Student 8 Rachel Pre- Feedback Theory: 20 mins Richard Galletly, Aston University

Student needs Writing effective introductions and conclusions Summaries Critical evaluation End of text internet source referencing

Introduction/ conclusion Introduction: general statement and organisational statement. Background to your writing, show that you know why the topic is important, reword the question into a problem to solve if necessary Development: several paragraphs relating to the topic Each section develops a subdivision of the topic, the paragraphs are linked together to connect the ideas, the purpose of writing must be kept clear throughout Conclusion: recall issues in introduction, draw together the main points and make a final comment Summarise the main issues raised in the introduction, draw together the points made, explain the overall significance of the conclusions, what general points can be drawn from the essay as a whole? It should show that the purpose of the text has been achieved – the question answered (Gillett, 2009 p221)

Introductions to argumentative essays Use a background, general statement, anecdote and/ or definition. You can also use a quotation, or use the turnabout strategy – present an opposing view in the introduction, then respond to that view in your thesis statement (Fitzpatrick, 2011 p172) Begin with an engaging introduction, with surprising statistics, a dramatic story, include a thesis statement (your point of view) and include the opposing point of view. E.g: “smokers say that they have the right to smoke in spite of the fact that smoking will kill them” (Oshima, 2006 p148)

Conclusions to argumentative essays You may include a restatement of the thesis, a summary of the main points, a suggestion, future prediction, warning about possible consequences… you may ask the reader to consider a new point of view, or take action- use of modal verbs: ‘must, should, can, may, might, will’ (Fitzpatrick, 2011 p179) Signal the end of your essay with a transition signal ‘in conclusion, finally’. Remind the reader of your main points – paraphrase your thesis statement. Leave your reader with memorable thoughts on your essay topic – you can: make a prediction, suggest results or consequences, suggest a solution or make a call to action, quote an authority on the topic (Oshima, 2006 p72)

Writing summaries Summarising – when you retell a story in your own words in a similar length: it is paraphrasing. When you shorten it, it is summarising – retelling only the most important points and leaving out the details. Keys to writing a good summary: 1: Use your own words and your own sentence structure 2: remember that a summary is much shorter than a paraphrase. Include only the main points and supporting points, leaving out most of the details 3: do not change the meaning of the original (Oshima, 2006 p137)

How to summarise 1, Read carefully, get the general purpose, ask yourself what the main message is, is the writer trying to persuade or inform? 2, Locate the main and supporting points, underline the words, phrases, clauses, and sentences that contain the main and supporting points 3, paraphrase the main points you have marked 4, write a paragraph combining the main points into a paragraph. Include in-text references. If your summary is more than three sentences long you should include a topic sentence (Fitzpatrick, 2011 p223).

Critical evaluation Thinking critically about a theory: Are there any problems with the topic? Question what is assumed Look at the words used and their definitions and challenge the way they are used Challenge the evidence for the topic Think of the implications of the topic Think about your own experiences – does your experience support the views expressed? (Reinders,2008 p123)

Some critical thinking strategies Compare what you read with what you already know about the topic Look for the author’s position and consider what the author is trying to ‘sell’ Ask- are you persuaded by the reasons given? Consider if you are persuaded by the experts given, is the research convincing? Try creating your own position, could you defend it if challenged? Be constantly evaluating whether something is accurate Be self- critical about your own understanding, interpretation and evaluation (Cottrell, 2005 p7)

End of text internet source references Brandt, K.H., (2001) Working the system [online]. Available from: [accessed ] Why is it important to say what date the material was accessed? Blah blah blah (Brandt, 2001) According to Brandt, blah blah blah (2001) (source: McMillan, 2010: 197)

References I Bailey, S. (2011). Academic Writing for International Students of Business. Oxon: Routledge. Bowell, T. & Kemp, G. (2010). Critical Thinking: a Concise Guide. Oxon: Routledge. Burke, D. & Pieterick, J. (2010). Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill Education. Cottrell, S. (2005). Critical Thinking Skills. Basingstoke: Palgrave Macmillan. Fitzpatrick, M. (2011). Engaging Writing 2: Essential Skills for Academic Writing. NY: Pearson Education. Gillett, A., Hammond, A. & Martala, M. (2009). Successful Academic Writing. Harlow: Pearson Education Ltd.

References II Hewings, M. (2005). Advanced Grammar in Use. Cambridge: Cambridge University Press. McMillan, K. & Weyers, J. (2010). How to write essays and assignments. Harlow: Pearson Education Ltd. Murphy, R. (2004). English Grammar in Use. Cambridge: Cambridge University Press. Oshima, A. & Hogue, A. (2006). Writing Academic English: level 4. NY: Pearson Education. Reinders, H., Moore, N. & Lewis, M. (2008). The International Student Handbook. London: Palgrave Macmillan. Swales, J.M. & Feak, C.B. (2007). Academic Writing for Graduate Students. Michigan: The University of Michigan Press.

References III Swan, M. (2005). Practical English Usage. Oxford: Oxford University Press. Tissington, P., Hasel, M. & Matthiesen, J. (2009). How to Write Successful Business and Management Essays. London: Sage Publications Ltd.