[Shangshui Shuo series] day 6

【 Together with Shangshui Shuo series 】Day 6.md

agency

• [ ] day5 The paper of
• [ ] leader What to do
• [x] week two The outline
• [x] day6 preview
• [ ] day6 video
• [x] day6task

week 2 The outline

DAY 6 LESSON A USING THE UNIVERSITY OF GLASGOW LIBRARY RESOURCES

• Understand the University Library services

• Learn how to login to the University Library database

• Understand how to search the Library and how to refine any results

• Learn how to download and save search results and resources.

Day 6 LESSON B FEATURES OF ACADEMIC WRITING -PRACTICE

• identify typical errors in academic style from timed writing
• correct errors in academic style
• identify specific, personal areas for improvement in academic writing.

DAY 7 LESSON A: USING SOURCES IN WRITTEN WORK

• learn how to refer to and integrate sources into your essay
• learn an author-date style for including references in a text

DAY 7 LESSON B: INTEGRATING SOURCES IN A PARAGRAPH

• consider a variety of uses of sources in academic writing
• improve the accuracy of in-text citation use
• reflect on the preparation and discussion involved in the Day 6 RAD session

DAY 8 LESSON A: PARAPHRASING OR PLAGIARISING

• develop your understanding of plagiarism
• identify legitimate uses of sources and plagiaristic uses
• raise your awareness of problems that can lead to plagiarism

DAY 8 LESSON B: UNDERSTANDING ACADEMIC CONVENTIONS

• consider the benefits of using electronic resources for organising sources explore stages in the process of paraphrasing

DAY 9 LESSON A: READING AND ACADEMIC DISCUSSION (RAD) 2

• practise strategies for gaining a general understanding of texts
• practise some of the reading strategies that are involved in the different RAD roles

DAY 9 LESSON B: LISTENING -IDENTIFYING STANCE

• practise identifying a speaker’s stance
• develop skills of monitoring your comprehension and reasons for misunderstandings
• consider relating listening content to written assignments

DAY 10 LESSON A: WRITING AN OUTLINE AND AN INTRODUCTION

• consider the categories within an essay that uses a SPRE structure
• consider how to write a clearly structured essay outline
• analyse the features of introductions

day6

Gra online library resources use

• Library services
• How to access the library database
• How to find and improve results
• How to download and save research results and resources

Learn the characteristics of writing - practice

• Find out the typical mistakes of academic style from time limited writing
• Correct these mistakes
• Identify specific personal areas for improvement in academic writing

Live Class

• Share role discovery ~

• Listen to what others have found

• Discuss this article in more detail

day7

Use resources in writing

• Learn how to quote and integrate resources
• Learn to include quoted authors in the text , date .

Integrate resources in paragraphs

• Consider the use of different kinds of resources
• Improve the accuracy of intra line references
• Reflect on day six rad Content

Live Class

• reflection day6 Content
• Get ready day11 Of rad
• Consider using different resources in academic writing
• Improve the accuracy of intra line references

day8

Apply and plagiarize

• Develop your understanding of plagiarism
• Identify what constitutes legitimate citation and plagiarism
• Raise your awareness of what may lead to plagiarism

Understand academic conventions / Appointment

• Consider the benefits of using network resources , In order to explore and organize the various stages of writing

day9

RAD 2

• Practice some strategies to get a general idea of the article
• Practice some reading strategies , Especially included in different rad Character's ~

listen - Establish a position

• Practice identifying a speaker's position
• Always monitor your understanding And find reasons for misunderstanding
• Consider the relevant listening content to do your homework ~

live class

• share ideas about how to identify key ideas when you read

  • Share ideas about how to identify the main ideas
• discuss strategies and resources to develop your listening

  • Discuss strategies and resources to improve listening
• develop skills of clarifying and responding to talks

  • Develop skills to clarify and respond to conversations

day10

Write an outline and introduction

• Use SPRE Classification of structured articles
• How to write a clear structured outline
• The function of the introduction ?

day6 preview

Lesson A Part A Why and how to use the library

Task1

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a) When you enter the University Library, what can staff at the Welcome Desk help you with?

b) What do you need to enter the Library and how do you use it to gain access?

c) When you enter the Library, what level are you on?

d) What will you find on Level 1 & 2?

e) How many levels does the Library have?

f) How do you login to the Library computers and access electronic journals, books and databases?

g) On which level(s) and in which zone(s) is the group study area?

h) What type of books will you find on Level 3?

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The content I hide is the web address

task 2

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How to find ~

a)Why should students use Library Search?

b)What online resources can you find using Library Search?

c)What resources are excluded from Library Search?

d)Can you access electronic copies of University of Glasgow past exam papers via Library Search?

task 3

Browse the homepage of Glasgow University Library .

What other resources does the university library provide ?

Here's a list of . 3 spot

When searching for online resources it is important to use keywords to refine your search. 

If you do not use keywords, you may end up with a lot of online content which may not be relevant to what you are looking for. 

Therefore, before you begin searching for online resources, it is important to think about what exactly you want to search for and what the article should be about. 

To form keywords, use the main words that relate to your assignment.

Such a long paragraph says that you should think well key words

Task 4

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Database search strategies

1.An empirical investigation into the effectiveness of online learning on international students in the UK.

2.Online poverty among young female high school students in the African continent.

3.An analysis into whether a demand exists for single-sex schools in modern education.

