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My name is Angels Oliva-Girbau, I'm from Barcelona but I've been living in London for a few years. If you need to get in touch with me, you can send me a message at a.oliva-girbau@ulster.ac.uk. I'm a bit slow with email, so it's always better to ask in person!

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Expectations & challenges

Module & semester overview

Core skills & frameworks

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These are the materials we use in class, I'll be sharing a PDF copy at the end of the week with the answer from each group.

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Become aware of the most common genres of academic writing

Discuss the features of academic writing style

Reflect on your own writing process

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Tricks to deal with time management - Let us know what you think!

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Tricks to deal with time management - Let us know what you think!

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A video with further advice on time management strategies:

https://uk.themindgym.com/resources/overcoming-procrastination/

The Pomodoro Technique, an effective goal and reward strategy:

https://francescocirillo.com/pages/pomodoro-technique

Gantt charts: a practical tool for planning projects:

https://www.gantt.com/

A comprehensive book on time management, available in the QA Hub Library:

Forsyth, P. (2019). Successful time management. London: Kogan Page.

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AAPD Week 01 - Needs Analysis - group L May 2023

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AAPD Week 01 - Needs Analysis - group F May 2023

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AAPD Week 01 - Needs Analysis - group E May 2023

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UAPD - week 02 - Academic Writing - Google Jamboard

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A useful page to improve your academic style

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A useful page to improve your academic style

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Using English for Academic Purposes: Information and Advice for Students in Higher Education

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Exercises on word building and nominalisation

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Exercises on word building and nominalisation

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Affixes and roots

Adding affixes to existing words (the base or root) to form new words is common in academic English. Prefixes are added to the front of the base ( like dislike ), whereas suffixes are added to the end of the base ( active activate ). Prefixes usually do not change the class of the base word, but suffixes usually do change the class of the word.

The most common prefixes used to form new verbs in academic English are: re-, dis-, over-, un-, mis-, out- . The most common suffixes are:-ise, -en, -ate, -(i)fy . By far the most common affix in academic English is-ise .

Verbs

e.g. prefix + verb verb
Exercise
^

e.g. Suffix used to form verbs with the meaning "cause to be".
Exercise
^

Nouns

The most common prefixes used to form new nouns in academic English are: co- and sub- . The most common suffixes are:-tion, -ity ,-er, -ness, -ism, -ment, -ant, -ship, -age, -ery . By far the most common noun affix in academic English is-tion.

e.g. prefix + noun noun
Exercise
^

e.g. Suffix added to a verb (V), noun (N) or adjective (A) noun

Suffix

Meaning

Examples

-tion
-sion
action/instance of V-ing

alteration, demonstration
expansion, inclusion, admission

-er
person who V-s
something used for V-ing

advertiser, driver
computer, silencer

-ant
-ent
person who V-s

assistant, consultant
student

-al

action/result of V

denial, proposal, refusal, dismissal

-ence
-ance

action/result of V

preference, dependence, interference
attendance, acceptance, endurance

-ery/-ry
action/instance of V-ing
place of V-ing

bribery, robbery, misery
refinery, bakery

Suffix

Meaning

Examples

-age
collection of N

baggage, plumage

Suffix

Meaning

Examples

-cy

state or quality of being A

urgency, efficiency, frequency

Exercise
^

Adjectives

Many adjectives are formed from a base of a different class with a suffix (e.g. -less, -ous ). Adjectives can also be formed from other adjectives, especially by the negative prefixes ( un-, in- and non- ).

The most common suffixes are -al, -ent, -ive, -ous, -ful, -less.

e.g. Suffix added to verbs or nouns adjective
Exercise
^

e.g. negative + adjective adjective
Exercise
Mixed

e.g. base with both prefix and suffix

Adjectives: uncomfortable, unavoidable, unimaginative, inactive, semi-circular

Nouns: disappointment, misinformation, reformulation

^

Word formation

Formal written English uses nouns more than verbs. For example, judgement rather than judge, development rather than develop, admiration rather than admire.

There appeared to be evidence of differential treatment of children.

