Professional Documents
Culture Documents
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
Sadraj
silabusa/izvedbenog
plana (ukratko):
FFENB206J /
FFENB206D
I.
Vjebe
Seminari
Samostalni
zadaci
Konzultacije
Mentorski rad
Terenska
nastava
Ostalo
Napomene: ---
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%
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.
Obvezna literatura:
Dopunska literatura:
Dodatne informacije
o kolegiju
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.
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.
Summariesand conclusions
Learn how to close your argument and draw conclusions.
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.
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(
-fne
Dritish
form of transport
Task:EssayWriting-
is the train.
households.
Learning a ta
chafacteri
numbar of
desc(iba
big. Discrtss.
forms
of
o)
'i.=
'i rt
;=':*==*
l* p*irs *r *r{3*Fsi *E***== i':*f*il*r+.i*g =sq**?= *f *= ====1-..
::*i*s * 3.*-r *i*".*l;*=i'*;:i
.tr":<S
ti":*
**a-*h**!:==;::+
i*
th*
*i*=*.
Br*s**i
The introduction:
What is it for?
What makes a good introduction?
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?
:i:+ r--:i;ii.:;-=r5+:.:::
iii:-a:r-jil;':::,:=::-'::.-::ii-:.:a=Faj:-::=:r-*==*g=rv=it:;=i; =1:ii=. += E: sc=aaa:tt=
=,i:;!l:...l::;'i,i;.
'...1
;i:. -.i:.i=al.;: :i-.1 '' i:- -.-1"-l : .-:--:--:'==i:i= := ===..:::':::ti:l'=-::-.::i.
skitl
Score
Writingcorrectand accurateEnglish
Planningan outlineof an essay
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
:.:=t:: - =:t:==i::.+=::-::=*:::
=l
Analysingthe essayquestion
possiblesolutionsand evaluatetheir
with trafficcongestion.
Suggest
Discussthe problemsassociated
effectiveness.
:i
,:
.t.ll,i,:-. i:
':t'.
t,',i':.
.-li.-,
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 .
..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
- 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
ffi*5*w i* * *kq*l*t*fi il-;ir:i;it',BF]*f t$:* *ssag t*pi* y*tr ;+reeie" --Fi*+-i-.:ee*E*t* ih* r::il'l*:r**p
*ti9fuv*r*v i***s s* fr:i''
Solufions
Probtems a==,ocid+ed
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.
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.
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)
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
*"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
2.3
=l
tr ara
=E
Which of the above, a) - e), has the author used in the introduction to an essay entitled:
3.1
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
The controlling ideas can be stated in many different ways. ldentify the controlling ideas of the
following thesis statements.
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 ...'.
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
b)
c)
d)
The mostcriticalproblemsincludehomelessness,
inadequate
healthcare
and education,
unemployment,
and knock-oneffectssuchas risingcrimeand drugabuse.
e)
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-
Weav-Y\esses
is an essentialskill.
Redrafting
fsr $sx**
ffi*rudmre*
ffiGG
*
tlnit * - G*tlEF!*
=iErle$- Tesk:Erray Wrlllng
t5
an outlineplan
a clear structure
a strong introduction
logicaland meaningfulparagraphs
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:
.
Causesfollowed by effects
Problemsfollowedby solutions
Paragraphorganisation
IE
a)
b)
c)
d)
e)
f)
. .
- 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
a)
lmmigrationis a very difficult subjectto discussbecausethere are many possibledifferentviewpoints.
b)
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).'
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?
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
in the
pa5f
Organisingan essay
Paragraph begins
s-fofla ts
ot
advanced at thi.= time.
-fttece
to
fiela
the
of
pafenf
medicines
qes
Das an
nf changes r.,"rhich
(,as populafion
capitalisrn
States
in fhe
United
of
America
- 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"
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)
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
)
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
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
-*"
concluding statemenf
...
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
eB
Task:EssayWdling -
on
Format/uor
n exarnpleg
j)
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
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
Qualif3ing
exP( e3 3lon3
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
vocabulary
appropriate
and grammatical
structures;
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
THsK
is a flexible learning resource that has been carefully designed to develop the key
transferable skills that promote students' success in university and college study.
Whether you are a student or a teacher, the TASK series provides a tried and
tested teaching and learning tool suitable for a broad range of academic disciplines.
THSKseriescomprises:
TheEomplele
I
IE
tl
tu
wwwgarneteducation.com
FesearEh
EourseBook
. 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$ritinga bib*isgnaphy
Understand the use and importance of a bibliography and learn the basics of
writing one in the APA system.
