DEVELOPING WRITING SKILLS

1. copyright FJ 2011
Essential Student
Academic Writing
Skills
Undergrad.Stage 1
BSc.Programmes
20th Oct. 2011, 3pm. BOO5
Dr. Felicity Johnson
(in partnership with Dr. Barbara Coughlan -
Coordinator Psychology & IP Skills Module)
1

2. copyright FJ 2011 2
Why academic writing skills?
 Today’s environment of rapidly-changing health care &
information technology - nurses need information literacy skills
to use & communicate information effectively.
 As a professional-crucial to write well
 Writing clearly & persuasively a valuable skill-can be developed
- does not require unique talent/outstanding ability.
- everyone has basic skills necessary to write well
Writing skills = powerful tool in the academic world
Academic literacy = knowing how to find, evaluate &
process information.
For a nursing student = being able to locate clinical
texts, examine their relevancy & use this information
appropriately in context of evidence-based practice (EBP)

3. Bloom’s Taxonomy (1956)
copyright FJ 2011
3
A pyramid of skills - academic writing

4. copyright FJ 2011
4
The writing process
Who? Who for?
What? What for?
When? needs to be submitted?
Why? For what reason?
Where? Where submitted?
5 steps in writing process:
 Prewriting
 Drafting
 Revising
 Editing
 Presenting
Academic writing is formal & with rules to follow.
Writing a paper not only a matter of gathering &
presenting Information – also an exercise in
comprehension and critical analysis.

5. copyright FJ 2011
5
3rd level writing
 Descriptive: Portrayal of main features.
 Analytical:Stating a point, providing evidence, contrasting with
other evidence, drawing logical conclusions.
 Anecdotal: Personal experience of self/others.
 Empirical/evidence-based: Scientifically verified & published.
Not complex English & long words! Clear, simple writing best!
 Student’s ‘voice’ heard throughout.
 Not a narrative - an argument.
 Must be logical & clear.
 Formal, logical, cautious & unemotional language.
 No slang, jargon, personal anecdotes, exclamation marks &
contractions (e.g. can not rather than can’t).

6. 3rd level writing
Clear English, correct spelling, grammar & punctuation.
Not colloquial (conversational): e.g. ‘When the obs were done, we did lots
of walking with him & he was thrilled’.
Language must be professional: e.g. ‘After performing routine observations
for blood pressure and pulse, (to check the patient was not tachycardic/
hypotensive), we helped the patient to mobilise. He walked a significant distance
and was pleased with his achievement’.
 Use literature to support ideas.
 Focus on few key issues - explored in-depth within word limit.
 Once literature presented, student puts in own interpretation.
 If omitting words from quotation, use three spaced dots...
 If pointing out error in quotation, follow error with (sic).
 Watch apostrophes!-e.g. the nurse’s role, nurses’ responsibilities
 Similar sounding but different meaning-e.g. discreet/discrete; there/
their.
copyright FJ 2011
6.

7. Critiquing/being critical
As an academic writer, you are expected to be critical of the
sources/references that you use .
 This means questioning what you read & not necessarily agreeing
with it, just because it has been published.
 Requires you to identify problems with a writer's arguments
/methods or perhaps to refer to other people's criticisms.
 Constructive criticism suggests ways in which a piece of
research/writing could be improved.
Important to integrate relevant information within essay; you need
to weave it into your answer and provide evidence to support your
argument.
copyright FJ 2011 7

8. copyright FJ 2011
8
‘Rules’ of academic writing
 Avoid 1st person (I, me, my & mine):
3rd person better (check with module leader)
– this writer believes that… ‘this student’s experience has
been’… the research suggests…
 ‘Times New Roman’ script
 Size 12 font.
 Double-spaced between lines
 One side of page only & number pages; wide margins top,
bottom, right & left
 Word Count: all words from beginning of introduction to end
of conclusion. Title Page, References List & Appendices not
included in word count.
 Penalties for under/exceeding word limit.

