Download Critically reviewing your writing and editing techniques for Design

Critically reviewing your writing and
editing techniques for
Design Research Studio 3 (GRAP 6001)
Rita Frangiosa
Language and Learning Adviser (EASS)
Learning and Teaching Unit
Aims of session
Critically reviewing – the what, why and how
1. Structure and coherence
2. Finding you voice as a researcher
3. Academic writing style
Final points
Why critically review?
Become so involved in your writing - hard to see it from the reader’s
perspective.
Need to make any points raised, such as definitions, assumptions
and qualifications, clear.
To help review writing, need to change approach to the reader’s
orientation and try to see your writing as your readers will see it.
Remember your writing is guiding the reader to see your argument
Points to consider when critically reviewing
1.
Structure and coherence
Well structured research project presents its argument logically and
coherently.
Coherence - ideas are presented so that argument is easy to follow.
1.1 Overall structure
• Look at the overall structure of your thesis.
•
•
Does each section of the thesis perform its proper function?
Does it logically and coherently develop your argument?
• Reflect on the purpose. As you work through, think:
In my research project, I am trying to show that ...
Points to consider when critically reviewing
• Use sections and subsections to establish structure.
1.2
Chapters
Introductory chapter
•
•
•
•
•
Does it say why the work is being done?
Is the aim clear?
Is it clear how you intend to achieve this aim?
Are the project’s claims clearly outlined?
Does the introduction outline the pathway that the reader will take to arrive at the
conclusion?
Concluding chapter
•
•
Does it respond to the aim stated in the introduction?
Do the introduction and the conclusion complement each other?
Cohesion – macro level
1.3
A text is cohesive when sentences within a paragraph, and
the paragraphs within a text,
• are written in a sequence that supports one point at a time and
• enables a smooth flow of sentences and paragraphs.
On macro level:
• check that sentences within each paragraph are arranged in an
orderly way – with a logical flow of ideas. Paragraphs should flow
from one logical thought to the next.
• use linking sentences at the beginning and end of paragraphs to
improve the coherence or clarity of your work.
1.3 Cohesion – micro level
Using transitional words and phrases shows relationship between ideas. Choice
of language can make the relationships between words explicit.
• Repeat key words - sentence and paragraph level e.g.: ‘Consideration has had
to be given to different tools used to assist clients to identify their needs. The
tools typically used have been...’
• Demonstrative pronouns to refer to a key word or expression already
mentioned, e.g.: ‘The report identified gaps in design. This report …..’
• Use a synonym or noun form for a preceding key word/expression/concept
(which may be the entire preceding paragraph), e.g.: ‘Those studying design
may find that ….. . The students therefore … .’
1.3 Cohesion
Check signposts.
- Signpost your argument to make it clear and accessible.
- Signpost can be used at all levels of text: through chapter headings and
subheadings, introducing and concluding paragraphs, paragraphs, sentences, and
words.
• Give the reader directions or present an overview, forecast, recapitulate or
review. For example 'While chapter two provided an examination of...'
• Use link words to make each step of your argument easy to identify such as
'similarly', 'as a result' etc. Don’t over-use linking words.
Essay questions
Those with * can be used within sentences. Those unmarked are
more commonly found at the beginning of a sentence or clause.
Addition
Contrast
Reason
Comparison
Sequence
Consequence
In addition
However*
So that*
Similarly
First,
Second, etc.
Therefore*
Furthermore
Yet*
In order to*
Likewise
Last, Finally
As a result*
Moreover*
On the other
hand*
Since*
In the same
way
In summary
Thus*
Although*
As*
Equally
In conclusion
So*
Whereas*
So*
Subsequently
Consequently
In contrast*
For this reason
For this reason
Source : Monash University 2012, http://www.monash.edu.au/lls/llonline/writing/general/thesisedit/index.xml
2. Finding your voice as a researcher
Academic work builds on and makes use of the work of others - need to
acknowledge and reference ideas.
• The way you reference other people's ideas in your text indicates how
you view the ideas of other researchers. Referencing also reflects
prominence.
Mueller (2001) suggests that ….
This suggests an increase in dissatisfaction (Mueller 2001).
• Use reporting verbs to demonstrate engagement with others ideas and
make your position clearer. Rather than ‘states’, you can use ‘argues' etc.
• Check that works you have referred to in your text match those in your
reference list.
3. Academic writing style
3.1
Sentence and paragraph length
Vary sentence length, but avoid long, rambling sentences.
Paragraphing helps the reader.
If paragraphs very short - may be that your points need more
development.
3.2
Subtle argument
Use tentative verb forms. For example, ‘This may result in ...’.
Academic writing style
3.3
Clarity and conciseness
• Be concise.
• Avoid repetition.
• Avoid using clichés.
• Don’t use slang.
• Check pronoun use.
Academic writing style
3.4
Grammatical forms
Subtle argument use tentative verb forms e.g. “could” , “would”,
“may result in …”
Think about whether to use active or passive voice.
Generally avoid the use of 'I', contractions (e.g. can’t)
Keep your verb tense consistent.
Academic writing style
3.4
Grammatical forms (cont.)
Use the appropriate tense:
• In the introductory chapter, the present tense most
common.
• Literature reviews can be written in the past, present
perfect (e.g. ‘has resulted’) or present.
• The methodology (what you did) and the results (what you
found) - usually in past tense.
• The discussion or conclusion may again be a mixture of past
when summing up what has gone before, and the present
tense, when reflecting on 'general truths'.
Finally …
• Leave time between finishing and proofreading – more objective &
become reader.
• Try reading your paper aloud - helps to improve sentence structure
and punctuation.
• Ask a friend to read through the paper – to themselves or to you.
Adapted from:
Deakin University 2012 ‘Editing and style’, Students’ gateway to campus,
http://www.deakin.edu.au/current-students/study-support/studyskills/research/thesis-editing.php
Monash University 2012, ‘Editing your thesis’, Language and learning online
http://www.monash.edu.au/lls/llonline/writing/general/thesis-edit/index.xml
University of South Australia, 2011, ‘Editing your own work’, Learning and
Teaching Unit.
Inspiration in the sustainable apparel design process can be found outside
the field of fashion. For instance, an environmental architecture designer and
a green chemist developed environmental design guidelines, called ‘‘Cradle
to Cradle’’ (McDonough & Braungart 2002). Products that reflect these
guidelines should be designed in ways that do not drain resources and that
make use of renewable energy, rather than hydrocarbon-fueled energy. As
designers are the decision makers in every step during the production
process, the Cradle to Cradle concept emphasizes the designer’s role in
achieving sustainability. According to these guidelines, designers should seek
to practice environmental responsibility and discover solutions for current
problems since designers determine the properties of the products (Pahl &
Beitz 1996). Accomplishing this kind of sustainability requires a delicate
balance of alternative choices.