Steering The Course

Version 1.
STEERING
THE COURSE FOR
GRADES 9-12
Strategies for Reading, Researching, Writing and Other Essential Skills
Gathering
Information Organizing
Presenting
Information
Information
© 2014 Open School BC
This work is licensed under the Creative Commons

Attribution-NonCommercial 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/
Ministry of Education
http://www.openschool.bc.ca
Acknowledgements
The content of this e-text was taken from the Foundational Skill Package for Family
Studies 10–12. We would like to thank everyone who contributed to this resource.
For Steering the Course:

Project Manager: Leanne Baugh
Writer/Editor: Dan Hughes
Production Technician: Brian Glover
eText History
Version 1.0: New, December 2014
Corrected, January, 2015
Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Organizational Skills
A Study Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Independent Study Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Managing Courses Effectively. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reading Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Being an Active Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Being a Critical Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Reading Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Writing Skills
Writing a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Pre-Write. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Write. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
A. Paragraph Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
B. Multi-paragraph Composition (Essay) Structure . . . . . . . . . . . . . . . . . . 21
Reflective Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Research Skills
Conducting Research for a Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Searching the Internet Effectively. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Citing Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Examples of Works Cited (MLA Style). . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Visual Presentation Skills

Using Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Creating a Visual Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
How to Read Visual Texts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
How to Read a Chart or Graph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Communication Skills
Communicating with Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Communicating in Online Discussion Boards . . . . . . . . . . . . . . . . . . . . . . 64
How to Respond to Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
A Study Plan
Introduction
Welcome to Steering the Course!
Students are the ones who navigate their own academic careers, but parents and
tutors can play an important role as ‘guides on the side’. This resource provides
valuable information on the essential skills needed for your high school student to
succeed, whether they are completing independent study courses or participating in
regular classes in the school setting.
A Study Plan
Creating a study plan is an effective way for students to stay organized. Here are some
points to consider:
• Students are more successful when they work in one-hour chunks on a regular
basis rather than putting in three or four-hour marathons once in a while.
• Carving out enough time to complete a given lesson, task or assignment is
essential for a study plan.
• Study time should be allotted during a time in the day when the student is most
alert. For example, studying in the morning may be better for some, but others
may find after dinner best. Students should choose times when they are least
likely to be distracted by family, friends, phones, television or social media.
• Creating a study environment that is quiet and a comfortable with few
distractions is ideal. These might include:
·· a quiet room at home
·· a local library
·· an empty classroom in the school
The workstation should have comfortable seating and be well lit.
If others use the study space throughout the day, there should be shelf space or a
drawer dedicated to storing all study material together safely.
STEERING THE COURSE © Open School BC
1
Independent Study Courses

Students who enroll in independent study courses will need to spend the same
amount of time studying as students do in the classroom. Each course module should
take between 50 to 60 hours to complete. If students are completing more than one
module, they will have to allocate more time. If students are unsure of how much
time a course will take to complete, they should contact their teacher. There are no
shortcuts to a satisfactory result.
Help students who are completing independent study organize their time so that they
can work through the course at an even pace. Students may want to develop their
own study schedules. A daytimer or calendar will help block out time to work on
their courses.
Students will need to calculate how much time it will take to complete the modules.
For example: A module of Family Studies in 12 weeks would be:
60 hours 10 weeks = 6 hours/week

6 hours ÷ 5 week days = approximately 1 hour and 15 minutes / day
Or, if the student wanted to finish the module in 8 weeks:
60 hours 8 weeks = 7.5 hours/week

7.5 hours ÷ 5 week days = approximately 1.5 hours / day
Here is an example of the study timetable of a student completing four courses

through independent study.
Monday Tuesday Wednesday Thursday Friday

8:30 –9:00 Family Family Family
9:00 –10:00 Studies Math Studies Math Studies
10:00 –11:00 History History Math History Biology
11:00 –12:00 Biology History Biology Math
1:00 –2:00 Biology Biology History
2:00 –3:00 Math Family Family
3:00 –3:30 Studies Studies
2
Students may prefer to work in longer blocks at certain points. For example, they may
want to work through an entire assignment in one day. The assignment may take five
hours. In this case, the schedule might look like this:
Personal study Timetable:

Monday Tuesday Wednesday Thursday Friday
8:00 – 9:00 Math
9:00 – 10:00 Math Math Math
Family
10:00 – 11:00 History
Studies History
11:00 – 12:00 History
1:00 – 2:00 Family Biology Biology
2:00 – 3:00 Studies Biology
3:00 – 4:00
If students have the option to attend a block at their neighbourhood school, they
could also work that into their schedules.
The important thing is that students have a realistic plan to complete their course
work.
It helps when students are rewarded for a job well done. If they’ve set up a study plan
and followed it, why shouldn’t they go to the movies or do something fun? They’ve
earned it!
3
Managing Courses Effectively

Successful completion of courses will depend, in part, on how students manage their
course progress. Consider the following:
• Students should look through the course content as well as the assignments to
get a better sense of the overall structure and content of the materials.
• Working through the sections in the proper order is important. If students have
difficulty with their course, it is best to wait for each assignment to be graded
before working on the next so that they can benefit from corrections and
comments from the teacher. They should, however, keep on with the reading
of the next lesson while they wait. The assignment checklist that is provided
either in the module or by the teacher will help the student keep track of their
assignments.
ASSIGNMENT CHECKLIST
Assignment Part A: The Families of Yesterday
Assignment Part B: The Families of Today
Assignment Part C: The Families of Tomorrow
4
Have students:
• keep a list of course assignments and their due dates with their course materials
or posted in their study space, and check off each one as it is completed.
• make sure they do not skip or omit assignments. If they can’t do a question
because they don’t understand it, they should contact their teacher for help.
• use blue or black ink, not pencil, if handwriting assignments. It is okay to cross
things out as long as it is done neatly and clearly shows what the student intends
to have marked.
• complete one assignment at a time and submit it immediately when finished.

Avoid submitting batches of assignments.
• make sure that assignments include their name, student number, course name at
the top of every page in case pages get separated.
• complete all quizzes and activities as they help the students learn the material
and prepare them for the assignments.
• make sure all their work is their own. They must never copy answers either from
books, Internet resources or other students. Plagiarism of any information is an
offense. Students must reference all sources of information.
Note: Teachers want to help students do well in the course. To be most effective,
learning should be a two-way conversation. Students should contact their teacher if
they have any questions, or comments. This can be done through email, text, online
discussions, blogs, or journal sharing.
5
Reading Skills
Being an Active Reader
Reading Skills
Being an Active Reader
Being an active reader is an important skill for students. Active reading helps students
process and retain course material. The act of reading passages can be broken into
three stages:
Stage Action Skill
Before Reading Students think about why they are reading, what Predicting
they already know about what they are reading, and
what they think the article or story may be about.
While Reading Students think about what they have learned so far Predicting
and what they will continue to learn as they read.
They also make themselves aware of what questions Questioning

they still have.
After Reading Students think about what they have read, making Reflecting and
connection to themselves, the world around them Connecting
and whatever work / assignment they might now
have to complete.
This reading strategy is based on active reading: reading that requires the learner to
think about the information while they read. Reading in this way is far more effective
than just reading a passage, wondering what was actually said, and then having to
read it again.
Being a Critical Reader

A critical reader knows how to separate fact from opinion. We encounter facts and
opinions in combination in most of what we read. For example, in a newspaper there
are factual news stories about a car accident in one section and then a movie review
in another. Still other articles might give both the facts about the latest Vancouver
Canucks game and an opinion about how the team played that night.
So to start, where would students expect to find more factual information?
• Textbook or diary?
• Web blog, or automobile owner’s manual?
6
Reading Skills
Some writing, such as a science textbook, may lend itself to being more factual; and
other writing, like a friend’s diary, may be more opinionated.
What about the Internet? Are all websites reliable? Do they contain information that
can be trusted?
When is it important for students to know the difference between fact and opinion?
• If they are looking for information for a research report on the Internet, they
need to know that if the information they read on a given website is fact or
opinion.
• If they are reading an article in a magazine about a new health supplement—

something that is sure to make people stronger and fitter in a matter of days—
they want to know if the claims were based on fact or opinion before they spent
any money on the product.
• And what about a column in a newspaper or online? Should they let someone
else’s opinions on events shape their own, or should they first find out the facts,
listen to a variety of others’ opinions and then make up their own mind?
In many courses students will be asked to read articles and case studies that will
require the ability to differentiate between fact and opinion.
How to tell the difference between factual information and opinion?
1. First, consider the author’s purpose in writing. Does the writer wish to relay
information about the subject, or does the writer wish to relay feelings about the
subject?
2. They should consider the writer’s motivation. Does the writer want to help the
student form their own opinion, or does the writer seem indifferent to the student’s
opinion?
Considering these questions should help students determine whether what they are
reading is fact or opinion.
7
Reading Skills
For example, students might like to study this advertisement and consider the
following questions.
ntific
Super-Gro will make your garden
Scie rough! grow twice as fast as the
kth leading brands of fertilizer!
Brea
Growth rates of
plants recorded in
our laboratory!
Super-Gro will double the size

of your plants while cutting
the growth time in half...
and it’s completely safe!
Extensive testing on lab mice

resulted in half of the animals
Leading brand surviving moderate exposure.
Super-Gro fertilizer
of fertilizer
What our clients have to say:
Super-Gro “I can’t believe how quickly

my plants have grown!”
“My garden is the envy of the

whole neighbourhood!”
The learner can test these claims by asking themselves a series of questions.
1. Is the person making the claim an expert in that particular area of science?
Answer: No, he/she is a salesperson, not a scientist.
2. Does the product work the way it is supposed to work?

Answer: No, images by themselves do not make good science.
3. How does the reader know the product works safely?

Answer: If half the rats died after moderate exposure, humans shouldn’t go near the
stuff!
4. Did the evidence being presented come from scientific experiments that support the
product or from personal testimonials?
Answer: Personal testimonials
With some careful thought and consideration, learners can become more critical
readers. Being able to read critically is also a very useful consumer skill, as it leads
to better information by which to make purchasing decisions and avoid unhealthy
trends. And, when conducting research, learners will be able to make sure they are
getting the facts they need.
Learners should remember to not trust everything they read without first deciding if
it’s fact or opinion.
8
Reading Skills
Reading Instructions
In any course, students will be asked to complete a variety of assignments that will
require them to pay close attention to instructions. Whether the assignment is to
write a paragraph, compose an essay or to prepare a collage, the more closely students
follow instructions, the better able they will be to demonstrate what they know.
Here are some tips to help students follow instructions more carefully.
Encourage students to:
• read the instructions slowly and carefully.

