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ACADEMIC WRITING LCB 1042
2 credit hours – 1 hour lecture. 2 hours’ tutorial each week
ASSESSMENT
Coursework (60%) comprising:
Quiz and assignment in the first half of the semester (2) 30%
Research paper in the second half of the semester 30%
Final Examination 40%
Students are introduced to the process of writing academically, integrating supporting details into
their own work by using citations and paraphrases.
LEARNING OUTCOMES for the course are to :
apply the process of writing when producing written texts
produce coherent and cohesive written texts
ATTENDANCE:
Please take note that under University regulations, you are required to attend 90% of the
course to qualify for the Final Examination. Failure to meet this requirement will result in
barring.

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WEEK DATE LECTURES TENTATIVE
ASSESSMENT
1 20 – 23/5/2013 Introduction to Academic Writing
(Formal and Informal)
2 27-31/5/2013 Documenting sources within the
text (In-text citation)
3 3-7/6/2013 APA referencing
4 10-14/6/2013 Summarizing/Paraphrasing COURSEWORK 1 -
REFERENCING 10%
12 June afternoon
5 17-21/6/2013 Synthesizing
6 24-28/6/2013 Synthesizing COURSEWORK 2
SYNTHESIS 20%
26 June afternoon
7 01-03/7/2013 Midterm break 04/7 – 07/7 2013
8 8-12/7/2013 Introduction to the Research
Paper
Proposal & References due
15/7
9 15-19/7/2013 Literature Review
Concept Matrix
Concept matrix
presentation
11 29/7-2/8/2013 Report Writing: Methodology First draft due 5/8
13 12-16/8/2013 Report Writing: Abstract Abstract
First draft due 16/4
14 19-23/8/2013 Report Writing : Collation
Final submission date 23 August
2013
RESEARCH PAPER
30%Due 23/8/13
16 31/8 –
8/9/2013
Final Examination

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FORMAL AND INFORMAL LETTERS
Here are two jumbled letters. One is written to a hotel, and the other to a friend.
Work in pairs.
Decide which sentences go with which letter, and put them in the right order.
a. I would like a single room with a shower.
b. I’m writing to ask you a favour.
c. I don’t mind where you put me. I’ll sleep anywhere!
d. I have a further request.
e. I would like to make a reservation for the nights of 22nd
, 23rd
, and 24th
January.
f. I hope the above is convenient.
g. Write soon and let me know.
h. I’m coming down to London at the end of the month to go to a conference.
i. Could I have a bite to eat when I arrive?
j. I hope you are all well, and that you’ve recovered from the busy Christmas
period.
k. I would be extremely grateful.
l. Could I possibly have a room at the back, as I find front rooms rather noisy?
m. Could you put me up for a few days?
n. Just a sandwich will do.
o. I look forward to your reply.
p. It’s the 22nd
-24th
January.
q. As I will be arriving quite late, could you possibly put a cold buffet in my
room on the 22nd
?
r. I hope that’s all right.
s. There’s something else I’d like to ask you.
(Soars and Soars 1987:53)

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THE MOZART EFFECT: HOW MUSIC MAKES YOU SMARTER
Have you ever noticed how your favorite music can make you feel better? Well, new research
studies now show how music can make you smarter too!
Scientists at Stanford University, in California, have recently revealed a molecular basis for the
―Mozart Effect‖, but not other music. Dr. Rauscher and her colleague H. Li, a geneticist, have
discovered that rats, like humans, perform better on learning and memory tests after listening to a
specific Mozart’s Sonata. Recently, a new book called The Mozard Effect by Don Campbell, has
condensed the world’s research on all the beneficial effects of certain types of music.
Some of the hundreds of benefits are:
Improves test scores
Cuts learning time
Calms hyperactive children and adults
Reduces errors
Improves creativity and clarity
Heals the body faster
Integrates both sides of the brain for more efficient learning
Raises IQ scores 9 points (research done at University of California, Irvine)
In 1996, the College Entrance Exam Board Service conducted a study on all students taking their
SAT exams. Students who sang or played a musical instrument scored 51 points higher on the
verbal portion of the test and an average of 39 points higher on math.
Major corporations such as Shell, IBM, and Dupont, along with hundreds of schools and
universities use music, such as certain Baroque pieces, to cut learning time in half and increase
retention of the new materials.
In my teacher and parent training seminars, I have been using music for years as a strategy to
reduce learning time and increase students’ memory of the material. Music activates the whole
brain and makes you feel more energetic.
Listen to these tapes when you study, work or drive in the car to receive the tremendous benefits.
This is the music of such composers as Mozart, Vivaldi, Pachabel, Handel and Bach. I use these
tapes every day and found them to be extraordinarily effective.
Each CD or tape has specially selected music to enhance learning, spatial intelligence, creativity
and body awareness.
Copyright @ 2011 The Center For New Discoveries in Learning, Inc.

