E NN10 6J S UMM AR I E S 20 10

UNIT 1: LANGUAGE & LEGAL TEXTS

A:READING
(skimming)

Skimread:

Read quickly get gist of text focus on headings

first & last lines of paragraph
underlined / bold words

Scan:
(scanning)

Look at page search for specific information

Read closely/ carefully:

(study reading)

Take time

maybe read same text more than once

focus on main & supporting ideas
read for knowledge

Words & their meanings:

Get idea of meaning of a word by looking at the word in its contexts

Meanings can also be derived by looking at words stem (evaluate stem = value)
know word function
ex VERB
evaluate
something you do

NB words often defined when introduced

Key words often repeated in different contexts
SUMMARY OF READING STRATEGIES

If you know broadly what you going to read comprehend details more efficientlyskim
Good strategy is to look consciously for patterns as they assist in comprehension
Reading is not a passive activity integrate reading & writing write to learn when you read
B: LANGUAGE FOCUS
Noun
Verb
Adjective
Adverb

= stand for name person / place / thing

= indicates an action / doing word
= describes the noun/pronoun / adds meaning
= adds meaning to verb / adjective / other adverb

human
run
big
soon

Adjective build-up
The uses of several adjectives to describe a noun
Avoid by:
ex

try to eliminate some of the adjectives to

make text simple.

making verbs & adverbs of nouns & adjectives

annual executive committee the executive committee that meets annually.
Changing word order

Nominalization
Using nouns where it should be an active verb / adverb / adjective with only one noun
Using of repeatedly/ using vague verbs makes sentence longer
(Vague verbs= put / make / have / give / is)
When you change a verb noun = nominalize the verb
Avoid using nouns to describe nouns.
Short it by: making a verb of the noun that follows the vague verb.
Ex.
The court put emphasis on.. the court emphasized

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C INTEGRATED SKILLS
Corresponding with institutions of learning

A.

Writing semi-formal letters:

If you dont know the recipients name

use . The Registrar

END with Yours faithfully

MUST GIVE:

student number
Date
Short subject line (capitals / underlined never both)
Dear Sir / Madam or Sir / Madam (if dont know persons name)
Use I would like / I would appreciate / Could you
If handwritten sign & print your name

If know name of recipient

END with Yours sincerely

include Department name where lectures teaching

NB include name of Department lecturer is teaching

Dont Know Recipients name

Know Recipients name

8 Ring Road
123 Hope town
30 July 2010
XXXXXXXXXXXXXXX
The Registrar (Finance)
Lucky College
PO Box 777
987 Casino City
XXXXXXXXXXXXXXX
Dear Madam/ Sir
XXXXXXXXXXXXXXX
NON PAYMENT OF FEES:
Student 123456789
XXXXXXXXXXXXXXX
I would like to draw your
attention to the fact that
...

XXXXXXXXXXXXXXX
Yours faithfully
XXXXXXXXXXXXXXX

8 Ring Road
123 Hope town
30 July 2010
XXXXXXXXXXXXXXX
Professor R Einstein
Department of Law
PO Box 777777
987 Thinking City
XXXXXXXXXXXXXXX
Dear Professor Einstein
XXXXXXXXXXXXXXX
LATE SUBMISSION OF TASK 1:
Student 123456789
XXXXXXXXXXXXXXX
I would like to appologise that

...

XXXXXXXXXXXXXXX
Yours sincerely
XXXXXXXXXXXXXXX

_________
L Gerber (Ms)

_________
L Gerber

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B.

Writing & sending faxes:

MUST GIVE:
For whom fax & from whom
Institution & fax no of both persons
Date
How many pgs sending
Not full postal address
Student no.
Number of pages there are
Provide tel number if problem with fax sent

Not
sure if
the
should
be a
space

FAX TO:
Mr D Mina
FROM:
Ms L Gerber
Department of Criminal Law
Onetime L
School
Lucky College
Hopetown
Fax (098) 9876543
Fax (076)
7865432
Tel (098) 9765432
Tel (076)
5768754
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Dear Mr Mina
Request for assistance Assignment 3: student
987654321
I would like to enquire about the reference to
.............

