Week 1 Academic Expectations - AVHT

## WEEK1 - Academic expectations are both explicit and implicit. - Explicit expectations are stated by the lecturer through quizzes, assignments, and exams. - Implicit expectations may be discovered during the course. - Implicit academic expectations include learning academic culture, wh...

## WEEK1 - Academic expectations are both explicit and implicit. - Explicit expectations are stated by the lecturer through quizzes, assignments, and exams. - Implicit expectations may be discovered during the course. - Implicit academic expectations include learning academic culture, which is neither right nor wrong but also not arbitrary. - Academic culture is about critical thinking, which is not one skill but a synthesis of many skills. - The academic expectations quiz is meant to work in groups, discussing academic expectations as a quiz. - The lecturer will stop and discuss the questions after each one. - It does not matter if the questions are answered correctly or not, as long as they are thought about. - Lectures and exams: The lecturer provides an outline of information. - Students must study this information outside of class and synthesize it with information from other sources. - Reading: Students do not need to read every book in a course’s reading list, as some material may be repeated or only relevant for certain assignments. - Always read with purpose and stop when that purpose is fulfilled. - Taking notes in lectures: Lecture PowerPoint slides are an outline, so students must fill in additional detail. - Avoid transcribing the information word for word. - Notes are only effective if they are revised by the student. - The most important thing is to follow along in the lecture and understand the structure of the information. - MCQ exams: Multiple choice questions test more than just simple recall of factual information. - They also assess the ability to apply knowledge, testing across the three levels of knowledge: factual, conceptual, and procedural. - Managing time and study: Students should aim for 8+ hours per week per course, including contact time and self-study. - This is a university-wide expectation, as university is like a full-time job. - Referencing: Reliable sources must be used to support arguments. - While websites can be used, the student must be able to justify their use. - Referencing shows where ideas came from, even if they are written in the student's own words. - In-text references are required when quoting exact words, rewriting ideas in your own words, writing an overview of ideas in your own words, or providing a statistic from a research study. - They are not required for common knowledge. - Presentation: The vocabulary for speaking and academic writing is not the same. - Speaking vocabulary should be simple while academic writing should be formal and complex. - Summary of Class 1: Students have much to learn about university expectations, many of which are implicit. This will involve trial and error. It is important to get feedback on your work. ## WEEK2 - Why Group Work? - Group work promotes higher-order learning. - Group work is an authentic assessment of academic skills. - Group work enhances employability. - Recruiters value group work experience. - Academic group work is more challenging than professional group work. - There are differences in perspectives (deep vs. surface, active vs. passive) between group work. - Challenges of Academic Group Work - Synthesizing information is challenging in individual and group work. - Writing as a group is difficult. - Lack of a designated lead author can complicate group writing. - Diverse backgrounds, values, and experiences lead to difficulties. - Working with People You Dislike - Working with people who are not a student's favorite is part of academia. - Building the skill of working with others are key component for group work. - Academia may contain individuals who may be arrogant or difficult. - Planning Academic Group Work - Planning for academic group work is necessary from the start. - Pre-empting problems, setting goals, and strategizing are key. - Planning group work can sometimes be awkward or feel socially unappealing. - Planning and solving problems helps a group from starting problems in the future. - Utilizing strength and weaknesses of group members. - Making Group Work - Establish clear rules at the beginning (always!). - Set clear objectives, including timetables and deadlines. - Ensure all discussions are strategic and purposeful. - Use regular, structured communication. - The internet can be both a tool and a hindrance in group work. - Everyone needs to feel that they are contributing. - Group Work Checklist - Key considerations before starting group work: - Rules, Planning, Setting tasks and deadlines, Allocating tasks, Collaboration and editing. - Follow up plans, Group reporting, Rules enforcement - Think strategically about the next week and meeting regularly, and staying focused - Have Rules - Rules can be formal or informal. - Rules must be enforceable. - Rules should include minimum level of participation, role responsibilities, meeting times, deadlines, and online response times. - Rules should