9. Use dictionary/thesaurus/computer ‘grammar & spell
check’ (note: American spelling)
Be cautious with your ‘spellchecker’!
I have a spelling checker,
it came with my PC,
it plainly marks four my revue,
mistakes I cannot sea,
I've run this poem threw it,
I'm sure your pleased to no,
its letter perfect in it's weigh,
my checker tolled me so!
copyright FJ 2011
9

10. copyright FJ 2011 10
Assignment Submission
 Assignments must be submitted by stated date, unless agreed
otherwise with Module Co-ordinator.
 A late submission form must be completed by student.
 Sliding scale of penalties for late submission may be applied.
 If a student is ill, a medical certificate must be provided.
 Work submitted late without a negotiated reason may not
receive a grade higher than D- & may not be processed for next
Examination Board.
• Proof reading is essential before submitting your assignment.
• A fresh eye is good – friend/relative.
• Give yourself enough time - Start early!
• If you are aware of difficulties in academic writing
because of dyslexia/other slight problem, please
approach our student support services -on website

11. Brevity is the soul of wit (and academic writing!)
Verbose
 In spite of the fact that...
 In the event that...
 With the possible exception of...
 Due to the fact that...
 For the purpose of...
 At the present moment...
 Are of the same opinion...
 At the present moment...
 Less frequently occurring...
Concise
 Although
 If
 Except
 Because
 For
 Now
 Agree
 Now
 Rare
copyright FJ 2011 11

12. The Literature
Identify appropriate literature.: Demonstrates wide reading & variety
of references to support points you are making.
 Every assignment must be supported by relevant literature (i.e.be
evidence-based).
 Preferably within past decade (10 yrs.) unless a seminal work
 100s of nursing journals available & on-line .
 CINAHL is the main ‘nursing’ database. Also Medline, OVID etc.
 Other sources of literature: Abstracts; books; case reports; theses.
A peer-reviewed journal article=undergoes peer review/ referee process
when experts examine it for quality. Peer reviewed = academic rigour.
Examples of scholarly/peer reviewed journals: Journal of Advanced Nursing :Journal
of Nursing Scholarship .
Examples of non-peer reviewed sources: Nursing Times :Nursing Standard: World of
Irish Nursing
Many websites
copyright FJ 2011
12

13. copyright FJ 2011
13
Referencing
Harvard system of referencing only
In the text (essay itself):
 Name & date in the text (Jones, 2009) & then listed in the References
List at the back of the assignment.
 Two writers – Holloway & Jones, (2005) believe that…
 Three or more writers - give the surname of the first author followed
by et al. e.g. Campbell et al. (2001) stated that...
 The Leas Cross Report (DoHC,2009) found that the quality of patient
care deteriorated as the level of staffing numbers fell. Moreover, this
Report also found that serious disquiet had been expressed by various
agencies in the preceding four years.

14. Referencing
Why do I need to use evidence/references?
Academic Reasons:
 To show wide variety & relevance of sources used & that you considered
topic comprehensively.
 To support ideas and arguments.
 To avoid plagiarising
Practical Reasons:
 To help reader to trace sources you have used.
 To help you retrace sources you used in the past.
 The ways in which you use sources will help to support your essay
statement, argument & flow of essay.
copyright FJ 2011
14

15. Evidence/referencing
You need to use evidence whenever:
- you refer to a theory;
- you make a claim;
- you mention a particular study or researcher;
- you quote or paraphrase.
Examples: Any time a theory is mentioned;
... several studies have suggested that the model of the staff
relationship to the client is one of ‘befriending’ (Benner, 1984; Bone,
2002).
Anytime a claim is being made; ... the erosion of interpersonal barriers
entails a closer and more reciprocal relationship (Aldridge, 1994).
Any time a study or researcher is mentioned; Benner (1984) suggests that
Nurses should fully understand the emotional relationships they maintain
with clients.
copyright FJ 2011 15

16. The References List
if you mention it in the text – you must reference it!
 At the end/last page of your essay/assignment.
 References are in alphabetical order.
 Must include the books, journals, chapters and websites
that you refer to in your writing.
Only exception is ‘common knowledge’
Common knowledge is information that majority of
people already know – e.g. the world is round.
copyright FJ 2011 16

