GET AHEAD
UNDERGRADUATE SUMMER PROGRAMME 2014
Reading and writing for academic
purposes
Sara Steinke
s.steinke@bbk.ac.uk
Aims of the session
• Reading for academic purposes
- coping with the large amount of reading
expected of you
- increasing your understanding of the reading
- understanding your reading lists
• Writing for academic purposes
- what makes English academic
- the style and conventions of academic
writing
• Common problems
students encounter when
reading for academic
purposes
• What is meant by reading
for academic purposes are you a smart reader
Writers are not
authorities. They are • Reading skills for
academic purposes - SQ3R
participants in a
public exchange of • Understanding reading
views. Be critical of
lists and the library
their work.
catalogue
Common difficulties with reading
These are some common difficulties mentioned
by undergraduate students. Which of them apply to
you?
1. I read the words on the page but am not taking them in.
2. I spend too much or too little time on the reading.
3. I have difficulty expressing what I have read in my own
words.
4. I simply do not understand the material.
5. I find the language used too complicated.
6. I can not remember everything I read.
7. I find the amount of reading overwhelming.
Academic reading
Reader is:
Non academic
reading
Reader is:
• active
• passive
• selective and
interacts with the
reading material
• reads from page one
till the end
• has a particular
question in mind
• re-reads with a
purpose
• does not ask
questions
• expects the author to
guide them through
the narrative
Survey - before you read, survey the entire
text, including the table of contents. Read
titles, subtitles, introductions and conclusions
and review any graphics.
Question - write questions for the key points
you have identified. Turn heading and
subheadings into questions. Ask who, what,
where, when and why.
Read - read through the text from beginning to
end, pausing at the end of each section to
answer the questions you have created.
Highlight key points in the text as you read, or
make brief notes.
Recite - answer the questions out loud to
reinforce your learning. Make a list of key facts
you need to know. Try to stop after each
section in the text.
Review - reviewing the concepts in the text
after you are finished reading and reciting each
section, and come back to it periodically over a
few days. Summarise difficult passages and
rewrite the major points in your own words.
Scanning
• To get particular
information from a text
• Look up a word in an index
or dictionary
• Find a phone number or
address in a directory
• Check what time a
television programmes is on
• Look up details and prices in
a catalogue
• Pick out a website you want
from a Google search
Skimming
• To get a general idea of the
text
• See what is in the news or
on a website
• Browse through a book to
see if you what to read it
• Look through a television
guide to see what is on one
evening
• Flick through a catalogue to
see what is on offer
• Look through the options
on a Google search to see
what sites it suggests
Reading
Can you:
select and use different reading strategies
(e.g. skim, scan, in-depth)?
think about what you need to find out before
you start reading (are you reading to verify
facts, to understand a subject in general or to
analyse a particular argument)?
critically evaluate reading?
deal with new vocabulary?
Useful sources (for reading)
Cottrell, S. (2008) The Study Skills Handbook, 3rd
ed., (London, Macmillan) Chapter 6 ‘Research
skills’ pp.111-136
Northedge, A. (2005) The Good Study Guide
(Milton Keynes, Open University Press) chapter 5
‘Reading’ pp.101-128
http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay-ahead/skills/reading
http://www.palgrave.com/skills4study/studyskills/learning/reading.asp
Reading lists
• Lecturers give out lists of recommended
resources to help you gain a greater
understanding of your subject
• Use the reading list as your first ‘port of call’
for a topic
• These lists include references to:
- books
- sections of books/chapters
- journal articles
- web sites
Understanding book references
•
•
•
•
•
Author’s name (surname first)
Date of publication
Title of book, edition if appropriate
Place of publication
Publisher
Understanding journal article references
•
•
•
•
•
•
•
Author’s name
(surname first)
Date of publication
Title of the article
Name of the
journal
Volume
Issue
Page numbers
Understanding web sources references
•
•
•
•
•
Author’s name or company/organization
name
Date document was produced or updated
Title of the document
URL (web site address)
Date you accessed the web site
Birkbeck Library (2012) Birkbeck eLibrary.
http://www.bbk.ac.uk/lib/elib/ (Accessed: 25
June 2012)
Citing references: why?
