Smarthinking Writer’s Handbook AU/NZ

Choose a technology applicable to Human Resources and analyse how it impacts the efficacy of oneHR goal or task. Introduction First effect Second effect Third effect Fourth effect ConclusionThese examples each include spaces where a student could plan four body paragraph topics, but thisnumber is for demonstration purposes only. The required length should ultimately affect your decisionabout how many body paragraph topics to plan and develop.Other more complex essay assignments might require you to include more than one type of bodyparagraph topic. Consider how the following prompt corresponds to an essay plan.Write a summary report of the listeria outbreak that includes the history, microorganism’s role,implications to communities, and methods for control and prevention. Introduction History of the outbreak The microorganism’s role in the outbreak First implication for communities Second implication for communities First method of control and prevention Second method of control and prevention Third method of control and prevention ConclusionIn this example, the writer used each required category of body paragraph topics as well as priorknowledge of the topic to decide how many paragraphs might be needed to develop each part of theassignment.Supporting EvidenceIn any academic essay, each body paragraph should include evidence to support or develop each bodyparagraph topic. Academic assignments will usually require that evidence to come from credible orscholarly sources and perhaps even your required course texts. After you determine what types ofbody paragraph topics are required, determine what type of evidence your essay should include andwhere you might begin looking for that evidence. You might even jot down a list of objectives for eachbody paragraph to achieve. For example, a student whose assignment is to critically assess severalresearch-based practices that parents can use to help their children become effect regulators of theirown emotions could plan the following objectives for each body paragraph: Identify one research-based practice.Describe what actions or steps the practice involves.Explain how well (critically assess) the practice leads to the desired outcome (regulatingemotions).Formatting and ReferencesIf your assignment instructions specify APA, Harvard, Chicago or MLA, the finished product shouldfollow those formatting and referencing guidelines. When one of these styles is required, make surethat you understand how that affects formatting aspects, such as the title page, page numbering, fontsize, spacing and so forth. You can usually apply the formatting during a later stage of the writingprocess; however, you will want to apply the referencing requirements during the drafting stage of thewriting process.Referencing requirements determine how you give credit to outside sources when you quote orparaphrase other writers’ ideas. For example, if you are using Harvard or APA, you will want

to cite the author(s) and year(s) of publication each time you paraphrase ideas and the author(s),year(s) and page(s) each time you use a direct quotation. This is helpful to know before writing a draftbecause you may want to keep a research log as you read outside sources and gather evidence. If youkeep a list of ideas you want to quote or paraphrase in the draft, it will be helpful to record theinformation you need for referencing each paraphrase or quotation.ConclusionBefore writing a draft, you might also consider how the instructions should affect the conclusion. Acommon practice with conclusions is to summarise the ideas you will have covered in the bodyparagraphs and connect your topic to a larger purpose or context. Some assignment prompts includea list of questions, and one of those questions might apply to the conclusion. An assignment promptmay also provide specific instructions for the conclusion. For example, suppose the assignment promptsaid this: Reflect on an event during your practicum when you demonstrated effective communicationwith a patient. What was the main context or premise for the interaction? Which of the communicationtechniques did you use, and how are those techniques supported by the theories we have studied?How confident are you about communicating effectively with future patients? An appropriate place toanswer question How confident are you about communicating effectively with future patients? mightbe the conclusion.Think About It How long should the final draft be, and how many paragraphs might that entail?What main topic is required, or what topic choices are appropriate?What type(s) of body paragraph topics are appropriate?What type of evidence should you gather for each body paragraph?How should you introduce the topic in your introduction?What type of closure or summary should you provide in the conclusion?When writers consider these questions before they start to write, the writing process tends to go moresmoothly.Back to Table of ContentsChapter 1, Section 2: Academic Writing TasksArguing a PositionChapter 1, Section 2: Lesson 1Arguing a position is the most common task in academic writing. Many essay assignments will requireyou to defend a position with a variety of logical reasons. The positions that you may be asked todefend should usually be debatable. Some assignments may require you to focus exclusively ondefending a position while other complex assignments may entail defending a position in addition toother writing tasks. Argument tasks can take many forms, such as the following: Evaluating the effectiveness or safety of a current policy or program (e.g., Critically assess theimpact of 1:1 laptop initiatives on writing assessment for adolescent learners or How well doesthe Atkins diet meet the Australian Dietary Guidelines?)Defending a position about whether a requirement or law should be in place (e.g., Shouldpolice have tertiary qualifications?)Assessing the validity or accuracy of a theory (e.g., Does the platform economy theoryaccurately reflect the current nature of the retail industry?)The discussion below covers the main strategies and essay components that work well for arguing aposition.