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The influence of Mozart’s music on brain activity in the process of learning
Jausovec N. Jausovec K, Gerlic I.
Department of Education, Universza v Mariboru. Pedagoska fakulteta, Koroska 160, 2000
Maribor, Slovenia. Norbert.jausovec@uni-mb.si<norbert.jausovec@uni-mb.si>
ABSTRACT
OBJECTIVE:
The study investigated the influence Mozart’s music has on brain activity in the process of
learning. A second objective was to test priming explanation of the Mozart effect.
METHODS:
In Experiment 1 individuals were first trained in how to solve spatial rotation tasks and then
solved similar tasks. Fifty-six students were divided into 4 groups: a control one—CG who prior
to and after taining relaxed, and three experimental groups. MM—who prior to and after training
listened to music; MS—who prior to training listened to music and subsequently relaxed; and
SM—who prior to training relaxed and afterward listened to music. The music used was the first
movement of Mozart’s sonata (K.448). In Experiment 2, thirty-six respondents were divided
into three groups: CG, MM (same procedure as in Experiment 1), and BM—who prior to and
after training listened to Brahms’ Hungarian dance No. 5. In both experiments the EEG data
collected during problem solving were analyzed using the methods of event-related
desynchronization/synchronization (ERD/ERS) and approximated entropy (ApEn).
RESULTS:
In the first experiment the respondents of the MM, MS, and SM groups showed a better task-
performance than did the respondents of the CG group. Individuals of the MM group displayed
less complex EEG patterns and more alpha band synchronization than did respondents of the
other three groups. In Experiment 2, individuals who listened to Mozart showed a better task
performance than did the respondents of the CG and BM groups. They displayed less complex
EEG patterns and more lower-1 alpha and gamma band synchronization than did the respondents
of the BM group.
CONCLUSIONS:
Mozart’s music, by activating task-relevant brain areas, enhances the learning of spatio-temporal
rotation tasks.
SIGNIFICANCE:
The results support priming explanation of the Mozart effect.

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FORMALITY AND INFORMALITY: DIFFERENCES IN ARTICLES
ARTICLE A ARTICLE B
Audience
Everyone Researchers; academics
Tone
Enthusiastic, persuasive,
factual
Serious;factual
Vocabulary
Simple verbs Compound complex e.g alpha
and gamma bond
synchronization
Style
Informal, friendly Formal
Language
Personal pronoun eg:
I have been using music
Passive structures e.g,
Fifty-six students were
divided
Content
Benefits listed
Organization
Not a clear
Introduction Body
Conclusion

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FORMAL AND INFORMAL ENGLISH
Does music enhance cognitive performance in healthy older adults?
The Vivaldi effect
Mammarella, N., Fairfield, B. & Cornoldi, C. (2007).
Aging Clinical and Experimental Research, Vol. 19,No. 5.
The following extracts were taken from the above research paper. An experiment was conducted
to test the hypothesis that classical music may improve task performance in elderly people.
Following the example, provide an informal account you would give to your friend. Example:
Classical music significantly increased working memory performance in older adults compared
with the no-music condition.
―If old folks’ are asked to do something to test how well they think, listening to classical music is
better than silence.‖
1. Controversial evidence suggests that music can enhance cognitive performance.
2. During the past decade, several studies have documented the value of using music to
improve memory performance (1) and, more generally, intellectual performance (2).
3. The introduction of music during the reading of a multimedia message (e.g., text and
corresponding figures) seems to damage comprehension, evidencing how the memory
task and the cognitive load are both crucial in order for music to be effective.
4. Researchers also initially agreed that the positive effects of music were not generalizable
to all types of music.
5. In their original paper, Rausher et al. reported that 36 undergraduates increased their
mean spatial-reasoning scores on portions of the Stanford-Binet Intelligence Scale after
listening to a 10-minute excerpt of Mozart’s Sonata for two pianos in D major, K. 448.
6. Twenty-four older adults participated in the experiment. They were community-dwelling
people in the area of Chieti (Italy) and reported being in good health; they were not paid
for their participation.
7. Their mean age was 81 years (SD = 4.5; range between 73 and 86), and their mean level
of education was 10.6 years (SD=3.6).
8. Participants were non-musicians, but they were all very familiar with the Vivaldi excerpt.

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INTRODUCTION TO QUALITATIVE RESEARCH
An interview of 5 minutes maximum to be recorded as an example of INFORMAL SPOKEN
LANGUAGE.
Student A asks B
1. How would YOU define Academic Writing?
Student B asks A
2. How do you think the course is different to other forms of writing you have studied?
Writing tasks:
A) Transcribe word-for-word one of the questions – the question you asked as the
interviewer and include hesitations e.g. ummmms and errrrs and pauses expressed as
……… or [pause].
B) Write as a FORMAL WRITTEN SUMMARY – approximately one paragraph.
Example :
A. Transcript format
Josh: Thomas, how would you define Academic Writing?
Thomas: [PAUSE] I thought it would be…
B. Summary
Thomas, a first year, first semester Mechanical Engineering student of Academic
Writing at UTP, was asked for his opinion on the new subject. He was initially
hesitant but…

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Naming elements after scientists: an account of a controversy*
Abstract Over the last two hundred years, there have been many occasions where the name of a newly-
discovered element has provoked controversy and dissent but in modern times, the naming of elements
after scientists has proved to be particularly contentious. Here we recount the threads of this story,
predominantly through discourses in the popular scientific journals: the first major discussion on naming
an element after a scientist (Moseley); the first definitive naming after a scientist (Curie); and the first
naming after a living scientist (Seaborg)
Keywords Periodic table - Nomenclature - Elements - Moseleyum - Curium - Seaborgium
Moseleyum
Henry Moseley had shown that each chemical element is characterized by an integer, N, which
determines its X-ray spectrum. He identified this integer with the number of positive charges in the
nucleus. Moseley found known elements to correspond with every element for N = 13–79, except for
three numbers: 43, 61, and 75 (Heilbron,1974)In fact there was a fourth missing element as Moseley had
erroneously assigned the spurious element celtium as N = 72.
The systematic search for element 43 was started in 1924. Bosenquet and Keeley (1924) undertook a
thorough study by X-ray spectroscopy of residuals from manganese ores, following Mendeleev‘s claim
that this element, eka-manganese, would be found in association with manganese. Although they were
unsuccessful, it was believed that discovery of this missing element was imminent. Richard Hamer, of the
University of Pittsburgh, expressed concern that the conflict over naming element 72 as celtium or
hafnium (Weeks and Leicester, 1968) would be repeated with element 43. For this reason, he proposed
that a name be agreed upon before the discovery was actually made (Hamer, 1925):
My suggestion is to call this missing element of atomic number 43
Moseleyum (symbol Ms) in honour of the young British physicist Moseley
who did so much to establish the important facts concerning these
missing elements, their locations in the periodic scheme, with all that this
means, and the limited number of the same.
The journal Science supported this proposal (Anon.1925):
Hitherto, no chemical element has been named after an individual (we
exclude mercury, tantalum, thorium and titanium for an obvious reason),
and opinion may be divided on the advisability of making the innovation.
It is, however, a mistake to be bound by precedent in such a matter.
According to Masson (1925), the precedent was element 64, which had been named gadolinium after the
Swedish chemist Johan Gadolin. In addition, the editor of Sciencestated that the mineral samarskite was
named after the Russian mining engineer, Samarskii-Bykovets, and that the name of element 62,
samarium, derived directly from the mineral. The editor felt the precedent had been set for naming
minerals after individuals and hence the proposal to name element 43 after Moseley was acceptable.

