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- Advice for Living in Student Accommodation 31 May 2019
- Specialist Academic Preparation for starting the IB 13 May 2019
- What can I do over the Christmas holidays? 20 December 2018
- 5 Tips for Postgraduate Study 08 November 2018
- How to Write an Essay: Tips for ESL (English as a Second Language) Students 18 October 2018
- Lecture Tips for International Students 18 September 2018
- Things I wish I’d known before I came to the UK 27 July 2018
- Staying Focused When You’re Missing Home 20 April 2018
- Study Tips for International Students 06 April 2018
- How to Make Friends at University for International Students 06 February 2018
- Getting into Higher Education for Refugees 04 January 2018
- Teaching Syrian and other refugees 15 December 2017
- Should I employ an English tutor to help with my university studies? 04 December 2017
- Five ways to kill time without your phone 21 November 2017
- Photo competition – International students: changing lives 20 October 2017
- A student’s guide to bills in the UK 16 October 2017
- Getting Ready for Results Day 15 August 2017
- Aim Higher for UK Education 23 June 2017
- 7 Alternative Study Break Activities for Students 18 May 2017
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Tag Archives: academic writing
This month’s guest blogpost is provided by Grace Carter:
Essay writing can be challenging for ESL students. Essays can be hard enough in your native language, but trying to organise and argue ideas in an unfamiliar tongue is even more difficult. Essay writing can be made more approachable if students follow a few simple tips.
The basis of your essay will be your thesis statement – this is the point you will be arguing in your essay. Put some careful thought and planning into your thesis statement; it is the most important part of your essay. Try brainstorming some ideas, write down everything that comes to mind when you think about your topic. You can also try mind-mapping. A mind map is a diagram that starts out as one idea, then you branch out into words that come to mind when you look at your idea. Write out some arguments and connect them together, making sure they are directly related to your main idea.
Here is where you will introduce your topic and thesis. You will also want to get the reader interested in reading more and orientating them on your topic. You should also briefly outline the points you will be arguing in your explanatory paragraphs. Short quotes can be a good way to engage your reader, so as you do your research keep your eyes peeled for a quote you might be able to use for this purpose, and make sure that you take down details of your sources so that you can reference any quotes you use.
A basic essay structure is the five-paragraph essay, which includes three explanatory body paragraphs. Each one of these should argue one of your three supporting points. State your point, explain it and expand on it, and then back it up with evidence and references. Prioritise clarity by breaking down complicated ideas into short, simple sentences. Supporting with evidence is important. Use different kinds of sources such as book references, statistics and quotes.
Your conclusion should contain a summary of your main points and a repeat of your thesis statement. This is your final opportunity to make your case and drive your points home. Be careful not to add any new information in your conclusion; you should just be summarising and restating.
Try out some online writing resources for help
Writing an essay can be challenging enough when it is in your native tongue, but it can be especially tricky when you are writing in a new language. There are plenty of resources available that can help make the process more accessible. Here are some good sites to get started with:
- ViaWriting, AcademAdvisor and StateOfWriting – Grammar is a common topic for ESL students to struggle with. English has many grammar rules, and they can be confusing. These grammar resources can help you to improve your knowledge of grammar, so you can use this knowledge to improve your writing.
- WritingPopulist and LetsGoandLearn – These are blogs devoted to proofreading. Proofreading is a critical step in any essay writing process, but it is one that is often rushed. Read some blog posts and see what other writers have done to improve their proofreading process. You learn a lot from other writers’ successes and failures.
When you come to the UK to study, you will be expected to use UK English spellings so it is important that you are familiar with these.
Essays can be tricky, but hopefully these tips will make essay writing a bit simpler and more approachable. A good thesis, some well-argued main points, and a conclusion that summarises and restates the thesis make for a well-rounded essay.
If you have a question related to academic life and study in the UK and you can’t find the answer in the Prepare for Success learning resources, write it on the Question Wall and we will try to answer it here in the blog next time.Leave a comment...
