1. How to plan and structure your writing
Presentation by
UWE Library
Learning Services
2017 / 2018

2. Workshop plan and learning outcomes
At the end of the session you will feel more confident about:
Understanding your assignment title
Organising your thoughts
Revising, editing and structuring your assignment
Composing a clear introduction and conclusion

3. Starting point: what does the title mean?
Before you can begin, you need to understand your title or question
Activity 1: interpret the action words used in the title

4. TAP model Topic – the central key or theme
Action – what you need to do
Parameter – what limitations, boundaries
Example: Discuss the impact of social media on the quality of friendships over the last 10 years.
Activity 2: What are the causes of gender stereotyping in the mass media, and to what extent do they influence social attitudes? Discuss with reference to two recent examples.

5. Types of writer Grand Plan Diver Patchwork Architect
Creme, P. & Lea, M.R. 2008, Writing at university: a guide for students, 3rd edn, McGraw-Hill Open University Press, Maidenhead.
Diver
Plunges into work
Has to start writing before they know what they want to say
Builds up a ‘plan’ by writing
Patchwork
Writes sections at an early stage which then need to be fitted together
Adds links between the sections as they go
Architect
Finds it easy to put thoughts into mind map
Sense of the broad structure before they know what will go in it
Grand Plan
Doesn’t make an outline at all
Has a ‘grand plan’ in their ‘inner mind’
Might have a structure but can’t verbalise it until they start

6. Organising your thoughts
There are TWO recommended techniques to generate and structure ideas to get started on a plan:
Mind-mapping (see Lynda.com or Mindview)
Assignment plan

7. Assignment plan Check out the assignment planner here 1 Title
2 Introduction
3 Main argument – notes Q (red)
evidence for – notes Q, p.3-5
evidence against: Q, p.5 evaluation of evidence
4 Alternative theory: notes R (yellow)
example of application
evidence for
evidence against (purple)
why not convincing
5 Alternative theory 2: notes S (green)
evaluation of evidence
6 Underlying issues – notes T (blue)
7 Conclusions
Assignment
plan
Check out the assignment planner here

8. The rough edit (initial)
Writing and editing: the process
The rough edit (initial)
Working document (better)
Penultimate edit (even better)
The final document (what you hand in)

9. A short video on paragraphing

10. Developing a paragraph (SEE)
Statement (S)
Write a topic sentence, linking to the previous paragraph and introducing the specific claim of this paragraph
Evidence (E)
Expand this with more information e.g. examples, quotations, definitions
Compare/ contrast/ examine opposing ideas/ give reasons/causes
Explanation/Evaluation (E)
Evaluate the evidence and draw a conclusion
Link to the next paragraph

11. Activity 5 –order a paragraph
Another area that has received attention is the content and presentation of handover information. Wills (1994, p. 36) observes that “an unprofessional approach has been noted among some nurses, with derogatory comments about patients or their families”. A B
A number of problems associated with the traditional routines of handover practices have been identified. C
Thus, many serious problems have been identified in traditional handover practices which may reflect on the professional standing of nurses in this profession. D
Lastly, there is the issue of what information nurses actually pass on during the handover. It appears that nurses frequently report on their own activities over the shift rather than providing patient centred information. (McKenna, L., 1997, p. 637) E
Baldwin and McGinnis (1994) find that many handovers are unnecessarily lengthy which means that there is an unacceptable period of time during each shift when nurses are not available in the ward or unit.

12. Activity 5 - solution B E A D C
A number of problems associated with the traditional routines of handover practices have been identified.
Baldwin and McGinnis (1994, pp ) find that many handovers are unnecessarily lengthy which means that there is an unacceptable period of time during each shift when nurses are not available in the ward or unit. E
Another area that has received attention is the content and presentation of handover information. Wills (1994, p. 36) observes that “an unprofessional approach has been noted among some nurses, with derogatory comments about patients or their families”. A
Lastly, there is the issue of what information nurses actually pass on during the handover. It appears that “nurses frequently report on their own activities over the shift rather than providing patient centred information.”(Professional Nurse, 1997, p. 637) D
Thus, many serious problems have been identified in traditional handover practices which may reflect on the professional standing of nurses in this profession. C

13. Conclusion elements Some key elements to include: Opening sentence
Summary of key ideas
Recommendations, predictions and opinion
Round off

14. Conclusion exercise

15. Introduction elements
Some key elements to include:
Background information
Hypothesis or topic
Scope
Outline

16. Learning outcomes Understanding your assignment title
You should feel more confident about:
Understanding your assignment title
Organising your thoughts
Revising, editing and structuring your assignment
Composing a clear introduction and conclusion

17. Further help Writing for University workbook
Online advice and tutorials: Writing skills
Assignment planner
Mindview mind mapping software
Books and ebooks: Academic writing
Ask a Librarian

18. Other workshops