Whilst the final assignment is billed as an essay, I am happy to view this more as an academic paper or journal article. As such you should use strap headlines and sub-headings to help both you and your readers navigate your piece.
Possible structure:Title & sub-title: this should indicate the aim and scope of your writing – and should e copied from the module handbook – just inserting your own community.
Introduction
(This sets the context for your paper and can include Background; Methodology – if you conducted primary research; Literature Review – if you include an account of key issue that are relevant to refugees – forced migration, labelling, trauma, second language acquisition, education theory, education policy - read on…)
Background:
Introduce your refugee group - perhaps indicate why this group is of interest to you – and BRIEFLY outline:
Conditions that forced this group to migrate
Location in London
Numbers & conditions in the UK
Educational issues - success/failure rates
Possibly include:
Methodology:
If conducting primary research, e.g.interviewing people, indicate your approach and why you chose it; your choice of interviewee and rationale for that choice; your ethics statement (confidentiality)
Literature Review:
A critical coverage of the relevant literature with respect to your client group - and touching on key modules areas/themes/learning outcomes - AND the themes identified in your interviews if you conducted any.
Findings: outline what you have discovered through your research
Discussion: discuss your findings in relation to the Lit Review
Conclusion: draw conclusions as to the educational responses that would be appropriate for your refugee group.
Recommendations: if appropriate, make a recommendation for each of your conclusions.
Bibliography: Append your bibliography –Harvard style
Appendices: you may add appendices, relevant additional material – e.g. the questions you used in your interviews, the questionnaires you distributed. You MUST refer to appendix items in the body of your paper.
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