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Assignment writing guidelines for students of Te Wānanga o Raukawa
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ii
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
1
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!
2
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
3
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. Te Uhinga ...................................................................................................... 42
1. The Cover Page ............................................................................................. 43
2. Te Ingoa ........................................................................................................ 44
2. Title Page ...................................................................................................... 45
3. He Mihi ......................................................................................................... 44
3. The Acknowledgement Page ........................................................................ 45
4. Te Rārangi Kōrero ........................................................................................ 44
4. A Contents Page ............................................................................................ 45
5. He Kupu Whakataki ...................................................................................... 44
5. The Introduction ............................................................................................ 45
6. Te Tinana ...................................................................................................... 44
6. The Main Body ............................................................................................. 45
7. He Kupu Whakakapi .................................................................................... 46
7. The Conclusion ............................................................................................. 47
8. He Rārangi Pukapuka ................................................................................... 46
8. The List of Information Sources ................................................................... 47
9. He Tāpiri ....................................................................................................... 46
9. Appendices .................................................................................................... 47
Taumahi Tiro Rārangi ............................................................................................ 46
Assignment Checklist ............................................................................................ 47
Te Whakatakoto Whakatau Kōrero a Tētehi Atu................................................... 48
4
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
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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
6
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.
7
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.
8
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
2. tohutoro akoranga
3. ngā utanga o te akoranga
4. ngā akoranga tōmua
5. ngā akoranga tōrite
6. pūkenga/kaiwhakahaere
7. ngā rā mō te noho
8. te roa
9. 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.
9
PART ONE
ASSIGNMENT WRITING
HOW TO ANALYSE THE ASSIGNMENT TOPIC
The assignment topic appears in the booklet called Ngā Akoranga as a series of course
statements. These course statements have the following information:
1. course name
2. course reference
3. credits attributed to the course paper
4. pre-requisites, if any
5. co-requisites
6. lecturers / supervisors
7. dates of the noho (residential seminar)
8. duration
9. 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.
10
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
aha i pērā ai
Tātarihia: tātarihia te kaupapa kia tū ai ngā
whakaaro matua, ā, whakamāramatia ngā
hononga i waenganui
Aromatawaia: aromatawaia te wāriu o te
kaupapa, tāuāki rānei
Whakapuakitia: wānangatia, whakamāramatia
hoki tō titiro ki ngā whakaaro i whakapuakitia
Whakatauritea: rapua ngā ōritenga me
ngā rerekētanga mō ngā mea e kōrerotia
ana
Arotakengia: me whakatakoto whakapae mō
ngā whakaaro i whakapuakitia, me tautoko tō
whakapae ki ngā kōrero tūturu
Tautuhingia: me whakatakoto mārire te
aronga pū
Whakaahuatia: me āta whakatakoto kōrero
mō ngā āhuatanga ake o tētehi kaupapa
Matapakingia: horahia ngā anga rerekē o
te kaupapa ka whakakapi ai
Aromātaitia: tirohia ngā taha katoa o te pātai
ka whakatakoto ai i tō whakapae
Ārohingia: me āta patapatai, me āta
whiriwhiri te kaupapa
Whakamāramatia: whakatakotoria te aronga,
whakamāramatia, whakatakoto i ngā take
Huraina: rapua kia huraina ai he whakaaro
hou, he aronga hou mō taua kaupapa
Whakapaetia: whakapaetia ngā take me ngā
whakamāramatanga mō tētehi kāhui meka
Whakaaturia: whakamāramatia ake te
kaupapa mā te tā hoahoa whika, tauira
tūturu rānei
Whakakotahitia: me āta whakamārama i te
aronga o tētehi tauāki mā te whakaatu he
mārama tonu ki a koe
Tautokona: whakatakotohia ngā take i
pērā ai ō whakataunga
Horahia: horahia mai ngā kōrero matua, ngā
mātāpono matua rānei o tētehi kaupapa, waiho
atu ngā kōrero ririki
Whakamanatia: whakamanatia he pono ō
tauākī mā te whakatakoto kōrero tūturu
Tūhonotia: whāia kia puta mārika ai te
hononga o tētehi mea ki tētehi atu
Kōrerotia: Āta whakamāramatia mai te
kaupapa, me whakatakoto rānei he aronga
pū
