Title: Skills Session 2: Analysis and Annotated Bibliography
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: All Performing Arts and English
Institution: University of Bedfordshire
Tutor: Dr Louise Douse
The document provides guidance on writing mechanics such as numbers, dates, titles, underlining/italics, hyphenating words, spaces/punctuation, and commonly used abbreviations in research papers. It also covers documentation best practices like citations, bibliographic references, taking notes, integrating sources, and keeping a working bibliography. Key points include using numerals for numbers above 10, consistency with dates, italicizing or putting titles in quotation marks depending on the type of work, using hyphens carefully, and giving proper credit to sources in citations and a reference list.
This document defines an academic paper and outlines the key steps to writing one, including selecting a topic, narrowing the focus, stating a thesis, conducting research, writing an outline, drafting sections, revising, editing, formatting, and compiling a bibliography. The main components of an academic paper are the introduction, body, and conclusion. Grammar, structure, and proper citation of sources are important. The goal is to present an informed argument on a topic relevant to the academic community.
This document provides guidance on how to write an academic paper. It discusses choosing a topic, doing research, deciding your position, brainstorming ideas and supporting them with evidence. It also covers organizing the paper with an introduction including a thesis statement, body paragraphs supporting the thesis, and a conclusion restating the thesis. Additional organization tips include choosing a title connected to the thesis, using different paragraph types, and citing sources using APA style. The document emphasizes planning, supporting ideas, coherent organization, academic writing style, and revising for accuracy.
This document provides guidance on academic writing from the University of Toronto Writing Courses. It discusses planning and organizing an essay, such as formulating questions and developing a thesis. It also covers reading and research, using sources, and different types of academic writing. Style and editing tips are presented, such as starting early, revising extensively, and proofreading. Different outlining and note-taking techniques are described. The document warns against plagiarism and discusses citation styles. Overall, the document offers comprehensive advice on various aspects of academic writing and researching.
The document provides guidance on writing mechanics such as numbers, dates, titles, underlining/italics, hyphenating words, spaces/punctuation, and commonly used abbreviations in research papers. It also covers documentation best practices like citations, bibliographic references, taking notes, integrating sources, and keeping a working bibliography. Key points include using numerals for numbers above 10, consistency with dates, italicizing or putting titles in quotation marks depending on the type of work, using hyphens carefully, and giving proper credit to sources in citations and a reference list.
This document defines an academic paper and outlines the key steps to writing one, including selecting a topic, narrowing the focus, stating a thesis, conducting research, writing an outline, drafting sections, revising, editing, formatting, and compiling a bibliography. The main components of an academic paper are the introduction, body, and conclusion. Grammar, structure, and proper citation of sources are important. The goal is to present an informed argument on a topic relevant to the academic community.
This document provides guidance on how to write an academic paper. It discusses choosing a topic, doing research, deciding your position, brainstorming ideas and supporting them with evidence. It also covers organizing the paper with an introduction including a thesis statement, body paragraphs supporting the thesis, and a conclusion restating the thesis. Additional organization tips include choosing a title connected to the thesis, using different paragraph types, and citing sources using APA style. The document emphasizes planning, supporting ideas, coherent organization, academic writing style, and revising for accuracy.
This document provides guidance on academic writing from the University of Toronto Writing Courses. It discusses planning and organizing an essay, such as formulating questions and developing a thesis. It also covers reading and research, using sources, and different types of academic writing. Style and editing tips are presented, such as starting early, revising extensively, and proofreading. Different outlining and note-taking techniques are described. The document warns against plagiarism and discusses citation styles. Overall, the document offers comprehensive advice on various aspects of academic writing and researching.
International studies, plagiarism, paraphrasing and integrating sourceshoeka1
This document discusses plagiarism and proper citation of sources in academic writing. It defines plagiarism as stealing others' words or ideas by passing them off as one's own. Several examples are provided of what would and would not constitute plagiarism, such as copying text without quotation marks or changing a few words. The document also distinguishes between paraphrasing, which expresses the meaning of a source in one's own words, and summarizing, which provides only the main ideas. Guidance is given on properly integrating sources through techniques like direct quotation, paraphrasing, and summarization while using correct citation style.
This document provides guidance on revising academic writing. It discusses fine-tuning arguments, supporting claims with clear and relevant evidence, and distinguishing facts from opinions. Some common logical fallacies are described such as hasty generalizations. The document also covers using concise language, editing for grammar, structure and referencing. Relative clauses and nominalization are explained as ways to improve style. Cultural differences in rhetoric and paragraph structure are noted.
Revision Guide for a Classification EssayEssayAcademy
Get to know how to revise your essay properly with this presentation! You can find more information on our website: https://essay-academy.com/account/blog/revision-guide-for-a-classification-essay
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
The document provides guidance on writing a classification essay, noting that it involves breaking a topic into categories based on a single organizing principle, such as degree, chronology, or location. It explains that each category should be discussed in a separate paragraph, defining the category and providing examples to illustrate it while distinguishing it from other categories. Transitions that introduce categories and show similarities and differences are important to make the relationships between categories clear.
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
A short description of what to expect when taking the reading test as part of the IELTS exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidance for writing chapters 4 and 5 of a dissertation. It reviews progress made so far, discusses dissertation style guidelines, and offers tips for good writing. Key points covered include conducting a literature review with the research questions in mind, analyzing studies critically rather than just summarizing, and avoiding common mistakes in research methods and data analysis. Guidelines are provided for writing quantitative and qualitative chapters, developing the dissertation proposal, and drafting the methods chapter so others can replicate the study.
Six literacy lesson ideas are summarized:
1. Students write a commentary explaining the methodology and purpose of research.
2. Students engage in a role play demonstrating understanding of a text through a summary, theory illustration, or linking theory to current events.
3. Students discuss different views at a cocktail party, then debate in groups agreeing with their own views.
4. Students plan responses to a pre-released question as different theorists, and questions for other theorists.
5. Students initially write their beliefs, then respond with counter-arguments on a rotating paper to build critique skills.
