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This book guides students in how to construct coherent and powerful essays and dissertations by demystifying the process of creating an argument and helping students to develop their critical skills. It covers everything from the beginning stages of reading critically and keeping notes, through to the final stages of redrafting and proof-reading. It provides step-by-step instructions in how to identify, define, connect and contrast sociological concepts and propositions in order to produce powerful and well-evidenced arguments. Students are shown how to apply these lessons in essay writing, and to a longer piece of writing, such as a dissertation, as well as how to solve common problems experienced in writing, including getting rid of waffle, overcoming writer’s block and cutting an essay down to its required length. For students wishing to improve their basic writing skills or to refresh their memories, the book also gives a clear and concise overview of the most important grammatical rules in English and how to use them to good effect in writing clear sentences and sensible paragraphs.

Examples from essays written by sociology students at leading universities are used throughout the book. These examples are used to show what students have done well, what could be done better and how to improve their work using techniques of argument construction. It will be of use to students studying sociology and related disciplines, such as politics, anthropology and human geography, as well as for students taking a course which draws upon sociological writing, such as nursing, social psychology or health studies.

Leonie Hannan

Letter-writing was an instrument for self-education and provided the writer with the space to rehearse critical skills. Letter-writing started in childhood as a tool in parents’ strategies to educate and socialise their children. Once the childhood exercise had been converted into a lifelong epistolary habit however its scope broadened – laying open networks of acquaintance both geographically and socially distant from the correspondent. Here the letter is seen as a key mechanism in the process of intellectual engagement that both stimulated and shaped the informal scholarship of women in this period. The networks of exchange created and maintained by epistolary culture will also be examined. Female letter-writing networks created mutual reinforcement of intellectual purpose. In other cases male mentorship proved the catalyst for cross-gender academic exchange.

in Women of letters
Jonathan Benthall

Martin’s new book to ensure its permanence on reading lists, in particular evidence of his insatiably enquiring mind, though some of the terms he uses, such as ‘axial angles of transcendence’ and ‘socio-logic’, require at least a second reading before they become clear. Martin applies literary critical skill to impale some of the statements made by

in Islamic charities and Islamic humanism in troubled times
A guide for students
Stephen Mossman

to spend some time with a key article or book chapter in that language, using a dictionary to help you with the new vocabulary. Your linguistic skill will quickly accumulate, and you will be repaid with much more than just the factual content of what you read, because you will be acquainting yourself with different scholarly traditions, ways of thinking and styles. This is valuable experience and a critical skill in itself, quite apart from the utility to your understanding of medieval history.

in Debating medieval Europe
Sean W. Burges

critical skill. To be clear, this does not mean opening the path with an unmarked envelope containing a wad of high denomination bills, although a number of politicians have been caught on tape doing just this, and the Dilma government and the PT was facing serious corruption charges as this book was being written. Rather, it means slowing down just a bit and having a conversation, asking what everybody wants from a given situation, then looking to see where a mutually satisfying accommodation might be reached. The emphasis is squarely on relationships and mutual

in Brazil in the world
Open Access (free)
Simona Giordano, John Harris, and Lucio Piccirillo

at large must be preceded by a certain degree of formal education in science and in its methods, so that people can develop the critical skills that may enable them to approach scientific developments rationally and critically and to form more reasoned or rational beliefs. Many of the contributors here, as mentioned earlier, participate in an ongoing international forum on freedom of scientific research begun in 2006, and have participated in academic and political debate both before and since. So, with this volume we want to contribute to an ongoing international

in The freedom of scientific research
Joe Earle, Cahal Moran, and Zach Ward-Perkins

world, this figure stands at 83 per cent and at 97 per cent for all compulsory modules. Exhibit 2.7 lays out all the modules taught at LSE and their corresponding percentages of marks for evaluation tasks. What all this means is that the people who are entrusted to run our economy are in almost no way taught to think about it critically. It is hardly an exaggeration to say that it is now possible to go through an economics degree without once having to venture an opinion. A striking case study of the lack of development of critical skills in ­economics is the total

in The econocracy
Joe Earle, Cahal Moran, and Zach Ward-Perkins

difficult to reinstate pluralism and critical skills to the curriculum, have locked in the status quo. A new generation of critical, socially engaged economic experts would form the heart of the system we envision. Therefore, we propose a new rationale for economics, one that changes what it means to be an economist and designates explicit social obligations in return for the authority economists are given. We call this ‘Public Interest Economics’. Public Interest Economists would try to hold the powerful to account. In doing this, they could draw on legal practice and

in The econocracy
Kerstin Bergman

, could be partly ascribed to their age and to the fact that they grew up before what Arnold Rubin has called the ‘tattoo renaissance’, when tattoos went from being marginal and even stigmatising to becoming commonplace and accepted in the Western world, starting in the 1980s (Rubin 1988 ). 5 However, that is not the only explanation; there is a critique embedded here of how men often tend to dismissively judge women by their looks. By choosing this way of presenting Salander, Larsson also demands some decent interpretative and critical

in Tattoos in crime and detective narratives
Abstract only
The education campaign 1862–67
Maureen Wright

that fellow campaigner Emily Davies ‘was the women’s movement’ during the 1860s.18 Her labours, however, could be matched, and indeed surpassed, by Elizabeth who, of necessity, undertook a full-time teaching workload contemporaneously with her feminist commitments. WGH02.indd 50 50 5/26/2011 7:10:14 PM HEADMISTRESS: THE EDUCATION CAMPAIGN 1862–67 New acquaintances Despite being brought up in a philanthropic environment, the prodigious organisational and critical skills that characterised Elizabeth’s long public career were not honed by participation in her

in Elizabeth Wolstenholme Elmy and the Victorian Feminist Movement