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M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
M Level Writing
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M Level Writing

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  • You need to critically read all the sources that you use. These questions will help with assignment activity 2. You may not include the answers in your written summary and reflection.
  • For all three of your tasks and the essay, you’ll need to ensure that you don’t just describe what happened but that you reflect and critically evaluate.
  • Transcript

    • 1. Writing at Masters level<br />PGCE Secondary<br />Hetal Patel<br />h.patel@mmu.ac.uk<br />
    • 2. Aims of this session… <br /> Understand what critical thinking is and how it applies to your work<br /> General information on structuring your assignment<br />
    • 3. Everyday Critical Encounters<br /><ul><li> Not accepting things at face value - just because something&apos;s in print, it doesn&apos;t mean it’s true
    • 4. Use your own experience and values to help you think critically. </li></li></ul><li>Absence of critical thinking<br /><ul><li>Believingalltelevision adverts and everything thatpoliticianssay etc.</li></li></ul><li>How do you know this? <br />Why?<br />Theory &amp;<br />Practice<br />Based on past experience and information presented in newspapers<br />Because they lie<br />Reasoning/ justification<br />Evidence<br />
    • 5. Being ‘critical’ at university<br />Same thinking process<br />Learn not to take academic texts at face value<br />Read more than one source to gain a rounded critical perspective<br />Remember that the author is ‘selling’ you their argument<br />
    • 6. Five Steps to <br />Critical Analysis<br />Critical Thinking<br />Step 5<br />Does it add up?<br />Is the proof valid?<br />Step 4<br />Step 3<br />Where’s the proof?<br />Who is making the claim?<br />Step 2<br />What is the main point of the text?<br />Step 1<br />Adapted from Cottrell (2003)<br />
    • 7. Exercise<br />How critical a reader and self critical a writer are you already?<br />Please complete short ‘tick box’ exercise in hand out. <br />How can you improve on your weak areas?<br />(Wallace and Wray, 2006)<br />
    • 8. (Cottrell, 2003:232)<br />
    • 9. Fundamental<br />What do I think I know about X?<br />Connecting <br />How does X relate to Y or Z?<br />Hypothesis<br />If X relates to Y or/and Z then A.<br />Critical<br />In evaluating X, Y, Z and A what is my argument?<br />Adapted from Jones (2009: 8)<br />
    • 10. Fundamental<br />What difficulties do pupils with English as an additional language (EAL) face in a classroom setting?<br />Connecting <br />What methods are used to reduce these difficulties?<br />Hypothesis<br />What are the implications of using these methods in a classroom setting?<br />Critical<br />Evaluate the methods used to reduce the difficulties that pupils with EAL face in the classroom setting. <br />Adapted from Jones (2009: 8)<br />
    • 11. 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 &amp; understanding<br />Critical writing – convince your tutor of your argument by adequate reasons and evidence.<br />
    • 12. Remember<br />You will not be able to include EVERYTHING <br />in your assignment<br />Choose which points you think are important<br />Focus on QUALITY and not quantity<br />
    • 13. Assignment question<br />2. Reading/research<br />3. Planning<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 14. Answering the question<br />Avoid deviating – answer must relate to the question<br />Answer all parts of the question – divide the word count between the sections<br />Assignment question<br />2. Reading/research<br />3. Planning<br />Assignment question<br />Break it down - look for key words<br />1. Academic key words:<br />http://www.uefap.com/writing/writfram.htm<br />2. Identify the topic/s and the focus<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 15. Assignment question<br />2. Reading/research<br />3. Planning<br />Reading around the subject area<br />Develop your arguments <br />Need evidence to back up your points.<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 16. Assignment question<br />2. Reading/research<br />3. Planning<br />Your argument should follow a logical order<br />What information should you keep in and what should you to leave out<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 17. General structure<br />
    • 18. Assignment question<br />2. Reading/research<br />3. Planning<br />General background information on the assignment<br />Contents of your essay?<br />What are the main points?<br />What order have they been addressed?<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 19. Assignment question<br />2. Reading/research<br />3. Planning<br />Develop your argument and put forward your line of reasoning. <br />Structure your argument!<br />Each paragraph should cover one theme<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 20. Assignment question<br />2. Reading/research<br />3. Planning<br />Draw together the main points<br />Do NOT introduce new material<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 21. Assignment question<br />2. Reading/research<br />3. Planning<br />4.<br />Introduction<br />10% of the total word count<br />Main body<br />75-80% of the total word count<br />Conclusion<br />10-15% of the total word count<br />5. Proof reading<br />
    • 22. Top tips<br />Make sure you leave enoughtime to complete your assignment<br />Don’t leave your reference list until the end – do it as you do your research/ writing<br />
    • 23. Help with referencing and plagiarism:<br />http://www.youtube.com/user/mmudegreeskills<br />
    • 24. ANY QUESTIONS?<br />
    • 25. References<br />Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan<br />Jones, S. (2009) Critical learning for social work student. Exeter: Learning Matters<br />Warren, M. and Wray, A. (2006) Critical reading and writing for postgraduates. London: SAGE Publications Ltd.<br />

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