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.

§The basic structure: most tasks resemble each other

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

§Sources: find them, assess them, show them

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.

§The language: write simply, but keep it technical

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'.

§Editing: the half-mark most people throw away

• 01Always plan at least one day between finished draft and submission — a fresh look catches most errors
• 02PLACEHOLDER_6
• 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.”