Planning and Writing University Assignments
Transcript of Planning and Writing University Assignments
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Planning and WritingUniversity Assignments
CAROL HUNTER
AN OTAGO STUDY GUIDE
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The Student Learning CentreThe Higher Education Development Centre
University of Otago
PO Box 56DunedinNew Zealand
email: [email protected] address: www.otago.ac.nz/slc
First published 2009
Copyright 2009 The Student Learning CentreUniversity of Otago
All rights reserved. Students enrolled at the University of Otago may copy parts, or
all, of the Guide for personal use. Staff of the University may copy the Guide forstudents enrolled at the University of Otago. They may also use parts of the Guide
as teaching materials with appropriate acknowledgement. Otherwise, no part of the
Guide may be reproduced in any form without prior permission of the publisher.
ISBN: 978-0-9582741-4-2
Acknowledgements
Grateful thanks to Pauline Brook and Nell Smith for their comments and
proofreading assistance, and to Sarah McQuid for providing a valuable student
perspective.
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U n i v e r s i t y o f o t a g o
Planning and Writing
University Assignments
Carol Hunter
Otago Study Guides
Student Learning Centre
University of Otago
Dunedin
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
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U n i v e r s i t y o f o t a g o
CONTENTS
ioco 1Ch 1: p - 2
Coc oo 2r k o 4
Ch 2: w 6wh ? 6
wh o 6F o oo 7s o oc oo 9
i h qo o oc 9ebh oc co 11p ok 12do h 16sc h 17w h oco 18w h co 21
w h coco 22a o bo 23
Ch 3: Cq o jo c 24C cq ok 25w h cq 27
Ch 4: w ch o 29
Ch 5: w b o 32
Ch 6: poc oh oc 34sc o h 34
lk 35w h coco 40acc o 43poo 44rc 46H o 46
Bboh 48
ax 1: a o xc 49
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
TABLES
tb 1: t o h oo 3tb 2: t o k o 4tb 3: F o oo 7tb 4: e 8tb 5: i co 10tb 6: ex o ok 13tb 7: a ok 15
tb 8: to o-o c 17tb 9: F o oo oco 18tb 10: C o - co 21
tb 11: F o oo coco 22tb 12: Qo o cq x 25tb 13: s ok o c cq 26tb 14: ex o cc 27tb 15: s ok co o ch o 30tb 16: s ok co o b o 32tb 17: ph c o 34
tb 18: so h co 36tb 19: ex o h 42tb 20: e chck 44
BOXES
Box 1: Bk o h qo o oc 11Box 2: t o bk o h qo o oc 12Box 3: ex o oco 19Box 4: ex o coco 22
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1
U n i v e r s i t y o f o t a g o
INTRODUCTION
i o h o oh h hc h h . a k h, o h o h c o o o o h c , fcjo, o, o cq. ech o h h c chcc q, o , oc cc o x o ko h xc. th o o h g oh h o o o ho xco, o h co bo
ck co h o h b o h b.
w- o o oc oh, o h h
o o -. th co h o , i ho, c h ho ho h k: How do I get started?t c o h oo, , k o.
e c b c ch, o co o . w h ook cq, ch o, b o, h q o c cob o co o
co, h x o o.
th h c o cc o co: o, o, .
yo o ch qo : Can I say I in an essay?; I know whatI want to say, but how can I link my ideas; How ormal does my writing have to bewhen Im giving my opinion?; o, , Can I give my opinion?.
w o ook o o oc oh oc: c,oo , o o.
w, k c, o oc o obbco o co co h o, h k obo bck o o c. so o o o o h o
o o bo o o .
thoho h xc c o oc o o h .a o h xc o ax 1.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
CHAPTER 1: PLANNING AND PRE-WRITING
PLANNING YOUR TIME
poc o hh k . a h oc cc o ch h oc, hk bo h , c hoo o c, oh, h bck o o ch, hk, o o. so, h o o, First Ill do this, then Ill do that, h h o oc h k b o h , o o o k h o c bo ho o h k, bo oco o b oh o ko h o . th
bc o o o o c
ndinginformation
readingandtakingnotes
grouping,sortingandorderinginformation
developinganoutline
puttingtogetherarstdraft
redraftingandwritingthenalversion
checkingreferences
compilingthereferencelist
editingandproofreading
th h c o ho b h. so okh c k coc c c h q o o ok co b k.
th o o o ho o o :c, o ho b o oh 35% h o oh 10%.
a - o hk bo oo o c o
co oo: k oc o c o o
bcko , o o o o h .
COLLECTING INFORMATION
a oo c o h oo o o o oc o o, oh co . whch o ho k ,coc, c, ho h o b bo o h oc?
yo o h k o x o ch bo c o
. Ko ho o oo qck c k k oo ob ho o b b co.
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U n i v e r s i t y o f o t a g o
Foo h o h oo o tb 1 bo.
Table 1: Tips or gathering inormation
Take a Library tour, or ChecktheCentralLibraryfordetails:http://www.seek a one on one tutorial library.otago.ac.nz. DistancestudentscancontacttheRemoteLibrarian.
Use only authoritatie Information used in university assignments mustsources befromreputableauthorsandpublishers,suchas universities,governmentdepartmentsorcorporations.
AvoidwebsitessuchasWikipedia,whereauthorsare
unknownandinformationisoftenunreliable.
Choose journal articles Textbooksaregoodforageneraloverviewbuttakeoer textbooks longertoread,andalsomaybeoutofdate.Onthe otherhand,journalarticlesareusuallyeasiertoread
becausetheyhaveaspecicfocus,andarealsolikely
tobemoreup-to-date.
Use a starter reerence Ifpossible,identifyarelevant,up-to-datejournal
articleonyourtopicandndfurthersourcesfromits
referencelist.Thiswillsavealotoftimeincatalogue
searching.
Know the major journals Everysubjectofstudyhasitsprominentjournals. Identifythesefromyourreadinglist,oraskyour
tutor.Checkoutrecentvolumesandscantablesof
contentstitlesofjournalarticlescloselyreecttheir
content so youll readily identify those relevant to
yourassignment.
Identiy key authors Certainauthorswillrepeatedlycropupinyour readingsandinotherauthorsreferencelists.Check
databasesforwhatelsetheyhavewrittenonyourtopic.Know how much is enough Assignmentinstructionssometimesmentionhow manysourcesmustbeconsultedforanassignment,
butifyourenotsure,askyourtutororlecturer.
Theresfrequentlythetemptationtokeeplookingfor
morematerial:conscientiousstudentscanover-
researchandbecomesubmergedinamountainof
informationtothepointofnotbeingabletodeal
withtheassignment.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
READING AND MAKING NOTES
r k o o o b o
c h o k h oo o ook o h oo hch o . uc k o o occ. th oo o o o o k o.
Table 2: Tips or eectie reading and note-making
Read selectiely Youre not usually expected to read everything in a coursereadinglist,especiallyintherstfewweeksof
yourcourse.Selectwhatyouneed,whenyouneedit,
andreadforbackgroundastimeallows.
Read critically Approachallreadingwithanenquiringmind.Avoid acceptingideasoropinionsasuniversaltruths.Look
forauthorbias,andbeopentodifferentperspectives.
