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Some great tips when reading academically are listed below:
start with one sentence and then move on to the next. Breaking things down into small and manageable pieces such as sentences, means you are able to slowly build your understanding.
Writing notes as you go can help to remind you of what you have already read and ensure you do not loose your place.
Use highlighters to make key words stand out.
Sticky notes can be used to identify key information within the document, and can be left to stick out the side of a document like index cards.
If you are very stuck as to what the resource states, try and put some of the information in to an AI programme and ask it to simplify the piece of writing for you.
Tips:
Learning to speed read is an exceptionally helpful skill.
Create a glossary of the key terminology in your subject
Keep a tab open on your computer or device that helps you understand new technology
Consider putting pieces of writing in to AI and tell it to simplify that piece of text.
Academic reading tips
Academic reading tips
Do not make the mistake of trying to read every word in every paper. The key thing is to understand what the general subject of the paper is and start slowly going through each piece of the text.
Once you have found a paper that appears to have an appropriate title, read through the abstract. The abstract is like an academic version of an overview and provides key points of information from each section of the paper. If you read the abstract and the paper still appears to be relevant to your requirements, then move on to the introduction.
The introduction of a paper should introduce the reader to the general topic that the paper is about. It may also provide information about key terminology, key research and theories within the area and why the research is important. You may also find, where relevant, the aims, hypothesis and research question of the paper is stated. This is a great place to start finding out some key information.
Once you have read the initial sections, you may find it helpful to read the methodology, particularly if you are required to critically analyse the research. The methodology is also often split into sections by sub-headings which can help you to navigate the information as you need to. Consider whether the research is longitudinal, cross-sectional, blinded, double blinded or uses interviews. If the research utilises questionnaires or other, standardised measures, have they been changed or are they being used in conjunction with other measures.
Make sure you also consider the participants and their general details. How many people were involved, what sex did the participants identify as and what was the age range. Finally, consider how they have collected the data and what sampling strategy was used.
For those readers who are not confident or are not strong readers, it is a good idea to move on to the conclusion after the methodology. By looking at the conclusion you are able to see the main findings of the research, as well as clearly seeing the overall impact of the research.
Once you have built your confidence with the introduction, methodology and conclusion sections, you should be able to read the discussion. Some discussions may have sub-headings which can help you to break down the results and how/why the results are important. Sometimes you may need to read and re-read sentences or paragraphs in order to fully understand what is being stated and the impact.
Finally, take some time to view the results and, if nothing else, try to find the descriptive descriptive statistics such as the mean, median, range and mode. If you are feeling a bit more confident, try to pick out any results that are significant (P ≤ 0.05) and then see if you can figure out what that means (use the discussion and conclusion to help you).
What if I hate reading?
Reading can be a task that induces feelings of fear, boredom and disdain for many people no matter the topic but reading resources online can seem like an impossible task. Whilst printing out these resources can be a good idea, many of us are far more aware of and concerned about the environment and the impact of printing out a lot of resources. As such I find that students often choose to ignore the expected readings and thus, miss a lot of key information and learning.
If you are lacking in confidence or struggle with reading, do not worry as there are a lot of tools that you can use to help you through a resource. The links below can support you with both reading and understanding each resource without you having to read, re-read, question and re-read 15 times. You may also find further supportive links, apps or tools online but these are just some examples.
Microsoft text to speech
Microsoft text to speech is a built in feature that can be used by anyone with access to Microsoft. Simply go to the top of your screen and you will see the toolbar at the top left hand side of your screen which includes the 'save' shortcut and the 'back' shortcut. You will notice there is a dropdown menu, click this and tick the option titled "read aloud". You are then able to highlight the text you wish to be read out loud and simply sit back and listen to the text. If you need further support to access this tool, click the following link to get a step by step explanation: Use the Speak text-to-speech feature to read text aloud - Microsoft Support.
Read aloud
This is an add on that works for some web platforms including Chrome and Edge and allows the user to have the website they are on, read out loud. You are able to change the pace at which the words are spoken as well as having different options of voice type. For further information, click the link: Read aloud
General accessibility tools
In the settings area of a computer you have the options to change a wide variety of settings which can make documents more accessible. Be sure to explore the options for text size, magnifier, colour filters, colour contrast, narrator and speech, all of which can help you to access your resource.
