits? What is my experience?

Question the author, the material & yourself as reader

Critical reading…

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3. Read 1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

Finding the main idea takes a little practice.

Topic Explanation Example Link

Exercise: Read a paragraph and identify its key structural features. Underline words which link the argument.

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The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things.

What procedure is this paragraph describing?

Notes help you to recall the main points and build the content for your assignment.

Where appropriate, make notes: 1. Annotate: underline, highlight and put notes in margin.* 2. Find answer to questions. 3. Create summary sheets, response, templates, mind maps,

tables etc.

* Too much highlighting can be distracting.

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

3. Read

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Source: Addetia et al. (2014)

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If you don’t understand a theory or concept …

• it

• Find the original source of an idea

• Consult introductory text books or a glossary/ subject

dictionary

• Read review articles on your topic

• Email the author for clarification, further information, or to

locate his/her other works

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4. Recite

Reciting checks understanding and promotes recall.

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

1. Restate in your own words: paraphrase and summarise text.

2. Talk it over with others. 3. Make notes on main ideas where appropriate. 4. Look up key vocabulary. 5. Look away from text and answer your questions.

After Reading

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4. Recite Restate Paraphrase

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

• Paraphrasing is your version of essential ideas and information expressed by someone else.

• So, you are putting another author's words into your own words, making the same point but not using the exact words of that author.

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4. Why Paraphrase? 1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

Consolidates your understanding of the text. Helps you to select relevant text and

apply it to your particular research topic / assignment question. Helps you integrate evidence/sources

in books, journals, research reports into your writing. Avoids plagiarism in your written work

(still have to include in-text reference).

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5. Relate After

Reading

Relating helps you link the information : • Back to the purpose - why you are reading it! • To what you already know about the topic.

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

1. Make connections with what you know about the topic and with other texts you have read.

2. Consider how to use ideas/facts for assignment, test or exam. 3. Select what you need and make a note of source. 4. Check references for related publications.

Exercise: Is the article relevant to the research/assignment question? How?

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Consider each reading in the broader topic

context

– What does it add?

– How does it compare?

– Where are the gaps?

Create a reading or literature map

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6. Review After Reading

Reviewing is helpful for retaining and recalling information.

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review

1. Skim back over text and ask:

i. Have I answered my questions?

ii. Is there anything I don’t understand?

iii. Can I cite some specific information from it?

2. Write a summary or flow chart to outline text at a glance.

Follow up exercise: Write a summary or flow chart of the article.

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REFLECT

Use a strategy

1. Survey 2. Question

3. Read

4. Recite

5. Relate

6. Review Reflecting helps you engage with the text on an analytical level. 60

Reading for writing

Overview literature – quick survey

Topic – question

My argument

Focus – sub-questions

Read literature to answer questions

Manage literature – use RefWorks or EndNote

1. Effective reading at university: video (2 minutes): http://www.youtube.com/watch?v=RxiykMUacbw

2. Simplistic reading strategy:

http://awtreyms.blogs.com/files/reading-process-poster.jpg

3. Reading process: http://3.bp.blogspot.com/-YF-S8qn7jhc/T7r675tg-eI/AAAAAAAAADg/VlP0HIzQ8fU/s1600/Reading+Process+Chart.jpg

4. Four levels of questions: http://www.queensu.ca/learningstrategies/undergrad/reading/module/readingskills/FourLevelsofQuestions.pdf

Resources

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English Language Enhancement (ELE) reading resources:

1. Reading process and exercises http://flexiblelearning.auckland.ac.nz/effective_reading

2. Efficient reading (log in to ELE online) http://www.library.auckland.ac.nz/ele/index.php?p=ele_online

3. Effective reading: SQ4R video (3 minutes) https://www.youtube.com/watch?v=UafJRBvaOEo

Resources

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Critical communication.

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Critical PG communication

Critical written communication Essays Reports Assignments Literature reviews Dissertations/ research portfolios/ theses

Critical verbal communication Seminar/conference presentations Oral defences

Critical visual communication Poster presentations Tests Exams (open book vs. closed book)

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Write well in your field: Understand expectations for postgraduate

writing.

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• Postgraduate coursework graduates

“A capacity to communicate ideas effectively in suitable formats to a range of audiences inside the field of study or discipline and to the wider community.”

• The Masters Handbook states that

“The University of Auckland expects its coursework postgraduates to have ... [a]n ability to access, identify, organise and communicate knowledge effectively in both written and spoken English and/or Maori” (pp. 7-8).

