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Author:Bryan O'Donovan

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August 1, 2021

Teacher’s Handbook for the Academic Reading and Writing module

This handbook offers an overview of the Academic Reading and Writing module taught by the Academic Language Centre of Leiden University. This course has been offered in various forms to first-year students of BA International Studies, BA Urban Studies and other programmes since 2012. The aim of this handbook is to provide a framework for tutors outside the Academic Language Centre who wish to teach the module in its current format, and/or to serve as a basis for those who wish adapt the module to fit the needs of their specific programme. The overall goal is to enable departments and programmes to incorporate academic reading and writing skills into their curricula, using tried and tested materials developed by specialists.

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

6. ATC - How to cite sources

What should a citation look like?

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Unit 2: Taking a critical stance, using sources and avoiding plagiarism [LIBRARY TUTORIAL; assignment koppelen]

Videos: Video 3: The role of sources Video 4: Why we cite & Plagiarism Homework task(s): Complete Assignment 1: Library Tutorial (Ask your own library, or see this example: https://search.edusources.nl/materialen/fb8124eb-52bc-42ef-95fc-0db6bce4bfba) Complete a draft of Assignment 2: Critical Reflection (See Teacher’s Handbook for the Academic Reading and Writing module) Suggested tasks for the tutorial: Discussion questions to detect bias (positive or negative) in [introductory text] • Is the author a known expert in the field or topic, with a background and credentials that can be easily verified? • Does the author use strong or emotional language, present opinion as fact, or employ the use of stereotypes in order to express his or her attitudes? • Does the author present information gathered from source materials both accurately and within the proper context? • Are there any flaws in the selection of source materials, the performance of analysis, or the design of methodology, which might suggest a deliberate attempt to satisfy or support a predetermined argument, outcome, or opinion? (Source: HSU Resource Database) Discussion questions on using sources and avoiding plagiarism • Why do we use sources? • What is citation and why do we do it? • What is plagiarism? What can you do to avoid it? Class quiz to explore plagiarism For each scenario below, decide whether it is a case of plagiarism [answers in brackets]: • Copying some of the work of one of your classmates [YES] • Copying and pasting from a source, citing the source, but not using quotation marks [YES] • Translating a part of a non-English article (e.g. in Chinese or French) and not giving a citation [YES] • Using information that constitutes general knowledge, and not giving a citation [NO]

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Unit 6: Integrating sources, academic language

Videos: Video 12: Integrating material from sources Video 13: Academic Register Video 14: Tentative and objective language Homework task(s): Hand in Assignment 3: Essay Outline Suggested tasks for the tutorial: Tutor introduces Assignment 4: Final Essay Exercise on using and integrating sources Consider one of your case study texts. Find a number of instances where the author refers to a source. • Do they use quotations? If so, how do they bring in the quote? • Do they paraphrase? • Why do you think they refer to a source here? Exercise on academic language In one of your case study texts, find and annotate examples of the following: • Words and phrases that are in academic register • Tentative or cautious language • Instances where the author refers to themselves (are there any?) Peer review of paragraphs Take the paragraph you wrote for Assignment 3: Essay Outline (including citations) and swap it with a partner. Read your partner's paragraph. Consider the following questions: • Is there a clear topic sentence that captures the main point of the paragraph? • What kind of supporting material does your partner use (quotes, paraphrases, examples)? • When your partner uses material from sources, is it correctly integrated and cited? Write brief feedback to help your partner improve their paragraph.

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Unit 3: Introducing the case studies, citation using CMS, paragraph structure

Videos: Video 5: what needs to be cited Video 6: How to cite sources Video 7: Using paragraphs Homework task(s): Write a draft of Assignment 2: Critical Reflection Suggested tasks for the tutorial: Tutor introduces the case studies and asks students to choose their case study Exercise on what (not) to cite Using the list below, discuss which examples would need to be cited and which constitute general knowledge: • The Democratic Republic of the Congo is a country located in central Africa formerly known as Zaire. • The Congo was once under Belgian rule. The Belgian Congo achieved independence on 30 June 1960. • Army Chief of Staff Joseph-Désiré Mobutu officially came to power on 25th November 1965, by means of coup d'état. Scholars often refer to Mobutu's rise to power as an example of a Cold War cult of personality. • A coup d’état is the sudden, violent overthrow of an existing government by a small group. Discussion questions on paragraphs • What is a paragraph? • How many topics should you cover in one paragraph? • What structure should a paragraph have? Exercise to practise CMS citation (Notes & Bibliography style): • Work with a partner to create CMS citation(s) for [introductory text] in CMS Notes and Bibliography style. • Create a note, a shortened note and a reference list entry. • Implement these citations in your critical reflection draft. Peer review of Critical Reflection (Assignment 2) drafts Swap drafts with a partner. Read your partner's draft and make notes on the following points: a. Has your partner provided a summary and a critical assessment of the text? b. Is the draft structured in paragraphs? Does each paragraph represent one topic? c. How does your partner bring in the source text (quotes, paraphrases)? Write feedback for your partner.

Document

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

16. ATC - Linking words & signposting language

Why are linking words so important? How can we use linking words effectively

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Trailer: Academic reading and writing

Short introduction to the course.

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

Unit 5: Reasoning, arguments and counter-arguments, structuring an argumentative essay

Videos: Video 10: Building logical arguments Video 11: Counterargument and rebuttal Homework task(s): Formulate a (debatable) thesis statement, and write down the arguments which brought you to this thesis statement Suggested tasks for the tutorial: Tutor introduces Assignment 3: Essay Outline Pair exercise on argumentation 1. Formulate and write down three arguments FOR and three AGAINST your thesis statement. 2. Swap your work with your partner. 3. Evaluate your partner's for and against statements. Try to come up with: a. additional arguments AGAINST your partner's thesis statement b. areas of doubt/vagueness in your partner's FOR statements 4. Swap back again. Review feedback and make notes on how to refine your argumentation. Tutor presents suggested outline for organisation of final essay Your final essay will be a coherent set of ideas ordered into a logical argument around one central claim (Thesis Statement) Overall structure: • Title • Introduction, including thesis statement • Body (arguments, counter-argument, rebuttal) • Conclusion • Bibliography Example structure for Body: • Paragraph 1 (argument) • Paragraph 2 (argument) • Paragraph 3 (this can be your counter-argument) • Paragraph 4 (this can be the rebuttal of your counter argument) Counter-argument can attack the thesis statement, or can attack one of your arguments in particular. Consider whether all your arguments are independent, or whether some depend on others (as shown in video for this week).

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Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

15. ATC - Flow between sentences

How can we link ideas across sentences?

Video

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

June 1, 2021

11. ATC - Argumentative essay (4): Counterargument and rebuttal

What is the Argument–Counter-argument–Rebuttal sequence, and why is it a useful to include in an argumentative essay?

Video

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker