research and preparation unit 1

ENGL002: English Composition II

Unit 1: research and the writing process.

Researching and reporting the results of research are fundamental to academic work in almost every discipline and many professional contexts. While research in itself may seem like an enormous task when you are just starting a project, it is important to understand that effective research is a straightforward, step-by-step process. By practicing effective research techniques and becoming adept with the tools that are available to researchers, you will begin to see research as an invaluable part of an organized system of study that includes discovery, invention, critical thinking, and clear communication.

While writing is sometimes viewed as a solitary undertaking, research requires active involvement in a larger community of scholars. You will have a chance to define yourself as a member of many communities, and you will begin to see your research as an important part of the conversations that take part among members of your communities. As you begin to see yourself as an active contributor in a community, you will start to understand how others' work can both enrich your own perceptions and improve your understanding of the topic about which you are writing.

To help you get started as a contributing member of a community of scholars, we will first explore how your research can support the writing process you began developing in ENGL001. You will recall that the PWR Method is a process based on pre-writing, writing, editing, and proofreading, so it is probably no surprise to learn that effective research follows a similar process and is based on similar methods of preparation and analysis.

By mastering the essentials of effective research, you can train yourself to think more carefully about your work at every stage of the writing process. For example, you probably know how much a good quote can emphasize an important point. Still, you may not be conscious of how helpful general background research can be in the very earliest phases of your writing, when you are just beginning to refine your topic and clarify your thesis and argument.

As we continue to build your experience as a member of a research community, we will explore how effective research can help you appeal to specific audiences and more clearly define the purpose of your writing.

Completing this unit should take you approximately 16 hours.

Upon successful completion of this unit, you will be able to:

• define the basic components of an academic research paper;
• identify and describe the various types of research papers;
• relate research techniques to academic work in various disciplines;
• practice identifying and focusing a research topic and develop research questions;
• develop a research proposal; and
• write a draft outline.

1.1: What Is a Research Paper?

1.1.1: academic research writing.

Read this article, which provides a quick overview of the form, components, and purpose of a research paper.

1.1.2: Why Write a Research Paper?

Read this section and complete the exercises, which will help you identify the reasons for writing a research paper and will outline the steps you must take in order to complete a research project.

1.1.3: How to Manage a Research Project

1.2: preparing for your research, 1.2.1: the research process: an overview.

Read this article, which introduces you to the research process and includes how to identify and develop your topic, find and evaluate background information (including sources, periodical articles, and Internet resources), and appropriately cite your sources.

Several of the resources linked to through these pages are available only to students and staff at Cornell University. However, you should be able to use the general catalog information at any library. If you do not have online access to a college or university library, explore your local library's website for information about online access. A librarian at your local library may also be able to help you gain online access or answer questions about how to use their resources.

1.2.2: What Is Your Research Community?

Complete this activity. After you complete this activity, you will begin to see knowledge-making as a social process. You should also begin to notice the differences that exist in ways that different groups of people use language, reading, and writing.

Read this chapter, which provides an overview of research writing and will help you understand why strong, evidence-based writing is essential for success in academic writing. Zemliansky explains how different communities work together to develop and revise ideas through research. By identifying your research community, you can help identify important research in your field and write more convincingly to members of that community. Take notes carefully.

1.2.3: Identifying and Understanding Your Audience

Once you have identified your discourse community, you must analyze the specific audience that will read your research paper. Although members of your audience may be part of a larger discourse community, they may or may not be familiar with previous research in the field you are exploring.

Read this articlefor a review of identifying, analyzing, and appealing to your writing audience.

Read this essay on audience awareness for a good refresher on the importance of identifying, reaching out to, and addressing your audience in your writing.

1.2.4: Understanding Your Audience and Purpose

This chapter discusses rhetorical writing, which is writing that makes an argument as persuasively as possible by understanding and analyzing the readers or audience and then writing in a way that the audience finds convincing.

1.2.5: Purpose, Audience, Tone, and Content

Read this section and complete the exercises, which will get you thinking about how audience and purpose affects your writing. This section describes how purpose and audience should influence the tone and content of your writing.

1.3: Develop a Research Proposal

1.3.1: discovering and choosing a topic.

Now, identify a preliminary topic for your research paper by stating your topic idea as a question and then identifying the main concepts or key words. You will have time to revise and refine your topic later.

Although you may work through this course completely independently, you may find it helpful to connect with other Saylor students about this activity through the discussion forums. You may access the discussion forums here .

