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Naziv kolegija

Studijski program
Ciklus
ECTS vrijednost boda:

PISANJE ESEJA
Preddiplomski studij engleskog jezika i knjievnosti

Kod kolegija

Godina
studija
Semestar
2 dvopredmetni
drugi (ljetni)
Broj sati po
3 - jednopredmetni
semestru
(p+v+s)
Status kolegija:
Preduvjeti:
Usporedni uvjeti:
Izborni
Pristup kolegiju:
Vrijeme odravanja
Studenti prve godine jednopredmetnog i
nastave:
dvopredmetnog studija engleskog jezika i
knjievnosti
Nositelj kolegija/nastavnik:
Dr.sc. Marijana Sivri, izvanredni profesor
Kontakt sati/konzultacije:
utorak, 10-11 i etvrtak, 11-12
E-mail adresa i broj telefona:
marijana.sivric@tel.net.ba
Asistent
Lidija Mustapi, vii asistent
Kontakt sati/konzultacije:
srijeda, 15-16 i etvrtak, 17:30-18:30
E-mail adresa i broj telefona
lidija.mustapic@sve-mo.ba
Ciljevi kolegija:
Ciljevi ovoga kolegija su:

Ishodi uenja
(ope i specifine
kompetencije):

Nain izvoenja
nastave
(oznaiti masnim
tiskom)

15+0+15

Srijeda, 13:3015:00, uionica


27

predoiti studentima kako je pisanje eseja proces;


poduiti studente kako napisati ispravno strukturiran esej s jasnom tezom;
upoznati studente sa razliitim vrstama eseja u engleskom jeziku;
upozoriti studente na najee jezine pogreke pri pisanju eseja;
usavriti njihovo poznavanje pravopisnih pravila i interpunkcije;
poduiti studente kako koristiti izvore pri pisanju i kako ih ispravno citirati.

Nakon to odsluaju i poloe ovaj kolegij, studenti e znati / moi:

Sadraj
silabusa/izvedbenog
plana (ukratko):

FFENB206J /
FFENB206D
I.

pojasniti strukturu vie tipova eseja u engleskom jeziku;


formulirati temu i tezu eseja;
ispravno koristiti interpunkcijske znakove i pravopisna pravila engleskog jezika;
prepoznati i analizirati najee jezine pogreke pri pisanju eseja u cilju
izbjegavanja istih;
napisati ispravno strukturiran esej odreenoga tipa;
prilagoditi stil pisanja itatelju;
koristiti izvore i ispravno ih citirati;
primijeniti teorijsko znanje pri istraivanju;
prepoznati plagiranje i izbjegavati ga.

Cilj ovoga kolegija je usavriti jezine kompetencije studenata koje se odnose na


pismeno izraavanje. Obrauje se proces pisanja eseja, organizacija eseja, vrste
eseja, stil (formalni i neformalni), jezine pogreke te interpunkcija i pravopis.
Takoer emo uiti o procesu istraivanja, koritenju izvora i citiranju. Samostalni
zadatci pomoi e studentima praktino primijeniti steeno teorijsko znanje.
Predavanja

Vjebe

Seminari

Samostalni
zadaci

Konzultacije

Mentorski rad

Terenska
nastava

Ostalo

Napomene: ---

pohaati nastavu i sudjelovati u nastavnome procesu


pisati dva kratka testa tijekom nastave
napisati esej (samo jednopredmetni)
napisati research paper.

Studentske obveze

Praenje i
ocjenjivanje studenta
(oznaiti masnim
tiskom)

Pohaanje nastave
Usmeni ispit

Aktivnosti
u
nastavi
Pismeni ispit

Seminarski rad

Praktini rad

Kontinuirana
provjera znanja
(kratki testovi)

Esej (samo
jednopredmetni)

Research paper
Detaljan prikaz ocjenjivanja unutar Europskoga sustava prijenosa bodova za jednopredmetne
studente:
OBVEZE STUDENTA
Pohaanje nastave
Kontinuirana provjera
znanja (kratki testovi)
Esej
Research paper
Zavrni pismeni ispit
(ili dva kolokvija)

SATI (PROCJENA)
23 (30x0,75)
15

UDIO U ECTS-u
0,75
0,5

UDIO U OCJENI

10
15
20

0,5
0,5
0,75

Max 10%
Max 20%
Max 40%

Max 30%

Detaljan prikaz ocjenjivanja unutar Europskoga sustava prijenosa bodova za dvopredmetne


studente:
OBVEZE STUDENTA
Pohaanje nastave
Kontinuirana provjera
znanja (kratki testovi)
Research paper
Zavrni pismeni ispit (ili
dva kolokvija)

SATI (PROCJENA)
23 (30x0,75)
15

UDIO U ECTS-u
0,75
0,5

UDIO U OCJENI

10
15

0,25
0,5

Max 20%
Max 50%

Max 30%

Dodatna pojanjenja:
-

Kratki testovi oblik su kontinuirane provjere znanja i testiraju poznavanje interpunkcije i pravopisa
te jezinih pravila bitnih za pisanje eseja. Tijekom semestra piu se dva kratka testa. Pisanje
testova je obvezno. Student treba imati minimalno 50% tonih odgovora na oba testa kako bi
mogao pristupiti zavrnom pismenom ispitu.
Research paper treba pokazati kako student zna samostalno koristiti izvore i ispravno ih citirati.
Zbog razlike u bodovima koje kolegij nosi za jednopredmetne i dvopredmetne studente,
jednopredmetni studenti e kao dodatni zadatak pisati esej. Tip eseja, temu i rokove odredit e
predava u dogovoru sa studentima.
Pismeni ispit sastoji se od pisanja eseja. Za prolaznu ocjenu, napisani esej treba imati ispravnu
strukturu, jasnu tezu a dijelovi rada trebaju biti povezani u koherentnu cjelinu. Rad takoer treba
biti gramatiki, pravopisno i stilski dobro napisan. Student se treba kritiki odnositi prema temi i
potkrjepljivati stavove argumentima.
Umjesto zavrnog ispita, studenti ispit mogu poloiti preko dva kolokvija. Studenti koji ne poloe
prvi kolokvij ne mogu raditi drugi kolokvij i moraju pisati zavrni ispit. Isto vrijedi za studente koji
poloe prvi ali ne i drugi kolokvij.

Prema Pravilniku o ocjenjivanju konana se ocjena dobiva na sljedei nain:


A = 89 100% 5 (izvrstan)
B = 76 88,9% 4 (vrlo dobar)
C/D = 63 75,9% 3 (dobar)
E = 55 62,9% 2 (dovoljan)

Obvezna literatura:

Dopunska literatura:

Dodatne informacije
o kolegiju

Fava-Verde, A. & Manning, A. with Harvey, P. (2007): Transferable Academic


Skills Kit: University Foundation Study Module 8: Essay Writing. Garnet
Education.
Manning, A. & O'Cain, A. with Brooks, J. (2007): Transferable Academic Skills
Kit: University Foundation Study Module 10: Research and Referencing. Garnet
Education.
th
Wyrick, J. (2011) Steps to Writing Well. 11 ed. Wadsworth, Cengage Learning.
Zemach, D. E. & Rumisek, L. A. (2005): Academic Writing from Paragraph to
Essay, Macmillan.
Brannan, B. (2010) A Writer's Workshop: Crafting Sentences, Building
Paragraphs. McGraw-Hill.
Bailey, S. (2004): Academic Writing: A Practical Guide for Students.
RoutledgeFalmer.
Manser, M. H. (2006): The Facts on File Guide to Good Writing. Facts on File.
Pohaanje nastave je obvezno. Toleriraju se 3 izostanaka i njih nije potrebno
opravdati.
Pisanje kratkih testova je obvezno. Student mora imati barem 50% tonih
odgovora na oba testa kako bi mogao pristupiti zavrnom ispitu.
Esej / research paper predavau se alje elektronskom potom do dogovorenog
roka. Radovi trebaju biti napisani u Wordu, prored treba biti 1,5 a font Times
New Roman 12. Takoer je potrebno koristiti engleski spell-checker. Studenti e
detaljnije upute vezane za pisanje rada dobiti tijekom nastave.
Plagiranje je strogo zabranjeno. Plagirani eseji nee biti ocjenjeni.
Kalendar nastave

Broj nastavne
jedinice
I.

II.

III.

IV.

V.

VI.

VII.

VIII.

IX.

TEME I LITERATURA
Naslov: Introduction to the course
Kratki opis: Uvod u kolegij
Literatura: Obvezna (navedena iznad).
Naslov: The basics of a short essay, Introductions
Kratki opis: Struktura kratkog eseja, priprema za pisanje, pisanje uvoda.
Literatura: Obvezna (navedena iznad).
Naslov: Thesis
Kratki opis: to je teza eseja, vjebe pisanja teze.
Literatura: Obvezna (navedena iznad).
Naslov: Paragraphs, Conclusions
Kratki opis: Struktura i organizacija paragrafa, vjebe pisanja paragrafa. Pisanje zakljuka.
Literatura: Obvezna (navedena iznad).
Naslov: Description Essay, Cause & Effect Essay, Argumentative Essay
Kratki opis: Analiza strukture i funkcije navedenih tipova eseja.
Literatura: Obvezna (navedena iznad).
Naslov: Punctuation & Mechanics
Kratki opis: Ponavljanje osnovnih pravopisnih pravila engleskog jezika. Uporaba
interpunkcije i usporedba sa hrvatskim jezikom.
Literatura: Obvezna (navedena iznad).
Naslov: Essay I
Kratki opis: Prvi kolokvij
Literatura: Obvezna (navedena iznad).
Naslov: Quiz 1 (Punctuation & Mechanics), Sentence errors I
Kratki opis: Prvi kratki test (interpunkcija i pravopis), jezine pogreke koje treba izbjegavati u
esejima.
Literatura: Obvezna (navedena iznad).
Naslov: Quiz 1 analysis, Sentence errors II

X.

XI.

XII.

XIII.

XIV.

XV.

Kratki opis: Analiza prvog kratkog testa, jezine pogreke (nastavak).


Literatura: Obvezna (navedena iznad).
Naslov: Quiz 2 (Sentence errors), Academic style & register
Kratki opis: Drugi kratki test (jezine pogreke), karakteristike akademskog stila pisanja.
Literatura: Obvezna (navedena iznad).
Naslov: Research & Referencing I, Quiz 2 analysis
Kratki opis: Proces istraivanja (koritenje izvora, valjanost izvora, citiranje), analiza drugog
kratkog testa.
Literatura: Obvezna (navedena iznad).
Naslov: Research & Referencing II
Kratki opis: Pisanje bibliografije, elektronski izvori, APA stil.
Literatura: Obvezna (navedena iznad).
Naslov: Compare & Contrast Essay and Classification Essay
Kratki opis: Analiza strukture i funkcije navedenih tipova eseja.
Literatura: Obvezna (navedena iznad).
Naslov: Essay II
Kratki opis: Drugi kolokvij.
Literatura: Obvezna (navedena iznad).
Naslov: Revision
Kratki opis: Ponavljanje (priprema za ispit).
Literatura: Obvezna (navedena iznad).

Research paper instructions:


-

The title of your research paper is 'Homelessness'.


