study orientation for international postgraduate taught students
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Study Orientation for International Postgraduate Taught Students. Sue Rigby Assistant Principal University of Edinburgh. Welcome to the University and to this Orientation day. Introduction content More welcomes People running the programme Context The Challenge Plan for session. Who we are. - PowerPoint PPT PresentationTRANSCRIPT
Study Orientation for International Postgraduate Taught Students
Sue RigbyAssistant Principal
University of Edinburgh
Who we are
Tony Lynch Language specialist
Jon Turner Institute for Academic Development
Sandra Morris Deputy Head, International Office
Johanna Holtran
Edinburgh University Students Association
Time Presentation Presenter
2.05 Welcome and Introduction Dr Sue Rigby
2.15 Active Learning Professor Tony Lynch
2.40 Time Management Dr Jon Turner
2.55 Writing and reading Effectively Professor Tony Lynch
3.20 Assessment and Feedback Dr Sue Rigby
3.50 Understanding Locals Professor Tony Lynch
4.15 Help, Advice and resources Johanna Holtan and Kim Pearson
4.30 Getting Out There! Sandra Morris
4.40 Questions All participants
4.50 Close Sue Rigby
5.00 Reception at Appleton Tower Foyer All participants
“Edinburgh isn’t so much a city, more a way of life ... I doubt I’ll ever tire of exploring Edinburgh, on foot or in print.”
Ian Rankin, bestselling crime writer andalumnus of the University of Edinburgh
Voted Best place to live in the UK YouGov Poll of 10,000 UK residents, 2009
Top 10 best City in the World Voted by Wanderlust readers, 2008
We are consistently ranked one of the top 50 universities in the world* * THES – QS Ranking
96% of our disciplines have research that is world leading*
* 2008 UK-wide Research Assessment Exercise
Sharing our Global Vision withChina.France.Germany.Australia.Switzerland.Norway.India.Belgium.Mexico.America.Africa.Japan.Austria.Fiji.Pakistan.
We are also part of the Russell Group which represents 20 of UK’s leading Universities.
It is similar to US’s Ivy League group of Universities and Australia’s Group of Eight.
Our role in shaping the modern world
“One scientific epoch ended and another began with James Clerk Maxwell … the special theory of relativity owes its origins to Maxwell’s equations of the electromagnetic field.”
Albert Einstein, physicist and philosopher
Masters study in Edinburgh
Short timescaleHigh expectationsHigh aspirationsLarge investment
Lots to do, not just work
-How to succeed and make the most of your studies?
Your expectations
Vocational or research masters?
Costly – should have value to you in future
Should give you specific and generic skills
PTES highlights challenges – confidence in new settings, transkills, career support – we
are working on these, so must you…..
Your School
Provides teaching, but you may also take courses from other Schools or Colleges
Provides advice and administrative support for your Programme
Sets and marks your examsThrough the Board of Examiners ratifies your
degree award
The academic year 2010/11Dates Events
19 September – 2 December
Teaching
5-21 December Revision and exams
Vacation
16 January – 6 April Teaching (ILW)
23 April – 25 May (Exams), first BOE
28 May – Dissertations
September Final Boards of Examiners
Taught component of masters
Two taught semestersMost courses assessed by course work and
examMust pass first time, you should check
your local progression rules to see if you can continue with the Masters if you
fail any elements of a course.
Common marking schemeMark What it means
> 70 % Excellent, really good work
60-69% A high level of achievement
50-59% Competent but not exceptional
40-49% A pass but not at Masters level – diploma standard
< 40% Fail
Feedback
How to do better next time – must be timely and forward looking
Comes from Programme Director,Lecturers, DemonstratorsMake sure they do this!
Can come from Peers
Audit yourself – how to do this….
Dissertation
Research dissertation over the SummerPrepare for this early
Talk to staff, use personal contactsMake sure you get on with your Supervisor
Make sure you are clear about what is required from you
Nag, bully, be persistent in getting the help you may need
What are lectures for?
• One local view:
“I don’t want just to hear my voice. What I really want is to hear students who are willing to question and challenge me, and take the debate forward”.
