Academic Writing & Information Skills Stage 1 BSc. 25 th Sept. 2008 09.00 –10.50 hrs .

1. Academic Writing & Information Skills Stage 1 BSc. 25th Sept. 2008 09.00 –10.50 hrs. & 2nd Oct. 2008 09.00 –10.50 hrs. Felicity Johnson FJ Sept. 2008

2. Desired Learning Outcomes FJ Sept. 2008

3. Why academic writing & library skills? Writing & information skills are a powerful tool in the academic world. • In today’s environment of rapidly changing health care & information technology, nurses require the key skills of information literacy & writing skills, to use & communicate information in an appropriate & effective manner. • As a professional-crucial to write well. • Does not require unique talent/outstanding ability. • Everyone has basic skills necessary to write well FJ Sept. 2008

4. Joining 2 dynamic worlds! FJ Sept. 2008

5. Synopsis Dissertation Thesis (Q) What’s the difference between 2nd& 3rd level education? (A) 3rd level students are independent, autonomous, learners. Responsible for own learning! FJ Sept. 2008

6. Attitudes to learning What is your attitude to learning? Have you had prior negative experience? Self-confidence has a major impact upon ability to perform well. FJ Sept. 2008

7. Optimum conditions for learning The brain works best when: • it is rested -sleep affects performance. • it is hydrated - water helps electrical connections of the brain. • it is unstressed - when stressed, can focus only on 'escape’. • it enjoys itself - look for any angle that stimulates interest in learning. • it has seen something several times - little & often better than trying to understand something in one sitting FJ Sept. 2008

8. General tips • Spending long hours studying not necessarily productive! • Possible to gain better marks by studying more effectively rather than for longer. To study effectively: • Identify what is really needed:Study assignment titles carefully. Work out exactly what is required. Time spent in preparation is well spent. FJ Sept. 2008

9. General tips (cont.) • Work strategically. Set yourself clear goals & work towards these. • Make the material meaningful. Look for 'the meaning' , rather than focusing on remembering information. • Look for links This helps to develop understanding & memory. • Work with others So that you share ideas & gain mutual support- you gain a different set of perspectives. FJ Sept. 2008

10. Set yourself SMART-F targets Targets should be: • strategic: assisting you to achieve goals. • measurable: you know when you have completed them. • achievable: you are likely to succeed in meeting them. • realistic: they fit the circumstances. • time-bound: you have a set time to meet them. • flexible:you can adapt them if circumstances change. FJ Sept. 2008

11. General tips (cont.) • Look for short-cuts - that do not compromise your studies. For example: • avoid unnecessary tasks such as writing notes out neatly. • use abbreviations in your notes. • write assignments onto a computer rather than writing by hand & then typing them up. • focus your notes around themes & questions rather than making long notes.

12. Tips for learning from lectures Before the lecture: • Prepare for lectures – look up text books etc. so that you have some prior awareness. • Set yourself questions & leave spaces to have these answered during the lecture. • Arrive on time - Not hungry/thirsty/perturbed! FJ Sept. 2008

13. During the lecture • Focus on listening to the lecture. Listen to 'make sense‘. • Don't spend time making detailed notes. • Make a brief note of key themes. • Listen for 'signposts' about what is coming next/for summaries of key points. • Listen for answers to questions you set in advance. FJ Sept. 2008

14. After the lecture • Read your notes & fill in any gaps. • Discuss the lecture with other people. • Consider how the lecture changed or developed your opinions of the subject. • Label and file your notes FJ Sept. 2008

15. A pyramid of skills-Bloom’s Taxonomy(1956) FJ Sept. 2008

16. The writing process 5 Ws & H to be considered: • Who? Who is this writing intended for? • What?What is the intent of the document? • When?How soon does it need to be submitted? • Why?For what reason is it being written? • Where?Where is the document going? • How? How will the document be distributed? There are 5 steps in the writing process: • Prewriting • Drafting • Revising • Editing • Presenting FJ Sept. 2008

17. Writing styles Writing clearly & persuasively is a valuable skill • Descriptive: Portrayal of the main features: “Describe…………..” • Analytical: Stating a point, providing evidence, contrasting this with other evidence, drawing logical conclusions. • Anecdotal: Personal experience of self/others. • Empirical/evidence-based: Scientifically verified & published. FJ Sept. 2008

18. Writing at 3rd level Don’t make the mistake of thinking that graduate level writing means using complex English & long words. e.g.’‘It is intuitive, therefore, that the fundamental dichotomy in theory and practice is inevitably exacerbated and irrevocably confounded by the underlying quixotic nature of nursing lecturers’.no,no,no! All you are saying, obtusely, is: ‘‘it seems obvious that the theory practice gap is always going to be made worse, and become utterly confused, by nursing lecturers who don’t live in the real nursing world’. Clear, simple writing is best! FJ Sept. 2008