..
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Yours sincerely
XXXXXXXX
X XLecturers
X X X X Xby
XX
XXXXXXXXXXXXXXXX
Communicating
with
email:

________
Start with Dear Prof. XXXXX / Hello John
L Gerber
NB subject line NOT: ex Help!! it should give enough info

Content course / problem / how occurred

FAX OF
Attachment
(e.g.WHICH
for an assignment)
name /1course / assignment no.
1 PAGE=OF
THIS IS PAGE
From:
To:
Subject:
class

987654321GerberL
Prof G Slimjan
Private Law/101: Availability of court case for 13 August

Dear Professor Slimjan

The library seems to have lost the court case TvJ that you want us to
prepare for .. . I am writing on behalf of several
students .................
. Could you help us?
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Regards

E NN10 6J S UMM AR I E S 20 10

UNIT 2 UNDERSTANDING STRUCTURE

A : READING
Opening Statement can be followed by detailed explanations, examples, qualifications,conditions
1. Explanations / clarifications
2. Qualifications and conditions

introduced by words like specifically or for example.

introduced by words like but, however and if.

B : LANGUAGE FOCUS
1.

More Gramatical terns

Pronouns:

Words that stand in place of / refer to a noun e.g. he, she, it, they, him, her, its, their,you
2 NB points with pronouns:
1. Pronoun must agree with original non (singular / plural / male / female)
2. Try put pronoun as close as possible to noun to which it refers.
Participles

Forms of the verb that can function as adjectives / nouns present / past

Ex. Studying is time consuming = present

The detained prisoner asked to see a lawyer = past
Present tense takes form of verb + -ing
Ex stydy studying (noun) because there is a verb is
Participles (not pure verbis, have) & followed by main verb.

Complete & Incomplete Sentences

A complete sentence must have a subject (thing / person / idea that determines the action / the
verb in the sentence) and a main verb (i.e. is).

Prevent incomplete sentences by keeping them short!!!

2.

Asking questions / making requests:

Formal requests / questions

Less formal

=
=

could / would/ why

please / can

C: INTEGRATED SKILLS
Note making skills: (look at textbook 36..)

1. Devise a system of abbreviations or invent your own

Make sure the 1

ur using is
appropriate

2. Diagrammatic representations of text represents key information in a short &

structured way thats understandable
Linear / Top-down representation / tree diagram

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UNIT 3 READING CASES

A: READING
V
JA
AJA
JP

=
=
=
=

versus
Judge of Appeal
Acting judge of Appeal
Judge President

Court of first instance the following will appear:

1. Obiter dicta = remarks made in passing
2. Order
3. Names of attorneys
Court case on appeal:
1. Obiter dicta = remarks made in passing
2. Order of court of 1st instance
3. Order of court on appeal
4. Names of attorneys
Judgement given on another date:
Cur adv vult = the court wishes to consider its verdict
B: LANGUAGE
Relative Pronouns

Tell you more about the noun

WHO / WHICH / WHAT

WHEN TALKING ABOUT

People
Things
Places
Possession

USE CLAUSE WITH PRONOUN

Who
Which / That
Where
Whose

NB place relative pronouns as close to noun as possible otherwise meaning may be lost!
Whom used for a person when that person is the indirect object of the verb
the man whom I gave the book is my brother.
Words to / from / for / at usually indicate pronoun will be whom.
Connectors

to join/connect pieces/sections of a sentence.

but / and / so / because / further / for rrelationship of what you said before.

Complex sentences:

Long sentences may be difficult to understand

Try this:
1. What are the main points?
2. What other information is NB?

