Writing Essays

1
Writing Essays

• Student Learning Advisory Service
• Unit for the Enhancement of Learning Teaching

2
Whats the Point? Why Essays?

• Consolidate class material/learning
• Extend understanding through addition reading,
  research and reflection
• Develop an informed opinion
• Work within constraints
• time word limit
• academic conventions
• Learn how to present and express concepts and
  ideas in a clear, professional effective manner

3
Essays Step-by-Step Approach
Step 1 Getting started focus on the question
Step 2 Planning and gathering material Step
3 Reading and making notes Step 4 Making an
essay plan Step 5 Drafting the essay Step 6
Referencing Step 7 Editing Step 8 Learning
from feedback
4

• Writing the assignment is always
• the tip of the iceberg.
• A successful assignment always depends on careful
  planning, research and organisation
• The bulk of the work for a good essay is
• preparation

5
Exercise

• Reflect on your experience of writing essays
• What would you say works/does not work? Why?
• Register how you feel about essays
• What tips would you want to pass on to others?
• Share as much of this as you wish
• in small groups of 2-3 people

6
Step 1 Getting Started

• Check requirements (deadline, word limits)
• Question the question
• Make links with module syllabus, reading list and
  aims learning outcomes
• Brainstorm ideas
• - What do I know about this already?
• - What do I need to find out?
• Plan your research (when am I going to.?)

7
Check Requirements

• Primary Dental Care Module Handbook says.
• Task 2 The student will submit a written
  assignment of 2500 words demonstrating an
  understanding of the key underpinning theories,
  principles and issues relating to Primary Dental
  Care in the Social Context, as well as
  demonstrating use of academic convention and
  referenced literature. Full details can be found
  on page 13. This assignment will contribute 50
  of the final mark.

8
Check Learning Outcomes

• By the end of the module you will be able to
• (i) Demonstrate an understanding of the
  incorporation of health into historical
  contemporary political and sociological agendas.
• (ii) Understand the significance of inequalities
  effecting health and well being in terms of
  sociological, economic, cultural, environmental
  and behavioural factors.
• (iii) Understand the social factors affecting
  aspects of general and dental health at different
  life stages.
• (iv) Understand and locate dental health within
  public health political structures, agenda and
  policy.
• (v) Demonstrate the ability to identify and
  locate the interventions available in PDC to
  support the prevention, control and promotion of
  oral health by the dental team.

9
Task 2 Essay

• The Assignment Deadline is.
• 4.30pm Friday 17th April
• Further important information
• 2 hard copies in plastic sleeve (not spiral
  bound)
• Attach Coversheet and give/send to Gill Mc Gill
  (M.1-18)
• Electronic copy via WebCT
• Late work mark of zero

10
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject?

11
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)

12
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)?

13
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)? Discuss, explain

14
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)? Discuss, explain
• Focus clues?

15
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)? Discuss, explain
• Focus clues? Historical, political, social
  factors (See LOs)

16
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)? Discuss, explain
• Focus clues? Historical, political, social
  factors (See LOs)
• Other significant words?

17
Deconstructing the Question

• Discuss the delivery of Dental Care in the UK,
  explaining how is has developed, including the
  historical, political and social factors that
  contribute to it
• Subject? Delivery of Dental Care in the UK (See
  LOs)
• Key instruction verb(s)? Discuss, explain
• Focus clues? Historical, political, social
  factors (See LOs)
• Other significant words? Developed (changed,
  evolved)

18
Key Instruction Verbs
19
Questioning the Question

• What is meant by dental care? Is this a disputed
  concept?
• What is meant by UK? How different is UK from
  other states?
• At what point does dental care become
  recognisable? Has
• the concept changed since then? How? Why?
• What is the significance of the political
  component in the title? - What are the potential
  political dimensions?
• - Have these always been the same?
• What is meant by social factors?
• - Would this concept be disputed? Why?
• How are all these threads related to/interact
  with each other?
• Possible links through all three role history
  of NHS?
• What is my view on all this? How might I be
  challenged?

20
Step 2 Planning

• What are the key issues to be investigated?
• What are my views/feelings/opinions?
• What evidence do I need to support my argument?
• What do I need to read? - definitely
• - ought to
• - maybe, if time
• Who can I discuss my ideas with?
• When will I do these things?
• Further advice http//www.kent.ac.uk/uelt/ai/ask/
  index.php

21
Researching the Topic

• Identify and locate key source material
• Start well in advance of deadline
• Be selective dont be intimidated by long
  booklist.
• Look in
• - Library catalogue (including online)
• - Ask Subject Librarians
• - Bibliographies in other books
• - Ask other practitioners/students for good
  material
• - Consider buying secondhand copies from
• www.amazon.co.uk or www.abebooks.co.uk
• Internet Google scholar http//scholar.google.co
  .uk
• Health Warning Stay clear of Wikipedia!

