1. Structuring a University Level Essay & Writing Clinic

2. Study Skills Support: Aims of the session To give an opportunity to develop ideas for a current assignment To develop skills in critical thinking To develop skills in structuring an argument and story line To encourage learning from each other and sharing of ideas To give opportunity for feedback on the process of writing Introduce Ketso, a tool for learning & engagement that you can check out from (Atrium, University Place)

3. To do this, we will use a learning and engagement tool called Ketso

4. Ketso helps us hear everyone’s ideas and get new ideas on the table. The word means ‘action’

5. …in Lesotho, where Dr. Joanne Tippett had the idea in 1995 to develop a hands-on kit…

6. … to give everyone a voice, as women didn’t tend to speak in mixed gender groups

7. Developed in research at The University of Manchester (it is the only spin-off from ESRC funded research)

8. Since launching as a social business in 2009: 450+ customers (75+ universities)

9. Ketso has been used with over 22,000 people in 48 countries, like Kenya shown below

10. How Ketso works Instructions & Clarifications

11. Ketso uses ‘leaves’ to capture people’s ideas

12. Write or draw one idea per leaf, write so others can read (and the ideas can be captured!)

13. Remember to use the washable pens provided, Ketso is reusable – the bits rinse clean in water

14. Each stage will use a different leaf colour, and last 10 – 15 minutes

15. Think then share then discuss – then we can hear everyone’s voice and capture all the ideas

16. Avoiding common mistakes – preview of what the different colours mean What mistakes can you make in an assignment? Why are they a problem? Why does academic malpractice happen? How can we avoid academic malpractice & mistakes?

17. KETSO !

18. Assumptions and definitions What do the words in the question mean? What is the question asking for? Is the question starting from a particular assumption? What is it? Does the question give you some clues as to how to answer it – for example, is it asking for a comparison? Do you need to look at strengths and weaknesses?

19. Assumptions and definitions Share these ideas, one person at a time – reading them out and placing them on the small rectangular felt Are there areas you are not sure of?

20. Developing a story line What are the arguments / points of view?

21. Developing a story line What are the arguments / points of view? Develop clusters of ideas, really point the leaves at each other.

22. Developing a story line What are the arguments / points of view? What are the opposing points of view? Re-arrange the leaves to show clusters of ideas, with the opposing ideas noted with a warning triangle icon

23. Initial themes Label the branches with initial themes for the clusters of ideas

24. Developing a story line What are the arguments / points of view? How do we know? Give examples or evidence for this claim. Who says? What are the references?

25. Developing a story line What are the arguments / points of view? How do we know? Give examples. Who says – what are the references? Challenges and questions – especially challenges for the yellow leaves – is the source credible?

26. Filtering ideas What are the most important ideas on the felt? Point 5 exclamation icons at the ideas (any colour) that your group thinks are important And use white comments cards to say why Learning commons

27. Developing a story line What are the arguments / points of view? How do we know? Give examples. Who says – what are the references? Challenges and questions So what? What are the implications (think in terms of your storyline, this could form the basis of your conclusion)

28. Final stage – Individual Action Card On your personal action card, write down something that you will do after this Ketso session is over, from what you have heard, experienced or learned today. This could be as simple as to find out about something, talk to somebody, or perhaps something more substantial, like change the way you do things!

29. What will happen to these ideas?

30. For more info: see www.ketso.com or contact Joanne.Tippett@manchester.ac.uk (the author of this workshop plan)