1.3.2: Develop a Working Thesis and a Research Proposal

Read this section and complete the exercises. This section will provide you with a slightly different approach to developing a research topic and will describe how to develop research questions and a proposal that will help you guide your research.

After reading this text, go back to your research topic, refine your topic as necessary, develop your research questions, and develop a short research proposal.

Use your refined research topic and synthesize the research questions you developed in this subunit in order to write a working thesis. Remember that your thesis is the argument you will work to prove with your research in your paper. Keep in mind that you will have time to revise and revisit your thesis later in the course.

1.3.3: Mapping Your Topic

Concept mapping, also known as webbing, is a method for generating ideas related to your topic that you want to explore in your research and writing process.

Watch this video and then map out concepts for the research topic you identified in subunit 1.3.1. Use this Mapping a Concept  worksheet for some ideas on getting started.

1.4: Outlining

Now that you have developed your topic, research question, and thesis, it is time to develop a framework for your entire paper. At this point, you have not started your research in earnest, but your outline will help guide your research and ensure that you find the resources that will help you prove your thesis.

Read this section and complete the exercises, using your own research topic. By completing these exercises, you will refine your thesis, and you should wind up with a complete outline. You will have plenty of opportunities later to revise and fill in your outline, so don't worry too much about polishing your outline.

Unit 1 Assessment

Take this assessment to see how well you understood this unit.

• This assessment does not count towards your grade . It is just for practice!
• You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
• You can take this assessment as many times as you want, whenever you want.

Research Preparation

This is a 1-unit, spring quarter course for undergraduate students who will be embarking on their first research experience over the summer with a faculty member and/or graduate student. The topics the students will be researching are diverse, so the course focuses on the process of research rather than the content. One of the main emphases is on becoming part of the research community.

Course Context :

Course goals:.

• To prepare students for a successful summer research experience
• To build an active community of researchers in the school
• Communicate effectively (hopefully) with their research adviser
• Describe their research to others, including overall scientific goals and the details of their project
• Describe their own goals for and conceptions about the research process
• Participate in the research community on multiple levels (research group, department, discipline)

Course Features :

Teaching the process of science, assessment :, teaching materials :, references and notes :.

« Introduction to Physical Geology       Research Preparation »

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Mid-Unit 1 Assessment: Research Reading Discussion

In this lesson, daily learning targets, ongoing assessment.

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These are the CCS Standards addressed in this lesson:

• RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
• SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts , building on others' ideas and expressing their own clearly.
• SL.3.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
• SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
• SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
• SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
• I can follow discussion norms to talk with a small group about what I like about my book and what I find challenging. (RI.3.10, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.6)
• I can listen carefully to a small group discussion to provide kind, specific, and helpful feedback. (SL.3.1a)
• Mid-Unit 1 Assessment: Research Reading Discussion (SL.3.1a, SL.3.1b, SL.3.1c )

• Mid-Unit 1 Assessment Prompt (see Assessment Overview and Resources).
• Schedule for group discussions, including which group will be listening to each discussion.
• Discussion area in the room with one circle of chairs inside another.
• Create the Discussion Norms handout using the Discussion Norms anchor chart (begun in Lesson 2) for use during the assessment.
• Predetermine groups of four to five students for Work Time A.
• Review the Think-Pair-Share protocol. (Refer to the Classroom Protocols document for the full version of the protocol.)
• Post: Learning targets, Discussion Norms anchor chart, and Working to Become Ethical People anchor chart.

Tech and Multimedia

• Work Time A: Record students' discussions using software or apps such as Audacity  or GarageBand .

Supports guided in part by CA ELD Standards 3.I.A.1, 3.I.A.3, 3.I.B.5, 3.I.C.11, 3.I.C.12