6. The lessons develop speaking, listening, reading and writing skills through tasks like role plays, debates
Writing an academic paper is too hectic for students in most of the cases. What usually happens is we get an opportunity to prove ourselves through this way and we should ensure to give in our best for the academic writing. http://www.papermoz.co.uk/essays/
This document provides an overview of the process for writing a literary analysis research paper. It begins with choosing a topic and conducting research to develop a thesis statement. The thesis should present an argument that can be proven using evidence from the text and secondary sources. The paper is divided into three parts: planning, drafting, and finalizing. Planning involves writing a thesis statement and outline. Drafting uses research notes and feedback to support the thesis. Finalizing revises the paper based on feedback and ensures proper citation of sources. Secondary sources like criticism and context are used to supplement the argument without overshadowing the student's own analysis. The document emphasizes developing an arguable thesis and using evidence to prove it.
The document provides tips for writing an academic essay, including planning the essay, conducting research, developing a thesis statement, organizing paragraphs, introducing and concluding the essay, using quotations, and revising and editing the work. It discusses choosing a topic and type of essay, taking notes during research, understanding the essay topic, developing topic sentences, avoiding plagiarism, and ensuring proper formatting and appearance. The goal is to present a logical, well-organized argument through clear writing and effective use of sources.
This document provides guidance on developing skills for academic English writing for students studying abroad. It discusses understanding assignment requirements, analyzing question types, conducting research, evaluating source reliability, and features of academic writing such as objectivity, tentativeness, precision, vocabulary, and writing from research. Academic writing types covered include essays, articles, reports, case studies, literature reviews, and dissertations. Resources for developing these skills are also provided.
The document discusses different aspects of academic writing such as structure, style, and formatting. It notes that academic writing should have a clear and transparent structure to be reader-friendly. The research process and typical parts of a scientific paper are outlined, including the introduction, methods, results, and discussion sections. The document provides tips for each section and emphasizes that writing should be clear, concise, and avoid ambiguity. It also discusses some grammatical and vocabulary conventions of formal academic writing.
This document provides guidelines for writing a contrastive analysis essay comparing linguistic aspects of English and Vietnamese. It recommends choosing a specific topic that focuses on one linguistic aspect, such as idioms or thematic progression patterns. Sample topics are provided. The essay should include an introduction with background, thesis, and research questions; a literature review of relevant studies; a methodology section; a contrastive analysis identifying similarities and differences; a conclusion; and a discussion of implications. Academic language, avoiding plagiarism, and using scholarly resources are also addressed.
Historiography - Advanced Higher History essaymrmarr
The document discusses including historiography in Advanced Higher History essays. It recommends beginning research as soon as the course starts and blending historiography into the essay rather than including it in a separate section. Students should aim to include the views of at least 3-4 historians in each essay. Historiography can be presented through direct quotes, paraphrasing, describing a historian's view, outlining their reasons, or comparing where historians agree or disagree. Suggested historians to read for the Germany 1918-1939 topic are listed.
The document provides guidance on key features of academic essays, including structure, content, and style. It discusses the components of paragraphs, types of paragraphs, and linking paragraphs logically. It emphasizes using topic and supporting sentences, and addressing all questions from the rubric. The document also offers tips for writing in an appropriate academic register, including using formal language, hedging, attributive adjectives, and signposting. It outlines criteria for assessment, including structure, content, accuracy, register, and variety in language. Finally, it provides advice on organizing presentations and essays clearly around three to four main points.
This document provides an overview of different types of essays, including narrative, expository, persuasive, descriptive, cause and effect, and compare and contrast essays. For each type, it discusses the key characteristics and components. It provides guidance on how to structure each type of essay, with tips on introductions, thesis statements, body paragraphs, and conclusions. Sensory details, active verbs, and comparisons are some techniques recommended for descriptive essays.
Luciano mariani language learning motivation - a multi-dimensional competenceLuciano Mariani
If we accept the idea that motivation is neither a natural gift nor the result of fortuitous circumstances, then we can start seeing this important aspect of (language) learning as a competence to be developed through systematic intervention. In order to do this, we need to view motivation as a multi-dimensional factor which encompasses psychological, social and contextual issues.
This paper will examine some of these dimensions, starting from the network of interpersonal and sociocultural relationships which include the classroom culture, the school and family backgrounds, and the larger community and societal identities. The features of the learning tasks, which teachers set in the classroom, and their impact on the “will and skill” to learn will then be discussed. Finally, I will consider the influence that personal values, perceptions, beliefs and attitudes have in shaping an individual’s identity as a language learner, with particular reference to the causal attributions that are used to explain positive or negative outcomes.
Theoretical perspectives on language learning motivation will be backed up by “voices from the classroom”, i.e. students’ statements - the results of surveys carried out in Italian upper secondary schools in the past few years.
This document presents an annotated bibliography on how to make students autonomous learners. It includes 6 annotations summarizing research on autonomous learning and the relationship between autonomy, technology, teacher roles, and student success. The introduction asks how to make autonomous learners and what relates autonomy to language success. The conclusion synthesizes that student motivation/responsibility, teacher knowledge, changing teacher roles, critical thinking, self-efficacy, and technology can support autonomous learning.
International studies, plagiarism, paraphrasing and integrating sourceshoeka1
This document discusses plagiarism and proper citation of sources in academic writing. It defines plagiarism as stealing others' words or ideas by passing them off as one's own. Several examples are provided of what would and would not constitute plagiarism, such as copying text without quotation marks or changing a few words. The document also distinguishes between paraphrasing, which expresses the meaning of a source in one's own words, and summarizing, which provides only the main ideas. Guidance is given on properly integrating sources through techniques like direct quotation, paraphrasing, and summarization while using correct citation style.
