IDL 3.4b Processing and Coding: Step 3

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來自 The University of Sydney 的課程

Academic Skills for University Success: Capstone

個評分

The University of Sydney

Academic Skills for University Success: Capstone

個評分

課程 5（共 5 門，Specialization Academic Skills for University Success）

This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In the Capstone Project, you will apply the academic knowledge and skills you have learnt throughout courses 1-4 to research, write and present a project proposal that addresses a complex, real-world problem related to your field of interest and/or future study. After completing this course, you will be able to: 1. Apply a range of idea generation techniques 2. Apply research strategies to search, collect, select, process, and cite information 3. Use the research process to develop and critically analyse ideas 4. Apply critical thinking skills to evaluate and analyse ideas and evidence 5. Use problem-solving skills to identify gaps in knowledge and define issues 6. Develop creative and innovative solutions to real-world problems 7. Use appropriate academic genres for written texts and multi-media presentations 8. Use written and oral skills to communicate ideas effectively for academic contexts

從本節課中

RESOURCES - Optional

This module is for the resources from the other courses you have studied. There is no new, or extra, material here. You do not have to watch any of this material.

IDL 3.2a Establishing Relevance7:09

IDL 3.2b Establishing Relevance5:55

IDL 3.4a Processing and Coding: Step 1 and 27:54

IDL 3.4b Processing and Coding: Step 34:06

與講師見面

Katherine Olston
Deputy Director (Digital Learning)
University of Sydney Centre for English Teaching
Luke Alexander
Academic Literacy Instructor and MOOC Learning Instructor
Centre for English Teaching
Lydia Dutcher
Education Manager, Graduate Programs
Centre for English Teaching
Jessica Blackburn
Academic Literacy Instructor and MOOC Learning Designer
Centre for English Teaching

[MUSIC]

In this lesson, we'll continue with the three step

approach to academic reading and look at step three in detail.

Once you've worked through step one, and two, and have read and

understood the relevant sections of the sources you've found,

another challenge lies ahead.

Organizing the information you have found according to your topic or

research question.

In this part of the lesson, we'll look at strategies for organizing your thinking,

and organizing the information you need to develop your arguments.

To do this, you'll develop categories of information that yo need for

your assignment.

You'll reread the relevant sections you identified in steps one and two.

And categorize the information in the sections.

Now step three has four phases.

So now let's look at phase one.

Before rereading the sources, you need to clarify your thinking around the topic or

research question to formulate draft categories of information.

These categories will also inform the structure of your assignment.

Start by thinking about what kind of information you need to provide

to sufficiently meet the aims of your assignment.

What kinds of questions do you need to answer?

You can also draw upon your list of search terms for this step.

Try to identify 4-5 categories of information.

For example, if you're writing about the causes and effects of a particular social

issue for a group of people, you may need four categories of information.

For example, description of the problem,

importance of the problem, cause of the problem, and effects of the problem.

These categories may change as you read and as you find more information.

Now in phase two, we'll prepare to read by creating a table.

You use this table to keep track of the information you find, and

to help you get an overview of the information you've found in your sources.

Along the top row of the table put a column header for each category.

Then create a row for each source.

In the far left column record the author, year, and key words for each source.

In phase three, focus on one source and the relevant section you've identified.

Reread the relevant section one by one.

As you read, highlight passages that relate to your categories.

Add a comment on the PDF to indicate the category these falls in to.

In phase four, Copy/Paste the highlighted passages

into the relevant cell of the table and note the page number.

You can have multiple passages in one cell.

When you finished analyzing one source.

Repeat steps one to four for each source you found.

When you've finished this process for all of your sources,

you'll have a table with a collection of all the relevant information for your

assignment, along with the information you need to cite these sources appropriately.

This table will become an important tool for

keeping information organized as you write.

You may refer back to the sources as needed or

you may be able to simply refer to the table.

[MUSIC]

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