• pay close attention to key words and action items to make sure they understand
the task.
• read with a highlighter so that they have a visual indicator of important
instruction elements. (See the example in Figure 1 on the next page.)
• gather all materials they will need to complete the task. For the example in
Figure 1, students would need:
·· a copy of Joan O’Conner’s article, “The Happy Parent”
·· a copy of the citation conventions for the course
• make sure to read the instructions for all parts carefully if the task has more than
one step or part to it.
• review any assessment criteria, such as rubrics, before they start to be sure
their work meets the assignment expectations. Rubrics are handy devices for
summarizing what is needed for a good mark. Students should continually check
the rubric (or assignment criteria) as they complete the assignment to help
themselves keep on track.
Example:
The assessment criteria for this task assigns marks for

direct quotations from the article “The Happy Parent.”
You will need to include them to get full marks.
9
Reading Skills
The successful student would check to see how many direct quotes are expected.
• take a look at the Communication Skills section of this package. The rubrics
show what good online communication looks like.
• be sure to leave enough time to complete the task.
Figure 1
Write a five-paragraph essay describing whether you agree or disagree

with Joan O’Conner’s conclusions in her article, “The Happy Parent.”
Your essay should be typed or written legibly and double-spaced.
Be sure to use proper citation conventions when quoting from the article.
Your essay will be assessed on the Essay Writing Assessment Rubric.
Key words in these instructions are:
• five-paragraph essay. This tells the student the type of assignment and
its length.
• describing whether you agree or disagree. This tells the student what
action to take in the assignment.
• article’s conclusions. This is the focus of the student’s opinions.
If students are unfamiliar with any words in the instructions, they should
look them up in a dictionary before proceeding. For example, if the student
doesn’t know what “citation” means, they should look it up to understand
what is being asked of them. If they are still unsure of the expectations of the
assignment, they should contact their teacher for clarification.
10
Writing Skills
Writing a Summary
Writing Skills
Writing a Summary
Knowing how to write a good summary allows students to take a larger amount of
information and condense it while highlighting major points.
Using their own words to write a summary is an excellent way for students to
remember information. Also, writing a summary will let students know if there are
any gaps in their understanding of the information they have read.
To write a summary, students:
• find the topic sentence that states the main idea in each paragraph. Students
should ask themselves, “What is the most important thing to be learned in this
paragraph?”
• get rid of any unimportant or repeated information.
• read carefully the opening and closing paragraphs and headings or subheadings
to find key points.
• organize their summary the way the reading passage is organized. They should
ask themselves, “What does it begin with?”, “What is in the middle?” and “How
does it end?”
• make sure to write in their own words. They shouldn’t copy what they’ve read
but rather transform it into their own words to increase their understanding.
Students should not let their opinion become part of the summary. Even if they feel
a certain way about what they have read, students should stick to the facts, even if
those facts are about someone else’s opinion.
Students may find the “Writing a Summary” document on the following page useful
in their studies.
Writing a Summary
Writing a summary requires you to identify the most important information from
a passage and restate it in your own words. Summarizing can be done at selected
points during your reading or at the end of reading. Writing a summary is useful in
understanding if there are any gaps in your grasp of the information.
11
Writing Skills
Writing a Summary
Use the following chart to make notes during your reading. As you add information
to each column, delete unimportant or repetitive material.
Title:
Main Topic Beginning Middle End
Summary
Main topic:
Beginning:
Middle:
End:
After you have filled in the columns, write a sentence to summarize each column.
Include everything that is important and organize your sentences in order.
12
Writing Skills
Writing a Summary
When should students use a summary?

• When taking research notes
• When studying for a test
• When prewriting for an assignment
Below are two different summaries of an original passage. The first one sticks closely
to the original text while the second one transforms the passage using new words.
Students should note the differences between the examples and how the second
example illustrates a deeper understanding of the original passage.
Original Passage
A researcher studying families asked children what they would remember most from their
childhoods. The answers were surprising. It wasn’t the big gifts, Hawaiian vacations, or
fancy celebrations that they would remember, but the simple family routines and rituals
such as bedtime stories and family meals. These routines are the threads of life that bind
a family together.
Example Summary 1 Example Summary 2
(Needs Improvement) (Better)
When a researcher asked children what Family routines are what many
they would remember most from their children will remember most about
childhoods, it wasn’t the big gifts or their childhoods. Rather than big
Hawaiian vacation, but family routines. events, simple routines create the
The simple family routines like meals fondest memories for children and
and bedtime stories were what bring families closer.
bonded the family together.
(Although shorter, this summary is much
(This summary is too close to the better. It is written in the student’s own
original text. Very little was written in words and still covers the main idea of
the writer’s own words. Details such as the original passage.)
big gifts and Hawaiian vacations aren’t
necessary for understanding.)
13
Writing Skills
The Writing Process
The Writing Process

Whether students are writing a single paragraph, a multi-paragraph composition or
essay, or creating an oral presentation, an understanding of the writing process will
help them to produce and publish their very best work.
Students should break the writing process into three basic steps:
1. Pre-write
2. Write
3. Revise/Edit
The following chart shows and overview of this process.
UNDERSTANDING THE BASICS OF GOOD WRITING
Pre-write
Limit Your Topic
Know Your Purpose Know Your Audience

Narration Persuasion Who are you writing for?
Description Exposition A teacher, newspaper, job,
friend, etc.
Develop a Topic Sentence or

Thesis Statement
Write
Brainstorm Ideas, Points, and Details
Organize Ideas, Points, and Details
Complete an Outline
Complete a First Draft
Revise and Edit

Reread and Revise Rough Draft
Check Mechanics, Content, and Style
Complete Final Draft
and Proofread
14
Writing Skills
Pre-Write
Pre-Write
Limit Your Topic
In order to limit the topic, students must first understand the purpose of their
writing. It is important to understand the scope and directions of the project.
Sometimes the teacher will provide students with a limited topic:
Write a paragraph describing the process of applying for a job.
When students are provided with a limited topic, they:
• Read carefully
• Underline key words
• Look up any unfamiliar words
In this example, underlining key words helps to verify that students are being asked
to write a descriptive paragraph on the process of applying for a job.
At other times, students will write to a broad topic:
Write a three to five paragraph narrative composition on “A Day To Remember”.
“A Day To Remember” is a broad topic. Students have lived many days. Their job here
is to narrow the topic to on day that they can realistically write about in a multi-
paragraph composition. To help limit the topic, students might choose a day they
remember vividly so they can describe it well. They might consider a day that other
people would find interesting to read about or learn from. However, students must
remember that they only have three to five paragraphs to address the topic.
Know Your Purpose

Students must make sure they understand the purpose of their communications:
what it is they want to say and why.
• Are they trying to explain a process, like how to tie a shoelace or are they
describing sensory information and communicating feelings to the reader?
(description)
• Are they trying to tell a story, like their most embarrassing experience?
(narration)
• Are they trying to explain a complex topic, like the difference between the Upper
and Lower Houses of Parliament? (exposition)
• Are they trying to persuade someone of an opinion, like convincing the reader
that the graduated licensing program should be abolished? (persuasion)
Understanding the purpose will help students select the appropriate type of prose:
descriptive, narrative, expository or persuasive.
15
Writing Skills
Write
Know Your Audience

Students also need to know the audience to whom they are writing. Writing for the
student’s English teacher will be different from writing to their friend. Knowing the
audience will help students determine:
• the appropriate style of language to use: formal or informal.

• how much information to provide. If the audience is unfamiliar with the topic,
the writer may have to provide more background information.
• what type of examples to use. If the student is writing a multi-paragraph
composition for their English teacher, they must make sure that the examples they
use, such as song titles or movie characters, are ones the teacher will know.
• what topics would make for interesting content.
Develop a topic Sentence of Thesis Statement

Once students are clear as to their purpose and audience, they can formulate their
topic sentence or thesis statement. A topic sentence introduces a paragraph, whereas
a thesis statement introduces a multi-paragraph composition. Both topic sentences
and thesis statements provide the reader with a clear sense of purpose and direction
for the writing to follow. They act like a compass and keep the writing pointed at the
destination. See “Paragraph Structure” or “Multi-Paragraph Composition Structure” to
learn more about these topics.
Write
Brainstorm Ideas, Points, and Details
The first step in writing a paragraph or a multi-paragraph composition is to generate
content including the writer’s ideas, main points and details. Here are some ways
writers can generate ideas.
The following examples are based on this topic:
“Prior to signing a rental agreement, the three most important areas of your apartment to
inspect are the kitchen, bathroom, and living room.”
• Brainstorm a list of all

possible ideas
16
Writing Skills
Write
• Create a cluster
diagram
The topic is written in the

middle of a page and then
circled. The writer then thinks
of words associated with the
topic and writes them down on
the page. The goal is to write as
many words as come to mind.
The writer then draws lines
between the words to show the
connections between them.
• Free write
The writer writes down whatever
comes to mind about the topic.
Ideas don’t have to be written
in complete sentences—they’re
just put down before they’re
forgotten!
There is no one right way to

generate ideas. Students should
find a strategy that works the
best for them!
• Do the research!
As students brainstorm and gather ideas, they may find they need to do some
research. For some writing projects, students may not have all the information
they need at hand to complete them. The next section in this book, “Researching
Skills” provides some advice about using sources of information and different
research strategies.
Organize Ideas, Points, and Details

Once students have generated their ideas, points and details, their next step is to
group the information into logical categories. How they group their ideas will depend
upon what their end goal is. For this example, the student is writing a five-paragraph
composition on conducting and apartment inspection.
17
Writing Skills
Write
• Write Lists
Structured lists provide a Apartment Inspection:
simple, linear way to group Kitchen:
information from the • Appliances
generated ideas. Fridge, stove, microwave, washer and dryer
all work
• Cupboards
Using bullets or sub-points Empty, clean, not damaged
helps organize the ideas. • Counters
Clean, not damaged
Bathroom:
• Shower
Free of mold, solid grouting
• Fan
Works
• Toilet
Leak free, stable
Living Rooms:
• Blinds
Clean, open/close properly
• Flooring
Clean, undamaged
• Create Mind Maps • Appliances

Mind maps provide Fridge, stove, microwave, washer
a visual way to logically and dryer all work
• Cupboards
group the generated ideas. Empty, clean, not damaged
• Counters
Clean, not damaged
• Shower
Free of mold, • Blinds
Kitchen Clean, open/
solid grouting
• Fan close properly
Works • Flooring
• Toilet Clean,
Leak free, stable undamaged
Living
Bathrooms Rooms
Apartment
Inspection
18
Writing Skills
A. Paragraph Structure
• Complete an Outline
The next step in the writing process is to create an outline for the paragraph or
multi-paragraph composition based on the ideas as organized by the student.
The student should plan the order in which they want to present their ideas.
Sequentially – order by sequence or steps
Chronologically – order by time
Spatially – order through space
Logically – general statements followed by causes or examples
The methods for creating an outline for a paragraph and a multi-paragraph

composition or essay are slightly different because each has a different structure.
Some guidelines for organizing writing follow.
A paragraph is a collection of sentences that develop one idea.
A topic sentence introduces a paragraph and is typically the first sentence in the
paragraph. The topic sentence should be limited enough in scope so that it can be
adequately developed in six to eight sentences.
Poor Examples:
There are many things that cause cancer.
This topic sentence is poor because it is vague. “Many things” is not specific. The
topic is also too broad to discuss in six to eight sentences. In fact, a book could be
written on this topic.
The plague was deadly.

