Andi Roberts



General resources:Using?English for Academic Purposes (good hub):? HYPERLINK "" \t "_blank" aspects on EnglishThere/They’re/TheirEdit section HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" links will help with the little/few confusion:Edit section HYPERLINK "" \t "_blank" englisch-hilfen.de/en/grammar/much_many.htm HYPERLINK "" \t "_blank" .uk/grammar/archive/little_few01.htmlHere are some links covering apostrophesEdit section HYPERLINK "" \t "_blank" bbc.co.uk/skillswise/words/grammar/punctuation/apostrophes/ HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" - how to write themEdit section HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" links will help you with getting your writing to flow generally.Edit section HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" links look at getting sentences to flow from one to another in a paragraph.Edit section HYPERLINK "" \t "_blank" article-transition-words.html HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" HYPERLINK "" \t "_blank" collection of links: 2013/updated April 2015?????Area for developmentCodeArea for developmentCodeAcademic EnglishA2, A8, C1ReferencingA6,B10Academic styleA3, B7Repetition – avoiding it in workB22Affect/effect – what’s the difference?B21Rhetorical functionsB10Amount/number - statingB25Rhetorical questions – avoiding themB36ApostrophesB12Run-on sentencesB14ArticlesB39Scare quotes – use ofB20Avoiding clichés in academic writingB29Self-assessment of academic skillsB44Business case, How to frame oneB42??Capital lettersB19Semi-colonsB31Comma spliceB14SentencesB14,B19Compare and contrastB28SignpostingB5, B6Critical analysisB35Skills for OU studyA1,A9,B40,B43Critical readingA7, B1, B41??DyslexiaC2SpeakingB9Effective use of EnglishC3??English for academic purposes L185?B44, B45SpellingA4,B7,B10,Essay writingB35??GrammarA4, A7,B1,B3, B4, B19, B26Structure of textA5Hedging – presenting opinions cautiouslyA3Subject-verb agreementB13Help centreA10Summarising textB44i.e. and e.g. – difference betweenB3, B8Text to speech programmesB38Linking words and phrasesB5,There/they’re/theirB30Little/few confusionB27Third person usageB37Making a caseB24Was/were – explanation ofB2Note takingB1, B23Writing – developing an academic writing styleA6,B1,B4,B7ParagraphingB10,B16Writing introductions + conclusions, theses + dissertationsB17Paraphrasing textB45??Persuasive + argumentative essaysB24??PlagiarismA11??PlanningB15??Presentation skillsB9??Pronouns and relative pronounsB11??Proof readingB38??PunctuationA4,B4,B7,B32??Punctuation guideB18??Question analysisB10, B33??QuotationsB34??ReadingB46??CodeInformation on resourceA1English for OU study? assessment tool for students, with follow up links.?A2Developing academic English? assessment, activities and hints and tips to help students develop their academic English.A3Developing academic writing style resource looks at abstract vocabulary, use of the passive, using noun phrases, developing academic vocabulary, using online concordancers, noun phrases, modal verbs, hedging and how to express opinions cautiously.A4Grammar, spelling and punctuation verb agreement, tenses and verbs, definite and indefinite articles, noun phrases, dependent propositions, spellings, confusable words.A5Structure of text? your response to an argument in an organised, cohesive way.A6Cite references? a link to the up-to-date Guide to Harvard referencing.? Information about why it is important to reference, how to avoid plagiarism and how to construct a bibliography.?A7Critical reading techniques? and skimming texts for information, active reading strategies. How to take effective notes.?A8Developing academic English??????????????? Videos and activities??????????????? Length:? 5 hours content considers what academic English is, how to develop reading and writing skills, looks at the use of source materials, how to structure a text, write in an academic style and covers grammar, spelling and punctuation.A9Skills for OU study content looks at the different types of assignments produced for university study, revising and managing studies, core skills and computing skills required for OU study, this site also has downloadable study skill booklets linked to these areas.????????????????A10Help centre? policy? currently don't have a learning plan.Create one now!B1Academic? writing, effective writing, the passive voice, note taking, critical thinking.? of the use of was/were?, punctuation,? parts of speech, confused words and common mistakes, using bullet points in academic writing, the difference between i.e. and e.g.? writing, grammar, punctuation including apostrophes, pronouns, the writing process, making a case, linking paragraphs? words and phrases/hedging/grammar? sentences? writing skills including:?? writing for science subjects, report writing, drafting, editing and proofreading, grammar, spelling and punctuation, referencing, plagiarism and managing sources? between i.e. and e.g? skills?, referencing, rhetorical functions, spelling, question analysis? and relative pronouns? - verb agreement????????????????????????????? (Quiz)?B14Sentences? links look at getting sentences to flow from one to another in a paragraph:?article-transition-words.html? sentences????????????????????????? (Quiz)? for an assignment? introductions and conclusions, theses and dissertations? guide? letters/sentence structure/past, present or future tense? scare quotes? – what’s the difference?? repetition in work? taking? a case/Persuasive and argumentative essays???????????????????????????????????????????????????????????????????????????? ??????????????????????????argument/???????????????????????????????????????????????? (IELTS Preparation)?wrtstr4.htm?B25Stating amount/number????? (Q+As)? confusion:?englisch-hilfen.de/en/grammar/much_many.htm?? and contrast? clichés in academic writing?uk/booksites/content/0199216290/streamline/clichebuster/?’re/Their? analysis? quotations in an essay????? (leaflet)?B35Critical analysis/Essay writing?skills4study/pdfs/critical%20analysis%20.pdf?skills4study/mp3s.asp#Critical(same text as in first link for critical analysis but in an audio format)?(This is a good overall guide to essay writing)B36Avoiding rhetorical questions? person usage????????????????