Writing and source criticism at upper secondary level

The gymnasium part of eux sets requirements that the workshop does not train: you must be able to write coherent, argumentative text with correct use of sources. This applies in Danish A, in the reports in the natural science and commercial subjects — and especially in the occupational area project, where an oral test is based on your written answer. The good news: academic writing is a technique with fixed steps, not an innate ability.

Regardless of field, longer written assignments follow a basic structure: an introduction that presents the subject and the assignment's question (the problem statement); a main section that investigates and analyses using the field's theory and method; and a conclusion that answers the question from the introduction — no more, no less. A classic beginner mistake is a conclusion that concludes something the assignment never investigated. Always read the introduction and conclusion against each other at the end: they must fit together as question and answer.

• 01Introduction: topic, motivation, problem statement and approach
• 02Statement: the necessary background – brief and targeted, not everything you know
• 03Analysis: this is where the weight lies – use the trade's concepts actively on your material
• 04Discussion/assessment: strengths, weaknesses, alternative explanations
• 05Conclusion: the answer to the problem statement in concentrated form
• 06Bibliography: all sources used in consistent format

A task is never better than its sources. Source criticism means that for each source you assess three things: sender (who is behind it — an authority a researcher a manufacturer a random blog?) purpose (does the source want to inform sell or persuade?) and timeliness (are the facts still valid — rules and standards change). As an EUX student you have access to unusually good sources: regulations and guidelines from UVM and other authorities standards manufacturer datasheets and your own documented practice from apprenticeship.

Good task language is not complicated language. Write short sentences with one message at a time, use the trade's concepts precisely — and explain them the first time they appear. Avoid colloquialisms ('you know', 'just', 'really a lot') and unsubstantiated claims ('everyone knows that...'). Active voice is almost always stronger than passive: 'I measured the moisture in three points' is better than 'the moisture was measured'.

• 01Always plan at least one day between finished draft and submission — a fresh look catches most errors
• 02Read the task aloud to yourself: that's where you hear the knotty sentences
• 03Check the thread: does the conclusion address the problem statement?
• 04Review all sources and bibliography at the end — one missing source can be costly
• 05Use spell check, but don't rely blindly on it: it doesn't catch incorrect technical terms
• 06Exchange the task with a partner and make scheduled feedback: two pairs of eyes before submission

“In the workshop, you measure twice and cut once. In writing, it says: write once and read it through twice.”