These slides were prepared for first year social work students at Massey University, New Zealand.

1. 179110 SOCIAL & COMMUNITY WORK PRACTICE
NATIONAL CENTRE FOR TEACHING AND LEARNING ctlalb@massey.ac.nz
The slides can be seen at:
tinyurl.com/179110writing2018
WRITING & REFERENCING WORKSHOP

2. CONTENTS
Essay structure
Assignment question
Introduction
Avoiding plagiarism
Review quiz
Resources
Body paragraphs
Conclusion
APA referencing

3. Resources

4. VIDEOS
tinyurl.com/nctlvideos
OWLL owll.massey.ac.nz

5. SKILLS WORKSHOPS (Study
Up)

6. Discuss your assignments etc with an NCTL writing expert
DROP-IN SERVICE Just ask at the library
desk
APPOINTMENTS email ctlalb@massey.ac.nz
(including your student ID, phone number and
course)

7. Attend a library workshop:
tinyurl.com/masseylibraryworkshops
Book a library room for your group project:
tinyurl.com/masseylibraryroom
Workshops and support to help you feel well:
tinyurl.com/masseywellness
Services for students with a disability:
tinyurl.com/masseydisability
Some other useful resources

8. ASSIGNMENT QUESTION

9. Use the assignment planning calculator
at OWLL.massey.ac.nz

11. How many parts are there to this question?
What sections will your essay have?
How many paragraphs will your essay have?
How many paragraphs will each section have?

12. ESSAY STRUCTURE

13. How many parts are there to this question?

14. Social
casework What are the
differences
between
these SW
approaches?Community
development
Collectivist
worldview
Individualist /
liberal humanist
worldview
How do the SW
approaches fit
these cultural
views?
The question has two halves: three or four parts
in each half – so six to eight altogether.

15. What sections will your essay have?

16. Introduction
Social casework
Community development
Differences between social casework and community
development
Collectivist worldview
Individualist / liberal humanist worldview
How does social casework fit with each worldview
How does community development fit with each worldview
Conclusion
References

17. How many paragraphs will your essay have?

18. Paragraphs in essays typically have between
4 and 8 sentences (100 – 200 words)
Your essay will have between 1200 words
How many paragraphs will your essay have?
• 6 – 12 paragraphs

19. How many paragraphs will each section have?

20. Introduction (1 para)
Social casework (1 para)
Community development (1 para)
Differences between social casework and
community development (1 para)
Collectivist worldview (1 para)
Individualist / liberal humanist worldview
(1 para)
How does social casework fit with each
worldview? (1 para)
How does community development fit with
each worldview (1 para)
Conclusion (1 para)
The easiest plan
would be for 1
paragraph for
each section
Some could be
shorter (3 or 4
sentences)
Some could be
longer (5 or 6
sentences)

21. Writing a SHORT, SIMPLE, but
EFFECTIVE introduction paragraph

22. • Topic of essay
• Purpose of essay

23. Two contrasting perspectives have dominated Western
thinking about learning in early childhood: Piaget’s
individualist perspective and Vygotsky’s social perspective.
This essay defines these two approaches and identifies key
differences between them before discussing how relevant
each approach is to teaching and learning both in home and
school environments in New Zealand / Aotearoa.

24. Writing FOCUSED and READABLE
body paragraphs

25. • Start paragraphs with a ‘bridge’ sentence which links
the topic of this paragraph with the previous one(s)
• To make your writing flow, write sentences which
have an idea you’ve previously mentioned in the first
half and a new idea in the second half (OLD before
NEW)
• Keep most sentences short (less than 20 words)
• Include citations to show where your ideas come
from
• Finish the paragraph with a concluding sentence

