Skills of Essay Writing

 

Essays are a common method of assessment at all levels of education. This allows students to show their skills and knowledge in relation to the topic being written about. Within the readings about study skills you will have gone through the section on essay writing. Here we will focus a little more on this activity and I will provide you with some further resources that can widen your knowledge about essay writing.

First step in essay writing is choosing a topic. This may or may not be provided by the tutor. Generally most modules in a course will have specific topic area or even the title of the essay. However, there is often the element of choice when only the broad topic area is identified. There are many modules that are developed to allow students to develop the particular aspect of the subject they wish to learn; in this case they will be able to choose their own topic for the essay.

The next step is to outline your ideas. This will mean brainstorming the issues relating to the topic and forming a plan that outlines the way you wish to approach your writing. Here you can use the support from making a Mind Map or a Concept Map which have been discussed in previous blogs.

Next you will have to write up the statement that indicates the outline you have developed to show what the essay is going to be about. This should form part of the introduction to your essay. After the introduction, comes the main body of the essay which should be written out in succinct paragraphs. Finally you conclude the essay with a few clear statements summarising your topic.

Once the draft is complete you need to review and edit the work to ensure that you have kept to the guidelines of the essay; that grammar and flow of writing is correct; references are accurate and presentation is as per the guidelines.

Hounsell (1997) in his book The Experience of Learning has a whole chapter about essay writing. While the research is on essays in the subject of History, it does give a clear understanding of the purpose of essays and their construction.

North, S., 2005, Different values, different skills? A comparison of essay writing by students from arts and science backgrounds, Studies in Higher Education, 30 (5): 517 – 533.

Green, W., 2009, Write on or write off: approaches taken by Asian international students to essay writing in an Australian university, Higher Education Research & Development, 26 (3): 329 – 344.

Redman, P., 2006, Good essay writing: a social sciences guide, Sage publication, London.

Essay Writing for ESL/EFL Students a video worth looking at, as it is aimed at students who have English as a second language.

Nine steps to Writing a Successful College essay is another short video.

How to Write an Effective Essay – a YouTube clip essentially showing the steps we have gone through in this blog..

Concept Map - A Tool for Learning and Assessment

A concept map is ‘a schematic device for representing a set of concepts meanings embedded in a framework of propositions.’(Novak & Gowan 1984, pp.15) The concept is usually enclosed in a circle or square and a connecting line and linking words showing the relationship between two concepts. Novak & Cañas (2008) go on to state that most concept maps are hierarchical and thus have the general concepts on top with specific ones situated below. There are cross links to show connections between different parts of the concept map. This cross linking allows for development of new knowledge by making new connections.

A concept map allows prior experience and knowledge to be taken into consideration when integrating new concepts into the knowledge structure. This allows the concept to be externalised and encourages the learner to link old concepts to the new and in so doing promotes learning at a deeper level (Irvin1995, Rideout 2001, Atherton 2002). Consequently, the learning progresses from the known to the unknown. Concept mapping is a particularly good way to organise information, for it helps the learner to pull together information already known about a subject and comprehend new information making learning more meaningful. This also allows the learning process to become transparent and affords the learners with crucial schematic framework to help them relate concrete examples to the conceptual structures and arguments within the subject area explored. (Williams, 2004)

It clarifies for learner and teacher, the key ideas to be focused on for any specific learning task and is intended to represent meaningful relationships between concepts in the form of propositions. A concept map can be likened to a visual road map showing some of the pathways the student may take to connect meanings of concepts using propositions (Shavellson et al, 1994). Post completion of a learning task, the concept map will provide a schematic summary of new learning because meaningful learning proceeds most easily when new perceptions are subsumed under a broader concept, maps ought be hierarchical; that is, from general to specific (Martin, 1994).  However, students are allowed to be innovative. The main concept can be the core of the design without taking away the true meaning of concept mapping, and allow the learner to explore different visual graphic formats which help in retaining the information to be learned. (Abrams, 1997) 

 Visual learning is essential for the learner to clarify the thinking plus process, organise and prioritise new information, and so stimulating creative thinking allowing for understanding of the concept in greater depth. Concept maps are ideal for measuring the growth of individual’s learning as she will reiterate ideas using her own words and any inaccuracies or incorrect links can alert the tutor to what the learner does not understand. An awareness of the explicit role language plays in the exchange of information is vital to appreciating the value and purpose of concept mapping. And, indeed, central to learning and assessing, (Novak & Gowan, 1984) particularly since it is a way of demonstrating and organising knowledge showing relationships between concepts, including bi-directional relationships (Martin 1994). Concept maps are also effective in identifying both valid and invalid ideas held by students.

Nevertheless, there may be some learners who will have difficulty in developing concept maps, as Abrams (1997) suggests ‘not everyone may be able to do it’ as concept mapping lends itself to mainly the constructivist approach to learning. Cicognani (2000) agrees that this method of learning is best suited to individuals who are visual learners as well as to those who have developed skills of synthesis. This seems to be a major disadvantage in using concept maps.

