AEP: MKT-2290 November, 2013

1. AEP: MKT-2290November, 2013 Academic Writing Faiza Umar

2. Objectives for today: By the end of today’s session you should have an understanding and practice of: • Conventions of Academic Writing • How to analyse essay questions • Planning your essay • Paragraphing • Referencing and Plagiarism

3. Academic writing -overview

4. Conventions of academic language • Avoid slang or colloquial terms • E.g. ‘kids’, ‘ • Use 3rd person - NOT ‘I think that...’ BUT ‘It is well recognised that...’ • Use the passive voice- NOT ‘The students collected the data...’ BUT ‘the data was collected (by the students) • Avoid personal pronouns • Avoid rhetorical questions – rephrase, use ‘whether’

5. Academic language • Avoid contractions – don’t, won’t, can’t • Avoid abbreviations • E.g. ‘etc.’ – use for example, ...among others • Use the Harvard Referencing System • Pay attention to grammar and punctuation! • The best way to write in an academic style is to READ academic work

6. The Process of writing

7. Features of a good essay • Correctly interprets the essay question on a topic and answers it fully. • Puts forward a well thought out argument and line of reasoning rather than merely reproducing information from source material. • Treats the topic in sufficient depth, with evidence of thought research • Is cohesive, i.e,. ‘hangs together as a whole, and is logically structured

8. Provides references of source material, in the required referencing style. • Keeps to the word limit, without being substantially under or over. • Demonstrates interest in and enthusiasm for, the topic • Follows the conventions of academic writing at university level. (Hunter, 2009)

9. Step1-Prepare: how to analyse the essay question ‘Understanding the question is half an answer’ (Socrates,n.d.) Which methods have you used so far to understand a question that has been set to you?

10. Step1-Prepare: how to analyse essay questions: http://unihub.mdx.ac.uk/Includes/Static/Online%20learning/Analysing%20questions/Story.html Task 2: Take notes while watching the video. You will be asked related questions afterwards

11. Task 2: In your groups, analyse the questions given, using the method discussed in the video.

12. Step 2-Research: Gathering and Organising Information

13. Step 2-Research: Gathering and Organising Information You have already analysed the questions. What kind of information do you think you will require for this particular assignment? Class discussion

14. Step 2-Research: From reading to note-taking to writing • Read with a focus • Underline/highlight • Take notes • Organize your notes into the planned structure of your essay • Write up from your notes and NOT using copy/paste (unless you want to make a direct quotation)

15. Step 2-Research – take a stand! • After you have done some broad reading, you need to develop your standpoint or point of view • Do some narrow reading to support your point of view or argument • Develop points of argument based on the evidence you have collected.

16. Step 3-Writing: making a plan

17. Step 3-Writing: structuring an essay • 1 x Introduction • 3-4 x paragraphs in support of your opinion / side of the argument • 2-3x paragraph for counterargument and refutation • 1 x Conclusion

18. Introduction Your introduction should: • Introduce the topic of the essay OR Explain the purpose of the report • Give a general background to the topic • Explain the objectives • Indicate the overall plan of the essay or report • Gain the reader’s attention. • Contain a thesis statement.

19. Writing a thesis statement A thesis statement: • Answers the question posed by providing a brief summary of the main points • leaves the reader in no doubt as to what the essay/report is about and what your opinion is • E.g. ‘Thus this paper will demonstrate that although extrinsic factors, such as monetary rewards, are motivators in the workplace, in fact intrinsic motivating factors, such as recognition and self-esteem, are more important to job satisfaction.’

20. Main Body • Structure around key issues / points / arguments • Each paragraph should contain a new argumentative point. • Use linking devices and transition signals: When, after, before, then, next, first, second, last However, nevertheless, although, while, in contrast And, or, similarly, incidentally, furthermore, in addition, for example … • The paragraphs should be structured according to the P.E.E format.

