Foundations in Web Science Study Skills Caroline Wilson

Foundations in Web Science: Study Skills Caroline Wilson and Les Carr October 7, 2009

Today’s class • Reminder of how to undertake a précis;

Today’s class • Reminder of how to undertake a précis; • Overview on constructing arguments;

Today’s class • Reminder of how to undertake a précis; • Overview on constructing arguments; • Practicing these skills;

Today’s class • • Reminder of how to undertake a précis; Overview on constructing arguments; Practicing these skills, and; Some group work on allocated newspaper stories.

Today’s class • Reminder of how to undertake a précis;

• A writing technique involving the preparation of a clear, precise summary of a document or other written or oral material;

• A writing technique involving the preparation of a clear, precise summary of a document or other written or oral material; • A formal précis usually requires you to reduce the source document to less than one-third of its length;

• A writing technique involving the preparation of a clear, precise summary of a document or other written or oral material; • A formal précis usually requires you to reduce the source document to less than one-third of its length; • A précis is not the place for your analysis or comment: you need to express the content of and views expressed within that document in as clear and as concise a manner as possible.

Practicing a précis • Daily Mail article: http: //www. dailymail. co. uk/news/article 1217926/Prince-Charles-model-village-urbanghetto-say-ramblers. html; • Original material: approx. 340 words

Prince Charles has been criticised by the Ramblers Association over plans to build more than 1, 000 homes at his ‘model village’ in Dorset. Walkers have likened the proposed development to an ‘urban ghetto’ and complained that, if it goes ahead, their only route into Poundbury will be along two main roads. The Prince’s Duchy of Cornwall estate has lodged a planning application for 1, 200 houses, a 450 -pupil primary school and several businesses in the village. But campaigners say the buildings will restrict access to the countryside, including nearby Maiden Castle, which dates back to 600 BC. Ruth Somerville, of the Ramblers Association, said: The Prince’s original proposals said the Poundbury estate would create a pedestrian-friendly public space but the plans more resemble an urban ghetto. They will force walkers on to busy A-roads and cut off public access to the countryside. ’ The row is embarrassing for the Prince, pictured, in view of his support for rural communities and ‘traditional’ architecture. The Duchy has been building the ‘perfect English village’ at Poundbury since 1993. It is due to be completed by 2025 and will house 5, 000 people. In its mission statement, the Duchy claims the plans pay heed to the ‘importance of pedestrian-friendly public space’ and create a ‘walkable community’. But locals claim the development will force residents to enter and leave the village by car, while ramblers say they will have to walk along the busy A 35 and A 37. It is another blow to the project. In August, residents complained that some homes had been shoddily built and that the village’s layout had created dark alleys that encouraged petty crime. A spokesman for the Prince said: ‘We have to ensure the pedestrian access is managed to minimise any adverse effect on the use of the land for livestock and sheep-grazing. We believe the proposals are a good compromise. ’

Today’s class • Reminder of how to undertake a précis; • Overview on constructing arguments;

• Identify the relevant issues or propositions;

• Identify the relevant issues or propositions; • Present well-structured and objective arguments for and against each of these issues or propositions;

• Identify the relevant issues or propositions; • Present well-structured and objective arguments for and against each of these issues or propositions; • Come to a reasoned conclusion.

• Identify the relevant issues or propositions; • Present well-structured and objective arguments for and against each of these issues or propositions; • Come to a reasoned conclusion. N. B.

• Identify the relevant issues or propositions; • Present well-structured and objective arguments for and against each of these issues or propositions; • Come to a reasoned conclusion. N. B. Be formal in tone, avoiding informal or colloquial language;

• Identify the relevant issues or propositions; • Present well-structured and objective arguments for and against each of these issues or propositions; • Come to a reasoned conclusion. N. B. Be formal in tone, avoiding informal or colloquial language; Be objective and balanced. You should take a measured approach that avoids hyperbole.

Practicing constructing arguments • Daily Mail article: http: //www. dailymail. co. uk/news/article 1217926/Prince-Charles-model-village-urbanghetto-say-ramblers. html; • Propositions/issues? • Arguments for and against?

Today’s class • • Reminder of how to undertake a précis; Overview on constructing arguments; Practicing these skills, and; Some group work on allocated newspaper stories.

• Group 1: Bullying on Facebook (http: //www. dailymail. co. uk/femail/article 1217289/Facebook-bullies-ruined-life-As-internet-bully -sent-jail-story-terrify-parent. html); • Group 2: Children accessing certain web content through mobile phones (http: //www. dailymail. co. uk/femail/article 1216227/Do-know-child-REALLY-watchingmobile. html), and; • Group 3: Advertising for egg donation on the web (http: //www. dailymail. co. uk/femail/article 1206660/Im-beautiful-clever-Ill-sell-eggs-12 -000. html).