Saturday, November 16, 2024

VII: Note Taking

I recently learned about note-taking and how helpful it is for studying. Before, I thought it was just about writing everything the teacher says, but now I know it’s about picking the main ideas. Taking notes helps me stay focused in class and makes it easier to remember things later. It also saves me time when I study because I already have the important points written down.

I also learned some tips to take better notes. Writing only the key points, using short forms, and keeping notes tidy helps a lot. Reviewing my notes soon after class is a good way to understand and remember what I learned.

There are different ways to take notes, and I found the Cornell method very useful. It helps me organize my notes into sections, which makes them easier to use. I also learned about digital note-taking. It’s good because I can store everything in one place and find it quickly, but it can also distract me if I use my phone or laptop too much.
Listening while taking notes is not easy, but I’ve learned to focus on understanding the speaker and writing down only the important ideas. This way, I can pay attention and still take good notes. Learning about note-taking has shown me how important it is for studying and how it can make learning much easier for me.

Tuesday, November 5, 2024

Vl : APA Referencing and the Basic of Using Sources Effectively

Referencing is essential in academic writing, helping us give credit to original authors and enhancing the credibility of our work. By using proper citations, we show readers where we found our information, which promotes transparency and allows others to trace the sources. Effective referencing goes beyond listing sources as it is about selecting reliable materials. We can evaluate sources by considering factors like authority, purpose, relevance, and documentation. Not every source we find is useful or reliable. We need to evaluate sources critically by considering:


Authority: Who wrote it? Are they credible in their field?
Purpose: Why was it written? Is it informative, persuasive, or biased?
Publication and Format: Was it published in a peer-reviewed journal or an informal blog?
Relevance: Does it add valuable information to our topic?
Documentation: Is it well-cited and researched itself?


Thinking through these points helps us select the best sources to support our arguments.
This careful selection supports strong arguments and reduces the risk of plagiarism, a serious academic offense that can lead to penalties. Different referencing styles like APA, Harvard, MLA, and Chicago are preferred across fields. For instance, APA is common in social sciences, focusing on author-year citations, which are concise and easy to follow. In APA, in-text citations briefly refer to sources using the author’s name and publication year, with direct quotes also including page numbers. Referencing isn’t just a technical requirement; it reflects our respect for knowledge and integrity, and it strengthens our contributions to academic discussions. Proper referencing not only improves our writing but also teaches us to think critically, evaluate information, and appreciate the value of knowledge in our studies and beyond.

Saturday, November 2, 2024

Unit V: Academic Essay

Writing an academic essay can feel overwhelming, but it’s really just a way to organize our thoughts and share them clearly. Think of an essay as a bridge that connects our ideas with the reader. Each part of the essay helps make this connection strong. By seeing essays as a chance to explain or discuss ideas, they become more than just assignments as they are the ways to communicate and explore what we know.

Starting a new assignment can feel confusing, especially if we are not sure what the question really means. The BUG method, Box, Underline, and Glance back helps make things clearer. First, we box the keywords, or main ideas, which gives us a sense of the topic. Next, we underline the instructions, so we remember any specific requirements. Finally, we glance back at the question to check if we are on track as we go. This simple routine can make the whole writing process easier and help us avoid getting lost.

Writing a good essay doesn’t happen all at once because it is a step-by-step process. It starts with prewriting, where we jot down any ideas we have without worrying about being neat or organized. Next is drafting, where we take those ideas and start shaping them into sentences and paragraphs. Then comes revising and editing, where we make things clearer and fix any mistakes. Finally, publishing whether handing in a paper or posting it. Completing an essay can feel rewarding, especially when we’ve put in the effort to make our thoughts clear and organized.

Turning Ideas Into Impacts

Once we have our ideas and plan in place, the next step is to organize them into an essay. Academic essays follow a basic structure, an introduction, body, and conclusion, and each part plays an important role. Having this structure helps us stay organized, and it also guides the reader through our ideas in a way that makes sense. Learning this structure not only helps us write better essays but also helps us think more clearly about our topic.


