He Aratohu Tuhi by Te Wānanga o Raukawa

He Aratohu Tuhi mā ngā ākonga o Te Wānanga o Raukawa He Aratohu Tuhi mā ngā Ākonga o Te Wānanga o Raukawa is a publication of Te Wānanga o Raukawa, Ōtaki, Aotearoa/New Zealand. © Te Wānanga o Raukawa 2015

He Mihi

E ngā mana, e ngā reo, tēnā koutou katoa! He mihi tēnei ki te hunga nāna tēnei pukapuka i whakarite. Kua whakaritea tēnei pukapuka, arā, He Aratohu Tuhi, hei āwhina i ngā ākonga ki te whakatupu i tō rātou mōhiotanga ki te takoto o tēnei mea te tuhituhi. Pānuitia iho!

CONTENTS HE MIHI ....................................................................................................................... 1 HE MIHI ....................................................................................................................... 6 ACKNOWLEDGEMENTS ........................................................................................ 7 KUPU WHAKATAKI ................................................................................................. 6 INTRODUCTION........................................................................................................ 7 WĀHANGA TUATAHI .............................................................................................. 8 PART ONE ................................................................................................................... 9 TE TUHITUHI TAUMAHI ........................................................................................ 8 ASSIGNMENT WRITING ......................................................................................... 9 TE WETEWETE I TE KAUPAPA O TE TAUMAHI ............................................ 8 HOW TO ANALYSE THE ASSIGNMENT TOPIC .............................................. 9 NGĀ KUPU WHĀNUI E WHAKAAHUA ANA I TE HUA KIA PUTA ........... 10 COMMON WORDS THAT DESCRIBE THE DESIRED OUTCOME .............. 11 NGĀ KUPU HONO ME NGĀ KĪANGA ............................................................. 12 TRANSITIONAL WORDS AND PHRASES....................................................... 12 NGĀ TŪMOMO TAUMAHI ................................................................................ 14 TYPES OF ASSIGNMENTS ................................................................................ 15 He Tono .................................................................................................. 16 A Proposal ............................................................................................... 17 He Tuhinga.............................................................................................. 16 An Essay ................................................................................................. 17 He Tirohanga .......................................................................................... 18 A Commentary ........................................................................................ 19 He Pūrongo ............................................................................................. 20 A Report .................................................................................................. 21 He Tuhinga Whakapae ............................................................................ 20 A Paper.................................................................................................... 21 He Arotake Pukapuka ............................................................................. 22 A Book Review ....................................................................................... 23 TE ARA NGĀWARI KI TE WHAKATUTUKI I TŌ TAUMAHI ...................... 26 THE BASIC STEPS IN COMPLETING YOUR ASSIGNMENT ....................... 27 Ngā Tohu o te Taumahi Pai .................................................................... 28 Characteristics of a Good Assignment .................................................... 29 Te Aromatawai........................................................................................ 30 Assessment Marking ............................................................................... 31 Te Whakamanawa ................................................................................... 30 2

Motivation ............................................................................................... 31 Te Whakawhanake i Tōu Hihiwatanga ................................................... 32 How to Improve Your Concentration ..................................................... 33 He Rautaki Patu Takaroa ........................................................................ 34 Anti Procrastination Strategy .................................................................. 35 Te Tuhi Kōrero i ngā Akoranga .............................................................. 34 Note Taking in Lectures.......................................................................... 35 He Āwhina mō te Tuhi Kōrero ............................................................... 38 Note Taking Tips .................................................................................... 39 Te Whakahaere Wā ................................................................................. 38 Time Management .................................................................................. 39 NGĀ TIKANGA TUHITUHI TAUMAHI ............................................................ 40 FORMAT OF ASSIGNMENTS ............................................................................ 41 Ngā Āhuatanga o te Tuhi me te Whakatakoto i te Tuhi ......................... 40 Assignment Presentation ......................................................................... 41 Tohutō ..................................................................................................... 40 Macrons................................................................................................... 41 TE TAKOTORANGA O TE TAUMAHI ............................................................. 42 STRUCTURING YOUR ASSIGNMENT ............................................................ 43 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9.

Te Uhinga...................................................................................................... 42 The Cover Page ............................................................................................. 43 Te Ingoa ........................................................................................................ 44 Title Page ...................................................................................................... 45 He Mihi ......................................................................................................... 44 The Acknowledgement Page ........................................................................ 45 Te Rārangi Kōrero ........................................................................................ 44 A Contents Page ............................................................................................ 45 He Kupu Whakataki ...................................................................................... 44 The Introduction............................................................................................ 45 Te Tinana ...................................................................................................... 44 The Main Body ............................................................................................. 45 He Kupu Whakakapi .................................................................................... 46 The Conclusion ............................................................................................. 47 He Rārangi Pukapuka ................................................................................... 46 The List of Information Sources ................................................................... 47 He Tāpiri ....................................................................................................... 46 Appendices .................................................................................................... 47

Taumahi Tiro Rārangi ............................................................................................ 46 Assignment Checklist ............................................................................................ 47 Te Whakatakoto Whakatau Kōrero a Tētehi Atu................................................... 48 3

How to Set Out Quotations .................................................................................... 49 He Rārangi Pukapuka Whakakaupapa ................................................................... 50 Annotated Bibliographies ...................................................................................... 51 He Paku Āwhina mō te Rārangi Pukapuka Whakakaupapa .................................. 50 Tips for Annotated Bibliographies ......................................................................... 51 He Paku Āwhina Whānui....................................................................................... 52 General Tips ........................................................................................................... 53 MUTU KAU ANA TŌ TAUMAHI, KA AHATIA? ............................................ 54 HANDLING OF YOUR ASSIGNMENTS ........................................................... 55 PART TWO ................................................................................................................ 56 SOURCES OF INFORMATION AND REFERENCING ..................................... 56 HE MIHI/ACKNOWLEDGEMENTS .................................................................. 56 HE RĀRANGI PUKAPUKA/SOURCES OF INFORMATION .......................... 56 ORAL SOURCES .................................................................................................. 57 PUBLISHED MATERIAL .................................................................................... 57 For a Single Author ................................................................................. 58 For Two Authors ..................................................................................... 58 For Three Authors or More ..................................................................... 58 The Use of Capitals ................................................................................. 59 Editors, Translators, Compilers, Narrators, Directors, Producers .......... 59 No Author ............................................................................................... 59 For Parts of Books .................................................................................. 60 For Articles from Periodicals .................................................................. 61 For Newspaper Articles .......................................................................... 62 Images ..................................................................................................... 62 UNPUBLISHED MATERIAL .............................................................................. 63 An Example For a Lecture Paper ............................................................ 63 An Example For a Conference Paper ...................................................... 35 An Example For a Thesis ........................................................................ 35 Course Compilations ............................................................................... 63 Māori Land Court Minute Books ............................................................ 63 Marae Committee Minute Books ............................................................ 64 Manuscripts ............................................................................................. 64 ELECTRONIC RESOURCES............................................................................... 65 Audio Recordings ................................................................................... 65 CD-ROM................................................................................................. 66 DVDs ...................................................................................................... 66 4

Internet Sites ........................................................................................... 66 Microform ............................................................................................... 67 Video Recordings.................................................................................... 68 Television Programmes .......................................................................... 68 Photographs............................................................................................. 70 HE KUPU TĀPIRI/FOOTNOTES ........................................................................ 71 HE KUPU WHAKAKAPI/CONCLUSION .......................................................... 72 HE RĀRANGI PUKAPUKA/LIST OF INFORMATION SOURCES................. 73 ASSIGNMENT CHECKLIST .................................................................................. 76

HE MIHI E whakamihi ana a Te Wānanga o Raukawa i ngā kaimahi o tēnei tānga, arā, ngā kaituhi, ngā ētita, ngā kaiwhakamāori, ngā kaiātapānui, ngā ringa toi, ngā kaihoahoa me ngā pūkenga.

KUPU WHAKATAKI Ko te kaupapa matua o tēnei tānga kōrero, he āwhina i ngā ākonga o Te Wānanga o Raukawa ki te tuhi i ā rātou taumahi. He mea whakahou ērā, he mea whakaputa anō ki te reo Māori. Ko te wāhanga tuatahi o te rauemi e hora nei, kua meangia kia takoto ngā kōrero Māori ki tētahi taha o ngā whārangi e rua, ko ngā kōrero Pākehā ki tērā atu taha. Hei poipoi tēnei i te hunga ka pānui i ēnei kōrero i runga i te whai kia pakari ake tō rātou matatau ki te reo Māori. E hāpai ana te whakahoutanga o ēnei kōrero i te kaupapa matua a Te Wānanga o Raukawa, inā koa, ko te whakapau kaha kia toitū, kia toiora te reo Māori me ōna tikanga.

ACKNOWLEDGEMENTS Te Wānanga o Raukawa acknowledges all contributors to this publication, including the writers, the editors, the translators, the proofreaders, the graphic artists, the layout designers and the academics.

INTRODUCTION The main purpose of this publication is to assist students of Te Wānanga o Raukawa with writing assignments. Part one is presented with the Māori language version on one page, and the English language equivalent on the facing page. This will assist all who use this publication to develop their Māori language ability.

The further

development of this publication is consistent with the guiding kaupapa of Te Wānanga o Raukawa, to strive towards the revival of the Māori language and its tikanga.

WĀHANGA TUATAHI TE TUHITUHI TAUMAHI TE WETEWETE I TE KAUPAPA O TE TAUMAHI Kei te pukapuka e kīia nei Ngā Akoranga te kaupapa o te taumahi e hora ana hei rārangi tauākī akoranga. Koinei ngā kōrero kei ngā tauākī akoranga: 1.

ingoa akoranga

tohutoro akoranga

ngā utanga o te akoranga

ngā akoranga tōmua

ngā akoranga tōrite

pūkenga/kaiwhakahaere

ngā rā mō te noho

te roa

ngā rā tatū me ngā rā whakahoki mō ngā taumahi

10.

te whāinga akoranga

11.

ngā huaako

12.

te momo aromatawai

13.

ngā pukapuka me ngā rauemi me matua mau.

Me āta pānui te whāinga akoranga, ngā huaako me te aromatawai. Ina pēnei, ka āhei koe te tautuhi i tērā e hiahiatia ana kia tuhia. Me whakarite te taha tuhituhi taumahi kia hāngai ki ngā huaako.

PART ONE ASSIGNMENT WRITING HOW TO ANALYSE THE ASSIGNMENT TOPIC The assignment topic appears in the booklet called NgÄ Akoranga as a series of course statements. These course statements have the following information: 1.

course name

course reference

credits attributed to the course paper

pre-requisites, if any

co-requisites

lecturers / supervisors

dates of the noho (residential seminar)

duration

Assignment due and return dates

10.

course aim

11.

learning outcomes

12.

how the assignment will be assessed

13.

required texts and resources.

The course aim, learning outcomes and assessment should be read carefully. By doing this, you will be able to identify what you are expected to write about. You should plan your assignment writing around the learning outcomes.

