Mastering Further Study Skills

Mastering Further Study Skills

Learning Objectives

At the end of the lesson, you will be able to: 

1. effectively structure an assignment
2. understand simple Harvard referencing
3. apply the PEEL structure.
   

Structuring an Assignment

1. Introduction 

2. Main Body 

3. Conclusion 

 Each section serves a specific purpose in presenting your ideas and arguments.

Introduction

1. Hook 

2. Background Information 

3. Say what you're going to talk about -  the introduction should engage the reader and provide a clear overview of your assignment.

Main Body

1.  Point 

2. Explanation 

3. Evidence 

4.  Link 

Each paragraph should follow the PEEL structure to present your arguments in a coherent manner.

PEEL Structure

1. Point: 

State your main argument or point. 

2. Explanation: Elaborate on your point and provide further clarification. 

3. Evidence: Support your argument with relevant evidence or examples. 

4. Link: Connect your point back to the question

Conclusion

1. Restate Thesis 

2. Summarize Main Points 

3. Closing Statement 

 The conclusion should wrap up your assignment and leave a lasting impression on the reader.

Harvard Referencing

1. In-text Citations 

2. Reference List 

Harvard referencing is a commonly used citation style that requires acknowledging sources within your assignment.

In-text Citations

1. Author's Last Name 

2. Year of Publication 

3. Page Number (optional) 

 In-text citations are used when directly quoting or paraphrasing from a source.

Reference List

1. Author's Last Name, Initials 

2. Year of Publication 

3. Title of Work 

4. Source

The reference list includes all the sources you have cited in your assignment.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.