It should be a cause & effect essay.
The limit is 1000 words.
The deadline will be agreed on in class. Essays sent after that date will not be
checked.
Please underline the thesis in the introduction.
Pay attention to the structure and language (use the presentation Essay Types I).
Do not plagiarize.
Use at least 3 sources. You can either cite or quote the sources in the essay.
Your paper must include the bibliography.
The sources should be acknowledged and the bibliography written using the APA
style. Please use the presentation Research and Referencing and the textbook in
order to do it properly.

UniversilyFoundation
Sludy

EssayWriting
EourseEook

SkillsMeF
Gettingorganised
Learnsome basic principlesof academicwriting:essaystructure;analysingessay
questions;brainstormingideasand issues.

Getting started
Understand how to plan your writing. Learn to create effective introductions
and write thesis statements.

The body of the essay


Practisearrangingyour argumentsin a logicalsequence.Learneffective
paragraphing.Practisesupportingyour arguments.

Summariesand conclusions
Learn how to close your argument and draw conclusions.

Academicstyle and register


Practiseusingappropriatelanguage:formalvs. informalstyle and some
importantaspectsof academicwritten language.

Guidelinesfor the future


Remembersome importantpoints:lecturerexpectations;producinga detailed
essayoutline.Studya modelessay.

Eellingorganised
At the end of this unit you will:
. understand more about the requirementsof writing an academic essay;
o have learnt how to produce a clear outline.

Basic principlesof essaywriting


There are severaldifferenttypes of academic essay.For example,you might have to write:
.

a descriptiveessay

an argumentessay

an analyticalessay

an evaluativeessay

a personalexperienceessay

a reflectiveessay

Some essays may be a mixtureof differentapproachesand types, but you need to be clear what sort of
essayyou are writing.

Using

Ta,J(

al expeclenc,e,

pe(

The mo.=t elticierrr


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Dritish

form of transport

Task:EssayWriting-

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households.

Eocopean Union is alreadq far too

Learning a ta

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chafacteri

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The introduction:

What is it for?
What makes a good introduction?

The essay structure:

What is a paragraph?
How do you show wherea paragraphbeginsand ends?
How do you decide the order of paragraphs?

The conclusion:

What is it for?
What makesa good conclusion?

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Do the questionnairebelow. Mark your competence in each area on a scale of 1 to 5 (1 = poor,


5 = excellent).Compareyour answerswith anotherstudent.

skitl

Score

Writingcorrectand accurateEnglish
Planningan outlineof an essay

Draftingand redraftingmy writing


Editingand proofreading
Organisinginformation

Organising
my time
Findingand usingsourcematerial
Paraphrasingother people'swords
N*te: You will be able to think about the basic principlesof academicwritingin more depth in
Unit 6. However,it is useful at this stage to think about what you can do already.

- TasktErsay Wriling
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Analysingthe essayquestion

possiblesolutionsand evaluatetheir
with trafficcongestion.
Suggest
Discussthe problemsassociated
effectiveness.
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t,',i':.

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the
Discuss
p r o b l e m sa s s o c i a t e dw i t h t r a f f i cc o n g e s t i o n .

a) What exactly is traffic congestion?


b) Wherewould you find trafficcongestion?
c) What are the main causesof trafficcongestion?
d)

fask: EssayWriling- :..,,,,;

..fr'rir.'.r.

i':1r':

Suggest
possible
solutions
and evaluate
their effectiveness

Brainstorminginvolvesfree association,
or rapidlygeneratingideason a topic. Try thesetwo differentways
of brainstorming.
Free writing
This is whereyou quicklywrite down everyidea you havethat could be relevantto the topic. You can write
a list or draw a spidergram.The aim is to producelots of ideas,so the form is not imporlant.You do not
need to worry about correctspellingor grammar- it is the ideasthat are important.
Group brainstorming
This is whereall the membersof a group contributetheir own ideason the topic, 'bouncing'their ideasoff
each other.

Transporting
goodsby road.

a) Start individually.
Thinkabout the topic Banninglorriesfrom townsand cities.Accept any ideas

that come into your head.


b) Work in groups.Appointa chairpersonto write down ideas.Then brainstormthe toprc.

- Task:EssayWriling

=l
Organisingyour ideas
Now that you have a set of ideas,they need putting together in an organisedway. One method is to use a
mind map to try to representyour ideas in a visualform. This can be very usefulwhen you want to quickly
see the relationshipbetweenyour main topic, main ideas and supporling ideas (see essay title, Iask2'2)'
You write the main topic in the middleof the page and placethe main ideasaroundit, connectedwith lines
or arrows.Similarly,you write the supportingideasaroundthe main ideas,connectedwith linesor arrows'
4. i

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Solufions

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conge on
r.pifh trafflc

Thesis sfatement
-lne
essaj
r,oill discrlgs
main
fhe
Problems
as5ociated
dith
and afremP-r
conSestion
fo find a range of
aocV-able solul-iong.

Definition

of

traffic
an area

conqestion
is fillt oc

Using your mind maps, work in groups to discuss the possible content of your essay,the
introduction and main points.

Sludenlnoles for UnilI

Unil | - Eettingorganised- Tark Esrey Writing

Eellingslarled
At the end of this unit you will:
. be better equipped to start writing an essay;
. understand how to write a thesis statement;
. have ideas on how to make the introduction interesting for the reader.

Task I whatto inctude


Once you have begun to organiseyour ideas in a logicalway, you need to decide:
o

how to structureyour essay;

how (andwhere)to includethese ideas.

For example,you need to make decisionsabout the main sectionsof your essay.
1.1

You might want to include the following points in your essay on traffic congestion.Think about
the importance of each item in the list. Label them I, U or Nl (important,useful, not important).
Add any other items or topics you can think of.
a) A definitionof trafficcongestion.
b) An explanationof the causes of traffic congestion.
c) Your views on traffic congestion.
e) A list of solutionsto the problem.
f)

Examplesof traffic problems in your hometown.

g) Argumentsin favourof or againstpossiblesolutions.


h)
i)

i)
1"2

Decide in which order the ideas should appear in the essay.Which ones willyou need to
spend most time on? Compare your ideas with another student.

TaSlf A Informationgathering
In academicwritingit is not enoughto use your own ideaswithoutany supportingevidence.lt is essential
'academicweight'.You shouldobtain
to includerelevantinformationfrom academicsourcesto give them
this informationby thoroughlyresearchingthe topic, usinga varietyof sources.
It is importantto make clear notes of any informationyou find. You can then use this information,with
references,to supporl your argument.(SeeTASK,Module 10: Research& Referencing.)Keep a record of all
your sourceswhen you collect the information,as it is easierto do this at the time, ratherthan later.

l0

Tark:Erray Writing- Unit* - Eeltingstarled

*"1

*iscuss possible sources with another student" Write what you think will be your four main
ssurces *f infcrm=ti*n.

Sources of information

2.2

Number the fall*wing points in the order of difficulty for you.


Findingappropriatereferences
Paraphrasingin your own words
Understandinghow much use to make of externalsources
Referencingin an appropriateway

2.3

Discuss your answers as a class.

TaSk il Arousinginterest:the introduction


The introductionacts as a window to the rest of your writing.A good introductionshould make your reader
want to read your work. You can encourageinterestby using a variety of differenttechniques.For example,
you can use one or more of the following:
a) a surprisingor interestingfact
b) a question
c) a quotation
d) a definition
e) some important backgroundinformation

UnitE - fiEtlingE:Erled- Tad<:Esray Wriling

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tr ara

=E

Which of the above, a) - e), has the author used in the introduction to an essay entitled:

3.1

Theeducationsystemin your country?


Accordingto a recentsurvey,a significantproportionof the populationin my countryhasserious
literacvoroblems.

g.2

Look at the four essaytitles below.Think of a sentenceto use as an introductionto each one,
using any of the above,a) - e). Try to interestthe readerso as to encouragehim/herto read
the rest of the essay'
a) Familystructurein Yourcountry
b) Thecriminaljusticesystemin yourcountry
c) lmportsand exportsto and fromyourcountry
in Yourcountry
d) Transportation

TaSk 4 writinga thesisstatement


An introductionshould also contain informationon how you will developthe topic in the essaytitle' You write
this in the thesis statement, a statementof your standpointor the view taken in the essay.lt should be
conciseand convincing.Yourthesis is the controllingidea of your essaythat you will developin the main body.
You normallyfollow the thesis statementwith a clear indicationof how you will structurethe main body of
your essay in support of your thesis statement'
4.1

The controlling ideas can be stated in many different ways. ldentify the controlling ideas of the
following thesis statements.

a) Thecriminaljusticesystemin my countryfunctionsin a varietyof ways.

b) Although the Big Bang Theory is widely accepted, it will probably never be proved, and it
thereforeleavesa number of difficult and unansweredquestions.

c) The key to coping with the rise in sea levels is educationon its effects and the accurate
forecastingof its hazards.

4.2

le

How do you think the rest of the essay will be developed in each case? What areas will be
covered? Continue each statement with a sentence outlining the structure of the essay'
beginning:'This essaq Ditl ...'.

fark: Esray Wrilirq - unil E - Eetling slarled

4.3

Look back at the ideasyou brainstormedin Unit 1 on traffic congestion.What is your own
view about possiblesolutionsto the problems?ldentifuyour main idea and write it as the
controllingidea in a singlesentence.This will be your thesis statement.

4.4

What will you focus on? How will you developyour thesis in the main body of your essay?
Write a follow-on sentencebeginning:'This essaq trlitl...',

Tagk 5 An effectiveintroduction
An introduction
shouldgenerallymovefromthe generalto the specific.Thefollowingexampleis an
introduction
to an essayaboutthe problemsassociatedwith urbanovercrowding.
5.1

5.2

Arrangethe five sentencesin the correct order.


a)

As a resultof this migration,modern-daycitiesfacea numberof seriousproblems


relatedto overcrowding.

b)

Peoplewerethereforedrawntowardslivingin townsand citiesfor simpleeconomic


reasons.

c)

Thepurposeof this essayis to identifysolutionsto theseproblemsof urban


overcrowding
and attemptto evaluatetheirfeasibility.

d)

The mostcriticalproblemsincludehomelessness,
inadequate
healthcare
and education,
unemployment,
and knock-oneffectssuchas risingcrimeand drugabuse.

e)

Thetwentiethcenturysaw a majorincreasein the world'spopulationand,at the same


time,the emergence
of a societydrivenby the forcesof economicsand industry.

Discussthe followingthreequestionswith anotherstudent.


a) Markthe generalstatements
G. Howdo theyattemptto interestthe reader?
b) Markthe thesisstatementwith a tick. Howdo you expectthe restof the essayto be organised?
c) Whatarethe minimumnumberof paragraphs
you wouldexpectin this essay?Whatcanyou
predictabouttheircontent?

Unila - Eeltlngetarled - Tark: Errey Wrlting

t3

=?
Is it likely to interestthe reader?Why?
Doesit startwith a generalstatementrelatedto the topic and graduallybecomemore specific?
Is therea thesisstatementthat tells the readerwhat the essaywill be about?Can you easily
identify it?
Does the introductiongive an overviewof the essaystructure?
Are ideasclearly linked betweensentencesor is it sometimesconfusing?
Does it include a definition?Do you think a definition is necessaryor would be helpful?

