Maepp Writing Workshop 2003 Voice


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Maepp Writing Workshop 2003 Voice

  1. 1. <ul><li>Introduction to Academic Writing </li></ul><ul><li>MAEPP writing expectations: The marking criteria </li></ul><ul><li>So, what is academic writing? </li></ul><ul><li>What is an academic essay? </li></ul><ul><li>Structuring an essay: Using thesis statements, section transitions and topic sentences to make our argument ‘cohere’ </li></ul><ul><li>Making use of our resources </li></ul><ul><li>What is your strategy for success in MAEPP writing? </li></ul>
  2. 2. <ul><li>Do you enjoy writing? </li></ul><ul><li>What kind of writing do you enjoy? </li></ul><ul><li>What kind of writing have you done at university in the past? </li></ul><ul><li>What do you think ‘academic writing’ is? </li></ul><ul><li>Will writing here at Sheffield be different from writing at other universities you have attended? </li></ul><ul><li>Any thoughts about writing in the MAEPP programme? </li></ul>
  3. 3. <ul><li>Find the ‘Marking Criteria’ rubric in Student Handbook II, Appendix 2 </li></ul><ul><li>Let’s look the rubric over </li></ul><ul><li>Any questions or comments? </li></ul><ul><li>Our focus today will be on ‘Organization’ . . . </li></ul>
  4. 4. <ul><li>You are writing for an audience of scholars and others interested in your topic </li></ul><ul><li>You are writing to convince this audience </li></ul><ul><li>You are writing with a single purpose: </li></ul><ul><ul><li>Sometimes you are making an argument on an topic (not necessarily arguing with someone, however--you are asserting . . . ) </li></ul></ul><ul><ul><li>Sometimes you are analyzing an issue —but also for a specific reason— you have a point! </li></ul></ul><ul><li>You state your purpose (the ‘argument’) in a thesis, or purpose statement: </li></ul><ul><ul><li>“ In this essay, I will discuss/analyze/argue/present . . .’ </li></ul></ul><ul><li>The ‘argument’ develops throughout the essay, step-by-step, and with evidence and other support— it has ‘FLOW’! </li></ul>
  5. 5. <ul><li>The ‘argument’ (your point) is supported by ‘the literature’: academic journal articles, books, similar research studies, theoretical writing </li></ul><ul><li>This literature is used strategically to build your argument—you are always showing why you are using this literature </li></ul><ul><li>The literature is ‘quoted’ and/or paraphrased </li></ul><ul><li>The literature is referenced inside the essay (Wellington, 2000) and on a ‘References’ page at the end of the essay </li></ul><ul><li>The writing is presented in conventional formats: essay, journal articles, books, oral presentations </li></ul><ul><li>These formats follow conventions in style, structure, formatting and content </li></ul>Check your Rubric: ‘ Critical appraisal of the literature’
  6. 7. <ul><li>What is this? </li></ul>Intro Body Paragraph 1 Body Paragraph2 Body Paragraph3 Conclusion The classic ‘ 5 paragraph essay.’
  7. 9. What goes here? What goes here? What goes here? What goes here? What goes here? . . . and how do they all work together? Conclusion Section 3 Section 2 Section 1 Intro Essay ‘flow’ . . .
  8. 10. <ul><li>In summary: ‘S.S.S.’ </li></ul>Intro Section 1 Section 2 Section 3 Conclusion S ay what you will say. (State your writing purpose/thesis.) S ay it! (Develop your argument, step-by-step, and use the literature.) S ay what you said. (Conclude with short summary, restating main point.)
