2. Study Orientation for International Postgraduate Taught Students Sue Rigby Assistant Principal University of Edinburgh

3. Welcome to the University and to this Orientation day

4. Introduction content More welcomes People running the programme Context The Challenge Plan for session

5. Who we are Tony LynchLanguage specialist Jon TurnerInstitute for Academic Development Sandra MorrisDeputy Head, International Office Johanna Holtran Edinburgh University Students Association

6. TimePresentationPresenter 2.05Welcome and IntroductionDr Sue Rigby 2.15Active LearningProfessor Tony Lynch 2.40Time ManagementDr Jon Turner 2.55Writing and reading EffectivelyProfessor Tony Lynch 3.20Assessment and FeedbackDr Sue Rigby 3.50Understanding LocalsProfessor Tony Lynch 4.15Help, Advice and resourcesJohanna Holtan and Kim Pearson 4.30Getting Out There!Sandra Morris 4.40QuestionsAll participants 4.50CloseSue Rigby 5.00Reception at Appleton Tower FoyerAll participants

7. Programme context: Scotland and Edinburgh

11. “Edinburgh isn’t so much a city, more a way of life... I doubt I’ll ever tire of exploring Edinburgh, on foot or in print.” Ian Rankin, bestselling crime writer and alumnus of the University of Edinburgh Voted Best place to live in the UK YouGov Poll of 10,000 UK residents, 2009 Top 10 best City in the World Voted by Wanderlust readers, 2008

12. Programme context: Edinburgh University

14. We are consistently ranked one of the top 50 universities in the world * * THES – QS Ranking 96% of our disciplines have research that is world leading * * 2008 UK-wide Research Assessment Exercise

15. Sharing our Global Vision with China. France. Germany. Australia. Switzerland. Norway. India. Belgium. Mexico. America. Africa. Japan. Austria. Fiji. Pakistan. We are also part of the Russell Group which represents 20 of UK’s leading Universities. It is similar to US’s Ivy League group of Universities and Australia’s Group of Eight.

16. Influencing the world since 1583

17. Our role in shaping the modern world “One scientific epoch ended and another began with James Clerk Maxwell … the special theory of relativity owes its origins to Maxwell’s equations of the electromagnetic field.” Albert Einstein, physicist and philosopher

18. Masters study in Edinburgh Short timescale High expectations High aspirations Large investment Lots to do, not just work -How to succeed and make the most of your studies?

19. Your blueprint for success – assessment and feedback

20. Your expectations Vocational or research masters? Costly – should have value to you in future Should give you specific and generic skills PTES highlights challenges – confidence in new settings, transkills, career support – we are working on these, so must you…..

21. Your School Provides teaching, but you may also take courses from other Schools or Colleges Provides advice and administrative support for your Programme Sets and marks your exams Through the Board of Examiners ratifies your degree award

22. The academic year 2010/11 DatesEvents 19 September – 2 December Teaching 5-21 DecemberRevision and exams Vacation 16 January – 6 AprilTeaching (ILW) 23 April – 25 May(Exams), first BOE 28 May –Dissertations SeptemberFinal Boards of Examiners

23. Taught component of masters Two taught semesters Most courses assessed by course work and exam Must pass first time, you should check your local progression rules to see if you can continue with the Masters if you fail any elements of a course.

24. Common marking scheme MarkWhat it means > 70 %Excellent, really good work 60-69%A high level of achievement 50-59%Competent but not exceptional 40-49%A pass but not at Masters level – diploma standard < 40%Fail

25. Feedback How to do better next time – must be timely and forward looking Comes from Programme Director, Lecturers, Demonstrators Make sure they do this! Can come from Peers Audit yourself – how to do this….

26. Dissertation Research dissertation over the Summer Prepare for this early Talk to staff, use personal contacts Make sure you get on with your Supervisor Make sure you are clear about what is required from you Nag, bully, be persistent in getting the help you may need

27. Where next?

29. ACTIVE LEARNING Tony Lynch English Language Teaching Centre

30. Expectations of PGs

31. LECTURES

32. What are lectures for? One local view: “I don’t want just to hear my voice. What I really want is to hear students who are willing to question and challenge me, and take the debate forward”.