NGĀ KUPU WHĀNUI E WHAKAAHUA ANA I TE HUA KIA PUTA Arā ētahi kupu whānui ka kitea ina pānui koe i ō tauākī akoranga. He mea pai ki te tīpako iho i ēnei kupu nā te mea e tautuhi ana i te nui o ngā āmikitanga e hiahiatia ana mō taua huaako. Ko te ripanga e whai ake nei e whakamārama ana i te aronga o ētahi o ngā kupu ka kitea e koe: Whakamāramatia: whakamāramatia he

Tātarihia: tātarihia te kaupapa kia tū ai ngā

aha i pērā ai

whakaaro matua, ā, whakamāramatia ngā hononga i waenganui

Aromatawaia: aromatawaia te wāriu o te

Whakapuakitia: wānangatia, whakamāramatia

kaupapa, tāuāki rānei

hoki tō titiro ki ngā whakaaro i whakapuakitia

Whakatauritea: rapua ngā ōritenga me

Arotakengia: me whakatakoto whakapae mō

ngā rerekētanga mō ngā mea e kōrerotia

ngā whakaaro i whakapuakitia, me tautoko tō

ana

whakapae ki ngā kōrero tūturu

Tautuhingia: me whakatakoto mārire te

Whakaahuatia: me āta whakatakoto kōrero

aronga pū

mō ngā āhuatanga ake o tētehi kaupapa

Matapakingia: horahia ngā anga rerekē o

Aromātaitia: tirohia ngā taha katoa o te pātai

te kaupapa ka whakakapi ai

ka whakatakoto ai i tō whakapae

Ārohingia: me āta patapatai, me āta

Whakamāramatia: whakatakotoria te aronga,

whiriwhiri te kaupapa

whakamāramatia, whakatakoto i ngā take

Huraina: rapua kia huraina ai he whakaaro

Whakapaetia: whakapaetia ngā take me ngā

hou, he aronga hou mō taua kaupapa

whakamāramatanga mō tētehi kāhui meka

Whakaaturia: whakamāramatia ake te

Whakakotahitia: me āta whakamārama i te

kaupapa mā te tā hoahoa whika, tauira

aronga o tētehi tauāki mā te whakaatu he

tūturu rānei

mārama tonu ki a koe

Tautokona: whakatakotohia ngā take i

Horahia: horahia mai ngā kōrero matua, ngā

pērā ai ō whakataunga

mātāpono matua rānei o tētehi kaupapa, waiho atu ngā kōrero ririki

Whakamanatia: whakamanatia he pono ō

Tūhonotia: whāia kia puta mārika ai te

tauākī mā te whakatakoto kōrero tūturu

hononga o tētehi mea ki tētehi atu

Kōrerotia: Āta whakamāramatia mai te

Whakarāpopotongia: whakatakotoria ngā ariā

kaupapa, me whakatakoto rānei he aronga

matua mā te whakaraupapa, me whakatakoto

pū

poto rānei te whakapae

COMMON WORDS THAT DESCRIBE THE DESIRED OUTCOME There are some common key words and terms that you will encounter when you are reading through your course statements. You might find it useful to highlight these, as they indicate the amount of detail required for that outcome. The following table explains the meaning of some of the words that you may encounter: Account for: give reasons, explain why it

Analyse: break the subject up into its main

happened

ideas and describe the relationship between them

Assess: judge the value of the subject or

Comment on: discuss, explain and give your

statement

opinion on the ideas expressed

Compare: look for similarities and

Critique: make your judgement about the

differences between the things mentioned

views expressed and support your judgement with evidence

Define: set down the precise meaning

Describe: give a full account of the characteristics of a subject

Discuss: present the different aspects of a

Evaluate: examine the various sides of a

problem and come to a conclusion

question and make a judgement

Examine: inquire into and consider a

Explain: give the meaning, interpret and give

subject carefully

reasons

Generate: think of new ideas or new

Hypothesise: suggest the reasons and

meanings for a subject

explanations for a group of facts

Illustrate: explain or clarify a problem

Integrate: explain and make clear the meaning

using diagrams figures or concrete

of a statement by showing a clear

examples

understanding of it

Justify: provide the reasons for your

Outline: give the main features or general

conclusions

principles of a subject, leaving out minor detail

Prove: show the truth of a statement by

Relate: prove the connection between one

providing evidence

thing and another

State: describe the subject in precise terms

Summarise: give the main ideas in order of

or set down an exact meaning

importance or trace the argument briefly

NGĀ KUPU HONO ME NGĀ KĪANGA HONO Kia pai ai te rere a ngā whakaaro, heoi, te rere katoa o tō taumahi, e tika ana kia whai kupu hono, kīanga hono hoki e tutuki ai tēnei āhuatanga. Hei tāpiri whakaaro atu, whakamahia he kupu, he kīanga rānei, he pēnei i ēnei nā: anō/anō hoki, hoki, me/ā, arā hoki, tae atu ki, i tua atu i, he mea nui anō hoki, hei whakamutu ake, tuatahi (tuarua, tuatoru, te mea, te mea) tētehi, hei...atu/anō, i kō atu i tēnā, tāpiri atu ki tēnā, i te tuatahi, waihoki, ko tētehi, i whai muri mai, kāore hoki, perā hoki. Hei whakataikaha ake, whakamahia ngā kupu me ngā kīanga pēnei:

heoi anō

ko te mea tino nui, kia kaua e wareware, he mea nui anō hoki, āta.../...ake, ...anō/iara/koa/koia, ...anō koa, te mea nui, e tika ana, tērā pea/otirā, ko te mea nui rawa atu. Hei whakaatu whakaaro, whakamahia ngā kupu me ngā kīanga pēnei:

whakaaturanga mō, hei tauira, inā koa, arā, te mea nui, arā, ...āta, pēnei i ēnei, koianei, nā reira, hei whakaatu atu. Hei whakatauriterite whakaaro, whakamahia ngā kupu me ngā kīanga pēnei: pērā anō hoki, waihoki, ko te mea nui. Hei whakatauriterite i te whakaaro kē, whakamahia ngā kupu me ngā kīanga pēnei: ahakoa tērā, engari, engari tonu, ahakoa, ahakoa rā, otiia, ahakoa ēnei mea katoa, kāore/engari koa, hei...kē, ahakoa rā, he aha koa, engari mō tēnā, tēnā ko tēnei, tērā rānei, me...kē ahakoa/mākūare ki, he aha koa, ahakoa, ūā ana nei hoki, engari. Hei whakaatu i te pūnga me te ariā, whakamahia ngā kupu me ngā kīanga pēnei: nā reira, nā reira/te mutunga iho/me te aha, nā tēnā, mō tēnei take, koia i...ai, nō konei, ...kē/kāpā ka, nā reira, nā konei, i runga i tēnei whakaaro.

TRANSITIONAL WORDS AND PHRASES In order to give continuity to your ideas and to retain the flow of your assignment, it pays to have some transitional words and phrases that allow you to do this. To add ideas, use words or phrases such as: again, also, and, and then, as well as, besides, equally important, finally, first (second, third etc), for one thing, further, furthermore, in addition, in the first place, last, likewise, moreover, next, nor, similarly. To add emphasis, use words or phrases such as: above all, after all, equally important, especially, indeed, in fact, in particular, it is true, of course, most importantly. To illustrate ideas, use words or phrases such as: an illustration of, for example, for instance, in other words, in particular, namely, specifically, such as, this is, thus, to illustrate. To compare ideas, use words or phrases such as: in the same way, likewise, similarly. To contrast ideas, use words or phrases such as: and yet, but, but at the same time, despite, even so, conversely, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, or otherwise, rather, regardless, still, though, unfortunately, yet. To show cause and effect, use words or terms such as: accordingly, as a result, consequently, for this purpose, for that reason, hence, otherwise, so then, therefore, to this end.

Hei whakaatu whakaaro e tohu ana i te wā, whakamahia ngā kupu me ngā kīanga pēnei:: hei...anō, kua...kē, mai anō, mai anō, i te tīmatanga, i tērā wā, hei whakapoto ake, i taua wā anō/...tahitia, i taua wā, i mua rā, nāwai rā, hei whakamutunga, i aua wā rā/i nehe rā, nāwai rā, mea kau ake, i ngā tau kei mua, ka waiho mō āianei, i ngā rā o mua, i tērā wiki/marama/tau, inā tata nei/i muri nei, ā tōna wā, taro ake, inā noa nei, taro kau iho, ki tēnei wā, i ētahi wā, meāke/ākuanei/ākuni/ākene, i muri ake. Hei whakarāpopoto i ngā whakaaro, whakamahia ngā kupu me ngā kīanga pēnei: huia ka huihuia, hui katoa, i kīia ai, hei whakamutunga, hei whakarāpopoto, hei whakakapi/whakakopi, arā te tikanga, hei kupu poto, hei whakamahuki ake, hei tīpokanga, ina tirohia whānuitia, arā, hei whakahua kē ake, hei rāpopoto. He Paku Āwhina mō te Tuhituhi 1.

Kāore e kore, he mea uaua te tuhituhi i tō rerenga tuatahi, nā, waiho te whakataki me te whakakapi hei mahi mutunga! Mā ēnei e whakataki, e whakarāpopoto te tinana o tō taumahi, ā, e kuhu hoki te wairua o te kaipānui, nā reira āta whakaarotia ēnei wāhanga.

Ko te nuinga o ngā tuhinga me ngā pūronga mātauranga ka pēnei te tikanga o te tuhituhi; he ōkawa, he tōkeke, he mātao. Hei tauira, kaua hei tuhi penei “I pānui au i te kōrero a Mataira”, engari me tuhi pēnei kē, “I pānuitia te kōrero a Mataira”, ko tēnei rānei, “E whakamārama ana te kōrero a Mataira...”.

NGĀ TŪMOMO TAUMAHI Ko te kupu taumahi he kupu “hopu katoa” e whakamahia ana hei whakaahua i te mahi e hiahiatia ana i te mutunga o te noho. ēnei:

he tono

he tuhinga

he tirohanga

he pūrongo

he tuhinga whakapae

he arotake pukapuka.

Heoi te mahi tūturu, he tuhituhi i tētehi o

To place ideas in time, use words and terms such as: again, already, always, at first, at that time, at the same time, briefly, concurrently, during this time, earlier, eventually, finally, formerly, gradually, immediately, in future, in the meantime, in the past, last, lately, later, meantime, presently, recently, shortly, so far, sometimes, soon, thereafter. To summarise ideas, use words and terms such as: all in all, altogether, as has been noted, finally, in brief, in conclusion, in other words, in short, in simpler terms, in summary, on the whole, that is, to put it differently, to summarise. Writing Tips 1.

Your first line is always the most difficult to write, so, write your introduction and conclusion last! They should introduce and summarise the body of your assignment and make an impact, so think about them for a while.

Most academic essays and reports should be written in a formal, objective, impersonal style. For example, instead of saying "I read Mataira's statement", you would write, "Mataira's statement was read" or "Mataira's statement explains.."

TYPES OF ASSIGNMENTS The word assignment is a â&#x20AC;&#x153;catch allâ&#x20AC;? word that is used to describe the task required at the end of the noho. The actual task could be to write either: 1.

a proposal

an essay

a commentary

a report

a paper

a book review.

E whai ake nei tētahi whakamārama whānui mō ēnei mea. Heoi anō, kia mōhio noa mai koe, mō te wāhi ki ngā taumahi, tērā pea ka tono anō te kaiako kia tuhia mai e koe he pūrongo, he momo tuhinga atu anō rānei. Ki te pēnei, me whai ko ngā whakaritenga kua takoto mō ngā taumahi. He Tono Ko te nuinga o ngā taumahi mō ngā akoranga Iwi me Hapū me tuhi tono i mua i te tīmatanga o taua taumahi. Kei te takiwā o te rua rau, toru rau kupu rānei te roa, ā, me tuku atu ki Te Wānanga o Raukawa kotahi wiki i muri mai o te noho. Ko te whāinga o te tono, he whakaatu ki ngā kaiwhakahaere kua mārama ki a koe te kaupapa o te taumahi. He whakamōhio atu hoki i tō huarahi ki te rangahau i ngā kōrero e hāngai hei whakatutuki i te taumahi.

He mea nui te whakarārangi i ngā

rauemi me ngā tāngata ka hiahiatia hei āwhina i a koe. Nā reira, me mātua tuku atu tō tono ki tō kaiwhakahaere i mua i te hurihanga atu ki te tuhi i tō taumahi. Ka whakahokia tō tono e tō kaiwhakahaere, ka waiho ai i āna tohutohu ki ngā wāhanga e tika ana. Ko te take o āna tohutohu, he tuari whakaaro hei āwhina i a koe ki te whakatutuki i tō taumahi. Me uru atu hoki ki tō tono tētehi mahere takiwā. Ehara i te mea me āta whakarite te mahere takiwā, engari me whakaatu tō hiahia kia oti te taumahi i roto tonu i te wā me tatū. E whakamārama ana te tauākī akoranga he aha ngā kōrero me uru ki tō tono. Mēhemea kāore tonu i te mau i a koe te hiahia o te tauākī akoranga, me mātua kōrero atu ki tō kaiwhakaako.

Kei Ngā Akoranga ngā pārongo whakapā mō ngā

kaiwhakaako. He Tuhinga He tuhinga koia, te tino taumahi. Ko te tuhinga, he mea tuhi ā-whiti. Me uaua ka kitea ngā ira tīpako, ā, ko te tikanga ia, kia pānuitia te roanga o te whakaaro.

A general description of these items follows. Please note that for assignments the tutor may make specific additional requirements for a „report‟, „paper‟, „essay‟ etc. In these instances the assignment requirements are to be followed. A Proposal Almost all of the Iwi and Hapū Studies‟ assignments have a requirement for a proposal to be completed prior to your assignment. These are usually around two to three hundred words in length and are due at Te Wānanga o Raukawa within one week of the noho. The purpose of the proposal is to show the supervisors that you have a good understanding of what the assignment is all about. It also provides them with an idea of how you intend getting all the relevant information that you need to complete the assignment. Listing the resources you intend using and the people you will approach will be helpful. It is essential therefore that you send the proposal in to your supervisor before beginning work on your assignment.

Your supervisor will return

your proposal to you and will comment on selected areas as appropriate.

