Hi, here I am again. In this blog, I'd like to talk about academic writing style. In exams and assignments, this is a problem for a number of students. Sometimes, this can be a problem for distance learners for a variety of reasons. The biggest problem is that informal writing dominates our world in newspapers, office memos and our lives. We forget that (a) arguments take time to develop and (b) the one sentence paragraph does not develop arguments.
Read a newspaper column; how many of those sentences begin with and, but and or? Look again, how many one sentence paragraphs do you find? Now, think back, way back to the elementary/junior school years. Do you remember a teacher explaining to you that "one sentence paragraphs are for a special effect." The same thing applied to the use of "and, but and or" at the beginning of sentences. Moreover, the teacher was usually talking about 'creative compositions', that is compositions in which we wrote stories and descriptions. Think again, how effective is the strategy of the one sentence paragraph if that is all you do?
Another unfortunate problem, the opposite of the one sentence paragraph, is the terrifying one paragraph paper. This assignment is not divided into logical units or paragraphs. Everything is stuck together in a disorganized mess. The tutor (or the marker who should concern you all) must search through this disorganized material trying desperately to find points that relate to the assignment. Assignments should never be a challenge for the markers/tutors. Markers/tutors want to find relevant points on the topic quickly. This is particularly true of exams by the way. Structure your argument into paragraphs and make reading your assignments easier.
An academic argument is formal and should be presented in structured paragraphs within a format that defends the points of your argument. Academic paragraphs are structured like this:
1. The topic sentence. This sentence presents your main argument. It relates to the main argument of your assignment/essay question.
2. Supporting documentation. Next, you present evidence from the academic articles/journal articles that you have read to support the point that you are trying to make. It is not enough to write: 'so and so [fill in the appropriate name] believes my argument above to be true'. This is unsubstantiated reasoning: I say it and John says it, therefore it must be true. The point is, why it is true? Make sure your data backs up the arguments you make. For example, if you say that the head of Apple has a charismatic leadership style, you must show from the journal articles you've researched what this actually means in terms of charismatic leadership and how it applies to the head of Apple.
3. Discuss the data. This part of the academic paragraph is crucial. Explain or analyse how the data you have just presented supports your argument in the first paragraph. You can also relate it to the main argument. This may take one or two sentences. However, if you do not analyse your argument you have not demonstrated that you can think critically. You can also link ideas together to come up with original concepts (synthesize ideas) or review your data and discuss their relevance to the subject (evaluation). Doing this demonstrates that you are thinking critically.
4. Link the argument to the next concept. Create order inside your assignment. Anticipate the next point and link it to the points you are making. The reader should be able to follow your argument. When you read all your topic sentences in your assignment or essay in order, they should form a coherent argument.
Returning to my first point, when you create order from the chaos of the material you present in assignment, you do yourself a favour. You do your tutors and markers a favour. This makes it easier for tutors and markers to give you better grades because they understand the logic behind your arguments. They can locate them in a structure because they are presented clearly so that your major points can be seen. When you do this, you will also see this order and develop your own 'evaluative' abilities. You will walk out of exams or hand in assignments knowing that you have achieved your goals.
Saturday, May 23, 2009
Friday, May 1, 2009
Word of the Week - Non-standard plurals
Non standard plurals, that is, plurals that do not follow the pattern of adding either 'es' (tomatoes, potatoes) or simply 's' (boys, girls), often follow a similar pattern. Words such as woman (plural - women) or man (men) come originally from Anglo-Saxon words.
Although English culture combines a rich social/cultural tradition from Celtic/Roman/Anglo-Saxon/Norman-French/ and Viking-Norse, it is an interesting fact almost the only words in English, that originate from the Celtic languages of pre-Roman Britain are river names such as The Thames or The Avon. It is believed that, in the 7th century when the Anglo-Saxon invaders pushed into Britain after the departure of the occupying Roman armies, the remaining Celtics were pushed into Cornwall, Wales, Ireland and Northern Britain. Their disparate languages, therefore, did not make a considerable impact on the English language. In fact, Latin words probably came to England during the medieval period when Latin was the universal language of the church, rather than the earlier Roman occupation. Thus, English as a whole, is a mish-mash of languages beginning with the Anglo Saxon invasions and ending with the influence of the church.