• An alternative view:
• “Being quiet in class, listening carefully and taking precise notes are regarded as traits of a good student”
Decisions in note-making
• What the lecturer has said
• What it means
• Whether it’s important enough to go into your notes
• How to note it down efficiently
Lecturing styles
• Reading (more formal language)
• Conversational (more informal)
• Multi-modal (speech, writing, image, and body language - SWIBL)
Active = Interactive
• Interaction inside your head: KELKNOWLEDGE EXPERIENCE LECTURER’S WORDS
• Interaction with other peopleLECTURER STUDENTS
Lecturers’ language
• Markers of importance
• Markers of topic change
DIGRESSION and RETURN
• Markers of summary / conclusion
• But relatively informal speech
(so conversation practice helps)
Markers of importance
• Central / key / core / vital
• Stress / underline / highlight
• What this boils down to is…
• The crux of the matter is…
• The $64,000 question is…
Markers of topic change
• Having looked at X, let’s turn to Y
• I’d like now to move on to …
• Incidentally / By the way / While I think of it… = DIGRESSION
• Anyway … / As I was saying …
= RETURN
Markers of summary / conclusion
• To sum up / In conclusion
• What does all this mean?
• At the end of the day…
• For my money…
• In a nutshell…
What are they for?
The local view:
• Exploration
• Exchange
• Participation
An alternative view:
“We just talk”
What can go wrong?
• “It was a disaster. They hadn’t done the reading. Nobody wanted to say anything, so I thought we might as well finish early”
Stages in participation
• Understanding
• Processing
• Forming a response to the speaker’s point
• Producing that response
• Listening to the next speaker
• (Understanding, etc.)
Sources of difficulty
• Not understanding the previous speaker(s)
• Not having anything to say
• Having something to say, but not working out your response in time
Improving your understanding
• Listen to a range of accents
• Listen to discussions
• Listen in on others’ conversations
Improving your speaking
• For fluency - talk (to yourself, if necessary) in English
• For conciseness : the 4-3-2 technique
“Any questions?”
• Complex relationship
• Threat to ‘face’: - for the person asking
- for the person asked
Intercultural differences
An Indonesian example
TL: Any questions?
S: No questions.
TL: What about the others?
S: They have no questions, either.
TL: How do you know they don’t have any questions?
S: Because...
Replies to requests
• I’ll see what I can do
• I’ll do my best
• I’ll do what I can
• You’re not asking much, are you?
• Send me an email
What will be the two biggest time management challenges
that you face this year?
Please write them down
General advice• Understand yourself:
– How and when do you work best?– What are your bad habits?– Rewards and targets
• Maintain a healthy work/life balance:– Stay healthy– Don’t get over-tired– Pace yourself
On-course
• Managing your workload: Be prepared
• Quality of work: Compromise
• Task prioritisation: Assignments
• Using feedback
• You and your co-students are a brilliant resource for one another
Dissertation Projects: planning & management
• Have a plan! : the process is significantly aided by clear project design
• Research problemspecific questionsmethods and implementation
• Accept the need for flexibility• Set intermediate targets and short term goals
& deadlines• Discuss with supervisor(s)
Write down two examples of effective time management that
you will try to follow this year
www.ed.ac.uk/iad/postgraduates
Reading and Writing Reading and Writing EffectivelyEffectively
Tony LynchTony LynchEnglish Language Teaching CentreEnglish Language Teaching Centre
Reading effectivelyReading effectively
EconomicallyEconomically
StrategicallyStrategically
SelectivelySelectively
Everyone’s problemsEveryone’s problems
size of reading listssize of reading lists
making time to do the readingmaking time to do the reading
StrategiesStrategies
Look for clues on prioritiesLook for clues on priorities Decide your own prioritiesDecide your own priorities
Structure your readingStructure your reading
SQRRR (SQ3R)SQRRR (SQ3R)
SQRRRSQRRR
Survey (sample, skim)Survey (sample, skim) QuestionQuestion ReadRead RecallRecall ReviewReview
Advice on effective readingAdvice on effective reading
www.uefap.comwww.uefap.com
→→ Links Links
→ → Skills Skills
→ → Reading Reading
→ → Effective readingEffective reading
Writing EffectivelyWriting Effectively
Key elements in academic writing:Key elements in academic writing:
APPROPRIACY (STYLE)APPROPRIACY (STYLE)
ACCURACYACCURACY
CARE with REFERENCESCARE with REFERENCES
AppropriacyAppropriacy
‘‘Style’ = vocabulary > grammarStyle’ = vocabulary > grammar Use your reading to extend your Use your reading to extend your
stock of words and expressionsstock of words and expressions Make a note of those you find usefulMake a note of those you find useful Use them in your draftUse them in your draft If in doubt, If in doubt, googlegoogle for them for them
AccuracyAccuracy
Importance of writing “cycles”:Importance of writing “cycles”:
Rough planRough plan
Reading and note-makingReading and note-making
OutlineOutline
First draftFirst draft
RevisionRevision
Second draft etc…Second draft etc…
RevisionRevision
““The difference between successful The difference between successful and unsuccessful writers is that the and unsuccessful writers is that the successful ones successful ones revise more oftenrevise more often”.”.