17. copyright FJ 2011 17
Quotations
 Froman, (2008) believes that nursing is a theory- driven, scientifically
based profession (paraphrasing/your own words)
 Page number & double quotation marks when directly quoting -e.g.
Wynd, (2003:251) stated that “today’s profession of nursing is evolving
as a valuable public service” (verbatim/word-for-word).
 Quotations of 2/more lines must be indented & single-spaced:
The more skilled the nurse becomes in perceiving and empathising
with the lives of others, the more knowledge or understanding will be
gained of alternative modes of perceived reality. (Carper, 1992: 219).
Direct quotes should be used sparingly, as they involve little mental
processing; e.g. According to Johnson, (1990) nursing is:an external
regulatory force that acts to preserve the organisation and integration
of the patient’s behaviour at the highest possible level...(Johnson
1990:29)
Better approach (paraphrasing) involves more interpretation e.g.
Johnson (1990) suggests that…

18. copyright FJ 2011
18
Primary & Secondary Sources
• Where possible, use original/primary sources – e.g.
Benner (1984)...
• When this is not possible & you are using a secondary
source, you should use the term ‘cited by’ in text,
followed by reference
• e.g. Colaizzi, (1978), cited by Valle & King, (2002),
believed that the phenomenological approach was
particularly suited to nursing research because of its
focus on the individual and his/her beliefs and
perceptions.

19. Referencing in text
Nurse education in Ireland has undergone great change in a
Relatively short period of time. It moved from a three-year
hospital-based apprenticeship model of training in 1995, to a three
year hospital based Diploma in 1998 and subsequently, to a four
year full time university degree in 2002 (Cleary-Holdforth 2007).
The Irish Nursing Board (An Bord Altranais), requires nurse
education programmes to yield graduates who “demonstrate
the development of skills of analysis, critical thinking, problem
solving and reflective practice”(An Bord Altranais 2005. p. 9).
copyright FJ 2011
19

20. copyright FJ 2011 20
literature & referencing
Provide referenced examples from the literature first before
making your own comments/reflections.
e.g.– poor:
‘Communication in nursing is the most important thing of
all. When this student approaches the patients on the
ward, she makes sure that she establishes eye contact first and
holds their hand to show that she cares about them. Non-verbal
communication is just as important as verbal communication’.
Better: Many authors such as Kemp & Smith (2004), agree that
communication is the most important therapeutic skill in nursing. Moreover,
Brown (2005) emphasizes that nurses must appreciate that non-verbal
Communication is an essential pre-requisite to establishing a trusting
nurse-patient relationship before verbal communication commences. In this
student’s own experience on her recent clinical placement, she found that
patients responded positively to her if she established eye contact first
and also reached out to touch their arm or hold their hand’.

21. copyright FJ 2011 21
Referencing a journal article in References List
Alphabetical order – by author’s surname:
 Author(s) surname, followed by initials.
 Year of publication, in brackets.
 Title of the article.
 Title of the journal, in capitals and in italics.
 Volume & edition series number.
 Number of the first and last pages of the article.
Ensign J. (2006) Perspectives and experiences of homeless young people. Journal of
Advanced Nursing, 54,(6), 647-652
Ryan D. & Maguire J. (2006) Aggression and violence – a problem in Irish Accident
and Emergency Departments? Journal of Nursing Management, 14,(2), 106-115.
Thompson C., Spilsbury K., Dowding D., Pattenden J. & Brownlow R. (2008) Do heart
failure specialist nurses think differently when faced with ‘hard’ or ‘easy’ decisions?:
a judgement analysis. Journal of Clinical Nursing, 17,2174–2184

22. copyright FJ 2011 22
Referencing a book in the References List
 Author(s)’ surname, followed by initials. Year of publication in
brackets.
 Full title of the book, capitalised, in italics.
 Edition of work, if more than one edition.
 Town/city of publication.
 Name of publisher.
Burns, T. and Sinfield, S. (2008) Essential Study Skills: The
Complete Guide to Success at University. London: Sage.

