This document outlines a presentation from the Writing Development Centre on revision strategies for exams. It discusses selecting core materials, organizing materials, making connections between topics, practicing applying knowledge to different contexts, and managing time during revision. Tips are provided for revising to improve memory, understanding, and higher-order thinking skills. Examples of common examiner feedback are presented. The document also includes hypothetical case studies and information about the services provided by the Writing Development Centre.
Exam preparation ( How to Study for Exams)Ritika Dhameja
Exam Time?? Nervous?? Don't know how to prepare during the last few days before the exams?
This is a presentation that discusses how to study and prepare yourself before the exams.
The study hour formula, self study chart etc have been very effective study tools which have immensely helped the students in their exam preparation.
All the best!!
This seminar will help you develop strategies to make reading for your assignments and your dissertation more manageable and effective. We will consider:
•Reading in a more focused way: selecting appropriate reading techniques to suit your purposes
•Carrying out the critical readings that underpin strong essays and dissertations
•Effective note-taking strategies to help you organise your material and map your critical thinking
Exam preparation ( How to Study for Exams)Ritika Dhameja
Exam Time?? Nervous?? Don't know how to prepare during the last few days before the exams?
This is a presentation that discusses how to study and prepare yourself before the exams.
The study hour formula, self study chart etc have been very effective study tools which have immensely helped the students in their exam preparation.
All the best!!
This seminar will help you develop strategies to make reading for your assignments and your dissertation more manageable and effective. We will consider:
•Reading in a more focused way: selecting appropriate reading techniques to suit your purposes
•Carrying out the critical readings that underpin strong essays and dissertations
•Effective note-taking strategies to help you organise your material and map your critical thinking
The literature review is an opportunity to demonstrate not just the breadth of your reading, but also your critical reponse to the current literature on a topic. This workshop is designed for students writing a standalone literature review, or undertaking a literature review as part of their dissertation. The session is also suitable for students who are not required to include a literature review chapter, but who will be engaging with existing research throughout their dissertations.
An Introduction to Writing at Master's LevelWDCNewcastle
This workshop helps students get to grips with what it means to be a Master’s student by considering questions such as:
•What is the difference between undergraduate and Master’s level work?
•What might you need to do differently and how might you adapt?
•What do markers expect from Master’s level writing?
We will also focus on developing critical reading and writing skills, and consider academic writing style.
Writing your Master's dissertation proposalWDCNewcastle
A piece of independent research begins with formulating a research proposal which explores your intended project and forms the basis of a discussion with your supervisor. What is the purpose of a dissertation proposal and what makes an effective one?
This session looked at managing your time, but also your motivation and challenges such as writer's block and procrastination, during your dissertation
Microsession for the Dissertation Deli week, Newcastle University, 2015. This session focusses on the first steps of settling on and refining a research topic.
We can write anything – from a 1-page university essay, to a rigid research paper, to a Bachelor Masters dissertation, to a marketing plan for a real business. We have experts in several academic and business fields. Below is a short list of services that we provide. We can write, edit, proofread, or rewrite the following academic and business assignments:
Essays
Research papers
Term papers
Theses
Dissertations
Book reports
Business plans
Article critiques
Coursework
Marketing plans
Admission proposals
Memos
Motivational Letter
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study newrudvakumar
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...Spyros Langkos
High Expectations? Why not !
A generic framework for achieving high quality in a student’s performance
Abstract:
High school students are used to a certain way of working in a protective school environment, closely supervised by their teachers. The collaborative partnership between Mediterranean College and the University of Derby involves a transition to the more demanding academic environment, which requires certain skills and specific ways of operating and working. This includes the need to discover and acquire knowledge, but also to critically evaluate all the information that is offered to them and it demands a well-defined working framework. As students themselves begin to understand the academic demands of the modules, the role of the academic tutor is vital in showing the way to these students and helping them progress, up to the level where their work can even become part of the academic community by publication in a conference or journal. If these requirements are met, we can definitely have high expectation from nearly all of them. This workshop is led by Mediterranean College and involves participation by a Programme Leader and a group of students studying Business and Computing undergraduate and post graduate programmes.
Disclaimer & Copyright:
University of Derby
Mediterranean college
Langkos Spyros
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Writing Development Centre
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Dr Helen Webster, Dr Caroline Crow
On behalf of the Writing Development Centre
Robinson Library
Revision Strategies
For enquiries about workshops, please email wdc@ncl.ac.uk
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Slides are available online
Slideshare
http://www.slideshare.net/WDCNewcastle
3. Writing Development Centre
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The Revision Process
select
break
down
Learn
revisit
test
Practise
apply
synthesise
Organise
rework
4. Writing Development Centre
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What is the purpose of exams?
What do exams test that other forms
of assessment don’t?
Pair discussion: List three
things which can best be
tested by exams rather than
other forms of assessment
like coursework.
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Knowledge
Understanding
Application
Analysis
Evaluation
Synthesis
ideas
connections
extensions
What do exams test?
