Research Skills: The Extended Project (EPQ)

1
Research Skills The Extended Project (EPQ)
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DR IAN HERRINGTON
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WHY DO THE EPQ?
4
AFTER DISCUSSIONS IN YOUR GROUPS NOTE DOWN WHAT
YOU THINK ARE THE MOST IMPORTANT POINTS FROM THE
FOLLOWING TWO SLIDES AND FILM
5
Introduction

• Todays students, even those with top grades at
  leading institutions, are likely to lack
  independent thought. What tutors are looking
  for is students who are committed to studying a
  subject, engaging critically with ideas, prepared
  to take some intellectual risks and able to use a
  range of skills to develop arguments
• Daily Telegraph, 9 February 2009, cited by Dr
  Barry Hymer

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Todays students, even those with top grades at
leading institutions, are likely to lack
independent thought. What tutors are looking
for is students who are committed to studying a
subject, engaging critically with ideas, prepared
to take some intellectual risks and able to use a
range of skills to develop arguments Daily
Telegraph, 9 February 2009, cited by Dr Barry
Hymer
7
The most striking thing about some
undergraduates is their dependence, their lack of
initiative and their reluctance to think for
themselves. This is reflected in their
often-shocking inability to engage in
intellectual conversation and to organise their
thoughts in writing. I believe this dependency
to be a consequence of two things. First, the
reluctance of many parents to give their children
the freedom to find things out for the themselves
as they are growing up. Second, the national
curriculum prescribing exactly what is to be
learnt and, in so doing, often eliminating the
discovery process from learning. If there is any
discovery, it is sanitised by health and safety
that any pedagogical effect is lost. (Prof. Tim
Birkhead, TES, 6 Feb 09, cited by Dr Barry Hymer)

8
http//www.youtube.com/watch?vTv2fWhaEY1Qfeature
related
9
THE EXTENDED ESSAY

• 4000 WORDS
• INDEPENDENT RESEARCH
• WRITING SKILLS EXPECTED AT UNIVERSITY
• INTELLECTUAL DISCOVERY
• TOPIC OF YOUR CHOICE
• STRUCTURED WRITING
• COMMUNICATE FINDINGS
• A VALUABLE STIMULUS FOR DISCUSSION AT UNIVERSITY
  INTERVIEWS

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What Universities think!

• Cambridge University
• We welcome the introduction of the Extended
  Project and would encourage students to undertake
  one
• This support is because of the clear educational
  benefit of doing an EP
• EPs might be submitted as an example of written
  work and/or discussed at interview
• Source http//www.cam.ac.uk/admissions/undergrad
  uate/teachers/presentations/1a.ppt (Dr Geoff
  Parks - Director of Admissions Cambridge
  University, April 2009)

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Other Universities

• Newcastle University We value the skills of
  research and independent learning that the
  Extended Project is designed to develop. We
  welcome applications from students offering the
  Extended Project alongside.
• Source http//www.ncl.ac.uk/undergraduate/apply
  /requirements/extended.htm (Sept 2010)
• Bristol University admissions tutors may
  make two alternative offers, one of which
  involves success in the Extended Project (e.g.
  either AAA at A Level or AAB at A Level plus
  Extended Project)
• Source http//www.bristol.ac.uk/university/gover
  nance/policies/14-19qualifications-changes.htmlex
  tend (Sept 2010)
• Nottingham University We welcome the
  introduction of the Extended Project and will
  encourage you to undertake one as it will help
  you develop independent study and research skills
  
• Source University of Nottingham Undergraduate
  Prospectus 2012, p.280

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A REAL UNIVERSITY OFFER INCLUDING THE EPQ

• From London Universitys Royal Holloway, Autumn
  2012
• To read history
• A,B,B plus a grade B in the extended project

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EPQ VALUE

• It is worth half an A-level and graded A to U.

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Extended Project (Stand alone)Grade Tariff
points

• A 70
• A 60
• B 50
• C 40
• D 30
• E 20
• Source UCAS http//www.ucas.com/advisers/curricu
  lumandquals/ucas_tariff/tables/

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What the government thinks!