23. copyright FJ 2011 23
Plagiarism
‘Literary theft’ & totally unacceptable; the use of
• ideas, quotations,
• pieces of text, pictures, tables, graphs/other work
without referring to original writer.
Contravenes UCD’s examination regulations & regarded as
very serious offence, with severe consequences
Copyright…
Academic Integrity & intellectual property - respect for
intellectual community in which you are participating as a student & the
standards governing it; means that you are accountable for the
honesty of the work that you submit
Whether intentional or not, failing to give credit
referencing) for words, ideas or concepts that you
get from any source is plagiarism.

24. copyright FJ 2011
24
Plagiarism
As a student, it is your responsibility to know &
understand UCD’s policies on academic fraud.
Every piece of course work submitted requires a signed form to
confirm that the work is your own.
Course work goes through a plagiarism detection software
programme –SafeAssign
The rules apply whether the offence is intentional/not.
Plagiarism comes in many forms:
• Using an author’s words/ideas without proper reference
• Failing to put quotation marks around words taken from a source.
• Falsifying/inventing information or data
• ‘Cutting and pasting’ from the internet.

25. To avoid plagiarism…
 Cite your sources in text & in References List.
 Use quotation marks ”….”, surname, date & page
numbers on exact words.
 Use citations for ALL information in your work.
 Do not turn in another’s work as your own or
copy from another person’s work.

26. Assignment/essay-what is expected of me?
 Answer the question
 Show understanding
 Develop the argument
 Provide relevant information (evidence) & cite/reference them
correctly.
 Show structure & organisation
 Evaluate and give own views
 Show wide reading
 Correct spelling & grammar in approved presentation style
(©Write Now CETL 2011)
copyright FJ 2011
26

27. Mind mapping
When discussing a concept, e.g. ‘globalisation’ - the
five fingered approach:
What is globalisation?
Where did it originate?
When was the word first coined?
Why was the word coined?
Who coined the first word?
27
copyright FJ 2011

28. copyright FJ 2011 28

29. copyright FJ 2011
29
Words used in assignments
• Outline = brief description. Usually there are follow up parts to this question.
• Identify = Establish clearly nature of; list, with examples.
• Explain = Make plain, interpret, account for, give reasons for.
• Discuss = examine by argument; give reasons for & against.
• Analyse = distinguish/examine closely the elements of this issue.
• Criticise = give judgement about merit of theories/opinions & back up
judgement by discussion of evidence/reasoning involved.
• Critically evaluate = thoughtful, thorough,balanced appraisal, assessing
both strengths & limitations.
• Assess = estimate value & importance of issue.
• Define = set down precise meaning of this issue.
• Examine = unravel events that led to a particular set of circumstances
or validity of the reasoning that underlies a particular point of view.
Stress relative importance of different arguments & relevance to
issue.
• Distinguish = need to show you understand differences between two
concepts. Similarities & differences need to be discussed.

30. copyright FJ 2011 30
Suggested approach

31. copyright FJ 2011
31
Assignments
• An Assignment Form must be completed & signed
(from School Office, 1st Floor).
• Students must keep a copy of all their work.
• Must have a title page & be stapled.
• Top right corner: Student’ name, Course title.
• Top left corner: Name of Module Leader
• Centre: Title of assignment, date due, date submitted.
• Bottom left-hand corner: Word limit for assignment, Actual
word count

32. copyright FJ 2011
32
Module Leader: Ms. F. Johnson Student: Molly Lynch
Module: Nursing 111 Student no. 1234567
BSc. Stage I (General)
Assignment Title:
Date for submission:
Date submitted:
Word limit: 1,000
Actual word count: 1,004

33. copyright FJ 2011 33
Essay
Identify exactly what its about-check with module coordinator if in
doubt.
 Divide task into sub-tasks- e.g. library search.
 Brainstorm ideas & make initial plan for essay.
 Search for & select appropriate information; read & make notes.
 Write first draft, include introduction, middle & conclusion.
 Sentences short, one idea per sentence: One main theme per
paragraph.
 Section headings/subheadings are a good idea.
 Read & reread essay; alter parts you are not happy with; check
spelling & grammar; check References List.
 Have Referencing Guidelines on hand for reference
 Write final version, proof read.
 Submit on time.

