Exercise – Transition and Expectations



LEARNING

SKILLS

MODULE

Exercises & Handouts

Generic Skills Integration Project (GENSIP)

Student Counselling Service & Staff Development

University of Dublin

Trinity College

Compiled by Tamara O’Connor

February 2003

EXERCISES

Transition & Expectations

Why?

Reflection Good & Bad Learning Experiences

Strengths & Weaknesses

Analysis of Past Learning

Goal Setting

What Works, What Doesn’t Work

Assessing Environmental Conditions

Purposes in Reading

It’s Hard to Know . . .

Look At Your Notes

Take Notes a Different Way

Self-Evaluation for Writing Assignments

Analysing Key Verbs

Sourcing Information

Creating Affirmations

How to Help Improve Concentration & Motivation

Visualisation

HANDOUTS AND EXAMPLES

Reflection

Study Questionnaires

Time Management Tools

Deep Approach to Learning

Active Reading Strategies

Planning Assignments

Key Verbs

Essay Writing Strategies

Essay Writing Checklist

Exercise – Transition and Expectations

Please do not put your name on this sheet. Provide honest and relevant answers.

1. What aspect of coming to college has been the most frightening or overwhelming for you?

2. What aspect of starting at university do you enjoy most?

Exercise – Why?

1. Why did you choose to enrol on this particular course of study?

2. What do you hope to gain from your university studies?

3. What skills do you think you will need to successfully complete your course of study?

Exercises – Reflection

▪ Good and Bad Learning Experiences

Think about a “good” and a “bad” learning experience. What was the difference? Identify key factors.

▪ Study Questionnaire

▪ Analysis of Past Learning

Reflect on your past learning, perhaps doing an analysis.

My Strengths and Weaknesses

Think about your strengths and weaknesses with regard to learning. Identify two weaknesses you’d like to improve and write them down.

Exercise – Goal Setting

List three short term study goals for the week.

Complete the following SMART sheet for each goal (at least mentally if not physically).

SMART Goal Planner

Goal: ____________________________________________________

_________________________________________________________

Very Slightly Not

Is this goal Specific? ___ ___ ___

Measurable? ___ ___ ___

Action-based? ___ ___ ___

Realistic? ___ ___ ___

Time-based? ___ ___ ___

If it’s not very specific, specify your goal: _________________________________________________________

_________________________________________________________

How will you measure success? _________________________________________________________

_________________________________________________________

If necessary list your action steps and the deadline:

1. _____________________________ by (time): ______

2. _____________________________ by (time): ______

3. _____________________________ by (time): ______

4. _____________________________ by (time): ______

5. _____________________________ by (time): ______

Exercise – What works, What doesn’t work?

Think about the way you manage yourself and your time. What works? What doesn’t work and why not?

Exercise – Assessment of Environmental Conditions

Lighting

1. I often turn on extra lamps for reading. _____

2. People sometimes tell me I’m reading in the dark. _____

3. I prefer to sit by windows at home o r in class. _____

4. I prefer to sit in the back or corner of a classroom. _____

5. I often choose seats directly below overhead lights. _____

6. I find I sometimes shade my eyes while reading. _____

7. Low light makes me sleepy. _____

Structure

1. I prefer to stand and walk around when studying. _____

2. I prefer to study seated on the floor rather than at a desk. _____

3. I find it more difficult to concentrate in lectures than in lab experiments.

4. I find I twitch and fidget after sitting for a short length of time. _____

5. I find myself tapping a foot or knee after sitting for a short period of time.

Sound

1. I prefer to study in silence. _____

2. When I really concentrate, I don’t hear a thing. _____

3. I find myself distracted by noises in class, even when I am interested in the topic under discussion. _____

4. Background noises – conversation, soft music, TV – don’t affect my ability to study. _____

5. Sometimes I wish I could tell my classmates to be quiet. _____

6. I often hum to myself or tap while working. _____

Visual Stimulation

1. I find myself distracted by classroom movement, even when I am interested in the topic under discussion. _____

2. When I study, I have notes, papers, texts, and other materials spread around me. _____

3. I find busy environments – crowded stores, a variety of items on a desk, similar images – confusing. _____

4. I prefer highly coloured, busy patterns. _____

5. I am very organised; when I study, I only have the bare essentials of what I need at hand. _____

6. I enjoy courses in which the lecturer is theatrical and moves freely around the classroom. _____

Scoring:

If you checked the odd-numbered statements in the section on lighting, you probably prefer to study in strong light. If you checked the even-numbered statements, you prefer more subdued lighting.