This topic sentence is poor because it is too limited. This is a statement of fact, so
it requires no further support.
Good Examples:
Friday is the best day of the week to go out for dinner.
Before you sign a rental agreement, you first need to inspect three main areas of the
apartment.
19
Writing Skills
Writing a paragraph is hard work, but it can be easier if students follow this
paragraph structure to organize the ideas from their outline.
TOPIC SENTENCE
For a basic paragraph, start with the topic sentence.
This sentence reveals what the topic is about and the direction that the
paragraph will take.
BODY
The next part of your paragraph is the body.
The body of the paragraph supports the main idea with description, facts,
examples, and other details to help the reader understand the topic.
The writing should constantly prove, clarify, or support the main idea.
CONCLUDING SENTENCE
The last sentence in your paragraph restates or summarizes the main idea.
It can also draw a conclusion based on the ideas in the paragraph, or leave the
reader with a strong impression about the topic.
Here is another example of a paragraph outline:
TOPIC CONCLUDING
SENTENCE SENTENCE
BODY
Before you sign Inspecting these

a rental agree- few things before
ment, you first MAIN IDEA 1: MAIN IDEA 3: you rent an apart-
need to inspect Inspect kitchen Living areas ment will save you
three main MAIN IDEA 2: the headache of
areas of the SUPPORT: Bathroom SUPPORT: having to move
apartment. Look at fridge, Look at the again.
stove, oven and SUPPORT: floors and
microwave Check for mold carpeting
and leaks
20
Writing Skills
B. Multi-paragraph Composition (Essay) Structure
Paragraph Composed from this Outline:
Apartment Inspection
Before you sign an apartment rental agreement, you first need to inspect three main areas
of the apartment. First, you need to turn on the kitchen appliances such as the stove,
oven and microwave, to see if they are in good working order. Next, check the bathroom.
Take a look at the toilet to see if it is firmly secured to the floor and if there are any leaks.
Also look in the bath or shower and make sure it is free of mould. In the living areas,
inspect the floors. If there are bare floors, check to see they are clean and undamaged;
if the floor is carpeted make sure it is clean—especially if you or your roommates suffer
from allergies. Inspecting these few things before you rent an apartment will save you the
headache of having to move again.

A multi-paragraph composition is a piece of writing longer than one paragraph on a
specific topic. It can be expository, descriptive, persuasive, narrative or a combination
of these four types. It is sometimes referred to as an essay. It typically develops an
idea in greater depth than a paragraph.
Introduction: The introductory paragraph

sets the tone and the direction for the
Introduction composition. The paragraph starts with a
general statement or question that captures
the reader’s attention. The paragraph
Thesis Statement concludes with a specific thesis statement.
Body Body: The body of a composition can

consist of any number of paragraphs that
support the thesis statement. Typically
Body compositions contain one to three body
paragraphs. Each body paragraph has
its own topic sentence with supporting
Body
evidence or commentary.
Restatement of Thesis Conclusion: The concluding paragraph

brings the composition to a close. It often
begins with a restatement of the thesis in
Conclusion different words. The paragraph ends with a
more general statement or a call to action.
Students should remember to give their composition a catchy title that grabs the
reader’s attention!
21
Writing Skills
Thesis Statement
A thesis statement introduces the focus of the entire multi-paragraph composition
and is typically the last sentence of the introductory paragraph. Just like a topic
sentence, it informs the reader of the composition’s main idea. The thesis statement
should be limited enough in scope so that it can be adequately supported in three to
five paragraphs.
Students should make sure their thesis statement expresses their attitude toward the
topic or indicates what the development of the topic will be.
Topic:
High School Graduation
Thesis:
A high school graduate will have an easier
time continuing with post-secondary
education, finding employment, and
earning a decent living.
Topic:
Apartment Inspections
Thesis:
When looking at an apartment to rent,
it’s important to thoroughly inspect three
areas: the kitchen, the bathroom, and the
living area.
The student who was writing about conducting an apartment inspection would
first go to the prewriting to develop thesis statement. Then the student would think
about the structure of the composition. In this case it would be organized spatially,
according to the rooms. Then the student would create an outline of the key points
for the composition: first an introductory paragraph ending in that thesis statement,
and then draw on their organized ideas, points and details to draft the outline for
the body. Finally the student would compose a concluding sentence that restated the
thesis and perhaps called the audience to action.
22
Writing Skills
Introductory Paragraph
and Thesis Statement
Opening: Have you ever been excited to move into a new place only to be
disapointed once you started to notice the little things wrong with it?
Thesis Statement: Prior to signing a rental agreement, the three most important
areas of your apartment to inspect are the kitchen, bathrooms, and living rooms.
Body Paragraph 1
Topic sentence: There are a few particular areas to pay
close attention to when you look at a potential kitchen.
• appliances
• cupboards
• counters
Body Paragraph 2
Topic sentence: Pay close attention to three areas of the
bathroom, and you won’t be caught with hard to fix problems.
• shower
• toilet
• fan
Body Paragraph 3
Topic sentence: While there are fewer things to look for in the
living areas, future costs can be avoided if you pay attention to
two areas during your inspection.
• ﬂooring
• blinds/window covering
Concluding Paragraph
Thesis restatement: A careful look at the three most important areas of an apartment
can save you from renting a place that will cause you grief in the future.
Concluding remark: So go out and find yourself a great place—but remember to
check the details first!
Complete a First Draft

In the final step of the writing phase of the process, students create a first draft of
their composition. The goal of the first draft is to connect ideas together into a
unified piece, whether it is a single paragraph, a multi-paragraph composition or
another form of composition.
Before they write, students should review their outline to be sure the ideas are fresh
in their minds. It’s a good idea to keep that outline close at hand and refer to it as
they write. This will help to keep the writing project focused.
In the first draft, students focus on getting the ideas on paper. They shouldn’t get
hung up on spelling, punctuation, grammar or perfecting every word or sentence.
That is the purpose of the next phase of the process.
23
Writing Skills
Example: Multi-Paragraph Composition Composed From an Outline
Three Keys to Being Happy With Your New Apartment
Have you ever been excited to move into a new place only to be disappointed once you
started to notice the little things wrong with it? Maybe you didn’t notice the way the floor
creaked while you were talking to the property manager who showed you the place. Maybe
you rushed through so quickly you forgot to actually look inside the shower stall. It’s easy to
picture yourself in a new place and maybe even focus on the things you like about it so much
that you don’t see future problems. It helps to focus on key areas while doing a walk-through
inspection. Prior to signing a rental agreement, the three most important areas of your
apartment to inspect are the kitchen, bathrooms, and living areas.
There are a few particular areas to pay close attention to when you look at a potential
kitchen. Open the fridge door, and check for any leaking inside. Don’t be afraid to open the
doors to look inside at the stove and microwave. If there is a washer and dryer, be sure to
inspect those, too. Turn on the appliances to make sure they work.
Pay close attention to three areas of the bathroom, and you won’t be caught with hard to
fix problems later. Is the shower free of mould? It’s hard to get rid of mould once it’s there. Is
the grouting solid, or is it chipping away? Try running the water. Take a look at the toilet, and
give it a flush. You don’t want to be stuck with a leaky toilet, or one that isn’t fixed solidly to
the floor! Finally, some people forget about the fan. But a working fan is very important in
the bathroom, especially if the bathroom does not have a window. If the fan doesn’t work,
you will end up having a problem with mould. Turn it on and make sure it works.
While there are fewer things to look for in the living areas, future costs can be avoided if you
pay attention to two areas during your inspection. Is the floor clean and undamaged? If it is
a wood floor and there are worn spots, you could get a sliver if you walk in bare feet! Or it
could end up putting holes in your socks. Does the floor creak loudly? This may not bother
you, but if you are going to live with anyone who is a light sleeper, think about what might
happen if you get up for a glass of water in the middle of the night! Replacing damaged
flooring is expensive. If the apartment is carpeted, make sure it’s clean, especially if you are
anyone you live with suffer from allergies. Also, you want to make sure the window coverings
are clean and functioning. Sometimes people forget to check that if they walk through an
apartment during the day, and then they have a bad surprise the first night they move in.
A careful look at the three most important areas of an apartment will save you from renting a
place that will cause you grief in the future. If you remember to pay close attention to these
details in your potential kitchen, bathroom, and living areas, you won’t be stuck exposing
yourself to harmful air pollutants like mould, or exposing yourself because you can’t close your
blinds! So go out and find yourself a great place—but remember to check the details first.
Once their first draft is complete, students should walk away from it for a while.
This will give the student a fresh perspective when they reach the next phase of the
writing process: Revise and Edit.
24
Writing Skills
Revise and Edit

The first draft should be reread and revised. The finished composition should be
smooth. In order to polish their writing, students need to evaluate their work and
make revisions.
Revising writing is more than just correcting spelling and grammar errors. It is a four-
step process that makes the writer’s words and sentences stick together.
1. Cut
As students reread their composition, they might see a sentence that doesn’t
seem to end or one that is repetitive. Another sentence might be padded with
unnecessary words.
Here’s what can be done to avoid wordiness:
• Repeat a word or phrase only for emphasis or clarity.

• Express the idea in as few words as possible.
• Remove any words from a sentence that don’t relate to the main idea.
• Remove any sentences that don’t relate to the main idea of the multi-
paragraph composition.
2. Use appropriate language.

Students should reread their composition carefully to make sure they have
avoided:
• inappropriate language (colloquialisms or slang: e.g. neat, cool, lousy, goon,

moocher, etc.).
• jargon – words that are specific to a particular group or profession that others
may not understand, e.g. bites, RAM, IRP, stet.
• gender-biased language (sexism).
3. Expand
As they read through a paragraph, students might realize that something is missing.
If they think they need to add information to clarify an idea, they should:
• define words and phrases if their meanings are unclear, or substitute better
words.
• give readers all the information they need to understand what is meant.
• add additional ideas to support their thesis statement.
4. Use transitions
Students should:
• use words or phrases that help link their ideas together in a logical way.
• use transitions to introduce ideas, conclude ideas, and move between ideas.
25
Writing Skills
This list of the most common transitional words and phrases is arranged by category:
Addition Comparison Explanation Purpose Time

also another way for example for the purpose of after a short time
as well as by way of for instance for the sake of after that
at the same time comparison incidentally for this purpose afterwards
besides equally indeed for this reason as soon as
equally important further in fact so that at last
finally in a similar way in other words to this end at length
further in like manner in particular with this in mind before
furthermore let us compare namely Subtraction eventually
in addition (to) likewise specifically except finally
lastly moreover one way that is save first, second,
moreover similarly but third, etc.
next Place first of all
other than
plus Contrast beside for a start
exclusive of
too although beyond immediately
at the same time here on the other Summary in 1999, in 2004,
Cause and Effect but side etc.
from what has
accordingly however opposite been said in the end
as a result in contrast there in brief in the future
because in spite of in conclusion in the past
consequently Process later
instead in short
due to nevertheless by and large meanwhile
in summary
result from finally
on the contrary on the whole next
result in first
on the other hand now
since first of all
otherwise t prior to
therefore for a start
hough soon
furthermore
thus unlike subsequently
in conclusion
whereas the final
last
yet then
moreover
ultimately
next
second
then
to begin with
to sum up
what is more
26
Writing Skills
Check Mechanics, Content, and Style

In order to polish their composition, students need to take a detail-oriented look at
the mechanics, content, and style of the piece to make sure the writing is correct and
consistent.
An effective strategy for polishing compositions is to have a friend, family, member

or teacher read the work to give suggestions for improvement.
Students then carefully review their work to correct sentence structure, punctuation
and usage.
Using a checklist is a helpful strategy for editing work. There are many editing
checklists available in grammar books or on the Internet. Students should look for
one that works well for them.
Here is one sample of a checklist:
Criteria Self-Assessment:
Teacher
The writing… Have I done this?
Presents each idea in paragraph format
Presents ideas in a logical order
Supports ideas with facts, evidence, and/or descriptive

details
Provides an effective opening and conclusion
Uses proper sentence format including capitalization

and periods
Uses a variety of sentence types
Shows agreement in the use of verbs and pronouns
Uses verb tenses properly
Uses punctuation correctly, including commas,

quotation marks, periods, question marks, and
exclamation marks
Uses correct word forms
Is completed in typed format or in legible handwriting?
27
Writing Skills
Reflective Writing
Complete Final Draft and Proofread