All the

supervisor is trying to do is provide you with ideas that will help you complete your assignment. An additional component that needs to be included in your proposal is a time plan. This time plan does not need to be too specific in detail but should show an overall plan of how you intend to complete the assignment task within the allocated time frame. The course statement details what is to be included in your proposal. If, after reading the course statement, you are still unsure of what to do, then talk to your tutor. An Essay The most common form of an assignment is an essay.

Essays are written in

paragraph form with minimum use of bullet points, and are intended to be read in detail.

Ko tā te tuhinga, he whakatau kī mō tetehi tino mahara, kātahi ka hāpaitia tēnā mahara mā te kōkiri me te whakarārangi kōrero tautoko. Nā reira me tīmata tō tuhinga mā te whakahua i te tino kōrero hei whakapae. E kīia ana i ētahi wā he tāuāki whakapae, ā, e whakapuakitia ana i te huatakinga o te tuhinga. Whai muri mai, me whakawhānui haere i taua tino mahara, arā, me whakapoutama haere hei huinga mahara matua e tautoko ana i tō whakapae. Kia hāngai tonu ēnei kōrero ki ngā huaako e rārangi ana i te tauākī akoranga, ka mutu, koia tēnei te tinana o te tuhinga. Kia auaha tonu tō hinengaro ki te whakauru meka, mokamoka, tauira, aronga kē hoki hei tautoko i tō whakapae. Me mātua pānui e koe tā ngā pūkenga i tuhi ai mō te kaupapa, kātahi ka tuhi ai kia kitea i āta whiriwhiri mahara koe i tuhia pēnātia ai ō whakataunga mō te kaupapa. Nā te mea, nāu anō āu ake whakapae, kaua rā hei tukurua noa i ā ētahi atu i tuhi ai. Me whai kia whakakotahi kē i ngā kōrero mai i ngā kaituhi huhua noa kia puta mai ai ko tāu ake. Ko te āhua o te whakatokoranga mō tō tuhinga, kei te whārangi 42 o tēnei tānga. Kia mahara tonu, mō te whakataki, kia hāngai ngā kōrero ki tāu e whakapae ai, ā, mō te whakakapi, kia hāngai ki tāu i kī ai nā runga i ngā kōrero tautoko i horahia rā i te tinana o tō tuhinga. He Tirohanga Mō te kōrero kē, tōna tikanga, ka whakatakoto koe i āu ake aronga, tirohanga mō tētehi kaupapa, mahi, mahi rānei e pā ana ki a koe. E mōhio whānuitia ana te kaupapa, taea noatia ōna tuhinga, nā, ka whakatakoto kōrero āhua ōrite ētahi atu, ki tā rātou i kite ai. Kia mau ai te tikanga o te kōrero kē, me whakaraupapa haere, ngā kōrero, te wā hoki i tū ai ngā mahi, ā, kia wetewetehia, kia arotakengia ōna pānga mai. Nā konā i rerekē ai te kōrero kē ki te arotakenga, tā te arotakenga, he tātari i ngā mahi katoa.

Essays generally state a specific point, and then prove that point through argument and evidence. Therefore you should begin your essay by stating the main point as an assertion. This is sometimes called the thesis or thesis statement and is expressed in the introduction to the essay. The essay should then expand the main point step by step as a series of objectives that help prove your assertion. These can be based on the learning outcomes listed in the course statement and form the body of the essay.

You should be creative in using

facts, details, examples, and opinions to support your assertion. You must read what authorities have written about the topic and then write in such a way that you draw your own conclusions about the topic. Since your thesis is fresh and original, you canâ&#x20AC;&#x2122;t merely summarise what others have written. Instead you have to synthesise information from many different sources to create something that is your own. The way to structure your essay is laid out on page 43 of this publication.

important point to remember is that your introduction should be written in terms of what you are setting out to prove or achieve and your conclusion should be written in terms of what you have proven by way of the evidence presented. A Commentary A commentary is where you put forward your personal views and opinions on a chosen subject, event, or personal activity. The material is generally well known and documented so others will make similar commentary based on their views and opinions.

The key to making a commentary is to work systematically and

chronologically through individual events as they occurred and to analyse, then critically comment on the effects of those events. The commentary therefore differs from a review, which analyses a work in its entirety.

He Pūrongo Ko te pūrongo, ko tāu i mahara ai mō tētehi mahi, ētahi mahi rānei i āta kitea e koe. Ko tā te pūrongo, he whakatakoto kōrero meka, māmā noa iho. He mea nui te āhua o te takoto kia āhei ai te kaipānui te tiro whānui i roto anō i te wā poto. Whakanamangia ai ngā ūpoko matua me ngā ūpoko whāiti, whakamahia ai he ira tīpako, ā, he poto ngā whiti, he whiti koi. Whakaaturia ai ngā momo hoahoa, ripanga. Whai muri mai ko ngā taunakitanga me ngā tāpiritanga. Me uru ki te pūrongo: 1.

tētehi whārangi taitara

tētehi whakataki

tētehi kōrero matua

tētehi whakakapi.

Tērā rānei, me uru atu: 1.

he ihirangi

he rārangi kupu poto, he rārangi kupu

he taunakitanga

he rārangi rauemi

he tāpiritanga.

Hei whakatutuki i ngā whakaritenga a Te Wānanga o Raukawa, me noho mai te rārangi o ngā kōrero o roto, me te rārangi o ngā puna pārongo i toroa. He Tuhinga Whakapae Ko te tuhinga whakapae, he whakataki whakaaro, arā, he whakatakoto whakapae. Ka āta wherahia aua whakapae e te kaipānui, ā, ka tautoko, ka whakahē rānei. Me uru ēnei āhuatanga ki te tuhinga whakapae: a.

he whakapae mārama rawa

he kaha te mōhiotanga ki te kaupapa me ngā mātāpuna i tirohia

e kitea ana kua whānui te rangahau, tae noa ki ngā puna mātauranga o taua kaupapa rā

e mihia ana ngā aronga kē

e kōkiritia ana te manatanga o te whakapae

e āta whakaraupapatia ana ngā meka

A Report A report is your account of an event or events as observed by you. A report provides factual information clearly and simply. Presentation is important, as a report should be able to be scanned quickly by the reader. It uses numbered headings and subheadings, and bullet points, and its paragraphs are short and concise. Graphics such as tables, graphs, and illustrations are used wherever possible, and recommendations and/or appendices often follow. A report must include: 1.

a title page

an introduction

a main body

a conclusion.

It can also include: 1. a table of contents 2. list of abbreviations and or glossary 3. recommendations 4. a list of information sources 5. appendices. For Te Wﾄ］anga o Raukawa purposes a table of contents and list of information sources is to be included. A Paper A paper is a presentation of ideas or theories. The reader considers the presentation of those ideas or theories and either accepts them or rejects them.

A paper should

have the following characteristics: a.

a clear thesis

a strong understanding of the topic and source material used

evidence of wider reading including recognised authorities in the field

acknowledgement of opposition views

validity of the point being argued

organisation of facts in a clear and logical way 21

e tautokona ana te whakapae ki ngā tauira, ki ngā meka totoka, meka kukume wairua hoki

katoa ngā mātāpuna e āta tohungia ana

katoa ngā rauemi tautoko e whakatūturutia ana

e whai ana i tā Te Wānanga o Raukawa aratohu tuhi.

Ka taea te whakamahi atu i ēnei āhuatanga ki ngā tuhituhi katoa, ahakoa te momo e hiahiatia ana i Te Wānanga o Raukawa. He Arotake Pukapuka He arotake pukapuka te tikanga o tēnei mahi. Mā tēnei e mōhio ai te kaipānui me hoko rānei, me pānui mārire, me kauaka rānei. Kei Te Wānanga o Raukawa, he kōwhiringa taumahi mō te tau tuarua te arotake pukapuka. Engari, me hāngai te pukapuka ki tētehi tupuna, tangata, mahi, rohe rānei. Ko te whāinga ia, he kawe whakamua i te mātauranga o te ākonga ki tōna iwi. Ka tuhituhi ana i te arotake pukapuka, me mātua whai te kaiarotake kia: 1.

tautuhitia te pukapuka, arā, te kaituhi, te ingoa o te pukapuka, te manatā, te tau i tāngia ai

whakapuakitia he mahara mō ngā tohungatanga o te kaituhi – he aha i tohunga ai ki tēnei kaupapa, kāore rānei?

whakahuatia te momo pukapuka. He koioranga, he pukapuka mōna ake, he kōrero tātai rānei?

whakapuakitia he mahara mō te kaupapa o te pukapuka

whakapuakitia he kōrero mō te hunga māna e pānui iho

whakapuakitia he kōrero mō tā te kaituhi tārai i te whakaaro

kōrerotia mai te tino ngako o te pukapuka

whakatakotohia ōu whakaaro mō te pukapuka – tāu e whakaae ai, he aha ai? Tāu e whakahē ai, he aha ai? I pā rānei ki tō whatumanawa, kāore rānei? Ka pēhea ōu whakaaro mō tēnei kaupapa ināianei, kua rerekē rānei, kua tautokona rānei?

whakatauritengia ki ētahi atu pukapuka i tuhia e taua kaituhi tonu, ki ngā pukapuka rānei e hāngai ana ki taua kaupapa

thesis is supported by solid, persuasive facts and examples

all sources are carefully referenced

all supporting material can be verified

follows Te Wānanga o Raukawa writing conventions.

These characteristics can be applied to any other genre of writing expected as part of study at Te Wānanga o Raukawa. A Book Review A book review is an evaluation of a book. It is used to help people decide on whether or not they should buy or read a copy. At Te Wānanga o Raukawa, writing a book review is one of the assignment options for year two students. The book however must be about a tupuna, a person, an event or a region. The purpose of this is to advance the student’s understanding of their iwi. When writing a book review, the reviewer should: 1.

identify the book. Give the author, title, publisher and the date it was published

comment on the author’s qualifications - why they are an authority on this subject, or not?

specify the book type. Is it a biography, an autobiography, or a history?

comment on the subject of the book

comment on the intended readers of the book

comment on the writing style

give a brief overview of the book

give an opinion of the book- What do they agree with and why? What do they disagree with and why? How has the book affected them? How have their opinions on this subject changed or been reinforced?

make comparisons with other books written by the same author, or with books on the same subject

10.

tipakohia ngā hēanga, ngā mahuetanga me ngā hapanga

11.

whakakapia ki tētehi kōrero mō te pukapuka mā te whakakotahi i ngā tino whakaaro i tokona ake mō te arotake, me te tukurua poto i ngā tino kōrero. Hei tēnei wāhanga anō, me whakatakoto taunaki hei whiriwhiri mā te hunga kaipānui.

Ka tuhituhi ana i te arotake pukapuka, kia ōrite te takoto ki ō ērā atu taumahi, arā, kei te whārangi 42 e rere ana te kōrero.

10.

highlight any errors, omissions or inaccuracies

11.

conclude with a comment on the book, bringing together issues raised in the review, and briefly restating the main points. A recommendation to potential readers may also be given in the conclusion.

When writing a book review, donâ&#x20AC;&#x2122;t forget to structure it as other assignments, that is, as stated on page 43.

TE ARA NGĀWARI KI TE WHAKATUTUKI I TŌ TAUMAHI E rua ngā tino ara hei whakatutuki taumahi tuhituhi. Ko te ara tuatahi e kīia ana he “moepapa”, ā, ko te ara tuarua ka meatia “whaitake me te whaihua”. Ko tā te moepapa e kī rā: 1.

noho noa, noho noa, me te momoe i roto i te akoranga

mutu kau ana te noho, he puehu te kai/huhū ana te rere

waiho tīrara noa ngā kohinga i tō motokā, kotahi wiki i mua i te tatūnga o te taumahi, ka naomia

pānuitia ngā kōrero poto i tuhia e koe nā te mea he roa rawa ngā tuhinga matua

kua wareware noa ki te pātai atu kia whakaroahia ake te rā tatū

kua tae te rā tatū mō te taumahi tōmua, kāore anō a tōmuri kia tukuna atu

me tuku tōmuri atu ngā taumahi

me whiwhi „anō‟

karangatia kia tau mai a pōraru

10.

ka mauri rere kotahi wiki i mua tata o te rā tatū mō ngā tuhituhi nā te mea he mahi tonu e tārewa ana.