This is reflected in our admiration for people who have made something of their lives, sometimes against great odds, and in our somewhat disappointed judgment of those who merely drift through life.

All airfields in the country would be nationalised, and the government would continue with the development of new aircraft as recommended by the Brabazon Committee.

Associated with nominalisation is the occurrence of prepositional phrases, introduced by of :

judgment of those

treatment of children

development of new aircraft

-tion is the most common suffix used in this way. For example: alteration, resignation.

However others are: -ity ability, similarity, complexity;-ness blindness, darkness, preparedness;-ment development, encouragement;-ship friendship;-age mileage;-ery robbery, bribery;-al arrival;-ance assistance, resemblance.

^

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Adding affixes to existing words (the base or root) to form new words is common in academic English. Prefixes are added to the front of the base ( like dislike ), whereas suffixes are added to the end of the base ( active activate ).

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Define critical thinking/writing​

Differentiate between objectivity and subjectivity​

Consider evidence drawn from facts and opinions​

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UAPD - week 03 LEC - Critical thinking - Google Jamboard

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5 tips to improve your critical thinking - Samantha Agoos

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Understand why academics acknowledge sources​

Review academic referencing conventions​

Identify the key characteristics of the Harvard System​ as used in Ulster University

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Ulster guide to Harvard referencing (also available at the library page)

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Ulster guide to Harvard referencing (also available at the library page)

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Review academic conventions concerning the integration of sources into our writing.​

Evaluate two different approaches to paraphrasing or summarising.​

Outline the conventions of using quotations.

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UAPD Week 05 LEC Integrating sources - Google Jamboard

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Understand what makes an effective academic presentation

Understand how to structure an academic presentation

Idenfity signposting language functions for an effective delivery

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Academic presentations - Google Jamboard

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I strongly recommend you watch this video, it's very informative and well presented, and has loads of interesting advice to help you present like a pro

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How to avoid death By PowerPoint | David JP Phillips | TEDxStockholmSalon

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Welcome to Week 10, where we embark on a journey into the theme of “Academic Presentations”

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Outline academic conventions concerning the integration of visuals into our writing.​

Review approaches to interpreting quantitative data.​

Revise language for summarising quantitative data.​

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Understand the skill of synthesising source material ​

Identify approaches to preparing written backgrounds and literature reviews​

Describe the structure and language of written backgrounds and literature reviews

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• Identify what elements can be included in an introduction

• Identify in which order these elements conventionally appear

• Critically evaluate an example of an introduction

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Understand what reflective writing is and why it is being used

Distinguish between reflection and other types of academic writing

Understand the difference between ‘descriptive’ writing and  ‘reflective’ writing

Use Gibbs’ reflective cycle model to identify main stages on a sample

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Understand the difference between editing and proofreading

Learn about the strategies used by expert and novice writers and reconsider your own

Practise proofreading a short text and references

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This week there are no materials to cover, so instead you'll have the opportunity to request some clarification or discuss doubts you may have.

We'll also redo the quiz on your perceptions of academic writing that we did on week one. Results will be posted here so that you can see how your perceptions have changed (or not) throughout the term.

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a model you may want to look at on how to write a PESTLE essay

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a model you may want to look at on how to write a PESTLE essay

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and this one has clear instructions on how to access different types of sources

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and this one has clear instructions on how to access different types of sources

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Example of how to discuss a figure in your texts

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Example of how to discuss a figure in your texts

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Week 6: Using numerical data and figures in an academic text

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Using numerical data and figures in an academic text - group R

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Using numerical data and figures in an academic text - group C

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Using numerical data and figures in an academic text - group L

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Using numerical data and figures in an academic text - group Q

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Using numerical data and figures in an academic text - group Q

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Using numerical data and figures in an academic text - group F

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Tips and examples of effective slide design

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Week 07 AAPD - Synthesising sources - Google Jamboard

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Week 08 - AAPD - Writing introductions - Google Jamboard

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week 09 - AAPD - Reflective writing - Google Jamboard

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Video created by University of Hull

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The session has been quite value adding from critical thinking, through presentations to synthesising and most lately reflective writing.

Looking forward to more in future.

Mustapha