 Concept Map from Williams (2004)

Some useful reading-

Akinsanya CY and Williams M, 2004, ‘Concept Mapping for Meaningful Learning’, Nurse Education Today, 24(1), 41 – 46

Harpaz, I., Balik, C. & Ehrenfeld, M., 2004, Concept Mapping: An Educational Strategy for Advancing Nursing Education, Nursing Forum, 39 (2): 27 – 36.

Williams, M., 2004, Concept mapping – a strategy for assessment, Nursing Standard, 19 (9): 33 – 38.

How to Make a Nursing Concept Map

An online tool called Cmap to develop Concept map

Mind Maps - A Tool for Learning and Assessment

One idea in psychology is that learning takes place by the assimilation and accommodation of new concepts and propositions into existing concept propositional frameworks held by the learner (Ausubel 1963, 1978). Piaget (1970) explains that an individual from childhood builds mental maps/concepts/schemes for understanding and responding to the physical experience in his environment. The term ‘schema’ is widely used in cognitive psychology, as ‘psychological constructs that are postulated to account for the molar forms of human generic knowledge’ (Brewer, 1999). More familiar to teachers is Buzan’s (2004) Mind Map developed in the 1960s.

He explains it as ‘a powerful graphic technique, which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, colour and spatial awareness – in a single, uniquely powerful manner. In so doing, it gives you the freedom to roam the infinite expanses of your brain.’  When constructing a Mind Map the basic word or image is placed centrally and this triggers creative thoughts radiating from it. Curved lines symbolise these branches of thoughts, as the brain prefers organic and not rigid structures. The thickness of these branches indicates the importance of the idea linking with the central image. Each association can trigger off further ideas and links, which can cascade to infinity. (Buzan 2001)

‘Mind Maps are colourful, spatial learning tools. They are brilliant route maps for memory allowing you to organise facts and thoughts in such a way that the brain’s natural way of working is engaged right from the start. This means that remembering and recalling the information later is far more easy and reliable than when using traditional note-taking techniques’. (Buzan 2000, pp. xxiii – xxiv) 

Thus, links can be made in all directions leading to a 360-degree map. Buzan advocates the use of colours and pictures, with thicker lines denoting stronger links found at the heart of the map. Primarily the map is unique to each individual’s thinking process and is for personal use. As new ideas / concepts are introduced to the individual they will be assimilated into the knowledge structure and allow the person to make sense of the new learning. This is also connected to the idea of Ausubel’s assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner.

Buzan’s mind map from his Mind Map Gallery

Books by Buzzan -

Buzan T, 2000, Head First, Thorsons, London.

Buzan T, 2001, Head Strong, Thorsons, London.

Mind Map and Mind Mapping – a good site summarising the information

How to maximise your Brain power by Tony Buzzan

How to make mind map is an informative video

Mind maps make you Smarter by Tony Buzzan

 

How can parents support their children to learn in early childhood?

Parent Strategies for Supporting Children in Primary Education

All parents want the best education for their children, for they understand the need for learning to succeed in this world. But is sending the children to school and setting up tuition for different subjects enough? The world of information and technology is expanding rapidly and we need to give our children a head start by helping them learn how to learn. In school and college, we try to ensure that our children will learn the given subjects. This was enough in the days gone by, but now we need to ensure that our children know how to learn, so that they can cope with the expanding information needed to remain current with knowledge plus skills they need to succeed in their chosen careers. Just as we are not born with parenting skills and we learn as we go along, through trial and error and advice as well as support from elders, friends and family, we also need to learn about the skills that will allow us to help our children learn. If we use these skills then we can give our children that head start they need in learning.

For the sake of convenience our ‘children’ are given a name Ravi and Lena. From childhood parents need to show a keen interest in the learning of their children. It is not enough for just one parent to take interest, for generally this task seems to fall on to the mother. Both parents need to show interest in Ravi and Lena as well as their expanding world. This interest in initially very open and enthusiastic, for we take great pride when our child learns to crawl and then walk, to say the first words and recite their first poem. Ravi and Lena, during childhood will learn by imitation as their nervous system develops. They learn to imitate sounds and understand meaning through the process of repetition. We are eager to help them recite and repeat skills to perfect them. They learn also the skills of social behaviour - how to behave with each other, with parents, uncles and aunts and so on. This allows them to develop socially acceptable behaviour. Most parents would also have encouraged their Ravi and Lena to count and to learn the alphabet and communicate in their own language as well as English.

