summary of book 2-lb160 (2).doc

7/26/2019 Summary of Book 2-LB160 (2).doc

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Prepared by Mujtahidah in November, 2009

The Open University

LB10

Pro!essiona" #ommuni#ation s$i""s !or business

studies

Boo$ 2

%ritin& 'u##ess!u" (ssays

'ession 1

%hat is an essay)

Introduction

The world of business studies is a world of texts.

Essays are different because who writes them and why they

are written.

They are written:

exclusively by students

as a way of learning about an aspect of business

or for assessment purposes

What are essays like?

Essays are texts

They consist mostly of words

1

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http://www.aoua.com/vbhttp://www.aoua.com/vb


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rgani!ed in particular ways to fulfill particular purposes

in particular situations.

To understand fully why essays are different" you need to

come back to their purpose.

#n essay writer is doing three things at the same time:

$. %ommunicating

&. 'earning

(. )eing assessed'po$en and *ritten "an&ua&e

*poken language Written language

%an contain corrections"

changes of direction"

hesitations and contradictions

Is more concise and tightly

organi!ed than spoken

language

+nowing the differences between spoken and written language

is an important basis for successful communication.

,eatures of spoken and written language

*poken style Written style

%ontext-dependent here and

now/ a text focuses on what is

happening at the time of

speaking. It includes words

such as now" here" this.

%ontext-independent not

here" not now/ a text focuses

on the events that are not

happening at the time of

speaking.

0ersonal the use of first Impersonal the opinions in the2

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person pronouns: I1ve argued"

I1m not" my feelings/

text are expressed

impersonally

Informal" collo2uial" everyday

language

,ormal" specialist language

3any" generally short" clauses

4oined by simple con4unctions

'ong noun groups" longer

clauses" more complicated

con4unctions

%hat do tutors thin& a su##ess!u" essay is "i$e)

Tutors want to find out how you are thinking" what you are

learning" and how you communicate your thinking and learning

through your essay.

The four main characteristics that tutors look for in an essay:

$. 5elevance to the essay title

&. # reasoned argument

(. 6se of source texts

7. #ppropriate presentation

The four characteristics of a successful essay

$ relevance to the essay title

Essay titles include some or all of the following parts:

#n introductory statement about the topic

Instruction words

+ey concepts

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8uidelines about the scope of the essay.

Essays can be grouped into three main types:

Type of essay Instruction words What the essayis about

Examples

9escription *ummari!e

9efine

9escribe

Illustrate

What or how

something is

ow two or more

things are

,rom your

understanding

of the

organi!ational

context for

management"

define the

terms

1environment1

and

1structure1

Explanation Explain

#nalyse

ow something

works

ow something

influences

something

Explain why

;ike is the

biggest

training shoe

company in

the world

9iscussion

university essays

are often of this

type/

#nalyse

9iscuss

Evaluate

#ssess

%ompare

contrast

What people

think about

something

9iscuss how

business

processes

might affectan

organi!ation1s

ability to

compete

effectively

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-#tivity 1+ important .the de!initions o! the instru#tion

*ords/

+ey concepts of essay titles

+ey concepts are abstract nouns a single word such as

1investment1/ or noun groups several words in a group

such as 1critical success factors1/

+ey concepts make up networks of knowledge in business

studies. They can be drawn as mind maps.

When you turn an essay title into a 2uestion" you can see more

clearly what you are being asked to do.

Tutors have certain expectations about how you go about

responding to the task. The most important of these

expectations is that you write an argument.

& a reasoned argument

The essay introduction is a good place to begin to look at the

meaning of argument in essay writing.

8ood essay introductions start an argument by linking back to

the essay title and linking forward towards the essay itself.

6sing word connected with the title" identifying key concepts

that will frame the answer" proposing a general argument and

outlining the organi!ation of the essay are all ways of making

sure that your essay is relevant to the set 2uestion and that

the essay is an argument.

#rgument in essays-the body of the essay

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#n essay text is a large unit of language made up of the

following smaller units: text" section" paragraph" sentence"

word group" and word.

