- Telling the reader what you're going to do before you do it - introduction
- Demonstrate a critical knowledge of practice
- Apply theory to practice
- Analyse relevant material
- Reflect - critiquing and critically reflecting on your learning and using this to improve practice
- Sustained engagement and deep and surface learning
- Assess whether quotes are right or wrong
- Critically analyse don't just bang them in. Critique authoritative writers (don't be afraid to)
- Relate ideas to own previous experience and knowledge
- Examine logic of answers
- See the big picture
- Critical and thoughtful about idea and information
- Ongoing preparation and reflection
- Relate evidence to conclusions
- Independant engagement with material
How to evidence deep learning:
- Evidence thought process and cognitive decisions
- Academic writing substance based on solid evidence and logical analysis, presented as a concise, accurate argument
- Aim for precision. Don't waffle. Don't use unnecessary words. Get straight to the point.
-If unsure about an idea use "may", "might", "could", "potentially". Try not to do this too much, try and make sure points with solid evidence
- Use mixture of long and short sentences
- Avoid repeating some words
- Don't use abbreviations and contractions
- Avoid slang and phrases
- Avoid conversational terms
- Avoid vague terms
- Don't use first person if you can help it. "I" is too subjective and personal. Use impersonal language. Richard doesn't have a problem with using first person, but other tutors may.
- Danger you move away from scholarly evidenced argument and become more conversational
- He advises limiting first person
- Preliminaries and extras aren't included in the 6-9000 words
- 1.5 line spacing, 12pt text in sensible font, quotes longer than 2 lines should be separated from text by one space either side and indented.
-Paginated
- Why are you really stuck?
- Avoid negativity
- Picture what being 'unstuck' would look like
Becoming unstuck:
1) This is how I feel about being stuck
2) This is what I'm really stuck with
3) Being 'unstuck' looks like this
4) What actions can be taken to get there
5) In what timescale
6) Do the action!
Project self assessment:
- Major aims of the project
- Brief summary of work so far
- Comment on time management
- What will the final project look like
- Steps to take to ensure it gets there
- Areas of project worried about
- What 'risk management' plans do you have?
- How are you going to use the remaining tutorials?
- Set targets
- Scale down ambitions if necessary
- Think about what evidence have for each of the learning outcomes
- Presentation/academic regulations - refer to guides on eStudio carefully. Look at guidance for physical as well as digital submission.
- HARVARD REFERENCING (correctly)
- MILES, R. (2013) Why Referencing, Leeds: LCA Publishing
- Be consistent across bibliography and in text citations
- "quotes" (Surname, year, page)
- "quotes" (Miles, 2013, p.7)
- use single '__' marks not "__" although not massively important - be consistent
- If no page references (Miles, 2016, n.p.)
- If unpaginated (p.3 of 9) (pp.3-7 of 9) (pp.3, 5, 7, of 9) or (para. 2) instead of pages
- Cite this for me
- RefME - scan barcodes of books super helpful
- Bibliography should be alphabetical by surname and separated out by types of research e.g. books, websites, journals etc)
- Reference photographs - Harvard Referenced. Reference the name of the artwork and where you found it (mainly Google Images for us)
Reflection
This lecture has been so helpful, especially the Harvard referencing and the set up of the document information, as this is something that needs to be started straight away so it doesn't build up at the end of this brief.
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