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Semelhante a Theology Associate Tutors Conference 2013
Semelhante a Theology Associate Tutors Conference 2013 (20)
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Theology Associate Tutors Conference 2013
- 1. THEOLOGY | FOUNDATION DEGREE SUPPORTING ACADEMIC WRITING & CRITICAL SKILLS J. Vincent | York St John University | 2013
- 2. Barriers to successful essay writing Solutions to successful essay writing Importance of understanding the question Structuring answers Critical reading and writing strategies Reviewing written work WHAT WE WILL COVER: J. Vincent | York St John University | 2013
- 3. WHAT ARE THE BARRIERS SUCCESSFUL ESSAY WRITING? J. Vincent | York St John University | 2013
- 4. Solutions to barriers PERCEIVED BARRIERS TO WRITING Describe the barriers to successful FD writing J. Vincent | York St John University | 2013
- 5. Tiredness – balancing priorities Transition to „theological‟ writing Critical thinking / engaging Lack of confidence How to structure it Gap since last learning experience Faith perspective vs critical understanding Cathartic rather than theological Time Inefficiency J. Vincent | York St John University | 2013 MAIN BARRIERS
- 6. PLANNING AND READING J. Vincent | York St John University | 2013
- 7. WHAT MAKES A SUCCESSFUL ESSAY? Understand the question first Consider what you want to say and write an initial plan Find the relevant books/journals on the topic that fit with your thinking and plan Separate your thinking into logical points that work to answer the question and meet the criteria Select the literature/evidence that helps support your points In your writing, develop each main point into a paragraph, supported by evidence that leads to a convincing conclusionReview your work to ensure it makes sense and follows the faculty format regulations E s s a y j o u r n e y
- 8. Break it down into its composite parts: “Identify a particular pastoral situation in the placement context. Using the Pastoral Cycle, write a case study of the key issues arising from the situation and reflect theologically on them.” 2. The action or instruction – what are you doing with the information? 1. The focus – the main subject of the essay UNDERSTANDING THE QUESTION 3. What links exist between the different parts of the question? 4. Are there any debatable or contentious terms in the question that might need to be defined?
- 9. STRUCTURING YOUR WRITING J. Vincent | York St John University | 2013
- 10. Over-arching theory, idea, approach Specific conclusions about how theory-practice can/should relate How the themes/ideas relate to your question, experience, or best practice Theory broken down into key ideas or themes Ex Ex Ex Ex IntroMainConcl
- 11. CRITICAL ANALYSIS J. Vincent | York St John University | 2013
- 12. BLOOM‟S TAXONOMY
- 14. Break a theory down into its composite parts by asking critical questions CRITICAL ANALYSIS
- 15. „Breaking down‟ and „building up‟ concepts Locate the main idea Examine and identify groupings/themes Develop abstract or technical terms as heading that best describes groups of ideas Consider the order that ideas should be presented CRITICAL ANALYSIS
- 16. Over-arching theory Theory broken down into key ideas or themes
- 17. Factors related to the diagnosis and treatment of hypertension: • Educate patient about hypertension • Confirmation of hypertension • Evaluation of newly diagnosed patient re their medical history • Weight reduction • Screening • Increase physical activity • Classification of hypertension • Address patients concerns and questions • Address barriers to treatment, eg lifestyle • Reduction of sodium intake • Quitting smoking Identify groupings CRITICAL ANALYSIS
- 18. Factors related to the diagnosis and treatment of hypertension: • Educate patient about hypertension • Confirmation of hypertension • Evaluation of newly diagnosed patient re their medical history • Weight reduction • Screening • Increase physical activity • Classification of hypertension • Address patients concerns and questions • Address barriers to treatment, eg lifestyle • Reduction of sodium intake • Quitting smoking Lifestyle modification • Weight reduction • Increase physical activity • Reduction of sodium intake • Quitting Smoking CRITICAL ANALYSIS
- 19. Lifestyle modification • Weight reduction • Quitting Smoking • Increase physical activity • Reduction of sodium • intake • Screening • Confirmation of hypertension • Classification of hypertension • Evaluation of newly diagnosed patient re their medical history • Educate patient about hypertension • Address patients concerns and questions • Address barriers to treatment, eg lifestyle Education Diagnosis What is the most logical order of ideas/groupings? CRITICAL ANALYSIS
- 20. Lifestyle modification • Weight reduction • Quitting Smoking • Increase physical activity • Reduction of sodium intake • Screening • Confirmation of hypertension • Classification of hypertension • Evaluation of newly diagnosed patient re their medical history • Educate patient about hypertension • Address patients concerns and questions • Address barriers to treatment, eg lifestyle Education Diagnosis CRITICAL ANALYSIS
- 21. GROUP WORK: CRITICAL ANALYSIS Read through the sheet „What is theology?‟ In pairs: 1. Put the information in themed groups 2. Decide on what you might call the groups 3. Decide in what order to approach them
- 22. VISUAL AND ACTIVE TECHNIQUES This Education Studies FD student analysed information for an essay using Post-It notes which could then be moved about to construct greater meaning.