Research platforms
To link Google scholar to your library account, follow these instructions:
1. Open Google scholar
2. In the top left corner is a button that looks like 3 lines stacked on top of each other
3. Once you have opened this, choose the ‘settings’ options on the drop down list.
4. Now that you are in the settings, click on ‘library links’
5. You can now search for your university library but remember, keep the ‘Open world cat’ option ticked as this is the name of the Google scholar search engine. Find your university and ensure that box is also ticked before clicking ‘save’.
Congratulations, you are now able to access anything on Google AND anything available through your universities library. It is super simple to now access all of the research on the one platform!
Academic research
Academic research
When writing an assignment is not just about using fancy language and well-structured paragraphs, it is also about the research that is used to highlight key points, theories and importance of information. When writing academically, particularly scientifically, emotion, speculation and opinion should not be used. As a result of this, try to ensure, before you start writing an assignment, you have read at least 10 pieces of academic literature to ensure you know what is happening in that scientific area.
If you are writing and have not read the recent scientific literature in the area, how can you really write scientifically; based on the basic knowledge you have? The issue is, how do you find the right research without spending 50 hrs researching and another 150hrs reading through the piles of useless research, occasionally finding a gem hidden in pile of coal. OK, so that may be a slight over exaggeration, but it does feel like this is the case every time we research. So how do we fix this? Simple, ignore the research and use chat GPT? NO! Learn how to research effectively.
The first place to start is the search engine you are using. I know universities often suggest you use their library search and nothing else, but is that the best way? I would suggest you link both the university library and Google Scholar so that you are truly accessing all of the research available to you. To find out how to do that, look at the instructions to the box on the left.
Research tips:
Remember, a computer will do exactly as you tell it and is not able to understand hidden nuance or meaning. This means that you have to tell the computer EXACTLY what you are looking for. Do not make the mistake of simply copying and pasting the assignment question into the search bar as this is EXACTLY what the computer will search for …WORD FOR WORD! For example:
“Compare and contrast the reproductive strategies of two selected animal species, and describe the key stages of embryological development through which they pass”
By copying and pasting this directly into the search engine the words (including “the”, “of”, “two”, “through”) will be searched for in the exact same order as they appear. As I am sure you can imagine, this will not come up with many useful search results. In fact, there are a mere 19, 400 results and it would involve a lot of digging to sort the good stuff and get rid of the useless pieces. Instead, just focus on using the key words you need.
“Compare and contrast the reproductive strategies of two selected animal species, and describe the key stages of embryological development through which they pass”
Reproductive strategies is a pretty easy one to pick out but the others. Perhaps not as much so, the rest of the key details.
Selected animal species…find out what these are and then include them in your search. In this case the species are horses and flamingos.
The key stages of embryological development really refers to looking at the way that the unborn embryo’s develop in these two species. Remember one is a mammal and one, a bird so they will vary a lot.
Now what does that actually mean in terms of a literature search? I would start a basic search by inputting some of these details. By using Boolean phrases to help in your search you can find some useful resources in no time. You can also figure out what other versions of the words you are able to use rather than just the ones that are used within the assignment brief.
Reproductive strategies; Reproduction, Reproduce, Reproductive, Procreate
Embryological development; Development, Embryology, Embryo, Developmental
Horses; Equines, Equus, Equestrian, Equidae
Flamingos; Flamingo, Flamingos, Common flamingo, Phoenicopteriformes
By creating a table like the one above, you are able to figure out what mixture of words you are able to mix in order to find your relevant resources. Now, the other part, the “Boolean phrases”. These are a magical few words that can help you to find your research even more clearly.
Boolean phrases:
AND - You are searching for both terms
NOT - Search for everything but NOT “insert term here”
OR - Search for one term OR another
“” - Search this exact mixture of words
So if you add all of these together you can do a very specific search to find the most relevant research. Below are 3 example searches you could do:
“Embryological development” AND Horses NOT Camelidae (14 Google scholar results)
Development AND Flamingo’s OR Phoenicopteriformes (15, 900 Google scholar results)
Embryology NOT Infant (17, 800 Google scholar results)
By having a play around with all of these terms and tools, you should be able to broaden or narrow down your search. Don’t forget to use the other features of Google search too. You are able to narrow down the search based on the year of publication.