  9. 12. <ul><li>The introduction introduces the topic </li></ul><ul><li>The introduction tells us the purpose of the essay: the ‘Thesis Statement’: </li></ul><ul><ul><ul><li>‘ This paper will argue that . . . </li></ul></ul></ul><ul><ul><ul><li>‘ In this paper I will discuss my philosophy of education, one based in my view that . . .. I will also consider how my experiences as a teacher, as a parent of an elementary school child, and as a student have contributed to this philosophy.’ </li></ul></ul></ul><ul><li>The introduction previews the essay structure: </li></ul><ul><ul><li>‘ First I will describe my philosophy of education. </li></ul></ul><ul><ul><li>Next, I will explore how my experiences as a science teacher in a Chinese secondary school contributed to . . . </li></ul></ul><ul><ul><li>Following that . . . </li></ul></ul>
  10. 13. <ul><li>Imagine that you are asked to write an essay. </li></ul><ul><li>Here is the topic: </li></ul><ul><ul><li>These days, many students are travelling to other countries to study at university. There are many reasons for this. Why do you think students would study for a master’s degree in a foreign country? </li></ul></ul><ul><li>Write a purpose statement for this essay: </li></ul><ul><ul><li>‘ In this essay, I will . . .’ There are many possible reasons for . . .’ </li></ul></ul><ul><ul><li>Write the essay structure preview: </li></ul></ul><ul><ul><li>‘ First, I will consider </li></ul></ul><ul><ul><li>Next, . . . </li></ul></ul><ul><ul><li>Finally, . . .’ </li></ul></ul>
  11. 14. Section 1 Conclusion ‘ In this section of the essay, I described . . . This discussion was important to my argument because . . .’ Section 1 Introduction In this section I will present . . .’ Section 2 Introduction ‘ In the previous section we saw . . . This section will present . . .’
  12. 15. <ul><li>Look at the paragraph example. </li></ul><ul><li>Can you think of a topic sentence that would fit this paragraph? </li></ul>
  13. 16. <ul><li>? ? ? ? ? ? ? </li></ul><ul><li>In European universities, students are not required to attend classes. In fact, professors in Germany generally do not know the names of the students enrolled in their courses. In the United States, however, students are required to attend all classes and may be penalized if they do not. Furthermore, in the European system, there is usually just one comprehension examination at the end of the student’s entire four or five years of study. In the American system, on the other hand, there are usually numerous quizzes, tests, and homework assignments, and there is almost always a final examination in each course at the end of the semester. </li></ul>
  14. 18. <ul><li>Get help, advice, suggestions from each other </li></ul><ul><li>Ask MAEPP staff (Try to have specific questions!) </li></ul><ul><li>Go to the bookstore, look at several writing books, and pick one that you like: </li></ul><ul><ul><li>One that is easy to locate information in </li></ul></ul><ul><ul><li>One that is easy to follow, both visual layout and writing </li></ul></ul><ul><li>Find 2 or 3 articles or essays that you think are good and follow their models </li></ul><ul><li>Use the Sheffield resources (English Language Support Center; MAEPP Handbook III) </li></ul><ul><li>Find two or three websites with examples: grammar; academic writing; referencing. </li></ul>
  15. 19. <ul><li>What was new to you today about writing? </li></ul><ul><li>What seems easy? </li></ul><ul><li>What seems hard? </li></ul><ul><li>What do you think you need to work on? </li></ul><ul><li>What advice do you have for the class to assure their success in their MAEPP writing? </li></ul><ul><li>How can you help each other? </li></ul><ul><li>How can Chris, Tim and I be of use to you? </li></ul><ul><li>Any questions? </li></ul>
  16. 20. <ul><li>As we work in the Programme, we will be coming to understand the meaning of the following (from the criteria rubric, ‘Critical appraisal of the literature’): </li></ul><ul><ul><li>‘a critical appraisal of the literature’ </li></ul></ul><ul><ul><li>a ‘persuasive and original use of relevant quotation’ </li></ul></ul><ul><ul><li>an ‘impressive and original use of a wide range of relevant and current sources’ </li></ul></ul><ul><ul><li>a ‘convincing synthesis of evidence, analysis and understanding in argumentation </li></ul></ul><ul><ul><li>an ‘impressive and original depth of understanding of topic’ </li></ul></ul>
  17. 21. <ul><li>Write with care </li></ul><ul><li>Care about what you write about </li></ul><ul><li>Be curious </li></ul><ul><li>Get the help you need </li></ul><ul><li>Know which help you need! </li></ul><ul><li>Enjoy writing </li></ul>
  18. 22. . . . see you in Ning!
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