AEP: MKT-2290November, 2013

Academic Writing

Faiza Umar

Objectives for today:

By the end of today’s session you should have an understanding and practice of:

• Conventions of Academic Writing• How to analyse essay questions• Planning your essay• Paragraphing• Referencing and Plagiarism

Academic writing -overview

Personal Writing Academic Writing

Tells a storyComments, evaluates, analyses

Non-technical vocabulary (often informal)

Subject-specific vocabulary (formal)

‘I’ at the centre‘I’ as observer and commentator

Information comes from the writer’s experience

Information comes from sources and refers to what others say

Personal views and feelings Evidence and arguments

Conventions for citation

• Avoid slang or colloquial terms – E.g. ‘kids’, ‘

• Use 3rd person - NOT ‘I think that...’ BUT ‘It is well recognised that...’

• Use the passive voice- NOT ‘The students collected the data...’ BUT ‘the data was collected (by the students)

• Avoid personal pronouns• Avoid rhetorical questions – rephrase, use ‘whether’

Conventions of academic language

Academic language

• Avoid contractions – don’t, won’t, can’t• Avoid abbreviations – E.g. ‘etc.’ – use for example, ...among others

• Use the Harvard Referencing System• Pay attention to grammar and punctuation!• The best way to write in an academic style is

to READ academic work

The Process of writing

PREPARE RESEARCH WRITE

•Making a time-line

•Analysis of the question

•Reading (broadly)

•Taking a stand

•Reading (narrowly)

•Plan

•Draft

•Re-draft

•Final edit

Features of a good essay

• Correctly interprets the essay question on a topic and answers it fully.

• Puts forward a well thought out argument and line of reasoning rather than merely reproducing information from source material.

• Treats the topic in sufficient depth, with evidence of thought research

• Is cohesive, i.e,. ‘hangs together as a whole, and is logically structured

• Provides references of source material, in the required referencing style.

• Keeps to the word limit, without being substantially under or over.

• Demonstrates interest in and enthusiasm for, the topic

• Follows the conventions of academic writing at university level.

(Hunter, 2009)

Step1-Prepare: how to analyse the essay question

‘Understanding the question is half an answer’(Socrates,n.d.)

Which methods have you used so far to understand a question that has been set to you?

Step1-Prepare: how to analyse essay questions:

http://unihub.mdx.ac.uk/Includes/Static/Online%20learning/Analysing%20questions/Story.html

Task 2:Take notes while watching the video. You will beasked related questions afterwards

Task 2: In your groups, analyse the questions given, using the method discussed in the video.

Key Terms Which words matter the most, give clues and can be used as research terms?

Topic What is the broad area of interest?

Focus What is the narrow area of interest? What should you NOT focus on

Comment word (e.g. discuss, analyse, evaluate)What kind of research will be needed?

Perspective How will you carry out the research? Re-write the brief as a set of instructions.

Step 2-Research: Gathering and Organising Information

STEP 1

I have analysed the title , so what information do I need to look for?

HOW CAN I ORGANISE THIS?

Mind mapslists

STEP 2

Where can I look to get this information?

SOURCES OF INFORMATION

Information from student handbookLecture notesUnit handoutsRecommended reading list; bookJournalsDatabases; online search engines

STEP 3What is the best way of organising the information, once it is collected?

HOW CAN I ORGANISE THIS?Index cardsInformation gridsBibliographic software

Step 2-Research: Gathering and Organising Information

You have already analysed the questions. What kind of information do you think you will require for this particular assignment?

Class discussion

Step 2-Research: From reading to note-taking to writing

• Read with a focus• Underline/highlight• Take notes • Organize your notes into the planned

structure of your essay• Write up from your notes and NOT using

copy/paste (unless you want to make a direct quotation)

• After you have done some broad reading, you need to develop your standpoint or point of view

• Do some narrow reading to support your point of view or argument

• Develop points of argument based on the evidence you have collected.

Step 2-Research – take a stand!

Step 3-Writing: making a plan

Step 3-Writing: structuring an essay

• 1 x Introduction• 3-4 x paragraphs in support of your

opinion / side of the argument• 2-3x paragraph for counterargument

and refutation• 1 x Conclusion

Your introduction should:• Introduce the topic of the essay OR Explain

the purpose of the report• Give a general background to the topic• Explain the objectives• Indicate the overall plan of the essay or

report• Gain the reader’s attention.• Contain a thesis statement.

