This workshop helps students get to grips with what it means to be a Master’s student by considering questions such as:
•What is the difference between undergraduate and Master’s level work?
•What might you need to do differently and how might you adapt?
•What do markers expect from Master’s level writing?
We will also focus on developing critical reading and writing skills, and consider academic writing style.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
How to write the introduction section of a research paper, a Research paper, or Call for a Paper, Background of the Study, Purpose of the Study, Research Question and Hypothesis, Research Objectives.
Watch this presentation to complete each part of a research paper correctly. Read the full article here: https://essay-academy.com/account/blog/major-parts-of-a-research-paper
This powerpoint presentation helps the viewers about the definition of the type of writing: Literary Writing. It also teaches about the description and the format of how to write an Academic Writing.
How to write a scientific paper for publicationAnisur Rahman
I am Dr Md Anisur Rahman Anjum passed MBBS from Dhaka Medical College in 1987. Diploma in Ophthalmology (DO) from the then IPGM&R (now it is Bangabandhu Sheikh Mujib Medical University BSMMU) in 1993. Felllowship in Ophthalmology FCPS from Bangladesh College of Physician and surgeon in 1997. Now I am working as associate professor in General Ophthalmology in National Institute of Ophthalmology Dhaka Bangladesh which is the tertiary centre in eye care in Bangladesh.
When I was secretary of Bangladesh Academy in 2011-2012. During my tenure I had pulblished four academic journal. The ISSN of the journal is 1818-9423. I have seen that the format of original article was not maintained. though there was "GENERAL INFORMATION FOR CONTRIBUTORS" but many of the author did not follow that guideline. From that time I am trying to build up "HOW TO WRITE THE SCIENTIFIC MANUSCRIPT" among my students, colleague and senior fellows. and do two workshop about this topic.
I am hopeful if any of you write a scientific manuscript according to this format with correct statistics power and language it will be no longer rejected.
Microsession for the Dissertation Deli week, Newcastle University, 2015. This session focusses on the first steps of settling on and refining a research topic.
The literature review is an opportunity to demonstrate not just the breadth of your reading, but also your critical reponse to the current literature on a topic. This workshop is designed for students writing a standalone literature review, or undertaking a literature review as part of their dissertation. The session is also suitable for students who are not required to include a literature review chapter, but who will be engaging with existing research throughout their dissertations.
How to write the introduction section of a research paper, a Research paper, or Call for a Paper, Background of the Study, Purpose of the Study, Research Question and Hypothesis, Research Objectives.
Watch this presentation to complete each part of a research paper correctly. Read the full article here: https://essay-academy.com/account/blog/major-parts-of-a-research-paper
This powerpoint presentation helps the viewers about the definition of the type of writing: Literary Writing. It also teaches about the description and the format of how to write an Academic Writing.
How to write a scientific paper for publicationAnisur Rahman
I am Dr Md Anisur Rahman Anjum passed MBBS from Dhaka Medical College in 1987. Diploma in Ophthalmology (DO) from the then IPGM&R (now it is Bangabandhu Sheikh Mujib Medical University BSMMU) in 1993. Felllowship in Ophthalmology FCPS from Bangladesh College of Physician and surgeon in 1997. Now I am working as associate professor in General Ophthalmology in National Institute of Ophthalmology Dhaka Bangladesh which is the tertiary centre in eye care in Bangladesh.
When I was secretary of Bangladesh Academy in 2011-2012. During my tenure I had pulblished four academic journal. The ISSN of the journal is 1818-9423. I have seen that the format of original article was not maintained. though there was "GENERAL INFORMATION FOR CONTRIBUTORS" but many of the author did not follow that guideline. From that time I am trying to build up "HOW TO WRITE THE SCIENTIFIC MANUSCRIPT" among my students, colleague and senior fellows. and do two workshop about this topic.
I am hopeful if any of you write a scientific manuscript according to this format with correct statistics power and language it will be no longer rejected.
Microsession for the Dissertation Deli week, Newcastle University, 2015. This session focusses on the first steps of settling on and refining a research topic.
The literature review is an opportunity to demonstrate not just the breadth of your reading, but also your critical reponse to the current literature on a topic. This workshop is designed for students writing a standalone literature review, or undertaking a literature review as part of their dissertation. The session is also suitable for students who are not required to include a literature review chapter, but who will be engaging with existing research throughout their dissertations.
