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Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
Studyskills
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Studyskills

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  • There is more in the text than presented at surface, there is a hidden agenda
  • Transcript

    • 1. The Assignment brief<br />
    • 2. Coursework option 1<br />“Managing creativity is complex.”<br />Select a creative sector organisation that demonstrates how creativity is ‘typically managed’ in the ‘creative industries’. Discuss the challenges of managing  and sustaining creativity during periods of organisational growth and expansion. Critically assess the strengths and limitations of ‘lifestyle businesses’ versus larger organizations in the creative industries.<br />
    • 3. Coursework option 2<br />“Creative Industries are the future!” It has been claimed that the UK creative industries are among the fastest growing sectors of the UK economy and will provide an engine for future job creation and growth.<br />Survey and critically review the evidence for this claim; Assess the strengths and weaknesses of the UK creative sector drawing on strategic management concepts. Outline future challenges for the UK’s leadership in the creative sector and provide a critical assessment of (current) government policy. Propose new strategies and policies based on your analysis, if appropriate.<br />
    • 4. Formative Draft<br />December 14th<br />2500 words<br />It’s about the structure and direction of your argument to make sure you are on track<br />Evidence of your research<br />Bullet points allowed<br />
    • 5. The Final Draft<br />6,000 words<br />Content/ Argument<br />Structure<br />Sources<br />Referencing<br />Presentation<br />
    • 6. Getting started<br />
    • 7. What do you want from your essay?<br />A good mark<br />Personal satisfaction<br />Gain knowledge of your subject<br />Understanding of the implications of using knowledge<br />Ability to move other people’s ideas around, weigh arguments, examine evidence<br />Skills in essay writing<br />
    • 8. Writing…<br />It’s a complex process and it requires skill<br />It’s a lonely business <br />Is it brilliant, is it rubbish: Formative draft!<br />Make a plan with milestones<br />To do lists<br />
    • 9. The writing process<br />Understanding the question<br />Thinking about the topic<br />Gathering material<br />Structuring the argument<br />Writing up<br />Editing<br /> It’s not a linear, it is an ITERATITVE process<br />
    • 10. What is the question asking?<br />“Account for the emergence of the policy of privatization developed by successive Conservative governments during the 1980s.”<br />Identify the subject<br />Identify the instruction<br />Identify the key aspects<br />Look for other significant words that help to pinpoint the scope of the answer<br />
    • 11. Getting started<br />Brainstorming<br />Think about pro &amp; contra arguments<br />Jot everything down<br />Gathering material<br />Library<br />Electronic sources (Athens)<br />Newspapers (Guardian, FT)<br />
    • 12. Deciding what to read<br />WHAT you read is important, as well as reading it critically!<br />Start with the reading list<br />Look up 2 important books in the library, then do a search using their subject code<br />Go to the library shelves and see what is physically stored under that same class mark<br />When you start reading, see which texts are often cited by others<br />Check what books have been reviewed in recent academic journals<br />
    • 13. Deciding what to read II<br />Textbooks<br />Not recommend to use them as a source<br />Using the Internet<br />Convenient, but can’t replace work &amp; research<br />Copy &amp; paste plagiarism<br />Information can be unreliable<br />
    • 14. Style and voice in academic writing<br />
    • 15. Academic register and conventions<br />Seriousness of approach<br />We expect seriousness in the way the writer addresses the topic<br />No flippancy or colloquialism (“you know what I mean”)<br />Humour (but must be subtle, clever and well phrased)<br />Formality of register<br />Formal, not colloquial<br />Reflects the considered and measured thought-process<br />Reader is treated as an interested/ informed acquaintance, but not a best mate<br />Consistency of register<br />
    • 16. Conventions II<br />Objectivity of tone<br />Try to be objective and neutral<br />Argue, but do not abuse or accuse <br />Cautiousness about the way claims are made<br />“it could be said…” ; “this might lead us to the interpretation that”<br />Reasoned, analytical and logical thought processes<br />Sequential and logical thought process<br />Linking sentence is crucial<br />“I have shown how XXX’s assumptions affected her view of the film industry, but it remains to be shown how it affected her view on the games industry.”<br />Concern with argument and evidence<br />Evidence for each claim made<br />Evidence is properly referenced<br />
    • 17. Fact, Opinion, Speculation and Evidence<br />