This document provides guidance on revising academic writing. It discusses fine-tuning arguments, supporting claims with clear and relevant evidence, and distinguishing facts from opinions. Some common logical fallacies are described such as hasty generalizations. The document also covers using concise language, editing for grammar, structure and referencing. Relative clauses and nominalization are explained as ways to improve style. Cultural differences in rhetoric and paragraph structure are noted.
Revision Guide for a Classification EssayEssayAcademy
Get to know how to revise your essay properly with this presentation! You can find more information on our website: https://essay-academy.com/account/blog/revision-guide-for-a-classification-essay
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must write a 2-5 page thesis-driven essay analyzing one or more aspects of a primary text provided. They should consider using secondary sources to support their analysis and convince readers their interpretation adds to discussions of LGBT texts. The essay should have an introduction with thesis, body paragraphs developing the analysis, and conclusion wrapping up the main points. Close reading of the text and integrating quotations is important.
This document outlines the requirements and guidelines for an essay assignment analyzing LGBT fiction from 1960 to the present. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider using secondary sources to support their analysis and form a thesis addressing topics like the work's politics, poetics, contributions to queer history, or illustrations of sexuality and identity. The essay should include an introduction with thesis, body paragraphs developing the analysis, and a conclusion wrapping up the main points.
This document outlines the requirements and guidelines for writing an essay analyzing LGBT fiction written before 1960. Students must choose one primary text from the list provided and analyze one or more aspects of it in a 2-3 page essay. They should consider topics like the work's politics, poetics, contributions to queer history, or how sexuality is coded. The essay must have an introduction with a clear thesis, body paragraphs with analysis and evidence from the text, and a conclusion that wraps up the argument. Students are provided with questions to help formulate their thesis and secondary sources for additional support.
The document provides guidance on writing a classification essay, noting that it involves breaking a topic into categories based on a single organizing principle, such as degree, chronology, or location. It explains that each category should be discussed in a separate paragraph, defining the category and providing examples to illustrate it while distinguishing it from other categories. Transitions that introduce categories and show similarities and differences are important to make the relationships between categories clear.
This document outlines an assignment to analyze LGBT fiction written before 1960. Students are asked to write a 3-4 page essay analyzing one of the primary texts provided in terms of its politics, poetics, contributions to queer history, or how queer experiences are coded. The essay should have a clear thesis and be supported with evidence from the text. It provides guidance on formulating a thesis, writing an introduction, composing the body with analysis, and concluding the essay. Students are also instructed on proper formatting, citation style, and expected learning outcomes.
A short description of what to expect when taking the reading test as part of the IELTS exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This document provides guidance for writing chapters 4 and 5 of a dissertation. It reviews progress made so far, discusses dissertation style guidelines, and offers tips for good writing. Key points covered include conducting a literature review with the research questions in mind, analyzing studies critically rather than just summarizing, and avoiding common mistakes in research methods and data analysis. Guidelines are provided for writing quantitative and qualitative chapters, developing the dissertation proposal, and drafting the methods chapter so others can replicate the study.
Six literacy lesson ideas are summarized:
1. Students write a commentary explaining the methodology and purpose of research.
2. Students engage in a role play demonstrating understanding of a text through a summary, theory illustration, or linking theory to current events.
3. Students discuss different views at a cocktail party, then debate in groups agreeing with their own views.
4. Students plan responses to a pre-released question as different theorists, and questions for other theorists.
5. Students initially write their beliefs, then respond with counter-arguments on a rotating paper to build critique skills.
6. The lessons develop speaking, listening, reading and writing skills through tasks like role plays, debates
Writing an academic paper is too hectic for students in most of the cases. What usually happens is we get an opportunity to prove ourselves through this way and we should ensure to give in our best for the academic writing. http://www.papermoz.co.uk/essays/
This document provides an overview of the process for writing a literary analysis research paper. It begins with choosing a topic and conducting research to develop a thesis statement. The thesis should present an argument that can be proven using evidence from the text and secondary sources. The paper is divided into three parts: planning, drafting, and finalizing. Planning involves writing a thesis statement and outline. Drafting uses research notes and feedback to support the thesis. Finalizing revises the paper based on feedback and ensures proper citation of sources. Secondary sources like criticism and context are used to supplement the argument without overshadowing the student's own analysis. The document emphasizes developing an arguable thesis and using evidence to prove it.
The document provides tips for writing an academic essay, including planning the essay, conducting research, developing a thesis statement, organizing paragraphs, introducing and concluding the essay, using quotations, and revising and editing the work. It discusses choosing a topic and type of essay, taking notes during research, understanding the essay topic, developing topic sentences, avoiding plagiarism, and ensuring proper formatting and appearance. The goal is to present a logical, well-organized argument through clear writing and effective use of sources.
This document provides guidance on developing skills for academic English writing for students studying abroad. It discusses understanding assignment requirements, analyzing question types, conducting research, evaluating source reliability, and features of academic writing such as objectivity, tentativeness, precision, vocabulary, and writing from research. Academic writing types covered include essays, articles, reports, case studies, literature reviews, and dissertations. Resources for developing these skills are also provided.
The document discusses different aspects of academic writing such as structure, style, and formatting. It notes that academic writing should have a clear and transparent structure to be reader-friendly. The research process and typical parts of a scientific paper are outlined, including the introduction, methods, results, and discussion sections. The document provides tips for each section and emphasizes that writing should be clear, concise, and avoid ambiguity. It also discusses some grammatical and vocabulary conventions of formal academic writing.
This document provides guidelines for writing a contrastive analysis essay comparing linguistic aspects of English and Vietnamese. It recommends choosing a specific topic that focuses on one linguistic aspect, such as idioms or thematic progression patterns. Sample topics are provided. The essay should include an introduction with background, thesis, and research questions; a literature review of relevant studies; a methodology section; a contrastive analysis identifying similarities and differences; a conclusion; and a discussion of implications. Academic language, avoiding plagiarism, and using scholarly resources are also addressed.