This seminar will help you develop strategies to make reading for your assignments and your dissertation more manageable and effective. We will consider:
•Reading in a more focused way: selecting appropriate reading techniques to suit your purposes
•Carrying out the critical readings that underpin strong essays and dissertations
•Effective note-taking strategies to help you organise your material and map your critical thinking
These slides address the process of writing an effective personal statement or essay for a graduate school application. The presentation addresses understanding the audience and the expectations, brainstorming, and developing your essay.
Week 4 Assignment Writing Persuasively Scenario You have jus.docxcockekeshia
Week 4 Assignment: Writing Persuasively
Scenario: You have just been hired by a local health agency that is affiliated with a local institution of higher education. The agency is considering partnering in the development of online courses to train new employees—as well as to provide ongoing training opportunities for all employees. However, some of the stakeholders within the agency are hesitant. They are not sure that the time and effort required to establish quality online courses are worth the return on investment. They are also concerned that employees may not complete training if not in a face-to-face situation. The health agency asks for your opinion. Should they “go online?” If online, how could they best ensure satisfaction and engagement with the training as well as completion?
As a recent graduate of an online program, you are convinced that online is the way to go. Using data provided in the Literature Review below, construct a persuasive argument for stakeholders that addresses their key concerns at this stage.
Literature Review:
At institutions of higher education the offering of online courses and online enrollments continues to grow at a rapid rate (Allen & Seaman, 2010b). Today’s students desire the flexibility provided by online courses and the anytime, anywhere learning they provide. In a recent examination of the state of online education in the U.S., Allen and Seaman found that more than 75% of public colleges and universities believe that online course offerings are an important part of their long-term strategic growth plans (2010b, 2011). Furthermore, during the recent economic downturn these same institutions have seen an increased demand for online courses and programs. This change presents a conundrum for institutions of higher education: They are facing increasing demands for online courses with smaller budgets (Allen & Seaman, 2010b). How can they meet this demand? Many are attempting to address this demand through increasing class sizes (Gunter, 2007; Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006; Nagel & Kotze, 2010). Yet, these same institutions recognize that retaining students in online courses is more difficult (Allen & Seaman, 2010a).
The most frequently cited reasons for student dissatisfaction with online courses and high attrition is the lack of social presence and a lack of interaction with the instructor and other students, which leads to feelings of isolation (Rovai & Downey, 2010; Rovai, Ponton, Wighting, & Baker, 2007; Stodel, Thompson, & McDonald, 2006). On the other hand, the Internet has evolved into an interactive communication tool with continuing improvement of technologies such as social networking, digital media, Web 2.0 tools, social communication, and streaming media. These improvements increase its potential to provide students with a highly interactive, personal, and engaging learning experience in the online classroom (Bull, Hammond, & Ferster, 2008; Greenhow, 2011; Greenhow, Ro.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The Writing Development Centre
Robinson Library
An introduction to writing at
Master’s level
Contact: wdc@ncl.ac.uk
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Part One: What is a Master’s and what is expected of
Master’s students?
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Session outline
Clarifying expectations of Master’s level study: what is the
‘step up’?
Identifying strategies to help make the transition and
manage your workload
Focusing on critical reading and writing techniques
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What is expected of Master’s students?
Working in pairs, consider the following:
What is a Master’s for?
How do you think a Master’s will differ from an
undergraduate degree?
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What is a Master’s for?
Preparation to enter a profession: academic research (PhD
study), industry, business, etc.
To understand how knowledge is constructed in your
subject (and how you might contribute to this)
To understand and evaluate the relationships between
theory and practice in your discipline
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How does a Master’s differ?
Differs in many ways
Not just a continuation of undergraduate study: not just a
case of ‘more of the same’
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How does a Master’s differ?
Greater level of criticality
Evaluate the extent to which theories can be mapped onto reality
How is knowledge constructed in your subject? What do we know?
How do we know it? How sure are we that we know it? What don’t
we know?
Identifying gaps in the existing research and setting your own
research questions in order to address them.
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How does a Master’s differ?
Identity
Becoming an independent researcher
Moving towards a professional identity
Training to become a researcher/practitioner: your work may be
read differently. Higher expectations re. referencing, avoiding
plagiarism and accurate writing?
Becoming part of an academic community
Discussing ideas with fellow researchers (including your tutors!)