Final revisionFinal revisionEditingEditing
SpellcheckingSpellchecking
ProofreadingProofreading
Acknowledging your sourcesAcknowledging your sources
The five Cs:The five Cs:
CareCare
ConsistencyConsistency
CompletenessCompleteness
CorrectnessCorrectness
eConomyeConomy
CareCare
If you note down all the details of your If you note down all the details of your sources when you do your reading, sources when you do your reading, this takes care of itself.this takes care of itself.
It also means you save time when you It also means you save time when you are finalising your essay.are finalising your essay.
ConsistencyConsistency
Ask your Programme Director if there Ask your Programme Director if there is a programme ‘stylesheet’ for the is a programme ‘stylesheet’ for the presentation of References.presentation of References.
If not, analyse and follow the system If not, analyse and follow the system used in one of the journals you are used in one of the journals you are recommended to read.recommended to read.
CompletenessCompleteness
ALL the sourcesALL the sources you have used you have used
ALL the details required ALL the details required for the types for the types of source you are using: of source you are using:
bookbook
journal articlejournal article
chapter in an edited collection, etc.chapter in an edited collection, etc.
CorrectnessCorrectness
Make sure you get right:Make sure you get right:
Spelling of Spelling of authors’ names authors’ names andand technical terms technical terms in your fieldin your field
SurnameSurname versus first name versus first name Order of presentation Order of presentation in yourin your
References (alphabetical order, References (alphabetical order, chronological order, etc.) chronological order, etc.)
eConomyeConomy
BrownBrown,, G. G. ((20092009) “) “The value of the The value of the semi-colon in academic writingsemi-colon in academic writing””. . Journal of PedantryJournal of Pedantry, volume, volume 56, 56, issueissue 33, pages, pages 200-214.200-214.
Brown G. 2009. The value of the semi-Brown G. 2009. The value of the semi-colon in academic writing. colon in academic writing. Journal of Journal of PedantryPedantry 56/3: 200-214. 56/3: 200-214.
Guidance on academic writingGuidance on academic writing
www.uefap.comwww.uefap.com
→→ Links Links
→ → Skills Skills
→ → WritingWriting
Your expectations
Vocational or research masters?
Costly – should have value to you in future
Should give you specific and generic skills
PTES highlights challenges – confidence in new settings, transkills, career support – we
are working on these, so must you…..
Your School
Provides teaching, but you may also take courses from other Schools or Colleges
Provides advice and administrative support for your Programme
Sets and marks your examsThrough the Board of Examiners ratifies your
degree award
The academic year 2010/11Dates Events
19 September – 2 December
Teaching
5-21 December Revision and exams
Vacation
16 January – 6 April Teaching (ILW)
23 April – 25 May (Exams), first BOE
28 May – Dissertations
September Final Boards of Examiners
Taught component of masters
Two taught semestersMost courses assessed by course work and
examMust pass first time, you should check
your local progression rules to see if you can continue with the Masters if you
fail any elements of a course.
Common marking schemeMark What it means
> 70 % Excellent, really good work
60-69% A high level of achievement
50-59% Competent but not exceptional
40-49% A pass but not at Masters level – diploma standard
< 40% Fail
Feedback
How to do better next time – must be timely and forward looking
Comes from Programme Director,Lecturers, DemonstratorsMake sure they do this!
Can come from Peers
Audit yourself – how to do this….
Dissertation
Research dissertation over the SummerPrepare for this early
Talk to staff, use personal contactsMake sure you get on with your Supervisor
Make sure you are clear about what is required from you
Nag, bully, be persistent in getting the help you may need
UNDERSTANDING LOCALS and UNDERSTANDING LOCALS and MAKING YOURSELF MAKING YOURSELF
UNDERSTOODUNDERSTOOD
Tony LynchTony Lynch
English Language Teaching English Language Teaching CentreCentre
ComprehensionComprehension
isis activeactive
exploits linguistic exploits linguistic inputinput, , contextcontext, and the , and the listener’s listener’s background knowledgebackground knowledge
involves looking for involves looking for reasonable reasonable interpretationsinterpretations of input of input
Input: British accentsInput: British accents
(1955)(1955)
What ear jar ye?What ear jar ye?
High yoldar ye? High yoldar ye?
Aim sevenAim seven
There are There are lotslots of Scottish accents! of Scottish accents!
