Pavey - Creative approaches to formal essay writing

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IL Group (CILIP Information Literacy Group)

The document provides information about creative approaches to formal essay writing. It discusses how essay writing is sometimes an afterthought or omitted from syllabuses due to a focus on content coverage. It also addresses challenges students may face with essay writing like lacking experience, needing easy solutions, and leaving work until last minute. The document suggests creative approaches can help with essay writing and provides some examples like using puzzles and games.

CREATIVE APPROACHES TO
FORMAL ESSAY WRITING

Sarah Pavey
20th April 2011

This material is and remains the copyright of Sarah Pavey
Mrs SJ Pavey MSc FCLIP
paveys@boxhillschool.org.uk

“we seem to become so pre-occupied
with covering the content of whichever
syllabus we use, that essay-writing becomes,
at best, an afterthought and, at worst, omitted
almost entirely.”

Faull, T. Writing in A‐level English literature essays: Professional reflections on text
organisation. English Teaching: Practice and Critique May, 2007, Volume 6, Number
1
http://education.waikato.ac.nz/research/files/etpc/2007v6n1nar1.pdf pp. 164‐174

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

“they may be unaware of how much research
and effort should go into coursework, and may
leave work until the last minute and then panic
when faced with an imminent deadline”

Flood, A. et al. Authenticity A Guide for Teachers. OFQUAL/QCA 2009
Available at: www.ofqual.gov.uk/plagiarism‐teachers

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Academic Essay

http://sweetpeasandmemories.com/store/piclink.asp?pageID=ScrapbookPageIdeas

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

IB DIPLOMA EXTENDED ESSAY

NO EXPERIENCE OF ESSAY
WRITING

EASY SOLUTIONS
NEEDED

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

CONSTRUCTION

EMOTIONS

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

You may start You may not know what the
at any point finished product will look like

You cannot cheat by looking at
You may try to
someone else’s work!
place a piece in
one space but
You have to work on your own
perhaps it
to complete it, although you
actually fits
might accept advice from others
somewhere
else
As you complete it, it will start to
make sense
Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

You may feel You will feel a
You may feel
frustrated when sense of
excited at the
pieces do not fit achievement as
start
you complete
If others seem to It may seem too sections
be making more difficult at the
progress you start You may feel
may feel like angry if you
giving up As you do more you don’t meet the
will get really involved deadline
and keen to see the
end result
Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Box Hill School
Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

INITIALS Title of the book
Surname
Year Published
For Example…. Place of publication
Publisher

Clegg, C.J. Biology for the IB Diploma. London: Hodder Murray, 2007

!!! REMEMBER THE PUNCTUATION !!!

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

This game is called …..

You need to decide whether or not the following students are
guilty of plagiarism

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Cut & Paste from Internet with no bibliography or citation
Copied work from a friend but did not acknowledge friend’s
work

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Cut & paste from Internet and mixed up original paragraphs.
Changed a few words at random
Added correct citations in a bibliography

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

Asked teacher & librarian for help with finding resources
Asked for advice on how to cite these resources for
inclusion in a bibliography

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

1. The student’ submission is
displayed on the left and
link(s) to the source(s) of
the matching text is
displayed on the right.

2. The system allows you to
view the source text and
also the position within
that text of the matching
words and phrases.

3. The overall percentage of
matched text is displayed
at the top of the report.

4. You can choose whether or
not to include/exclude
quotations and
bibliography in the
comparison.

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

THIS IS A QR CODE FOR A PHONE

IF YOU HAVE A QR READER ON YOUR PHONE
SIMPLY POINT YOUR PHONE TO SCAN THE CODE AND
YOU WILL BE TAKEN TO AN ONLINE QUIZ ABOUT THE
EXTENDED ESSAY
YOU CAN DOWNLOAD THIS AS A GAME ON YOUR PHONE

Creative approaches to formal essay writing: Sarah Pavey: LILAC 20/4/2011

“Research by the universities of Glasgow and Manchester
has highlighted many UGs feel critical HE skills are
underdeveloped when they start at university.”

