Academic Writing-Features

1. Academic Writing-Features Follows an argument Demonstrates awareness of complexities Is objective Has its own language Demands a decision is reached by using supporting evidence =critical writing This workshop will look at some of the difficulties students have with academic writing and some practical solutions as to how we address these. There is a plethora of written advise on academic writing from books, study skills websites and tutors but what may students want is not just information on what to do but HOW to do improve their writing with examples, in other words hands-on practical advise. At LDC we generally work with individual students on specific essays. We have to be careful not to cross the fine line where we are supporting students with the content. Majority of students we see have problems with aspects of essay writing. This ties in with Tilly Mortimore�s research that 76% of dyslexic students found essay writing hard (compared to 36% of non-dyslexic students). Our students vary enormously in their range of skills and background. I will look briefly at Features of academic writing Outline the main areas students need help with Focus on examples of written work from some of the brighter students Dianne Sherwood will then talk about a group session she lead on getting started/overcoming the blank page. Sue McKenna who works predominantly with nurses will show examples of her work on proofreading and referencing with students who may not have followed a conventional path to University. Post-its Please could you use the post-its to jot down any points which you think are useful and how you might adapt them to your own teaching situation. We will collect these at the end of the session and email them as a useful end product. Read through main features This workshop will look at some of the difficulties students have with academic writing and some practical solutions as to how we address these. There is a plethora of written advise on academic writing from books, study skills websites and tutors but what may students want is not just information on what to do but HOW to do improve their writing with examples, in other words hands-on practical advise. At LDC we generally work with individual students on specific essays. We have to be careful not to cross the fine line where we are supporting students with the content. Majority of students we see have problems with aspects of essay writing. This ties in with Tilly Mortimore�s research that 76% of dyslexic students found essay writing hard (compared to 36% of non-dyslexic students). Our students vary enormously in their range of skills and background. I will look briefly at Features of academic writing Outline the main areas students need help with Focus on examples of written work from some of the brighter students Dianne Sherwood will then talk about a group session she lead on getting started/overcoming the blank page. Sue McKenna who works predominantly with nurses will show examples of her work on proofreading and referencing with students who may not have followed a conventional path to University. Post-its Please could you use the post-its to jot down any points which you think are useful and how you might adapt them to your own teaching situation. We will collect these at the end of the session and email them as a useful end product. Read through main features

2. ..The language is different Not like everyday language �In many ways it�s a foreign language with all sorts of strange rules.� (Roberts 1999) How do students learn this language Some departments are very helpful at the University and incorporate learning into the curriculum (eg History)- others expect students to come as fully fledged writers.How do students learn this language Some departments are very helpful at the University and incorporate learning into the curriculum (eg History)- others expect students to come as fully fledged writers.

3. Range of students Variety of backgrounds and level of academic skills Bright science/maths students Access course/widening participation There are many very bright A science and maths level students who have limited experience of writing; may have not written since GCSE English. They have overcome their dyslexic difficulties with writing by avoiding. Others have limited academic experience � they may have come through traditionally unconventional routes such as Access course. Sue is going to talk more about her work with these students.There are many very bright A science and maths level students who have limited experience of writing; may have not written since GCSE English. They have overcome their dyslexic difficulties with writing by avoiding. Others have limited academic experience � they may have come through traditionally unconventional routes such as Access course. Sue is going to talk more about her work with these students.

4. Problems and solutions Knowing how to start Not answering question Structuring/ ordering essay Introductions/conclusions Over descriptive writing � lack of analysis Non-academic language Poor proof reading skills Lack of time management Referencing and citation Don�t know how to start (Dianne) Not answering question � refer to sheet TASK How central is the domestic division of labour to the persistence of contemporary gender inequalities BOX key words Underline instruction words Number parts Rewrite question in own words in order to reflect back question as part of the introduction and demonstrate that you understand it. This essay asks me to �.examine How well does student do this? This essay will examine the influence of the division of chores at home between men and women to the continuation of gender inequalities in the workplace. Students see key words and write all they can find out rather than identifying the focus. This activity helps them focus and be more selective (comapre to packing for essay..be ruthless!) Structuring/ordering essay Dianne will look at this? Uncertainty about introductions/conclusions I compare to a road map � show clearly where you are going; how you will get there and what you will find once you are there. TASK Look at the example. Is this a reasonable/good/poor introduction? Overdescriptive-lack of analysis Very common. Students do loads of research but do not present their essay to show their line of reasoning with analysis. It will look something like Bloggs states, Smith says, Turner argues. There is not any evidence that the student understands the question. How we help. Prompt questions (asked other tutors): What is your point? Where is the essay going? Why are you telling me this? How does this link in with what you have said and what you will say next. Sue will look at these areas: Non academic language Poor proofreading skills Lack of time management Referencing and citation Don�t know how to start (Dianne) Not answering question � refer to sheet TASK How central is the domestic division of labour to the persistence of contemporary gender inequalities BOX key words Underline instruction words Number parts Rewrite question in own words in order to reflect back question as part of the introduction and demonstrate that you understand it. This essay asks me to �.examine How well does student do this? This essay will examine the influence of the division of chores at home between men and women to the continuation of gender inequalities in the workplace. Students see key words and write all they can find out rather than identifying the focus. This activity helps them focus and be more selective (comapre to packing for essay..be ruthless!) Structuring/ordering essay Dianne will look at this? Uncertainty about introductions/conclusions I compare to a road map � show clearly where you are going; how you will get there and what you will find once you are there. TASK Look at the example. Is this a reasonable/good/poor introduction? Overdescriptive-lack of analysis Very common. Students do loads of research but do not present their essay to show their line of reasoning with analysis. It will look something like Bloggs states, Smith says, Turner argues. There is not any evidence that the student understands the question. How we help. Prompt questions (asked other tutors): What is your point? Where is the essay going? Why are you telling me this? How does this link in with what you have said and what you will say next. Sue will look at these areas: Non academic language Poor proofreading skills Lack of time management Referencing and citation