First, gain an oeriew Beforeclosereading,getthebigpicture.Lookat tablesofcontents,chapterandsectionheadings,tables,
andgraphs;readabstracts,introductionsand
conclusions.Whatcanyoutellfromhowthetext
isdivided,thevarioussectionsandtheirheadings?For
example,bold,uppercase,lowercase,etc.,distinguish
majorpointsfromsubpoints.
As you read, ask yoursel Theresnopointproceedingwithareadingifyoureuestions notunderstandingit.Stopandask,Whatdoesthe authormeanbythis?Ifyoucantprovidetheanswer,
re-readthetext.Clarifyyourunderstandingby
discussingwithotherstudents,orwithyourlecturer
ortutor.
I necessary, take a step Itsnotunusualforsomeacademictextstobequiteback difculttounderstand,whichisoftenmoretodo withthelanguageandstyleofthewriterthanthe
subjectitself.Ifaftertwoorthreereadingsyourestill
ndingatexthard-going,takeonestepbackand
followupacoupleofpublicationsfromitsreference
list.Readingwhatotherssaycanmakeadifculttext
easiertounderstand.
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U n i v e r s i t y o f o t a g o
Aoid the technicolour Resisthighlightingkeypointsonrstreading.Aseaterror ofmulti-colouredstripesisnothelpful,andwhatseem
keypointsatrst,maynotbe.Highlightonly informationtoreturntolaterforyourassignment.
Dont waste time copying Thinkaboutwhyyouneedtheinformation:askblocks o text yourself,whatsthepointIwanttomake?.Then
summarisetheideainyourownwords.Checkthe
originaltomakesureyouhaventchangedthe
meaning.(Youstillmustreferencethesource.)
Keep ull reerencing Carefullyrecordallreferencedetails,including details publisher,placeofpublication,etc.Alotoftimecanbe
wastedtryingtotrackdownthesedetailslater.
Notewhosaid what Marknotestodistinguishbetweendirectquotes, paraphrases,andyourownideas.Confusingthesein
your assignment may lead to incorrect referencing or
unintentionalplagiarism.
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U n i v e r s i t y o f o t a g o
FEATURES OF A GOOD ESSAY
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b h b h o q coo. so o h q qbc, ch h o h oc h co hoh h , hoh, o o h c chq, o coc xc. th o oo o tb 3 bo.
Table 3: Features o a good essay
Correctlyinterpretstheessayquestionortopic,andanswersitfully.
Putsforwardawell-thought-outargumentandlineofreasoning,ratherthanmerely
reproducinginformationfromsourcematerial.Treatsthetopicinsufcientdepth,withevidenceofthoroughresearch.
Demonstratesunderstandingofkeyprinciples,theories,andconcepts,andbuilds
theseintothediscussion.
Maintainsfocus,keepingrelevanttothequestion.
Iscohesive,i.e.,hangstogetherasawhole,andlogicallystructured.
Expressesideasclearly;isfreeofclumsyorawkwardphrasing,anderrorsinspelling,
grammar,andvocabulary.Providesreferencesforsourcematerial,intherequiredreferencingstyle.
Keepstothewordlimit,withoutbeingsubstantiallyunderorover.
Demonstratesinterestin,andenthusiasmfor,thetopic.
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i o h o h bo c b h o o o fch o o ok o , co hh o h oo h :
Table 4: Essay pitalls
Didyouaddresstheessayquestionortopic,withoutgoingoff-trackormissing
someimportantaspect?
Didyouuseobscureorout-of-datepublications,ornon-authoritativesources
(e.g.,Wikipediaorsimilar)?
Didyouincludetoomanydirectquotations?Anoveruseofquotesthecutand
pasteessaysuggestsalackofunderstandingofthetopic.Quotesshouldbeused
infrequently,andonlyforspecialeffectortoemphasiseapoint.Didyouressaylackstructure orow,driftingfromonepointtoanother,seemingly
withoutdirection?
Wasyourargumentbasedongeneralisations,sweepingstatements,orunsupported
claims?
th oo co o h o o ch h oo o h.
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U n i v e r s i t y o f o t a g o
STEPS TO PRODUCE A GOOD ESSAY
wh i k h h hk o , h b ostructure ow, b o h h coc o h o. i co h k oh o coco, h h q strong oundation, solid ramework, interlinkingparts ho h h ho o co. so ho oundation, ramework interlinkingch ? a h coco, h the planning,the building, the fnishing-o. w ook ch o h .
po co h o o h
h oo. no ook h
h .
INTERPRETING THE qUESTION OR TOPIC
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F, co ho h oc ho b h. Fo x, h co o compare and contrasttho y h tho X, o o o o h j
describe h o ho h oc o b o o h similarities dierences. s, h co o assess o explore, o o c o a summaryo outline, o h h o o h .
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
tb 5 bo o o co ho h h b, b o h h o o o o b c, h o chb (.., analyse discuss). i o o
ho o och h , chck h o o o c.
Table 5: Interpreting essay instructions
Instruction Suggested interpretation
analyse Treatthetopicinsomedepth,examiningallrelevantissues.Identify
discuss keycomponents,theories,principles,orconcepts.Afterconsidering
consider allperspectives,developaviewpointinresponsetotheessay
question,andsupportyourreasoningwithevidenceasappropriate.
assess Examineallaspectsandmakeajudgementastoqualityor
attr ibutes.Mayinvolveidentifyingcauseandeffect,implications
andimpacts,orstrengthsandweaknesses.
compare and Analyseallissues,butfocusonsimilaritiesanddifferences.Identify
contrast majorunderlyingconceptsorthemesanddiscusswheretheyagree
ordisagree,whattheyhaveincommonandwheretheydiverge.
critique Treatinadetailedandanalyticalway.Willinvolvesomedescription
review butmostimportantlyajudgementastoquality,highlightingstrengths
evaluate orweaknesses,advantagesordisadvantages.
defne Giveprecisemeaning.Describeandclarify.Mayinvolveshowing
differentinterpretations,orexplainingboundariesorlimitations.
Provideexample/sifappropriate.
describe Provideaccurateandpreciseinformation;illustratewithexample/s
whereappropriate.
examine Inspectindetail,investigatethoroughly.Identifyallimportantaspects.
explore
outline Brieydescribe,summarisemainfeaturesorprinciples.Clearlydene
stagesinaprocess.Omitlesserdetail.
questions, e.g.: Specifydetails,giveprecise,accurateinformation.Analyseallrelevant
how? perspectives,issues.Answermustshowconviction,supportedby
why? example/sifappropriate.
what?
summarise Provideashortenedversioninyourownwords,highlightingmajor
pointsandomittinglessimpor tantdetail.
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U n i v e r s i t y o f o t a g o
ESTABLISHING FOCUS AND SCOPE
a oc o qo och o o h h
cox o o o o , o c h o hqo q c j. i o o c h o h qo, h bo. i h o bk h qo o coo . wok hoh h oc h oo qo x1.
In recent years, many New Zealand tourist operators have been using the eco label
to market their ventures, claiming responsible environmental and conservation practices.
However, there is some argument over whether such claims can be justifed. Discuss the
current debate involving New Zealands ecotourism industry. What role, i any, should
government play in respect to ecotourism? Is there a role or the tourism industry itsel?
Box 1: Breaking down the essay uestion or topic
Instruction word/s DiscussandWhat?
(See Table 5)
Focus Claimsmadebyecotourismoperators. Counterclaimsbyopponents.