Ko tā te tikanga whaitake, whaihua e mea rā: 1.

patapataia te kaiako mō ngā hiahia o te taumahi

uia tō hinengaro tērā rānei e mārama ana ki a koe, me rapu māramatanga anō

whakaritea tō mahere taumahi i mua o te wehenga i te noho

pānuitia ngā kohinga kōrero i tohangia, kia whānui anō te pānui, ā, tae tonu atu koe ki te kāinga me huri wawe ki te tuhi kōrero poto

āta whakaarotia, ka pēhea te hanga o tō taumahi kia ū tonu ai ki te roanga o ngā kupu me tuhi

hokia tō mahere taumahi, whakahoutia ake

kia mārama te reo, arā, kia ngāwari

kōrerotia tāu e pono ai

THE BASIC STEPS IN COMPLETING YOUR ASSIGNMENT There are two methods that you can use in completing written assignments. The first is called the “nightmare” method, and the second is the “effective and efficient” method. The nightmare method suggests that you: 1.

cruise and snooze through lectures

shoot through as soon as the noho has finished

leave your material in the car until a week before the submission date

read the notes you took because the readings provided are too long

forget to ask for an extension

have the next assignment due before you have submitted the first

submit assignments late

receive a resubmit

become depressed

10.

panic a week before assignment due dates because you have outstanding assignments.

The effective and efficient method requires that you: 1.

question the tutor in detail about the requirements of the assignment

question your own understanding and get more detail if necessary

construct your assignment plan before leaving the noho

read the material provided, conduct wider reading and make notes as soon as possible after you get home

think about how you will construct your assignment within the word count

revisit and amend your assignment plan

use simple language

say what you mean

tuhia tō whakamātauranga tuatahi

10.

tirohia anō, whakapaitia ake

11.

tuhia te kape mutunga, whakatika haeretia

12.

uia tētehi atu, he hoa, he whanaunga rānei māna e matatū tō taumahi

13.

tukua te taumahi i te rā tatū, i mua rānei o te rā tatū

14.

arotakengia tāu i mahi ai.

Ko tēhea tikanga te mea pai hei huarahi mōu? Ngā Tohu o te Taumahi Pai E mau ana te taumahi pai i ēnei āhuatanga: 1.

e whakautua ana ngā huaako

āe ana mai te kaipānui, ā, e tautokona ana ki ngā kōrero

he papai ngā whakaaturanga o roto

he reo tōtika, wetereo, whakahua me te mārama hoki o te tuhi

kua tutuki te whāinga

e tika ana te taha tohutoro (e whai ana i tā TWoR aratohu tuhi)

kua eke ki te rahinga o ngā kupu i kīia ai.

Kia eke ai te kounga o te taumahi ki ngā āhuatanga papai e kōrerotia nei, me whakautu huapai ēnei patapatai: 1.

kua mau pai i a koe te aronga o ngā huaako?

kua tautuhitia, ā, kua whakautua hoki e koe te kupu tohutohu kei ia huaako (whakamāramatia, whakatauritea, te aha, te aha)?

kua whakautua ngā wāhanga katoa o te kaupapa?

e mārama ana te kōrero kei tō whakataki mō te huarahi e whāia ai e koe hei whakatutuki i te taumahi?

e āta whakaraupapa ā-whititia ana āu kōrero me ōu whakaaro matua?

e whakatīpātia ana te roanga o te taumahi i tō huarahi?

kua whakamahia e koe he tohutoro, he pēpeha rānei hei tautoko i ngā kōrero matua i whakahuatia ake?

kua tirohia anō te taha whakahua kupu, te wetereo me ngā tohu ā-tuhi?

e tika katoa ana te tuhia o ngā pēpeha me ngā tohutoro?

write your first draft

10.

check and redraft

11.

write the final draft and proof read it

12.

ask a friend or family member to proof read your draft

13.

submit the assignment on or before time

14.

do a review of your work.

Which method do you wish to follow? Characteristics of a Good Assignment A good assignment or essay has the following characteristics: 1.

it addresses the learning outcomes

it is convincing and supported by evidence

it contains good illustrative examples

it has correct grammar, spelling and legibility

it achieves the stated aim

it is referenced appropriately (follows the TWoR writing conventions)

meets the required word count.

In order to achieve an assignment that exhibits these characteristics, you should answer these questions in the affirmative: 1.

have you interpreted the learning outcomes correctly?

have you identified and responded to the instructive word or term in each learning outcome (explain, compare, etc)?

have you answered every part of the assignment topic?

does your introduction make clear the way you will approach the assignment?

are your main points or ideas distinguished in separate paragraphs?

does the rest of the assignment expand on your approach?

have you used references or quotations to support all the main points you make?

have you checked spelling, grammar and punctuation?

are all quotes and references correctly documented?

10.

e hāngai ana ki tā Te Wānanga o Raukawa aratohu tuhi te rārangi puna kōrero?

11.

kua paparetia e koe te reo whakaparahako, whakaiti i te hunga pakeke, tamariki ranei, kaikiri, te kīwaha, ngā rerenga he kaha rawa te whakamahi, te whakatūtara rānei?

12.

e whakaatu ana tō taumahi kua whānui te pānui?

13.

kua eke te taumahi ki te rahinga o ngā kupu e whakaaetia ana?

14.

kua āta pānuitia anō tō taumahi?

Te Aromatawai Tōna tikanga, e hiahia ana kia kitea e te kaiwhakaako: 1.

kua whakautua e koe te pātai

e mārama ana tō reo ā-tuhi

e whai ana tō taumahi i tētehi tikanga arotau

i tino pai tō tātari i ngā take

e kitea ana kua mārama ki a koe ngā kohinga kōrero

kua kitea e koe he tohutoro e tika ana

e whai ana ngā tohutoro, te rārangi pukapuka rānei i tā Te Wānanga o Raukawa i tuhi ai.

Me he tauhou koe, ka mārama tō kaiwhakaako koinei tō taumahi tuatahi, ā, māna hoki e whakatakoto ētahi whakaaro kia kite koe āianei, me pēhea e pai ake ai. Te Whakamanawa Nā te mea kua ū koe ki ngā mahi whai mātauranga, he mea hira kia whai rautaki koe hei hiki i te manawa. Ka kitea e koe, he āwhina nui: 1.

te whakarite whāinga mārama

te tāmi iho i te whakaaro e kore e oti ngā mahi uaua, mā te wāwāhi i te kaupapa kia mokamoka noa e taea ai te mahi

mā muri ka tika ā mua; te whakarite mahere mō te ako, mō te mahi moni me te nohotahi ki te whānau

te anga whakamua ki te rā whakapūmau hei whiwhinga mō te heke a tokakawa

5. 30

kia kaua rā e takaroa, engari karawhiua, mutu kau ana te noho, rukuhia

10.

does your list of information sources comply with the Te Wānanga o Raukawa‟ writing conventions?

11.

have you avoided sexist, ageist or racist language, slang, cliché or innuendo?

12.

does your assignment show evidence of wider reading?

13.

is the assignment within the word count allowance?

14.

have you proof read your assignment?

Assessment Marking Generally, the tutor or lecturer wants to see whether: 1.

you have answered the question

your writing is clear and easily understood

your assignment follows a logical structure

you have analysed the issues well

you demonstrate an understanding of the literature

you have found appropriate references

your references or bibliography are in the Te Wānanga o Raukawa style.

If you are a first year student, your lecturer will understand that this is your first assignment and should make comments and suggestions on how you could have improved it. Motivation Having committed to study, it is important that you have a strategy to maintain your motivation. You would find it helpful to: 1.

set clear goals

avoid being overwhelmed by major tasks by breaking them down into smaller manageable ones

establish routines for study, work and family time

focus on graduation as the reward for your work

do not procrastinate, get stuck in to your assignment as soon after the noho as possible

haere tika tonu ki te raruraru, kauaka e huri āwhio, kauaka koa e karo

kia arotahi atu ki te pitomata o roto me ngā hua ka puta

kia kaua e whai kia tūturu rawa ngā mea katoa, kaua e mānukanuka inā hapa koe

mātaihia tō ao, ā, me whai kia auau te koke

10.

ka taka koe i te rua, rapua he āwhina mōu

11.

māu anō tō manawataki e whakarite, e whakamau. Ina pōrori rawa i te tīmatanga, he wā tōu ka parahutihuti te haere, ka mutu ka pakaru mai ngā hapa i te wāhanga mutunga

12.

ina pau te wā, tukua atu tāu i āhei ai te tuhi hei whakamōhio atu ki te kaiaromatawai e ahu pēhea ana koe, ā, ka riro māna e tohutohu me pēhea te otinga, ahakoa tukuruatia e koe

13.

kia maumahara, ko te mahere pai e karawhiua ana āianei ka tū, ko te mahere tūturu rawa mō ā tērā wiki, ka hinga.

Te Whakawhanake i Tōu Hihiwatanga Ko te taiao e ako ai koe, he mea nui tonu ki tō angitu. Rapua he taiao arotau hei āwhina i tō hihiwatanga. Kia taea ai: 1.

āta whakaritea tō mahere ako, kia take pū, arā „he aha‟, „āhea‟, „ki hea‟ mahia ai

wāwāhia ō mahi kia motumotu, kia taea ai

kia whai wāhi nohopuku, hāneanea, mārama tonu, hau pai tonu, ā, kia wāhi pīroiroi kore

kia auau te whakatā

kaua hei ako ina ngenge koe

me whai rārangi tiro ka māka haeretia ngā mahi kua oti

me āta whakapiki te wā e taea ai e koe te ako hihiwa

kia wairua angitu, kia aro nui ki te rā whakapūmau hei whiwhinga

whakaarotia ngā kaupapa maroke, ānō nei he wero

10.

kia hinengaro kakama ki te kimi i ētahi tino kaupapa e 5, 10 rānei hei kōkiri whakamua i tō ako

11.

whakaritea he wā nohopuku kia piki anō ai te ora

12.

ākona kia whakangā tahi me te whānau

13.

kia kaha te inu wai māori

go straight to the problem, not round it and worse still, donâ&#x20AC;&#x;t avoid it

always focus on possibilities and solutions

avoid perfectionism, donâ&#x20AC;&#x;t be afraid to make mistakes

re-assess your situation and progress often

10.

when in a rut, seek help or advice

11.

set your own pace and maintain it, too slow at the start means that you will speed up and make avoidable mistakes at the end

12.

if you run out of time, submit what you have written, it gives the marker an idea of where you are at and he/she can suggest ways to produce the finished work albeit through a resubmitted paper

13.

remember that a good plan executed right now is better than a perfect plan executed next week.

How to Improve Your Concentration The environment in which you study is central to your success. You should seek the optimum conditions to aid in your concentration. To do so: 1.

plan your study and be specific about what, when and where it will be done

break your study tasks up so they are manageable

make sure your study space is quiet, comfortable, well lit, well ventilated and free of distractions

take regular breaks

do not study when you are tired

have a daily check list and tick off tasks as they are completed

gradually increase the time that you are able to do concentrated study

be success oriented and focus on graduation as the reward

consider dull subjects as a challenge

10.

put your mind in an active search mode and find five or ten central points that will drive your study

11.

set aside quiet time to recover

12.

learn to relax with family

13.

drink lots of water

14.

kia kai whaipainga te kai

15.

kia pai te whakatā.

He Rautaki Patu Takaroa Mō te takaroa, he mea whakatau e Billy T. James “...ta, taka, takaro...makarauna.” “He moumou wā te taka... makarauna.” Mā ēnei poutama koe e āwhina ki te patu i te takaroa ki te mahi: 1.

kia mauritau, māhea atu ngā pōraruraru

me whai kia mau katoa i a koe ngā mea e pīrangitia ana hei kaupare i te pōrearea mai

tuhia te tino mahi e pīrangitia ana kia oti tuatahi me te wā e mutu ai, kia whai kiko ai

māu anō koe e whakamanawa kia tutuki ai te mahi

tāmia iho te tōminamina ki te waiho i te mahi ki tahaki

whakatūturutia he ritenga huapai ki te ruku i ngā mahi ako

waiho ko te wā hei whakaongaonga i a koe ki te mahi whaihua

whakamōhiotia atu tō whānau tāu e mahi nā kia taea ai e rātou te taha whakamanawa te āwhina mai

whakakorea te mahara “mei i pēnei”, kia mau ki “ko au e”

10.

tae rawa atu koe ki te kāinga, tīmataria te tuhi i tō taumahi

11.

i te akoranga, tuhia tētehi whakarāpopoto e 300 rau kupu mō ia huaako.

Te Tuhi Kōrero i ngā Akoranga Mā te tae atu ki ngā akoranga e āhei ai koe te kohikohi kōrero meka, te kimi māramatanga mō ngā mahi uaua me te tautuhi i ētahi atu pukapuka, puna kōrero hoki. I te wā e rere ana te kōrero, kia areare ō taringa ki te whakarongo kia taea ai te hopu kōrero whaitake. Ka kitea i Ngā Akoranga, i te mahere, me tae atu ngā ākonga ki ngā noho, he whakahau tēnei, ehara i te tono noa. Koinei te wā me tuhi kōrero e mau ana i tā te kaiwhakaako i ako ai i te noho.

14.

eat well

15.

rest well.

