U30024 Module Handbook 2013-14

School of Architecture
Faculty of Technology,
Design and
Environment
Cities, Culture and Society
Module Handbook
Semester 1, 2013-14

Publication date:
19/09/2013
Module number:
U30024
U30024 Cities, Culture and Society 12/13
2

The content of this module endeavours to deliver a teaching and
learning experience which reflects the Universitys regulations and
the School of Built Environments commitment to meeting the
requirements of the relevant / various legislations and codes of
practice and offers inclusive opportunities to all appropriately
qualified students.

If you have any difficulty in accessing the information contained in
this document, please let us know by emailing the module leader Nick
Beech at the following address: nbeech@brookes.ac.uk

The details in the handbook were correct at the time of going to press. However, the Department cannot
guarantee that minor details of the actual programme delivery wont differ slightly from those stated in this
handbook.

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1. Module Introduction/Rationale: 4
2. The Learning Experience 5
2.1: The Lecture Programme 5
2.2: Student-led and Tutored Seminars 5
2.3: Group-work research for the Edited Book Coursework assignment 5
Recap and Example 5
3. The Timetable 7
Seminar Timetable 8
4. The Seminar Programme 9
5. The Assignments 10
5.1: The Edited Book Presentation [10% overall mark] 10
and 10
5.2: The Edited Book Design and Editorial [20% overall mark] 10
5.3 Edited Book Individual Chapters [70% overall mark] 12
Coursework submission 13
Submissions checklist: 14
6. Learning outcomes 15
Knowledge and Understanding 15
Disciplinary/Professional Skills 15
Transferrable skills 15
7. Student Feedback and Development of the Module 16
Purpose and Mechanism for Student Feedback 16
Previous Student Feedback and Recommendations 16
Other Developments in the Module 16
8. Reading Material 17
Week 2: Urban Visions 17
Week 3: Urban Matter 17
Week 4: Urban Cultures 18
Week 5: The Political City 19
Week 6: Urban Conflicts 19
General Reading List 20
4

1. Module Introduction/Rationale:
U30024, Cities, Culture and Society builds on many of the ideas and problems introduced in the
first year module Architecture and Society (U30006).* However, where that module introduced
the culture of architecture in broad terms, Cities, Culture and Society is specifically concerned
with architecture in the context of the city or urban.
U30024 does not provide a historical or global survey of cities (for such surveys, see the
General Reading list) but concentrates on nineteenth and twentieth century responses to and
depictions of urban conditions. The module presents ways of thinking about the city and
ways of representing the city derived from work broadly understood as urban research
encompassing the disciplines of architecture, planning, geography, anthropology, sociology,
cultural studies, and the visual and performing arts.
These approaches will be presented to students through a series of lectures, delivered by
researchers and practitioners. Students will also engage in a series of seminars tutored and
self-directed based on set readings. Students will be expected to begin establishing a critical
relationship to this material, through discussion, debate and use of the ideas in a study of
empirical urban conditions in either Oxford or London. (For further details, see the Learning
Experience and Timetable sections below).
By the end of the module, students should have a basic understanding of the core issues at
stake in urban research and the implications of these for architectural production, and should be
able to identify potential theoretical frameworks for understanding those issues.
*U30006 is a prerequisite module for U30024. If you have not completed U30006 please contact the
Module Leader, Dr Nick Beech.