not need to be punitive. - Plan - Good group work needs sophisticated planning. - Collective topic analysis, followed by brainstorming. - Clearly define group member roles (e.g., facilitator, note-taker, researcher, artist) to streamline the process. - Set Tasks and Deadlines - Set specific tasks and deadlines. - Consider follow-up plans and group reporting. - Consider rules enforcement procedures. - Meet regularly and maintain focus. - Specific tasks will become clear once topic analysis and planning are complete. - Allocate Tasks - Link task allocation with the original plan and topic analysis. - Re-evaluate tasks as needed during the process. - Establish systems and group contracts to help manage task distribution. - Consider using a rotation system or dividing tasks based on member skills or knowledge. - Decide on Collaboration and Editing - Define a system for writing and editing (e.g., joint writing model). - Preparation before meetings and discussions is critical (e.g., self-preparation, topic analysis, brainstorming, concept maps). - Segment content into sections (each with a writer and reviewer). - Ensure all group members review and edit the final product. - Keeping Records - Maintain records of each meeting (online or in-person). - Note tasks to be completed, deadlines, and responsibilities for different goals. - Designate a secretary/scribe for recording meeting details. - Maintain basic meeting agendas and minutes - Practice - Set aside 20 minutes from class to practice group work rules and objectives. - Determine clear rules and objectives for the group. - Oral Presentations - Individual oral presentations are part of the week’s activity. - Topics include your name and its meaning, the future benefits of your studies, and self-practice. - Presentation Skills - Public speaking is a skill, not a talent. - Practice is key to building presentations. - Oral presentations should be viewed as academic conversations. - Effective presentations aim to express and convey information. - Understand the presentation’s purpose. - Key concepts, like planning, presenting, and reflecting, can be approached and practiced separately before effective presentation emerges. - Overview - Planning includes nature, structure, and persuasion components. - Presenting involves guiding, effectively engaging, using appropriate skills, and media. - Reflection involves the element of improving understanding ## WEEK34 - Overview - Planning: Nature, structure, and persuasion - Presenting: Guiding, skills, medium and engaging - Reflecting: Improving - Planning - A sequential process: Planning -> Presenting -> Reflecting - Purpose of Oral Presentations - Consider if the presentation can be communicated better in writing. - Identify the core message or point of the presentation. - Various genres of communication (reports, journal articles, books) have different purposes. - Compare these purposes to the purpose of an oral communication. - Presentations generally aim to persuade, inform, inspire, or entertain the audience. - Understanding the purpose of a presentation is key to its planning. - Genres of Communication - Report: Presents and discusses research/experiment findings (rationale, method, findings, discussion, and conclusion). - Literature review: Aims to increase knowledge or understanding of an existing or new research field, requiring a synthesis of work in the field. - Journal article: Communicates and provides valuable research results to the community; must be reliable. - Thesis: Demonstrates achieved objectives through different methods, including advanced information; discussion and results are key aspects. - Poster (academic): Summarises a research project with main sections like Introduction, Methodology, and Results; uses text, visuals, infographics, and graphs for communication. - Thesis defense: Shares and discusses the results of a study or research. - Preparation time: 10 minutes - Presentation time: 5 minutes - Nature of Public Speaking - Persuasion is the primary purpose, with information delivery secondary. - The presented information needs to hold significance for persuasion. - Retention of information is limited. Presentations should be planned to optimise retention. - Effective Presentations - Analyzing presentation nature is fundamental for building effective presentations. - Effective planning: Include a narrative, and use persuasive tools. - Effective presenting skills: Include physicality, voice projection and convincing body language. - Presentations should have a clear purpose - Everything in the presentation should contribute to the purpose. - Effective Presentation Model - An effective presentation has a key message that is outlined for the audience. - Context should be explained. - Key information should be reinforced with repetition. - Conclusion should link back to the context. - A take-home message should be established. - Planning Presentations - Start by analyzing purpose and audience. - Create a narrative structure to map out your story, breaking the presentation into sections and connecting them logically. - Audience Analysis - To understand purpose: Understand your audience - Who are they? (Background, knowledge