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Effective Learning: Lecture 2

Approaching Academic Writing

Differences Between Academic and Personal Writing

Common Writing Stra= tegies

The Process of Writ= ing

Analysing the Essay Question

Analysing the Essay Question

Analysing the Essay Question

Analysing the Essay Question-
Example

Essay Structure=

The Role of the Introduction

The Role of the Conclusion

Signposting=

Why Reference?<= /b>

Citing and Referenc= es

Using the Internet<= /a>

Internet Referencin= g

Questions to Ask Wh= en Checking Your Work

Presentation

Feedback

The End

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Effective Learning: Lecture 2
Academic Writing

Approaching Academic Writing
Who are you writing= for?
What are you trying= to say?
How are you going t= o say it effectively?
What is the word li= mit?

Differences Between Academic and Personal Writing
Crème P & Lea M= , Writing at University, Buckingham, OUP, 1997, p. 105

Common Writing Stra= tegies
The Architect Strat= egy:
‘I think and plan = before I even begin to think about starting to write.’
The Bricklaying Str= ategy:
‘ I write so slowl= y that I am rewriting as I go along… I try never to leave a sentence until it’s as perfect as I can make it…’
The Oil Painting St= rategy
Kurt Vonnegut: ‘I = play with these ideas until they start to feel right. It’s something like oil paint= ing. You lay on paint and lay on paint. Suddenly you have something and you fr= ame it…’
The Water-colour St= rategy
‘Before I write, I= write in my mind. The more difficult and complex the writing, the more time I need to think before I write. Ideas incubate in my mind… The writing process takes place in my mind. Once that process is complete the product emerges.’
Adapted from Chand= ler D, The Act of Writing: A Media Theory Approach, (Aberystwyth; University of Wales Press, 1997),  pp. 229-36, by Jul= ian Brasington, LLC, UWA

The Process of Writ= ing
First...PLAN. Set a=   TARGET DATE! When is your paper due?<= /font>
Then...ORGANIZE. Br= eak your efforts into steps. Look at your calendar and divide up the remaining day= s. Set target dates NOW for completing each step.
Next...START workin= g on the first step.

Analysing the Essay Question
Read the question c= arefully, checking any unknown vocabulary
Draw a box around p= hrases which instruct you how to tackle  the questions
Note key terms: why= , how, analyse, compare, evaluate, argue
Adapted from: UTLC= Study Tips 2004

Analysing the Essay Question
Analyse means to lo= ok behind the surface structure of your source material. See the relationship of pa= rts to whole. Be able to recognize relationships such as cause and effect, ev= en if it's unstated in what you read. Look for underlying assumptions and question their validity. How and why imply an answer reached by analysis.=
Compare means find = differences as well as similarities. You will need to formulate the aspects which you= are looking at in each item; consider organizing your paper by using these aspects as headings.

Analysing the Essay Question
Evaluate stresses a= pplying your judgement to the results of your analysis. It asks for an opinion based on well-defined criteria and clearly stated evidence. Wording such as to what extent also asks for an evaluation of an idea.
Argue (or agree or = disagree) likewise asks you to take a stand based on analysis of solid evidence and explained by clear reasoning. You will need to consider other possible viewpoints and defend your own in comparison.
Identify and underl= ine the words or phrases which establish what the subject/s of the question is/ a= re
Underline with dash= es, the refining words/ phrases which further limit the subject area

Analysing the Essay Question-
Example
Analyse and compare= modern methods of flood protection with particular reference to non-structural a= nd environmentally-friendly solutions.
Instruction words
Subject/topic words=
Refining/focus word= s

Essay Structure=
Title page
Introduction=
Main Text (divided = into sections)
Conclusion
Bibliography=
(If needed, Appendi= x with charts, tables etc.)

The Role of the Introduction
Give an overview of= the whole piece.
Present the central= idea of the assignment.
Give reasons for wr= iting the text.
Explain how the tit= le will be interpreted.
Justify why the que= stion will be answered in a particular way.
Give the background= to the main topic of the essay; the history or the context.
Make a bold stateme= nt that the rest of the essay will attempt to justify
Quote from somewher= e in order to interest the reader and set out a ‘feeling’ for the text.
Present a concrete = example that the text will explain and elaborate upon
Relate the text to = other work in the same field
Crème & Lea, p.= 116.

The Role of the Conclusion
Summarise the ‘answ= ers’ to the questions the assignment set out to address, signalled in the introductio= n.
Refer back to the q= uestion posed in the title and show that it has been answered
Give a sense of an = ‘ending’.
Point out what the = assignment has and has not answered.
Put forward the wri= ter’s view in the light of the evidence that has been presented.
Point the reader in= the direction of a new idea.
But do not introduc= e new information in the conclusion
Crème & Lea, p.= 121

Signposting=
Guide the reader th= rough your essay (i.e. ‘In the previous section I have argued that…’, ‘Building on t= he earlier findings…’)
Make sure that the = contents of the different paragraphs are connected to each other
Be coherent in your= argument

Why Reference?<= /b>
To support your ide= as with evidence
To show you have re= ad within your subject area
To inform your read= er of the:
Range
Extent
Nature
of your source mat= erial
To show you are abl= e to select and use appropriate material
To provide accepted conventional acknowledgement that parts of your work have been derived fr= om other people !!
To indicate the app= roach you have developed
Adapted from: Trze= ciak J & Mackay S, Study skills for Academic Writing (London: Prentice Hall, 1994)= , p. 56

Citing and Referenc= es
Two main styles of = citation in common use
Harvard places refe= rences within the text (Smith, 2002) and a bibliography
Chicago uses footno= tes or endnotes1
1 Smith, D, “The Fr= eudian Trap in Combat Motivation Theory” in Journal of Strategic Studies, 25(3), 2002=

Using the Internet<= /a>
Who put this inform= ation there?
How old is the mate= rial?
Who wrote the infor= mation? Who is responsible for this information being here?
Why is this materia= l here?
Can I do a cross ch= eck?

