Transcript BUSS 951 Supplementary 1 Writing in Commerce: Essays & Case Studies

BUSS 951
Critical Issues in Information
Systems
Supplementary 1
Writing in Commerce:
Essays & Case Studies
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Agenda 1
Introduction
Why Write?
Writing in a First Language
Writing in a Second or Third Language
Genre and its Implications
Genre Defined
Benefits of Genre for Students
Benefits of Genre for Teachers
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Agenda 2
Assistance at UOW
Lecturer
Michael Birt Library
Learning Resource Centre (19:G102)
Woodward-Kron (1996)
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Agenda 3
Academic Essays
Types of Essays
Explanatory & Evaluative Essays
For and Against Essays
Essay Genre
Case Study Reports
Case Study Report Genre
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Introduction
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Introduction
Why Write?
you cannot avoid reading and writing in
any academic discipline
you must write in most examinations
and in many subjects you must provide
written answers to assignments
students who are writing in their first
language often intuitively know what is
required in essay or case study writing
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Introduction
Writing in a First Language
students writing in their first
language have an advantage
because writing in that language is
very familiar to them (that is reduced
to the level of habit)
despite this, many students writing
in their first language may not have
much experience in academic writing
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Introduction
Writing in a Second or Third Language
writing can be hard work for people
who are writing in a second or third
language
regardless of whether you are using
a first or subsequent language, all
students must develop appropriate
written communication skills
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Introduction
Genre
any written and spoken language has
a considerable amount of
information and structure
linguists have identified a particular
kind of structure responsible for the
large scale organisation of entire
texts
this type of structure is referred to as
genre
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Introduction
Implications of Genre
the conventional nature of genre
assists readers in predicting the
meanings of the text
understanding a particular genre
assists writers in developing
appropriate texts
several commercial written genres
have been identified
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Introduction
Genres Defined
genres consist of sequences of
elements- each element serves a
particular function within a particular
type of written or spoken language
there are two major genres that often
occur in commercial writing- Essays
and Case Study Reports
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Introduction
Benefits of Genre for Students
to be considered a professional in IS
you must sound like one, and you must
also write like one
at postgraduate level, you must be able
to gather, evaluate, argue and interpret
facts- your employers will expect you
to perform at this level
by using an appropriate genre, student
performance is improved
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Introduction
Benefits of Genre for Teachers
lecturers will or should set assignments
which require students to communicate
using one of the typical structures
(called genres) found in commerce
by using the appropriate genre,
teachers get the benefit of being able to
mark consistently
students will know the appropriate
structure for the assignment
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Assistance
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Assistance
If you need help in writing you
should first ask for help from your
lecturer. It is the lecturers
responsibility to help you or direct
you to places where you can get
help.
there are several places at UOW
where you can get Assistance
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Assistance
Michael Birt Library: run courses on
using the library to help you research
assignments.
these courses are short and very
useful. Examples include:
Using the Computer System
Using the CD-ROM Abstract Services
Basic Library Skills
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Assistance
Learning Resource Centre (19:G102):
run a number of courses which are
useful for students using English as
a second or third language.
Examples include Intensive
Grammar, Advanced Grammar,
Cohesive Writing, and Academic
English (the courses range from 3-6
weeks).
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Assistance
Woodward-Kron, R. (1996) Writing in
Commerce: A guide to assist
Commerce students with assignment
writing Revised Edition Centre for
the Advancement of Learning and
Teaching (CALT), Australia:
University of Newcastle <$20
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Academic Essays
Source: Woodward-Kron (1996, 7-8)
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Academic Essays
Types of Essays
Several types of essay genres exist
the differences between these types of
essay are based on the degree of
interpretation and evaluation required.
the degree of interpretation and
evaluation depend not only on the
wording of the question which forms
the essay but also on the essay’s topic.
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Academic Essays
Explanatory Essays & Evaluative Essays
Explanatory Essays:
essay questions ask what, how, and/or why
do not require a great deal of interpretation
on your part
Evaluative Essays
essay questions ask you to evaluate,
assess or to be critical
do require a great deal of interpretation on
your part
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Academic Essays
For and Against Essays
some essay questions require the writer
to structure the argument of the essay
in terms of pro- and contra- arguments
examples: the advantages (pro) and
disadvantages (contra), strengths and
weaknesses, or adequacies and
inadequacies of a concept, method or
model
not common in this department!
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Element
Thesis
Meaning
Parts
a thesis is the proposition Orientation
to be argued, explained
brief statement that leads the reader
interpreted or evaluated
into the topic
Thesis Statement & Essay Outline
(Key Terms Defined)
Argument
is the body of the essay,
which presents your
information, data or
evidence to support the
thesis
paragraphs containing Topic
Sentences and supporting
information, called Elaboration, for
each argument presented
Conclusions
reiterates the writer’s
case stated in the thesis
Restate Thesis
Summary of Main Points
(Reflection) or a statement made by
the writer concerning the evidence
presented or the thesis
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Case Study Reports
Source: Woodward-Kron (1996, 25-29)
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Element
Title Page
Table of
Contents
Executive
Summary or
Synopsis
Introduction
Body
Conclusion
Appendix
Bibliography
Meaning
provides the reader with
an overview of the
reports contents
outlines the report’s
terms of reference (the
what, where, and when)
and outlines the report’s
objectives and purpose
there will be some
overlap with Executive
Summary
depends largely on the
parts of the question the
student must address
Parts
Report Title
Author’s Name
Submission Date
List of Numbered Sections in the
Report
Subject Matter
Methods of Analysis
Findings
Recommendations
Terms of Reference
Outline Report’s Structure
Headings and Subheadings which
reflect the contents of each section
Findings of the Report
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