• The project will develop important independent
  learning and study skills that will improve the
  chances of success when progressing to higher
  education or employment. QCA Information for
  higher education leaflet
• Source The DCSF http//www.dcsf.gov.uk/14-19/do
  cuments/HE-extended-project.pdf (Sept 2010)

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TOP SKILLS

• 1) Critical thinking, problem-solving skills, and
  applied knowledge for practical results
• 2) Mastery of rigorous academic content,
  especially in literacy, mathematics, and
  information technologies
• 3) Innovative and creative thinking, including
  entrepreneurial skills

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What Skills!!

• develop and improve their own learning and
  performance as critical, reflective and
  independent learners
• extend their planning, research, critical
  thinking, analysis, synthesis, evaluation and
  presentation skill
• Source AQA Extended Project Specifications
  http//store.aqa.org.uk/over/pdf/AQA-9990-EPQ-W-SP
  .PDF (Sept 2010)

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Definition

• INDEPENDENT LEARNING
• the ability to take charge of ones learning
  H.Holec, University of Nancy 1981

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What does Independent Learning mean to you?

• In your groups produce a spider diagram showing
  what you think would be the benefits of directing
  your own learning and what might be the
  challenges (the scary bits).

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Reflective Learning

• consciously thinking about and analysing what
  one has done (or is doing)

What is it?
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Reflect on your work so far!

• What has gone well and why?
• What have you found challenging and need to work
  on?

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Assessment

• Manage
• Use Resources
• Develop and realise
• Review
• Assessed once at the end of the process using all
  available evidence, as appropriate against the
  four objectives

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Learners must!

• Manage Identify, design, plan and carry out a
  project, applying a range of skills, strategies
  and methods to achieve objectives
• Use resources Research, critically select,
  organise and use information, and select and use
  a range of resources
• Analyse data apply it and demonstrate
  understanding of any links, connections and
  complexities of the topic

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Learners must also!

• Develop and realise select and use a range of
  skills, including new technologies and
  problem-solving, to take decisions critically and
  achieve planned outcomes
• Review evaluate all aspects of the extended
  project, including outcomes in relation to stated
  objectives and own learning and performance
• Select and use a range of communication skills
  and media to present project outcomes and
  conclusions

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How do you choose your area of research?

• Interest/Passion
• Subject that you are thinking of studying at
  university
• A topic that is viable within the limits defined
• Something achievable
• A problem that you want to solve

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What is your area of research? Dont make it too
broad!! Narrow it down by for example Time/peri
od Location/geographical area Gender or social
group By comparison
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What is Research?

• The systematic investigation into and study of
  materials and sources in order to establish facts
  and reach new conclusions
• Source Oxford Dictionary of English, (OUP,
  2005)

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What are the fundamentals of research?

• Formulating a question
• Attempting to answer the question
• Communicating the results

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A Question .. Helps you

• Focus
• Analytical
• Structure
• Weigh evidence and diverging opinions
• Develop an answer

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A Hypothesis

• A supposition or proposed explanation made on
  the basis of limited evidence as a starting point
  for further investigation
• A tentative explanation for the phenomenon under
  investigation and can be in the form of a
  question but usually a conditional statement

Source Oxford Dictionary of English, (OUP, 2005)
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An Example

• To What Extent was the International Military
  Tribunal at Nuremberg in 1945/6 Simply a Case of
  Victors Justice?

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What is your title/topic?
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What is Research Methodology?

• How am I going to answer my question?
• What processes will I use to gather the facts and
  information in order to make a balanced analysis
  and reach a viable conclusion

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Thinking Skills

• What is thinking?

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Higher Order Thinking Skills!

• Thinking is the process of considering or
  reasoning about something.
• Source Oxford Dictionary of English, (OUP,
  Oxford, 2003).