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Unfortunately, the discovery of element 43 was not imminent and it did not happen until 1937 (Zingales,
2005). There had been so many claimed discoveries and corresponding names for element 43,
thatFriedrich Paneth suggested that the right of naming a new element should lie with the first researcher
to give definite proof of the existence of one of that element‘s isotopes (Koppenol, 2005; Paneth, 1947).
Furthermore,Paneth argued against all previous names and element 43 was named technetium.
In fact, there had been several earlier suggestions to name elements after famous scientists (van der
Krogt, 2007) but each claim was proven to be doubtful or illegitimate. Table 1 gives an insight into which
individuals were considered to be famous enough for the honour.
Table 1 Spurious elements named after scientists (from van der Krogt,2007)
Scientist Spurious element claim
Humphry Davy Davyum
Martin Heinrich Klaproth Klaprothium
Carl Gustav Mosander Mosandrum
Isaac Newton Newtonium
Carl Wilhelm Scheele Scheelium
Curium
The next element to be named after a person—or more correctly—persons, was curium. Glenn Seaborg
had been the first to announce that the trans-uranium elements formed a parallel sequence to the
lanthanoids rather than being the start of the next transition metal series. He suggested that the newly-
discovered actinoids, elements 95 and 96, should be named according to the corresponding lanthanoids:
europium and gadolinium. According to Seaborg‘s autobiography, ―I suggested that 95 and 96 be named
‗americium‘ and ‗curium‘ by analogy to the naming of their lanthanide homologs ‗europium‘ and
‗gadolinium‘.‖ (Seaborg and Seaborg, 2001): The naming of curium was therefore based on the
assumption that gadolinum had indeed been named after Gadolin and set the precedent for naming
elements after individuals.
Seaborgium
In 1974, a Berkeley research team led by Albert Ghiorso, reported creating an isotope of element 106
which was later confirmed in 1993. Glenn Seaborg recounted the story of the name proposal in his
autobiography (Seaborg and Seaborg, 2001):
The eight members of the Ghiorso group suggested a wide range of
names honouring Isaac Newton, Thomas Edison, Leonardo da Vinci,
Ferdinand Magellan, the mythical Ulysses, George Washington, and
Finland, the native land of one member of the team. There was no focus
and no frontrunner for a long period. Then one day, Al [Ghiorso] walked
into my office and asked what I thought of naming element 106
―seaborgium.‖I was floored.

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The name Seaborgium and its corresponding symbol, Sg, was announced at the American Chemical
Society (ACS) meeting in 1994 (Anon., 2007). However, it is the International Union of Pure and Applied
Chemistry (IUPAC) which has the international authority to assign a name to a chemical element
(Brown,2001; Fennell, 1994). IUPAC‘s rules for the provisional naming of new elements involving
combinations ofhybrid Greek-Roman numeric prefixes followed by ―–ium‖. The symbols were three-letter
combinations, to distinguish them from the one- or two-letter conventional symbols (Fernelius et al.,1975).
As a result of repeated usage in the USA and other English-speaking countries, the Berkeley-proposed
names of four of the elements: mendelevium (101), lawrencium (103), rutherfordium (104), and hahnium
(105) had become accepted.
The recommendations for the definitive names of the elements were made by a meeting of twenty
international members of the Commission on Nomenclature of Inorganic Chemistry (CNIC) in 1994.
(Anon., 1995; Freemantle and Dagani, 1994) (Table 2). All the names were chosen from those submitted
by the three laboratories and a secret ballot took place. A special vote was taken before the regular vote
to decide whether an element should be named after a living person, contending that a living person‘s
accomplishments cannot be assessed from ―the perspective of history‖ (Dagani, 1994a,b). The 16-4 vote
against naming elements after living people ruled out seaborgium for element 106. The Committee‘s
recommendations and the vote are shown in Table 2. As Anthony Arduengo, one of the American
Committee members, pointed out (Freemantle and Dagani, 1994): ―Discoverers don‘t have a right to
name an element. They have a right to suggest a name. And, of course, we didn‘t infringe on that at all.‖
Table 2 The Recommendations of IUPAC-CNIC 1994 (from Freemantle and Dagani, 1994)
Atomic number Proposed name Voting in favour (out of 20)
101 Mendelevium 20
102 Nobelium 20
103 Lawrencium 20
104 Dubnium 19
105 Joliotium 18
106 Rutherfordium 18
107 Bohrium 20
108 Hahnium 19
109 Meitnerium 20
The choice of names was accepted unanimously by IUPAC‘s Executive Body in 1994, subject to
ratification by the IUPAC Council in 1995. However, opposition rallied in the USAwith the rejection of the
name seaborgium. Seaborg argued, ―In the case of element 106, this would be the first time in history that
the acknowledged and uncontested discoverers of an element are denied the privilege of naming it‖
(Freemantle and Dagani, 1994). Seaborg and his colleagues maintained the precedent had been set by
einsteinium and fermium, however, Committee members countered Einstein and Fermi were both
deceased before the element names were actually approved.

