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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.