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Postgraduate profile

Writing assignments

• Preparation for your assignment starts on the first day of your lecture.

• Information and ideas are cumulative.

• Know your course requirement (always).

– What is the assignment question?

– What are the required readings?

• Manage your time - use assignment calculator: https://ctl.utsc.utoronto.ca/assignmentcal/calculate.php

• Presentation

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The assignment writing process

“For those with previous experience in writing essays, you will already have discovered that rarely do essay proceed in nice, neat, logical, straightforward, simple, by-the-book ways.

Often, writing an essay is a messy, complicated, confusing, perplexing,

constructive, and creative process; but, a process which ultimately clarifies and then

comes together into a polished, finished product (hopefully!)” (Barlien, 2006, p. 187).

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Writing as a process

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Writing academic

assignments

PROCESS Planning

Structuring Drafting

Redrafting

TASKS Setting purpose

Analysing task/question Generating ideas

Reading & Researching Structuring & outlining

ideas Writing & Rewriting

Editing & Proofreading Referencing

THINKING MODE Critical

Analytical Interpretive

Multiple perspectives

The assignment question

• A question often asks for some discussion of a relationship between instruction words and key concepts (the central terms and issues that need to be addressed).

• An instruction word is any word that changes the character of the question, and hence the character of your response: e.g. discuss, describe, compare.

For example:

List the benefits of writing instruction for the Graduate curriculum.

Discuss the benefits of writing instruction for the Graduate curriculum.

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Instruction words

Why important?

• They are an indication of the lecturer’s expectation.

• They determine scope and the type of essays you will write.

• They help focus your thinking about the essay.

• They guide you in the type of literature you should be reading.

• They predict the final ‘shape’ of your essay.

• Read the question word by word, paying attention to every single word:

1. Identify the topic, subject or content word

(What) 2. Identify the task, directive or process word

(How) 3. Identify the limiting words 4. Identify other significant words

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Analysing the question

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An example Source: Macquarie University, Australia

Unpacking the question(s)

Task:

Topic:

Focus:

Limiting words:

Other significant words:

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Describe or discuss?

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Describe: give a detailed account of its characteristics or qualities.

Discuss: consider a topic or argument from different points of view. (It is often paired with evaluate or implies that you must also evaluate.)

Evaluate: (usually with arguments) decide on its value or significance after considering its "good" and "bad" features, i.e., where it is persuasive or effective and where not (often critically evaluate). Evaluation involves a personal judgment supported by evidence from authorities (established authors in the field). (It is similar to analyse and the same as assess.) Instruction words see: https://www.library.auckland.ac.nz/student-learning/index.php?p=key_instruction_words

One useful technique

• Rewrite the question in your own words, words (your own version of the question) which you are familiar and comfortable to use:

The question is about …

I have been asked to write about …

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• Establish a good notebook discipline

• Share and explain own research to others, e.g. start a research club!

• Make outlines

• Use a system of ‘reservoirs’

Prewriting activities

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What is the present Graduate curriculum in my discipline?

What are the benefits of writing instruction in the Graduate curriculum?

Any limitations etc.?

Use the sub-questions as headings in your draft

Make section headings into questions to answer Take notes by sub-question

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Add a table if that aids summary and critique

What is....?

Source Page no. Notes Critique

A 231 Broadest definition found

Will be a good broad definition for introduction

B 46 Definition from 1970s

Too dated to apply to current context. Contradicts with...

Source: Manalo, E., & Trafford, J. (2004). Thinking to thesis: A guide to graduate success at all levels. Auckland, New Zealand: Pearson Education.

Source: Manalo, E., & Trafford, J. (2004). Thinking to thesis: A guide to graduate success at all levels. Auckland, New Zealand: Pearson Education.

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Plan writing quantitatively

• How many words?

• How many subsections?

• Average paragraph is 150 – 200 words

• One to two for introduction

• One for conclusion

• Map topic quantitatively: what matters most?

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First Draft Think about:

• Your audience and your purpose.

• Letting ideas flow - leaving space for extra details / information.

• Being consistent with your outline.

• Writing down new ideas.

• Using your outline to guide the development of new ideas.

►Remember, this draft does not have to be perfect.

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Hierarchy of ideas

• Your reader needs to see how ideas fit together

• Don’t throw them the facts and expect them to reach the same conclusions that you do • Prioritise your ideas • Make the priority clear in your structure and prose

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• “Successful … writing depends on many factors. Write a catchy introduction with clear thesis statement, create informative main body with each paragraph developing a certain idea, … [and] compile a concise conclusion”

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Effective structure in general

Essay Structure

INTRODUCTION: • A paragraph or two which explains what the essay

is about. Usually, a general topic statement is made which is followed by supporting statements.