Academic writing
Academic writing
What is academic writing?:
Academic writing is a core skill needed for any student but can be difficult to get used to. When learning how to write academically it is crucial to know what that academic writing is, versus what academic writing is not.
Academic writing should be clear, concise and free of opinion. It should be well structured with a clear flow of information that does not feel 'jagged' to read. Having a piece of writing that appears to jump all over the page (due to lack of structure) or that grinds awkwardly from one sentence to another is not good writing, therefor you should consider your piece before you have even put pen to paper (so to speak).
Where to start:
Every piece of writing should start with researching. Once you have read multiple, relevant academic resources, you can then start to think about what information you need to put in your work. Knowing what the literature says is crucial as; how can you know what to write about without knowing what is being discussed in key academic work? Is that not just writing based on your opinion or your general understanding of a complex topic?
Starting by exploring what the scientific and academic community are saying regarding your topic helps you to focus on the important information rather than writing based on conjecture, emotion or misinformation. Once you have more information you can create a strong plan (see the planning section) and this will ensure your work flows and "builds a picture".
Other things to consider with academic writing:
You should be sure to use professional/academic terminology based on your course/topic requirements. Use your lecture notes to help you figure out what these words are and perhaps create your own glossary too.
When writing, be sure to use full sentences and include appropriate punctuation. Do not be afraid to use sentences of different lengths as these can helps your writing to have a nice flow and rhythm to it. If you struggle to write longer sentences, consider the use of conjunctives (joining words) to join two sentences together.
You should also ensure you use an appropriate paragraph structure throughout your work. Remember, one line or one sentence is not an appropriate paragraph. You should have an introductory sentence and a joining/end sentence with a clear purpose and point/idea running through the whole paragraph.
Always ensure you provide an introduction and a conclusion, unless told otherwise.
You should not use shortened versions of words. That means you should use Should not rather than shouldn't, could not rather than couldn't and it is, rather than it's.
You are not writing a text message, you are writing an academic piece of writing, as such, do not use "text speech".
Although colloquialisms are a normal part of our world, they should not be used in academic writing. Sayings and words that are used local to a specific area or culture (colloquialisms) should not be used as they may not me understood by everyone.
As tempting as it might be, do not write in an extremely complex and difficult piece of writing. Having an exceptionally complex and difficult document that no one can read does not show academic prowess...having a document that has depth, critical analysis and helps the reader to understand is far better.
Depending on your degree you may be expected to write in 1st person. This means you should not use words such as "I", "me", "we", "she", "he" or "they". Instead, try to refer to the piece of research, writing or fact as if it is it's own entity.
Keep in mind:
Academic writing can seem very strange and almost impossible to those who are not used to it but when you start to understand the expectations, it becomes almost "normal". Do not forget that this is a skill you need to work at, so do not expect yourself to be perfect straight away.
The main structure of an essay includes 3 parts
1. The introduction
2. The body of the work
3. The conclusion
1. Introduction
An introduction is a key aspect of any essay and should be used to help the reader understand the general topic of the essay. It should include information such as definitions for key terminology, introduce theories (introduce only), and may also include a brief history of the key topics. The context and importance of the topic are important to make clear in this section and any research issue should be introduced here.
2. The body of work
The body of the assignment is where the key information is presented to the reader. Dependent upon the topic, the main body of the assignment should be where the reader is provided with the key information and facts. They should be guided and educated on what previous research and literature has stated, providing a critical look at the pieces of work.
3. Conclusion
Conclusion’s are the area that the reader is reminded of the key points made throughout the essay and how and why they are important. The conclusion should help the reader to make conclusions and understand the implications of the research that has been synthesized.
Key tips
When writing an essay, keep the following rules in mind:
Good written work should be coherent, well structured and informative.
An essay should be easily understood by your audience
Your essay should be separated into effective paragraphs consisting of sentences of different lengths.
A good rule of thumb is that both the introduction and conclusion should be 10% of your word count (each)
A good size paragraph is between 200-300 words so plan the rest of your assignment (80% of the total word count) based around paragraphs of this size.
Essay basics
Essay basics
Essays
Universities are all different and have different expectations for their students but there are a few key assessment structures that will be expected worldwide. One of the key formats that will be expected is an essay. An essay, whilst often considered a basic academic standard by universities, are often one of the formats that instils a sense of fear and confusion in students. One of the reasons for the confusion could be that the expectation for high school and college students when writing an essay is very different to the expectations for university students.