So, where do non standard English plurals come from? Like our first example (man/woman), non standard plurals are linguistic survivors from Latin, French and Anglo-Saxon and even on occasion Norse.
The non standard English plurals below tend to cause difficulties because of their obscure linguistic origins. These origins mean that these words do not follow the standard s and es pattern and makes them tricky to use.
Some of these Words and their Plurals
chateau chateaux (French)
The chateau was famous for its wine.
The chateaux were famous for their wines.
phenomenon phenomena
A phenomenon called a quantum singularity was formed.
The phenomena were called black holes.
medium media
The medium is the message.
The media reported that they were shocked by the discoveries in Somalia.
criterion criteria
The only criterion was that the candidate had to be a woman.
The criteria stated that the candidate had to be a female and single.
datum data (Latin)
A datum, recorded by Gildas, recorded that a battle was won Badon Hill in 665 AD.
The historical data in the Doomesday Book were gathered over more than a hundred years.
Give these non standard plurals some thought. You will find they are frequently found in postgraduate assignments, essays and dissertations. A comprehensive Oxford Dictionary is the only way to ensure that you have used the correct plurals in your assignments.
Although English culture combines a rich social/cultural tradition from Celtic/Roman/Anglo-Saxon/Norman-French/ and Viking-Norse, it is an interesting fact almost the only words in English, that originate from the Celtic languages of pre-Roman Britain are river names such as The Thames or The Avon. It is believed that, in the 7th century when the Anglo-Saxon invaders pushed into Britain after the departure of the occupying Roman armies, the remaining Celtics were pushed into Cornwall, Wales, Ireland and Northern Britain. Their disparate languages, therefore, did not make a considerable impact on the English language. In fact, Latin words probably came to England during the medieval period when Latin was the universal language of the church, rather than the earlier Roman occupation. Thus, English as a whole, is a mish-mash of languages beginning with the Anglo Saxon invasions and ending with the influence of the church.
So, where do non standard English plurals come from? Like our first example (man/woman), non standard plurals are linguistic survivors from Latin, French and Anglo-Saxon and even on occasion Norse.
The non standard English plurals below tend to cause difficulties because of their obscure linguistic origins. These origins mean that these words do not follow the standard s and es pattern and makes them tricky to use.
Some of these Words and their Plurals
chateau chateaux (French)
The chateau was famous for its wine.
The chateaux were famous for their wines.
phenomenon phenomena
A phenomenon called a quantum singularity was formed.
The phenomena were called black holes.
medium media
The medium is the message.
The media reported that they were shocked by the discoveries in Somalia.
criterion criteria
The only criterion was that the candidate had to be a woman.
The criteria stated that the candidate had to be a female and single.
datum data (Latin)
A datum, recorded by Gildas, recorded that a battle was won Badon Hill in 665 AD.
The historical data in the Doomesday Book were gathered over more than a hundred years.
Give these non standard plurals some thought. You will find they are frequently found in postgraduate assignments, essays and dissertations. A comprehensive Oxford Dictionary is the only way to ensure that you have used the correct plurals in your assignments.
Friday, April 24, 2009
Reducing stress in exam preparation and assignments
Stress and the MBA and MSc Programs - Reducing stress while preparing for Exams and Assignments
Stress is a serious problem in many of our lives. We know many of the contributors to this stress - family problems, money problems, health problems and school problems. In this blog, we are talking about problems encountered in completing assignments and work in the MBA and MSc Programs at U of Leicester's School of Management. At the end of this blog, I have posted a source for students facing other serious life problems. Go to the end of the blog to find the resources I have suggested to assist you with these issues.
