THEOLOGY |FOUNDATION DEGREESUPPORTING ACADEMICWRITING & CRITICALSKILLSJ. Vincent | York St John University | 2013
Barriers to successful essay writingSolutions to successful essay writingImportance of understanding thequestionStruct...
WHAT ARE THE BARRIERS SUCCESSFULESSAY WRITING?J. Vincent | York St John University | 2013
Solutions to barriersPERCEIVED BARRIERS TO WRITINGDescribe the barriers to successfulFD writingJ. Vincent | York St John U...
 Tiredness – balancing priorities Transition to „theological‟ writing Critical thinking / engaging Lack of confidence...
PLANNING ANDREADINGJ. Vincent | York St John University | 2013
WHAT MAKES A SUCCESSFUL ESSAY?Understand the question firstConsider what you want to say and write an initial planFind the...
Break it down into its composite parts:“Identify a particular pastoral situation in the placement context.Using the Pastor...
STRUCTURING YOURWRITINGJ. Vincent | York St John University | 2013
Over-arching theory, idea, approachSpecific conclusions about howtheory-practice can/should relateHow the themes/ideas rel...
CRITICAL ANALYSISJ. Vincent | York St John University | 2013
BLOOM‟S TAXONOMY
KEY SKILLSDifficulty
Break a theory down into its composite parts byasking critical questionsCRITICAL ANALYSIS
„Breaking down‟ and „building up‟ conceptsLocate the main ideaExamine and identifygroupings/themesDevelop abstract or tech...
Over-arching theoryTheory broken down intokey ideas or themes
Factors related to the diagnosis and treatment of hypertension:• Educate patient about hypertension• Confirmation of hyper...
Factors related to the diagnosis and treatment of hypertension:• Educate patient about hypertension• Confirmation of hyper...
Lifestyle modification• Weight reduction• Quitting Smoking• Increase physicalactivity• Reduction of sodium• intake• Screen...
Lifestyle modification• Weight reduction• Quitting Smoking• Increase physicalactivity• Reduction of sodiumintake• Screenin...
GROUP WORK: CRITICAL ANALYSISRead through the sheet „What istheology?‟In pairs:1. Put the information in themed groups2. D...
VISUAL AND ACTIVE TECHNIQUESThis EducationStudies FD studentanalysedinformation for anessay using Post-Itnotes which could...
J. Vincent | York St John University | 2013WRITING |PARAGRAPHS
WRITING PARAGRAPHSBe clear what points you want to makeConsider the order you want to present yourpoints/paragraphs Lim...
MAKE YOUR PARAGRAPHS COUNTTopic Sentence (My point)Developing sentences (Moreover, my point…)- Defining, classifying, ex...
EXAMPLE PARAGRAPHAn economic system is defined by Dixon as the system of“production, distribution and consumption of goods...
EXAMPLE PARAGRAPHAn economic system is defined by Dixon as the system of“production, distribution and consumption of goods...
REVIEW: BACKWARDS PLANNING Look for main point Consider logical order of points• Read the paragraph you havewritten• Wri...
GROUP WORK: CRITICAL ANALYSISRead through the following extractsfrom FD Theology essaysIn pairs:1. What is their main poin...
Solutions to barriersSOLUTIONS TO WRITINGDescribe the barriers to successfulFD writingJ. Vincent | York St John University...
Q&AJ. Vincent | York St John University | 2013
 http://www.brookes.ac.uk/services/upgrade/study-skills/a-z.html http://www.port.ac.uk/departments/studentsupport/ask/ha...
StudyDevelopment_______________To make anappointment orattend aworkshop, contactthe Student AdviceDesk in Phoenix oremail:...
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Theology Associate Tutors Conference 2013

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A powerpoint used at a Theology Associate Tutors Conference 2013 at York St John University (UK).

Workshop devised and facilitatd by Jonathan Vincent.