BODY: • A series of paragraphs - each containing one main

idea. These paragraphs develop the arguments, opinions and ideas in the essay and thus need to be connected logically.

CONCLUSION: • A paragraph which sums up the ideas in the body

of the essay and provides a final comment. REFERENCES: • A detailed list of all of the sources that you have

consulted

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Essay Structure Introduction

Topic Sentence Explain/Expand Example/Evidence

Topic Sentence Explain/Expand Example/Evidence

Topic Sentence Explain/Expand Example/Evidence

Conclusion

Topic Sentence Explain/Expand Example/Evidence

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Introduction: First impression

The first paragraph …

• Provides a road map

• Is an attention getter

• Leaves a good impression: A+ rather than C-

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This essay compares deaths and death rates for women giving birth with those for mine workers, mainly in coal, in New South Wales (NSW). It focuses on the period 1875–1914, and asks why maternal mortality, which far exceeded mining fatalities, was largely ignored by contemporary legislators and others in a position to reduce an unnecessarily high death toll. It also asks why Australian historians, particularly feminist ones, have ignored the subject just as comprehensively.

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Good introduction?

This is not a good introduction

Writing an introduction

Moves from general to specific

– Sets the general background or context

– Introduces the topic and its purpose, relevance, importance

– Introduces the issue, thesis statement and the like

– Signals the intent or structure

– May hint at the conclusion

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General

Specific

The inverted triangle approach

Example of good introduction Stereotypes abound in today’s society. People seem to have an innate compulsion to categorise others into various groups and then to apply rigid and limited descriptions to these groups. There are therefore, amongst others, stereotypical nationalities and races, stereotypical sexes and sexual orientations and stereotypical classes. (Establish context) And one place where these stereotypes often thrive is in the mass media, particularly in the tabloid press and popular television, such as in situation comedy. (Narrow topic.) Some, for example Hick (1996), claim that this is a harmless phenomenon, whereas commentators such as Ealham (1998) point to the possible dangers of obsessive stereotyping in the media. (Foreshadow thesis, issue or view.) This essay examines what sociological evidence there is for the process of stereotyping in the mass media, and then goes on to analyse the reasons for its occurrence. The final part of the essay asks how far society’s attitudes are in fact shaped by this portrayal of the various kinds of stereotypes. (Divide topic into sections.) 92

Structure of introductions

1. Relatively short

2. Relatively simple and easy to read

3. Incredibly clear, organised, and engaging

4. Generally 10 % of overall length

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A paragraph

• Is a basic unit which contains a group of related sentences

• Introduces and develops one main idea which contributes to the development of the argument/idea

• Can be as short as one sentence

Turning main points into paragraphs

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1. Contains the main idea/topic

2. Contains the controlling idea

• Professional identity is a key issue in the transition from student to practicing nurse and potentially influences retention rates.

Topic sentence

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1. In relation to staff workloads, the greatest numbers of patients arriving at New Zealand hospital EDs is on Fridays and Saturdays (Brown, 2014)....

2. Variations in the number of patients arriving at New Zealand hospital EDs, and consequently staff workload, depends on the day of the week, and other secondary factors such as major sports or entertainment events (Brown, 2014)...

3. Although Brown's (2014) findings might assist managers to predict the number of patient arrivals at ED, she neglects to provide any data on lengths of stay and their consequential impact on workload...

Types of topic sentences

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Expand, explore and/or explain the topic(s) stated in your introductory paragraph:

• Chronological or sequential order

• Logical division

• Comparison / contrasts

• Cause and effect

• Problem-solution

The Body Paragraph

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Body paragraph There is a strong emphasis on the vertical in each of the compositions. In Dining Room Overlooking the Garden, the tabletop is patterned with blue and white vertical stripes. Two vertical strips, which divide the window, are parallel to the woman. The balustrade in the garden has repeated upright columns. Behind the fence, a winding path leads upwards toward the horizon. In Dining Room on the Garden, the woman stands parallel to a vertically oriented window frame. The chairs behind the table contain vertical elements as well. There is a darkened, vertical stripe on the left side of the wall. Almost all of the objects on the table, especially the pitcher, mug, vase with flowers, and bowls of fruit, open upwards. In Table in Front of the Window, the tabletop is patterned with white and red vertical stripes. The book and bowl of fruit on the table, as well as the three supports of the chair behind the table, guide the viewer’s eye upward along the vertical window frame.

