Visiting from Singapore

At present at Mawson Lakes campus we are hosting a group of senior Mechanical Engineering students who are here from Singapore for two weeks intensive study.

Welcome everyone! You've chosen a cold time of year to visit Adelaide. You will find life in and around Mawson Lakes very quiet after Singapore.

As you're expected to learn a lot about researching and writing you will find plenty of material on and linked to this blog to interest you. Check the link further down in the adjacent column to resources used in our classes last week.

There are several postings in this blog that are directly relevent to you as you write up your current work. See in particular the previous entry on writing a literature review and an earlier posting on paraphrasing. Both elaborate on points made in our class on

• the importance of writing to you as scientists
• the relevance of in-text citations and referencing to improving the credibility of your work.

All the best,

Helen

Literature reviews and button collections

Literature reviews are tricky to write and some are very boring to read. The most boring ones are those that list each item, one after the other, like entries in a book catalogue.

Before I throw out my old clothes, or turn them into cleaning rags, I cut off the buttons and put them in a jar. You never know when you’re going to need a spare button. After many years of doing this, I have quite a collection.

Writing a literature review is like describing my button collection. I could do that by picking up each of the hundred or so buttons in turn and describing them all individually. Bor-ing! Even if you lasted the distance, you probably wouldn’t remember too much of what I’d said.

Now, if I’d sorted them into some sort of pattern, that would be more interesting and more memorable. The biggest group are the tiny round plastic ones which have probably come from old shirts. This suggests that shirts are my most common article of discarded clothing. Similar in some ways to this group are the large round buttons which probably came from coats. The larger size may indicate the need to hold thicker fabric or that they were subject to larger forces. Another group again are the ornate buttons, some of which are made from a combination of materials and many of which have looped shanks on the back. And so on.

Image from Global b2b (2008) http://www.global-b2b-network.com/

In writing your literature review, think of ways you might organize the readings, rather than just reporting each one in turn. Has an issue been investigated from a range of theoretical positions? Using different methodologies? Considering different aspects? In a range of different contexts? What are the similarities and differences of these different approaches? What are their relative strengths and weaknesses? How do the approaches support or challenge each other?

As you organise your literature review, think of my button collection.

Kerry O'Regan


Learning Adviser



Kerry O'Regan is our special guest blogger for this month. Kerry has had a long history of working with engineering students - firstly at the Institute of Technology and then the University of South Australia and Adelaide University. Kerry mentioned in her recent presentation to Engineering Research Methods students that she completed a Masters Thesis looking at women in engineering. She also has a keen interest in online teaching and learning.

In praise of the paraphrase

Paraphrasing is a skill which is kind of tricky when you first start Uni. Often, students are under the misapprehension that paraphrasing means 'changing a few words' - swapping nouns and adjectives or shuffling things around.

Paraphrasing is, in fact, somewhat more complex than merely re-wording. It is about extracting the meaning of what has been said by reading the text, putting it aside and then asking (and noting) 'What does this really mean?'

It is important to highlight a couple of things:

• No two students' paraphrases will be the same


• Each student writer extracts the 'meaning' to suit the purpose - to support their own arguments or positions about a point-of-view


• It's ok to 'quote' a couple of colourful words in a paraphrase (see the examples below)


• Always attribute the paraphrase to a source

Example A: The text

Example B: The paraphrase

Example C: The paraphrase with interpretation

That's all for now. Best of luck!

Helen and Andrea

PS Post your questions about the art of paraphrasing by clicking 'comments'

For all students who speak English as second language

When
Monday 14th – Thursday 17th April 2008

Session Times
10.00am - 12:00pm and 2:00pm - 4:00pm
Where
UniSA City West campus

Cost: Free

Content
English grammar, Academic speaking skills, Academic writing, Referencing, Academic reading, Online techniques for language learning and Mind mapping


Classes are held over 3 mornings and 4 afternoons for students who want to improve their English language and academic skills. You can attend any, or all of the sessions.

Please register online for the sessions you wish to attend:

http://unisanet-apppro.levels.unisa.edu.au/registerit/Students-WorkShops.asp?