34. An alternative view: “Being quiet in class, listening carefully and taking precise notes are regarded as traits of a good student”

35. Decisions in note-making What the lecturer has said What it means Whether it’s important enough to go into your notes How to note it down efficiently

36. Is a point important? A critical attitude: -Analysing -Evaluating -Applying if relevant

37. Lecturing styles Reading (more formal language) Conversational (more informal) Multi-modal (speech, writing, image, and body language - SWIBL)

38. Active = Interactive Interaction inside your head: KEL KNOWLEDGE EXPERIENCE LECTURER’S WORDS Interaction with other people LECTURER STUDENTS

39. Lecturers’ language Markers of importance Markers of topic change DIGRESSION and RETURN Markers of summary / conclusion But relatively informal speech (so conversation practice helps)

40. Markers of importance Central / key / core / vital Stress / underline / highlight What this boils down to is… The crux of the matter is… The $64,000 question is…

41. Markers of topic change Having looked at X, let’s turn to Y I’d like now to move on to … Incidentally / By the way / While I think of it… = DIGRESSION Anyway … / As I was saying … = RETURN

42. Markers of summary / conclusion To sum up / In conclusion What does all this mean? At the end of the day… For my money… In a nutshell…

43. SEMINARS

44. What are they for? The local view: Exploration Exchange Participation An alternative view: “We just talk”

45. What can go wrong? “It was a disaster. They hadn’t done the reading. Nobody wanted to say anything, so I thought we might as well finish early”

46. Stages in participation Understanding Processing Forming a response to the speaker’s point Producing that response Listening to the next speaker (Understanding, etc.)

47. Sources of difficulty Not understanding the previous speaker(s) Not having anything to say Having something to say, but not working out your response in time

48. Improving your understanding Listen to a range of accents Listen to discussions Listen in on others’ conversations

49. Improving your speaking For fluency - talk (to yourself, if necessary) in English For conciseness : the 4-3-2 technique

50. Asking questions

51. “Any questions?” Complex relationship Threat to ‘face’: - for the person asking - for the person asked Intercultural differences

52. An Indonesian example TL: Any questions? S: No questions. TL: What about the others? S: They have no questions, either. TL: How do you know they don’t have any questions? S: Because...

53. ... you are a good teacher.

54. Replies to requests I’ll see what I can do I’ll do my best I’ll do what I can You’re not asking much, are you? Send me an email

55. Ask… … the right question … of the relevant person … at the appropriate time

56. Time Management

57. What will be the two biggest time management challenges that you face this year? Please write them down

58. General advice Understand yourself: –How and when do you work best? –What are your bad habits? –Rewards and targets Maintain a healthy work/life balance: –Stay healthy –Don’t get over-tired –Pace yourself

59. On-course Managing your workload: Be prepared Quality of work: Compromise Task prioritisation: Assignments Using feedback You and your co-students are a brilliant resource for one another

60. Dissertation Projects: planning & management Have a plan! : the process is significantly aided by clear project design Research problem  specific questions  methods and implementation Accept the need for flexibility Set intermediate targets and short term goals & deadlines Discuss with supervisor(s)

61. Write down two examples of effective time management that you will try to follow this year www.ed.ac.uk/iad/postgraduates

62. Reading and Writing Effectively Tony Lynch English Language Teaching Centre

63. Reading effectively  Economically  Strategically  Selectively

64. Everyone’s problems  size of reading lists  making time to do the reading

65. Strategies  Look for clues on priorities  Decide your own priorities  Structure your reading SQRRR (SQ3R)

66. SQRRR  Survey (sample, skim)  Question  Read  Recall  Review

67. Advice on effective reading  www.uefap.com www.uefap.com → Links → Links → Skills → Skills → Reading → Reading → Effective reading → Effective reading