5. Prompt questions What is your point? Where is the essay going? Why are you telling me this? How does this link in with what you have said and what you will say next? Sometimes I ask student to say what paragraph about is their own words and I write it down. Students seem not to trust their ability to explain but let chunks from the text book do the work for them. This helps them get the idea. We go through essay selecting sections and identifying the main idea. Sometimes I ask student to say what paragraph about is their own words and I write it down. Students seem not to trust their ability to explain but let chunks from the text book do the work for them. This helps them get the idea. We go through essay selecting sections and identifying the main idea.

6. A paragraph plan Start with the topic sentence This is the point I want to make� Expand and explain What I mean is � Show your evidence Now, add your research findings to support your point. Comment on the evidence e.g. compare examples � are they all in agreement? Lead onto the next point (Based on Essential Writing Skills, Kate Williams) Other students may need more direction than prompt questions. TASK: Some students very bright but they don�t get the message across. Look at the example of writing by a medical student along with the marker�s comments. As a tutor you may think this is too complex a subject for me to help the student.. But a good, clear essay should be clear to the lay reader. What could you say/do to help this student improve her writing? Additional info: Study of a patient with Crohn�s disease. This section looked at the mechanics and needs to relate to the patient. What is the main point? Can she explain some of the processes in her own words. How does this link with the patient. Did he have these symptoms? Other students may need more direction than prompt questions. TASK: Some students very bright but they don�t get the message across. Look at the example of writing by a medical student along with the marker�s comments. As a tutor you may think this is too complex a subject for me to help the student.. But a good, clear essay should be clear to the lay reader. What could you say/do to help this student improve her writing? Additional info: Study of a patient with Crohn�s disease. This section looked at the mechanics and needs to relate to the patient. What is the main point? Can she explain some of the processes in her own words. How does this link with the patient. Did he have these symptoms?

7. Having difficulties getting started? Subject too vague? No interest? No choice?

8. Brainstorm!! What?- everything that comes to mind about a topic How? Give yourself 2 minutes to Use whatever format suits you.

9. Inspired? Good, now sort ideas Make a mind map Now plan your work!

10. Still stuck? Do this again with a friend or colleague or tutor Now plan your work!

11. Entering HE through a less conventional route: problems�. Time management Place to study Other calls on time Limited contact with fellow students, for discussion and proofreading

12. Academic writing may improve with���� Good time management support Deadlines given as much in advance as possible Task management Identifying a study buddy Set up an email support system

13. Referencing: Why is it important? Acknowledges work and materials of others Enables reader to refer to sources directly Allows reader to evaluate how material has been used to develop own ideas Bibliography ( list of ref. or background reading in alphabetical order) shows type and range of source material

14. Referencing: problems may be��� Do not know how to reference: i.e. citation in the text Do not know when to reference: i.e. within the sentence or end of sentence Do not know how many references are needed The convention for referencing websites, journals, government documents etc.

15. Developing confidence with referencing Intend for your students to be clear about referencing explain how marks are needlessly lost for poor referencing techniques ensure the student can access the Student Handbook which generally gives clear notes on referencing give examples of referencing using the appropriate system, for example Harvard system provide an example of a topic relevant short essay using accurate referencing incorporating as many sources as possible direct students to the referencing system in their textbooks to reinforce the rules Suggests compiling the reference list on the computer at the start of the research and drafting as a method of good practice.

16. Learning Differences CentreUniversity of Southampton Gail Alexander , G.Alexander@soton.ac.uk Dianne Sherwood, ds15@soton.ac.uk Sue McKenna, SM9@soton.ac.uk Learning Differences Centre, dyslexia@soton.ac.uk