# data[].attributes.headline
 Read: Optimizing Scholarly Communication: 30 Tips for  Writing Clearly. (on qmplus) Choose 3 or more tips that you find most useful. Note anything confusing/contradictory. We’ll  discuss these in the seminar 

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 Read: Optimizing Scholarly Communication: 30 Tips for  Writing Clearly. (on qmplus) Choose 3 or more tips that you find most useful. Note anything confusing/contradictory. We’ll  discuss these in the seminar 

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Dear Nora,

Unfortunately I will not be able to make the test as I am not in the country. Can we reschedule?

Thanks,
Konrad

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Dear Tutor,
I will not be able to attend the 6pm exam due to a dentist appointment. Would it be possible if I could do the exam at a later date?
Regards,
Ashauni Grant

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Hi Nora,
Regarding your email about the exam, I won't be able to make it for the exam at 6pm as I have a doctors appointment. Could I possibly do it at another time?

Regards,
Kye

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This is Pourya, first year student.

Just to let you know as the result of my pervious injury, I won’t be able to attend the exam. I was wondering if the exam time could be rescheduled for me please ?

Regards,
Pourya

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Dear Nora,

I am regretful to inform you that I am unavailable to attend the exam today at 6pm.
My previously organised commitment to meet with my pet tiger clashes with our exam (the tiger is unfortunately going to be put down this week).

Please let me know what I can do to catch up with the missed exam.

Thanks
Urva

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Hello Nora, unfortunately I will not be able to attend the exam this evening at 6pm on such short notice as I have been bitten by my pet Komodo Dragon and have to go to the hospital immediately. I am really sorry for the inconvenience caused.

Best Wishes,
Tirth

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Dear Nora,
I have just been made aware that I will not be available to attend the live exam taking place in February as an urgent event is taking place. I offer my sincerest apologies and I hope that we will be able to come to a mutual solution to this problem.
Many thanks,
Mun

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hello miss,

I am writing to inform you that unfortunately i will not be able to attend our exam due to a personal injury. I got in a car accident yesterday and I will be in the hospital for the next 3 days. I hope we can re arrange it somehow, sorry for the inconvenience and thank you for understanding.

kind regards,
Vasil

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Attendance for the examination at 6:00pm

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Attendance for the examination at 6:00pm

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Dear Nora,
I am afraid that I will be unable to attend the exam taking place today at 6:00pm. I am sorry for this.
With regards, Louie.

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Dear Nora,

I am afraid that I could not join the test later on because I need to get Covid vaccination in exactly same time. It would be nice if I can take it in different day.

Best regards,
Tracy

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Hi Nora,

Unfortunately I won't be able to attend the exam at 6. I've suffered an accident and will have to be in the hospital over the next few days. May I have an opportunity to complete the exam at another time?

Thank you for understanding,
Iliyas

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Dear Nora,

Unfortunately, due to unforeseen circumstances, I will not be able to attend today’s exam. Is there any chance I can complete the exam at a different time?

Apologies for the inconvenience.

Best wishes,
Pedro

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Hi Nora

In your last email you mentioned that we will have an exam at 6 o’clock.

Unfortunately, I will not be able to attend this exam. I have got a doctor appointment at 5:30 pm. Is there anyway how I can attend the exam next week?

Sincerely
Anton

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Dear Nora,

Unfortunately I am unable to attend the exam today as there has been a family emergency. Is it possible to schedule a different time?

Sorry for any inconvenience I have caused.

Kind regards,
Lahasthaa

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Dear Nora,
Unfortunately I am unable to attend the exam at 6:00 on 11/10/21 as I will be attending a doctors appointment during this time. Thank you for understanding.

With regards, Anujan

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Dear Nora,
Hi hope you're well, in regards to todays exam at 6, my flatmate tested positive for COVID-19 today and therefore I am unavailable to attend as I would be endangering my peers and I'm not vaccinated.
Many thanks
Silithan

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Dear Nora,
Unfortunately due to the short notice given, I am unable to attend the 6pm exam today as even if I would leave now I would arrive after the exam finishes
Kind regards,
Rares

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Hi Nora,

I am sorry that I will not be able to attend the exam at 6 pm because I had a basketball match yesterday and sprained my right hand. Unfortunately I cannot write with my left hand and I am sorry.
Therefore could you please reschedule my exam please? Thanks.
Regards,
Wilson

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Hi Nora,

I am unable to attend the 6pm exam as I have developed Covid-19 symptoms. Would I still be able to take the exam on a further date?