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Place these in order

• Work in pairs and rank these with reasons
• application
• knowledge-acquisition.
• analysis evaluation
• synthesis comprehension

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Blooms Taxonomy

• Source http//www.learningandteaching.info/learni
  ng/bloomtax.htm

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DEFINITIONS

• Knowledge Recall data or information.
• Comprehension Understand the meaning
• Application Use a concept in a new situation
• Analysis Separates material or concepts into
  component parts so that it may be understood.
• Synthesis Builds a new structure or pattern from
  diverse elements
• Evaluation Make judgments about the value of
  ideas or materials

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TYPES OF INFORMATION

• Qualitative Information
• uses textual rather than numerical data obtained
  through observation, case study, interview etc.
  to give descriptions or explanations of
  phenomena.
• Quantitative Research
• the collection and statistical/mathematical
  analysis of numerical data how many, how often,
  how large etc.

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Sources of Information
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Information Sources

• List at least 12 sources of information in order
  of reliability. (In groups)
• Give a full explanation of both your choices and
  the order that you have placed them in.

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Useful Web Sites

• Google Chrome http//google.com/chrome
• Google Scholar http//scholar.google.co.uk/
• Google Alerts http//google.com/alerts
• Google Book http//books.google.co.uk/
• Used Books http//www.usedbooksearch.co.uk/UK.htm
  
• Office of National Statistics www.statistics.gov.
  uk
• IHR http//www.history.ac.uk
• Voyager http//voyager.herts.ac.uk
• IOP http//www.iop.org/
• Parliament www.parliament.uk/business/publication
  s/
• TNA www.nationalarchives.gov.uk/
• Met Police http//www.met.police.uk/history/rippe
  r.htm

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Other on-line materials

• Twitter follow reputable organisations,
  societies or academics
• Podcasts - www.podomatic.com
• You tube
• http//www.youtube.com/watch?v0vCVGNoqW_8feature
  youtu.bea
• http//www.iwm.org.uk/events/churchill-the-artist
• On-line lectures
• http//www.thehistoryfaculty.org/
• http//www.sciencelive.net/

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Evaluating Sources

• How?
• Activity in groups
• What can we say about the following sources of
  information?
• An autobiography by a famous personality
• An article in the Sunday Times
• Questionnaire/Survey
• The BBC News (TV or On-Line)

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Bias

• The issues surrounding bias
• What is it?
• How do we identify it?

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Defintion

• inclination or prejudice for or against one
  person or group, especially in a way considered
  to be unfair
• Source Oxford Dictionary of English, (OUP,
  Oxford, 2003).

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How do we identify it?

• Give me four factors that we should consider
  when identifying bias

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WHO
WHAT

Evaluating the Quality of Information
WHEN
WHY
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How do we deal with it?

• Can we use such material if so how?
• What particular value might it have?
• Are there any circumstances when we shouldnt use
  openly biased/prejudicial material?

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Credibility criteria

• C orroboration
• R eputation
• A bility to perceive
• V ested interest
• E xpertise
• N eutrality

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Critical Thinking

• What do we mean by critical thinking?
• When you are thinking critically, you are not
  just thinking passively and accepting everything
  you see and hear. You are thinking actively. You
  are asking questions about what you see and hear,
  evaluating, categorising, and finding
  relationships
• Source University of Canberra, Academic Skills
  Programme http//www.canberra.edu.au/studyskills/
  learning/critical (Sept 2010)

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the encouragement of free expression of opinion
has produced independence of thought and
judgement which meant that students were able
to attack intellectual problems of some
difficulty School inspection from 1911
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Some questions to help you read critically

• What are the main points of this text?
• What sorts of examples are used? Are they useful?
  Can you think of others?
• Is a particular bias or framework apparent? Can
  you tell what 'school of thought' the author
  belongs to?
• Can you work out the steps of the argument being
  presented? Do all the steps follow logically?
• Could a different conclusion be drawn from the
  argument being presented?
• Are the main ideas in the text supported by
  reliable evidence (well researched, non-emotive,
  logical)?
• Do you agree or disagree with the author? Why?
• Source University of Canberra, Academic Skills
  Programme http//www.canberra.edu.au/studyskills/
  learning/critical