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The ACS Committee on Nomenclature voted unanimously to reject the IUPAC recommendations and to
reaffirm its support for its own choice of names. In a letter to Chemical and Engineering News, Huheey
supported the ACS position, commenting that ―… IUPAC does not have the authority, rules, nor
necessary procedures to arrogate unto itself such decisions.‖ (Huheey, 1995) In a following letter, Tripathi
(1995) provided a voice of reason :
I do not think that we are setting a good example by disputing the
recommendation of IUPAC, a body that we all agreed would settle such
disputes. For this reason alone, we should all come together and accept
the recommendations of the commission without much argument-even if
it hurts some of our sentiments and even egos.
IUPAC bowed to pressure, announcing the recommendations were provisionaland subject to a final
decision by the General Assembly in 1997 (Zamaraev, 1996). A compromise list was put forward (see
Table 3) in 1997 and rapidly ratified by the IUPAC Council (Freemantle, 1997) The precedent had been
accepted: from now on, newly-discovered elements could be named after contemporary scientists.
Table 3 A comparison of the three sets of names for elements 104–109
Element U.S. proposal IUPAC 1994 IUPAC 1997
104 Rutherfordium Dubnium Rutherfordium
105 Hahnium Joliotium Dubnium
106 Seaborgium Rutherfordium Seaborgium
107 Nielsbohrium Bohrium Bohrium
108 Hassium Hahnium Hassium
109 Meitnerium Meitnerium Meitnerium
Commentary
Fortunately, the route for naming newly-synthesized elements is now clear and internationally accepted.
Each decision will abide by the following procedure (Kaesz, 2007):
1. Analysis of the claim by IUPAC/IUPAP;
2. Publication of the analysis in Pure and Applied Chemistry;
3. Invitation of the credited group to propose a name;
4. Provisional recommendation presenting the proposed name;
5. Public review;
6. Final approval by the IUPAC Council;
7. Final publication in Pure and Applied Chemistry
The only injustice that remains is the lack of an element named after Moseley.
*Abridged from an article in Foundations of Chemistry, Vol. 10, No. 1. (18 April 2008), pp. 13-18.
by: Geoff Rayner-Canham, Zheng Zheng

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REFERENCES
Anon: Scientific events: moseleyum and the names of elements. Science 61, 510 (1925)
Bosenquet, C, Keeley, C: Note on a search for the missing element no. 43. Phil. Mag. Ser. 6 48, 154–157 (1924)
Brown, S.S: History of IUPAC 1988–1999, IUPAC (2001)
Dagani, R. Heavy-element nomenclature:ACS panel rejects names chosen by IUPAC.Chem.
Eng.News 72, 8 (21 November 1994a)
Dagani, R. Shuffling of heavy-element names by IUPAC panel provokes outcries. Chem. Eng. News.
72, 8 (5 December 1994b)
Fennell, R.W. History of IUPAC 1919–1987. Blackwell Science (1994)
Fernelius,WC.,Loening,K.,.Notes on nomenclature: names for elements. J. Chem. Educ. 52, 583–584 (1975)
Adams, R.M
Freemantle,M, Dagani,R. Heaviest elements named: IUPAC rejects ‗seaborgium‘ for element 106. Chem. Eng.
News. 72, 4–5 (10 October 1994)
Hamer, R: Mosleyum. Science 61, 208-209 (1925)
Heilbron, J.L.: H. G. J. Moseley. University of California Press, Berkeley (1974)
Huheey, J.E.: Heavy-element nomenclature. Chem. Eng. News. 73, 4 (16 January 1995)
Kaesz, H.: The synthesis and naming of elements 110 and beyond. Chem. Int. 24 (2)
http://www.iupac.org/publications/ci/2002/2402/elements110.htmlCited 23 September
2007
Koppenol,W.H. : H.Paneth, IUPAC, and the naming of elements. Helvetica Chimica Acta 88, 95-99 (2005)
Paneth, F.A.: The making of the missing chemical elements. Nature 159, 8–10 (1947)
Seaborg,G.T.,Seaborg, E. Adventures in the atomic age: from Watts to Washington, p. 254.
Farrar, Straus and Giroux, New York (2001),
Tripathi, S.K.: Heavy-element nomenclature. Chem. Eng. News 73, 5 (16 January 1995)
van der Krogt ,P: Elementymology & elements multidict: names that did not make it.
http://www.elements.vanderkrogt.net/didnot index.html Cited 9 March 2007
Weeks,ME, Leicester,HM Discovery of the chemical elements (7
th
ed.) J.Chem. Educ., pp 820-823. Easton, PA
(1968), together with the cited references 16 and 24, p.828
Zamaraev, K.I.: IUPAC recommendations on names and symbols of transfermium elements. Chem. Int.
18, 34 (1996)
Zingales, R From masurium to trinacrium:the troubled story of element 43. J.Chem.Educ. 82, 221-227
(2005)