(Tests) reading?indiana.edu/~wts/pamphlets/proofing_grammar.shtml?????????????????????????????????? ??(Video)?This is a link to a list of free text to speech programmes:?cat_9_105_Text2Speech.html?B39Articles definite and indefinite (a, an and the)?:? skills for learning??????????????????????? Badged OpenLearn course? is a Badged OpenLearn course 24 hours in length, a variety of activities will help students learn about?academic reading, how to make effective notes and essay writing. They will? look at academic style and vocabulary-building strategies, and enhance their understanding of sentence structure and punctuation.B41How to be a critical reader? resource focuses on how to be a critical reader, which is an essential skill at university. It explains how students need to be aware of both purpose and opinions as they read, being able to recognise the writer's purposes and opinions in their writing.They will practise asking questions about the author, the type of text and the context of texts, distinguish between facts and opinions in texts and consider the importance of evidence to support claims and of the reliability of this evidence.? Students will look at hedging as a technique used by writers to express opinions and avoid making unsupported generalisations.? Students will also learn to identify the organisation of argument texts, read a text critically and compare two texts on a similar theme from different disciplines.B42How to frame a business case??????????????? Intermediate level??????????????????????? Length:? 8 hoursThis unit looks at reading strategies which help you to frame a business case. In particular, you will learn how to use key business concepts to analyse a business situation.After studying this unit, you should have:developed the skills needed to read a case with an analytical framework in mindworked with concepts from the STEP and stakeholder frameworkslooked at output texts which are framed by these frameworkslearned about sentences and word groupswritten some business concepts in order to write a case analysis.? unit looks at reading strategies which will help to frame a business case. In particular, students learn how to use key business concepts to analyse a business situation.?This unit will look at the skills needed to read a case with an analytical framework in mind, worked with concepts from the STEP and stakeholder frameworks and look at output texts which are framed by these frameworks.? It also contains information about sentences and word groups.B43Am I ready to study in English????????????? Introductory level???????????????????????? Length:? 5 hours? unit provides an opportunity for students to reflect on their English language skills through a series of self-assessment exercises.? By the end of this unit the student should be able to decide whether they are ready to study in English at higher education level and recognise whether it is suitable for them at this time.? The self assessment exercises will also identify areas which they need to develop further.?B44Summarising text (Extract from L185)??????? Introductory level????????????????????? Length:? 1 hour this unit students will learn how to summarise text.?? By the end of this unit students will be able to understand what a summary is, look at the ‘5Rs’, recognise a successful summary and practise turning notes into a summary.? The resource entitled Paraphrasing text is linked to this one.?B45Paraphrasing text? (Extract from L185)?????? Introductory level????????????????????? Length:? 1 hour two main ways of turning reading into ‘your own words’ is through paraphrasing and summarising.? In this unit students will practise strategies for paraphrasing sentences.? This unit is an adapted extract from the L185 English for Academic Purposes Online and is linked to the resource entitled Summarising text.B46Reading??????????????????????????? Introductory level??????????????????????? Length:? 8 hours?Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.After studying this unit you should be able to:ask questions to make yourself think about what you read;think about what the key concepts and issues are;detach yourself from disagreements with the author's views. unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.?After studying this unit students should be able to ask questions to help them think about what they read and what the key concepts and issues are.Reading is an essential skill for all of us and developing our skills in reading is a good investment. This unit is packed with practical activities which are aimed at making reading more enjoyable and rewarding. This unit also includes sections on how to read actively and critically.After studying this unit you should be able to:ask questions to make yourself think about what you read;think about what the key concepts and issues are;detach yourself from disagreements with the author's views.??C1Developing academic English? selection of online resources the OU recommends for your students.? Categories:? Use of source material; Structure of text; Academic writing styles and Grammar, spelling and punctuationC2Dyslexia? for marking the work of students with dyslexia.C3Effective use of English? toolkit aims to provide tutors with support and ideas for helping students with the basic aspects of written English. The ‘tools’ of writing covered include paragraphing, sentence construction, grammar, punctuation, vocabulary, spelling, quotations, referencing, plagiarism, academic writing styles, and editing and proof-reading.? It also includes advice on helping students who are, or might be, dyslexic.Suggested study hours?10Format?PDF for 1 bookletChapters:??1: Reflecting on Your Language History, 2: Tutor Checklist for Evaluating TMA Answers, 3: Becoming a Critical Reader of Your Own TMAs, 4: Editing and Proof-reading Your Own Work, 5: Sentences, 6: The Language of Grammar, 7: Some Notes on Verbs, 8: Verbs and Tenses, 9: Prepositions and Conjunctions, 10: Capital Letters, 11: Full Stops, Question Marks and Exclamation Marks, 12: Commas, 13: Colons and Semicolons, 14: Use of the Apostrophe, 15: Parentheses and Brackets, 16: Vocabulary, 17: Spelling Strategies, 18: Some Useful Spelling Rules, 19: Quotations, 20: Dyslexia Checklist. ................
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