The advantaqes

and disadvantaoes

of

qeneticallv

modified

crops

(GM) agriculture
are
modified
of genetically
New devefopments in the field
new
These
made.
are
new
discoveries
as excj-ting
reported
almost daily
however,
been welcomed by consumers. Recently,
<ievelopments have generally
so
is spreading,
GM agriculture
how rapidly
people have begrrn to realise
health.
and
our
environrnent
its
effects
on
about
questions
being
asked
are
and
levels
feel that high production
Needless to say, farmers generally
side
negative
than the possible
crops are more important
top-quality
of GM agriculture
of such advantages, the influence
In the liqht
effects.
unimportant.
on the environment and on our health is, in my opinion,

Stcen

t4

Task:EssayWriting-

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ir:tr*ductiam.*iscuss th* content
g*r:
*r:* str*e:ti.:r*r*siti:*=*ti:*r =tl:***i **f*r*
=** rariti*9.
a

Food additivesshould be banned. Discuss.

What are the main benefitsof investingmoney in space research?

Euthanasiashould be made legal.Discuss.

Outlinethe differenttypes of alternativeenergy sources.

What would you do to improvethe lives of the elderly in your country?

Essaywriting: points to remember


o Planningand organisation
are keyskills.
.

Keepa closeeye on your title: alwaysanswerthe question.

Wordprocessingis very useful.For example,you can changetext or movesectionsaboutvery


easily.(SeeModule7: lntroductionto lT SkrT/s.)

Keepa note as you go alongof all referencesor sourcesthat you use.

is an essentialskill.
Redrafting

fsr $sx**
ffi*rudmre*
ffiGG
*

tlnit * - G*tlEF!*
=iErle$- Tesk:Erray Wrlllng

t5

Thebody of lhe essay


At the end of this unit you will:
o have a clear idea of how to structure the main part of an academic essay;
. know how to plan and write effective paragraphs.

Remember,if you want to write a successfulacademicessay,you need to have the following:


.

an outlineplan

a clear structure

a strong introduction

logicaland meaningfulparagraphs

a developmentof an argumentor discussion

a conclusion

The organisationof your essaywill dependto some extenton what sort of essayyou are writing.The body
of your essay can be arrangedin various logicalways, for example:
.

Reasonsfor and reasonsagainst

Causesfollowed by effects

Problemsfollowedby solutions

Paragraphorganisation

IE

a)

Eachmain idea shouldbe presentedseparatelyin a new paragraph.

b)

Eachparagraphin the body of your essaywill usuallybeginwith a topic sentencesiating


the main idea of the paragraph.

c)

The topic sentenceshould be followed by severalsentenceswhich support the main idea.

d)

To add supportor evidence,you should use examples,figuresor statistics.

e)

You shouldalwaysuse quotationsto suppotl your ideas.

f)

You should have a strongconcludingsentencein each paragraphto link the readerback


to the topic sentenceor providea link to the next paragraphor section.

Tark: Ersay Wtiling - :r"

. .

Thefirstepisodein the Coca-Colastoryis an importantpartof the riseof capitalismin the UnitedStates


of America.Towardsthe end of the nineteenthcentury,Americagraduallybeganto transformitselffrom
a nationof farmersto a city-basedindustrialised
society.The
industrialrevolutionwasepitomisedby
new communications
and the arrivaland spreadof the railways.
Thisproduceda new kind of
capitalism,a distinctiveAmericanvarietywherethe ethoscentredfirmly on the imageof individual
immigrantstruggle.
Theworld of US business
was on its way.One of the mostimportantchangeswhich
helpedbusiness
success
waspopulation
growth.TheAmericanpopulation
almostdoubledin size
between1880 and 1910,and a largeproportionof the increase
was createdby the new immigrants
from Europeand the restof the world. Success
camefrom ambitionand hardwork, and anybodycould
makelargeamountsof moneyprovidedthey tried hardenough.Helpedby the success
of some,
immigrants
flockedto the USA.By 1890,therewerealreadyover4,000Americanmillionaires
and
AndrewCarnegie,
who had madea fortunefrom railwaysand iron and steel,was spreading
the "Cospel
of Wealth".Therewere,however,somedisadvantages
to the new business
environment.
In manyparts
of the USA,therewas morethan an elementof the Wild West.Conmen,thievesand swindlerscameto
the new townswhich were appearing,lookingfor suitablevictims.A secondmajordisadvantage
was
thatCokewasoriginallya patentmedicine,and only abouttwo percentof the medicines
whichwere
producedeverbecamewell-known- mostinventorsand salesmen
failedmiserably.
Thirdly,although
largeprofitscould be madefrom all kindsof medicines,manyof which oftencostalmostnothingto
produce,by the late1880sthe marketfor medicineswasalreadysaturated.
Patentmedicines,
therefore,
were not an easycommercialareato breakinto.Anotherimportantaspectof the storyis that the world
of medicinewas not advanced
atthistime.Nineteenth-centuryAmerican
doctorswerenor numerous,
nor werethey very good (anaesthetics
were still to be inventedand someof the primitivemethodsused
by the medicalprofession
wereterrifying,killingmorepatientsthanthey saved).
Thiswasthe reason
why manypeopleturnedto alternative
remedies,
the so-calledpatentmedicines,
to solvetheir health
problems.By the end of the century,therewerethousands
of cureson offerfor everyimaginable
ailment,fromthe commoncold to malaria,all of which requiredextensive
advertising
in newspapers
and publicplacesto promotetheirsuperiorvaluesovertheircompetitors.
To conclude,it is not
surprising
that manywould-betycoonswereattractedby the risingnumbersof consumers
and that the
field of patentmedicineswas an attractivestartingpoint for some.In 1869,Dr JohnPemberron,
a
Ceorgiapharmacist,
had movedto Atlantasearching
to makehis fortuneby the discoveryof the perfect
patentcure.In 1886,afterlongyearsof research,
he finallylaunchedhis new invention.
lt was intothis
very crowdedand overcompetitive
marketthat Coca-Colawasto emergeas a highlysuccessful
product.

- Task:EssayWriling

t7

=3
YASI( A Linkingwords and phrases
It is importantto develop and link your ideas in each paragraphso the readercan follow your line of
argumentclearly.The Coca-Colaessay uses words and phrasesto help the readerfollow the sequenceof
events.
g.J

&4atel':t!"i* ursrds and phrase-=l= i** t*::l ti:*t r:**ti*= := ::=* =*:=* =r==== -i*= ::ll*e'r:-*ii+k w*t*t

Firstly
Secondly
Thirdly
Fourthly
Finally

t**:==t* 3:*ir?l:**ti*?='
L**k =t t** f=i!*sr-g i!::* ='"'*r*=*** :==E=1-:

Showingsimilarity
Comparingor contrasting
Adding something
Givingreasons
Showing cause and effect
Givingan example
l**t*: There is a large variety of link words and there are complex rules regardingtheir use. You
should consult your tutor on a good source of referenceto learn more about how to use them
effectively.

t8

Task:EssayWriting- L:*il * - T=* **dg *f qi:* =s==

The topic sentenceand supportingsentences


The topic sentenceis usuallyat the beginningof a paragraph,but it does not haveto be. When you write a
paragraph,you shouldtry to developthis initialidea and not changeor add too many new ideas.
The benefitsof immigration
t o i n d u s t r i a l i s e cdo u n t r i e s .

a)
lmmigrationis a very difficult subjectto discussbecausethere are many possibledifferentviewpoints.

b)

One of the majorproblemsof immigration


is that peoplein the hostcountrymaydisagree
with such
a policy.
c)
lmmigrationcan offerseveralclearadvantages
for industrialised
countries.

Example A
Thereare obviousadvantagesto learningEnglishin Britain.Everyday thereare opportunitiesto
practiselisteningto and speakingwith Britishpeople.In the first place,studentscan experiencethe
culturefirst-hand,which is a greathelp when tryingto understandthe language.This is especially
true if they chooseto live with a Britishfamilyas exchangestudents,for example.In addition,if
studentsattenda languageschoolfull-time,the teacherswill be nativespeakers.In this case, not
only will students'speakingand listeningskillsimprove,but attentioncan be givento developing
readingand writingskillsas well.
Example B
lmmigrationto industrialised
countriesposesa numberof difficultchallengesfor incomingfamilies.
They may need to learna new language,they may face racismand discrimination
and they
frequentlyhave problemsadjustingto the new culture.In France,for example,it is illegalfor Muslim
schoolgirlsto wear headscarvesto school.Already,five Muslimschoolgirlshave been expelledfrom
schoolfor wearingheadscarves.
The ban is perceivedby many as intolerant,underminingthe
integrationof France'sMuslims.Feministssay the lslamicscarf is a repressivesymbol,but many
FrenchMuslimssay the ban is racistand againsttheir humanrights."Everyonehas the rightto
freedomof thought,conscienceand religion;this right includesfreedomto manifesttheir religionor
beliefin teaching,practice,worshipand observance"(Article18, The UniversalDeclarationof
HumanRights).'

- fark: Erray Writing

l9

E3
3.3

There are three thesis statements below. Write a topic sentence for each of them. Then write
a suppoding sentence or two for the paragraph. Remember to focus on the main idea. The
first has been done for you.

A) Thesis statement

Paragraph1
Topicsentence

Supportingsentence(s)

B) Thesis statement
Whatis the focushere?

peopte ulho live af horne rrrhite studging at


Y-
univer5itS Y]6ve *vecat advantages.

First of all, tkreq can focr:g on theic sludies


rr#hout dorrbing abouf domestic matters.
SJudents tiving arrn3 fronr knme have to learn hor..l
'fo do -their oun laundrS and ma3 uoell have to
shop and cooV- la fnemselves. Those ulho live af
horne do naf have such ccllc.e(ns.

of globat darming trrilt be


Tkre catres and effec+s
brief! ouHined in thig essatj.

Paragraph 1
Topic sentence

Supportingsentence(s)

C) Thesis statement
Whatis the focushere?

kravg revolufionised
Pgcsonal cornpute(s
c,ommunicafion and brr.sirress P(dcftc'es
J

Paragraph 1
Topic sentence

Supportingsentence(s)

e0

fask: EssayWrfring- Uoit3 - Thebody of the essay

in the

pa5f

Organisingan essay

Paragraph begins
s-fofla ts
ot
advanced at thi.= time.
-fttece
to

fiela

the

r,aece, hot^:eve(, s,ofi\e disadva


neD business environment.

of

pafenf

medicines

qes

Das an

One of the most impo


hetped business so)Cess

nf changes r.,"rhich
(,as populafion

capitalisrn

States

in fhe

United

of

America

a) How would you structureyour essay?e.g.,Feasonsfor and


reasonsagainst, causes followed by effects, problems
followed by solutions
b) What are the main pointsthat you would includein the essay?
c) What sort of researchwill you haveto do on this topic?
1) Thereis too much advertisingon television.
2l Discussthe advantagesand disadvantages
of Englishas a
world language.
3) How has educationimprovedover the last one hundred
years?
4l Marketingis the most imporlantaspect of a business's
activities.Discuss.
5) Everyindividualhas a responsibility
to preventglobalwarming.