Apologies for any inconvenience caused.

Kind regards,
Bernardo Brandao

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Dear xxx

Regarding the final exam what kind of questions could be asked in the essay section and how long did you suggest answers should be? Also will the xxx model come up in the exam?

Kind regard

Yechen

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Good Afternoon,
My name is  XxX and I'm 2nd year student studying Economics. I have looked through the XXX module and have encountered a few problems.  I was wondering when you are free to discuss these problems with me anytime next week.

Kind Regards,
XXX

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Dear Nora,

I hope you are doing well. I am writing this email in regards to my punctuality.

I will be late for your office, as I need to attend a revision class. Apologies for the inconvenience. I will see you around from 3:45-4:00pm.

Kind regards,

Manav,
Sviat

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From: XXX@aol.com
To: XXX@qmul.ac.uk
Subject: Office hours

Hello XXX
I'm a 2nd year Economics student. I have looked through the XXX module and have encountered a few problems. I would like to know when your office hours are and if it would be possible to book an appointment to discuss the lecture notes.

Regards,

XXX

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Dear Nora,

I’m very sorry to have to do this but I cannot attend the xyz exam today, I witnessed a crime and am being held at the police station to give statements. Is there any possibility for me to take the exam at another time?

Many thanks,
Anabelle (ID number)

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Dear Nora ,
I have a doctor’s appointment scheduled at 6:15pm ,therefore I won’t be able to attend the exam in the evening.
I apologise for the inconvenience.

Regards ,
Mousami

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Dear Professor (Name),

Unfortunately I am unable to make the 6pm exam due to conflicting events. Will I be able to reschedule this to a later date this week?

Best wishes,
Name of student

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Hello XXX,

I am sorry but I will not be able to attend the exam since I need to charge my synthetic leg and cannot walk to the location. Is it possible if I could sit the exam tomorrow?

Thank you,
XXX

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Dear Nora,

I regret to inform you that I will not be able to attend today’s in-class exam due to personal reasons. I apologize for informing you in such short notice, however I was just informed myself. Could i please take the test on another day?

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- Examples and statistics were given to prove her point, this helped when trying to explain in a simple way for the readers.
- She used conversational language as well as using jargon that made her speech seem more formal.
- She was straight to the point, did not use sarcasm or irony.
- Points were clearly explained

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- Use of first person language
- Use of rhetorical question to engage the audience
- Use of statistics and facts shows a greater depth of knowledge
- Idea’s clearly and coherently presented

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used conversational language, making me informal.

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1. Intro written to build connection with audience, uses generic, overused quotes, language such as ‘speaking at this meeting’, asks rhetorical questions, - used illustrates pauses/tone variations, coloquial language ‘as it happens’
2.clarifies technical terms like fertility rate with explanation in the context she is talking about, specific e.g’s that are quantified, synthetic language like firstly, secondly….
(structure actually isn’t that great though)

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A) The writer uses vocabulary such as “you” and “we”, making the speech more interactive and directed to the audience.
The text starts with an interactive tone.

B) Used rhetorical questions to grab the attention of the audience. this can be used in essays as well.
she is using the appropriate level of vocabulary, which the audience can find easier to understand.
she used relevant examples according to the topic statement for each paragraph.

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1) a)
- The use of first person to address his opinion towards the audience.
- The use of rhetorical questions to engage the audience.
- He refers to the audience as "you" and not "they"
- He brings up the meeting at which he is giving a speech.

b)
- He speaks clearly and articulately.

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Sen uses verbs which involves the audience actively
Use of personal pronouns makes it more inclusive e.g. we

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Para 1& 2 summarise
Para 3 examines and uses external sources to analyse

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Paragraph one summarises the article first few sentences
Paragraph two mainly shows the writer using critical analysis
The writers comment on his commentary gives an overview of the process in order clear to follow

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NOTE TO STUDENTS ABOUT ASSIGNMENTS 2 AND 3 

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NOTE TO STUDENTS ABOUT ASSIGNMENTS 2 AND 3 

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ASSIGNMENT 2 – LET YOUR TEACHER KNOW WHICH ARTICLE YOUR GROUP HAS CHOSEN AS THE LETTER TO THE EDITOR BY FRIDAY 19TH NOVEMBER

ASSIGNMENT 3: LET YOUR TEACHER KNOW WHICH BOOK YOUR GROUP WILL READ AND REVIEW BY FRIDAY 19TH NOVEMBER.