If you checked any three of the five statements about structure, you probably prefer less structure and more mobility in your learning environment….you can modify and adapt your study surroundings to match your structural needs.

Do you learn better with more or less noise around you? If you checked the odd-numbered statements in this group, you probably prefer to learn in silence. If you checked the even-numbered statements, you learn best with some auditory background noise.

Adapted from Longman, D.G. & Atkinson, R.H. (1999). Study methods and reading techniques, 2nd. ed. Belmont, CA: Wadsworth, pp.37-38

Exercise – Purpose in Reading

Give students a short piece of reading or use assigned reading, asking some to focus on the purpose of gathering facts and the others to focus on the purpose of summarising. Have them compare what they decided to do and how they proceeded (either pairs, small groups or whole group).

Exercise – “It’s Hard to Know What’s Going On . . .

This exercise is taken from Ellis, D. (1994). Becoming a Master Student, 7th Edition. Boston: Houghton Mifflin Co., p. 119. However, you could probably create a similar exercise based on readings from your subject area.

IT’S HARD TO KNOW WHAT’S GOING ON . . .

UNTIL YOU HAVE THE BIG PICTURE

Read the following paragraph and then summarize it in one sentence.

“With hocked gems financing him, he defied all scornful laughter that tried to prevent his scheme. ‘Your eyes deceive,’ they said. ‘It is like a table, not an egg.’ Now three sturdy sisters sought truth. As they forged long, sometimes through calm vastness, yet more often over turbulent peaks and valleys, their days became weeks as many doubters spread fearful rumors about the edge. At last, from nowhere winged creatures appeared, signifying the journey’s end.”

Summarize this paragraph now.

________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Most people have difficulty knowing what in the world the previous paragraph is about. If it were part of a reading assignment you had previewed, and you had noticed it is about Christopher Columbus, then it would have made more sense. Read it again while thinking about the famous world traveler.

Exercise – Look At Your Notes

Either individually or in pairs, look at notes you have taken for a lecture or from a book. Compare and ask the following questions:

• How are the notes organised?

• Do they make sense now, after the fact?

• Why did you include some things and not others?

• Have the notes been rewritten or added onto later? (Is this something you would normally do if you had time?)

• Will the notes still make sense in a month’s time?

• If comparing notes with another student, in what ways do they differ?

• Do you understand each other’s notes?

Exercise – Taking Notes a Different Way

Ask students to use one of the methods they haven’t used before. Give a 10 minute lecture. Ask students to compare with what they are used to using.

Or

Ask students to use a method they haven’t used before (e.g. mind maps) during a lecture, one that you provide good lecture notes for so they’re not worried about missing something. Ask them to reflect on the advantages or disadvantages of the strategy and whether it is worth practicing (self-monitoring and self-evaluation).

Exercise – Self-Evaluation for Writing Assignments

Think about how you approach writing assignments. For each item below, circle 3 if it poses a difficulty and 1 if it doesn’t.

| |Not a problem | |A difficulty |

|Starting a writing assignment |1 |2 |3 |

|Knowing what is involved in an essay |1 |2 |3 |

|Knowing how to analyse the topic or question |1 |2 |3 |

|Using a systematic approach to writing essays |1 |2 |3 |

|Planning stages of writing process |1 |2 |3 |

|Having a strategy for organising information |1 |2 |3 |

|Having a plan for gathering information |1 |2 |3 |

|Knowing where to get information |1 |2 |3 |

|Knowing how to critically evaluate information |1 |2 |3 |

|Knowing how to structure an essay |1 |2 |3 |

|Knowing how to develop and support an argument |1 |2 |3 |

|Knowing how to write paragraphs |1 |2 |3 |

|Making use of drafts |1 |2 |3 |

|Spelling and grammar |1 |2 |3 |

|Presentation of written work |1 |2 |3 |

|Using feedback to improve writing |1 |2 |3 |

| | | | |

For those items you marked 3, decide if you think it is an area you need to improve. If so decide how you will do it. Remember there is support available in College.