Anti Procrastination Strategy Procrastination is what the late Billy T. James described as “…procra, procras, procrast, procrastin… mucking around.” You can‟t afford to procr… muck around. The following steps may help you avoid procrastinating over your study: 1.

get settled and clear away distractions

make sure you have everything you need to minimise interruptions

write down the specific task you wish to accomplish first and the time you plan to finish it, be realistic

motivate yourself towards task completion

challenge any temptation to put tasks aside

establish positive habits in getting down to study

use time as a stimulus for the start of productive work

let your family know what you are doing so that they may assist in your motivation

avoid “what if” and use “I will”

10.

start writing your assignment as soon as you get home

11.

in class, write a summary of about 300 words of each learning outcome.

Note Taking in Lectures Attending lectures allows you to gather factual data, clarify difficult material and identify additional references and data sources. During the lecture you should listen actively in order for you to take effective notes. You will note that in Ngā Akoranga, in the schedule, students are required (not invited) to attend the weekend seminars. It is at these times that you can take notes that record what was actually taught during the noho.

Kia tutuki pai ai ngā mahi hopu kōrero: 1.

me haere ki ngā akoranga, noho tonu atu

tuhia te rā ki ō kōrero hopu, tae noa ki te ingoa o te kaiwhakaako me te wāhi o te akoranga

mehemea kua tukua e ō kaiwhakaako ki a koe ētahi kohinga kōrero hei pānui, pānuitia, ā, tuhia he kōrero tuatahi me ētahi pātai

rapua te wāhi pai rawa hei nōhanga mōu, kia kite, kia rongo hoki he aha te aha

whiriwhiria te takoto o te kōrero kia tautuhitia e koe te whakataki, ngā whakaaro matua me ngā kōrero whakakapi a te kaiwhakaako

me wehe rua ngā mātāpono i ngā tauira, tuhia

kia mataara ki te rongo i te taikaha o te reo o te kaiwhakaako, kia kite i te reo o te tinana, heoi, rapua ki hea hahau ai te reo, kori ai te tinana mō tētehi tino kōrero, kia mau ki ērā. Mā ēnei āhuatanga koe e ārahi he aha ngā tino kōrero o te akoranga

uia te pātai, werohia, tohea te kaupapa, tuhia ngā whakautu

rapua ngā kōrero e pai ana ki a koe, me aro nui ki te ngako o te kōrero, kaua te āhua o te takoto, me aro nui ki ngā whakaaro, kaua ngā meka, ki ngā mātāpono, kaua te roanga, tuhia kia mau ai

10.

putuhia ō tuhinga kōrero ki ngā kōpaki whai ingoa, ki te kōpae rorohiko rānei

11.

whakamahia te ringapoto e mārama ana ki a koe, hei tauira, wh.uru = whakakaurunga.

Ka mutu te noho me te whakarite tuhinga kōrero, me titiro anō: 1.

āta whiria tāu e pupuri ai, ngā mea nui, ngā mea hāngai

whakaraupapatia ō kōrero kia noho ā-kōpaki

tauria (whakaraupapa ā-nama), rūritia, tīpakotia ngā take hira

kōpakitia ō kōrero, kaua e hanumi ki ētahi atu nō akoranga kē

kia maumahara, me whaitake, me whai tikanga te tuhi kōrero, ka mutu, kia hāngai ki tāu e pai ai.

Critical to good note taking is the requirement to: 1.

go to lectures and stay throughout

date your lecture notes and include the lecturer and place of lecture

if your lecturers have sent you any reading material, prepare by doing the reading, and make preliminary notes and questions

find the best place for you to sit so that you can see and hear what is happening

look at the way the lecture is structured so that you can identify the introduction, main ideas and conclusions of the lecturer

separate principles from examples and note them

look for emphasis in the lecturers voice and actions and note when he/she is using vocal variation or posture to make a specific point. They will give you a guide to what is important to note in the lecture

ask questions, challenge, debate and note the responses

look for areas of interest and focus on content rather than delivery, ideas rather than facts, principles rather than detail and note them

10.

store your lecture notes in marked files or on disk

11.

use shorthand that you recognise e.g. enr = enrolment.

Once you have completed the noho and compiled your notes, you should review them and: 1.

select what you require, what is important and relevant

organise your notes into orderly packets

number, underline, highlight important issues

file your notes, do not mix notes from different papers

remember that note taking must be purposeful and organised, and suited to your personal needs and style.

He Āwhina mō te Tuhi Kōrero: 1.

wehea tētehi whārangi kia 3 ngā whakahekenga

kotahi mō ngā pārongo me ngā tauākī nō te tuhinga me ngā akoranga

te tuarua hei tuhi i āu ake kōrero

te tuatoru mō ngā kōrero kei ngā pukapuka (taitara, kaituhi, tau, kaiwhakaputa, tērā pea te whārangi). Mā ēnei kōrero koe e āwhina ki te tohutoro.

Te Whakahaere Wā Kia tutuki ai ngā mea e nui whakahirahira ana ki a tātou, tae noa ki te ako, me whai wā ki te mahi. Ina pau ngā rā i te mahi, ko te tikanga, me rapu takiwā wātea. Mā ēnei āwhinatanga e kitea ai he takiwā wātea ki te ako: 1.

kaua e aro nui ki ngā mahi huakore noa, kāore rānei e tino pīrangi ana kia mahia

me uru ki tō mahere takiwā he wā e pāria ai te pōrearea, te raru tē kitea, te mahi kāore i whakaritea, a taihoa hoki, aha noa, aha noa

whakaritea he wā mō te nohopuku. He wā whakatā, he wā whakapau mahara mō tāu i koke ai, i mahi ai, me te mahi e tārewa ana

i a koe e horoi utauta ana, e poro pātītī ana, e hautū ana ki te mahi, whakapautia ō mahara. Ākona tō hinengaro ki te whakahī ake i ngā kōrero hira

hoatu ngā mahi ririki mā ētahi atu

kia moata kē te oho ake ki te ako

tīpakotia tō maramataka me tō rātaka ki ngā rā mō ngā noho me ngā tatūnga taumahi, ā, whāia kia ū ki aua rā

whakawetohia te pouaka whakaata

Kia mahara tonu ki te take e ako ana koe!

Note Taking Tips 1.

Divide a page into 3 columns.

Use one column for information and quotes from the text and lectures.

The second for your own comments.

The third for the â&#x20AC;&#x153;bibliographicâ&#x20AC;? details (title, author, date, publisher and perhaps page number) of the text. These bibliographic details will help you with referencing.

Time Management Being able to achieve the things that are important to us, including our study, we have to find time to do them. If our days are very busy, this often means having to make time. The following may assist in making that time to allow you to study: 1.

avoid committing yourself to do things that are unimportant to you or that you donâ&#x20AC;&#x;t really want to do

build time into your schedule for interruptions, unforseen problems, unscheduled events, delays etc

set aside periods for quiet time. Use these periods to slow down and reflect on your progress, what you have done and what you still have to do

think about what you are doing while you are washing the dishes, cutting the lawns or driving to work. Practice recalling important points

delegate unimportant tasks to others

get up earlier than usual and do some study

mark your calendar and diary with the noho and assignment submission dates and work within them

turn the television off

remember why you are studying!

NGĀ TIKANGA TUHITUHI TAUMAHI E pā ana tēnei ki ngā āhuatanga o te tuhituhi i ngā taumahi. E āta whakahuatia ana e mātou i konei, ā, he whāiti kē ngā kōwhiringa mā te ākonga kia taea ai e rātou te whakawhanake i tētehi tikanga tuhituhi. Nō konei ka huri mātou ki te whakaako i tētehi tikanga. Ko ngā kaupapa e whai ake nei e aro ana ki tēnei whāinga. Ngā Āhuatanga o te Tuhi me te Whakatakoto i te Tuhi Kia kotahi taha anake e whakatakotoria ai te kōrero mō ngā taumahi tuhituhi, kia A4 te rahi o te pepa, kia rahi te taha maui hei raunga kōrero atu mā te kaiwhakaako. Mō tēnei whiti, kua tāia ki te momotuhi Taima Niu Rōmana Māori, 12 te rahi, 1.5raina te āputa, ā, ko te nuinga o ngā kōrero o roto e hāngai ana ki te Tautika. Koia tēnei te hiahia mō te momotuhi, te rahi, te āputa me te tautika ki te tuhi taumahi i Te Wānanga o Raukawa. Me mātua whai kia 1.5 te āputa nā te mea ka tino wātea he wāhi mō te kaiaromatawai ki te raweke i te wetereo, te hēanga rānei o te whakahua. Tohutō E rua ngā ritenga ki te whakaatu tohutō. Tuatahi, kia rua ngā oropuare, arā te tauira, “waananga”, “hapuu” rānei. E kīia ana i te reo Māori he pūruatanga te oropuare. Mō te ritenga tuarua me hoatu tohutō. Kia mōhio mai, ina tuhia ngā ira e rua, pēnei nā: Mäori ehara i te tohutō. He ‘umlaut’ kē e whakamahia ana mō ngā reo Tiamana, he whakaatu i te orokati. He raina te āhua o te tohutō ka noho ki runga i te oropuare: Māori. Mehemea he umlaut anake kei tō rorohiko, kāore ō momotuhi tohutō me ō papatono tohutō. Mā te papatono nei e huri ai te umlaut ki te tohutō. Whakamahia ai te tohutō i Te Wānanga o Raukawa ki te whakaatu i te oropuare.1

Royal, p 7

FORMAT OF ASSIGNMENTS This refers to the presentation of assignments. We are being quite specific in this area, and restricting student options, in order to help students develop a writing style. Therefore we are going to do this by teaching one. The points that follow are designed with that aim in mind. Assignment Presentation Written assignments should be presented on one side only of A4 size paper, with a liberal margin at the left side of the page for marker‟s comments. This paragraph is written in Times New Roman Māori font, size 12, with 1.5-line spacing, and with the bulk of text aligned to Justify. This is the preferred font, size, spacing and alignment for assignment writing at Te Wānanga o Raukawa. It is important to use 1.5 spacing, as this leaves room for the marker to adjust any grammatical or spelling errors. Macrons There are two ways of marking vowel length. The first is by use of the double vowel, for example “waananga” or “hapuu”. Double vowels are referred to in Māori as te pūruatanga. The second method is by use of the macron, which is termed in Māori as te tohutō. Please note that the two dots that sometimes appear like this: Mäori, is not a macron. This is an umlaut, which is used in Germanic languages to indicate a shortened vowel sound. The macron is the line that appears above a vowel like this: Māori. If your computer will only produce umlauts, it is because you do not have macron fonts and a macron programme. These programmes convert an umlaut to a macron. The macron is used at Te Wānanga o Raukawa to indicate a lengthened vowel sound.2

Royal, p 7

TE TAKOTORANGA O TE TAUMAHI Kia pēnei te takotoranga o ngā taumahi:

te uhinga

te whārangi taitara (o te kaupapa me tōu ingoa)

he mihi

te rārangi kōrero

he kupu whakataki

te tinana

he kupu whakakapi

he rārangi pukapuka

he tāpiri, mehemea e tika ana. Te Uhinga

Kei konei ngā pārongo katoa e hiahiatia ana e te kaiwhakahaere, te tari mātauranga me ratonga akonga kia taea ai e rātou te aru haere i tō taumahi. Me tae mai tō taumahi ki te kaiaromatawai, he pēnei te takoto o te uhinga:

Bachelor of Mātauranga Māori Iwi & Hapū Studies: Year 1 Tohutoro akoranga:

ART101

Ingoa akoranga:

Private Study of One Marae

Kaupapa aromatawai (ina hāngai ana): Ingoa ākonga: Kāinga noho: Waea: Īmēra:

ingoatuatahi.ingoawhānau@twor.ac.nz

Tau Ākonga:

Te nui o ngā whārangi:

12 tae noa ki te uhinga

Rā tuku:

12 o Hune 2014

Rā tatū:

12 o Hune 2014

STRUCTURING YOUR ASSIGNMENT Assignments should be structured as follows:

te uhinga/a cover page

a title page

he mihi/an acknowledgements page

te rārangi kōrero/a contents page

he kupu whakataki/an introduction

te tinana/the main body

he kupu whakakapi/a conclusion

he rārangi pukapuka/a list of information sources

he tāpiri/appendices, if applicable. The Cover Page

The cover page contains all the information that the supervisor, academic department and student services department need to track your assignment. Your assignment should arrive for marking with a cover page set out like this:

Bachelor of Mātauranga Māori Iwi & Hapū Studies: Year 1 Course Reference:

ART101

Course name:

Private Study of One Marae

Assessment Topic (where applicable): Submitted by: Address: Phone: Email:

firstname.lastname@twor.ac.nz

Your Student ID No: Number of Pages:

12 including cover

Date Submitted:

12 June 2014

Date Due:

12 June 2014

Te Ingoa

Me tuhi i konei: 1.

te ingoa o te taumahi

tō ingoa.