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2. The Learning Experience
U30024 is delivered in three modes: 1) a lecture programme; 2) a series of student-led and
tutored seminars; 3) group-work research for the Edited Book coursework assignment.
2.1: The Lecture Programme
The lecture programme is designed to introduce students to the central issues and problems of
urban research from a wide range of different disciplines. The module leader will provide short
overviews of topics and themes, whilst experts in a number of research and practice areas will
provide focused accounts of the problems they face and their approach to dealing with these
problems. The lecture programme runs from Week 1 to Week 7. All students are required to
attend, and will be expected to analyse and synthesise the diverse perspectives presented to
them.
For full details, see the Timetable section below.
2.2: Student-led and Tutored Seminars
A key learning outcome for this module is that students will have established their own critical
position in relation to the material presented and will have considered and engaged with a
variety of concepts and theories that aid in the analysis of architecture in the context of cities
and urban environments. To that end, and in support of the lecture material, students will be
assigned to one of eight smaller Reading Groups of c.15 individuals in Week 1. These Reading
Groups are expected to meet once a week, from Week 2 to Week 6 (see the Timetable below)
for five seminars. In these seminars students will discuss set texts that they will have read
beforehand. Two of the five seminars will be supported by a tutor who will chair that weeks
discussion.
For full details of how the seminars are organised and run, see The Seminar Programme
below.
2.3: Group-work research for the Edited Book Coursework assignment
Each of the eight Reading Groups will be further divided in three to make Edited Book research
groups of c.5 students. These will be assigned, with the Reading Groups, in Week 1.
Throughout the module, research groups will engage in study and research for their coursework
assignments: The Edited Book Presentation and The Edited Book Design and Editorial. By
Week 6 the research groups should have decided on a particular theme that they are interested
in researching, and decided on a location in Oxford or London that they will research. In Week
8, the research groups will present an account of their chosen theme and location, and a
specific focus for their coursework. From Week 8Week 10 students will work on their own
essay, and continue to collaborate with their research group, to produce an Edited Book.
For full details of the coursework requirements see The Assignments section below.
Recap and Example
All students will attend the lecture programme from Week 1Week 6. In Reading Groups,
students will attend student-led and tutor supported seminars from Week 2Week 6. In
6
research groups, students will identify: a specific theme, a location in Oxford or London to study,
and a focus for that research. This research and study will run from Week 1Week 10.
An example:
Student Joanna
Joanna attended all lectures from Week 16. At the introductory lecture in Week 1, Joanna was
assigned to Research Group A, with 4 other students. Research Group A, Research Group B,
and Research Group C were assigned to Reading Group 1. Her seminar timetable looked like
this:
Week 2: Tutor supported seminar Urban Visions
Week 3: Student-led seminar Urban Matter
Week 4: Tutor supported seminar Urban Culture
Week 5: Student-led seminar Urban Politics
Week 6: Student-led seminar Urban Conflict

In Week 4, Joannas Research Group decided that they wanted to focus on Urban Visions. For
the next week they individually and collectively considered possible locations in Oxford and
London to research this theme. The Research Group used the formative feedback provided
during the seminars by peers and tutors to develop their ideas for the coursework. By Week 8,
they had decided to focus on a particular issue, and located a part of residential London that
had been planned according to street vistas and landscapes. Joanna was interested in street
layout, whilst the other students in her group explored issues including lighting, iconic buildings,
arrangement of buildings according to projected class status, transformation of buildings by
migrants to the area, and a set of documents that showed that the original architect/planner had
a far larger project in mind than was ever realised. They presented these ideas in Week 8, and
after that presentation went on to produce an Edited Book for submission in Week 10.

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3. The Timetable
Week Date Time Place Event Staff
1
Tue
24 Sep
2.00 2.45pm
2.45 3.30pm
W/LT
Module Introduction
Reading and Research groups assigned
Nick Beech
Nick Beech
2
Tue
1

Oct
2.00 2.45pm
2.45 3.30pm

4:00 5.00pm

W/LT
Urban Fictions
Nomos of the Earth

SEMINAR: Urban Visions
(Studio Corners 2, 7, 8, 9 and Int. Arch.)
Igea Troiani
Kathleen ODonnel

NB, CG, AH, TC, AP**
and Student Led
3
Tue
8 Oct
2.00 2.45pm
2.45 3.30pm

4:00 5.00pm

W/LT

SuperCities
tbc

SEMINAR: Urban Matter
Ricardo Assis Rossa
Christina Godiksen

NB, CG, AH, TC, AP
and Student Led
4
Tue
15 Oct
2.00 2.45pm
2.45 3.30pm

4:00 5.00pm

W/LT
By Communities for Communities
Urban Culture

SEMINAR: Urban Culture
Charles Parrack
Nick Beech

NB, CG, AH, TC, AP
and Student Led
5
Tue
22 Oct
2.00 2.45pm
2.45 3.30pm

4:00 5.00pm

W/LT
Vulnerability, Exclusion and the Form of Cities
Processes of Gentrification

SEMINAR: Urban Politics
Nabeel Hamdi
Aylin Orbisal

NB, CG, AH, TC, AP
and Student Led
6
Tue
29

Oct
2.00 3.00pm
3.00 3.45pm

4.00 5.00pm
W/LT
Crime and Control
Accessible Architecture

SEMINAR: Urban Conflict
Byron Mikellides
Byron Mikellides

Student Led
7
Tue
5 Nov
2.00 2.45pm
2.45 3.30pm
3.30 4.15pm
4.15 5.00pm
W/LT
Reclaiming Public Space in the City
Cultural Collisions
Another Architecture
Preparing your Edited Book Presentation
Tonia Carless
Matt Gaskin
Harriet Harris
Nick Beech
8
Tue
12 Nov
1.00 5.00pm TBC EDITED BOOK PRESENTATION
Nick Beech
Tonia Carless
Matt Gaskin
Harriet Harris
9
Tue
19