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3. Divide into short phrases study each phrase for :
Content: what information does it give?
Function: what is its relation / connection to
the rest of the sentence?
C: INTEGRATED SKILLS
Summarizing a case:
ONLY the most NB point
1/10th of original size
To refer back & to refresh your memory of the relevant facts and legal principles
Structure like this:
1. Case Name (short)
2. Facts
3. Legal question
4. Finding
5. Reason(s) for finding (Ratio decidendi)

Ts h a b a l a l a v N a t a l L a w S o c i e t y ( N )
Fa c t s :
Appl employed as candidate attorney from 1 Jul 94 to
10 Jul 95. Service not under article of clerckship as def
in s1 of Attorneys Act 53 of 1979, but pursuant to a
letter of appointment. Appl applied for order that for
purposes of her admission as an attorney the period not
rendered under articles is to be regarded as having
been served under articles of clerkship by virtue of s
13(2) of the Attorneys Act.
Legal Question:
Whether s 13(2) empowers the Court to regularise
services not performed under articles as def in s1.
Fi n d i n g :
No.
R e a s o n f o r fi n d i n g : ( R a t i o n D e c i d e n d i )
The language of the subsection is clear and
unequivocal: it is regular service as a candidate
attorney that the Court may regularise and not irregular
s e r v i c e g e n e r a l l y.

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UNIT 4 INTEGRATING MATERIAL

C. INTEGRATED SKILLS
Problem-type Questions
Attempt to find the most relevant rules / princples & cases to support your advice / opinion.
1. Select the essential facts from the question
2. Identify the key issue / legal question
3. Plant your answer (make a rough plan of):
Legal question (raised by facts)
Legal position general principles & specific legal rules, exceptions & authority
(cases) mention any other considerations that are necessary
Application of legal position to the facts
Conclusion
ALWAYS read through afterwards & correct errors.
Tenses to use in problem-type questions:

Short answer

future tense (making prediction)

will probably succeed
should succeed

Identifying issues raised

present tense
our concern here is

Legal position applicable

present tense
M must show

Relating facts of an authoritative case

past / past perfect

had died, left pregnant

Court rulings in the case

past tense
The court ruled that

Applying legal position to the facts

present & future tenses

These facts are analogues to

The court .will have to / must / has to rule on whethere.

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UNIT 5 LANGUAGE STRUCTURES IN ACTS

A. READING
Reading an act to understand

Break it up into more understandable parts (ensure you know what each part means)
Use certain words as markers
A dash (-) is used to break the flow of the sentence & normally followed by a qualification of
whats been said before / description / explanation

EXAMPLE:
78. A person
who commits an act
which constitutes an offence,
and who at the time of such commission suffers
from a mental illness or mental defect
which makes him incapable
(a) of appreciating the wrongfulness of his act;
or
(b) of acting in accordance with an appreciation of the wrongfulness of his act
shall not be criminally responsible for such an act.

B: LANGUAGE FOCUS
Language used in acts

Formal
Passive = regular feature in formal / impersonal text try not to overuse the passive voice
(can make your writing longer than it should be)
Example: The Supreme Court or maintenance court can be approached at any time
to claim maintenance for ones children. (passive) not clear who can.
You can approached the High Court to claim maintenance for your
children. (active)
C: LANGUAGE FOCUS
Paraphrasing rewrite a section of a text in your own words

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Only repeat the essence of what is said in your own words
Referring to acts & statutes

Name of an act is a proper noun use capital letters!

A is capital letter Act part of the name of the act.

Suggested that you use full title of act (incl. number) when referring to it for the first time
Always give full reference in formal documentation (i.e. term paper)
Abbreviate title of act in an exam / when make subsequent reference to it
Always provide year act was promulgated more NB than no. of act.
Footnotes number of act could be given!

UNIT 6 DISCOURSE STRUCTURE OF ACTS

A: READING
Reading an Act:

Important to know different components of an act because these have different functions that

may influence the interpretation

Promulgation date when act comes into force on this date
Long title purpose of the act
Definition clause/section to explains difficult terms/phrases in the act
Preamble (not in all acts)

EXAMPLE:

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Signed by the President

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Short title : Name of act

Act approved:

Short title: the Electronic Communications Act, 2005.