To write a successful essay each time you combine words into

any of the larger units" you have to control the flow of the

argument.

#rgument in essays-paragraphs

The flow of the argument in within a paragraph can be

controlled by:

$. 5epeating concepts from previous sentences

&. 3oving up and down between high-level generali!ations

and lower-level details or examples

(. 8iving explanations by organi!ing information into cause-

effect se2uences.

7. 6sing linking words which tie the sentences together


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&. Turning these ideas into 2uotations" paraphrasing or

summaries

(. Integrating the 2uotations" paraphrase and summaries

into the essay. This includes linking them with the

argument logically" making clear your own opinion about

them and using a referencing method.

7 appropriate presentation

-#ademi# sty"e -#ademi# &rammar -#ademi# vo#abu"ary

Tends to be moreformal" more

speciali!ed" more

abstract" more

precise" and more

careful about what Is

fact and what is

opinion

Writers tend to packideas inside each

other. This tight

packing of ideas in

academic writing calls

for a particular kind

of grammar called

academic grammar.

%heck agreement

between sub4ect and

verb.

*peciali!ed academicwords are important"

using speciali!ed

vocabulary is more

than 4ust using

individual words= it

also means how to use

words in speciali!ed

combinations.

Examples of word combinations:

*uccess story" marketing strategy" company mission" leading

brand" advertising slogan" advertising campaign" labor

intensive. #ctivity $.>/

*ession &

The process of essay writing

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Produ#in& an essay

nputs

Essay title

%ourse material

0ersonal experience

PO(''('

5eading course material

0rocessing the course concepts

%onsidering the relevance to the essay title

utlining the essay

9esigning the essay

%onsider reading expectations

Thinking

Writing drafts

OUTPUT'

Essays

'tep 13 -na"y4in& the essay tit"e

5o#usin& on the instru#tions

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The first step of writing an essay is to be clear about what you

are being asked to do.

#n essay title may contain some or all of the following

components:

#n introductory statement about the topic

Instruction words

+ey concepts

8uidelines about the scope of the essay5o#usin& on $ey #on#epts

The key concepts of an essay title are the foundations on

which the piece of writing should be built.

They provide the basis for the framing of your essay.

It is important to indentify the key concepts in an essay titleand to recogni!e how they are linked= this link forms the basis

of the essay.

e*ordin& the tit"e

It is worth double checking the understanding of the

instructions.

ne way of doing this is to consider what alternatives wording

might mean the same as the given title.

Even if the essay title is not in the form of a 2uestion it usually

has a 2uestion at its heart. #n early step in the essay writing

process is to identify this underlying 2uestion as it will provide

a clear focus for you in preparing your response.9

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5a#t and opinion oriented essay tit"es

#n important distinction between the essay titles concerns the

difference between the notions of fact and opinion.

,act-oriented essay title: where the idea in the essay title is

presented as an established fact.

Essay title does not ask whether you agree that this is the

case or not. It assumes that this is shared knowledge.

pinion-oriented essay title: it does not assume an

established" shared acceptance of a particular state of affairs.

5ather it asks for your opinion on the topic in 2uestion.

'tep 23 Pre6readin& a#tivities

# little preparation before start reading an essay will make

your reading much more efficient.

,irst" establish what you know and you don1t know about thetopic to be written about" by exploring your understanding of

the key concepts of the essay title.

*econd" use the key concepts as a basis for a brainstorming.

)rainstorming mind maps can help you draw out a group of

knowledge and ideas that you have about these topics" while at

the same time highlighting any gaps that need to be followed

up in your reading.

Third" 2uestioning can refine your understanding of the essay

title and help you engage further with the topic.

'tep 73 eadin& !or essay *ritin&

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%onsider what can help you understand the sub4ect under

consideration.

This input consists of reading material such as chapters of

books" articles in 4ournals or newspapers" web-based texts" and

case studies.

5eading is means of finding information that is relevant to the

essay re2uirements" it will also help to build up the language

associated with the sub4ect are being explored.

