1. It ain’t just what you say; it’s the way that you say it (with thanks to Ella Fitzgerald) Academic Writing Structures

2. 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

3. Essay Writing What’s the point of writing an essay? Why produce an essay and not some other form of assessment?

4. 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

5. University Mark Descriptors 1st 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.

6. An Essay = An Argument

7. Structuring Knowledge

8. Critical Analysis The 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

9. 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

10. 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?

11. 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

12. 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

13. 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

14. 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?

15. 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 20 th Century –Yes, but surely it would be better to educate people to drink responsibly –What?!!! No alcohol

16. 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

17. Structure Introduction Conclusion The mushy bit in the middle Announce where you are going Introduce arena for discussion Write hypothesis statement Reiterate what the arena for your argument was Draw conclusions One idea at a time Fewer probably better Supported by facts Linked/ balanced

18. How do we structure writing Ought to be able to explain each paragraph in a sentence

19. Structure based around ideas Start thinking in clusters of ideas/ information Use SQ3R –Scan –Question –Read –Recall –Review

20. 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?

21. 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

22. 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

23. Introduction 1 Support Argument 5 Support Argument 3 Support Argument Conclusion 2 Counter Argument 4 Counter Argument 6 Counter Argument

24. Introduction 1 Support Argument 5 Support Argument 3 Support Argument Conclusion 2 Counter Argument 4 Counter Argument 6 Counter Argument

25. Introduction Examine the theory Conclusion Introduce specific case study/ situation Examine how theory applies

26. 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?

27. 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

28. Wk 3: 18/02/04 Introduction writing Wk 4: 25/02/04 Paragraph Structure Wk 5: 03/03/04 Making your Paragraphs Flow Wk 6: 10/03/04 Conclusions Wk 7: 17/03/04 New lecture!!!! Style Wk 8: 24/03/04 Sentence Structure: “What you doing?” “Watching the footy!” Wk 9: 31/03/04 Sentence Clarity and Variety Wk 10: 28/04/04 New lecture!!!! Referencing All in GE 089