Ka taea hoki te tāpiri ataata e tika ana, pēnā i te whakaahua kaumātua mō te taumahi ART103, he whakaahua rānei mō tō marae mō ART101. 3.

He Mihi

E whai ana te whārangi mihi i te whārangi ingoa, ā, e whakamihia ana ngā tāngata nā rātou koe i tautoko, i akiaki ki te ako. 4.

Te Rārangi Kōrero

E whakarārangitia ana i konei ngā wāhanga o te taumahi me ōna tau whārangi. 5.

He Kupu Whakataki

Mā tēnei wāhanga e huataki ake tō mahi ki te kaipānui, arā: 1.

te ingoa o te taumahi

he kōrero poto e whakaatu ana i tō urupare ki te kaupapa

pēhea koe ki te urupare haere i te kaupapa.

Kia 10 ōrau o te huinga kupu te nui o ngā kupu kei ngā whakataki. Inā koa, he pai te 100 rau kupu hei whakataki mō tētehi tuhinga e 1000 mano kupu te roa. 6.

Te Tinana

Kei konei te nuinga o te tuhituhi e whakakapi ana i ngā aromatawai katoa. Hei whakaarotanga noa, ka wāhia te tuhituhi kia hāngai ai ki ngā wāhanga o ngā aromatawai.

Title Page

The title page should include: 1.

the title of the assignment

your name.

It can also include images that are appropriate such as photographs of kaumﾄ》ua for the ART103 assignment, or a photograph of your marae for the ART101 assignment. 3.

The Acknowledgement Page

The acknowledgement page follows the title page, and thanks the people who have supported and encouraged you with your studies. 4.

A Contents Page

The contents page lists sections of an assignment and the corresponding page numbers. 5.

The Introduction

This section introduces the reader to your work stating: 1.

the assignment topic

a brief description of your response to the topic

how you intend addressing the topic.

Introductions should be approximately ten percent of the total word count. For instance, an introduction of 100 words is fine for a 1,000-word essay. 6.

The Main Body

Here you have the bulk of your writing covering all of the stated assessment requirements. As a suggestion, your writing could be divided into sections as contained in the assessment requirements.

He Kupu Whakakapi

Mā te whakakapi e whakakotahi ngā kōrero, e whakahuahua haere ngā kōrero mutunga. He whakarāpopotanga o tāu i tuhi ai, ā, tērā rānei ka whakauru atu i ōu ake whakaaro e tika ana mō te kaupapa o te taumahi. Pērā tonu i te whakataki, kia 10 ōrau o te huinga kupu te roa o te whakakapi. 8.

He Rārangi Pukapuka

Ko te whakauru atu i tētehi rārangi puna pārongo tētehi tikanga nui o te taumahi nā te mea e whakamōhio ana ki te kaituhi i tīkina i whea ō pārongo, ā, ka whai wāhi ki te whakaatu manaakitanga ki aua puna pārongo. Ko tā te rārangi nei, he whakaraupapa i ngā puna pārongo katoa i rukuhia, mai i te ingoa whānau o te kaituhi, timata i te „a‟, ā, mutu ana i te „z‟ (tirohia wāhanga 2, whārangi 57 mō ētahi atu pārongo). 9.

He Tāpiri

E pā ana tēnei ki ngā kōrero ka tāpiri atu ki te mutunga o te taumahi, pūrongo, pukapuka rānei. Ko ngā momo kōrero ka uru atu ki He Tāpiri ko ngā rārangi kupu, ngā mahere, ngā rārangi whānui, ngā hoahoa, reta, mēneti, heoi ngā kōrero e whakawhānui ana i te mōhiotanga o te kaipānui ki ngā kōrero o roto. Taumahi Tiro Rārangi: I mua i te tukunga atu o tō taumahi, tirohia kia kite: 1.

kei ngā whārangi katoa tō ingoa me tō nama ākonga

kua namangia ngā whārangi katoa

kua waiho e koe he wāhi wātea i te taha maui o ia whārangi mō ngā kōrero a te kaiaromatawai

he uhinga tō te taumahi

kua tirohia anō te wetereo me te whakahua kupu

kua tāpiri atu tētehi rārangi pukapuka/pūkōrero

kua manaakitia ngā puna katoa i whai wāhi ki ngā kōrero

kua puritia ā-hiko tētehi kape ki tō roumahara me te pukumāro o tō rorohiko turi, ā, kua tāngia tētehi kape mārō hei kape māu.

Tēnā koa, tukua atu ki te kāinga noho i waiho ai e tō kaiwhakaako, kaiwhakahaere tari rānei. 46

The Conclusion

Your conclusion should draw your material together and make a final series of statements. It is a summary of what you have written and may include any personal comments that you wish to make relative to the assignment topic. As with the introduction, your conclusion should be about ten percent of the total word count in length. 8.

The List of Information Sources

Inclusion of a list of information sources is an important part of any assignment as it explains to the reader where your information comes from and, as such, it provides you with an opportunity to express manaakitanga to your sources. A list of information sources arranges, in alphabetical order by the authorsâ&#x20AC;&#x; surnames, all of the sources of information that you drew upon (see part 2, page 56 for more information). 9.

Appendices

This refers to the additional material that is attached to the end of an assignment, document or book. The types of material that might be included in the appendices are glossaries, maps, lists, diagrams, letters, minutes or anything that would add to the readerâ&#x20AC;&#x;s understanding of the text. Assignment Checklist Before sending in your assignment, ensure that: 1.

your name and student identification number is on every page

every page is numbered

you have left a wide margin on the left-hand side for markerâ&#x20AC;&#x;s comments

your assignment has a cover page

you have checked the grammar and spelling

you have included a list of information sources

you have acknowledged all sources

you have saved an electronic copy on your memory stick and the harddrive of your laptop, and taken a paper copy of your assignment for yourself.

Please post to the address given to you by your programme administrator or tutor. 47

Te Whakatakoto Whakatau Kōrero a Tētehi Atu Ka tango ana i te whakatau kōrero mai i tōna pūtake, e rua ngā tikanga ki te whakatakoto ki tāu tuhituhi ake: 1.

Ina iti iho i te rerenga kōrero pū, taiapatia te whakatau kōrero ki ngā tohu ā-tuhi e tika ana. Mā tēnei e mōhiotia ai he kupu ēnei nō tētehi whakatau kōrero a tētehi tangata kē, nō tētehi atu puna rānei.

Tauira 1: …e kī ana a Sykes: “…we cannot accept a person to run our business who is not immersed in the ethos of our culture.” Tauira 2: E mea ana a whaea Lilly: “ The whare tupuna was opened on 12 August 1982 ...” 2.

Mehemea kotahi rerenga kōrero neke atu rānei te whakatau kōrero, māu e whakawehe tāu ake kōrero ki ngā tohu ā-tuhi e tika ana, arā, timata atu ki te rārangi hou, me ine whakaroto te whakatau kōrero katoa, kātahi ka timata anō tāu ake kōrero ki tētehi rārangi hou i muri mai o te whakatau kōrero.

Tauira 1: E kī ana a Tahu Potiki, te CEO o Ngāi Tahu: “The idea that we‟re going to be able to make a cash distribution to individuals in the foreseeable future is a bit of a myth. The way people will benefit is through participation.” Tauira 2: I mea a Whaea Lilly: “The whare tupuna was opened on 12 August 1982 after much fundraising, hardwork and planning. It was a wonderful occasion with many of the whānau returning home to celebrate together.” Mehemea te whakatau kōrero kei tētehi reo i tua atu i te reo Māori, Ingarihi rānei, kia tītaha te whakatakoto. Ka tango whakatau kōrero ana, ka tuhia ki tōna āhuatanga tūturu. Ina kite koe he hapa o roto, me pēnā anō tō tuhi, whai muri mai tuhia te tohupoto (sic). Whakamahia ai tēnei tohupoto hei whakaatu he tūturu te whakatau kōrero, ā, he hapa kei roto. 48

How to Set Out Quotations When quoting directly from any source you may incorporate the quotation in your own text in two ways: 1.

If the quotation is less than a complete sentence, you may simply enclose it in the text preceded by suitable punctuation. This acknowledges that the words are a direct quote belonging to someone else or to some other source.

Example 1: …Sykes writes: “…we cannot accept a person to run our business who is not immersed in the ethos of our culture.” Example 2: Aunty Lilly stated: “ The whare tupuna was opened on 12 August 1982 ...” 2.

If the quotation comprises a sentence or more, you should break off your own text with appropriate punctuation, take a new line, and indent the whole quotation then take up your own text on a new line following the quotation.

Example 1: Ngai Tahu CEO Tahu Potiki states: “The idea that we‟re going to be able to make a cash distribution to individuals in the foreseeable future is a bit of a myth. The way people will benefit is through participation.” Example 2: Aunty Lilly stated: “The whare tupuna was opened on 12 August 1982 after much fundraising, hardwork and planning. It was a wonderful occasion with many of the whānau returning home to celebrate together.” If the quotation is in a language other than Māori or English, it should be presented in italics. When quoting, record the quote as it appears in its original form. If you recognise a mistake in the quote, print it as it is, followed by the abbreviation (sic). This abbreviation is used to indicate that the quote is exact, and includes an error. 49

Hei Tauira: E tuhia ana e Sykes “…we cannot accept a person to run our business which [sic] is not immersed in the ethos of our culture.” Katoa ngā whakatau kōrero kia mihia ki te tuhinga āpiti, kei te rārangi pukapuka i te mutunga o tō taumahi te roanga atu o ngā mihi. He Rārangi Pukapuka Whakakaupapa 1.

Ko te rārangi pukapuka whakakaupapa he rārangi tohutoro mō ngā tānga kua kitea e koe mō tētehi kaupapa pū.

Ia tohutoro e whakaaatu pū ana i ōna kōrero (kaituhi, ingoa, te aha, te aha), e ū ana hoki ki ngā ritenga a Te Wānanga o Raukawa mō te whakatakoto tohutoro.

Kei muri i ia tohutoro tōna whakakaupapa. He whakamārama poto mō te tānga te whakakaupapa.

He kotahi whiti te roa o ia whakamārama, takiwā o te 100-150 kupu.

Ina tuhia tētehi rārangi pukapuka whakakaupapa, e whakaatu ana ka taea e koe: 1.

te rapu pukapuka whaihua mō tētehi kaupapa

te rapu tauira mō ētahi momo kōrero kē mō tētehi kaupapa

te kōwhiri me te whakaahua kōrero mō te kaupapa, me kore e āhuareka te kaipānui

te rapu me te whakarāpopoto kōrero hei poutama tuatahi ki te rangahau anō mō tētehi kaupapa.

He Paku Āwhina mō te Rārangi Pukapuka Whakakaupapa 1.

Ākona kia pai ai tō mōhio ki te whātoro i tō whare pukapuka ki te rapu pukapuka pai.

Me whakauru ngā tānga kei roto rā he huhua ngā tirohanga mō te kaupapa.

Me tuhi i taua wā tonu ngā kōrero katoa mō te tānga (te kaituhi, te ingoa, te tau, te aha noa).

Tuhia he paku whakamārama e mau ana i ngā tino whakaaro o te tānga.

For Example: Sykes writes “…we cannot accept a person to run our business which [sic] is not immersed in the ethos of our culture.” All quotes are to be acknowledged by footnotes and full acknowledgement is to be attributed in the List of Information Sources at the end of your assignment. Annotated Bibliographies 1.

An annotated bibliography is a list of references to publications you have found on a specific topic.

Each reference includes the exact 'bibliographical' details (the author, title etc.) following the referencing style of Te Wānanga o Raukawa.

Each reference should be accompanied by an annotation. An annotation is a brief description of the publication.

Each annotation is a paragraph in length, approximately 100-150 words.

Writing an annotated bibliography shows that you can: 1.

find quality literature on a topic

find examples of different types of material on a topic

select and describe items on a topic, which may interest your reader

find and summarise material as a first step to doing more research on a topic.

Tips for Annotated Bibliographies 1.

Learn to use your library well to find good references.

Include publications that express a variety of opinions on the topic.

Note down the complete bibliographic details of the publication immediately (the author, the title, the latest year, and so on).

Write a brief annotation, summarising the main ideas of the publication.

I runga i ngā tohutohu kia pēhea nei te rahi o te tuhi, ka āhei koe te arotake i te tohungatanga me te tautōhitotanga o te kaituhi, kōrerotia te hunga pānui, kōrerotia ngā rerekētanga me ngā ōritenga o tāna ki ā ētahi atu kua kōrerotia e koe, ā, whakamāramatia te takoha o taua tuhituhi ki tō mōhiotanga ki te kaupapa.