    • 18. Get rich quick<br />Why do it the hard way when you can be rich now!!<br />It took my five years to make my first million. I made my second million in six weeks. Now I just can’t stop making money. I own four luxury villas on three continents, five top-of the range sports cars and my own helicopter.<br />Now I want to share my good fortune with you. By following my simple instructions you too can be a millionaire within just a few months. There is no risk an dit just can’t fail. I have already helped hundreds of people attain their dream of a new life.<br />Just call me on the number below, and I will send you my introductory pack free of charge. It will explain to you how my failsafe method can bring you guaranteed wealth and happiness. Call now, and let you life changed forever for the better.<br />
    • 19. Facts vs Opinion vs Speculation<br />Facts<br />A thing that is known to have occurred, to exist, or to be true<br />Verified information, piece of evidence<br />Opinion<br />A belief/ assessment based on grounds short of proof<br />Speculation<br />To form a theory without a firm factual base<br />
    • 20. Fact or Opinion?<br />“The Creative industries are doing well.”<br />“Creative industry students are better than other students.”<br />“Ed Wood is the best director of all time.”<br />“There are not enough jobs for CI graduates.<br />“MS Word is suitable for our needs”<br />
    • 21. Assertions versus Argument<br />An assertion is a statement that is intended to be taken as true<br />If it forms the basis of a logical argument, the argument falls apart if the statement turns out to be false<br />Assertions that are not backed up by evidence are opinions <br />Arguments based on opinions are speculations<br />
    • 22. If you want to express an opinion…<br />Look for more evidence!<br />Discuss how reliable the evidence is<br />Say that it is an opinion <br />Say whose opinion it is<br />Say what made you (the other person) to make this judgment<br />Demonstrate your reasoning is sound<br />
    • 23. Identifying flaws in arguments<br />Opinion = Unwarranted conclusion<br />Argument = Conclusion + Warrant<br />Ask of any argument: Why should I believe this? How do you know?<br />Warrant without a conclusion: Why are you telling me this? What does it imply?<br />Conclusion with an inadequate warrant: Does this evidence really mean as much as you claim? Is this evidence robust enough?<br />Conclusion that is not explicitly linked to its warrant. What are you trying to claim? What is the causal relationship?<br />Demand of yourself that every conclusion you write is adequately warranted<br />
    • 24. Structuring your text<br />
    • 25. Structure<br />Title<br />Abstract (200 words): A brief summary of the purpose of your study/ work/ conclusions<br />Introduction<br />In which you interpret the question, define key terms, show the limits of your essay<br />Statement of purpose<br />Justification of significance of questions with reference to literature (Why is it the topic important?)<br />Brief description of context of study<br />Brief overview of the rest of the study<br />Main body<br />Show that you know the key issues and can support them with evidence<br />Literature Review<br />Findings<br />Discussion<br />Conclusion<br />Summary of your findings<br />Self critical reflection<br />Evaluation to what an extent you contribute to answering questions<br />Outlook to future<br />Final statement<br />Reference List<br />Contains all the work that is referenced<br />Presented in alphabetical order<br />Appendices<br />
    • 26. Writing paragraphs<br />A paragraph is a short block of text that develops one main idea<br />The main idea is typically expressed in one sentence – the topic sentence – the first in the paragraph<br />Paragraph have a structure: beginning – middle – end<br />When you read, this allows to quickly identify the main idea and see how it is developed<br />Each paragraph develops one single main point<br />New point, new paragraph<br />Start with the topic sentence to express the main idea<br />Explain or define any problematic terms<br />Show your evidence/ support your main idea<br />Comment on the evidence, to show how it supports and develops your main idea. Mention other evidence to broaden discussion<br />Conclude<br />End each paragraph by showing how you have developed your point<br />Link back to idea in topic sentence<br />Link forward to next paragraph<br />How long is a paragraph?<br />Long enough to do what you want it to do<br />Longer than one sentence<br />If you have ten or more sentences, you have probably failed to notices when you’ve moved on to a new idea<br />
    • 27. Referencing<br />
    • 28. Using other people’s ideas<br />Paraphrase<br />Closely follows the sense of the original text<br />Limited place in academic writing<br />If you don’t acknowledge the source, its PLAGIARISM<br />Plagiarism<br />Passing the ideas of someone else of as your own is cheating, a serious academic crime, very uncreative<br />Quote <br />when it is important to use and comment on the precise wording of another writer.<br />Run a short quote into your text.<br />Indent a long quote.<br />Always reference other people’s ideas or research<br />In your bibliography, list all the sources you have consulted<br />
