EOM stuff

hey all,

i'm assuming you don't go to 6h's blog, so here's what (i assume) we're supposed to have read:

[courtesy of 6h's blog]

[start quote]

Hi guys,
I'm assuming 6K reads this as well, so I'm posting it here. Some notes on writing EOM.

1) Organise material in such a way that all content requirements are met. (Students may use continuous prose, bulleted points, elaborated tables & charts or a mix of these.)


When evaluating material (EOM) and ideas, a good researcher is likely to consider the following areas:

a) The writer  who is he/she/it (an organization)? What is/are the author’s profession/qualifications/credibility? Does he/she have a bias/an agenda? What is the author’s aim in writing the material?
b) The source  Can the source be relied on for credibility? Where was it found? When was it written? Why was it written? For whom was it written?
c) The argument, reasons, assumptions made  Do you accept/reject them (some assumptions carried in the source material) and why? Do they support your opinions/ideas? In what way do they support your ideas? Or do they force you to reconsider your opinions/ideas? If so, what modifications can you make/propose?
d) Relevance and/or usefulness to your project  Can the information offered be used to further/advance your project? Does it offer a comparison (different context [?] comparison and ideas) that can be useful to highlight or underscore the key areas of your proposed areas of study?
This last area (d) is particularly useful for Generation of Ideas, while areas (a),(b) and (c) are useful and necessary for Analysis and Evaluation of Ideas


2) Use academic language that is formal, considered and cautious. A list of phrases typically used in academic-style writing is provided for reference. References to a thesaurus may be necessary.


To present the views of others:
X argues/ maintains/ says/ observed/ points out/ suggests/ believes that …
It has been argued /observed/ suggested (by X) that …
In X’s view …
As noted by/ According to X, …

To evaluate support offered for a view:
This is relevant …
… proves/ justifies/ supports/ is consistent with …
… provides strong support that …
This is irrelevant/ a fallacy/ a mistake
… contradicts/ refutes/ conflicts with …
… provides weak support/ telling criticism …

To express agreement:
I agree with X/ X is correct when he says/writes that …
What X says is true/ correct/ fair/ credible/ acceptable …
X may be correct in saying that …

To express disagreement:
X misrepresents the position.
I disagree with/ object to/ reject/ question …
What X says is false/ implausible/ biased/ oversimplified/ unacceptable …
… but/ however/ on the other hand …



To express your own claims/views:
My opinion/view/thesis is that …
The first thing to be considered is …
The facts are …
I am certain/ believe that …
I would argue that …

To support a claim and/or to explain:
… because/ since …
If … then …
The evidence implies/ suggests …
The/My reasons are …
The causes are …
That is why …
… explains why …

To recommend/ decide:
We should …
I recommend …
The best option is to …

To conclude:
(As can be seen) from the data/ results/ information, it may be concluded that
I conclude/infer that …
Therefore, it follows that …
… proves/ establishes/ demonstrates/ justifies that view that …
… so/ hence/ thus/ consequently/ accordingly …
For this/ that reason …
As a result …
In conclusion …

REMEMBER, use ONE source/material for your evaluation. Hand in the draft 1st week after school re-opens if possible.

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have fun with your eoms!:)