Reading, Writing and Reasoning : A Guide for Students

"A concise and useful guide, which provides an overview of the skills necessary to good reviewing ... Dealing clearly with traditional sources such as books and journals alongside recent developments such as wikis, blogs, and other online material, this handbook provides students with not only the basics, but guidance on the evolving issues in research dissemination and literature reviewing."
Daniel Zahra, Student, University of Plymouth, UK

What do you have to do to achieve success in your university studies?

Many students find the 'step up' from school or college work to university study a challenge. The same is frequently true for those returning to study after time spent in the workplace. If you find yourself in either of these situations then this is the book for you. Straightforward and sympathetic, this accessible handbook will help you to develop the essential skills in three of the core aspects of university study: reading, writing and reasoning.

Drawing on a wealth of experience of working with students in a variety of settings, Gavin Fairbairn and Christopher Winch have completely revised and updated this best selling text. It is packed with practical advice, examples and exercises that will be invaluable for all students and assist in developing effective reading practices, high quality academic writing and critical thinking skills.

The new edition contains:

• Expanded coverage on plagiarism and how to avoid it
• Additional guidance on structuring writing
• Suggestions for overcoming writer’s block
• Tasks designed to reflect on key issues and practice skills
• Guidance for tutors on how to help students

Gavin Fairbairn is Professor of Ethics and Language at Leeds Metropolitan University, UK. He has published widely and his books include Reading at University (Open University Press, 2001) and Becoming an Author (Open University Press, 2006).

Christopher Winch is Professor Educational Philosophy and Policy and Head of Department in the Department of Education and Professional Studies, King's College, London, UK. He has published widely in philosophy, linguistics and education.