26. Unlike classical management theories, situational
leadership theory is based on the notion that there is no
single best leadership style; rather, effective leadership
is dynamic and adaptive. Leaders need to adapt
constantly both to environmental changes and the
developing needs of their diverse followers (Brown,
2014). The starting point for situational leadership is
needs analysis. One approach to needs analysis is to
categorise team members according to their
performance readiness levels (R1, R2, R3, R4). This
analysis needs to take account both of individuals’ ability
(relevant knowledge, skill, and experience) and
willingness (confidence, commitment, and motivation
towards the tasks). It is also essential for leaders to
analyse their own leadership behaviours; in particular,
how they tell their team members their duties and
responsibilities, provide guidance, communicate
(listening and explaining) and provide supportive
behaviors. This should allow them to identify examples
of four major styles: telling, selling, participating and
delegating. Their task is then to use the style which is
best suited to the needs of each individual in their team,
according to their performance readiness (Ronaldson,
2010).
A paragraph that flows
Bridge
sentence
Sentences
start with
previous topic
and then add
something
new
Concluding
sentence

27. Using information from books and
articles WITHOUT plagiarising

28. On the next slide is an extract from an academic journal
article.
Let’s see how we can summarise the main points, so that
this can go into an essay on strengths-based practice in SW
in NZ.
90% of the time, when you incorporate ideas from your
research, you’ll need to summarise these in your own
words. This FOUR-STEP process is the most effective
way to do this:
a) highlight the relevant information
b) turn this into brief notes
c) close the original text
d) expand your notes into one or more linked sentences

29. A strengths-based model can be a suitable approach to social work
practice with migrants, families and communities (Sisnerous et al.,
2008). This approach is focused on the strengths, possibility and
resilience of individuals and their families, rather than addressing their
deficits and weaknesses (Saleebey, 2006). For Korean migrants, the
transnational community is a vital source of strength, opportunities,
resilience and belonging. To meet the needs of migrants and their
families, it is important for practitioners to work with groups,
organisations and other institutions at the community level (Berg-
Weger, 2010). This community-level social work practice, based on the
strengths-based approach, can be extended to macro practice in the
transnational context within which Korean clients are positioned. The
roles of social work practitioners with migrant communities can range
from empowering clients and their families, to utilising the
community’s own resources, and to promoting the participation and
inclusion of migrant clients in their host society.
Original text (Hong-Jae & Anglem, 2012, p. 38)
Hong-Jae, P., & Anglem, J. (2012). The 'transnationality' of Koreans, Korean families and
Korean communities in Aotearoa New Zealand--implications for social work
practice. Aotearoa New Zealand Social Work Review, 24(1), 31-40.

30. A strengths-based model can be a suitable approach to
social work practice with migrants, families and
communities (Sisnerous et al., 2008). This approach is
focused on the strengths, possibility and resilience of
individuals and their families, rather than addressing their
deficits and weaknesses (Saleebey, 2006). For Korean
migrants, the transnational community is a vital source of
strength, opportunities, resilience and belonging. To meet
the needs of migrants and their families, it is important for
practitioners to work with groups, organisations and other
institutions at the community level (Berg-Weger, 2010). This
community-level social work practice, based on the
strengths-based approach, can be extended to macro
practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners
with migrant communities can range from empowering
clients and their families, to utilising the community’s own
resources, and to promoting the participation and inclusion
of migrant clients in their host society.
1. Highlight main points

31. • SWs can use a strengths-based approach
with migrants
• Focus on resilience, ops, belonging
• Work with groups + insts at comm level
• empower clients, use comm res, promote incl
+ part.
2. Make brief notes

32. Several benefits have been identified in the use of a
strengths-based approach to social work practice
with migrant communities in New Zealand /
Aotearoa. These communities are already a source of
resilience and a sense of belonging for migrants.
Therefore, by working with and through these
communities, social workers can both empower
individual clients and promote broader social
inclusion and participation (Hong-Jae, & Anglem,
2012).
3. Expand these notes into linked sentences

33. Conclusion style

34. Main overall point / lesson of the essay
Key points / lessons from each section
Implications (i.e. that answer to ‘So what?’

