Essay Writing

1. Essay Writing A workshop for ASW 3102: Critical Social Work Theories Student Learning Unit Victoria University

2. Outline Why write an essay A strategy Note-taking tips Student Learning Unit Victoria University

3. Why write an essay • You know what you are writing about • You own the knowledge • You can communicate clearly • You can follow academic conventions Student Learning Unit Victoria University

4. A strategy • Getting started • Analyse the topic • Collect and group ideas • Research • Develop an outline • Introduction and conclusion Student Learning Unit Victoria University

5. Getting started Collect all the information you have about the assignment • Presenting the essay • The topic • Specific requirements • Additional guidance • Ask • Already known and the unknown Student Learning Unit Victoria University

6. Analyse the topic The ‘D, C, A’ model • ‘D’ wordsTell you what to do • ‘C’ wordsTell you to do it about what • ‘L’ wordsGive you limits Student Learning Unit Victoria University

7. Example 1 Topic: Analyse the different perspectives that are expressed in the debate, in terms of the theoretical perspectives from which different parties are arguing. Student Learning Unit Victoria University

8. Example 1 Topic: Analyse the different perspectives that are expressed in the debate, in terms of the theoretical perspectives from which different parties are arguing. • ‘D’ Word • Analyse = • Separate into component parts • Understand the nature of it (the theory) – its parts, their relationships, relationships to environment • Evaluate Student Learning Unit Victoria University

9. Example 1 Topic: Analyse the different perspectives that are expressed in the debate, in terms of the theoretical perspectives from which different parties are arguing. • Questions • Which definition? • Who defines? • Why is definition important? • Why is professionalism important? ‘C ‘ Word(s) the debate (professionalism) Student Learning Unit Victoria University

10. Example 1 Topic: Analyse the different perspectives that are expressed in the debate, in terms of the theoretical perspectives from which different parties are arguing. • Questions • What parties ? • How do I recognise them? • What theories and with whom? ‘L ‘ Word(s) theoretical perspectives different parties Student Learning Unit Victoria University

11. Example 2 Topic: What is social work? Student Learning Unit Victoria University

12. Example 2 Topic: What is social work? • ‘D’ Word – make one • Discuss = • Identify and describe/define • Analyse • Compare and contrast • Evaluate • Paint your picture Student Learning Unit Victoria University

13. Example 2 Topic: What is social work? • Questions • What different ways can I look at social work? • Why are there different perspectives? • How do different perspectives-help/hinder practice-influence policy/ funding…- ? • Why is social work? ‘C ‘ Word(s) Social work Student Learning Unit Victoria University

14. Example 2 Topic: What is social work? ‘l ‘ Word(s) What are the limits? (see notes on the topic) Student Learning Unit Victoria University

15. Collect and group ideas • What do you already know about this topic? • Brainstorm • Short, sharp burst of free association • Review lecture notes • Extract key, relevant ideas (avoid detail) • Group ideas • Identify themes and group ideas under themes Student Learning Unit Victoria University

16. Research • Start at home • Lectures and lecture notes • Course reading collections • Reading lists and recommendations (particularly for relevant lectures) Student Learning Unit Victoria University

17. Research • Shopping lists – what to look for • Key terms from: • analysing the topic • additional instructions • collecting and grouping ideas Student Learning Unit Victoria University

18. Research • Shopping – where to look • Library catalogue • Library database • Internet search Student Learning Unit Victoria University

19. Research • Shopping – Only what you want • Be organised • Record your searches • Prioritise • Notes Student Learning Unit Victoria University

20. Research – Be organised • Plan • List of terms • Record results • Flexibility? Student Learning Unit Victoria University

21. Research – Keep records • Interesting references • Additional expressions Student Learning Unit Victoria University

22. Research – Prioritise • Mark interesting or relevant sources • A four level system • *** -check today • ** -check later • * -maybe • -what can I say? • Find and refine Student Learning Unit Victoria University

23. Research – Notes • Four parts in a nutshell and three columns • 1 – main ideas • 2 – supporting ideas, details, quotes • 3 – comments Student Learning Unit Victoria University

24. Develop an outline • Establish purpose • Identify main ideas needed • Organise support ideas • Ask questions Student Learning Unit Victoria University

25. Outline –establish purpose • Who • Lecturer – educated layperson • I know what I’m writing about • Thesis statement Student Learning Unit Victoria University

26. Outline – main ideas – support ideas Student Learning Unit Victoria University

27. Outline – Questions Use questions to: • Add detail • Organise what you know • Identify the unknown • Evaluate your logic Student Learning Unit Victoria University

28. Some weblinks • SLU CALM resources • VU del.icio.us • OWL at Purdue Student Learning Unit Victoria University