Historiography - Advanced Higher History essaymrmarr
The document discusses including historiography in Advanced Higher History essays. It recommends beginning research as soon as the course starts and blending historiography into the essay rather than including it in a separate section. Students should aim to include the views of at least 3-4 historians in each essay. Historiography can be presented through direct quotes, paraphrasing, describing a historian's view, outlining their reasons, or comparing where historians agree or disagree. Suggested historians to read for the Germany 1918-1939 topic are listed.
The document provides guidance on key features of academic essays, including structure, content, and style. It discusses the components of paragraphs, types of paragraphs, and linking paragraphs logically. It emphasizes using topic and supporting sentences, and addressing all questions from the rubric. The document also offers tips for writing in an appropriate academic register, including using formal language, hedging, attributive adjectives, and signposting. It outlines criteria for assessment, including structure, content, accuracy, register, and variety in language. Finally, it provides advice on organizing presentations and essays clearly around three to four main points.
This document provides an overview of different types of essays, including narrative, expository, persuasive, descriptive, cause and effect, and compare and contrast essays. For each type, it discusses the key characteristics and components. It provides guidance on how to structure each type of essay, with tips on introductions, thesis statements, body paragraphs, and conclusions. Sensory details, active verbs, and comparisons are some techniques recommended for descriptive essays.
Luciano mariani language learning motivation - a multi-dimensional competenceLuciano Mariani
If we accept the idea that motivation is neither a natural gift nor the result of fortuitous circumstances, then we can start seeing this important aspect of (language) learning as a competence to be developed through systematic intervention. In order to do this, we need to view motivation as a multi-dimensional factor which encompasses psychological, social and contextual issues.
This paper will examine some of these dimensions, starting from the network of interpersonal and sociocultural relationships which include the classroom culture, the school and family backgrounds, and the larger community and societal identities. The features of the learning tasks, which teachers set in the classroom, and their impact on the “will and skill” to learn will then be discussed. Finally, I will consider the influence that personal values, perceptions, beliefs and attitudes have in shaping an individual’s identity as a language learner, with particular reference to the causal attributions that are used to explain positive or negative outcomes.
Theoretical perspectives on language learning motivation will be backed up by “voices from the classroom”, i.e. students’ statements - the results of surveys carried out in Italian upper secondary schools in the past few years.
This document presents an annotated bibliography on how to make students autonomous learners. It includes 6 annotations summarizing research on autonomous learning and the relationship between autonomy, technology, teacher roles, and student success. The introduction asks how to make autonomous learners and what relates autonomy to language success. The conclusion synthesizes that student motivation/responsibility, teacher knowledge, changing teacher roles, critical thinking, self-efficacy, and technology can support autonomous learning.
This document provides guidance on how to write an annotated bibliography, which summarizes and evaluates sources. An annotation includes a citation, summary of the source's key ideas, and evaluation of the source's usefulness, reliability, and how it adds to the researcher's understanding. The summary concisely outlines the main points of the source to help the reader understand its purpose and content. The evaluation assesses the source's credibility and limitations. The reflection comments on how helpful the source was for the researcher. An example annotated bibliography entry is also included to demonstrate these components.
This document provides guidance on creating an annotated bibliography, which summarizes and evaluates sources for research. An annotated bibliography has four parts for each source: bibliographic citation, summary of main ideas, evaluation of the source's reliability, and reflection on how the source informed the researcher's work. It explains that annotations should summarize using the source's structure, evaluate evidence and reputation, and reflect on the source's usefulness. The document also provides a sample annotation and checklist for creating thorough, properly formatted annotated bibliographies.
This tool belongs to University Writing Center, UCF and it allows the reader to understand basic information regarding annotated bibliographies using MLA format.
Source: https://uwc.cah.ucf.edu/wp-content/uploads/sites/9/2016/10/Annotated_Bibliography_MLA.pdf
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
This annotated bibliography summarizes research on student learning outcomes and language proficiency assessment. It describes several master's theses and reports that studied using discrete-point tests and rubrics to assess language placement and proficiency. It also reviews literature on how to provide effective feedback to students, the options for language assessment, and frameworks for understanding raters' processes in evaluating writing. The bibliography examines issues around evaluating programs and establishing common standards across institutions.
This document discusses strategies for motivating students in the classroom. It begins by defining motivation and explaining its importance for learning. It then outlines several theories of motivation and development, including Freud's psychoanalytical theory, Vygotsky's social development theory, Maslow's hierarchy of needs, and Krashen's affective filter hypothesis. The document provides tips for motivating students of different ages, such as using games and movement for young learners, incorporating pop culture and technology for teens, and addressing job and social needs for adults. It also offers general strategies like varying activities, incorporating culture, reducing anxiety, and getting to know students. Projects are highlighted as a way to increase intrinsic motivation. The document concludes by discussing teacher
Title: Skills Session 1: Summary and Quotation
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: All Performing Arts and English
Institution: University of Bedfordshire
Tutor: Dr Louise Douse
The document provides guidelines for writing papers in APA style. It discusses the key elements of APA papers such as the title page, abstract, introduction, method, results, and discussion sections. For each section, it provides details on formatting and content. The document emphasizes writing in a clear, concise manner and properly citing references. It also stresses using active voice and past tense, and citing sources for all facts and findings that are not common knowledge.
This document provides guidance for students drafting a research paper. It reviews the assignment requirements, discusses paragraph structure and organization, and offers tips for drafting, revising, and finalizing the paper. Key aspects covered include developing a thesis, creating an outline, incorporating evidence and citations, achieving coherence and flow, and structuring an effective introduction and conclusion. The document aims to help students understand the research paper process and produce a high-quality final draft.
Get Abstracts Accepted: Demystifying Conference Abstract WritingShungo Suzuki
1. The document provides tips for writing conference abstracts in 5 steps: understand reviewers' expectations, know your own study well, write a first draft, revise the draft, and have peers proofread.