68. Writing Effectively Key elements in academic writing: APPROPRIACY (STYLE) ACCURACY CARE with REFERENCES

69. Appropriacy  ‘Style’ = vocabulary > grammar  Use your reading to extend your stock of words and expressions  Make a note of those you find useful  Use them in your draft  If in doubt, google for them

70. Accuracy Importance of writing “cycles”: Rough plan Reading and note-making Outline First draft Revision Second draft etc…

71. Revision  “The difference between successful and unsuccessful writers is that the successful ones revise more often”.  Final revision EditingSpellcheckingProofreading

72. Acknowledging your sources The five Cs: CareConsistencyCompletenessCorrectnesseConomy

73. Care If you note down all the details of your sources when you do your reading, this takes care of itself. It also means you save time when you are finalising your essay.

74. Consistency Ask your Programme Director if there is a programme ‘stylesheet’ for the presentation of References. If not, analyse and follow the system used in one of the journals you are recommended to read.

75. Completeness ALL the sources you have used ALL the details required for the types of source you are using: book journal article chapter in an edited collection, etc.

76. Correctness Make sure you get right:  Spelling of authors’ names and technical terms in your field  Surname versus first name  Order of presentation in your References (alphabetical order, chronological order, etc.)

77. eConomy Brown, G. (2009) “The value of the semi-colon in academic writing”. Journal of Pedantry, volume 56, issue 3, pages 200-214. Brown G. 2009. The value of the semi- colon in academic writing. Journal of Pedantry 56/3: 200-214.

78. Guidance on academic writing  www.uefap.com www.uefap.com → Links → Links → Skills → Skills → Writing → Writing

79. Your blueprint for success – assessment and feedback

80. Your expectations Vocational or research masters? Costly – should have value to you in future Should give you specific and generic skills PTES highlights challenges – confidence in new settings, transkills, career support – we are working on these, so must you…..

81. Your School Provides teaching, but you may also take courses from other Schools or Colleges Provides advice and administrative support for your Programme Sets and marks your exams Through the Board of Examiners ratifies your degree award

82. The academic year 2010/11 DatesEvents 19 September – 2 December Teaching 5-21 DecemberRevision and exams Vacation 16 January – 6 AprilTeaching (ILW) 23 April – 25 May(Exams), first BOE 28 May –Dissertations SeptemberFinal Boards of Examiners

83. Taught component of masters Two taught semesters Most courses assessed by course work and exam Must pass first time, you should check your local progression rules to see if you can continue with the Masters if you fail any elements of a course.

84. Common marking scheme MarkWhat it means > 70 %Excellent, really good work 60-69%A high level of achievement 50-59%Competent but not exceptional 40-49%A pass but not at Masters level – diploma standard < 40%Fail

85. Feedback How to do better next time – must be timely and forward looking Comes from Programme Director, Lecturers, Demonstrators Make sure they do this! Can come from Peers Audit yourself – how to do this….

86. Dissertation Research dissertation over the Summer Prepare for this early Talk to staff, use personal contacts Make sure you get on with your Supervisor Make sure you are clear about what is required from you Nag, bully, be persistent in getting the help you may need

87. Where next?

89. UNDERSTANDING LOCALS and MAKING YOURSELF UNDERSTOOD Tony Lynch English Language Teaching Centre

90. (Video clip)

91. Comprehension is active is active exploits linguistic input, context, and the listener’s background knowledge exploits linguistic input, context, and the listener’s background knowledge involves looking for reasonable interpretations of input involves looking for reasonable interpretations of input

92. Extract from a radio interview

93. sex bender six bender sick spender suspender sex spender

94. Six-bender?

95. Ballyregan Bob

96. Input: British accents (1955) (1955) What ear jar ye? High yoldar ye? Aim seven

97. Accents There is no Scottish accent

98. There are lots of Scottish accents! There are lots of Scottish accents! Main ones are: Edinburgh, Glasgow, Borders, Galloway, Dundee, Aberdeen, Highland, Western Isles, Orkney, and Shetland Main ones are: Edinburgh, Glasgow, Borders, Galloway, Dundee, Aberdeen, Highland, Western Isles, Orkney, and Shetland