19. Coherence • Must be logical - make sense. • You will be judged on coherence - if it is intelligible & ‘holds together’. • Put information down logically, so that the sentences connect together in a way that makes sense. • You should spend time rearranging the main points until they are in logical order. • Writing a paper is not only a matter of gathering and presenting information, it is an exercise in comprehension and critical analysis. FJ Sept. 2008

20. Clarity of expression • Good academic writing = clear English, correct spelling, grammar & punctuation. • Your writing style must not be colloquial. E.g. ‘When we done the obs and lots of walking with him, he was well chuffed’. The use of English must be professional: e.g.after performing routine observations for blood pressure and pulse, (to check the patient was not tachycardic or hypotensive), we were able to help the patient to mobilise. He was able to walk for a significant distance and was extremely pleased with his achievement. FJ Sept. 2008

21. FJ Sept. 2008

22. Rules of academic writing • An academic text not a narrative-it is an argument. • Formal, logical, cautious & unemotional language. • No slang, jargon, personal anecdotes, colloquisms, exclamation marks & contractions (‘e.g. can’t’). • Clear, succinct writing. • Make your claims tentative rather than definite - it’s unlikely that you’ve reached the only possible conclusion!  Words which signal tentativeness include: may; might; possibly; in some instances; often; in many cases • A % of the overall mark will be awarded for clear, accurate writing & referencing & the converse also true. FJ Sept. 2008

23. Rules of academic writing • Not 1st person (I and my). • 3rd person only– ‘this writer’ believes that’… ‘this student’s experience has been’… It is believed… Many researchers have noted… Some writers have stated.. The research suggests… The evidence indicates... It will be argued that … This essay will critically examine the process leading to…. FJ Sept. 2008

24. 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 the reference in which it is quoted e.g. Fraser (1990), cited by Walsh (1998), suggests that there is no empirical evidence to support the ‘activities of living ‘model of nursing. FJ Sept. 2008

25. Rules of academic writing • ‘Times New Roman’ script, size 12 font. • Double-spaced between lines. • One side of page only & number pages. • 3 cm. margins at top, bottom, right & left of page. • 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. FJ Sept. 2008

26. Assignments must be submitted on/ before stated date, unless a valid, written explanation is given to relevant Module Leader. • A late submission form must be completed by the student. • If a student is ill, a medical certificate must be provided. • Work submitted more than one week late without a negotiated reason, will not receive a mark greater than 50% & may not be processed for the next Examination Board. FJ Sept. 2008

27. If you omit any words from a quotation, use three spaced dots ... to indicate the omission. • If you wish to point out an error in a quotation, follow the error with (sic). • Watch your apostrophes! -e.g. The nurse’s role, nurses’ responsibilities. • Similar sounding but different meaning: discreet/discrete there/their than/then FJ Sept. 2008

28. Rules of academic writing Critiquing: Usually, your critique follows your summary of the original. The reader can then appreciate your views about the validity of other writers' ideas. Being critical • As an academic writer, you are expected to be critical of the sources that you use. • This essentially means questioning what you read and not necessarily agreeing with it, just because it has been published. • Can require 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. FJ Sept. 2008

29. Rules of academic writing Use a dictionary/computer grammar & ‘spellcheck’. 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! FJ Sept. 2008

30. Proof reading is essential before submitting your assignment. A fresh eye is good – friend/relative. • Give yourself enough time to write your assignments. Start as early as you can. • . If you are aware that you have difficulties in academic writing, because of dyslexia/any other problem, please approach our support services asap. FJ Sept. 2008

31. Nursing Literature Every assignment must be supported by relevant literature (i.e. evidence based). Preferably within the past decade (10 yrs.) unless a seminal work 100s of nursing journals available. 200+ on-line here in School. • vast majority have a specialist focus. • some aimed at local/national market, others aimed at international market. • Other sources of literature: • Abstracts • Books • Case reports • Theses/dissertations – MSc. MA, PhD. FJ Sept. 2008

32. Nursing Literature • Journal articles that undergo peer review/ ‘referee’ process, in which experts examine them for quality & validity - a peer-reviewed journal. Peer reviewed = academic rigour. Examples of scholarly/peer reviewed: • Journal of Advanced Nursing • Journal of Nursing Scholarship • Journal of Continuing Higher Education Examples of non-peerreviewed sources: • Nursing Times • Nursing Standard • World of Irish Nursing • Many websites FJ Sept. 2008

33. Literature-showing knowledge & understanding • Using database & literature searching skills to identify appropriate literature. • Able to identify & use a wide range of sources of information. • Demonstrate that you have read widely & can provide a good variety of references to support points that you are trying to make. • Able to show that you have a sound understanding of the available literature on the subject, by using references to support every piece of theory that you present. FJ Sept. 2008

34. Use of literature & referencing Provide examples from the literature first & reference these before making your own comments/describing your own reflections. e.g. – poor: ‘Communication in nursing is the most important thing of all. When this student approaches the patients on the ward, she is careful to make 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’. FJ Sept. 2008