Main ones are: Edinburgh, Glasgow, Main ones are: Edinburgh, Glasgow, Borders, Galloway, Dundee, Aberdeen, Borders, Galloway, Dundee, Aberdeen, Highland, Western Isles, Orkney, and Highland, Western Isles, Orkney, and Shetland Shetland
Good news Good news about Scottish accentsabout Scottish accents
partpart pathpath
S England S England /p/pααt/t/ /p/pααФФ/ / N EnglandN England /pat//pat/ /pæ/pæФФ//
ScotlandScotland /pa/paRRt/t/ /pæ/pæФФ//
Practical tipsPractical tips
Listen to Listen to Radio Scotland news:Radio Scotland news:
1.1. Newsreader (written English, slight accent)Newsreader (written English, slight accent)
2.2. Reporters (spoken from notes, stronger Reporters (spoken from notes, stronger accent)accent)
3.3. Interviewees (spontaneous, Interviewees (spontaneous, accent/dialectaccent/dialect))
Dialect wordsDialect words
Listen out for:Listen out for: -nae-nae instead of instead of –n’t (“cannae”, “didnae”)–n’t (“cannae”, “didnae”) ““wee” wee” forfor small small ““stay” stay” forfor live (“where do you stay?”) live (“where do you stay?”) ““will” will” forfor shall shall ““that’s me” that’s me” == I’ve finished I’ve finished
Tips for speaking Tips for speaking practicepractice
TANDEM (EUSA)TANDEM (EUSA)
Talk to shop assistants, lab technicians, Talk to shop assistants, lab technicians, servitors servitors
Listen out for feedback from people Listen out for feedback from people listening to youlistening to you
PROFILE PROFILE (book)(book)
Principles, Resources and Options for the Principles, Resources and Options for the Independent Learner of EnglishIndependent Learner of English
Kenneth Anderson & Tony LynchKenneth Anderson & Tony Lynch
Available for £5 from: Available for £5 from:
English Language Teaching CentreEnglish Language Teaching Centre
21 Hill Place21 Hill Place
University of Edinburgh
Ongoing visa and immigration advice and services with trained advisors
Police registration
University of Edinburgh
University Sources of Help
Careers Service
Counselling Service
Student Disability Service
University Health Centre
University of Edinburgh
Other Resources
Online Study Skills Support at the IAD - http://www.ed.ac.uk/schools-departments/institute-academic-development
Also: courses offered by
English Language Teaching Centre
Institute for Academic Development
EUSA
University of Edinburgh
16th September 2011
Sandra Morris, International Office
Johanna Holtan, EUSA
Edinburgh University Students’ Association
Student Life
Freshers’ Week
Clubs and Societies
Sports Facilities
Volunteering
Events Programme
Go Global
PG Representation
Tandem Language Exchange
Edinburgh University Students’ Association
The International Student Centre (ISC)
The ISC is run by students for students.
Trips
Social events
Coffee evenings
Pub Nights
Facebook: “International Student Centre Edinburgh”
Web:www.isced.blogspot.com
Edinburgh University Students’ Association
The International Student Centre (ISC)
Friday 16th September @ 13.00 and 16.00Historical Tour of EdinburghMeet outside Teviot Debating Hall
Saturday 17th SeptemberAll day – trip to St AndrewsTickets: £8.00
University of Edinburgh
Some examples of events last year
Trip to StirlingTrip to Culzean CastleTrip to LindisfarneTrip to Bamburgh CastleTrip to Loch KatrineTrip to Whisky Distillery
Web:www.isced.blogspot.com
University of Edinburgh
The University’s Hospitality Scheme
All new international and EU students can apply.
Hosts include staff of the university, alumni, friends of the university, students.
Applications for the Hospitality Scheme for 2011 academic year will open shortly.
University of Edinburgh
Some useful websites and places to gotheOracle.co.uk
( Google “free things to do in Edinburgh”)
Edinburgh.Gumtree.com
For furniture, electrical items, accommodation
Charity Shops
For clothes
5 Things you MUST do while you are in Edinburgh!!!
You must climb Arthur’s Seat
You must attend at least one ceilidh
You must eat haggis (at least once!)
You must visit a castle
You must visit another part of Scotland
(for instance catch a train to North Berwick)
University of Edinburgh
University of Edinburgh
All good people agree, And all good people say,All nice people, like us, are WeAnd everyone else is They:But if you cross over the sea,Instead of over the way,You may end by looking on WeAs only a sort of They!
From We and They“, Rudyard Kipling