pisanje eseja - udžbenik.pdf

Naziv kolegija PISANJE ESEJA

Kod kolegija FFENB206J / FFENB206D

Studijski program Ciklus

Preddiplomski studij engleskog jezika i knjievnosti

Godina studija

I.

ECTS vrijednost boda: 2 dvopredmetni 3 - jednopredmetni

Semestar drugi (ljetni) Broj sati po semestru (p+v+s)

15+0+15

Status kolegija: Izborni Preduvjeti: - Usporedni uvjeti: -

Pristup kolegiju: Studenti prve godine jednopredmetnog i dvopredmetnog studija engleskog jezika i knjievnosti

Vrijeme odravanja nastave:

Srijeda, 13:30-15:00, uionica 27

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: [email protected]

Asistent Lidija Mustapi, vii asistent Kontakt sati/konzultacije: srijeda, 15-16 i etvrtak, 17:30-18:30 E-mail adresa i broj telefona [email protected]

Ciljevi kolegija:

Ciljevi ovoga kolegija su:

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.

Ishodi uenja (ope i specifine kompetencije):

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

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.

Sadraj silabusa/izvedbenog plana (ukratko):

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.

Nain izvoenja nastave (oznaiti masnim tiskom)

Predavanja Vjebe Seminari Samostalni zadaci

Konzultacije Mentorski rad Terenska nastava

Ostalo

Napomene: ---

Studentske obveze - pohaati nastavu i sudjelovati u nastavnome procesu - pisati dva kratka testa tijekom nastave - napisati esej (samo jednopredmetni) - napisati research paper.

Praenje i ocjenjivanje studenta (oznaiti masnim tiskom)

Pohaanje nastave Aktivnosti u nastavi

Seminarski rad Praktini rad

Usmeni ispit Pismeni ispit

Kontinuirana provjera znanja (kratki testovi)

Esej (samo jednopredmetni)

Research paper

Detaljan prikaz ocjenjivanja unutar Europskoga sustava prijenosa bodova za jednopredmetne studente:

OBVEZE STUDENTA SATI (PROCJENA) UDIO U ECTS-u UDIO U OCJENI

Pohaanje nastave 23 (30x0,75) 0,75 Kontinuirana provjera znanja (kratki testovi)

15 0,5 Max 30%

Esej 10 0,5 Max 10%

Research paper 15 0,5 Max 20%

Zavrni pismeni ispit (ili dva kolokvija)

20 0,75 Max 40%

Detaljan prikaz ocjenjivanja unutar Europskoga sustava prijenosa bodova za dvopredmetne studente:

OBVEZE STUDENTA SATI (PROCJENA) UDIO U ECTS-u UDIO U OCJENI

Pohaanje nastave 23 (30x0,75) 0,75 Kontinuirana provjera znanja (kratki testovi)

15 0,5 Max 30%

Research paper 10 0,25 Max 20%

Zavrni pismeni ispit (ili dva kolokvija)

15 0,5 Max 50%

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:

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.

Wyrick, J. (2011) Steps to Writing Well. 11th ed. Wadsworth, Cengage Learning.

Zemach, D. E. & Rumisek, L. A. (2005): Academic Writing from Paragraph to Essay, Macmillan.

Dopunska literatura: 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.

Dodatne informacije o kolegiju

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

TEME I LITERATURA

I. Naslov: Introduction to the course

Kratki opis: Uvod u kolegij

Literatura: Obvezna (navedena iznad).

II. Naslov: The basics of a short essay, Introductions

Kratki opis: Struktura kratkog eseja, priprema za pisanje, pisanje uvoda.


III. Naslov: Thesis

Kratki opis: to je teza eseja, vjebe pisanja teze. Literatura: Obvezna (navedena iznad).

IV. Naslov: Paragraphs, Conclusions

Kratki opis: Struktura i organizacija paragrafa, vjebe pisanja paragrafa. Pisanje zakljuka. Literatura: Obvezna (navedena iznad).

V. Naslov: Description Essay, Cause & Effect Essay, Argumentative Essay

Kratki opis: Analiza strukture i funkcije navedenih tipova eseja.


VI. Naslov: Punctuation & Mechanics

Kratki opis: Ponavljanje osnovnih pravopisnih pravila engleskog jezika. Uporaba interpunkcije i usporedba sa hrvatskim jezikom.


VII. Naslov: Essay I

Kratki opis: Prvi kolokvij


VIII. Naslov: Quiz 1 (Punctuation & Mechanics), Sentence errors I

Kratki opis: Prvi kratki test (interpunkcija i pravopis), jezine pogreke koje treba izbjegavati u esejima.


IX. Naslov: Quiz 1 analysis, Sentence errors II

Kratki opis: Analiza prvog kratkog testa, jezine pogreke (nastavak). Literatura: Obvezna (navedena iznad).

X. Naslov: Quiz 2 (Sentence errors), Academic style & register

Kratki opis: Drugi kratki test (jezine pogreke), karakteristike akademskog stila pisanja. Literatura: Obvezna (navedena iznad).

XI. Naslov: Research & Referencing I, Quiz 2 analysis

Kratki opis: Proces istraivanja (koritenje izvora, valjanost izvora, citiranje), analiza drugog kratkog testa.


XII. Naslov: Research & Referencing II

Kratki opis: Pisanje bibliografije, elektronski izvori, APA stil.


XIII. Naslov: Compare & Contrast Essay and Classification Essay

Kratki opis: Analiza strukture i funkcije navedenih tipova eseja.


XIV. Naslov: Essay II

Kratki opis: Drugi kolokvij.


XV. Naslov: Revision

Kratki opis: Ponavljanje (priprema za ispit).


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.

Universily Foundation Sludy

Essay WritingEourse Eook

ISkills MeFGetting organisedLearn some basic principles of academic writing: essay structure; analysing essayquestions; brainstorming ideas and issues.

Getting startedUnderstand how to plan your writing. Learn to create effective introductionsand write thesis statements.

The body of the essayPractise arranging your arguments in a logical sequence. Learn effectiveparagraphing. Practise supporting your arguments.

Summaries and conclusionsLearn how to close your argument and draw conclusions.

Academic style and registerPractise using appropriate language: formalvs. informal style and someimportant aspects of academic written language.

Guidelines for the futureRemember some important points: lecturer expectations; producing a detailedessay outline. Study a model essay.

3

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

Basic principles of essay writingThere are several different types of academic essay. For example, you might have to write:

. a descriptive essay

. an argument essay

. an analytical essay

. an evaluative essay

. a personal experience essay

. a reflective essay

Some essays may be a mixture of different approaches and types, but you need to be clear what sort ofessay you are writing.

Using Ta,J( pe( al expeclenc,e, desc(iba a

chafacteri ion and give examPles.

The mo.=t elticierrr form of transport is the train.Disctlss

numbar of Dritish households.-fne Eocopean Union is alreadq far too big. Discrtss.

Learning a ta age B one of tlne besf forms of

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Discuss the problems associated with traffic congestion. Suggest possible solutions and evaluate theireffectiveness.

problems associated wi th t raf f ic congest ion.

a) What exactly is traffic congestion?b) Where would you find traffic congestion?c) What are the main causes of traffic congestion?d)

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Suggest possible solut ions and evaluatetheir effectiveness

Brainstorming involves free association, or rapidly generating ideas on a topic. Try these two different waysof brainstorming.

Free writingThis is where you quickly write down every idea you have that could be relevant to the topic. You can writea list or draw a spidergram. The aim is to produce lots of ideas, so the form is not imporlant. You do notneed to worry about correct spelling or grammar - it is the ideas that are important.

Group brainstormingThis is where all the members of a group contribute their own ideas on the topic, 'bouncing' their ideas offeach other.

Transporting goods by road.

Start individually. Think about the topic Banning lorries from towns and cities. Accept any ideasthat come into your head.

b) Work in groups. Appoint a chairperson to write down ideas. Then brainstorm the toprc.

a)

- Task: Essay Wriling

=lOrganising your ideas

Now that you have a set of ideas, they need putting together in an organised way. One method is to use amind map to try to represent your ideas in a visual form. This can be very useful when you want to quicklysee the relationship between your main topic, main ideas and supporling ideas (see essay title, Iask2'2)'You write the main topic in the middle of the page and place the main ideas around it, connected with linesor arrows. Similarly, you write the supporting ideas around the main ideas, connected with lines or arrows'

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essaj r,oill discrlgsfhe main Problemsas5ociated dithconSestion and afremP-rfo find a range ofaocV-able solul-iong.

