Professional Documents
Culture Documents
Writing
Skills
The
section
that
follows
outlines
some
of
the
main
skills
required
in
essay
writing
but
many
of
the
points
made
here
are
equally
relevant
in
report
writing
and
other
written
work.
These
are
ambitious
aims
and
none
of
this
will
happen
at
once.
Try
to
see
your
essay
writing
as
a
continuing
process
of
learning
and
improvement.
Pay
attention
to
the
feedback
you
receive.
Try
to
work
out
what
your
weaknesses
are,
and
try
to
engage
with
them.
Reading
other
students’
essays
can
also
be
a
useful
way
of
thinking
about
your
own.
Preparation
• Make
sure
you
spend
time
thinking
about
the
question
–
what
are
the
key
words
in
the
question?
What
needs
defining
in
the
title?
What
concepts
might
underpin
the
question?
It
may
be
worth
rewriting
the
essay
title
in
your
own
words
if
it
is
at
all
complex
or
confusing?
You
might
want
to
incorporate
this
into
the
essay,
defining
the
terms
and
drawing
out
the
overall
meaning
of
the
question
in
your
introduction.
Think
also
about
any
built
in
assumptions
in
the
essay
title.
For
example,
‘To
what
extent
have
transnational
corporation
(TNCs)
become
1
increasingly
‘placeless’
over
the
last
few
decades’
almost
invites
you
to
agree
with
the
assumption
that
TNCs
have
become
increasingly
placeless.
You
may
think
they
haven’t
–
remember
that
you
can
disagree
with
such
assumptions,
or
treat
them
critically.
Your
argument
will,
of
course,
have
to
be
well
supported
with
evidence
and
rational
argument.
• Read
widely
and
try
to
compare
the
views
of
different
authors
on
a
topic.
Be
critical
of
what
you
are
reading
but
make
sure
you
can
justify
your
critique.
Make
sure
that
what
you
are
reading
is
relevant
to
contemporary
debates
–
often
this
means
reading
recent
journal
articles
but
in
some
cases
will
mean
searching
out
older
seminar
papers/texts.
The
important
thing
here
is
not
to
get
bogged
down
in
the
reading
and
become
overwhelmed
by
the
material.
You
can
do
this
by
breaking
up
the
reading
process
into
stages,
and
by
keeping
your
purpose
in
mind
as
you
read.
o A
step
by
step
approach
to
the
reading
may
be
useful.
Start
with
the
general
text
books
and
review
articles
for
factual
background
and
an
introduction
to
the
geographical
debates.
Move
on
from
these
to
more
specialised
journal
articles
and
books.
o After
your
initial
general
reading,
it
is
often
helpful
to
note
down
a
rough
plan,
perhaps
just
a
few
headings.
What
will
your
main
lines
of
argument
be?
In
what
order
might
they
appear?
o As
you
read
in
more
detail,
use
the
essay
title
and
your
rough
plan
to
direct
your
note-‐taking
but
be
flexible.
Don’t
be
too
restrictive
in
your
ideas
of
what
may
be
relevant
to
the
essay.
Be
prepared
to
change
your
rough
plan,
sometimes
radically.
The
reading
will
develop
and
deepen
your
understanding
of
the
essay
title.
The
key
point
is
that
you
should
not
start
to
plan
your
essay
after
you
have
taken
all
your
notes.
You
should
be
planning
it
while
you
are
taking
notes.
2
• Once
you
have
finished
the
reading,
you
should
draw
up
your
essay
plan
in
detail.
Avoid
the
temptation
to
skip
this
stage
and
get
on
with
writing.
The
plan
will:
o Allow
you
to
write
more
quickly,
and
to
concentrate
on
developing
a
more
fluent
style
o Focus
your
thoughts
on
the
essay
question
o Give
you
a
chance
to
think
through
and
develop
your
arguments
o Help
you
avoid
repetition
and
confusion
o Tell
you
whether
you
are
ready
to
write
or
not
• In
its
simplest
form,
you
are
aiming
to
produce
an
essay
structure
that
lays
out
the
main
points
in
your
argument,
in
the
order
that
you
intend
to
make
them.