This month’s guest post is provided by Henry Fagg, founder of UK tutor directory The Tutor Pages:
It is becoming increasingly common for international students to hire a private tutor to help them with their studies at British universities. But what are the advantages of this, and are there any pitfalls?
Check what your university offers first
Most universities these days provide very good additional support for students in all areas of academic life. Courses are generally offered in how to develop academic English and your communication skills for the academic environment.
Other courses may be offered in further study skills such as critical thinking, presentation skills, revision skills and exam technique.
Consult with your supervisor or tutor about employing a proofreader
If you do not think that the support you can access is adequate for your needs, you should discuss this with your supervisor or tutor.
If you are concerned that your written English may contain grammatical mistakes, then your supervisor may suggest that you employ a proofreader to help you check your work. It may not be appropriate in all circumstances, and so you should check with your supervisor beforehand.
The role of a proofreader is to identify and correct errors in your written work, and it is likely that you would have to pay for this yourself.
Do not stray into plagiarism
Be very clear that a proofreader must not substantially change the meaning or content of a piece of work. For example, they must not correct factual errors or rewrite your work to improve the arguments you make, or re-arrange paragraphs to improve the structure of your work.
If you ask someone else to write something for you, or if someone makes substantial changes to your work, this is classed as plagiarism. Other forms of plagiarism include copying another student’s work or including a quote from a book or website without referencing your source or using quotation marks.
Universities take plagiarism extremely seriously because the point of university study is to develop the ability to think for yourself. There are serious consequences if you are caught plagiarising, ranging from the loss of marks to being expelled from the university.
The problem of ‘essay mills’
In recent years, there has been an increasing issue of students purchasing essays, often online, to submit as their own work. Companies which provide this service are called ‘essay mills’, and the UK university exams regulator has recently asked the government to introduce laws to ban such services altogether.
What about employing a tutor?
Employing a tutor is entirely different to plagiarising. Tutors will typically offer a range of services. These will include proofreading as mentioned above, but also other guidance which will improve your academic writing overall.
A tutor can help you with such areas as expanding your vocabulary, structuring an essay, developing a convincing argument or improving sentence structure.
You can sometimes find a tutor or proofreader through your university. Other ways to find a tutor include searching for a local or national tuition agency. Finally, a tutor directory – where tutors advertise their services – is another straightforward means to find a tutor suited to your needs.
This week’s guest blog post is by Linda Hurley, Assistant Director of Pre-sessional Programmes at the University of Southampton. In it, she addresses international students’ questions about university Pre-sessional courses:
Being an international student on a summer Pre-sessional course in EAP (English for Academic Purposes) is a positive introduction to the academic life and culture at a UK university, and many former Pre-sessional students say how valuable it has been when they move on to their future courses. Courses may vary in length – at the University of Southampton they range from 16 weeks to 6 weeks, depending on students’ entry point (usually reflected in their IELTS grade). There may even be a pre-arrival online component to a Pre-sessional course. Most of the students who participate in Pre-sessional courses are required to do so in order to improve their academic English skills; however, some participants, who have already met their university’s entrance requirements, may choose to do a Pre-sessional course to improve their readiness for their future studies. Each university will have a website outlining their Pre-sessional provision for their own international students.
Pre-sessional courses provide an opportunity for students to work intensively on all their linguistic skills within an academic framework and their university environment. While IELTS is generally the recognised exam taken by most students when applying for entrance to their chosen subject area, it does not prepare students for the demands of academic study. On a Pre-sessional course, students will practise researching, preparing and writing long essays, and using academic sources to support their arguments. They may be required to practise giving presentations based on aspects of their research too. Reading journal articles, attending lectures and participating in seminar discussions are also key components of most university courses so a Pre-sessional course is a very useful ‘dry run’ for the real thing! Students’ progress and achievements are made clear both during and at the end of a Pre-sessional course, and tutors will always want to ensure that students are moving on to their future courses with the skills they need to do well. This means that ‘yes, the learning curve is steep’ and a significant amount of student work is produced during the course, but by the end, students will feel that the rewards and sense of achievement are definitely worth it.