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

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Eelling slarledAt 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 what to inctudeOnce you have begun to organise your ideas in a logical way, you need to decide:o how to structure your essay;o how (and where)to include these ideas.For example, you need to make decisions about the main sections of your essay.

1.1 You might want to include the following points in your essay on traffic congestion. Think aboutthe 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 definition of traffic congestion.b) An explanation of the causes of traffic congestion.c) Your views on traffic congestion.e) A list of solutions to the problem.f) Examples of traffic problems in your hometown.g) Arguments in favour of or against possible solutions.

1"2 Decide in which order the ideas should appear in the essay. Which ones wi l lyou need tospend most time on? Compare your ideas with another student.

TaSlf A Information gatheringIn academic writing it is not enough to use your own ideas without any supporting evidence. lt is essentialto include relevant information from academic sources to give them 'academic weight'. You should obtainthis information by thoroughly researching the topic, using a variety of sources.It is important to make clear notes of any information you find. You can then use this information, withreferences, to supporl your argument. (See TASK, Module 10: Research & Referencing.) Keep a record of allyour sources when you collect the information, as it is easier to do this at the time, rather than later.

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

Sources of information

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

Finding appropriate references

Paraphrasing in your own words

Understanding how much use to make of external sourcesReferencing in an appropriate way

2.3 Discuss your answers as a class.

TaSk il Arousing interest: the introductionThe introduction acts as a window to the rest of your writing. A good introduction should make your readerwant to read your work. You can encourage interest by using a variety of different techniques. For example,you can use one or more of the following:

a) a surprising or interesting factb) a questionc) a quotationd) a definitione) some important background information

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3.1 Which of the above, a) - e), has the author used in the introduction to an essay entitled:The education system in your country?

According to a recent survey, a significant proportion of the population in my country has seriousliteracv oroblems.

g.2 Look at the four essay titles below. Think of a sentence to use as an introduction to each one,using any of the above, a) - e). Try to interest the reader so as to encourage him/her to readthe rest of the essay'

a) Family structure in Your country

b) The criminal justice system in your country

c) lmports and exports to and from your country

d) Transportation in Your country

TaSk 4 writing a thesis statementAn introduction should also contain information on how you will develop the topic in the essay title' You writethis in the thesis statement, a statement of your standpoint or the view taken in the essay. lt should beconcise and convincing. Your thesis is the controlling idea of your essay that you will develop in the main body.

You normally follow the thesis statement with a clear indication of how you will structure the main body ofyour essay in support of your thesis statement'

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

a) The criminal justice system in my country functions in a variety of ways.

b) Although the Big Bang Theory is widely accepted, it will probably never be proved, and ittherefore leaves a number of difficult and unanswered questions.

c) The key to coping with the rise in sea levels is education on its effects and the accurateforecasting of its hazards.

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

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4.3 Look back at the ideas you brainstormed in Unit 1 on traffic congestion. What is your ownview about possible solutions to the problems? ldentifu your main idea and write it as thecontrolling idea in a single sentence. This will be your thesis statement.

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

4.4

An introduction should generally move from the general to the specific. The following example is anintroduction to an essay about the problems associated with urban overcrowding.

5.1 Arrange the five sentences in the correct order.

Tagk 5 An effective introduction

d)

e)

5.2

a)

b)

c)

As a result of this migration, modern-day cities face a number of serious problemsrelated to overcrowding.People were therefore drawn towards living in towns and cities for simple economicreasons.

The purpose of this essay is to identify solutions to these problems of urbanovercrowding and attempt to evaluate their feasibility.The most critical problems include homelessness, inadequate healthcare and education,unemployment, and knock-on effects such as rising crime and drug abuse.The twentieth century saw a major increase in the world's population and, at the sametime, the emergence of a society driven by the forces of economics and industry.

Discuss the following three questions with another student.

a) Mark the general statements G. How do they attempt to interest the reader?b) Mark the thesis statement with a tick. How do you expect the rest of the essay to be organised?c) What are the minimum number of paragraphs you would expect in this essay? What can you

predict about their content?

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Is it likely to interest the reader? Why?

Does it start with a general statement related to the topic and gradually become more specific?

Is there a thesis statement that tells the reader what the essay will be about? Can you easilyidentify it?

Does the introduction give an overview of the essay structure?

Are ideas clearly linked between sentences or is it sometimes confusing?

Does it include a definition? Do you think a definition is necessary or would be helpful?

Stcen s Weav-Y\esses

The advantaqes and d isadvantaoes of qenet ica l lv modi f ied crops

New devefopments in the field of genetically modified (GM) agriculture arereported almost daily as excj-ting new discoveries are made. These new

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Food additives should be banned. Discuss.What are the main benefits of investing money in space research?Euthanasia should be made legal. Discuss.Outline the different types of alternative energy sources.What would you do to improve the lives of the elderly in your country?

Essay writing: points to remembero Planning and organisation are key skills.. Keep a close eye on your title: always answer the question.. Word processing is very useful. For example, you can change text or move sections about very

easily. (See Module 7: lntroduction to lT SkrT/s.). Keep a note as you go along of all references or sources that you use.. Redrafting is an essential skill.

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The body of lhe essayAt 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 successful academic essay, you need to have the following:

. an outline plan

. a clear structure

. a strong introduction

. logical and meaningful paragraphs

. a development of an argument or discussion

. a conclusion

The organisation of your essay will depend to some extent on what sort of essay you are writing. The bodyof your essay can be arranged in various logical ways, for example:

. Reasons for and reasons against

. Causes followed by effects

o Problems followed by solutions

Each main idea should be presented separately in a new paragraph.

Each paragraph in the body of your essay will usually begin with a topic sentence siatingthe main idea of the paragraph.

The topic sentence should be followed by several sentences which support the main idea.

To add support or evidence, you should use examples, figures or statistics.

You should always use quotations to suppotl your ideas.

You should have a strong concluding sentence in each paragraph to link the reader backto the topic sentence or provide a link to the next paragraph or section.

Paragraph organisation

c)d)e)f)

a)b)

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The first episode in the Coca-Cola story is an important part of the rise of capitalism in the United Statesof America. Towards the end of the nineteenth century, America gradually began to transform itself froma nation of farmers to a city-based industrialised society.The industrial revolution was epitomised bynew communicat ions and the arr ival and spread of the rai lways. This produced a new kind ofcapitalism, a distinctive American variety where the ethos centred firmly on the image of individualimmigrant struggle. The world of US business was on its way. One of the most important changes whichhelped business success was populat ion growth. The American populat ion almost doubled in sizebetween 1880 and 1910, and a large proportion of the increase was created by the new immigrantsfrom Europe and the rest of the world. Success came from ambition and hard work, and anybody couldmake large amounts of money provided they tried hard enough. Helped by the success of some,immigrants f locked to the USA. By 1890, there were already over 4,000 American mil l ionaires andAndrew Carnegie, who had made a fortune from railways and iron and steel, was spreading the "Cospelof Wealth". There were, however, some disadvantages to the new business environment. In many partsof the USA, there was more than an element of the Wild West. Conmen, thieves and swindlers came tothe new towns which were appearing, looking for suitable victims. A second major disadvantage wasthat Coke was or iginal ly a patent medicine, and only about two percent of the medicines which wereproduced ever became well-known - most inventors and salesmen failed miserably. Thirdly, althoughlarge profits could be made from all kinds of medicines, many of which often cost almost nothing toproduce, by the late 1880s the market for medicines was already saturated. Patent medicines, therefore,were not an easy commercial area to break into. Another important aspect of the story is that the worldof medicine was not advanced atthis t ime. Nineteenth-centuryAmerican doctors were nor numerous,nor were they very good (anaesthetics were stil l to be invented and some of the primitive methods usedby the medical profession were terrifying, kill ing more patients than they saved). This was the reasonwhy many people turned to alternative remedies, the so-called patent medicines, to solve their healthproblems. By the end of the century, there were thousands of cures on offer for every imaginableai lment, f rom the common cold to malar ia, al l of which required extensive advert is ing in newspapersand publ ic places to promote their superior values over their competi tors. To conclude, i t is notsurprising that many would-be tycoons were attracted by the rising numbers of consumers and that thefield of patent medicines was an attractive starting point for some. In 1869, Dr John Pemberron, aCeorgia pharmacist, had moved to Atlanta searching to make his fortune by the discovery of the perfectpatent cure. In 1886, after long years of research, he f inal ly launched his new invent ion. l t was into thisvery crowded and overcompetitive market that Coca-Cola was to emerge as a highly successful product.