The use o! a#tive readin& te#hni8ues+

'e"e#tin& appropriate sour#e materia"s

- #he#$ "ist !or a su##ess!u" essay

he#$"ist !or a su##ess!u" essay3

# use of source material- is information from study and research correct

and appropriate for the task?$ relevant information from reading is used

& irrelevant information from reading is avoided

( information from reading or other research is interpreted correctly

7 information from reading or other research is transferred correctly

< information is integrated with the text

text is free from plagiarism

@ bibliography is constructed correctly

Lo#atin& sour#e materia"s

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#t times you will be provided with recommended reading in

connection with a particular essay or task.

Aou will need to read a range of materials" interpret their

content" combine selected ideas with your own and organi!e

them into a coherent argument.

Bein& se"e#tive

It is important to learn to discriminate between the

difference texts that may contain information about the topic

that you are interested.

,actors to consider when assessing the relevance of a

particular source text for a business essay:

Whether the author" or the publisher is reliable or

trustworthy.

What bias it might have" you should be aware that

sources may contain a particular bias and approach them

with that in mind. That is the essence of critical

reading/.

The date of publication: more recent publications tend to

contain more up-to-date information.

Primary and se#ondary sour#es

Primary sour#es 'e#ondary sour#es

#re real world data such as

original documents" figures"

diaries" recording interviews

and responses to

#re one step away from

primary sources in that they

compile" interpret and

comment on those original

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2uestionnaire. documents or data.

%an be considered evidence. 0rovide an explanation or

means of interpreting the

data.

Note ma$in&

It is one of the active reading techni2ues.

Usin& abbreviated !orms

Examples of abbreviated codes:

%ontracted words" acronyms" and symbols.#cronym e.g. 3;% multinational corporations/

(!!e#tive note ma$in&

The effectiveness of not making will be by how well they

capture the key elements of the source text.

Mappin& and !ramin&

Mappin& 5ramin&

5e2uires you to capture the

key content of each section of

the whole text in brief note

form

Involves reading the text

from a particular angle" looking

for specific answers.

Therefore" your notes will be organi!ed with such a framework

in mind.

evie*in& your mind map

)rainstorming mind map represents a starting for the

development of your ideas for your essay.

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The aim of reading and making notes on the source texts is to

build on this state of knowledge.

*ince you begin consider the essay title you start to connect

the new knowledge captured in your notes with your initial mind

map.

'tep 93 Out"inin& the essay

Ta$in& a position

#n outline is a broad 1map1 of the content and se2uencing of an

essay.

It usually takes the form of series of headings" each of which

may be accompanied by sub-headings or brief references to

evidence or examples. These should be in order in which they

will appear in the essay.

T*o $inds o! essay out"ine3

%oncept-based outline and point-based outline

The difference is that the later shows what you intend to say

about the concepts and topics in your outline.

The more you are able to start thinking about the argument

structure in the essay outline" the clearer the argument should

eventually be in the essay.

%ritin& your !irst dra!t3

This should represent the points of your essay in more detail"

using full sentences and paragraphs.

There is no set method for writing the first draft of an essay.

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'ession 7

The desi&n o! an essay

ntrodu#tion

*uccessful essays are essays that are fit for purpose.

The idea of this course is that you can learn a lot from

studying how essays are designed.

Each time you write an essay" you will have to use your

understanding of essay design to make a new design.

:o* do essays deve"op pro!essiona" #ommuni#ation s$i""s)

Essays develop the skill of argument.

0racticing essay writing develops the skill of writing

persuasively.

# successful essay has a convincing and a coherent

argument.

The skills developed on writing successful argument

essays give the basis of successful workplace writing.

%hat is an ar&ument)

#rguments are made up of two main elements:

%laims and basis.

To make this claim convincing" there need to be a basis for it.

In an argument essay there are two kinds of basis:

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)usiness studies concepts" models and theories which

explain how the business world works. #n example is the

circular flow model of the economy.

,acts" figures and reports which are data or evidence

from the world business. #n example is the ;ike case

study.