Twosidestothedebatewhosesidedoestheevidence
support? Shouldthegovernmentplayarole?
Shouldthetourismindustrybeinvolved?
Range and Ecotourism.boundaries NewZealand. Centralgovernment?Localgovernment?Regionalcouncils?
Tourismindustry.
tho, h co o h : () hNew Zealandcox (hoh hco o h c oh co oo); (b), ecotourism( oo o nature o o adventure o, hoh h bo); (c) h b h c o co co h co co h cc; () h o o o o c; () h o o ho .
i coc o h qo h , oh qo , c, ch co bco c.
1
Theessaytopicandcontentusedinexamplesarectitious,includingthesituationsandnamesoforganisations.
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Table 6: Example o an essay ramework
Major points Sub-points Supporting material
(Introduction)
Claim 1 Activitiesaresustainablebecausethere WildlifeTourCompanyLtd isnodamagetonativeoraorfauna. AdventureToursLtd
Highlander Small Group
Tours
(brochures&websites)
Counter claim (i)Damagetokakabeak,nativeax,& FriendsoftheHighlands kowhaifrom4WDs. January2008report
(ii)Depletedkakapoandkeanumbers. MinistryofSustainable ImpactreportJune2008
Clark&Jones,2007
Claim 2 Accommodationbuilttogreenbuilding SerendipityLodge,Kaikoura standardsismoreecologicallysoundthan SevenHillsSpaandResort,
non-greenaccommodation:solarenergy Alexandra
heating,windfarms. (brochuresandwebsites)
Counter claim Highfossilfuelusage(torunpowerboats, SustainableTourism2008 whitewaterrafting,jet-skiing)counteracts report
greeninitiatives. AlexandraProtection
Societywebsite
Claim 3 Lesscarbonemissionfrom4WDsas RobbiesSmallGroup opposedtolargercoachtransport. Get-a-waybrochure
DrivenSki,Wanaka,website
Counter claim 4WDsnotfueleffective,andnotableto MinistryofSustainable transportasmanypeopleaslargecoaches, ImpactreportOct.08
somoreneeded. Brown,Johnston,Haggarty,
4WDscoveroff-roadterrainssodamage 2007 morenativewildlifeandvegetation.
Summing up o Ecotourism principles do have someclaims/counter positiveinuences,butinsomeareastheseclaims: what areover-stated.eidence Nativebirdlifeandvegetationundoubtedlyshows incursomedamage,thereforesomeclaims misleading.
Greenaccommodationclaimsexaggerated.
Table continued oer page
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Major points Sub-points Supporting material(Introduction)
Role o central Makeconditionstoqualifyforecolabel. Departmentofgoernment Environment report
DepartmentofTouristActivitiestoset June2008
policyandprocedures,andclearstandards. Gordon,2008
Offerset-upgrantstooperatorstomeet Dickey,2006
standards.
Responsibleformonitoringcarbon
emissions.
Role o local Resourceplanningdepartmentstoset SustainableImpactreportgoernment standardsandmonitoreffectsonnative 2008 wildlife,vegetationandwaterways. EnvironmentNZImpact
Report2007
Role o tourism Helpgovernmentestablishstandards. TourismIndustryAnnualindustry Adviseoperators. Reports2006,2007,2008 Monitoroperatorcompliance.
Conclusion Operatorsusingecolabeltooloosely; thistermneedstobepreciselydened.
Bothnationalandlocalgovernmenthave responsibilitytoinitiateandenforce
appropriate legislation and set and
monitorstandards.Tourismindustryhas
responsibilityherealso.
(Note: All inormation and organisations are fctitious.)
wh h bo ok k h o o h-co b, o h ch fo ch o coc ho tb 7 bo.
no h h o h o o o oo o cc fo. Fo x, h ok tb 6 bo, h c co c h , h h ok tb 7 boo h oo o h h c o c, hh co c .
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Table 7: An alternatie ramework
th , o o k h o ok b: o
o o o b-o, o h o k o h o o-oc oc. Choo hch o o b.
dc o ok o h h k b o o,b b o o h h , h co -.ahoh o ok c b o co bco c,oc o h oh o ob h h, b o o h h
, k co ob o o ok. th cohh h h ob o o o /o .
Ecotourism
Ecoclaims Counterclaims
Summing up o claims/counter
claims: what eidence shows
Controls/Interentions
Centralgoernment
Localgoernment
Tourismindustry
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DEvELOPING A THESIS STATEMENT
so c o ho c h . th o
o o o c h c c ooo, hch o o h oco.
th oo x o h :
The useulness o smoking cessation programmes is difcult to establish, as evidence
o their success remains inconclusive.
In the oreseeable uture, New Zealands tourist industry will, like tourism worldwide,
be subject to a number o political, social and economic inuences.
a h o o coo
Claims o ecotourism must be tested. I indeed alse, then not only are local
public and overseas visitors misled, New Zealands clean, green image is seriously
compromised.
so o oco o c h h xc
coco o h qo. Fo x:
Many claims o ecotourism operators are misleading the local public and overseas
visitors, and putting New Zealands clean, green image at serious risk. Legislation and
monitoring by government agencies, and the industry itsel, are pivotal to protecting
the environment, the public, and the industry.
a o h co, o b c (..,Discuss cross-inection in a medical setting). nh, c ho b c, h o, c-b o o, h
c h; o x:
Cross-inection has serious implications or both patient and medical sta, thus
eective prevention is vital to ensure that sources o possible inection are dealt with
eectively.
a h h o oc co. a o oc ch o o co, chck o o o h ; o, oh o ch h co o o , o -hk o h.
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U n i v e r s i t y o f o t a g o
Kz m (2001) k h o h h ho o xo, ch centers on, deals with, involves, has a lot to do with, oo. th , b c c (. 15). i h o h c, ho o c
o h h bo.
Exercise 1: Improve the ollowing thesis statement to be more direct and clear:
Therealprobleminourschoolsdoesnotrevolvearoundtheabsenceof
nationwidegoalsandstandards;theproblemisprimarilyconcernedwiththe
absenceofresourceswithwhichtoimplementthem.
a ax 1.
STRUCTURING THE ESSAY
i o o c, bjc h q: hHo d h o , eco, oh, to h, ob s d oh h. B bo ,h o c , h o o-o. n(2007) cb h oo:
Table 8: Traditional and non-traditional essay structures (Neille, 2007)
Traditional essay
Foo coo
ideasarebrokenupintoparagraphs: o ch h;
nosub-headings;
nobulletpoints;
limiteduseofdiagrams&tables;
sourcesareincluded,properlycited c.
Non-traditional essay
mh b o o o
canincludesub-headingsto c o h;
mightincludesomebulletpoints;
canincludediagrams&tables;
islikelytoincludesources,properly
c c
whch c o o ho b h o co co,o h c o o o o c. lo , 3,000 o o o, o o o co o h b o boh .
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
r o o c, h c cob introduction conclusion, ook h h c co x.
WRITING THE INTRODUCTION
th oco ho h o h co, h c oh oo. i ho b coc, ho oo ch bcko (h
bcko c b o h oco), h c oc oh . tb 9 o h o oo oco.
Table 9: Features o a good introduction
~ Providesabriefcontextfortheessayquestion.