35. Use of literature & referencing (cont.) better: ‘Many authors, such as Burnard (2003) and Kemp & Smith (2004), agree that communication is the most important therapeutic skill in nursing. However, Brown (2005), emphasizes that nurses must appreciate that non-verbal communication, through eye contact and touch particularly, is an essential pre-requisite to establishing a rapport and trusting relationship with patients, before verbal communicationcommences.In this student’s own experience on her recent placement on a surgical ward, she found that patients responded positively to her (when she wanted to give them information about their operations), if she established eye contact first and also reached out to touch their arm or hold their hand’. FJ Sept. 2008

36. Referencing Harvard System of Referencing: • Alphabetical order – by author’s surname • Names & dates cited in the text & then listed at the end. • Year of publication in brackets after the author’s name. • Titles of books/journal names in italics. FJ Sept. 2008

37. Referencing within the Text • Give the surname of the author, followed by the year of publication e.g. - One researcher, (Ensign 2006), found that…………. • 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). All the authors’ names must be given in the reference list. FJ Sept. 2008

38. Referencing a journal article in the References List Must include: • 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 or series number. Edition number - only if each issue is numbered separately. • The 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 FJ Sept. 2008

39. Referencing a book in the References List Include the following: • 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. Volume number, if more than one volume. • Name of publisher. • Town/city of publication. e.g.: Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete Guide to Success at University. Sage: London FJ Sept. 2008

40. Quoting in text • Froman (2008) believes that nursing is a theory- driven, scientifically based profession, that is actualised through clinical practice (paraphrasing) • 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). • 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). FJ Sept. 2008

41. Use of literature-showing knowledge & understanding • 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 under those conditions in which the behaviour constitutes a threat to physical or social health or in which illness is found.(Johnson 1990:29) FJ Sept. 2008

42. Use of literature-showing knowledge & understanding (cont.) • A better approach – paraphrasing -involves more interpretation. Choose a linking word between the author you are citing & a summary of what was said: e.g. ‘Jones (2004) defines/explains/ believes/suggests/indicates/argues/states…’ • Simply a statement –’states’, a suggestion- ‘suggests’, personal belief- ’believes’, an argument- ‘maintains’ or ‘argues’. FJ Sept. 2008

43. References List Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete Guide to Success at University. Sage: London. Bysshe J. (2006) Guidelines on Academic Writing for Thames Valley University, TVU Press. Campbell T., Draper S., Reid J. & Robinson L. (2001) The management of constipation in people with advanced cancer. International Journal of Palliative Nursing79, (3), 110-119. Ensign J. (2006) Perspectives and experiences of homeless young people. Journal of Advanced Nursing, 54, (6)647- 652 Holloway S. & Jones V. (2005) The importance of skin care and assessment. British Journal of Nursing14, (22) 1172 1176 Johnson A. (2003). Essence of caring for a person dying. Nursing and Health Sciences, 5, 133-138 FJ Sept. 2008

44. Plagiarism • ‘Literary theft’ & unacceptable. Plagiarism is 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 a very serious offence. • Every piece of course work submitted requires a signed form to confirm that the work is your own. FJ Sept. 2008

45. Plagiarism Academic Integrity & Intellectual Property • Academic integrity is respect for the intellectual community in which you are participating as a student & the standards governing it. • This means that you are accountable for the honesty and the quality of the work that you submit. • The rights of intellectual property must be respected by properly acknowledging the original author’s ownership of any words, phrases & ideas that are used in academic writing. • Plagiarism in writing is the incorrect use of source material. Whether intentional or not, failing to give credit for words, ideas or concepts that you get from any source, including your own previously submitted work, is plagiarism. FJ Sept. 2008

46. Plagiarism As a student, it is your responsibility to know and understand the University’s policies on academic fraud. 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 Avoiding plagiarism requires 2 skills: • using source material correctly, • referencing that material. • Any information that you take from another source must be properly referenced, whether it is from a book, a journal or from class notes or lectures. FJ Sept. 2008

47. Words used in assignment titles • Discuss = Investigate/examine by argument; sift & debate; give reasons for & against. • Assess= Estimate the value & importance of this issue. • Define = Set down the precise meaning of this issue. • Identify= Establish clearly the nature of; list, with examples. • Explain= Make plain, interpret, account for, give reasons for. • Outline =Only a brief description is required. Usually there are follow up parts to this question. • Analyse/Examine= distinguish/examine closely the elements of this issue. • Criticise/Critically evaluate= a thoughtful, thorough & balanced appraisal, assessing both strengths & limitations. FJ Sept. 2008

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49. Suggested approach FJ Sept. 2008

50. How to write an essay 1. Identify what the essay question is asking; check with Module Leader - ? understand the question. 2. Divide into tasks e.g. library search, planning, making notes, 3. Brainstorm ideas & make initial plan for essay. 4. Search for appropriate information; read & make notes. 5. First few drafts of essay. Read & amend; check spelling & grammar; check References List. 6. Write final draft, proof read. Submit on time. FJ Sept. 2008