Whakarāpopotongia: whakatakotoria ngā ariā
matua mā te whakaraupapa, me whakatakoto
poto rānei te whakapae
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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
happened
Analyse: break the subject up into its main
ideas and describe the relationship between
them
Assess: judge the value of the subject or
statement
Comment on: discuss, explain and give your
opinion on the ideas expressed
Compare: look for similarities and
differences between the things mentioned
Critique: make your judgement about the
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
problem and come to a conclusion
Evaluate: examine the various sides of a
question and make a judgement
Examine: inquire into and consider a
subject carefully
Explain: give the meaning, interpret and give
reasons
Generate: think of new ideas or new
meanings for a subject
Hypothesise: suggest the reasons and
explanations for a group of facts
Illustrate: explain or clarify a problem
using diagrams figures or concrete
examples
Integrate: explain and make clear the meaning
of a statement by showing a clear
understanding of it
Justify: provide the reasons for your
conclusions
Outline: give the main features or general
principles of a subject, leaving out minor detail
Prove: show the truth of a statement by
providing evidence
Relate: prove the connection between one
thing and another
State: describe the subject in precise terms
or set down an exact meaning
Summarise: give the main ideas in order of
importance or trace the argument briefly
12
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: he
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.
13
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.
14
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.
2. 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. Heoi te mahi tūturu, he tuhituhi i tētehi o
ēnei:
1. he tono
2. he tuhinga
3. he tirohanga
4. he pūrongo
5. he tuhinga whakapae
6. he arotake pukapuka.
15
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.
2. 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 “catch all” 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
2. an essay
3. a commentary
4. a report
5. a paper
6. a book review.
16
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.
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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.
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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.
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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 can’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. An
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.
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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
2. tētehi whakataki
3. tētehi kōrero matua
4. tētehi whakakapi.
Tērā rānei, me uru atu:
1. he ihirangi
2. he rārangi kupu poto, he rārangi kupu
3. he taunakitanga
4. he rārangi rauemi
5. 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
b. he kaha te mōhiotanga ki te kaupapa me ngā mātāpuna i tirohia
c. e kitea ana kua whānui te rangahau, tae noa ki ngā puna mātauranga o taua
kaupapa rā
d. e mihia ana ngā aronga kē
e. e kōkiritia ana te manatanga o te whakapae
f. e āta whakaraupapatia ana ngā meka
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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 sub-
headings, 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
2. an introduction
3. a main body
4. 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 Wānanga 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
b. a strong understanding of the topic and source material used
c. evidence of wider reading including recognised authorities in the field
d. acknowledgement of opposition views
e. validity of the point being argued
f. organisation of facts in a clear and logical way
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g. e tautokona ana te whakapae ki ngā tauira, ki ngā meka totoka, meka
kukume wairua hoki
h. katoa ngā mātāpuna e āta tohungia ana
i. katoa ngā rauemi tautoko e whakatūturutia ana
j. 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
2. whakapuakitia he mahara mō ngā tohungatanga o te kaituhi – he aha i
tohunga ai ki tēnei kaupapa, kāore rānei?
3. whakahuatia te momo pukapuka. He koioranga, he pukapuka mōna ake, he
kōrero tātai rānei?
4. whakapuakitia he mahara mō te kaupapa o te pukapuka
5. whakapuakitia he kōrero mō te hunga māna e pānui iho
6. whakapuakitia he kōrero mō tā te kaituhi tārai i te whakaaro
7. kōrerotia mai te tino ngako o te pukapuka
8. 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?
9. whakatauritengia ki ētahi atu pukapuka i tuhia e taua kaituhi tonu, ki ngā
pukapuka rānei e hāngai ana ki taua kaupapa
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g. thesis is supported by solid, persuasive facts and examples
h. all sources are carefully referenced
i. all supporting material can be verified
j. 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
2. comment on the author’s qualifications - why they are an authority on this
subject, or not?
3. specify the book type. Is it a biography, an autobiography, or a history?
4. comment on the subject of the book
5. comment on the intended readers of the book
6. comment on the writing style
7. give a brief overview of the book
8. 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?