14. 14 | P a g e
Naming elements after scientists: an account of a controversy
Tasksheet
In pairs :
a. Provide the following in-text citations for the following sentences.
b. Highlight its corresponding reference on the previous page.
1. Moseley failed to find a correspondence for elements 43, 61 and 75 (Heilbron,1974)
2. Element 43 was thought to be located within manganese ore residuesBosenquet and Keeley
(1924)
3. ―My suggestion is to call this missing element of atomic number 43 Moseleyum (symbol Ms) in
honour of the young British physicist Moseley….‖ (Hamer, 1925): as cited in (Weeks & Leicester,
1968)
4. Element 43 was not discovered until 1937 (Zingales, 2005)
5. (Paneth, 1947)maintained element 43 should only be named by the first scientist to provide
evidence of its existence.
6. Seaborgclaimed naming elements 95 and 96 americium and curium had been his suggestion
(G.T.Seaborg &E.Seaborg, 2001):
7. Only IUPAC has international jurisdiction to name chemical elements
______________________________________________.
8. IUPAC‘s rules for temporarily naming new elements combined a Greco-Roman prefix with the
suffix ―-ium‖ _________________________________________.
9. The extraordinary ballot was staged to determine whether an element could be named after a
living person ____________________________.
10. Seaborg argued that the discoverer of an element had always had the power to name the
element _____________________________________.

15. 15 | P a g e
11. According to ______________________________, IUPAC does not have the right it claims to
possess.
12. _____________________________ reasoned that IUPAC was ―a body that we all agreed would
settle such disputes‖.
13. There are now clear, internationally-acknowledged guidelines for naming new elements.
______________________________________.
Now discuss :
Which sentences are examples of plagiarism and why have you made this decision?
Which sentence do you prefer to use as an in-text citation and why?
(Page 11)
a. Arduengo stated that discoverers lack the authority to name an element.
b. Arduengo said discoverers don‘t have a right to name an element.
c. According to Arduengo, ―Discoverers …have a right to suggest a name‖
(Page 9)
a. A scientist at Pittsburg University suggested the name of an element should be decided prior to
actual discovery (Hamer, 1925).
b. Richard Hamer,of the University of Pittsburg, proposed that a name be agreed upon before the
discovery was actually made (Hamer,1925).
c. Hamer (1925) proposed the naming of an element prior to actual discovery.
(Page 11)
a. Anon (1995) and Freemantle and Dagani (1994) reported twenty international members of the
CNIC or Commision on Nonmenclature of Inorganic Chemistry, recommended the definitive
names for scientific elements.
b. Based on Anon (1995) and Freemantle & Dagani (1994), the recommendations for the definitive
names of the elements were made by a meeting of twenty international members of the
Commission on Nomenclature of Inorganic Chemistry (CNIC) in 1994.
c. The definitive names of the scientific elements were recommended by twenty international
members of the CNIC, or Commission on Nomenclature of Inorganic Chemistry (Anon.1995;
Freemantle & Dagani, 1994).
IN-TEXT CITATIONS

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Paraphrase and summarise this information in 2 ways:
(a) Where the researchers are given prominence i.e. subject position
(b) Where the research or information is considered more important
From Malcolm Smith, Noorlaila Ghaali and Siti Faitimah Noor Minhad
There were 1,409 candidates in the program on that date and a sample of around 20 per cent of
the student body was contemplated in order to provide a sufficient number for statistical
comparisons.
80.4 per cent of the respondents acknowledged the source of information in the reference list of
the assignment, but the majority of these (1`30) made no specific citation of authorship
elsewhere in the assignment.
Most seriously 27 students (9.4 per cent of the total) did not state their source of information
anywhere in the assignment, even in the reference list, the incidence of plagiarism among this
group of undergraduate accounting students was perceived as significant
From Niall Hayes and Lucas C.Introna
Carroll (2002) has suggested that as most students are unsure what plagiarism is, they do not
plagiarise with the intent to deceive.
Fear of failure generally, especially when students are funded by their family, their government,
or a particular company, also places considerable pressure on the students to do well.
Yet there are some students who feel they cannot improve upon what is already written and
prefer to use the original text rather than their own.
Most students from exam-oriented learning cultures plagiarize intentionally and unintentionally
due to their lack of experience in essay writing as they are still used to relying exclusively on
exams.
There is also a lack of clarity across the university about what constitutes plagiarism and a
discrepancy in the way plagiarism is detected and enforced.

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There are SIX (6) in-text citation errors in this Introduction adapted from an article.
Identify the errors and rewrite the complete text with the correct in-text citations using
the APA format.
Student retention has attracted steady attention from scholars and practitioners in the higher
education community (Austin 1993, Bean 1980, Cabrera et al. 1993 & Braxton 2000, Tinto
1993). As such, the literature on college student retention is full with scholarship advancing our
knowledge of what contributes to a student’s ability or inability to complete college. Researchers
have evaluated retention from a student perspective and shown that high school academic
achievement, socioeconomic status, gender, commitment to earning a degree, and social
academic involvement all influence degree completion (Austin 1993; Cabrera and Nora 1996;
Tinto 1993). In particular, we know that students who are socially disadvantaged, academically
less prepared, and who experience a lack of resources and support from significant others, are
less likely to stay in college (Austin 1993; Seidman 2005; Braxton 2000). We also know that
those who feel isolated or lack a sense-of-belonging during their early years of college are more
likely to leave (Hurtado and carter 1997; Hausmann et al., 2007). We have a wealth of research
available to explain college student retention from an individual, student perspective.
From an institutional perspective, according to (Oseguera 2005; Sjoberg 1999) while there is
information on institutional context factors and their effect on degree completion, organizational
analyses are limited by the fact that they mainly tend to evaluate the influence of structural
aspects of an institution and until recently, the organizational culture of an institution. For
example, size, control, and interactions influence persistence behavior but know less about these
groups’ collective influence on persistence decisions. What is lacking then is institutional
analyses of degree completion is an attendant emphasis on peer and faculty climates as
suggested by (Berger 2000 & 2001; Braxton 2000 and Kuh 2001). In other words, what affects
do peer and faculty attitudes and behaviors in the aggregate (i.e. institutional climates) have on
student degree completion?
Source: ―The influence of institutional retention climates on student persistence to
degree completion: A multilevel approach‖ by Leticia Oseguera and Byung Shik
Rhee in Research in Higher Education journal and was published in 2009, volume
50, pages 546-569.