Once students have completed revising and editing their writing, they are now ready
to complete the final draft. They should reread the instructions of their assignment to
ensure that they are submitting the composition as instructed.
For example:
• Does the composition include their name, the date, and the title?
• Is it singled spaced or double spaced as requested?
• Is it typed, printed, or handwritten in blue or black ink?
Students then give their composition one final read to ensure it is error free before
submitting it.
Reflective Writing
There are many different types of writing students may be asked to complete. Along
with research writing (like doing a report or an essay) and response writing (used
when answering questions or doing quizzes), students should also be comfortable
with reflective writing.
Reflective writing is not only found in diaries. It is also found in:
• Journals and blogs

• Presentations
• Persuasive writing
• Formal debates
• Narrative writing
• Creative nonfiction
• Personal essays
Students might be surprised to find that reflective writing is at home in an essay

or formal debate. In a formal debate, participants must present facts that can be
substantiated or else the opponents can easily refute them. However, it may be
that the debater feels passionate about one side of the argument and believes that
expressing their opinion might sway the audience. Reflective writing has a place in
this situation.
28
Writing Skills
Reflective Writing
Often, people writing in a journal, diary, or blog use reflective writing to:
• relate events from their personal lives.

• express opinions.
• share feelings about a topic.
People use learning journals to:
• connect to their learning.

• cement learning or remember what they have learned.
• express feelings on their performance in a course.
• make connections between current and past learning.
• express that they wonder about for the future.
This is an example of reflective writing for a social studies lesson on parliamentary

procedure:
“It’s odd watching the politicians argue with each other during Question
Period. I don’t think young kids should see that, becuase it might
encourage them to not respect the government. I was really interested
in how even though the opposition kept addressing questions to the
Premier, he never actually answered, it was always one of the other
ministers. It sort of made me think of those American courtroom dramas
where the witness is pleading the 5th.”
The example references the lesson on parliamentary procedure, shares something the
writer learned or discovered, and makes a connection to another topic.
The criteria for logs or journals may differ from course to course, but the essence
is the same: How does this learning affect the learner? Has the learner’s opinion
changed? If so, how?
29
Research Skills
Conducting Research for a Report
Research Skills
If the student assignment is
about something the student
has experienced, like their first
job, they won’t need to research
anything. But when they are
asked to write about
a topic that they don’t have all
the information about, they’ll
need to conduct research.
Creating a research report is a
skill that involves three steps:
1. Find a Focus
Students should first narrow the topic to something they are specifically interested in.
If a student wanted to gather information on everything

about birds, they would have far too much
information for a single research project.
They could narrow it a little, e.g. birds on

Vancouver Island. However, they would still
likely find too much information for a
single report. The topic still needs to
be focused.
Choosing to focus on the eagles

found on Vancouver Island
gives the student a report
topic specific enough to
lead into gathering
a manageable
amount of
information.
30
Research Skills
To make the research task easier, students can refine a research topic by asking
themselves a series of critical or essential questions:
• Which of the topics that I’ve read about so far have interested me?
• Do I have any personal connection to any of the topics—family, friends, my
leisure time activities, and so on that would make the topic more interesting to
research?
• Have I studied any of these topics before?
• Do I already know of some resources I can access for any of the topics?
Here are some other ideas for ways to help the student focus their research:
- List what you know about the topic and any questions you have.
- Ask your teacher for more information on what’s expected.
- Talk about your project with friends and family members.
- Read a couple of articles on your topic. For example, try an
encyclopedia or magazine article, or a chapter in a textbook.
Brainstorm as many aspects of your question or ideas as

you can. Then look for themes that may have emerged.
Use an idea map to help generate ideas and direction.
Use the 5 W’s to narrow down your question.
Whatever they decide, students should be sure to clearly identify the scope of their
research before they get too far into the research process.
31
Research Skills
2. Gather Information
Asking themselves some questions will help students get started on the research
process.
ASK: What do I know List that information in your notebook.
What do I know? about this topic before There! You have already begun your
I look anything up? research.
ASK: What information List any questions you have about it.
What I do want
do I want to find out
to know? about the topic? Remember—the more general your
questions, the higher the chance that you
will be overwhelmed with information
How am I going Break down the when you begin to do research. Make
to find out? process into stages: them as specific as possible.
• Look at print resources and non-print resources.

• Balance the use of primary and secondary resources (this means first hand and second hand information).
• Take detailed notes from resources.
• Collect bibliographic information from sources.
• Critically analyze sources for quality of material (use your critical reading skills).
• Organize and condense notes into a manageable form.
Here are some tips students should bear in mind while gathering information.
The Internet
The Internet offers a massive collection of information that can be valuable, but
because it’s so large and uncontrolled, students need to use special strategies
to use it effectively. To learn how to effectively find information they can trust,
have student refer to Using the Internet.
Other Sources
Because the Internet is easy to access, students may be tempted
to use it as their only source of information on the topic. But, in doing
so, they could be overlooking some important knowledge that is only available
in print or on an audiovisual resource. For ideas on what else to see, check out
Where and What to Find.
Evaluating Information
Not all information is created equally. Students must be careful not to
think that “just because it’s published it must be true.” How can students
tell if information is reliable? There are some easy questions they can ask
themselves. Students should review the section on building critical
reading skills in the Foundational Skills Package.
32
Research Skills
Here is a list of places students can find information, and the kinds of information
they can look for while conducting their research.
Where and What to Find
Kinds of Information Types of Resources

• books • books
• articles • magazines
• research reports • newspapers
• government information • encyclopedias
• statistics
• dictionaries
• maps
• biographical dictionaries
• pictures, photos, images
• audio material • directories
• video material • handbooks and manuals
• expert opinion • almanacs
• atlases and gazetteers
Location of Information
• audio/visual, including cassettes,
• personal collections
CDs, videos, DVDs, slides
• school library
• microfilm and microfiche
• public library
• college or university library • computer resources, including
software, CD-ROMs, the internet
• provided by teacher
• internet • interviews
• television
• other
Other sources of information for student research include:
Libraries
The local public library, or school library is a great place to start. They will have some
or all of the following:
• useful books students can borrow for free
• databases of articles
• encyclopedias and other reference material on CD or online
Students should look up the library collections online, or phone the librarian if they’d
like to find out more about possible resources before going to the library by themselves.
Students should also remember their textbooks can be a great source of reliable
information!
33
Research Skills
Interviews
Talking to other people can offer students ideas and perspectives that they may not
have considered. Students could ask people what they think about the topic, and the
people say something that might be used in the composition, students should take
note of their words as well as the date and place of the interview. It is important to
get the spelling of the person’s name correct.
If students know people who have lived the experience of one of the issues related to
the topic, they might want to conduct an interview.
Here’s How!
Students should:
• ask the person if they could speak with them about their experiences.
• ask a few questions to direct the interview.
• show the person the composition topic, and listen.
• jot down notes or use a recorder to help keep a record of their comments.
• thank the person for sharing their story at the end of the interview.
• offer the person a copy of the composition when it is complete.
Have students cite the interview in their list of resources used in the research.
3. Use of Information
Making Notes
Students probably have some favourite ways for making notes on information such as
writing or diagraming on notepaper, using a word processor or recipe cards, or using
a recording device, or digital camera. Review the prewriting section.
Tracking Sources
There’s nothing worse than having a great piece of information and forgetting where
the student found it. This will mean that they can’t use it because they are not able
to cite its source. Students will need a system for tracking where they found their
information right from the beginning. The best approach is to create a citation right
away. Students can do this by writing it out, creating an electronic file or by using
The Citation Machine.
34
Research Skills
Searching the Internet Effectively
Plagiarism
Plagiarism is the copying of original words, images, or ideas of others and using them
as one’s own. It is an offence because people legally own their work. One of the most
common – and often unintentional – ways students plagiarize is to cut and past
information into their project and not document it with a citation. It’s easy for teachers
to catch plagiarism, so students should be careful to avoid plagiarizing. Instead,
students should put useful ideas into their own words and cite the source. Or, if there
is a particularly useful bit of information, students can quote it exactly and cite it. This
way, both the student and the original author are winners!

The following skill is useful not only for searching the Web with a search engine,
but also for searching databases of other digital reference material such as Encarta
available at local libraries.
Finding and Sorting Information Online using Boolean Searches
Boolean Search: a way to combine multiple terms when searching the Internet
The + sign directs the search engine to search for both terms.
(The word AND may also be used.)
TERM + TERM
(Example: eagles + habitat)
Quotation marks direct the search engine to search for a group of words in a specific order
TERM + “PHRASE”
(Example: eagles + “Vancouver Island”)
The – sign directs the search engine to disregard sites with a term or phrase.
(The word NOT may also be used.)
TERM + “PHRASE” – “PHRASE”
(Example: eagles + “Vancouver Island” – “Bed and Breakfast”)
The word OR directs the search engine to find sites that include either of the terms.
TERM OR TERM
(Example: eagles OR raptors)
35
Research Skills
The advantage of Boolean searching is obvious. Students get the information they
need faster and more easily. The more specific students are with their search terms,
the more efficiently they will find the information they are after. And, by really
thinking through their search terms from a vague beginning to a detailed search,
students will find that they have a better sense of the topic they are researching.
Students should also remember that most search engines have an “advanced search”
option that allows them to compose a search with many terms. This feature offers
students more guidance than composing their own Boolean searches.
However, it is important that students remember to evaluate the information they

find, either in print or online, by using the critical reading skills. Is the information
fact or opinion?
Evaluating Sources of Information

Before students choose a source for their projects, they need to ask these questions:
Who? Who wrote it?

What are the author’s qualifications, if any?
Did the author include contact information?
What? What information has been found?

Why did the author create it?
Who is the target audience?
Is the author being objective or biased?
Is there any obvious conflict of interest?
Is there evidence that the information is merely advertising?
When? When was this source published?

Is the information current?
Where? Where was this information found?

Is it a reputable source?
If the source is a web site, whose site is it?
What organization sponsors the web site?
Students should remember that the Internet should be used as a source of valuable
and reliable information. But, searching for that information is kind of like searching
for gold. They have to go through tons of rock to get to it!
36
Research Skills
Citing Sources
Citing Sources
MLA Style Guide
A Note about MLA and APA Styles:
This Writer’s Style Guide mainly uses Modern Languages Association (MLA) style. It is
the preferred style in many North American colleges and universities, particularly for
English courses.
American Psychological Association (APA) style is an alternative style that many

colleges and universities require for courses in social sciences. APA style will not be
addressed here.
The MLA and APA styles do not normally use footnotes or endnotes to indicate
sources of information. Those kinds of documentation were once more widely used,
and students should be aware that some history and other courses might still require
them. Once students have learned to apply MLA style consistently, they will find that
they can soon learn alternative styles if the need arises.
Formatting A Piece of Writing

Word process on “letter-size” white sheets of paper, which are 8.5 by 11 inches, or
approximately 21 by 28 cm. If students are expressly permitted to use handwriting,
they must write legibly, in pen, on standard-size lined sheets. Whether word-
processing or writing, students should use only one side of each sheet.
Students who are writing by hand should underline words that would call for italic
type in standard usage (e.g. titles of books).
Page Identification
Pages should be numbered consecutively in the upper right-hand corner of each page.
Numbering starts with the number 1 for the first page of content, which is usually the
first page after the title page.
On the same line as the page number, any other information that the assignment
directions require is added. If students are using a word processor, all of this
information belongs in the header.
Margins
Margins should be at least 2.5 cm, or at least 1 inch.
If students are typing or word processing their work, it should be double-spaced.

