Felicity Johnson
FJ Sept. 2008 1
Content of Academic Writing Skills Presentation
Slide 3: Rationale for writing & information skills
Slide 4-6: Developing academic literacy
Slide 9-19: Rules of academic writing
Slide 20-24: Nursing Literature
Slide 25-32: Referencing
Slide 33-35: Plagiarism
Slide 36: Structuring an academic essay
Slide 44: Title page
Slide 46: Introduction
Slide 49: Main text
Slide 51: Conclusion
Slide 52: References List.
Writing at 3rd level
Criteria for assessment
Theoretical marking grid
FJ Sept. 2008 2
Why academic writing & library skills?
• In today’s environment of rapidly
changing health care and information
technology, nurses require the key skills
of information literacy & writing skills,
to use and communicate information in
an appropriate and effective manner.
FJ Sept. 2008 5
The writing process
5 Ws & H to be considered:
• Who? Who is this writing intended for?
• What? What is the intent of the document?
• When? How soon does it need to be submitted?
• Why? For what reason is it being written?
• Where? Where is the document going?
• How? How will the document be distributed?
There are 5 steps in the writing process:
• Prewriting
• Drafting
• Revising
• Editing
FJ Sept. 2008 6
• Presenting
Writing styles
Writing clearly & persuasively
is a valuable skill
Descriptive: Portrayal of the
main features: “Describe…………..”
Empirical/evidence-based: Scientifically
verified & published.FJ Sept. 2008 7
Writing at 3rd level
Don’t make the mistake of thinking that
graduate level writing means using complex
English & long words.
e.g.’‘It is intuitive, therefore, that the fundamental
dichotomy in theory and practice is inevitably
exacerbated and irrevocably confounded by the
underlying quixotic nature of nursing lecturers’.
no,no,no!
All you are saying, obtusely, is:
‘‘it seems obvious that the theory practice gap is
always going to be made worse, and become utterly
confused, by nursing lecturers who don’t live in the
real nursing world’.
Clear, simple writing is best!
FJ Sept. 2008 8
Clarity of expression
• Good academic writing = clear English, correct
spelling, grammar & punctuation.
FJ Sept. 2008 10
Rules of academic writing
An academic text not a narrative-it is an argument.
Formal, logical, cautious & unemotional language.
No slang, jargon, personal anecdotes, colloquisms,
exclamation marks & contractions (‘e.g. can’t’).
Clear, succinct writing.
Make your claims tentative rather than definite - it’s
unlikely that you’ve reached the only possible
conclusion!
Words which signal tentativeness include: may; might;
possibly; in some instances; often; in many cases
A % of the overall mark will be awarded for clear,
accurate writing & referencing & the converse also
true.
FJ Sept. 2008 11
Rules of academic writing
Not 1st person (I and my).
3rd person only–
‘this writer’ believes that’…
‘this student’s experience has been’…
It is believed…
Many researchers have noted…
Some writers have stated..
The research suggests…
The evidence indicates...
It will be argued that …
FJ Sept. 2008 13
Rules of academic writing
‘Times New Roman’ script, size 12 font.
Double-spaced between lines.
One side of page only & number pages.
3 cm. margins at top, bottom, right & left of
page.
Word Count: all words from beginning of
introduction to end of conclusion.
Title Page, References List & Appendices not
included in word count.
Penalties for under/exceeding word limit.
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Assignments must be submitted on/
before stated date, unless a valid, written
explanation is given to relevant Module
Leader.
FJ Sept. 2008 16
Rules of academic writing
Critiquing:
Usually, your critique follows your summary
of the original. The reader can then appreciate your
views about the validity of other writers' ideas.
Being critical
• As an academic writer, you are expected to be
critical of the sources that you use.
• This essentially means questioning what you read and
not necessarily agreeing with it, just because it has
been published.
• Can require you to identify problems with a writer's
arguments/methods, or perhaps to refer to other
people's criticisms.
• Constructive criticism suggests ways in which a piece
of research/writing could be improved.
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Rules of academic writing
Use a dictionary/computer grammar &
‘spellcheck’.
FJ Sept. 2008 19
Nursing Literature
Every assignment must be supported
by relevant literature (i.e. evidence based).
Preferably within the past decade (10
yrs.) unless a seminal work
100s of nursing journals available.
200+ on-line here in School.
- vast majority have a specialist focus.
- some aimed at local/national market,
others aimed at international market.