Internet Referencin= g
You need to include= :
The author's name (= if known)
the full title of t= he work
the title of the co= mplete work if applicable
the document date i= f known
the full URL=
the date of visit.<= /font>

Questions to Ask Wh= en Checking Your Work
Does the introducti= on act as a signpost for the whole text?
Does the assignment= address the title question?
Does the text have = a central idea? Is the idea apparent to the reader or do you have to search for it?=
Do any points need = more explicit ‘framing’ to provide a necessary context for a point raised?
Does the text raise= questions that it does not answer?
Is there a sense of= an argument developing?
Is the evidence pro= vided substantial? Are the illustrations/examples relevant?
Do points, both wit= hin and beyond paragraphs, follow logically? Does the whole piece hang together coherently?
Why is this piece of information in the text – what purpose does it fulfil?
Is  the use of subject specific terminolo= gy clear?
Is the ending satis= factory?
Worthington, P. Lan= guage & Learning Centre, UWA 2003

Presentation
Departments have th= eir own guidelines
Text should be doub= le spaced and 12 point font
Justify both the le= ft and right margin
Number pages=
Complete the title = page as required.  Usually name, course, = essay title
Include a bibliogra= phy on a separate sheet
Save a copy to disc= or M drive, or both

Feedback
Don’t just ignore i= t
Consider good and b= ad points
If you need more th= en ask your tutor
Look at what your c= olleagues have done well

The End
Any questions?
If you want more he= lp don’t forget the Language & Learning Centre has writing workshops
Further Information= on the Language and Learning Centre:
http://www.aber.ac= .uk/language+learning/