- lask: EssayWriling

?l

=3

aa

4.3

Choose one title and make a plan for it, listing the topics you would cover in each paragraph'

4.4

practise writing the first paragraph for your essay. Make sure you staft with a clear topic sentence"

Task:Ersay Wiling - Unit3 - Thebody ef lhe essay

tariesand
rsions
At the end of this unit you will:
. have a clear idea of how to finish an academic essay with a successful
conclusion.

The main aim of the conclusionis to show the readerthat you have
successfullyansweredthe questionthat was set. lt does not includeany
new information,but it summarisesthe main pointsmade in the body of
the essay.lt shoulddraw your argumentto a close and it also needsto
link back to the thesisstatementin vour introduction.

Restatingthe thesis
You needto repeatthe main ideasin the conclusion,but you do not want to simplywrite the same
sentencesagain.One way of linkingback to the thesisstatementis to rewriteit (thatis, to paraphrasethe
ideasand the language).
You can use synonymsto do this, or you can rearrangethe order and also change
some of the grammar.

Lackof investment
in publictransport
is havingserious
consequences
for travellers
in Britaintoday;thisis
the maioroointthatwill be discussed
in this essay.

Original

55non

lacV- o{
coneq{ence5
t(avelle(s
major

Poinf

di5,uJ55,e-d

- Task:EssayWriling

?3

=4
1.2

Rewrite the sentence, using synonyms and different word order to make a good concluding
statement. Think about the grammar that needs to change {e.9.,willbe is not appropriate for
a conclusion).

t
I
TaSk ? Organisingthe concludingparagraph
2.',|

Rearrangethe following sentences to form an effective conclusion for an essay on the topic of
Urban overcrowding.

problems

a)

these
aimed at solving
Government policies
only
often verv simp]e measures that offer

b)

In

c)

and offers
conditions
It is a model which aims for improved social
whatever their number.
for city dwellers,
of life
a high quality

d)

This essay has argued for the implementation


policy
an economically
which needs to provide
model of city design.
resource-efficient

e)

help to
of such a model will
The creation
problems of urban life.
and future
current

conclusion,

urban

overcrowding

are too
solutions.
short-term

causes problems

on all

levels.

of a long-term
sustainable,

resolve

many of

the

I
)

TaSk 3 rinish with a clearstatement


Rememberthat your conclusionneeds to be clear and relevantto the questionyou are answering.A strong
conclusionshould refer back to the introduction.ldeally,it needs to leavea strong impressionon the reader.
3.1

Read the following thesis statement and the concluding sentences of the same essay. Discuss
the following questions.
a) What is the subject of the essay?Think of a title for it.
b) How is ihe conclusionsimilarto and differentfrom the introduction?

e4

Tark: Erray Wriling- Unit4 - Summariesand conclusions

Thesis statement: The growth of a 'fast food'


culturein this countryhas generated
unexpectedproblems,includingrisingobesity
levelsand, more importantly,the loss of our
gastronomicheritage.This essaywill examine
the role of fast food in the developmentof an
increasingly
unhealthyBritain.
Conclusion:Fastfood outletscannotentirerv
be blamedfor our increasingly
unhealthy
dietary habits.Fast food evidentlyrespondsto
a need in our modern society,and reflects
changesin our modernlifestyle.lt is, rather,
our lifestylewhich needschangingif we hope
to becomea healthiernation.

Advanfages

Disadvantages

- Task:EssayWriling

?5

T
4.1

Lecturerexpectations
Tutors and lecturers have clear ideas of what they want to see in the conclusion to an
academic essay. Look at the list below and check that you understand the expectations.
ldentify whether you think you are strong or weak in these areas.
;r:ti:

,i:r,l

xx

'r*'*r'"

a retevarrt

eE

-*"

I am good, OK, uoeaL at

concluding statemenf

Tarkr EssayWritlng- Unit4 - SummariesBnd ctrnElusiong

...

slyle
Hcademic
and regisler
At the end of this unit you will:
. be more familiar with the language of essays and able to identify some of the
features of academic style;
. have practised using formal, objective language.

Formalor informalregister?
Academicessaysusuallyrequirea formalstyle.You need to rememberwhat to avoid in an academicessay.

fnformal/spoken: Geography? Well, I think it's basically just some sort of mix of physical and social
sciences and how they interact together. You know, like, for example, how global warming has an
effect on the economy, um, of a region ... but you can also look at these things individually too ... er
... so you could just study things like sea-levelrisewhich'd be physical,oryou could look at ... say
... how people, human beings,adapt themselvesto the environment,that's human.
Formal/written: Geographyis the study of the surface of the Earih, the location and distribution of its
physical and cultural features,and the interrelationof these featuresas they affect humans. ln the study
of geography,two main branches may be distinguished,physical geographyand human geography.

Informat/spoV-en examples

?ea+oce
ons,
Use ol contra
.
isnt, dont,
Use ol fillerg,
Vr)ell,ec, elc.
Use of

pds3lve

volce

Impersonal and ob1ective


Pergonal and subiective
Punctu

eB

Task:EssayWdling -

on

Format/uor

n exarnpleg

a) | don't believethis is true at all. lt soundslike nonsense.


b) New regulationswill come into effect next year.
c) The study was conductedwith a group of school-agechildren.
d) We'redefinitelygoingto haveto followthose stupid new rulesnext year.
e) Furtheranalysisis requiredbeforeconclusionscan be drawn.
D

lt reallypuzzlesme why some studentsdon't get bettergrades.

g) Our experimentswere OK - they just provedthat his argumentdidn't stand up.


h) He'll haveto havea betterlook at the findingsbeforemakinghis mind up.
i)

lt has been provedthat the claimsare unfounded.

j)

We went down to a school and chattedwith some of the kids.

k) lt isn't clearwhy quite a lot of studentsdon't get reallygood grades.


l)

A majoraspectof the investigationinvolvedresearchinto socialhousingtrends.

Gautiouslanguage
Anothertypicalfeatureof academicwritingis the need to be carefulor
cautious.Unlessyou are quotinga fact or a statistic,or there is evidence
'100%
which shows
certainty,statementsand conclusionsare often
qualifiedin some way to make them less assediveor positive.The reasonis
partlyEnglishacademicstyle,but it is also to avoid makingany false
claims.This use of cautiouslanguageis sometimescalled'hedging'.

l,.r::,-l I ;li

A } D Some collegesand universitiesin this countryhave largenumbersof internationalstudents.


ii Some collegesand universitiesin this countryappearto have largenumbersof international
students.

B ) i ) Insteadof coming here,international


studentsshouldstudy in their own country.
i D It could be arguedthat, insteadof coming here,internationalstudentsshouldstudy in their
own counrry.

c ) D This is a misapplicationof governmentpolicy.


i D This would seem to be a misapplicationof governmentpolicy.

e9

=5
D) i) This is true.
ii) To a certain extent, this may be true.
E) i) Erlichman'sfindingsprovethat the amountof independentstudy is directlyrelatedto higher
oerformancelevels.
ii) Erlichman'sfindingssuggestthat the amountof independentstudy might be directlyrelated
to higherperformancelevels.
F) i) Inflationwill not rise next year.
ii) Evidenceindicatesthat inflationwill probablynot rise next year.
don't like learningmoreforeign
G) i) The surveydemonstratesthat Englishschoolchildren
languages.
are apparentlynot in favourof
ii) The surveytends to indicatethat Englishschoolchildren
learningmore foreignlanguages.
H) i) Thereare situationswherethis is the only solution.
ii) Thereare undoubtedlysituationswherethis would seem to be the only possiblesolution.

Exampte

Hedging fea+oce
hedging

Some colleges

vecbs

appeaf

to

have

Use of modal vecbs

Qualif3ing

exP( e3 3lon3

hc^ec+lves and adverbg

Se-l exp(es3lons

""ltrw,
Wffi Registerin use
that are inappropriatefor formal written
InformalEnglishuses everydayspoken forms (colloquialisms)
writing.
English.lt is importantnot to mix stylesin academic
.l]it.i'i.if.:::i1,|.i:.-!il;ji,..ii:..]{l,,:i.itl''ji.;...

l,.-:i.::i.:::li,n:{1':.;i:il{:i.;:lljil;.::iif'-:ilir..i,i;l.:Fi:ij:gi.l:;.:t::lql;::lt
ricii]!+F]i:t': Iiif+';{jt{lf{*
q';r'i.
il.o,l:.r-',:,;-'i,:!:liiliY''f;::itli l['+g'=

30

Task: Ersay Wdting - ii*!t * itr**qq::r*

6i1rlq +n# ,frllesir*t

- wasmorepeoplearrivingin the USA.Therewere


A massive
change- one which reallyhelpedbusiness
two timesas manypeoplewho got herebetween1880 and 1910,and lotsof them camefrom all sortsof
differentplaceslike Europe.lf you wantedto be successful
you had to work reallyhard;however,you
could get rich quicklyif you did this. Lotsof immigrantsmadeit and becauseof this, lotsmorewannabe
millionaires
turnedup in the US.By 1890,Americamaybehad around4,000millionaires.
One of the
bestwasAndrewCarnegie,
who got rich throughtrainsand iron and steel.His message
was calledthe
'Cospelof Wealth'.

vocabulary
appropriate
and grammatical
structures;

(Unit5, Task2, page29).


cautiouslanguage

Anotherkind of usefulalternative
fuel is electricity.
Thisisn'treallya veryefficientfuel rightnow,because
the technologyis somewhatlimited;however,it'sfair to saythat recentadvancesin the productionof
electriccarscould maybemakethis a realityin the future.But it is possiblefor carspoweredwith
electricityto releaselittleor no emissions,
so if we want thisalternative
fuel to becomea reality,we'll
needit in lotsof cars.Maybethen it'll makesomesortof a difference.If we want thisto happen,i.e.,to
knocka big chunkout of the pollutionproblemall aroundthe world,it'll takea while.

- Task:EssayWriling

3l

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. I .i':::t

, i t : : ,I

EE@

'l'

.:

.a,
-

SkXXXs
Mpp
Why research?
Understand the need to use other sources of information to strengthen
your essays.

proeess
The researCIh
Familiarise yourself with the range of sources of information and consider
their strengths and weaknesses.

lf$ritinga bib*isgnaphy
Understand the use and importance of a bibliography and learn the basics of
writing one in the APA system.

Keferringto otlrenss&*rsesimycunesself
Understand the uses of quotations and citations and familiarise yourself with
the APA system of referencing.

Plagiarism
Understand what plagiarism is and how to recognise it in a piece of writing so
that you can use other sources in your writing in an acceptable way.

UsinEsuppsr{ingargumsnts
ldentify relevant information in your research notes and understand how to use
it in your essay to support arguments in an acceptable way.

Whyresearch?
At the end of this unit you will:
o understand the need to refer to other sources;
. be aware of different conventions and attitudes to research in different cultures.

Ywwk Xwhy research?