~ Clearlystateswhattheessayisabout(withoutrepeatingtheessayquestion).
~ Tellsthereaderwhythetopicisimportantand/orinteresting.
~ Givesaclearcentralargument,orthesis(seeDeveloping a thesis statement
above).
~ Indicatesthescopeofthediscussion.
~ Outlineshowtheessaywilldevelop.
a o hb, h oco ho b o o h o-h o h oo co. i ho , 500 o 750 o, h oco ho b oh. i o , o 1500 o , h oco co bo o o h.
Box 3 bo x o oco o o coo . Fo ho o h xc, o o fc h c tb 9 bo. thoco 156 o, bo h o 1500-o . no ho ck
h jo o o h tb 6.
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U n i v e r s i t y o f o t a g o
Box 3: Example o an introduction
Since the 1980s, ecotourism in New Zealand has become
a burgeoning industry. Ministry o Tourism fgures releasedin 2007 record 453 tourist operators registered under theecotourism category.Whentourismcompaniesusethedescriptioneco,theyareclaiminganeutralimpacton
theenvironment.However,investigationsshowthatsome
so-calledecopracticesareinfactharmingnativeora
andfauna,pollutingwaterways,andcausingother
environmentaldamage.Claims o ecotourism must betested. I indeed alse, then not only are local public andoerseas isitors misled, New Zealands clean, greenimage is seriously compromised.Thisessayexploresthemajorissuesintheecotourismdebate,weighingclaimsof
lowimpactandsustainablepracticesagainstevidencethat
suggestsotherwise.Italsodiscusseswaysinwhich
ecotourismoperationsmightbeguidedandmonitored
bybothcentralandlocalgovernments,andtheresponsibility
oftheindustryitself.Acentralissueinthedebateisdening
justwhatecotourismentails.
Brie context; sets
the scene.
States what theessay is about
Central argument(thesis statement)
Shows how theessay will deelop,scope and ocus
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Exercise 2: Do you think either o the ollowing examples meets the criteria or a goodintroduction as set out in Table 9?
Example a)(Kirszner&Mandell,2001,p.71):
Aftergraduatingfromhighschool,youngpeoplemustdecidewhattheywant
todowiththerestoftheirlives.Manygraduates(oftenwithoutmuchthought)
decidetocontinuetheireducationuninterrupted,andtheygoontocollege.
Thisgroupofteenagersmakesupwhatmanyseeasthetypicalrst-yearcollege
student.Recently,however,thisstereotypehasbeenchallengedbyaninux
ofolderstudentsintoAmericancollegesanduniversities.Notonlydothese
studentsmakeavaluablecontributiontotheschoolstheyattend,buttheyalso
presentanalternativetoyoungpeoplewhogotocollegesimplybecauseitis
thethingtodo.Afewyearsoffbetweenhighschoolandcollegecangivemanyperhaps most students the life experience they need to appreciate the value of
highereducation.
Example b) (Bate&Sharpe,1996,p.20):
Inbroadtermsthestudyofthissubjecthaslookedatthehistoryofthefamily
fromthesixteenththroughtothenineteenthcenturyinEurope.Wehavelooked
atthesocialvaluesprevailingthroughoutthisperiodandspecicallythesocialand
culturalchangesthathaveoccurred.Theaimofthisessayistodiscuss,rstly,the
roleofthefamily,andsecondly,thesignicanceofchildhoodfromthesixteenth
throughtothenineteenthcenturyinEurope.
a ax 1.
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U n i v e r s i t y o f o t a g o
WRITING THE DISCUSSION
i, bo, o b h o o o bo
b o , o b o h o coc coh co, o h h o o co oc o. a - co ho h c o tb 10 bo.
Table 10: Criteria or a well-written discussion
~ Thewriterpresentsawell-researchedandsoundlineofreasoning,supported
fromtheliteratureorothersourceswhereappropriate.
~ Thewritersvoice and perspectiveareclearlyevident,evenifthediscussion
islargelybasedonsourcematerial(seeWriting with conviction,and Paraphrasingbelow).
~ Structurally,thediscussionisbasedonaseriesofparagraphs.Eachparagraph
shoulddevelopthecentralidea,addingto,andadvancing,thecentralargument.
Followthetechniquesforparagraphdevelopmentonp.29.Inthissection,youll
notice that every paragraph should have a topic sentence that expresses the
centralideaoftheparagraph.
~ Allcontentshouldrelatetoandsupportthecentralargument.(Ifnot,question
whetheritbelongsintheessay.)
~ Thediscussionfollowsthemostlogicalorderforthenatureofthetopic(e.g.,by
importance,chronologically,stagesinaprocess).
~ Mainideasstandoutfromsupportingideas.
~ Allideaslinkcohesively,ratherthanappearasisolatedunits.
~ Thereaderisreadilyabletofollowthediscussion,andgrasptherelationships
andconnectionsthewriterintends.
~ Allsourcematerialisproperlyreferenced(seeReerencingbelow).
a o h , o qo o h o o ck.
no, o h oh o h h coco.
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U n i v e r s i t y o f o t a g o
Exercise 3: Do you think the ollowing example meets the criteria or a goodconclusion as set out in Table 11? (Adapted rom Oshima & Hogue, 1991, p. 83).
Inconclusion,althoughrecentadvanceshaveindeedgivenusalotofadvantages
bymakingusricher,healthier,andfreertoenjoyourlives,theyhave,inmyopinion,
notmadeuswiser.Inthepastfewdecades,ourEarthhasbecomedirtier,our
peoplelesshumane,andourspirituallivespoorer.Weshouldcontinuetoenjoythe
benetsoftechnologicaladvancementbecausetheyfreeustopursueourinterests
andgoals.However,wemustmakeaconcertedefforttopreserveournatural
environmentforfuturegenerations.Moreover,weshouldtakethetimenowto
makeourlivesmoremeaningfulinanincreasinglyimpersonal,mechanisedworld.
a ax 1.
A FINAL WORD ABOUT ESSAYS
to h c o oco coco, k o: Could areader gain a good idea o what my essay is about just rom reading the introduction andconclusion? i o, co ho o h o h o h co.
to c fo, j h c o ch h jhh h o oo o h h bo, h
o o o o h x oc ho. i o, co ho o h ko oc c ( . 34).
i , c o coo x, ob , b o o ch oc o h , h b q .
i o h oo ho o structure, ow, clear,strong argument, enthusiasm, h b ch h qo hh . B h o h b q ostylish prose h o
h, h h b h k o o o. th b o o o h c o bco ob o oh oo : h o co co ho ho o , o o h h x oo. wh chq o, o c o c o o your?
F, oo o q hoh . l o o h h och h o o ( o Ch 6,Producing a Polished Product).
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
CHAPTER 3: WRITING A CRITIqUE
Critique, criticism, critical review j o o h o h oc oco o oh ok. H, ook cc cq journal article. i cox, jo c o oo coc, , o o h o c o o b oh ho ch. sch ch k o o o x, ok,boo x, obo , o . th, h o cq o h o h b .
th o ch cq to get students to think. rb h ch o o qo ho b och h q ,
h och ho b o cq.
to o o cq, o h c o ho h h c. yo o o c oo bo h c co,ch h h ho o o , ho h bo , h ho. B o o, o o o h o assessmento hok; o x, hh o o h ho coc, ho
h cob o c .
to cq c c o -h o co.
a h , bh h h o h c, hho , objc, coco: h b h abstract,introduction conclusion co, o i o h . nx, o hoh co b-co o hch h c h b c. i ho jo h o b-h (o c h h b hhh h c, bo, o c, c). Oc o h h o
h h, ho ch o o x. sc ohoh h o b: h o h o? O h o h oo o h h bo ho o oo h co .
wh o o cq, h qo h ho , ch ho tb 12 bo.