• Critical thinking

• Independent Learning

• Note taking

• Research

• Academic presentations

• Problem solving

• Reflection and self evaluation

“Mission Ambition” Russell Group Widening Participation Conference May 2009

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Dae seminar 2 9-11

María Inés Córdoba

090810

Julie Platt

Evans building literacy skills

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This document provides information about Jennifer Evans, an Assistant Director of ELA at St. Clair County RESA. It includes her contact information and links to her online profiles. The document then discusses three purposes for gaining background knowledge about reading strategies: to understand strategies used in reading instruction, to provide strategies to support classroom instruction, and to understand fundamental reading concepts. The rest of the document covers topics like key shifts in ELA assessments, the importance of rigor in college and career readiness, recommended reading comprehension strategies, and using graphic organizers to support reading.

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JoyoJoyo1

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This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.

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The document summarizes key components of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes the 8 main components of the SIOP model, which are lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment. Each component is designed to make content concepts accessible to English learners and help develop their English language skills.

USC Libraries Research Guides Organizing Your Social .docx

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USC Libraries / Research Guides / Organizing Your Social Sciences Research Paper / 4. The Introduction Organizing Your Social Sciences Research Paper: 4. The Introduction Offers detailed guidance on how to develop, organize, and write a research paper in the social and behavioral sciences. Research Guides ? Ask Us / FAQS Purpose of Guide Types of Research Designs 1. Choosing a Research Problem 2. Preparing to Write 3. The Abstract 4. The Introduction 5. The Literature Review 6. The Methodology 7. The Results 8. The Discussion 9. The Conclusion 10. Proofreading Your Paper 11. Citing Sources Annotated Bibliography Giving an Oral Presentation Grading Someone Else's Paper How to Manage Group Projects Writing a Book Review Writing a Case Study Writing a Field Report Writing a Policy Memo Writing a Research Proposal Search this Guide Search https://libraries.usc.edu/ https://libguides.usc.edu/ https://libguides.usc.edu/writingguide https://libraries.usc.edu/ https://libguides.usc.edu/ https://libraries.usc.edu/ask-a-librarian https://libguides.usc.edu/writingguide/purpose https://libguides.usc.edu/writingguide/researchdesigns https://libguides.usc.edu/writingguide/researchproblem https://libguides.usc.edu/writingguide/preparingtowrite https://libguides.usc.edu/writingguide/abstract https://libguides.usc.edu/writingguide/introduction https://libguides.usc.edu/writingguide/literaturereview https://libguides.usc.edu/writingguide/methodology https://libguides.usc.edu/writingguide/results https://libguides.usc.edu/writingguide/discussion https://libguides.usc.edu/writingguide/conclusion https://libguides.usc.edu/writingguide/proofreading https://libguides.usc.edu/writingguide/citingsources https://libguides.usc.edu/writingguide/annotatedbibliography https://libguides.usc.edu/writingguide/oralpresentation https://libguides.usc.edu/writingguide/peergrading https://libguides.usc.edu/writingguide/groupprojects https://libguides.usc.edu/writingguide/bookreview https://libguides.usc.edu/writingguide/casestudy https://libguides.usc.edu/writingguide/fieldreport https://libguides.usc.edu/writingguide/policymemo https://libguides.usc.edu/writingguide/researchproposal javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); javascript:void(); Acknowledgements Definition The introduction leads the reader from a general subject area to a particular topic of inquiry. It establishes the scope, context, and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, explaining briefly the methodological approach used to examine the res ...

Elit 17 class 1 intro and comedy of errors

jordanlachance

This document provides an overview of the syllabus and schedule for an ELIT 17 class on Shakespeare. It includes an agenda for the first class which covers introducing the class website, green sheet, syllabus, and lectures on Shakespeare's works and an introduction to comedy and The Comedy of Errors. Requirements include attendance, participation, essays, exams, and posting homework to the class website. The document outlines policies on plagiarism, late work, and attendance. It lists the required texts and materials and concludes with an overview of traits of Shakespearean comedy.

Teaching nonfiction

deliadec

This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.

TESTING LITERATURE (Eng. 205 Language Assessment)

Sarah Avila Panis

The document provides guidance for developing effective tests of literature. It recommends that tests include a balanced variety of question types, use authentic texts, provide linguistic support when needed, and encourage the transfer of skills to unfamiliar texts. Good test questions meet student levels, give abstract concepts a practical focus, encourage identification with texts, and include motivating classroom activities.

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Dae seminar 2 9-11 Assessing Writing

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