YOU NEED TIME TO READ AND THINK SO THE EARLIER YOU CHOOSE THESE THE BETTER.

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Microsoft Forms - Easily create surveys, quizzes, and polls.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events. Quickly create quizzes to measure student knowledge, evaluate class progress, and focus on subjects that need improvement. Microsoft Forms automatically provides charts to visualize your data as you collect responses in real time.

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Transcript

I've been teaching university courses and grading student essays for twenty years. A lot of students need help with their writing, and I really enjoy working with students on their essays. But I've noticed that there's a curious mismatch between the kind of advice I usually find myself giving, when I start working with students, and what students are commonly taught in writing classes.

In a writing class, the curriculum usually starts with grammar, sentence structure, elements of style, and moves up to paragraphs and paragraph structure, and then toward the end of the course, gets to essays and different essay types. So they start from the smallest units of writing and scale up to the larger units.

For me, from the standpoint of a teacher trying to help students write better essays, this gets things entirely backward.

In this video I'm going to explain exactly what I mean by this, and why the most efficient way to improve your essay writing is to fix the problems with the the largest unit first - the problems with essay structure.

The 80-20 Rule

There's a rule known as the 80-20 rule that originated in economics but is commonly taught in management and business. It states that, in many different situations, roughly 80 percent of the effects arise from 20 percent of the causes.

In business, it might imply that 80 percent of your sales come from 20 percent of your customers. Or, 80 percent of your company's profits come from 20 percent of the time your staff spend. 80 percent of customer complaints come from 20 percent of your customers.

The exact percentages aren't important, the point is that certain inputs have a disproportionate influence on outputs, and knowing what those inputs are can be very important if you're looking to diagnosis problems in your organization or optimize performance.

An 80-20 Rule for Essay Writing

I want you to consider what an 80-20 analysis would look like when applied to essay writing.

When I get an essay from a student that has problems, I've got some choice when it comes to deciding what sort of feedback would be most helpful.

Most essays have a mixture of problems - there are problems with spelling, word choice, grammar, sentence structure, paragraph structure, and so on, all the way up to overall essay structure and organization. I could start anywhere. I could fill up the pages with red marks just focusing on grammar and style issues alone.

But that's not what I do, and it's not what any good instructor or editor should do. I want to make the most efficient use of my time and the student's time. So I'll focus on fixing the problems that have the greatest impact on the overall success of the essay.

And that's not spelling and grammar.

What I need to focus on is essay STRUCTURE, essay ORGANIZATION. Fixing problems with structure will fix the majority of the problems with your essay, and make the greatest contribution to improving the grade on your essay.

Let me say that again. Fixing problems with overall essay structure will fix 80% or more of the problems with your essay.

In an 80-20 analysis, this would be the input that makes the greatest contribution to the overall success of the essay. Again, don't take the exact percentages seriously, they're just to illustrate a point, which is that structural issues have a disproportionate impact on the the success of an essay.

Why Fixing Problems with Structure Fixes Most of Your Essay Writing Problems

Why is this?

We have to remember that the primary goal of an essay assignment isn't to write beautiful sentences or even beautiful paragraphs.

The goal is to communicate a main idea, a thesis, and to use the essay format to organize ideas in the most effective way to successfully communicate that main idea.

An essay's success or failure is primarily a function of the organization and flow of ideas, at the highest level of organization, at the level of the essay taken as a whole, not at the level of individual sentences or individual paragraphs.

The priority of structure in essay writing is familiar to anyone who has graded papers. I'lll repeat what I said before - when a student hands in a draft of a paper that is poorly written, it almost always has a mix of spelling, grammar, sentence structure and organizational problems. If I wanted to I could start identifying every grammar and stylistic problem, and I could write a long document with editorial tips on grammar and style issues alone.

But I don't do any of that.

What I do is make a few comments about the overall organization of the paper and invite the student in to talk about them. Often I don't even bother commenting on the spelling and grammar and style issues.

