Considering the Question www kent ac uklearning Considering

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Considering the Question www. kent. ac. uk/learning

Considering the Question www. kent. ac. uk/learning

Considering the question By the end of this tutorial you will: • Understand how

Considering the question By the end of this tutorial you will: • Understand how to unpick an essay question • Know how to consider an essay question within its context • Generate a list of questions to aid your research

Unpicking the question: key components Instructions Defining factors Topic/s

Unpicking the question: key components Instructions Defining factors Topic/s

Example: Explore how and why the victim’s role in the criminal justice system has

Example: Explore how and why the victim’s role in the criminal justice system has changed over time. Instruction Defining factor Topic Explore how and why the victim’s role in the criminal justice system has changed over time.

Essay instructions Explore … Instruction verb* to question; to give an overview of all

Essay instructions Explore … Instruction verb* to question; to give an overview of all view points (& the evidence used) before providing your own argument(s) (Explore) Consider different view points (& the evidence provided) on how and why the victim’s role in the criminal justice system has changed over time before you provide your own argument (based on evidence/reading). * You can find a list of essay instruction verbs at www. kent. ac. uk/learning ‘Learning resources’

Defining or limiting factors …how and why … • How: in what way ?

Defining or limiting factors …how and why … • How: in what way ? • Why: because of who or what ? …has changed over time … • Assumption: It has changed. • Question: Over what time? • The last 10, 50 or 100 years? • Since a particular moment in time?

The topic …the victim's role in the criminal justice system Generate questions, e. g.

The topic …the victim's role in the criminal justice system Generate questions, e. g. • How does the CJS work? • Where is the victim in the CJS? • What is the role of the victim? In relation to what? • What can a victim do/not do? • How and why has this changed ? • From what to what? Who and what?

The question within its context Why this question? On this module? Module Outline/Brief •

The question within its context Why this question? On this module? Module Outline/Brief • Module description • Most relevant lectures (slides/recordings) Learning Outcomes • Wider context e. g. relevant theories, concepts or developments

You should now be able to: • Unpick your ‘question’ • Consider your essay

You should now be able to: • Unpick your ‘question’ • Consider your essay ‘question’ within its context • Generate a list of questions to aid your research If there’s anything you don’t understand please book an appointment, or contact us at learning@kent. ac. uk To access our essay question verbs list and study guides at: www. kent. ac. uk/learning ‘Learning resources’

Get in touch… The Student Learning Advisory Service is committed to continually improving the

Get in touch… The Student Learning Advisory Service is committed to continually improving the quality of service we offer to our students. Your feedback is very important to us. Please contact us at learning@kent. ac. uk

Get in touch… SLAS CONNECT To book an appointment: www. kent. ac. uk/learning@kent. ac.

Get in touch… SLAS CONNECT To book an appointment: www. kent. ac. uk/learning@kent. ac. uk SLASkent Kent. Uni. SLASkent