Essay workshop
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This document provides guidance for students on essay writing skills. It emphasizes preparing and planning essays by choosing interesting topics, doing thorough research beyond assigned readings, and developing clear outlines. When writing, students are advised to introduce their topic and argument, support points with examples and analysis, and conclude by summarizing without introducing new ideas. Proper referencing and proofreading are also stressed. Students are reminded not to procrastinate and should seek feedback from mentors and tutors.
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Pre writing strategies
Prewriting is the first step in the traditional writing process and involves activities done before the first draft to generate and organize ideas. Some common prewriting techniques include listing, free writing, clustering, and cubing. Listing involves jotting down every idea about the topic without censoring. Free writing has the writer continuously write about the subject for 10-15 minutes without worrying about mechanics. Clustering maps out ideas that relate to the central topic through drawings of lines and circles. Cubing looks at a topic from six angles: describing, comparing, associating, analyzing, applying, and arguing. Prewriting helps writers explore different perspectives on their topic before beginning the first draft.
Prewriting techniques
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
Pre writing strategies
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
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Academic writing workshop student quotes (PG Cert 2011/12 Sem B)
The document provides information and suggestions for improving academic writing practices. It discusses common reasons students stop writing and offers solutions like planning before writing and not censoring initially. Students comments suggest they focus more on grades than feedback or see academic writing as unnecessary complex language. The workshop proposes setting up spaces for regular low-stakes writing to help students write more, learn through writing, and feel comfortable practicing their craft. It offers tips on structuring essays, using critical thinking questions, and formatting paragraphs as a dialogue. Overall, the document aims to help students and staff develop better academic writing habits.
Prewriting
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
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Pre writing strategies
Prewriting is the first step in the traditional writing process and involves activities done before the first draft to generate and organize ideas. Some common prewriting techniques include listing, free writing, clustering, and cubing. Listing involves jotting down every idea about the topic without censoring. Free writing has the writer continuously write about the subject for 10-15 minutes without worrying about mechanics. Clustering maps out ideas that relate to the central topic through drawings of lines and circles. Cubing looks at a topic from six angles: describing, comparing, associating, analyzing, applying, and arguing. Prewriting helps writers explore different perspectives on their topic before beginning the first draft.
Prewriting techniques
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
Pre writing strategies
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
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The document provides information and suggestions for improving academic writing practices. It discusses common reasons students stop writing and offers solutions like planning before writing and not censoring initially. Students comments suggest they focus more on grades than feedback or see academic writing as unnecessary complex language. The workshop proposes setting up spaces for regular low-stakes writing to help students write more, learn through writing, and feel comfortable practicing their craft. It offers tips on structuring essays, using critical thinking questions, and formatting paragraphs as a dialogue. Overall, the document aims to help students and staff develop better academic writing habits.
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The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
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The document discusses the importance of drafting essays and provides steps for writing an effective first draft. It recommends starting the drafting process by becoming familiar with the topic through research and interviews to gather different perspectives. The key steps include narrowing the topic, creating a thesis statement, and systematizing ideas using outlining or clustering techniques. The document emphasizes that multiple drafts are essential to improving the essay and refining the content, structure, style and flow before it is ready for submission.
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- Bismarck created a system of alliances to isolate France after the Franco-Prussian war, including the Three Emperors' League and Dual Alliance with Austria.
- The Triple Alliance was formed in 1882 between Germany, Austria-Hungary, and Italy in response to the Franco-Russian Alliance of 1893.
- Britain remained isolated until forming the Entente Cordiale with France in 1904 to counter growing German influence, completing the two opposing alliance systems in Europe on the eve of World War 1.
Unit 2 notes (industrialization and immiigration)
1) In the late 1800s, most immigrants to the United States came from southern and eastern Europe rather than northern Europe. They entered through ports like New York and were inspected at Ellis Island.
2) Millions of immigrants came for economic opportunities and freedom from persecution, pushed by factors like poor farming conditions and pulled by plentiful jobs. They settled in ethnic neighborhoods in large cities.
3) Immigrant workers faced poor living and working conditions, such as overcrowded tenement housing and unsafe factories with long hours and low pay, including child labor. Events like the Triangle Shirtwaist Factory fire led to reforms for worker protections.
The Scramble for Africa
The document discusses European imperialism in Africa in the late 19th century. It provides context on the economic, political, and cultural/religious motives that drove European countries to expand their control over Africa, including markets for goods, nationalism and militarism, and a belief in cultural superiority. It also describes how the Berlin Conference of 1884-1885 formally partitioned Africa among the European powers, without any African representation.
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- 1. Politics Student Mentors Essay Writing Skills Autumn 2009
- 3. The first thing to remember… • Don’t panic! – Remember this is your first essay – You’ll get a lot of feedback - don’t be worried – it’s all constructive, so take it on board – Try your hardest…but don’t have sleepless nights!
- 4. Don’t do a Dara!!! • ‘It's all themed lads, it's delicately themed, it's all about rules and laws and how I don't follow them.’ – Dara O’Briain • There are basic rules & laws for essay writing – follow them!!!
- 5. Preparing for your essay • Choose a question you’re interested in • Read the question & understand what is required of you • Don’t leave choosing your question, or finding your sources, until the last minute
- 6. Doing your research • Go beyond the reading list • Take down reference information as you go – it will save you time in the long run!
- 7. Planning your essay • Brainstorm your ideas/plan your essay in a way that works best for you • Send an essay plan to your tutor – but do this in plenty of time! • Arrange to meet your tutor • Think critically about what you read – Critical analysis is one of the major differences between sixth form and university level essays
- 8. Starting to write your essay Group exercise! Is Nick Griffin’s recent appearance on Question Time a victory for free speech?
- 9. Introduction • Explain what your essay is going to do – Provide context – Define key terms in the question – Explain your interpretation of the question – Outline the structure of your essay – Imply what your conclusion will be • Think of the introduction as a map of your essay – showing the route you’ll be taking and your final destination
- 10. Main body of your essay – developing your argument • Point, Example, Analysis! • Link each paragraph back to the question – It keeps you on track and stops waffling! • Link each paragraph to the next – Just one sentence at the beginning/end of the paragraph – Helps with essay flow & will strengthen your argument
- 11. Conclusion • Don’t sit on the fence! – Like the group exercise above – questions are often phrased to ensure you don’t! – It doesn’t matter which side you take – as long as you can strongly argue your case • Summary of the main body of your essay • Don’t add any new arguments!
- 12. Avoid Bushisms! • Always proof read your work… • …it’s amazing how often you will read what you THINK you have written instead of what you actually have! • Get someone else to read your essay
- 13. Referencing & bibliography • Note down all referencing/bibliography information as you go • Two main types of referencing systems in Politics – The Harvard System – The Cambridge System Please email me if you want a copy of these slides
- 14. Any questions? • Any questions that may arise in future… – Drop in sessions – Email – Facebook group • Make use of the resources available to you – Mentors – Tutors – Course Handbook – Undergraduate Handbook – S3 website: http://www.sussex.ac.uk/s3 – Infosuss: http://www.sussex.ac.uk/library/infosuss – RLF: http://www.sussex.ac.uk/tldu/1-4-11.html