This
might
be
paragraph
by
paragraph.
How
much
detail
you
go
into
in
planning
inside
each
paragraph
is
up
to
you.
It
depends
perhaps
on
the
complexity
of
the
essay.
Get Critical
Before
ever
sitting
down
to
research
and
write
your
essay,
it
is
important
to
realise
that
at
university
level
it
is
not
enough
to
repeat
what
you
hear
in
lectures,
or
read
in
books.
You
must
learn
to
think
for
yourself
and
criticise
others.
While
critical
thinking
is
something
we
all
engage
in
to
manage
our
day
to
day
lives,
the
word
‘critical’
is
commonly
thought
to
have
quite
a
negative
meaning,
for
example
finding
fault
with
someone
or
something.
At
university,
however,
‘critical’
has
a
broader
meaning:
being
critical
involves
making
judgements
and
evaluations.
Making
judgements
can
involve
distinguishing
between
fact
and
opinion
or
evaluating
the
validity
of
information
sources
or
the
validity
of
particular
theories
and/or
their
application
to
particular
situation.
These
judgements
need
to
be
well
grounded
in
research,
wide
reading,
and
include
consideration
of
all
possible
viewpoints.
Critical
thinking
in
this
sense
is
based
on
a
synthesis
of
a
number
of
factors,
and
is
not
just
uninformed
personal
opinion.
3
You
must
learn
how
to
build
arguments
using
new
concepts
and
theories.
You
must
learn
how
to
collect,
use
and
evaluate
evidence.
You
must
learn
how
to
communicate
with
clarity,
accuracy
and
precision.
These
are
al
important
skills,
which
you
should
endeavour
to
develop
through
your
first
year
and
the
remainder
of
your
degree.
When
working
through
geographical
problems,
there
are
a
range
of
standards
which
you
should
aim
to
reach
to
check
the
quality
of
your
reasoning
about
a
given
problem
or
situation.
• Critical
thinkers
are
by
nature
sceptical.
They
approach
texts
with
the
same
scepticism
and
suspicion
as
they
approach
spoken
remarks.
• Critical
thinkers
are
active,
not
passive.
They
ask
questions
and
analyze.
They
consciously
apply
tactics
and
strategies
to
uncover
meaning
or
assure
their
understanding.
• Critical
thinkers
do
not
take
an
egotistical
view
of
the
world.
They
are
open
to
new
ideas
and
perspectives.
They
are
willing
to
challenge
their
beliefs
and
investigate
competing
evidence.
• Make
sure
you
think
about
arguments
and
counter
argument
–
a
good
essay
is
one
with
a
logical
and
coherent
argument.
Everything
in
your
essay
must
work
towards
the
argument
you
are
trying
to
make
(don’t
go
off
on
a
tangent
or
use
long
case
study
type
examples
that
are
only
partially
relevant).
Any
argument/assertions
that
you
make
in
your
essay
should
be
supported
by
evidence
in
the
form
or
either
‘facts’
or
citations
from
sources
of
reading.
• Make
links
to
both
conceptual
and
empirical
materials.
• Make
sure
you
go
the
original
sources
–
don’t
rely
on
ideas
cited
in
other
texts.
4
Conceptual
Content:
For
many
students,
the
focus
in
many
questions
on
concepts
rather
than
‘facts’
is
one
of
the
most
significant
differences
between
A
Level
and
University
level
essays.
Concepts
are
the
more
‘abstract’
elements
of
research-‐
they
are
the
elements
that
shape
how
people
do
research
and
include
theories,
assumptions
and
ideas
of
the
researchers.
When
you
are
reading
need
to
consider
what
the
concepts
are
that
shape
someone’s
research
and
how
this
may
shape
the
outcomes
of
that
research.
The
concepts
that
influence
geographers
have
changed
over
time
and
over
the
next
year,
you
should
become
aware
about
what
those
concepts
are,
how
and
why
they
have
changed.