An essay at this level is expected to be based on fact, evidence and truth rather than opinion, personal experience or conjecture. An essay should be well structured, have a good rhythm and flow to it and should link evidence, whilst also providing examples to help the reader piece everything together and come to their own, informed, conclusions. By knowing the expectations for essay writing, much of the stress associated with essays can be removed.
Structuring an essay: details
Title
If you are writing your own title, you should make sure it is both informative and interesting, thus drawing in the readers interest.
Informative and catchy are two things you need of your title.
Make it as short as possible but also ensure it makes sense.
Introduction
This is an introduction to the topic and key questions that are being answered in the main body. The introduction gives an outline to the writing in the assignment but should not act as a ‘road map’ of what the reader is about to view in your work. Start broad and then focus down within your main body...imagine your assignment looks like an hourglass; starts broadly, narrows into the main point and then broadens out again.
Start by making an attention grabbing introductory statement about the topic.
Do not write your introduction like a recipe, a step-by-step outline is not needed.
Relevant research should be referred to throughout the introduction.
Make it clear to the reader why the topic is important
Main body
This is where you can outline the main points you wish to make. Critically review the literature within the area and discuss in detail. This area broadens and deepens the readers knowledge and understanding.
Academic literature should steer your writing
The reader should be provided with a balanced argument, this means each point of the assessment should have an equal amount of words
Each piece of research should be clearly linked to your assignment
Clearly link each paragraph to the next and have an introductory sentence to each paragraph.
Any assignment should flow and should not drift off topic.
Remember, your reader does not know what you are trying to say, only what you actually have said. Make sure you explain every point clearly and link it to the overall topic of your assessment.
Conclusion
The conclusion should synthesise the key points from the rest of the assignment and should help the reader to understand the "big picture" and bring the assignment to a clear and concise finish. The conclusion should not tell the reader what to think, rather, it should help the reader to come to their own conclusions.
No new information should be introduced in the conclusion
As with the rest of scientific writing, resources should be referred to in the conclusion
Try not to start the conclusion with "In conclusion" as this can be 'clunky' when not used appropriately
Clearly state the implications of the work and how this has implications in the real world.
Face to Face meetings
As with other forms of communication, face to face meetings should be well considered and pre-planned. Consider what the meeting is about and what it is you wish to get out of the meeting. Once you have reflected on this, get in contact with your lecturer and request to have a meeting with them.
It is a good idea to make suggestions of when you are available throughout the week and ask them if any of those times would work for them (remember, they will have a very busy schedule and may have another 20+ student meetings during the week). Do not expect that they can see you immediately or this week but do ask if you can see them as soon as possible.
Before you attend the meeting write a list of questions you wish to ask of the lecturer and make sure you are able to clearly express these. Also make sure you are able to record the answers and be sure to clarify anything that you are not sure about.
If you would like to ask something about your assignment, take your laptop with you and ensure you are able to show your lecturer the part (or parts) of your assignment that you would like support with. You may also wish to highlight or make comments on your assignment prior to your meeting just in case you forget when you are in the meeting.
Meetings with lecturers
Meetings with lecturers
This is a topic that many do not recognise as being important however, having an awareness of appropriate communication between students and lecturers is an important skill that all students should be aware of.
Written communication
When communicating in a professional environment or with another professional, it should be well considered and should be written with the intent of providing a respectful and informative interaction. Remember, a university lecturer may have many hundreds or possibly thousands of students they work with on a week to week basis so should not be expected to know all of these students based on their email address. This is why any email should make it clear who you are, as well what you are emailing about.
Emails
Everyone should be including the following in their emails and professional communications:
1. An appropriate greeting: “Good morning”, “Good afternoon”, “Hello…” etc.
2. Introduce yourself: “My name is… and I am in your … module.”
3. State the reason for getting in contact and make it clear what you need help with.
4. DO NOT tell your lecturer what you NEED, instead ask for help or support with something.
5. Remain polite and consider your words as it can be difficult to express yourself in written form without properly expressing your emotions or intent.
6. End with a thank you and polite ending to sign off your email.
7. Finalise with your name again.
An example is included below:
“Good morning Jack,
My name is Forrest, and I am in your 1st year animal welfare module. I am getting in contact regarding the assignment due on the 13th December. I am a bit confused about the expectations for providing an introduction and abstract as it does not state in the assignment brief, and I was not sure that they should both be included. Any clarity on this matter would be greatly appreciated and I am happy to arrange a meeting if that would be easier.