• To acknowledge the use of other people’s
work
• To avoid plagiarism
• So those that read your essays can see how
widely you have read
• So those that read your work can see what
influenced you to draw the conclusions
you did
Citing references: how?
• List all the resources that you have read or
consulted at the end of your essay in a
bibliography
• List the resources in alphabetical order of
surname
• There are different ‘styles’ of citing references
- be consistent
• Check your course handbook for your
department’s preferred style
The Library catalogue
Use the catalogue to
find information
about:
•
•
•
•
•
books
ebooks
DVDs
print journals
ejournals - access
via eLibrary
This information
includes:
• Publication details
• Shelf mark
(location)
• Number of copies
• Loan length
• Availability
OR
• Link to access
ebook
Library and IT skills
Can you:
use the library catalogue and online database
efficiently and effectively?
undertake research, both primary and
secondary?
produce documents (essays, dissertations,
reports) using Word and Excel?
Useful sources (for library)
Pears, R. and Shields, G. (2013) Cite them right:
the essential referencing guide. 9th ed.
Basingstoke: Palgrave Macmillan
http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay-ahead/skills/your-readinglist
http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay-ahead/skills/referencing
Why do you think writing gives students
the most anxiety?
A. They have not written an essay in a long
time.
B. They do not know what an academic essay
looks like.
C. They miss deadlines as a result of poor time
management.
D. They have no idea why they are writing an
essay.
Answer: A, B, C and D
• Importance of academic English for
undergraduate study
• What makes English academic
• Check your academic English
“In my experience the most important thing is to write the
way they want. You can write all kinds of stuff you know
about, but you don’t get good marks unless you write it
the proper way.”
1. Deepens your learning
2. Develops your writing skills
3. Doing yourself justice
4. Enables the reader to understand your point of view
5. Strengthens your powers of self-expression
6. Major medium through which your progress is
assessed
Northedge, A. The Good Study Guide
What is academic English?
Definitions
‘academy’ = place of
study, university
‘academic’ = doing
things they way they
are done in the
Academy
‘academic writing’ =
writing in the way
that is expected of
people at university
What makes spoken or written
English ‘academic’ is not the
ideas, but the way the
ideas are
presented - in a logical order,
with evidence to support them,
objectively and
expressed - using formal
language, using specialist
vocabulary, using words and
phrases that are expected in
writing at university
In a logical order
• start with a plan
• jot down any ideas that you have as you think of them
• group your ideas about the same point together and
present them in the same paragraph
• start each paragraph with a sentence that shows what
you are going to write about in that paragraph - the
topic sentence
• put your points in order so that they follow on from
each other
• develop the main idea in the topic sentence with your
other points
With evidence
• read and make notes from different sources
• use sources that are reliable and/or
recommended to you
• make notes of where different writers agree
or disagree so that you can compare different
views
• remember that things are usually more grey
than black and white
Objectively
• make suggestions, not strongly emotional
comments
• avoid stating your personal opinion
• do not involve the reader directly by asking
questions
Use formal language
• write in full sentences
• do not use abbreviations or contractions
• use impersonal forms (not the first person ‘I’)
• no slang or colloquial expressions
Use specialist vocabulary
• check the meaning of specialist terms in your
subject
• note examples of how these terms are used in
the books and articles that you read
• do not use terms that you do not understand
Use words and phrases that are expected
• academic writers are expected to be cautious
e.g. ‘this suggests ...’, ‘this might explain ...’
• readers expect phrases that act as signposts to
guide them through the text
– additional information
e.g. ‘furthermore ...’, ‘moreover ...’, ‘in addition ...’