If theres dispututes about
certain sections / the content
of the act, the English version
must be refered to.

11 April 2006

Long title:
It explains the
purpose of the act.

Contents : which chapters

Are given attention

Definitions:
To explain difficult /
Technical terms or
Comprehensive phrases

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Numbers alongside: to help understand & reference

Definitions / Definition
Clause:
Technical & difficult
terms / comprehensive
phrases contained in the
Act are explained.

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Subsections
Sections

Paragraphs
Sub paragraphs

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Short title:
the
Electronic
Communicat
ions Act,
2005.

(sections left out)

B: LANGUAGE FOCUS
Modal verbs

degrees of certainty & uncertainty

Can / could / may / might / will / would / shall / should / need / must / ought to
always before main verb
slightly change meaning of verb
Used to express obligation / possibility / willingness / ability / permission / necessity
Shall has more / less same meaning as must but is much stronger
Often used in statues to indicate that upon the completion of a certain conditions, something is
brought about.
indicate command, obligation, duty
can make passive sentence with a modal verb:
ex. They will send you to jail. (active) You will be sent to jail. (Passive)

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C: INTEGRATED SKILLS
Argumentative writing

Planning & Drafting

How a simple argument is structured:

1. The problem
2. The thesis (writers point of view)
3. The justification
STEP 1: getting started
Instructions will probably refer you to specific cases / legislation and sections in your textbook this is
your starting point.

Think up an introductory sentence / copy it from a good writer:

Example

In this assignment / essay I (will) argue that / discuss the following / describe the
problem of (you tell reader what you are going to do and at same time gain
clarity in your mind about what you intend on doing)
OR

Start writing anywhere on any part of the assignment.

Get the one important point you want to make out of your system and carry on from there.
Can always move paragraphs around, split them up and write an introduction and conclusion
right at the end still must get global idea of the points that must be mentioned in your
assignment.

YOUR FIRST PARAGRAPH MUST SAY WHAT YOU ARE GOING TO DO!!
STEP 2: organising facts, opinions & sources (look @ pg 154)
You will probably use some of these subheadings:
1. The problem
2. State of affairs in legislation
3. State of affairs in latest court decisions
4. Arguments by academic writers
5. Justification for a specific point of view
6. Conclusion

add reference for support

When lecturers mark assignment probably assess it according to:

Understanding the problem do you demonstrate a grasp of the problem in the context of the
specific subject?

Correct identification of issues and relevant law

Appropriate application of law

Appropriate conclusion

Correct use of relevant references, cases, statutes

Correct use of legal concepts and principles

You need to present information in a coherent and academic fashion. Use connectors (but /
therefore / however) as markers that will help reader to follow your reasoning. Remember it is
possible to have series of conclusions in your assignment as you move from one argument to the next.
STEP 3: drawing the threads together
Conclusion:
Revision phase:

refer back to topic and introductory paragraph.

Edit work to eliminate errors and check text flows from one point to next
(runs smoothly from one idea to next by means of connectors)

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UNIT 7 PLAIN ENGLISH

Guidelines on writing plainer English:
Break up long, complicated sentences into smaller ones
Substitute difficult words with easier ones
Avoid redundancy (decide what is the essential information)
Beware of difference between
1. A person states something
2. A person comments on
3. A person argues that
4. A person claims that
5. A person alleges that
Opinions / comments on publics problems are generally taken seriously when voiced by a
person who has authority and this makes his / her opinions more valid.

