Hi, this is KB again. I'd like to talk about outlines for assignments and how they can help you to produce better work.
Here is a long version of an outline:
Assignment Question: (fill in relevant information)
Length of Assignment suggested: (fill in relevant information)
Thesis Paragraph/Introductory Paragraph
Sentence 1/Topic Sentence/Thesis sentence: (You describe the overarching plan of the assignment & research question for the assignment & your assignment plan)
Sentence 2/Relevant quotation or supporting evidence: (Here you can just write down the quotation or supporting evidence you are going to use for the overarching plan above)
Sentence 3: (Here you explain the significance of the supporting information or documentation)
Sentence 4: (Here you summarize your argument and then introduce the next topic)
Topic Sentence/Paragraph 2: (You introduce your first argument. It should be related to to the plan above)
Sentence 2/Paragraph 2: (You use a relevant supporting evidence, see above)
Sentence 3/Paragraph 3: (Explanation)
Sentence 4/Paragraph 4: (Summary)
You can use a numbering system like this:
1.1 - Thesis paragraph
1.2 - Supporting Documentation
1.3 - Argument
1.4 - Summary
You don't need to write the entire paper out. You can use point form to guide you. This plan/outline is meant to help you make logical connections in your paper. First, topic sentences should present a coherent argument or structure when you read them in sequence, one topic sentence after another. Second, I tell students that evidence in an assignment is information that backs up your arguments. It's the data related to backing up your point in the topic sentence. It is not just information that merely agrees with your arguments. Evidence/data/quotations illustrate and strengthen your arguments. This is always followed with analysis or a discussion of why this evidence backs up your argument. Your outline is the obvious place to make these connections - probably in point form.
In terms of length, you should consider that each page of your assignment is roughly 500 words (single spaced, Times New Roman, 12 pt). You need to plan your assignment out so that the length will match the tutor's expectations. It should fall within no more or no less than 10% of this suggested length.
Of course, the conclusion should come naturally from the arguments you have presented throughout the paper. When you get to the end, it is suggested you go back and examine your thesis sentence to ensure that you have presented the strongest case possible for your argument throughout your paper as well. If you know, because you have written a clear outline, what evidence you are going use in your assignment, it will help you get the work you need done. In short, an outline isn't more work at all; it allows you to make a structured critical argument in your assignments every time, thus improving your marks and letting your words fully describe your ideas.
I learned how to do this late in my academic career. I wish I'd known how to do this when I was a young undergrad struggling with making strong critical arguments. However, I do want every student to succeed. Using an outline is one way to succeed in making strong critical arguments in your assignments, ensuring that you actually do answer the 'assignment question' and that you haven't taken a wrong turn in your assignment. Until next time, all the best.
KB
Monday, April 26, 2010
Friday, April 16, 2010
Show off Your Learning With Bloom's Taxonomy
Bloom's Taxonomy, what is it? Bloom's Taxonomy is the single most important thing you can use to improve your grades and move your learning to a higher level. Recently, I used it as an illustration with a frustrated learner how apply in it in a paper (a model, not an actual assignment) on how your organization demonstrates the use of Maslow's Hierarchy of Needs. Basically, if your answers in exams and your assignments demonstrate that you can analyse, synthesize and evaluate your assigned topic, you are in the ballpark. Let's see how this works.
Okay, Bloom's Taxonomy works like this:
1. Knowledge - You understand the basic facts, you can recall dates, information, principles, ideas, etc.
2. Comprehension - You are capable of interpreting these facts, extropolating data from them
3. Application - You can use examples and knowledge to solve problems
4. Analysis - You can identify the elements, relationships and organizational principles of a situation
5. Synthesis - You can put these elements into action, you can combine them with other elements from other situations to come up with unique ideas
6. Evaluation - You are capable of making critical judgments in relation to these ideas
Please note I have taken some details of this explanation of the taxonomy from:
Schonwetter, Dieter J. & Walker, Lilly J. (2003) Success Secrets of University Students. Pearson: Toronto, 50.