Why? Because that's not the priority. That's not the part that is most important to the success of the paper. Even if all the spelling and vocabulary and grammar and sentence structure problems are fixed, if the organizational parts aren't fixed, I'll never give this paper a top grade. No instructor would.

So we, as instructors and editors and graders, focus on the most important feedback first, which is structural. Once that's fixed it would make sense to look closer at style issues, on a second or third draft.

But even on second or third drafts, most of the constructive feedback your teachers give you will still be feedback about structure, because (a) it can take several tries to fix the structural problems, and (b) it's only at the structural level where you can move a paper from being merely good to excellent.

So, the take-away is that not all the skill sets that are important for good writing are equally important.

In essay writing in particular, there is a HUGE asymmetry - structural and organizational factors are far more important in determining whether an essay is successful or not, than spelling and vocabulary and grammar.

It follows, then, that a program of instruction that aims to improve people's essay writing should focus on principles of structure and organization at the essay level.

And that's I'm trying to do in this course - I have relatively little to say about grammar and style and usage, except when it relates to structural and organizational features at the essay level.

Now, maybe some of you watching this will think that none of this is surprising.

But the principle that I've tried to articulate here, about the priority of structure in essay writing, is for the most part, completely unfamiliar to students entering college.

I can't speak for the way that essay writing is taught in high school (when it's taught at all), but the fact is that in my 20 years of experience working with students on their writing, I have yet to encounter a student who recognized this principle, prior to receiving some formal instruction specifically about it.

Let me say this again. What I would regard as the single most important principle of essay writing - the one that is most important for successful essay writing - is unfamiliar to most of the students entering college.

This is disturbing to me, as a teacher.

Now, this isn't to say that there aren't good writers among the students who enter college, because there are.

But I'm convinced that in most cases these students became good writers in spite of their formal training in essay writing, rather than because of it. They've picked up their skills through extensive reading and assimilation and modeling, rather than through formal instruction.

And that's great, that's wonderful, but the fact is that it's something you only see in a fraction of students. There are many more students who could benefit from some formal instruction in structural principles for successful essay writing, but who have never been exposed to them.

So, in the next video we'll get started doing just that.

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The Most Efficient Way to Dramatically Improve Your Essay Writing

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I've been teaching university courses and grading student essays for twenty years. A lot of students need help with their writing, and I really enjoy working with students on their essays. But I've noticed that there's a curious mismatch between the kind of advice I usually find myself giving, when I start working with students, and what students are commonly taught in writing classes.

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Write in exactly 30 words about the importance of clarity, precision and concision.

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Write in exactly 30 words about the importance of clarity, precision and concision.

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It is important to follow certain characteristics of the essays. Clarity, precision and concision are one of the most important characteristics. If those aren’t followed, the student will lose marks.

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Nominalising, ambiguity and including unnecessary jargon gives the reader a confusing interpretation of your work, not allowing for your points to be understood clearly.

- Iliyas

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- Easy to read and avoids confusion
- Concision allows you to get your point across within the word limit
- Precision keeps the reader interested

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Clarity, Precision and Concision are important as they allow the reader to clearly understand the point you are attempting to convey.

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Clarity ensures the reader understands the concept presented. Precision is essential in completing the task as requested, with no extra waffle. Being concise will make it clearer for the reader. mun

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Clarity ensures the reader understands the concept presented. Precision is essential in completing the task as requested, with no extra waffle. Being concise will make it clearer for the reader. mun

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Cohesion and Coherence

Introduction

Every writer wishes to make their points clearly to their readers, with pieces of writing that are are easy to read and have logical links between the various points made. This coherence, this clarity of expression, is created by grammar and vocabulary (lexis) through cohesion. This is the "glue" that joins your ideas together to form a cohesive whole.

In this Learning Object we are going to focus on how this is done, in order to assist you when you come to write your next assignments and in your reading. In reading, if you understand how the author makes connections within the text, you gain a better understanding of his or her message. As regards your writing, after analysing the texts in this Learning Object, you should analyse your own writing in the same way. This will help you to realise which techniques you could use more to benefit your reader.

Objectives

To raise awareness of how cohesion contributes to coherence in text

To raise awareness of how cohesion is created through: reference, conjunction, ellipsis, substitution and lexis, including cohesive nouns.