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A decade or so ago, it could be argued that the
evidence was not yet in on drugs. No one has ever
believed illegal drug use could be eliminated,
but there was a defensible view that prohibition
could prevent more harm than it caused. Drug use
is not a private act without consequences for
others even when legal, it incurs medical and
other costs to society. A society that adopted an
attitude of laissez-faire towards the drug habits
of its citizens could find itself with higher
numbers of users. There could be a risk of social
abandonment, with those in poor communities being
left to their fates. These dangers have not
disappeared, but the fact is that the costs of
drug prohibition now far outweigh any possible
benefits the policy may bring. It is time for a
radical shift in policy. Full-scale legalisation,
with the state intervening chiefly to regulate
quality and provide education on the risks of
drug use and care for those who have problems
with the drugs they use, should now shape the
agenda of drug law reform. In rich societies like
Britain, the US and continental Europe, the drug
war has inflicted multiple harms. Since the
inevitable result is to raise the price of a
serious drug habit beyond what many can afford,
penalising use drives otherwise law-abiding
people into the criminal economy. As well as
criminalising users, prohibition exposes them to
major health risks. Illegal drugs can't easily be
tested for quality and toxicity and overdosing
are constant risks. Where the drugs are injected,
there is the danger of hepatitis and HIV being
transmitted. Again, criminalising some drugs
while allowing a free market in others distracts
attention from those that are legal and harmful,
such as alcohol. John Gray, The Observer, 13
September 2009 (Previously Professor of European
Thought at the LSE)
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Some techniques to help you read critically

• When you take notes, divide your notepad into two
  columns. Jot down the main ideas in the left hand
  column, and the supporting comments in the right
  hand column. Add your own comments in another
  colour, or in brackets.
• Relate this text to others by looking for similar
  or contrasting themes.
• Think of how you might explain what the text
  means to someone
• Ask yourself 'Is it possible to disagree with
  any of this?'
• Source University of Canberra, Academic Skills
  Programme http//www.canberra.edu.au/studyskills/
  learning/critical

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Academic Reading and Note Taking
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Academic Reading What is it?
academic reading is reading with a purpose -
active and focused. This requires you to engage
in reading and thinking at one at the same time
in order to
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Active Reading

• Identify key idea/s
• Extract the information you want from the text
• Process the information so that it makes sense to
  you
• Re-present that information in assessments, using
  your own words

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How do we locate information?

• Table of Contents at the front
• Index at the back

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Reading Techniques

• Skimming
• to gain a quick overview, a general impression
  or the main points. For example, you might just
  read the introduction, first sentences in
  paragraphs, section headings, the conclusion.
• Use scanning to find a specific piece of
  information. You might look for keywords,
  subheadings, statistics, dates etc.

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Focused Reading

• A valuable technique to use for focused, critical
  reading is known as SQ3R.  
• Survey - skim or scan the text.
• Question - why am I reading it, how can it help
  me?
• Read - read it in more detail, looking for the
  main ideas.
• Recall - try to remember the main ideas.
• Review - re-read to check your understanding has
  it answered all your questions?
• Robinson, F. P. (1946) Effective study. New
  York Harper Row.

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Benefits of Note Taking

• It helps extend your attention span
• It will help you remember what you have heard or
  read
• It enables you to put things in your own words
  active learning
• Helps you to organise your ideas

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Is the Information?

• Important major point
• Relevant relates to the subject
• Credible believable, supported

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Tips

• Dont try and copy word for word from a
  book/article or in a lesson
• Use statements, abbreviations, symbols, drawing
• Use colour of different font size to emphasise
  points
• Write clearly

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Techniques

• Underline or highlight key detail
• Dont highlight all be selective
• When highlighting is not enough and when you
  want to work more actively with the material take
  notes and use your own words, which shows
  understanding
• Finally
• Bring your highlights and notes together and
  produce a summary again in your own words

Highlighting technique
66
Visual Note-Taking

• Spray type diagrams visual!!
• Spider diagram
• Mind map

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Mind Map
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Plagiarism and Referencing
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Imitation

• Isaac Newton said
• If I have seen farther it is by standing on the
  shoulder of giants.
• English Mathematician and Physicist, "father of
  the modern science", 1642-1727)

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Note!!

