All 3 entries tagged A3 Academic Writing For Arts And Social Science Students
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January 21, 2011
Final entry of A3
Follow-up to The follow up on A3 from A way of growing; my choice to learn
Since the last time that I've written in this blog I have completed three essays, three of which I've applied what I've learnt from the program. I first tried understanding what is required of the essay question before tackling the potential issues of the essay. I then used Bloom's taxonomy to determine if my argument is at the level such that it is evaluational-al and that I have a well-supported opinion about the topic.
On the whole, I have utilized the lessons learnt from the workshop in understanding how I can approach my essay and present it.
December 23, 2010
The follow up on A3
Follow-up to Trying to write a better essay from A way of growing; my choice to learn
This is embarrassing, but I hit a writer's block. In the end I abandoned that essay and wrote my contract essay instead.The contract essay regards a fictional case scenario where we identify whether our client is required to pay for the incurred cost that has resulted from his failure to acknowledge the clauses.
When approaching the question, I first understood what is required of the essay question. Then I tackled the potential issues brought by the case, such as whether there was a contract between the client and the company, and whether these clauses can be construed as binding. I admit I got a bit confused because technically, if the contract does not exist in consideration of whether there was an offer and acceptance, and if it is not even legally-enforceable through the doctrine of consideration, then you don't even need to bother to think about whether the clauses is binding because there's no legally-enforceable contract in the first place. But I believe that because my client signed a document acknowledging his knowledge of the clauses, this can perhaps make the contract legally enforceable. Anyways, it is from my understanding of what the question requires that I begin researching what constitutes as a legally-enforceable contract, and whether the clauses are incorporated into the contract.
From here I created a structure for my argument, where first I acknowledge that there is possibly a non legally enforceable contract. I then argue that the contract could be enforceable through the signature of the document. Then I argue whether the clauses were even incorporated into the contract.
After that I used Bloom's taxonomy to determine if the level of my argument is evaluation-al, where I implemented my opinions about whether my client is bound by the clauses.
Overall, I did consider the lessons that I've learnt from the workshop, and they prove to help me be able to understand how I can approach and structure my essay.
December 13, 2010
Trying to write a better essay
As the title suggests, this workshop entails teaching and reminding Arts and Social Science students the basics of writing an essay, and what is expected of us as university students.
The workshop first introduces us to the many basic types of academic writing, the approaches to understanding/choosing a topic and utilizing the sandwich paragraph structure, which consists of the topic sentence, supporting factors, and then finally the concluding sentence. Our workshop teacher then teaches us about Benjamin Bloom’s taxonomy, which identifies a classification of levels within the cognitive domain and recognizes the different levels of intellectual behaviours that are important in learning. In this model, we learn the very basic form of learning (ala recalling information) to the most advanced recognized form of learning: evaluating a topic and forming our judgements. We then translate this into our essays, where we were reminded about the core elements of an essay: POINT (the hypothesis), EVIDENCE (the supporting facts) and, lastly, ANALYSIS (process of examining the topic).
As a law student with a lot of essays on my plate, I really appreciate the value of this workshop. It reminds us that it is crucial to understand our Essay Question (EQ) and understand its critical aspects instead of merely assuming. It is from there that we are able to form a purpose in our research and thus create a structure of how we can present our argument and our views. In fact, I am applying the values that I have learnt from the workshop in one of the essays that I am currently working on, which entails discussing whether recognition, despite confirming the existence of a state, is not constitutive of a statehood in any meaningful sense by recognizing how a recognition may confirm the claim to statehood even though the conditions to achieve these statehood was not entirely fulfilled. When I was choosing the essay topic, I have chosen this particular topic by doing some research and asking the seminar teachers to confirm my suspicions about the topic’s aims. Although I believe that recognition does not identify the significance of the requirements of statehood, I was unsure how I can support my stand based on what I know. Hence, I am now organizing my research with the particular purpose of exploring my topic and supporting my stand, whereby I question what constitutes as a state and how recognition is achieved. I will then research for any real-life scenarios that will help me establish my claim. I will also, on a fairer aspect, acknowledge arguments that contradict my claim, although I will try disputing these arguments to support my stand.
With this in mind, I plan to utilize the many lessons obtained from the workshop in my essay. I plan to use Bloom’s taxonomy to determine the level of my evaluation/academic-writing, and the sandwich to structure my essay. However my first plan would be to determine what is required of the EQ, and thus organize the necessary research and the structure in which the essay is to be presented.
 'Bloom's Taxonomy.' Academic Writing for Arts and Social Science Student, Warwick Skills Workshops. Gerard Sharpling.2010