Exercise – Analysing Key Verbs

Below is a list of verbs often included in instructions given for writing tasks. Read through them and note what you think each means. Next, read sentences A – F and match the appropriate explanation to a particular verb.

1. Criticise ____________________________________________

____________________________________________

2. Define ____________________________________________

____________________________________________

3. Illustrate ____________________________________________

____________________________________________

4. Describe ____________________________________________

____________________________________________

5. Explain ____________________________________________

____________________________________________

6. Discuss ____________________________________________

____________________________________________

A. Set down the precise meaning of a word or phrase, and/or examine different meanings of … _____

B. Give a detailed or graphic account of … _____

C. Make plain; give reasons for; interpret and account for … _____

D. Identify the faults, limitations, or usefulness of … _____

E. Give reasons for and against; examine by argument; sift and debate… _____

F. Use figures, diagrams or examples to explain or clarify; or make sense of using concrete examples of … _____

Exercise – Sourcing Information

Have a supply of several different types of information related to the subject area. Have students form small groups and give each group several sources of information.

They can then discuss them, asking the following questions.

1. What type of source is it (i.e. journal, book, newspaper, etc.)?

2. What type of writing is it (i.e. essay, case study, research, etc.)?

3. What is the purpose of the writing? Who is the intended audience?

4. Skim the source, paying attention to:

- The layout

- The structure

- The grammar

- The vocabulary

- The style

5. Are there references and quotes? How are they cited?

6. Has the author used an analytical approach?

7. How valid is the argument?

8. What are the strengths and weaknesses of the piece?

9. In your opinion, is it well written?

Exercise - Creating Affirmations

An affirmation is simply a statement of what you want. They are most effective if they are personal, positive and in the present tense. Also they need to be practiced, so try saying them several times a day, out loud if possible.

Here’s a couple of examples:

I am healthy.

I work well with many different kinds of people.

I have friends who love me.

I try hard.

I am a loving son, daughter, etc.

Now you write 3 positive affirmations for yourself. Remember – personal, positive, present tense!

1. ________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________

Exercise – How to help improve concentration and motivation

Scenario 1

Your friend has so much to do he just doesn’t know where to start.

Do you have any suggestions?

Scenario 2

Your friend has a lot on her mind so is easily distracted from her study.

Do you have any suggestions?

Exercise - Visualisation

This exercise will help you manage anxiety or uncertainty associated with difficult academic situations, such as taking exams or standing up in front of the class to make a presentation. It is a good idea to practice the exercise regularly. That way, your body will begin to relax just out of habit. For this example we’ll visualise an exam situation with all the actions you want to perform. Try to involve all your senses, seeing yourself, hearing yourself, etc

This provides mental rehearsal and aids concentration.

Get comfortable, sit in a relaxed position, close your eyes, and breathe slowly and regularly. Try to clear your mind of all distractions.

Picture yourself sitting in the room just before an exam. See yourself sitting comfortably. See yourself getting the exam and reading each question calmly and with confidence. See yourself writing answers to the questions in a relaxed and efficient manner. Hear the pen writing effortlessly across the pages. See yourself finishing the exam and turning it in, knowing that you have been successful. Sit for a minute with that feeling of accomplishment and relief. Remind yourself that you have experienced success in the past, and that you will experience success again.

Replay the image over and over again.

Adapted from Davis, M., Eshelman, E.R., & McKay, M. (1995). The relaxation and stress reduction workbook, (4th ed.). Oakland, CA: New Harbinger Publications.

Example of Student Reflection

Here is an example of a student reflecting on how they revise for exams. However, if you can think of an example relevant to your course it will have more relevancy for the student. For example, perhaps a student reflecting on a lecture, and how the information can be applied to current affairs, etc.