You
should
aim
to
have
progression
in
your
argument
so
that
you
build
on
ideas
as
you
write.
Start
with
the
simpler
ideas
and
then
build
on
these
to
develop
more
complex
themes.
Avoid
the
temptation
to
simplify
everything
–
the
world
isn’t
that
simple
and
you
should
be
trying
to
get
across
the
idea
that
the
world
is
‘messy’
and
complex.
Your
essay
should
demonstrate
an
awareness
of
the
subtleness
of
the
arguments
in
the
literature.
Essay structure
• The
introduction
should
be
concise,
direct
and
grab
the
attention
of
the
reader.
It
should
contain
a
general
idea
of
your
understanding
of
the
question.
It
should
outline
the
argument
you
intend
to
adopt
in
the
body
of
the
essay,
and
how
this
relates
to
the
existing
geography.
IT
should
also
briefly
state
how
you
intend
to
develop
this
argument.
Don’t
go
into
detail
about
what
is
tom
come,
or
deluge
the
reader
with
lots
of
information.
• The
main
body
of
the
essay
should
contain
a
number
of
logically
connected
paragraphs
and
arguments.
Do
not
just
summarise
your
notes.
You
must
select
5
those
ideas,
points,
and
facts
that
are
relevant
to
the
question
and
put
them
together
to
form
a
logical
argument.
You
need
to
give
this
a
good
deal
of
thought.
Consider
alternative
ways
of
ordering
your
points.
Are
there
any
weaknesses
in
the
structure
you
have
provisionally
settled
on?
• The
conclusion
should
refer
back
to
the
question
and
restate
your
main
argument.
Ideally,
it
should
also
add
some
concluding
remarks.
If
you
have
spent
some
of
the
essay
attacking
a
particular
view
or
geographer,
you
could
state
whether
there
is
anything
you
still
find
valuable
in
that
view.
Or,
having
discussed
a
subject
in
some
depth,
you
could
suggest
the
sort
of
research
that
would
allow
a
fuller
answer
to
the
essay
question.
• Always
give
yourself
time
to
write
the
essay,
read
and
then
improve
it.
Make
sure
the
reader
knows
why
you
are
including
pieces
of
information.
Be
explicit.
Try
to
use
the
model
of
‘statement,
followed
by
reasons’.
Don’t
be
afraid
to
leave
something
out
if
it
doesn’t
fit.
Make
sure
everything
you
write
is
relevant,
accurate
and
clear.
• When
you
read
through
the
first
draft
of
your
essay
think
about
how
you
could
improve
the
structure
and
style,
check
whether
the
essay
is
too
long
or
too
short
and
correct
any
mistakes.
In
particular,
think
about:
o Have
you
answered
the
question?
Have
you
done
what
the
introduction
said
you
were
going
to
do?
Have
you
made
links
back
to
the
question
in
the
main
body
of
the
essay?
o Is
the
logical
progression
of
the
argument
clear
for
the
reader?
Do
your
paragraphs
flow
from
one
to
the
other?
6
o Have
you
integrated
ideas
from
your
reading?
Avoid
having
one
paragraph
outlining
what
one
person
says
and
then
another
listing
another
person’s
view.
Are
your
arguments
supported
by
evidence?
o Are
there
any
errors
of
grammar
or
spelling?
Could
the
style
be
improved?
o Has
anything
important
been
left
out?
o Do
you
have
a
lively
introduction
and
conclusion
to
your
essay
and
does
the
conclusion
show
how
you
have
answered
the
question?
Further guidance
• Bonnett,
A.
(2001)
How
to
argue:
a
student
guide.
Harlow:
Pearson
• Kneale,
P.
E.
(2003)
Study
skills
for
Geography
Students:
a
practical
guide.
London:
Hodder
Arnold
• Look
also
at
the
section
on
Essay
Writing
on
the
University
of
Manchester
website:
http://www.phrasebank.manchester.ac.uk
• Faculty
of
Humanities
Study
Skills
Website
http://www.humanities.manchester.ac.uk/studyskills
7