- Task: Essay Wriling t7

=3YASI( A Linking words and phrasesIt is important to develop and link your ideas in each paragraph so the reader can follow your line ofargument clearly. The Coca-Cola essay uses words and phrases to help the reader follow the sequence ofevents.

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Secondly

Thirdly

Fourthly

Finally

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Showing similarity

Comparing or contrasting

Adding something

Giving reasons

Showing cause and effect

Giving an example

l**t*: There is a large variety of link words and there are complex rules regarding their use. Youshould consult your tutor on a good source of reference to learn more about how to use themeffectively.

t8 Task: Essay Writing - L:*il * - T=* **dg *f qi:* =s==

The topic sentence and supporting sentencesThe topic sentence is usually at the beginning of a paragraph, but it does not have to be. When you write aparagraph, you should try to develop this initial idea and not change or add too many new ideas.

The benefits of immigrationto industr ia l ised countr ies.

a)

lmmigration is a very diff icult subject to discuss because there are many possible different viewpoints.

b)

One of the major problems of immigration is that people in the host country may disagree with sucha policy.

lmmigration can offer several clear advantages for industrialised countries.

Example AThere are obvious advantages to learning English in Britain. Every day there are opportunities topractise listening to and speaking with British people. In the first place, students can experience theculture first-hand, which is a great help when trying to understand the language. This is especiallytrue if they choose to live with a British family as exchange students, for example. In addition, ifstudents attend a language school full-time, the teachers will be native speakers. In this case, notonly will students' speaking and listening skills improve, but attention can be given to developingreading and writing skills as well.

Example Blmmigration to industrialised countries poses a number of difficult challenges for incoming families.They may need to learn a new language, they may face racism and discrimination and theyfrequently have problems adjusting to the new culture. In France, for example, it is il legal for Muslimschoolgirls to wear headscarves to school. Already, five Muslim schoolgirls have been expelled fromschool for wearing headscarves. The ban is perceived by many as intolerant, undermining theintegration of France's Muslims. Feminists say the lslamic scarf is a repressive symbol, but manyFrench Muslims say the ban is racist and against their human rights. "Everyone has the right tofreedom of thought, conscience and religion; this right includes freedom to manifest their religion orbelief in teaching, practice, worship and observance" (Article 18, The Universal Declaration ofHuman Rights). '

c)

- fark: Erray Writing l9

E3

Paragraph 1Topic sentence

Supporting sentence(s)

B) Thesis statementWhat is the focus here?



C) Thesis statementWhat is the focus here?



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

A) Thesis statement Y- peopte ulho live af horne rrrhite studging atuniver5itS Y]6ve *vecat advantages.

First of all, tkreq can focr:g on theic sludiesrr#hout dorrbing abouf domestic matters.

SJudents tiving arrn3 fronr knme have to learn hor..l'fo do -their oun laundrS and ma3 uoell have toshop and cooV- la fnemselves. Those ulho live afhorne do naf have such ccllc.e(ns.

Tkre catres and effec+s of globat darming trrilt bebrief! ouHined in thig essatj.

Pgcsonal cornpute(s kravg revolufionisedc,ommunicafion and brr.sirress P(dcftc'es in the pa5f

J J

e0 fask: Essay Wrfring - Uoit 3 - The body of the essay

Organising an essay

a) How would you structure your essay? e.g., Feasons for andreasons against, causes followed by effects, problemsfollowed by solutions

b) What are the main points that you would include in the essay?c) What sort of research will you have to do on this topic?

1) There is too much advertising on television.2l Discuss the advantages and disadvantages of English as a

world language.3) How has education improved over the last one hundred

years?

4l Marketing is the most imporlant aspect of a business'sactivities. Discuss.

5) Every individual has a responsibility to prevent global warming.

Paragraph begins

s-fofla tsot

advanced at thi.= time.-fttece

r,aece, hot^:eve(, s,ofi\e disadva qesto the neD business environment.

fiela of pafenf medicines Das an

One of the most impo nf changes r.,"rhichhetped business so)Cess (,as populafion

capitalisrn in fhe United States of America

- lask: Essay Wriling ?l

=34.3

4.4

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

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

aa Task: Ersay Wiling - Unit 3 - The body ef lhe essay

taries andrsions

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 conclusion is to show the reader that you havesuccessfully answered the question that was set. lt does not include anynew information, but it summarises the main points made in the body ofthe essay. lt should draw your argument to a close and it also needs tolink back to the thesis statement in vour introduction.

Restating the thesisYou need to repeat the main ideas in the conclusion, but you do not want to simply write the samesentences again. One way of linking back to the thesis statement is to rewrite it (that is, to paraphrase theideas and the language). You can use synonyms to do this, or you can rearrange the order and also changesome of the grammar.

Lack of investment in publ ic transportthe maior ooint that wi l l be discussed

is having ser ious consequences for t ravel lers in Bri tain today; this isin this essay.

Original 55non

lacV- o{coneq{ence5t(avelle(smajor Poinfdi5,uJ55,e-d

- Task: Essay Wriling ?3

=4Rewrite the sentence, using synonyms and different word order to make a good concludingstatement. Think about the grammar that needs to change {e.9., willbe is not appropriate fora conclusion).

TaSk ? Organising the concluding paragraphRearrange the following sentences to form an effective conclusion for an essay on the topic ofUrban overcrowding.

a) Government pol ic ies a imed at so lv ing these problems are tooo f ten ve rv s imp ]e measu res tha t o f f e r on l y sho r t - t e rm so lu t i ons .

b) In conclus ion, urban overcrowding causes problems on a l l levels .

c) It is a model which aims for improved social conditions and offersa h igh qual i ty of l i fe for c i ty dwel lers, whatever thei r number.

d) This essay has argued for the implementat ion of a long- termpol icy which needs to prov ide an economical ly susta inable,resou rce -e f f i c i en t mode l o f c i t y des ign .

e) The creat ion of such a model wi l l he lp to resolve many of thecurrent and future problems of urban l i fe .

TaSk 3 rinish with a clear statementRemember that your conclusion needs to be clear and relevant to the question you are answering. A strongconclusion should refer back to the introduction. ldeally, it needs to leave a strong impression on the reader.

Read the following thesis statement and the concluding sentences of the same essay. Discussthe following questions.

a) What is the subject of the essay? Think of a title for it.b) How is ihe conclusion similar to and different from the introduction?

1 . 2

2.',|

tI

I)

3 .1

e4 Tark: Erray Wriling - Unit 4 - Summaries and conclusions

Thesis statement: The growth of a 'fast food'culture in this country has generatedunexpected problems, including rising obesitylevels and, more importantly, the loss of ourgastronomic heritage. This essay will examinethe role of fast food in the development of anincreasingly unhealthy Britain.Conclusion: Fast food outlets cannot entirervbe blamed for our increasingly unhealthydietary habits. Fast food evidently responds toa need in our modern society, and reflectschanges in our modern lifestyle. lt is, rather,our lifestyle which needs changing if we hopeto become a healthier nation.

Advanfages Disadvantages

- Task: Essay Wriling?5

T Lecturer expectations4.1 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.

I;r:ti:,i:r,lxx I am good, OK, uoeaL at ...

' r * ' * r ' " - * " J

a retevarrt concluding statemenf

eE Tarkr Essay Writlng - Unit 4 - Summaries Bnd ctrnElusiong

Hcademic slyleand regislerAt 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.

Formal or informal register?Academic essays usually require a formal style. You need to remember what to avoid in an academic essay.

fnformal/spoken: Geography? Well, I think it's basically just some sort of mix of physical and socialsciences and how they interact together. You know, like, for example, how global warming has aneffect 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-level rise which'd be physical, oryou could look at ... say... how people, human beings, adapt themselves to the environment, that's human.