Important points in the lesson itself

• The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in the first six lessons.
• The Mid-Unit 1 Assessment may be challenging for ELLs as it is a bit of a leap from the heavily scaffolded classroom interaction. ELLs will be asked not only to more independently apply cognitive skills developed in Lessons 1-6, but also to more independently apply new linguistic knowledge introduced in those lessons.
• Encourage students to take big risks during the research reading discussion. Say: "Today is our research reading discussion. We are going to have a lot of fun. I want everyone to try their best and take turns speaking. It can be scary, but I know you can do it. It's okay to make mistakes. Just keep talking. Making mistakes will help you become an even better English language speaker." As students leave for the day, make a point of thanking them for sharing their opinion and congratulate them for taking the risk.
• Review Goal 1 Conversation Cues for thinking, sharing ideas, and expanding reasoning and encourage students to use Conversation Cues during the assessment.
• Allow students to review language they've written on the Academic Word Wall or in their vocabulary logs.
• Ensure that ELLs understand the assessment directions. Answer their questions, refraining from responding for them during the discussion. See additional support in the lesson.
• Ensure that ELLs understand the intent of the SL.3.1a, SL.3.1b, and SL.3.1c criteria on the Collaborative Discussion Checklist and that they will be assessed using these criteria.
• Multiple Means of Representation: Students who may need additional support with memory or expressive language can benefit from activating their prior knowledge and providing explicit models. For instance, you can activate prior knowledge by providing work examples from Lesson 6 that students can reference during this lesson. Refer to the Meeting Students' Needs column for more examples. In addition, you can provide explicit models by practicing the different roles in the discussion groups before the activity.
• Multiple Means of Action and Expression: This lesson requires students to build on their expressive language skills. Some may require additional support in this area. One strategy is to place those who may need support with expressive language in the second group during the discussion so they can observe their peer models. Additionally, you may want to provide a list of positive and constructive feedback sentences to help guide the discussion during the Closing.
• Multiple Means of Engagement: Be cognizant of how feedback discussions are framed. This can be particularly stressful for students who may have additional learning needs. Emphasize growth and development over relative performance. Tell students that this is the first of many times they will practice class discussion. Each time they will improve based on the collective feedback. 

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• Do not preview vocabulary for this assessment lesson.
• Mid-Unit 1 Assessment prompt (one per student and one to display; see Assessment Overview and Resources)
• Research Reading review forms (from Lesson 6; one per student)
• Discussion Norms handout (one per student)
• Discussion Norms anchor chart (begun in Lesson 2; one per student)
• Working to Become Ethical People anchor chart (begun in Lesson 2)
• Research reading texts (from Lesson 2; one per student)
• Grade 3 Collaborative Discussion Checklist (see Informal Assessment Checklists Grades 3-5)

Materials from Previous Lessons

New materials.

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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HLSC409 - Statistics for Biomedical and Health Sciences Research

Unit rationale, description and aim.

Understanding, using and interpreting statistics is crucial to biomedical and health sciences research and practice, particularly in monitoring health outcomes and decision-making processes about interventions. This unit will develop students’ knowledge of fundamental statistical concepts, such as descriptive and inferential statistics, common statistical tests and statistical methods frequently used in biomedical and health sciences research. This will include hypothesis testing, estimation, associations, modelling relationships and prediction using different methods such as regression analyses. Throughout the unit, students will consolidate their understanding of statistical theory through its application to practice. While there are some formulae and computational elements to the unit, the emphasis is on interpretation and concepts. Besides the theoretical material, this unit will also enable students to run basic analyses using common statistical software. Using this software, students will analyse simulated health science data sets and then interpret the results obtained. This unit aims to extend students’ statistical understanding and analytical expertise, which can then be applied to practice through critical appraisal of the statistical methods used in biomedical and health sciences research

Campus offering

Find out more about study modes .

Unit offerings may be subject to minimum enrolment numbers.

Please select your preferred campus.

• Semester 1 Online Scheduled
• Semester 2 Online Scheduled

Prerequisites

Learning outcomes.

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table. Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact. Explore the graduate capabilities.

Identify appropriate statistical techniques and th...

Learning outcome 01, distinguish between different statistical tests, e..., learning outcome 02, perform appropriate statistical analyses using com..., learning outcome 03, develop a sound statistical approach to the analys..., learning outcome 04, critique biomedical and health science research on..., learning outcome 05.

Topics will include:

  Fundamental statistical concepts and methods

• Types and levels of measurement of quantitative data and measures of central tendency and variability
• Probability distributions
• Hypothesis testing
• Statistical confidence: confidence intervals, p-values, statistical significance, effect sizes
• Common statistical tests: comparison of means (between two or more dependent or independent groups), proportions
• Parametrics vs non-parametric tests
• Variability and statistical inference; power and sample size; sampling bias

  Application to biomedical and health science practice

• Key measures of association in biomedical and health sciences: relative risk, odds ratios
• Inferential statistics: correlation, linear regression, analysis of variance
• Use of statistical software to analyse quantitative data sets
• Writing up statistical analyses: interpretation, requirements for expressing statistical results
• Critical appraisal of statistical methods in biomedical and health sciences research: common tools and approaches

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. In order to successfully complete this unit, students need to complete and submit three graded assessment tasks and obtain an aggregate mark of 50% or above.