- 23. J. Vincent | York St John University | 2013 WRITING | PARAGRAPHS
- 24. WRITING PARAGRAPHS Be clear what points you want to make Consider the order you want to present your points/paragraphs Limit yourself to one main point per paragraph Link your points/paragraphs together to build towards an argument Adapted from: http://www.soas.ac.uk/add/studyskills/helpyourself/
- 25. MAKE YOUR PARAGRAPHS COUNT Topic Sentence (My point) Developing sentences (Moreover, my point…) - Defining, classifying, expanding - Give reasons, effects or examples - Contrasting, describing, explaining - Refuting counter arguments Closing or transition sentence (Therefore…/in contrast…) Adapted from: http://www.soas.ac.uk/add/studyskills/helpyourself/
- 26. EXAMPLE PARAGRAPH An economic system is defined by Dixon as the system of “production, distribution and consumption of goods and services” (1981, p12). More abstractly, it is the set of principles and techniques by which problems of economics are addressed such as the problem of scarcity through allocation of finite productive resources (Castro, 1994). It is composed of both people and institutions, including their relationships to productive resources, such as through owning and exploiting property. Examples of contemporary economic systems include capitalist systems, socialist systems and mixed economies. Cuba, for instance, is said to be socialist which refers to its domination by a political, bureaucratic class attached to one single communist party. This party follows Marxist doctrines and claims to represent the proletariat, though in a non-democratic fashion. It is clear that “economic systems” in the sense defined can be viewed broadly and is often driven by the culture in which it is situated. Topic sentence |Development (classifying/examples) | Closing/transition
- 27. EXAMPLE PARAGRAPH An economic system is defined by Dixon as the system of “production, distribution and consumption of goods and services” (1981, p12). More abstractly, it is the set of principles and techniques by which problems of economics are addressed such as the problem of scarcity through allocation of finite productive resources (Castro, 1994). It is composed of both people and institutions, including their relationships to productive resources, such as through owning and exploiting property. Examples of contemporary economic systems include capitalist systems, socialist systems and mixed economies. Cuba, for instance, is said to be socialist which refers to its domination by a political, bureaucratic class attached to one single communist party. This party follows Marxist doctrines and claims to represent the proletariat, though in a non-democratic fashion. It is clear that “economic systems” in the sense defined can be viewed broadly and is often driven by the culture in which it is situated. Topic sentence |Development (classifying/examples) | Closing/transition
- 28. REVIEW: BACKWARDS PLANNING Look for main point Consider logical order of points• Read the paragraph you have written • Write in 10 words on a post-it note what your main point is • If you are struggling…this indicates that: (a) You don‟t have a point (b) Your point is not clear enough !! Delete/consider revising paragraph
- 29. GROUP WORK: CRITICAL ANALYSIS Read through the following extracts from FD Theology essays In pairs: 1. What is their main point? 2. What feedback could you provide for them to improve their writing?
- 30. Solutions to barriers SOLUTIONS TO WRITING Describe the barriers to successful FD writing J. Vincent | York St John University | 2013
- 31. Q&A J. Vincent | York St John University | 2013
- 32. http://www.brookes.ac.uk/services/upgrade/study-skills/a- z.html http://www.port.ac.uk/departments/studentsupport/ask/han douts/ http://writing.colo http://www.soas.ac.uk/add/studyskills/state.edu/guides/ J. Vincent | York St John University | 2013 A FEW ADDITIONAL RESOURCES
- 33. Study Development _______________ To make an appointment or attend a workshop, contact the Student Advice Desk in Phoenix or email: studydevelopment @yorksj.ac.uk