Introduction
"In this lecture I wish to look at a not uncommon way of writing and structuring books, dissertations and theses. This approach, I will argue, involves the writer announcing at the outset what he or she will be doing in the pages that follow. The default format of academic research papers and textbooks, it serves the dual purpose of enabling the reader to skip to the bits that are of particular interest and ? in keeping with the prerogatives of scholarship ? preventing an authorial personality from intruding on the material being presented. But what happens when this basically plodding method seeps so deeply into a writer?s makeup as to constitute a neutralisation of authorial voice, a limitation, a faux-objectivity?"
All essays need to have a introduction. The introduction needs to outline the question and the general argument. How the argument will develop and what position you're going to take.
There are ways in which to challenge academic conventions. Don't think that i'm making you follow rules, though you need to be armed with the rule so you know how to break them.
Example: DERRIDA, J. (1987) Glas, Nebraska: University of Nebraska Press
Academic Conventions are like an institutional framework for your work. They structure and standardise. They aspire to academic honesty
This is what your aiming to do, at this level you are expected to be able to:
- Demonstrate a critical knowledge of practice
- Apply theory to practice
- Analyse relevant material
- Evaluate theory and evidence within the context of study
- Reflect - critiquing and critically reflecting on your learning and using this to improve practice.
Deep & Surface Learning
Using the knowledge that you've mastered to create with. Stronger elements sit atop the pyramid, those that are weaker will be at the bottom.
Using the knowledge that you've mastered to create with. Stronger elements sit atop the pyramid, those that are weaker will be at the bottom.
Original Bloom's 1956 New Bloom's (Anderson and Pohl) 1990-200)
Surface Approach
The surface approach is flippant. Not being aware that there are many arguments, or writing only on basic knowledge without challenge.
The surface approach is flippant. Not being aware that there are many arguments, or writing only on basic knowledge without challenge.
- Concentration on Learning Outcomes
- Passive acceptance of ideas
- Routine memorisation of facts
- Sees small chunks
- Ignore guiding patterns and principles
- Lack of reflection about, or ignorance of, underlying patterns and theories
- Little attempt to understand
- Minimal preparation and research
Deep Approach
About you formulating your own opinions and positions. Don't regurgitate ideas. What do you think, why is this relevant to you? How are your ideas drawn from evidence, from research?
About you formulating your own opinions and positions. Don't regurgitate ideas. What do you think, why is this relevant to you? How are your ideas drawn from evidence, from research?
- Independent engagement with material
- Critical and thoughtful about idea and information
- Relates ideas to own previous experience and knowledge
- Sees the big picture
- Relates evidence to conclusions
- Examines logic of arguments
- Interested in wider reading and thinking
- Ongoing preparation and reflection
How Do I Evidence Deep Learning?
Academic writing is formal and follows some standard conventions. Each academic discipline has its own specialist vocabulary which you will be expected to learn and use in your own writing. The substance of academic writing must be based on solid evidence and logical analysis, and presented as a concise, accurate argument. Academic writing can allow you to present your argument and analysis accurately and concisely.
Each chapter should have an introduction and conclusion to show how the argument has changed. Always have one point lead to another.
Each chapter should have an introduction and conclusion to show how the argument has changed. Always have one point lead to another.
Aim for precision. Don't use unnecessary words or waffle. Get straight to the point. Make every word count. If there is any uncertainty about a particular point, use cautious language (such as may, might, could, potentially).
Unless you are a confident writer, it is best to avoid over-long sentences and to aim for a mixture of long and short sentences for variation and rhythm.
- Avoid repeating the same words
- Avoid abbreviations and contractions
- Avoid slang words and phrases
- Avoid conversational terms
- Avoid vague terms
In many academic disciplines, writing in the first person is not acceptable as it is believed to be too subjective and personal. Many tutors prefer impersonal language to be used in assignments.
First person sentences use the pronouns I and we.
Example: We have considered... I suggest that... I have observed...
Example: We have considered... I suggest that... I have observed...
It should be: Consideration has been given to...
The suggestion here is that...
It has been observed...
Structure
Structure
Preliminaries -Title / Acknowledgements / Contents / List of Illustrations
Introduction - The abstract / Statement of the problem / Methodological approach
Main Body - Review of the literature / logically developed argument /Chapters / results of investigation / Case Study
Conclusion - Discussion and conclusion / Summary of conclusions
Extras - Bibliography / Appendices
Resolving Your Research Project
14th Jan @ 4pm
6 weeks away
6 weeks away
Getting Stuck
- Ask yourself why are you really stuck?
- Avoid negativity
- Picture what being unstuck would look like
Becoming Unstuck: This is how I feel > This is what i'm really stuck with > Being 'unstuck' would look like this > What actions could be taken to get there? > In what timescale? > Do the Action!
Project Self Assessment
- Write down the major aims of the project
- Give a brief summary of the work so far
- Comment on your time management
- Do you know what the final project will look like?
- What steps will you take to ensure it gets there?
- What areas of the project are you worried about?
- What 'risk management' plans do you
Running Out Of Time
14th Jan- 6 weeks away
- Refer to your original plan
- Be more disciplined than ever
- Don't prioritise the practical over the written element, or vice versa.
- Set targets
- Scale down your ambitions if necessary
- Think about what evidence you have for each of the Learning Outcomes
LEARNING OUTCOMES
Knowledge & Understanding
6A1: Demonstrate an independent critical understanding of the aesthetic, cultural, historical,technological, social, political or other contexts relevant to individual subject disciplines.
Cognitive Skills
6B1: Evidence the ability to use logic, reasoning and critical judgement to analyse ideas from a range of primary and secondary sources, and employ critical and theoretical methodologies to evaluate examples from the relevant subject discipline
Practical & Professional Skills
C1: Evidence the capacity for undertaking a wide range of independent practical and theoretical research that demonstrates an informed application of critical, effective and testable processes.
Key Transferrable Skills
6D1: Organise, plan and effectively manage self-directed projects and communicate outcomes through written and other appropriate forms.
Knowledge & Understanding
6A4: Demonstrate a critical understanding of the synthesis between the theoretical and practical contexts of their own creative concerns.
General Advice
Presentation / Academic Conventions. Refer to the guides on eStudio carefully.
Author (date) Title Place Publisher
MILES, R. (2013) Why Referencing, Leeds: LCA Publishing
Miles, R. (2013) Why Referencing, Leeds: LCA Publishing
MILES, R. (2013) Why Referencing, Leeds: LCAPublishing
Miles, R. (2013) 'Why Referencing', Leeds: LCA Publishing
'quote' (surname, year, page)
'I have no idea how to reference' (Miles, 2013:7)
'I have no idea how to reference' (Miles, 2013, p.7)
"I have no idea how to reference" (Miles, 2013, p.7)
"I have no idea how to reference" (Smith in Miles, 2013, p.7)
Bibliography should be alphabetised by surname and separated out into types of research sources (Books/ Websites/ Journals/ Visits)
Conclusion
In this lecture I have attempted to highlight the simultaneous necessity and limitations of a variety of academic conventions that institutionally frame research at undergraduate level. Put in slightly different terms, the necessity and limitations of structure per se. In doing so I hope to have broadly outlined a method for academic writing and the presentation of research in such work. As has been suggested, the contradictory nature of research sources on this topic can be disorienting for the budding researcher and, because of this, the importance of each individual finding consistent, but
workable and personal, methods and approaches cannot be over-emphasised. Ultimately, 'the default format' of academic research, alluded to throughout, is one of many institutional codes, or discourses, that we have to learn to operate within, or perhaps subvert from within. The success of this manoeuvre will ultimately determine 'success' in institutional