HLSC409 involves assessment tasks designed to introduce students to the broad range of activity involved in health statistics. In Assessment Task 1, students are required to demonstrate their understanding by analysing a health science data set. In Assessment Task 2, students are required to apply their statistical skills by preparing statistical methods and analysis for a peer reviewed journal article. Finally, in Assessment Task 3 students will critique and interpret the statistics in current published journal articles and use their statistical knowledge to develop a statistical methods research plan for their Honours projects.

All assessment tasks will be submitted electronically. 

Overview of assessments

Assessment task 1: analysis of simulated health s....

Assessment task 1: Analysis of simulated health science data set.

This will enable students to develop an understanding of data analysis by analysing a health science data set.

Assessment task 2: Preparation of statistical met...

Assessment task 2: Preparation of statistical methods and analysis for a peer-reviewed journal article.

This will enable students to deepen their knowledge of data analysis by writing the methods and data analysis sections of a journal article.

Assessment task 3: Statistical methods comprehens...

Assessment task 3: Statistical methods comprehension assignment.

This will enable students to demonstrate their understanding of statistical techniques within their Honours projects.

Learning and teaching strategy and rationale

Online mode

Students acquire essential theoretical knowledge in biostatistics via a series of synchronous or asynchronous online lessons which include recorded lecture content, online readings, online discussion forums and self-directed learning modules. Facilitated synchronous or asynchronous online tutorial classes (virtual classroom) will be used to aid students in the construction and synthesis of this knowledge using expert-led, and peer-to-peer strategies to develop students’ abilities to apply biostatistics principles and approaches to contemporary biomedical and health science issues.

Representative texts and references

Rowntree, D. (2018). Statistics Without Tears: An Introduction For Non-Mathematicians (1st ed.) Penguin Press.

Kirkwook, B.R., & Sterne, J.A.C. (2003).  Essential medical statistics 2nd ed . Malden, Massachusetts: Blackwell Science [ACU ebook]

Bush, H.M. (2012).  Biostatistics: An applied introduction for the public health practitioner.  Clifton Park, NY: Delmar Cengage Learning.

Cook, A., Netuveli, G., & Sheikh, A. (2004).  Basic   skills in statistics: A guide for healthcare professionals . London: Class Publishing.

Gordis, L. (2014).  Epidemiology  (5th ed.). Philadelphia, PA: Elsevier/Saunders.

Munro, B. (2005).  Statistical methods for health care research  (5th ed.). Philadelphia, Pa: Lippincott.

Newell, R., & Burnard, R. (2011).  Research for evidence-based practice in health care  (2nd ed.). Chichester, England: Wiley-Blackwell.

Rugg, G. (2007).  Using statistics: a gentle introduction . Maidenhead, Berks: Open University Press.

Pagano, M., & Gauvreau, K. (2018).  Principles of biostatistics . CRC Press.

Credit points

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Unit 1 Research and Preparation