Other sources of literature:
Abstracts
Books
Case reports
Theses/dissertations – MSc. MA, PhD.
FJ Sept. 2008 20
Nursing Literature
• Journal articles that undergo peer review/
‘referee’ process, in which experts
examine them for quality & validity - a
peer-reviewed journal.
Peer reviewed = academic rigour.
Examples of scholarly/peer reviewed:
• Journal of Advanced Nursing
• Journal of Nursing Scholarship
• Journal of Continuing Higher Education
Examples of non-peer reviewed sources:
• Nursing Times
• Nursing Standard
• World of Irish Nursing
• Many websites FJ Sept. 2008 21
Literature-showing knowledge &
understanding
• Using database & literature searching skills to
identify appropriate literature.
FJ Sept. 2008 23
Use of literature & referencing
(cont.)
better:
‘Many authors, such as Burnard (2003) and Kemp & Smith
(2004), agree that communication is the most important
therapeutic skill in nursing. However, Brown (2005),
emphasizes that nurses must appreciate that non-verbal
communication, through eye contact and touch particularly, is
an essential pre-requisite to establishing a rapport and
trusting relationship with patients, before verbal
communication commences. In this student’s own
experience on her recent placement on a surgical ward, she
found that patients responded positively to her (when she
wanted to give them information about their operations), if
she established eye contact first and also reached out to
touch their arm or hold their hand’.
FJ Sept. 2008 24
Referencing
Harvard System of Referencing:
Alphabetical order – by author’s
surname
FJ Sept. 2008 27
Referencing a book in the References List
Include the following:
• Author(s)’ surname, followed by initials. Year
of publication in brackets.
• Full title of the book, capitalised, in italics.
• Edition of work, if more than one edition.
Volume number, if more than one volume.
• Name of publisher.
• Town/city of publication.
e.g.: Burns T. & Sinfield S. (2008) Essential
Study Skills: The Complete Guide to Success
at University. Sage: London
FJ Sept. 2008 28
Quoting in text
Froman (2008) believes that nursing is a theory-
driven, scientifically based profession, that is
actualised through clinical practice (paraphrasing)
e.g.
According to Johnson (1990), nursing is:
…an external regulatory force that acts to
preserve the organisation and integration of the
patient’s behaviour at the highest possible level under
those conditions in which the behaviour constitutes a
threat to physical or social health or in which illness is
found. (Johnson 1990:29)
•
FJ Sept. 2008 30
Use of literature-showing knowledge &
understanding (cont.)
FJ Sept. 2008 37
Words used in assignment titles
• Discuss = Investigate/examine by argument; sift &
debate; give reasons for & against.
• Analyse = distinguish/examine closely the elements of
this issue.
• Criticise = Give your judgement about the merit of
theories/opinions & back up your judgement by a
discussion of the evidence/reasoning involved.
• Critically evaluate = A thoughtful, thorough and
balanced appraisal, assessing both strengths &
limitations.
• Assess = Estimate the value & importance of this issue.
• Define = Set down the precise meaning of this issue.
• Identify = Establish clearly the nature of; list, with
examples.
• Explain = Make plain, interpret,
FJ Sept. 2008account for, give 38
reasons for.
•
Words used
'Examine ...'
in assignment titles
Need to unravel the events that led to a particular set of
circumstances or the validity of the reasoning that underlies a
particular point of view. Stress the relative importance of the
different arguments & relevance to issue under consideration.
• 'Outline ...'
Only a brief description is required. Usually there are follow up
parts to this question.
• 'Describe ...'
Usually more than a mere description is expected, instead, a
critical review of some particular set of circumstances or events
is usually expected.
• 'Distinguish ...'
Need to show that they understand the differences between
two concepts. Similarities FJ
& Sept.
differences
2008 need to be discussed. 39
How to write an essay
Identify what the essay question/ title is ; check with your module
leader if in doubt.
Divide the task into sub-tasks e.g. library search, planning, making
notes & draw up a timescale.
Search for & select appropriate information; read & make notes.
Read your essay; alter parts you are not happy with; check spelling
and grammar; check References List.
FJ Sept. 2008 43
Module Leader: Ms. F. Johnson Student: Molly Lynch
Module: Nursing 111 Student no. 1234567
BSc. Stage I11 (General)
Assignment Title:
Main text/body.