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U n i v e r s i t y o f o t a g o
Table 12: questions or critiuing text
Whatdidtheauthorsetouttoachieve,theaimsandobjectivesoftheresearch?
Whywasthisanimportantorsignicantareatoinvestigate?
Whataudienceisthearticleaimedat?
Howwastheresearchcarriedout(studydesignandmethods)?
Whatconclusionsdoestheauthorarriveat?Aretheyconvincing?
Doyouconsiderthatthestudydesignwasappropriatefortheauthorsobjectives?
Canyouidentifyanyweaknessesinsuchareasasmethodsordataanalysis?
Couldanyassumptionsonthepartoftheauthorbeinterpreteddifferently?
Howdoesthestudytieinwiththoseofotherauthors?
Howdothendingsheretinwithwhatyoualreadyknowofthetopic?
Doyouthinkthestudyaddstocurrentknowledge?Ifso,how?
Doyouthinkthearticlemakesausefulresource?Ifso,howandwhy?
Whatisyouroverallresponsetothearticlefromyourpersonalperspective?
CREATING A CRITIqUE FRAMEWORK
a h , bo o o cq, ok o ok oo o co.
a bo, h o o cq o o o () h h bo, (b) jo co, (c) o co o .yo ho o o co o ch co h c, o o oco h h c o, h co o
c , h o o ck o .
tb 12 o ok o o cq, b h o.
th o o oo o c , o co, o b h o co o o . wh h qo tb 11 h tb 12 o co co o, ho c oco o ho o ch - och.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
Table 13: Suggested ramework or an article critiue
Introduction Statenameofarticleandtheauthor.
(Ifwordcountallows,commentonauthors backgroundandcredentials.) Brieystatewhattheauthorsetouttoinvestigate,the studyaimsandobjectives.
Background and context Brieysituatethestudyinitswidercontext. Highlightmainissuesorproblemstobeaddressed. Statewhytheauthorthinksthisareaisimportantor signicant.
Study design Giveabriefdescriptionofstudymethodsand
procedures.Perhapsmentionmethodofdataanalysis.Summary o key fndings Highlightmajorndings. Summarisekeyimplications. (Beconcise,focusingonkeypointsonly,andomitting lesserdetail.)
Assess the strength o Weretheconclusionssupported?argument and eidence Weretheconclusionsconvincing?Mention any limitations/ Werethereanyassumptionsthatyouwouldquery?weaknesses in study Canyoucommentonwhetherthestudydesign(e.g.,objecties or design methodology,dataanalysis)wassuitableforthe authorsaimsandobjectives?(See*below.)
Key insights, implications Whatarethekeyinsightsthisstudyprovides? Howdotheseaddtocurrentunderstandingand knowledgeintheeldgenerally? Whatideasorknowledgedidyoupersonallygain fromreadingthearticle?
Relation to other similar Youwouldnotnormallybeexpectedtostudyotherinestigations (?) workstomakecomparisonsunlesstheassignment asksyoutodoso,buttheauthormightmake
comparisonsonwhichyoucouldcomment.
Conclusion Sumupyouroverallreactiontothework. Whydidyoundituseful/interesting/valuableornot?
Were there areas that the study did not address and could/shouldhave?
*Undergraduate students, especially in their frst or second year, are not expectedto be experts on research methods, but there may be aspects o study design onwhich you can comment. For example, did the methods appear suitable or the
authors purpose, or adequate or a convincing conclusion?
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U n i v e r s i t y o f o t a g o
WRITING THE CRITIqUE
w h cq o o Ch 2, oo h
chq Ch 6. rb h ocritical analysis o cohoh o , h c o o h hch o xo o choc. i o o h Writing with conviction Ch 6, o h h cc x tb 14 bo.
Table 14: Examples o critical language
Introducing the article Theauthorsetoutto... Theauthorinvestigated...
Thepurposeofthisstudywasto...
Theauthorarguesthat... Theperspectivepresentedhereisthat...
Thepointofviewarguedhereisthat...
Henrysobjectivewasto...
Henrysmainargumentwasthat...
Theauthorsintentionwasto...
Thehypothesisunderpinningthestudywasthat...
Commenting on strengths Theauthorconvincesusthat... Thestudyshedslighton...
Thestudyhighlightstheimportanceof... Itisclearhow...
Thestudyremindsusoftheimportanceof...
Thestudyreectsthesignicanceof...
Raising uestions, Itdoesnotseemtofollowthat...commenting on Henrysargumentseemstobethat...weaknesses Theauthorsargumentfallsdowninthat.. Henrysargumentislessthanconvincingbecause...
Theargumentthat...doesnotholdbecause...
Theassumptionthat... Thestudyisbasedonanassumptionthat...
Theauthorassumesthat...
Questionsmustberaisedinrelationto...
Theauthorsclaimthat...needstobequestioned
because...
Careisneededwhendrawingconclusionsfrom...
Table continued oer page
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
Drawing implications AsaconsequenceofHenrysworkweseethat... Henryhighlightstheimportanceof...
Henrydrawsconnectionsbetween...and... ThemajorimplicationsofHenrysndingsare...
Henryconcludedthat...
Theconnectionemergesbetween...and...
Theauthormakesanimportantdistinctionbetween...
and...
Amajoroutcomefromthesendingsisthat...
Theseresultshaveimplicationsfor...
Thendingthat...hasimplicationsfor...
Thendingthat...meansthat...
Takingintoaccountthendingthat...meansthat attentionshouldbegivento...
Theseresultsshowthatcareneedstobetaken
when...
Henrysndingsremoveanydoubtthat...
Exercise 4: I you were critiquing a study that contained the ollowing descriptions omethods, what might you comment on?
Example (a)Jones(2005)claimsthatteenagersarespendingmoretimeoncomputersand
lesstimeonsport.Herstudycomprisedve15year-oldslivinginInvercargill.
Example (b)
AccordingtoGordonandBrown(2005),NewZealandteenagersarespending
moretimeoncomputersandlesstimeonsport.Theyinterviewed500teenagers
inavarietyofsocio-economic,cultural,andgeographicalsettingsthroughoutNew
Zealand,overveyears,fromages13to18.
a ax 1.
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U n i v e r s i t y o f o t a g o
CHAPTER 4: WRITING A RESEARCH REPORT
a h o ch, o h o o c.w ook h o b o c ch ojc.
rch o o co, h ch co h ccco. F, chck o co o co o ho oco o o h o c ch co, b o h o bo h ch , oo h o o bo.
th co o ch o
Introduction Background(includingliteraturesurvey)
Methods
Results
Discussion
Conclusion
Ho, h b o o co co: o x, o hh l r co, o b-co h co;o x,Methods co b o Procedures, Data Analysis, o oh.
dh h o b-h b o z (.., upperCase, o c, bo, italics).
tb 15 bo o o ch o ho co h o co o c ch co. a h o o o: ox, o b o cob h Results Discussion
co, h h o h.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
CHAPTER 5: WRITING A BUSINESS REPORT
B o o o o, h h c co o h o o h o b o.Ho, b o o co. ech co hob h h c o h co co. sco h o bb. Fo x:
1. Internalcommunications
1.1Formalinternalcommunicationstructures
1.2Informalinternalcommunicationstructures
wh co, oo h chq o h o, k, c, o Ch 6.
tb 16 bo o o oo co h o c o q.