Nov

Groups to
arrange

Individual Chapter/Edited Book Design (self-
directed)

10
Tue
26 Nov
Groups to
arrange

Individual Chapter/Edited Book Design (self-
directed)

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Fri
6 Dec
Before 10am
ONLY

EDITED BOOK + EDITED BOOK CHAPTERS
hand in DEADLINE
Submission to Drop
Box on the bridge
outside AB221
5
Thu
23

Jan
After 10am Collect submissions and feedback (AB317)

*Individual Lectures are subject to change **Nick Beech (NB); Christina Godiksen (CG); Angela Hatherell (AH); Tonia
Carless (TC).
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Seminar Timetable
All Tutor Supported Seminars will run on Tuesday afternoons, between 4pm and 5pm.
It is up to students to organise when and where to meet for the student-led seminars.
Reading
Group
Week 2
Urban Visions
Week 3
Urban Matter
Week 4
Urban Culture
Week 5
Urban Politics
Week 6
Urban Conflict
A Nick Beech
Studio Corner 2
Student Led Nick Beech
Studio Corner 2
Student Led Student Led
B Student Led Nick Beech
Studio Corner 2
Student Led Nick Beech
Studio Corner 2
Student Led
C Christina Godiksen
Studio Corner 7
Student Led Christina Godiksen
Studio Corner 7
D Student Led Christina Godiksen
Studio Corner 7
Student Led Christina Godiksen
Studio Corner 7
Student Led
E Angela Hatherell
Studio Corner 8
Student Led Angela Hatherell
Studio Corner 8
F Student Led Angela Hatherell
Studio Corner 8
Student Led Angela Hatherell
Studio Corner 8
Student Led
G Tonia Carless
Studio Corner 9
Student Led Tonia Carless
Studio Corner 9
H Student Led Tonia Carless
Studio Corner 9
Student Led Tonia Carless
Studio Corner 9
Student Led
I Andrea Placidi
Interior Arch. Studio
Student Led Andrea Placidi
Interior Arch. Studio
Student Ld Student Led
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4. The Seminar Programme
Each week, students will be required to read three set texts, as provided on the U30024 moodle
site. For details of the texts, see the Reading section below. At the seminar, students are
required to discuss these set texts. To help the discussion, a series of text related questions are
provided.
These questions will be provided through moodle along with the set texts, or can be
found in the Reading section below.
As well as discussing the text related questions, students should use the seminars to discuss
the following general issues:
1. Who is the author? When did they write the text? What other work have they written? Why
have they written this text? What is it for?
2. What is/are the main argument/s of the text? What are the key words used by the author?
Are those key words concepts, categories, or are they largely descriptive?
3. How to do the texts relate to one another? Do they make the same, similar, or distinct
arguments? Do they share key words? If they do share key words, do they agree on the
meaning of those? Are they written at similar or different times/periods? Does one text
interpret or critique another?
4. Having read the text, how would you summarise it? What do you think are the most
interesting parts (arguments, concepts, models, or analyses for example) of the text? Did
you enjoy it, or not? In your view is it well written or badly written? Did you find it difficult or
easy? How have you interpreted the meaning of the text? Has it changed your views?
5. Can you relate the text to your own experiences? Can you identify a location in Oxford or
London that would be relevant for the text? If you were planning a research topic related to
the theme this text is presented in, how would the text prove useful? How could the text
relate to other themes in the seminar programme? If you were to explore the ideas
presented in the text further, what kind of research would you do? What kind of things
would you look at: existing buildings, architectural drawings, photographs, or something
else?
At the end of the seminar, students must complete a Reading Group Feedback sheet (see the
end of this module handbook Reading Group Feedback sheets will also be provided through
moodle). The feedback sheets include a set of assessment criteria that should be marked out of
5. There is also space for additional comments. The feedback sheets should be photocopied
and one copy returned to the module leader Nick Beech at the following weeks lecture. Tutors
will submit the same feedback sheets for those seminars that they support. It is important that
students and tutors use the feedback sheets to provide formative feedback on how the reading
group is progressing and how the research groups are progressing.