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APA REFERENCING PRACTICE
1. It was written by Abraham Pais, it is called Subtle is the Lord….,the Science and the life
of Albert Einstein. It was published in New York by Oxford University Press in 1982
2. It was written by Herman Bondi and called Relativity and Common Sense: A New
Approach to Einstein. It was published in Mineola, N.Y., By Dover Publishing in 1980
3. The book is called Introducing Einstein’s Relativity and was written by R.A.D’Inverno. It
was published by Oxford University Press in New York, N.Y., in 1992
4. The article was called Einstein in Love and written by Dennis Overbye. It was published
in Time magazine on April 30,1990 on page 108
5. The article was written by Martin C.Gutzwiller called ―Einstein‖ and published in
Scientific American, volume 266 number 1 on pages 78 to 85 in 1992
6. The article, called A ―Challenge to Einstein‖ was written by T.Bethell. It was published
in National Review on November 5th
1990 on pages 69-71
7. It was written by Ronald W.Clark and called ―Einstein:The Life and Times‖ It was
published in 1971 by Avon Books in New York
8. Entitled Closing in on Einstein’s Special Relativity Theory, the paper was written by
Robert Pool and published in Science in 1990. It can be found in volume 250, edition
number 4985 pp 1207-1209

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SUMMARISING AND PARAPHRASING
Summarise and paraphrase the following short article
Selling a product successfully in another country often requires changes in the original product.
Domino’s Pizza offers mayonnaise and potato pizza in Tokyo and pickled ginger pizza in India.
Heinz varies its ketchup recipe to satisfy the needs of specific markets. In Belgium and Holland,
for example, the ketchup is not as sweet as it is in the United States. When Haagen-Dazs served
up one of its most popular American flavors, Chocolate Chip Cookie Dough, to British
customers, they left it sitting in supermarket freezers. What the premium ice-cream maker
learned is that chocolate chip cookies are not popular in Great Britain, and children do not have a
history of snatching raw dough from the bowl. For this reason, the company had to develop
flavours that would sell in Great Britain. Because dairy products are not part of Chinese diets,
Frito- lay took the cheese out of Chee-tos in China. Instead, the company sells Seafood Chee-tos.
Without a doubt, these products were so successful in these foreign lands only because the
company realized that it was wise to do market research and make the fundamental changes in
the products.
Source: BLUEPRINTS – COMPOSITION SKILLS FOR ACADEMIC WRITING
Authors: Keith S Folse, M Kathleen Mahnke, Elena Vestri Solomon, Lorraine
Williams,BOUNCEE OUTLAWZ
Year of publication: 2003
Publisher: Thomson Heinle
Page: 208-209

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GUIDELINES FOR EFFECTIVE SUMMARISING AND PARAPHRASING
Good Summary (31 words) Comments
C
ompanies must adapt their products if they want to do
well in foreign markets. Many well-known companies,
including Domino‘s Heinz, Haagen-Daz, and Frito-Lay,
have altered their products and proved this point.
1. It covers the main ideas.
2. It is a true summary, not an exact repetition of
the specific examples.
3. It includes some new grammar, for example:
Original text: often requires changes
Summary: modal is used: ‗companies must adapt‘
4. It includes some new vocabulary, for example:
Original text: Specific country names
Summary: ‗many well-known companies‘
Poor Summary (174 words) Comments
Changes in a product are important if a company wants
to sell it successfully in another country. For example,
Domino‘s Pizza offers mayonnaise and potato pizza in
Tokyo and pickled ginger pizza in India. In addition,
Heinz has changed its ketchup recipe to satisfy the
needs of specific markets. In Belgium and Holland the
ketchup is less sweet. When Haagen- Dazs served up
one of its most popular Chocolate Chip Cookie Dough,
to British customers, the British customers left it sitting
in supermarket freezers. The luxury ice-cream maker
learned that chocolate chip cookies are not popular in
Great Britain, and children do not take uncooked dough
from the bowl. For this reason, the company developed
flovors to sell in Great Britain. Since dairy products are
not usually eaten in China, Frito-Lay removed the
cheese from Chee-tos in China. In its place, the
company has Seafood Chee-tos. Certainly, these items
were so successful in these countries only because the
company was smart enough to do market research and
implement fundamental changes in the products.
1. It is almost as long as the original and,
therefore, not really a summary.
2. It includes almost the same vocabulary, for
example:
Original text: the premium ice-cream maker
Summary: the luxury ice-cream maker (this is
plagiarism)
3. It includes almost the same grammar, for
example:
Original text: For this reason, the company had to
develop flavours that would sell in Great Britain.
Summary: For this reason, the company developed
flavours to sell in Great Britain. (this is plagiarism)

