Time management is the key to getting difficult or long projects finished. Many students write to me to discuss how they will best manage their time leading up to an examination. I have even had a monthly check-in with students. This helps to keep students on track when they are thinking about all the material they have to cover before the exams. I will do this for any student who asks, but first I ask the all-important question "How much time do you really have available to cover all the materials before the exam?"
Students want short cuts to getting through exams. This is natural; we all want short cuts. However, I always tell students writing exams for University of Leicester that these are comprehensive exams, that is, all the material in the text books is meant to be covered in detail. Making assumptions about what material might or might not be on any exam is not a good idea. This is because any of the material in the text might very well be covered by the exam. Knowing this, how do you plan for your studying and allow enough time to cover everything in the textbook?
First, you need to know exactly how much time you have to study each week. You should also split this time into several chunks. For example, four hours studying time on a Sunday is not as useful as four hours split out over several days. This is called 'distributed practice'. You should allow two hours of studying for every in-class hour as well; this is called the 'two-for-one rule'. Good study practice allows for 15 minute breaks every hour. Moreover, it is important to study thematically - placing similar ideas together.
Other ideas that help in studying are:
Chunking - Placing similar ideas together
Mnemonics - A way to develop acronyms to aid memory
Selecting Main Ideas - Selecting out the main ideas as an aid to memory
Defining Hierarchies - Placing ideas in a hierarchy so that major ideas are broken down into groups and subgroups of ideas
Integrating - Integrating the ideas into the subject as a whole
If you don't have enough time to study, a common problem for students who are working, you will need to find the time to study. You should also choose a time of peak efficiency for you, that is, a time when you are attentive and learn well, not when you are tired and forgetful. Speaking to employers is helpful, especially if they are invested in seeing you complete your degree and use your new skills at your job. Families can also be brought in to support your work. Lastly, you must use positive self talk to help give you that needed boost when you're working.
Looking over a timetable of the week will help you understand when you have study time. You should use this to help plan out your studying over several months. Good luck and good studying until next time.
KB
Monday, June 28, 2010
Tuesday, June 15, 2010
Still More About the Comma
Some of you have requested more on comma use. First, I'd like to take a minute to review sentence types. Then we'll see how you can use commas to improve clarity in your writing. There are simple sentences such as "I went home for my vacation." This sentence has one independent clause. A clause is any group of words with a subject and a predicate. There are several types of clauses: noun clauses, adverb clauses, adjective clauses. Okay, why is this important?
When sentences become longer and more complex, they may contain "independent clauses." A compound sentence contains one or more independent clause.s These are clauses that are linked to the main subject by a linking words such as "and, or, but, yet, so, for, nor". They are introduced by a comma.
A penny saved is a penny earned, but the earnings don't amount to much.
Reference:
Dodds, Jack & Judi Jewinski. The Ready Reference Handbook. (1998). Canadian ed. Toronto: Prentice Hall, 89.
Notice in the sentence above that all the information in the second half of the sentence could be divided into a separate sentence by removing the word "but" and putting in a full-stop or period.
This is not the case for a dependent clause. The following sentence is a complex sentence that contains an independent clause and a dependent clause. See that the first half of the sentence could not stand on its own as a sentence by small editorial changes.
When the hurricane altered its path, emergency bulletins were posted on the Miami TV channels.
When sentences become longer and more complex, they may contain "independent clauses." A compound sentence contains one or more independent clause.s These are clauses that are linked to the main subject by a linking words such as "and, or, but, yet, so, for, nor". They are introduced by a comma.
A penny saved is a penny earned, but the earnings don't amount to much.
Reference:
Dodds, Jack & Judi Jewinski. The Ready Reference Handbook. (1998). Canadian ed. Toronto: Prentice Hall, 89.
Notice in the sentence above that all the information in the second half of the sentence could be divided into a separate sentence by removing the word "but" and putting in a full-stop or period.
This is not the case for a dependent clause. The following sentence is a complex sentence that contains an independent clause and a dependent clause. See that the first half of the sentence could not stand on its own as a sentence by small editorial changes.
When the hurricane altered its path, emergency bulletins were posted on the Miami TV channels.