10
5. The Assignments
U30024 is entirely assessed through coursework. Students will work in research groups to
produce a piece of group work, which will contain individual work. The weighting of assessment
is as follows.
Assessment Weighting : 100% coursework
5.1 The Edited Book Presentation : 10%
5.2 The Edited Book Design and Editorial : 20%
5.3 Edited Book Individual Chapter : 70%
It should be clear that whilst the heavier weighting is for individual work (5.3), a significant
percentage of the assessment weighting is for group work (5.1 and 5.2) this means that
students will be required to work successfully together. If there are any concerns at any point
about the progress of group work, students should contact the module leader Dr Nick Beech.
5.1: The Edited Book Presentation [10% overall mark]
and
5.2: The Edited Book Design and Editorial [20% overall mark]
In Week 1 you will be required to form a research group of five (possibly six) members. The
research group will be self-selecting. Research groups will then be gathered to form study
groups. Working in a group is a skill in itself. Difficulties and disagreements often arise yet just
as often these can be resolved. It is important that all members of reading and research groups
participate equally. If this does not occur or should you experience difficulties within your group,
please let the module leader know. Use the seminars and the formative feedback sheets for
seminars to indicate problems and successes in the working of your reading and research
groups. Please note: once reading and research groups are established they cannot be
changed.
The research group will produce an Edited Book. An Edited Book is a type of book the focus,
structure, content and format of which is collaboratively written and designed, but whose
chapters are written by individuals. There are many examples of these kinds of books in
academia and more broadly in architectural design. In academic and professional research
Edited Books are usually formulated and proposed by a core group of editors, who often
develop a series of symposia and conferences to bring together a number of researchers who
provide distinct papers. It is the role of the editors to provide an overview and summary of the
aim and objectives of the Edited Book and the individual chapters.
Oxford and London and the Edited Book
Each Edited Book should include evidence taken from research on a real architectural, city, or
urban location, related to the focus that the research group has identified. It is recommended
that this is somewhere in either Oxford or London. Research groups will visit a site, and collect
visual and documentary evidence that can be used to illustrate their Edited Book. Research
Groups must ensure that they are responsible and considered in their investigations, both in
11
terms of the safety of group members and in respect of residents in Oxford or London. If
students have any concerns about visiting Oxford or London, please contact the module leader
beforehand.
Edited Book Presentations: Week 8 Tuesday 12 November 2012 1pm5pm
In Week 8 research groups will present an overview of their Edited Book. These presentations
will be assessed by tutors. Summative feedback on the aim, focus, choice of location for
research, and summary of the Edited Book will be provided. Each presentation should be no
more than 20 minutes long. All members of the group are required to participate. Your
presentation should be conducted as a slide show (in PDF format only) and a CD containing a
PDF of the presentation should be submitted to the assessing tutor.
All presentations must meet the following criteria:
A clear statement of intention regarding your theme and focus
Evidence from lectures, of theories, concepts, precedents and problems that have
contributed to the development of the focus of your Edited Book
A description of how and why you developed your approach to the Edited Book
Edited Book front cover, title and subheading
Contents page including individual chapter headings with short descriptions
An account of the location in Oxford or London that you will use for the Edited Book
A visually engaging, graphically consistent and well formatted presentation
A bibliography
It is important that you meet all the above criteria. This is because the content of the
presentations are designed to furnish you with the requisite elements of your editorial, which will
be included in the final submission.
See the Assessment Criteria for the Summative Feedback of the Edited Book
presentation which sets out the key requirements for the Presentation in Week 8.
The Edited Book: Editorial and Design
For the final coursework submission will be assessed on the quality of the overall and the quality
of the editorial. The editorial should be a written, finalised development of the material provided
in the Presentation in Week 8, refined and adjusted according to the feedback given. It must
include a summary of the theme and focus for the Edited Book as a whole, and include
summaries of the individual chapters. Assessment criteria for the editorial are provided in the
marking grid of the Edited Book and Individual Chapter Assessment Form.
See the Assessment Criteria section for further details.
The design of the Edited Book will also be assessed. The cover, binding, page mechanism,
typography, layout, and colour/tone mix, are all to be considered by the research group. Groups
should think carefully throughout about what kind of document they are producing how the
format will contribute to the reading of the main arguments in the Edited Book. Research groups
should not restrict themselves to an idea of the academic tome some of the most successful
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Edited Books in the past have included newspapers, guide-books, maps, post-cards and many
other unexpected formats. However, the document needs to be carefully planned and