Formal/written: Geography is the study of the surface of the Earih, the location and distribution of itsphysical and cultural features, and the interrelation of these features as they affect humans. ln the studyof geography, two main branches may be distinguished, physical geography and human geography.

?ea+oce Informat/spoV-en examples Format/uor n exarnpleg

Use ol contra ons,isnt, dont, .

Use ol fillerg,Vr)ell, ec, elc.Use of pds3lve volce

Impersonal and ob1ective

Pergonal and subiective

Punctu on

eB Task: Essay Wdling -

a) | don't believe this is true at all. lt sounds like nonsense.b) New regulations will come into effect next year.c) The study was conducted with a group of school-age children.d) We're definitely going to have to follow those stupid new rules next year.e) Further analysis is required before conclusions can be drawn.D lt really puzzles me why some students don't get better grades.g) Our experiments were OK - they just proved that his argument didn't stand up.h) He'll have to have a better look at the findings before making his mind up.i) lt has been proved that the claims are unfounded.j) We went down to a school and chatted with some of the kids.k) lt isn't clear why quite a lot of students don't get really good grades.l) A major aspect of the investigation involved research into social housing trends.

Gautious languageAnother typical feature of academic writing is the need to be careful orcautious. Unless you are quoting a fact or a statistic, or there is evidencewhich shows '100% certainty, statements and conclusions are oftenqualified in some way to make them less assedive or positive. The reason ispartly English academic style, but it is also to avoid making any falseclaims. This use of cautious language is sometimes called 'hedging'.

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

Some colleges and universities in this country have large numbers of international students.Some colleges and universities in this country appear to have large numbers of internationalstudents.

Instead of coming here, international students should study in their own country.It could be argued that, instead of coming here, international students should study in theirown counrry.

This is a misapplication of government policy.This would seem to be a misapplication of government policy.

A } Di i

B ) i )iD

c ) DiD

e9

=5D) i) This is true.

ii) To a certain extent, this may be true.E) i) Erlichman's findings prove that the amount of independent study is directly related to higher

oerformance levels.ii) Erlichman's findings suggest that the amount of independent study might be directly related

to higher performance levels.

F) i) Inflation will not rise next year.ii) Evidence indicates that inflation will probably not rise next year.

G) i) The survey demonstrates that English schoolchildren don't like learning more foreignlanguages.

ii) The survey tends to indicate that English schoolchildren are apparently not in favour oflearning more foreign languages.

H) i) There are situations where this is the only solution.ii) There are undoubtedly situations where this would seem to be the only possible solution.

Hedging fea+oce Exampte

hedging vecbs Some colleges appeaf to have

Use of modal vecbs

Qualif3ing exP( e3 3lon3

hc^ec+lves and adverbg

Se-l exp(es3lons

""ltrw, W ffi Register in useInformal English uses everyday spoken forms (colloquialisms) that are inappropriate for formal writtenEnglish. lt is important not to mix styles in academic writing.

. l ] i t . i ' i . i f . : : : i 1 , | . i : . - ! i l ; j i , . . i i : . . ] { l , , : i . i t l ' ' j i . ; . . .

l , . - : i . : : i . : : : l i , n : { 1 ' : . ; i : i l { : i . ; : l l j i l ; . : : i i f ' - : i l i r . . i , i ; l . : F i : i j : g i . l : ; . : t : : l q l ; : : l tq';r'i. il.o,l:.r-',:,;-'i,:!:lii l iY''f ;::itli l[ '+g'= ricii]!+F]i:t': Iiif+';{jt{lf{*

30 Task: Ersay Wdting - ii*!t * - itr**qq::r* 6i1rlq +n# ,frllesir*t

A massive change - one which real ly helped business - was more people arr iv ing in the USA. There weretwo times as many people who got here between 1880 and 1910, and lots of them came from all sorts ofdifferent places like Europe. lf you wanted to be successful you had to work really hard; however, youcould get rich quickly if you did this. Lots of immigrants made it and because of this, lots more wannabemil l ionaires turned up in the US. By 1890, America maybe had around 4,000 mil l ionaires. One of thebest was Andrew Carnegie, who got rich through trains and iron and steel. His message was called the'Cospel of Wealth'.

appropriate vocabulary and grammatical structures;cautious language (Unit 5, Task 2, page 29).

Another kind of useful alternative fuel is electricity. This isn't really a very efficient fuel right now, becausethe technology is somewhat limited; however, it 's fair to say that recent advances in the production ofelectric cars could maybe make this a reality in the future. But it is possible for cars powered withelectricity to release little or no emissions, so if we want this alternative fuel to become a reality, we'llneed it in lots of cars. Maybe then it' l l make some sort of a difference. If we want this to happen, i.e., toknock a big chunk out of the pol lut ion problem al l around the world, i t ' l l take a whi le.

a

a

- Task: Essay Wriling 3l

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EE@

FesearEhEourse Book

.a ,i

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SkXXXs Mpp

Why research?Understand the need to use other sources of information to strengthenyour essays.

The researCIh proeessFamiliarise yourself with the range of sources of information and considertheir strengths and weaknesses.

lf$riting a bib*isgnaphyUnderstand the use and importance of a bibliography and learn the basics ofwriting one in the APA system.

Keferring to otlren ss&*rses im ycun esselfUnderstand the uses of quotations and citations and familiarise yourself withthe APA system of referencing.

PlagiarismUnderstand what plagiarism is and how to recognise it in a piece of writing sothat you can use other sources in your writing in an acceptable way.

UsinE suppsr{ing argumsntsldentify relevant information in your research notes and understand how to useit in your essay to support arguments in an acceptable way.

3

Why research?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 X why research?9 {

j - :

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 problem do you think it is?c) What causes homelessness?d) What impact does it have on individuals and society?e) What can be done to address the problem?

&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 before your discussion?b) What have you learnt from the discussion?c) What extra information or ideas would you need to know to write an essay on homelessness?d) What sources of information could help you write this essay?

YmXk tr Supporting evidence and argumentsf f9;a t l *SSS'; , : i . :3e i :* . t t ?e!* : i i ' , : i :er i i re t i r* 3*s1u*{ 'S t* th*S* qX*Sl i**:X.a) How big is the problem of homelessness?b) What are its main causes?c) What are its effects?d) Can homelessness be alleviated?

Task: Fesearch and BEferEncing - *x*1 ! - *;!:'-: is=;.':--

W h a t a r e t h e c a u s e s a n d i m p a c t s o f h o m e l e s s n e s s ?l r r z And rc r * S f r r dpn tv l

One o f t he wo r fd ' s mos t p ress ing p rob lems i s t ha t o fh ^ * ^ l T h r ^ ^ ^ h f r L ^ . r ^ L - ^ L ^ ^ ' ^I I L I L L U r u : i : i r r e s : i . r r r f e C e n t y e a f S , L r r e r e r r d - s l ) e e r r c tdramat ic r ise in the number of peopfe who have foundthemse lves ] i v i nq on the s t ree ts .

D a n n l a h a n n m a 1 . a m o l o s s f n r m ^ n \ z r F a q 1 . . 1 n q i n c l r r d i n c n n r r e r f v - a 1 a g k O f! v ! l r r u r r j a r Y I , v v s ! L _ t " ,e m p f o y m e n t , a s h o r t a g e o f a f f o r d a b f e h o u s i n g , d o m e s t i c v i o l e n c e , m e n t a li l l n e s s a n d d r u g a d d i c t i o n .

H o m e l e s s n e s s h a s a p r o f o u n d e f f e c t o n t h o s e w h o e x p e r i e n c e i t . I t i sl i k e l y t o h a v e a n e g a t i v e i m p a c t o n p h y s i c a l - a n d m e n t a f h e a l t h , s e n s e o fi d e n t i t y a n d s o c i a l i n t e g r a t i o n . f n t h e c a s e o f h o m e l e s s c h i l d r e n ,academic per fo rmance may be impa i red as we l1 .

Home lessness i s c fea r l y becoming an u rgen t p rob lem, g i ven the i nc reas ingnumber of people who are af fected and the sever i ty of i ts impact onind i v i dua l s and soc ie t y . To add ress the p rob lem, i t s roo t causes need tobe ta rge ted , ra the r t han j us t i t s symp toms . O the rw ise , t he p rob lem o fhome lessness w i l l s imp ly be pe rpe tua ted .