*uccessful argument essays bring claims" evidence and

explanations together in a convincing text.

(ssay desi&n

riteria !or eva"uatin& the ar&ument o! an essay

B stru#ture and deve"opment o! the te;t6 is the stru#ture and

deve"opment o! the essay #"ear and appropriate to the tit"e and its#onte;t)

$. Text structure is appropriate to the task

&. )eginning of the essay introduces the argument

(. )eginning of the paragraph and sentences are oriented to be

argument

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7. #rgument moves between high level generali!ations and lower-level

details and examples

. Information flow in the argument is linked and connected

B. *tatement of conclusion follows from argument and relates to title

Be&innin& and end

Essay should have a beginning" middle and an end.

The reader needs to know which part of the essay you are in and the

writer as well.

eadin& an introdu#tion

Introductions are important for readers.

8ood introduction tell the reader what to expect in the essay and

strongly influence how they understand the essay.

5eaders want to make sense of your writing. Aour purpose is to

control the way they do this.

If you don1t make it clear to them what the meaning is" they will

make some kind of sense out of it.

The introduction is an important place to make your meaning clear.

The desi&n o! an introdu#tion

The introduction comes at the beginning of essay. It sets the

scene" introduces the reader to the argument of the essay and

indicates how it will be developed.

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5unne"6"i$e vie* o! the stru#ture o! an introdu#tion

It is crucial to get your essay introduction right. When

the reader stands on the high level of the introduction

they should be able to see across the argument in the

rest of the text. The introduction communicates what

the essay is about.

Include a central claim in your introduction" which is an

overview of the argument in the essay. This will allow you

to take very firm control of your reader understanding ofyour essay.

;ot everybody can make a claim in the opening paragraph"

if you are not completely sure what the main claim is

when writing your introduction" go back to the

introduction and add the central claim afterwards.

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General

bac!r"#n$ %" %&e

%"'(c) !eneral

e*ec%+ ", lar!e

c"r'"ra%("n+ (n

'lace+ -&ere %&e.

"'era%eGra$#all.

/"0(n! %"

/"re

+'ec(1c

2en%ral

2la(/


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20/40


central claim or main argument. This is why it is a good idea to

make your central claim clear in the introduction.

5ive de#isions to *rite short ar&ument para&raphs3

$. What the paragraph is about-the key concept

The key concept creates a high level viewing platform= it gives

the reader a frame for the paragraph.

&. The se2uence for the part of the argument

The parts of the argument can be se2uenced in a differentways. Example data" claim" explanation or claim data

explanationD./

(. The way the ideas in the sentences are linked

7. The way the sentences are connected

Lin$s and #onne#tives

'inks %onnectives

The link is a kind of repetition

of a word or group of words

from the first sentence.

%onnectives are words which

4oin sentences but do not

contain information from the

previous sentence.

When two sentences arelinked" the link is usually at

the beginning of the sentence.

These words tell you that thissentence is a result of the

previous sentence.


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)eginning of the sentences" tell you what the sentence is

about.

Endings tell you the point of the sentence.

'ession 9

%ritin& a #riti#a" dis#ussion

In this session" the idea of argument is developed evenfurther by looking at what it means to be 1critical1 in

your writing.

Understandin& *hat is re8uired

The verb of the word critically: to critici!e" this word is

commonly associated with something negative" such as

complaining to the manager of a shop about the poor

service you received.

In the context of writing an academic text: critical

discussion is positive. It means to evaluate ideas:

To 4udge the strength and weakness of a particular

explanation" theory or idea" using a considered argumentto support your points.

%ritical discussion is a good example of an academic style

of writing.

Understandin& the topi#

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To do this first look at some key concepts business

tutors consider relevant to the essay.

*uch as the market" the meaning of market failure" and

public goods..Etc

'ook at the source texts students use for the essay.

,ocus on particular language used in the texts.

-#ademi# *ritin& sty"e and paraphrasin&

ne way of using source material is to paraphrase it.Paraphrasin& means: saying the same thing in different words.