organised, creative but readable, and be relevant and supportive of the core theme and focus of
the Edited Book. Research Groups are encouraged to think radically about the format but also
to think considerately of the reader (!)
The final Edited Book should be of a highly polished graphic and editorial standard and must
demonstrate a carefully considered approach to integrating visual images and research
material. Research groups should consult graphic design publications in the library and favourite
architectural books and journals for ideas.
Each Edited Book should be organised as follows:
1. Cover page:
The student group number, names of the students in your group and student numbers
The title i.e.: XXXXXXX (theme); XXXXX (sub-heading) and at the foot of the page, An
Architectural Edited Book.
U30024 December 2012
Contents page- listing editorial overview, chapters, bibliography and associated page
numbers
2. Editorial Page:
Maximum of 1000 words that identifies the original rationale for the prime focus and
references each chapter in turn.
An editorial specific bibliography. Use of Harvard referencing.
3. Individual chapters (2500 words each):
Each chapter should have a title sheet which includes the name of the chapter and the
name of student contributor and student number and a short abstract (a summary of the
chapter content) max 75 words.
Each individual chapter should contain its own bibliography and use Harvard referencing.
5.3 Edited Book Individual Chapters [70% overall mark]
Each Edited Book will contain five or six chapters to be written individually. However students
will need to work together to determine the focus of each chapter so that each relates clearly to
the overall focus of the Edited Book presented in the editorial.
Each student is required to produce an individual chapter for the Edited Book of approximately
2500 words. The chapter title and focus should be developed and agreed within the research
group, and should be distinct from other chapters and cover a specific issue in some detail.
Each chapter should read well independently of the Edited Book. As with any cultural context
essay, it should be clearly written, convincingly argued, well structured and rigorously
substantiated and referenced all of these elements will be assessed. Each individual chapter
13
will also be assessed on the use of pertinence of images that are clearly linked to the text. The
formatting including graphics and image annotations should be consistent with the rest of
the Edited Book.
Chapters should not be a list of facts, but should instead allow the reader a deeper insight into
one aspect of the Edited Books focus. There are a number of ways students might approach
this exercise. Students should explore academic journals, such as AA Files, arq or Perspecta, to
see a variety of approaches to case studies, theoretical discussions, arguments, and interviews.
Students should remember that they are expected to interpret and analyse any material referred
to in their chapter simply describing the ideas of others without analysis and application will
not be enough.
Referencing
Each chapter will be fully referenced and include its own, separate bibliography. All source
material must be acknowledged. This includes annotations to images a format for which will
need to be consistent throughout the Edited Book. It is essential that you reference your
chapter using the Brookes Harvard referencing system. A copy of the basic system is
provided at the end of this module handbook. Omitting to use the Harvard referencing
system will result in a re-submission and a capped mark.
The University sets out regulations and guidelines for the marking of coursework for students
with dyslexia or other specific learning difficulties. If you are registered dyslexic or have other
specific learning difficulties you should submit the University Blue Card with your coursework
(available form Student Services Reception, or contact the Faculty Student Support Co-
ordinators Office, located on the third floor of Abercrombie).
Brookes Learning Compact
To help you grow and develop academically the University has created the Brookes Learning
Compact. This document outlines the collective responsibilities and expectations of both staff
and students with regards to feedback and assessment. More information is available via this
link:
https://wiki.brookes.ac.uk/display/FTDEI/Getting+the+most+out+of+your+coursework
Coursework submission
Friday 6 December 2013 before 10am, Drop Box, on the bridge by room AB221
Submission guidelines
In addition to submitting a printed copy you are required to submit a digital version on a CD
(not memory sticks) that is clearly labelled with the group names and the title of your Edited
Book. It is preferred that you prepare a sleeve inside the printed Edited Book in order to keep
the material together.
Please ensure you receive a submission slip. Late submissions will receive 0%. If for any
reason you experience difficulties that impact on your abilities to complete the assignment,
14
please contact the module leader in the first instance for advice. This will need to occur in
advance of the submission deadline.
Submissions checklist:
o GROUP EDITED BOOK
o INDIVIDUAL CHAPTERS (2500 WORDS)
o CD containing PDF copy of Edited Book (Clearly labelled)
o Any required blue cards (MAKE SURE THESE ARE MARKED WITH THE
RELEVANT INDIVIDUALS NAME)
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6. Learning outcomes
Knowledge and Understanding
Having completed this module successfully, students
will be able to demonstrate:
Taught Practiced Assessed
i. Demonstrate awareness of the influences on the built
environment and the planning of communities of the
social, political, economic and environmental context
and the agenda for sustainability
! ! !
ii. Demonstrate awareness of the potential impacts of
building projects on existing and proposed
communities, needs and aspirations of users, and
on the built and natural environment
!