In talking about stress and relaxation, I emphasize that stress reduction strategies assist students in grade achievement, but are not a substitute for the techniques of critical thinking that were discussed in an earlier blog. However, the relaxation techniques I suggest are employed in fields such as sports training where the emphasis is on winning. If they use these techniques, you too can use them with success.
Technique 1 - Morale and Self Messaging
The first technique is morale and positive self messaging. This is an important consideration for many students who are worried about performance and who feel that they cannot succeed. When you're drawing up your work schedule (which we will discuss in more detail below), you should provide yourself a checklist so you can see the positive results of your achievements on each occasion you work on your MBA/MSc program. Reward yourself when you do your studying and work. Give yourself time to feel positive about what you've done. Tell yourself that you've done a good job. Remember, in a DL program, although you are working alone, you also have Blackboard. When you are lost and confused about information in your module booklets/texts, you should refer these matters to your classmates and module tutors who are also working with the information. They can become a mini support group for you.
Although you may think it is hard to believe in yourself, you should think about all the other students who have come through the program successfully. They too may have encountered set-backs yet they completed their degree programs.
When setbacks occur, you need to remember back to the times when you got through your modules successfully and achieved your goals. Keeping a positive attitude will help you get through all the work that you need to do. Keep your mind focused on the program now, and don't worry about the future. You will eventually get to the end of the program and you will do so with a positive record of what you have achieved behind you.
Technique 2 - Good Time Management Practices
Next, I believe that good time management practices minimize stress. Students working to deadline, whether on an exam or an assignment, will find that the project is easier when they plan ahead. A number of steps are involved:
1. Before drawing up the time management plan, make no assumptions about what will be included on your exam. Do not you cut corners in planning out research and reflection time before tackling assignments. When you plan time properly, you'll be comfortable knowing that you have covered your subject thoroughly before an exam and won't have nasty surprises. Be
thorough in detailing all of your time needs before beginning an assignment or exam preparation.
2. A time management plan should incorporate the use of a calendar with sufficient space to describe all the activities you are planning to do that day. Small time planners do not allow you enough space to draw up a detailed daily work agenda. I suggest a large planner to assist you. Print your own, if you can't find one to suit you.
3. The time manager should also include a daily checklist for you to tick off the things that you've done. In the case of an exam or assignment, it allows you to monitor your progress and adjust your plans if you feels you should review material again or if you need to do more research and planning.
4. Finally, you should put time and thought into planning out your activities. Students usually underestimate the need to think through their topic or their study requirements. This leads to uncovered material from module texts showing up on exams and problems in assignments. Remember that thinking things through is also part of your work, not simply the execution. This is clear with exams, but often in assignments we fail to see that the same strategy applies.
5. In the case of exams, please remember the acronym SQ3R (Survey, question, read, recite, review) . These are requisite study steps. Look at the handout provided by the University of Minnesota to see how these steps work in more detail:
http://www.uccs.umn.edu/oldsite/lasc/handouts/sq3r.html
Technique 3 - Meditation and Relaxation
Like positive messaging, meditation and relaxation techniques are also used by sports professionals. In other words, the benefits of relaxation do help students to greater achievement in exams and assignments. Use these techniques when you are faced with stress at an exam. This will minimize time loss through freezing up and blocking information because you're worried about the results of the exam.
Below I've included the address for a guided meditation exercise that some students may find useful:
http://video.google.com/videoplay?docid=-8845129782533837583
Finally, students facing career planning decisions or mental health issues can find assistance at Student Support and Development Service at the U of Leicester. Go to:
http://www2.le.ac.uk/offices/ssds
for a description of their services in the areas of mental health, career planning and career guidance. Although I am always open to discuss their needs with students, I will always suggest this approach because I am not a qualified practitioner in this area. I always urge students to choose the best options to help them with their needs.