22
Choosing Material

• Look out for
• Good variety (types and angles)
• - Books, Journal articles, unpublished work,
  conference papers,
• - Reports, government publications,
  parliamentary material,
• - newspapers, magazines, CD-roms, DVDs,
• - But dont rely on lecture notes alone.
• (Scholarly) Reliability
• - known author/publisher
• - biased? does it matter?
• - length of bibliography
• - enough information to write up the reference
• Relevance
• - what do I need this book/article for?

23
Step 3 Reading Making Notes

• Go for smart targeted reading
• Key question what do I need from this
• Skim text for clues
• - chapter/section headings
• - use index/contents/abstract
• - look for key words/ideas/phrases
• Focus ruthlessly on essay topic
• Take relevant notes only
• Record sources youll need them!

24
Manage your references

• Kent provides two software referencing tools
• RefWorks
• http//www.kent.ac.uk/library/online/reference-ma
  nagement/refworks/
• Endnote
• Other semi-automatic tools
• - Microsoft Word 2007
• - Excel file

25
Making Notes

• Summarise or paraphrase key ideas/theories/evidenc
  e in your own words
• Keep sharp focus why do I need this?
• Look for supporting evidence (reasons why)
• Aim to collect a few choice quotations only..
• Assess all the information critically
• Summarise, expand, group ideas, rearrange notes
  to start process of forming ideas
• Keep detailed bibliographic information
• Author, title, publisher, page numbers

26
Step 4 The Essay Plan

• Remember
• Word limit
• Purpose demonstrate LOs
• Readership (in this case, tutor)
• Possible flow of argument
• Focus topics/themes to be covered
• (historical, social, political dimensions of DCP
  in the UK)

27
Generic Essay Plan

• Introduction (5-10 of 2500125-250 words)
• Body Presenting evaluating evidence
• - possible line of reasoning
• - number of paragraphs
• (250-300 words each) i.e. 7 paragraphs
• - issues, ideas, examples
• - illustrations/photos
• Discussion and Critical Evaluation
• Conclusion (10 of 2500 250 words max)
• Bibliography (at least 5 sources at Stage One)
• Appendices

28
Planning the Introduction

• Think about content of the essay (This essay
  will.)
• Ease the reader into your essay sketch out
• - reasons this is an interesting/complex topic
• - any contentious areas of debate
• - any limits you have set - and why!
• Explain how you will address topic (overview of
  method)
• Set up (cunningly) any themes you may come back
  to
• in main body
• in conclusion
• Tip Quotes should always be used sparingly but
  a short snappy quote might grab the readers
  attention!

29
Planning the Main Body

• Structure evidence in a clear, fluent and logical
  way
• Describe what you have discovered about the key
  topic from your reading and research
• Critically assess the evidence analyse, probe,
  challenge be suspicious of what you read!!
• Look for alternative opinions or theories
• Weigh up the evidence who wins? Give reasons
• Go into as much detail as the word limit allows
• Explain theories or complex ideas show your
  tutor you understand what these terms mean

30
Structures Signposts Paragraphs

• Each paragraph should present one clear idea
• e.g. Para. 1 Dentistry at start of 19th
  century
• Para. 2 Dentistry at start of 20th century
• Para. 3 Dentistry at start of NHS.
• This key idea/topic should be clearly stated
• Other sentences in para should develop this
• Explain/define basic idea/theory
• Consider counter-evidence
• Give supporting evidence/argument
• Comment on/ evaluate evidence

31
Planning the Conclusion

• Link back to title/introduction
• Summary of main argument(s)
• Presentation of overall evaluation
• Consider your opinion what do you think? Why?
• Persuade reader you are right.
• Suggestions or recommendations
• NO NEW INFORMATION

32
Step 5 Drafting the Essay

• Remember essay-writing is (now) an iterative
  process
• It doesnt matter how or where you start just
  start!
• If you get writers block just start writing I
  cant do this because.. (just write!)
• Write in sections if you prefer then go back
  later and weave sections together
• Revise, reconsider and rewrite what you have done
• Fill in gaps and make connections clear
• Check the grammar and syntax

33
Help the Reader Signposting

• Show reader how argument holds together
• e.g. - This shows that.
• - There are 3 main characteristics -
  First, , however, , etc.
• Say what you are about to discuss
• Link back to what you have said (hooks)
• Summarise how far have we got?
• http//www.uefap.com/writing/writfram.htm

34
Step 6 Referencing

• Key academic practice. it
• Demonstrates your learning/work
• Give credibilty/authority to assignment
• Acknowledges engagement with scholars
• Avoids any hint of PLAGIARISM (cheating)

35
What to Reference?

• Basically, everything in detail..
• Books, articles, ideas concepts,audio-visual
  material, performance media/art, statistics/data,
  lectures, student work (including your own),
  designs, plans, interviews/questionnaires
• Primary sources (books, journals, newspapers,
  websites, TV, film, novel, report, etc.)
• Secondary sources ( review, analysis, critique
  evaluation of primary sources)