Keferringto otlrenss&*rsesimycunesself
Understand the uses of quotations and citations and familiarise yourself with
the APA system of referencing.
Plagiarism
Understand what plagiarism is and how to recognise it in a piece of writing so
that you can use other sources in your writing in an acceptable way.
UsinEsuppsr{ingargumsnts
ldentify relevant information in your research notes and understand how to use
it in your essay to support arguments in an acceptable way.
Whyresearch?
At the end of this unit you will:
o understand the need to refer to other sources;
. be aware of different conventions and attitudes to research in different cultures.
i*:*gi** yr:* &r* g*{*g t*:*vit* *r} *ss*y *s: h*ix*i*s$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 - :
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
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
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
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
KXwdwm&
mw&mm
ffwr&$mX&
X
TheresearchproEess
At the end of this unit you will:
. be aw'are of a range of sources of information;
. be aHe to identify the strengths and weaknesses of different sourcesl
. be able to note down bibliographical details for books and websites.
options
TmWkX Research
1"X
h*l*w atlrde*is*ul*stxh}*h
r*{ 3*{r. L**k;:rt th* *i*t of **ur*es sf l*:f*rrnatiEl*'t
14{eirk
*c'lg}r*at$}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
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
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$esllon
Ll
Notesr
?efetenc,e
?e*-accVt
=,cro(ces:
cl:ros'illcrl 5:
Ncrte-=,
?etereruz
t0
=oJ(czs:
prr}esrss;
Task:Fesearchand Feferencing- lJnita - Ths rese{}r{:t'$
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
Secondedition 2006
t s B N0 3 3 7 4 8 3 7 2 4
u!
The Universityof L o n b r j d g e
Publisher
--
tr
3.2
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
&.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"
TaSk 4 Researching
i,!*
4.1
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
:3r.:-:!.-a:
:4.sr*6b&tu-
Auttrols famil3
name and iniJlal
Date of
p0blication
TrHe
Edihbn
%'cx. ot
pubticafion
Publisher
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
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
c)
d) What does 2nd ed. mean in the entry 'tor Homelessness.'what's the problem?
f)
g) What do the lettersa and b mean in the entriesforthe books written by Peter'Ratcliffe?
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.
YreWMffi Bibliographies
and electronicsources
:t"*g,*rr.Jg.*
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
X
ms*esfmr&fmX&
5&wdsm*
l8
E4
Feferrinqlo olher
sourEesn your essay
i;:iffi'ilffir',"T,::tjl:yruHil"."ffi'Jifi
uressay
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...
,'w.. t,
aH.
"'-
tL t \ , *, q
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
|,&
What changesdid the essaywriter make in order to avoid copying Grassian'stext word for word?
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
?0
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
?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
{}.!
Citation,
The r,oords in the
=,oc(cel
Your note.s:
Citafion'
The uoords in fhe
soac@;
Y^f lqt"r:
Citation2:
Citation:
The r.oords in fhe
s,oo(cel
Your nafes:
3"9
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:
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
e&
Sludexx&
ffirc&ww
ffwrWm&&
?4
!I
Plagiarism
tr
-$'og;*"*
f1:te
a5 ' 'r --
^n
m
n
'*.x
*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?
?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
?7
?8
KEgiltil:HH*ns
At
.
.
.
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"
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-^
is
lLJ. ^e^u- l l
lrd s
that
of
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
.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
e9
=5
g.g
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.$
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.
30
;*r&*m?ffn*$$
TaskrFesearehand Heferencing- **m!{*$- lJxinga*:ppcrf*mg
Homelessnesshas a profound effect on those who expeience it- lt is likely to have a negative impact
on physical and mental health, sense of identity and social intqntion- In the case of homeless
children, academic performance may be impaired as well.
Bibliography
3l
In grcups of 3-4, present your additions to Andrew Studentosessay. Take it in turns te explaix
what was weak in the essay and how each af yeur additions strengthens the essay.
2"2
In the same group, discuss the process of researching and referencing the essay. Consider
the following questions.
a) When is the besi point to find sources in the essay-writingprocess?
b) What should you do if you cannot find appropriatesources?
c) Which part of the processdid you enjoy most?
d) Which part did you find most difficult?
e) What is the most impodant thing you have learnt?
What advice would you give to another student who is starting this module?
3e
' r
,-\d -F3U.
W ffitr*s$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''..
!
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.
35
ISBN978185964924-4
;P
:..ii::::,;
=.-'
ililiilru