Stress is a serious problem in many of our lives. We know many of the contributors to this stress - family problems, money problems, health problems and school problems. In this blog, we are talking about problems encountered in completing assignments and work in the MBA and MSc Programs at U of Leicester's School of Management. At the end of this blog, I have posted a source for students facing other serious life problems. Go to the end of the blog to find the resources I have suggested to assist you with these issues.
In talking about stress and relaxation, I emphasize that stress reduction strategies assist students in grade achievement, but are not a substitute for the techniques of critical thinking that were discussed in an earlier blog. However, the relaxation techniques I suggest are employed in fields such as sports training where the emphasis is on winning. If they use these techniques, you too can use them with success.
Technique 1 - Morale and Self Messaging
The first technique is morale and positive self messaging. This is an important consideration for many students who are worried about performance and who feel that they cannot succeed. When you're drawing up your work schedule (which we will discuss in more detail below), you should provide yourself a checklist so you can see the positive results of your achievements on each occasion you work on your MBA/MSc program. Reward yourself when you do your studying and work. Give yourself time to feel positive about what you've done. Tell yourself that you've done a good job. Remember, in a DL program, although you are working alone, you also have Blackboard. When you are lost and confused about information in your module booklets/texts, you should refer these matters to your classmates and module tutors who are also working with the information. They can become a mini support group for you.
Although you may think it is hard to believe in yourself, you should think about all the other students who have come through the program successfully. They too may have encountered set-backs yet they completed their degree programs.
When setbacks occur, you need to remember back to the times when you got through your modules successfully and achieved your goals. Keeping a positive attitude will help you get through all the work that you need to do. Keep your mind focused on the program now, and don't worry about the future. You will eventually get to the end of the program and you will do so with a positive record of what you have achieved behind you.
Technique 2 - Good Time Management Practices
Next, I believe that good time management practices minimize stress. Students working to deadline, whether on an exam or an assignment, will find that the project is easier when they plan ahead. A number of steps are involved:
1. Before drawing up the time management plan, make no assumptions about what will be included on your exam. Do not you cut corners in planning out research and reflection time before tackling assignments. When you plan time properly, you'll be comfortable knowing that you have covered your subject thoroughly before an exam and won't have nasty surprises. Be
thorough in detailing all of your time needs before beginning an assignment or exam preparation.
2. A time management plan should incorporate the use of a calendar with sufficient space to describe all the activities you are planning to do that day. Small time planners do not allow you enough space to draw up a detailed daily work agenda. I suggest a large planner to assist you. Print your own, if you can't find one to suit you.
3. The time manager should also include a daily checklist for you to tick off the things that you've done. In the case of an exam or assignment, it allows you to monitor your progress and adjust your plans if you feels you should review material again or if you need to do more research and planning.
4. Finally, you should put time and thought into planning out your activities. Students usually underestimate the need to think through their topic or their study requirements. This leads to uncovered material from module texts showing up on exams and problems in assignments. Remember that thinking things through is also part of your work, not simply the execution. This is clear with exams, but often in assignments we fail to see that the same strategy applies.
5. In the case of exams, please remember the acronym SQ3R (Survey, question, read, recite, review) . These are requisite study steps. Look at the handout provided by the University of Minnesota to see how these steps work in more detail:
http://www.uccs.umn.edu/oldsite/lasc/handouts/sq3r.html
Technique 3 - Meditation and Relaxation
Like positive messaging, meditation and relaxation techniques are also used by sports professionals. In other words, the benefits of relaxation do help students to greater achievement in exams and assignments. Use these techniques when you are faced with stress at an exam. This will minimize time loss through freezing up and blocking information because you're worried about the results of the exam.
Below I've included the address for a guided meditation exercise that some students may find useful:
http://video.google.com/videoplay?docid=-8845129782533837583
Finally, students facing career planning decisions or mental health issues can find assistance at Student Support and Development Service at the U of Leicester. Go to:
http://www2.le.ac.uk/offices/ssds
for a description of their services in the areas of mental health, career planning and career guidance. Although I am always open to discuss their needs with students, I will always suggest this approach because I am not a qualified practitioner in this area. I always urge students to choose the best options to help them with their needs.