Again, we see that comma use here introduces main clauses such as:
"Emergency bulletins were posted..." .
Dodds and Jewinski (see above) suggest the following way to identify punctuation problems. First, does your writing sound choppy when you read it aloud? Second, does your punctuation cause you to stumble or misread sentences? In these cases, you need to rewrite your sentence by either removing commas to reduce choppiness or adding commas to improve clarity.
Until next time.
KB
"Emergency bulletins were posted..." .
Dodds and Jewinski (see above) suggest the following way to identify punctuation problems. First, does your writing sound choppy when you read it aloud? Second, does your punctuation cause you to stumble or misread sentences? In these cases, you need to rewrite your sentence by either removing commas to reduce choppiness or adding commas to improve clarity.
Until next time.
KB
Sunday, May 30, 2010
More Uses for the Comma: Part 2, A few rules
Last blog, we began our discussion of the comma. Let's pick this up in this posting.
This week, I'd like to point out that I used Lynn Quitman Troyka's book, "Quick Access: a reference for writers" to facilitate my discussion. The full citation is at the end of this blog.
Troyka uses a helpful table to assist students in using the comma. Most of the following information is drawn from her table, Comma Pattern (1998, 127).
Commas that link coordinating conjunctions that link independent clauses require a comma. Look at the following list of words:
"and, or, but for, nor, so and yet." If you use any of these words to link an independent clause (that is a sentence containing a noun and a verb), to another independent clause then you must use a comma. For example:
This wasn't the first time that she cheated on her husband, nor would it be the last time.
Commas are used after an introductory phrase:
Example:
After returning from the prince's ball, Cinderella put on her old gown.
Or an introductory phase:
Example:
In the Prince's hand, he held one tiny crystal slipper.
On the night of the ball, Cinderella had received a beautiful gown and crystal slippers from her Fairy Godmother.
Or an introductory word:
Example:
However, the prince had not forgotten about Cinderella.
Commas with items in a series:
Pattern: item, item, item
Example:
Her stepsisters made Cinderella scrub the floor, the chimney, the door and entrance hall.
Commas with coordinate adjectives:
Pattern: Coordinate adjective, coordinate noun
Example:
The prince made a televised appearance to his subjects using appealing, dramatic language.
No commas are necessary with cumulative adjective
Examples:
The cruel wicked stepsisters were not moved by the Prince's plight.
This is why the Prince made them dance in red hot iron shoes after he finally found Cinderella.
Commas with non restrictive elements
Pattern: Non restrictive element + independent clause
Examples:
A few days after the ball, the prince came to call on Cinderella's stepmother. (Non restrictive element in red)
OR
The beginning of an independent clause + non restrictive element + end of the independent clause (the independent clause is in red here:)
The golden era of Whaling, which lasted from approximately the late 16th century until the mid 19th century, helped fuel the beginnings of industrialization in America.
No commas with restrictive elements
Example:
The fans who attend special conventions meet celebrities from their favourite television shows.
Commas with quotations:
Example
"Look," he said, "I see land ahead."
These are some of the many uses of the comma. In our next blog, we will discuss sentence construction itself and the uses of the semi-colon, the colon and quotation marks.
Reference:
Troyka, Lynn Quitman. 1998. Quick access: reference for writers. Scarborough: Prentice-Hall.
KB
This week, I'd like to point out that I used Lynn Quitman Troyka's book, "Quick Access: a reference for writers" to facilitate my discussion. The full citation is at the end of this blog.
Troyka uses a helpful table to assist students in using the comma. Most of the following information is drawn from her table, Comma Pattern (1998, 127).
Commas that link coordinating conjunctions that link independent clauses require a comma. Look at the following list of words:
"and, or, but for, nor, so and yet." If you use any of these words to link an independent clause (that is a sentence containing a noun and a verb), to another independent clause then you must use a comma. For example:
This wasn't the first time that she cheated on her husband, nor would it be the last time.
Commas are used after an introductory phrase:
Example:
After returning from the prince's ball, Cinderella put on her old gown.
Or an introductory phase:
Example:
In the Prince's hand, he held one tiny crystal slipper.