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SUMMARISING AND PARAPHRASING
LIE DETECTOR
A new form of lie detector that works by voice analysis and which can be used without a
subject‘s knowledge has been introduced in Britain. The unit is already widely employed by the
police and private industry in the US, and some of its applications there raise serious worries
about its potential here. The Dektor psychological stress analyser (PSE) is used by private
industry for pre-employment screening, investigating thefts, and even periodic staff checks.
Although at least 600 of the devices are used in the US, there are apparently only three in
Britain. Burns International Security Services showed its PSE at the International Fire and
Security Exhibition in London last week. Philip Hicks, assistant manager of Burns‘ Electron
Division and the Burns official trained to use the PSE, said that one of the other two units was
being employed by a private firm for pre-employment checks.
In addition to the normally understood voice generation mechanisms - vibrations of the vocal
chords and resonance of cavities inside the head - there is a third component caused by
vibration of the muscles inside the mouth and throat. Normally, but not under stress, these
voluntary muscles vibrate at 8-12 Hz, and this adds a clearly noticeable frequency-modulated
component to the voice. The PSE works by analysing this infrasonic FM component. Dektor
claims that the muscle tightening occurs very quickly, and can change from one word to the
next, so that it is possible to pick out a word or phrase that caused stress. Dektor emphasises
that the device shows only stress, not dishonesty. Three steps are suggested to overcome this
difficulty. First, the subject is supposed to see a full list of the questions in advance. Second,
there are ‗neutral‘ questions and one to which the subject is specifically asked to lie. Third, if an
individual shows stress on a vital question (such as Have you stolen more than £100 in the last
six months?), then additional questions must be asked to ensure that this does not reflect an
earlier theft or the subject‘s knowledge of someone else responsible.
The standard report recommended by Dektor is simply the statement ‗After careful analysis, it is
the opinion of this Examiner that the Subject‘s chart did contain specific reaction, indicative of
deception, to the relevant questions listed below.‘ And Hicks admitted that if a person showed
stress and Hicks was unable to ascertain just what caused the stress, he would assume that the
stress was ‗indicative of deception‘. In the US, the device is used for pre-employment
interviews, with questions such as ‗Have you used marijuana?‘ and for monthly checks with
branch managers, asking questions like ‗Do you suspect any present employees of cheating the
company?‘- which at least prevents a manager from setting his own pace to investigate possibly
suspicious behaviour. Finally, US insurance investigators are now using the PSE. They need
not carry it with them - only tape record the interview, usually with the permission of the
unsuspecting claimant. Not only does an assessor go through the claim form to look for false
claims (a questionable practice, because a person is just as likely to stress over being reminded
of a lost or damaged object as to lying), but he also offers less money than requested. The

22. 22 | P a g e
claimant‘s response can, apparently, be analysed to show if he is, in fact, likely to eventually
accept.
The potential application of the PSE in Britain is extremely disquieting, especially as there
seems no law to prevent its use. The most serious problem is that its primary application will be
in situations where people may not object - such as pre-employment interviews. But it can also
be used to probe a whole range of personal issues totally unrelated to job - union and political
affiliations, for example. And, of course, the PSE can be used without the subject even knowing;
its inventors analysed the televised Watergate hearings and told the press who they thought
was lying. Finally, the device is not foolproof but depends on the skill of the investigator, who
receivesonly a one-week course from Dektor.In the US, where lie detectors of all sorts are much
more widely used, Senator Sam J. Ervin has introduced a bill to virtually prohibit their use by
private companies. There may be a privacy bill from the UK government this summer, and
hopefully it will include the use of lie detectors. In the interim, trade unions and consumer
groups should prevent their use before they become widespread.
(Article by Joseph Hanlon in New Scientisthttp://www.uefap.com/writing/exercise/report/lie.htm )
Task :
Work in groups of 4. Each group member is to summarise and paraphrase one
paragraph from Lie Detector.
Then combine to produce a short, comprehensible and interlinked paragraph.

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Read the passage below on Rural Tourism, then summarise / paraphrase the advantages
and disadvantages in two sentences
Rural Tourism: For and Against
Johnson (1971) has listed two major advantages of tourism in rural areas. The first is economic:
tourism creates employment. The jobs are mainly in the travel industry, hotels, guest houses,
restaurants and cafes. However, visitors spend their money in a variety of ways which affect
other jobs indirectly. For example, by buying local souvenirs and gifts, tourists help to support
local shops. The second advantage of tourism is the support that the income provides for local
services and amenities. As large numbers of visitors use the local buses etc. it makes it possible
to keep these buses running for local people.
As well as advantages there are also three main disadvantages of tourism (Walker, 1982). The
first is erosion of the countryside by so many people: paths, grass and other areas of vegetation
and woodland get worn away. In addition, tourist traffic causes congestion and obstruction and
delays local people doing their work. Finally, an influx of tourists causes pollution problems in
many areas. The pollution can take many forms but the main ones are the exhaust fumes of
vehicles which pollute the atmosphere, and the litter that people leave behind, such as tin cans,
plastic and paper, and bottles.
Author: R.R.Jordan
Source: Academic Writing Coursed: Study Skills in English (3rd
Edition)
Year: 1999
Publisher: Longman, London

24. 24 | P a g e
SYNTHESISING 1
Anna-Marie Nasrallah ―Make Time for Reading‖ Perseus Books, Cambridge MA 2007
People save their books to use them as reference materials. People whose job training includes
studying a lot of textbook material may save some of these books for future reference. A doctor,
for instance, may keep his Gray’s Anatomy and his pharmacology books: an English teacher will
hold on to The Norton Anthology of English Literature and other anthologies and novels for
reference: a lawyer usually keeps her case books. But it isn’t only the professionals who save
their books. Those interested in electronic equipment hold onto their books about stereo,
computers, videotape machines, and the like. Many families keep encyclopedias and almanacs
handy for their children to use for school. Having your own reference book available is so much
more convenient than running to the library every time you want to check a fact.
Elizabeth Johnson, Franco San Giorgio, Katrine Schengen, Alaister MacDonald ―Libraries‖
Viking Press, Edinburgh 2003
Some people save books to make a good impression. Some think that a library full of the literary
classics, dictionaries, and books about art, science, and history makes them look well read and
therefore, sophisticated. Of course, this impression may be inaccurate. Some have never bothered
to read the majority of those books at all! In fact, a few people even have libraries with fake
books. Also, some people like to reveal to visitors their wide range of tastes and interests. They
can subtly reveal their interests in economics, art, politics, philosophy, or animals without saying
a word.
Muhammad Ahmed Al-Khoury ―The Enchantment of the Literary World‖ Penguin Books,
London 2008
People who enjoy reading have discovered the magic of books. Each book has transported the
reader to another place. Therefore, each book really represents an experience from which the
reader may have grown or learned something. When I sit in my study, I am surrounded by my
whole adult life. The Standard First Aid and Personal Safety manual, in addition to providing
information, reminds me of the first-aid course I took and how more assured I felt as a result.
Bullfinch’s Mythology brings the oral history of Western civilization to my fingertips, reminding
me of my link with other times and people. Of course, all of the novels have become part of the
mosaic of my life. In short, saving books makes me feel secure as I hold on to what they have
given me.

