Learning Development and Learning Resources (Library)
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Includes a thorough guide to academic writing and critical thinking
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Learning Development and Learning Resources (Library)
- 1. Learning Development and learning resources (Library) Dr Jason Truscott www.plymouth.ac.uk/learn
- 2. Learning Development can help with: • writing and presenting • developing thinking • using literature critically • managing projects • articulating knowledge • communicating ideas • preparing for exams and assessment
- 3. Further support • ‘Open Hours’ drop in (no booking) Learning Gateway – Thursdays 10am to 12noon – term time • Or Royal Literary Fund Writing Fellow (writing 1 to 1 tutorials) • Guides and everything above: www.plymouth.ac.uk/learn Learning Gateway (Roland Levinsky Building) Call: 01752 587676 or visit the reception to book a one to one tutorial.
- 4. The Writing Café • Drop in (no booking!) • 4th floor of Babbage 1pm – 4pm Mon-Fri (term time) • Coffee, tea and food!
- 6. In your writing, every POINT you make needs… • Critical thinking: the foundation of academic writing (Supported with references) Description • What? • Who? • When? • Where? Analysis • Why? • How? • What if? Evaluation • So what? • What next?
- 7. Title: A typical example of academic writing Introduction • First sentence relates to title and has a ‘hook’ to keep reader interested. • Say what points will be discussed. • Predominantly future tense. E.g. ‘The following will be discussed…’ Discussion • Discuss those points in the same order… • Point 1 – Describe, analyse & evaluate. • Point 2 – Describe, analyse & evaluate. • Cont. – Describe, analyse & evaluate • Ensure logical flow of ideas Conclusions • Are a summary of the evaluations! • Don’t add anything new. • Write in past tense. E.g. ‘It was found’.
- 8. Critical thinking Introduction Conclusions Point 1 Point 2 Point 3 Discussion Point 4 Critical thinking • Describe • Analyse • Evaluate
- 9. Describe, Analyse and Evaluate Looking at the individual stages for any business project, …it is particularly important… (Peters, 2016). According to Matthew (2015) this should always… Certainly Peters (2016) demonstrates how certain approaches may help… However, to gain a better understanding of where certain approaches can lead to project failure, we must examine… …certainly managers need to communicate clearly what it is they… as also suggest by Adams (2006). Although, one major drawback of this approach is that… (Peters, 2016). In order to insure that any project outcome is favourable…, a new approach is required to overcome those issues… Brian (2016) provides a solution that would lead to better… Having considered all the important issues associated with business projects, there is clear evidence that more needs to be done…, particularly… Making these changes would not only improve the impact of those businesses, but it would also lead to...resulting in more customers willing… Finally there is… PLEASE NOTE: if you use any acronyms, make sure they are explained within the text!
- 10. Writing with critical language • www.phrasebank.manchester.ac.uk • Manchester Phrase Bank – Note the left navigation menu: • Being Critical • Being Cautious • Classifying and Listing • Compare and Contrast • Defining Terms Etc…
- 12. Differences between reports and essays Reports are: Essays are: • Formally structured • Informative and fact-based • Written with a specific purpose and reader in mind • Written in a style appropriate to each section • Always include section headings • Sometimes use bullet points • Often include tables or graphs • Offer recommendations for action • Semi-structured • Argumentative and idea-based • Not written with a specific reader in mind • Written in single narrative style throughout • Usually do not include sub-headings • Usually do not include bullet points • Rarely include tables or graphs • Offer conclusions about a question Learnhigher (2012) What’s The Different Between Reports And Essays? http://www.learnhigher.ac.uk/writing-for-university/report-writing/whats- the-different-between-reports-and-essays/ (Accessed: 14/10/2016
- 13. How to reference • Important – Business School uses Harvard format! – Always check with your tutor or assignment brief • ‘Cite Them Right’ (available as a book and also online) – See slides from Amanda Southam (at the end)
- 14. Report writing (numbered) • Tend to be a numbered format: 1.0 Introduction 1.1 … 2.0 Literature review 2.1 … 3.0 Discussion 3.1 … 3.1.1 … 4.0 Conclusions and Recommendations 4.1 Conclusions 4.2 Recommendations References Appendices This is a simplified example – check with tutor or assignment brief!
- 15. How to reference a book (example) • Be consistent with references and in text citations (Harvard): In text citations: (Johns, 2013, p. 25) or Johns (2013, p. 25) Reference: Johns, J.B. (2013) A guide to good management, London: A publisher.
- 16. Reference list (alphabetical order) References Adams, B. (2013) Management today, London: A publisher. Jacobson, R.J., Harrison, T., Ford, H., and Jones, P. (2014) ‘Adapting to change', Example Journal of management, 33(3), pp. 323–326. Johns, J.B. (2013) A guide to good business practice, London: A publisher. Vivoni, E.R. and Camilli, R. (2003) ‘Making money out of nothing’, Business Philosophy, 13(4), pp. 457-468.