On the night of the ball, Cinderella had received a beautiful gown and crystal slippers from her Fairy Godmother.
Or an introductory word:
Example:
However, the prince had not forgotten about Cinderella.
Commas with items in a series:
Pattern: item, item, item
Example:
Her stepsisters made Cinderella scrub the floor, the chimney, the door and entrance hall.
Commas with coordinate adjectives:
Pattern: Coordinate adjective, coordinate noun
Example:
The prince made a televised appearance to his subjects using appealing, dramatic language.
No commas are necessary with cumulative adjective
Examples:
The cruel wicked stepsisters were not moved by the Prince's plight.
This is why the Prince made them dance in red hot iron shoes after he finally found Cinderella.
Commas with non restrictive elements
Pattern: Non restrictive element + independent clause
Examples:
A few days after the ball, the prince came to call on Cinderella's stepmother. (Non restrictive element in red)
OR
The beginning of an independent clause + non restrictive element + end of the independent clause (the independent clause is in red here:)
The golden era of Whaling, which lasted from approximately the late 16th century until the mid 19th century, helped fuel the beginnings of industrialization in America.
No commas with restrictive elements
Example:
The fans who attend special conventions meet celebrities from their favourite television shows.
Commas with quotations:
Example
"Look," he said, "I see land ahead."
These are some of the many uses of the comma. In our next blog, we will discuss sentence construction itself and the uses of the semi-colon, the colon and quotation marks.
Reference:
Troyka, Lynn Quitman. 1998. Quick access: reference for writers. Scarborough: Prentice-Hall.
KB
Thursday, May 13, 2010
The Comma in Your Writing: Grammar Rules and Artistry of Use, Part 1
This post is a response to a student's request on the use of the comma. Over the summer, this blog will post will focus on writing and grammar. If a blog reader is interested in a specific grammar topic, please post a response. This way, I know if readers want to read about a particular grammar or writing topic. This article, on the comma, should take two or three blogs to cover fully. Commas are a major problem area in English, so there is a lot to say on this topic before we move forward.
Lynne Truss, the writer of "Eats, Shoots & Leaves" states that the function of the comma is as follows. Commas are used: "1. To illuminate the grammar of a sentence 2. To point up - rather the manner of musical notation - such literary qualities as rhythm, direction, pitch, tone and flow (2005: 70)." This highlights that, while there are actual rules about comma use, writing is an art as well as a science. Commas are meant to strengthen and clarify the meaning of sentences, not distract the reader with their presence in small sentences in which the meaning is already clear. Nor are they always required in longer sentences.
In George Davidson's book "How to Punctuate" he illustrates this:
"I'd been living in America for several years when I decided to pack in my job and head back home to Scotland to make this film (2005: 79)."
After reviewing this sentence, you will notice that a comma could be inserted after the word "job" but the question you need to ask is, does that comma add anything to the meaning of this sentence. Probably not. This highlights the point I made above and that Truss stresses, the use of the comma is not simply about the rules, it is also about linguistic artistry. I was brought up with the idea that a comma is a breath space. This instruction is not always clear. For that reason, we will give examples and uses of the comma in these blogs.
Let's look at some of the places where the comma should not be used. My discussion here is heavily inspired by Don LePan's amusing book, "The Broadview Book of Common Errors in English" (4th edition).
Problem Areas for Commas
1. Run-on Sentences and Comma Splices: A sentence, that is, a complete sentence containing a verb and a noun, is in LePan's words "one complete idea" (1999: 477-78). What this means is that joining two unrelated and otherwise complete ideas with the word "and" is a problem. Let's look at this. When a comma joins these two unrelated sentences with comma followed by "and", it is commonly referred to as a "comma splice". Allow me to show you how this works.
Example:
Last Tuesday evening I went for a long walk in the wood, and we stopped for tea in York. I have highlighted the subject and the verbs in red.