9

i*:*gi** yr:* &r* g*{*g t*:*vit* *r} *ss*y *s: h*ix*i*s$r:**s. ln gr*xpx *f 3*S, *g:*nd'i* rxi**t*s
*1s**xxi:r.g!r**:*!*s*****.
a) What is homelessness?
b) How big a problemdo you think it is?
c) What causeshomelessness?
d) What impact does it haveon individualsand society?
e) What can be done to addressthe problem?

j - :

&i*iv *is*u;* *h* f*it'**;i*g qu*sti**s rv!?l:y**r'wir*f* *|nss.


a) How much did you know about homelessness
beforeyour discussion?
b) What haveyou learntfrom the discussion?
c) What extra informationor ideaswould you need to know to write an essayon homelessness?
d) What sourcesof informationcould help you write this essay?

YmXk tr Supportingevidenceand arguments


ff9;a tl *SSS';,:i. :3e i:*.tt ?e!* :ii

',:i:eriire tir* 3*s1u*{'S


t* th*S* qX*Sli**:X.

a) How big is the problemof homelessness?


b) What are its main causes?
c) What are its effects?
d) Can homelessness
be alleviated?
Task: Fesearch and BEferEncing- *x*1 ! - *;!:'-: is=;.':--

What

are

the

lrrz Andrcr*

causes

h^ * ^ l

IILILLUru:i:irres:i

rT rh r

r ^^^hf

Homelessness
a

'r lr 'r ]r ru i e
i nal

r^7hn

nrnlrl

y ! v v

rrrl i nn

homelessness?

be

c:n

nhi

T dron

families.

Dannla

hannma

empfoyment,
illness
and

defined

racrr'1

cm

whole

problems

rL^ .r^

S ,

Lrrer

L-^

rrd-s

the number of peopfe


on the streets.

can
l:clz

yeaf

f eCent

rise in
dramatic
themselves ]ivinq

nannl

of

most pressing

the worfd's

One of

impacts

and

Sfrrdpnt

vl

:r

af f eCt

f l'ra

1.amoloss

the

as

:anocc

f nv r!
!

a shortage
of
drug addiction.

-:nda
rz

m^n\z
lrrurrj

end

condition

of

ct

of
c n9.
-l -,r-n*r -r 1

*-

nF

nannl

in

q^ma

-^aoc

rFaq1..1nq

affordabfe

that

l)eerr

who have found

Fn:danrra1-a

wide

a1rlarl

is
L^ ^ ' ^

inclrrdinc

housing,

arY

n
n r rv es !r f v L-_ t "
I,v

domestic

violence,

1agk

Of

mental

has a profound
Homelessness
effect
on those who experience
it.
It
is
likely
to have a negative
impact
on physicaland mentaf
health,
sense
identity
and social
integration.
fn the case of homeless
children,
performance
academic
may be impaired
as wel1.

Homelessness is cfearly
becoming an urgent problem, given
number of people who are affected
and the severity
of its
individuals
To address the problem, its root
and society.
rather than just its symptoms. Otherwise, the
be targeted,
homelessness will
simply be perpetuated.

*"*

of

the increasing
impact on
causes need to
problem of

** y*ur gr${;p$} d!$*eis* tfu* f*ii*rruing i:;u*s{ti*t}si:}ndwri.it*r:***s.


a) What new informationhaveyou learntabout homelessness?
b) Has the writershown a good knowledgeof the topic?
c) Do you agreewith the definitionof homelessness?
d) How convincingis the argumentin this essay?

x"s

W*rlq i*i*ivi*3xxlfy.lJstel*rlim*the part* *9 th* e;:ey yrhere ycl; c*',:i* *airi slt$3prli'fi*gg:eii*gx*n*
*vid**** t* x*r**gth*n th* *s$*?. T*r** e*iil::a:'+ sJlih a ilar:?ter.
- Task:FesearEhand Feferencing
:jnit i - W!:y rcsimwssh?

--

tr

I
TaSk ffi Academiccultures
3.1

Yhmfm*l*wrirnlg
**rnry:**ts w*r* m*cis by f*ur intr1*rnxt[it*m;:]*
*tu"j**t* *? *ritixh uxi-v*rslti*s. ffi*xd
.5nrj(-{Isc#sstih* qu**t}*n* f:*l*w wlth y*r:r p****r*h**t th*ir *rps'r1tr'1rr,rr*
a) Haveyou had similarexperiences?
b) What are the main differencesbetweenuniversitywritingin the UK and in thesestudents'
countries?
c) How do the international
studentsfeel about these differences?
d) What advicewould you give them?
Kris:
In my countfy,we don't do much writingat undergraduate
level.We go to
lectures,take notesand learnthe information.At the end of the year we
havean exam, but it's spoken.In England,you haveto do so many essays.
At first I found it strange,but now I like it as the essaysmake me think
about the topics we are studyingand I can use the essaysto help me
revisefor exams.

Bo:
I am a science student, and the way we write our reports is so differentto
how peopledo it here in the UK. One thing is the length.In the UK, writers
add a lot of stuff which is totallyirrelevantand boring.The beginningsand
the ends of the reportsare full of quotationsfrom other people'sresearch.
In my countrv,we talk about the problem,the methodologyand the
solution.Thereis no point talkingabout other people'swork. lt's in the
libraryand a good studentknows it already.lt is boringto mentionit again.
Edward:
I didn't write a bibliography(a list of sources)until I was writinga long
essayin my finalyear.Beforethat, my tutors didn't requireone. After I had
finishedwritingthe essay,I just put all the books I had used in a big pile on
my desk and wrote out their detailsin a list. My only problemwhen I'm
writingin Englishis that I haveto keep stoppingto add a referenceand
make sure the book is in my bibliographytoo. Sometimes,it makesme
forget my ideas.
Phan:
In my country,we are taught not to stealother people'sideasor writing.So
when we do universitywriting,we write a list of all the books we have used
in a bibliography.
We don't give a referencein thb text of our essay.lt's
enoughto mentionthe books in our bibliographies.
Also, if the idea is well
known or if it comes from a lecture,we don't mentionit in a bibliography
becausethe tutors and studentsknow wherethe idea is from. At first, I
kept forgettingthis type of thing in my bibliographies,
but now I am
beginningto change.

Ta*: Feserrfi

rd

Eefererip

- l.,lnill - V/!y research?

KXwdwm&
mw&mm
ffwr&$mX&
X

U.*t | - Why research?- Task:Besearchand Feferencing

TheresearchproEess
At the end of this unit you will:
. be aw'are of a range of sources of information;
. be aHe to identify the strengths and weaknesses of different sourcesl
. be able to note down bibliographical details for books and websites.

options
TmWkX Research
1"X

h*l*w atlrde*is*ul*stxh}*h
r*{ 3*{r. L**k;:rt th* *i*t of **ur*es sf l*:f*rrnatiEl*'t
14{eirk
*c'lg}r*at$}s
y{pl*
have alr*xdy usec3.&dd t* thq} *ixt *ny *t*ler $s{.rr6e$<p{infsrrxati*n *}rat ys{"!erl*
*t"**)s
fsmiliar w***t.
a) books
b) websites
c) journals
d)
e)

0
g)

*"4

we*;r*qne*s**erftl'** s*ifferents$ur*es *f inf*rmati*n i*':


iln 3r*ur *rsLrp, d*s*uss th* strength:sexne*
n*t*$ i*'li
y**r i**t ahov*" Ref*r * y**r *nr:r *xpe*rien** clf usir:g th*** r"r*rious$t:Llr*e$.&Sa$se
the tabie *n th* t*!|*ror*ngp{*$e.
You shouldconsider:
a) authority
b) ease of access
c) reliability
d) amountof information
e) relevance
f) time

TaskrFesearchand Beferencing- llnil a - Theressars* pr6{:ess

l,rnil? - The researchpracess - Task:FesearEhand Feferencing

a-

tr

TXWMffi Preparingresearchquestions
Now you are going to write a list of sources(a bibliography)
that could be
used to strenothenAndrewStudent'sessavon homelessness.
*.1

ll*mk ha*k e? y**r m*t*s {n ?b*k *"ff in L}*tittr. *d*ntify whx*


*r:f*c'*ilatl*nw*u*e*i:* {"*s*fli&,
For example:
Definitions of homelessness,sr2eof the problem

k.*

Txn*tt*:**e :';*t'!*si*rt* tfur** n*s*nr*h qxesti*:ns xnd wrlt* *h*ffi i:efq:,w.&-*xxv*splill{$*ixft*r *a*h
qu*sti*rir t* aa:lle!
*'r*t*s *xrd **a;*r**s $mtsrcls"*"
For example:
How has homelessnessbeen defined bv other writers? What information indicates fhe size of the
problem?

?e*aech

4uestion l:

Nofeg:

Selerence

Research

s,o$(cesi

q$esllon

Ll

Notesr

?efetenc,e

?e*-accVt

=,cro(ces:

cl:ros'illcrl 5:

Ncrte-=,

?etereruz

t0

=oJ(czs:

prr}esrss;
Task:Fesearchand Feferencing- lJnita - Ths rese{}r{:t'$

TaSIC n lnformationfor a bibliography


thr are going to find some sourcesto answer your researchquestionsand write a bibliography.This is a
unplete list of sourceswhich have been used to preparean essay,and it usuallyappearsat the end of an
css.ty. lt is importantto keep a note of the bibliographicalinformation.Without this information,you cannot
use the source in your essay.
et

To find the necessary bibliographical inforrnation for a book,'look on the title page and the
printing history page {usually on the first few page$ of a book}" Below are examples of these.

T h e H o m e l e sPs r o b l e m
JamesSmythe

First published 2004


by lJniversityof Lonbridge Press
Universityof Lonbridge Press
PublishingHouse
Queens Road
London
N7 5RR

Secondedition 2006

t s B N0 3 3 7 4 8 3 7 2 4

Copyright OJames Smythe 2003

u!

The right ofJames Smythe to be identified as the


author of this work has been asserted by him in
accordance with the
Copyright, Designs and PatentsAct 1988.

The Universityof L o n b r j d g e

Find the following bibliographicalinformationand then compareyour answerswith a parher.


a) Author'sfull name
b) Date of publication
c) Title
d) Edition
e) Placeof publication
fl

Publisher

gnil a - Tf: re=ardr ress

- fask: FeEearchand Feferencing

--

tr

3.2

A bihli*gr*g:hgrm[x* in*lud*s any websites yor; useci to researeh y{:}ur*ssi3y.

Homelessness:
a perpetualproblem
FrancesMartin
Socialcorrespondent
Articlelast updated19/9/0504:58PM
Friday 19th September2005
Homelessness
eontinues
to be a majorproblern
in Western
despite
thenumberof
societies,
aqenfiis
derjicateeJ
la hslplflgpeopl*in neecl,lrrre{:sntvear$-iherel"ra$
errent}een...

Findthe followingbibliographical
informationand then compareyour answerswith a partner.
a) Author'sfull name
b) Datethe informationwas last updated
c) Title
d) Web address:http://

t?

e e

You rvliEhtneed to Xqlokcanef&illytel f$ne;*


xrhema wvehsiterqraslast updeted" "fype the f*llcwing
intq:la s*;ans*'r
*x"lgineanei sec *'r*w"u
*ash qlyle[$ organis*c*: h*n*slsss*last upc$at*d.