Express opinions carefully

One feels instead of I think

Somewhat absurd instead of plain ridiculous

Can also quote things in support of opinions (i.e. offer factual evidence for opinion).
Generally people are more formal when expressing opinions in writing.
Basic elements of an argument
Present facts
Express opinions
Support facts and opinions
B: LANGUAGE FOCUS
Word formation
Words have a dictionary meaning & an emotional meaning words have an effect on readers /
listeners that can be positive / negative = connotation of words.
Mostly fixed connotation = love / peace / home (home can have negative connotation as well)
Generally words ending in -ism / -ist have negative connotations because they indicate extreme
point of view / exaggerate a belief.
Words ending in -ese generally describe a use of language specific domain i.e. legalese = use of
legal language.
Expressing opinions
The expression of opinions, requests and apologies can be made more formal and less direct by using
these techniques:
1. Use impersonal forms
one instead of you / we
2. Use auxiliaries
would / could / might / should
3. Use mitigators (softeners) perhaps / somewhat / possibly / please
4. Use the question form:
Dont you think you might be overreacting?
example Id be careful if I were you! (direct opinion)
more formal/ less direct One should perhaps take more care.

Appropriate language is dependant on circumstances of and participants in conversation.

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General neutral language

Avoid using so-called generic he use s/he or her/him.

or use plural Students must pay their fees
Use alternatives one / people / humans
Job titles rather use flight attendant / camera operator / sales agent / waitron / server

Be aware of the power of language used and ability of that language to affect peoples lives & their
perception of justice and equality.
Quoting and Reporting Speech
Rules:
1. If discussing varying points of view expressed by academics in textbooks / journals
quote in present tense the words and point of view / theory they represent are on the
page they exist in present.
2. To Report words actually spoken follow rules of reported speech:
Example The defendants real words are I was unaware of the existence of a contract
When you report the words: The defendant contended that he had been
unaware of the existence of a contract Was becomes had been.
3. Court decisions past tense report of verbal proceedings in court room.
4. Discussions & reviews of cases often use words like conclude / allege indicate stage of
court proceedings and function of a specific speech.
Know the meaning of the words to be able to report speech correctly.
EXAMPLE stated / cited / quoted / allegation / claim / reported / held / considered
NB Law principles are always in PRESENT TENSE
C: INTEGRATED SKILLS
An argument

Consists of opposing views you must make quite clear which points you are arguing for and
which against
Consists of logical links expressed in words (because / however / but)
Makes use of statements, questions & conditions to move forward and not in circles / from one
irrelevant point to the next!

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UNIT 8: EVALUATION AND EXPRESSING OPINIONS

A : READING

Using plain language provides clarity for legal profession and its clients
Documents should be user-friendly
Its cost effective to write clear legal documents
More democratic to write legal documents in plain English
Unintelligible legal jargon should be avoided

B: LANGUAGE FOCUS
Articles

2 kinds the & a/an followed by noun / word functioning as noun

Prepositions
after / at / before / on / since / to / until time
across / along / at / below / behind / by / on place
Into / between / from / up
C: INTEGRATED SKILLS
Simplifications of complex language
1. Break up long, complicated sentences shorter, simpler ones
2. Substitute difficult words words that are easier to understand
3. Redundancy use of too many words to convey something or an excess of words to convey
something that could have been said better in less words attempt to correct redundancy.
4. Avoid sexist lanhuage

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UNIT 9 AGRUMENTATIVE WRITING

A: READING
Language conveys more than information it also expresses the emotions and attitudes of the writer /
speaker it is often used to influence the attitudes of the reader.
The writer in relation to the text
Attitude:
Point of view:
Purpose:

If it can be determined attitude enables you to decide how to regard that which you
are reading.
Perspective from which writer / speaker presents his / her material determines way
you view what is written where he/she presents only his / her personal point of
view / where he/she tries to remain neutral towards what he/she is writing about.
Most important element it is the reason for writing! May aim to amuse / inform /
criticise / provoke an action.

Manipulation language
Tone:
Emotion:

Style in writing impatient / lively / despondent / bantering / suspicious / angry /

disappointed / grim
Words with a strong emotional connection reinforce the emotional appeal of a text
(love / apartheid / bastard / poverty).

All above aspects can overlap with on another or are not always present in equal degrees in all texts!
B : LANGUAGE FOCUS
Structure of contrast

Constructing spoken & written arguments!

NB Use structures of contrast, reason & purpose correctly.

