Student 6 Elena Pre- Feedback Theory: 20 mins

1. Student 6 Elena Pre- Feedback Theory: 20 mins Richard Galletly, Aston University

2. Student needs • Logical division of ideas • Referencing in text • Referencing at end of text • The need for referencing • Essay structure • Writing conclusions • Some minor grammar mistakes

3. Logical Division • The body paragraphs of an essay are there to develop your topic and prove your points in a structured way. They support your argument • The paragraphs should be organised in some sort of pattern, like order of time or comparison/ contrast • A basic pattern would be dividing your topic into different ideas. Each sub-topic is discussed separately, for example causes, reasons, types, advantages, etc. • A common logical division question could be: Discuss the causes of the U.S. Civil War. (Oshima, 2006 p65)

4. In text referencing • We reference: to show that we have read and understood specific texts, and to support the points we are making with reference to other people’s work • Credible texts to include in your work could be: journals, a reading list textbook, a credible website (note: credible!), an information database, or a newspaper (Gillett, 2009). • Any graphics/ pictures/ maps used should include a full reference

5. Reporting an author’s ideas in your text • Integral – using the author’s name as part of the sentence: • According to Davies (2006) it is essential that… • The importance of pupils learning … was stressed by Davies (2006) • Non- integral – the author in brackets: • Evidence from classroom learning (Davies, 2006) suggests that… • It is important that pupils …. Weaknesses (Davies, 2006) • At the end of the essay (Gillett, 2009): • Davies, S. (2006) The Essential Guide to Teaching. Harlow: Pearson Education.

6. Referencing • Book • Surname, initials. (Year). Title. Place of publication: Publisher. • Online • Brandt, K. H., (2001). Working the System [online]. Available from: www.hvn.ac.uk/econ/trickco.html [accessed 1.4.01] • In- text referencing • Statistics indicate … may be as high as 30 per cent (Brandt, 2001). • Secondary sources (one’s you haven’t read but which are quoted in a source you are using) • Vroom (1964, cited in Fincham & Rhodes, 2005 p208) argues that a person’s motivation depends on the …

7. Essay Structure • The introduction leads the reader into the main section, it provides background information and explains which aspects of it will be covered in the essay, and in which order • The development section will present your ideas in a series of paragraphs, these must flow, so that the reader can follow your line of argument • The conclusion summarises the main points of the paragraphs, and can include an opinion that you have reached as a result of your research. • A list of references should be written at the end of your work to give full details of any sources that have been mentioned (Gillett, 2009 p8)

8. Introduction/ conclusion • Introduction: general statement and organisational statement. • Background to your writing, show that you know why the topic is important, reword the question into a problem to solve if necessary • Development: several paragraphs relating to the topic • Each section develops a subdivision of the topic, the paragraphs are linked together to connect the ideas, the purpose of writing must be kept clear throughout • Conclusion: recall issues in introduction, draw together the main points and make a final comment • Summarise the main issues raised in the introduction, draw together the points made, explain the overall significance of the conclusions, what general points can be drawn from the essay as a whole? It should show that the purpose of the text has been achieved – the question answered (Gillett, 2009 p221)

9. References I • Bailey, S. (2011). Academic Writing for International Students of Business. Oxon: Routledge. • Bowell, T. & Kemp, G. (2010). Critical Thinking: a Concise Guide. Oxon: Routledge. • Burke, D. & Pieterick, J. (2010). Giving Students Effective Written Feedback. Maidenhead: McGraw-Hill Education. • Cottrell, S. (2005). Critical Thinking Skills. Basingstoke: Palgrave Macmillan. • Fitzpatrick, M. (2011). Engaging Writing 2: Essential Skills for Academic Writing. NY: Pearson Education. • Gillett, A., Hammond, A. & Martala, M. (2009). Successful Academic Writing. Harlow: Pearson Education Ltd.

10. References II • Hewings, M. (2005). Advanced Grammar in Use. Cambridge: Cambridge University Press. • McMillan, K. & Weyers, J. (2010). How to write essays and assignments. Harlow: Pearson Education Ltd. • Murphy, R. (2004). English Grammar in Use. Cambridge: Cambridge University Press. • Oshima, A. & Hogue, A. (2006). Writing Academic English: level 4. NY: Pearson Education. • Reinders, H., Moore, N. & Lewis, M. (2008). The International Student Handbook. London: Palgrave Macmillan. • Swales, J.M. & Feak, C.B. (2007). Academic Writing for Graduate Students. Michigan: The University of Michigan Press.

11. References III • Swan, M. (2005). Practical English Usage. Oxford: Oxford University Press. • Tissington, P., Hasel, M. & Matthiesen, J. (2009). How to Write Successful Business and Management Essays. London: Sage Publications Ltd. • UCAS (2011). UCAS Personal Statement Worksheet. [online]. Available at: http://www.ucas.ac.uk/documents/statement/worksheet.pdf [downloaded 16.01.12] • UCAS (2011). UCAS Personal Statement Mindmap. [online]. Available at: http://www.ucas.ac.uk/documents/statement/mindmap.pdf [downloaded 16.01.12]