Mary Panko, PhD. Unitec Institute of Technology, Auckland, New Zealand

The background: Increasing numbers of International students have been joining PG Education studies over the last 3 years. Although fully qualified for PG studies, many are not experienced in the types of teaching and assessment prevalent in New Zealand. The resulting equation: Failures +poor grades + re-submissions = unhappiness.

The plan to scaffold learning Initial delivery: Two half days: Tertiary expectations Developing arguments through critical writing Finding information and evaluating it Copyright ‘sins’

Assignments – what’s expected?

The expectations of your lecturers The key features of assignments The differences between descriptive writing and critical analysis The processes of paraphrasing, citation and referencing Your own expectations The expectations of your lecturers The key features of assignments The differences between descriptive writing and critical analysis The processes of paraphrasing, citation and referencing Your own expectations © Unitec New Zealand5

What’s an assignment? 8821: L & T in Childhood Seminar Presentation Includes written critical analysis with references Research essay written critical analysis with references Seminar Presentation Includes written critical analysis with references Research essay written critical analysis with references 8895: Equity in Education Reflective essay Part 1: personal writing Part 2: critical discussion with references Critical essay on theory, issues and innovations written critical analysis with references Reflective essay Part 1: personal writing Part 2: critical discussion with references Critical essay on theory, issues and innovations written critical analysis with references © Unitec New Zealand6

Key features of an assignment: Analysis What is the topic, why important and what are the issues? Synthesis / Relationships What views are expressed by different authors? Evaluation / Implications Identify strengths and weaknesses how do these ideas connect with practice? Analysis What is the topic, why important and what are the issues? Synthesis / Relationships What views are expressed by different authors? Evaluation / Implications Identify strengths and weaknesses how do these ideas connect with practice? © Unitec New Zealand7

Descriptive vs critical analytical writing What you’ve read what topics these authors cover how they did their research what their findings were what conclusions they reached What ideas / themes underlie the work? What theories influenced the writers / researchers you’ve read? How useful is their work in relation to your plans? What limitations / gaps do you identify in their work? © Unitec New Zealand8

Continuing: Reading the literature: process and exercises, Writing in paragraphs, In-text referencing and paraphrasing: examples, practicing and, proportions.

Telling your ‘story’ in an assignment Neville, C. (2009). How to improve your assignment results. London: Open University Press.

What does ‘Argument’ mean? Fighting over what is right? or Describing different points of view?

How to structure your argument 1. Explain the underlying issue 2. Describe different views written about the topic 3. State own position OR explain why undecided 4. Contrast issues – explain the bases of each view 5. Summarise ‘argument’

What an argument is not: NOT a list – how can you tell when it’s just a list? Not one side of evidence only – even if you don’t agree with the other side. Not just your own view-point on its own– MUST be supported by references

Using information

Many international students in previous semesters lacked experience in: Accessing and selecting (and using) information on their own, IT tools Using academic journals Journal databases Evaluating information – especially websites Dealing with the sheer quantity and range of information available to them. How to manipulate Wikipedia!

What we did Started with a brainstorm: where to search for information, how the library can help and how to ‘manage’ the info. The search process – the range of information available – what to use and when ‘Academic journal versus popular magazine’ activity Hands-on use of catalogue and databases Using the Internet – Google & Google Scholar.

Moodle course Prior to the start of semester, we collaborated to develop a postgraduate orientation Moodle course which included a section on information literacy We did not get time to use it in the information literacy class –but – it is available as a resource for the future

A practical demonstration