Published in: Education, Technology
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Theology Associate Tutors Conference 2013

  1. 1. THEOLOGY |FOUNDATION DEGREESUPPORTING ACADEMICWRITING & CRITICALSKILLSJ. Vincent | York St John University | 2013
  2. 2. Barriers to successful essay writingSolutions to successful essay writingImportance of understanding thequestionStructuring answersCritical reading and writingstrategiesReviewing written workWHAT WE WILL COVER:J. Vincent | York St John University | 2013
  3. 3. WHAT ARE THE BARRIERS SUCCESSFULESSAY WRITING?J. Vincent | York St John University | 2013
  4. 4. Solutions to barriersPERCEIVED BARRIERS TO WRITINGDescribe the barriers to successfulFD writingJ. Vincent | York St John University | 2013
  5. 5.  Tiredness – balancing priorities Transition to „theological‟ writing Critical thinking / engaging Lack of confidence How to structure it Gap since last learning experience Faith perspective vs critical understanding Cathartic rather than theological Time InefficiencyJ. Vincent | York St John University | 2013MAIN BARRIERS
  6. 6. PLANNING ANDREADINGJ. Vincent | York St John University | 2013
  7. 7. WHAT MAKES A SUCCESSFUL ESSAY?Understand the question firstConsider what you want to say and write an initial planFind the relevant books/journals on the topic that fit with yourthinking and planSeparate your thinking into logical points that work to answerthe question and meet the criteriaSelect the literature/evidence that helps support your pointsIn your writing, develop each main point into aparagraph, supported by evidence that leads to a convincingconclusionReview your work to ensure it makes sense and follows thefaculty format regulationsEssayjourney
  8. 8. Break it down into its composite parts:“Identify a particular pastoral situation in the placement context.Using the Pastoral Cycle, write a case study of the key issuesarising from the situation and reflect theologically on them.”2. The action or instruction – what are you doing with theinformation?1. The focus – the main subject of the essayUNDERSTANDING THE QUESTION3. What links exist between the different parts of the question?4. Are there any debatable or contentious terms in the questionthat might need to be defined?
  9. 9. STRUCTURING YOURWRITINGJ. Vincent | York St John University | 2013
  10. 10. Over-arching theory, idea, approachSpecific conclusions about howtheory-practice can/should relateHow the themes/ideas relate to yourquestion, experience, or best practiceTheory broken down intokey ideas or themesEx Ex Ex ExIntroMainConcl
  11. 11. CRITICAL ANALYSISJ. Vincent | York St John University | 2013
  12. 12. BLOOM‟S TAXONOMY
  13. 13. KEY SKILLSDifficulty
  14. 14. Break a theory down into its composite parts byasking critical questionsCRITICAL ANALYSIS
  15. 15. „Breaking down‟ and „building up‟ conceptsLocate the main ideaExamine and identifygroupings/themesDevelop abstract or technical terms as headingthat best describes groups of ideasConsider the order that ideas shouldbe presentedCRITICAL ANALYSIS
  16. 16. Over-arching theoryTheory broken down intokey ideas or themes
  17. 17. Factors related to the diagnosis and treatment of hypertension:• Educate patient about hypertension• Confirmation of hypertension• Evaluation of newly diagnosed patient re their medical history• Weight reduction• Screening• Increase physical activity• Classification of hypertension• Address patients concerns and questions• Address barriers to treatment, eg lifestyle• Reduction of sodium intake• Quitting smokingIdentify groupingsCRITICAL ANALYSIS
  18. 18. Factors related to the diagnosis and treatment of hypertension:• Educate patient about hypertension• Confirmation of hypertension• Evaluation of newly diagnosed patient re their medical history• Weight reduction• Screening• Increase physical activity• Classification of hypertension• Address patients concerns and questions• Address barriers to treatment, eg lifestyle• Reduction of sodium intake• Quitting smokingLifestyle modification• Weight reduction• Increase physicalactivity• Reduction of sodiumintake• Quitting SmokingCRITICAL ANALYSIS
  19. 19. Lifestyle modification• Weight reduction• Quitting Smoking• Increase physicalactivity• Reduction of sodium• intake• Screening• Confirmation of hypertension• Classification of hypertension• Evaluation of newly diagnosedpatient re their medical history• Educate patient about hypertension• Address patients concerns andquestions• Address barriers to treatment, eglifestyleEducationDiagnosisWhat is the mostlogical order ofideas/groupings?CRITICAL ANALYSIS
  20. 20. Lifestyle modification• Weight reduction• Quitting Smoking• Increase physicalactivity• Reduction of sodiumintake• Screening• Confirmation of hypertension• Classification of hypertension• Evaluation of newlydiagnosed patient re theirmedical history• Educate patient abouthypertension• Address patientsconcerns and questions• Address barriers totreatment, eg lifestyleEducationDiagnosisCRITICAL ANALYSIS
  21. 21. GROUP WORK: CRITICAL ANALYSISRead through the sheet „What istheology?‟In pairs:1. Put the information in themed groups2. Decide on what you might call thegroups3. Decide in what order to approach them
  22. 22. VISUAL AND ACTIVE TECHNIQUESThis EducationStudies FD studentanalysedinformation for anessay using Post-Itnotes which couldthen be movedabout to constructgreater meaning.
