Your SlideShare is downloading. ×
MA Research Methods 3: Dissemination
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

MA Research Methods 3: Dissemination

88

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
88
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Distribute handout and read through
  • Transcript

    • 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 argumentsand reflection on social understandings. The search may aim atdiscovering facts, putting forward theories, increasingunderstanding, 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 materialsand 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 forSearch centuries. Own Library?Engine? the ways in which Analyse notes? representations of wizards have evolved and changed.
    • 6. "How have representations of wizardsevolved?" found no matches in the library yousearched. “Wizards”?
    • 7. Summary: Good research habits1. Make the most of your time2. Make your research efficient: go to the best sources first3. Keep the question in mind4. In your notes “show your workings”, that way you can go back to your sources
    • 8. Part 2: Putting it all together
    • 9. o Working with primary sourcesoQuoting from secondary materialoIntegrating primary and secondary texts
    • 10. 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
    • 11. Begin with the Question String’ Identify the questions within the question:Facebook has changed the wayuniversity students interact, developand study. Discuss.
    • 12. • 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?
    • 13. 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 yourdiscussions and identify which area of the essay your work fits into.
    • 14. Introduction1. Provide an interpretation of your title & outline your research questions2. 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.
    • 15. Set the context – provide general information aboutthe main idea, explaining the situation so the reader canmake sense of the topic and the claims you make andsupportState why the main idea is important – tellthe reader why s/he should care and keep reading. Createa compelling, clear, and convincing argument.State your ‘thesis’/claim – compose a sentenceor two stating the position you will support with logos(sound reasoning), pathos (balanced appeal), and ethos(author credibility).
    • 16. Sample Introduction‘Placing’ Terms Contextualising Scaffolding ‘Branching Out’
    • 17. 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
    • 18. 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.
    • 19. Sample Conclusion AreasReminding Highlighting Shortcomings Impact Recommendations
    • 20. Part 3: Peer Review of Essay Plans
    • 21. 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 themStop what you’re Keep on doingdoing what you’re Reflect on what doing you’re doing
    • 22. 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

    ×