level) - Why are they there? (Invitations vs. compulsory attendance) - Knowledge base of the audience. - What do they need to know? What do they want to know? - Why should they care? Effective hook needed. - Standard Presentation Structure - Introduction: Purpose, Aims, Objectives, Rationale/Hypothesis - Body: Methods & Methodology, Results - Ending: Discussion, Conclusions, Outcomes, Consequences - Hints ("Start from the end") - Plan the conclusion first, working backward. - Identify the key message (take-home message). - Consider predicted outcomes. - Plan, clarify, and articulate your presentation first. - Foreshadow your closing - Introduction: Background is not enough, focus on the hook/narrative, purpose, and aims - Introduction - Not just background, but background as part of the narrative, demonstrating research understanding - Identify research purpose in the literature context/problem - Aims: Define what the audience will gain or learn from the presentation - Objectives: How will aims be achieved? - Rationale (for everything): "Why?" Justify choices and arguments, like academic arguments - Body Content - Structure depends on purpose. - Avoid esoteric/complex details. - Simplify content as much as possible. Persuasion is more important than merely communicating information. - Conclusion - Link back to aims and purpose. - The introduction and conclusion should be linked effectively. - Have a planned final remark, memorised if possible. - Avoid weak closing statements, like "that's all". - Your closing must focus the audience on the take-away message. - Incorporating Persuasion - Academic persuasion uses rhetoric, argumentative tools, and devices and narratives. - Stories are inherently persuasive. - Planned/intentional use of persuasion for academic arguments - Rhetoric - The art/technique of effectively using language for persuasion. - Not about tricking but effectively communicating the argument. - Three modes of rhetoric: Logos (facts, logic), Pathos (emotion), and Ethos (credibility) - Hooks - Essential for attracting and maintaining audience attention. - Can be anything (argument, idea, evidence, fact, object) that immediately engages the audience. - Focus on positive emotional connections - Effective Slides - Slides are props to support, not duplicate content. Avoid reading directly from slides. - Slides should be visually engaging: Use colours, bold, and clear fonts. - Focus on simplicity and conveying key information quickly. Limit each slide to three bullet points of well linked information. - Presenting Skills - Physical: Presence, hand movements, posture, eye contact. - Vocal: Voice projection, articulation, pacing, modulation. - Importance of physical and vocal presence for trust and engagement. - Body Language - Keep hands in neutral, positioned at sides - Plant both feet firmly in a structured manner - Stand tall - Don't hide - Eyes should be on audience - Eye Contact - Critical for building rapport. - It builds audience trust and keeps the audience focused. - Vocal Skills - Use your voice effectively to engage the audience. - Emphasize key points. - Pacing is essential: Allow for pauses. Fillers are distractions. - Enunciation - Be specific and deliberate in pronunciation. - Pacing - Allow audience think & process information. - Speed should be adjusted to the pace of the audience. - Ideal speed: 120 words per minute; consider using pauses to regulate speed. - Pauses - Essential for allowing audience to process information. - Language - Avoid weak language, such as "I guess." - Be forceful with arguments and avoid patronizing statements or language. - Using Slides - Slides are an aid, not the focus. - Make slides attractive and concise; visual processing is different from verbal processing - Avoid overusing text; use visuals along with text. - Slides should be short, focused and attractive. - Give Yourself Feedback - A necessary component to improving. - Reflect on what went well and what could be improved. - Focus on specific skills. Action steps should be defined. ## WEEK6 - The Writing Process - Analyze the question - Brainstorm and create a concept map - Develop focus questions - Browse resources - Refine focus questions - Read and take notes - Visualize (mind map) - Write and rewrite - Reflect, edit, and proofread - Submit and keep a copy - Topic Analysis - First step in all assignments - Fully understanding the task before starting writing saves time - Guides reading and research - Provides a framework for note-taking and planning - Helps determine what to look for in the library - Topic analysis is the first step - Subsequent steps may not follow a linear order - Repetitive analysis may be required - Topic Analysis - Understanding Purpose - Academic writing has an intended audience - Purpose of assignment: what does the audience gain from the assignment? - Learning outcomes for the audience - Key takeaway message - Understanding audience and purpose simplifies the assignment - Audience Analysis - Companion to topic analysis - Identify the intended audience - Assignments often target tutors or lecturers; however, consider a real-world audience instead - Examples of different audiences for different