Be wary of Wikipedia

This recent BBC News story ought to remind students and teachers of the inherent risk and hence academic inappropriateness of using Wikipedia for academic research,  and why it is not acceptable as an scholarly source.

Be wary of Wikipedia, say scientists

Rules for Better Cover Letters

A couple of interesting articles I came across on the Net.   Nothing new to MBA Internship students.

7 New Rules For Writing The Perfect Cover Letter

How effective are your studying and learning strategies?

We are learning a great deal more nowadays about which learning strategies are effective and which are not.    This is due in part to developments in cognitive science,  and in part to greater analysis and evaluation of technology in learning.


Highlighting Is a Waste of Time: The Best and Worst Learning Techniques

Writing a Thesis Statement

The thesis statement is the heart of  all academic writing.  It provides the energy and supports the clarity of an essay.   You can think of it using many metaphors --   it is the spine that holds an essay together;  it is a road map and the keys to the car.  And of course,  it goes by other names -- the "point",  the "main idea", the "claim".     It underlies all good presentations -- both written and spoken.

Many times,  teachers read an essay, or listen to a talk,  and wonder,  "What is the point?  What is the writer trying to do?  What am I supposed to do?"  Writers sometimes fall into the trap of simply describing,  where there is no point,  or their point is hidden or convoluted.  Sometimes there are multiple points.    And yet it is vitally important that everthing in a text coheres.  Consider the definition of cohere (adjective = coherent)

1. To stick or hold together in a mass that resists separation.

2. To have internal elements or parts logically connected so that aesthetic consistency results: "The movie as a whole failed to cohere" (Robert Brustein). 

It is your thesis that causes the text to cohere.   There is a point that is clear and interesting and everything else is somehow connected to.   The reader (or listener) should at the end of reading or listening know or understand something he/she didn't before.    And of course,   it is entirely possible (but regrettable) to have a sound thesis while all the rest of the essay is in shambles.

Problems may arise from several causes.    Too often the writer does not fully know or understand his or her own thesis.   It has not been thought out.    It has not been communicated to another yet.    There are several qualities to a good thesis:

• It is stated explicitly in one complete sentence.
• It is focused.   
• It is written clearly and succinctly.
• It considers the reader.
• It is located at the beginning of the text in the introduction (typically in one of the first 3 paragraphs, as the final sentence in the paragraph)
• It is repeated in different words in the conclusion of the essay.
• All the supporting information in the body of the essay relates to it (and it may well be repeated at one or more points in the body of the essay)

There are some things a thesis is not:

• It is not a statement of fact.
• It is not a question.
• It is not confusing,  ambiguous or vague.
• Is not too broad.

What you are doing in writing a thesis is focusing on one interesting aspect of a topic or issue. Do not fall into the trap of simply describing a process.   Find something unique or unusual to say about it, then persuade the reader of your point.    

For example,   if your topic is the development of the Internet,  don't simply describe it, or even just one part of this development.    Look at one aspect of the development,  and make a point.    You could argue that the early creators of the Internet wanted it to be free of control,  and this can be demonstrated through its entire development,  and seen through the constant stresses as forces attempt to control it.    A writer supports a thesis in different ways, but it is important to support it in order to persuade the writer that the thesis is valid.        

Types of support for a thesis  (from  Education.com)

• explanations
• examples
• details and descriptions
• facts
• reasons
• anecdotes/stories
• expert opinions 
• quotations
• diagrams/visuals

Of course,   a writer must be careful and balanced  in the use of these various types of support.    

Finally,   one of the best strategies is to have your teacher or a peer read your thesis and give you feedback.    You shouldn't spend all the time to write a full essay if it is founded on a faulty thesis.

Some useful resources about thesis statements:

Justice Institute of Canada -- Thesis Statements   (this is a short and easy to read resource)

Owl Writing Lab -- Tips and Examples for Writing Thesis Statements

How to Write a Strong Thesis Statement (PDF from Wilfred Laurier University)

How to Write a Thesis Statement (wiki How)

International Learners and Technology

Two faculty members at VIU are currently conducting research into international student  engagement with technology, particularly D2L.

To help them collect information about the factors influencing how students interact with technology for learning,  you are invited  to take a short online survey.   You can find the survey by going to the researchers' blog at:

          http://wordpress.viu.ca/learnertechnologyengagement/

If you would like to participate in a focus group discussion or interview, please contact the principal researchers:

Les Barclay: leslie.barclay@viu.ca                 

Hongping Zhang: Hongping.zhang@viu.ca

              

Writing Numbers

Numbers are extremely common in academic writing,  especially business writing.    Therefore,  it is important to abide by correct conventions in using them.    As it is,  there are different rules depending on whether your discipline follows APA,  MLA,  Harvard Referencing, or other formats.    For the sake of simplicity,   this blog post will cover the main rules according to APA.

According to APA,  write the numbers as words for one through nine.   For above nine, write out the number.

Examples:

I ate one pickle    She ate four pickles.  He ate 10 pickles.  They ate 99 pickles.

However,  if a sentence begins with a number,  write out the number.

Ninety-nine pickles fell onto the floor.

For numbers in technical contexts  (i.e. dates, times,  addresses,  prices, statistics),  write out the numbers.

The jar of pickles cost $4.99.     He bought it on May 2, 2014.


Speaking numbers and listening to numbers are another matter for another blog post.


Look at the use of numbers in this letter:

Welcome back!

Welcome back to classes.     Hopefully you made good use of the short break between the end of exams and the start of this intersession semester,   and feel relaxed and recharged.

English Language Support (Degree, Diploma, & Certificate Programs) is here to help you with any English language related problems you have while studying at VIU.    While most students come seeking help with writing,   don’t forget that we can help you with your speaking, pronunciation,  reading,  vocabulary, or any other language issue.

During intersession,    you can find Les Barclay in the Writing Centre (Library 4th floor) on:

Tuesdays — drop-in from 9 – 10,  WCOnline appointments from 10-11 and 2:30-3:30

Thursdays – drop-in from 9 – 10, WCOnline appointments from 10-11 and 12 – 2

Fridays      - drop-in from 11-12

There is also a Global Roundtable Discussion Group that meets on Thursdays  from 2:30 – 4:30 in building 255,  room 156.

 Finally,   if none of these times work for you,   you can always e-mail Les Barclay directly, to request a meeting to get support.

Have a terrific semester and don't be afraid to ask for help.    Know your weaknesses early and make a strategy to deal with them.