CTLLS day 2 academic writing
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Day 2 CTLLS academic writing ppt.

Day 2 CTLLS academic writing ppt.

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  • Give people numbers 1 -6, 1 – 6 and 6 - 1 for grouping later
  • Working together with specialists – lack of engagement for vocational learners – teachers’ own skills and limitations?

CTLLS day 2 academic writing CTLLS day 2 academic writing Presentation Transcript

  • Edexcel CTLLS Day 2 – Academic Writing
  • Aims and objectives: To introduce the concept of academic writing and referencing written work. Analyse what is meant by ‘academic writing’ Examine how to respond to a theory question at Level 4 Practise planning writing and using sources Identify area for individual development
  • Starter activity Think about what you already know about academic writing. Score your current level of understanding 1-10(1= very little, 10 = confident / brilliant!) Stand in a line.
  • Academic writing is / has…. Ingroups, finish the sentence in 6 different ways. According to Gravells (2010), academic writing is…..
  • Academic writing It involves more than simply responding to a question It involves more than describing what you doYou will need to analyse the question and respond to it read and analyse what other people have published about the subject and show that you have read and analysed what others have said by using references in your work to support / discuss your answer
  • The learning environment What impact does the learning environment have on your learners? Briefly discuss in pairs.Your views may be something like this. The walls in my classroom are vibrant yellow. It is important to be aware of the impact of the environment on learners, as although some learners may be motivated and energised by this colour, it may disengage others.
  • Analyse the colour of the walls in the classroom… Thompson suggests that the choice of colour in learning environments is very important, stating that it “can either enhance or impair learning, morale and behaviours” and that “yellow is cheery, and blues and greens are calming” (2003 p. 1). However, Radwan suggests that “yellow is an irritating colour” and that some businesses make use of its “agitating effect” (2012 p. 1) . My own experience in working in a brightly painted classroom is that although some learners may be motivated and energised by this colour, it may disengage others.
  • References Radwan, M.F. (2012) Colour Psychology www.2knowmyself.com/miscellaneous/Color_psy chology [Accessed 21 May 2012] Thompson, S. (2003) Colour in Education www.peterli.com/spm/resources/articles/archive.p hp?article_id=551 [Accessed 21 May 2012]
  • Should you….. Use contractions. Use single line spacing Write out numbers in words Exclude quotations from your word count Include page numbers Use informal language Make extensive use of lists and bullet points Just draw on your own experience to answer the question
  • An example: “Analyse the roleof initial assessment in the learning and teachingprocess”
  • Possible start to the question:
  • Supporting this with theory? Gravells & Simpson (2011 p. 72) assert that “ascertaining a learners prior knowledge and experience will identify a relevant starting point for assessment opportunities to alleviate duplication.”
  • Paraphrase this. Gravells & Simpson (2011 p. 72) assert that “ascertaining a learners prior knowledge and experience will identify a relevant starting point for assessment opportunities to alleviate duplication.”
  • Is this academic enough? Finding out what a learners knows at the start of their programme will stop you trying to teach them what they already know (Gravells & Simpson, 2011).
  • Cite it right Look at the book you are given. Find a useful quotation and cite it. How will you reference this in your bibliography?
  • Using web sites? Be careful! Considerations: – Who is the author? What qualifications do they have? Are they really an authority on the subject? Is it a legitimate source? How to cite? Author/organisation, year of article, title, website address (URL) and date accessed. Petty, G. (2004) “What the learner does is more important than what the teacher does” http://www.geoffpetty.com/selfassess.html [Accessed 17/10/11]
  • Plagiarism What is it?
  • Today’s session Tellthe person next to you 2 things you have learned this afternoon.
  • Next session:Tasks: Book your first observation with your mentor Start to research unit 2 theory task