1. EN5535: Research & Study Methods for English
Session 3:
Dissemination

2. Session Aims  Gathering and sharing of research
material
 The “nuts and bolts” of academic
writing
 Re-considering the process to
improve the product

3. Part 1: A Research Reminder...

4. “The outcome of any serious research can
only be to make two questions grow where
one question grew before.”
Thorstein Veblen 1857-1929: University of California Chronicle (1908)
research The systematic search for answers to certain questions,
often using empirical evidence but also using logical arguments
and reflection on social understandings. The search may aim at
discovering facts, putting forward theories, increasing
understanding, and/or changing practice.
M.G. "research" A Dictionary of Education. Ed. Susan Wallace. Oxford University Press, 2009.
research The systematic investigation into and study of materials
and sources in order to establish facts and reach new conclusions.
"research noun" The Oxford Dictionary of English (revised edition). Ed. Catherine Soanes and Angus Stevenson. Oxford University Press, 2005.

5. Research Options
Wizards have featured in
Western art forms for
Search centuries. Own
Library?
Engine? the ways in which
Analyse notes?
representations of wizards
have evolved and changed.

7. "How have representations of wizards
evolved?" found no matches in the library you
searched.
“Wizards”?

9. Summary: Good research habits
1. Make the most of your time
2. Make your research efficient: go to the best
sources first
3. Keep the question in mind
4. In your notes “show your workings”, that way
you can go back to your sources

10. Part 2: Putting it all
together

11. o Working with primary sources
oQuoting from secondary material
oIntegrating primary and secondary texts

12. 3 steps for our essay
WHOLE CLASS: The Planning Stage:
e.g. Mind Mapping, Analysing the question
and Organising Ideas
INTO GROUPS: The Thinking Stage:
e.g. and researching the topic, working on
sections
GROUPS & WHOLE CLASS:
The Writing Stage:
e.g. Typing, formatting and editing

13. Begin with the Question String’
Identify the questions within the question:
Facebook has changed the way
university students interact, develop
and study. Discuss.

14. • What limits shall
we impose on
the scope of our
essay?
Facebook has changed the way university
students interact, develop and study. • Build our
Discuss.
. structure based
on key ideas
• What do we
need to
research?

15. Break into Research Teams
Step 1:
You have one source per group.
- Read through, annotate and discuss
- Select useful quotations and ideas from the
material
Step 2:
In note form (bullet points/spider diagram etc) write up your
discussions and identify which area of the essay your work fits into.

16. Introduction
1. Provide an interpretation of your title &
outline your research questions
2. Outline the structure of your answer, the map
the reader is going to follow.
• In this way you will ensure markers realise the relevance of
your approach to the question and prevent them from getting
lost as they try to follow your arguments and ideas.

17. Set the context – provide general information about
the main idea, explaining the situation so the reader can
make sense of the topic and the claims you make and
support
State why the main idea is important – tell
the reader why s/he should care and keep reading. Create
a compelling, clear, and convincing argument.
State your ‘thesis’/claim – compose a sentence
or two stating the position you will support with logos
(sound reasoning), pathos (balanced appeal), and ethos
(author credibility).

18. Sample Introduction
‘Placing’ Terms Contextualising
Scaffolding ‘Branching Out’

19. Discussion
• Think about how to put your research and
thoughts together: blending primary and
secondary sources with your analysis
• Contribute to the overall argument
• Use language which improves the strength of
your points

20. Conclusion
• After moving from general to specific information in the
introduction and body paragraphs, your conclusion should
begin pulling back into more general information that restates
the main points of your argument.
• restate your topic and why it is important,
• restate your claim
• call for action or overview future research
possibilities.
• Remember: simplicity is best for a clear, convincing
message.

21. Sample Conclusion Areas
Reminding Highlighting Shortcomings
Impact Recommendations

22. Part 3: Peer Review of
Essay Plans

24. Reminder: Feedback is about direction
• Feedback • Feedback
• Feedback should start a
should pick should point
up on cycle so you
out your keep
mistakes to strengths so
help you developing
you continue with each
avoid them building on piece of work
them
Stop what you’re Keep on doing
doing what you’re Reflect on what
doing you’re doing

25. Summary  Use the module materials to guide your work
 Use feedback from one essay to improve the next
 Don’t take feedback personally, comments are given
to support your work, not damage your confidence
 Learn to read your work through the eyes of the
marker before you hand it in
 Look closely at published sources for indicators of style
and referencing