Introduction

A thesis statement:• Answers the question posed by providing a brief

summary of the main points• leaves the reader in no doubt as to what the

essay/report is about and what your opinion is• E.g. ‘Thus this paper will demonstrate that although

extrinsic factors, such as monetary rewards, are motivators in the workplace, in fact intrinsic motivating factors, such as recognition and self-esteem, are more important to job satisfaction.’

Writing a thesis statement

• Structure around key issues / points / arguments

• Each paragraph should contain a new argumentative point.

• Use linking devices and transition signals:When, after, before, then, next, first, second, lastHowever, nevertheless, although, while, in contrastAnd, or, similarly, incidentally, furthermore, in

addition, for example …• The paragraphs should be structured according

to the P.E.E format.

Main Body

Paragraphing: Point-Evidence-Explanation

• Point: This is the topic of your paragraph: the point that you are making

• Evidence: This is the evidence that you will use, from your research, to support your point

• Explanation: here you need to relate the point you were making to the example you have given. This explains to the reader why you have used that quotation/paraphrase.

P E E: An Example

‘Stealing is always wrong’ Discuss with reference to unpaid downloading of music from the internet. • In recent years, there have been a number of high profile cases against

people who have shared music files for free on the internet. Prior to the development of the internet, music was similarly shared via home taping. Lee (2006) argues that although home taping is technically illegal, no-one pursues this as perpetrators cannot be caught. Because it is possible to catch internet file sharers. Lee argues that they are being unfairly punished. Whilst there may be a practical basis to this argument (it is easier to catch downloaders than home tapers) this does not mean that one behaviour should be considered acceptable and the other should not. This kind of argument is a rationalisation, used to make unacceptable actions appear acceptable.

Cottrell, 2005

P E E: An Example

• In recent years, there have been a number of high profile cases against people who have shared music files for free on the internet. Prior to the development of the internet, music was similarly shared via home taping. Lee (2006) argues that although home taping is technically illegal, no-one pursues this as perpetrators cannot be caught. Because it is possible to catch internet file sharers. Lee argues that they are being unfairly punished. Whilst there may be a practical basis to this argument (it is easier to catch downloaders than home tapers) this does not mean that one behaviour should be considered acceptable and the other should not. This kind of argument is a rationalisation, used to make unacceptable actions appear acceptable.

P E E: An Example

• The student presents a clear argument that downloading is wrong

• She begins by explaining that internet downloaders have been caught and punished

• She supports this by paraphrasing and critiquing the argument of her source (Lee)

• She then provides a ‘link’ between her point that internet downloaders have been punished and Lee’s argument by commenting upon the flaws in Lee’s argument

Making your own voice heard.

Your lecturers are always telling you not to lose your own voice in a sea of quotations or references.

How exactly can you accomplish that?

Here are a few ideas…

Integrating evidence: Using reporting words to highlight

You want to show the reader that the author has treated this particular information as the most important and you want to refer to it.In his discussion of the types of learners, Jones (2001) highlights that visual learners learn best by ‘being exposed to external stimuli involving images, pictures and colours’ (page 27).

Integrating evidence: Using reporting words to demonstrate

You want to show the reader that you have read and agreed with this research and are using it as evidence.

Tran (1970) demonstrates that investment in primary education has a strong beneficial effect on a country’s economical growth.

Integrating evidence: Using Reporting Words to Claim

You are telling the reader that the author has made a simple statement of fact:

Giorgio (1995) claims that most eighteen year olds are intelligent.

If you do not agree to it, the earlier statement can be followed with a refutation such as:

However Giorgio’s definition of intelligence can be considered very narrow.

What has been achieved here?

Integrating evidence: What purpose do the following sentences achieve?

It has been suggested that Accomodators demonstrate qualities of being great leaders. (Payne and Whittaker, 2006)

Integrating evidence: What purpose do the following sentences achieve?

Michael (2009) refutes the commonly accepted notion that weight lifting can stunt growth in teenage boys.

Your conclusion should:• Summarize your main points• Provide a final statement (e.g. say

which you think is best or answer the question definitively.)• End on a high note!

Conclusion

• It is cheating and fraud• It is totally unethical• It can lead to devaluing of degrees• Middlesex University, Dubai takes it very seriously

and students found plagiarizing could ultimately be expelled.