Sarah is preparing for an essay exam in her sociology class. She is slightly worried because she finds expressing herself in writing difficult although she considers herself a hard working and competent student.

She recalls previous exams she has taken, and the things she did right and things she didn’t do so well on. She knows she must give herself plenty of time to revise and that she’s probably better off not studying at home where there are lots of distractions. In the past she has usually just skimmed the material, often the night or two before the exam but she realises this will probably not be sufficient now. Instead she takes out paper and tries to outline topics and classify information from her books and lecture notes. She stops occasionally to ask herself how she’s doing. Is her plan working? Is she maintaining concentration? Does she understand the content? Sarah wonders what else might help build up her confidence and the next time she sits down at the library to prepare, she uses her outlines to practice writing answers to some sample questions.

Study Questionnaires

There are several questionnaires that assess the way students in third level education study and learn. Here is a few recommendations.

1. Approaches to Studying (Short Version). This is based on research in the area of deep, surface and strategic approaches to learning. Copies of the inventory are available at . (Copies are also available from Staff Development).

2. The VARK Inventory offers an analysis of a preferred way of learning: visual, aural, read/write or kinaesthetic. This is available at

3. The traditional Honey and Mumford Learning Styles Questionnaire offers students a way to assess their preferred learning style ways of learning that suit their style . It can be ordered at

4. The Learning and Study Strategies Inventory determines what strategies a student uses on several scales relevant to effective, strategic learning (e.g. time management, concentration, information processing, etc). It can be ordered from . (Some copies are available from the Project Coordinator).

Date: ___________

TO DO LIST

Priority Item (be specific) Reward (if necessary)

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Study / Social Timetable

Day-time

|Time |Mon |Tue |Wed |Thurs |Fri |Sat |Sun |

|7.00 | | | | | | | |

|8.00 | | | | | | | |

|9.00 | | | | | | | |

|10.00 | | | | | | | |

|11.00 | | | | | | | |

|12.00 | | | | | | | |

|1.00 | | | | | | | |

|2.00 | | | | | | | |

|3.00 | | | | | | | |

|4.00 | | | | | | | |

|5.00 | | | | | | | |

Evening

|Time |Mon |Tue |Wed |Thurs |Fri |Sat |Sun |

|6.00 | | | | | | | |

|7.00 | | | | | | | |

|8.00 | | | | | | | |

|9.00 | | | | | | | |

|10.00 | | | | | | | |

|11.00 | | | | | | | |

Notes

|Total Study Hours |Total Social Hours |Total Physical Recreation Hours |

| | | |

Elements of the Deep Approach to Studying

Intention to understand

Active interest and personal engagement with material

Active, deep processing strategies:

• Relating ideas

• Gaining an overview

• Creating outlines and structures

• Questioning and using evidence critically

• Seeking the central point

• Drawing conclusions

• Seeing the purpose of a task or seeing it in its wider context

• Discussion

• Teaching or explaining concepts, main points

• Making associations

Students who adopt a deep approach to learning and studying tend to have better long-term retention of information and do better academically.

ACTIVE READING STRATEGIES

1. Identifying the Purpose

Students need to identify the reasons for undertaking a reading task and decide the best way to strategically accomplish it. There are several reasons for reading text. They include:

▪ To get an overview or the gist of a subject or topic

▪ To determine if more concentrated reading is necessary

▪ To gather supporting evidence or information for a project or essay

These purposes do not require a complex strategy but a surface one such as skimming or scanning

▪ To summarise main points

▪ To understand material (e.g. textbook)

These purposes are more complex and need a more in depth strategy such as SQ3R

▪ To critique or evaluate

This purpose is the most complex requiring in depth strategies and even several readings with time for reflection

▪ To enjoy or for leisure

2. Selecting & Prioritising

“Efficient reading means being selective about what you read, and then reading it at whatever speed is appropriate to the nature of the material and to your purpose in reading it” (Rowntree, 1998, p. 80).