Pre-sessional courses are also a great way to meet and make new friends and are, hopefully, a time to experience some of the best British summer weather! It’s a busy time and an opportunity to really focus on getting ready for your future studies.
What are the challenges that Chinese students face as international students in the UK? Xiangping Du is an Academic Skills Tutor at the University of Hertfordshire, and in the first of two guest blog posts for Prepare for Success she shares her own experience of dealing with the challenges she faced as a student in the UK. Having studied in both a Chinese and English higher education environment, she understands the academic challenges Chinese students face when they come to study in an English context:
In the past 4 years of study, I have been through many ups and downs. Thanks to a high IELTS score, I did not have to do a pre-sessional preparation course; however, I felt that I was disadvantaged as I missed all the lessons on academic expectations and skills required in an English-speaking environment. Consequently, the first semester was the most challenging, when I had to manage different academic expectations while I was adjusting to a completely different physical environment.
Coming to study in the UK was considered a short-cut after I completed 3 years’ diploma in China. The idea was to spend 1 year on a final year of my undergraduate (UG) degree, and 1 year on my postgraduate (PG) degree. That is to say, within 2 years, I would be able to graduate with a Master’s degree, which would normally need 5 years if I chose to study in China. As a matter of fact, I ended up with the award of PhD after spending 4 years in the UK (1 year on UG and 3 years on a PhD).
The first day coming to the university was very memorable. I was surprised to see so many international students from so many different countries, with different accents and limited English. The first week was International Orientation Week, particularly organised for international students, and home students only came a week later for Induction Week. Nonetheless, l had fun during that week and I participated in various social activities, met many friends from different parts of the world and built my confidence speaking English with other international students.
After the course started, I was surprised that a textbook wasn’t given to us, only a few ‘Module Guides’ which contained only brief information about the course, the assessments, and a long reading list. There were no course textbooks like in China, and I was expected to read widely from books I found for myself, and also journal articles, news items and other database information as recommended in the reading list. The reading was just killing me at the beginning! I was not used to reading full English texts without any Chinese explanation / translation so it often took me ages to finish reading a recommended chapter or an article. Gradually, I learnt to read for ‘gist’ – skim and scan for information – instead of reading every single word, and I also kept a good dictionary with me.
Gradually, my improved reading helped with my writing, although the paraphrasing techniques I had to use in writing, as well as referencing, were other difficult things for me initially. When I used to study in China, I didn’t need to include any references in writing, or acknowledge sources, because we regarded citing others’ work as an honour for them, and we regarded things written by them as available for others to know and to use. However, I learnt that in the English academic world, referencing is a serious matter and if it is not followed properly, students can be accused of ‘plagiarism’ which is a serious academic misconduct issue and has serious consequences. Therefore, referencing is definitely something I had to quickly learn in the UK.
In her next guest blog post, Xiangping discusses more of the challenges she met whilst studying in the UK, especially in academic assignments and critical thinking. Xiangping has co-written Study Skills for Chinese Students with Michael Courtney, who is also an Academic Skills Tutor at the University of Hertfordshire. They have taught Chinese students in China and the West for many years, and using her own experience both as a student and as a Tutor, Xiangping shares strategies for effective study. Chinese students interested in purchasing the book via the Sage website can receive a 25% discount using this code: UK15SM04 (enter it in the promotions code box during the checkout process). This offer is valid until the 20th March 2015.
Some useful EAP learning materials that are available for learners to use independently have been mentioned in previous blogposts. Many of these are free. See:
Managing the reading on your course
Where can I find more activities to practise academic writing?
How to improve my vocabulary?
A new online resource that has recently become available for students is the PAL (Pay, Access and Learn) portal. This site allows individual learners to choose and then license sets of interactive online learning resources at low cost and for periods of either one month or three months. Each set of ten learning resources on a related topic provides at least six hours of activity-based online learning. Currently sets available include basic and more advanced skills in academic writing and vocabulary for study purposes. The website provides a complete list of available sets. Online renewal or licence extension is easy and can be done at any time from anywhere.
These will be of interest to learners already studying EAP (English for Academic Purposes) or preparing to apply for university courses in the UK.