- 17. Summing up • Maintain focus – Avoid writing too many points – Use the brief to help you focus • Employ critical thinking – Describe, analyse, evaluate • Reference to support your arguments – Opinion alone appears less trustworthy
- 18. Writing tips • Write regularly, 15-30 mins a day, to maintain momentum • Avoid over elaborate writing, be concise and to the point; being aware of linking phrases and flow • Proofread aloud and carefully to ensure proper language use and readability • Talk about your ideas and writing as much as you can with others • Read academic texts to see how they ‘sound’, follow the principles of their good practice
- 19. Amanda Southam Senior Information Specialist amanda.southam@plymouth.ac.uk • Library overview • Accessing our services and resources
- 20. If you visit the library:- • Information Desk • To help you find you way around • General enquiries • Staff on duty 24 hours a day • IT & media support • Study areas • Bookable study rooms • Computer areas (PCs and Macs) • Café
- 21. 24/7/365 opening 25000 journals and subject collections (online) eBooks Bookable rooms Computing areas Wifi If you visit the Library just remember to bring some ID !!
- 22. Accessing Primo – our online library http://www.plymouth.ac.uk/library
- 23. My Subject Guide
- 25. Contacts Your Information Specialist amanda.southam@plymouth.ac.uk Support Guides http://plymouth.libguides.com/ 24/7 basic support Library&Itenquiries@plymouth.ac.uk
- 26. Questions?
- 27. References • Cottrell, S. (2005) Critical Thinking Skills. Basingstoke: Palgrave Macmillan. • Crème, P. & Lea, M. (2008) Writing at University: a guide for students (3rd ed.). Maidenhead: Open University Press. • Levin, P. (2005) Write great essays. Maidenhead: Open University Press. • Northedge, A. (2005) The Good Study Guide. Milton Keynes: The Open University. • Rose, J. (2002) The mature student’s guide to writing. Palgrave. Macmillan Press. • Wallace, M. & Wray, A. (2006) Critical Reading and Writing for Postgraduates. London: Sage Publications. www.plymouth.ac.uk/learn
Editor's Notes
- This is in addition to your tutor, we always recommend you speak with your tutor throughout your studies! Individual and group tutorials: 01752 587676 or go to the Learning Gateway in RLB Writing Café: 4th floor of Babbage writing support 12 – 4 pm, Mon - Fri Info: www.plymouth.ac.uk/learn online study guides and links
- Who has written a play, a poem, an email? Then you already know about writing. The skills you need for writing your essay are not far off from writing a script or visual story.
- Before we go onto a mini quiz a quick look at critical thinking, and making points in your writing.
- Of course you should also include a reference section, and use references to support your arguments.
- The important part to remember is that each point includes critical thinking (Describe, Analyse, Evaluate) you may compare and contrast with other ideas or you may argue that a new approach is required.
- This is a typical approach to critical thinking. Note that the description (before the first ‘however’) is very short. Description is literally just saying ‘What?’ is the main point about, keeping it short, then moving onto the analysis. Analysis can start with words like ‘However’ (Why? Or How? Questions). Ultimately ensure that you use words that show you are analysing, not just adding more facts. You may find the Manchester Phrase Bank helpful in this respect: http://www.phrasebank.manchester.ac.uk/being-critical/ When on this website, please note the left hand menu for other phrases. Finally, the icing on the cake, evaluate. ‘Having considered…’ (So What? Or What Next?) at this point you pull together the analysis, thus demonstrating to your tutor the intended direction or decision. This part may seem obvious, but if left out, you are not going to achieve better marks. Note: Ensure that you reference new ideas or facts throughout. Sometimes this is also extended into the evaluation section, but be careful that it does not sounds like more analysis. References here can help reinforce a decision for a specific course of action base on the original analysis.
- The use of ‘however’ or ‘although’ are good words to demonstrate critical writing (analytical). However, there are times when you want use something different. In this respect the phrase bank is very good to help you construct your sentences to ensure you are sounding critical, or comparing and contrasting or being cautious about your critical views of the literature. You all have your own writing style, so some of these phrases may not be your preference. Pick and choose what you feel works for you.
- This is a much more detailed example. Remember you don’t have to include every single one, as it might not be appropriate in your essay. Just be sure to include those that are relevant! Also look at the details in the boxes in the slide, they have useful contextualised insights. This is available on the Learning Development website in our guide on ‘Critical Thinking’ and also the ‘Model to generating critical Thinking’. Link (guides at bottom of the page): www.plymouth.ac.uk/learn
- References/arguments/discussions/opinions are liken to actors bringing their own views. Don’t forget that you need to give credit to those ideas!
- The headings provided here are examples, this varies and depends on the brief or student handbook!
- References/arguments/discussions/opinions are liken to actors bringing their own views. Don’t forget that you need to give credit to those ideas!
- These references are all fake! References/arguments/discussions/opinions are liken to actors bringing their own views. Don’t forget that you need to give credit to those ideas! The examples here are fake references…
- Good luck in your writing.
- My details so they know who I am, (i.e. subject / information librarian supporting the Faculty of Business)
- Just an overview of key things to know about the physical library space, facilities and services.
- Physical and digital content – further info. Also, if students using the Library need to have their Uni ID cards – strict with access as we are a 24 hour environment.
- Main library services page with link to our eLibrary – PRIMO. If time allows it might be good to show the students the live library page > library catalogue/Primo. If you feel happy to do so a very brief overview of the general search plus tabs to other key content, eg. Databases and AZ eJournals.
- My subject guide brings together not only my contact details and drop in sessions, but more importantly, easy links directly to core services such as journal collections, company and industry data, statistics, etc.
- My drop in day, venue and time.
- Key contacts reminder.