If writing by hand, students should skip every second line. The first word of each
paragraph should be indented at least 1 cm or 5 spaces. A little extra space above each
paragraph may also be allowed.
37
Research Skills
Citing Sources
Setting Up a Title Page

Students should use a separate sheet of paper for the title page of a research paper.
The title of the piece of writing is centered and placed halfway between the left and
right margins. In the title, the first letter of the first word and the first letters of all
major words are capitalized. Words not capitalized include articles, coordinating
conjunctions, and prepositions.
Within the title, students should italicize the

title of any separately published book or play
and use quotation marks around the title of The Use of Dramatic Irony in Hamlet
any article, short story, or poem. and Death of a Salesman
The student’s name, the course name, the date,

the teacher’s name, and any other information
that the assignment directions require are
placed at the bottom of the page.
Example of a title page
Terry John
Following Style Conventions English 12
February 29, 2014
Submitted to Mr. Lee
Quotations
Guidelines for students:
• Use the exact wording, capitalization, punctuation and spelling of the original.
• Use ellipsis (three space periods . . . like this) to indicate words that have been
omitted within a quotation. Precede the ellipsis points with a period when the
omitted words are at the end of a sentence (like this . . . .)
• If it is necessary to indicate an error in a quotation, [sic] in square brackets is

inserted after it (“sic” is Latin for “thus”.) If an explanatory remark is needed in
a quotation, it too is inserted in square brackets to show that it is not part of the
quotation.
• Place quoted material within double quotation marks (“ c”). Single quotation
marks are only used when they are needed to replace the double quotation marks
appearing in the quoted passage.
• Use block quotation style for poetry of at least two lines, or for other quotations
of at least four lines. The block quotation is not enclosed in quotation marks, but
is indented at least 1 cm or 5 spaces. The block quotation is single-spaced. The
statement introducing the block quotation often ends with a colon. Here is an
example:
Hinchcliffe explains why she believes Thorstein Veblen had serious misgivings
about the relevance of social Darwinism to history: “Veblen describes his own
evidence as ‘less than convincing’ in several chapters.” (341)
38
Research Skills
Citing Sources
• Show the break between the lines of poetry with a slash (/) when they are quoted
within a paragraph. The original capitalization at the beginning of the second
line is retained (e.g. “Of man’s first disobedience and the fruit / Of that forbidden
tree, whose mortal taste…”).
• Keep the original indentation and line breaks intact when using block quotation
style. Here is an example of a stanza from George Herbert:
Man
My God, I heard this day,
That none doth build a stately habitation,
But that he means to dwell therein.
• Avoid using quotations to “pad” their writing to increase the length.

• Make sure sentences with quotations are grammatically correct and easy to read.
The sentences should be checked as carefully as if there were no quotation marks.
Abbreviations
Students should keep abbreviations to a minimum. Prime Minister, Governor
General, President, Vice President, the Reverend, Professor, military titles, days of the
week and months of the year should not be abbreviated.
Dr., Jr., Sr., Mr., Ms., and Mrs. can be used.
Italics
Students should use italics for emphasis and for:
• the titles of books and periodicals.
• foreign language words and phrases (if not yet brought into English).
• names of newspapers, with the city italicized if it is part of the paper’s name (e.g.
The Globe and Mail of Toronto / The Victoria Daily Times).
Students should not italicize the titles of articles, lectures and chapters. Quotation
marks should be placed around them.
If students are writing by hand or do not have italic type available, they should
underline instead of italicize.
39
Research Skills
Citing Sources
Numbers
In general, numerals are used for numbers 10 and above. (12, 103 etc.) Numerals are
used for scientific numbers (7g), years (1984, 2001), and parts of a book (pages 9-11).
Words are used for numbers with two words: “seventy-five”. Words are also used for
approximate numbers, as in “over two hundred people” and for a number that begins
a sentence. Words are also used when they are more readable, e.g. a budget of $2.5
billion, ten 5-point scales.
Punctuation
Periods and commas are always placed inside (before) closing quotation marks. All
other punctuation marks are placed outside (after) the closing quotation marks unless
the other punctuation mark is part of the quoted material (e.g. “Is this a metaphor for
life?” he asked.).
When referring to decades, no apostrophe is used (e.g. 1880s not 1880’s).

Commas are not used before or after dashes.
Contractions (doesn’t, you’re) are not used in formal writing.
Spelling
Students should use a Canadian dictionary for spelling and usage. Where more than
one spelling is given, the first spelling listed should be used. Students should be
careful to be consistent in their spelling throughout the writing.
Identifying People
The first time a person is referred to, the person’s full name and title is used. After
that, the surname is sufficient if there is no possibility of confusion.
Titles of Books and Articles

Students should be sure to always copy the title of a book from the title page, not the
book cover, which may sometimes have an abbreviated form of the title.
The titles of books, periodicals, plays, long poems, films, TV programs, CDs, CD-
ROMs, websites and works of art should all be italicized.
Titles of articles, essays, short stories, interviews and short poems should be written
within quotation marks.
40
Research Skills
Citing Sources
Citing Sources
Passing off other people’s ideas as one’s own is plagiarism. It is a major academic
offence.
Students do not need to cite sources for matters of common knowledge. It is hard
for some students to know what is “common knowledge,” but it becomes easier with
experience. Assigned readings are not common knowledge. These should be cited
even though the instructor will know where the student obtained the information.
Students must document their sources in two ways:

• Parenthetical documentation within the body of their piece of writing
• Their “Works Cited” list at the end of the writing.
Parenthetical Documentation
If students use someone else’s words or ideas, they must cite the source, including the
page number if appropriate, in parentheses. Citations for electronic sources such as
web sites should include the paragraph number.
Steinbeck’s female characters are often strong people who “guide their husbands
through their moments of instability” (Falkenberg 17).
Steinbeck often created strong female characters who were able to guide their
husbands through moments of instability (Falkenberg 17).
If the author’s name is mentioned in the writing, cite only the page or paragraph
number.
Falkenberg notes that Steinbeck created strong female characters who were able to
guide their husbands through moments of instability (17).
If the entire work is being acknowledged, students can simply include the name of
the work and its author in the text. An example is: “Ray Carver earned his reputation
as a ‘dirty realist’ with What We Talk About When We Talk About love, a collection of
tales of woe from the dark side of the American dream.”
When students cite lines from a play, the citation must include the act, scene and
line numbers rather than the page.
In Shakespeare’s Hamlet, we are told that “The play’s the thing” (2.2.633).
41
Research Skills
Citing Sources
List of Works cited

At the end of their piece of writing, students list all the source materials that they
have cited. This is done in a “Works Cited” list arranged in alphabetical order.
The following are guidelines when making the list.
• Centre the heading “Works Cited” near the top of the page. A double space is left
after the heading before beginning the first entry.
• Begin the entry flush with the left-hand margin. If the entry runs to a second
line, that line is indented by at least one centimeter or five spaces.
• Use the punctuation shown in the “Examples of Works Cited (MLA Style) part of
this guide.
• Replace the author’s name with three hyphens and a period if the author’s name
would be repeated in the list of works cited. This shows that more than one
source of information written by the same author has been used in the research.
• Write n.p. if no place of publication or publisher is given; n.d. if no date is given;

and n. page. if no page is given.
• Use this general order of information to cite books:

·· the names of the author(s), editor(s) or institution(s) responsible for writing
the book
·· the full title of the book
·· the series title (if any) and the volume or number in the series
·· the total number of volumes of a multi-volume work
·· edition, if not the first edition
·· city of publication
·· publisher’s name
·· date of publication
E.g.
Tazo, Ezra B., and Leah E. Doherty. The Comprehensive
Handbook of English. 2nd ed. Toronto: UBC Press, 2006.
42
Research Skills
Citing Sources
• Use this general order of information in citations for articles:

·· author and/or editor
·· article title
·· periodical name
·· volume number (sometimes issue number)
·· date
·· page on which the article appears
E.g.
MacDonald, Tony. “Shakespeare’s theatre.”
Understanding Literature 27 (June 2006): 21-24
• Use this general order of information in citations for electronic sources:

Works on the Internet are cited in much the same way as printed works. The
challenge with Internet resources is that there is no standardized publication
information. Students should aim to include:
·· author and/or editor

·· title of webpage/article
·· title of website
·· version number
·· date of version or posting
·· publishing information
·· date of access
·· URL
E.g.
Bird, P. “Holden Caufield’s Humour.” Modern Literature
2.1. 2006. Canadian Literary Association. Mar. 2006
<http://www.modernliturature.com/ed21/holden.htm>.
Sometimes student assignment directions may require them to include a

bibliography. MLA style generally avoids the term “bibliography” because it literally
means a “description of books” and therefore appears to exclude non-print materials.
In practice, however, the expectation is likely to be what MLA style calls a “List of
works consulted.” When “bibliography” is used in that sense, students should include
not only the books they cited in their paper but also other relevant works that they
consulted.
43
Research Skills
Examples of Works Cited (MLA Style)

Books
Books by a single author
Jones, Ray. Talking about Statistics. New York: Harper Collins, 1983.
– – –. America’s Funniest Statistics. New York: Harper Collins, 1993.
Book with two or more authors or editors

Dal, Michael, and Louise Lui. Galileo. New York: Harper Collins, 1999.
Book under the direction of an editor

Brown, Mary, ed. The History of Canada. Toronto: Key Porter Books, 2000.
Other Printed Works

Play
Shakespeare, William. Hamlet. Ed. Barbara A. Mowat and Paul Werstine.
New York: Washington Square-Pocket, 1992.
Article, essay, poem, etc., in an anthology

Brown, A. Y. “The Loon in Canadian Literature.” Symbols in Fiction.
Ed. A. D. Singh. Toronto: McClelland and Stewart, 1971. 27–41.
Review in a scholarly journal

McNeal, Robert H. Rev. of The Prophet Outcast: Trotsky, 1929–1940, by Isaac
Deutcher. Canadian Historical Review 46 (Mar. 1965): 79–81.
Article in a magazine or newspaper (translated, in this example)

Raymond, Jean-Gilles. “Victims of Crime Have Rights Too.” Trans. Marie Ng.
Guardian Weekly 24 Jan. 1999: 13.
Anonymous article
“Importing Full Employment.” Financial Post 17 July 1965: 6–7.
Letter to the editor or editorial