2. Reviewers judge abstracts based on how well the topic matches the conference theme, how rigorous the study design is, and how clearly the abstract conveys this information. The abstract should explain the research background, questions, methods, and key findings.
3. When revising the abstract, the writer should reduce redundant information, ensure consistency across sections, and prioritize the study's highlights and their theoretical importance. Peer proofreaders can identify unclear parts from the perspective of an informed outsider.
This document provides an overview of conducting a literature review. It defines what constitutes literature and a literature review, and explains that a literature review surveys previous research on a topic to help identify gaps and avoid duplicating work. The document outlines the major steps in conducting a literature review, including searching relevant sources, analyzing and synthesizing the information found, and structuring the literature review. It also discusses citation styles and plagiarism guidelines.
The document outlines a 10 step writing process for university students: 1) choose a topic, 2) brainstorm, 3) research, 4) develop a thesis statement, 5) create an outline, 6) write a first draft, 7) revise the draft, 8) edit for grammar and clarity, 9) proofread, and 10) create a bibliography. Each step of the process is described in 1-3 sentences with key points such as developing a clear thesis statement, conducting ongoing research, creating an outline to organize ideas, and revising to ensure the paper fully supports the thesis.
The document provides guidance for students on completing the Individual Oral Presentation (IOP), which is an internal spoken assessment for the IB diploma. It discusses what the IOP entails, how it will be graded, topics that can be covered, tips for preparing the presentation, and the presentation format. The key points are: the IOP involves a spoken presentation and questioning on a work or works studied; it is graded using criteria that students should familiarize themselves with; effective preparation includes selecting a focused topic, choosing relevant extracts, practicing, and anticipating questions.
Lecture 2 academic writing in english scrapannemiekwegman
This document provides an overview of the structure and content of an academic writing lecture. It discusses defining key terms, developing topics by taking notes from sources, avoiding plagiarism, using different types of introductions like asking questions or using anecdotes, developing an effective thesis statement, and integrating sources through quotes, paraphrases and summaries. The document also provides examples of introduction paragraphs that use a funnel structure and clearly state the thesis.
- Social sciences use formal, objective, and technical language. Words are precise with little emotion.
- Natural sciences use precise terminology related to empirical study. Language is factual and objective without personal views.
- Humanities use formal language to discuss broad topics. Analysis and interpretation are common. Language reflects the discipline studied like literature, history, or philosophy.
How to write a research paper for an international peerreviewed journalvijay kumar
This PowerPoint is on writing a research article for an International Peer-reviewed Journal. The talk was delivered at an International Virtual workshop. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
The document provides advice on various aspects of academic writing such as researching, reading critically, using sources, planning and organizing essays, and revising. It discusses topics like researching online, taking notes, avoiding plagiarism, using quotations and paraphrasing sources, understanding essay topics, writer's block, thesis statements, introductions and conclusions. It also provides guidance on writing annotations, abstracts, comparative essays, and revising for issues like faulty parallelism. Specific verbs for referring to sources and formatting bibliographies are also covered.
A Short Course on Scientific Writing.pptFaris873048
This document provides an overview of a short course on scientific writing. It discusses key aspects of structure, language, and illustration that are important for effective scientific writing. The document is divided into four parts that cover structure, language, illustration, and writing. Some of the main topics discussed include establishing constraints for writing, choosing an appropriate structure and organization, using precise and clear language, and providing effective illustrations and figures. The overall message is that scientific writing requires attention to structure, language, illustration, and following certain writing principles in order to clearly communicate scientific concepts and information to the intended audience.
The document provides guidance on writing project reports, including:
- Project reports should have a clear structure and academic style, documenting research in an organized manner.
- Key parts include an introduction outlining objectives, literature review, methodology, results, discussion, conclusions and recommendations.
- Academic writing is formal with precise language, third-person perspective, and references to support points. It differs from casual writing.
The document provides an overview of an EPQ support workshop covering various topics to help students with their Extended Project Qualification (EPQ) such as thinking about resources, finding information, becoming a critical searcher, academic writing, searching and recording sources, and a tour of library resources. The workshop teaches students how to effectively research their topic by evaluating different source types, asking relevant questions to guide their search, and properly recording and referencing their sources. Students are encouraged to think critically about the authority and reliability of sources.
Here are the academic language choices I think are most correct in each instance:
1. The essay has
2. turned out to be
3. funded
4. role
5. ironic
6. selected
7. represent
8. audience
9. assassination
10. created
The choices on the left generally use more formal, objective language suited for academic writing, while avoiding informal, subjective or emotive language.
This document provides guidelines for writing a thesis or dissertation. It discusses defining research and the difference between a thesis and dissertation. Key parts of a thesis are described such as the introduction, literature review, materials and methods, results, discussion, and conclusion sections. The document emphasizes following university guidelines and formatting standards. It also provides advice on choosing a topic, conducting research, acknowledging help, and submitting the final thesis. Overall, the document serves as a comprehensive guide outlining the essential components and process for writing a successful thesis or dissertation.
This document provides an overview of English comprehension and composition skills, including reading comprehension, essay writing, and paragraph writing. It discusses four language skills - listening, speaking, reading, and writing. It defines different types of reading like skimming, scanning, intensive reading, and extensive reading. It also explains the process of writing an essay, including choosing a topic, outlining, writing a thesis statement, writing the introduction, body, and conclusion. Finally, it discusses what a paragraph is and provides examples of topic sentences, supporting details, and concluding sentences.
This document provides an overview of developing a thesis or dissertation from conception to execution. It discusses developing a research question, working with a committee, writing a proposal, and planning the thesis or dissertation. For the research question, it emphasizes that the question should address outstanding issues, have significance, and be answerable. It advises picking a supportive committee and structuring communication. For the proposal, it recommends including an introduction, problem statement, framework, methods, significance, and timeline. It also offers strategies for writing such as outlining, writing groups, and editing in multiple stages.
