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What will this session cover?
I. Pre-writing and Planning1. Analyse the question2. Initial thoughts3. Gather material4. Read, make notes, formulate your argument5. Plan
II. The Writing Process6. Write! Continue developing your argument
III. Proofreading and Reviewing7. Edit – both as you go along and once you’ve finished
“My aunt’s hairy knuckles
are magnificent indeed, but
I have no desire to stroke
them.”
“I gnaw on old car tyres; it strengthens my jaw so I’ll be better conditioned for bear combat.”
“I fought the bear and won. Also, I never kiss plague rats on the mouth.”
I’ve got
1. Analyse the question
• To write a good essay you have to know what question you are answering.– This will help focus reading– Will make clear how to structure the essay– Will make it easier to write efficiently
• Put the question into your own words• Highlight or underline main parts of
the question• Seek clarification if needed.
Always write with a dictionary and thesaurus to hand!
Constructing Paragraphs…
• Every sentence must perform a particular role:
Introduce, refine, focus, develop, conclude
Hand-shaking is a greeting convention in many cultures. People routinely shake hands at a first meeting. In some cultures, the practice is to shake hands on parting also. This can be symbolic of drawing business to a close. However, in other cultures the greeting and farewell are supplemented by a kissing gesture where two people touch cheek to cheek. In France, there appears to be some protocol to this behaviour, which is rarely understood by those from other cultures. Salutations vary across the globe and traditions often differ even within one country.
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Signposting• Difference between your arguments and
examples given• Links between sentences to do with same point• Links between paragraphs in same section of
essay• How sections lead to a conclusion or answer• Conclusion
EXAMPLES• This clearly demonstrates that …• It has been argued that …• On the other hand …• However, this conflicts with …
Linking sentences and paragraphs…
• To add more ideas – again, furthermore, in addition, moreover
• To compare or contrast ideas – alternatively, contrastingly, conversely, whereas
• To prove something – evidently, for this reason, because, inevitably
• To show exceptions – however, nevertheless, yet, in spite of
• To repeat or refer back to something – as has been mentioned/noted…/As previously
discussed
• To show that you will include something later – this will be discussed in detail later
• To emphasise something – definitely, obviously, inevitably, undeniably
• To give an example – for instance, in this case, in particular, notably
• To show the order of things – previously, following this, initially, subsequently, finally
• To conclude – to summarise, in conclusion, consequently, as has been shown
Writing tips andConventions of Academic Writing
• Keep the tenses consistent – do not wander from the present to the past
• Use cautious language such as:
… may/might/would indicate that…
… could appear/suggest that…
• Avoid sweeping generalisations
• Write short small numbers out full in text, but longer numbers in figures
• Do not directly address the reader with a question. Example: ‘Do social workers reinforce institutionalised racism?’ – ‘The question arises whether social workers reinforce institutionalised racism.’
• Keep your writing formal. Avoid emotive language and slang.
• Do not copy large chunks of text: either use them as appropriate in quotation form or paraphrase, crediting the author by providing a reference. Don’t over-use quotations. They should be used in support of your argument – not instead of writing.
7. Editing
• Remember to edit as you go along – often you don’t even realise you are doing it.
• Make sure you follow the style and layout specified by your school.
• Give yourself a break between writing and editing – why it’s always good to set yourself a deadline of at least 1 day early!
What is Proofreading?
• Careful reading – finetooth comb method
• Checking BOTH for things Microsoft Word
may or may not catch!
• Finally, ALWAYS read aloud once or
twice to catch errors you may have missed
What are you looking for?
• Spelling and grammar• Subject-verb agreement• Missing words?
What is Reviewing?
• Reviewing is different from proof-reading
• Rather than checking for spelling and grammar, you’re reading through your essay to ensure that the content is relevant, correct and properly referenced
What are you looking for?
• Have you answered the question? Have you done it as clearly as possible?
• Have you clearly introduced the topic and the main points you will cover?
• Have you covered everything you said you would in the introduction?
• Is it clear how your points are linked and have you used transition sentences between main points?
• Have you evidenced your argument sufficiently?• Have you ‘signposted’?• Have you presented a clear and concise
conclusion?
If the answer is ‘yes’ to all of these questions, time to print, hand in
and celebrate
Stuck?
Learning Development Service: www.qub.ac.uk/lds
[email protected] 9097 2611
Web resources: http://www.qub.ac.uk/directorates/sgc/learning/