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Click to edit Master title style<= /div>
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
‹date/time&= #8250;
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Click to edit Master subtitle st= yle
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------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/master22.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0001.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
= Effective Learning: Lecture 2
Academic Writing
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Approaching Academic Writing
<= /td> = <= /td> <= /td>
l Who= are you writing for?
l Wha= t are you trying to say?
l How= are you going to say it effectively?
l Wha= t is the word limit?
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=
Differences Between Academic and
Personal Writing
Personal Wri= ting
Academic Wri= ting
Tells a story
Comments, evalu= ates, analyses
Non-technical v= ocabulary
Subject-specifi= c vocabulary
‘I’ at the centr= e
‘I’ as observer= and commentator
<= /td>
Inf= ormation comes from the writers
experience
=
Inf= ormation comes from sources and
refers to what = others say
Personal views = and feelings
Evidence and ar= guments
Conventions for= citation
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Common Writing Strategies
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Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
The Process of Writing
<= /td> = <= /td> = <= /td> <= /td>
– Fir= st...PLAN. Set a  TARGET DATE! When is
you= r paper due?
– The= n...ORGANIZE. Break your efforts into steps.
Loo= k at your calendar and divide up the
rem= aining days. Set target dates NOW for
com= pleting each step.
– Nex= t...START working on the first step.
------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0022.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
Analysing the Essay Question
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Analysing the Essay Question
<= /td> <= /td> <= /td> = <= /td> <= /td> <= /td>
l Analyse means to look behind the surfa= ce structure
of= your source material. See the relationship of parts
to= whole. Be able to recognize relationships such as
cau= se and effect, even if it's unstated in what you
re= ad. Look for underlying assumptions and question
th= eir validity. How and why imply an answer reached
by a= nalysis.
l Compare means find differences as well= as
sim= ilarities. You will need to formulate the aspects
whi= ch you are looking at in each item; consider
org= anizing your paper by using these aspects as
head= ings.
------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0036.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
Analysing the Essay Question
<= /td> = <= /td> <= /td> <= /td> <= /td>
l Evaluate stresses applying your judgeme= nt to the
re= sults of your analysis. It asks for an opinion based
on= well-defined criteria and clearly stated evidence.
Wor= ding such as to what extent also asks for an
eva= luation of an idea.
l Argue (or agree or disagree) = likewise asks you to
ta= ke a stand based on analysis of solid evidence and
exp= lained by clear reasoning. You will need to
co= nsider other possible viewpoints and defend your
own= in comparison.
l Ide= ntify and underline the words or phrases which
es= tablish what the subject/s of the question is/ are
l Un= derline with dashes, the refining words/ phrases
whi= ch further limit the subject area
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<= /td>
Analysing the Essay Question-
Example
<= /td> <= /td> <= /td> <= /td> <= /td> =
l Analyse and compare modern methods of
= flood protection with part= icular reference to
non-structural and environmentally-friendly
solutions.
Instruction words
= Subject/topic words
Refining/focus words
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Essay Structure
<= /td> <= /td> =
l Titl= e page
l Intr= oduction
l Mai= n Text (divided into sections)
l Conc= lusion
l Bibl= iography
l (If = needed, Appendix with charts, tables etc.)
------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0020.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
The Role of the Introduction
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The Role of the Conclusion
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Signposting
<= /td> = <= /td> <= /td> <= /td>
l Gui= de the reader through your essay (i.e. ‘In
the= previous section I have argued that…’,
‘Bu= ilding on the earlier findings…’)
l Mak= e sure that the contents of the different
par= agraphs are connected to each other
l Be = coherent in your argument
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Why Reference?
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Citing and References
<= /td> = <= /td> <= /td> <= /td> <= /td>
l Two= main styles of citation in common use
l Har= vard places references within the text (Smith,
200= 2) and a bibliography
l Chicago uses footnotes or endnotes1
1 S= mith, D, “The Freudian Trap in Combat Motivation
The= ory” in Journal of Strategic Studies, 25(3), 2002
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Using the Internet
<= /td> = <= /td> <= /td>
l = Who put this information there?
l = How old is the material?
l = Who wrote the information? Who is responsible for this
= information being here?
l = Why is this material here?
l = Can I do a cross check?
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Internet Referencing
<= /td> = <= /td> <= /td> <= /td> <= /td> <= /td>
You= need to include:
l The= author's name (if known)
l the= full title of the work
l the= title of the complete work if applicable
l the= document date if known
l the= full URL
l the= date of visit.
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=
Questions to Ask When Checking
Your Work
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yGu/jWWRa7eIJvVs0CCYfjinzTmyXCucoait03i+o8LBYchkNJw+Z7pW3wa49mGlcINikyoeYqyu mRjF9KiobjuIrmuLrjtMpMNGinrFsHvDy1iEJPMvKLy+5RObZmzGXzxLMIrGWKyp2xuLs9iUMfLF RrfEz2qONTyuD1MsiIyNtriZotejd9eIo7ajAETEQSjLIA3LXqNMyhUbsj68PSHsclEqXJ6BPDXI yvuav6osVfeQRXvcgQUAADs= ------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0027.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
Presentation
<= /td> = <= /td> = <= /td> <= /td> <= /td>
l Dep= artments have their own guidelines
l Tex= t should be double spaced and 12 point font
l Jus= tify both the left and right margin
l Num= ber pages
l Com= plete the title page as required.  Usually name,
cou= rse, essay title
l Inc= lude a bibliography on a separate sheet
l Sav= e a copy to disc or M drive, or both
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Feedback
<= /td> = = <= /td>
l Don= ’t just ignore it
l Con= sider good and bad points
l If = you need more then ask your tutor
l Loo= k at what your colleagues have done well
------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/v3_slide0017.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Effective Learning: Lecture 2
The End
<= /td> <= /td> <= /td> <= /td> = <= /td>
l Any= questions?
l If = you want more help don’t forget the
Lan= guage & Learning Centre has writing
work= shops
l Fur= ther Information on the Language and
Lea= rning Centre:
   http://www.aber.ac.uk/language+learning/
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Effective Learning: Lecture 2
Academic Writing
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Approaching Academic Writing
lWho are you writing for?
lWhat are you trying to say?
lHow are you going to say it effectively?
lWhat is the word limit? =
<= span style=3D'visibility:hidden'>l
l
In man= y ways Academic Writing is like any other kind of formal writing.  What you are trying to achieve i= s the same – transmission of information and argument.  The style however is slightly different.
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Differences Between Academic and Perso= nal Writing
Eviden= ce and arguments
Person= al views and feelings
Conven= tions for citation
Information comes from sources and refers to what others say
Information comes from the writers experience
̵= 6;I’ as observer and commentator
̵= 6;I’ at the centre
Subje= ct-specific vocabulary
Non-te= chnical vocabulary
Comme= nts, evaluates, analyses
Tells= a story
Academic Writing
Personal Writing
lCrème P & Lea M, Writing at University, Buckingham, OUP, 1997, p. 105
There = are some differences between personal writing, as you might write a letter, and academic writing.
Academ= ic writing is about justifying, exploring and analysing concepts.  Statements must be supported with evidence, there must be a clear and logical argument.
Academ= ic writing is more impersonal so try to avoid the personal pronoun, I.  Try to avoid using phrases like I believe or I think.  People = are not interested in what you believe or think (well they are but not in that sense!) but rather in what you can prove and demonstrate.  Providing evidence and citations= for your assertions and ideas is almost as important as the ideas themselves.=
Try to= avoid phrasal verbs, it is not a story.
Never = ever use slang terms.
This d= oes not mean that academic writing has to be boring however, despite many attempts to prove otherwise!
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Common Writing Strategies
=
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>The Architect Strategy: <= /div>
l ‘I think and plan before I even begin to think about starting to write.’
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>The Bricklaying Strategy:
l ‘ I write so slowly that I am rewriting as I = go along… I try never to leave a sentence until it’s as perfect as I can make it…’
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>The Oil Painting Strategy
l Kurt Vonnegut: ‘I play with these ideas until they start to feel right. It’s something like oil painting. You lay on paint and lay on paint. Suddenly you have something and you frame it…’<= /span>
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>The Water-colour Strategy
l ‘Before I write, I write in my mind. The more difficult and complex the writing, the more time I need to think before I write. Ideas incubate in my = mind… The writing process takes place in my = mind. Once that process is compl= ete the product emerges.’
l
l
l
l Adapted from Chandler D, The Act of Writing: A Media Theory Approach, (Aberystwyth; University of Wales Press, 1997),  pp. 229-36, by Julian Brasington,= LLC, UWA
There = are a number of common strategies that are used when writing.
Which = one do you think you might use?
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The Process of Writing
–First...PLAN. Set a  TARGET DATE! When is <= /span>= your paper due?
<= span style=3D'visibility:hidden'>–
–Then...ORGANIZE. Break your efforts into steps. Look at your calendar and divide up the remaining days. Set target dates NOW for completing each step.
–
<= span class=3DB1B style=3D'position:absolute;left:-4.29%;top:.3em'>–Next...START working on the first step.
Whiche= ver strategy you use, writing is a process with clearly defined steps:

1)Alwa= ys begin by analysing the question.  Wha= t does the question want you to do?  Does it give any clues as to how you might do it?  More on this in a moment.=
2)Chec= k what you already know.  Does this giv= e you ideas about how you might tackle the question?  What gaps are there in your know= ledge? Is there some useful sources you might be able to examine?
3)Thin= k!  This is really important.  Just summarising current knowled= ge may well gain an acceptable mark but the really good marks come from putting = in some good ideas of your own.  Write down all your ideas however bizarre.  They help to establish a pattern= and may raise questions that need answering in your essay.
4)It&#= 8217;s reading time!  You need to hit the l= ibrary to understand current work around the essay question and find suitable qu= otes and data to back up your arguments.  Check your tutor’s references and look at where the material= you have is sourced from (where the author has got his or her information from).  Try to be a little selective.  Don’t just= type the essay title into a search engine.&nb= sp; Many websites are biased and the information on them is only as go= od as the author (i.e. often awful).  Don’t forget the National Library.  Readers tickets are easy to get = and it is a fabulous resource.
5)Orga= nise your thoughts and information before you start writing.  Read over all your notes again.<= span style=3D'mso-spacerun:yes'>  Think about how each piece of information helps to answer the question (be ruthless).  Assemble your information into t= he order that you intend to use it in your essay.
6)Writ= e an essay plan … and stick to it!  There is nothing worse than a disorganised essay with no structure= to it (well okay there are some worse things … but not many!).  It is difficult to read and diff= icult to mark, therefore it generally gets a bad mark.
7)Fina= lly we can actually write the essay.  K= eep looking at the essay question and make sure you are actually answering it.  Many otherwise good ess= ays get poor marks because they didn’t actually answer the question.
8)Re-r= ead your essay.  Check spelling and grammar.  Spelling mistakes = are relatively easy to avoid with a spell checker so leaving them just annoys= the marker.  Make sure you have answered the question.  Make= sure you have backed up your argument and that it makes sense.  Be honest!  The marker will notice!
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Analy= sing the Essay Question
l<= span style=3D'font-size:86%'>Read the question carefully, checking any <= /span>unknown vocabulary
l
<= span style=3D'font-size:86%'>l<= span style=3D'font-size:86%'>Draw a box around phrases which instruct you how to tackle  the questions
l
<= span style=3D'font-size:86%'>l<= span style=3D'font-size:86%'>Note key terms: why, how, analyse, compare, evaluate, argue
l
l
l
l Adapted from: UTLC Study Tips 2004
The es= say question is the most important part.  Failure to understand it or answer it properly is the main cause of poor marks.  Read the questi= on carefully and make sure you understand every word, use a dictionary if you have to.
It can= be helpful to use coloured pens or highlighters to emphasize important words.
Split = the question up into its component parts:
   Highlight the words that te= ll you how to tackle the question such as evaluate,    analyse, describe etc.
   Identify word that establis= h what the subject of the question actually is.
   Find the refining words that limit the subject area
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Analy= sing the Essay Question
<= span style=3D'font-size:86%;color:#FF3300'>lAnalyse mea= ns to look behind the surface structure of your source material. See the relationship of parts to whole. Be able to recognize relationships such = as cause and effect, even if it's unstated in what yo= u read. Look for underlying assumptions and question= their validity. How and why imply an answer reached <= /span>by analysis.
l
<= span style=3D'font-size:86%;color:#FF3300'>lCompare mea= ns find differences as well as similarities. You will need to formulate the aspects which you are looking at in each item; consider organizing your paper by using these aspects as headings. = 3;
l
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Analy= sing the Essay Question
lEvaluate st= resses applying your judgement to the results of your analysis. It asks for an opinion based on well-defined criteria and clearly stated eviden= ce. Wording such as to what extent also asks for an evaluation of an idea.
<= span style=3D'font-size:86%;color:#FF3300'>lArgue (or agree or disagree) likewise asks = you to take a stand based on analysi= s of solid evidence and expla= ined by clear reasoning. You will need to consider other possible viewpoints and defend your own in comparison.
<= span style=3D'font-size:86%'>l<= span style=3D'font-size:86%'>Identify and underline the words or phrases which = establish what the subject/s of the question is/ are   
l<= span style=3D'font-size:86%'>Underline with dashes, the refining words/ phrases= which further limit the subject area
l
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Analysing the Essay Question-
Example
l= Analyse and c= ompare modern methods of flood protection with particular reference to non-structural and environmentally-friendly solutions.
lInstruction words
lSubject/topic words
lR= efining/focus words
l
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Essay Structure
<= span style=3D'font-size:86%'>lTitle page
l
<= span style=3D'font-size:86%'>lIntroduction
<= span style=3D'font-size:86%'>lMain Text (divided = into sections)
<= span style=3D'font-size:86%'>lConclusion
l
<= span style=3D'font-size:86%'>lBibliography
<= span style=3D'font-size:86%'>l(If needed, Appendi= x with charts, tables etc.)
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The Role of the Introduction