The introduction is where we begin, and it’s our chance to make a strong first impression. A good introduction includes a thesis statement, which is our main idea or argument. This statement gives readers a clear idea of what the essay will be about and helps us stay focused as we write. By starting with a clear thesis, we create a guide for ourselves and for the reader, making the rest of the essay easier to follow.

The body of the essay is where we go into detail about our main points. Each paragraph starts with a topic sentence that introduces one main idea, followed by supporting details that explain it. Writing the body paragraphs is like creating a chain, with each link connected to the next. Finally, we have the conclusion, where we wrap things up. The conclusion brings everything together, leaving the reader with a sense of closure. Instead of just repeating our main points, we try to leave the reader with something to think about. This structure helps us communicate our ideas clearly and makes our writing more meaningful.

Friday, October 18, 2024

Unit lV : Academic Argument

Balancing Facts, Opinions, and Beliefs

When we write academically, we don’t just present information, we create arguments that shape how others think. To do this effectively, it's crucial to reflect on how we use facts, opinions, and beliefs in our writing.

Facts are the foundation of any strong academic argument. They are proven truths that can be checked and verified. When we use facts, we provide solid ground for our ideas, showing that our argument is based on reality, not just personal feelings. But as I reflect on my own writing, I realize that facts alone aren’t enough. They tell us what is, but not what it means.

This is where opinions come in. Opinions allow us to interpret facts and provide a perspective. While opinions can vary from person to person, a good academic argument is based on opinions that are well-supported by facts. Reflecting on this, I understand that my opinions need to be carefully backed by evidence to be persuasive. Otherwise, they remain personal views, which don’t carry as much weight in academic discussions.

Then there are beliefs, deeply held convictions shaped by our upbringing or culture. In academic writing, we must be cautious with beliefs. They are valuable, but they often lack the evidence needed for a solid argument. I’ve found that when discussing beliefs, it’s important to approach them critically, recognizing that not everyone shares the same viewpoints.

As I work on improving my academic arguments, I realize that it’s not just about presenting facts or stating opinions. It’s about reflecting on how these elements interact, how facts can support opinions, and how beliefs can be examined, but not dominate. Writing becomes a balance, a thoughtful process where every claim is grounded in logic and evidence, helping us engage more meaningfully with both knowledge and our readers.

Unit lV : Academic Writing

 

Academic writing is a skill that is fundamental to our journey through education. It is more than just putting words on paper as it is a way to express thoughts, analyze ideas, and share knowledge in a structured and formal manner. The purpose of academic writing goes beyond presenting information, it invites readers into a deeper exploration of a subject, promoting them to think critically about what they were exploring about. Writing academically requires us to communicate with clarity, using evidence and logic to support our points. As we develop this skill, reflect on how writing allows us to engage with the world of knowledge and create new insights and share this insight with our future student as we become the competent teachers. 


Types of Academic Writing

The forms of academic writing are diverse, each serving a different role in education. Essays allow you to develop arguments or respond to a question in a concise way. Research papers involve gathering evidence on a topic to provide a detailed discussion or discovery. Literature reviews examine the work others have done on a subject, helping you see where your ideas fit within the larger academic conversation. Dissertations represent the culmination of learning, where you dive deep into a subject. Each type of writing whether it’s a case study, a lab report, or an exam response, teaches us how to communicate knowledge effectively. 

Feature of Academic Writing

Writing academically comes with certain expectations. Formality is key; this means avoiding casual or informal language and focusing on professional tone. Structure gives our writing order clear introductions, logical body paragraphs, and solid conclusions guide our readers through our argument. Logic and evidence are crucial for supporting our claims, while objectivity ensures that personal bias doesn’t cloud our writing. Precision means being exact in what you say. Each feature is a tool that allows us to build trust with our reader and make our writing stronger.


Tips for Writing Objectively and Formally

Writing objectively means focusing on the subject, not our personal feelings, where we tend to share our emotions. This can be challenging, especially when we are passionate about the topic, but it helps keep our writing credible. We can achieve this by focusing on facts, avoiding emotional language, and staying neutral in your tone. Formality involves using the right language that is the formal one, academic writing avoids slang and keeps a professional tone throughout. As we write, reflect on the tone and approach we are taking, reflecting on these questions helps us refine our voice as a writer and future educator.

