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Essay/Assignment Writing: Planning to Editing
Essay Writing 21/6/01 Essay/Assignment Writing: Planning to Editing Welcome Health & Safety Student Learning Advisory Service Location & Facilities VALUE
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Agenda 4 stages in essay writing: Preparing Planning Drafting Editing
21/6/01 Agenda 4 stages in essay writing: Preparing Planning Drafting Editing Preparation: Understanding the question Unpacking the question Planning: Exploring avenues of research Research techniques Reading critically Making notes Recording sources Drafting Outline essay plan Paragraphing Sentences & signposting Editing Proofreading Checking sources Presentation 19 April, 2017 VALUE
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Questions for you: What makes a good essay?
Essay Writing 21/6/01 Questions for you: What makes a good essay? If you were marking an essay, what would you look for? 1. The essay answers the question 2. Clear 3. Concise 4. Persuasive 5. Evidence - good use of relevant sources 6. Avoid mechanical errors of punctuation and spelling 7. Good presentation 19 April, 2017 VALUE
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Essay Writing 21/6/01 “To essay” The verb “to essay” means “to put to the test, to attempt something difficult”. Essays give you opportunities to come to terms with new knowledge. Writing an essay helps you to measure how much you really understand. Dictionary definition of ‘argument’: ‘A set of statements in support of an opinion or proposed course of action. It is expressed in an orderly way, and is used to try and convince someone that the opinion or course of action is correct.’ Differences between talking and writing: Talking: Unstructured order Prompted by questions Repetition and deviation Unedited and unpolished Non-standard language, simple sentence structures Unrecorded Writing: Grammatical conventions - more complex that speech Structured form Permanent record - can be revisited years later Monologue Edited and polished 19 April, 2017 VALUE
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Four Stages in Writing an Essay
Essay Writing 21/6/01 Four Stages in Writing an Essay 1. Preparing 2. Planning 3. Drafting 4. Editing Post-essay writing 5. Learning from the experience Repetition of slide 3 Plus: 5. Learning from the experience Essential feedback Take account of marker’s comments Reflective learning Personal evaluation - make notes in study journal Start action plan - major issues and minor errors Major issues are areas which lose a lot of marks e.g. not answering the question, lack of evidence, poor argument, weak structure. Minor issues: spelling, punctuation, grammar. Do discuss your work with tutor and students - find out what gets good marks. 19 April, 2017 VALUE
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Essay Writing 21/6/01 Stage 1 Preparing What question do I need to address and what does it mean? What do I know about this already? What do I need to find out? Research Need to unpack the question Assess how much you know about the topic Assess how much you need to know Sketch out areas of research Target sources 19 April, 2017 VALUE
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Analyse the question What is the subject? What are the key verb(s)?
Essay Writing 21/6/01 Analyse the question What is the subject? What are the key verb(s)? What are the key aspect(s)? Any other other significant words? Ask questions about the question What is the question about - in broad terms.? What is the key instruction - what does the examiner expect you to write? Identify which aspects of the main topic need to be addressed. Any other significant words - anything else that needs to be taken into consideration in planning the answer. 19 April, 2017 VALUE
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Understand Key Verbs analyse compare and contrast describe discuss
Essay Writing 21/6/01 Understand Key Verbs analyse compare and contrast describe discuss evaluate examine explore outline summarise Analyse: To take apart and give details of components Compare and contrast: Look for similarities and differences between; perhaps conclude on which is preferable. Describe: Give a detailed, full account of. Discuss: Investigate or examine by argument; debate; give reasons for and against; examine the implications of. Evaluate: Appraise the worth of something in the light of its truth or usefulness; assess and explain. Examine: Look at carefully; consider. Explore: Examine details and demonstrate different perspectives. Outline: Give a short description of the main points; give the main features, general principles - emphasise the structure, leaving out minor details. Summarise: Give a concise account of the chief points of a matter, leaving out details/examples. 19 April, 2017 VALUE
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Paragraphing (I) Paragraphs structure thoughts and help the reader
