Dr Jovo Ateljevic, University of Stirling Essay writing Oct. 2010 Dr Jovo Ateljevic, University of Stirling

Every essay should contain the following parts: 1. Outline of the topic 2. Introduction 3. Thesis (main question, hypothesis) 4. Body (Consist of 4-8 Paragraphs) 5. Conclusion Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Introduction The first paragraph includes the introduction and a essay statement. The introduction should captivate the reader's attention and give an idea of the essay's focus. You may start your essay with an attention-getter such as a bit of fascinating information, captivating dialogue or an interesting fact. Start with a few sentences that explain your topic in basic terms and lead into your thesis statement. Each sentence of your opening statement should become a bit more specific, until you reach the essay/topic statement. The essay statement tells the reader what the essay will be about and what points you will be making in your essay. Your thesis statement should state the subject of the essay, explain the point of view the essay will take or describe the ideas on your topic that you determined in your outline. Write (refine) your introduction last, after you've had a chance to work your way to a conclusion; Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Body Paragraphs The body paragraphs will explain your essay's topic. Each of the main ideas that you listed in your outline will become a paragraph in your essay. If your outline contained three main ideas, you will have three body paragraphs. Start by writing down one of your main ideas, in sentence form. If your essay topic is a new university in your hometown, one of your main ideas may be "population growth of town" you might say this: The new university will cause a boom in the population of Fort Myers. Build on your paragraph by including each of the supporting ideas from your outline. Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Conclusion(s) The conclusion serves to give the reader closure, summing up the essay's points or providing a final viewpoint about the topic. The conclusion should consist of three or four convincing sentences. Clearly review the main points, being careful not to restate them exactly, or briefly describe your opinion about the topic  Dr Jovo Ateljevic, University of Stirling

Development/discussion Establish flow from paragraph to paragraph transition sentences, clauses, or words at the beginning of paragraph connect one idea to the next avoid one and two sentence paragraphs which may reflect lack of development of your point Keep your voice active "The Company Board decided..." not "It was decided by..." Avoid the verb "to be" for clear, dynamic, and effective presentation (Avoid the verb "to be" and your presentation will be effective, clear, and dynamic) Avoiding "to be" will also avoid the passive voice Use quotations to support your interpretations Properly introduce, explain, and cite each quote Block (indented) quotes should be used cautiously they can break up the flow of your argument Continually prove your point of view throughout the essay Don't drift or leave its primary focus of the essay Don't lapse into summary in the development--wait until its time, at the conclusion Avoid informal language Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Thinking Critically To be able to think critically about a topic, you must have something to think about. Critical thinking requires a reasonable level of content knowledge The critical thinking process is a question-guided process If there is one thing professors like to see in student essays, it is evidence of critical thinking. Students, however, often do not know what critical thinking is, or what it looks like, or how to do it, and so their essays are a form of learning by trial and error. Students often have difficulty in: asking appropriate question about their topic; finding and/or developing appropriate answers to those questions, and; presenting their findings in appropriate ways. Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Ask Questions Write down everything you know about the topic Re-organize the material into categories or groupings, by asking, "How do these things fit together? What elements are related and how are they related? What general groupings are there?" Ask, "What is the significance of all this? What can it be used for? What are its implications? Is there anything that doesn't fit, or that doesn't agree with the facts, or with other theories on the topic, or with my personal experience?" You may want to write an explanation of your answers in a paragraph Don't Just Think -- Write 1) a concept map is a useful format for this). When you can't think of anything more, give yourself a few minutes to look for details that you may have missed. Ask yourself, "Is there anything else?" Be as inclusive as you can at this stage. Write down every thought you have. There are a number of reasons for this: you don't want to forget what you thought; you will be able to retrace the steps you took to get an idea, so you can learn to deliberately apply the same steps in the future when you are faced with a similar problem; you will have a pile of raw material with which to work -- good ideas often come from apparently trivial or insignificant ideas. Also, you will find that writing down ideas will encourage you to think more. Dr Jovo Ateljevic, University of Stirling

