PRE-SESSIONAL READING TASK

Finding Relevant Basic information: this alone is not ‘adequate’ according to the
Sources: criteria
1. Why the input (be specific which information you are
Explain why this source is identifying) is relevant for your writing
relevant for your writing 2. Why the input is relevant to your purpose (point/
purpose. argument/sub-point/counter-claim)
3. Where you use the information in your writing (paragraph à
250-350 words as point/ support/ claim/ theory, etc.)

More advanced and critical: Some of this is necessary for adequate

or above
4. How the relevant input from the source directly/ indirectly
supports your purpose (point/argument/ sub-point/counter-
claim, etc.) in your writing, and so how this makes the source
relevant for your writing
5. How the relevant source specifically reinforces your point or
offers a counter to your argument/point/ claim in your
paragraph, helping to develop or argue against this in
following paragraphs
6. What limitations you considered, or actions you took, in
relation to the source’s relevance:
 enhance relevance with combination of sources, with
explanation of the source’s relevance, etc.
 check source is relevant and accurate and is suitable for the
context of your writing purpose

Using Sources Basic information: this alone is not ‘adequate’ according to the
Effectively: criteria
1. What input you use from the source (briefly mention which
Explain how you used method you chose - quote/ paraphrase/ summarise - and
the source to enhance why this suits your purpose)
your writing*. 2. Where and how you use the input from the source (as a main
point/description/example/counter-claim, etc.)
3. What the input provides your argument/point/ counter-
point/counter-claim (e.g. supports, offers an alternative view,
* Enhance your writing etc.)
includes how your
writing allows the source More advanced and critical: Some of this is necessary for adequate
to perform a useful or above
function in the 4. How the input from the source (be specific) makes your
paragraph, and possibly point/argument/sub-point/counter-claim in your paragraph
beyond the paragraph. stronger, more analytical, more logically structured, more
You might refer to the accurate, etc.
structure of the 5. How using the source might build on previous/ following
paragraph you wrote, points in the essay (e.g. showing a limitation to an idea in this
and state why the way paragraph that will establish a better idea in a following
you used it enhances the paragraph)
 PRE-SESSIONAL READING TASK
meaning you want to 6. How considerations that come with the source (limitations,
communicate. context, type, etc.) are effectively communicated in the
paragraph (e.g. in combination with other sources, with
250-350 words specific/cautious language, with specific claims, in the
paragraph structure)