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Lev 9 Unit 1 Research and preparation Identifying the stages in the job application process Most of us spend between 60-80% of our waking hours working, so it’s important to find a job that brings true satisfaction. If you haven’t found it yet, then don’t give up. Keep looking until you find a job you love doing. 1a. Teresa Fernandez, a recent graduate, is applying for a job in marketing. Match the extracts from documents and conversation (a-b) to the stages in the job application process (1-8). 1(c) Sending a cover letter 2(g) Sending a CV / resume / 3(d) Sending a follow-up letter/ 4(f)Responding to interview questions 5(b) Making interview small talk / 6(a) Reading a job advertisement / 7(h) Researching the market 8(e)Researching yourself 1b. Put the stages (1-8) in Exercise 1a into the most logical sequence. 8 7 6 1 2 5 4 3 1c. Read the extracts again. Which extracts mention: 1 details of Teresa’s work experience? __c__ _g____ 2 details of Teresa’s studies and qualifications? __g_____ __c_____ ___h____ 3 the job salary? ___a____ 4 Teresa’s weaknesses? ___e____ ___f____ 5 evidence of Teresa’s skill with numbers? ___d____ ___e____ ___g____ 6 where the vacancy is advertised? ___h____ __c_____ 7 evidence of Teresa’s research skills? __e_____ 8 teamwork? ___d____ ___e____ ___a____ 9 a compliment from Teresa about the company? ___b____ ___d____ ___h____ ___c____ 10 evidence of Teresa’s research into the company? ___d____ 1d. Do you think Theresa has a good chance of getting the job? Why (not)? Researching yourself Before you look for the perfect job, write a CV or apply for a job, you need to do some research. Researching yourself is the key to finding the job that is right for you. 2a. 1.1 Silvia Carnali is approaching the end of her degree course at university. She has decided to start looking for a job, but is no sure where to begin. Silvia asks her friend Sophie, who works in the university careers office, for some advice. Listen to their conversation and, in pairs, discuss the following questions. 1 What is the first thing Sophie suggests Silvia does? 3 Does Sophie think personality tests are very important? 2 How does Sophie identify her transferable skills? 4 What is the final piece of advice Sophie gives Silvia? 2b. Have you tried any of Sophie’s suggestions? Did they work for you? Your strengths and weaknesses The first thing you need to do when starting the job-hunting process is a self-assessment of you own strengths and weaknesses. This process will help you identify the skills, qualifications, experience, knowledge and personal characteristics that employers are looking for. 3a. After talking to Sophie, Silvia produced a “mind map” to highlight her strengths and weaknesses. Complete the sentences (a-j) in Silvia’s mind map on the following page using the prepositions in, to or at. 3b. Complete the headings (1-6) on the mind map using the words below. Achievements Experience Knowledge Languages Personal Characteristics Skills 3c. 1.2 Listen to two friends, Federico and Jack, talking about Federico’s strengths and weaknesses. Discuss the following questions. 1 What has Federico recently decided to do? 4 What would Federico really like to be able to do? 2 Why has he made this decision? 3 What does Federico claim to be good at? 5 What is Federico doing in order to achieve this aim? 3d. 1.2 Listen again and underline the personal characteristics in the box that best describe Federico. Discuss your answers using evidence from the conversation to support your opinion. creative disorganized flexible impatient reliable successful 3e. March the personal characteristics (1-6) to the questions (a-f). 3f. Make the personal characteristics in Exercise 3e negative by adding a prefix (dis-, in-, or un-). 1 ____uncreative_________ 4________________________ 2 ________________________ 5________________________ 3 ________________________ 6________________________ 3g. Ask and answer the questions in Exercise 3e. Discuss your individual strengths and weaknesses, giving specific evidence. A: “Do you always do what you say you will do?” B: “Yes, I’m very reliable. I’m always on time to work, classes and meeting, and when I can’t make it, I let people know ahead of time.” 3h. Draw a mind map similar to Silvia’s, showing your strengths and weaknesses. Add as many bubbles as you like. Try to use the following phrases. Strengths I’m excellent at … I’m able to … I’m interested in … I recently managed to … Weaknesses I’m not very good at… I could be better at … I’m reasonably good at… I would like to be able to … Positive characteristics I am … I try to … Negative characteristics I can sometimes be … Occasionally I am… I can be a little bit … Your qualifications At all stages during the job application process you will need to be able to describe your academic qualifications clearly. 4a. Complete the sentences using the correct form of the verbs below. You will need some verbs more than once. award complete graduate hold obtain read 1 I graduated with a BA in Sociology from the University of California in Los Angeles in 2007. 2 I ____read___ Economics at the London School of Economics and Political Science (LSE). I then _____completed_______ a Master’s in Security Studies at the University of Birmingham, which included a semester at New York University at the Center of European Studies. 3 I ___graduated___ with a BA in Hotel & Catering Management from Hong Kong Polytechnic University. I also ___ hold__ an MBA in Marketing, which I ___obtained____ last year. 4. After _________graduating___________ from the School of Oriental Languages and Communication with a BA (Hons) in Mandarin Chinese and English in Maastricht (The Netherlands), I was _____awarded_____ a scholarship to ____read____ International Relations at the College of Europe, Warsaw. 