Best wishes,
Forrest”
Remember, any communication between yourself and your lecturers is important and should be well considered and both of you should treat one another as professionals at all times.
Points to include/consider in a plan:
Read the assessment brief at least twice
Break your work into smaller chunks.
Work on the rule that an introduction should be approximately 10% of your word count and a further 10% should be your conclusion.
Break the rest of your word count into paragraphs of approximately 250 words.
Ensure you have consulted the assessment brief throughout and included the main points as stated in the brief (Yes it is important enough to have as 2 points).
Use dot points first and then expand these out in to sentences.
Main sections:
Abstract: Think of this as an overview of your entire piece of work and one that should include one or two sentences about each section of your work.
Introduction: An introduction should introduce the overall topic of your piece of writing. It should not be a step by step of what your reader is about to read…that is superfluous. Instead, think about the key things your readers need to know in order to understand the rest of the assessment.
Main body: This is where you structure your argument, include any reference to literature, theories, examples and other key points that will help your reader to fully understand what you are trying to inform them of. Keep in mind that you should provide this detail within well structured paragraphs that flow together to form a well-rounded and informative piece of writing.
Method: This is where future researchers should be able to come and know exactly what you did in your research. Think about the measures you used and their efficacy, what did your participant group look like and how many were there? Were there any specific conditions such as time of day, hours between tasks and even any particular environmental conditions.
Results: This is where you should simply state the results that you found, you do not need to explain the results yet.
Discussion: This is where you discuss the results, reasons why the results may have occurred and what that means for the area and for your research.
Conclusion: This is where you conclude the assignment. Do not include any new information here but remember you want to tie your writing up with a nice, neat, metaphorical bow which brings together all the main points of your work.
Key tip:
By starting a plan you can remove the issue of "Blank page syndrome"; the issue of staring at an empty document.
Planning an assignment
Planning an assignment
How to plan
Why Plan?
Planning is something that many students get told to do, but choose to ignore OR have no idea what planning actually "looks like". By planning your assignments before starting the full writing process things such as research, structure and paragraph links can be considered.
Think about having 2000 words to write... the areas that need to be include are an introduction, a conclusion, research, and possibly, aims, methodology and arguments as to why your arguments are relevant. Ask yourself; If someone were to give a random subject that you know nothing about ie; "discuss the statement made by Degrassi that argues "A living being is unable to live for longer than 500 years", Would you realistically be able to write a clear, well structured, assignment that provides enough scientific research and evidence to support your argument?
Although this may appear to be a hypothetical situation, many students try to create a complete assignment based on the smallest amount of information and using only their general knowledge. Whilst it is common to hear lecturers and other professionals encouraging students to make a plan for their assignments, this suggestion can be a stressful concept due to not fully understanding the need for a plan and not understanding how to create a plan.
If you are uncertain about why plans are important consider what you are asking yourself to do without a plan...an introduction, a well flowing, clear and concise body and a conclusion that helps the reader to understand the rest of your work. Now imagine doing this task and having a "roadmap" of what to write, when to include it in the piece of work and how to make a clear argument whilst also allowing your reader to understand all of your points. But how does one do this?
How to write a plan
When starting an assessment or a plan, you should start off by reading the assignment brief thoroughly. Highlight key points or command words such as "using appropriate literature", "referring to core theories", "critically analyse" and "include any relevant statistical data" and make notes to clarify these points. Next, reading around the area should be a priority. Writing about a subject without knowing what is being discussed within academic literature goes against the concept of an academic piece of literature; it should be based on what is currently being discussed within the academic arena and consider theories, data and academic arguments/statements. As such, before writing, consider reading at least 10 pieces of academic literature.
By doing this initial reading, any core topics can be included with reference to the relevant literature. Throughout the reading process, ensure you are writing notes about the resource and certain elements that may be included within your assessment. Based on your notes and reading, you should be able to note down the key themes and elements you wish to include.
Next you should consider your word count. A 2000 word essay can seem overwhelming so breaking it down into smaller pieces can help. A good rule of thumb is to use 10% of your word count in the introduction and a further 10% in the conclusion. With this is mind your introduction and conclusion would be 200 words each, leaving 1600 words for the rest of the assessment. A good size paragraph to work towards is 250 words so, bearing these in mind, you can include 6 paragraphs and will have 100 words left over. These left over words can then be included where needed.