Table 16: Suggested ramework and content or a business report
Coering letter Addresslettertopersonwhorequestedreport(e.g., companymanager).
Explainpurposeandobjectivesofreport.
Brieymentionmajorissuesidentied,andhowthe
recommendationsinthereportcouldaddressthese.
Signwithyourname,positionandorganisation.
Title page Setouttitleofreportanddate. Statenameoftheorganisationthatrequestedreport,
yourname,position,andorganisation.
Table o contents Includesections,tables,appendices,andreferencelist.
Introduction Giveaclearaccountofthepurposeofrepor t(e.g., theproblemsorissuesidentiedforinvestigation).
Outlinewhatthereportsetouttoachieve.
Explainhowreportisstructured.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
CHAPTER 6: PRODUCING A POLISHED PRODUCT
STRUCTURING AND DEvELOPING PARAGRAPHS
i o o o , h h k . phho b conceptual units, h ch h oc o o c coco h, visual units, h ch h c ooh, h h x c o o.
ph c o h oo b ( o Oh Ho, 1991, . 34; 2007, . 147):
Table 17: Paragraph structure and deelopment
First sentence Introducesthemaintopicoftheparagraph.
A. First supporting point Anexplanation,orexpansionofthemainidea.
B. Second supporting point Furtherexpansionofthemainideaforexample,evidence from your reading that supports your
explanation.
C. Third supporting point Thismayincludefurtherevidence,anexample,or otherdetail.
D. Concluding sentence Restatement or summary of main points or a nalcomment.(Concluding sentences or body
paragraphs are not always appropriate or necessary.)
The number o supporting points (A, B, C) will, o course, vary rom paragraph toparagraph.
th h o h c bo o o c, o 70 o200 o. wh c h h, , 220 o, hh ho b bok oc o h oc h c o h.
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U n i v e r s i t y o f o t a g o
LINKING
wh h h o , ho ho k o
ho. lk o, oo, b h h h. thchq o ch c k Signposts, Sequencing, Repetitiono a key word cb bo. th chq o ho ho ococ o oh, o o b b , o o oc o o h co.
1. Signposts
C o h c o bc h c bo co, h o o, k co o ck. Co hoo o , o ho o (ex ), o h o(ex b). (ex o u o n e tch l C, 2000.)
Example a):
Malinowskiproposedaclassicationforfolktales,anddistinguishedbetween
myth,legend,andfairystor y.Mythrepresentsastatementofahigherormore
importanttruthofaprimevalreality.Itisregardedassacred.Fairystoriesare
entertainment.Nobodyattachesanyspecialsignicancetothem.Nobody
believesthemtobetrue.Legendsarebelievedtobetruehistoricalaccounts.
no, o ho h o o o ex b) ( ) oc, , h, b:
Example b):
Malinowskiproposedathree-wayclassicationforfolktales,anddistinguished
betweenmyth,legend,andfairystory.Therstofthese,hesuggested,represents
astatementofahigherandmoreimportanttruthofaprimevalreality.As such,
itisregardedassacred.Fairystories,on the other hand,are simply entertainment
andnobodyattachesanyspecialsignicancetothem, andnobodybelievesthem
tobetrue.Legends,however,arebelievedtobetruehistoricalaccounts.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
so co, j o o hch o tb 18.
Table 18: Signposts and their unction (CompiledfromsourcesincludingBright
[2002]andBateandSharpe[1996].)
To add to a point already made; or to introduce a new pointalso;moreover;further;furthermore;again;whatismore;thenagain;inaddition;
followingthis;besides;aboveall;too;aswell(as);subsequently;consequently;
asaconsequence;inthemeantime;neither...nor;notonly...butalso;
similarly;correspondingly;inthesameway;indeed;infact;really;inreality;asfor;
as to; in respect to; respecting; in regard to; regarding
To reinorce a point, or state it in a dierent way
inotherwords;thatistosay;toputit(more)simply;withthisinmind;inviewofthis
To indicate stages in a processrst;second;third;tobeginwith;next;followingthis;another;inaddition;
concurrently;simultaneously;meanwhile;inthemeantime;moreover;
subsequently;consequently;beforethat;earlier;previously;bythattime;atlast;
afterthat;atlength;nally;inconclusion;
to conclude
To explain; to introduce an example
thatistosay;inotherwords;forexample;forinstance;namely;anexampleofthisis;
asinthefollowingexamples;suchas;particularly;inparticular;especially;notably;
chiey;mainly
To show cause and eecttherefore;accordingly;asaresult;fromthisitcanbeseenthat;itisevident;
becauseofthis;thus;hence;forthisreason;owingto;thissuggeststhat;
itfollowsthat;itmustthenfollowthat;inotherwords;otherwise;inthatcase;
this implies; unfortunately
To show concession
admittedly;afterall;allthesame;atanyrate;granted;however;inanycase;inspiteof;itistruethat;nevertheless;still;tobesure
To show conditionsinthisevent;inthesecircumstances;thisbeingso;providedthat;inspite
of;nonetheless;nevertheless;atthesametime;evenif;unless;otherwise;although;
eventhough;despite;possibly;probably;apparently;presumably
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U n i v e r s i t y o f o t a g o
To compare/contrastin contrast; in comparison; on the one hand; on the other hand; here again; in
thesameway;conversely;onthecontrary;alternatively;although;neither...nor;however;instead;inspiteof;despite;otherwise;ratherthan;still;yet;yetagain
To emphasise, show conictionafterall;atleast;evidently;certainly;conceivably;conclusively;doubtless;nodoubt;
surely;undoubtedly;unfortunately
To sum up; to conclude
therefore;myconclusionis;inshort;inconclusion;toconclude;inall;onthewhole;
tosummarise;tosumup;inbrief;altogether
To show time-ramenow;sincethattime;duringthepastdecade;atthesametime;concurrently;during
the1960s;fromthebeginningofthe20thCentury
Exercise 5: Circle all the signposts in the ollowing paragraph, and use correctpunctuation (Oshima & Hogue, 1991, p. 83).
gc ch h oc boh xc h ob.sc o b o c o o h boo o h
o o c. O h o h h b o c hboo co b k. Fo x, bc x o ob o oc, c h o ho oc x h boo. aoh bc coo c c. sc o h h b o o o h o o , hooo oco co b c. i o, co bo o h o h o.
a ax 1.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
2. Seuencing
aoh k chq o h coo o c o o o ch oh. Fo x c fo, c h o h b o h c, h o h o hc.
s h o cob h oo c o oo o o c:
(i) Clause petitioned Parliament or longer prison sentences or sub-standard
building practices.
(ii) The Government Report on building codes was released in 2004.
i h o o h c b- cc, h o oc qc
Ater the Government Report on building codes was released in 2004, Clause
petitioned Parliament or longer prison sentences or sub-standard practices.
a c h h , h o o ooh oc - o h x c hch x h o:
Ater the Government Report on building codes was released in 2004, Clause called
or Parliament to impose longer prison sentences or sub-standard practices. Suchpractices had led to hundreds o complaints rom homeowners, many o whom would
ace severe fnancial losses.
