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As soon as you are given an essay question, begin your thinking. If you don't, you might miss useful information whilst doing other research. The television.

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Presentation on theme: "As soon as you are given an essay question, begin your thinking. If you don't, you might miss useful information whilst doing other research. The television."— Presentation transcript:



3 As soon as you are given an essay question, begin your thinking. If you don't, you might miss useful information whilst doing other research. The television and radio often have programs on topical issues which could be of use - if you don't already have some ideas for your essay you could miss their usefulness. Starting early also gives you the opportunity to draft and redraft your essay, talk to someone else about it and get it typed up and ready to hand in on time. If you do your essay the night before it is due in, it shows!

4 It is important to collect information that is relevant. How? It is all too easy to dash to the library, collect a huge pile of books and then browse aimlessly. You might learn something, but you won't get your essay done. The best place to start is by quickly writing down what you already know about the question: you will probably know more than you realize. It helps to get you thinking about the topic and may also give you some ideas to follow up.

5 You need to adopt a strategic method: in order to read purposefully, formulate a set of questions before you begin reading. As you read, more specific questions will arise and you can look for the answers to these too. It is easy to do too much research and end up getting confused by the facts and figures. Looking for the answers to predetermined questions helps to avoid this.

6 Write down ideas, discussions, quotations or examples as you come across them. If you don't write them down, you will inevitably forget them when it comes to writing up time. Your notebook should also be used to write down exact details of the sources of information which you use. Failure to do this will result in wasted time relooking for information, frustration and even information being wasted because you can't use it, due to not being able to state the source.

7 If you use source material, either as a direct quotation or as a summary in your own words, you must make a reference to it in your text and give the full details in your bibliography. You must always credit the original author, otherwise your lecturer will think you are trying to cheat or pass off someone else's idea as your own.

8 Even the most experienced writer can find a blank page frightening. The trick is to just start writing. It doesn’t matter where you begin as long as what you write ends up in the right place in the end. Just write, don’t worry about spelling and style. Get your first thoughts down on paper. Once you have done this you can sort out your ideas using your initial plan.


10 Many students worry about their writing style but remember, your words express your thoughts and if you've got a clear plan and a real grasp of the material, then you will have very little trouble writing with clarity and coherence. It's much better to use clear straightforward language, although there is a difference between written and spoken language. The main objective is to be clear and concise so that your reader can follow your argument, and is not distracted or irritated by irrelevant padding.

11 At the end of your essay you should give a full list of the material you consulted to complete your essay. This is useful to the reader and to you if you should need to check back on points or take some of your ideas further.

12 A review is essential even if it may not result in much rewriting. You might even get a friend to listen while you read out loud - this can help a lot if you're worried about clumsy sentence structure, punctuation or illogical ordering of your ideas. Make sure you spell-check your work and refer to a dictionary for words that your computer doesn't recognize as mistakes.

13 To deserve an A:  Information: Detailed, accurate, relevant; key points highlighted.  Structure: Rigorously argued, logical, easy to follow.  Interpretation: Extensive evidence of independent thought.  Use of Evidence: Key points supported with evidence, critically evaluated; exemplary awareness of key issues.  Presentation Skills: Clear, lively, imaginative; excellent use of illustrations (if appropriate); exemplary application of a range of IT skills.  Academic Referencing: Exemplary use of academic referencing conventions.

14 To deserve a B:  Information: Detailed, accurate, relevant.  Structure: Generally clearly argued and logical.  Interpretation: Attempts to go beyond the ideas presented in secondary literature.  Use of Evidence: Most points illustrated with relevant evidence.  Presentation Skills: Generally clear, lively; use of appropriate visual aids; good evidence of application of IT skills.  Academic Referencing: good use of academic referencing conventions.

15 To deserve a C:  Information: Generally accurate and relevant, but perhaps some gaps and/or irrelevant material.  Structure: Not always clear or logical; may be overly influenced by secondary literature rather than the requirements of the topic.  Interpretation: Little attempt to go beyond or criticise secondary literature.  Use of Evidence: Some illustrative material, but not necessarily well selected and not critically evaluated.  Presentation Skills: Some presentational glitches but generally competent, limited range of IT skills but those employed used to acceptable standard.

16 To deserve a D:  Information: Limited knowledge, with some significant gaps and/or errors.  Structure: Argument underdeveloped and not entirely clear.  Interpretation: Fairly superficial and generally derivative and uncritical.  Use of Evidence: Some mentioned, but not integrated into presentation or evaluated.  Presentation Skills: Not always clear or easy to follow; unimaginative and not engaging; poor use of IT skills.

17 To deserve an F:  Information: Very limited, with many errors and gaps.  Structure: Muddled, incoherent.  Interpretation: Entirely derivative, generally superficial.  Use of Evidence: Little or no evidence discussed.  Presentation Skills: Clumsy, disjointed, difficult to follow, dull, very poor linkage of text and illustrations; very poor use of IT skills.

18  Show me drafts and get feedback as much as possible prior to submitting.  The last date in which I can read draft will be on Wednesday 27 th of November 2013 (24/1/35).  Remember not to repeat what was presented in the classes, but to provide new inputs and new insights to the topic.




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