(These workshops are listed under City West and designated by “AELDP” in the title)

A winning proposal

Few if any Masters students will leave their studies without having to write a research proposal for their research or minor thesis.

To write an excellent research proposal, it's best to start by thinking about the role of the proposal. The document is intended to persuade the reader that your research is worthwhile doing. In working life, this may translate into persuading a funding body or your boss to support your work. In life at university, it might mean the difference between receiving a high distinction or a credit or a grant or scholarship.

A good research proposal will have some or all of the following elements:

• A persuasive piece of writing which leaves the reader in no doubt as to the intent of and need for your research (Key sections: The significance of the problem and The literature review)
  


• A demonstration that the research proposed is do-able. While it would be impractical to solve world water shortages, you might be able to research a technology which will enable the saving of water under particular conditions in a particular location. (Key sections: The methodology and The problem or sub problems)
  


• Critical exploration of the current and key literature surrounding your topic. Critical is the most important word here. Simply providing accounts of what so-and-so said or found will not convince the reader of the need for research or the approach you are deciding to take. You must say why a finding or study was useful and examine its weaknesses, limitations and how it will be of use to your writing. (Key section: The literature review)

Finally, 'all roads must lead to your research'. This means that a research proposal must at its core, convince the reader of the need for your research.

Writing the Research Proposal is a useful read. Although written for students of Engineering Research Practice and Engineering Research Methods, it has some handy links and approaches for all research writing. A word of caution: check with your course coordinator about the headings they would like you to use. The approach suggested in this particular online resource has been taken from Leedy and Ormond (2005).

Best of luck with writing your persuasive and winning proposal.

Liz Horrocks, Andrea Duff and Helen Johnston

Learning Advisers City East and Mawson Lakes

A few summary points

The skill of summarising is such a handy one to have. The student or employee who is able to summarise a complex document for another reader is highly valued.

As we speak, students in Communication for Information Systems and Technology are busily trying to distill an entire article into 350 - 450 words. There are some simple guidelines to help with this seemingly tough task.

• First draw a concept map or picture of the main ideas. Your picture might look something like this:

• Secondly, when you begin to write, introduce the main ideas in the order in which they appear in the article.


• Thirdly, make good use of words which list such as firstly, secondly, thirdly and so on.


• Fourth, look for opposites and similarities...
  
  
  One view taken...however....on one hand...on the other...similarly...likewise...in contrast
  
• Finally, you should deal with one idea per paragraph.

Good summarising relies on sometimes ruthless editing skills. A useful device is to just refer to the actual article and author once (in the opening sentence where you might cite bibliographic details):

In the chapter 'Climate Change - an inevitable reality' (Thompson, 2002), the author underlines three main reasons why we should take heed of rising temperatures.

Firstly, as temperatures rise, sea levels will rise. This means....

Secondly,

Hone this important skill and reap the rewards!

Andrea on behalf of the Learning Advisers

The fundamentals of report writing

As many of our engineering and computer science students prepare their first reports, it is worth visiting some of the basic requirements of report writing. As we speak, we know that students in Sustainable Engineering Practice and Introduction to Information Technology Studies are busy contemplating their first reports or drafts.

The first thing to say is that there are 'reports' and there are 'reports'.

If you are reporting on an experiment, then you will produce what is known as a 'practical report'. If you are reporting on an issue under an investigation, then it is likely to be a 'technical report' . Reports are also produced for things like software specification.

Secondly, reports are tightly structured. They use:

• Section headings which are well understood (such as 'abstract' or 'executive summary'; 'introduction'; 'conclusion'; recommendations)


• Numbered headings and subheadings


• Cohesive 'linking' language - firstly, secondly, thirdly...therefore, in conclusion

Thirdly, they use an objective 'tone'. There is no place for the first person 'I' in report writing. Nor is there any place for:

• Vague and imprecise terms (various, numerous...)


• Flowery language with out support (excellent! wonderful! super!)


• Unsubstantiated claims without references.

Perhaps the most important piece of advice we can offer is to think of yourself as making the job easier for the reader. Reports are often read by busy people. Careful construction of sections combined with precise cohesive sentences will make for a more enjoyable and persuasive document.