Different working relationships with tutors?
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How does a Master’s differ?
Intensity and workload
PGT courses are often the most demanding and intense, and have
the steepest learning curve
May involve adjusting to a new teaching and learning style
More reading and research
Multiple assessment deadlines
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Smoothing the transition: useful strategies
Creating a planner with an overview of the year
Avoiding spending too much time on one assignment
Never too early to start thinking about your dissertation:
keep an ideas file
Give yourself time to adjust
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Why is being critical important?
Example tutor comments on Master’s level assignments:
“Too descriptive”
“More analysis needed”
“Needs less description, more critique”
“This is descriptive rather than analytical”
“You have told me what the theory is rather than how you evaluate
it”
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Defining criticality
Skim the questions on your handouts
Focus on the question most appropriate to your discipline
and consider the following:
What are students being asked to do?
How are they being encouraged to demonstrate criticality? What
does this even mean?!
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Defining criticality
Briefly describe a method for measuring
the hardness of a metal. To which
important engineering property does
the hardness relate? What are the
advantages of the hardness test?
Compare and contrast two
abstract works of your choice in
terms of their form and
significance.
Critically assess the claim that civil
servants, and not politicians, drive the
integration process in the Commission
and Council of Ministers.
What is heritage and, if you
believe in preserving it, who
should pay?
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What does being ‘critical’ mean?
Not just describing theories, but considering how they can be
applied (and the implications of applying them)
Considering the relationship between theory and practice
Not just learning or presenting information but ‘doing something
with it’: selecting, ranking, comparing, evaluating
Having a particular stance or viewpoint; developing arguments
Justifying and/or supporting this viewpoint: explanations,
reasons, evidence
Engaging in existing critical/theoretical debates, rather than just
reporting them
Being objective: being critical does not mean being negative
Asking questions: not taking information sources at ‘face value’
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Reading critically
Use the extract on your handouts as a starting point or
‘trigger’
List all of the critical questions it is useful to ask of your
source material: think about every stage of the reading
process
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Critical Questions
Stage One: being selective and getting focused
Is this relevant?
What am I looking to get from this?
Stage Two: establishing credibility
Who is the author?
What is their background?
Where was this text published?
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Critical Questions
Stage Three: identifying the text’s aims and objectives
What is the purpose of this text?
Who is the target audience?
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Critical Questions
Stage Four: looking beyond the information presented
What is the text’s main claims?
How are they argued?
Are there any gaps, leaps in logic, and/or inconsistencies?
How is evidence used and interpreted?
Are the conclusions consistent with the evidence presented?
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Critical Questions
Stage Five: Your own agenda
How are you going to use this source?
How does it fit into your own work?
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Writing critically
What does critical writing look like?
How can we signal criticality in our writing?
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Writing critically: editing for
criticality
Skim the extracts on your handouts (both taken from the
same essay)
Is this writer sufficiently critical? Think about their use of
language, as well as the points they make. Are there any
points that could be developed? If so, how might they
develop these?
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Editing for criticality: looking for the
‘gaps’
Reviewing your own work is not just about checking for
spelling, punctuation and grammatical errors
Writing is dialogue not monologue
Have you answered all of your reader’s questions?
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Summary
Critical reading is about asking questions
Critical writing is about anticipating and addressing
readers’ questions
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The Writing Development Centre
Develop your academic skills
Take effective notes
Think critically
Interpret essay questions
Understand assessment
criteria
Read efficiently
Argue convincingly
Plan assignments
Manage your time
Express ideas confidently
• Revise effectively
• Critically review literature
• Structure essays
• Use drafting & editing
techniques
• Make the most of lectures
& seminars
• Manage your dissertation
or PhD thesis
• Avoid plagiarism
• Improve your exam
technique
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The Writing Development Centre
Level 2, Robinson Library
Undergraduate - Masters - PhD
Our team of expert tutors offers:
- Individual tutorials
- Workshops
- Online resources
Visit us online to book: http://www.ncl.ac.uk/students/wdc/
HASS – SAgE - FMS
Editor's Notes
Bloom’s Taxomony: Cognitive Domain (1956) as revised by Anderson & Krathwohl (2001)
Ask the audience first!
Okay, so we’ve read some texts critically: now we have to turn those critical thoughts into critical writing/ But what does critical writing look like? How do we signal criticality in our writing? How do we know when we have been critical enough?