Good and bad writing

If, for a while, the ruse of desire is calculable for the uses of discipline soon the repetition of guilt, justification, pseudo-scientific theories, superstition, spurious authorities, and classifications can be seen as the desperate effort to “normalize” formally the disturbance of a discourse of splitting that violates the rational, enlightened claims of its enunciatory modality.

(Bad)

An everyday example of modularity can come from the process of grocery shopping. The common procedure involves: driving to the supermarket, parking the car, selecting grocery items, paying at the counter, loading the items into the car and driving home. Instead of writing a long sequence of code that describes this whole procedure, we can divide the actions into separate modules which can then be put together to create our shopping process.

(Good)

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Conclusion: the triangular approach Moves from specific to general • Make connection with the

thesis statement in the introduction.

• State the significance of the essay

• Pull all the key arguments together for your reader.

• Explain the broader implications from your findings and analyses.

• Make a call to action: Say what further questions the paper raises or propose a course of future action.

• Give the essay a sense of completeness - make your reader feel that your research/story is complete.

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Restate thesis statement

Summarise key arguments/findings

State position & implications

Example of good conclusion It has been shown, therefore, that stereotypes have always existed in society, and probably will always do so. The mass media is a relatively recent phenomenon, which is one reason for the widely differing views on its role in creating and fostering stereotypical images. The actual causes of stereotyping in the mass media have been shown to be surprisingly diverse, although there can be no argument that any form of it which leads, albeit indirectly, to suffering in any form must not be allowed to take place. (Sum up.) It is society itself which must stop this from happening, as laws and regulations are often ineffective. Things are changing, though, and in some areas very quickly; some commonplace stereotypes of only twenty years ago are today virtually taboo. It is society which must indirectly control the mass media, not vice versa. (Make judgements/ conclusions.) However, in an increasingly ‘global’ world, controlled by fewer and fewer corporations and individuals eager to please governments of the major world powers, and, in the mass media, who are more willing to use stereotyping as a tool in the control of society, we must be more and more vigilant to avoid this cynical manipulation. (Show insight.)

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Conclusion

• Refers back to major parts.

• Often offers recommendations for future research (optional).

• Allows you to end on a high note.

• Is 10% of overall length

‼ Beware not to become too formulaic, but

do offer reader a sense of completion.

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“The conclusions will be the riches, most complex part of the essay because that is where you are prepared to do your richest and most complex thinking.”

Incorporating claims from the literature

•Quoting

•Paraphrasing

•Summarising

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Paraphrasing, Summarising & Quoting: What are the differences? Adapted from Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2008). Essentials academic skills. Melbourne:

Oxford University Press (pp. 61 & 67).

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Quotation Paraphrasing Summarising

• Quote EXACT words • From part of a sentence

to a number of sentences

• Use quotation marks

• Must be referenced

• NB Quoting should be kept at a minimum

• Use your own words • From a sentence to a

paragraph • Roughly the same

length as the original sentences or passage.

• Retains fully the

original meaning • Does not use quotation

marks. • Must be referenced

• Use your own words • From a paragraph to an

entire source e.g. a chapter, a book etc.

• Shorter than the

original passage being summarised

• Does not use quotation

marks • Must be referenced

It is better to paraphrase than to quote!

shows your understanding of the text and ability to apply it to your particular topic/question.

helps integrate evidence/sources in books, journals, research reports into your writing.

Paraphrase:

To distinguish your own ideas from those of someone else.

To validate and support what you are writing, by referring to documented evidence.

To inform readers of the scope and depth of your reading.

To enable readers to consult the original source independently. (E.g. the interpretation you give may be different from the one intended.)

Paraphrase sources

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Tips for Paraphrasing

1. Read and reread the passage until you understand it thoroughly.

2. Jot down the key ideas and information by highlighting the original. Perhaps make a mind map.

3. Select important definitions of key terms that you may need to include.

4. Select the main claim/thesis of the text. Even if not explicitly expressed, try to write your own understanding of the author's claim.

5. Set aside the original and rewrite the text in your own words.

6. Check your version with the original. 7. Record the source, including author, title, page number,

publication details, and library catalogue number.

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• Marwick (2003) stressed the need for taking the necessary steps to involve family members in making decisions about the kind of care to be given to patients.