When you paraphrase academic writing you have to decide how

much of the original wording to use.

5u"" paraphrasin&generally involves changing the grammar of

the sentence as well as the vocabulary.

The extent to which you can do this will affect the 2uality of

your writing.

This means you should do this task carefully in order to avoid

writing a text which is too close to the original.

P"a&iarism3happens when a text is too close to an original text"

also incorrect reference to the source text consideredplagiarism.

)ox 7.$ %hecklist for a successful essay

% control of academic writing style- does the writing style

conform to appropriate patterns of written academic English?

$. #ppropriate use of vocabulary

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&. #ppropriate use of business concept words

(. #ppropriate use of other abstract words

7. #ppropriate use of combinations of words


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25/40


,act verbsallow the writer to express facts" such as is" for

example: The 6+ currency is sterling.

If a writer knows that a statement is not generally accepted as

a fact" either because it is in the future and no one can be

sure" or because there are differences of opinion about it"

they can show this with a modal verbs such as: may" might"

could" should" ought to" can" is able to" would" must.

riti#a" dis#ussion in *ritin&

%ritical discussion in an essay begins with yousummari!ing and paraphrasing the source texts.

#s you summari!e source texts" you are deciding what to

select" how you introduce the information you select" how

you use the information to build an argument" and how you

show your opinion" evaluation and 4udgment of the

information you select and use.

%ritical discussion is successful if you can find a basis for

2uestioning what you read.

The best way to do this is to read different texts which

have different opinions and different arguments.

Writers have different opinions because either they have

different data and evidence or they have found different

explanation.

They 2uestion claims" point out different evidence andCor

present different explanations.

on#"usions

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The conclusion is an important part of an essay.

It is often the place where the student1s critical discussion is

most obvious.

The purpose of a conclusion is to ensure that you and your

reader are both clear you have answered the 2uestion in the

essay title.

The conclusion is a good place to reinforce the point of the

essay. It can remind the reader what the essay was about. It

can summari!e the main points in support of the claim" and itcab show the added value that the argument in the essay has

created.

'ink back to the title and central claim

*ummari!e the argument

*how the added value

3ove to a higher level

*tructure of an essay conclusion

'ession =

%ritin& a >#osts and bene!its> essay

There is no summary for this session because it is all

about practicing to introduce an essay about 3;%s so

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you have to refer to the book and do the activities to

represent an essay at the end of it.

'ession

?ua"ity #ontro" in essay *ritin&

The essay writing checklist

'e#tion < in#"udes the !o""o*in& !eatures o! a

su##ess!u" essay3

$. %lause structure follows recogni!able and

appropriate patterns of English

&. %orrect sub4ect-verb agreement

(. %onsistent and appropriate choice of tense"

correctly formed

7. %orrect singularCplural noun agreement

'e#tion ( the #he#$"ist #overs the !o""o*in&

!eatures3

$. 8enerally correct spelling&. #ppropriate word processing

(. 0aragraphing reflects essay structure

7. %apitals" italic" etc.

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5eflecting on your essay writing

5eflecting on your essay writing is checking what areas

in your essay that can be improved and what stillchallenging" in summary focusing on the strengths and

weaknesses of your essay.

9eveloping you essay

The essay writing process is a dynamic one during

which your level if understanding and views about aparticular sub4ect area evolve through reading and

reflection.

Writing your first draft of your essay is a significant

point in this process in its attempt to bring your

existing knowledge and perspectives together and

present them in the form of a coherent argument.

5edrafting: is the process of reworking your text" it is the

most important stage in the production of your essay.

5eframing your essay

This means to read more additional texts and think back to the

mind map and the concept-based outline that you devised and

develop them.

'anguage work: 2uotation" reporting and referencing

?uotin&

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Is when you use the exact words that someone has said or

written as support or evidence for the points that you make in

your essay.

uoting follows particular conventions as follows:

uotations can be used for a single word" parts of a sentence

or several sentences

The 2uoted words are normally enclosed within single 2uotation

marks- 11.