• Be aware of the most important works in your area
  of research and use them as a starting point.
  (But beware plagiarism!!!)

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Literary Review

• a literature review surveys scholarly articles,
  books and other sources (e.g. dissertations,
  conference proceedings) relevant to a particular
  issue, area of research, or theory, providing a
  description, summary, and critical evaluation of
  each work. The purpose is to offer an overview of
  significant literature published on a topic
• UC Santa Cruz library http//library.ucsc.edu/hel
  p/howto/write-a-literature-review

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For a review you have to!

• Decide what topic/field is to be examined
• Find relevant materials
• Decide what literature makes a significant
  contribution
• Discuss conclusions of the literature and its
  contribution to the developing debate
• UC Santa Cruz library http//library.ucsc.edu/he
  lp/howto/write-a-literature-review

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It should comprise!

• An overview of the subject and the objectives of
  the review
• Divide the works under review into categories
• Explain how the works are similar or vary
• Conclusions on what works make the greatest
  contribution to the area of research
• UC Santa Cruz library http//library.ucsc.edu/he
  lp/howto/write-a-literature-review

74
Remember!

• There are hundreds and thousands of articles and
  books on most areas of study. The narrower your
  topic, the easier it will be to limit the number
  of sources you need to read in order to get a
  good survey of the material
• Ask someone or find other literary reviews to
  establish key works in your area
• A literature review is usually organized around
  ideas. This means that you will not just simply
  list your sources and go into detail about each
  one of them. As you read widely but selectively
  in your topic area, consider instead what themes
  or issues connect your sources together
• University of N. Carolina http//www.unc.edu/dept
  s/wcweb/handouts/literature_review.html

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Definition

• What is plagiarism?

76
The practice of taking someone elses work or
ideas and passing them off as ones own Source
Oxford Dictionary of English, (OUP, Oxford,
2003). Unacknowledged copying from published
sources (including the Internet) or incomplete
referencing Source JCQ, 2009, p.28
77
All academic work builds on the ideas and
discoveries of previous scholars. This
intellectual debt must be acknowledged in every
instance with a clear and accurate reference
showing readers exactly where the quote, idea or
fact can be found. It is not enough to include
the source in a bibliography at the end of an
assignment. Failure to reference your work
properly, even through carelessness, is to pass
the work of others off as your own. This is
PLAGIARISM. Source A Guide to referencing
Academic Work Bristol University
http//www.bristol.ac.uk/arts/exercises/referencin
g/referencing20skills/page_02.htm
78
Why do students plagiarise?

• Ignorance
• Time-management
• Striving for better marks
• Choosing the wrong subject
• Poor teaching
• Cultural differences
• Cheating
• Source Avoiding Plagiarism, Ofqual, 2009

79
Examples

• German Defence Minister stripped of Doctorate for
  plagiarism
• Dan Rigby, an economics lecturer at Manchester
  University, questioned 90 second- and third-year
  students at three universities and found they
  would be prepared to pay more than 300 for a
  first-class essay, 217 for a piece of work worth
  a 21 and 164 for a 22. (The Guardian, 20 June
  2010)
• In 2007, a survey at Oxford University revealed a
  large number of prospective students were guilty
  of lifting chunks of their applications from
  internet websites For instance, 234 applicants
  for medical school told the identical anecdote of
  how they first became interested in medicine (The
  Guardian, 20 May 2009)

80
Quiz time!!

• http//www.lib.monash.edu.au/tutorials/citing/cit
  ing-quiz/quiz.html

81
Citation and Referencing

• What is it?