Chan, Jie. Letter. “Best Bets.” National Post 4 Dec. 1998: A28.
“Court Case Avoided.” Editorial. Burnaby Now 30 May 1999: 6.
44
Research Skills
Web Sources
Professional site
English Language Centre Study Zone. University of Victoria. 1997. University of
Victoria English Language Centre. Mar. 2006
<http://web2.uvcs.uvic.ca/elc/studyzone/>.
Personal site
McLean, Jose. Home page. May 2006 <http://www.josemclean.com>.
Article in a magazine
Doherty, Hannah. “Global Warming.” Earth Watch. Oct. 2006. Dec. 2006
<http://www.earthwatch/warming.com>.
Other Media
Interview that you conducted
Tanaka, Stacey. Personal interview. 28 Nov. 1999.
Sound recording
Dylan, Bob. Nashville Skyline. Columbia, 1969.
Television or radio program

“Death by Moonlight.” The Valour and the Horror. Dir. Brian McKenna. Writs. Brian
McKenna, Terrence McKenna, and Roman Jarymowicz. CBC, 1992.
Film or video
Under the Willow Tree: Pioneer Chinese Women in Canada. Dir. Dora Nipp. National
Film Board, 1997.
CD–ROM
Zebu. The Oxford English Dictionary. 2nd ed. CD–ROM. Oxford: Oxford UP, 1992.
Image
Huynh Cong Ut. Phan Thi Kim Phuc Runs From Trang Bang Village, Associated Press,
June 8, 1972.
45
Using Graphic Organizers

Graphic organizers are visual tools or diagrams that can help students organize
information and make connections or see patterns. These tools can be adapted to suit
the student’s purpose and style.
Concept mapping will help them analyze a problem or situation and provide more
information to make a decision or to represent information visually. Concept mapping
is one type of graphic organizer. Other common graphic organizers include:
• Venn diagrams
• Compare and contrast charts
• Classification charts
• Idea maps
For example, a student might use a Venn diagram to compare and contrast two types
of family groupings. This is an example of knowing the purpose and choosing the
tool.
Venn Diagram
A Venn diagram is a graphic organizer used to show how concepts are similar and
how they are different. Venn diagrams work best when short words or phrases
can capture the concepts. Similarities are indicated where the two circles overlap.
Differences are then displayed in the non-overlapping sections.
Agricultural Family
Pre-industrial Family
• 11 000 yrs ago
• towns formed • 1000 years ago
• farm and • large families
animal focus • technology advances
• patriarchal
• agricultural • craftsman in homes
communities
46
Compare and Contrast Chart

A compare and contrast chart is similar to a Venn diagram, but is typically displayed in
table format. These charts are more useful than Venn diagrams when comparing and
contrasting more detailed information.
Topic 1: Agricultural Family Topic 2: Pre-industrial Family
How they are different
• 1000 years ago

• 11,000 years ago
• technological advances meant
• first families to grow plants and some families worked as artisans
domesticate livestock and craftsman
• craftsman work in their homes with
• agricultural communities formed
wives, children and apprentices
How they are alike
• families lived and work on farms

• towns and villages formed large families - more people were
needed to work the land
• men are the rulers and decision makers of the family
Classification Chart
A classification chart is used to organize information under relevant or related
categories. The top of the chart indicates the broad category. Examples or definitions
fall in the columns beneath.
Addition of Physical Socialization Social Production, Nurturance

new family care and of children control of consumption/ and love
members maintenance children distribution
of goods and
services
·· adoption ·· food ·· values ·· order ·· food ·· caring

·· foster care ·· clothing ·· beliefs ·· discipline ·· clothing ·· helping
·· having a baby ·· shelter ·· normal ·· behaviour ·· technology ·· guiding
·· medical ·· culture ·· building ·· protecting
care ·· attitudes ·· cleaning
47
Creating a Visual Design
Idea Map UN position

International stats on
racism and teens
An idea map is a visual
representation of how ideas
or pieces of information are
logically related to the other Racism worse
Do First Nations
teens suffer from
ideas or information. in Canada? racism?
What kind of Racism in

racism most Canadian
affects teens? high schools
Teens
and
Racism
Where does
How do racism happen?
Are teens
teens affected by
perpetrate racism?
racism?
Stats on how
How often it happens
racism
affects me
Personal stories of
My story My aunt’s story
racial harassment
Creating a Visual
Design
Many student assignments will
involve creating visual design
pieces such as collages or posters.
In creating an effective visual
design piece, students will go
through many of the same steps
as for any writing project, but with
an additional step. The difference
is that how the student presents
information is as important as the
information itself.
Students must remember that whether they are using a computer to create their
visual design pieces or they are creating them by hand, they will still apply the
principles that follow.
48
Gathering Information: Visual Design Projects Need to Have a Sense of Purpose

and Audience
To create a successful visual design, students need to find out who they are
communicating to and what that audience needs to know. A good way to do so is to
start with answers to the 5 Ws: Who? What? Where? When? Why?
• Who is the audience that the information is being communicated to. Students
should consider things like their age, gender, and interests to provide the
information they need in a way that will appeal to them.
• What details does the audience need to know and what should they do with
the information? This includes providing relevant details, such as contacts and
schedules, as well as reasons to attend an event or perhaps reasons to agree or
disagree with something.
• Where does the event take place? Students should be careful to be specific. For
example, the name of the location must include the street address and the room
name or number.
• When does it happen? The date and time must be included.
• Why should the audience care? The information presented should offer a reason
for people to care about the information being communicated.
Here’s an
example of Dog owners, speak up for
a poster that
answers these your best friend!
questions Public Forum: Off-leash
succinctly:
Access to Parks
Attend this forum to support off-leash
access, during specified times, at ten
city parks.
FACTS:
• 77,500 people live in Victoria
• Over 25% of the population own dogs
• There are 52 city parks
• Only 1 park currently has off-leash access
Wednesday Victoria City Hall

February 23 Centennial Square
7:30 pm Meeting Room 204
49
Organizing:
Visual Design Projects Must Include Significant and Relevant Details
Students need to think carefully about how they organize the presented information.
Learn How Workshop

Hands-on Bike Tune-up • only provide significant details
Saturday March 24 • separate into relevant chunks
3 hour session with a break • use titles
• present in a logical order
Time Topic Tools
• use tables and lists
9 AM – 9:45 Truing wheels Spoke wrench
• include a catchy headline
9:45 – 10:15 Brake and derailleur Allen keys, screw driver,
adjustments crescent wrench • provide a summary or
10:15 – 10:45 Cleaning chain and derailleurs Rags what-to-do phrase
10:45 – 11:00 Break
11:00 – 11:30 Chain and bearing lubrication Rags
11:30 – noon Safety check and adjusting Allen keys, screw driver,
bike to rider crescent wrench, tape measure
Bring your bike and basic tools; we’ll supply the rest.
To register call 469-6121 The Bike Shop

or drop by the store. 1824 Water St
Kelowna, BC
Effective visual designs:

• identify all the crucial information and throw out anything that is not
important. Visual Design calls for messages that are clear and succinct.
• introduce their information with a catchy headline that sums up their product or
idea in a few words.
• separate information into relevant chunks so it is easy to read.
·· Reference information that needs to be quickly found. Details such as times,
dates, addresses and home numbers should be presented separately from the
other information.
• use effective titles for key points so someone can scan the information and
quickly find the details they need.
• order and group related information together.
• present information in an easy-to-read format such as lists and tables versus long
sentences or paragraphs.
• include a short phrase at the end telling the audience what to do if the product is
meant to persuade the audience to action.
50
Design: Consider all the Elements

Parts of the layout including the type, graphics, and white space, are referred to as
design elements. These design elements all contribute to the composition as a whole.
Visual Design Products Need to Present Information in a Logical, Well-Balanced

Layout
Composition or layout is the arrangement of all the design elements as a whole and:
Effective composition:
• includes a focal point; one central area of interest.
• arranges all elements to achieve a balanced, attractive layout.

1. Determine the size and shape of the page.
Is the longest measurement vertical or horizontal? This will determine if the page
is landscape (longest is horizontal) or portrait (longest is vertical). In specifying
page sizes, the width is always given before the height.
• For example, a standard vertical page for a handout is 8 ½ by 11 inches. A

vertical poster could be 11 by 17 inches, while a web page is horizontal and
described as 800 by 600 pixels.
2. Sketch the design elements out on a piece of graph paper that is the same
proportion as the finished page.
• The first step is to draw a border or frame inside all the edges of the graph
paper to define the area the elements must sit in.
• The frame is usually the same distance from the edge of the paper on either
side and along the top. The distance from the bottom of the paper is usually a
bit larger.
• The elements will be placed within this frame.

Placing elements too close to an edge gives the
layout a crowded feeling.
Superstition
3. Draw a vertical line down the center of the page. This
helps determine balance when the elements are placed
in the layout.
• The elements could be placed on the centre vertical

line to achieve an ordered, stable look.
• The layout can be balanced by making sure that
elements of equal visual weight are on either side of
the vertical line.
51
Using Titles and Headlines Effectively

A headline is used to catch the audience’s interest and clearly identify the creator’s
purpose. It’s almost always placed at the top, in large, bold type. This is because we
read left to right, top to bottom, so it’s important to pull the eye to the top to begin.
Use Strong Visuals

Colour adds interest and attracts the eye. Contrast refers
to the difference between light and dark. In working with
colour, students should always make sure there is enough
contrast between elements that are close to each other.
This is especially true for small elements such as type. For
example, if there is an image of a snowy landscape, the type
over that image should be dark. Otherwise the reader will
have trouble understanding the writing. Another example
would be a black or very dark page. In this case white, or
some other very light colour should be used.
Graphics add interest to a layout. They can also add context by showing a product, a
point of view, or illustrating a concept. Large graphics, such as photographs and
illustrations draw the eye, so they should be placed next to details important to the
audience. Small graphics, such as geometric shapes, add balance and interest to a
layout. Vertical and horizontal lines do this too and can also act as separators for
blocks of information.
White space is the empty space

where there is no text or graphics. It is
(colour)
important that white space be included
Typeface (headline)
so the information presented is easy Typeface refers to a family of
to read. White space separates design type, all sharing the same
design, for example, Times,
elements, gives a place for the eye to Palatino, Arial and Verdana, are
rest and provides a clean, uncluttered, all different typefaces. The
typeface you choose conveys a
inviting look to a layout. look or personality. Some evoke
tradition and stability with their
serifs. Typefaces without serifs
(graphic) (called sans serif) look more
Composition contemporary. Some script faces
imitate handwriting to give a
• establish a focal point casual, personal look. Decorative
typefaces are available, but use
• design for page proportions them sparingly, usually only in a
headline to set the mood. The
• draw a border that elements sit inside (whitespace) bulk of your information,
• left and right sides of the page are balanced referred to as body copy, must
be presented in a typeface that
• top and bottom of the page are balanced is easy to read. And remember,
never use more than two
• analyze visual designs that appeal to you typefaces in a layout. (type)
(composition)
52
Typeface refers to a family of type, all sharing the same design. For example, Times,
Palatino, Arial, and Verdana are all different typefaces. (In word processing software,
the term font is used.) The typeface conveys a look or personality. Decorative
typefaces are available, but they should be used sparingly, usually only in a headline
to set the mood.
• The bulk of the information, referred to as body copy, must be presented in a

typeface that is easy to read.
• Layouts should include a maximum of two typefaces.
• The largest type should be the headline as it is the most important – usually 18-
24 points in size and bolded on a standard page.
• The body copy is regular weight and 9-12 points.
• Using bold type calls the readers attention to the words.
• Italics also draw attention, but in a quieter way than the use of bold face type.
Text alignment is also a design element. Type can be aligned:

• along its left edge (flush left)
• on its right edge (flush right)
• on both its left and right edges (justified)
• centred
Flush left or justified are used for large areas of type. These two alignments are the
easiest to read. Centred alignment is used for headlines, titles, and shorter groups of
type. Flush right is used less often as it is the most difficult to read, but works well
for shorter groups of type in some layouts where it helps to balance elements.
It is a good idea for students to try sketching

different ideas for layouts before beginning
work on their visual presentation. These
thumbnails help students assess the impact
and balance of the various options before
they begin work.
For great composition, remember that:

• Headlines are at the top
• Information details are in the middle
• Graphics that illustrate details are arranged
close to where that information is
• A persuasive of action phrase is included
under the details
• Location and/or contact information is near
the bottom
53
How to Read Visual Texts
To improve their own sense of design, students should start by analyzing visual
designs that appeal to them. They should think about the composition of the samples
by asking themselves some questions:
• How is the focal point established?