This document provides guidance on writing the different sections of an argumentative essay, including the introduction, body, and conclusion. The introduction should establish the research area as interesting, important, or problematic, indicate gaps in previous research by reviewing literature, and outline the purpose and findings of the present research. The body will present the argument. The conclusion should consolidate the research space, optionally indicate limitations, and identify useful areas for further research. It should relate to the prior paragraph and restate the thesis while briefly summarizing main points and significance.
30.01.23 Working in the Performance Sector - Vision, Mission and Values.pptxLouise Douse
The documents provide examples of vision statements, mission statements, and values from various performance companies. The Royal Shakespeare Company's vision is for Shakespeare's plays to be enjoyed by a diverse audience and to foster access to great theater. Their mission is to inspire audiences through amazing experiences of Shakespeare's plays. New Adventures is committed to reaching many people through bold productions and supporting all involved. Enchantment Theatre's mission is to inspire children's imagination through storytelling onstage and in classrooms.
25.04.22 Disseminating your research.pptxLouise Douse
This document provides guidance on completing and submitting dissertations and practice as research (PaR) projects. It discusses formatting requirements such as word count, structure, citations, and deadlines. For dissertations, it must be submitted online by May 26th and include sections like an introduction, literature review, methodology, and conclusion. For PaRs, students must give a 20 minute presentation and 8 minute performance by May 27th, uploading the accompanying written paper. Examples of PaR presentations are provided, which can combine traditional academic and imaginative elements.
25.04.22 Analysing Performance - Formatting the Assignment.pptxLouise Douse
This document provides formatting guidelines and instructions for an assignment on postmodern performance. Students must write a 2,000 word essay analyzing how one of the listed works (Matthew Bourne's The Car Man, Gecko's The Wedding, etc.) can be considered postmodern. The essay should discuss the work's significant signs/stylistic features and key postmodern themes/characteristics. The document provides guidance on formatting, structure, citations, and assessment criteria. It recommends including an introduction, discussion of analysis methods, contextual information on the practitioner/work, and analyzing the work's intentions, interpretations, and stylistic features in relation to postmodern themes.
This document provides an overview and schedule for an assessment on analyzing performance. It includes the essay prompt which asks students to discuss how a chosen work can be considered postmodern by analyzing significant signs, stylistic features, and how postmodern concepts are applied. It then offers suggestions for essay structure, including introducing postmodernism, the chosen practitioner and work, analyzing intention, interpretation, and key moments. Potential topics for analysis are also listed such as challenging myths, use of technology, and intertextuality.
04.04.22 Conducting your research - data analysis.pptxLouise Douse
The document provides guidance on analyzing data for a dissertation or practice as research project. It discusses preparing both quantitative and qualitative data for analysis. For quantitative data, it recommends calculating averages, percentages, and interpreting results. For qualitative data, it suggests coding themes that emerge from sources like interviews and observing patterns across data. Both types of analysis require carefully interpreting results while being aware of biases, and reporting findings through tables, graphs, quotes or descriptions. The document stresses that research aims to discover theories from data, rather than confirm existing ideas.
The document discusses action research. It states that action research involves:
1) Identifying an issue or problem in one's practice that needs to be addressed.
2) Involving coworkers or others as coresearchers to work through a cyclical process of planning action, taking action, observing the results, and reflecting on the process.
3) Using reflection on one cycle to plan further cycles of research, with the goal of bringing about positive changes in practice.
This document provides guidance on analyzing performance works from a postmodern perspective through a semiotic lens. It discusses key postmodern concepts like pastiche and nonlinear narrative. It recommends closely watching a work multiple times and noting the signifiers in performer, movement, sound, and space and their relationships to signified concepts. Analyses should describe a key moment, the signs present, and how they link to interpretations of postmodern stylistic features like juxtaposition or how sign systems work together or in disjunction. The document provides models for developing a paragraph analysis of how a work exemplifies postmodern concepts through its use of signs.
21.03.22 Observations, experiments and PaRLouise Douse
Structured observations and experiments allow researchers to tightly control variables to investigate cause-and-effect relationships. Structured observations require defining target behaviors and feasible measurement methods. Experiments enable accurate data collection but lack ecological validity. Unstructured observations explore context nuances but require justified choices about what to record. Practice as research advances artistic knowledge through exploration and insights from creative processes, documented through video, journals, or reflective practice involving description, dialogue, critique, and thematic analysis.
This document provides guidance on analyzing a performance work from a postmodern perspective. It instructs the reader to introduce the chosen practitioner, discuss any key influences on their work from both a cultural and personal level, identify the practitioner's intentions for the work, and draw parallels between those intentions and cultural influences. The document emphasizes analyzing how the work aligns with postmodern themes and styles, rather than focusing on whether the practitioner intentionally made the work postmodern. It provides prompts for elements to discuss such as the practitioner's background, influences, stated intentions, and how their ideas relate to postmodern concepts. The overall aim is to help the reader effectively argue how a work can be considered postmodern.
14.03.22 Working in the Performance Sector - Presentation guidance and budgetLouise Douse
This document provides guidance for a group presentation assessing students' plans for a performance project. It outlines the assessment requirements, including presenting a 4-minute group contribution assessing production elements. Students must each focus on a different element and submit documentation of individual contributions and meetings. The document then provides guidance on different aspects of the project plan that should be addressed, such as the production concept, set/costume design, lighting/sound, education outreach, and marketing. It also covers budgets for small, medium, and large-scale projects and factors to consider for expenses.
14.03.22 Conducting your research - Data collectionLouise Douse
This document discusses guidelines and considerations for conducting research for a dissertation or practice as research project. It outlines the threshold criteria for both types of projects, including demonstrating subject knowledge, critically applying appropriate analysis methods, communicating ideas effectively, and working independently to source research. It provides tips for developing a research plan such as determining needed information, deciding on data analysis methods, collecting data through various means, and keeping thorough records. Ethical approval is also required before contacting participants.