99. Good news about Scottish accents partpath S England /pαt//pαФ/ S England /pαt//pαФ/ N England /pat//pæФ/ N England /pat//pæФ/ Scotland /paRt//pæФ/ Scotland /paRt//pæФ/

100. Practical tips Listen to Radio Scotland news: 1. Newsreader (written English, slight accent) 2. Reporters (spoken from notes, stronger accent) 3. Interviewees (spontaneous, accent/dialect )

101. Dialect words Listen out for: -nae instead of –n’t (“cannae”, “didnae”) -nae instead of –n’t (“cannae”, “didnae”) “wee” for small “wee” for small “stay” for live (“where do you stay?”) “stay” for live (“where do you stay?”) “will” for shall “will” for shall “that’s me” = I’ve finished “that’s me” = I’ve finished

102. Tips for speaking practice TANDEM (EUSA) TANDEM (EUSA) Talk to shop assistants, lab technicians, servitors Talk to shop assistants, lab technicians, servitors Listen out for feedback from people listening to you Listen out for feedback from people listening to you

103. PROFILE (book) Principles, Resources and Options for the Independent Learner of English Kenneth Anderson & Tony Lynch Available for £5 from: English Language Teaching Centre 21 Hill Place

104. That’s me

105. University of Edinburgh Help Advice and Resources Kim Pearson and Johanna Holtan

106. University of Edinburgh Ongoing visa and immigration advice and services with trained advisors Police registration

107. University of Edinburgh Information Events Working after Studies Preparing to go home

108. University of Edinburgh University Sources of Help Careers Service Counselling Service Student Disability Service University Health Centre

109. University of Edinburgh Other Resources Online Study Skills Support at the IAD - http://www.ed.ac.uk/schools- departments/institute-academic-development http://www.ed.ac.uk/schools- departments/institute-academic-development Also: courses offered by English Language Teaching Centre Institute for Academic Development EUSA

110. Edinburgh University Students’ Association The Advice Place

111. Edinburgh University Students’ Association

112. Best resource? University staff and other Students…………..

113. University of Edinburgh 16 th September 2011 Sandra Morris, International Office Johanna Holtan, EUSA

114. Edinburgh University Students’ Association Student Life Freshers’ Week Clubs and Societies Sports Facilities Volunteering Events Programme Go Global PG Representation Tandem Language Exchange

115. Edinburgh University Students’ Association The International Student Centre (ISC) The ISC is run by students for students. Trips Social events Coffee evenings Pub Nights Facebook: “International Student Centre Edinburgh” Web:www.isced.blogspot.com

116. Edinburgh University Students’ Association The International Student Centre (ISC) Friday 16th September @ 13.00 and 16.00 Historical Tour of Edinburgh Meet outside Teviot Debating Hall Saturday 17th September All day – trip to St Andrews Tickets: £8.00

117. University of Edinburgh Some examples of events last year Trip to Stirling Trip to Culzean Castle Trip to Lindisfarne Trip to Bamburgh Castle Trip to Loch Katrine Trip to Whisky Distillery Web:www.isced.blogspot.com

118. University of Edinburgh The University’s Hospitality Scheme All new international and EU students can apply. Hosts include staff of the university, alumni, friends of the university, students. Applications for the Hospitality Scheme for 2011 academic year will open shortly.

119. University of Edinburgh Some useful websites and places to go theOracle.co.uk ( Google “free things to do in Edinburgh”) Edinburgh.Gumtree.com For furniture, electrical items, accommodation Charity Shops For clothes

120. 5 Things you MUST do while you are in Edinburgh!!! You must climb Arthur’s Seat You must attend at least one ceilidh You must eat haggis (at least once!) You must visit a castle You must visit another part of Scotland (for instance catch a train to North Berwick) University of Edinburgh

121. All good people agree, And all good people say, All nice people, like us, are We And everyone else is They: But if you cross over the sea, Instead of over the way, You may end by looking on We As only a sort of They! From We and They“, Rudyard Kipling

122. University of Edinburgh Enjoy your Studies! Enjoy Edinburgh!