In this lecture I wish to look at a not uncommon way of writing and structuring books, dissertations and theses. This approach, I will argue, involves the writer announcing at the outset what he or she will be doing in the pages that follow. The default format of academic research papers and textbooks, it serves the dual purpose of enabling the reader to skip to the bits that are of particular interest and — in keeping with the prerogatives of scholarship — preventing an authorial personality from intruding on the material being presented. But what happens when this basically plodding method seeps so deeply into a writer’s makeup as to constitute a neutralisation of authorial voice, a limitation, a faux-objectivity?
- Derrida, J. (1987) Glas, Nebraska: University of Nebraska Press- Richard Eckersley design.
Academic Conventions are like an institutional framework for your work.
They structure and standardize.
They aspire to academic.
Academic conventions can help you to structure your work and show the research that underpins it.
At this level you are expected to be able to:
- Demonstrate a critical knowledge of practice
- Apply theory to practice
- Analyse relevant material
- Evaluate theory and evidence within the context of study
- Reflect – critiquing and critically reflecting on your learning and using this to improve practice.
Deep and Surface Learning.
Surface Approach.
- Concentration on Learning Outcomes
- Passive acceptance of ideas
- Routine memorization of facts
- Sees small chunks
- Ignore guiding patterns and principles
- Lack of reflection about, or ignorance of, underlying patterns and theories
- Little attempt to understand
- Minimal preparation and research
Deep Approach
- Independent engagement with material
- Critical and thoughtful about idea and information
- Relates ideas to own previous experience and knowledge
- Sees the big picture
- Relates evidence to conclusions
- Examines logic of arguments
- Interested in wider reading and thinking
- Ongoing preparation and reflection
How do I evidence deep learning?
Academic writing is formal and follows some standard conventions
Each academic discipline has its own specialist vocabulary which you will be expected to learn and use in your own writing
The substance of academic writing must be based on solid evidence and logical analysis, and presented as a concise, accurate argument.
Academic writing can allow you to present your argument and analysis accurately and concisely.
Aim for precision. Don’t use unnecessary words or waffle. Get straight to the point. Make every word count.
If there is any uncertainty about a particular point, use cautious language (such as ‘may’, ‘might’, ‘could’, ‘potentially’).
Unless you are a confident writer, it is best to avoid over-long sentences and to aim for a mixture of long and short sentences for variation and rhythm.
Avoid repeating the same words
Avoid abbreviations and contractions
Avoid slang words and phrases
Avoid conversational terms
Avoid vague terms
Abbreviations and contractions are informal, and are best avoided in academic writing. For example:
‘Department’ should be used instead of the abbreviation ‘dept’.
‘Is not’ should be used in place of the contraction ‘isn't’.
Compare the following:
‘The individual was sentenced for nicking a bike.’
‘The doctor looked kind of worried when he reviewed the case notes.’
‘The individual was sentenced for stealing a bike’
‘The doctor looked slightly worried when he reviewed the case notes.’
In many academic disciplines, writing in the first person is not acceptable as it is believed to be too subjective and personal. Many tutors prefer impersonal language to be used in assignments.
First person sentences use the pronouns ‘I’ and ‘we’. For example:
- We have considered...
- I suggest that...
- I have observed...
First person sentences use the pronouns ‘I’ and ‘we’. For example:
- Consideration has been given to...
- The suggestion here is that...
- It has been observed...
Preliminaries- Title / Acknowledgements / Contents / List of Illustrations
Introduction- The abstract / Statement of the problem /Methodological approach
Main body- Review of the literature / logically developed argument /Chapters / results of investigation / Case Study
Conclusion- Discussion and conclusion / Summary of conclusions
Extras – Bibliography / Appendices
Resolving Your Research Project
15th Jan – 4pm - 7 weeks away
Getting Stuck
Ask yourself why are you really stuck?
Avoid negativity
Picture what being ‘unstuck’ would look like
Visualise
.jpg)
Project Self Assessment
- Write down the major aims of the project
- Give a brief summary of the work so far
- Comment on your time management
- Do you know what the final project will look like?
- What steps will you take to ensure it gets there?
- What areas of the project are you worried about?
- What ‘risk management’ plans do you have?
- How are you going to use the remaining tutorials?
Running out of Time
- 15th Jan- 7 weeks away
- Refer to your original plan
- Be more disciplined than ever
- Don’t prioritise the practical over the written element, or vice versa.
- Set targets
- Scale down your ambitions if necessary
Some other general advice.....
Presentation / Academic Conventions. Refer to the guides on eStudio carefully.
Harvard Referencing should be used in the text to show where you have got your information from.
You need to try and back up everything you say with a reference (unless it is common knowledge)
See the examples linked on eStudioBIBLIOGRAPHY SHOULD BE APHABETICISED BY SURNAME AND SEPERATED OUT INTO TYPES OF RESEARCH SOURCES (BOOKS / WEBSITES / JOURNALS / VISITS…)
You can also use images, e.g. pictures, photographs or prints to substantiate your ideas and arguments.
Try to label these in a detailed manner stating the artist or designer, medium and source of your illustration. Conclusion
In this lecture I have attempted to highlight the simultaneous necessity and limitations of a variety of academic conventions that institutionally frame research at undergraduate level. Put in slightly different terms, the necessity and limitations of structure per se. In doing so I hope to have broadly outlined a method for academic writing and the presentation of research in such work. As has been suggested, the contradictory nature of research sources on this topic can be disorienting for the budding researcher and, because of this, the importance of each individual finding consistent, but workable and personal, methods and approaches cannot be over-emphasised. Ultimately, ‘the default format’ of academic research, alluded to throughout, is one of many institutional codes, or discourses, that we have to learn to operate within, or perhaps subvert from within. The success of this maneuvre will ultimately determine ‘success’ in institutional terms, in the form of a grade but, hopefully, not at the expense of ‘success’ in different terms, be they creative, artistic, personal or such like.
P.S a lot of the information has come directly from web resources.
No comments:
Post a Comment