9. make comparisons with other books written by the same author, or with
books on the same subject
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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.
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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, don’t forget to structure it as other assignments, that is,
as stated on page 43.
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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
2. mutu kau ana te noho, he puehu te kai/huhū ana te rere
3. waiho tīrara noa ngā kohinga i tō motokā, kotahi wiki i mua i te
tatūnga o te taumahi, ka naomia
4. pānuitia ngā kōrero poto i tuhia e koe nā te mea he roa rawa ngā
tuhinga matua
5. kua wareware noa ki te pātai atu kia whakaroahia ake te rā tatū
6. kua tae te rā tatū mō te taumahi tōmua, kāore anō a tōmuri kia tukuna
atu
7. me tuku tōmuri atu ngā taumahi
8. me whiwhi „anō‟
9. 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
2. uia tō hinengaro tērā rānei e mārama ana ki a koe, me rapu
māramatanga anō
3. whakaritea tō mahere taumahi i mua o te wehenga i te noho
4. 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
5. āta whakaarotia, ka pēhea te hanga o tō taumahi kia ū tonu ai ki te
roanga o ngā kupu me tuhi
6. hokia tō mahere taumahi, whakahoutia ake
7. kia mārama te reo, arā, kia ngāwari
8. kōrerotia tāu e pono ai
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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
2. shoot through as soon as the noho has finished
3. leave your material in the car until a week before the submission date
4. read the notes you took because the readings provided are too long
5. forget to ask for an extension
6. have the next assignment due before you have submitted the first
7. submit assignments late
8. receive a resubmit
9. 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
2. question your own understanding and get more detail if necessary
3. construct your assignment plan before leaving the noho
4. read the material provided, conduct wider reading and make notes as
soon as possible after you get home
5. think about how you will construct your assignment within the word
count
6. revisit and amend your assignment plan
7. use simple language
8. say what you mean
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9. 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
2. āe ana mai te kaipānui, ā, e tautokona ana ki ngā kōrero
3. he papai ngā whakaaturanga o roto
4. he reo tōtika, wetereo, whakahua me te mārama hoki o te tuhi
5. kua tutuki te whāinga
6. e tika ana te taha tohutoro (e whai ana i tā TWoR aratohu tuhi)
7. 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?
2. kua tautuhitia, ā, kua whakautua hoki e koe te kupu tohutohu kei ia
huaako (whakamāramatia, whakatauritea, te aha, te aha)?
3. kua whakautua ngā wāhanga katoa o te kaupapa?
4. e mārama ana te kōrero kei tō whakataki mō te huarahi e whāia ai e
koe hei whakatutuki i te taumahi?
5. e āta whakaraupapa ā-whititia ana āu kōrero me ōu whakaaro matua?
6. e whakatīpātia ana te roanga o te taumahi i tō huarahi?
7. kua whakamahia e koe he tohutoro, he pēpeha rānei hei tautoko i ngā
kōrero matua i whakahuatia ake?
8. kua tirohia anō te taha whakahua kupu, te wetereo me ngā tohu ā-tuhi?
9. e tika katoa ana te tuhia o ngā pēpeha me ngā tohutoro?
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9. 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
2. it is convincing and supported by evidence
3. it contains good illustrative examples
4. it has correct grammar, spelling and legibility
5. it achieves the stated aim
6. it is referenced appropriately (follows the TWoR writing conventions)
7. 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?
2. have you identified and responded to the instructive word or term in
each learning outcome (explain, compare, etc)?
3. have you answered every part of the assignment topic?
4. does your introduction make clear the way you will approach the
assignment?
5. are your main points or ideas distinguished in separate paragraphs?
6. does the rest of the assignment expand on your approach?
7. have you used references or quotations to support all the main points you
make?
8. have you checked spelling, grammar and punctuation?
9. are all quotes and references correctly documented?