The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
07.03.22 Working in the Performance Sector - MarketingLouise Douse
The document discusses marketing strategies for the performance sector. It covers who the target audience is, where to find them (both online and offline), what types of content to create, when to distribute content for promotions, why content marketing is focused on customer problems rather than selling, and how to create and share valuable content through blogs, workshops, social media and more. The overall strategy is to engage and connect with customers at each stage of their journey through relevant content marketing.
07.03.22 Questionnaires and InterviewsLouise Douse
Questionnaires and interviews can both be useful research tools. Questionnaires allow researchers to gather data from large groups of people and obtain both quantitative and qualitative information. However, questionnaires risk low response rates and misinterpretation of questions. Interviews enable researchers to obtain rich qualitative data through follow-up questions, but they are time-intensive and results cannot be generalized. Well-designed questions, clear instructions, and ethical treatment of participants are important considerations for both questionnaires and interviews.
28.02.22 Analysing Performance - Signifier and SignifiedLouise Douse
This document discusses semiotics and structuralism as applied to analyzing performance. It explains that semiotics looks at the relationship between culture, communication, and meaning. It outlines Ferdinand de Saussure's theories of the sign, which is the basic unit of meaning, consisting of the signifier (sensory perception) and the signified (concept or meaning). Meaning occurs through the relationship between the signifier and signified, not inherently within either. Charles Peirce expanded on this, describing three types of relationships between signifier and signified: iconic, where the signifier resembles the signified; indexical, where there is a causal relationship; and symbolic, where the relationship is arbitrary and culturally agreed upon
28.02.22 Working in the performance sector - Education and outreachLouise Douse
This document provides an overview of outreach work in the performing arts sector. It discusses what outreach is, why companies engage in it, where it takes place, who delivers it, and how it is delivered. Outreach can include workshops, classes, and other educational programs aimed at connecting with communities and building audiences. It is undertaken by companies of all sizes, from large organizations with dedicated education departments to small companies where artists deliver outreach themselves. Funding, resources, goals, and alignment with company values must all be considered when planning outreach programs.
28.02.22 How to structure your researchLouise Douse
This document provides guidance on structuring a dissertation or practice as research project. It discusses that research projects typically require sections and plentiful headings, while arts/humanities theses develop an argument through core chapters. Standard sections include an introduction, literature review, methodology, results, discussion, and conclusion. Arts/humanities theses may combine the introduction, literature review and methodology into one chapter and have topic-focused discussion chapters. The document provides detailed guidance on writing each section, such as summarizing the research in the abstract and citing sources using the Harvard referencing style.
07.03.22 Analysing Performance - Denotation and ConnotationLouise Douse
1. The document discusses concepts from semiotics including denotation, connotation, and how signs can have multiple meanings. It focuses on the work of theorists Ferdinand de Saussure, Charles Sanders Peirce, and Roland Barthes.
2. Barthes believed that signs are polysemic (having multiple meanings) and that myth-making involves second-order signification or connotation, which can be ideological.
3. Barthes identified two types of second-order signification - connotational conjunction when signs reinforce each other, and connotational disjunction when signs have opposing meanings.
21.02.22 Working in the performance sector - Lighting, sound and video Louise Douse
The document discusses lighting, sound, and video design for theatrical performances. It covers the aims and tools of lighting design, including illumination, sculpture, selectivity, mood, atmosphere, interaction, fluidity and style. It discusses the roles and elements of sound design, including reinforcement, sound effects, music, levels, direction, fades, time and location. It also covers various elements of video design like content, placement, size, shape, amount and diegetic/non-diegetic qualities. The document provides information to help readers make informed creative decisions for lighting, sound and video design based on source material and production needs.
21.02.22 Analysing Performance - Nexus of the four strandsLouise Douse
This document discusses the four strands of dance performance: performer, movement, sound, and space. It provides information on notable movement theorists Rudolf Laban and Valerie Preston-Dunlop. It then examines each of the four strands in detail, describing various elements of performers, types of movement, uses of sound, and aspects of performance space. The goal is to understand the nexus between these four interconnected strands that comprise the medium of dance performance.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Skills Session 2:
Analysis and Annotated
PBracitibsinlgi Iodegas:r Aappprohachyes to Theory
Dr Louise Douse
2. Assessment 1 - Portfolio
• When
• Friday 9th January 2015, electronic version through turnitin
must be submitted.
• What
• This assessment requires you to compile a portfolio of all
set writing tasks. This will include a commentary on a
quotation, a summary of an article, a close analysis, and an
annotated bibliography.
• Weighting of the assessment
• This assessment forms 30% of the unit.
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3. Assessment 1 - Portfolio
a) Commentary on a quotation
• Write a 250 word commentary on the following quotation:
• What is your aim in philosophy? – To shew the fly the way out
of the fly-bottle.
Wittgenstein, L. (1956) Philosophical investigations. Translated
by G. E. M. Anscombe. Oxford: Blackwell, p.103
b) Summary of an article
• Write a 250 word summary of the following article, available on
BREO:
• Carey, J. (2005) ‘What is a work of art?’ in What good are the
arts? London: Faber and Faber, pp. 1-31.
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4. Assessment 1 - Portfolio
c) Close analysis
• Write a 500 word close analysis on one of the following texts:
• Night Journey by Martha Graham (Dance)
• Oedipus Rex / King Oedipus by Sophocles (Theatre)
• Romeo and Juliet by Baz Lehrmann (Performing Arts)
• The Great Gatsby by F. Scott Fitzgerald (English)
d) Annotated bibliography
• Produce an annotated bibliography with a minimum of five
entries based on reading you have undertaken for this unit.