&.4

&s*rycur {L}t$r'sr;n}*hrariam
f*r l're$g:
wlth th* bib]i*graphlcnl d*tails yoLlnc*el ts fi*w* f,or*ther
tgrex t:lf imf*r'm*tielns*urce. Alternativ*ly, th* *mt*rnet is a good soure* sf ir"lf*rrnatiernon
writing hfrhli*gn*xphi*x"

fask: Fesearchand Feferencing- &Jnit


X - ?he rssearehprpcess

TaSk 4 Researching
i,!*

4.1

Use a library to find two books and two websites


which help answer the research questions you wrote
in Task 2.2. During this task, think about the
reliability and authority bf your sources.

lt@l

'==-iE#

5@d@.
Ldls

r=,e'd!ri.F!..'b

h( Nfr:lr

:**.8ffi5;**

q!&r
,:,we&rb

a.Gl

$!emdth6h@l$
Esgtts.ffi?
It6 b cRr b J6r ix

Look back at the researchquestionsyou wrote in 2.2


and add brief notes after each one. Keep a record of the
detailsof your sourceon the same page
bibliographical
as your notes.
4.2

:3r.:-:!.-a:

:4.sr*6b&tu-

Frorn your notes, write down the bibliographical


details for your sources in the table on the next page.
Tips
a) Most librariesnow make use of electronicsearch engines.lf you are not familiarwith them, ask
librarianfor help.
b) You can use a search engine such as Google or Yahooto find relevantsites.
http://google.co.uk
http://yahoo.co.uk
c) You can also use web directories.
http://www.lycos.co.uk/dir/
http://dir.yahoo.com/
d) Subject gatewaysare also a good source of information.The sources are divided up according
to academicsubjects.
htto://www.intute.ac.uk/
e) You can also make use of the links provided by Society Guardianat:
http://society.guardian.co.uk/homelessness/page/0,8149,527295,00.htm1
Or by the UK governmentat:
http://www.odpm.gov.uk/stellenVgroups/opdmhomelessness/documents/sectionhomepage/
odpm homelessnesspage.hcsp
http://www.communities.gov.uk/index.asp?id=1149659
66slts

Auttrols famil3
name and iniJlal

Date of
p0blication

TrHe

Edihbn

%'cx. ot
pubticafion

Publisher

LJnil? - Theresearrh pracess - Task:Researchand Heferencing

l3

\4ebsrtes
Arrhorg familj
name and initial

\,0hen la5t

*ti*-e

)a-re

qr:tr

bJeb addras.*

. ^ - - o < < p . f

*t^.?

S"Je

\ofrP:l I

a'ro,l I

$$&ax$wsxg
ffiw&ryffi
fsxr &*;ry*&
*

B3

Wrilinga bibliography
At the end of this unit you will:
o understand the purpose of a bibliography;
. be able to produce a bibliography using the APA System.

TWWffig
K Why includea bibliography?
',.1

?* gr*xg** *f **$, *p*xrd i* rn!xx*e*


*iu*u**ixg *i8:!i*gnxphi**.
a) How much experiencehaveyou had
in the past?
of writingbibliographies
b) Why is a bibliographyusefulfor the
reader?
c) Why is writinga bibliographyuseful
for vou. the writer?

t.*

N*w fhi*rk *&:*uf rvh*n y** f*a*nd $**y**s t* x*r*ngth*x &*l*r*rrySt****t's *ssi3y *xl
il:*rx*6*ss$r**s"fii}is*xssjlh* f*i**rv*n6 qur**ti*n* wit$: 3r*xr *1***.
you found in the sourcesfor the homelessness
a) How did you use the bibliographies
essay?
b) Why is it importantfor a bibliographyto be completeand accurate?

-}i$-WWM
ffiffi
eiOliographies
andthe APASystem
3"1

Th*r* ffit"*ffi{}ny di*?*r"*n{syxf*rxs *f *}ttllli*m,*n*li th*y *ft** diff*r {r*n* *r:* m*;x*im*li*$***trjt*
*n*t*'e*r.!*: this *x*r*ls* y*$ if;riilpr**tix* *** *f *h* ffi*st avi*i*{y*l**d *ct*x - th* &F,&System,
Yh* *xxrx6*!* h*ll*w sh*ws t8:i* *vst**x:.
Bibliography
Morris,J. & Winn, M. (1990). Housingand socialinequality.London:Longman.
O'Dwyer,C. (1994). Homelessness:what's
theproblem?2nded. London:Shelter.
Ratcliffe,P. (1997a). Housingin Bradford,BradfordHousingForum. Oxford: Oxford Unir,,ersihPre:s.
Ratcliffe,P. (1997b). Race,ethnicityand housingdifferentialsin Britain.London:Blackrrell.
ScottishHomes. (1997). Home ownersin Scotland.Edinburgh:
Universityof Edinburgh.

- T*
Unit3 - Writinga biBiioE{aFnv

Ht

*d Fefererx*rg

15

0*:f'a

Uiui'ographyto answerthe following questions:

a) :What is the name of the book which was written by CarolineO'Dwyer!

b) When was Housrngand socialinequalitypublished?

c)

d) What does 2nd ed. mean in the entry 'tor Homelessness.'what's the problem?

e) Where was Home owners in Scotland published?

f)

What did Jenny Morris and Maftin Winn write?

g) What do the lettersa and b mean in the entriesforthe books written by Peter'Ratcliffe?

h) lf a book hastwo authors,how is the entrywritten?

department),
a government
i) lf the book is writtenby a corporateauthor(e.g.,an organisation,
comesfirst in the entry?
what information

D In whichordershouldentriesbe placed?

IE

2.2

Look at the examplesin the bibliographyon page 15.What are the ruleefor writing a
bibliographicalentry for a book? Considerthe order of inforrnationand punctuation.

2.3

Takeihe book sourcesyou found in Unit 2, Task4.2. Usingthe rules you havediscovered,
write bibliographicalentriesfor your sources.

Tark: Fesrerch and Heterenclng- UnitS - Wrilings bibliogfaphy

YreWMffi Bibliographies
and electronicsources
:t"*g,*rr.Jg.*

Thereis an increasingamountof informationavailableon the Internet.This kind of informationcan be a


valuablesource,but it is importantto use it correctly.
Beforeyou use an electronicsourcein your essay,you need to decide if it is reliable.The publishingof a
book is a much more carefulprocessthan the publishingof a website.You should use rellablesites,for
examplethe officialsites of universities
or well-knowncompanies.
As the threeexamplesbelow show,the bibliographical
rulesfor electronicsourcesdifferslightlyfrom books.
It is importantto give the addressof the page,not just the addressof the website.You can copy this from
the browserwindow.
Grassian, E. (2000).Thinking critically about World Wide Web resources.
RetrievedOctober 24, 2006, from http://www.library.ucla.edu/libraries/college/help/critical/index.htm
Departmentfor communitiesand local government(n.d.). Overviewof homelessnessdafa.
Retrieved24 October,2006,from http://www.communities.gov.utdindex.asp?id=1
156292
Society Guardian. (2005).The most usefuluzebsifes
on homeles,sness.
Retrieved24 OcIober,2006,from
http://society.guardian.co.uk/homelessness/page/O,8149,527295,00.htm1
*,1

*s* th* bi*i!*grxpi:;

*i:*.;* i..: =l::=qi i-= i::!:i'::ing qi:esiiets.

a) When was Thinking critically about World Wide Web resourceswritten?


b) When did the writer of the bibliographyvisit the sile Thinkingcriticallyabout World Wide Web
resources?
c) Why does Overviewof homelessnessdafa not have a family name and initialas an author?
d) When was the site The most usefuluzebsifes
on homeles.sness
last updated?
e) What informationsuggeststhat Thinkingcriticallyabout World Wide Web resourcesis a reliable
source?
What does (n.d.)mean in lhe Overviewof homelessnessdata enlw?

{Jnil3 - W**ng a bibliegraphy- Task:Bese*dr rd Fefererriq

f7

t :
. . , ;

l ' , '

3:2

tock at th* examples of Ini*rnet $ource entni*s in tNrebib*iography l:n pag* 17" What are the
rules {or writlng a biblicgraphieal entry for a w*bsite page?

.l'l

Take the lnternet sources you found in UnI* *, Tesk 4.2, and put th*rn int* the fonxat shelrarn
*hove"

3.4

questions and wrii notes.


Work in groups of 3-5. Discuss the follovr'sing
a) Why do you includethe date you accesseda website in a bibliography?
b) How reliableare the websites you chose to use for the homelessnessessay?

X
ms*esfmr&fmX&
5&wdsm*

l8

Tark: Ferearch and Feferencing - Ll.dl3 - W.ning a bbliogl4hy

E4

Feferrinqlo olher
sourEesn your essay
i;:iffi'ilffir',"T,::tjl:yruHil"."ffi'Jifi
uressay

citing and quotlngare two methodsof referringto othersourcesin your essays.

KwwMXGitins
According to ShaLs &Yrc,sr. (200a), peopte are igolated
homelessness.

and de-skitled

bq
J

ShaksChosh
T u e s d aJyu l y1 8 , 2 0 0 5
TheCuardian
Homelessness
de-skills
and isolates
people.Theobviousresponse
is to givehomeless
peoplehomes...

Citing is reportingideasor informationfrom another


sourceusingyour own words.This differsfrom copying
verbatim (exactly word for word) and without
acknowledgement,
for two reasons.First,you can select
and summariseimportantpointsfrom the source.
Secondly,you make it clearfrom whom and whereyou
got your ideas.
To avoid copyinganotherwriter'swords direcflyinto
your essayby mistake,good note-takingtechniqueis
important.Using keywords,symbolsand paraphrasing
at the note-takingstageall make it less likelyto copy by
mistake.lt is also vitalto write down the bibliographical
details of the source accuratelv.

,'w.. t,
aH.
"'-

tL t \ , *, q

- \' r{ <- ' /.


L'4h /

Look at this example.


Bibliographicalentry for the source:
Grassian, E. (2000).Thinking critically about wortd wide web resources.
RetrievedOctober 24, 2006, from http://www.library.ucla.edu/libraries/college/help/critical/index.htm

uai* ,rlt- ${ef*;trr!ng


a&$g*sr &e**}rc&s
in yaur essay - Task: Be=rdr

rd EEelrig

g4
Exact sentence from the source:
'The WorldWide Web has a lot to offer,but not all sourcesare equallyvaluableor reliable.'
Citing the source in an essay
Accordingto Grassian(2000),Internetsourcesvary in accuracyand usefulness.
Or
ln her evaluationof websites,Grassian(2000)arguesthat Internetsourcesvary in accuracyand
usefulness.
{, " {t

Sisaus* the*e questions with your partner.


a) How originalis Grassian'sidea?
b) Why has the essay writer used Grassian'sidea in the essay?
c) How has the essaywritershown whose idea is given?
d) Why doesn'tthe essaywriter includeGrassian'sinitial(E.)?
e) How has the essay writer shown the readerwhere to find Grassian'sidea?
0

|,&

What changesdid the essaywriter make in order to avoid copying Grassian'stext word for word?

l*'lgnoups *f 3*S, discuss tl** fo$owing;quexti*res."


a) Why is the APA stylewidely used?
b) Haveyou used a similarsystembefore?
c) Why is it better to add the author and date informationto your essay at the same time as you
write your essay,ratherthan after you have finishedwriting it?