assignments - Research report: fellow scientists - Case study: government minister - Argumentative essay: peers - Technical note: colleagues - Undertaking Topic Analysis - Once audience and purpose are established, move onto the three steps of topic analysis - Three steps: - Analyze the question - Brainstorm and mind map - Develop focus questions - Methods of Topic Analysis - Topic words: identify and underline key content, issues and subject nouns - Task words: highlight actions or instructions (verbs) - Limiting words: circle limiting words like period, location, place - Example (Topic Analysis Practice 1) - Assess the relative importance of GMOs in the food supply chain. - Three-Part Topic Analysis Steps: - Analyze the question (topic, task, scope) - Brainstorm (what you don't know, what you need to find out) - mind map! - Develop into focus questions - Additional Topics for Practicing (Examples) - Discuss Browning and Maillard reactions, and their contributions in the food process - Evaluate advantages and challenges of climate change to global food production. - Illustrate advanced properties of vacuum packaging for meat products. - Steps in Topic Analysis Revisted - Analyze the question - Brainstorm - Develop focus questions - Topic Analysis Considerations - Purpose of your assignment: research the task words - Audience knowledge: what do you want your reader to know, and what ideas and arguments are you conveying? - Consider the audience: - Your writing should target the reader - Marker and theoretical audience (real world) - Analyze Question for Brainstorming - Move from analysis to brainstorming using a mind map - Visually map the relationships between ideas - Mind mapping methodology: - Central issue/question in the middle of the page - Major themes/questions to support the main issue - Sub-themes/questions below each theme - Add new ideas and keep related ideas together - Link related ideas on the map - Establish a logical order to address each theme and question - 2. BrainstormING - Write down everything you know and don't know; this helps clarify and organize ideas - Start by organizing information in a mind map that conceptually defines the information. - Use 5Ws + H (Who?, What?, Why?, Where?, When?, How?) to get started - Brainstorming for Different Age Groups - Example topic: Discuss Browning and Maillard reactions, and their contributions in the food process - Different brainstorming approaches for different audiences. - 3. Develop Focus Questions - Refine and develop information from brainstorming - Ask questions to address the topic, relating back to the assignment’s overall topic - These will form the basis of future sections and paragraphs ## WEEK7 - Academic Writing Process - No single best method exists for writing; your style evolves over time - Use assignment guidelines and frameworks to build a process - Different processes exist, including genre writing (various academic styles) and linking writing strategies to specific genres - Academic writing at university often involves assignment writing, with some students also engaging in research. - The assignment writing process is the same as the academic writing process. - Time management is crucial for writing; planning and preparation, writing assignments, and editing assignments all have dedicated time requirements. - The academic writing process comprises preparation, ten steps, writing, and editing. - Overview - Assignment Writing - Preparation includes time management, goals setting, and planning - Ten Steps are a series of steps for approaching assignments. - Writing involves structure and efficient writing techniques. - Editing involves evaluating and improving your work. - SMART Goals - SMART Goals are a way to set goals. - Specific, Measurable, Attainable, Relevant, and Time-bound - Ten Steps - Analyze the question (task, topic, and limiting words) - Brainstorm and mind map (record all known and unknown information; organize into a mind map) - Develop focus questions (refine and develop information; form future sections and paragraphs) - Browse resources (read based on brainstorming; identify keywords to search; contextualize and conceptualize knowledge, remember good writing necessitates reflective thought) - Refine focus questions (evaluate the effectiveness of your questions and refine, add, or remove questions) - Read and take notes (selective reading; guide by focus questions; record and sort notes) - Visualize (mind map): synthesize themes and focus questions, link ideas, structure the assignment, think better when you visualize the structure, create a detailed plan) - Write and rewrite - Reflect, edit, and proofread - Submit and keep a copy - Assignment Length - University assignments range from 3,000 to 15,000 words. - This typically requires 30 to 150 hours of work. - Academic writing demands higher-order thinking and synthesis and evaluation. - Good synthesis can’t be achieved at the last minute, though writing may be possible. Thinking and planning takes time. - Genre of Assignments - Understanding the specific genre (e.g., essay, reflection, case study) is key to your assignment and its structural requirements. - Academic writing