Thanks for all those who attended - Adesola's workshop was very interesting. See itinerary below - the Piccadilly line was down so it meant that we started late...
Part 1 Campus workshop about creative conversations using language and interactive movement: P’s, Q’s and R’s - Adesola
Part 2 of the Campus Workshop: Paula
Discuss Task D and Task E: (15 minutes with Question time) focus on Task E comments and critiques process using the academic style.
Form groups (random groups using 1 & 2 counting method).
Exercise 1: (10 minutes) Take the concepts from Part 1 interactive dance – use the 1. see, 2. notice and 3. wonder post-its to begin a verbal conversation in your group using a more academic style.
Discuss the concepts, critical thinking and critical curiosity elements that relate to the idea of self, peer and professional spheres of influence.
Write down any important points of the conversation for yourself – noting group and individual authorship points of the discussion …listen, write and review
Exercise 2: (15 minutes)
In the same group, use a given topic (a visit to a grocery store in Britain) and discuss this topic using critical thinking. Negotiate within the group a point of view about the topic – developing the academic argument from self, peers and professionals, and using national or international sources (some of these might be invented for the task…) that can inform a short piece of writing. Refer to the Peter’s rubric for academic writing to see if you understand how his suggestions can be applied… the following questions might be good starting points:
What argument are you trying to make about the topic – the visit to the grocery store?
Are you talking about the topic in a relatively neutral or objective manner?
What evidence are you using to convince the reader of your argument?
Can your statements be backed up with ‘research’ or ‘evidence’? What are these?
How can you reference your sources?
What types of sources would be good to use?
Collectively write up this piece of academic writing… approximately 500 words (or whatever time allows) on a piece of A4 writing.
Exercise 3: (10 minutes)
HAND this writing to another group to comment on the piece of writing. Critique the piece in order to help the 1st group with points they might have missed or have not been fully explained… Give the comments back to the group for a quick recap on what they might have missed or could add to the writing…
Plenary (5 minutes)
Hi Paula,
ReplyDeleteI found this blog helpful in aiding me to critique other people's work for Task E.
Please could you tell me a bit more about "How can you reference you sources?"
I have never used the Harvard Technique before.
Many thanks,
LB
This comment has been removed by the author.
ReplyDeleteSorry - replacement text as I mixed the page numbers!!
ReplyDeleteLaura-Beth
Referencing your sources relates to giving the reader the origins of the ideas you are trying to convey or back-up in your writing - they come from a variety of places but are giving credit for ideas that came from someone other than yourself.
It is the academic convention to 'cite' these sources under the name of references. The Harvard method uses the device of briefly mentioning where sources came from in the body of the text under the authors name and year - if it is a direct quote you also note the page number (if there is one!). Then anyone who reads your writing piece can perhaps look at the end of the writing to see where you got your sources - they may want to look them up or check them out in terms of their importance - being high profile 'thinkers' in the field OR coming from a certain place or point of view.
There is a good description of academic writing on page 22 of your Module Handbook. The use of the Harvard system is in the example of academic writing on page 27.