    • 29. Referencing<br />Harvard systems – see Student Handbook!<br />If unclear – there are about 1000 guides on Google <br />Use in-text referencing plus bibliography – don’t use refs in footnotes<br />Don’t overuse electronic sources<br />Try using journal articles<br />
    • 30. Editing<br />
    • 31. Editing <br />Spellchecker<br />Punctuation<br />Grammar<br />Format titles<br />Bibliography properly formatted<br />Appropriate references for all quotes<br />Check the order of your paragraphs – does the argument flow well?<br />Presentation and formatting: e.g. 12pt, 1.5 spaced<br />Read and reread what you have written, improve the writing. Does it make logical sense?<br />Check style<br />
    • 32. Improve your academic writing style <br />Avoid passive constructions where possible<br />Try to develop a direct, clear style<br />Say what you think and why you think it but always justify your arguments and opinions<br />Avoid unnecessary jargon<br />Cut out the deadwood in the editing stage<br />State clearly what your questions are/ if appropriate state clearly what you have discovered<br />Learn from writers you admire<br />Spend time proof-reading and editing your work, clarify argument, improve your style<br />
    • 33. General problems with essays<br />Lots of information but little argument<br />Don’t waffle!<br />Difference between knowledge telling and knowledge transformation<br />Don’t just summarize, analyze!<br />Unsubstantiated generalisations<br />Be precise, subtle and careful in your thinking<br />Proof reading and editing<br />
    • 34. Do’s and Don’ts<br />The creative industries provide thousands of jobs for many people across the UK, for example the industries such as film, music, TV, radio, magazine and newpaper industries make up a good number of jobs and opportunities. As well as providing thousands of jobs, these industries also entertain and inform the world.<br />The creative industries are growing twice as fast as the economy and have a huge impact on the UK’s production market.<br />
    • 35. Some examples from your essays…<br />
    • 36. What is wrong here…<br />“Obviously not everyone involved within the Creative Industries is an artist selling these creative ideas.”<br />“But in my opinion this is the easiest way of defining how the creative industries are different.”<br />
    • 37. What is wrong here…<br />The industry supplies over a million jobs in the UK, bringing in over £100.5 billion to the economy annually<br />It is clear that the UK can no longer rely upon its once traditional manufacturing industries to sustain the economy going forward in to the 21st century.<br />
    • 38. What is wrong here…<br />According to the Independent newspaper, in 2006 Britain’s cultural leaders united to launch a manifesto to convince government to play amore central role in the creative arts, providing more financial investment. Since then the government’s contribution and recognition of the industry has grown tremendously. The government officer for the English Region states: The government constantly works to increase the understanding of the importance of creative industries to regeneration and economic development. Over the past three years they have heavily invested in advertising, spending over 3 million in 2008 alone. NHS and binge drinking campaigns for example.<br />
    • 39. What is wrong here…<br />The creative industries are important in the UK, contributing approximately £57 bn to the economy, these industries also affect other industries and if were to break down, will have a direct effect on everything around us. <br />The creative industries success is based on a large number of very small companies that need to create new business models, which would enable them to approach markets that may be difficult to reach.<br />
    • 40. What is wrong here…<br />The creative industries are said to have accounted for 4% of the world’s economic output. Therefore with such an increase in the demand for all things creative it seems that the governments and the UN are using it for some economic reports.<br />The less-than-dynamic Gordon Brown (especially when compared to Barack Obama) presides over a country trying to claw its way out of recesssion, with inflation at its lowest in 5 years and 2.47 million people unemployed, the highest amount in 14 years.<br />
    • 41. Further help<br />Kate Williams (1995) Writing essays.<br />Mike Wallace and Alison Wray (2006) Critical Reading and Writing for Postgraduates<br />Rebecca Stott, Anna Snaith and Rick Rylance (2001) Making your case.<br />Geraldine Price and Pat Maier (2007) Effective study skills – Unlock your potential<br />
    • 42. Time-management<br />Randy Pausch<br />

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