Essay StructureDefending a position usually involves developing a separate body paragraph for each of your reasonsor lines of argument. You can start preparing for your argument essay or the argument portion of alonger essay by choosing (1) the main argument and (2) a few specific reasons why the argument isjustified or valid. Your reasons should detail why readers should support your position. Planning yourlines of argument before writing a first draft can make the drafting process easier. Below is anexample of how one might plan lines of argument for the assignment prompt Critically assess theimpact of 1:1 laptop initiatives on writing assessment for adolescent learners.Main Argument: The use of 1:1 laptop initiatives has positively impacted several aspects of writinginstruction and assessment for adolescent learners.Essay Structure: Introduction Historical overview of using 1:1 laptops for writing assessment How laptops improve engagement via multi-media content How laptops expand the range of possible writing assessments How laptops facilitate student participation in the writing process How laptops enable educators to deliver personalised feedback How laptops improve access to academic support services ConclusionWhen planning your lines of argument, consider the best way to order them in the body of the essay.For example, do you want to place your most compelling or significant reason first or last? In additionto planning your lines of argument before writing, you might ask a tutor or your lecturer for feedbackabout your essay plan.Introduction ParagraphMost argument essays begin with an overview of the topic and the debate, convincing readers that thedebate is significant enough to consider. This background information might demonstrate yourfamiliarity with the debate. You might begin the introduction by describing the immediate relevance ofyour topic and then indicate how or why people within a certain population or discipline might takedifferent stances on that topic. For example, one might explain that educators and policy makers mustweigh the costs versus benefits of 1:1 laptop initiatives, explaining how professionals view the impactof laptops on student writing outcomes. For many topics, it can be helpful to summarise the debatebefore stating your own specific stance.By the end of your introduction, your specific stance should be clear. For example, this sentencesummarises a writer’s view on the debate about laptops: The use of 1:1 laptop initiatives haspositively impacted several aspects of writing instruction and assessment for adolescent learners. Thissentence is often referred to as a thesis statement. For complex topics, you may need more than onesentence to summarise your main argument.Body ParagraphsThe reasons or lines of argument make up the foundation of an effective argument. Unless yourassignment says otherwise, most of the body paragraphs should focus on reasons why your position isvalid. Each reason usually needs to be developed in a separate section or body paragraph. (For anessay that is five pages or less, you can probably develop each reason in a single paragraph.) Oneway to develop these types of body paragraphs is by following a three-step process: Begin the body paragraph with a sentence that states the reason the paragraph will develop. Acommon term for this first sentence is a ‘topic sentence’. For example, the first line of argumentabout laptops could begin with the following topic sentence: one way in which laptops positivelyimpact student learning is by providing access to multi-media presentations that are inherentlymore engaging to adolescents than non-digital instructional formats.

Provide several pieces of logical evidence to prove the reason is accurate. Each assignmentrequires different types of evidence. For most assignments and in most academic disciplines, thatevidence should come from reliable experts who have studied the issue through original researchor who have the credentials to participate in the conversation. This might consist of peer-reviewedjournal articles, theoretical writings or reports from government or professional organisations.Each time you mention a fact from another source, make sure that you cite the source of thatinformation in the text of your paper. Explain why the evidence supports your main argument. A typical line of argument usuallyincludes some analysis about why certain facts or details indicate that the main argument is valid.In addition to lines of argument, some essays that argue a position include information about theopposing viewpoints. These are sometimes referred to as counterarguments. Writers sometimesacknowledge or refute the opposition’s lines of argument in one or more paragraphs before or afterthe lines of argument. Another technique is to acknowledge opposing viewpoints within the individuallines of argument for which each viewpoint is relevant. Including this information can show readersthat your argument is based on knowledge of other viewpoints. However, counterarguments are notalways required or even appropriate for all types of arguments. Refer to your lecturer or assignmentprompt to determine the necessity of counterarguments.Conclusion ParagraphMost argument essays conclude with a summary of key points and some hope regarding the topic or asense of urgency to support the writer’s position. An argument’s conclusion may include the followingparts: A reminder of the main argument or main opinionA summary of the most significant reasons why the opinion is worth consideringInsight about how the main argument serves the greater good or the larger field of inquiryPolicy recommendations or future implicationsThe type of information that works best for each conclusion will vary according to your argument’soverall purpose and the academic discipline.Think About It WhatWhatWhatWhatis the larger context or purpose of considering your topic?main stance or position should readers accept or understand by the end of your essay?lines of argument are the most relevant or convincing?evidence will show that these reasons are worth considering or well-informed?Answering these questions will help you to brainstorm ideas for your introduction, main idea, lines ofargument and conclusion.Back to Beginning of Chapter 1, Section 2: Academic Writing TasksBack to Table of ContentsWriting About Causes and/or EffectsChapter 1, Section 2: Lesson 2Writing about causes and/or effects is a common task in academic essays. Some assignments willfocus on writing about causes only, effects only or a combination of both. Other more complexassignments may require you to write about causes or effects along with other aspects of a topic. Theoverall goal is to demonstrate understanding of what causes a situation, an event or a phenomenonand/or the aftereffects. The task of describing causes or effects is common in history, science andsocial science courses. In some cases, the goal of writing about effects is to support a position in a