Friday, April 17, 2009
Word of the Week: Will and Would
How to Use Will and Would
These two verbs are part of a group called modals. Modal verbs "have meanings related to ideas such as possibility, likelihood, prediction, necessity, permission and obligation" (Hewings 204). The most frequent use of will is to indicate "an intention or an instruction" (Allen 24), as in "I will go to the party tonight". In polite discourse, the word shall is often substituted in questions. For example "Shall I pick you up at ten?" rather than "Will I pick you up at ten?"
Would is the past tense of will: "He said he would be away for a few days." It also has a variety of other meanings according to the Oxford Dictionary: (2) to indicate a consequence (real or imagined) - "He would lose his job if the General Motors goes bankrupt." (3) to give advice - "I wouldn't drink that if I were you." (4) To express a polite request -"I would like that book when you are finished with it." (5) To express a conjecture, opinion or hope - "Would you pass the salad?" (6) To express a desire or inclination - "I would love to visit Canada." (See Oxford Dictionary of English).
Will, Would and Used to
Hewing's "Advanced Grammar in Use" offers the following suggestions:
1. Will (present tense) and would (past tense) are used to discuss "characteristic behaviour or habits" or "things that are always true."
Examples - In the fall, the leaves will fall off the trees. (always true)
Every day, he would go to the post office. (characteristic behaviour)
2. You can use will to "draw conclusions or state assumptions about things that are the case now".
Example - You will find the Red-Winged Blackbird in marshy areas.
3. To discuss repeated event that are not the case now, you can use either would or used to plus an infinitive verb. You can only use would if the time reference is clear.
Example - He used to drive to Minnesota in June. He would drive to Minnesota in June. (Note: clear time reference, in June). If the time reference is unclear, you should not use would or used to.
Example - She went to Jamaica five times. (Note: When she went is to Jamaica is unclear.)
4. To talk about an unreal past situation - that is, one that is imaginary or that did not happen:
Example - I would have visited her but my visa expired.
However, Advanced Grammar also notes "when we want to think about a past situation that actually happened, we prefer to use will have + past participle."
Example - As you will have noticed, the house was in pristine condition.
(Hewings, p. 32).
References:
Allen, Robert. How to Write Better English. London: Penguin Books, 2005.
Hacker, Diana. A Canadian Writer's Reference (2nd ed). Toronto: Nelson, 2001.
Hewings, Martin. Advanced Grammar in Use (2nd ed). Cambridge: Cambridge U Press, 2005.
Oxford Dictionary of English (2nd ed. rev). Oxford: Oxford U Press, 2005.
These two verbs are part of a group called modals. Modal verbs "have meanings related to ideas such as possibility, likelihood, prediction, necessity, permission and obligation" (Hewings 204). The most frequent use of will is to indicate "an intention or an instruction" (Allen 24), as in "I will go to the party tonight". In polite discourse, the word shall is often substituted in questions. For example "Shall I pick you up at ten?" rather than "Will I pick you up at ten?"
Would is the past tense of will: "He said he would be away for a few days." It also has a variety of other meanings according to the Oxford Dictionary: (2) to indicate a consequence (real or imagined) - "He would lose his job if the General Motors goes bankrupt." (3) to give advice - "I wouldn't drink that if I were you." (4) To express a polite request -"I would like that book when you are finished with it." (5) To express a conjecture, opinion or hope - "Would you pass the salad?" (6) To express a desire or inclination - "I would love to visit Canada." (See Oxford Dictionary of English).
Will, Would and Used to
Hewing's "Advanced Grammar in Use" offers the following suggestions:
1. Will (present tense) and would (past tense) are used to discuss "characteristic behaviour or habits" or "things that are always true."