Plagiarism and Referencing

There are four things which are important to help you avoid plagiarism:– Planning– Preparation– Paraphrasing– Referencing and citation

How can we avoid plagiarism?

Planning• Begin planning your assignments at the start of the session• Create a timetable of all your assessments• Allocate enough time to prepare and write up your assignments

How can we avoid plagiarism?

Most students who plagiarize do so because they run out

of time!

Preparation• Research your assignments properly before you start writing• You will need a lot of time to read around the subject• Take careful notes as you read• Draw up an outline/plan and then write a draft• Redraft and edit your work until you are satisfied with it• If you need help, ask your lecturer/tutor well BEFORE the deadline

How can we avoid plagiarism?

Paraphrasing

• In order to use your reading in your writing it is important to learn to paraphrase

• Paraphrasing is expressing others’ ideas or arguments using your own words and style

• Paraphrasing means changing the syntax and vocabulary without changing the meaning of the original text

Referencing and citation• Familiarize yourself with the referencing system used

in your Programme– included in your module handbook

• Find out more about proper referencing - http://www.mdx.ac.uk/www/study/Copy.htm

Remember:

Just providing a reference list at the end of your assignment is NOT giving proper acknowledgement – you must use in-text citations to avoid plagiarism.

How can we avoid plagiarism?

In order for your work to be ‘academic’ and to receive a passing grade, you MUST include academic references.

• Harvard system of referencing = in text citations + reference list at the end

Introduction to Harvard referencing

Introduction to Harvard referencing

In text citation – direct quotation• Include author, date, page number (if available)• Words taken from original in quotation marks “…”Example:‘In the tsunami-hit village of Kalikuppam in southern India,

children with access to a hole-in-the-wall computer taught themselves basic biotechnology, reaching a test score of 30% in just two months’ (Mitra, 2010. p.236)

Introduction to Harvard referencing

In text citation – indirect quotation• Include author, date, page number (if applicable)• Paraphrase the original wordsExample:

The introduction of hole-in-the wall computers has resulted in huge educational improvements in a matter of months in some rural areas of India (Mitra, 2010)

At the end of your work you MUST include a reference list of all the material you have quoted within your essay/report etc.

• Entries must be in alphabetical order• Start with the author’s family name and initial• Do not use numbers or bullet points• Include the date and title of the work - use (n.d.) if no date• Journals – include the title, volume and issue no. & page

numbers of the article• Electronic sources – include URL

Writing a reference list

Summary

You should now have a clear understanding of the following:

• Conventions of Academic Writing• How to analyse essay questions• Planning your essay• Paragraphing• Referencing and Plagiarism

Task: Write an essay plan for one of the topics and hand it to your lecturer next week.Why Plan?• Helps to decide the points for discussion.• Shows how these can be most logically organised.• Weeds out irrelevant information.• Identifies overlaps and repetition.• Further refines the research direction.• Prompts thinking when it’s difficult to “get into” an

assignment.• Makes it easier to put ideas on paper (points can readily be

developed into sentences and paragraphs).Best of all, you get feedback from your lecturer!

Need more help / advice?

The AEP Website

Mdx website>Student Portal>Academic Enrichment Programme

Password: mdx-aep2013

Are you still confused?• Ask your lecturer – consultation time

Academic Enrichment Coordinator:Racquel Warner r.warner@mdx.ac

Consultation can be booked with the following lecturers as well Academic Writing

Faiza Umar f.umar@mdx.ac Louise Edensor l.edensor@md.ac

Statistics Anuradha Vyas a.vyas@mdx.ac

Researching and Oral Presentation

Mick King m.king@mdx.acMariam Abonil m.abonil@mdx.ac

Need more help / advice?

References

• Anglia Ruskin University. 2013. Harvard Referencing Basic Concepts. Available : http://libweb.anglia.ac.uk/referencing/files/QuickHarvardGuide2013Aug.pdf (Accessed 26/9/13).

• Cottrell, S. 2005. Critical Thinking Skills. Basingstoke: Palgrave Macmillan• Godfrey, J. 2013. How to Use your Reading in Your Essays. Basingstoke:

Palgrave Macmillan. • Krause, S. D. 2007. The Process of Research Writing Chapter 3. Available

http://www.stevendkrause.com/tprw/Chapter%203.pdf (Accessed 24/9/13).

• Hunter, C. 2006. Planning and Writing University Assignments. University of Otago: Newzealand