debate. Your writing prompt will help you decide how many causes and/or effects that you shouldwrite about and what purpose your discussion serves.This lesson will focus on the basic strategies and tools for describing causes and/or effects. The ‘BodyParagraph Development’ section will be helpful to writers working on complex essays that requiredetails about causes and/or effects along with other aspects of a larger topic.Essay StructureWhen an essay is focused exclusively on describing causes and/or effects, it will usually be organisedwith an introduction, a few body paragraphs and a conclusion. The first step is to decide which causesand/or effects that you want to discuss. Some assignments require a combination of causes andeffects, but others will require causes only or effects only. For example, if your purpose is to discusshow social media affects human social behaviour, each body paragraph would focus on a separateeffect. Noting or listing the causes or effects before writing a first draft can make the drafting processsimpler. For example, one way to prepare for an assignment on the effects of social media or thecauses of the Great Depression is to complete an outline like one of these.Effects of SmartphonesI.II.III.IV.V.VI.Introduction paragraphFirst effect:Second effect:Third effect:Fourth effect:Conclusion paragraphCauses of the Great Depression in AustraliaI.II.III.IV.V.VI.Introduction paragraphFirst cause:Second cause:Third cause:Fourth cause:Conclusion paragraphBefore making an outline, verify whether the body paragraphs should focus on causes, effects or both,and check the required length to help you decide how many body paragraphs are necessary. There isno magic rule insisting that every cause and effect essay should discuss three or four causes oreffects, so use your own discretion. You may want to share an outline with a tutor or your lecturer forfeedback about the overall plan before writing the first draft.Introduction ParagraphMost cause and effect essays begin with an introduction paragraph that establishes a clear topic and astrong purpose for exploring certain causes and/or effects. The introduction should convince readersthat the underlying causes or major effects are worth reading about. It also usually gives enoughbackground information about the topic to prepare readers for the thesis. The following questions canhelp you decide what information readers need to find in your introduction: Why is this topic significant?Who or what does it usually involve?Where, when or how often does the situation occur?Each type of topic requires slightly different background information. Your introduction may also needto include a sentence or two that states the main idea of the essay, which is sometimes referred to asa thesis statement. The thesis statement will help readers to understand whether the essay willdiscuss causes, effects or both. For some essays, you may need to explain to readers why they shouldbe concerned about causes or effects; for other essays, you may need to convince readers that thereis a cause-and-effect connection between events. Consider these examples: Thesis statement for an essay about causes: The Great Depression in Australia was caused byseveral global economic factors and domestic economic policies.Thesis statement for an essay about effects: The widespread use of smartphones has led toseveral detrimental effects on the social behaviours of adolescents.

The first example focuses on causes of the Great Depression, and the second example focuses oneffects. The assignment instructions will usually give clues about what type of thesis statement isappropriate.Body Paragraph DevelopmentWhen writing about causes, effects or both, each body paragraph usually begins with a sentence thatstates the cause or effect the paragraph will develop and the connection to the essay’s main idea. Thissentence is usually referred to as a topic sentence. For example, the second topic sentence in a paperabout the Great Depression might begin as follows: The Premiers’ Plan of 1931 also contributed to a weaker Australian economy.The words ‘contributed to’ make it obvious that the paragraph will focus on a particular event thatcaused the Great Depression.After each topic sentence, the body paragraph should include evidence that proves the cause or effecthappened or will happen and explanations about why the cause or effect has a causal relationship tothe main topic. Readers need to see facts and details to convince them that certain causes or effectsare plausible. For example, if you wanted to show that Smartphones have led to a decline in socialgatherings, you would need to include statistics or examples that support the idea that teen socialgatherings have declined since the proliferation of Smartphones. You would also need to explainexactly why Smartphones affect social gatherings. No matter what kind of details you use, yoursupporting sentences will show cause and effect with words such as because, as a result, due to,therefore, consequently, stems from, causes, affects, leads to, results in and effects.Conclusion ParagraphPapers that discuss causes and/or effects often end with a conclusion paragraph that achieves threegoals: Summarises the most significant causes or effects from the body paragraphsReminds readers of why the topic is worth understandingExplains the outcomes that can be achieved or avoided by understanding the causes and/oreffectsAs with most papers, the conclusion should avoid introducing new information, in this case,new causes or effects.Think About It Of all the possible causes and/or effects of your topic, which ones will be the most useful,interesting or surprising for your readers?How do you know that these causes or effects are accurate?How will your readers benefit from knowing about these causes or effects?Answering these questions will help you brainstorm ideas for body paragraph topics and supportingdetails as you begin working on your draft.Back to Beginning of Chapter 1, Section 2: Academic Writing TasksBack to Table of ContentsComparing and ContrastingChapter 1, Section 2: Lesson 3How is one business practice different from another? Why should one set of ethical practices suit aspecific situation but not another? Comparing and contrasting is a regular part of everyday life, andpeople from all disciplines use comparisons for decision making and critically thinking about theirwork.

Comparing and contrasting in writing is a valuable tool. Some assignments will focus spe

o Lesson 5: Film and Television Analysis o Lesson 6: Art Analysis o Lesson 7: Annotated Bibliographies o Lesson 8: Literature Reviews o Lesson 9: Reflections o Lesson 10: Scientific or Technical Reports o Lesson 11: Proposals o Lesson 12: Abstracts Section 3: Business Writi