1. Essay Writing Guide CSE3PE 2011

2. This guide can be used as a stand alone resource for students to use when writing Essays for CSE3PE for students who have reasonable confidence in their essay writing skills. If you have any queries about the content you are able to email me You can also attend a workshop- drop in session in week 2 (date and time will be on the subject web page soon ) Or you able to request a 1:1 session with one of the ALL staff by asking your lecturer/tutor to refer you. Contact details Marie Bonne Academic Language and Learning m.bonne@latrobe.edu.au Student Services Reception 54447565

3. Index 1. Steps summary table 2. Step 1: Analyse the question – includes example and self-test 3. Research and Note-taking 4. Step 2: Brainstorm 5. Step 3: Group your ideas 6. Step 4: Outline your ideas Make a plan by Block Pattern Make a plan by Point-by-Point Pattern 7. Step 5: Writing 8. Relationship between Paragraphs and Essays Table 9. Writing paragraphs 10. Using connections 11. Introductions 12. Conclusions 13. References 14. Edit and Proofread

4. Planning Stage 1. Analyse the question 2. Brainstorm 3. Group ideas into themes 4. Outline Writing Stage 5. Write 6. Edit 7.Check format & proof-read 5. Write 6. Edit 7.Check format & proof-read

5. Contact details Marie Bonne Academic Language and Learning m.bonne@latrobe.edu.au Student Services Reception 54447565

6. Step 1: Analyse the question Analyse the question Identify the instruction word Identify the topic Identify the controlling idea

7. Look for instruction word , topic  and controlling idea  in the question below. Does the impact of computer use in developing communities  create more problems  than it solves? Discuss,  with reference to key academic studies in the area.

8. Test yourself: Look for instruction word , topic  and controlling idea  in the question below. Do high levels of trust between IT workers and management lead to better performance? Discuss, with reference to key academic studies in the area.

9. Research and Note-taking read the recommended texts use the reference list of these to find others conduct a search using the library catalogue use the library’s electronic data base

10. Research and Notetaking Skim the reading first to get an overview read the abstract, the introduction & conclusion what are the headings and subheadings what are the key questions and findings is it relevant to your essay/review/report

11. RESEARCH Read the text completely record all the publication details take notes determine if this is a major or minor contribution to the discussion determine where it fits in to your plan

12. Research and Note-taking Book Author – surname and initial Year of publication Title of book City of publication Publisher

13. Research and Note-taking Journal Article Author – surname and initial Year of publication Title of article Title of journal Volume and number of journal page numbers of article

14. Research and Notetaking Chapter in a book Author – surname and initial Year of publication Title of chapter Editor – initial and surname Title of book, city of publication and publisher page numbers of chapter

15. Step 2 Brainstorm Write down all the ideas, points, arguments, concepts that you think will find a place in the literature review Do not try to organise things at this point use any schema that you like mind maps, chart, diagram, list

16. Step 3 Group your ideas start to group your ideas what are the major themes give your themes headings

17. Step 4 Outline your ideas determine how your ideas link to each other determine which comes first, second, etc. write a detailed plan that includes an introduction the body paragraphs - order and headings a conclusion

18. Step 4 Make a Plan by Block Pattern Structure 1. Introduction Explanation of the issue Thesis statement 2. Body Block 1 A. Summary of other side’s arguments B. Rebuttal of the first argument C. Rebuttal of the second argument D. Rebuttal of the third argument Block 2 E. Your first argument F. Your second argument G. Your third argument Conclusion 3.Conclusion – may include a summary of your point of view.

19. Step 4 Make a Plan by Point-by-Point Pattern 1. Introduction Explanation of the issue, including a summary of the other side’s arguments Thesis statement 2. Body A. Statement of other side’s first argument and rebuttal with your own counterargument B. Statement of other side’s second argument and rebuttal with your own counterargument C. Statement of other side’s third argument and rebuttal with your own counterargument Conclusion 3.Conclusion – may include a summary of your point of view.

20. Step 5 Writing Use the outline to guide your writing check that you are answering the question that you are presenting various views that you have a logical order that you are writing in your own words

21. The relationship between paragraph & essay structure Paragraph Topic sentence A. Support B. Support C. Support Concluding Sentence Essay I.Introduction General statements Specific statements (thesis) II.Body A.Topic sentence 1. Support 2. Support 3. Support B.Topic sentence 1. Support 2. Support 3. Support C.Topic sentence 1. Support etc III.Conclusion

22. Step 5 Writing – Paragraphs Make sure your paragraphs are clearly separated have a topic sentence (with one main controlling idea) have connecting words, phrased and sentences within and between have concluding sentences where necessary

23. Step 5 Writing - Connections Ensure that you make use of connecting words, phrases and sentences: furthermore, moreover, in addition however, in contrast, on the other hand nevertheless, despite this, therefore, as a result, consequently In conclusion, in summary This situation may result in a change of behaviour ………..(leading in to the next paragraph’s topic)

24. Step 5 Writing - Introduction The introduction should provides some background/context clearly state topic and controlling idea the central focus for the whole essay list the themes and structure of the essay

25. The relationship between frequency of use solar-powered laptops and an improvement in students’ education standards has been recently studied by education researchers in Namibia. Most of the research emphasized the value of teacher reflection on their students’ laptop use as a strong influence on student performance in later Literacy testing, due to its significant effect on the teachers’ changes in classroom practice (Brayfield & Crockett 2006: 421). Other research since Brayfield and Crockett, by Vroom (2007), found particular tasks performed using the laptops were more often associated with a positive improvement in critical thinking skills. Step 5 Writing - Introduction Background or context

26. Fortunately, the research on this topic remains active. The present article will focus on the development of the major views regarding this hypothesis that the use of solar powered laptops in developing communities  solves more problems that it creates.  First it will review the origin of the hypothesis that ...Secondly, it will briefly examine the start of the series of researches that questioned the validity of this hypothesis.  It will then examine the investigations that emerged in the last decade that shed new light on the study.  Finally, it will look at possible explanations for the lack of ‘unambiguous and reliable findings’  (Fisher 2008: 607) Step 5 Writing - Introduction State the topic or thesis statement  and controlling idea . Then introduce the themes  to be covered in the essay.

27. Step 5 Writing - Conclusion In conclusion, the consensus about the positive benefits for a developing community of using solar-powered laptops  far outweighing the problems  that are created by their use is clear and consistent. There is much evidence to suggest a correlation exists between the improved education levels and the use of the laptops . The nature of the relationship could mean that there is a causal effect and therefore a reciprocal effect . Moderating variables, such as the hours per week of the use of laptops and the structure of the teaching program, may however, strengthen or weaken this improvement in education standards . Despite some minor conflicting results, the issue is of such importance that research will continue.  The conclusion should restate the topic  and controlling idea , summarize the main points made for each theme , leave the reader with a strong final comment or thought. 

28. Step 5 Writing - REFERENCES provide in-text referencing wherever you have used ideas or material from another source (even when it is in your own words) make it clear to the reader when you are quoting - use the exact words from another source - by using quotation marks ensure that your in-text references can be found in your reference list only references in your text should be listed in your reference list

29. Step 5 Writing - References REFERENCE GUIDE Use LibSkills – Referencing Tool & Referencing Module or this link. http://www.lib.latrobe.edu.au/referencingto ol/non-flash/index.php Harvard referencing for most types of resources are located on the bottom left side of this page.

30. Step 6 Edit and Proofread read your paper again and consider if the question has been answered the different viewpoints are covered the writing and structure is clear Check your spelling, punctuation and grammar Check the format double-spaced, 12 point font size etc.