Structuring a University Level Essay Writing Clinic.

Structuring a University Level Essay & Writing Clinic

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)

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

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

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

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

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

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

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

How Ketso works

Instructions &Clarifications

Ketso uses ‘leaves’ to capture people’s ideas

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

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

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

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

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?

KETSO !

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?

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?

Developing a story line

• What are the arguments / points of view?



• Develop clusters of ideas, really point the leaves at each other.



• 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

Initial themes

• Label the branches with initial themes for the clusters of ideas



• How do we know? Give examples or evidence for this claim. Who says? What are the references?



• 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?

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



• 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)

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!

What will happen to these ideas?

Sustainable Port - Types of Ideas

0

50

100

150

200

250

Total

Existing assets

Future possibilities

Problems

Goals

Group No (All)

Count of Meaning

Drop Category Fields Here

Meaning

A Sustainable Port in Portsmouth - Ideas by Branch Type

0

20

40

60

80

100

120

140

Activities Ecology Economics Environment Environment (built) Landscapes Society StakeholderEngagement

Goals

Problems

Future possibilities

Existing assets

Group No (All)

Count of Theme on Branch

Theme on Branch

Meaning

For more info: see www.ketso.com or contact [email protected] (the author of this workshop plan)

Structuring a University Level Essay Writing Clinic.

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