Stepping up making the most of stages 2 and 3

Writing Development CentreUniversity Library

facebook.com/NUlibraries

@ncl_wdc

The Writing Development CentreContact: [email protected]

Stepping Up: Making the Most of Stages 2 and 3

mailto:[email protected]



@ncl_wdc

Slides will be uploaded:

Slides will be made available after the session at:

http://www.slideshare.net/WDCNewcastle

http://www.slideshare.net/WDCNewcastle



@ncl_wdc

Outline of the Session

Defining the ‘step up’: what is expected of you at this level?

Focusing on critical thinking

Thinking about writing as ‘process’ not ‘product’



@ncl_wdc

Part OneIntroduction: Stepping Up



@ncl_wdc

Defining ‘The Step Up’

Look at the selection of statements on your handout.

Which of these statements characterises a typical first, second and third year student?



@ncl_wdc

Defining ‘The Step Up’1st Year 2nd Year 3rd Year

I use the lectures to figure out what I need to know

I have to master the content in lectures and supplement it with my own reading

The teaching is a starting point for my own learning to help me orientate my thinking

My task is to find the right answer, and back up the points I make with appropriate sources

There’s often more than one right answer or way to reach it – my job is to explore and evaluate them

My role is to find my own direction and focus in an assignment and explore it in depth

Learning means understanding and absorbing the knowledge from the course

I need to think critically to ensure the sources I base my arguments on are sound

I need to critique, analyse and engage with teaching and reading, and develop my own views

I need to make sure I have a broad, solid understanding of my subject

It’s more important to explore a given topic in detail and depth than to cover it exhaustively

I don’t need to know everything in detail – it’s more important to decide myself which areas to understand in depth



@ncl_wdc

Critical ThinkingPart Two



@ncl_wdc

The importance of being critical



@ncl_wdc

What does being critical mean?

Not just presenting information, but doing something with it

Choosing a focus, selecting relevant information

Developing an argument/investigating an issue

Supporting claims/arguments with appropriate evidence

Evaluating evidence

Avoiding the temptation to simply report or describe secondary sources



@ncl_wdc

It all starts with your reading …

In order to write critically, you first need to read critically

If you read just for information, your reading will be unfocused and your work highly descriptive

Critical reading is about asking questions.



@ncl_wdc

Reading critically

Read the extract on your handout

List the critical questions you could ask of this extract



@ncl_wdc

Reading critically: reviewing the extract

This paragraph does not present information, but claims and viewpoints

Assumptions to be tested, not facts to take at face-value Putting this paper into context (synthesising) will help you to test

these assumptions For example, is it commonly agreed that there were a “number of

obstacles to the admissibility and credibility of expert psychological testimony in relation to disputed confessions” in the early 1980s? Are the “main obstacles” Gudjonsson outlines commonly agreed?

Bringing in specific examples to test (support, challenge, counter) Gudjonsson’s claims would help, too

Where is Gudjonsson getting their evidence from and how compelling is this evidence?



@ncl_wdc

Critical Questions

Who is the author? Where was this published (is this a credible source)? When was this published? What is the purpose of the text? What are its main claims? How are they argued? Do you agree or disagree? Why/why not? Are there any hidden assumptions or agendas? Are the conclusions consistent with the evidence presented? How does this text compare to others on this topic?



@ncl_wdc

Demonstrating criticality in your writing

In what ways can you demonstrate criticality in your writing?

Look at the two extracts on your handout and highlight:

Instances of criticality in the extract Instances where the writer isn’t being critical enough



@ncl_wdc

The Writing ProcessPart Three



@ncl_wdc

What is writing? Process Vs. Product



@ncl_wdc

Writing is dialogue

Writing is dialogue not monologue

Academic writers’ job = to anticipate and address readers’ questions

A useful planning tool: introduction, paragraph structure and flow, conclusion

A useful editing tool: logical order? Readers’ questions answered?



@ncl_wdc

The Writing Development CentreDevelop your academic skills

Take effective notes Think critically Interpret essay

questions Understand

assessment criteria Read efficiently Argue convincingly Plan assignments Manage your time Express ideas

confidently

• Revise effectively• Critically review

literature • Structure essays• Use drafting & editing

techniques• Make the most of

lectures & seminars• Manage your

dissertation or PhD thesis

• Avoid plagiarism• Improve your exam

technique



@ncl_wdc

The Writing Development CentreLevel 2, Robinson Library

Undergraduate - Masters - PhD

Our team of expert tutors offers:- Individual tutorials - Workshops - Online resources

Visit us online to book: http://www.ncl.ac.uk/students/wdc/

HASS – SAgE - FMS

http://www.ncl.ac.uk/students/wdc/

Notice and Take Down PolicyNewcastle University seeks to observe the highest standards of compliance with the law and the rights of rights holders, while publishing research and teaching resources to support our students and staff and contribute to academic practice.

If you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact us in writing stating the following:

your contact detailsthe full bibliographic details of the materialsthe exact URL or other location where you found the materialproof that you are the rights holder and a statement that, under penalty of perjury, you are the rights holder or are an authorised representative

Contact detailsEmail: [email protected]: http://www.ncl.ac.uk/info/legal/takedown.html

mailto:[email protected]

http://www.ncl.ac.uk/info/legal/takedown.html



Education

Stepping up making the most of stages 2 and 3