4b. Complete the sentences using the prepositions at, from, in or with. 1. I started my career at Johnston Group after graduating _from__ Hayanng University _with_ a BA and MA _in_ Chemical Engineering. 2. I graduated _in_ 2008 _with__an MSc in Criminology and Criminal Justice _from_ Tokyo University. 3. I also obtained a BSc _in_ Computer Science _from_ Moscow State University _in_ 2005. 4. I read Modern Languages _at__The National University of Singapore. 4c. Discuss the following questions. 1 What qualifications do you have? I’m technician in industrial maintenance and I have a curse in Autocad. 2 Where did you go to university? At the Universidad de Leon PlANTEL IRAPUATO 3 When did you graduate? In September 2021 4 What types of career are common for people with your qualifications? Engineering and accounting 5 Which of your qualifications is most likely to impress a future employer? My mathematical ability to perform structural calculations and material quantification I read Civil Engineering at the Universidad de Leon Plantel Irapuato Highlighting your skills and experience. Employers will ask for transferable skills or competencies -the skills, knowledge and behavior they consider necessary for a particular job. Reviewing your previous experience will help you to identify your transferable skills and recognize jobs that you are qualified for. 5a. Discuss the following questions. 1. What general skills and knowledge do most employers look for in job applicants? Have math skills, creativity and leadership 2. Apart from specific qualifications and technical expertise, what skills and knowledge have you got that make you employable? Have knowledge about soil behaviors in order to start building, critical and logical thinking 5b. Match the transferable skills (1-8) to the examples of professional behavior (a-h). d a g e h c b 5c. Write your own examples of behavior for the following transferable skills. 1 flexibility ________________ I am not rigid in my approach to work.____________________________ 2 leadership skills __________________________________________________________________________________ 3 organizational skills__________________________________________________________________________________ 4 teamworking skills ____Helps foster creativity and learning because it learns from others._______________ 5d, Identify three key transferable skills of your own, which you have used at work or university. Give examples of your behavior. 5e. 1.3 After creating her mind map, Silvia talks to Sophie about her university and work experience. Listen to the conversation and answer the following questions. 1. When did Silvia apply for her MA course? When she was working in Africa. 2. What was Silvia doing in Africa? She worked for an NGO, educating local people about the importance of reforestation 3. What job did Silvia have at university? She was the communication officer of the student union. 5f. 1.3 Complete the extracts from the conversation using the correct form of the verbs below. Listen again and check your answers. apply convince deal give plan talk understand work 1 “I __applied__ for my MA course while I was working in Africa, and even managed to start doing some research for the course before I came back to England.” “So you’re clearly quite good at planning 2. I worked for an NGO as part of a large team with people from all over the world. We all lived together and shared a bathroom. The work was quite varied and I was given different tasks to complete each week. 3. …our main aim was to educate local people about the need for reforestation. We tried putting up posters, but this didn’t have much of an effect. We needed to find a better way to communicate this message. Later on I talked to respected members of the community, and convinced them to talk to other people in the village. This approach was far more effective. 4. When I was at university I was the communications officer of the student union and I was responsible for dealing with suppliers. I had to order food and drink for university concerts and so on. It was always possible to get a better deal if you were good on the phone. It wasn’t just a question of being persuasive though, it was really a case of being clear and expressing yourself well, making sure that everybody understood what I was saying. 5g. Discuss which transferable skills in Exercises 5b and 5c are demonstrated in each extract (1-4). 1- Organizational skills, independence 2- Teamworking, flexibility 3- Communication / negotiation / leadership skills / creativity 4- Self-confidence / communication skills / organizational skills 5h. Complete the phrases for demonstrating transferable skills using the correct verbs in brackets. 1. 2. 3. 4. 5. 6. 7. 8. A) identify B) analyse C) conduct A) invent B) suggest C) solve A) write B) explain C) give A) resolve B) listen C) work A) chair B) motivate C) delegate A) meet B) decide C) implement A) discuss B) contribute C) support A) change B) negotiate C) convince 5i. Think of some more specific actions or tasks which demonstrate transferable skills. Analytical skills: Process analysis of a construction procedure 5j. Identify three of your transferable skills. Make notes about things you have done in the past that demonstrate these skills. Use the phrases in Exercises 5j. Teamworking skills: When I gave my professional practice in high school, I realized that I had this ability to work properly in the implementation of hydraulic network to the company. 