Essay Writing 21/6/01 Paragraphing (I) Paragraphs structure thoughts and help the reader Each paragraph should contain one clear idea support sentences Support sentences add to the topic sentence, e.g. explain ideas raised define terms more fully give supporting detail 5 parts to a paragraph: the idea is introduced the idea is defined the idea is explored evidence is offered in support of your argument a concluding point is made summing up the paragraph or leading on to the next paragraph. Topic sentence: Summary of paragraph’s main point. Develop main point in logical order: examples, illustrations, definitions, comparison and contrast of different views etc. Last sentence. Paragraph Activity 1 Ex. 5-1 Topic sentences 19 April, 2017 VALUE
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Paragraphing (II) For every paragraph, ask:
Essay Writing 21/6/01 Paragraphing (II) For every paragraph, ask: Is there one main idea here? Is it stated clearly? Is it properly supported with evidence? Have I commented on the evidence? Does it link with the previous paragraph and anticipate the next? Checkpoints for paragraph structure: Read each paragraph sum up the topic Is everything relevant? Is the line of argument clear? If you have problems wiring paragraphs divide the page into 3 columns: Column 1 Ideas, theories , line of argument that you wish to pursue Column 2 Main examples and types of evidence Column 3 Facts, names, statistics and other supporting information Each paragraph should have: 1 item from column 1 1, 2, or 3 items from column 2 Several items from column 3 Essay Activity 19 April, 2017 VALUE
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Beginning a new paragraph
Essay Writing 21/6/01 Beginning a new paragraph To mark off the introduction and the conclusion To signal a shift to a new idea To indicate an important shift in time or place To emphasise a point To highlight a contrast Also reasons for combining paragraphs: To clarify the essay’s organisation To connect closely related ideas To maintain momentum To bind together choppy text Paragraph Activity 2 Ex. 6-1 Choosing a method of development 19 April, 2017 VALUE
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Stage 3 Drafting Drafting shapes the notes into an essay. How?
Essay Writing 21/6/01 Stage 3 Drafting Drafting shapes the notes into an essay. How? Revise, reconsider and rewrite what you have done. Fill in any gaps. Revise plan, now you know more. Content and argument: Text answers the question Main line of argument is clear Most important points given the most weighting of words Research material: Sufficient examples Own ideas and opinions are clear to reader Activities of drafting from Unit 37 What advantages are there in drafting your work? Identify parts of writing which need repair Eliminate inconsistencies, irrelevancies etc. Rearrange the order in which the subject is treated Experiment with various approaches to topic Improve writing style. 19 April, 2017 VALUE
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Checking a Rough Draft Look for: the sequence of ideas logic
Essay Writing 21/6/01 Checking a Rough Draft Look for: the sequence of ideas logic paragraphing sign-posting need more information? grammar punctuation Am I answering the question? Structure: Ideas are logically linked Clear paragraph structure Style: Free from slang and colloquialisms Technical vocabulary is used correctly Text is not repetitive Clarity: Introduction sets out line of argument Line of argument is not confusing Language is clear and straightforward General: Introduction and conclusion relevant to question References are correct Taken into account feedback from previous work Grammar and punctuation are correct 19 April, 2017 VALUE
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Introductions State clearly How you are going to answer the question
Essay Writing 21/6/01 Introductions State clearly How you are going to answer the question What you are going to cover Address the question, the key idea. Define key terms. May help to write the introduction last. Should be 10% of the word count DO: Start with a topic sentence that indicates that the paragraph and essay which follows will be directly relevant to the title. Try and ensure that this sentence catches the attention of your reader. Indicate the concerns if not the specific topics with which you will deal in the essay. Relate this explicitly to the question as you conclude. DON’T: Set out all your wares in the first paragraph. Be too general and vague. Deal with only one or two or several views or perspectives. Set out a framework and expand in the body of your essay. Example opening sentences: Startling statistic Vivid example Description Paradoxical statement Quotation, definition Question Introductory paragraphs handout 19 April, 2017 VALUE
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Conclusions Pull the essay together.