34. copyright FJ 2011
34
Structure of an essay
 Introduction
 Main text/body.
 Conclusion
 References
• Bibliography (optional) - list of books,journals & websites
read as background information, not actually mentioned in
text.
• Appendix/Appendices (optional)
Title
page
Introduction Main
body
References
Conclusion Bibliography Appendix

35. copyright FJ 2011
35
Good introduction
Introduction immediately gives reader impression of academic ability.
A good introduction will do 3 things:
 Introduce topic of essay;
 Present thesis/essay statement;
 Provide signposts for reader.
So, an introduction should give a brief overview of topic& say what your argument is
and how you are going to argue it.
Your aim is stated in first sentence & clearly identify what you are trying to
achieve in your essay: e.g.’ …the overall aim of this essay is to discuss the
implications of using Orem’s Model (Orem 1993) to deliver nursing care to
a patient who was admitted following a stroke.
Then need to clearly state how you intend to achieve this aim: e.g. ’This will
be achieved by using Orem’s Model as a framework to identify the
biopsychosocial needs of an eighty year old patient recovering from a left-
sided hemiplegia’.
You then identify the key issues that you intend to address within your essay:
e.g. ’The key issues that will be explored are…

36. copyright FJ 2011
36
Good main body
• Present your argument, references etc.
• Identify the key issues that you will be discussing in essay.
• Provide definitions for key terms that you introduce, (e.g. the nursing
process, accountability etc.)
• Focus immediately on exact requirements of essay. No waffle!
• Divide into paragraphs, looking at specific aspects of problem (issue).
- Reader should be able to understand relevance of each paragraph & how
they relate to each other.
- Avoid paragraphs that are too short/long – min. of 4 sentences per
paragraph.
Key knowledge, understanding & insight that are essential in ensuring
safe & best practice. Nursing assignments focused on these key
issues because ultimately, patients’ lives may be at risk if you lack
this fundamental knowledge.

37. copyright FJ 2011
37
Main body-content
• Must follow assessment guidelines - certain key characteristics,
e.g. if the essay requires you to write on professional, legal &
ethical issues and you choose only to concentrate on professional
& ethical, then you miss key content and & waste marks.
• An essential requirement is to apply theory to practice =
application/integration.
- Need to demonstrate that not only do you understand the
theory, but you also understand the implications/difficulties of
implementing this in practice (e.g. knowing about the dangers of
smoking is different to actually empowering a patient to give up
smoking for the good of his/her health).

38. copyright FJ 2011
38
Good conclusion
No bombshells/unexpected material!
Conclusions are important as they are the last impression you leave your
reader with.
 A good conclusion will recall the thesis statement & issues mentioned in
introduction; draw together the main points of the essay; make any
final comments.
• A summary of your main results & what you believe are the most
important points.
• Explain the significance of your conclusions & provide suggestions for
future research.
• Leave the reader with a sense that the purpose as set out in the
introduction, has been achieved.
e.g. ‘In conclusion, this essay examined the needs of a patient with congestive
cardiac failure and discussed the Activities of Daily Living Model. The patient
had many needs and the model identified and addressed these needs. This essay
highlighted the importance of using an appropriate nursing model to ensure that
the holistic needs of patients are addressed, resulting in optimum nursing care
and a good experience for both the patient and the nurse.

