Bonus Course 7: Mastering Academic Skills for Success

Course Aim

This extended session provides a comprehensive overview of core academic skills required in UK university settings. It offers guidance on note-taking, referencing, citation, paraphrasing, writing reflective essays and dissertations, preparing academic posters and presentations, critiquing articles, and mastering essay writing through the PEEL paragraph structure. The course is designed to consolidate previous learning while equipping students with practical tools to approach a range of academic tasks with clarity, confidence, and competence.

Introduction

Academic success in UK higher education relies on more than just subject knowledge. It requires a command of academic conventions, communication formats, and critical skills. International and transitioning students may find these expectations unfamiliar or overwhelming without structured support. This session aims to consolidate foundational academic skills and introduce students to various assignment formats and writing strategies.

By mastering essential techniques such as effective note-taking, academic writing, referencing, presentation delivery, and critical evaluation, students are better prepared to meet assignment requirements, participate meaningfully in seminars, and progress towards independent research. The session also explores the importance of academic integrity, critical reflection, and written structure, all of which underpin successful university performance. Whether preparing a research dissertation or crafting a seminar poster, the skills covered here are central to becoming a confident and capable learner within UK academia.

1. Note-Taking Strategies

Effective note-taking is a vital academic skill that supports comprehension, revision, and critical thinking. Rather than transcribing lectures or readings word-for-word, students are encouraged to actively engage with content, summarising key points in their own words.

Popular note-taking methods include:

• The Cornell Method: Divides the page into three sections (cues, notes, and summary). This promotes active engagement and helps with reviewing material.
• Mind Mapping: Visual representation of ideas, useful for brainstorming and showing relationships between concepts.
• Linear Notes with Colour Coding: Especially helpful for subjects requiring step-by-step breakdowns, such as case studies or processes.

Note-taking should also involve the recording of author names, dates, and publication titles to support accurate referencing later. Digital tools such as OneNote, Notion, or Evernote offer searchable and organised formats, while voice recording (with permission) can support accessibility and review.

The University of Leeds (2022) recommends reviewing and revising notes within 24 hours to improve retention and ensure understanding. Well-organised notes are particularly useful during revision periods and when constructing literature reviews or planning dissertations.

2. Citation, Paraphrasing, and Harvard Referencing

In UK higher education, students are expected to engage ethically and critically with academic literature. Proper citation acknowledges the original source and demonstrates academic integrity, a core principle in scholarly practice.

Citation involves crediting the author in-text, typically using the Harvard style, which uses the author-date format:

• In-text: (Brown, 2020)
• Reference list: Brown, S. (2020) Academic Writing Made Simple. London: Sage Publications.

Paraphrasing is the act of expressing someone else’s ideas in your own words, with appropriate citation. It should not involve merely changing a few words but reinterpreting the information while maintaining the original meaning. Example:

• Original: “Academic writing requires clarity and structure to ensure comprehension.”
• Paraphrased: “Clear organisation is essential in academic writing, as it aids reader understanding (Smith, 2021).”

Plagiarism, whether intentional or accidental, is treated as a serious offence. To avoid this:

• Always paraphrase instead of copying directly.
• Keep track of all sources used during research.
• Use referencing software such as Zotero, EndNote, or Mendeley to manage sources effectively.

Referencing styles may vary slightly between institutions, so students should consult their university’s specific Harvard referencing guide. According to QAA (2021), mastery of referencing reflects a student’s engagement with academic conventions and supports critical scholarship.

 

3. Reflective Writing and Essays

Reflective writing is increasingly integrated into UK university assignments, particularly within health, education, and social care disciplines. It encourages students to evaluate personal experiences, link theory to practice, and identify areas for development.

Models such as Gibbs’ Reflective Cycle (1988) or Kolb’s Experiential Learning Theory (1984) offer structured approaches:

• What happened?
• What were your thoughts and feelings?
• What was good/bad about the experience?
• What have you learned?
• How will you apply this in future?

Reflective essays should remain academic in tone, even when written in the first person. Evidence from literature should be included where appropriate. For instance:

• “Although I initially lacked confidence during clinical placement, I gradually became more autonomous, supported by the principles of Bandura’s self-efficacy theory (Bandura, 1997).”

Effective reflective writing demonstrates self-awareness, critical insight, and a commitment to continuous learning; qualities aligned with UK graduate attributes and professional competencies.

4. Writing a Dissertation

A dissertation or extended research project is a major academic undertaking, typically required at undergraduate or postgraduate level. It involves independent investigation of a research question or problem, demonstrating the student’s ability to apply theory, research methods, and critical thinking.