He Paku Āwhina Whānui 1.

Kia nui tonu te wā.

Waiho te tuhinga tuatahi mō ētahi rā ruarua, kātahi ka pānui anō. Ka hōmiromiro tō titiro ki te rapu i ngā hapa kīhai i kitea e koe i mua atu!

Pānuitia ā-wahatia nei tō tuhinga kia mōhio ai koe e pai ana te rere, kāore rānei.

Mehemea kua hokihoki te āhua o tō pānui, he tohu tēnā me mutu. Kāore he take o te pānui i aua whakaaro anō nō kaituhi kē, hoki atu, hoki atu he aha te aha. Engari mēna ko te tono ki a koe kia whakatauritea ō rātou momo tuhi, me pānui ngā tuhinga a ngā kaituhi maha.

Ehara i te mea me pānui ngā pukapuka katoa kei tō rārangi, engari kia rahi tonu te pānui kia mōhio mārika ai koe ki te kaupapa.

Ka tuhituhi kōrero, tuhia ki āu ake kupu tāu i pānui ai, kaua e whānakohia. (Katia te pukapuka, whakamātauria.)

Me āta whakamahi ngā whakatau kōrero hei tautoko, hei whakaatu i ngā tino kaupapa e kōrero ana koe, hei whakarahi ake i āu kupu rānei.

Kei tō anga akoranga, kei tō kaiwhakaako rānei ētahi tohutohu mō te whakatakoto i tō taumahi. Me titiro, me pātai!

KAUA E WAREWARE puritia tētehi kape ā-hiko ki tō roumahara me te puku mārō o tō rorohiko pona, puritia hoki tētehi kape mārō o tō taumahi kei ngaro te kape tūturu.

10.

Mā te tauwhitiwhiti tuhinga ki ō hoa, ā, kua oti te aromatawai, ka āhua mōhio koe ki ngā momo, taha takotoranga, taha whakaaro, ka mutu, kei konā he āwhina ki te whakawhanake i te āhua o tō tuhituhi.

Depending on how much you are asked to write, you may also evaluate and comment on the author's credentials and background, comment on their intended audience, compare or contrast the work with others that you have cited and explain how the document contributes to your understanding of the topic.

General Tips 1.

Allow plenty of time.

Leave the first draft for a few days, then read it again. You'll spot mistakes you didn't notice before!

Read your essay aloud to find out if it reads well.

When all your reading starts becoming repetitive, it's probably time to stop. There's no point in reading the same ideas by different authors over and over again, unless you have been asked to compare their styles.

You do not have to read everything on your list, however you should read enough to understand the topic well.

When taking notes, put what you have read in your own words to avoid plagiarism. (Try closing the book to do this).

Use quotes only to support or illustrate the points you are making and to supplement your own words.

Your course outline or lecturer may give you instructions on how to present your assignment. Always check!

DONâ&#x20AC;&#x;T FORGET to save an electronic copy on your memory stick and the hard-drive of your laptop, and keep another paper copy of your essay in case you lose the original.

10.

Exchanging marked essays with classmates can give you an idea of different styles, presentation formats and ideas and could help you to improve your writing.

MUTU KAU ANA TŌ TAUMAHI, KA AHATIA? Ka oti i a koe tō taumahi te tuhi, kapengia hei pupuri māu, kātahi ka tukua atu mā te poutāpeta, mā te ī-mēra rānei ki: 1.

te kaikōkiri o te tari matua mō tērā akoranga

te kaikōkiri tari mō ngā akoranga Iwi & Hapū

te kaikōkiri tari mō ngā akoranga Reo.

Ka hoatu ki a koe i tō akoranga ngā kāinga noho me ngā ī-mēra o ngā kaiwhakahaere. Mehemea kāore e taea e koe te tuku atu i te rā tatū, me whakapā atu ki te kaikōkiri, te kaiaromatawai rānei ka tono kia roa ake te wā ki a koe. Kaua e pōhēhē kei a koe te tikanga kia roa ake. Ka tae mai tō taumahi, mā te kaikōkiri, te kaiaromatawai rānei koe e whakamōhio atu kua tae kē mai. Ka mutu te aromatawai, ka tāpiri atu te puka aromatawai me ngā kōrero o runga e whakaahua ana i ngā kōrero mō te kounga i ekengia. Ka puritia e Ratonga Ākonga tētehi kape o te aromatawai, ā, ka kuhuna atu te whiwhinga ki te pātengi raraunga mātauranga. Ka whakahokia atu ki a koe te puka aromatawai tūturu hei pupuri māu. Me whakakōpaki e koe hei rēkoata māu i tō kāinga. Ina whiwhi koe i te ANŌ i te whakahokinga atu o tō taumahi, he tono tēnei kia mahi anō koe i ētahi wāhi o tō taumahi e kōrerotia ana e te kaiaromatawai. Me tuku mai anō i roto i te wā i whakaaetia e te kaiaromatawai. Ka aromatawaitia te taumahi hou, ka whakakorea te mea tōmua ina eke te mea hou. Ko ētahi atu ritenga mō te tuku mai i whakahuatia ake nei. Kaua rā e pōhēhē he hinganga te whiwhi i te „anō‟. Engari ia he ara tēnei e whakaae ai koe ki te whiwhinga e tahuri ai rānei ki te whakapai ake. Me whakatika kau koa. Kaua e takaroa, kaua e pōkaikaha. Ehara i te mea ko koe me tō kotahi ka whiwhi i te „anō‟.

HANDLING OF YOUR ASSIGNMENTS When you have completed your assignment, make a copy for your records, then send by post or email to: 1.

your kaikōkiri for specialisation assignments

the kaikōkiri for Iwi & Hapū Studies for Iwi & Hapū Studies‟ assignments

Te Reo Studies kaikōkiri for Te Reo assignments.

The postal and email addresses for the kaikōkiri will be given to you during class. If you cannot meet the submission date, contact the kaikōkiri or marker and request an extension. Do not presume that you have one automatically. When your assignment is received, the kaikōkiri or the marker will let you know it has been received. After it has been marked, a marking guide will be attached to it with comments that reflect the standard achieved. A copy of this marking guide will be retained by the Student Services area and the result entered on the academic database. Your assignment will be returned to you with the original marking guide for your retention. You should file these as your personal records at home. If your assignment is returned with an overall assessment of RESUBMIT, this is an invitation for you to do more work in the areas indicated on the marking guide in light of the comments provided. You should resubmit the amended work within the period given to you by the marker. The resubmitted assignment will be reassessed and the earlier assessment cancelled should the new assignment meet the requirements. The procedure for further handling is as described earlier. A resubmit should not be seen as a failure but as an option for you to either accept the grading or to change it by doing more work.

You should begin working on the

assignment immediately. Do not put it off, and do not become disillusioned. You are not the only person to receive a resubmit.

PART TWO

SOURCES OF INFORMATION AND REFERENCING HE KUPU WHAKATAKI/INTRODUCTION Students are required to follow one particular style of referencing when listing sources of information and referencing. There are many and the conventions set out in this section comprise one style. It has been developed for students and staff of Te Wānanga o Raukawa, and it is the preferred style of Te Wānanga o Raukawa. HE MIHI/ACKNOWLEDGEMENTS Thanks should be given to those people who have supported and encouraged you with your studies, but not necessarily given you information to use in your assignment. An example of this would be to thank your parents for taking care of your children while you attended the noho (residential seminars). They should be acknowledged on a separate page immediately following the cover page of an assignment. Rangatiratanga, manaakitanga and other kaupapa Māori require that we acknowledge the contribution that others have made to our writing, or other creative work. Thanks given to those who have provided or otherwise supported us is one form of acknowledgement. HE RĀRANGI PUKAPUKA/SOURCES OF INFORMATION A list of information sources should follow the conclusion of a piece of writing. We require that the information sources be divided into four sections: 1.

oral sources

published material

unpublished material

electronic resources.

The purpose of a list of information sources is to acknowledge the writers, and contributors whose ideas, writings, experiences, and mātauranga have been used in one way or another. Each entry in the list should contain enough detail to enable the reader to either locate a copy of the information source, or be informed about the 56

origin of the information. Each entry is an acknowledgement, and the approach of Te Wānanga o Raukawa is to set out entries as follows:

ORAL SOURCES For Te Wānanga o Raukawa purposes, oral sources refer to interviews, discussions, telephone conversations, whaikōrero, kauwhau, and lectures. If information is used from any of these activities, then they should also be included in the list of information sources. Entries should be set out as follows: Name of person supplying information and the reason this person is an authority on the information Nature of communication (personal conversation, interview, correspondence) Place Date For Example: Hippolite, Randall (Booking Officer, Takapūwāhia Marae) Interview with author Takapūwāhia, Porirua 16 July 2001 An example for a Lecture: Mikaere, Ani “Whakapapa and Taonga” Lecture given at Rangiātea Church Puna Maumahara: Rōpū Tuku Iho Repositories Conference Te Wānanga o Raukawa Ōtaki 17 November 2006

PUBLISHED MATERIAL Each area of information is to be set out on a separate line. Titles and subtitles are to be italicised, and if an item has a subtitle, a colon is used to separate the title from the subtitle. Information concerning the edition, or number of volumes is presented on the

same line as the title and subtitle, however it should be presented in normal font. For published material entries are to be set out as follows: Author Title: Subtitle Publisher Place of publication Date of publication Examples: For a Single Author Kelly, Leslie G. Tainui: The Story of Hoturoa and His Descendants The Polynesian Society Wellington 1949 For Two Authors McLean, Mervyn, and Margaret Orbell Traditional Songs of the Maori Auckland University Press Auckland 1975 For Three Authors of More Bovee, Courtland L., Michael J. Houston, and John V. Thill Marketing 2nd ed McGraw-Hill New York 1995 Each entry is to be listed in alphabetical order by author. The use of abbreviated Latin terms such as et al, ibid, op cit, and loc cit, are not among the conventions used in assignment writing for Te WÄ nanga o Raukawa. It is more consistent with rangatiratanga, manaakitanga, whanaungatanga and other kaupapa MÄ ori, to acknowledge all contributors by naming them specifically in the list of information sources, and in each applicable footnote entry.

The Use of Capitals The first letter of the first word in a title, or subtitle is capitalised. The first letter of each following word in a title is capitalised except for: Articles (a, an, the) Conjunctions (and, or, for) Prepositions (in, on, at, to, from). Editors, Translators, Compilers, Narrators, Directors, Producers Te Wﾄ］anga o Raukawa uses the following abbreviations: ed, eds, trans, comp, comps, nar, nars, dir, dirs, prod, prods. For Example: Spicer, John, Andrew Trlin, and Jo Ann Walton, eds Social Dimensions of Health and Disease: New Zealand Perspectives Dunmore Press Palmerston North 1994 No Author If there is a corporate body named on the title page, and no author, then the corporate body is used as the author. For Example: Institute of Chartered Accountants of New Zealand Annual Report 1996 Institute of Chartered Accountants of New Zealand Wellington 1997 If the corporate body is a government department with a name that does not include the country, then the country is given at the beginning of the entry. For Example: New Zealand. Ministry of Education The New Zealand Curriculum Framework Learning Media Wellington 1993

If there is no corporate body or author named, then the entry will be set out as follows: Title Publisher Place of publication Date of publication For Example: Facsimiles of the Declaration of Independence and the Treaty of Waitangi Government Printer Wellington 1960

For Parts of Books For one chapter that has its own number and title, use the following as an example: McEwen, J. M. â&#x20AC;&#x153;Kupeâ&#x20AC;? Chap 3 Rangitane: A Tribal History Heinemann Reed Auckland 1986 If the chapter is numbered but has no title, use the following as an example: Macmorran, Barbara Chap 13 Octavius Hadfield [The Author] Wellington 1969 Note: Square brackets are used when information is missing from a publication, but has been obtained from another source. In the above example, the author is also the publisher of the book.

When a chapter is written by one author, and the book as a whole is edited by another, use the following example: Walker, Ranginui “Marae: A Place to Stand” Te Ao Hurihuri: The World Moves on: Aspects of Maoritanga Edited by Michael King Hicks Smith & Sons Wellington 1975 When a chapter is written by one author, and the book as a whole is edited by another, and it is also included in a course compilation, use the following example: Walker, Ranginui “Marae: A Place to Stand” Te Ao Hurihuri: The World Moves on: Aspects of Maoritanga Edited by Michael King Hicks Smith & Sons Wellington 1975 Compiled in ART 1B: Private Study of One Marae: Compilation of Readings and Resources Te Wānanga o Raukawa, Iwi and Hapū Studies Ōtaki 2003 For Articles from Periodicals Entries should be set out as follows: Author of article “Title of article” Periodical Title Year of publication Issue information, page numbers of article For Example: Moon, Paul “The History of Moutoa Gardens and Claims of Ownership” The Journal of the Polynesian Society 1996 Vol 105, no 3, pp 347-365

For Newspaper articles, entries should be set out as follows: Author of article “Title of article” Newspaper title Date Section, page number/s For Example: Small, Vernon, and Nick Venter “Who has the Numbers?” The Dominion Post 7 October 2003 Sec A, p 1 Images If an image is taken from a book or journal, then use the following example:

The Raukawa Mihinare Model 1 Footnote 1.

