Academic Writing for TMA04

1. Academic Writing for TMA04 E102 Sue Callan

2. Reviewing the module so far… What have you learned? What have you enjoyed the most? What would you say your most effective study environment is? What would you say your biggest study barrier is? What can you do about this barrier? What are your concerns going forward with your studies?

3. By now you should be able to… Write in your own words about things you have read. Provide references (in-text citations and reference lists) for any of the course materials you have used. Explain very briefly what the difference is between childhood studies and child psychology. Consider how adults can support children’s emotional and social development. Explain the impact of barriers to education on children’s lives. Select evidence from the course materials to answer a set question. Learn from feedback and act upon it.

4. Reminder of deadlines 4 TMAs plus an EMA (NO EXAM )

5. Block 4 – Transitions beyond childhood Block 4 introduces some of the tensions that are involved in the transition from childhood to adulthood. These units include the children’s involvement with commercialisation in the pre-teen and teenage years, gender and sexuality; supporting young people’s mental health and psychological well-being; and the tensions that young people face as they progress through adolescence into adulthood.

6. Block 4 topics - Week 24: ‘Tweenagers’ and commercialisation of childhood • Week 25: Gender and sexuality • Week 26: Evaluating claims about childhood (study skills week) • Week 27: Mental health and psychological wellbeing • Week 28: Adolescence (study skills week) • Week 29: Transitions to adulthood

7. TMA 04 This TMA counts as 40% of the continuous assessment. Word limit: 2500 words in total. Cut-off date: 25 May 2017. NO EXTENSION Title: Evaluate whether the statement ‘Boys are hardwired to be different from girls’ is true.

8. TMA 04 Identify the key words in the assignment title Which indicate relevant content? Which indicate required style of writing? Does the order of the question suggest a basic structure for planning?

9. The instruction words are to ‘evaluate’ the notion of gender as it applies to boys. This means considering the evidence relating to gender as part of content and coverage of key themes. You are encouraged to offer some evaluation of issues relating to gender identity, consider the different counter-arguments covered in the module materials and, offer a personal perspective clearly in your conclusion.

10. Planning and preparation Look at the formal assignment brief for this TMA. • What specific ‘critical’ questions you are asked to consider as part of the content of your discussion? • Which materials and resources are particularly highlighted for your consideration of this topic? You may also find it useful to consider the following: • Week 26: ‘Evaluating claims about childhood’, particularly Sections 3 and 4 which contain guidance on developing arguments in your academic writing.

11. Content and coverage Achieving 2500 words! Offer definitions of key terms (support with references) Identify main theories of development and, gender identity (support with references) Explain why there may be other perspectives (evidence?) Address the ‘critical’ questions to avoid descriptive writing Look for and evaluate ‘evidence’ from research (give references) Give a conclusion It is necessary to cross reference to other sections of the module (e.g. week 5,24,25 ) and the other basic requirement for ‘pass’ work is that you will draw on online materials and the Reader.

12. Action Plan block 4 Revise week 5: Chapter 3 of Reader nature and nurture Gjersoe, N. (2014) ‘Nature and Nurture’ in Farrington-Flint. L. and Montgomery. H. (eds) An Introduction to childhood studies and child psychology. Milton Keynes: The Open University. Skim ahead weeks 24,25 chapter 11 and Chapter 12). Begin to consider essay plan Work steadily through block 4 materials selecting and highlighting possible relevant points for TMA to develop notes in sketch plan Work through study skills week 26 (Evaluating claims about childhood) – attend final tutorial!

13. Review Referencing Revise week 11 activities Look at formal guides – section 6 of Assessment Guide Look at your feedback from other assignments to see tutor corrections and examples. For this assignment – reference to information in all three key weeks from BOTH Reader and online material (includes AVA)

14. Essay plan and draft/edit Draft 1 is not the only one! Review and appraise your work before submission • Content points • References

15. Evaluating claims

16. Creating an academic argument • As you read or listen to other people’s arguments, you will need to consider the types of claims that are being made and the explanation behind these claims. Are the writers using enough evidence to convince you about these claims? • The basic design for an argument is made up of: • one or more claims • some kind of explanation for this claim • a strong basis for the claim(s), using evidence from academic sources. • The explanation links the evidence to the claim, often by focusing on reasons or justifications for why the evidence is appropriate as a basis for this claim.

17. Writing workshops • Unpack the title – identify instruction words/concept words. T1 • Revise what you already know. T1 • Identify some of what you need to know (generate questions you need to answer). T1 • Actively read academic texts, looking for answers and suitable material. T1 • Write an initial essay plan, paying special attention to the assignment title. Tutorial 2 29th April • First draft; start anywhere (intro, middle, end). • Second draft, giving much more attention to how you are organising the whole essay. • Third draft, trying to read it the way your tutor will read it. Make final corrections to the grammar, spelling and punctuation, and consider the layout and word-processing format.

18. Going forward Keep in touch with your tutor Make use of tutor group or cluster forums Work steadily through materials. Don’t be tempted to work forward on TMA04 before completing the module. Original Slides by Helene Guldberg and Sue Callan 2016

19. Important points TMA04 Write in complete sentences and paragraphs Include in-text citations (part of word count) and a reference list (not part of word count) Support your argument by referring to the module material (the text-book and the online activities) Do not use anecdotal or personal experience; avoid first person writing

20. Referencing pointers Include an in-text citation at the point where you first use material – this will most usually be at the end of the first or second sentence in the paragraph Roughly speaking there will be one in-text citation to the text-book per paragraph If you refer to something that is itself referenced, this is called a secondary citation and will look like: (author, date, cited in [chapter author], 2016)