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Give an overview of the whole piece.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Present the central idea of the assignment.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Give reasons for writing the text.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Explain how the title will be interpreted.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Justify why the question will be answered in a particular way.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Give the background to the main topic of the essay= ; the history or the conte= xt.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Make a bold statement that the rest of the essay w= ill attempt to justify
<= span style=3D'font-size:64%'>lQuote from somewhere in order to interest the read= er and set out a ‘feeling&#= 8217; for the text.
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Present a concrete example that the text will expl= ain and elaborate upon&= #13;
<= span style=3D'font-size:64%'>l<= span style=3D'font-size:64%'>Relate the text to other work in the same field= 3;
l
l
lCrème & Le= a, p. 116.
The in= troduction and the conclusion are, arguably, the most important part of any essay.  They set out and summarise the arguments you have made as well as making a first and final impression on= the marker.  The introduction is= your opportunity to whet the appetite of the reader while your conclusion is an opportunity to ram home your arguments and leave them feeling that you ha= ve said something pretty important.  From a markers point of view, a poor introduction rarely has a good essay concealed behind it.  = There are a number of tasks that the introduction may attempt to do, summarised= in the above slide, but these can generally be reduced to ‘What’, ‘Why’, and ‘How’.  What is your argument?  Why are you making it?  How are you going to make it?
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The Role of the Conclusion
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Summarise the ‘answers’ to the questio= ns the assignment set out to address, signalled in the introduction.
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Refer back to the question posed in the title and = show that it has been answere= d
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Give a sense of an ‘ending’.
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Point out what the assignment has and has not answered.
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Put forward the writer’s view in the light o= f the evidence that has been presented.
<= span style=3D'font-size:71%'>l<= span style=3D'font-size:71%'>Point the reader in the direction of a new idea.
l
lBut do not introduce new information in the conclusion
l
l
lCrème & Le= a, p. 121
The co= nclusion has an important role in summarising your arguments and reminding the reader = of the key points in your essay.  The major roles are summarised in the slide.
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Signposting
lGuide the reader through your essay (i.e. ‘In the previous section I have argued that…’, ‘Building on the earlier findings…’)
<= span class=3DBB style=3D'position:absolute;left:-4.21%;top:.3em'>lMake s= ure that the contents of the different paragraphs are connected= to each other
<= span class=3DBB style=3D'position:absolute;left:-4.77%;top:.3em'>lBe coh= erent in your argument
l
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Why Reference?
l<= span style=3D'font-size:68%'>To support your ideas with evidence
l<= span style=3D'font-size:68%'>To show you have read within your subject area = ;
l<= span style=3D'font-size:68%'>To inform your reader of the:
l Range
l Extent
l Nature
l of your source material
<= span style=3D'font-size:68%'>l<= span style=3D'font-size:68%'>To show you are able to select and use appropriate material
<= span style=3D'font-size:68%'>l<= span style=3D'font-size:68%'>To provide accepted conventional acknowledgement t= hat parts of your work have been derived from other pe= ople !!
l<= span style=3D'font-size:68%'>To indicate the approach you have developed <= /span>
l
l
l Adapted from: Trzeciak J & Mackay S, Study skills for Academic Writing (London: Prentice Hall, 1994), p. <= span style=3D'position:absolute;top:44.44%;left:4.17%;width:79.33%;height:55.55= %'>56
Why bo= ther referencing?  After all, if = the ideas in the essay are good, then they’re good, right?  Well, not really.  All ideas have a source, usually= in something you have read or heard somewhere.  Not to acknowledge that source is plagiarism, the theft of someone else’s ideas.  This is, at best, careless and, = at worst, dishonest.  Deliberate plagiarism is not acceptable and will be severely penalised.
Refere= ncing demonstrates to the reader that you have read within your subject making = you seem more credible and reliable as a source of ideas.  It demonstrates that you have ev= idence to support your claims and have not just made them up, and allows others = to check that your claims are correct.
It is = not always necessary to use direct quotes, you can paraphrase or report ideas, as lo= ng as you refernece them
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Citing and References
lTwo main styles of citation in common use
lHarvard places refe= rences within the text (Smith, 2002) and a bibliography
<= span style=3D'font-size:86%'>lChicago uses footno= tes or endnotes1
l
l1 Smith, D, “The Freudian Trap in Combat Motivation Theory” in Journal of Strategic Studies, 25(3), 2002
There = are two major styles of citation that are in common use.  Harvard style uses in text citat= ions that refer to a bibliography, Chicago style uses footnotes or endnotes wi= th complete citation information in them as well as a bibliography.  Some departments or academic publications dictate which style you should use, but it largely comes dow= n to personal preference.  This i= s not an appropriate place for an extended discussion of this topic.  Help sheets are available from t= he Language and Learning Centre, and many department handbooks have a sectio= n on how to cite effectively.
There = are also good resources available on the web.  They are easily found in most search engines.
The ke= y point when citing is to be sure that the reference can be found easily by the reader.  A minimum should be= the name of the author or authors; the title of the work; the journal title, volume and issue number if applicable; the place and year of publication,= the publishers name; and the page number or numbers of the quote or reference= .

