Introductions are very important – good first impressions count!

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Educational Leadership & Management (Case
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2. EDUCATIONAL
LEADERSHIP &
MANAGEMENT
Session Four
Tackling the
assignment &
Academies 2

3. YOUR LAST
ASSIGNMENT
What mark did you get? What did you expect to
get?

4. HOW DID YOU
TACKLE THIS
ASSIGNMENT

5. WHAT DID YOU DO
WELL?
What do you need to improve upon?

6. MOST COMMON ISSUES
Is too descriptive
Does not have enough critical writing
Pants Conclusion – no theory, no big picture

7. DESCRIPTIVE VERSUS
CRITICAL
Descriptive
the setting of the research;
a general description of a
piece of literature
the timing of the research;
an account of the
biographical details of a
key figure in the discipline;
or
a brief summary of the
history leading up to an
event or decision
Critical
a clear and confident refusal to
accept the conclusions of other
writers without evaluating the
arguments and evidence that
they provide;
a balanced presentation of
reasons why the conclusions of
other writers may be accepted
or may need to be treated with
caution;
a clear presentation of your own
evidence and argument, leading
to your conclusion; and
a recognition of the limitations
in your own evidence,

8. WHAT DOES
CRITICALITY INVOLVE?
If you are asked to critique or critically analyse
something, it means that you must consider and evaluate
the claims made by the government, theorists, “experts”,
official bodies, journalists etc that you have read
It is not enough, however, to simply include references to
other writers and summaries of their criticisms; you must
do this, but if this is all you do, then you are still being
descriptive.

9. IN SHORT
This is easy
With descriptiv
e writing you
are not
developing
argument
.
This is tricky
With critical
writing you are
participating in
the academic
debate.

10. WELLINGTON ET AL.
(2005)
“healthy scepticism … but not cynicism;
confidence … but not ‘cockiness’ or arrogance;
judgement which is critical … but not dismissive;
opinions … without being opinionated;
careful evaluation of published work … not serial
shooting at random targets;
being ‘fair’: assessing fairly the strengths and
weaknesses of other people’s ideas and writing …
without prejudice; and
making judgements on the basis of considerable thought
and all the available evidence … as opposed to
assertions without reason.”
Wellington J., Bathmaker A., Hunt C., McCulloch G. and Sikes P. (2005).
Succeeding with your doctorate. London: Sage

11. UNSUBSTANTIATED
COMMENTS – JUST
STOP IT!!!!!
Sometimes a generalised, sweeping statement can slip
through: the kind of statement that might be acceptable
on conversation, but not in academic writing. There are
three main ways of dealing with such statements:
present the evidence to support the statement
re-phrase the statement to sound more cautious e.g.: ‘it
could be argued …’ or ‘this suggests that …’
remove the statement
https://www2.le.ac.uk/offices/ld/resources/writing/writing-
resources/critical-writing

12. IN YOUR ESSAY YOU
WILL NEED TO:
Describe ... e.g. to define clearly what you are talking
about, say exactly what is involved, where it takes
place, or under what circumstances. Fulfilling this
function helps you to introduce a topic. More
complex description will become analysis.
Analyse ... e.g. examine and explain how parts fit into
a whole; give reasons; compare and contrast different
elements; show your understanding of relationships.
In this way analysis forms the main part of any in-
depth study.
Evaluate ... e.g. judge the success or failure of
something, its implications and/ or value. Evaluations
lead us to conclusions or recommendations and are
usually found at the end of a piece of academic work,
a paper, chapter or other text.

13. INTRODUCTION
Introductions are very important – good
first impressions count!
Introductions provide a summary
overview of the essay and indicate the
shape that it will take.
They introduce the main thesis or stance
Your introduction should contain the
following:
 Contextual information – setting the wider
scene
 An analysis of the issues to be discussed
 Signposts – indicating to the reader how the
your argument will be developed in order to
address the question/task indicated in the
essay title

14. THE MAIN BODY
The middle part of your essay is
where you EXPLORE ideas, EXPLAIN
points and support your arguments
with REFERENCE TO THE LITERATURE.
You must ensure that you:
Lead the reader logically through the
account in the order indicated in the
introduction
WRITE IN PARAGRAPHS - blocks of
sentences exploring individual themes –
there should be 2-3 paragraphs/page and
links should be made from one paragraph
to the other.
Support each point you make with

15. THE FOLLOWING WORDS ARE
USEFUL FOR DEVELOPING LINKAGE
IN YOUR WRITING:
When you want to add to your argument
or emphasise a statement ...and, also, as
well as, moreover, further, furthermore,
in addition, additionally, next, secondly,
thirdly.
When you want to make comparisons
...similarly, likewise, in the same way,
equally.
When you want to highlight contrast
...although, for all that, however, on the
contrary, conversely, otherwise, yet, but,
even so, despite.
When you want to show differences or

16. MORE..
When providing reasons ...for this
reason, to this end, for this purpose,
because, since, so that.
When explaining results ...as, as a
consequence, as a result, hence,
therefore, thus, inevitably, so.
When providing examples ...for
example, for instance, in other words,
by way of illustration, such as, this
demonstrates.
When drawing conclusions ...as has been
noted, finally, in brief, in short, to
summarise, consequently, therefore, in

17. CITING REFERENCES IN
THE TEXT
When citing reference sources you should choose
suitable 'reporting' verbs as these help to
strengthen the arguments you are presenting and
also help the reader understand why the source is
relevant e.g.:
Some verbs are neutral:
 Smith (2004) describes...
 Jones (1999, p 3) states...
 Green (2002) defines...
Some verbs draw attention to the author's
viewpoint:
 Harris (2001) argues...
 O'Neill (1997) disputed...
 Jackson (2003) conceded...

18. MORE..
Some verbs give information about the
author's work:
 Holmes (2000) investigated...
 Church (1998) evaluated...
 McColl (2002) estimated...
Some verbs highlight the author's
viewpoint:
 Brown (2001) believes...
 McAllister (1996) recognised...
 Smith (2004) predicted...

19. OTHER EXAMPLES OF
HOW TO CITE SOURCES
According to Brown et al (2009).....
A study by Shone (2004) highlighted....
Data provided by the Governments own statistics (2010)
suggests that.....
In addition Hayward and Browne (2005) conclude that.....
This is. according to Gillard, an example of ‘policy
overload’ (2010: 3)

20. OTHER USEFUL REPORTING VERBS
(USE PRESENT OR PAST TENSE AS
APPROPRIATE):
analyse/analysed;
compares/compared;
comments/commented;
concludes/concluded;
criticises/criticised;
demonstrates/demonstrated;
discusses/discussed;
illustrates/illustrated;
indicates/indicated; notes/noted;
observes/observed; points out/pointed
out; reports/reported; shows/showed;
suggests/suggested;

21. CONCLUSIONS
What conclusions would you draw?

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