 


Tuesday, October 15, 2024

Unit lll : Paraphrasing and Summarizing

Turning Complex Texts Into Simple Ideas: Paraphrasing and Summarizing

One of the greatest challenges in academic reading is translating complex ideas into simpler forms, which is where paraphrasing and summarizing come in.

In my experience, paraphrasing is crucial when I want to express an idea in my own words without losing the original meaning. To do this effectively, I’ve learned to follow a few steps: read the text thoroughly, understand the core message, and then rephrase it using simpler language while retaining the meaning. It helps me engage with the material more deeply and ensures I fully understand the concept.

Similarly, summarizing allows me to condense lengthy information into key points. To write a summary, I first identify the main ideas, avoid unnecessary details, and then express the essence of the text in a concise form. Reflecting on my learning process, summarizing has helped me retain essential points and connect them with broader concepts.

In both cases, the key is understanding, not just repetition. These skills have not only helped me write better but also made reading academic texts more purposeful and less intimidating.

Unit lll : Academic Reading & Strategies

When we begin reading academic texts, it can feel overwhelming due to their complexity. However, academic reading becomes manageable when we learn to utilize organizational aids like titles, headings, subheadings, table of contents, footnotes, glossary, appendix, and index. These elements help us navigate through texts efficiently and understand the structure.

Reflecting on my reading experiences, I have found that focusing on titles and headings gives a strong clue about the content. They serve as roadmaps that help us anticipate what the text will discuss. Meanwhile, resources like the glossary and appendix are invaluable when we encounter unfamiliar terms or require additional context, especially referring towards Bhutanese terminologies. Using these aids ensures we don’t just read passively but engage with the material actively, leading to a deeper understanding of what has been written in the text.

After knowing about these, next time when we read, we should take a moment to review these organizational aids. They’re not just decorative elements, but essential tools that enhance your comprehension and make academic reading less daunting.

Effective Reading Strategies


Academic reading is not just about going through words, but involves strategies that help us absorb information better. Two of the most effective techniques are skimming and scanning.

Reflecting on my own academic journey, I’ve learned that skimming helps me get a general sense of the material quickly. It’s useful when I need an overview of the content before diving into detailed study of the give text. On the other hand, scanning helps me locate specific information when time is limited. Both techniques help manage large volumes of academic content without feeling overwhelmed, even though the text seems complex.

Another transformative method is Survey, Question, Read, Recite, Review (SQ3R). This approach breaks reading into smaller, digestible steps. First, I quickly survey the material to get an idea of what’s coming. Then, I question the content, forming queries to engage my curiosity. While reading, I focus on answering these questions, then recite or summarize key points in my own words, and finally, I review to reinforce my understanding.

Reflection on My Real Presentation - Psychology of Procrastination

Presenting to my class on the psychology of procrastination in our academic skills module was more than just an opportunity to share research, it was a learning experience in self-awareness, growth, and communication. Reflecting on the journey from the mock presentation to the real one, I realized how much I’ve gained not just in presenting but also in understanding myself and my approach to procrastination.

In the mock presentation, I was focused primarily on getting through the content, making sure that I covered all the material I had researched. It felt somewhat mechanical, and in retrospect, I now see that I was less concerned with how my classmates engaged with the topic and more worried about my performance. The mock presentation provided me with valuable feedback, which forced me to confront both my strengths and weaknesses in delivering information.

One of the key insights I took from the psychology of procrastination is how our tendency to delay tasks often stems from a fear of failure or perfectionism. I could see how this applied to my own approach to the presentation itself. Initially, I wanted everything to be perfect, which led to unnecessary delays. In the real presentation, I acknowledged this, both to myself and to the class. By openly discussing the psychological triggers behind procrastination, I felt a sense of liberation, it wasn’t about achieving perfection but about engaging with the material in a meaningful way.