• How is the white space balanced with the other elements?
• What typefaces are used and how are they aligned?
• How do the graphics and colours contribute to the effect?
Answering these questions will give students guidance as they plan their own designs.

Which is the more useful answer to the question, “How do I get from the BC Royal
Museum to the Belfry Theatre?”
Answer A:
Start by going south on Government, then turn right onto Superior, which turns
in to Southgate, all the way to Cook Street. Go north on Cook Street until you
reach Fort Street, where you’ll turn right. Go up Fort Street and turn left onto
Fernwood Road. Go approximately six blocks until you reach the Belfry Theatre.
Answer B:
Most people pick B, the map. In this case the map is more efficient at presenting the
information than the written instructions.
54
Different visual elements can provide the audience with a lot of information.
A visual text conveys information through an image. Some, like maps, are primarily
image, supported by some words. Others like flowcharts, may hold blocks of sentences,
but the arrangement of these blocks conveys a sequence, adding meaning that the
sentences alone do not have. Some visual text conveys meaning using no words at all:
for example, the male and female characters found on washroom doors.
Analysing examples is an important

first step in learning how to create
effective visual text. Students should
consider examples similar to the
ones shown below and apply these
questions:
What is the visual’s purpose – to instruct, persuade or create interest? (For example,
the floor plan below instructs people that the bathroom can be accessed from both
the master bedroom and family room.)
Top floor of house P Professional Hockey Player Stick Breakage

Bathroom
Family Dennis
Room
Wayne
Master Ron
Bedroom
Foyer
Joe
= 10 hockey sticks
broken per season
What type of information, numbers, shapes, concepts or sequence does this visual
depict? (The Professional Hockey Player Stick Breakage chart above depicts how many
hockey sticks each player has broken.)
What judgment, conclusion, or interpretation is being emphasized? (The Professional

Hockey Player Stick Breakage chart indicates that Ron breaks the most sticks.)
It is important to read the written information in visual text such as titles, labels
legends, and notes. In the hockey stick diagram, there is a title that tells you what the
diagram represents: “Professional Hockey Player Stick Breakage”. The legend at the
bottom gives more important information (“one hockey stick equals 10 sticks broken
in a season”) so we know Joe broke 60 sticks, not 6.
55
How to Read a Chart or Graph

Analysing how charts and graphs are read helps the student determine which would
be used most effectively in their written and visual presentations.
1. Pie Chart
A pie chart is most useful for showing what percentage of the whole a particular item
constitutes. For example, what percentage of the population is between the ages of 19
and 35? Consider the following pie chart:
Population by Age in Kamloops, BC The title tells the reader that this pie chart is
about the population of Kamloops, BC. The
0-18 legend at the right tells the reader that there
17%
19-35 are four age ranges: 0–18 years old, 19–35 years
36%
22% old, 36–50 years old and 51 years old and older.
36-50
Each colour corresponds to the matching colour
25% 51+ in the pie chart to the left.
The legend indicates that light grey is for ages 0-18 and the light grey “slice” shows
us that 17% of the people in Kamloops are in this range. We can also see that people
who are between the ages of 36-50 make up the most numerous group.
It should be noted that the pie chart says nothing about the actual population
of Kamloops. The reader cannot tell how many people actually live there. That is
acceptable because a pie chart is usually used to show the proportions of a whole
rather than the actual total numbers themselves.
2. Bar Graph Average Annual Income

A bar graph is most useful for $70,000
comparing the differing values
of several items or categories.
$60,000
For example, the average annual
Income ($CDN)
income in several provinces as

$50,000
shown in this graph.
$40,000
The title tells the reader that this
bar graph is about average annual
income and the scale along the $30,000
bottom explains that there is data
for four provinces. The vertical $20,000
scale along the left tells the reader
that the data is in Canadian $10,000
dollars. Alberta Ontario Quebec P.E.I.
Province
56
A quick glance at the bar graph tells the reader that Albertans have, on average, the
highest annual income and that PEI has the lowest of the four provinces.
If the reader wants to determine the Average Annual Income

actual average income for Quebec,
$70,000
the best way is to draw a horizontal
line from the top of the Quebec bar
$60,000
to the scale along the left side:
Income ($CDN)
The point at which the line intersects $50,000
the scale on the left tells the reader
the average annual income, in this $40,000
case about $56 000. (Note that this
value is an approximation. The $30,000
line lies a little more than half way
between $50 000 and $60 000, but $20,000
the graph is not precise enough
to show the exact value. That is $10,000
acceptable because most graphs are Alberta Ontario Quebec P.E.I.
intended to give a general overview.) Province
3. Line graph
A line graph is most useful for showing how a certain value changes. For example, the
following graph shows the average monthly temperature.
Average Temperature in Vancouver

30
The title tells the reader that this line
graph is about the average temperature
25
in Vancouver, BC. The scale along the
Temperature (c)
bottom shows that the information is

20
on a month-by-month basis. The scale
along the left side tells the reader the
15
temperature is measured in degrees
Celsius.
10
0
J F M A M J J A S O N D
Month
57
How to Create a Chart or Graph
But how does the reader read this graph more precisely? What if they want to know
the average temperature in June? To do this, the reader first locates the month of
June on the bottom scale and then draws a vertical line up until it intersects with the
temperature line. From the point where the two lines intersect, the reader draws a
horizontal line to the Temperature scale on the left.
Average Temperature in Vancouver

30
Where the line intersects the scale
25
on the left tells the reader the
temperature, in this case about 21°
Temperature (c)
20 C.
15
Even without determining exact
temperatures, this line graph also
10
shows the reader that the average
temperature in Vancouver is
5 highest in July and August and is
coldest in December and January.
0
J F M A M J J A S O N D
Month

1. Creating a pie chart.
To create a pie chart showing the different types of fruit sold in a produce stand, the
student examines the data and sees that that every week 500 oranges, 250 apples and
125 each of bananas and pears are sold.
The first step is to total all the singe pieces of fruit sold. 500 oranges + 250 apples +
125 bananas + 125 pears = 1000 pieces of fruit.
The next step is to calculate the percentage for each type of fruit. To do this the
number of each fruit is divided by the total:
500/1000 = 50% Oranges

250/1000 = 25% Apples
125/1000 = 12.5% Bananas
125/1000 = 12.5% Pears
Total 100%
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Fruit in a Produce Stand
These percentages are now used to determine how to

“slice” the pie chart. First, a large circle representing
100% (all pieces of fruit) is drawn. This should be
labeled “Fruit in a Produce Stand”.
The larger whole is then divided into the

proportions of the types of fruit. The larger piece,
50% Oranges, is done first. A line is drawn dividing
the pie in half and this portion is labeled “Oranges.”

Apples
The next biggest portion, 25% Apples is done next. Oranges
Apples
The process is repeated for 12.5% Bananas, and Oranges

12.5% Pears.
Pears
Bananas
To add clarity, the percentages can be added in the Fruit in a Produce Stand
appropriate slices of the pie.
Apples
The use of colour adds even more clarity to the pie 25%
chart. In this example, it would be logical to choose 50% Oranges

12.5%
colours that the reader might naturally associate Pears
12.5%
with each fruit: orange for oranges, red for apples,
Bananas
yellow for bananas, and green for pears.
59
2. Creating a Bar Graph City Rainfall

The following is an example of how students Toronto 750 mm
can create a bar graph showing the average
Vancouver 1100 mm
rainfall in four cities. The example uses the
following information: Halifax 1400 mm
Winnipeg 500 mm
Average Annual Rainfall by City
The first step in a rough draft is drawing

vertical and horizontal lines. The correct
terms for these are “vertical axis” and
“horizontal axis”. The graph is labeled
“Average Annual Rainfall by City.”
The next step is to label each axis. In this

case the vertical axis is labeled “Rainfall”
Rainfall (mm)
and the horizontal axis is labeled “City”.
Note that the vertical axis also includes

(mm) to make it clear to the reader that
the graph shows the rainfall measured in
millimeters.
City

Next, the cities are added along the horizontal
axis. In this case, it is not important how
they are spaced or the order in which they are
Rainfall (mm)
arranged. However, since the graph should

be as easy as possible to read, they are spaced
evenly and logically from Vancouver in the
west to Halifax in the east. (People are used to
seeing west on the left side of maps and east on
the right.) Vancouver Winnipeg Toronto Halifax
City
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The next step is the most important. The scale must be determined for the vertical axis.
a. Determine the greatest value in the data. (Halifax at 1400 mm)

b. Set a maximum value a bit higher. Choose a number that is easily divisible.
(1500 mm)
c. Determine the least value in the data. (Winnipeg at 500 mm)
d. Set a minimum value that is lower. In this case, 0 mm is an appropriate choice.
Once the minimum and maximum values

have been determined, the vertical axis is
1500
marked in even “gradations”. Choosing
the number of gradations is important: too 1250
Rainfall (mm)
many make the graph crowded and hard 1000
to read; too few make the graph vague and
750
ineffective. In this case, gradations of 250
mm seem appropriate. The vertical axis 500
should divided equally into seven portions.

250
The bottom of the scale is a labeled 0 mm
and the gradations are marked 250 mm, 0
Vancouver Winnipeg Toronto Halifax
500 mm, 750 mm, 1000 mm, 1250, mm City
and 1500 mm.
It is important to use a ruler or graph paper to ensure

that each gradation is the same size going up the axis.

