M Level Writing
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Transcript of M Level Writing
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Aims of this session…
Understand what critical thinking is and how it applies
to your work
General information on structuring your assignment
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Everyday Critical Encounters
Not accepting things at face value - just because something's in print, it doesn't mean it’s true
Use your own experience and values to help you think critically.
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Absence of critical thinking
Х Believing all television adverts and everything that politicians say etc.
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Do you believe everything that politicians say?
Everyday critical thinking No
Academic critical thinking
Argument/your point
Based on past experience and
information presented in newspapers
Evidence
How do you know this?
Because they lie
Reasoning/ justification
Why?
Theory &
Practice
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Being ‘critical’ at university
• Same thinking process
• Learn not to take academic texts at face value
• Read more than one source to gain a rounded critical perspective
• Remember that the author is ‘selling’ you their argument
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Step 2
What is the main point of the text?Step 1
Is the proof valid?
Step 3
Step 4
Step 5 Does it add up?
Where’s the proof?
Adapted from Cottrell (2003)
Five Steps to Critical Analysis
Who is making the claim?
Critical Thinking
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Exercise
How critical a reader and self critical a writer are you already?
Please complete short ‘tick box’ exercise in hand out.
How can you improve on your weak areas?(Wallace and Wray, 2006)
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Descriptive Critical
States what happened Identifies the significance
States what something is like Evaluates strengths and weaknesses
Lists details Evaluates the relative significance of details
Explains what a theory says Shows why something is relevant or suitable
States links between items Shows the relevance of links between pieces of information
Gives information Draws a conclusion
(Cottrell, 2003:232)
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FundamentalWhat do I think I know about X?
Connecting How does X relate to Y or Z?
HypothesisIf X relates to Y or/and Z then A.
CriticalIn evaluating X, Y, Z and A what is my
argument?
Adapted from Jones (2009: 8)
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FundamentalWhat difficulties do pupils with English as an additional language (EAL) face in a classroom setting?
Connecting What methods are used to reduce these difficulties?
HypothesisWhat are the implications of using these methods in a classroom setting?
CriticalEvaluate the methods used to reduce the difficulties that pupils with EAL face in the classroom setting.
Adapted from Jones (2009: 8)
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Critical reading – assess the extent to which adequate justification has been provided for the claims made. This depends on the author’s argument and on your own knowledge, experience & understanding
Critical writing – convince your tutor of your argument by adequate reasons and evidence.
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Remember
You will not be able to include EVERYTHING in your assignment
Choose which points you think are important
Focus on QUALITY and not quantity
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Answering the questionAvoid deviating – answer must relate to the
questionAnswer all parts of the question – divide the
word count between the sections
Assignment question
Break it down - look for key words
1. Academic key words:http://www.uefap.com/writing/writfram.htm
2. Identify the topic/s and the focus
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Reading around the subject area
Develop your arguments Need evidence to back up your points.
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Your argument should follow a logical order
What information should you keep in and what should you to leave out
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General structure
Introduction10%
Main body75-80%
Conclusion10-15%
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
General background information on the assignment
Contents of your essay?
What are the main points?What order have they been addressed?
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Develop your argument and put forward your line of reasoning.
Structure your argument!
Each paragraph should cover one theme
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Draw together the main points
Do NOT introduce new material
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1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
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Top tips
Make sure you leave enough time to complete your assignment
Don’t leave your reference list until the end – do it as you do your research/ writing
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Help with referencing and plagiarism:http://www.youtube.com/user/mmudegreeskills
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ANY QUESTIONS?
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References
Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan
Jones, S. (2009) Critical learning for social work student. Exeter: Learning Matters
Warren, M. and Wray, A. (2006) Critical reading and writing for postgraduates. London: SAGE Publications Ltd.