21. Paragraphing: Point-Evidence-Explanation • Point: This is the topic of your paragraph: the point that you are making • Evidence: This is the evidence that you will use, from your research, to support your point • Explanation: here you need to relate the point you were making to the example you have given. This explains to the reader why you have used that quotation/paraphrase.

22. P E E: An Example ‘Stealing is always wrong’ Discuss with reference to unpaid downloading of music from the internet. • In recent years, there have been a number of high profile cases against people who have shared music files for free on the internet. Prior to the development of the internet, music was similarly shared via home taping. Lee (2006) argues that although home taping is technically illegal, no-one pursues this as perpetrators cannot be caught. Because it is possible to catch internet file sharers. Lee argues that they are being unfairly punished. Whilst there may be a practical basis to this argument (it is easier to catch downloaders than home tapers) this does not mean that one behaviour should be considered acceptable and the other should not. This kind of argument is a rationalisation, used to make unacceptable actions appear acceptable. Cottrell, 2005

23. P E E: An Example • In recent years, there have been a number of high profile cases against people who have shared music files for free on the internet. Prior to the development of the internet, music was similarly shared via home taping. Lee (2006) argues that although home taping is technically illegal, no-one pursues this as perpetrators cannot be caught. Because it is possible to catch internet file sharers. Lee argues that they are being unfairly punished. Whilst there may be a practical basis to this argument (it is easier to catch downloaders than home tapers) this does not mean that one behaviour should be considered acceptable and the other should not. This kind of argument is a rationalisation, used to make unacceptable actions appear acceptable.

24. P E E: An Example • The student presents a clear argument that downloading is wrong • She begins by explaining that internet downloaders have been caught and punished • She supports this by paraphrasing and critiquing the argument of her source (Lee) • She then provides a ‘link’ between her point that internet downloaders have been punished and Lee’s argument by commenting upon the flaws in Lee’s argument

25. Making your own voice heard. Your lecturers are always telling you not to lose your own voice in a sea of quotations or references. How exactly can you accomplish that? Here are a few ideas…

26. Integrating evidence: Using reporting words to highlight You want to show the reader that the author has treated this particular information as the most important and you want to refer to it. In his discussion of the types of learners, Jones (2001) highlights that visual learners learn best by ‘being exposed to external stimuli involving images, pictures and colours’(page 27).

27. Integrating evidence: Using reporting words to demonstrate You want to show the reader that you have read and agreed with this research and are using it as evidence. Tran (1970) demonstrates that investment in primary education has a strong beneficial effect on a country’s economical growth.

28. Integrating evidence: Using Reporting Words to Claim You are telling the reader that the author has made a simple statement of fact: Giorgio (1995) claims that most eighteen year olds are intelligent. If you do not agree to it, the earlier statement can be followed with a refutation such as: However Giorgio’s definition of intelligence can be considered very narrow. What has been achieved here?

29. Integrating evidence: What purpose do the following sentences achieve? It has been suggested that Accomodators demonstrate qualities of being great leaders. (Payne and Whittaker, 2006)

30. Integrating evidence: What purpose do the following sentences achieve? Michael (2009) refutes the commonly accepted notion that weight lifting can stunt growth in teenage boys.

31. Conclusion Your conclusion should: • Summarize your main points • Provide a final statement (e.g. say which you think is best or answer the question definitively.) • End on a high note!

32. Plagiarism and Referencing • It is cheating and fraud • It is totally unethical • It can lead to devaluing of degrees • Middlesex University, Dubai takes it very seriously and students found plagiarizing could ultimately be expelled.

33. How can we avoid plagiarism? There are four things which are important to help you avoid plagiarism: • Planning • Preparation • Paraphrasing • Referencing and citation

34. How can we avoid plagiarism? Planning • Begin planning your assignments at the start of the session • Create a timetable of all your assessments • Allocate enough time to prepare and write up your assignments Most students who plagiarize do so because they run out of time!