1500
The remaining steps are easy. Vancouver 1250

has an annual rainfall of 1100 mm. Using a
Rainfall (mm)
1000
ruler, draw a bar from the horizontal axis to
a little less than half way between 1000 mm 750
and 1250 mm. Repeat the process for all 500

the cities, arranging the bottoms of the bars
250
evenly across the horizontal axis.
0
Vancouver Winnipeg Toronto Halifax
City
As in the example of the pie chart shown above, colour helps communicate
meaning. In this case, blue would be a good choice for drawing the bars since it
is the colour most easily associated with rainfall.
61
Communicating with Teachers
When communicating with their teachers or other people from their school, it
is important for students to consider their tone and word choice carefully. This
is true whether they are communicating by phone, by email, face-to-face, or
through an assignment.
Students should:
• be clear and logical

• use appropriate tone
• follow proper sentence and paragraph structure
• consider their audience
When communicating in a school environment, communication typically will be

semi-formal, like the level of language used in the workplace. For example, slang may
not be appropriate word choice when communicating with teachers.
Poorly written:
Hey, Mr. M. How come the textbook says the last Census was in 1997.
I don’t get it maybe I’m just a dumbass.
Later,
Jill
Problem 1: This email contains run-on sentences making the content difficult to
understand. This student has not proofread her note before posting it.
Problem 2: This learner may be trying to use humour to deflect criticism, but the
effect is one of casual disregard. Students don’t have to apologize for
not understanding, but they do have to be their own advocate.
Problem 3: The language and tone is too informal for school communication.
Students might say “Later” to a friend, but a more formal salutation
would be more appropriate to this environment.
62
Well Written:
Hi Mr. Marker,
I was wondering if you could clarify this for me. There is conflicting information
between what I was reading on page 32 of the textbook, and what is written at
this website: www.censusRus.com. The two sources seem to be drawing different
conclusions from the same information. I wonder if I am misreading something
and I am hoping you can help clarify.
Thanks from Jill
This revised email is more appropriate: the email is friendly, easy to follow, and
the language is appropriate for student/teacher communication. Notice the learner
quotes a source of course information and an outside link – showing that she tried
her best to answer her own question. She clearly points out the discrepancy and asks
politely for clarification.
Students should:
• be clear and logical

• use appropriate tone
• follow proper sentence and paragraph structure
• consider their audience
63
Communicating in Online Discussion Boards

As part of an educational community of learners, all participants, including local
administrators, teachers and students must agree to a set of guidelines and standards
for online behavior. These guidelines are designed to protect participants as well as to
ensure that the online environment is used strictly for education purposes.
Items within the Acceptable Use Policy fall into the following categories:
Account Integrity
Students, as users, are responsible for their own accounts, including discussion notes,
file transfers, or any other data they transmit. They should not let anyone else know
their ID or password.
Account Integrity Guidelines
Students should:
• change their password when they first log in.

• change their password frequently.
• use symbols, numbers and characters within their password.
• pick a password others will find difficult to decode (i.e. not their
nickname, middle name, birthdate, pet’s name etc.)
• use at least six characters in their password.
• never leave a note of their password near their computer.
Students who are unsure of their user account guidelines should check with their
school.
Note: It is recommended that students save an electronic version of all assignments

that they submit using the course drop box. They should save a marked PDF file to
the same file. This ensures that they have their work at all times and will provide a
useful backup in case of any discrepancies. Students should check with their school
for procedures about how to submit assignments.
64
Netiquette
Netiquette refers to behaviour online, and is very important in public and
educational systems.
Every participant using the delivery system must be treated with respect. The online
discussions are open to all members of the student’s class, and messages students post
to those discussions reflect the student’s personality and behaviour.
Behaviour Guidelines
Students should:
• avoid humour and sarcasm. They do not read well in this online medium
and can be offensive to others.
• be aware that messages can seem unintentionally blunt or terse. Using
closing salutations (such as “cheers” or “bye for now”) help to make
messages friendlier.
• remember that participants include many people of different genders,
cultures, ages, ability, religions, and experiences. Students must be sensitive
to the feelings of others in this diverse delivery environment.
• be warned that swearing, offensive language, and harassment of another
person will not be tolerated.
65
How to Respond to Discussion

The following rubrics give examples of the expectations for online discussion posts,
depending on the function of the type of post.
Introducing Themselves
Most courses will ask students to make an introductory post.
• Include their name
• Include their experience or prior knowledge
• Ask questions they have about the course
• Check that their post is complete and error free
• Follow their instructor’s lead
4 2
3 1
Exceeds Approaching
Meets Expectations Unsatisfactory
Expectations Expectations
“Hi! My name is Jill “Hi! S’up, peeps! It’s Jill “Hi. I’m Jill. Hope we “I’m Jill. I don’t know
Hill, and I am really in the house! Let’s rock lern [sic] lots! Is this anything about this
excited about taking this course! If you want course like last term’s?” course”
this course. I have to study together some
never taken an online time, hit me up on Even in informal Jill does provide her
course before, but I email!” discussions, name but no context,
enjoy emailing, texting, misspellings and no other information,
and other electronic It has a fun tone, but abbreviations are and her tone doesn’t
communications. Does no real content. It a distraction and really encourage any
anyone want to have does introduce the might leave a bad interaction.
instant messenger learner, and makes impression. Most
study-chats? I live in the offer of further Internet browsers will
Vancouver, by the way!” interaction. check spelling to make
errors easy to correct.
Although the courses
have secure logins and
passwords, students
should remember that
it’s still not a good
idea to post phone
numbers or addresses
in a course discussion.
66
Comment on the Lesson

The student’s goal in commenting directly on a lesson should be to:
• include direct links and quotes to course material.
• respond as directed by the instructor.
• extend the information by offering outside links, ideas, readings or images.
4 2
3 1
Exceeds Approaching
“I thought the article “I would use a dog park “Dogs rule, cats drool. “I don’t know about
about dog parks if I had a dog and no No one should have dogs. Maybe they don’t
(‘My Pointer’s Dog yard. The only thing is dogs if they don’t have like being outside.”
Park pointers’) was people don’t clean up a yard. Especially big
interesting, and it made after their mutts and dogs.” This post does
me feel differently that would be gross.” not even seem to
about keeping pets in There is only a vague reference the lesson,
the city. One thing I This learner did not reference here to the even though it is on a
wondered about was reference the article, lesson and article similar topic.
if vets saw a greater or and does not actually topic.
lesser level of illness in make it clear what
dogs that visited open the post is about. She
dog parks. I found this does make a comment
site, maybe some of you about dog parks
are interested: www. though!
dogzinthepark.ca.”
This is a thorough
post. The learner
clearly has read the
article and reflected
on the information.
The learner even
provides a link for
others to visit.
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Ask a Question of Another Learner

Students should make sure they:
• show that they have read the other posts thoroughly.
• show a connection to the information.
• elicit further and deeper discussion.
• avoid yes/no questions.
• are respectful of the other learners’ contributions.
• refrain from pointing out errors.
• disagree without arguing.
4 2
3 1
Exceeds Approaching
“Hi Bill-- Jill here-- I read “Hey Bill-- cool “I was wondering if “Thanks for the
your post about Family comments and your parents did the information about your
Traditions. When I was a links about Family same stuff when they tradition. Did you like
kid, my parents used to Traditions-- thanks! were kids?” writing the post?”
make elaborate Easter Have you ever tried
Egg hunts for us, like in to teach someone Students must Nice tone, but not a
the article by Silverstein else about your P____ remember to very deep question.
we read. When you (what was the name?) reference the original Doesn’t show if the
came to this country, tradition? Was it easy to information. As a learner did anything
did you find some of explain to a stranger?” stand-alone post, more than just skim
our traditions odd? Do would this question over the post.
you think you will do This learner does make sense? It only
some of your family address a learner’s takes a second to copy
traditions with your post specifically, didn’t and paste a quote.
kids?” to go back to Bill’s
post to check on the
Even if the tone of a proper terminology. It
discussion group is shows lack of respect
informal, students for both the classmate
always need to be and the learning
clear. Notice how the process.
learner addresses the
classmate, references
the topic, connects
to self-experience,
then asks a question
that requires thought,
reflection, and
extension.
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Reply to a Question
Students should:
• reply appropriately.
• reference the question.
• provide a full answer.
• offer extended thoughts to further the discussion.
4 2
3 1
Exceeds Approaching
“Thanks for the “Thanks for the “In answer to your “I don’t understand the
question Margaret! question about my question, I found... question”
You wanted to know post. It reminded me of [gives brief information,
if [Direct quote of [offers some information does not address If learners truly
the question]. Well, on topic]...I don’t know question fully].” don’t understand
I discovered that...... if that answers your the question, they
[answers fully]. question.” The tone is indifferent. should begin by
Margaret, I noticed you Only a brief, general replying with a quote
wrote about…[makes The tone is response is provided. from the question,
a connection]....and appropriate here, or reword it in a way
I think our topics are but the learner that the learner does
quite similar. I have a answers the question understand, and
short video on the topic only generally, not answer that question.
I could post if you’d like specifically. There is no Or, the learner should
to know more.” extension of learning. email their instructor
offline BEFORE their
The learner reacts response is due and
positively to the ask for clarification.
question, rather If they must reply
than defensively. She with an “I don’t
quotes the original understand,” learners
question, indicating must be very careful
that she has read it. with their tone, and
She ends adding more offer an apology for
to the topic. stopping the flow of
discussion.
69
Express an Opinion
Students should:
• express an opinion if they have been asked to do so.
• make sure to give clear and logical reasons to back up the opinion.
• quote facts and sources from within and outside the course.
• choose their words carefully to express an opinion without being offensive.
4 2
3 1
Exceeds Approaching
“I support same-sex “I think it’s appalling “I think laws against “I think it’s stupid we
marriages because that people are against same-sex marriage are are studying same-sex
the commitment same-sex marriage. morally right!” marriage. I’m never
between two legal and It makes me sick that getting married.”
competent adults is people aren’t allowed to This learner expresses
not the business of the live their lives if they are an opinion, but This learner offers an
government.” not hurting others.” doesn’t back it up with opinion that is off-
facts or feelings. topic.
The learner uses facts This learner makes
from the course, an impassioned
as well as outside statement, but doesn’t
sources to back up back it up with facts,
the opinion. The just opinions. Some of
learner chose words the language is more
that express the charged than it needs
opinion without being to be.
inflammatory.
70

Steering The Course

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For Steering the Course:

Visual Presentation Skills

The workstation should have comfortable seating and be well lit.

STEERING THE COURSE © Open School BC

Independent Study Courses

For example: A module of Family Studies in 12 weeks would be:

60 hours 10 weeks = 6 hours/week

Or, if the student wanted to finish the module in 8 weeks:

60 hours 8 weeks = 7.5 hours/week

Here is an example of the study timetable of a student completing four courses

Monday Tuesday Wednesday Thursday Friday

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Personal study Timetable:

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Managing Courses Effectively

Assignment Part B: The Families of Today

Assignment Part C: The Families of Tomorrow

STEERING THE COURSE © Open School BC

• complete one assignment at a time and submit it immediately when finished.

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Stage Action Skill

They also make themselves aware of what questions Questioning

Being a Critical Reader

So to start, where would students expect to find more factual information?

STEERING THE COURSE © Open School BC

• If they are reading an article in a magazine about a new health supplement—

How to tell the difference between factual information and opinion?

STEERING THE COURSE © Open School BC

Super-Gro will double the size

Extensive testing on lab mice

What our clients have to say:

Super-Gro “I can’t believe how quickly

“My garden is the envy of the

2. Does the product work the way it is supposed to work?

3. How does the reader know the product works safely?

STEERING THE COURSE © Open School BC

Encourage students to:

• read the instructions slowly and carefully.

The assessment criteria for this task assigns marks for

STEERING THE COURSE © Open School BC

Write a five-paragraph essay describing whether you agree or disagree

Your essay should be typed or written legibly and double-spaced.

Key words in these instructions are:

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To write a summary, students:

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Main Topic Beginning Middle End

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When should students use a summary?

Example Summary 1 Example Summary 2

(Needs Improvement) (Better)

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The Writing Process

The following chart shows and overview of this process.

UNDERSTANDING THE BASICS OF GOOD WRITING

Know Your Purpose Know Your Audience