82
Citation is the practice of referring to the
work of other authors in the text of your own
piece of work. Such works are cited to show
evidence both of the background reading that has
been done and to support the content and
conclusions. Each citation requires a reference
at the end of the work this gives the full
details of the source item and should enable it
to be traced. Referring accurately to such source
materials is part of sound academic practice and
a skill that should be mastered. Source
University library Guide to the Harvard Style of
Referencing, July 2008, Anglia Ruskin University
http//libweb.anglia.ac.uk/referencing/harvard.htm
(2010)
83
Types of Referencing

• The Harvard author, date style
• The Vancouver numeric Style
• Footnotes and Endnotes

84
Harvard

• In this, the author's surname and year of
  publication are cited in the text, e.g. (Bond,
  2004) and a reference list (of these citations)
  is included at the end of the assignment, in
  alphabetical order by author with date. .
• Source University library Guide to the Harvard
  Style of Referencing, July 2008, Anglia Ruskin
  University http//libweb.anglia.ac.uk/referencing
  /files/Harvard_referencing.pdf

85
Reference List

• This reference list also includes important
  details such as the title and publisher.
• All items should be listed alphabetically by
  author or authorship, regardless of the format,
  i.e. whether books, websites or journals etc.
  Where there are several works from one author or
  source they should be listed together but in date
  order, with the earliest work listed first.
• Source University library Guide to the Harvard
  Style of Referencing, July 2008, Anglia Ruskin
  University http//libweb.anglia.ac.uk/referencing
  /harvard.htm (2010)

86
Bibliography

• A bibliography lists relevant items that you have
  used in the preparation of the assignment but not
  necessarily cited in your text. A bibliography
  should also be in the Harvard style and the
  inclusion of such a list shows that you have read
  widely beyond the items you have cited

87
Vancouver - Numeric Style

• A number is allocated to a source in the order
  in which it is cited in the text. If the source
  is referred to again, the same number is used.
• Example ...as one author has put it "the
  darkest days were still ahead" 1 which is well
  documented in the literature. 2-5 This proves
  that "the darkest days were still ahead". 1
• Source Monash University Library
  Http//www.lib.monash.edu.au/tutorials/citing/vanc
  ouver.html
• http//www.imperial.ac.uk/Library/pdf/Vancouver_r
  eferencing.pdf
• .

88

• References are listed in numerical order in the
  Reference List at the end of the paper e.g.
• 1) Smith SD, Jones, AD. Organ donation. N Engl J
  Med. 2001657230-5.
• Brown JG. Asphyxiation. Med J Aust. 2003
  432120-4
• Sources Monash University Library
  Http//www.lib.monash.edu.au/tutorials/citing/vanc
  ouver.html

89
Footnotes and Endnotes

• Sources used in your work are set out in full in
  notes, either at the bottom of each page
  (footnotes) or at the end of the piece of work
  (endnotes). In a book-length piece, a new series
  of notes should begin with each chapter
• Notes should be numbered sequentially (1,2,3
  etc). Do not use the same number more than once
  to refer the reader to an earlier note.
• Source A Guide to referencing Academic Work
  Bristol University http//www.bristol.ac.uk/arts/
  exercises/referencing/referencing20skills/page_07
  .htm

90
Examples

• It has long been argued that pork and leek
  sausages are better than pork and apple.1
  However, Neville has recently produced conclusive
  evidence to the contrary.2
• 1 John Butcher, The Perfect Sausage From Pigsty
  to Plate (Cumberland Pork Press, 1990), pp.
  78-90.
• 2 Harry Neville, Breakfast Bangers (London
  Brown, 2005), pp. 56-98.
• Source http//www.bristol.ac.uk/arts/exercises/r
  eferencing/referencing20skills/page_07.htm

91
Bibliography

• A bibliography is a complete list of the
  references used in a piece of academic writing.
  The sources should be listed in alphabetical
  order by surname of the author or editors name.
  Where there are more than one author or editor,
  the name of the first should be used to place the
  work. A bibliographical entry should not end with
  a full stop.
• Source http//www.bristol.ac.uk/arts/exercises/r
  eferencing/referencing20skills/page_07.htm