Examples - In the fall, the leaves will fall off the trees. (always true)
Every day, he would go to the post office. (characteristic behaviour)
2. You can use will to "draw conclusions or state assumptions about things that are the case now".
Example - You will find the Red-Winged Blackbird in marshy areas.
3. To discuss repeated event that are not the case now, you can use either would or used to plus an infinitive verb. You can only use would if the time reference is clear.
Example - He used to drive to Minnesota in June. He would drive to Minnesota in June. (Note: clear time reference, in June). If the time reference is unclear, you should not use would or used to.
Example - She went to Jamaica five times. (Note: When she went is to Jamaica is unclear.)
4. To talk about an unreal past situation - that is, one that is imaginary or that did not happen:
Example - I would have visited her but my visa expired.
However, Advanced Grammar also notes "when we want to think about a past situation that actually happened, we prefer to use will have + past participle."
Example - As you will have noticed, the house was in pristine condition.
(Hewings, p. 32).
References:
Allen, Robert. How to Write Better English. London: Penguin Books, 2005.
Hacker, Diana. A Canadian Writer's Reference (2nd ed). Toronto: Nelson, 2001.
Hewings, Martin. Advanced Grammar in Use (2nd ed). Cambridge: Cambridge U Press, 2005.
Oxford Dictionary of English (2nd ed. rev). Oxford: Oxford U Press, 2005.
Thursday, April 9, 2009
Critical appraisal of research materials and papers
What do we mean when we talk about critical appraisal of research materials? Is there a scientific way to choose the journal articles we use to write our assignments and papers? To take this problem further, how do we pick the right journal articles to find the right quotations to enhance our assignments? Is this an art or is it a science?
In postgrad programmes such as the one at the University of Leicester students learn to evaluate materials in their chosen field of study critically. New students in the programme quickly learn that there are arrays of books, journal articles and other materials available through Google alone (not Google Scholar) that may or may not be good source materials. How do you choose which sources to rely on?
Far from the actual physical university, distance learners may be tempted by sources such as Wikipedia rather than working their way through the databases available through the library at the University of Leicester. After all, Wikipedia and Google are easily available anywhere. Why bother to extend your research to more difficult sources when so many free journal articles are easily found at the touch of a button? Is there really a difference? Unfortunately, there is.
Many students aren't aware that the librarians at U of Leicester have provided a helpful guide for research with their bibliographic guide to different disciplines, called 'subject rooms'. This guide is available at:
http://rooms1.library.le.ac.uk/rooms/portal/
They may also not be aware that a librarian, Andrew Dunn, is available to help them at +44 (0)116 252 2055 or via ad158@le.ac.uk
In these 'subject rooms', you will find that the librarians have provided a bibliography of many important 'refereed journals', that is, journals where the articles are reviewed before publication by scholars who are experts in that field. By using the right materials from the start, students can begin to understand the value of strong critical arguments in good journal articles. In these journal articles the data supports the arguments and conclusions made in the paper. They adhere to a higher standard of scholarship than, for example, most newspaper articles, and they help students make effective arguments in their assignments. Additionally, these journal articles will point towards good future research with excellent bibliographic references for the student to follow up. Good refereed journal articles provide a wealth of materials to help the struggling student.
As you explore this wealth of materials, you will also find that many journal articles on a particular topic refer again and again to a number of the same books and articles. This is because, as I mentioned in another context, management scholars have studied the important works in their field. These works are well known to them. In fact, many of the ideas in their own work reflect, build upon, expand or otherwise engage with these important works. Students reading good journal articles will find references to these works throughout their readings.
You will find it easier to back up your arguments with the right quotations if you use the right journal articles. If you begin your research with good scholarly journals that are refereed, you will save yourself a lot of time and trouble. By using these source materials, you will find that your ability to evaluate an article with a logical, analytical argument will improve over time. You will see that a good scholar uses the right data to back up their arguments and conclusions. This will help you to do the same thing in your assignments.