There are several ways you can learn to be more selective in order to be able for all the suggested reading on a course. Often students are very concerned that they may not be able for the reading. Rowntree (1998, p.81) makes the following suggestions:

▪ Ask tutors to indicate which parts of the recommended materials are most relevant and why

▪ Keep alert for hints and clues about relevant reading dropped by tutors, assignment feedback etc.

▪ Ask fellow students

▪ Ask students in the year(s) ahead of you

▪ Share out reading and regularly report on what is worthwhile

▪ Note which books/materials are most regularly mentioned in other books as being important

▪ Skim very fast through recommended books (e.g. five to ten minutes per book) with a view to deciding which (or which parts) might repay closer study and which can be ignored.

It is also useful to monitor and evaluate as you read. For instance, ask yourself “Why am I reading this? What am I getting out of it?” Be prepared to stop reading if you are unable to give yourself satisfactory answers.

3. Strategies for Reading

1) Reflection

This strategy involves spending a few moments thinking about what you know about the subject before reading. This helps prepare the brain for the information that will follow. This also refers to reflecting on the purpose and what might be the best strategy for achieving it.

2) Scanning / Skimming

If the purpose is to get an overview or the gist of material then this is a useful strategy. It only tells you what the text is about. It can be useful for planning - that is when deciding how to go about a task - or in preparation for a lecture.

The steps involved are:

- If a chapter, glance at headings, read introduction and summary, first paragraphs of sections, photos, graphs etc.

- If a book, glance at table of contents, chapter headings, any introduction or summaries, bibliography

- Spend only 5-10 minutes

- Can always decide to come back to read in more depth

- As skimming, asking self how information relates to a particular topic or course material

3) Speed reading

Increasing reading rates may help reduce study time but it is generally not an appropriate strategy for the complex reading required at third level. “Reading effectively involves varying your reading rate according to your purpose and to the difficulty of the material for you” (Marshall & Rowland, 1993, p. 117).

Reading rates can be improved by practice. Time the number of words read per minute in an article, then try to reduce it. However, check that you have fully understood the material. Keep a list of unfamiliar words or concepts and return to them later. Previewing for familiarity actually saves time in the long run.

4) SQ3R or Survey, Question, Read, Recall, Review

This is a highly recommended strategy because it is flexible and easily adapted to suit varying purposes and circumstances. However, it also encourages good comprehension. It is best used when the purpose is to understand or summarise, in which case you will want to use all steps of the strategy. The steps include:

Survey

▪ To get “the lay of the land” or a preview, similar to skimming

▪ Remember being familiar with the material and getting it organised in our brains is an important step for memory retention and understanding

Question

▪ This step can be combined with the survey step, as you skim turn headings into questions or create your own questions

▪ Often in texts there are questions at the end of the chapter which should be read first

▪ Questioning can help the reader to concentrate (as the mind tries to answer questions) and to read more critically

Read

▪ Reading actively, carefully, critically

▪ Try to keep an internal conversation going, whereby you try to answer questions or react to what the author says

▪ Take notes, underline, or highlight if the purpose is rote (rehearsal strategy)

▪ Write key ideas in margin or make concept maps, diagrams if the purpose is to understand (or other elaboration and organisational strategies)

▪ Make links between what is being read and what is already known

▪ Look for relationships or patterns

▪ If the purpose is analysis or critique, once you think you understand it, you need to evaluate it: is the information provided accurate, limited, biased, and logical?

▪ Re-read difficult parts aloud - this involves more senses

▪ Check new vocabulary as you go

Recite

▪ Try to summarise the main ideas and arguments of what has been read, either at the end of a section or at the end of a reading session

▪ This step is sort of like self-examination, checking to see how well the material was understood

Review

▪ Have the questions asked been answered, can the information be recalled?

▪ Recite and review can be combined

▪ Next morning or at later date, check if the main points can be recalled. This can be done while dressing, travelling or waiting for a lecture. Review needn’t be part of a formal study session, it is more important that it is regular thus aiding retention.

5) Ask Questions

Asking and answering questions is a good elaboration strategy which can be done even if you are not using SQ3R. This is especially important if the purpose is to critique. Questions can be asked about the author’s purpose, the content, the structure and the style.