YmmkreQuotins
Quotingis anothermethodof reportingthe ideasfrom
anothersource.Unlikeciting,you may use the exact
words of the source'swriter.Similarto citing,however,
you make sureyour readerunderstandswho the
words belongto and in which sourcethey appear.
As a rule, quotationsare used less often than
citations.One reasonfor quoting is when you feel the
authorexpressesan idea or opinionin such away
that it is particularlysuccinct,memorableor
interesting.For example:

f-lowb:srerr
iJc{atr! P'efE

ilg'stii\!

su

Quoting the source in an essay


A numberof studies(Anderson& Thompson,2005; Fitzpatrick,2000)havefound that young
homelesspeople'sdefinitionsof homelessness
differfrom the definitionused by the government,
which is discussedabove.One intervieweesays, 'l think I was homeless,not becauseI was livingin
the street, basicallybecausewe, me and my sister,were living at a differenthouse every week and
basicallylivingout of a bag in that house'(Anderson& Thompson2005, p.21).

?0

- Unit4 - Esferrin$16ettrersoi"lr{esin youressay


Task:Research
andBeferenEing

{}***us* rvlth y*xr p**rl*r.


a) Why did the essaywriter decide to quote, ratherthan paraphrase,Andersonand Thompson'stext?
b) Which words are from Andersonand Thompson'stext?
c) Which words are the essaywriter'swords?
d) How do you know which words are from Andersonand Thompson'stext?
e) Why has the essaywriterincluded2005 in brackets?
f)
:.3

What does p. 21 meanand why has the essaywriter includedthis information?

& s***** f*&$** fe*rqu*ting i* t*


*tr*ngth** y*ur *r{in *rg*r**m{ *y
r*f*r*'ixg l* *n **th*r**y. L**k *?
*h* r*f*r*n**s b*i*ier. Yh*n *i**x*s
th* q**str**r* with ;r p**x*r.

Bibliographical entry for the source


overviewof research
Fitzpatrick,S., Kemp, P.,& Klinker,S. (2000).Single homelessness.'An
in Britain.Bristol:The PolicvPressand Joseph RowntreeFoundation"

Quoting the source in an essay


as a'lack of rightto or accessto ...
Fitzpatrick
et al. (2000,p. 121)definehomelessness
secureand minimallyadequatehousingspace'.
.The Joseph RowntreeFoundationis one of the largestsocial policy researchand developmentcharitiesin the UK.

a) Why might the authors of Srng/ehomelessness.'Anoverviewof researchin Britain be authorities


on the subjectof homelessness?
b) What does et al. mean and when is it used?
c) In the middleof the quotationthereare threedots (...).What does this punctuationmean?
c"*

Yh* $xy*ut *9 * i*xg qu*t*?*** i* **#*r**? ** tf:* *x*mpi** *i *h*I{ qu*l**i*ns ***ve. A !*irg
**msi**r** t* *:* thr** *r s1*r* iin** *f {*xt, {*c}*kn{ {h* exe*.lpi-. belc'.v
*:gu*t*tt**ni* **r.;xil5a
Yh*rr *i**lqss *h* qx**{i*ns *ll tihe **xt pxg*.

AdamSampson,
directorof Shelter,
madethefollowingcommentin response
io
issued
homelessness
statistics
bv
the
the
sovernment:

Shelter

ashomeless
hasfallen.thet'actremainstherelre still recordnumbers
of
Aithoughthenumberof peoplebeingaccepted
peopletrappedin temporary
accommodation.
andhundreds
of fhousands
morein orer,-roudedrrrunl'ithousrng.
(Sampson
2005).
impression
that
is awarethatthene\\'statistics
mal be usedto givethemisleading
Fromthis,it canbe seenthatSampson
pressing
problem.
is
no
longer
a
homelessness

**i* * - **If*fri**

1* ca*=r =*-.**s

i* y*l;r e,l;s6ey- Taskr Fesearch and Feferencing

?l

:=

tr

4
a) How are the layout and punctuationof a long quotationdifferentfrom ihose of a short quotation?
b) What is the maximumlengthof a quotation?
c) lt is usualfor a quotationto be followedby a page numberin the in-textreference,but in this
examplethere isn't one. When is it possiblenot to give a page number?
2"4

$r:gr"*upx *f $*S, d}**Lxsst,x* fot{a*wifigq**stie*ns"


a) What is the differencebetweenthe following uses of the same source?
Accordingto Weller(1949,p.87),'East,west,home is best...'
Weller(1949)believesthat it doesn'tmatterwhereone travelsto, in the end most peopleprefer
theirhomes.
b) Why is citing usuallypreferableto quoting?
c) What is your tutor'sview likelyto be if you link togetherlong but accuratelyacknowledged
quotationswith a few words of your own in your essay?
d) What is your tutor likelyto think if you don't representa sourcewriter'sideasor opinions
accuratelyin your writing?
e) What may happenif you don't acknowledgethat an idea or a quotationbelongsto anotherwriter?

WWWkW Citingand quotingpractice

{}.!

W*rk individaafly"L*sk *t y*r.*rs*r*r"*** x}:c:}ut{"x*me}**:xn**s.Underline twr: in*p,*rtant ;:*ints


;l*':dempythsrv: v*r*r*xtin'*{w*rc* f*r w*rc*} }c'}**th* *r*x below. Make notes in t!"re*
beix {q}*" eise
kc*yw*r*{w*nd *ynr*:**ts;x*'t**
c}'l*nge t&'**}*ngx;,lgc *f the source text a* rcueh as g:l*ssihtc,
y**r **t*s, vrrite tsv* ,*itsti*l'ts. Yry t* use both book and *r:t*rn*t *l*ur**::*"
t-Sxiing

Citation,
The r,oords in the

=,oc(cel

Your note.s:

Task:Eesearchand FeferenEing- lntl 4 - Refrrir* te s{fxlxrssr'lrcmx$


in ye**rxxexy

Citafion'
The uoords in fhe

soac@;

Y^f lqt"r:

Citation2:
Citation:
The r.oords in fhe

s,oo(cel

Your nafes:

3"9

Wark w*th ysnlr psrtner" *ie*uss tl"l* tx>llowingq$sst,sn$.


a) Do your partner'scitationschangethe meaningof the source?
b) Has your padnerclearlychangedthe languageof the source?
c) Has your partnergiven an accuratein-text reference?

3.3

Work indivldually. Find two *xan'lples in ycur $curces that you could quote in an essay on
honrelessness.Write tlrern in the bsxes belCIwa* t!t*y would *Bpsar in your es$ay. ?ry to use
botlr bcok and Internst $surc$"
.
......_-:..
:Quafafion,

Qtlotation:

Xn*tgl,- Seferrin3 lo olher ssJrEes ifl y.H.r esli3y - la*:

Fese*ch ard ffierencing

a3

=4
S.d&

qa;**ti*ns.
\rVsrkwlth y*ur par&ren *i**u::s t*"1*fmf]owrix'lg
a) Why has your parlner decided to quote, ratherthan paraphrase,these parts of the source text?
b) Has your partneracknowledgedthe sourceaccurately?

KWWKe&Referencingpractice
4"1

Wclrklng in gro*ps cf 3-5, read the p*ssag* b*l*:;w a*c* unde*r!!ff*


th* sectians which have not been properly r*ferenceeJ.?h*n
e$rnpare your work.
In a recentarticleon homelessness
in London,an expertanalysed
the reasonsbehindthe growingnumbersof homelesspeoplein
the city and concludedthat drug abusewas the primarycause
of homelessness
amongstyoung people.This claim is,
however,questionedby anotheracademicon the website
www.homeless.co.uk.
Accordingto the secondauthor,the first
author'sstatementthat drug abuse is common amongsthomeless
peopleunderthe age of 20 is not supporrtedby the statistical
evidenceprovidedby the NationalStatisticsBureau.

e&
Sludexx&
ffirc&ww
ffwrWm&&

?4

Task:Fesearchand Feferencing- $&l*&{- Sefcrringls alher ssrireesin ynur essay

!I

Plagiarism

tr

At the end of this unit you will:


r understand what plagiarism is;
. understand how to use sources in your writing;
. be able to recognise plagiarism in a piece of writing.

-$'og;*"*

TaXK Xwhat is ptagiarism?


1 4
! , t

f1:te

a5 ' 'r --

*r: gr*a:ps *f i3*5,dis**ss y$l,r enswers te the follcwing questions.


a) Why is it necessaryto referto other sourceswhen writing an essay or report?
b) What do you understandby the term 'plagiarism'?
The originof the word 'plagiarism'is a Latinword meaning'a thief'. Plagiarismis a type of
academictheft, in which ideasand/or languageare stolenfrom someoneelse.In its most obvious
form, plagiarisminvolvesthe word-for-wordcopyingof largesectionsof anotherperson'smaterial
with no indicationof the originalsource.Becauseof the lack of in-textreference,the plagiaristis
claimingthe ideasand languageas his or her own.
In a less extremeform, the plagiaristcopies shorter phrasesfrom
a sourceand linksthesetogetherwith his or her own words.This is also
plagiarismif there is no in-text referenceto show that the ideas come
from another source or if there are no quotation marks around shofter
quotationsto show that the words belongto someoneelse.In scientific
subjects,plagiarismcould also be copyinganotherperson'sresults,
calculationsor programcode, perhapswith minor changesin accuracy,
explanation,layoutor identifiers.

^n

m
n
'*.x

Plagiarism is a form of cheating and is liable to punishment.

*Q*asiti":et*Nt absvs. ln grcups o{ 3-5, discuss your answers to the following questions.
a) What is the differencebetween plagiarismand acceptablereferenceto other sources?
b) Why do tutors take plagiarismso seriously?
c) Has the Internetmade plagiarismeasier?
d) ls plagiarisma problemjust for non-nativespeakerstudents?
e) What might the penalty be if you plagiarisea piece of assessedwork?

Unit5 - Flagiarism- TaskrHesearchand Feferencing

?5

--

tr

Wffiiffi$|XWM
ffi Plagiarismand other misusesof sources

*.i

l*ook at how four writers have used a s*L*r*{:rt*x:l in e pera*r*p?: !* t}:sir *$$.a}ys.$isc.ux:*y*un
ar::iw*rs t* th* qx**ti*r:x b*i*w,r!r: y*ur $r*Llp.
a) How has each writer used the languageof the source?
b) How has each writer used the ideasfrom the source?
c) Which paragraphsshow the writer has understoodthe ideasin the source?
d) Which of the four paragraphsis not plagiarised?
Source text
Forrester G. (2006) Push factors in youth homelessness.3rd ed. Reading: Garnet
A paragraph taken from p. 22
Push factors account for a high proportion of youth homelessness,possib/y as much as B0o/o
(Centrepoint 2005). Push factors tend to make young people leave home without much pre-planning,
leaving them vulnerable.These factors may be interpersonal,for example disputes with family
members, family break.ups, and various forms of violence. Push factors may also be related to lack
of resourcesin the shape of poverty or lack of space in the family home. Youngpeople affected by
push factors tend to leave home before the age of 16 and consequently often lack the skillsand
resourcesto set up their own home. A recent survey found that over 40o/oof the young homeless
intervieweeshad no formal qualificationsand 24o/ohad no source of income (Centrepoint 2005).
Paragraphs
(a) Push factors account for a high proportion of youth homelessness.Possib/y as many as 8 out of
10 young homelesspeople leavehome becauseof push factors, which include disputeswith
family members, violence and poverty (Centrepoint2005). Push factors tend to make young
people leave home without much pre-planning, leaving them vulnerable.Youngpeople affected
by push factors tend to leave home before the age of 16 and consequently often lack the skills
and resourcesfo sef up their own home.
(b) Push factors in youth homelessnessmay be divided into two categories: 'interpersonal' factors
and factors relating to a shortage of resources(Forrester2006, p. 22). ln the UK, these factors
play a significant role in young people becoming homeless.According to a survey carried out by
the London-based charity, Centrepoint, approximately 80o/oof cases of youth homelessnessare
the result of push factors (Centrepoint2005 cited in Forrester 2006).