35. In conclusion, effective support for children’s
learning, whether at home or school, needs to draw
critically on both both the individualist perspective
of Piaget and Vygotsky’s social perspective on
cognitive development. Piaget’s theory highlights
the importance of adapting learning resources and
activities to a child’s emerging needs and wants and
of providing opportunities for a child to explore and
manipulate his or her surroundings. From Vygotsky,
parents and teachers can learn the value of allowing
children to observe others and engage in new tasks
in supportive environments. Within the home
setting, the main challenge is to provide social
learning opportunities, while in the classroom, the
provision of individualised learning can be difficult to
achieve. However, the use of new technologies to
create a blended learning environment has the
potential to create an optimal balance between
individualised and social learning in both
environments.
main overall
point
main point
from one
section
main point
from one
section
main point
from one
section
implications
for present /
future

36. APA referencing

37. The most common references are to these four
types of expert source:
BOOKS CHAPTERS IN
EDITED BOOKS
ARTICLES IN
SCHOLARLY,
PEER-REVIEWED
JOURNALS
CREDIBLE
WEBSITES
The reference list on the next slide has examples
of each – but which kind of reference is included twice?

38. References
Biggins, G. (2009). Why I became a social worker. In P. Te Ara
& T. Rogers (Eds.), Social work and social workers in New
Zealand/Aotearoa (pp.102-120). Auckland, New Zealand:
Insight Press.
Diaz, G. (2000). Social casework. Cambridge, MA: Harvard
University Press.
George, J., Tarawa, C., & Malone, S. (2001). Principles of social
work practice in Aotearoa / New Zealand (2nd ed.).
Auckland, New Zealand: Pearson Education.
Silverback, A. (2004). Social work practice with Maori clients.
New Zealand Social Worker, 48(1), 35-42.
https://dx.doi.org/10.1080/09585190
Statistics New Zealand. (2018). Mapping trends in the
Auckland region. Retrieved from
http://www.stats.govt.nz/Publications/PopulationStatistics
/mapping-trends-in-the-auckland-region.aspx.

39. • should consist of expert sources
• includes only the sources you have cited
• is on a separate page at the end of your essay/report
with the title ‘References’
• is ordered alphabetically by author
• has a hanging indent (i.e. only the first line of each
reference begins at the left margin
An APA reference list:

40. BOOK
surname,
initial (year) title city publisher
Diaz, G. (2000). Social casework. Cambridge, MA: Harvard University
Press.

41. CHAPTER IN
EDITED BOOK
Biggins, G. (2009). Why I became a social worker. In P. Te Ara & T. Rogers
(Eds.), Social work and social workers in New Zealand/Aotearoa (pp.102-
120). Auckland, New Zealand: Insight Press.
Title of chapter –
not in italics
Editors’ names (initial
before) and (Eds.)
Title of
book – in
italics
Page numbers of chapter
– in brackets with pp.
before
Author of
chapter and
year of
publication
City &
Publisher

42. ARTICLE IN A
SCHOLARLY JOURNAL
author’s name
year
Title (no italics; not in capitals)
journal name
(italics; main
words start with
capitals)
volume number in
italics;
issue number in
brackets
page numbers
doi number
(if the article has
one)
Silverback, A. (2004). Social work practice with
Maori clients. New Zealand Social Worker, 48(1),
35-42. doi: 10.1080/09585190

43. CREDIBLE ONLINE
SOURCE
Statistics New Zealand. (2018). Mapping trends
in the Auckland region. Retrieved from
http://www.stats.govt.nz/Publications/Popul
ationStatistics/mapping-trends-in-the-
auckland-region.aspx.
author’s name
(or organisation that owns the web site)
Year
(if it’s missing put (n.d.)
Retrieved from
followed by full internet
address
Title of
page

44. REVIEW QUIZ

45. You’ll see questions on the screen – e.g.
After a few seconds, you’ll be given four
possible answers – e.g.

46. You need to select the correct answer
by pressing the appropriate square on your
smartphone or tablet.
You’ll receive points not only for correct answers
but also according to the speed of your selection.

47. • Open kahoot.it
in your browser
• Enter the game pin
which I will show
you in a minute
• Enter your
nickname (and you
will see it appear
on the public
screen)
To join the quiz you need to:

48. THANKS FOR COMING ALONG!
The slides can be seen at:
tinyurl.com/179110writing2018