  23. 23. J. Vincent | York St John University | 2013WRITING |PARAGRAPHS
  24. 24. WRITING PARAGRAPHSBe clear what points you want to makeConsider the order you want to present yourpoints/paragraphs Limit yourself to one main point perparagraph Link your points/paragraphs together tobuild towards an argumentAdapted from: http://www.soas.ac.uk/add/studyskills/helpyourself/
  25. 25. MAKE YOUR PARAGRAPHS COUNTTopic Sentence (My point)Developing sentences (Moreover, my point…)- Defining, classifying, expanding- Give reasons, effects or examples- Contrasting, describing, explaining- Refuting counter argumentsClosing or transition sentence(Therefore…/in contrast…)Adapted from: http://www.soas.ac.uk/add/studyskills/helpyourself/
  26. 26. EXAMPLE PARAGRAPHAn economic system is defined by Dixon as the system of“production, distribution and consumption of goods and services”(1981, p12). More abstractly, it is the set of principles and techniques bywhich problems of economics are addressed such as the problem ofscarcity through allocation of finite productive resources (Castro, 1994). Itis composed of both people and institutions, including their relationshipsto productive resources, such as through owning and exploiting property.Examples of contemporary economic systems include capitalistsystems, socialist systems and mixed economies. Cuba, for instance, issaid to be socialist which refers to its domination by apolitical, bureaucratic class attached to one single communist party. Thisparty follows Marxist doctrines and claims to represent theproletariat, though in a non-democratic fashion. It is clear that “economicsystems” in the sense defined can be viewed broadly and is often driven bythe culture in which it is situated.Topic sentence |Development (classifying/examples) | Closing/transition
  27. 27. EXAMPLE PARAGRAPHAn economic system is defined by Dixon as the system of“production, distribution and consumption of goods and services”(1981, p12). More abstractly, it is the set of principles and techniques bywhich problems of economics are addressed such as the problem ofscarcity through allocation of finite productive resources (Castro, 1994). Itis composed of both people and institutions, including their relationshipsto productive resources, such as through owning and exploiting property.Examples of contemporary economic systems include capitalistsystems, socialist systems and mixed economies. Cuba, for instance, issaid to be socialist which refers to its domination by apolitical, bureaucratic class attached to one single communist party. Thisparty follows Marxist doctrines and claims to represent theproletariat, though in a non-democratic fashion. It is clear that “economicsystems” in the sense defined can be viewed broadly and is often driven bythe culture in which it is situated.Topic sentence |Development (classifying/examples) | Closing/transition
  28. 28. REVIEW: BACKWARDS PLANNING Look for main point Consider logical order of points• Read the paragraph you havewritten• Write in 10 words on a post-it notewhat your main point is• If you are struggling…this indicatesthat:(a) You don‟t have a point(b) Your point is not clear enough!! Delete/consider revising paragraph
  29. 29. GROUP WORK: CRITICAL ANALYSISRead through the following extractsfrom FD Theology essaysIn pairs:1. What is their main point?2. What feedback could you provide forthem to improve their writing?
  30. 30. Solutions to barriersSOLUTIONS TO WRITINGDescribe the barriers to successfulFD writingJ. Vincent | York St John University | 2013
  31. 31. Q&AJ. Vincent | York St John University | 2013
  32. 32.  http://www.brookes.ac.uk/services/upgrade/study-skills/a-z.html http://www.port.ac.uk/departments/studentsupport/ask/handouts/ http://writing.colo http://www.soas.ac.uk/add/studyskills/state.edu/guides/J. Vincent | York St John University | 2013A FEW ADDITIONAL RESOURCES
  33. 33. StudyDevelopment_______________To make anappointment orattend aworkshop, contactthe Student AdviceDesk in Phoenix oremail:studydevelopment@yorksj.ac.uk
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