A typical dissertation structure includes:

• Title Page and Abstract
• Introduction: Outlines the topic, research aim, objectives, and rationale.
• Literature Review: Synthesises current knowledge and identifies gaps.
• Methodology: Describes data collection, analysis, and ethical considerations.
• Results: Presents findings using charts, tables, or themes.
• Discussion: Interprets results in light of existing theory.
• Conclusion and Recommendations

Time management is crucial. Students are advised to begin planning their dissertation early, attend supervisor meetings, and develop a Gantt chart to organise milestones.

The University of Manchester (2022) suggests starting with the literature review to build subject knowledge and clarify the research focus. Writing in stages, keeping a research diary, and regularly backing up work are also recommended.

A successful dissertation reflects not only content mastery but also the ability to conduct research with independence, integrity, and scholarly rigour.

5. Posters and PowerPoint Presentations.

Academic posters and presentations are common forms of assessment in UK universities. They enable students to communicate complex ideas visually and succinctly, often at conferences, seminars, or module assessments.

Posters should be:

• Visually engaging: Use graphs, bullet points, and colour coding.
• Well-organised: Include title, aim, methods, results, and conclusion.
• Accessible: Use clear fonts and avoid clutter.

PowerPoint presentations should:

• Follow a logical structure (introduction, main content, conclusion).
• Use minimal text per slide (ideally 5–6 bullet points).
• Include citations and a final slide with references.
• Be accompanied by verbal commentary, not just read from slides.

Practice and timing are key. Students should rehearse delivery, anticipate questions, and use tools like Presenter View for notes.

As Race (2020) notes, successful presentations require both content clarity and confident delivery. They develop communication and public speaking skills, valued highly by employers.

6. Critiquing Academic Articles

Critiquing a research article involves more than summarising its contents. Students must evaluate the strengths and limitations of the study, consider its relevance, and reflect on its methodological and theoretical soundness.

Key elements of a critique include:

• Clarity of aim and research question
• Appropriateness of methodology
• Validity and reliability of results
• Ethical considerations
• Relevance to the wider literature

For example:

• “While Smith et al. (2022) provide valuable insights into patient safety, the small sample size limits the generalisability of their findings.”

Students should maintain a balanced and respectful tone, even when challenging weaknesses. Referencing other studies to support critique enhances depth.

Universities often provide critique templates or marking rubrics, which outline assessment criteria. Using these as a checklist can guide students in offering focused and analytical evaluations.

Critiquing literature prepares students for evidence-based practice, essential in disciplines such as nursing, psychology, and education.

7. Writing Essays and Using the PEEL Paragraph

Academic essays in UK universities assess a student’s ability to build a reasoned argument supported by evidence. Essays typically include:

• An introduction with a thesis statement and overview.
• Body paragraphs organised logically.
• A conclusion that summarises and reflects on implications.

Within body paragraphs, the PEEL structure is an effective method:

• Point: State the main idea.
• Evidence: Support it with references.
• Explanation: Analyse and interpret the evidence.
• Link: Connect to the next point or back to the main argument.

For example:

• Point: “Effective communication is a core element of safe nursing practice.”
• Evidence: “According to NMC (2018), poor communication is a key factor in clinical incidents.”
• Explanation: “This indicates that communication is not just interpersonal, but central to professional accountability.”
• Link: “This will be further explored in the context of inter-professional collaboration.”

PEEL helps maintain coherence and clarity. Students should also use signposting language (e.g., “in contrast,” “furthermore”) to improve flow and argument progression.

Additional Academic Skills to Develop

To support academic progression, students are also encouraged to:

• Engage with feedback to improve future assignments.
• Use library databases and Boolean search terms for effective literature searches.
• Attend study skills workshops run by student support teams.
• Develop critical reading skills, questioning the author’s purpose and evidence.

Together, these habits enhance independence and academic maturity.

Conclusion

Mastering academic skills is a continual process that underpins success throughout higher education. This bonus session has explored a range of essential competencies, from foundational tasks such as note-taking and referencing, to higher-level activities like article critique, dissertation writing, and presentation delivery. By applying structured approaches, using digital tools, and actively engaging with support systems, students can build confidence and produce academically rigorous work.

Effective communication, critical thinking, and academic integrity remain at the heart of UK university expectations. As students reflect on their learning journey, they are encouraged to continue developing these skills independently, seek feedback, and embrace the process of lifelong learning.

References

Bandura, A. (1997) Self-Efficacy: The Exercise of Control. New York: Freeman.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.

Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

QAA (2021) UK Quality Code for Higher Education. Available at: https://www.qaa.ac.uk

Race, P. (2020) The Lecturer’s Toolkit. 5th edn. London: Routledge.

Smith, J. (2021) Academic Writing Essentials. Cambridge: Academic Press.

Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change. London: HEA.

University of Leeds (2022) Note-taking for Academic Success. Available at: https://library.leeds.ac.uk

University of Manchester (2022) Writing a Dissertation: A Guide for Students. Available at: https://www.manchester.ac.uk