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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
2. e mārama ana tō reo ā-tuhi
3. e whai ana tō taumahi i tētehi tikanga arotau
4. i tino pai tō tātari i ngā take
5. e kitea ana kua mārama ki a koe ngā kohinga kōrero
6. kua kitea e koe he tohutoro e tika ana
7. 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
2. 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
3. mā muri ka tika ā mua; te whakarite mahere mō te ako, mō te mahi
moni me te nohotahi ki te whānau
4. te anga whakamua ki te rā whakapūmau hei whiwhinga mō te heke a
tokakawa
5. kia kaua rā e takaroa, engari karawhiua, mutu kau ana te noho, rukuhia
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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
2. your writing is clear and easily understood
3. your assignment follows a logical structure
4. you have analysed the issues well
5. you demonstrate an understanding of the literature
6. you have found appropriate references
7. 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
2. avoid being overwhelmed by major tasks by breaking them down into
smaller manageable ones
3. establish routines for study, work and family time
4. focus on graduation as the reward for your work
5. do not procrastinate, get stuck in to your assignment as soon after the
noho as possible
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6. haere tika tonu ki te raruraru, kauaka e huri āwhio, kauaka koa e karo
7. kia arotahi atu ki te pitomata o roto me ngā hua ka puta
8. kia kaua e whai kia tūturu rawa ngā mea katoa, kaua e mānukanuka
inā hapa koe
9. 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
2. wāwāhia ō mahi kia motumotu, kia taea ai
3. kia whai wāhi nohopuku, hāneanea, mārama tonu, hau pai tonu, ā, kia
wāhi pīroiroi kore
4. kia auau te whakatā
5. kaua hei ako ina ngenge koe
6. me whai rārangi tiro ka māka haeretia ngā mahi kua oti
7. me āta whakapiki te wā e taea ai e koe te ako hihiwa
8. kia wairua angitu, kia aro nui ki te rā whakapūmau hei whiwhinga
9. 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
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6. go straight to the problem, not round it and worse still, don‟t avoid it
7. always focus on possibilities and solutions
8. avoid perfectionism, don‟t be afraid to make mistakes
9. 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
2. break your study tasks up so they are manageable
3. make sure your study space is quiet, comfortable, well lit, well ventilated
and free of distractions
4. take regular breaks
5. do not study when you are tired
6. have a daily check list and tick off tasks as they are completed
7. gradually increase the time that you are able to do concentrated study
8. be success oriented and focus on graduation as the reward
9. 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
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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
2. me whai kia mau katoa i a koe ngā mea e pīrangitia ana hei kaupare i
te pōrearea mai
3. tuhia te tino mahi e pīrangitia ana kia oti tuatahi me te wā e mutu ai,
kia whai kiko ai
4. māu anō koe e whakamanawa kia tutuki ai te mahi
5. tāmia iho te tōminamina ki te waiho i te mahi ki tahaki
6. whakatūturutia he ritenga huapai ki te ruku i ngā mahi ako
7. waiho ko te wā hei whakaongaonga i a koe ki te mahi whaihua
8. whakamōhiotia atu tō whānau tāu e mahi nā kia taea ai e rātou te taha
whakamanawa te āwhina mai
9. 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.
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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
2. make sure you have everything you need to minimise interruptions
3. write down the specific task you wish to accomplish first and the time you
plan to finish it, be realistic
4. motivate yourself towards task completion
5. challenge any temptation to put tasks aside
6. establish positive habits in getting down to study
7. use time as a stimulus for the start of productive work
8. let your family know what you are doing so that they may assist in your
motivation
9. 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.
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Kia tutuki pai ai ngā mahi hopu kōrero:
1. me haere ki ngā akoranga, noho tonu atu
2. tuhia te rā ki ō kōrero hopu, tae noa ki te ingoa o te kaiwhakaako me
te wāhi o te akoranga
3. mehemea kua tukua e ō kaiwhakaako ki a koe ētahi kohinga kōrero hei
pānui, pānuitia, ā, tuhia he kōrero tuatahi me ētahi pātai
4. rapua te wāhi pai rawa hei nōhanga mōu, kia kite, kia rongo hoki he
aha te aha
5. whiriwhiria te takoto o te kōrero kia tautuhitia e koe te whakataki, ngā
whakaaro matua me ngā kōrero whakakapi a te kaiwhakaako
6. me wehe rua ngā mātāpono i ngā tauira, tuhia
7. 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
8. uia te pātai, werohia, tohea te kaupapa, tuhia ngā whakautu
9. 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
2. whakaraupapatia ō kōrero kia noho ā-kōpaki
3. tauria (whakaraupapa ā-nama), rūritia, tīpakotia ngā take hira
4. kōpakitia ō kōrero, kaua e hanumi ki ētahi atu nō akoranga kē
5. kia maumahara, me whaitake, me whai tikanga te tuhi kōrero, ka
mutu, kia hāngai ki tāu e pai ai.