?E

- l,*n**
andHeferencing
$ - F*;xgixerfx;rn
fask: Besearch

(c) Push factors cause a large proportion of homelessness,aryKtxfutffiyt ffi% (C,tntrepoint 2005):
Push factors are inclined to make juveniles leave home withont mtdi ptffittirry,,
Iaving them
weak. Thesefactors might be interpersonal,for instancedbpufes witt r#ittes, rffi*yp b@k
upsandamixtureofformsofviolence,PushfactorsmayalsofuinffitoHcofwaIth
in the nature of lack or not having enough space in the family horne- Yang orry-elrBggelra/ed by
push factors tend to leave home before the age of 16 and so often lack tfir- s*fls ad resqres fo
set up their own abode. A recent suruey found that over 40% of the young esfiirb ieryFnm
had no strict qualificationsand 24o/ohad no cause of income (CentrepointM)(d) Foresfer (2005)sfafes that push factors can be categorised in two groups: inte@
htrq
such as arguments with other members of the family and violence within the honreon fle qre
hand and resource-related factors, such as lack of money or sufficient living space qt tie dwShe adds that these push factors often causeyoung peopte to leave the family honre brifue tley
are 16, with the'result that these young people are pafticularly at risk because they may llrrre rn
recogn ised q ualificatio ns.

Yourparagraph

llnil 5 - Plagiarism- Task:Fesearchend Feferencing

?7

Sludenlnsles fsr UnllS

?8

Task:Fesearchend Feferencing- Unil5 - Plagiarixn

KEgiltil:HH*ns
At
.
.
.

this unit you will:


select relevant information from your research notes;
support your arguments;
acknowledge your sources acceptably.

the end of
be able to
be able to
be able to

K Usingsupportingstatements
WWWM
This final unit asks you to strengthenAndrewStudent'sessay(Unit1, Task2.1).Todo this, you will select
relevantinformationfrom your researchnotesand add this supportto the argument.
3.3

ffi*!*w l* ti:* ss$riy ** i:*rxcl*g$r?*$s xvrltt*sthy *,**r'*iv S****xt" &**r*ti: i:*.; is:!:,, ", . ,;
T* g*! a ;*;:'-i
iei***, but hq*h** **t give* *n**gh dxt*, *xxmpl** xnd xxpp*rtiffiS $3*it3{$id*x*
fr*r*
*tih*r *criri**
*rg:.:m*nt
rq*i*h
$tffillsrfr*ltt*
*n*
r**rk, }'l* vrvfflh*v* t* xr.xplp**hi*
il*i** y*r*r **t*x fr*m Sr:it 3uYn*k 2.X, put ffi* ilrr*w xnd * *u*rnh*r wh*r* tk* ar6*m*mt
x**ds $ffipp*t!'t"

What are the causes and impacts


by Andrew Student
One of

rrurLLsreDDrrEDD

Th

rrr

dramatic rise in
themselves livinq

problems

most pressing

the world's

L^-^l

r^^^hr

yeaf

f e COfIt

homelessness?

of

r1"^-^

tlrer

S,

L-^

the number of peopfe


on the streets.

is
lLJ. ^e^u- l l

lrd s

that

of

who have found

of
Homelessness can be defined as the conditlon
people who lack regular access to adequate housing.
a wide range of people,
this probfem can affect
the efderly
and, in some cases,
children,
including
whole families.
People

become

ser m
r L ln/ flv _ ynr rrLrum
r re
u ,n

illness

homeless
=na

glnrr

usYv

for
a
v !F

many
:f

reasons,

f nrrl:L.

1a

including

hnt'ci

na

&;ldr*w $tudeni

poverty,

AOmeStiC

lack

and drug addiction.

on those who experience it.


Homelessness has a profound effect
and mental hea-c::,
likely
Lo have a negacive impact on physicaf
i d
u eei rn
u fr

.if rz and
uf,

aeademic

cl

mel:--a

ViOlenCe,

. in r a a r :

s o r - . i . 1r

oerformanr.c
v

rrruvY!
v

marr he
r!!\4j

t si n n

In

imnaired

the
as

CaSe

Of

hOmeleSS

: ls
se::se of

C::- _d:-en,

we'-.

p:cb-e:--,
:'-.-e:- :re
increasing
becoming an urge:::
is cfearly
Homelessness
on
and tie
se-;e::'-*1- of 1:s impact
who are af f ected
number of people
r:s
root
causes need to
To address
the probren,
and society.
individuals
of
the problem
its
symptoms. Ocnenr-ise,
rather
than just
be targeted,
be perpetuated.
will
simply
homelessness

**it & - !js!*g *;.jpp*riin! ;i1:;.:=*;:i= - Task: Research and Referencing

e9

=5
g.g

fr*:n: y**r s*ur*** t* xv:*w*r 5{surr*$**:r"*h qx***i*n* {U*it R, Y;xx}c


L**k *t th* n*t** y*x n':;*e$*
?his \ryi8{
4.3?.ffft**x* th* *:**? r***v**t linf*i"sx*tr*{t*er*upp** &*dr*vs $t*de*tk {:qr$4.!$"1*stt"
pr*ba*:iy in*}xd* *x;ln:pl**, st**is*i*{}[s*xt* mndrl:*r* mp**if** ;p*irutswrhr*$:su*ppr*rtkix *ngaxr:l*n*'

r.*

**tin6"
ffi**ide wrhi*h is:{*rrn*tii*:t ***ds qu*ting cm* whi*h r':*,:****

3.4

Wr"ite***h *it*i!** x;:* c;u**x{i*r: !n th* xppr*pri*xt*l b*x li*sf*w th* ex**rp*" h*e*r::h*re**:*: *R*
t* rn*trh the ar";"*u;*anci n{.irnk}*rsy## $:*ve *d**d t* tii':l*essey" &{aak*.*ur*t?**l{m*f**:*
*se$"
*it*tl*ns ;:rr.i* *u*!ati *n* *r* *mrr***ly r*1l*e'*s:

1.$

Writ* * t*i*i!clg:"*pi':y9*r t!:* s*#r**$ y*u h*v* ***d i* &tr& x*yie.


What are the causes and impacts of homelessness?- by Andrew Student
One of the world's mosf pressrngproblems is that of homelessness./n
recent years, there has been a dramatic rise in the number of people who
have found themselvesliving on the streefs.

Homelessnesscan be defined as fhe condition of people who lack regular access to adequate
housing. This problem can affect a wide range of people, including children, the elderly and, in some
cases, whole families.

Peopte become homelessfor many reasons,including poverty, a lack of employment, a shortage of


affordable housing, domestic violence, mentall/ness and drug addiction.

30

;*r&*m?ffn*$$
TaskrFesearehand Heferencing- **m!{*$- lJxinga*:ppcrf*mg

Homelessnesshas a profound effect on those who expeience it- lt is likely to have a negative impact
on physical and mental health, sense of identity and social intqntion- In the case of homeless
children, academic performance may be impaired as well.

Homelessnessis clearly becoming an urgent


problem, given the increasing numbers of people
who are affected and the severity of its impact on
individuals and society. ln order to address the
problem, its root causes need to be targeted, rather
than its symptoms. Othenuise,the problem of
homelessnessurl/ simply be perpetuated.

Bibliography

Unil6 - lJsingsupgortingarguments- Task:Fesearchand Heferencing

3l

YASICe Thinkingaboutthe argument


2.1

In grcups of 3-4, present your additions to Andrew Studentosessay. Take it in turns te explaix
what was weak in the essay and how each af yeur additions strengthens the essay.

2"2

In tl'le sarne groups, discuss your work in detail.


a) Do you agree about which points need strengthening?
b) Which pieces of informationare most persuasive?
c) ls the source of each piece of informationshown clearly?

TaSk 3 Thinkingaboutthe researchprocess


3.1

In the same group, discuss the process of researching and referencing the essay. Consider
the following questions.
a) When is the besi point to find sources in the essay-writingprocess?
b) What should you do if you cannot find appropriatesources?
c) Which part of the processdid you enjoy most?
d) Which part did you find most difficult?
e) What is the most impodant thing you have learnt?
What advice would you give to another student who is starting this module?

3e

Tark: Hesearchand BeferenEing- Un:l5 - Usicgsupparlingilgutrnts

' r

,-\d -F3U.
W ffitr*s$gffi;ST:c"F
;l.'"'-i". r; , , :
**t:
A da;ffi I .? &S S '*i i I
f i " l i r i ' n ? ' ; , . { j ; : : t i ,: ' r

Lqok at the fOllowingessay extracts and consider the differences. Which one(s) incorporate another
ideas correctlyand which would be unacceptable?Which version(s)do you prefer?
;lpeqson's
'?)r
,
In the words of the song, "There'sno place like home". Nevertheless.
for a largeproporl,or:oiftre
world'spopulation,
stayingat home has becomeimpossible.
Wars.faminesand religious
persecutionhavecausedmanv to leavetheir homes.

Accordingtotheoldadage:"There'sno placelikehome."(Payne1822).However,
fora large
proportionof the world'spopulation,stayingat home has becomeunfeasible.Conflicts,famines
and religiouspersecution,to name but a few, havecausedmanyto deserttheir homes.

Payne(1822)believedthat there is no place like home.This may be true for many people,but for
othersin economicallydeprivedareasof the world, home has had to be abandoned.

ffi-[illl.:1;p.r:5ti.]''i1;-/'j::|9-l:iiJ.'::ii'''.','..;':;;i''..
!

Match, these reporting verbs (a)-(e) to their effects (1)-(5)

f. . :....:.
; ' l : . . '

a), 9lalms
'
i,.11
,oroves
],1',,,,,b;)1

I,..,il..,,,suoges1s
ustrates
i',:,'.$.:,:,:li'lf
e) outlines
1. has strongevidence
,[.r1:gives examples
...'..t.

3, is an opinion that not everyoneagreeswith


4. givesthe main pointsonly
5. has weak evidence
What effect do the following reportingverbs have?

Task:Fesearrh and Eeferencing

35

ISBN978185964924-4

;P

:..ii::::,;

=.-'

ililiilru

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