encompasses a strong narrative structure: an introduction, body, and conclusion. - Paragraph Structure - Each paragraph has a Point (argument related to the thesis statement), an Explanation, supporting Evidence (research, examples, or references), and a Link back to the broader topic, previous point, thesis, next point, question. (Structure often follows the PEEL acronym for paragraph writing). - Editing Hierarchy - Editing should prioritize content and ideas first; then organization; then sentence structure; and lastly, grammar, spelling and punctuation. - Using an editing hierarchy prevents multi-tasking and helps avoid small errors in editing. - Timetable Example - A sample timetable provides estimated time allocations for each step in the academic writing process. - Conclusion/General Writing Advice - Follow a clear framework in your writing, breaking down tasks into manageable chunks. - Plan ahead, assigning and allocating time for various phases of the process. - Think and plan early. - Take editing and proofreading seriously. - Time invested in planning often saves time in the later stages. ## WEEK8 - Academic Genres - Literature review - Critical review - Essay - Report - Research proposal - Case study - Annotated bibliography - Reflection - Practice Topics - Topic 1: GMOs contribute to food development but are considered unsafe by some. Students are asked to write a 400-word essay on their opinion. - Topic 2: Give an introductory essay (400 words) on the antibacterial feature of lactic acid bacteria from fermented kimchi. - Academic Genre Writing - Genre is a style of writing. - Conventions and guidelines for structure are important. - A shared language allows easy reader comprehension. - Understanding genres helps understand assignments. - An essay has a single main argument. - Planning Overall Structure - Introduction: motivate discussion of topic, state thesis statement. - Body: elaborate and defend thesis statement. - Conclusion: link back to thesis, discuss implications/consequences. - How to Plan an Essay - Planning is essential. - Plan takes about one-third to one-fourth of total time. - Planning has four stages: question analysis, idea generation, structure, vocabulary. - Three steps: task word, topic word, limiting word. - Topic word is clarified using keywords (general topic) and micro-keywords (specific topic). - Use brainstorming and mind-mapping techniques. - Use 5W’s + H (Who, What, When, Where, Why, How). - General knowledge is helpful. - Focus on the topic. - No censorship; generate many ideas. - Organizing generated ideas is not important. - Introduction: paraphrase question, give opinion, outline main ideas. - Main body paragraph 1: topic sentence, explain, example - Main body paragraph 2: topic sentence, explain, example - Conclusion: summarize main points, reiterate opinion. - Don’t repeat words; use synonyms. - Don’t copy and paste phrases/sentences. - Paraphrase the question, introduction, and conclusion. - Techniques of Paraphrasing: - Using synonyms: replace words with similar meaning. - Changing word order: rearrange words for alternative phrasing. - Changing the form of words: change nouns, verbs, adjectives, and adverbs. - Changing from active to passive voice: change the subject-verb relationship. - Combined techniques: create the most effective paraphrasing. - Paraphrasing Practice Examples - (various examples of paraphrasing practice given in the slides) - Practice Suggestions - Provide various examples of paraphrasing practice using different methods of paraphrasing. ## WEEK9 - Week 9: Referencing Correctly and Avoiding Plagiarism - The topic of the week is referencing correctly and avoiding plagiarism. - Academic writing relies heavily on the ideas of others. - A substantial portion of a literature review (around 75%) often involves cited sources. - The key element is the analysis and interpretation of those ideas. - Students' analysis and original contribution is paramount. - The goal of academic writing is to demonstrate one’s intellectual process through referencing. - Referencing helps trace the origin of ideas. - Plagiarism is the borrowing of other people’s ideas without proper acknowledgment. - Intentional or unintentional plagiarism is problematic in academic work. - Ignorance of referencing principles isn’t a valid defense against accusations of plagiarism. - Poor academic habits such as last-minute assignment work significantly increase the risk of accidental plagiarism. - To avoid plagiarism: - Understand the philosophy of referencing. - Properly cite all sources used. - Present ideas in one’s own words. - Questions for Week 9 - Why is citing a reference necessary? - Define and provide 5 examples of “signal words.” - What are different citation styles, elements of referencing, and common reference styles specifically for engineering majors? - What’s the difference between quoting and paraphrasing? - Describe the steps involved in effective paraphrasing. - Identify common mistakes made in paraphrasing. - Academic Writing - Academic writing builds upon the ideas from other scholars. - A significant percentage of a literature review might consist of cited sources. - The analysis