36
Referencing Styles

• Footnotes
• MHRA (humanities)
• OSCOLA (law)
• Chicago (politics/IR)

• Numbered
• IEEE (computing electronics)
• Vancouver (biomedical)

• Author Date
• APA (psychology)
• MLA (languages)
• Harvard (social sciences)

www.kent.ac.uk/uelt/ai
37
Harvard Style (Author-Date)

• Basic approach two components
• 1. Short reference in brackets in main body of
  text
• - Authors name
• - Date of publication
• - Page numbers
• e.g. Bloggs, (2003), pp.21-35
• 2. Alphabetical bibliography or reference list
  giving
• - Authors name, Date of publication, full
  title, place of
• publication, and publisher
• e.g Bloggs, G. (2003) Fighting Tooth and Nail,
  
• Chatham, Medway University Press

38
Harvard Style (Author-Date)

• In text
• Gold foil was used by goldsmiths and artists like
  Giovanni
• DArcoli, who introduced it for the first time in
  1483 (Hoffman-
• Axthelm, 1981). Traditional thin gold foil would
  have required
• multiple layers to create enough thickness to
  last the assumed
• 18 months. Handling gold foil is tricky. It does
  not usually stick
• to wet surfaces unless annealed (heated), making
  handling it in
• the oral cavity quite problematic.
• In reference list
• Hoffman-Axthelm W (1981). History of dentistry.
  Chicago Quintessence.

39
Harvard Style (Author-Date)

• There are several possible variations
• Journal articles
• - Author, date, title, Journal, volume, issue
  number, page(s)
• Chapters in an edited book
• - Author, date, title, in editors, book title,
  place, publisher,
• pages
• Web articles
• - Author, date, title Internet, place,
  publisher, available
• from web address accessed on date

40
Harvard Style (Author-Date)

• So
• Journal articles
• Kaplan, J (2008). Historical Changes.
  Educational
• Psychologist. 42 (6), pp.536-9
• Chapters in an edited book
• Crane, A (1991) How Biochemistry Changes in W.
• Hudson C. French (eds) Living Biochemistry.
• Massachusetts MIT Press, pp.80-83
• Web articles
• BBC (2009) Netanyahu to form Israel cabinet
  Internet
• http//news.bbc.co.uk/1/hi/world/middle_east/7901
  486.stm
• accessed 20/02/09

41
List of References or Bibliography ?

• List of references only those cited in essay
• Bibliography all works used (even if not cited)
• Place both at the end of an essay
• Begin each source on a new line
• Exact style and Layout depends on recommended
  referencing style
• Check the handbook !

42
Step 7 Editing

• Leave a gap of at least one day
• Proof read your essay
• - read it out aloud
• - be systematic
• Check
• - Logic, coherence (Does it make sense? Does it
  add up?)
• - Spelling/grammar/punctuation/syntax
• - Academic style (impartial,accurate, concise, no
  clichés)
• - Relevance (Have I answered the question?)

43
Editing

• Check rubrics
• Word limit (/- 10)
• Layout (the title/ margins/line spacing/ font
  types size/page numbering/your details )
• Cover sheet
• Diagrams, annex, pictures numbered, named ,
  explained in the text and referenced
• Acknowledgement of quotations, citations in text
• Bibliography and/or List of References at end

44
Step 8 Learning from Feedback

• Read all comments not just the mark!
• Ask for further clarification
• Identify areas for improvement check the
  comments and advise and act on them
• Look again at the marking grid compare comments
  with published criteria
• Dont take it too personally!
• Let go the next assignment is waiting

45
Essay writing process

• Step 1 Getting started
• Check requirements
• Check learning outcomes
• Deconstruct question
• Brainstorm ideas

Step 2 Planning reading - focus on question -
record sources

• Step 3 Draw up essay plan
• line of reasoning
• structure

• Step 4 Drafting the essay
• - introduction,
• paragraphs
• conclusion

Step 5 Referencing - matching in-text with
referencing list
Step 6 Editing - logic and cohesion - spelling,
grammar, punctuation
46
Further Resources

• Assignment Survival Kit (Ask)
• www.kent.ac.uk/uelt/ced/themes/learnhigher/ask/ind
  ex.html
• SLAS
• www.kent.ac.uk/uelt/learning
• Please also complete the online Evaluation Survey
• survey.kent.ac.uk/slas-advantage

47
(No Transcript)
48
Essay writing process

• Step 1 Getting started
• Check requirements
• Check learning outcomes
• Deconstruct question
• Brainstorm ideas

Step 2 Planning reading -focus on
question -record sources

• Step 3 Draw up essay plan
• line of reasoning
• structure

• Step 4 Drafting the essay
• - introduction,
• paragraphs
• conclusion

Step 5 Referencing -matching in-text with
referencing list
Step 6 Editing -logic and cohesion -spelling,
grammar, punctuation
Please complete the SLAS Evaluation Form at
survey.kent.ac.uk/slas-advantage