Words should be 2uoted as they are in the source text and

using the same punctuation.

#ll 2uotations should be accompanied by an in-text reference"

indicating precisely where they came from.

eportin&:uses a form of paraphrase to refer to their words

or ideas.

#ll reported words and ideas should be accompanied by an in-

text reference to indicate their source.

5eferencing

There are two parts to the referencing process: in text-

referencing and making a list of references

In-text referencing

In-text references are incorporated into the essay. They need

to be used each time you include someone else1s ideas in your

writing. Whether" you do this by summari!ing" paraphrasing"

2uoting or reporting.

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'ist of references

This is a detailed compilation of all the sources of information

that you refer to in your essay. It should be under the heading

references or 1bibliography1 at the end of your essay. The list

is normally presented in alphabetical order of the authors1

surnames.

n6te;t re!eren#in& List o! re!eren#es

are incorporated into the

essay

This is a detailed compilation

of all the sources ofinformation that you refer to

in your essay

used each time you include

someone else1s ideas in your

writing" summari!ing"

paraphrasing" 2uoting or

reporting/

should be under the heading

references or 1bibliography1

at the end of your essay

The list is presented in

alphabetical order of the

authors1 surnames.

They generally contain the same kind of information but vary in

how this is ordered and punctuated.

The arvard system referencing:

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The arvard formatting rules for documents in a list of

references:

1 a @ourna" arti#"e

-uthor>s

surname

, nitia".s/ , Aear o!

Pub"i#ation

, Tit"e o!

*or$

n inverted

#ommas

, Tit"e o!

journa"

ta"i#i4ed or

under"ine

o"ume

No+

3 Pa&e

nos

Fenkins" 5. $B>7/ 1divisions over the international divisions of

labour1" %apital and %lass" vol. &" pp. &>-s

surname

, nitia".s/ Aear o!

Pub"i#ation

n

bra#$ets

, Tit"e o! *or$

ta"i#i4ed or

under"ine

+ Pub"isher 3 P"a#e o!

pub"i#ation

'ipiet!" #. $B>@/ 3irages and 3iracles:The %risis of 8lobal

%apitalism" Gerso" 'ondon

7 a *eb pa&e

-uthor>s

'urname or

institution

, nitia".s/ Aear o!

Pub"i#ation

n

bra#$ets

Tit"e o!

*or$

ta"i#i4ed

or under"ine

, %ebsite

address

Under"ined

,


32/40


-uthor>s

surname

, nitia".s/ , Aear o!

Pub"i#ation

n bra#$ets

, Tit"e o!

*or$

n

inverted

#ommas

, in -uthor>s

surname

, nitia".s/ Tit"e

o!

*or$

3 Pa&e

nos

Funne" 8. $BB


33/40


This concerns the appropriate construction of sentences"

agreement between nouns and verbs and other aspects of using

language correctly.

'e#tion < in#"udes the !o""o*in& !eatures o! a

su##ess!u" essay3

$. %lause structure follows recogni!able and

appropriate patterns of English

&. %orrect sub4ect-verb agreement

(. %onsistent and appropriate choice of tense"

correctly formed

7. %orrect singularCplural noun agreement

un6on senten#es and in#omp"ete senten#es

5un-on sentences Incomplete sentences

#re sentences that should be

broken up by full stops into shorter

sentences" with full stops in

between. Instead they continue

into the next sentence and perhaps

the one beyond" often with only

commas separating them.

#re the opposite. These sentences

fragments sound odd when read

independently of the sentences

before or after them" as a part of

them missing. They can often be

corrected by creating a link

between them and the sentence

preceding or following them.

E.g. there are three key reasons

for the success of ;ike" the listof

these is their production and

manufacturing policy.

E.g. by diversifying their

advertising and building

relationships with customers off all

ages and all fitness levels. They

build on people1s dreams of being

the next 3ichael Fordan.

33

***+aoua+#omvb


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%orrection is: there are three key

reasons for the success of ;ike.

Thelistof these is their

production and manufacturing

policy.