5l. Think of three different jobs and list two transferable skills that are essential to each job. Job 1 Skill 1 Communications skills Skill 2 Creativity Job 2 Job 3 Skill 1 Analytical skills Skill 1 Organizational skills Skill 2 Teamworking skills Skill 2 Interpersonal skills Researching the market Finding a job Once you know yourself, it’s time to start researching the market -finding out more about the type of job you want and the companies and organizations that have similar posts. Doing this will help you make a short list of the places where you’d like to work. 6a. Discuss the following questions. 1. Where would you start looking for a job? 2. Which of these methods you consider using?  job agencies / headhunter  newspapers and magazines  networking  the internet  cold calling / mailing 6b. 1.4 Listen to five people discussing job-hunting. Which job-hunting method in Exercise 6a does each speaker recommend?  Speaker 1 The internet  Speaker 4 newspapers and magazines Speaker 2 networking Speaker 3 job agencies / headhunter Speaker 5 cold calling / mailing 6c. 1.4 Listen again and discuss the following questions. 1. Do you agree with the advice the speakers give? Y Yes, because I think they’re all very good options to find jobs offers but in turn these have their pros n cons 2. Have you used these methods in the past? Would you try any of these methods? No, but I’ve helped family members find work in networking and newspapers. I would like to myself in the future use cold calling. 3. What are the advantages and disadvantages of each method? 4. Can you think of any other job-hunting methods? I think an employment fair Cold calling Cold calling means phoning a company to enquire about job opportunities which have not been advertised. The phone conversation is used to generate interest in you as a potential employee. The aim of the call is to get an invitation to send your CV. 7a. Discuss the following questions. 1. Have you ever tried cold-calling a company? Was it successful? 2. What advice would you give somebody cold-calling a company in your country? 7b. 1.5 Eryk and Patrick are looking for work in the hotel industry in London. They both have experience working in hotels in their own countries. They decide to cold-call a number of hotels in London to try and find a suitable job. Listen to their calls and decide who has the more successful cold calling technique. I think Eryk is the most successful in cold calling because he does more detailed his skills and does it without wasting time on what he does. 7c. 1.5 Complete the extracts from Eryk’s call (1-5) using the sentences (a-e). a. I have worked for a number of big hotels in Poland. b. I would like to speak to Janet Robinson. c. What background experience are you looking for? d. Are you looking for someone with experience such as this? e. Are you looking for employees with international experience? 1. Good morning. I’, Eryk Pawlak. _________ Is she there? 2. I have considerable professional experience in the hotel industry. _________ 3. My mother tongue is Polish, but I can also speak Spanish, having worked for a big hotel in Spain. _________ 4. To begin with I mainly worked managing a team of cleaners and porters. However, my Spanish improved quickly and I was moved to reception, where I dealt with customers both face to face and on the phone. _________ 5. “Do you have a degree?” “Yes, I have a degree in tourism. _________” 7d. Match the extracts (1-5) in Exercise 7c to the following cold calling techniques (a-e). a. Give just enough information about yourself to generate interest in yourself as a potential employee. 2 b. Respond to questions with your own questions to find out more about the company. 5 c. Use positive questions that invite a “yes” response. 3, 4 d. Mention one or two concise achievements, using facts and figures where possible. 3, 4 e. Ask to speak to the decision maker by name. 1 Job advertisements A good job advertisement is designed to attract the most suitably qualified applicants. It’s not just applicants that are competing with each other for jobs; employers are also competing with each other to attract the best candidates for their vacancies. 8a. Discuss the following questions. 1. What information would you expect to find in a well- written job advertisement? 2. What makes a good job advertisement? 8b. Employers usually try to squeeze as much information into their job advertisements as possible. However, because advertising is expensive and space limited, they tend to use abbreviations to describe roles in as few words as possible. Write the full meanings of the following abbreviations using the words below. agency annum clean current curriculum driving earnings experience license of on per per point sale 1 CCDL 4 AGY 7 PW target vitae week ___current clean driving license_____ 2 CV ___Curriculum vitae_____ 3 EXP ____Experience_____ __Agency_______ 5 OTE ___On target earnings___ 6 PA __Per annum year________ ___Per week_________ 8 POS ____Point on sale_____________ 8c. Which abbreviation would you expect to see in a job advertisement: 1 if you need relevant professional experience for the position? ____EXP_________ 2 if the salary mentioned was for the whole year? ____PA_________ 3 if a job agency is advertising the job? ____AGY_________ 4 if the position requires experience of selling products to customers? ___POS__________ 5 if the take-home pay will be part basic salary and part performance-related pay? ___OTE_____ 8d. Job advertisement tend to use a lot of jargon, like proactive team player. Look at the extract from a job advertisement. Discuss what the terms in bold actually mean in specific, practical terms. Why are they important skills in the workplace? 8e. Match the jargon in Exercise 8d to the following questions. 