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Using the Internet
<= span style=3D'font-size:68%;visibility:hidden'>l=
<= span style=3D'font-size:71%'>lWho put this information there?
l =
<= span style=3D'font-size:71%'>lHow old is the material?
<= span style=3D'font-size:71%;visibility:hidden'>l=
lWho = wrote the information? Who is responsible for this information being here?
<= span style=3D'font-size:71%;visibility:hidden'>l=
<= span style=3D'font-size:71%'>lWhy is this mate= rial here?
<= span style=3D'font-size:71%;visibility:hidden'>l=
<= span style=3D'font-size:71%'>lCan I do a cross check?
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Internet Referencing
lYou need to include: = 3;
lThe author's name (if known)
lthe full title of the work
lthe title of the complete work if applicable
lthe document date if known
lthe full URL
lthe date of visit.
l
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Questions to Ask When Checking Your Work
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Does the introduction act as a signpost for the wh= ole text?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Does the assignment address the title question?= 3;
<= span style=3D'font-size:61%'>lDoes the text have a central idea? Is the idea app= arent to the reader or do you h= ave to search for it?
l<= span style=3D'font-size:61%'>Do any points need more explicit ‘framing= 217; to provide a necessary context for a point raised?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Does the text raise questions that it does not answer?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Is there a sense of an argument developing?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Is the evidence provided substantial? Are the illustrations/examples relevant?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Do points, both within and beyond paragraphs, foll= ow logically? Does the whole= piece hang together coherently?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Why is this piece of information in the text ̵= 1; what purpose does it fulfil?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Is  t= he use of subject specific terminology clear?
<= span style=3D'font-size:61%'>l<= span style=3D'font-size:61%'>Is the ending satisfactory?
l
lWorthington, P. Langu= age & Learning Centre, UWA 2003
Checki= ng your work is really important.  Not do= ing so risks making foolish mistakes that will lower your credibility and lose y= ou marks.  If you have made the effort to write the essay it is worth spending a little time to make sure that everything is ok.
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Presentation
lDepartments have their own guidelines <= /span>
lText should be double spaced and 12 point font = ;
<= span style=3D'font-size:86%'>lJustify both the le= ft and right margin
<= span style=3D'font-size:86%'>lNumber pages
lComplete the title = page as required.  Usually name, <= /span>course, essay title
<= span style=3D'font-size:86%'>lInclude a bibliogra= phy on a separate sheet
<= span style=3D'font-size:86%'>lSave a copy to disc= or M drive, or both
Check = your department handbook for essay presentation guidelines.  Word processing is not always compulsory but it looks better and it is easier to write with one.  If you handwrite you risk having= your essay returned as unreadable.  The title page should be completed as required by your department, some departments require you to put a name on the work, some mark blind so req= uire you to use your student number instead.&= nbsp; Save a copy of your essay just in case something goes wrong and al= so for future reference.
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Feedback
lDon’t just ignore it
lConsider good and bad points
lIf you need more then ask your tutor
<= span class=3DBB style=3D'position:absolute;left:-4.01%;top:.3em'>lLook a= t what your colleagues have done well
It is = easy to just throw away feedback sheets, especially if you don’t get the mark you wanted (or think you deserve).  However, this is unwise as the keys to improvement are concealed within them.  Look at the go= od and bad points, ask your tutor if you want more details.  Look at the essay itself and see= where the marker thought you had a good idea and where it was less well received.  If you can learn = from your essay comments you will improve.&nb= sp; Try to look at what your colleagues have done too (if they will let you).  You can learn from th= eir mistakes and successes too.
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The End
lAny questions?
lIf you want more help don’t forget the Language & Learning Centre has writing workshops
<= span class=3DBB style=3D'position:absolute;left:-4.38%;top:.3em'>lFurther Information on the Language and Learning Centre:
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‹header›
‹date/time›=
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
‹footer›
‹#›
In many ways Academic Writing is = like any other kind of formal writing.  What you are trying to achieve is the same – transmission of information = and argument.  The style however is slightly different.
There are some differences between personal writing, as you might write a letter, and academic writing. A= cademic writing is about justifying, exploring and analysing concepts.  Statements must be supported with evidence, there must be a clear and logical argument. Academic writing= is more impersonal so try to avoid the personal pronoun, I.  Try to avoid using phrases like I believe or I think.  People a= re not interested in what you believe or think (well they are but not in that sen= se!) but rather in what you can prove and demonstrate.  Providing evidence and citations = for your assertions and ideas is almost as important as the ideas themselves.
Try to avoid phrasal verbs, it is not a story.
Never ever use slang terms.
This does not mean that academic writing has to be boring however, despite= many attempts to prove otherwise!