and interpretation of existing ideas are crucial aspects of academic research. - Students’ analyses and original contributions are imperative. - Academic writing involves demonstrating how one arrives at their interpretations. - Proper evidence, in the form of references, strengthens academic arguments. - Using the Work of Others - Develop informed opinions by building on the ideas of others. - Transform others’ work into one’s own unique thinking and insights, rather than creating a summary. - Summaries provide no original insights. - The purpose of academic work is not simply to summarize existing material. - Referencing and Plagiarism - Referencing involves demonstrating the origin of an idea and its integration into one’s writing. - Plagiarism involves borrowing other people’s ideas and work without proper acknowledgment. - Plagiarism also includes using someone else’s work without giving them credit. - Overview - Understanding plagiarism and how to avoid it. - Mastering the philosophy of referencing. - Proper citation and referencing techniques. - Understanding paraphrasing and its elements. - Plagiarism - Definitions of plagiarism: cheating, academic dishonesty, misconduct, intellectual property theft. - Most plagiarism is accidental due to poor referencing styles and techniques. - Avoiding Plagiarism - Most plagiarism arises from carelessness or laziness, such as working on assignments at the last minute. - Copying and pasting from sources should be avoided. - Notes should be taken in one’s own words. - Referencing Terminology - Citation: A short reference to a source within a text. Ex: (Socransky et al. 1994). - Reference: A complete source listing. Ex: Socransky, S. S., Smith, C., Martin, L., Paster, B. J., Dewhirst, F. E. & Levin, Α.Ε. (1994) "Checkerboard" DNA-DNA hybridization. Biotechniques 17, 788–792. - Bibliography: A list of works that were consulted but not necessarily cited within a text. - Referencing - The foundation of academic writing involves referencing. - Reframing how one thinks about referencing (focusing on crediting ideas). - The purpose of referencing is to help plan and structure assignments. - Prioritizing ideas before writing and taking notes on those ideas. - When Do We Cite a Reference? - Cite when an idea isn’t your own. - Cite sources for data, arguments, logic, and opinions. - Cite sources when a reader might ask “How do you know this?” - Cite when unsure, to confirm information. - Common knowledge generally doesn’t require citations. - What is Common Knowledge? - Ask if you knew the idea before research. - Ask if your peers would recognize the idea. - Common knowledge is widely known, verifiable, and uncontroversial. - Citing - In-text citations typically appear within or around a paraphrased segment. The placement can be active (in a sentence) or passive (at the end). - Correctly referencing is essential to avoid plagiarism and effectively present academic work to peers and professionals. - Types of Citations & References - In-text citations: Active and passive formats. - Work of referencing: Information drawn from sources; includes quotation, summarization, and paraphrasing. - Elements of referencing: Author, date, title, source. - Common styles: APA, MLA, Harvard, Chicago, and Vancouver among many. - Quoting, Paraphrasing, Summarizing - Quoting: Using the exact words of a source. - Paraphrasing: Restating the source’s content in different words; often used to synthesize several sources into an original idea. - Summarizing: Condensing a source’s key ideas. This is less common in critical writing. - When to Quote - Use quotations when the source’s exact words are crucial. - This is often the case with policies, laws, or statements that hold specific meaning by themselves. - Quotations are necessary for verbatim transcripts, or when needing an exact phrasing from specific documentation, reports, or policy documents. - Quotations are also used for tables and figures that one wants to include verbatim. - How to Paraphrase - Choose source material. - Identify core ideas. - Annotate the text with your insights. - Outline your main ideas. - Reread the original source to ensure accuracy. - Evaluate changes and address concerns about plagiarism in your writing. - When are In-text References Required? - Always provide in-text citations for direct quotes from any source. - Citation is required when restating ideas in one’s own words from a source. - Citations are necessary in general overviews based on various articles or sources, including summaries of several articles. - Citations are required when utilizing statistic data from research to support your argument. - Sources need not be cited for common knowledge. - Citations are required when using an idea to explain the context of an assignment or give background to a question. - Conclusion - Avoiding plagiarism centers on understanding referencing. - Referencing is necessary for effective academic communication. - Students should think in terms of ideas. - Learn to reference and cite sources accurately via active or passive formats. - Practice paraphrasing and summarizing. - Plan one’s ideas and writing before constructing paragraphs. ==End of OCR==