37
Critical to good note taking is the requirement to:
1. go to lectures and stay throughout
2. date your lecture notes and include the lecturer and place of lecture
3. if your lecturers have sent you any reading material, prepare by doing
the reading, and make preliminary notes and questions
4. find the best place for you to sit so that you can see and hear what is
happening
5. look at the way the lecture is structured so that you can identify the
introduction, main ideas and conclusions of the lecturer
6. separate principles from examples and note them
7. 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
8. ask questions, challenge, debate and note the responses
9. 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
2. organise your notes into orderly packets
3. number, underline, highlight important issues
4. file your notes, do not mix notes from different papers
5. remember that note taking must be purposeful and organised, and
suited to your personal needs and style.
38
He Āwhina mō te Tuhi Kōrero:
1. wehea tētehi whārangi kia 3 ngā whakahekenga
2. kotahi mō ngā pārongo me ngā tauākī nō te tuhinga me ngā akoranga
3. te tuarua hei tuhi i āu ake kōrero
4. 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
2. 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
3. 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
4. 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
5. hoatu ngā mahi ririki mā ētahi atu
6. kia moata kē te oho ake ki te ako
7. tīpakotia tō maramataka me tō rātaka ki ngā rā mō ngā noho me ngā
tatūnga taumahi, ā, whāia kia ū ki aua rā
8. whakawetohia te pouaka whakaata
9. Kia mahara tonu ki te take e ako ana koe!
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Note Taking Tips
1. Divide a page into 3 columns.
2. Use one column for information and quotes from the text and lectures.
3. The second for your own comments.
4. The third for the “bibliographic” 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 don‟t really want to do
2. build time into your schedule for interruptions, unforseen problems,
unscheduled events, delays etc
3. 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
4. think about what you are doing while you are washing the dishes,
cutting the lawns or driving to work. Practice recalling important points
5. delegate unimportant tasks to others
6. get up earlier than usual and do some study
7. mark your calendar and diary with the noho and assignment
submission dates and work within them
8. turn the television off
9. remember why you are studying!
40
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, 1.5-
raina 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
1 Royal, p 7
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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
2 Royal, p 7
42
TE TAKOTORANGA O TE TAUMAHI
Kia pēnei te takotoranga o ngā taumahi:
1. te uhinga
2. te whārangi taitara (o te kaupapa me tōu ingoa)
3. he mihi
4. te rārangi kōrero
5. he kupu whakataki
6. te tinana
7. he kupu whakakapi
8. he rārangi pukapuka
9. he tāpiri, mehemea e tika ana.
1. 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.ingoawhā[email protected]
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
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STRUCTURING YOUR ASSIGNMENT
Assignments should be structured as follows:
1. te uhinga/a cover page
2. a title page
3. he mihi/an acknowledgements page
4. te rārangi kōrero/a contents page
5. he kupu whakataki/an introduction
6. te tinana/the main body
7. he kupu whakakapi/a conclusion
8. he rārangi pukapuka/a list of information sources
9. he tāpiri/appendices, if applicable.
1. 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: [email protected]
Your Student ID No:
Number of Pages: 12 including cover
Date Submitted: 12 June 2014
Date Due: 12 June 2014
44
2. Te Ingoa
Me tuhi i konei:
1. te ingoa o te taumahi
2. 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
2. he kōrero poto e whakaatu ana i tō urupare ki te kaupapa
3. 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.
45
2. Title Page
The title page should include:
1. the title of the assignment
2. your name.
It can also include images that are appropriate such as photographs of kaumātua 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
2. a brief description of your response to the topic
3. 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.