*"* ** y*ur gr${;p$} d!$*eis* tfu* f*ii*rruing i:;u*s{ti*t}s i:}nd wri.it* r:***s.a) What new information have you learnt about homelessness?b) Has the writer shown a good knowledge of the topic?c) Do you agree with the definition of homelessness?d) How convincing is the argument in this essay?

H o m e l e s s n e s s c a n b e d e f i n e d a sn a n n l a r ^ 7 h n l : c l z r a c r r ' 1 : r : a n o c c

' l ' ] r i e n rn l r l cm c :n a f f eC t a w ider r r r u y ! v vi n a l r r r l i n n n h i T d r o n f l ' r a a 1 r l a r l r z

w h o l e f a m i l i e s .

the condi t ion ofF n : d a n r r a 1 - a l - r n r r c* - - , - * - 1 n 9 .- : n d a n F n a n n l a

e n d i n q ^ m a - ^ a o c

th* e;:ey yrhere ycl; c*',: i* *airi slt$3prli ' f i*g g:eii*gx *n*e*iil::a:'+ sJlih a ilar:?ter.

W*rlq i*i*ivi*3xxlfy. lJstel*rlim* the part* *9*vid**** t* x*r**gth*n th* *s$*?. T*r**

5

x"s

:jnit i - W!:y rcsimwssh? - Task: FesearEh and Feferencing

--tr3 I

TaSk ffi Academic cultures3.1 Yhm fm*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

*h**t th*ir *rps'r1tr'1rr,rr* .5nrj (-{Isc#ss tih* qu**t}*n* f:*l*w wlth y*r:r p****r-

Have you had similar experiences?What are the main differences between university writing in the UK and in these students'countries?How do the international students feel about these differences?What advice would you give them?

Kris:

In my countfy, we don't do much writing at undergraduate level. We go tolectures, take notes and learn the information. At the end of the year wehave an exam, but it 's spoken. In England, you have to do so many essays.At first I found it strange, but now I like it as the essays make me thinkabout the topics we are studying and I can use the essays to help merevise for exams.

Bo:

I am a science student, and the way we write our reports is so different tohow people do it here in the UK. One thing is the length. In the UK, writersadd a lot of stuff which is totally irrelevant and boring. The beginnings andthe ends of the reports are full of quotations from other people's research.In my countrv, we talk about the problem, the methodology and thesolution. There is no point talking about other people's work. lt 's in thelibrary and a good student knows it already. lt is boring to mention it again.

Edward:I didn't write a bibliography (a list of sources) until I was writing a longessay in my final year. Before that, my tutors didn't require one. After I hadfinished writing the essay, I just put all the books I had used in a big pile onmy desk and wrote out their details in a list. My only problem when I'mwriting in English is that I have to keep stopping to add a reference andmake sure the book is in my bibliography too. Sometimes, it makes meforget my ideas.

Phan:

In my country, we are taught not to steal other people's ideas or writing. Sowhen we do university writing, we write a list of all the books we have usedin a bibliography. We don't give a reference in thb text of our essay. lt 'senough to mention the books in our bibliographies. Also, if the idea is wellknown or if it comes from a lecture, we don't mention it in a bibliographybecause the tutors and students know where the idea is from. At first, Ikept forgetting this type of thing in my bibliographies, but now I ambeginning to change.

a)b)

c)d)

Ta*: Feserrfi rd Eefererip - l.,lnil l - V/!y research?

KXwdwm& mw&mm ffwr &$mX& X

U.*t | - Why research? - Task: Besearch and Feferencing 7

The research proEessAt 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.

1 " X

b)c)d)e)

0g)

TmWk X Research options14{eirk *c'l g}r*at$}s r*{ 3*{r. L**k;:rt th* *i*t of **ur*es sf l*:f*rrnatiEl*'t h*l*w atlrd e*is*ul*s txh}*h*t"**)s y{pl* have alr*xdy usec3. &dd t* thq} *ixt *ny *t*ler $s{.rr6e$

l,rnil ? - The research pracess - Task: FesearEh and Feferencing

a--tr=

TXWM ffi Preparing research questionsNow you are going to write a list of sources (a bibliography) that could beused to strenothen Andrew Student's essav on homelessness.

ll*mk ha*k e? y**r m*t*s {n ?b*k *"ff in L}*tit tr. *d*ntify whx**r:f*c'*ilatl*n w*u*e* i:* {"*s*fli&,

For example:Definitions of homelessness, sr2e of the problem

Txn*t t*:**e :';*t'!*s i*rt* tfur** n*s*nr*h qxesti*:ns xnd wrlt* *h*ffi i:efq:,w. &-*xxv* splill{$* ixft*r *a*hqu*sti*rir t* aa:lle! *'r*t*s *xrd **a;*r**s $mtsr cls"*"

For example:How has homelessness been defined bv other writers? What information indicates fhe size of theproblem?

?e*aech 4uestion l:

Nofeg:

Selerence s,o$(cesi

Research q$esllon Ll

Notesr

?efetenc,e =,cro(ces:

?e*-accVt cl:ros'illcrl 5:

Ncrte-=,

?etereruz =oJ(czs:

* .1

k.*

t0 Task: Fesearch and Feferencing - lJnit a - Ths rese{}r{:t'$ prr}esrss;

TaSIC n lnformation for a bibliographythr are going to find some sources to answer your research questions and write a bibliography. This is aunplete list of sources which have been used to prepare an essay, and it usually appears at the end of ancss.ty. lt is important to keep a note of the bibliographical information. Without this information, you cannotuse the source in your essay.

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

The Homeless Prob lem

James Smythe

The Uu!

niversity of Lonbr jdge

First publ ished 2004by lJniversi ty of Lonbridge Press

Universi ty of Lonbridge PressPubl ishing House

Queens RoadLondonN 7 5 R R

Second edit ion 2006

t s B N 0 3 3 7 4 8 3 7 2 4

Copyright OJames Smythe 2003

The r ight ofJames Smythe to be ident i f ied as theauthor of this work has been asserted by him in

accordance with theCopyright, Designs and Patents Act 1988.

Find the following bibliographical information and then compare your answers with a parher.

a) Author's full nameb) Date of publicationc) Titled) Editione) Place of publication

fl Publisher

gnil a - Tf: re=ardr ress - fask: FeEearch and Feferencing n

--tr3

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

Homelessness: a perpetual problem

Frances MartinSocial correspondentArticle last updated 19/9/05 04:58 PM

Friday 19th September 2005

Homelessness eontinues to be a major problern in Western societies, despite the number ofaqenfiis derjicateeJ la hslplflg peopl* in neecl, lrr re{:snt vear$- ihere l"ra$ erren t}een ...

Find the following bibliographical information and then compare your answers with a partner.

a) Author's full name

b) Date the information was last updated

c) Title

d) Web address: http://

You rvliEht need to Xqlok canef&illy tel f$ne;* xrhem a wvehsite rqras last updeted" "fype the f*llcwingintq:l a s*;ans*'r *x"lgine anei sec *'r*w"u *ash qlyle [$ organis*c*: h*n*slsss*last upc$at*d.

&s*r ycur {L}t$r'sr;n }*hrariam f*r l 're$g: wlth th* bib]i*graphlcnl d*tails yoLl nc*el ts fi*w* f,or *thertgrex t:lf imf*r'm*tieln s*urce. Alternativ*ly, th* *mt*rnet is a good soure* sf ir"lf*rrnatiern onwriting hfr hli*gn*xphi*x"

e e

&.4

t? fask: Fesearch and Feferencing - &Jnit X - ?he rsseareh prpcess

TaSk 4 ResearchingUse a library to find two books and two websiteswhich help answer the research questions you wrotein Task 2.2. During this task, think about thereliability and authority bf your sources.

Look back at the research questions you wrote in 2.2and add brief notes after each one. Keep a record of thebibliographical details of your source on the same pageas your notes.

Frorn your notes, write down the bibliographicaldetails for your sources in the table on the next page.