Okay, it is possible that both events happened on the same day but the subject of the first phrase is "I" and the subject of the second sentence is "we". They are not really good candidates for a compound sentence joined by "and". In this case, these should be two separate sentences with a period or a full stop between them. As a side issue, I would like to point out that "and" is often and inappropriately used as a joining word. Later, in the summer we will review "connecting words" that should be used to juxtapose ideas instead of "and". For now, all you need to know is that this is a comma splice. Do not join two ideas in this way.
LePan makes four more observations on comma use.
1. Comma use conveys meaning.
Example:
Because we had a good opportunity in Canada, we left our home in England.
The comma allows us to see that there is a causal relationship here. It is separated from the main clause "we left our home in England" to provide clarity.
2. LePan discusses how commas often come in pairs. He says that we should not eliminate the second comma.
Example
My brother Mark, returned from his journey to the Caribbean in May. (wrong)
My brother, Mark, returned from his journey to the Caribbean in May. (Correct)
3. Writers sometimes add extra commas in very long sentences; this is a mistake. I will use the example from LePan's book:
The snake which had been killed the day before, was already half-eaten by ants. (Wrong)
The snake which had been killed the day before was already half-eaten by ants.(Correct)
The comma does not convey any extra meaning, nor it is required.
4. Terminal commas: One important use of the comma, as you will see in my next blog, is to "separate entries in a list" (1999: 158). When you are making a list, a terminal comma can only be omitted if there is no ambiguity in meaning when you have a list of three or more items.
LePan's example:
"The firms involved were McCarthy and Walters, Harris, Jones, and Engleby, and Cassells and Wirtz." (Wrong, see page reference above)
"The firms involved were: McCarthy and Walters; Harris, Jones and Engleby; and Cassells and Wirtz." (Correct, see page reference above)
Or
"This book is dedicated to my parents, Ayn Rand and God." (Wrong)
"This book is dedicated to my parents, Ayn Rand, and God." (Correct)
In both these cases, the terminal comma clarifies the meaning. However, please note that:
I went to the market to buy oranges, strawberries, raspberries and blueberries. Here, as Truss points out (2005: 85), there is really no need for a comma because the meaning is clear. More on the uses of the comma, in my next blog.
Short Bibliography
Davidson, George. 2005. How to punctuate. London: Penguin Books.
Hacker, Diana. 1996. Rules for writers: a brief handbook. Boston: Bedford Books.
Hewings, Martin. 2005. Advanced grammar in use: a self-study reference and practice book for advanced students of English. Cambridge: Cambridge University Press.
LePan, Don. 2000. The Broadview Book of Common Errors in English: a guide to righting wrongs. Peterborough: Broadview Press.
KB
Lynne Truss, the writer of "Eats, Shoots & Leaves" states that the function of the comma is as follows. Commas are used: "1. To illuminate the grammar of a sentence 2. To point up - rather the manner of musical notation - such literary qualities as rhythm, direction, pitch, tone and flow (2005: 70)." This highlights that, while there are actual rules about comma use, writing is an art as well as a science. Commas are meant to strengthen and clarify the meaning of sentences, not distract the reader with their presence in small sentences in which the meaning is already clear. Nor are they always required in longer sentences.
In George Davidson's book "How to Punctuate" he illustrates this:
"I'd been living in America for several years when I decided to pack in my job and head back home to Scotland to make this film (2005: 79)."
After reviewing this sentence, you will notice that a comma could be inserted after the word "job" but the question you need to ask is, does that comma add anything to the meaning of this sentence. Probably not. This highlights the point I made above and that Truss stresses, the use of the comma is not simply about the rules, it is also about linguistic artistry. I was brought up with the idea that a comma is a breath space. This instruction is not always clear. For that reason, we will give examples and uses of the comma in these blogs.
Let's look at some of the places where the comma should not be used. My discussion here is heavily inspired by Don LePan's amusing book, "The Broadview Book of Common Errors in English" (4th edition).
Problem Areas for Commas
1. Run-on Sentences and Comma Splices: A sentence, that is, a complete sentence containing a verb and a noun, is in LePan's words "one complete idea" (1999: 477-78). What this means is that joining two unrelated and otherwise complete ideas with the word "and" is a problem. Let's look at this. When a comma joins these two unrelated sentences with comma followed by "and", it is commonly referred to as a "comma splice". Allow me to show you how this works.