Task 5

“

enhance enhance Improve improve

”

Consider other strategies , In subject specific database search

• What techniques would you use?
• What other information could you use to refine your search?
• What tips would you give to you classmates?

Task 6

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• What link would you click on to access a subject-specific database?
• What would you click/select to refine your search?
• What login details would you need to access some subject-specific databases?

​

Part B Search and improve search results

“

integral complete , Necessary

”

Using Library Search is an integral part of the process of collecting relevant and context-specific resources. 
In order to enhance the effectiveness of your online search activity, it is therefore important to combine keywords such as ‘and’, ‘or’, phrases and connectors.

“

When searching Also combine some key word and or

”

Task 1

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• Discuss what you have understood and share your thoughts and reflections with your classmates on your class Moodle forum.

As a University of Glasgow student, you will be required to submit assessed assignments which may

include essay writing, engaging in individual/group presentations, participating in independent and collaborative project work, and performing in exams. 

In order to support you in your studies, lecturers may provide you with a reading list of recommended sources to use for your assessments.

As Hogwarts Of the students , You will need to hand in an assignment The parcel Thesis writing , Individual or group presentations , Individual projects or cooperative projects , Or the performance in the exam

in order to support our studies, There will be some recommended resources ~

Task 2

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It is mainly about how to find a journal article in the student reading list

a)In the University Library home page, what should you first type if you want to find a journal article?

b)After your results appear on your screen, what should you click to access an electronic journal you are interested in reading?

c)What does a hyphen or a dash after a date mean?

d)If there is more than one provider of an electronic journal, clicking on the _______ of the article would take you to the website of a particular journal.

e)After locating the journal, to locate the article you need to select the year, volume number and ______ ________.

When you start using Library Search it can be important to refine your search using a variety of filters to focus on the appropriate content you need.

Examples of these filters are: selecting the specific source type, focussing only on peer reviewed e-journals, restricting results to only online content, or specifying a certain year or years.

Mainly using filters ~ On the lower left side of the library page is a big filter

Task3

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Mainly about Improve your search results

• When using Library Search, why is it important to refine your search results?
• Apart from the refining search techniques mentioned in the box above, what other techniques can you use to refine your result
• On the University of Glasgow Library website, how would you refresh or clear your search filters?

Part C Save the search results

When you have found several sources using Library Search that would be useful for your studies or any assessments you may have, it is important to save or download them.

You can save them using Library Search; however, it is very important to note, if you logout from Library Search, close your Internet browser, or allow your browser to be inactive for too long, any search results you have saved on Library Search will be automatically deleted. 

Therefore, you should develop the habit of downloading or emailing yourself your saved search results every 15 or 20 minutes. 

.... Be sure to save the files you find , And keep it , Because that page may be in 15/20 Minutes will record the timeout , Need to log back in

Task 1

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Lesson B Part A

• identify typical errors in academic style from timed writing

  • Identify academic mistakes
• correct errors in academic style

  • Correct these mistakes
• identify specific, personal areas for improvement in academic writing.

  • Find out where you can improve , Academic writing

Task 1

Read through the sentences your tutor has selected as typical errors in timed writing.

In limited time writing , Your tutor sifted out some typical mistakes , Read the following sentences

Identify and underline which features are less academic. The first one is done for you.

Identify and underline which shortcomings are academic ~ The first one has been done for you ~

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• However, there are also some problems that we encounter when we use the internet.

• (Nowadays there are several problems relating to general internet usage.) I will state some of them.

• Additionally, young people are addicted to online games or social apps in recent years.forums

• What’s more, some negative online information may also have a bad effect on children, who do not have mature minds.

• Besides, governments should filter the bad information on the Internet.

• We may get financial damage just because of a wrong click.

• In my opinion, these problems can be solved by our government

Task 2

The last task was to underline , This is a rewrite

Task3

Provided some academic evidence

Reread , Follow the instructions below

And then sort by priority

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Part B

The characteristics of limited time writing

Task 1:

1. Review your Day 3 Timed Writing Task. Underline any features that are non-academic.
2. Decide which of the features listed above you could now use in your academic writing.
3. Take 30 mins to rewrite your Timed Writing.
4. Submit 2 example sentences from your Timed Writing that you have made more academic in style to the Day 6 Assignment on Moodle. Submit 2 original sentences from your timed writing, and the same 2 sentences after you’ve made changes to academic style. Your teacher will give you feedback later in the week. Deadline: 17:00 BST on Day 6.

Another task is to day 7 lesson B To prepare for

PREPARATION FOR THE DAY 7 LESSON B

• In Day 7 Lesson B, as preparation for the Day 7 Live Lesson, students need to contact the student from their class’ other RAD group who took on the same RAD role on Day 6: (Leader, Contextualiser, Visualizer, Connector or Highlighter) to discuss the role. You can find your counterpart on the RAD List on the Class Forum Moodle. You should make sure that you have their contact details and have arranged a meeting ahead of time.
• Complete the two follow-up writing tasks on the Day 6 Live Class worksheet.
• Make sure you have completed the following tasks before the Day 7 Live Class. It is a good idea to have your answers open in the Live Class. Part B: Task 1

Live Class

Mainly rad

Write it with me tomorrow leader Write the content together ~

Formus

Day 6 Lesson A Part B Task 1 The topic is to find strategies in the database

Day 6 Lesson A Part C Task 1 The theme is Save the search results , About the Video 7 What have you learned .