2. Paul Stocks. Centre for English Language & Academic Writing.
Concepts and Methods
Paul Stocks.
Centre for English Language & Academic Writing.

3. Concepts and Methods From the History VLE (learn.gold)
‘This course has two aims. First, it is designed to introduce students
to key writers, sources, and theories in historical studies.
Second, it is designed to teach students some of the fundamental
skills involved in historical study, including research and writing
skills, familiarity with major primary and secondary sources, and
creating a bibliography.’

4. Discussion Question:
How is studying at tertiary level different to any previous studying you’ve done?
What differences have you already noticed?

5. Concepts and Methods Greater student autonomy
Big gaps in the timetable for independent study
Direct involvement with source materials (both primary and secondary)
Views and arguments put forward in your essays must be supported by reference to source material
You must show you have read a range of opinion on the topic

6. Concepts and Methods Difficult books -Teacher -Student
At school, difficult ideas are mediated:
Difficult books -Teacher -Student
Difficult books - Student
At university you are engaging directly with
major theorists and concepts.

7. Concepts and Methods -Pre-reading -Lecture -Seminar
Reading is an essential part of the university learning process:
-Pre-reading
-Lecture
-Seminar
-Further reading for the essay

8. Concepts and Methods Goldsmiths History Lecturer
‘The lecture will show you the direction you need to take, but it won’t get you there.’
Goldsmiths History Lecturer

9. Concepts and Methods
At university level, the essay writing process is longer and more involved
Reading can not be separated from this writing process, as your reading will generate the content for the essay
It’s essential therefore, to develop good academic reading skills

10. Concepts and Methods Academic reading is an active process
This requires you to be consciously engaged with what you are reading
Successful students adopt a critical approach to what they are reading.
This means standing back and making judgements about how the text is being argued

11. Discussion Question: having read Blaut’s introduction…
Do you still have a fuzzy idea of what the book is about?
Are you clear about Blaut’s purpose in writing the book?
Did you regularly monitor your own understanding of his points?
Are you clear about the assumptions Blaut’s thesis is based on?
Were you able to focus on the key concepts and understand them –terms such as ‘Eurocentric’ and ‘Diffusionism’?
Are you clear about Blaut’s stance in relation to the other historians he mentions?

12. For more productive reading:
Be clear about why you are reading a text.
What do you to want to know by the time you’ve finished?
How will it help you answer your essay?
Use the contents page, chapter headings, and
sub-headings to orientate your way through

13. For more productive reading:
Read the first sentence of each paragraph of a
section to see the direction the writer is taking
Regularly stop and check that you are following
the line of argument –summarise this in your
own mind
Debate with yourself: how convincing do you
find the line being pushed?

14. For more productive reading:
Keep an eye out for great, punchy quotes that
can be slotted in to your essays when you come
to write them
…And also for key sections that you may want to
Paraphrase.
NB In both cases take a note of the bibliographical details as you go
along!

15. Good questions to consider when reading:
Who is the author, and what is his stance or general view of the subject?
What are the central claims of the text?
What is the main evidence?
What approach to analysing the material is the author using?
How is this substantiated?
What assumptions lie behind the evidence or arguments?
Do you think the assumptions are founded on adequate proof?
What are the general weaknesses or strengths?
What do other leading thinkers or writers have to say about this?

16. Your ‘abstract’ of the reading text
An abstract = a summary of a longer text, especially an academic article
Your dissertation will start with an abstract to summarise your research and let potential readers know if its worth their while reading the whole study

17. Discussion question: how far can you answer these questions for the Blaut text?
Who is the author, and what is his stance or general view of the subject?
What are the central claims of the text?
What is the main evidence?
What approach to analysing the material is the author using?
How is this substantiated?
What assumptions lie behind the evidence or arguments?
Do you think the assumptions are founded on adequate proof?
What are the general weaknesses or strengths?
What do other leading thinkers or writers have to say about this?

18. Discussion Question:
The Blaut reading is the opening chapter to a book
What key info about the book does he want the reader to have grasped by the time they’ve finished reading?

19. Concepts and Methods:
Introductions orientate the reader so that they feel confident about navigating what is to come
They do this by answering basic question words such as ‘what’ ‘why’ ‘who’ ‘which’ and ‘how’
Hence we learn what his subject is, what are the key concepts he will be critiquing, why it is important, which historians he will be focusing on, and how the rest of the book is structured
By the end of this, the reader has grasped the big picture of what the book is about and feels ready and confident about tackling the detail in the following chapters

20. Discussion question: grading system
What are the possible UG degree grades?
How do they correspond to essay grades?
ie What counts as an ‘A’ grade or a ‘B’ grade etc?

21. The grading system Degree grades: A First An Upper Second (2:1)
A Lower Second (2:2)
A Third
A fail
Essay grades:
‘A’ grade 70% plus
‘B’ grade 60-70%
‘C’ grade 50-60%
‘D’ grade 40-50%
Below 40%

22. Centre for English Language and Academic Writing
Weekly writing classes for non-native speakers
One-to-one tutorials with Fellow of the Royal Literary Society
Come to the CELAW office to book a tutorial
Drop-in tutorials in the library
No need to book in advance
2nd floor library
Mon-Thurs, 4pm
Friday, 12:30pm

23. Centre for English Language and Academic Writing
Front page of the VLE (learn.gold)
click on ‘Academic Language’
Resources, advice and activities to help improve academic skills, including writing.

24. Contact:
Centre for English Language and Academic Writing Main Office: RHB 204
Tel: +44 (0) / 7763 Fax: +44 (0)