O h oh h, h o o xo o o c,h h o c h o h c:
Ater the Government Report on building codes was released in 2004, Clause called
or Parliament to penalise sub-standard practices by imposing longer prison sentences.
Only the ull weight o the law, he argued, could bring oending developers into line.
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U n i v e r s i t y o f o t a g o
Exercise 6: Improve sequencing in the frst sentence o the ollowing short passage(adjust wording as required). (Example adapted rom Oshima & Hogue, 1991.)
AcompletelynewculturewasencounteredbytherstEuropeanstosettlethe
NorthAmericancontinent:thenativeAmericantribesofNorthAmerica.Native
Americans,whohadahighlydevelopedcultureinmanyrespects,musthave
beenascuriousaboutthestrangeEuropeanmannersandcustomsaswerethe
EuropeansaboutnativeAmericans.
a ax 1.
3. Repetition o a key term
a h k chq o k o o h o o c o hx, o o o h o h x:
Ater the Government Report on building codes was released in 2004, Clause called
or Parliament to impose longer prison sentences or sub-standard practices. Such
practices had led to many complaints rom homeowners, many o whom would ace
severe fnancial losses.
The major problem to arise rom sub-standard practices was leaky home syndrome.
To label a home leaky, three key criteria must be met. First, ...
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U n i v e r s i t y o f o t a g o
Exercise 7: Reer to the conclusion to the ectourism essay in Table 11, p. 22, andunderline expressions that you consider coney analysis, emphasis and conviction.
a ax 1.
Supporting opinion with eidence
wh o o oc c o , o o h o o o oo h o c, h o ob c, , o o. i, o x, o h violence occurs regularly on our television screens, o o o oc o c, ch ooo co o h o ko: o o o h o h o h k o ob cob o o oc. i, ho, o h 87% o prime timetelevision programming contains violent episodes, o h the high level o violence on
New Zealand television is leading to increased youth violence, o o o ch c o c b .
Exercise 8: Identiy which o the ollowing statements require supporting evidence.
(a)Measlesisapotentiallydeadlydisease.
(b)Allchildrenshouldbevaccinatedagainstmeasles.
(c)Asuoridepreventstoothdecay,watersupplieswithpoornaturallevelsshould besupplemented.
(d)Childrenbenetfrompreschooleducation.
(e)Teachersndmixedclassesmoredifculttomanagethansame-sexclasses.
I you think any o the above statements require supporting evidence, how could you
fx them to be acceptable in a university assignment? (Use pretend reerences where
necessary.)
a ax 1.
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
Paraphrasing
i co b oo o h coc co oparaphrasingoc oo c (oparaphrase o o o o oh o b oo ). th ok o cq , o o h o b b o
o oc . ph c o o o oo c qoo, hch c h o h h o o c h oc o o oo.
ph oo c h o oc ( Reerencing,46), ho o b oo co o h o o, h ocb oc c, oh co b co c
c.
a x o h ho tb 19. th o h o
k h there is no agreed defnition o ecotourism. C, h hx h oc o h h qo o, o o o b ococ b:
Table 19: An example o a paraphrase1
Directed uotations rom source Paraphrased ersion
AccordingtoEcotourismNZ(2008):
...thelackofaprecise,commonlyagreed
denitionofecotourismwasacommon
causeofmisunderstanding,argument,and
mademanydoubtthatitwasagenuine
topicinitself(assomethingsignicantly
differentfrom,forexample,adventure
ornaturetourismor,moreimportantly,
sustainabletourism).
EcotourismNZ(2008)alsonotesthat:
Anexaminationoftheliteratureshows
thatthisproblemisnotconnedtothe
WestCoast,andthatthereareliterally
hundredsofdenitionsofecotourism.
Thefactisthatpeopletendtocustomize
theirowndenitionstosuittheir
interestsorsituation.
Unfortunately,NewZealand
hasnodenitiveinterpretation
ofecotourismsopeopleare
abletousethetermtosuittheirownpurposes,leadingto
misunderstanding and confusion
(EcotourismNZ,2008).
1Source:EcotourismNZ(2008).
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
PROOFREADING AND EDITING
C oo o o ok . a i q
ch h o c oh bo o o k o-, c xc o k o, o hh k.
O o o jo o h co o bo oc-o. Co bck o o ok h h o oo o o o oo.
Always check your work in hard copy, not just on the computer screen screen
checking is ar less eective in detecting errors or lapses o style.
B , co chck chck, b o o cc ch ho ob-chck h oo ooo o chh o.Bo h o ok, hoh h chck o tb 20 bo.
Table 20: Editing checklistsho o o o h o o o (..,subject, verb, tense, c.), h s l C h coh ,
Guidelines or Writing and Editing, b oob pdF o o b,o h co o q. th co h oh c o chq.
Spelling Haveyoucheckedallwordsyoureunsureofin adictionary(especiallycommonlyconfusedwords
suchas:all right, all together, defnitely, persuade).
Grammar Aresentencesgrammatical? Doeseverysentencehaveatleastasubjectandaverb?
Arethereanycommasplicesorsentencefragments?
Donounsandverbsagree(e.g.,singularwithsingular,
pluralwithplural)?
Tense Aretensesconsistent(e.g.,presentorpast,not inappropriatelymixed)?
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U n i v e r s i t y o f o t a g o
Punctuation Arecommascorrectlyplaced?Haveyouusedtoo many?
Haveyouusedapostrophescorrectly? Haveyouusedasemi-coloninsteadofacolon,orvice
versa?
Haveyoudividedasentencewithasemi-colon
insteadofacomma?
vocabulary Have you used unfamiliar terms in their correct context?
Arethereanyslangtermsorcontractions?
Haveyouusedthespecialisttermsforyoursubject?
Expression Canyouidentifyanyclumsywording? Areanysentencestoolong?Toocomplex?
Clarity Willthereaderbeabletoeasilyfollowyourlineof reasoning?
Areyourideasexpressedclearly?
Is there a clear and logical progression from one point
tothenext?
Are there enough signpostswithinandbetween
paragraphs?
Paragraphs Does each paragraph focus on one central idea easily identiedbythereader?Istheideasufciently
expanded?
Oerall structure Doparagraphslink?Doesthetextowsmoothlyand logicallyfromoneparagraphtothenext?
Strength o argument Haveyouavoidedmakingunsubstantiatedclaimsor generalisations?
Oerlaps/repetition Isanyideaorinformationmentionedmorethanonce?
Reerencing Isallsourcematerialfullyandcorrectlycited?
Haveyouavoidedtoomanydirectquotations?
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p l a n n i n g a n d w r i t i n g u n i v e r s i t y a s s i g n m e n t s
REFERENCING
a h oc o o oo o b
cko h bo o h , hbc h oh .
rc c k o bo o: ootnotes o endnotes (..,1, 2) hch h boo o o o co, o author/date hch h bo o h (.., Jo, 2005). wh h o bo b o (.., mla, apa, Chco). e h o h q b o (chck o co oo, o h o o).
