Academic structure 2[1]
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The document provides an agenda for an academic writing structures workshop that discusses what tutors look for in essays, ideas for structuring essays through logical and thematic thinking, and approaches for writing paragraphs and conclusions. It also covers developing critical analysis skills and balancing different perspectives in essays through acknowledging counterarguments. The workshop materials aim to demonstrate how to construct academic arguments through effective essay structure.
Academic structure 2[1]
- 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 An authoritative grasp of Ability to sustain an argument, to think 1st the subject significant analytically and/or critically and to synthesise originality and insight, material and effectively. some minor limitations. A sound and above Clear evidence of critical judgement in 2:1 average understanding selecting, ordering and analysing content. of concepts, Demonstrates some ability to synthesise methodology and material and construct responses, which content. reveal insight and may offer some originality. A grasp of relevant An ability to construct and organise 2:2 material and key arguments. Accurate, clearly written/ concepts presented and including some critical analysis and a modest degree of insight Covers the basic Rather too derivative and insufficiently 3rd subject matter analytical. There may be some adequately and is misunderstanding of key concepts and appropriately presented limitations in the ability to select and present relevant material.
- 6. An Essay = An Argument
- 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 20th 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 Announce where you are going Introduction Introduce arena for discussion Write hypothesis statement One idea at a time The mushy bit in Fewer probably better Supported by facts the middle Linked/ balanced Reiterate what the arena for Conclusion your argument was Draw conclusions
- 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 3 Support Argument 5 Support Argument 2 Counter Argument 4 Counter Argument 6 Counter Argument Conclusion
- 24. Introduction 1 Support Argument 2 Counter Argument 3 Support Argument 4 Counter Argument 5 Support Argument 6 Counter Argument Conclusion
- 25. Introduction Examine the theory Examine the theory Introduce specific case study/ situation Examine how theory applies Examine how theory applies Examine how theory applies Conclusion
- 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