Try to be creative, as the more active and interesting the questions, the more likely one will pay attention; a useful way to fend off boredom.

6) Making Notes/Underlining

Take notes if what is being read is critically important or if it helps understanding. Do not take verbatim but use your own words, summarising main points relevant to the purpose or question. Try creating a mind map or flow chart as an alternative way of summarising the information.

7) Monitor and Evaluate (Self-regulation)

▪ Use self-instructions while reading

▪ Use self-review, e.g. by periodically checking that the material has been understood

▪ Ask Questions

What did I learn?

Can I summarise the main points at a later point?

Did I use the best strategy to achieve my purpose?

References:

Marshall, L. & Rowland, F. (1993). A guide to learning independently, 2nd. edition. Buckingham: Open University Press.

Rowntree, D. (1998) Learn how to study: A realistic approach. London: Warner Books.

Planning Assignments

Here is a list of possible tasks involved in writing essays. You may want to add or delete items from this list to suit your purpose. For each task, estimate the time involved, then working backward from the final deadline, establish a date you plan to have each task completed.

Final submission date: __________________________________

|Tasks |Time Estimate |Date to be completed |

|Understanding task demands | | |

|Understanding question or title | | |

|Brainstorming ideas | | |

|Determining what information |

|is required and how to get it |

|Gathering information, making | |

|notes | |

|Creating outline structure | | |

|Organising notes | | |

|Organising thoughts/reflecting | | |

|Writing first draft | | |

|Revising draft(s) | | |

|Writing up references | | |

|Final draft | | |

|Proof read | | |

KEY VERBS

ANALYSE Break an issue down into its component parts; discuss them and show how they interrelate.

ARGUE Make a case, based on appropriate evidence and logically structured, for and/or against some given point of view.

ASSESS Estimate the value or importance of something, paying attention to positive and/or negative aspects.

COMPARE Look for similarities and differences between.

CONTRAST Set in opposition in order to bring out differences.

CRITICISE Give your judgement about the merit of theories or opinions or about the truth of facts, and back your judgement by a discussion of the evidence.

DEFINE Set down the precise meaning of the word or phrase, giving sufficient detail so as to distinguish it.

DESCRIBE Give a detailed or graphic account.

DISCUSS Investigate or examine by argument; sift and debate giving reasons for and against.

EXPLAIN Tell how things work or how they came to be the way they are.

IDENTIFY Pick out what you regard as the key features of something, perhaps making clear the criteria you use in doing so.

ILLUSTRATE Use a figure or diagram to explain or clarify, or make it clear by the use of concrete examples.

JUSTIFY Express valid reasons for accepting a particular interpretation or conclusion.

OUTLINE Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate.

PROVE Demonstrate or establish the truth or accuracy, giving evidence or a logical sequence of statements from evidence to conclusion.

RELATE Explain how things are connected to each other and to what extent they are alike or affect each other.

REVIEW To make a survey of, examining the subject critically.

STATE Present in brief, clear form the main points.

SUMMARISE Give a concise account of the chief points or substance of the matter, omitting details and examples.

TRACE Follow the development or history of a topic form some point of origin.

Essay Writing Strategies

There are several types of written work--essays, reports, projects, assignments—which depend on the purpose. For instance, writing up a lab report or a practical is different from writing a critical essay. Your first task is to understand for what purpose you have been asked to write the paper.

If you are writing a critical essay the following steps might prove useful. But remember flexibility is important so constantly monitor and evaluate the strategies and approach you have chosen.

1. Scheduling

• Determine date of submission and work backwards to the present, remembering things usually take longer than you expect!

• Generate a list of writing tasks involved, such as selecting a topic, writing a thesis statement or research question, initial research, creating an outline, research, first draft, revising, second draft, references, proof reading, final draft.

• Estimate how much time each task may take and assign it a deadline. You may have to revise your schedule once you have clarified your topic.

• You will get better at estimating the time required for each task as you become more familiar with the library and your own writing style.

2. Understanding the question.

• If you have been given a specific topic, find out as many details as possible such as who will be reading the paper, what is the specific purpose, how long should it be, what type of content is expected.