%orrection is: by diversifying their

advertising and building

relationships with customers off all

ages and all fitness levels" they

build on people1s dreams of being

the next 3ichael Fordan.

*ingularCplural noun agreement

Identify and rewrite sentences containing incorrect

singularCplural noun agreement.

Ex. ,or the time ;ike was not concerned with the ethical

considerations of using cheap labor" as theydid not consider

this their responsibility. ;ike now emp"oya vice president..

%orrections:

They did not KtoK it did not

Their responsibilityKtoK its responsibility

;ike now employ KtoK ;ikenow employs

Note3%ompanies or organi!ations they can be considered

either singular or plural entities. )oth are acceptable but it is

important to be consistent with using one or the other.

ualities of presentation

'e#tion ( the #he#$"ist #overs the !o""o*in&

!eatures3

$. 8enerally correct spelling

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&. #ppropriate word processing

(. 0aragraphing reflects essay structure

4. %apitals" italic" punctuation" etc.

'pe""in&

English spelling can cause problems because it is not

systematic. It is important to double-check any words that you

are not sure about in a dictionary or computer-based spell-

checking facility. owever" be careful with the latest as It is

not foolproof.

Pun#tuation

5eview the punctuation of your text.

-pp"yin& the essay *ritin& #he#$"ist

#pply the essay writing checklist to your essay and identify

your particular strength and weaknesses" then move to the

next stage.

reatin& a persona"i4ed version o! the essay6*ritin&

#he#$"ist

The intention here is not to replace the original checklist with

an entirely new version. 5ather" you should maintain the original

version as a reference point" and write and adapted"

supplementary version that is more suited to your specific

re2uirements when redrafting and editing essays.

35

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5urther readin&

The internet

It is important to take time when using internet sources toassess their relevance and reliability with respect to your

work.

Integrating text

The next step is to integrate this new information into the

original draft essay which you wrote earlier" in session


37/40


This final session of book & brings together all the essay-

writing processes that you have encountered in this book.

Aou have processed a range of additional source material"

revised your essay outline to accommodate new ideas and

perspectives" and finished by redrafting and editing your essay

using a personali!ed version of the essay-writing checklist.

37

***+aoua+#omvb


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- use o! sour#e

materia"6 is

in!ormation !rom

study and

resear#h #orre#t

and appropriate

!or the tas$)

B stru#ture and deve"opment o!

the te;t6 is the stru#ture and

deve"opment o! the essay #"ear

and appropriate to the tit"e and

its #onte;t)

#ontro" o! a#ademi# *ritin&

sty"e6 does the *ritin& sty"e

#on!orm to appropriate

patterns o! *ritten a#ademi#

(n&"ish)

'e#tion < in#"udes the

!o""o*in& !eatures o! a

su##ess!u" essay3

'e#tion ( the #he#$"ist

#overs the !o""o*in&

!eatures3

$ relevant

information from

reading is used

$. Text structure is

appropriate to the task

$. #ppropriate use ofvocabulary

$. %lause structure

follows

recogni!able and

appropriate

patterns of

English

$. 8enerally correct

spelling

& irrelevant

information from

reading is avoided

&. )eginning of the essay

introduces the argument

&. #ppropriate use of

business conceptwords

&. %orrect sub4ect-

verb agreement

&. #ppropriate word

processing

( information from

reading or other

research is

interpreted

correctly

(. )eginning of the

paragraph and sentences

are oriented to be

argument

(. #ppropriate use of

other abstract words

(. %onsistent and

appropriate choice

of tense" correctly

formed

(. 0aragraphing

reflects essay

structure

7 information from

reading or other

7. #rgument moves

between high level

7. #ppropriate use of

combinations of words

7. %orrect

singularCplural

7. %apitals" italic"

38

***+aoua+#omvb

(ssay *ritin& #he#$"ist


39/40


research is

transferred

correctly

generali!ations and

lower-level details and

examples

noun agreement punctuation" etc.

< information is

integrated with

the text


40/40


?< @AA

>?ABC D

EF

summary of book 2-lb160 (2).doc

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