Te Pā Harakeke, p 92

The following is then included in the list of information sources under published resources: Te Pā Harakeke Te Wānanga o Raukawa Ōtaki 2004 Vol 1

UNPUBLISHED MATERIAL Entries for unpublished material should be set out as follows: An Example for a Lecture Paper: Winiata, Whatarangi “Iwi and Hapu Planning” Lecture given at Te Wānanga o Raukawa Ōtaki 12 February 1998 An Example for a Conference Paper: Parata, Hekia “What Constitutes a Healthy Maori” Paper presented at Te Ara Ahu Whakamua Maori Health Decade Hui Rotorua 22-25 March 1994 An Example for a Thesis: Mahuta, Robert Te Kotahi Whaikoorero: A Study of Formal Maori Speech MA Thesis University of Auckland Auckland 1974 Course Compilations These are treated like books without a named author. For Example: ART 1B: Private Study of One Marae: Compilation of Readings and Resources Te Wānanga o Raukawa, Iwi and Hapū Studies Ōtaki [2006] Māori Land Court Minute Books The Māori Land Court or Native Land Court as it was known originally was set up in 1865 to ascertain ownership of Māori land, and to issue a modern title. In the course of its history the Court has produced a vast quantity of records in the form of minute books. These are of great historical importance, and are one of the most important

sources on early Māori history, whakapapa, place names, and locations.3 Entries for minute books should be set out as follows: An Example for a Complete Minute Book: Native Land Court (Maori Land Court) Minute Books Otaki Minute Book 1 An Example for Minutes: Tahiwi, Rawiri Rota Native Land Court (Maori Land Court) Minute Books Otaki Minute Book 16 Folios 86, 87, 88, 92, 94, 95, 96 Marae Committee Minute Books Most marae have committees that are responsible for the day-to-day management of the marae. They generally meet on a regular basis, and the business that transpires is recorded in minute books. These are important sources for information on the activities of marae, whānau, hapū, and iwi. An example of how these should be set out follows: Tainui Marae Committee Minutes Ōtaki 14 October 2003 Manuscripts Manuscripts are original documents, which have been written by hand or typed. This does not refer to documents that have been printed or reproduced on mass. They include letters, diaries, and journals. If these are held by organisations, which allow access to the public, such as libraries, then the organisation should also be cited in the entry. Entries for manuscripts should be set out as follows:

University of Auckland Library, pp 1-2

An Example of a Manuscript held in a Private Collection: Waaka, Rupene Diary 1978 Private collection of Rupene Waaka Ĺ&#x152;taki An Example of a Manuscript held in a Library: Ranapiri, Tamati MS-Papers-1187-127 Alexander Turnbull Library Wellington Most libraries and archives have an in-house system for storing and retrieving original documents. When citing original documents from these places, it is helpful to provide the reference numbers that they use, as in the example above.

ELECTRONIC RESOURCES Entries for electronic resources are in the main very much like entries for books. A little more information is required for traceability. For Example: Replay Radio Interview by Chris Laidlaw with Dr. Charles Royal on Indigenous Worldviews Replay Radio Wellington 17 February 2002 Audiocassette Audio Recordings Entries for audio recordings also require information about the physical format. For Example: Replay Radio Whaikoorero: Ceremonial Farewells to the Dead 3 cassettes Replay Radio Wellington 1981 Audiocassettes

An Example for a CD-ROM: Kahaki, Rose, Julia Carr, and John Coleman “Simple Desires Attract Complex Responses” Whose Dreams? Whose Realities? 9th Annual The MHS Conference, 22-24 September 1999, Melbourne, Australia Brain Melbourne 2000 CD-ROM DVDs An Example for a Set: Attenborough, David, nar The Blue Planet: A Natural History of the Oceans 3 discs BBC Worldwide London 2002 DVD An Example for One Disc from a Multi-Disc Set: Attenborough, David, nar The Blue Planet: A Natural History of the Oceans Disc 1 BBC Worldwide London 2002 DVD An Example for Part of a Disc: Attenborough, David, nar “The Deep” Episode 2 The Blue Planet: A Natural History of the Oceans Disc 1 BBC Worldwide London 2000 DVD

Internet Sites Entries for internet sites are set out much the same as entries for books and articles. A little more information is required so that the source is traceable. Remember that a reader will need to be able to track down the actual source. Entries should include as

much of the relevant information as possible. If information is not known, then it is left out of the entry. Entries should be set out as follows: Author “Title of article” Title of Website Creator or publisher Place created, published, or posted Date created, published, or posted Available at address of electronic source pagination or online equivalent Date accessed For Example: Pōmare, Mīria “Ngāti Toarangatira” Te Ara: The Encyclopedia of New Zealand Ministry for Culture and Heritage Wellington Updated 26 September 2006 Available at http://www.TeAra.govt.nz/NewZealanders/MaoriNewZealanders/NgatiToarangatira/en Accessed 14 November 2006 Addresses for websites should always be given exactly as they appear. No amendments such as the use of macrons in Māori words should to be introduced. It would make the correct website impossible to find. Microform This includes microfiche and microfilm. An example follows: Mackay, Alexander, comp A Compendium of Official Documents Relative to Native Affairs in the South Island Alexander Turnbull Library Wellington 1991 Microform

Video Recordings Entries for video recordings are also like those for books, however they will also include the length of the video, which are usually expressed in minutes (mins), and the physical format. For Example: Kerins, Sean, dir Whose Rights are Right?: Māori Customary Fishing Rights 53 mins Cardno Productions for Te Ohu Kaimoana Rotorua [1997] Videocassette

Example for a Series: Andrews, George, prod Journeys: Ngā Tapuae: The Treaty of Waitangi, the Law Relating to the Treaty, and the Settlement Process 3 cassettes 103 mins Legal Services Board [Wellington] c1999 Videocassette Note: “c1999” stands for “circa 1999” and means “about 1999.” Television Programmes A separate line is required for each piece of information in entries for television programmes, i.e. 

the name of the person or persons from whom information is used, is listed on the first line of the entry



if there is a named episode of a series, then this should appear on the following line



the name of the series should follow on the next line in italics



the television station is entered on the next line



the televised date should then be entered on the following line



the length of the programme is entered on the next line



the production company should be entered on the following line



the year of publication follows on the next line



the format completes the entry on the following line.

An Example for an Episode from a Television Series: Terry, Aroha “Marae Justice” Inside New Zealand TV3 Televised 31 August 1994 60 mins Ariki Communications, and NZ on Air Auckland c1994 Videocassette

An Example for a Single Programme: Shortland, Waihoroi Te Karere TV One Televised 10 December 2003 15 mins Television New Zealand, and NZ on Air Auckland 2003

Photographs Photographs should be acknowledged by two statements. The first should identify who has possession of it, and the second should give a brief description of the photograph. The following is an example of how a photograph should be presented in assignments:

Te Pūtahi Whakawhiti Pārongo Collection, Te Wānanga o Raukawa, Ōtaki Whaea Manu

More information may be provided in the description of the photograph, for example: 

the date the photograph was taken



and/or the place where the photograph was taken



and/or the event where the photograph was taken.

The photograph does not however need to be listed in the list of information sources.

HE KUPU TĀPIRI/FOOTNOTES Footnotes are used to acknowledge the work and ideas of others. They are also used to explain material or to give background information which does not quite fit into the actual piece of writing. Te Wānanga o Raukawa requires the use of footnotes when referencing. Examples have therefore been given on how they should be used. Footnotes appear at the foot of the page and should be numbered and be in numerical order. Generally, it is sufficient to only use the author‟s surname and page number or numbers. Examples: For Statements Referring to Research: However, in Tainui 1 it states that it was composed by Te Wharetiki of Ngati Mahanga. __________________________________________________________________ 1. Kelly, p 302

For Factual Statements: However, as the population grew, so various land disputes arose and culminated in battles such as that between Te Āti Awa and Ngāti Raukawa at Haowhenua.2

____________________________________________________________________________________________________ 2.

A pā at Te Horo

For Quotations: “The riddle of Te Rauparaha‟s Christianity will never be fully solved.” 3 __________________________________________________________ 3. Lethbridge, p 117

If different works by the same author need to be acknowledged in the same piece of writing, then they are differentiated by also providing the year of publication.

For Example: 4. Winiata, 1997, p 5 5. Winiata, 1999, p 2 If there are different works by the same author that were published in the same year, then they are differentiated by adding alphabetical letters to the year of publication. For Example: 6. Winiata, 2003a, p 3 7. Winiata, 2003b, pp 1-3 If different authors have the same surname, then their first name or initials are added to the entry. For Example: 8. Winiata, P.C. p 2 9. Winiata, P.B. p 1 10. Winiata, W. p 3 The full citation for these, are then given in the list of information sources. He Kupu Whakakapi/Conclusion The bibliographic conventions that are promoted in this booklet move slightly away from those that are used elsewhere. They have been developed through discussions within the Academic Board, and Ngā Kaihautū and by consulting a number of writing guides and style manuals. Much consideration has been given to the construction and purpose of bibliographic and referencing citations for assignment writing, and marking at Te Wānanga o Raukawa. The aim has been to create a “Wānanga style” writing and referencing guide for the community of Te Wānanga o Raukawa.

HE RĀRANGI PUKAPUKA/LIST OF INFORMATION SOURCES Oral Sources Te Wānanga o Raukawa Discussion during monthly meeting of The Academic Board Te Wānanga o Raukawa Ōtaki 10 November 2003 Te Wānanga o Raukawa Discussion during fortnightly meeting of Ngā Kaihautū Te Wānanga o Raukawa Ōtaki 16 December 2003 Published Sources Emerson, Lisa, ed Writing Guidelines for Social Science Students The Dunmore Press Palmerston North 1998 Hawke, Yvonne, and Andrea Morrison He Korowai: A Study Guide for Maori Tertiary Students UNITEC Institute of Technology, Te Tari Awhina Auckland 1994 Ritter, R.M. The Oxford Guide to Style Oxford University Press Oxford 2002

Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations 6th ed Revised by John Grossman and Alice Bennett The University of Chicago Press Chicago 1996 University of Auckland Library Māori Land Court Minute Books: A Guide to Information Sources including Computer Database Indexes University of Auckland Library Auckland 1996 University of Chicago Press The Chicago Manual of Style 14th ed University of Chicago Press Chicago 1993 Wellington College of Education School of Library Studies: Style Manual WCE School of Library Studies Wellington 1996 Unpublished Sources Royal, Te Ahukaramü Charles Writing Conventions for Students of the Master of Mātauranga Māori Version 2, Draft, 20 February 2002 Te Wānanga o Raukawa Ōtaki 2002 74

Te Wānanga o Raukawa A Practical Guide to Wānanga Studies Te Wānanga o Raukawa, Iwi and Hapū Studies Ōtaki 2003 Winiata, Pakake “Guiding Principles/Kaupapa of Te Wānanga o Raukawa: A Discussion Paper” [Te Wānanga o Raukawa] [Ōtaki] January 2002 Winiata, Whatarangi “Theory (and Understanding) of Wānanga” Revised version of 25 January, 2001 paper [Te Wānanga o Raukawa] [Ōtaki] 7 January 2002

ASSIGNMENT CHECKLIST Before sending in your assignment, ensure that: 

your name and student identification number is on every page



every page is numbered



you have left a wide margin on the left-hand side for marker‟s comments



your assignment has a cover page



you have checked the grammar and spelling



you have included a list of information sources



you have acknowledged all sources



you have kept electronic and paper copies of your assignment for yourself.

Please post to the address given to you by your course administrator or tutor. Iwi and Hapū Studies ask that assignments be forwarded to them: By mail:

Iwi and Hapū Studies Te Wānanga o Raukawa PO Box 119 Ōtaki 5512

By email:

iwi.hapu@twor-otaki.ac.nz

By hand:

Hand in to Iwi and Hapū Studies‟ tutor OR Place in assignments box in the Iwi and Hapū Studies‟ building

Reo Studies ask that assignments be forwarded to them: By mail:

Reo Studies Te Wānanga o Raukawa PO Box 119 Ōtaki 5512

By email:

riria.ropata@twor-otaki.ac.nz

By hand:

Hand in to Reo tutor OR Place in assignments box in the Reo Studies‟ building