Bloom’s taxonomy (revised)
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Organise your materials - The
Overview
MODULE
Topic 1
Lectures 1-3
Textbook ch 2, 4
Topic 2
Lectures 4, 5
Textbook ch 8
Topic 3
Lectures 6-8
Textbook ch 3, 5
• Do you need to learn all the topics?
• Do you need to learn all the content of each topic?
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Selecting and breaking down your
core working knowledge
Core Essentials
Useful to know
Nice to know
Redundant info
for an exam
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Organise your material: Making
connections, spotting overlaps
Subject
1
Subject
2
Subject
3
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Think about one of the modules
you’re revising for (and the exam
paper you brought).
If you were only allowed to take ten
core pieces of knowledge into the
exam, what would they be?
What should be in your store
cupboard?
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Mnemonic strategies
How do you ‘learn’ something?
• List all the strategies you use
• Compare with the person next to you
• Remove duplicates
• What does this tell you about your
learning preferences?
• What new strategy might you try?
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Revising for memory: Principles
Organise: Chunking
Encode: Mnemonics
Store: Repeating,
Overlearning
Spacing
Retrieve: Testing
New contexts
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Revising for Memory: Practices and
Preferences
Pictures and visualisations
Acronyms and word association
Narratives and stories
Chunking (into groups of 3-5),
numbering and categorising
Personal associations
The ‘locus’ method
Sound: music, rhythm and rhyme
May 6, 2015
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Revising for higher skills:
typical examiners reports
“The forcing of prepared answers on ill-fitting questions
substituted too often for fresh and thoughtful adaptation.”
“Some candidates still regurgitate prepared answers
regardless of the issue they are asked to address and this
was reflected in lower marks.”
“Candidates would do well to remember that this is a test
of the ability to write and manage an argument.”
Now you’ve learned your material, what
can you do with it?
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Revising for higher skills:
Analyse the exam paper you brought
with you. What type of thinking do the
questions typically require?
Are they looking for a single right
answer, or a range of possible right
answers focussing on your reasoning?
How might you practise using your
learning in this way?
May 6, 2015
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Revising for Understanding: Active
Learning
4 Essential principles:
Select and prioritise (your working knowledge!)
Reduce and expand
Apply material to questions, test your ability to
explain it
Re-work material into another form
Text to bullet points, bullet points to mind-map,
mindmap to index cards, index cards to table,
table to voice recording, recording to diagram
etc
May 6, 2015
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Revising for higher skills: Write your
own exam paper
Make up a question in the style of
those on your exam paper. What are
you mainly going to test?
Apply it for different purposes, imagine
different uses
Analyse it, break it down, see how parts
relate to one another
Synthesise it with another source or topic
Evaluate it – possible approaches,
solutions etc
May 6, 2015
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Realistic Time management
Keep working sessions short – take frequent
breaks
Do not aim to work excessive hours per day, or
much out of your usual routine
Change topic frequently and revisit topics
regularly
Get an early night before an exam!
May 6, 2015
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Case Study One:
Matthew’s exams start in two weeks’ time. He also
has a dissertation deadline two days before his
exams begin. He still has his final chapter and a
conclusion to write. He is really worried about
fitting effective revision around his other work. He
feels overwhelmed by his workload and can’t
figure out where to start with his revision. What
would you advise him?
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Case Study Two:
Laura’s exams start in ten days time. She has
started her revision early, as her marks are
currently borderline 2:1 to 1st and really needs
this exam to push her over that grade boundary.
She’s done a lot of work for a particular module,
but doesn’t feel like any of it is going in. She has
struggled with this module all semester and
doesn’t feel she understands the material. What
would you advise her?
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Case study
What are the issues here?
What are the causes?
What advice would you give?
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The Writing Development Centre
Understanding assignment types, questions, instructions and marking
criteria
Critical thinking, critiquing and reviewing literature
Note-taking from lectures and reading
Planning and structuring writing (incl. paragraphing)
Academic writing style (incl. fundamentals of grammar)
Understanding and using feedback to improve your work
Referencing, citing and avoiding plagiarism
Managing time, work and writing (incl. writers block and
procrastination)
Exams and Revision
Managing research projects, dissertations and theses
Presentations and posters
Learning effectively in lectures, seminars, classes, labs etc
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The Writing Development Centre
Level 2, Robinson Library
Our team offers:
- One-to-one tutorials on study
skills and all stages and types of
academic writing
- A programme of workshops on aspects
of study and academic writing
- Online resources
You can book appointments and workshops with us
online: http://www.ncl.ac.uk/students/wdc/
Editor's Notes
Buzz activity: pairs and feed back
Note also hidden curriculum issues and pragmatic issues around academic misconduct prevention.
5
7
9
Criteria – things which will be central, and which you could put to answer various different questions or which might be relevant across several topics, even across modules
14
Different formats suit different people, but don’t overuse any of them and mix up strategies