• If you have a choice in topic, start by generating ideas. Ensure the topic is feasible (given time limits and resources), of interest to you and appropriate (check out the idea with your tutor). Keep an “ideas” file for future reference, ask your lecturer, check journal articles, brainstorm or use free writing.

• Create a thesis statement or question. Similar to a news headline using key words that makes an assertion or describes an action. Be as specific as possible.

3. Do initial research

• Try to get an overview of the subject that may help you to determine the structure of your paper.

• Scan the relevant literature to see how much material is available, always keeping in mind your thesis statement/research question so you do not get sidetracked.

4. Create an Outline.

• Using the key words in your thesis statement try to make a skeletal outline. As you gather more information this can become more detailed. Keep in mind both content and structure of the essay.

• Take into account the length of the paper.

• Try to write a sentence or paragraph per heading. Keep room for additional ideas.

• Essay papers usually have an introduction, the main body, and conclusions section.

• As you begin to write, an outline keeps you on track!

5. Doing the research

• You are looking for information to answer your question and evidence to support your argument.

• One suggestion is to use 3” x 5” index cards, putting one idea per card.

• Read the information critically, evaluating the relevance and validity. Take summary notes.

• Possible sources include books, journal articles, correspondence, radio, TV, notes.

• Copy all information carefully, noting when the ideas are your own or the author’s, especially quotations; keep track of page numbers.

• Be selective. Students often go overboard on researching, never getting around to writing. Ask yourself is this relevant to my question/statement?

• Use source cards that record relevant information such as author, title, and year of publication, city of publication and publisher. It’s hard to backtrack at a later date when you are under pressure to get the paper written.

• Check what type of referencing your department uses; this can differ.

6. Writing the First Draft

• Gather your notes and outline; start writing!! This step is to help you clarify your own thinking on the subject and to create flow. This is not for keeps so just write as if you were talking or explaining the subject to someone.

• Try to write one idea per paragraph. Be concise and use logical transitions although you can always reorganise the order at a later date.

• Remember you are trying to create a coherent argument or approach.

• Put the draft aside for a day or two and then rewrite.

7. Revising Your Draft

• Reread the draft first, preferably out loud.

• Cut out any unnecessary words or paragraphs that don’t fit the purpose.

• Rearrange so that the argument flows logically.

• Let a friend read the paper and critique it.

• Be critical, looking at words and phrases: use an active not passive voice, check grammar and spelling, avoid vagueness.

• Once you are sure you have covered your topic and the argument is coherent, then check your presentation: preferably typewritten with proper spacing and margins, quality paper, binder or folder – as if it was a sales job.

8. Proofread. Make copies. Submit!

9. Feedback.

• When you get your paper back read any comments and ask for comments to be explained. Examine how you can improve for your next writing assignment.

Essay Writing Checklist

1. Does the essay answer the question or deal with the topic that was set?

2. Does it cover all the main aspects and in sufficient depth?

3. Is the content accurate and relevant?

4. Is the material logically arranged?

5. Is each main point well supported by examples and argument?

6. Is there a clear distinction between your ideas and those you have brought in from other authors?

7. Do you acknowledge all sources and references?

8. Is the length of the essay right for its purpose?

9. Is it written plainly and simply, without clumsy or obscure phrasing? (Try reading it out loud.)

10. Are the grammar, punctuation and spelling acceptable?

11. Is your paper in presentable form? Easy to read and ready to make an impression?

REFERENCES

Davis, M., Eshelman, E.R., & McKay, M. (1995). The relaxation and stress

reduction workbook, (4th ed.). Oakland, CA: New Harbinger Publications.

Ellis, D. (1994). Becoming a Master Student, 7th Edition. Boston: Houghton

Mifflin Co.

Longman, D.G. & Atkinson, R.H. (1999). Study methods and reading

techniques, 2nd. ed. Belmont, CA: Wadsworth.

Marshall, L. & Rowland, F. (1993). A guide to learning independently, 2nd.

edition. Buckingham: Open University Press.

Rowntree, D. (1998) Learn how to study: A realistic approach. London:

Warner Books.

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