Day 2 CTLLS academic writing ppt.

1. Edexcel CTLLS
Day 2 –
Academic Writing

2. 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

3. 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.

4. Academic writing is / has….
 Ingroups, finish the sentence in 6 different
ways.
 According to Gravells (2010), academic
writing is…..

5. Academic writing
 It involves more than simply responding to a question
 It involves more than describing what you do
You 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

6. 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.

7. 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.

8. 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]

9. 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

10. An example: “Analyse the role
of initial assessment in the learning and teaching
process”

11. Possible start to the question:

12. Supporting this with theory?
 Gravells & Simpson (2011 p. 72) assert that
“ascertaining a learner's prior knowledge
and experience will identify a relevant
starting point for assessment opportunities to
alleviate duplication.”

13. Paraphrase this.
 Gravells & Simpson (2011 p. 72) assert that
“ascertaining a learner's prior knowledge
and experience will identify a relevant
starting point for assessment opportunities to
alleviate duplication.”

14. 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).

15. 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?

16. 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]

17. Plagiarism
 What is it?

18. Today’s session
 Tellthe person next to you 2 things you have
learned this afternoon.

19. Next session:
Tasks:
 Book your first observation with your mentor
 Start to research unit 2 theory task