1 Do you have a personality that will fit in with the rest of the team? Are you willing to help with tasks outside your job role when required? Team player 2. Are you someone who wants to work, is prepared to do what it takes to fulfill your job function and make money for the company? Will you be aware of how your actions affect the company as a whole? results-focused 3 Are you innovative a creative? Are you the type of person who thinks intelligently and can generate ideas to improve things? Dynamic 4 are you prepared to work to meet the demands of the business, which might involve relocating to another office or working extra hours -even weekends? Flexible 5 Do you meet deadlines, work well with others and get things done? Can you produce reliable work under pressure and be trusted with multiple responsibilities? Good organizational skills 8f. Read the two job advertisements and answer the following questions. Underline the parts of the advertisements that support your answers. 1 For which job is a university degree essential? For the Media Assistant Position 2 Which job places more emphasis on being flexible and adaptable? For Trainee Finance Recruitment Consultant 3 Which job offers a higher salary? For the first option (For Trainee Finance Recruitment Consultant) 4 What should you do if you wish to apply for the Media Assistant position? Send your CV and cover letter to [email protected] 5 How will you know if Media X is interested in your application? They will contacted u. 8g Read the job advertisements again and find expressions to match the following definitions. 1 A Latin term meaning approximately used to talk about salaries. This term informs you that the salary is not fixed but may be around 10% higher or lower depending on your relevant experience and qualifications. ___circa_______ 2 A term used to inform you of the date by which the employer must have received your application. Also sometimes called deadline. ____closing date_____ 3 An abbreviation meaning thousand. __K___ 4 A term used to inform you that you must quote the reference number when you apply for the position. This number should be clearly marked on your envelope (if you apply by post) or the subject line of your email, as well as at the top of your cover letter. __quote ref__________ 5 A Latin term meaning that your salary is calculated according to what proportion of a full-time job your hours make up. So, if the salary is quoted at $18,000 based on a full-time week of 40 hours and you are working 30 hours per week, you will be paid an annual salary of $13,500. ____pro rata__________ 8h. Discuss the following questions. 1 What are the main transferable skill required for each job? 2 In which job would you expect to work under more pressure? 3 Which job would you prefer to do and why? I would prefer the first job, because I find the role for which it is required so being flexible would help me a lot, in addition to the salary being better than the second 8i. Many job advertisements request familiarity with certain tools, skills or languages that are relevant to the job. Put the expressions in bold in order of knowledge and experience required. 1. 2. 3. Proficiency in Excellent command of Working knowledge 8j. Write sentences about your own knowledge and experience using the following expressions. I am proficient in … I have an excellent command of… I have a good working knowledge of … 8k. Sort the phrases below into two groups. ideally you will have… …is essential …is necessary …is preferred …is vital the successful candidate will be… …would be a plus …would be advantageous …would be desirable …would be welcome you must be … you will have… 1 Skills which candidates must have ___…is essential_________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 2 Skills which the employer hopes for (they may still consider the candidate if they don’t have all of them) ________________________________ ________________________________ ________________________________ ________________________________ 8l. Which of the phrase in Exercise 8K are used in the two job advertisements in exercise 8f? 8 m. Read the following job advertisement. Find words that mean someone who is: 1 good at finding solutions to problems. ________________________________ 2 able to speak a language without any noticeable mistakes or effort. ________________________________ 3 flexible and able to work on different projects at the same time. ________________________________ 4 good with computers. ________________________________ 5 good at math and dealing with numbers. ________________________________ ________________________________ ________________________________

Report "Unit 1 Research and Preparation"

This paper is in the following e-collection/theme issue:

Published on 31.7.2024 in Vol 26 (2024)

This is a member publication of McMaster University

The McMaster Health Information Research Unit: Over a Quarter-Century of Health Informatics Supporting Evidence-Based Medicine

Authors of this article:

Cynthia Lokker   1 , MSc, PhD ;   K Ann McKibbon   1 , MLiS, PhD ;   Muhammad Afzal   2 , PhD ;   Tamara Navarro   1 , MEd, MLiS ;   Lori-Ann Linkins   1, 3 , MSc, MD ;   R Brian Haynes   1 , MD, PhD ;   Alfonso Iorio   1, 3 , MD, PhD

1 Health Information Research Unit, Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada

2 Department of Computing and Data Science, Birmingham City University, Birmingham, United Kingdom

3 Department of Medicine, McMaster University, Hamilton, ON, Canada

Corresponding Author:

• Cynthia Lokker , MSc, PhD
• Health Information Research Unit
• Department of Health Research Methods, Evidence, and Impact
• McMaster University
• 1280 Main St W
• Hamilton , ON , L8S 4K1
• Phone: 1 2897883272
• Email: [email protected]