To Compose structure of contrast correctly use:

Structures of Contrast:
Connect two ideas that are in opposition: (but, despite (never followed by of), in spite
(always use with of), yet, however, even so, nevertheless)

Structures of Reason:
Connect two ideas = one is the cause (reason why something occurs / exists) and the other is
the result (consequence of something occurring / existing): because / since / as / on account
of / for

Sentence consists of 3 sections:

Example: It is difficult to understand the witness + because / since + he speaks with a heavy accent.

(main clause)
+ (linking word) +
( reason clause)
Note:
Use a comma only when you use for. Its possible to swing the sentence around and
introduce it with as / since / because cannot do this with for. For is often used with a
verb ending in an ing.

Structures of Purpose
To introduces the reason for / intention behind an action / event

Also consists of 3 sections

Example: The judge asked the witness a question + in order to
+ get the facts straight

(main clause)
+ (linking word) + (clause of purpose)
As to / in order that / because / in case / so that ( both reason & purpose ) used in same way

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C: INTEGRATED SKLLS
Constructing counter arguments
When you counter someones argument you need to attack both the thesis and the evidence
using structures of reason, contrast & purpose.
Example : textbook page 203 Filthy Lucre- by Ronge
(Statement)
We are, in general, living in a society in which the only clear sign of concentrated intellectual activity
has been the variety and complexity of the scams it has produced.
(Evidence)
False academic qualifications, bogus passports, auctions of Matric exam papers
(You can counter the statement by making your own statement)
This society has demonstrated its world-class intellectual vigour in highly respected areas.
(or by attacking the writers own words)
Ronges words in general expose the gross over-generalization and pessimistic view he has of our
society.
(then you can provide evidence for your statement)
South Africa has set the example for the world when it launched and successfully concluded the Truth
and Reconciliation Commissions work.
NB
analyse an argument & plan the counter argument by including the original statement & evidence.
Look for weak aspects of the evidence, introduce new evidence , the come to a conclusion.
When you must write an essay-type question (which you will) which requests you to argue for / against
something.
KEEP IN MIND:
1. Plan essay make a rough scheme outlining your argument
2. Intro

What your going to argue about

+
Body & subheadings

Main aspects of your argument

Different paragraphs 4 different ideas
Topic sentence & subheadings
If possible support / give authority in the form of case decisions /
academic opinions

+
Conclusion

Summary of your argument

No new ideas
Restate positions (dont repeat whole argument)
This will be your final impression

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UNIT 10 TOPIC ANALYSIS

To break down topics or questions into their different components to produce clear relevant and
focussed answers, you need to:

Break the question into different parts

Let the task word(s) determine your method
Develop your ideas around the key content words
Conform to the limits / formal requirements of the question
Produce work that matches time & mark allocation

Now in detail:
Breaking down the question

into different parts

Essay-length questions usually more than 1 part + more than 1 instruction

NB
identify different components
different choices : ether x or y
content / info key words : water , cities, health
task words : explain, analyse, list
instructions of formatting & length : a paragraph, a page, an essay
any requirements / limits / injunctions : do NOT
mark allocation & / submission date
Clarify Task word(s)

your method

Know what youre required to do (action / task words)

Focus on topic key words
Abstract ideas
Concrete things
Processes

ideas around key content words

happiness
motor vehicle
water cycle

its usually about the work youve covered make sure to circle them
limits / formal requirements

of the question

Do not ignore instructions they are your key to success

Length limits / attachments / bibliography / incl. rough notes / not to do something / reminders
Work that matches

time & mark allocation

NB: YOUR EFFORT MUST MATCH MARKS dont lose unnecessary mark
earn marks by fulfilling demands of the question
YOUR TIME IS NB: In exam take into account

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time allowed
important questions / sections
reading time
revising time

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UNIT 11 AUDIENCE and PURPOSE

Before you write it is important to determine who you are writing for and why you are writing.
Focus on your audience
To write effectively determine:

what the reader needs from the text

How to structure that theyll get what they need

NB. YOUR WRITING SHOULD BE APPROPRIATE TO YOUR AUDIENCE!!