! !
iii. Demonstrate knowledge of a selection of histories and
theories of urban design, history of ideas, and
related disciplines of anthropology, geography,
development studies, cultural studies and landscape
studies
!
iv. Reflect upon and relate their ideas to the ideas and
work of others

!

!

Disciplinary/Professional Skills
will be able to:

i. Produce a clear, accurate, illustrated referenced paper.
!

! !
ii. To work in a team to produce a graphically and
intellectually coherent pamphlet on a particular theme.
!

!

!

Transferrable skills
will be able to demonstrate the following skills:
Self-management ! !
Learning skills ! !
Written Communication ! ! !
Team work ! !
Information technology ! ! !

16
7. Student Feedback and Development of the Module
Purpose and Mechanism for Student Feedback
You will be asked to submit feedback on the module as we near the end of Semester One. This
feedback provides crucial information for the development of the module its content, delivery,
and forms of assessment. It is essential, therefore, that you provide as much critical (positive
and negative) feedback based on your own experience, as you can. To do this, an anonymous
electronic feedback form is available on the U30024 moodle site.
Previous Student Feedback and Recommendations
Last year Cities, Culture and Society received very positive feedback on course content and
delivery of material and students positively engaged and were enthusiastic about the module.
However, students clearly expressed concerns about a lack of formative feedback and contact
time with low scores on: detailed comments on work (50%); feedback helping to clarify (50%);
and sufficient advice and support (59%).
To rectify this, a series of tutor supported seminars have been introduced, with a system of
formative feedback that will include both peer and tutor assessment. Last year journal
notebooks were included as a coursework component, assessed at the same time as the final
submission. This has now been removed, and replaced by summative assessment of the Edited
Book Presentation. It is hoped that the inclusion of formal formative and summative assessment
processes at the mid-stage of the module will improve student understanding of progress.
Other Developments in the Module
Last year, research groups had to choose one theme to research in Week 1. They were then
assigned a large set of texts on that theme to read for the semester and their coursework
submission was to reflect that study. This year, all student research groups will be expected to
engage with literature from all five themes (though the number of set texts in each theme is
significantly reduced). It will be up to each group to decide which theme they wish to engage
with for the coursework submission. It is hoped that this will allow students to have a broader
understanding of a wider range of issues.