– to move to specific examples
e.g. ‘for instance ...’, ‘as an illustration ...’
How to annoy your lecturers
A group of lecturers
from different
subjects were asked
what really annoyed
them about
students’ grammar
and language . . .
1. Using apostrophes wrongly
2. Confusing common words, for
example there/their
3. Making spelling errors
4. Using informal language
5. Writing sentences without
verbs
6. Making every sentence a
paragraph
7. Not using paragraphs
8. Writing long convoluted
sentences
9. Trying to write too pompously
10. Using run-on
sentences/comma splices
Check your academic English skills at
http://www.bbk.ac.uk/mybirkbeck/services/orientation
CheckyouracademicEnglishskills.pptx/view
http://www.bbk.ac.uk/mybirkbeck/services/orientation/
get-ready-to-study-at-birkbeck
1. Grammar
2. Vocabulary
3. Punctuation
4. Spelling
5. Academic style
Academic writing: conventions (1)
• Do not use contractions or slang
• Use the terminology of your field
• Avoid the first (‘I’) and second person (‘you’)
• Define key terms you use in a particular way
• Include only ideas that are relevant to your
argument and subject
• Limit ideas to one per sentence/single point
for each paragraph
Academic writing: conventions (2)
• Use formal style
• Writing style does not have to be complicated
/elaborate
• Be well organised and present ideas in logical
order
• Present objective analysis that is critical without
being too positive or negative, be cautious
• Use clear, precise language
• Avoid emotive language
Academic writing: conventions (3)
• Be kind to your reader - give reader clues
(transition words, summaries) to let them
know where they are in your argument
• Use subheadings and sections, where
appropriate
• Cite relevant sources
• Explain, not just describe
• Use quotes, examples
• Establish clear connections between ideas
Quick quiz
What is wrong with this piece of critical
writing? (Cottrell 2008: 209)
Mount Pepe is going up - it’s going to take
everything with it when it goes. And I mean
everything - villages, farms, trees, the lot. It’s
frightening to think of how powerful a volcano
can be. Think of the damage they cause!
Remember Pompeii and Mount Etna!
What is right with this piece of critical
writing? (Cottrell 2008: 209)
In order to assess whether it is necessary to
evacuate the villages on Mount Pepe, three main
factors need to be taken into consideration. The
first, and most important, of these is the element
of safety. According to seismic experts currently
working on the volcano, there is likely to be a
major eruption within the next ten years (Achebe
2007). According to Achebe, the eruption is likely
to destroy villages over a radius of 120 miles
(Achebe 2008, p.7).
Writing
Can you:
express your ideas clearly in written form?
make an outline of what you are going to
write?
write in clear sentences and paragraphs?
link your ideas in a logical order?
use correct grammar?
develop your own argument?
identify your audience and write in an
appropriate register?
Useful reading for academic writing
Cottrell, S. (2008) The Study Skills Handbook (3rd edition) (Palgrave
Macmillan, London) chapter 8 ‘Writing for university’ and chapter 9
‘Developing your writing’
Crème, P. (1997) Writing at University (Open University Press, Milton Keynes)
Greetham, B. (2008) How to write better essays (2nd edition) (Palgrave
Macmillan, London)
Northedge, A. (2007) The Good Study Guide (Open University Press, Milton
Keynes) chapter 10 ‘Writing the way ‘they’ want’ and chapter 11 ‘Managing
the writing process’
Peck, J. & Coyle, M. (2005) Write it Right: A Handbook for Students (Palgrave
Macmillan, London)
Redman P (2001) Good Essay Writing (Sage, London)
Rose, J. (2007) The Mature Students Guide to Writing (2nd edition)
(Basingstoke, Palgrave)
Useful websites for academic writing
Get ahead Stay ahead interactive tutorials
http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay-ahead/writing
Website supporting the Palgrave MacMillan
study skills books
http://www.palgrave.com/skills4study/studyskills/reading/essay.asp
http://www.palgrave.com/skills4study/studyskills/reading/writing.asp
Useful listening
http://www.palgrave.com/skills4study/mp3s.asp#tricks
Recap of the session
• Reading for academic purposes
- coping with the large amount of reading
expected of you
- increasing your understanding of the reading
- understanding your reading lists
• Writing for academic purposes
- what makes English academic
- the style and conventions of academic
writing
Presentations can be found at
http://www.bbk.ac.uk/mybirkbeck/services/orie
ntation/get-ready-to-study-at-birkbeck
• Common problems
students encounter
when note making for
academic purposes
• Difference between
note taking and note
making
• Note making skills for
undergraduate study Active reading (SQ3R)
linear notes, mind
and effective note making
mapping
go hand-in-hand
Common difficulties with notes
These are some common difficulties mentioned
by students. Which of them apply to you?