35. How can we avoid plagiarism? Preparation • Research your assignments properly before you start writing • You will need a lot of time to read around the subject • Take careful notes as you read • Draw up an outline/plan and then write a draft • Redraft and edit your work until you are satisfied with it • If you need help, ask your lecturer/tutor well BEFORE the deadline

36. Paraphrasing • In order to use your reading in your writing it is important to learn to paraphrase • Paraphrasing is expressing others’ ideas or arguments using your own words and style • Paraphrasing means changing the syntax and vocabulary without changing the meaning of the original text

37. How can we avoid plagiarism? Referencing and citation • Familiarize yourself with the referencing system used in your Programme– included in your module handbook • Find out more about proper referencing - http://www.mdx.ac.uk/www/study/Copy.htm Remember: Just providing a reference list at the end of your assignment is NOT giving proper acknowledgement – you must use in-text citations to avoid plagiarism.

38. Introduction to Harvard referencing In order for your work to be ‘academic’ and to receive a passing grade, you MUST include academic references. • Harvard system of referencing = in text citations + reference list at the end

39. Introduction to Harvard referencing In text citation – direct quotation • Include author, date, page number (if available) • Words taken from original in quotation marks “…” Example: ‘In the tsunami-hit village of Kalikuppam in southern India, children with access to a hole-in-the-wall computer taught themselves basic biotechnology, reaching a test score of 30% in just two months’ (Mitra, 2010. p.236)

40. Introduction to Harvard referencing In text citation – indirect quotation • Include author, date, page number (if applicable) • Paraphrase the original words Example: The introduction of hole-in-the wall computers has resulted in huge educational improvements in a matter of months in some rural areas of India (Mitra, 2010)

41. Writing a reference list At the end of your work you MUST include a reference list of all the material you have quoted within your essay/report etc. • Entries must be in alphabetical order • Start with the author’s family name and initial • Do not use numbers or bullet points • Include the date and title of the work - use (n.d.) if no date • Journals – include the title, volume and issue no. & page numbers of the article • Electronic sources – include URL

42. Summary You should now have a clear understanding of the following: • Conventions of Academic Writing • How to analyse essay questions • Planning your essay • Paragraphing • Referencing and Plagiarism

43. Task: Write an essay plan for one of the topics and hand it to your lecturer next week. Why Plan? • Helps to decide the points for discussion. • Shows how these can be most logically organised. • Weeds out irrelevant information. • Identifies overlaps and repetition. • Further refines the research direction. • Prompts thinking when it’s difficult to “get into” an assignment. • Makes it easier to put ideas on paper (points can readily be developed into sentences and paragraphs). Best of all, you get feedback from your lecturer!

44. Need more help / advice? The AEP Website Mdx website>Student Portal>Academic Enrichment Programme Password: mdx-aep2013

45. Need more help / advice? Are you still confused? • Ask your lecturer – consultation time Academic Enrichment Coordinator: Racquel Warner r.warner@mdx.ac Consultation can be booked with the following lecturers as well Academic Writing   Faiza Umar f.umar@mdx.ac Louise Edensor l.edensor@md.ac Statistics Anuradha Vyas a.vyas@mdx.ac Researching and Oral Presentation Mick King m.king@mdx.ac Mariam Abonil m.abonil@mdx.ac

46. References • Anglia Ruskin University. 2013. Harvard Referencing Basic Concepts. Available : http://libweb.anglia.ac.uk/referencing/files/QuickHarvardGuide2013Aug.pdf (Accessed 26/9/13). • Cottrell, S. 2005. Critical Thinking Skills. Basingstoke: Palgrave Macmillan • Godfrey, J. 2013. How to Use your Reading in Your Essays. Basingstoke: Palgrave Macmillan. • Krause, S. D. 2007. The Process of Research Writing Chapter 3. Available http://www.stevendkrause.com/tprw/Chapter%203.pdf (Accessed 24/9/13). • Hunter, C. 2006. Planning and Writing University Assignments. University of Otago: Newzealand