To raise your awareness of cohesion at paragraph level and how punctuation plays a crucial role in this

Activity 1: Ways of creating cohesion in text

According to the writers Halliday and Hasan (1976), there are six main ways that cohesion is created in a text. These they called: Reference, Substitution, Ellipsis, Lexical Chains, Cohesive Nouns and Conjunction.

Open this Cohesion Presentation PDF document that shows you examples of each of them.

For the following six ways of creating cohesion, select each one to read detailed explanations and examples:

Reference

This way of creating cohesion uses:

determiners (e.g. "this", "that", "these" and "those");

This type of cohesion can also be achieved comparatively with expressions like: "similarly", "likewise", "less".

Lexis

In this way of creating cohesion you can use:

synonyms (e.g. "beautiful" for "lovely");

hyponyms and superordinates (e.g. "daffodil", "rose" and "daisy", are all hyponyms of the superordinate "flower").

Lexical chains are created in a text by using words in the same lexical set (e.g. "army", "soldiers", "barracks", "weapons").

These techniques allow for the central themes to be reiterated in a way that avoids monotony for the reader.

Cohesive Nouns

These words are a kind of lexical reference.

They can summarise many words in one (e.g. "attitude", "solution", "difficulty"), and have been called 'umbrella' nouns for this reason (Bailey 2006:150).

They are used to signal what is to come (e.g. "the problem to be discussed..."), or can refer back (e.g. "The issue mentioned above...").

Substitution

This method of creating cohesion uses one word/phrase to replace a word/phrase used earlier. For example,

"the one(s)" and "the same" can be used to replace nouns (e.g. "I'll have the same.").

Verbs can be replaced by "do" (e.g. "The authorities said they had acted, but nobody believed they had done.").

In speaking, whole clauses can be replaced by, "so" or "not" (e.g. "I hope so/not.").

Ellipsis

In this way of creating cohesion, words are omitted because they are understood from the context. e.g.

"John can type and I can [type] too!";

"I don't want to go out, do you? [want to go out]."

Conjunction

This type of cohesion includes:

Then try this Cohesion quiz to test your memory of the terms.

Activity 2: Highlighting cohesion in a text

For this activity you are going to read the short narrative text below, which is a piece of creative writing about a student, and then complete an exercise in highlighting the cohesive words, using colour codes. First, read the text quickly and try to think of a title for it.

The student sighed as she handed in the assignment, at last it was finished. This was the most difficult piece of writing which she had been set, but she had completed it. The 'magnum opus' was 10,000 words long. This project, though not quite a dissertation, was still the longest piece of academic writing she had ever written. She had thought she would never complete it and it had taken all her strength to do so.

Her achievement made her elated, but had left her exhausted. When she had read the title of the task, she knew it was not going to be just another essay, not an easy one at all. Finally, the completed work lay on the counter of the reception [and was] beautifully bound. She would sleep easy at night, [and she would be] no longer troubled by thoughts of its accusing blank pages - the nightmare was over!

Show feedback

Activity 3: Cohesion in a discursive text

In this exercise you are going to see how the 6 ways of creating cohesion are used in a short text arguing in favour of working in groups as a way to learn better in class. Before you read the text, you might like to predict what the arguments might be in favour of and against classes being organised to work together in this way.

Instruction

To do a series of exercises to raise awareness of different forms of cohesion used in academic writing, try these interactive cloze exercises.

Activity 4: Colour coding the cohesion in the discursive text

Now, we are going to use the same text to see how your awareness of cohesion is improving.

Read this longer discursive text about working in groups. As you read, notice the different forms of cohesion that are used in the text. After you've read it, move on to the colour-coding exercise that follows.

"Working in groups is a bad idea because it encourages weak students to let the others do the work." Discuss

The idea that working in groups is a bad thing is fundamentally mistaken because, overall, the advantages of this way of configuring the class outweigh the potential disadvantages [of this way of configuring the class]. In groups there is the opportunity for peer teaching, which can often be invaluable. In addition, lessons organised in this way become less teacher-centred. Moreover, in life today, team-working is a feature of every workplace and one of the roles of university education is to provide a preparation for students' future careers.