1.
I try to take down everything that is said/on the
PowerPoint presentation in lectures.
2.
I am unsure what the purpose of note-taking is.
3.
I am uncertain about how many notes to take.
4.
I am unsure what to make notes on.
5.
I do not take time to organise my notes so that I
can retrieve them later on.
6.
I only know one way for note-taking.
What is the
difference
between
note taking
and note
making?
Note taking is when you are
taking notes on material in
class; on what a speaker is
saying; on what is happening
around you.
Note making is when you make
notes on your thoughts; things
you think you should study for,
or remember; your own
individual thoughts or
information that you recall, and
want to write down to remember
or study.
Techniques for linear, sequential notes
• Make headings and
subheadings
• List key words
• Number the points
• Underline, colour, use capital
letters for emphasis
• Use abbreviations. Examples: =
for equal, < less than, > more
than, increase, decrease, re
regarding, cf compared with
• Only use one side of a page in
case you want to add more
• Note name of authors you
want/need to read in margin
Techniques for radial, concept notes or
mind maps
• Turn the paper sideways, A3
landscape
• Write the topic in the centre
of the page
• Write related ideas around
this centre
• Add secondary ideas to the
main ideas
• Link up these ideas to show
relationships
• Use colours, different line
thickness, symbols, pictures
• Add details to points as you
go along
Condensing notes
• ‘Boil’ notes down to essential information.
This is often easier to do a few weeks later,
because your understanding of the subject has
increased. You can see more clearly what is
important information and what is not.
• Note gaps knowledge, confusions and
contradictions in the reading or your
knowledge
• Move from linear notes to conceptual notes
(linear notes to mind maps)
Organising and storing your notes
• By systematic from the beginning
• Make sure you can (re)read them before filing them
away - but do not rewrite them ‘neatly’
• Condensed notes can be copied and filed in at least
two different ways:
- chronological order (as you go along)
- topic order (e.g. in anticipation of an assignment)
- personal interest (for your own research later?)
• Write subject clearly in top right hand corner;
number pages; colour code them; index cards
Note making
Can you:
make effective notes when reading?
make effective notes when listening (e.g.
during lectures)?
use more than one note making technique?
do you have a way of organising your notes?
Useful sources (for note making)
Cottrell, S. (2008) The Study Skills Handbook, 3rd ed., (London,
Macmillan) chapter 6 ‘Research skills’ pp.111-136
Northedge, A. (2005) The Good Study Guide (Milton Keynes, Open
University Press) chapter 6 ‘Making notes’ pp.128-156
Buzan T. (rev. 2003) Use Your Head (London, BBC)
Buzan, T. & B. (rev. 2006) The Mind Map Book (London, BBC )
Buzan T. (2007) The Buzan Study Skills Handbook (London, BBC)
http://www.bbk.ac.uk/mybirkbeck/get-ahead-stay ahead/skills/notetaking
http://www.mind-mapping.co.uk/
http://www.thinkbuzan.com/
http://www.mindmapinspiration.co.uk/