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Hi Hollie, Off the top of my head, I'd suggest approaching it by asking 'what 3 points do I want the students to take away with them'? [3 points is usually a good number for people to remember in this sort of session] If its a critique of a paper, you may want to ask things like how well did the paper get its message across, how well was the content structured (e.g. Point, Evidence, Evaluation, Link) as suggested below and what would they change to further develop the paper? So you could split the class up into various groups (or even start small with think, pair share etc) to work on these and then draw the session together by pooling key tips under each point. The result would be suggestions the students could take away with them, perhaps on a crib sheet you handed out at the start? They can then apply this thinking to their own work in future? Regards Paul From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Holley, Debbie Sent: 25 June 2013 07:34 To: [log in to unmask] Subject: Re: teaching students to read and critique a research paper Hi Mandy Sandra Sinfield suggested this to me - worked with 120 Get the relevant article, enlarge and photocopy onto A3 enough for each group to have a section of the article - Divide class into 2 halves - so more manageable for later! You could use two different articles Each half ie 12 groups gets a section of the enlarged article (can be as small as a paragraph) The group identify the key points in the paragraph - what is the main point? What is it telling us? What are the facts? What came before this paragraph , what do they think will come next? After around 10 minutes, two members from each group come up to the front - one holds the a3 sheet the other talks through the summary of the group discussion - so you will end up with 12 at the front in the 'wrong order' the rest of the class then have to work out how to sequence the 12 students to the paper is put together in the right order - ie introduction, background context, aims, literature and so on up to conclusions. You could do it with 2 papers with your larger group. I use the http://www.online-stopwatch.com/countdown-timer/ to keep time as it has a nice loud ring and my voice isn,t very loud Hope this helps as an idea:) Debbie Sent from my iPad On 24 Jun 2013, at 23:03, "M. Gough" <[log in to unmask]> wrote: Hello all First, thank you for your last responses to my first posting here asking for ideas around describing what I do. I managed to come up with a suitable paragraph thanks to your suggestions. It's good to know there are others out there. Following the creative discussion can anyone suggest how I can make a forthcoming 2 hr lecture/class with up 150 students more interesting? Our Level 5 nursing students have to produce their first ever 2000 word research critique requiring them to appraise a research paper from selection provided. Although it is in a lecture theatre, I would like to spend most of the time getting them to work in smaller groups to work on various activities around the appraisal/critical process. I asked some of the students what they would find helpful and answers range from 'essay writing structures' to 'work through a research paper with us', understanding what 'all those words our lecturer was using', 'backing up everything we say' and 'using academic words and phrases'. . I have a smaller group of Level 6 students who need the same but at a higher level as they are PG. As I am really not at home with such very large groups so I'm looking for some creative ideas that will make the session manageable, useful and enjoyable! Any ideas or pointers anyone? Kind regards Mandy ________________________________ World-leading research. The government rated 8 areas of our research activity as world-leading in the Research Assessment Exercise (RAE) 2008, they were: Allied Health Professions & Studies; Art & Design; English Language & Literature; Geography & Environmental Studies; History; Music; Psychology and Social Work & Social Policy & Administration. This e-mail and any attachments are intended for the above named recipient(s) only and may be privileged. If they have come to you in error you must take no action based on them, nor must you copy or show them to anyone: please reply to this e-mail to highlight the error and then immediately delete the e-mail from your system. Any opinions expressed are solely those of the author and do not necessarily represent the views or opinions of Anglia Ruskin University. Although measures have been taken to ensure that this e-mail and attachments are free from any virus we advise that, in keeping with good computing practice, the recipient should ensure they are actually virus free. Please note that this message has been sent over public networks which may not be a 100% secure communications.