Tips

4 . 1

4.2

i , !* lt@l' ==- iE#

5@d@. :3r.:-:!.-a::4 .s r *6b&tu-

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,:,we&rb $!emdth6h@l$Esgtts.ffi?It6 b cRr b J6r ix

a) Most libraries now make use of electronic search engines. lf you are not familiar with them, asklibrarian for help.

b) You can use a search engine such as Google or Yahoo to find relevant sites.http://google.co.ukhttp://yahoo.co.uk

c) You can also use web directories.http://www. lycos.co. u k/d i r/http://d i r.yahoo. com/

d) Subject gateways are also a good source of information. The sources are divided up accordingto academic subjects.htto ://www. i ntute.ac. u k/

e) You can also make use of the links provided by Society Guardian at:http://society.guardian.co.uk/homelessness/page/0,8149,527295,00.htm1Or by the UK government at:http://www.odpm.gov.uk/stellenVgroups/opdmhomelessness/documents/sectionhomepage/odpm homelessness page.hcsphttp ://www. com mu n ities. gov. u k/i ndex.asp? id= 1 1 49659

66slts

Auttrols famil3name and iniJlal

Date ofp0blication

TrHe Edihbn %'cx. otpubticafion

Publisher

l3LJnil ? - The researrh pracess - Task: Research and Heferencing

\4ebsrtes

Arrhorg familjname and initial

\,0hen la5t *ti*-e )a-re qr:tr. ^ - - o < < p . f

*t^.? S"Je

bJeb addras.*

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a'ro,l I

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

B3 Wriling a bibliographyAt 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 include a bibliography?' ,.1 ?* gr*xg** *f **$, *p*xrd i* rn!xx*e*

*iu*u**ixg *i8:!i*gnxphi**.

a) How much experience have you hadof writing bibliographies in the past?

b) Why is a bibliography useful for thereader?

c) Why is writing a bibliography usefulfor vou. the writer?

t.* N*w fhi*rk *&:*uf rvh*n y** f*a*nd $**y**s t* x*r*ngth*x &*l*r*rry St****t's *ssi3y *xlil:*rx*6*ss$r**s" fii}is*xss jlh* f*i**rv*n6 qur**ti*n* wit$: 3r*xr *1***.

a) How did you use the bibliographies you found in the sources for the homelessness essay?b) Why is it important for a bibliography to be complete and accurate?

-}i$-WWM ffiffi eiOliographies and the APA System3"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* $***trj t*

*n*t*'e*r. !*: this *x*r*ls* y*$ if;riil pr**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). Housing and social inequality. London: Longman.O'Dwyer, C. (1994). Homelessness:what's the problem?2nd ed. London: Shelter.Ratcliffe, P. (1997a). Housing in Bradford, Bradford Housing Forum. Oxford: Oxford Unir,,ersih Pre:s.Ratcliffe, P. (1997b). Race, ethnicity and housing differentials in Britain. London: Blackrrell.Scottish Homes. (1997). Home owners in Scotland. Edinburgh: University of Edinburgh.

Unit 3 - Writing a biBiioE{aFnv - T* Ht *d Fefererx*rg 15

c)

2.2

2.3

0*:f'a Uiui'ography to answer the following questions:

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

b) When was Housrng and social inequality published?

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 letters a and b mean in the entries forthe books written by Peter'Ratcliffe?

h) lf a book has two authors, how is the entry written?

i) lf the book is written by a corporate author (e.g., an organisation, a government department),what information comes first in the entry?

D In which order should entries be placed?

Look at the examples in the bibliography on page 15. What are the rulee for writing abibliographical entry for a book? Consider the order of inforrnation and punctuation.

Take ihe book sources you found in Unit 2, Task 4.2. Using the rules you have discovered,write bibliographical entries for your sources.

Tark: Fesrerch and Heterenclng - UnitS - Wriling s bibliogfaphyIE

: t " * g , * r r . J g . *

YreWM ffi Bibliographies and electronic sources

There is an increasing amount of information available on the Internet. This kind of information can be avaluable source, but it is important to use it correctly.

Before you use an electronic source in your essay, you need to decide if it is reliable. The publishing of abook is a much more careful process than the publishing of a website. You should use rellable sites, forexample the official sites of universities or well-known companies.

As the three examples below show, the bibliographical rules for electronic sources differ slightly from books.It is important to give the address of the page, not just the address of the website. You can copy this fromthe browser window.

Grassian, E. (2000). Thinking critically about World Wide Web resources.Retrieved October 24, 2006, from http://www.library.ucla.edu/libraries/college/help/critical/index.htm

Department for communities and local government (n.d.). Overview of homelessness dafa.Retrieved 24 October,2006, from http://www.communities.gov.utdindex.asp?id=1 156292

Society Guardian. (2005). The most usefuluzebsifes on homeles,sness.Retrieved 24 OcIober,2006, fromhttp://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.

When was Thinking critically about World Wide Web resources written?When did the writer of the bibliography visit the sile Thinking critically about World Wide Webresources?Why does Overview of homelessness dafa not have a family name and initial as an author?When was the site The most usefuluzebsifes on homeles.sness last updated?What information suggests that Thinking critically about World Wide Web resources is a reliablesource?What does (n.d.) mean in lhe Overview of homelessness data enlw?

a)b)

c)d)e)

{Jnil 3 - W**ng a bibliegraphy - Task: Bese*dr rd Fefererriq f7

3:2

. l ' l

. . , ; t : l ' , '

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

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

Work in groups of 3-5. Discuss the follovr'sing questions and wrii notes.

a) Why do you include the date you accessed a website in a bibliography?b) How reliable are the websites you chose to use for the homelessness essay?

3.4

5&wdsm* ms*es fmr &fmX& X

l8 Tark: Ferearch and Feferencing - Ll.dl 3 - W.ning a bbliogl4hy

Feferrinq lo olhersourEes n your essayi;:iffi'ilffi r',"T,::tjl:yruHil"."ffi'Jifi uressay

citing and quotlng are two methods of referring to other sources in your essays.

KwwM X Gitins

According to ShaLs &Yrc,sr. (200a), peopte arehomelessness.

E4

Shaks ChoshTuesday Ju ly 18 ,2005The Cuardian

Homelessness de-ski l ls and isolates people. The obvious response is to give homeless people homes . . .

Citing is reporting ideas or information from anothersource using your own words. This differs from copyingverbatim (exactly word for word) and withoutacknowledgement, for two reasons. First, you can selectand summarise important points from the source.Secondly, you make it clear from whom and where yougot your ideas.

To avoid copying another writer's words direcfly intoyour essay by mistake, good note-taking technique isimportant. Using keywords, symbols and paraphrasingat the note-taking stage all make it less likely to copy bymistake. lt is also vitalto write down the bibliographicaldetails of the source accuratelv.

Look at this example.

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

igolated and de-skitled bqJ

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t - ' { < ' -L t \ , ,

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uai* ,rlt - ${ef*;trr!ng a& $g*sr &e**}rc&s in yaur essay - Task: Be=rdr rd EEelrig E

g4

{ {, " t

Exact sentence from the source:'The World Wide Web has a lot to offer, but not all sources are equally valuable or reliable.'

Citing the source in an essayAccording to Grassian (2000), Internet sources vary in accuracy and usefulness.Orln her evaluation of websites, Grassian (2000) argues that Internet sources vary in accuracy andusefulness.

Sisaus* the*e questions with your partner.

a) How original is Grassian's idea?b) Why has the essay writer used Grassian's idea in the essay?c) How has the essay writer shown whose idea is given?d) Why doesn't the essay writer include Grassian's initial (E.)?e) How has the essay writer shown the reader where to find Grassian's idea?0 What changes did the essay writer make in order to avoid copying Grassian's text word for word?

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

a) Why is the APA style widely used?b) Have you used a similar system before?c) Why is it better to add the author and date information to your essay at the same time as you

write your essay, rather than after you have finished writing it?

| , &

Ymmk re QuotinsQuoting is another method of reporting the ideas fromanother source. Unlike citing, you may use the exactwords of the source's writer. Similar to citing, however,you make sure your reader understands who thewords belong to and in which source they appear.

As a rule, quotations are used less often thancitations. One reason for quoting is when you feel theauthor expresses an idea or opinion in such awaythat it is particularly succinct, memorable orinteresting. For example:

Quoting the source in an essayA number of studies (Anderson & Thompson, 2005; Fitzpatrick, 2000) have found that younghomeless people's definitions of homelessness differ from the definition used by the government,which is discussed above. One interviewee says, 'l think I was homeless, not because I was living inthe street, basically because we, me and my sister, were living at a different house every week andbasically living out of a bag in that house' (Anderson & Thompson 2005, p.21).

