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