There are a number of common strategies that are used when writing.&#= 13;
Which one do you think you might use?
Wh= ichever strategy you use, writing is a process with clearly defined steps:
&#= 13;
1)= Always begin by analysing the question.  What does the question want you to do?  Does it give any clues as to how you might do it?  More on this in a moment.
2)= Check what you already know.  Does = this give you ideas about how you might tackle the question?  What gaps are there in your knowledge? Is there some useful sources you might be able to examine?
3)= Think!  This is really important.  Just summarising current knowledg= e may well gain an acceptable mark but the = really good marks come from putting in some good ideas of your own.  Write down all your ideas however bizarre.  They help to establish a pattern = and may raise questions that need answering in your essay.
4)= It’s reading time!  You need to hi= t the library to understand current work around the essay question and find suitable quotes and data to back up your arguments.  Check your tutor’s references and look at = where the material you have is sourced from (where the author has got his or her information from).  Try to be a little selective.  Don’t just type the essay t= itle into a search engine.  Many websites are biased and the informati= on on them is only as good as the author (i.e. often awful).  Don’t forget the National <= /span>Library.  Readers tickets are easy to get and it is a fabulous resource. 
5)= Organise your thoughts and information before you start writing.  Read over all your notes again.  Think about how each piece of information helps to answer the question (be ruthless).  Assemble your information into the order that you intend to use = it in your essay.
6)= Write an essay plan … and stick to it!  There is nothing worse than a disorganised essay with no structure to it (well okay there are some worse th= ings … but not many!).  It is difficult to read and difficult to ma= rk, therefore it generally gets a bad mark.
7)= Finally we can actually write the essay.  Keep looking at the essay question and make sure you are actually answering it.  Many otherwise good essays get po= or marks because they didn’t actually answer the question.
8)= Re-read your essay.  Check spelling a= nd grammar.  Spelling mistakes a= re relatively easy to avoid with a spell checker so leaving them just annoys the marker.  Make sure you have answered the question.  Make sure you have backed up your argument and tha= t it makes sense.  Be honest!  The marker will notice!
The essay question is the most i= mportant part.  Failure to understand = it or answer it properly is the main cause of poor marks.  Read the question carefully and m= ake sure you understand every word, use a dictionary if you have to. It ca= n be helpful to use coloured pens or highlighters to emphasize important words.=
Split the question up into its component parts:
Highlight the words t= hat tell you how to tackle the question such as evaluate, analyse, describe etc. Identify word that establish what the subject of t= he question actually is.
Find the refining words that limit the subject area
The introduction and the conclus= ion are, arguably, the most important part of any essay.  They set out and summarise the arguments you have made as well as making a first and final impression on = the marker.  The introduction is = your opportunity to whet the appetite of the reader while your conclusion is an= opportunity to ram home your arguments and leave them feeling that you have said somet= hing pretty important.  From a mar= kers point of view, a poor introduction rarely has a good essay concealed behind it.  There are a number of ta= sks that the introduction may attempt to do, summarised in the above slide, but these can generally be reduced to ‘What’, ‘Why’, a= nd ‘How’.  What is y= our argument?  Why are you making it?  How are you going to mak= e it?
The conclusion has an important = role in summarising your arguments and reminding the reader of the key points in y= our essay.  The major roles are s= ummarised in the slide.
Why bother referencing?  After all, if the ideas in the es= say are good, then they’re good, right?=   Well, not really.  All= ideas have a source, usually in something you have read or heard somewhere.  Not to acknowledge that source is plagiarism, the theft of someone else’s ideas.  This is, at best, careless and, at worst, dishonest.  Deliberate plagiarism is not acceptable and will be severely penalised. Referenci= ng demonstrates to the reader that you have read within your subject making y= ou seem more credible and reliable as a source of ideas.  It demonstrates that you have evi= dence to support your claims and have not just made them up, and allows others to check that your claims are correct. It is not always necessary to use direct quotes, you can paraphrase or report ideas, as long as you refernece them
There are two major styles of ci= tation that are in common use.  Harv= ard style uses in text citations that refer to a bibliography, Chicago style u= ses footnotes or endnotes with complete citation information in them as well a= s a bibliography.  Some departments or academic publications dictate which style you should use, but it largely comes down= to personal preference.  This is= not an appropriate place for an extended discussion of this topic.  Help sheets are available from the Language and Learning Centre, and many department handbooks have a section= on how to cite effectively. There are also good resources available on the web.  They are easily found i= n most search engines. The key point when citing is to be sure that the refer= ence can be found easily by the reader.  A minimum should be the name of the author or authors; the title of= the work; the journal title, volume and issue number if applicable; the place = and year of publication, the publishers name; and the page number or numbers of the quote or reference.