Is this an art or a science? In fact, it's a bit of both. Journal articles, just like assignments, are about the use of critical thinking and argument, using data and language. This is the basis of the academic tradition, and is about both how we use language to express ourselves and evidence to support our arguments.
In postgrad programmes such as the one at the University of Leicester students learn to evaluate materials in their chosen field of study critically. New students in the programme quickly learn that there are arrays of books, journal articles and other materials available through Google alone (not Google Scholar) that may or may not be good source materials. How do you choose which sources to rely on?
Far from the actual physical university, distance learners may be tempted by sources such as Wikipedia rather than working their way through the databases available through the library at the University of Leicester. After all, Wikipedia and Google are easily available anywhere. Why bother to extend your research to more difficult sources when so many free journal articles are easily found at the touch of a button? Is there really a difference? Unfortunately, there is.
Many students aren't aware that the librarians at U of Leicester have provided a helpful guide for research with their bibliographic guide to different disciplines, called 'subject rooms'. This guide is available at:
http://rooms1.library.le.ac.uk/rooms/portal/
They may also not be aware that a librarian, Andrew Dunn, is available to help them at +44 (0)116 252 2055 or via ad158@le.ac.uk
In these 'subject rooms', you will find that the librarians have provided a bibliography of many important 'refereed journals', that is, journals where the articles are reviewed before publication by scholars who are experts in that field. By using the right materials from the start, students can begin to understand the value of strong critical arguments in good journal articles. In these journal articles the data supports the arguments and conclusions made in the paper. They adhere to a higher standard of scholarship than, for example, most newspaper articles, and they help students make effective arguments in their assignments. Additionally, these journal articles will point towards good future research with excellent bibliographic references for the student to follow up. Good refereed journal articles provide a wealth of materials to help the struggling student.
As you explore this wealth of materials, you will also find that many journal articles on a particular topic refer again and again to a number of the same books and articles. This is because, as I mentioned in another context, management scholars have studied the important works in their field. These works are well known to them. In fact, many of the ideas in their own work reflect, build upon, expand or otherwise engage with these important works. Students reading good journal articles will find references to these works throughout their readings.
You will find it easier to back up your arguments with the right quotations if you use the right journal articles. If you begin your research with good scholarly journals that are refereed, you will save yourself a lot of time and trouble. By using these source materials, you will find that your ability to evaluate an article with a logical, analytical argument will improve over time. You will see that a good scholar uses the right data to back up their arguments and conclusions. This will help you to do the same thing in your assignments.
Is this an art or a science? In fact, it's a bit of both. Journal articles, just like assignments, are about the use of critical thinking and argument, using data and language. This is the basis of the academic tradition, and is about both how we use language to express ourselves and evidence to support our arguments.
Monday, April 6, 2009
Responses to students' inquiries
Hi:
I'm glad that students are reading my blog and finding it useful. One student asked if they could get the blog sent to them as a subscription. You can join the blog through the RSS feed at the very bottom of the page. This means, as I understand it, that you will know when I've made new postings to the blog by checking the feed icon on your browser's toolbar. You can then read the new posting. Some weekly blogs take more time to write than others because of the amount of research or information in the blog. Unlike a newspaper, I don't have a small editorial staff to help me and the news doesn't really change daily. But blogs will always be weekly. The blog will go on except when the exhausted tutor takes vacation time off. These breaks will be clearly advertised in advance on the blog.
Another student asked about covering particular grammar material in an upcoming blog, I have noted their areas of interest and plan to do this as soon as our grammar blog rolls around.
I had planned to talk about stress this week. However, it has come to my attention, through a posting, that "critical appraisal of scientific materials, papers or reviews" would be a topic that would be of general interest this week for students working to deadline on assignments. Duly, this week's blog topic is how to pick and appraise research materials that can be used to the best effect in student assignments. Questions on this posting that are specific to your needs should be addressed to my email address at ulsmdltutor@le.ac.uk, unless you feel they would be of general interest to the group.