The real turning point in my reflection came from observing my audience. In the mock presentation, I was so focused on my performance that I didn’t pay enough attention to how the class was responding. This time, I was more concerned to their reactions, whether they are engaged or not. This awareness allowed me to adjust my pace, clarify points when necessary, and make the session more interactive. It was less of a lecture and more of a dialogue, where I encouraged my classmates to think about their own procrastination habits.

Another key reflection is how I managed the anxiety that comes with public speaking. During the mock presentation, I felt a strong undercurrent of nervousness that I tried to mask. But for the real presentation, I accepted that some anxiety was natural and chose to display it positively. Instead of seeing it as a sign of weakness, I reframed it as a source of energy to engage the class more actively. This shift in mindset was empowering. It reminded me of what I had learned in psychology: that how we perceive a situation can significantly alter how we react to it.

In conclusion, the real presentation on the psychology of procrastination taught me more than the academic content itself. It was a lesson in self-reflection, adaptation, and embracing imperfection. By approaching the task with openness, I felt I grew not just as a student but as a communicator, and I left the presentation feeling more connected to both the material and my audience.

Monday, October 14, 2024

Unit ll : The Key to Effective Presentation & Lessons I have Learned

Effective Presentation

As we dive into Unit II on presentations, it has taught me that delivering a great presentation goes far beyond just speaking in front of an audience. The importance of structure, organization, and using tools like signposting, linking words and phrases to guide the audience has really stood out to me. A clear structure makes it easier for the audience to follow, and signposting ensures that the message flows smoothly from one point to the next.


I’ve also learned that preparation is key. Effective presentations don’t happen on the spot, they require thoughtful planning, understanding your audience, and plenty of practice. Reflecting on this, I realize that preparation is what builds confidence. It allows you to communicate your ideas clearly and engage the audience more effectively.

Presentation aids are another area where I’ve shifted my thinking. Whether it’s slides or visuals, they should enhance the message without overwhelming the audience. Lastly, learning about the executive summary has taught me the value of distilling key points into concise takeaways, which is a skill that will be useful in any academic or professional setting.

Overall, this unit has given me valuable insights into how to create and deliver more effective presentations. It’s a reminder that success comes from thoughtful preparation, clear structure, and focused communication.


Lessons I have Learned

The two classes we had last week were a real eye-opener. It focused on a topic crucial to both academic and professional success, presentation. Over two sessions, we explored what makes a presentation either impactful or ineffective. While studying the components of good presentation, I learned that clarity, confidence, and engagement are the keys. A well-structured presentation with a clear message keeps the audience's attention and ensures that your points are understood. We have also discussed the importance of visuals simple, relevant slides can enhance our message, while overcrowded or over-decorated ones can distract our audience. 

In contrast, while studying bad presentations, we looked into common pitfalls like reading directly from the slides, overwhelming the audience with too much information, and practicing enough. These mistakes can make even the most interesting topic seem dull or confusing.

By the end of these two sessions, I had a clear understanding of the dos and don'ts of the presentation, equipping us to communicate more effectively in the future as an aspiring educator.


Unit l : Ethical Use of AI in Academia

                                                                      Ethical Use of AI 


In today’s academic world, AI tools are becoming more common, but with this comes the responsibility of using them ethically. We discussed the importance of intellectual property and how using AI without understanding the rules can lead to plagiarism. This makes me think deeply about how I approach my assignments and use AI to enhance, not replace my thinking capacity.

Good academic practice when using AI requires us to understand when and how these tools are appropriate, especially for written work. The guidance we received on AI use in assignments has prompted me to reflect on how I can integrate these tools in a way that supports my learning, without crossing ethical boundaries. The lesson here is clear: AI can be a helpful tool, but it must be used thoughtfully and within academic guidelines to ensure I remain in control of my own learning.


Looking ahead, I see the ethical use of AI as a balancing act, leveraging it for support while ensuring that the final product reflects my individual effort and creativity. This understanding will help me navigate the growing presence of AI in education, ensuring that I continue to uphold both integrity and originality in my academic work.

VII: Note Taking

I recently learned about note-taking and how helpful it is for studying. Before, I thought it was just about writing everything the teacher ...