Example:
Last Tuesday evening I went for a long walk in the wood, and we stopped for tea in York. I have highlighted the subject and the verbs in red.
Okay, it is possible that both events happened on the same day but the subject of the first phrase is "I" and the subject of the second sentence is "we". They are not really good candidates for a compound sentence joined by "and". In this case, these should be two separate sentences with a period or a full stop between them. As a side issue, I would like to point out that "and" is often and inappropriately used as a joining word. Later, in the summer we will review "connecting words" that should be used to juxtapose ideas instead of "and". For now, all you need to know is that this is a comma splice. Do not join two ideas in this way.
LePan makes four more observations on comma use.
1. Comma use conveys meaning.
Example:
Because we had a good opportunity in Canada, we left our home in England.
The comma allows us to see that there is a causal relationship here. It is separated from the main clause "we left our home in England" to provide clarity.
2. LePan discusses how commas often come in pairs. He says that we should not eliminate the second comma.
Example
My brother Mark, returned from his journey to the Caribbean in May. (wrong)
My brother, Mark, returned from his journey to the Caribbean in May. (Correct)
3. Writers sometimes add extra commas in very long sentences; this is a mistake. I will use the example from LePan's book:
The snake which had been killed the day before, was already half-eaten by ants. (Wrong)
The snake which had been killed the day before was already half-eaten by ants.(Correct)
The comma does not convey any extra meaning, nor it is required.
4. Terminal commas: One important use of the comma, as you will see in my next blog, is to "separate entries in a list" (1999: 158). When you are making a list, a terminal comma can only be omitted if there is no ambiguity in meaning when you have a list of three or more items.
LePan's example:
"The firms involved were McCarthy and Walters, Harris, Jones, and Engleby, and Cassells and Wirtz." (Wrong, see page reference above)
"The firms involved were: McCarthy and Walters; Harris, Jones and Engleby; and Cassells and Wirtz." (Correct, see page reference above)
Or
"This book is dedicated to my parents, Ayn Rand and God." (Wrong)
"This book is dedicated to my parents, Ayn Rand, and God." (Correct)
In both these cases, the terminal comma clarifies the meaning. However, please note that:
I went to the market to buy oranges, strawberries, raspberries and blueberries. Here, as Truss points out (2005: 85), there is really no need for a comma because the meaning is clear. More on the uses of the comma, in my next blog.
Short Bibliography
Davidson, George. 2005. How to punctuate. London: Penguin Books.
Hacker, Diana. 1996. Rules for writers: a brief handbook. Boston: Bedford Books.
Hewings, Martin. 2005. Advanced grammar in use: a self-study reference and practice book for advanced students of English. Cambridge: Cambridge University Press.
LePan, Don. 2000. The Broadview Book of Common Errors in English: a guide to righting wrongs. Peterborough: Broadview Press.
KB
Monday, April 26, 2010
Writing Outlines for an Assignment
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
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
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
Monday, March 29, 2010
More on Writing to Me: The time I take to provide advice
Hi, this is KB. So, I have a problem. I'm getting emails from some students who, for some reason, are on lists that ask me to click addys and boxes if I want to see the content of a given email. These emails ask me to verify my identify when I respond to their emails. Students should be aware of problems inherent in using services such as yahoo and getting involved in any kind of alleged 'layer of protection' between them and those who email them. I don't want to refuse emails from students, really I don't. However, I don't have the time to track down students who send out emails telling me that if I click on this or that box I can see the contents of a student's email.
If your current email account is a problem, please use the free University of Leicester email. If you have lost it or don't know it, send me a post through some other system (e.g. - Google) in a regular email and request that I assist you to get your U of Leicester email address. Please.