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7. 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
2. kua namangia ngā whārangi katoa
3. kua waiho e koe he wāhi wātea i te taha maui o ia whārangi mō ngā kōrero
a te kaiaromatawai
4. he uhinga tō te taumahi
5. kua tirohia anō te wetereo me te whakahua kupu
6. kua tāpiri atu tētehi rārangi pukapuka/pūkōrero
7. kua manaakitia ngā puna katoa i whai wāhi ki ngā kōrero
8. 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.
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7. 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 authors‟ 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
reader‟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
2. every page is numbered
3. you have left a wide margin on the left-hand side for marker‟s comments
4. your assignment has a cover page
5. you have checked the grammar and spelling
6. you have included a list of information sources
7. you have acknowledged all sources
8. you have saved an electronic copy on your memory stick and the hard-
drive 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.
48
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.
49
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.
50
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.
2. 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.
3. Kei muri i ia tohutoro tōna whakakaupapa. He whakamārama poto mō te
tānga te whakakaupapa.
4. 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
2. te rapu tauira mō ētahi momo kōrero kē mō tētehi kaupapa
3. te kōwhiri me te whakaahua kōrero mō te kaupapa, me kore e āhuareka te
kaipānui
4. 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.
2. Me whakauru ngā tānga kei roto rā he huhua ngā tirohanga mō te kaupapa.
3. Me tuhi i taua wā tonu ngā kōrero katoa mō te tānga (te kaituhi, te ingoa,
te tau, te aha noa).
4. Tuhia he paku whakamārama e mau ana i ngā tino whakaaro o te tānga.
51
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.
2. Each reference includes the exact 'bibliographical' details (the author, title
etc.) following the referencing style of Te Wānanga o Raukawa.
3. Each reference should be accompanied by an annotation. An annotation is
a brief description of the publication.
4. 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
2. find examples of different types of material on a topic
3. select and describe items on a topic, which may interest your reader
4. 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.
2. Include publications that express a variety of opinions on the topic.
3. Note down the complete bibliographic details of the publication
immediately (the author, the title, the latest year, and so on).
4. Write a brief annotation, summarising the main ideas of the publication.
52
5. 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.
2. 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!
3. Pānuitia ā-wahatia nei tō tuhinga kia mōhio ai koe e pai ana te rere, kāore
rānei.
4. 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.
5. 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.
6. Ka tuhituhi kōrero, tuhia ki āu ake kupu tāu i pānui ai, kaua e whānakohia.
(Katia te pukapuka, whakamātauria.)
7. 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.
8. Kei tō anga akoranga, kei tō kaiwhakaako rānei ētahi tohutohu mō te
whakatakoto i tō taumahi. Me titiro, me pātai!
9. 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.
53
5. 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.
2. Leave the first draft for a few days, then read it again. You'll spot mistakes
you didn't notice before!
3. Read your essay aloud to find out if it reads well.
4. 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.
5. You do not have to read everything on your list, however you should read
enough to understand the topic well.
6. When taking notes, put what you have read in your own words to avoid
plagiarism. (Try closing the book to do this).
7. Use quotes only to support or illustrate the points you are making and to
supplement your own words.
8. Your course outline or lecturer may give you instructions on how to
present your assignment. Always check!
9. DON‟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.
54
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
2. te kaikōkiri tari mō ngā akoranga Iwi & Hapū
3. 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‟.
55
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
2. the kaikōkiri for Iwi & Hapū Studies for Iwi & Hapū Studies‟ assignments
3. 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.
56
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
2. published material
3. unpublished material
4. 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
57
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
58
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 Wānanga o Raukawa. It is
more consistent with rangatiratanga, manaakitanga, whanaungatanga and other
kaupapa Māori, to acknowledge all contributors by naming them specifically in the
list of information sources, and in each applicable footnote entry.
59
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 Wānanga 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
60
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.
“Kupe” 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.
61
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
62
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
63
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
64
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:
3 University of Auckland Library, pp 1-2
65
An Example of a Manuscript held in a Private Collection:
Waaka, Rupene
Diary 1978
Private collection of Rupene Waaka
Ōtaki
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
66
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
67
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
68
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
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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
70
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.
71
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.
72
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.
73
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
74
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
75
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
76
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: [email protected]
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: [email protected]
By hand: Hand in to Reo tutor
OR
Place in assignments box in the Reo Studies‟ building