39. copyright FJ 2011
39
Assessment Criteria
 Analysis: Engagement with question. Focus on relevant points. Identification of
strengths & weaknesses, different viewpoints & research findings. Threads
drawn together in conclusion.
 Content: Enough facts to support analysis. Use of relevant material. Awareness
of different schools-of-thought. Use of relevant & up-to-date literature.
Avoidance of broad, sweeping statements.
 Structure. Introduction which shows why topic is important & the key points to
be discussed. Sections introduced. Logical sequencing of points. Relevant links
made between points. Use of signposts. Drawing threads together in conclusion.
• Referencing: Use of suitable evidence to substantiate ideas & cited clearly.
Clear indication of sources. Comprehensive reference list.
• Literary Style: Objective & accurate writing style. Written in own words
(except when directly quoting). Grammatical sentences, consistency of tenses,
correct spelling, punctuation, use of paragraphs etc. Avoidance of clichés,
abbreviations, slang & jargon.

40. copyright FJ 2011
40
Grade Stage 1 and Stage 2
Knowledge
Understanding & Application
Stage 3 and Stage 4
Analysis
Synthesis & Evaluation
A+
A
A-
76.67 – 100
73.33 – 76.66
70.00 – 73.32
Excellent
A comprehensive, highly-structured, focused
and concise response to the assessment task.
A deep & systematic engagement with
assessment task, with a consistently impressive
demonstration of a comprehensive mastery of
subject matter.
B+
B
B-
66.67 – 69.99
63.33 – 66.66
60.00 – 63.32
Very Good
A thorough and well-organised response to
assessment task.
A substantial engagement with
assessment task.
C+
C
C-
56.67 – 59.99
53.33 – 56.66
50.00 – 53.32
Good
An adequate and competent response to the
assessment task.
An intellectually competent &
factually-sound answer.
D+
D
46.67 – 49.99
43.33 – 46.66
Satisfactory
An acceptable response to the assessment task.
Acceptable level of intellectual
engagement with assessment task
D- 40.00 – 43.32 Acceptable
The minimum acceptable standard of response
to the assessment task.
Minimum acceptable level of intellectual
engagement with assessment task.
E+
E
E-
36.67 – 39.99
33.33 – 36.66
30.00 – 33.32
Marginal
A response to the assessment task which fails to
meet the minimum acceptable standards.
A factually sound answer with a
partially successful attempt.
F+
F
F-
26.67 – 29.99
23.33 – 26.66
20.00 – 23.32
Unacceptable
A response to the assessment task that is
unacceptable.
An unacceptable level of intellectual engagement
with assessment task.
G+
G
G-
16.67 – 19.99
13.33 – 16.66
00.02 – 13.32
Wholly unacceptable No intellectual engagement with assessment task.
NG 00.00 – 00.01 No Grade No work submitted by student, or
student absent from assessment/work
submitted did not merit a grade.
•

41. copyright FJ 2011
41
Time management...
 If you run into trouble… helping hand
 Your Module Coordinator
 Your Personal Tutor
Finally...don’t leave it to
last minute – technology
will often leave you down!

42. copyright FJ 2011
42
References List
An Bord Altranais (2005) Requirements and Standards for Nurse Registration Education
Programmes, 3rd edn, Dublin: An Bord Altranais.
Campbell, T., Draper, S., Reid J. & Robinson L. (2001) The management of constipation
in people with advanced cancer. International Journal of Palliative Nursing, 79, (3),110-119.
Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice.
California: Addison-Wesley.
Cleary-Holdforth, J. (2007) Student non-attendance in higher education A phenomenon of
student apathy or poor pedagogy?. LEVEL 3 - A DIT Online Publication
http://level3.dit.ie/html/issue5/cleary holdforth/cleary_holdforth.pdf, 5
Department of Health and Children (DoHC) (2009) The Commission of Investigation (Leas Cross
Nursing Home) Final Report. Dublin: Government Publications.
Holloway S. & Jones V. (2005) The importance of skin care and assessment. British Journal of
Nursing, 14, (22), 1172-1176.
National Institute for Clinical Excellence (NICE) (2006) About Clinical Guidelines. Available at:
http://www.nice.org.(accessed 18th Nov. 2009).
Valle, R. and King, M.(eds). (2002) Existential Phenomenological Alternatives for Psychology.
New York: Oxford University Press
World Health Organization (WHO) (2008) The World Health Report 2008-Primary Health Care
(now more than ever). Geneva: WHO Publications.