Going to School

Eventually comes the time for Ravi and Lena to go to school. Parents are worried about how they will cope in this new environment? There are going to be so many new things that their children will encounter. How can we help the little darlings to cope? Every child wishes for its parents to be there for them and help them and believe in them. The parents can show their child that this support and belief is there, by showing keen interest in what they do and say. They need to be aware of what subjects Ravi and Lena have got each day. What topics are currently being taught in class? Spending time with Ravi and Lena when they return from school and find out what activities and learning took place during the school day. Check in their school diary, the homework that has been allocated to them each day. Sit down with them, to be available to go through the homework, if necessary. It might be useful for the parents to read up what their textbook says, so they explain the things the children do not understand. At the primary school level all parents are generally able to handle the different subjects.

It is also useful to show interest in the comments the children get for the homework that has been corrected by the teacher and go through the areas of improvement with Ravi and Lena to ensure they understand what is required of them to make the changes. At this stage the most important help the parents can give is to with the basics of learning - reading, writing and arithmetic.

Children from ethnic backgrounds are also learning in the English Language. This means the child has to master the skills of another language. To become fluent in another language it is important to learn to think in that language eventually. Otherwise, upon hearing something in English, the child will translate it into his own mother tongue, before he understands it. To respond to that information the child will form the response in his language and then translate it into English. This process takes time and the child feels unable to respond rapidly. Also literal translation can sometimes be misleading.

The way to improve these language skills is to do the same things you did to teach the child your language as a baby. Repeating the words and identifying the meanings allows them to practice speaking in the language. A good pocket dictionary is helpful in getting them to learn how to use the dictionary, learn spelling and meaning of words. You can also have the local language to English dictionary for example Hindi to English translation dictionaries as well. This is particularly handy when you are not well versed in English language yourself but have to ensure that your child masters that language. Remember that practice makes perfect so it might be good to keep some time aside during the day in which the conversation between all family members can be held in English. This will give Ravi and Lena the similar confidence to speak in English, as they have to write through the schoolwork they do. Once the children learn these kinds of skills of learning a new language they can learn other languages in future. If the children are learning any language during their education, this approach will work with those too.

Beginning to Read

Reading books should be encouraged from childhood, by all parents. Parents can encourage reading by many different ways. This can take the form of time for reading stories to Ravi and Lena. Maybe this is something the father can do after a hard day at work. Spending what is called 'quality' time with children is emphasised by so many psychologists. For the father this quality time can be made into story time and reading to his children. All children love to hear stories. As the skills of understanding develop the children can be encouraged to read the stories back to the parents. So with help they will learn to read. One can ask the child to read the headlines from the newspaper every morning while having tea. If this is viewed as an important job they are doing for the parent then they will feel greatly motivated to master this skill. Since it is expensive to buy books for the children, sharing can be a good option. Parents with friends having other children of similar ages can share and pass on books that have been read and outgrown. The children must borrow books from their school library or even the local library. Reading from comics and magazines for children is also useful. Now they can use various computer applications to help with reading as books for all levels are accessible for ipads. Indeed children from many family now own their own ipads!

Beginning to Write

Writing is the second basic skill for learning. How can we help the children to learn writing? When beginning to learn this skill, the parent generally holds the child's hand and guides it to write the alphabet or words. Again practice makes perfect. Make the child practice this art. Force and coercion is not the key for doing this. Just as we made reading fun, we need to make writing fun too. Allowing the children to draw and use colour pencils and crayons makes it fun to actually use paper and pencils. Get them to attempt small words for example learning to write their own and other family members’ names, names of their favourite foods and favourite things. Regular genuine praise is very useful in motivating a child. They enjoy the pride their parents take in them and so will work harder to gain approval. One can write out sentences for them to copy. Certainly there are books available in the market for the very same activity but parents can make their own. They can even copy the pages from their favourite stories. This way they will not only learn to write but also to understand the rules of grammar within the language.

Beginnings of Arithmetic

Learning numbers is the third basic skills needed by children. Counting numbers is the start. Getting the children to count various things and making it again a game can encourage this. For example, when you have a bowl of fruit or vegetables, get Ravi and Lena, to count them in various ways, like count the number of fruit that is there, count the number of bananas, apples etc. This can be taken further into teaching them to add and subtract. For example, if you have 4 bananas and 3 apples how many fruits will you have in total? If you have 8 bananas and you eat 3 today, how many bananas will you have left? Using coins of various denominations to add and subtract is also very helpful. Tables can be taught in a similar manner. Using join the dot pictures will help in not only co-ordination but learning numbers as well for they have to trace the line moving from one number to the next so that a complete picture is made and they can see what it is. Counting of cars of different colours, counting the number of scooters you see on the way to the market, etc. are all ways of help you child learn through fun.

Make Learning Fun

For learning has to be fun and when it is fun children want to learn. Parents will not have a battle on their hands, every time they say to their child - 'it’s time to do your homework'. For homework will not be seen as a punishment but as time spent with their parents doing things that are fun. This is particularly handy when the child enters the secondary school and homework increases and learning becomes wider. At this level the learning is generally through conditioning, trial and error, rote learning. When the child advances in school and reaches secondary school they are mature enough to use higher levels of learning.