I your department does not stipulate a reerencing system, I suggest APA, as
comprehensive guidelines are available rom the Student Learning Centre, ineither hard copy or on our website (www.otago.ac.nz/SLC). For guidelines on otherreerencing systems, reer to the University o Otago Library website.
wh o h b o o o o o ho c o c , h o h xo hch fc o hk. i o o c , h o c Bibliography( oo o Reerences) o c h h c o
c o h . (no h h co o cc, o chck h o o o c.)
HANDING IN YOUR ASSIGNMENT
po c co o ch 10% o . i o xch o b bo o c c co, b o h o , b . m c ho b co. uo coo :
Typedifpossible.
Oneanda-halfordoublelinespacing
Extraspacesbetweenparagraphs,orindentedrstline.
4cmleft-handmargin
Pagesarenumbered
References/ Startonaseparatepage
Bibliography Formatinthereferencingstylerequiredbydepartment.
Attachtothebackofassignment
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U n i v e r s i t y o f o t a g o
so o co h o b ch o h o o ,o k h co h o b ( h o ho), , o co, o b coc. B
c, h oo oo ho b o:
Frontpage NameandI.D.number(orjustIDnumberifsoinstructed)
Date assignment is due
Nameofpaper,tutororlecturer
Tutorial group
Nameofyouressay(eitherthequestionitself,orasuitabletitle)
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BIBLIOGRAPHY
Bate,D.,&Sharpe,P.(1996).Writers handbook or university students (2 .).s: Hco Bc.
Bh, p. (e.). (2002). Study guide: Strategies or eective learning(4h .).d: s l C, u o Oo.
ecoo nZ (2008). Understanding defnitions o ecotourism. r mch 1,2009, o h://.cooz.co/
Kirszner,L.G.,&Mandell,S.R.(2001).The Brie Holt handbook. Oo, F.:
Hco.n, C. (2007). Ten ways to liven up your essays. Bo, uK: Bo u
schoo o m.
Oshima,A.,&Hogue,A.(1991).Writing academic English. A writing and sentencestructure handbook (2 .). n J: lo.
Oshima,A.,&Hogue,A.(2007).Introduction to academic writing(3 .). nyok: po eco.
u o n e tch l C (2000). Tune up academicwriting. nsw, a: u o n e.
u o s. (1995). Essay module: Writing practice or university students.
s: u o s.Wallace,A.,Schirato,T.,&Bright,P.(1999).Beginning university: Thinking,
researching and writing or success. s lo, nsw: a u.
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U n i v e r s i t y o f o t a g o
APPENDIX 1: ANSWERS TO EXERCISES
Exercise 1: Fine-tuning a thesis statement
is
Therealprobleminourschoolsdoes not revolve aroundtheabsenceof
nationwidegoalsandstandards;theproblemisprimarilyconcernedwith the
absenceofresourceswithwhichtoimplementthem.
Exericise 2: Essay introduction
Examplea):Thisisareasonableintroductionbecauseitgivesthereaderagoodideaofwhatthe
essayisaboutwithoutrestatingtheessayquestion,andbrieyindicatestheissuesand
widercontext.Italsoprovidesaclearthesisstatement.However,thereisnodirection
tothereaderonhowtheessaywilldevelop.
Exampleb):
BateandSharp(1996,p.200)commentonexampleb)asfollows:
Theintroductionbeginswithanunnecessaryreferencetothegeneralfocusof
thecourseandwithastatementofthetheme....Generally,thisintroductionis
ineffectivebecauseitisrepetitive;itstraysfromthetopic;itlacksaclearthesisto
setuptheargument;anditgivesanimpressionofconceptualconfusionandstalling.
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Exercise 3: Essay conclusion
Inconclusion,althoughrecentadvanceshave indeed given us a lot of advantages
bymakingusricher,healthier,andfreertoenjoyourlives,theyhave,inmyopinion,notmadeuswiser.Inthepastfewdecades,ourEarthhasbecomedirtier,our
peoplelesshumane,andourspirituallivespoorer.Weshouldcontinuetoenjoythe
benetsoftechnologicaladvancementbecausetheyfreeustopursueourinterests
andgoals.However,wemustmakeaconcertedefforttopreserveournatural
environmentforfuturegenerations.Moreover,weshouldtakethetimenowto
makeourlivesmoremeaningfulinanincreasinglyimpersonal,mechanisedworld.
Theaboveexampleiseffectivebecauseitclearlystatesthewritersconclusion.
Signposts(asunderlined)havebeenusedeffectively: indeedcreates emphasis;
howeverqualiesthepreviouspointandindicatestothereaderthatacounter
argumentwillfollow;moreoveradds emphasis to another important point in the
writersconclusion.However,thequalication,in my opinion(line2),weakensthe
writersargumentthewholeisthewritersopinion.
Exercise 4: Assessing methods and procedures
a) Jones(2005)claimsthatteenagersarespendingmoretimeoncomputersand lesstimeonsport.Herstudycomprisedve15year-oldslivinginInvercargill.
b) AccordingtoGordonandBrown(2005)NewZealandteenagersarespending
moretimeoncomputersandlesstimeonsport.Theyinterviewed500
teenagersinavarietyofsocio-economic,cultural,andgeographicalsettings
throughoutNewZealand,overveyears,fromages13to18.
Acritiqueoftherststudymightcommentonitslimitationsinsamplesizeand
location,whereasoneofthesecondstudymightcommentonitsextensiveandlongitudinalnature.Thisisnottosaythattherstauthorsndingsshouldberegarded
aslessimportantorsignicanttheobjectiveofthatresearchmighthavebeento
identifyatrendinaparticularlocation.
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Exercise: 8
The statements can be classifed as ollows:
a)Measlesisapotentiallydeadlydisease. Fact, doesnt require evidence
b)Allchildrenshouldbevaccinatedagainstmeasles. Requires evidence
c)Asuoridepreventstoothdecay,watersupplies Requires evidence
withpoornaturallevelsshouldbesupplemented.
d)Childrenbenetfrompreschooleducation. Requires evidence
e)Teachersndmixedclassesmoredifcultto Requires evidence managethansame-sexclasses.
Examplesb)c),d)ande)areunacceptableinauniversityessay.Suchstatements
needtobelessemphaticandsupportedbyevidence.Table8providesexamplesof
acceptablealternatives.
Examples o supporting eidence(Note:allsourcesarectitious)
b)Somemedicalexpertsarguethatallstudentsshouldbevaccinatedagainst
measles(e.g.,DepartmentofTeaching,2007;Jonesetal.,2008;Brown,2009).
c)Fluorideaddedtowatersupplieshasbeenshowntopreventtooth
decay(Cameron,2005),butthereismuchdebateoverwhetherthebenetsof
supplementingwatersuppliesareoutweighedbyotherfactors(Sullivan&
Clancy,2006).
d)Preschooleducationpromotesvaluablesocialskills,andhelpschildrenintegrate smoothlyintoprimaryschool(Jones,2000;Brown&Johnston,2001;Smith,2005).
Anotheradvantageofpreschooleducationis...(Gordon,2006).
e)Accordingtothe2006surveyofsecondaryschoolteachersinNewZealand,the
majoritybelievesthatmixedclassesaremoredifculttomanagethansame-sex
classes(DepartmentofTeaching,2006).
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STUDYGUIDE
Planning and Writing University Assignments
Carol Hunter
A Ot St d G id