1. 1 This resource contains example(s) of demonstrating own / scholarly voice in Applied Social Studies-related disciplines. Follow the steps below to customise the slides for your course: 1.Choose an appropriate example extract from a student assignment (graded A) 2.Copy the extract into the example slides (slides 4&5) 3.Highlight words and phrases that illustrate effective use of own / scholarly voice 4.Provide the full version of the assignment  students identify further examples (slide 6) 5.Encourage the students to bring in their own writing (slide 6) 6.Delete guidance slide 1 in this resource before using in your sessions Guidance on customising this resource How to demonstrate ‘own’ / ‘scholarly’ voice in assignments Email PAD team for further guidance pad@beds.ac.ukpad@beds.ac.uk In this resource: Students’ ‘scholarly voice’ can be demonstrated in a number of ways in academic writing, depending on the discipline. A ‘scholarly voice’ can be described as position / argument / contribution to the debate - all supported by relevant evidence from academic sources. The most obvious approach is to support argument / thread with the ‘voices’ of subject experts through quotations (direct or indirect). At the same time, the students’ own voice / position should be visible, for example, through linking and synthesising multiple references, creating a narrative, providing a critique or a reflection, drawing conclusions.

2. Write to attract a higher grade: How to demonstrate ‘own’ / ‘scholarly’ voice in your writing 2

3. Discussion: How do we demonstrate ‘own voice’ or ‘scholarly voice’ in academic writing? 3 o What do we mean by ‘own voice’ in academic writing? o Why would your lecturers want to see this in your assignments? o Think of instances/ parts of assignments - where would it be most suitable to demonstrate ‘own voice’? o How might you be able demonstrate ‘own voice’ in assignments?

4. Example 1. How does the author demonstrates own voice in the following extract? 4 Is Garland’s (2001) “culture of control” theory evident in current policy in dealing with young people who offend / at risk of offending with regard to Anti-social behaviour (ASB) in Luton? If evident how does this impact on implementation and type of offending behaviours? Despite the criticism, it is acknowledged that Garlands “culture of control” theory is “highly influential” (Owen 2007) and there appears to be elements of Garland’s “culture of control” in current legislation, policy and practices. Garland observed and published his theory in 2001; this shift however is still continuing with ASB Acts dated 2003 and 2014. This demonstrates that legislation is continuing to be offence focused and not offender focused. Furthermore, as Garland observed, tougher sentences i.e.: prison sentences for breaching civil offences are still a priority to the government.

5. Example 2. How does the author demonstrate own voice in the following extract? 5 Since 1998 young people can be arrested for disorderly behaviour and be subject of a civil order and in some cases have a custodial sentence if breached. This blurs the lines between criminal and anti-social behaviour and could be arguably criminalising “youthful behaviour” (Haywood 2002). What is perceived as ASB could vary as subjective and DO’s could encourage the displacement of ASB to other areas. SoLUTiONs state that a reduction of 2% in anti-social behaviour is successful; however there is little evidence to measure the effectiveness or impact of anti-social behaviour initiatives (YJB 2006, The Children’s Society 2011). Is Garland’s (2001) “culture of control” theory evident in current policy in dealing with young people who offend / at risk of offending with regard to Anti-social behaviour (ASB) in Luton? If evident how does this impact on implementation and type of offending behaviours?

6. Task 1: Can you identify any other examples of demonstrating own / scholarly voice in the text provided? Justify your answer. 6 Task 2: Identify how you have demonstrated own / scholarly voice in your own and / or your peers’ writing. Alternatively, establish where you could demonstrate this in your writing