No tutor, being aware of the problem of hidden viruses in confirmation emails, is going to click on an unknown addy or a box to get through to you and assist you. Last year, I acquired a very nasty computer virus on my rather pricey PC laptop. That lappy is now being used as a doorstop. The virus problem could not be fixed by the computer department at a local university and they had it for a month! Now, I'm using my old Mac computer ...and I won't let this happen again. So, please give some thought to not using that 'Yahoo' address with all the notes requesting that I be one of your many 'friends'. Yes, I have a Yahoo account too but I don't send out anything really important this way and mine doesn't have verification notices. Actually, I have several different email addresses for different purposes. This way I keep my email tidy. If I had a problem getting through to a tutor I would get a Google email addy and request their assistance so I could use my University of Leicester ID and password. I will always try and assist you as long as I don't get emails with unknown email addresses in them. Many of these emails contain adware and/or spyware that loads into your computer the minute you click on it.
Okay, this is why this is so important. I take a lot of time to write back to each correspondent. I even have correspondents who are not students, but simply learners. I always have time for genuine learners no matter who they are or where they are. And, a word to the wise, no genuine learner has ever sent me an email that asked me to verify my identity or that contained a pop up advertisement. Not one. I want you all to pass, to get through your degrees and move ahead with your careers. However, if you have a Yahoo address with massive verification requests that come back at me, I won't click on those verification boxes. It's simple. I won't go looking for hidden emails either. And as for students who want me to respond them on a different email address, other than the email addy from where they sent the original question, please use your U of Leicester account instead. If you are at the office and decide to pop me a message on your business email account, you shouldn't expect me to be a mind reader and guess that there is another place you would like to have the return email sent. This is why University of Leicester provided you with an email address.
When I get unusual looking emails such as the ones I discuss above there isn't any way I have access to information that lets me know whether or not you are a student, without sending out copious emails to the already overloaded admin staff. Those of you who have needed help from admin staff, I'm sure you'd all agree that they should use their time ensuring that the U of Leicester postgraduate programmes are running smoothly, not trying to find out why you are emailing me. I won't burden them with these requests any longer. This will keep the system working. Thank you.
KB
If your current email account is a problem, please use the free University of Leicester email. If you have lost it or don't know it, send me a post through some other system (e.g. - Google) in a regular email and request that I assist you to get your U of Leicester email address. Please.
No tutor, being aware of the problem of hidden viruses in confirmation emails, is going to click on an unknown addy or a box to get through to you and assist you. Last year, I acquired a very nasty computer virus on my rather pricey PC laptop. That lappy is now being used as a doorstop. The virus problem could not be fixed by the computer department at a local university and they had it for a month! Now, I'm using my old Mac computer ...and I won't let this happen again. So, please give some thought to not using that 'Yahoo' address with all the notes requesting that I be one of your many 'friends'. Yes, I have a Yahoo account too but I don't send out anything really important this way and mine doesn't have verification notices. Actually, I have several different email addresses for different purposes. This way I keep my email tidy. If I had a problem getting through to a tutor I would get a Google email addy and request their assistance so I could use my University of Leicester ID and password. I will always try and assist you as long as I don't get emails with unknown email addresses in them. Many of these emails contain adware and/or spyware that loads into your computer the minute you click on it.
Okay, this is why this is so important. I take a lot of time to write back to each correspondent. I even have correspondents who are not students, but simply learners. I always have time for genuine learners no matter who they are or where they are. And, a word to the wise, no genuine learner has ever sent me an email that asked me to verify my identity or that contained a pop up advertisement. Not one. I want you all to pass, to get through your degrees and move ahead with your careers. However, if you have a Yahoo address with massive verification requests that come back at me, I won't click on those verification boxes. It's simple. I won't go looking for hidden emails either. And as for students who want me to respond them on a different email address, other than the email addy from where they sent the original question, please use your U of Leicester account instead. If you are at the office and decide to pop me a message on your business email account, you shouldn't expect me to be a mind reader and guess that there is another place you would like to have the return email sent. This is why University of Leicester provided you with an email address.
When I get unusual looking emails such as the ones I discuss above there isn't any way I have access to information that lets me know whether or not you are a student, without sending out copious emails to the already overloaded admin staff. Those of you who have needed help from admin staff, I'm sure you'd all agree that they should use their time ensuring that the U of Leicester postgraduate programmes are running smoothly, not trying to find out why you are emailing me. I won't burden them with these requests any longer. This will keep the system working. Thank you.
KB
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