Concept Mapping How to do a Map? Keep the points brief Use unlined paper, since the presence of lines on paper may obstruct the process of Mapping Connect all words or phrases or lists with lines, to the centre or to other "branches." When you get a new idea, start again with a new "spoke" from the centre Go quickly, without pausing -- try to keep up with the flow of ideas. Do not stop to decide where something should go i.e. to order or organize material Write down everything you can think of without judging or editing If you come to a standstill, look over what you have done to see if you have left anything out "Concept-Mapping" is a tool for assisting and enhancing many of the types of thinking and learning that we are required to do at university. To do a Map, write the main idea in the centre of the page -- it may be a word, a phrase, or a couple of juxtaposed ideas, for example -- then place related ideas on branches that radiate from this central idea. Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Advantages Of Mapping It clearly defines the central idea, by positioning it in the centre of the page It allows you to indicate clearly the relative importance of each idea It allows you to figure out the links among the key ideas more easily It allows you to see all your basic information on one page It allows you to add in new information without messy scratching out or squeezing in It makes it easier for you to see information in different ways, from different viewpoints, because it does not lock it into specific positions. It allows you to see complex relationships among ideas It allows you to see contradictions, paradoxes, and gaps in the material -- or in your own interpretation of it -- more easily, and in this way provides a foundation for questioning, which in turn encourages discovery and creativity Mapping may be seen as a type of brainstorming. Both Mapping and brainstorming may be used to encourage the generation of new material, such as different interpretations and viewpoints: however, Mapping relies less on intentionally random input, whereas, during brainstorming, one may try to think up wild, zany, off-the-wall ideas and connections. Brainstorming attempts to encourage highly divergent "lateral" thinking, whereas Mapping, by its structure, provides opportunity for convergent thinking, fitting ideas together, as well as thinking up new ideas, since it requires all ideas to be connected to the centre, and possibly to one another. Paradoxically, the results of brainstorming usually appear on paper as lists or grids -- both unavoidably linear structures: top to bottom, left to right. Mapping is less constrictive -- no idea takes precedence arbitrarily (eg. by being at the "top" of the list). Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling Conceptual Thinking It is the ability to understand a situation or problem by identifying patterns or connections and addressing key underlying issues. Conceptual Thinking includes organizing the parts of an issue or situation in a systematic way Ability to identify patterns or connections between situations that are not obviously related, and to identify key or underlying issues in complex situations. It includes using creative, conceptual or inductive reasoning Dr Jovo Ateljevic, University of Stirling

Conceptual Thinking Means looking for the common factors in different situations and using/modifying previously successful approaches to meet the unique needs of the situation. identifying key factors in a complex problem, associating seemingly unrelated information in order to analyze a situation and simplify it for the eyes of others coming up with a new or different way of describing or explaining a situation or opportunity responding to changes or constraints by formulating new concepts or approaches Talking through a problem or situation is a good technique for stimulating thought and developing insight. Getting another view point adds more ideas and energy. Many organisations know where they want to be, and what they are doing, both right and wrong. However, in a fast changing and unstable environment, all organisations need to be able to embrace the concepts of refinement, evolution, even revolution. The process required to facilitate change in any organisation can often be hampered by internal communication issues. Dr Jovo Ateljevic, University of Stirling

Research and referencing Gather resources People (teaching staff, professionals) References (text book, web sites, journals, news papers, professional reports) Read, discuss   Include in each paragraph an explicit reference If using a quote, elaborate on its meaning using words from it. Don't leave it up to the reader to figure out how to interpret the language quoted Reference list?! If the paragraphs are not an extension of something in your thesis, either re-write your thesis statement, edit the paragraph, or cut it. Often you can revise the paragraph by adding words that more explicitly make the connection Dr Jovo Ateljevic, University of Stirling

Dr Jovo Ateljevic, University of Stirling References Book: Williamson, O. E. (1975). Markets and Hierarchies. New York: Free Press. Chapter: Kirzner, I. (1980). The primacy of entrepreneurial discovery. In A. Sheldon (Ed.), The Prime Mover of Progress: The Entrepreneur in Capitalism and Socialism. London: Institute of Economic Affairs. Journal article: Storey, D. J., & Westhead, P. (1996). Management training and small firm performance: why is the link to so weak? International Small Business Journal, 14(4), 13-24. Conference paper: Gray, C. (1993, November). Certifying The Small Business Manager: Personal Skills, NVQs, BS 5750 and the Certificate in Small Business Management. Paper presented at the 16th National Small Firms Policy and Research Conference, Nottingham. News paper: The Economist (1999, January 9). Direct hit, Business Section. The Economist, 57-59. Web Site: Anderton, J. (1999). Importance of regional and local economies. Retrieved 25/11/1999, from the World Wide Web: www.executive.govt.nz Dr Jovo Ateljevic, University of Stirling