?0 Task: Research and BeferenEing - Unit 4 - Esferrin$ 16 ettrer soi"lr{es in your essay

f-lowb:srerr ilg'stii\! su

iJc{atr! P'efE

: . 3

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

a) Why did the essay writer decide to quote, rather than paraphrase, Anderson and Thompson's text?b) Which words are from Anderson and Thompson's text?c) Which words are the essay writer's words?d) How do you know which words are from Anderson and Thompson's text?e) Why has the essay writer included 2005 in brackets?f) What does p. 21 mean and why has the essay writer included this information?

& s***** f*&$** fe*r qu*ting i* t**tr*ngth** y*ur *r{in *rg*r**m{ *yr*f*r*'ixg l* *n **th*r**y. L**k *?*h* r*f*r*n**s b*i*ier. Yh*n *i**x*sth* q**str**r* with ;r p**x*r.

Bibliographical entry for the sourceFitzpatrick, S., Kemp, P., & Klinker, S. (2000). Single homelessness.'An overview of researchin Britain. Bristol: The Policv Press and Joseph Rowntree Foundation"

Quoting the source in an essayFitzpatr ick et al . (2000, p. 121)def ine homelessness as a' lack of r ight to or access to . . .secure and minimally adequate housing space'..The Joseph Rowntree Foundation is one of the largest social policy research and development charities in the UK.

a) Why might the authors of Srng/e homelessness.'An overview of research in Britain be authoritieson the subject of homelessness?What does et al. mean and when is it used?In the middle of the quotation there are three dots (...). What does this punctuation mean?

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

I

:

b)c)

c"*

ShelterAdam Sampson, director of Shelter, made the following comment in response iothe homelessness statistics issued bv the sovernment:

Aithough the number of people being accepted as homeless has fallen. the t'act remains there lre still record numbers ofpeople trapped in temporary accommodation. and hundreds of fhousands more in or er,-rou ded rrr unl'it housrng.(Sampson 2005).From this, it can be seen that Sampson is aware that the ne\\' statistics mal be used to give the misleading impression thathomelessness is no longer a pressing problem.

**i* * - **If*fri** 1* ca*=r =*-.**s i* y*l;r e,l;s6ey - Taskr Fesearch and Feferencing ?l

:=tr= 4

2"4

a) How are the layout and punctuation of a long quotation different from ihose of a short quotation?b) What is the maximum length of a quotation?c) lt is usual for a quotation to be followed by a page number in the in-text reference, but in this

example there isn't one. When is it possible not to give a page number?

$r: gr"*upx *f $*S, d}**Lxss t,x* fot{a*wifig q**stie*ns"

a) What is the difference between the following uses of the same source?According to Wel ler (1949, p.87), 'East, west, home is best. . . 'Weller (1949) believes that it doesn't matter where one travels to, in the end most people prefertheir homes.

b) Why is citing usually preferable to quoting?c) What is your tutor's view likely to be if you link together long but accurately acknowledged

quotations with a few words of your own in your essay?d) What is your tutor likely to think if you don't represent a source writer's ideas or opinions

accurately in your writing?e) What may happen if you don't acknowledge that an idea or a quotation belongs to another writer?

WWWk W Citing and quoting practice

{ } . ! W*rk individaafly" L*sk *t y*r.*r s*r*r"*** x}:c:}ut {"x*me}**:xn**s. Underline twr: in*p,*rtant ;:*ints;l*':d empy thsrv: v*r*r*xtin'* {w*rc* f*r w*rc*} }c'}** th* *r*x below. Make notes in t!"re* beix {q}*" eisekc*yw*r*{w *nd *ynr*:**ts ;x*'t** c}'l*nge t&'** }*ngx;,lgc *f the source text a* rcueh as g:l*ssihtc,t-Sxiing y**r **t*s, vrrite tsv* ,*itsti*l'ts. Yry t* use both book and *r:t*rn*t *l*ur**::*"

Citation,

The r,oords in the =,oc(cel

Your note.s:

Task: Eesearch and FeferenEing - lntl 4 - Refrrir* te s{fxlxr ssr'lrcmx$ in ye**r xxexy

Citafion'

The uoords in fhe soac@;

Y^f lqt"r:

Citation 2:

3"9 Wark w*th ysnlr psrtner" *ie*uss tl"l* tx>llowing q$sst,sn$.

a) Do your partner's citations change the meaning of the source?b) Has your padner clearly changed the language of the source?c) Has your partner given an accurate in-text reference?

Work indivldually. Find two *xan'lples in ycur $curces that you could quote in an essay onhonrelessness. Write tlrern in the bsxes belCIw a* t!t*y would *Bpsar in your es$ay. ?ry to usebotlr bcok and Internst $surc$"

..... ._-:.. .:Quafafion,

Citation:

The r.oords in fhe s,oo(cel

Your nafes:

3.3

a3

Qtlotation:

Xn*t gl, - Seferrin3 lo olher ssJrEes ifl y.H.r esli3y - la*: Fese*ch ard ffierencing

=4S.d& \rVsrk wlth y*ur par&ren *i**u::s t*"1* fmf]owrix'lg qa;**ti*ns.

a) Why has your parlner decided to quote, rather than paraphrase, these parts of the source text?b) Has your partner acknowledged the source accurately?

4"1

KWWK e& Referencing practice

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*ne$rnpare your work.

In a recent article on homelessness in London, an expert analysedthe reasons behind the growing numbers of homeless people inthe city and concluded that drug abuse was the primary causeof homelessness amongst young people. This claim is,however, questioned by another academic on the websitewww.homeless.co.uk. According to the second author, the firstauthor's statement that drug abuse is common amongst homelesspeople under the age of 20 is not supporrted by the statisticalevidence provided by the National Statistics Bureau.

Sludexx& ffirc&ww ffwr Wm&& e&

?4 Task: Fesearch and Feferencing - $&l* &{ - Sefcrring ls alher ssrirees in ynur essay

-! Itr=

PlagiarismAt 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.

TaXK X what is ptagiarism?

1 4! , t *r: gr*a:ps *f i3*5, dis**ss y$l,r enswers te the follcwing questions.

a) Why is it necessary to refer to other sources when writing an essay or report?b) What do you understand by the term 'plagiarism'?

The origin of the word 'plagiarism' is a Latin word meaning 'a thief'. Plagiarism is a type ofacademic theft, in which ideas and/or language are stolen from someone else. In its most obviousform, plagiarism involves the word-for-word copying of large sections of another person's materialwith no indication of the original source. Because of the lack of in-text reference, the plagiarist isclaiming the ideas and language as his or her own.

In a less extreme form, the plagiarist copies shorter phrases froma source and links these together with his or her own words. This is alsoplagiarism if there is no in-text reference to show that the ideas comefrom another source or if there are no quotation marks around shofterquotations to show that the words belong to someone else. In scientificsubjects, plagiarism could also be copying another person's results,calculations or program code, perhaps with minor changes in accuracy,explanation, layout or identifiers.

K

^n Plagiarism is a form of cheating and is liable to punishment.mn

*Q*asi ti":e t*Nt absvs. ln grcups o{ 3-5, discuss your answers to the following questions.

a) What is the difference between plagiarism and acceptable reference to other sources?b) Why do tutors take plagiarism so seriously?c) Has the Internet made plagiarism easier?d) ls plagiarism a problem just for non-native speaker students?e) What might the penalty be if you plagiarise a piece of assessed work?

-$'og;*"*f1:te a5

' 'r --

'*.x

Unit 5 - Flagiarism - Taskr Hesearch and Feferencing ?5

--tr=

* . i

Wffiiffi$|XWM ffi Plagiarism and other misuses of sources

l*ook at how four writers have used a s*L*r*{:r t*x:l in e pera*r*p?: !* t}:sir *$$.a}ys. $isc.ux:* y*unar::iw*rs t* th* qx**ti*r:x b*i*w,r !r: y*ur $r*Llp.

a) How has each writer used the language of the source?b) How has each writer used the ideas from the source?c) Which paragraphs show the writer has understood the ideas in the source?d) Which of the four paragraphs is not plagiarised?