Example on page 80 (study guide)

Purpose
Determine how your writing will affect your content and style.
Purpose refers to
affect of your writing on the audience
response you want to get (physical / mental)
goal / result your aiming for
One you know your audience & your purpose, choose appropriate
Words
Sentence length / type
Paragraph length / type
NB. SENTENCES MUST FLOW LIKE A STORY

UNIT 12 WRITING TO CONVINCE

Look out for task words

they might be hidden

Do you agree or disagree? Give reason
Should x? Justify .
Is x ? Support your answer
What do you think ? Give evidence
NB. Give justification + support / evidence
Start with thesis statement

statement of belief / basis of argument

some questions already have the thesis
its a clear, broad expression of belief

Define difficult terms to give argument cogency & logic

Establish the context in introduction / near beginning of argument set topics in its
Content
Conent includes info about
recent public discussions (newspapers)
historical facts
relevant case histories / instances
the progress of the debate
sequence of events leading to current state of affairs
example ( page 86- study guide)

Support your arguments an argument is buildup by foundings / support

Provide a counter argument take into account the opposing views
Avoid pitfalls dont be bias / make assumptions / over-generalise / illogical links
Sound convincing use adverbs of course / in fact / indeed / certainly

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E NN10 6J S UMM AR I E S 20 10

UNIT 13 GATHERING IDEAS

When preparing for an assignment you should have the following papers all around you:
Your own ideas, in the form of mind-maps / lists
ideas that pop-in your mind when you read the question / statement
this will help you to find information
Notes taken from reference works study guides / books
Pick out
relevant info
keywords
main ideas
Copies of relevant pages highlighted
always include references
where to find your info follow recomened reading list
dictionaries / encyclopaedias
library
internet
library catalogue
build up a bank of newspaper clippings
follow footnotes
Referencing in bibliography:
book
surname , initial . book title , place of publication : publisher
periodical
surname , initial . year , title , volume , issue : page numbers
internet
surname, name. title. Full site name where retrieved from. Date retrieved

Newspaper / internet / magazine articles

Before / when you are reading you need to:

keep topic / question in your head

note relevant page numbers

extract relevant info only

take notes provide source & page number

translate difficult academic writing to your own words

think while you read

record your own thoughts / comments as they occur to you

Your own comments & reflection on the notes youve collected.

Keeping Records for correct references in bibliography & footnotes
You can keep record by using the following methods:

a computer file

index cards / sheets with handwritten details

as you take notes record page numbers to find info quickly!!

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E NN10 6J S UMM AR I E S 20 10

UNIT 14 ORGANISING IDEAS

Before you write you need an overview of what your essay will look like paragraph plan /
breakdown of main groups.
Use the following steps to organise your ideas:

read all material check relevancy

on second reading classify your ideas highlight / number / using letters
highlight quotes you can use directly
decide on logical oreder for groups of ideas
draw up paragraph plan + topic sentence / main ideas

create links between paragraphs to flow from 1 to the other (page104 Study Guide)
decide what you will say in intro & conclusion

UNIT 15 WRITING THE INTRODUCTION

Recipe for good introduction:
express main topic of entire essay
create a thesis statement
refer to terms of the rubric ( express the general idea)
introduce theme of essay
write confidently & knowledgeable
attract readers interest
brief quotation / an aside / a question / a startling opening sentence
give necessary background information / definitions
avoid examples & detail
be specific & definite (avoid it / that thing )
give info that summarise body of the essay & give reader a way to predict structure of essay
revise intro after completion of essay

UNIT 16 WRITING THE ESSAY

Using paragraphs is you key to success

it MUST have:

paragraph breaks
topic sentence
cohesion within paragraphs
cohesion between paragraphs
conlusions

UNIT 17 REVISING THE ESSAY

You must show to the marker of the essay that you have complied with the formalities.
Make sure to:
revise your connect
support your main ideas
correct your sentences
clarify your links

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L.Gerber use for study purpose only

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