Perhaps, students should know that as the Skills Tutor, my work is somewhat different from the work of module tutors. For me, the work of the students is ongoing. There are always students in need, students who have to redo an assignment, students trying to find readings for a dissertation proposal and other students with many and varied concerns. Therefore, from my point of view, the work is not over when the module ends. Module tutors are subject experts in their specific area whether it is Finance or Management. My expertise lies in research skills, study skills and writing skills, and I approach education as from a holistic point-of-view. If we are lucky, we all remain learners for a lifetime. Until the next post,
KB
Please note: I have written this up as a blog because Google had some trouble allowing me to reply to posts in my usual way. This is my reply to last week's posts.
I'm glad that students are reading my blog and finding it useful. One student asked if they could get the blog sent to them as a subscription. You can join the blog through the RSS feed at the very bottom of the page. This means, as I understand it, that you will know when I've made new postings to the blog by checking the feed icon on your browser's toolbar. You can then read the new posting. Some weekly blogs take more time to write than others because of the amount of research or information in the blog. Unlike a newspaper, I don't have a small editorial staff to help me and the news doesn't really change daily. But blogs will always be weekly. The blog will go on except when the exhausted tutor takes vacation time off. These breaks will be clearly advertised in advance on the blog.
Another student asked about covering particular grammar material in an upcoming blog, I have noted their areas of interest and plan to do this as soon as our grammar blog rolls around.
I had planned to talk about stress this week. However, it has come to my attention, through a posting, that "critical appraisal of scientific materials, papers or reviews" would be a topic that would be of general interest this week for students working to deadline on assignments. Duly, this week's blog topic is how to pick and appraise research materials that can be used to the best effect in student assignments. Questions on this posting that are specific to your needs should be addressed to my email address at ulsmdltutor@le.ac.uk, unless you feel they would be of general interest to the group.
Perhaps, students should know that as the Skills Tutor, my work is somewhat different from the work of module tutors. For me, the work of the students is ongoing. There are always students in need, students who have to redo an assignment, students trying to find readings for a dissertation proposal and other students with many and varied concerns. Therefore, from my point of view, the work is not over when the module ends. Module tutors are subject experts in their specific area whether it is Finance or Management. My expertise lies in research skills, study skills and writing skills, and I approach education as from a holistic point-of-view. If we are lucky, we all remain learners for a lifetime. Until the next post,
KB
Please note: I have written this up as a blog because Google had some trouble allowing me to reply to posts in my usual way. This is my reply to last week's posts.
Thursday, April 2, 2009
Word of the week - Bad/Badly. Bad is an adjective, badly is an adverb.
Examples - I feel bad about having to miss the recital. Her lungs hurt badly from the bronchial infection.
Okay, in line with extending the educational experience for students, I'd like to recommend a site at the BBC World Service on improving English. It's at:
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv24.shtml
They have an interactive question and answer service, information on grammar and they even discuss words with reference to English culture. Perhaps, it will help anyone who, like me, had to find out what a "barney" was after they watched "Law & Order UK" last Monday night. English usage, idiomatic and not so idiomatic, is explained at this website. There are also online quizzes on English grammar geared to ELS students, and these quizzes are interactive and free.
KB
Examples - I feel bad about having to miss the recital. Her lungs hurt badly from the bronchial infection.
Okay, in line with extending the educational experience for students, I'd like to recommend a site at the BBC World Service on improving English. It's at:
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv24.shtml
They have an interactive question and answer service, information on grammar and they even discuss words with reference to English culture. Perhaps, it will help anyone who, like me, had to find out what a "barney" was after they watched "Law & Order UK" last Monday night. English usage, idiomatic and not so idiomatic, is explained at this website. There are also online quizzes on English grammar geared to ELS students, and these quizzes are interactive and free.
KB
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