• Bleakley’s experiment (cited in John & Gopals, 1997) demonstrated clearly the importance of establishing clear lines for reporting incidents relating to patients. (NB. Avoid using secondary sources at postgrad level.)

• The patient’s views about his or her injury/ailment must be acknowledged and considered when deciding on the course of treatment to recommend (Charteris, Moeka’a, & Oswald, 2001).

Paraphrase examples (APA)

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Prominence of author or issue

Example of an author prominent statement:

•Bruffee (1999) uses the image of Russian dolls to signify that “each knowledge community has smaller knowledge communities enveloped by…” (p. 162).

Example of an issue or information prominent statement:

•Personal factors were identified in a research study investigating differences between early- and late-finishing doctoral students (Maher, Ford, & Thompson, 2004).

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The ideas of synthesis

• Where does someone’s ideas end and my ideas begin?

• Can I be ‘original’ in my academic writing?

– “The pulling together of ideas from several sources into one coherent argument, which you can then present in writing or orally. The new product is your own arguments” (p. 158).

Grellier, J., & Goerke, V. (2006).

Communication skills toolkit: Unlocking the secrets of tertiary success. South Melbourne: Thomson Social Science Press.

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Making connections • Asserting your voice by making explicit connections

between sources e.g.

Williamson (2002) argues that students should be taught academic writing skills by their course lecturers. However, Jason (2006) takes a different approach by suggesting that they should be taught by tutors independent of the department or faculty. More recently, a new position about teaching academic writing skills has emerged. Taylor (2010) found in his study of 500 postgraduate students that the most effective ways of learning to write well is through individual consultation and attending study skills workshops. This suggests that ...

• Working with other people’s words or ideas - A balancing act

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Find models of good writing

Observe how established writers write by reading their publications; note:

– The structure of the article

– Language or linguistic devices used

– How arguments are developed

– How references are used strategically

Put time into rewriting

Build a critical argument

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Right how you write! Learn what it means to write well in your field

Need transition words and phrases?

Visit the University of Manchester phrasebank:

http://www.phrasebank.manchester.ac.uk/

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Want to improve your English?

Visit English Language Enrichment:

http://www.library.auckland.ac.nz/services/student-learning/ele

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Review and Edit

• Change what you have written in order to improve it.

• Check for unity, coherence and logical ordering of ideas.

• Make your thoughts clear, effective and interesting.

• Ask someone to read it: is it clear, does it make sense?

• Check style, tone, vocabulary.

• Is it within the word limit?

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• Allow enough time

• Write with a purpose in mind

• Make good use of research materials

• Organize your answer/ideas

• Write well-structured paragraphs

• Avoid submitting a first draft as your final work!

• Reflect on feedback

Writing better

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Existing skills and strategies

Fast/ free write:

• Write without stopping for 3 minutes about a skill and/or strategy that has worked for you; reflect on why it worked for you.

• Jot down whatever comes to mind.

• Your pen should not leave the page.

Share your ideas:

• Briefly discuss your skill or strategy with your neighbour.

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Would you be uncomfortable talking in front of a group of 10+ academics &/or postgraduate colleagues?

If yes, raise your hand

Look around

You are not alone!!!

Get over it!

I feel ill! Perhaps no-one will show? I’ll just keep talking so no-one

can ask questions!

Participation & presentations are postgraduate & work life! Lectures are discussion based – you might

have to lead the discussion

You will present your research (proposal) to colleagues & academics

Conference presentations

Presentation tips (from a wise, not so old , )

Prepare – know the material: – Content, process, context

Practise

It’s not all about the PowerPoint! (Death by PowerPoint)

Know your audience

What is your take-home message?

Encourage constructive feedback

Have a colleague take notes or record

You’ve reached the end of your presentation …. But, Oh NO! …

What will academics often question you about?

What topic is – focused argument/ question

Why the knowledge is important

Fit with surrounding knowledge – theories, concepts, models, … - & practises

How it is researched – content, process, context

So what? – contribution to knowledge

practical application

Prepare for these!

Presenting your research

• Poster presentations: https://www.coursebuilder.cad.auckland.ac.nz/flexicourses/2554/publish/1/index.html

• Seminar presentation skills:

http://flexiblelearning.auckland.ac.nz/oral-presentations/

Thinking! Learning! Networking!

Participating! Challenging! Enjoying! Talking! Reading!

Researching! Writing! Contributing! Theorising! Conceptualising! Philosophising!

Some essential postgraduate ‘ings

Developing transferable skills!

Thank you for your time and

All the best with your postgraduate study at

the University of Auckland!