92
Writing Up
93
WRITTEN REPORT

• A project which consists solely of written work
  should be
• approximately 5000 words, for example an
  investigation,
• exploration of a hypothesis or extended essay or
• academic report. Projects where the majority of
  the
• evidence is provided in other formats should
  include a
• report or record of work undertaken which is at
  least
• 1000 words.
• Extended Project Qualification (EPQ) Level 3,
  cited in http//store.aqa.org.uk/over/pdf/AQA-999
  0-EPQ-W-SP.PDF(Nov 2010)

94
The written report or record is likely to contain
the following

• references to sources of and range of information
  accessed
• historical literature, or other background
  research
• details of the design, knowledge, understanding
  and skills used
• a conclusion to include an evaluation of the
  conclusions or outcomes
• The written report should be of sufficient
  length to explore the issues. It should use
  appropriate terminology, style and form of
  writing.
• Extended Project Qualification (EPQ) Level 3,
  cited in http//store.aqa.org.uk/over/pdf/AQA-999
  0-EPQ-W-SP.PDF(Nov 2010)

95
Writing Up

• Introduction
• What should be in your introduction?

96
Introduction

• Introductions. An introduction should do at least
  four main things
• ii. State your objectives in the essay i.e. say
  what you are going to do.
• iii. Outline which aspects of the subject you are
  going to deal with and how.
• iv. Indicate what you are going to argue.
• Source http//www.rlf.org.uk/fellowshipscheme/wri
  ting/planningandstructure/introductions.cfm (Sept
  2010)

97
Another way of thinking about the introduction is
that it should draw a map for the reader. Imagine
you are taking the reader on a journey. Your
introduction tells the reader not only the
intended final destination but the route you are
going to take, the method of transport, the
places you are going to visit on the way, the
people you are going to meet and even some of the
things they are going to say. Source
http//www.rlf.org.uk/fellowshipscheme/writing/pla
nningandstructure/introductions.cfm
98
Main Body of the Project

• In your main body you work through key points
  and support them with evidence. You bring
  together different ideas about the same subject
  and let them have a conversation with each other
  which you mediate.
• Source http//www.rlf.org.uk/fellowshipscheme/wr
  iting/planningandstructure/introductions.cfm

99

• Present arguments, points and theories in favour
  of and against the main proposition of the essay
  with supporting evidence.
• Give an overview of the main issue, topic or
  proposition and then work through the main
  issues key components.
• Explore strengths and weaknesses in the main
  proposition of the essay. This is particularly
  useful for titles that ask you to discuss or
  evaluate.
• Identify and outline differences and
  similarities between two or more ideas, theories
  or views.
• Review theories about a subject and then present
  examples or case studies to show which theories
  are most useful.
• Source http//www.rlf.org.uk/fellowshipscheme/wri
  ting/planningandstructure/introductions.cfm

100
Conclusion

• What should we write in a conclusion?

101
Your conclusion should give a sense of completion
to your essay and should point to your central
idea or to the argument you have been making. You
should try and summarise the main points you have
made although you should not simply go over
everything again. You should also revisit the
question to show how you think your essay has
answered it. Source http//www.rlf.org.uk/fellow
shipscheme/writing/planningandstructure/introducti
ons.cfm
102
PRESENTATION

• The presentation should be for a non-specialist
  audience and use media appropriate to the type of
  project. The presentation may involve the use of
  flipcharts, posters, OHP transparencies,
  PowerPoint or short excerpts of video material.
  The presentation should include live response to
  questions from the supervisor.
• Extended Project Qualification (EPQ) Level 3,
  cited in http//store.aqa.org.uk/over/pdf/AQA-999
  0-EPQ-W-SP.PDF(Nov 2010)

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THINGS TO REMEMBER WHEN PRESENTING YOUR WORK

• Prepare thoroughly
• What form will it take?
• Make sure you have all the materials you need
• Where is it?
• The actual presentation
• What is the time limit?
• Who is the audience?
• What is the purpose?
• Make sure it is structured