Source textForrester G. (2006) Push factors in youth homelessness. 3rd ed. Reading: GarnetA 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 familymembers, family break.ups, and various forms of violence. Push factors may also be related to lackof resources in the shape of poverty or lack of space in the family home. Young people affected bypush factors tend to leave home before the age of 16 and consequently often lack the skills andresources to set up their own home. A recent survey found that over 40o/o of the young homelessinterviewees had no formal qualifications and 24o/o had 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 of10 young homeless people leave home because of push factors, which include disputes withfamily members, violence and poverty (Centrepoint 2005). Push factors tend to make youngpeople leave home without much pre-planning, leaving them vulnerable. Young people affectedby push factors tend to leave home before the age of 16 and consequently often lack the skillsand resources fo sef up their own home.

(b) Push factors in youth homelessness may be divided into two categories: 'interpersonal' factorsand factors relating to a shortage of resources (Forrester 2006, p. 22). ln the UK, these factorsplay a significant role in young people becoming homeless. According to a survey carried out bythe London-based charity, Centrepoint, approximately 80o/o of cases of youth homelessness arethe result of push factors (Centrepoint 2005 cited in Forrester 2006).

fask: Besearch and Heferencing - l,*n** $ - F*;xgixerfx;rn?E

(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 themweak. These factors might be interpersonal, for instance dbpufes witt r#ittes, rffi*yp b@kupsandamixtureofformsofviolence,Pushfactorsmayalsofuinff i toHcofwaIthin the nature of lack or not having enough space in the family horne- Yang orry-elrBggelra/ed bypush factors tend to leave home before the age of 16 and so often lack tfir- s*fls ad resqres foset up their own abode. A recent suruey found that over 40% of the young esfiirb ieryFnmhad no strict qualifications and 24o/o had no cause of income (Centrepoint M)-

(d) Foresfer (2005) sfafes that push factors can be categorised in two groups: inte@ htrqsuch as arguments with other members of the family and violence within the honre on fle qrehand and resource-related factors, such as lack of money or sufficient living space qt tie dw-She adds that these push factors often cause young peopte to leave the family honre brifue tleyare 16, with the'result that these young people are pafticularly at risk because they may llrrre rnrecog n ised q u al if i cati o ns.

Your paragraph

llnil 5 - Plagiarism - Task: Fesearch end Feferencing ?7

Sludenl nsles fsr Unll S

?8 Task: Fesearch end Feferencing - Unil 5 - Plagiarixn

KEgiltil:HH*nsAt the end of this unit you will:. be able to select relevant information from your research notes;. be able to support your arguments;. be able to acknowledge your sources acceptably.

3 . 3

WWWM K Using supporting statementsThis final unit asks you to strengthen Andrew Student's essay (Unit 1, Task 2.1).To do this, you will selectrelevant information from your research notes and add this support to the argument.

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

What a re t he causes and impac ts o f home lessness?by Andrew Student

One o f t he wo r ld ' s mos t p ress ing p rob lems i s t ha t o fL ^ - ^ l T h r ^ ^ ^ h r r 1 " ^ - ^ L - ^ L . ^ ^ -r r u r L L s r e D D r r E D D . r r r f e C O f I t y e a f S , t l r e r e l r d s l J e u l l d

dramat ic r ise in the number of peopfe who have foundthemse lves l i v i nq on the s t ree ts .

Home lessness can be de f i ned as t he cond i t l on o fpeop le who l ack regu la r access to adequa te hous ing .th i s p rob fem can a f f ec t a w ide range o f peop le ,i nc lud ing ch i l d ren , t he e fde r l y and , i n some cases ,who le f am i l i es .

P e o p l e b e c o m e h o m e l e s s f o r m a n y r e a s o n s , i n c l u d i n g p o v e r t y , a l a c k c le m n l n r r m e n f . 3 g l n r r = n a a F : f f n r r l : L . 1 a h n t ' c i n a A O m e S t i C V i O l e n C e , m e l : - - as r r L l / f v _ y r r L u r r u , u s Y v v !

i l l n e s s a n d d r u g a d d i c t i o n .

Home lessness has a p ro found e f f ec t on those who expe r i ence i t . : l sl i ke l y Lo have a negac i ve impac t on phys i ca f and men ta l hea -c : : , se : : se o fi den f . i f r z and so r - . i . 1 . i n raa r : t s i nn I n t he CaSe O f hOme leSS C : : - _d : -en ,f u e i r u r u f , r r r r u v Y !a e a d e m i c o e r f o r m a n r . c m a r r h e i m n a i r e d a s w e ' - .v v r ! ! \ 4 j

H o m e l e s s n e s s i s c f e a r l y b e c o m i n g a n u r g e : : : p : c b - e : - - , : ' - . - e : - : r e i n c r e a s i n gnumber o f peop le who are a f f ec ted and t ie se- ;e : : ' - *1 - o f 1 :s impact oni n d i v i d u a l s a n d s o c i e t y . T o a d d r e s s t h e p r o b r e n , r : s r o o t c a u s e s n e e d t ob e t a r g e t e d , r a t h e r t h a n j u s t i t s s y m p t o m s . O c n e n r - i s e , t h e p r o b l e m o fh o m e l e s s n e s s w i l l s i m p l y b e p e r p e t u a t e d .

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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*r e**:*: *R*t* rn*trh the ar";"*u;* anci n{.irnk}*rs y## $:*ve *d**d t* tii':l* essey" &{aak*.*ur* t?**l{ m*f **:**it*tl*ns ;:r r.i* *u*!ati *n* *r* *mrr***ly r*1l*e'*s: *se$"

Writ* * t*i*i!clg:"*pi':y 9*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 pressrng problems is that of homelessness. /nrecent years, there has been a dramatic rise in the number of people whohave found themselves living on the streefs.

Homelessness can be defined as fhe condition of people who lack regular access to adequatehousing. This problem can affect a wide range of people, including children, the elderly and, in somecases, whole families.

Peopte become homeless for many reasons, including poverty, a lack of employment, a shortage ofaffordable housing, domestic violence, mentall/ness and drug addiction.

30 Taskr Feseareh and Heferencing - **m!{ *$ - lJxing a*:ppcrf*mg ;*r&*m?ffn*$$

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

Homelessness is clearly becoming an urgentproblem, given the increasing numbers of peoplewho are affected and the severity of its impact onindividuals and society. ln order to address theproblem, its root causes need to be targeted, ratherthan its symptoms. Othenuise, the problem ofhomelessness url/ simply be perpetuated.

Bibl iography

3lUnil 6 - lJsing supgorting arguments - Task: Fesearch and Heferencing

2.1

2"2

3.1

YASIC e Thinking about the argumentIn grcups of 3-4, present your additions to Andrew Studentos essay. Take it in turns te explaixwhat was weak in the essay and how each af yeur additions strengthens the essay.

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

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

TaSk 3 Thinking about the research processIn the same group, discuss the process of researching and referencing the essay. Considerthe following questions.

a) When is the besi point to find sources in the essay-writing process?b) What should you do if you cannot find appropriate sources?c) Which part of the process did 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: Hesearch and BeferenEing - Un:l 5 - Usicg supparling ilgutrnts

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Lqok at the fOllowing essay extracts and consider the differences. Which one(s) incorporate another;lpeqson's ideas correctly and which would be unacceptable? Which version(s) do you prefer?' ? ) r

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In the words of the song, "There's no place like home". Nevertheless. for a large proporl,or: oif treworld 's populat ion, staying at home has become impossible. Wars. famines and rel igiouspersecution have caused manv to leave their homes.

Accordingtotheold adage: "There's no place l ike home." (Payne 1822). However, fora largeproportion of the world's population, staying at home has become unfeasible. Conflicts, faminesand religious persecution, to name but a few, have caused many to desert their homes.

Payne (1822) believed that there is no place like home. This may be true for many people, but forothers in economically deprived areas of the world, home has had to be abandoned.

f f i - [ i l l l . : 1 ;p . r : 5 t i . ] ' ' i 1 ; - / ' j : : | 9 - l : i i J . ' : : i i ' ' ' . ' , ' . . ; ' : ; ; i ' ' . .! Match, these reporting verbs (a)-(e) to their effects (1)-(5)f . . : . . . . : .; ' l : . . '

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e) outlines1. has strong evidence,[.r1: gives examples

. . . ' . . t .

3, is an opinion that not everyone agrees with4. gives the main points only5. has weak evidence

What effect do the following reporting verbs have?

Task: Fesearrh and Eeferencing 35

ISBN 978185964924-4

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