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5. Assessment 1 - Portfolio
c) Close analysis
• Write a 500 word close analysis on one of the following texts:
• Night Journey by Martha Graham (Dance)
• Oedipus Rex / King Oedipus by Sophocles (Theatre)
• Romeo and Juliet by Baz Lehrmann (Performing Arts)
• The Great Gatsby by F. Scott Fitzgerald (English)
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6. Close Analysis
• What is a close analysis?
• Close - done in a careful and thorough way
• Analysis - Detailed examination of the elements or structure of
something
• Interpretation - An explanation or way of explaining
• Explanation - Making an idea clear to someone by describing it
in more detail or revealing relevant facts
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7. Close Analysis
• How do I go about it?
• Night Journey by Martha Graham (Dance)
• Oedipus Rex / King Oedipus by Sophocles (Theatre)
• Romeo and Juliet by Baz Lehrmann (Performing Arts)
• The Great Gatsby by F. Scott Fitzgerald (English)
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8. Close Analysis
• Read or watch the entire text (or extract) as directed by your tutors
• Chose a section that ‘speaks’ to you
• This does not have to be your
favourite section
• Make notes
• Comments, questions, an outline
1.Read/Watch
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9. Close Analysis
• Consider some of the ideas we have studied over the last few weeks
on this unit
• Cultural influence of the Bible
• Ideas of Antiquity
• The Renaissance
• The Enlightenment
• Romanticism
• Depending on the text you are looking at some of the ideas may or
may not be relevant.
2.Consider an idea
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10. Close Analysis
• You will need to think about both the form and the content of the text
and in particular how the form contributes to the meaning of the
content
• Form – the way in which the text is
presented - how
• Music/sound, lighting, style of
performance, language used,
set, staging
• Language, style, rhythm, genre
• Content – the meaning of the text – what
3.Finding the evidence University of Bedfordshire 10
11. Close Analysis
3. Finding the evidence
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12. Close Analysis
• You will need to show an understanding of how the ideas explored in
your text informs how you approach your analysis
4.Explain your approach
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13. Close Analysis
• Point – What is the aim of the close analysis? What are you going to
do? Which work are you going to be looking at?
• "This close analysis examines . . .," "The aim of this close
analysis is to . . .," and "The purpose of this close analysis is to .
. ."
• Evidence – What research will you be using to help you do this?
• Tell us about the key theories/theorists you will be drawing on?
• Explanation – Explain how you are doing this within the structure of
the close analysis.
• Provide a road map of your close analysis
Example Outline – Para 1 –
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14. Close Analysis
• Point – What is your interpretation of the section (in relation to the
theoretical framework)?
• “The text could be interpreted as…”, “In section… of… an
interpretation could be made of…”
• Evidence – What is the preferred reading? How do other critics
interpret the text?
• Use quotes! “… argues that …”, “It has been interpreted by…
as…”
• Explanation – Explain how the quotations support your interpretation.
Example Outline – Para 2 –
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15. Close Analysis
• Point – How does the form (language, style, genre, set, music, etc.)
contribute to the meaning of the content?
• “The style of the work aids the interpretation by…”, “The use of
music/language informs the content…”
• Evidence – Describe the work
• Identify key parts of the work which do the above!
• Explanation – Explain how the particular sections you have
described are evidence of your point.
Example Outline – Para 3 –
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16. Close Analysis
• Point – How do the ideas you have studied inform the form and
content you have identified?
• Evidence – Describe the key elements of the ideas in relation to the
section you have chosen
• Explanation – Explain how the ideas support the interpretations you
have made
Example Outline – Para 4 –
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17. Close Analysis
• Point - Have you achieved your aim?
• What are key interpretations and ideas identified in the work?
• Evidence – Can you draw out any key points from your essay to
support this?
• Do not include any new material
• Explanation – Sum up and refer back to the intro aims.
• Have you answered the brief?
Example Outline – Para 5 –
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18. Assessment 1 - Portfolio
d) Annotated bibliography
• Produce an annotated bibliography with a minimum of five
entries based on reading you have undertaken for this unit.
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19. Annotated Bibliography
• What is an annotated bibliography?
• Annotate - Add notes to (a text or diagram) giving explanation
or comment
• Explanation - Making an idea clear to someone by describing it
in more detail or revealing relevant facts
• Bibliography - A list of the books referred to in a scholarly work.
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20. Annotated Bibliography
• How do I go about it?
• List of 5 or more sources
• Books
• Articles
• Audio/visual sources
• Websites
• Referencing Guide
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21. Annotated Bibliography
• Select the most useful sources for your close analysis
• These can be from the set reading
• Other sources beyond the set reading
1.Select sources
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22. Annotated Bibliography
• Read the sources
• You may need to selective – skim
read
• Identify key ideas within source
• Identify relevance of source
2.Read/watch them!
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23. Annotated Bibliography
• Use the Reference Guide on BREO to write your reference
• Remember punctuation is important
• Find information from the Library
Catalogue
3.Write reference
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24. Annotated Bibliography
• Write a couple of sentences per reference
• Identify the main point from the source
• Explain why it is relevant to your
close analysis
4.Annotate
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25. Formatting, Presentation and Layout
• Word processed
• Double-spaced
• Title page – you do not need to repeat any information from this in
your essay except the title at the beginning.
• Large quotes indented and single spaces, small quotes in quotation
marks and in the main body of the text
• Don’t use colloquialisms and slang
• Don’t use lists and headings
• Don’t use abbreviations
• Don’t use personal pronouns
• Don’t use ‘and’ ‘but’ ‘yet’ at beginning of sentences
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26. Formatting, Presentation and Layout
• Write numbers in full e.g. one hundred (except dates)
• Always use someone’s surname
• The first time you mention someone write their full name and dob/d
• Quote and reference.
• When writing about a performance piece/text always write the title in
italics.
• Give the date a performance/text was recorded/published the first
time you mention it.
• Formatting Guide available on BREO
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27. Referencing and Plagiarism
• Academic Integrity Resource on BREO
• Details what plagiarism is
• Quiz at the end
• Department Referencing Guide
• Available on BREO
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