Essay Writing 21/6/01 Conclusions Pull the essay together. Show where you stand in the debate (judgement). Draw conclusions or extract general principles (factual). May indicate an area for further study. Link back to the question / essay title. 10-13% of the word count Summarise your argument or main themes. State your general conclusions. Make it clear why these are significant Refer back to title to demonstrate that you are still answering the questions. The conclusion contains no new material, but may point to areas of further research. Think through your essay to the conclusion, be clear on what your line of reasoning leads to: Refer back to the question - underline the relevance of your essay by relating points to the wording of the title. Look back at the introduction - pick up theme and point to current and future areas of research Look back at definitions - do they require modification Draw your reader’s attention to the most important point in the body of your essay and add further comment. Don’t list all your points from the introduction in the conclusion, it is unnecessary and dull. 19 April, 2017 VALUE
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Stage 4 Editing Proof read your essay. Check for mistakes: spelling
Essay Writing 21/6/01 Stage 4 Editing Proof read your essay. Check for mistakes: spelling grammar punctuation Check quotations, citations. Have I answered the question? Is there a logical, coherent argument? If in doubt - read it out aloud Look up doubtful spellings - d not always believe your spell-checker Spell check poem 19 April, 2017 VALUE
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Presentation Word limit Margins Spacing Font types and sizes
Essay Writing 21/6/01 Presentation Word limit Margins Spacing Font types and sizes Legibility Does it comply with the required layout? Diagrams References Get the computer to help you: Font - use the same font throughout - keep it clear Vary type size for heading, but be consistent Line spacing Tabs Indentations Page numbers Name and date on each page Bullet points Graphics, charts and tables for statistical information 19 April, 2017 VALUE
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Citations Examples: According to Jones (1998), ….
Essay Writing 21/6/01 Citations Examples: According to Jones (1998), …. Jones (1998) argued that …. To quote from Jones (1998), …. In name of text, Jones (1998) supported the idea of …. …. paraphrases …. (Jones, 1998, p82) References and citations: Why? To enable the reader to find any publication you may have referred to in your document. To avoid plagiarism - copying ideas or thoughts without acknowledging their origin. So that you can re-visit your sources if required for further research. To give your argument academic weight. 19 April, 2017 VALUE
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Quotations Short quotation
Essay Writing 21/6/01 Quotations Short quotation Jones (1999, p23) described the idea as ‘quoting a few words’ …. Long quotation Jones wrote: long quotes long quotes long quotes (Smith, 1999, p9) etc. etc. Useful phrases to introduce references and quotations: As X points out… According to X To quote from X X states/suggests that X tells/shows us that In an article entitles Name of Text, X makes the point that Referring to …, X says that … As X stated/wrote/said Writing in Name of Text, X explained that Writing in 1927, X argued that 19 April, 2017 VALUE
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References Put at the end of an essay. Do not number them.
Essay Writing 21/6/01 References Put at the end of an essay. Do not number them. Begin each source on a new line. List alphabetically by the first author’s surname. Italicise the book or journal title. Place single quotation marks around the title of an article within a journal. Conventions in writing your list of references. In addition: List all the sources you refer to, including videos, TV, tapes, but not dictionaries or grammar books. Do not include in the List of References any materials you have not used in your assignment. List additional sources, which you read but did not use, in a separate Bibliography. 19 April, 2017 VALUE
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Examples of References
Essay Writing 21/6/01 Examples of References A book Cottrell, S.M. (1999) The Study Skills Handbook, Macmillan. An article in a book Tizard, B. (1991) ‘Working Mothers and the Care of Young Children’ in Woodhead, M., Light, P. and Carr, R. (eds) Growing Up in a Changing Society, Routledge. 19 April, 2017 VALUE
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Bibliography A list of everything you read for the assignment.
Essay Writing 21/6/01 Bibliography A list of everything you read for the assignment. They need not be referred to in your writing. Listed in the same style as references. 19 April, 2017 VALUE
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