Checking your work is really important.  Not doing so risks making foolish mistakes that will lower your credibility and lose you marks.  If you have made the = effort to write the essay it is worth spending a little time to make sure that ev= erything is ok.
Check your department handbook f= or essay presentation guidelines.  Wor= d processing is not always compulsory but it looks better and it is easier to write with one.  If you handwrite you ri= sk having your essay returned as unreadable.=   The title page should be completed as required by your department, = some departments require you to put a name on the work, some mark blind so requ= ire you to use your student number instead.&n= bsp; Save a copy of your essay just in case something goes wrong and also for future reference.
It is easy to just throw away fe= edback sheets, especially if you don’t get the mark you wanted (or think you deserve).  However, this is u= nwise as the keys to improvement are concealed within them.  Look at the good and bad points, = ask your tutor if you want more details.  Look at the essay itself and see where the marker thought you had a good idea and where it was less well received.  If you can learn from your essay comments you will improve.  T= ry to look at what your colleagues have done too (if they will let you).  You can learn from their mistakes= and successes too.
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_InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D -(parseInt(g_bgSound.substr(idx+1))); } SlideObj.filters.revealtrans.Apply()=09 } SlideObj.style.visibility=3D"visible" if( fTrans ) SlideObj.filters.revealtrans.Play() } function MakeNotesVis()=20 { if( !IsNts() ) return false=20 SlideObj.style.display=3D"none" nObj =3D document.all.item("NotesObj") parent.SetHasNts(0) if( nObj ) {=20 nObj.style.display=3D"" parent.SetHasNts(1) } return 1 } function ChkAutoAdv() { if(SldHasTrans()) SlideObj.onfilterchange=3DAutoAdv else AutoAdv() } function AutoAdv() { if(!IsWin("PPTSld") || !gUseSldTimings )return var sld=3DGetCurSld() if( (sld.mAdvDelay>0) && !parent.IsFramesMode() ) setTimeout("parent.GoToNextSld()",sld.mAdvDelay) } function GetObj(id) { if(g_supportsPPTHTML) return document.all(id); else return document.getElementById(id); } function SldHasTrans() { return SlideObj.style.filter !=3D ""; } function GetSldId() { return sId=3Dlocation.href.substring(location.href.la= stIndexOf('/')+1) } function HideMenu() { if( frames["PPTSld"] && PPTSld.document.all.item("ctx= tmenu") && PPTSld.ctxtmenu.style.display!=3D"none" ) { PPTSld.ctxtmenu.styl= e.display=3D'none'; return true } return false } function IsWin( name ) { return window.name =3D=3D name } function IsNts() { return IsWin("PPTNts") } function IsSldOrNts() { return( IsWin("PPTSld")||IsWin("PPTNts") ) } function SupportsPPTAnimation() { return( navigator.platform =3D=3D "Win32"= && navigator.appVersion.indexOf("Windows")>0 ) } function SupportsPPTHTML() { var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0 if( msie >=3D 0 ) ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) ) else ver=3DparseInt(appVer) return( ver >=3D 4 && msie >=3D 0 ) } function _RSW() { if( !g_supportsPPTHTML || IsNts() || ( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) ) return var padding=3D0; if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6 cltWidth=3Ddocument.body.clientWidth-padding cltHeight=3Ddocument.body.clientHeight-padding factor=3D(1.0*cltWidth)/g_origW if( cltHeight < g_origH*factor ) factor=3D(1.0*cltHeight)/g_origH newSize =3D g_origSz * factor if( newSize < 1 ) newSize=3D1 s=3DSlideObj.style s.fontSize=3DnewSize+"px" s.posWidth=3Dg_origW*factor s.posHeight=3Dg_origH*factor s.posLeft=3D(cltWidth-s.posWidth+padding)/2 s.posTop=3D(cltHeight-s.posHeight+padding)/2 if( g_scaleHyperlinks ) ScaleHyperlinks( factor ) } function _InitAnimations() { animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined'; isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode(); g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc= reen && parent.IsSldVisited()); if( g_animUseRuntime ) { collSeq =3D document.all.tags("seq"); if( collSeq !=3D null ) { for(ii=3D0;ii numSlds ) gSldJumpIdx =3D numSlds; if ( gSldJumpIdx >=3D 0 ) { if ( gSldJumpIdx =3D=3D 0 ) gSldJumpIdx =3D 1; var jumpTo =3D parseInt(gSldJumpIdx); gSldJump =3D 0; gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } }function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && (window.name=3D=3D"PPTSld") && !parent.IsFrames= Mode() ) || (event && event.keyCode=3D=3D32) ) { =09 if( g_animUseRuntime && g_animMainSequence && g_animMainSequence.cangonex= t ) return; parent.GoToNextSld(); } } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D21, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0018.htm",1,-1,1),new hrefList("slide0019.htm",1,-1,1),new hrefList("= slide0023.htm",1,-1,1),new hrefList("slide0024.htm",1,-1,1),new hrefList("s= lide0022.htm",1,-1,1),new hrefList("slide0035.htm",1,-1,1),new hrefList("sl= ide0036.htm",1,-1,1),new hrefList("slide0021.htm",1,-1,1),new hrefList("sli= de0038.htm",1,-1,1),new hrefList("slide0020.htm",1,-1,1),new hrefList("slid= e0025.htm",1,-1,1),new hrefList("slide0033.htm",1,-1,1),new hrefList("slide= 0026.htm",1,-1,1),new hrefList("slide0029.htm",1,-1,1),new hrefList("slide0= 031.htm",1,-1,1),new hrefList("slide0032.htm",1,-1,1),new hrefList("slide00= 28.htm",1,-1,1),new hrefList("slide0027.htm",1,-1,1),new hrefList("slide003= 0.htm",1,-1,1),new hrefList("slide0017.htm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; 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charset="us-ascii" Effective Learning: Lecture 2 ------=_NextPart_01C4A552.76ACBD70 Content-Location: file:///C:/AF8A99D2/lecture-2_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"
 No= tes
Slide Show
Outline
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