Conclusion
References
• Bibliography (optional)
• Appendix/Appendices(optional)
FJ Sept. 2008 45
Introduction
• Explain topic of interest.
• Set out clearly what question (s) you aim to answer.
• Explain structure of paper – answering the questions.
e.g. To function effectively in today’s society, people must
communicate with one another. Yet, for some individuals,
communication experiences are so unrewarding that they either
consciously, or unconsciously, avoid situations where communication
is required. The term ‘communication apprehension’ (CA) was
defined as “an individual’s level of fear or anxiety associated with
either real or anticipated communication with another person or
persons” (McCroskey 1984: 68). In the last two decades,
communication apprehension and related constructs, such as
reticence and unwillingness to communicate, have received
extensive research and theoretical attention by scholars in
communication and psychology. Overwhelmingly, the underlying
theme has been the negative effects that these constructs can
have on academic and social success. The focus of this paper is on
communication apprehension as a construct and on how it affects
the behaviour and lifestyle ofFJan individual.
Sept. 2008 46
Introduction
• Your aim should be stated in the first sentence &
you should clearly identify what you are trying to
achieve in your essay:
e.g. The overall aim of this essay is to discuss the
implications of using Orem’s Model to deliver nursing
care for a patient suffering from a stroke.
• You then need to clearly state how you intend to
achieve this aim, by stating your objectives:
e.g. This will be achieved by using the Orem Model as
a framework to identify the biopsychosocial needs of
an 89 year old patient recovering from a left sided
hemiplegia).
• You should then identify the key issues that you
intend to address within your essay: e.g.
The key issues that will be
explored/investigated/
/discussed/analysed are…
FJ Sept. 2008 47
Organisation & coherence
• Identify the key issues that you will be discussing in
the essay.
FJ Sept. 2008 49
Content
• Must follow assessment guidelines - certain key
characteristics, e.g. if the essay requires you to write
on professional, legal & ethical issues and you choose
only to concentrate on professional & ethical, then
you miss key content and & lose marks.
FJ Sept. 2008 50
Conclusion
This should:
• Be a summary of your main results what you believe are the
most important points.
• e.g. ‘In conclusion, this essay examined the needs of a patient with
congestive cardiac failure and discussed the Activities of Daily Living
Model. The patient had many needs and the model identified, concisely,
what these needs were. This study, therefore, has highlighted the
importance of using an appropriate nursing model to ensure that the
holistic needs of patients are addressed, resulting in optimum nursing
care and a good experience for both the patient and the nurse.
FJ Sept. 2008 51
Conclusion
‘The conclusion that can be drawn from the research
that has been conducted so far, is that communication is
an ongoing process that involves constant changes within
the people involved and their environment. When
communicating with others, individuals are influenced
and affected by many variables and CA may be the
result of any number of different causes. The degree
of CA that an individual experiences can vary depending
on their personality and the context of situation.
Nonetheless, the notion that high levels of CA
negatively affects an individual’s success both
academically and socially appears to be supported by the
research’.
FJ Sept. 2008 52
Assessment criteria
1. Relevance of material to question set.
2. Evidence of understanding.
3. Structure and organisation.
4. Evidence & relevance of background
reading.
5. Adequately and correctly referenced .
6. Presentation – spelling & grammar
FJ Sept. 2008 53
Assessment Criteria
Certain minimal requirements for a pass.
• 1. Have a good standard of written English -
correct spelling, grammar & punctuation.
FJ Sept. 2008 56
Writing at 3rd Level
• The rules are clear & support is
available.
• In doing so, you are growing your own version of the facts –
synthesis - the picture/argument you are making with your
interpretation of the facts.
• The next stage is to evaluate what you have found and make a
decision as to what is important.
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Analysis & Synthesis
• Synthesis - able to develop your ideas from
the information you have found (just like
photosynthesis is the development of energy
from light).
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Theoretical Marking Grid
Grade Mark Knowledge, understanding,,application Analysis,synthesis,evaluation
A-
citation or quotaon.
70 - • A highly developed capacity for
72.21 original, creative & logical thinking.
FJ Sept. 2008 64
Theoretical Marking Grid
Grade Mark Knowledge, understanding,,application Analysis,synthesis,evaluation
C+ 61.12
–
Good: An adequate & competent An intellectually competent &
FJ Sept. 2008 67
Theoretical Marking Grid
Grade Mark Knowledge,understanding,application Analysis,synthesis,evaluation