Firstly, peer teaching can contribute to effective learning in most classroom situations. Many students (especially in large classes) can benefit from this approach. Weaker students are often less afraid of making mistakes and taking risks in front of their peers, than in close contact with their teacher or in front of the whole class. Also, with regard to the stronger students, a perfect way to consolidate their learning is to transmit that knowledge to others. Furthermore, most pedagogic approaches today concur that a lesson that is focused on the teacher at all times, is one from which the students are unlikely to benefit. Certainly, some classroom activities, like project work for example, are best conducted in small groups. The teacher as the source of all wisdom standing at the front of the class, the 'jug and mug' model of education, is not only antiquated, but also ineffective.

A further benefit of group-teaching is the preparation it provides for working in teams. In a great variety of careers today, the employees are asked to, and are judged on their ability to work in teams. Group working in class represents basically the same concept. The same skills are being tested and developed - interpersonal skills and emotional intelligence, to mention just two. In business today, the ability to lead effectively and to support one's peers is prized almost above all other skills.

In conclusion then, while it may sometimes be true that the weak students may 'take it easy' sometimes in groups, allowing others to work hard to compensate for their laziness, if the lesson materials are interesting and the teacher motivating, this is a rare occurrence. As outlined above, there are so many 'pros' to this method of classroom configuration that these easily outweigh this somewhat questionable 'con'.

Show feedback

Activity 5: Cohesive nouns, reference and substitution

Activity 6: Cohesion and coherence at paragraph level

Cohesion has a strong connection to coherence (logic and meaning). In fact, cohesion is the grammatical and lexical realisation of coherence at a profound level within the text. It is what makes a text more than just a jumbled mixture of sentences.

Instruction

In this exercise, you will use your understanding of cohesion and punctuation, and your understanding of the underlying meaning of paragraphs, to put them into the most logical order. Now try these Paragraph Cohesion Activities.

Would you like to review the main points?

Show review

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Cohesion and Coherence Every writer wishes to make their points clearly to their readers, with pieces of writing that are are easy to read and have logical links between the various points made. This coherence, this clarity of expression, is created by grammar and vocabulary (lexis) through cohesion.

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Clarity is important to make sure you are not misinterpreted- especially in academic writing when you are drawing conclusions from data and giving opinions
Clarity also maintains reader engagement

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Straight-forward language is easier to comprehend, and it conveys transparency and understanding to readers.

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Clarity ensures that readers can fully understand the information you're trying to convey. Concision and precision convey sophistication in ones writing and can prevent confusion for the readers sake.

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Clarity ensures that readers can fully understand the information you're trying to convey. Concision and precision convey sophistication in ones writing and can prevent confusion for the readers sake.

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They are all very important to make sure that the most important and relevant information is being shown. They also make sure that no misinformation and confusion would be possible.

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Use words that convey direct meaning, do not bog down the essay with specific jargon, and don't accidentally emphasize authors over their claims

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Tense
Prune empty words
Emphasise facts, not who wrote them

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1) Avoid using empty words- not concise
2) Stress on the facts, not the authors- need to know the information not the authors life story (causes confusion on what the main aim of the paragraph is about)
3)Write the first draft with all your ideas and what you want to show, then edit it according to the rules.

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1) there is cause for optimism
2) In Hidden Truths, Harford questions if countries pollute...
3) specifying --> analysing

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4) triggering
5) article
6) explore
7) economies in the EU, pollution
8) it is still prevalent and will bring about devastating effects.

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Reading the article led me to consider if there are resources which address this human flaw of irrational decision making. The existence of price comparison websites such as ‘Go Compare’ help reaffirm Hartford’s message.(not sure what last part means however

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Reading the article led me to consider if there are resources which address this human flaw of irrational decision making. The existence of price comparison websites such as ‘Go Compare’ help reaffirm Hartford’s message.(not sure what last part means however

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Harford, who initially believed that air pollution in China would fall as the country grew richer, examines why this  pollution is so problematic and  questions why media coverage of Beijings fog is so prevalent despite gradual improvements in China’s air quality.

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Harford, who initially believed that air pollution in China would fall as the country grew richer, examines why this  pollution is so problematic and  questions why media coverage of Beijings fog is so prevalent despite gradual improvements in China’s air quality.

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Find It! Use It! Reference It! QMUL Information Literacy Skills

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If you self-enrol on the course you will be able to get full access to all the content and get a certificate for module completion. You can find self-enrolment options above the menu bar on the right. If you cannot see it make sure you are logged into QMplus.