There is no doubt that being able to construct a good report is highly valued by employers. If you can get it right, not only will your report attract great marks, but it will contribute to your success in the job market.

Best of luck with your first assignments.

Helen and Andrea

Your resident Mawson Lakes Learning Advisers and Bloggers.

Following the success of the Writing in the Sciences workshops at Mawson Lakes, City East Learning Connection is offering a new Writing in the Sciences series during Study Period 2, 2008.

Workshop topics include:

• Surviving at Uni
• Speed reading
• Mindmapping
• Assessments are they all the same?
• Finding your critical voice
• Self-editing
• Using sources strongly and wisely.

You are invited to book into the sessions and come to Learning Connection, City East to hear great speakers present interesting sessions! We would love to see Mawson Lakes students at City East.

Liz Horrocks and Susanna Carter

Lecturers: Learning Advice

Advanced project writing - being the best you can be

Early this week, I had the pleasure of meeting some Mechanical Engineering students who are here on a special visit from Singapore with the School of Advanced Mechanical Engineering.


Over a barbie* on Monday we chatted about numerous** things, such as the cricket at Adelaide oval; what do do when you're in Adelaide; the food; the merits of doing a day trip to Kangaroo Island and the Weather (a popular topic when it's 39 degrees).


Today the weather is cooler and I'm turning my attention to preparing for the the Technical and Advanced Writing Project workshop for our Singaporean guests over the next two days.


Most of the workshop materials are linked to the side navigation, but I just wanted to say a couple of things.


Firstly, to the Writing in the Sciences community, what is posted up here relates to universal principles of good technical and academic writing - and is not specific to any particular sub-discipline (Advanced Mechanical Engineers, in this case). In other words, all you see up here will be of some use to all writers.


Secondly, I would like to point you to the Academic Writing Triangle which encapsulates the approach Learning Advisers and other lecturers take when looking at work. There are a heirachy of elements and each one must be fulfilled. These are the building blocks of good academic writing - Scientific or not.


Thirdly, a very WARM welcome to our Singaporean students who are here for a taste of Mawson Lakes and South Australia. Please regard this as your techinical writing online 'home' and feel free to post any questions or observations. I (or others in this community) can respond in due course.

Do you have any writing questions?



* Barbie, of course, is a shortened form of barbeque. Aussies are fond of using 'ie' at the end of words. Breakie = breakfast; Pressie=present
** Numerous is a word which scientific writers should avoid. Try to use words which quantify such as 'Today we spoke about five things. These were...'








Andrea Duff

Editing - the ultimate writing makeover

Makeovers can offer good value!

Everyone has seen programs on TV and articles in magazines where ordinary people improve themselves by changing their looks, their bodies, and sometimes their total appearance. You see young singers made over if you watch Idol where see awkward ugly ducklings are transformed into pop stars.

When you draft an assignment it could be fairly ordinary until you give it a makeover with your editing and proof-reading.

Keep in mind that a good makeover takes time and effort.

If possible:

• Take a break between writing and editing. This allows you to re-examine it as an editor rather than a writer.



• Read your paper at least a couple of times: separate reading for meaning from your proof-reading for expression, grammar, spelling and punctuation. Proof-reading needs to be done sentence by sentence.



• Note: spell-checkers don’t pick up incorrect words or homonyms e.g. ewe for you.



• Ensure your headings and text match.



• In your text refer to tables and figures and ensure all tables and figures are correctly labelled



• Schedule referencing time. If you have a lot of sources you may need several hours to ensure every in-text reference is correct and has a corresponding acknowledgement in the Reference List.



• Don’t mix and match referencing styles. You can’t simply copy and paste citations from other sources. You’ll need to adjust every one to the required style. See the Referencing Guide



• Attend to presentation features like matching headings and sub-headings



• Find a critical friend, someone who understands the content area to see if they understand what you have written. Ask them to point out any sections which confuse them but also ask them to avoid correcting the text. That’s your job.



• Meeting the deadline is part of the task so make sure you know how and where to submit to ensure you meet the requirements.

Here's an editing resource developed by learning advisers to help you on your way to a writing makeover.

Your assignment makeover will help your reader see the quality of your learning. Then work done, you can enjoy your holidays.

Best of luck

Helen