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John topping, a graduate student in the school of political studies, was responsible for the english adaptation, which was further revised by the author. The objective of this guide is to present an accessible, clear set of rules related to writing and style, for the use of students in the faculty of social sciences. For details not included in this guide, you may consult the sources presented in the bibliography. the rules and norms included in this guide constitute the writing guidelines to be used in all courses offered by the faculty of social sciences, except where professors choose to adopt other standards.

Any questions you may have should be directed to your professor and your academic unit. the printed version of this guide has been approved by the committe on educational policy of the faculty of social sciences. The web version slightly differs from the printed version with regard to quotations and reference notes. The guide indicates quite clearly with appropriate examples that there are various acceptable ways of formatting quotations and reference notes. While the printed version gives priority to the traditional style, this web version adopts the author date style. With respect to quotations and references, it is important to always keep in mind instructor's requirements and style coherence within a given paper.

Examples of university assignments there is a wide variety of assignments which are common to student work in the social sciences. Part one of this guide gives five interrelated types of assignments, but is not exhaustive. Your professor may ask you to prepare other kinds of class work, with different content that which is presented here. Be clear about the kind of work that is being asked of you before beginning any assignment. Analytical summaries and critical analyses the literature review is one of the most basic exercises in a social sciences programme.

Article Review Instructions

However, it is nonetheless demanding a book or literature review 147 call s on your ability to get to the heart of things, to separate what is important from what is not a useful skill both in school and on the job 148 northey 1987: 24. The analytical summary presents the essential elements of a text the critical analysis provides an additional evaluation. The analytical summary sometimes also called 147 book report 148 , 147 rйsumй 148 or simply 147 summary 148 seeks to provide a clear and concise description of a given text, usually without an assessment or analysis. The content of the text that is, its theme, research problem or main issue, hypotheses, logic, arguments and conclusions provide the subjects for review: it refers to the scientific pertinence or pedagogical justification of a work. It may also be useful to take into account the context, or background, in which the text was written.

The critical analysis or 147 critical review 148 or more simply 147 critique 148 presents the main argument of the text, as does the review, while also assessing its context, strengths and weaknesses. This method requires an attention to accuracy, as well as a certain 147 distance 148 from the subject matter, allowing you to consider all the conditions behind the text's development: the perspective of the author, the work's specific characteristics, the identification of the theme and the possible limits the author may have encountered. First, an internal analysis is based on the elements of the work itself, the coherence and support of the main arguments and the ideas defended by the author. Second, the external analysis takes into account any pertinent factors from outside of the text. This kind of analysis may include references to other works by the same author, or related sources which belong to the same field of study, which can lend support, or challenge, a certain interpretation of the text. This most often involves presenting an argument, analyzing an event, studying a problem or making a commentary on a given assertion or position. The essay is especially the result of reason and critical reflection, and does not necessarily depend on extensive research for new information.

Professors may choose to supply a list of essay subjects, or allow students to choose their own, keeping certain criteria in mind. 147 since a subject area is bound to be too broad for an essay topic, you will have to analyse it in order to find a way of limiting it 148 northey 1987: 6. Once you have chosen a topic that is right for you, having taken into consideration your personal interests and any necessary background knowledge that may be needed, assess the potential difficulties that may arise, including time constraints and the availability or quality of documents on the subject. Always read any instructions carefully in order to complete what is expected of you. 147 to discuss is not the same as to evaluate or trace to compare means to show differences as well as similarities. These verbs tell you how to approach the topic don't confuse them 148 northey 1987: 8.

Once you are certain of your subject, begin a list of ideas, facts and relevant examples. You can assist yourself to think creatively by asking a series of questions: what? who? where? when? how? why? by what means? examples for and against.

what?

next, organize your ideas in a way that is coherent and lends support to your position. Place priority on the principal ideas, and present them either in the order of ascending importance, or in some other manner, such as chronologically or geographically. Make an outline in three parts:

introduction

development

conclusion