Now, separate your core topics into 'paragraph topics' (6 paragraphs) and you are then able to build each paragraph. You are then able to move your paragraphs around and restructure the plan to suit your needs. Remember to include an introductory sentence at the beginning of each paragraph and either a concluding sentence or, a joining sentence. If this is something you struggle with, you can put in your plan how you will link your paragraphs.
As you write your plan you may also find places where you are able to put the resources you have read. Do not forget to maintain the appropriate level of analysis and critical thinking throughout your plan and ensure you stick to the word count throughout.
Professional emails
Professional emails
Professional emails may not seem important but they are a key skill that many students have not mastered. When communicating with anyone within the university, including lecturers, academic advisors and module leaders, you should use the basic structure of a professional email.
To the right are five emails, each from a different student within a study skills module, who are trying to get some support/clarification from their lecturer regarding the assignment for the module. Think about the differences in each.
Keeping in mind that many lecturers teach many hundreds of students, have a very full time table and have to complete a lot of different tasks throughout the day, which one of the emails do you think would be most appropriate for them to receive?
What are the issues with each email?
Student 1:
Whilst it is good that they have put a greeting (Hi), it is very informal and does not address the lecturer properly. They also tell the lecturer that they need an appointment rather than asking for one which is both presumptive and rude.
Student 2:
Where to start...This student appears to have forgotten that they are not speaking to a friend. They also appear to have forget their manners and the fact that the lecturer may have many hundreds of students and may not know which student this is.
Student 3:
This student has been a little bit more polite and has at least said hello (well, "hey") but they have used an inappropriate and informal version of a greeting. Next time they should use "hello", rather than "hey". It is also good to see that the student has asked if they could meet up regarding the assignment so the lecturer knows what the meeting will be about. It is also good that they have stated a time that they are free but next time they should provide multiple times that they are available and ask the lecturer if any of those times suit them, rather than just assuming they will. Finally, do not include an "x" at the end of your message, that should be left for loved ones only.
Student 4:
This is a lovely email but still fairly simple. The student has greeted the lecturer appropriately and has then confirmed to the lecturer who they are and what module they teach them in. The student then indicates that they have been working on the assessment and, despite trying, they are struggling to understand a few points. They then ask for a meeting sometimes within the week which suggests that they are aware the lecturer will be busy but that they would like to see the lecturer as soon as possible. Finally, the student finished with "best wishes" which is an appropriate ending to an email and indicates that you appreciate them reading the email. By also putting their name, they have once again reminded the lecturer who has sent the email.
Student 5:
No greeting, explanation of what the email is about and no manners, this is definitely in need of a full re-write. The fact that the student has also expected that the lecturer will simply look at the assignment and tell them what else they should do...the student may as well have asked the lecturer to write the assignment for them.
Next time, they should arrange a meeting where they can ask about the areas they are worried about (conclusion or if they have been critical enough) and explore the assignment with the lecturer.
Example emails:
Below are 5 example emails written by a student, to a lecturer. Read through the emails and reflect on how the students could improve the emails next time.
Student 1:
Hi,
I need to make an appointment about the assignment because I am a bit confused.
Student 2:
Can we have a meeting tomorrow?
Student 3:
Hey Jackson,
Can we catch up about the assignment? I'm free tomorrow after class.
Thanks x
Student 4:
To Jackson,
My name is Sid and I am in your 1st year study skills module. I am having a look at the assessment and am a little uncertain about a few points. Could we please arrange a meeting for sometime this week?
Best wishes,
Sid
Student 5:
This is my assignment, can you have a look at it and tell me if I need to add anything
To find out how each of these emails could be improved, read the "What are the issues with each email" to the left.
Key take aways:
Emails to your lecturers are not like messages to your friend.
Do not include an "x" at the end.
Do not use text language
Ensure you make it clear who you are, what module they teach you in and what the email is about.
Do not expect your lecturers to 'find issues' in your assignment for you, that is your job.
Do not expect your lecturer will be available at the exact time you want to meet them.
Do not tell your lecturer that you 'need' anything. If you would like help, simply ask for help and support.
Be sure to appropriately finish your email and pop your name at the end.
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