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SYNTHESISING 2
Below are THREE (3) articles about nanotechnology. Write an informative balanced report of at
least FIVE (5) paragraphs, stating the issues raised for someone with little knowledge of the
subject. Your review should include:
a title,
a thesis statement and supporting information from the articles,
FIVE (5) proper in-text references for information obtained from the articles
using the APA method of documentation and,
an APA reference list for the information you have cited at the end of the review.
Cosmetics companies are taking insufficient steps to ensure face creams and other products that
contain nanoparticles are safe, according to a report by leading consumer magazine Which? The
report, responding to advice from nanotechnology experts, warns that untested particles, which
can be 1,000 times smaller than the width of a human hair, are being used in products without
sufficient safety testing.
Nanoparticles are used in sun screens to block ultraviolet radiation, in emulsions to contain
vitamins in face creams, and in other moisturizers to kill off bacteria. However, of the 67 firms
approached by Which? only eight submitted information on the use of nanotechnology in their
products.
Nanotechnology, the science of manipulating matter on the molecular level, generally raises no
new safety issues, but the tiny particles can behave in unusual ways, in some instances becoming
toxic. Existing safety rules do not take into account materials posing risks at the nano scale. A
common use of nanotechnology is the addition of titanium oxide or zinc oxide particles to sun
screens, and European experts have demanded more safety tests to investigate the effects of these
lotions on damaged skin.
Source: The Guardian
Date of Publication: 5 November 2008
Author: Ian Sample, Science Correspondent

26. 26 | P a g e
Title: Use of nanoparticles in cosmetics questioned
Page: 16
While there are some published studies that suggest that solid lipid nanoparticles penetrate the
skin better than conventional creams, overall it is difficult to find studies showing nano-
engineered products are more effective than regular ones or that they are effective at all. The
highly competitive world of cosmetics may have something to do with the lack of published
studies. Publishing the results of scientific tests requires full disclosure of the method by which
the formulation being tested was produced, therefore companies wishing to protect
nanotechnology rights are understandably not anxious to do so. The bottom line is that nano-
engineered cosmetics may work well, but we do not have easily available proof that they do
because large-scale studies of them have not yet been made public.
Some experts have voiced concerns about the safety of nanotechnology. For instance, some
sunscreens use nanoparticles of titanium dioxide, and there are experts who have raised the
question of whether these substances remaining in the skin can age it prematurely. According to
the U.S. Food and Drug Administration, “At the present time, the FDA does not have any
evidence that ingredients manufactured using nanotechnology, as used in cosmetics, pose a
safety risk.” However, the FDA and other government agencies are still studying
nanotechnology to see if the products produced with it – including cosmetics – pose health risks.
So as of yet, there seem to be no definitive answers.
Source: Nanowerk News http://www.scrippsnews.com/node/25586
Date of publication: 24 July 2007
Author: Paige Herman and Marie Kuechel
Title: Nanotechnology Skin Deep

27. 27 | P a g e
Nanotechnology is the general term for a large number of different scientific disciplines dealing
with the characterisation and development of materials on the nanometer scale – 1 nanometre is
1 billionth of a metre. The nanos used in cosmetics differ from nanos used in other industrial
sectors in structure; use and environmental interaction. They are nanoemulsions and
nanopigments.
Nanoemulsions are widespread in nature, such as milk. In cosmetics, they are macroscopic
preparations containing oil and water droplets reduced to nanometric size to increase nutritious
oil content while preserving the transparency and lightness of the formulas. Sometimes fragile
active ingredients e.g. vitamins are protected from air inside nanometer-sized bubbles which
release the ingredient upon contact with the skin. Nanoemulsions therefore do not cross the skin
barrier and public health agencies worldwide acknowledge that they are safe. Nanopigments i.e.
titanium oxide and zinc oxide, are minerals already present in our environment. They are used
in sunscreens for their ability to reflect and scatter UV light, thus protecting the skin against
negative effects of UV radiation, including skin cancer.
Numerous studies, including those undertaken within NANODERM, the European Union
research programme, concluded that nanoparticles do not cross the skin barrier, even when the
skin is damaged. Furthermore, recent studies carried out by the US FDA and in Europe, have
demonstrated that no adverse effects are observed, even where titanium dioxide nanopigments
are injected into the bloodstream.
Source: Food and Chemical Toxicology Vol 45, Issue 11
Date of Publication: November 2007
Author: B.Hall, S.Tozer, B.Safford, M.Coroama, W.Steiling,
M.C.Leneveu-Duchemin, C.McNamara and M.Gibney
Title: European consumer exposure to cosmetic products, a framework for
conducting population exposure assessments (abridged)

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Pages: pp 2097-2108