So, how does this work in assignments? Well, getting back to the assignment on Maslow's Hierarchy of Knowledge and your place of employment. It might work like this:
a) Using Knowledge or Information - Here you might show you know the basic facts about the subject - e.g. - details of the Maslow, details about your place of employment
b) Comprehension - You need to demonstrate that you have facility in manipulating the concepts in Maslow's Hierarchy and linking it a real work situation. Your understanding of your workplace in relation to the hierarchy becomes clear as you see the elements coming together.
c) Application - You can demonstrate application in several ways in an assignment. You use clear examples that really demonstrate the facts you are trying to outline. In other words, you find examples that do more than just say 'yes I agree with this argument', you find facts that back it up. You can do this through data in articles, quotations and descriptive example. This is often where students stop using the taxonomy.
d) Analysis - Here you analyse the facts, examples or quotations you put into your assignment. It's not enough to have them, you need to explain their relevance, tie them to the theory with clear discussions. Here, you see that putting massive amounts of information on Maslow from the web won't really do the job. The tutor has already read that stuff. What the tutor doesn't know is how you have evaluated the facts about your workplace and correlated them to the details of Maslow's hierarchy. Here, the point is not to agree or disagree with Maslow but to create a cogent argument and understanding of how this hierarchy relates to what you see in your workplace.
e) Synthesis - You correlate this knowledge, with previously learned knowledge to come up with a new understanding. You could bring other concepts into this argument but what is happening here is that your argument is becoming 'unique', guided by your thoughts on the subject.
f) Evaluation - Finally, you demonstrate that you can evaluate if the hierarchy has something to say about the way your company does business. Maybe, at your workplace they don't address the higher levels of Maslow's hierarchy. Perhaps, if your organization worked harder at giving self actualization on a wider scale to the employees, it would be more successful - or not.
When we think critically, we use all of these elements in combination to create our assignments. Critical thinking is the end goal of education. Many students simply provide the bare facts on assignments when they do have ideas, good ideas, about the facts they are presenting. They fundamentally leave their marks on the table and walk away from an assignment where they could have achieved higher grades. Don't do this, pick up and earn all the grades you deserve.
Next time, we'll discuss structured arguments in assignments and one way to structure your arguments. There are many ways, but they will all use the taxonomy above to demonstrate that their command of the facts.
KB
Okay, Bloom's Taxonomy works like this:
1. Knowledge - You understand the basic facts, you can recall dates, information, principles, ideas, etc.
2. Comprehension - You are capable of interpreting these facts, extropolating data from them
3. Application - You can use examples and knowledge to solve problems
4. Analysis - You can identify the elements, relationships and organizational principles of a situation
5. Synthesis - You can put these elements into action, you can combine them with other elements from other situations to come up with unique ideas
6. Evaluation - You are capable of making critical judgments in relation to these ideas
Please note I have taken some details of this explanation of the taxonomy from:
Schonwetter, Dieter J. & Walker, Lilly J. (2003) Success Secrets of University Students. Pearson: Toronto, 50.
So, how does this work in assignments? Well, getting back to the assignment on Maslow's Hierarchy of Knowledge and your place of employment. It might work like this:
a) Using Knowledge or Information - Here you might show you know the basic facts about the subject - e.g. - details of the Maslow, details about your place of employment
b) Comprehension - You need to demonstrate that you have facility in manipulating the concepts in Maslow's Hierarchy and linking it a real work situation. Your understanding of your workplace in relation to the hierarchy becomes clear as you see the elements coming together.
c) Application - You can demonstrate application in several ways in an assignment. You use clear examples that really demonstrate the facts you are trying to outline. In other words, you find examples that do more than just say 'yes I agree with this argument', you find facts that back it up. You can do this through data in articles, quotations and descriptive example. This is often where students stop using the taxonomy.
d) Analysis - Here you analyse the facts, examples or quotations you put into your assignment. It's not enough to have them, you need to explain their relevance, tie them to the theory with clear discussions. Here, you see that putting massive amounts of information on Maslow from the web won't really do the job. The tutor has already read that stuff. What the tutor doesn't know is how you have evaluated the facts about your workplace and correlated them to the details of Maslow's hierarchy. Here, the point is not to agree or disagree with Maslow but to create a cogent argument and understanding of how this hierarchy relates to what you see in your workplace.
e) Synthesis - You correlate this knowledge, with previously learned knowledge to come up with a new understanding. You could bring other concepts into this argument but what is happening here is that your argument is becoming 'unique', guided by your thoughts on the subject.
f) Evaluation - Finally, you demonstrate that you can evaluate if the hierarchy has something to say about the way your company does business. Maybe, at your workplace they don't address the higher levels of Maslow's hierarchy. Perhaps, if your organization worked harder at giving self actualization on a wider scale to the employees, it would be more successful - or not.
When we think critically, we use all of these elements in combination to create our assignments. Critical thinking is the end goal of education. Many students simply provide the bare facts on assignments when they do have ideas, good ideas, about the facts they are presenting. They fundamentally leave their marks on the table and walk away from an assignment where they could have achieved higher grades. Don't do this, pick up and earn all the grades you deserve.
Next time, we'll discuss structured arguments in assignments and one way to structure your arguments. There are many ways, but they will all use the taxonomy above to demonstrate that their command of the facts.
KB
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