17
8. Reading Material
You will be provided with copies of all readings under the theme title. All the material under
Further Reading should be available in the library. Recommended titles are indicated with a *.
Week 2: Urban Visions
Hall, P. (2002). The City of Dreadful Night. Cities of Tomorrow: An intellectual history of urban
planning and design in the twentieth century, Third Edition. Oxford: Blackwell, pp. 1347.
[711.409/HAL]
Howard, E. (1965). The Town-Country Magnet. Garden Cities of To-morrow. Ed. by Osborn, F.
J. London: Faber and Faber, pp. 5057. [711.4172/HOW]
Unwin, R. (1909). On Co-Operation in Site Planning, and How Common Enjoyment Benefits the
Individual. Town Planning in Practice: An introduction to the art of designing cities and
suburbs. London: Unwin, pp. 375385. [711.4/UNW]
Tafuri, M. and Dal Co, F. (1986). Modern Architecture: Volume One, trans. by Robert Erich
Wolf. London: Faber and Faber, pp. 1433. [724.6/TAF]
Further Reading
Lynch, K. (1960). The Image of the City. Cambridge, MA: MIT Press.
Olmsted, F. L. (1971). Civilizing American Cities: A selection of Frederick Law Olmsteds
writings on city landscapes. Cambridge, MA: MIT Press.
Rossi, A. (1982). The Architecture of the City. Cambridge MA: MIT Press.*
Sitte, C. (1976). The Art of Building Cities: City building according to its artistic fundamentals.
Ann Arbor, Mich.: University Microfilms.
Tafuri, M. (1976). Architecture and Utopia: Design and capitalist development. Cambridge, MA:
MIT Press.
Questions to consider
What are the problems identified in the City of Dreadful Night, and what solutions were
historically proposed?
What similarities are there between Unwin and Howards proposals? What differences? Think
carefully about how certain values are attached to categories (such as nature).
Tafuri and Dal Co suggest that Howard and Unwin were not alone in proposing new plans for
housing, cities and the countryside. What do Tafuri and Dal Co suggest is the reason for
this? Given what they say is it reasonable to think that Howard and Unwin could solve
the problems they have identified?
Week 3: Urban Matter
Forty, A. (2012). Chapter Two: Natural or unnatural. Concrete and Culture: A material history.
London: Reaktion, pp. 4378. [721.0445/FOR]
Swyngedouw, E. (2011). Metabolic Urbanization: The making of cyborg cities. In Heynen, N.,
Kaika, M. and Swyngedouw, E. (eds) In the Nature of Cities: Urban political ecology and
the politics of urban metabolism. London: Routledge, pp. 2140.
Thomas, K. L. (ed.) (2007). Introduction: Architecture and material practice. Material Matters:
Architecture and material practice. London: Routledge, pp. 112. [721.044/MAT]
Further Reading
Gandy, M. (2002). Concrete and Clay: Reworking nature in New York City. Cambridge: MA.
18
Gissen, D. (2009). Subnature: Architectures other environments. New York: Princeton
Architectural Press.
Latour, B., and Hermant, E. (2006). Paris: Invisible City. Available online at www.bruno-latour-
fr/livers/viii_paris-city-gb.pdf (accessed 18 September 2013).*
Sassen, S. (2001).The Global City: New York, London, Tokyo, Second Edition. Princeton
University Press: Princeton.*
Questions to consider:
a) In discussing a particular material concrete Adrian Forty suggests that there is a
basic contradiction in how we understand it: it is both natural and un-natural. Is this a
problem caused by the specific qualities of the material, concrete; a problem caused by
the way architecture handles materials; or a problem caused by the word nature when
used to qualify materials?
b) Kaika and Swyngedouw argue that processes of urbanization are also processes that
transform nature but what is nature in their account? Think of common-sense usage
of the term (natural landscapes, natural condition, forces of nature) and ask how
these might be challenged, or fit into, their discussion.
c) Lloyd Thomas suggests a different category problem for architecture than that of
nature. She asks what is material in architecture? Consider whether you agree with
her arguments about the architectural drawing. What does her argument about
specification contribute to the discussion in Forty and/or the discussion in Kaika and
Swyngedouw?
Week 4: Urban Cultures
Williams, R. (1988). Culture. Keywords: A vocabulary of culture and society, Revised and
expanded edition. London: Fontana. pp. 8793. [300.3/WIL]
King, A. (2004). Worlds in the City: From wonders of modern design to weapons of mass
destruction. Spaces of Global Cultures: Architecture Urbanism Identity. London:
Routledge, pp. 222. [720.103/KIN]
Fraser, M. and Kerr, J. (2000). Beyond the Empire of the Signs. In, Borden I. and Rendell, J.
(eds). InterSections: Architectural histories and critical theories. London: Routledge, pp.
125149. [720.1/INT]
Further Reading
Bhabha, H. K. (1994). The Location of Culture. London: Routledge.
Celik, Z. (1993). The Remaking of Istanbul: portrait of an Ottoman city in the nineteenth century.
Berkeley: University of California Press.
Fraser, M. with Kerr, J. (2008). Architecture and the Special Relationship: The American
influence on post-War British architecture. London: Routledge.
Hernandez, F. (2010). Bhabha for Architects. London: Routledge.*
Said, E. (1994). Culture and Imperialism. London: Vintage.
a) Williams demonstrates that culture, as a word, has had many different and often
contradictory meanings. Does culture still carry all these different meanings? Which of
these meanings remain in use? Why do you think some of these meanings have been
lost?
b) King provides both a brief history and a brief geography of a particular object: the tallest
building in the world. As that object moves in time and place it comes to represent
different things. What are these?
19
c) Fraser and Kerr refer to hybridisation and hybridity in their analysis of various
American architectures. What do these terms mean?

Week 5: The Political City
Jacobs, Jane. (1961). Governing and Planning Districts. The Death and Life of Great American
Cities. London: Pimlico, pp. 418441.
Mollenkopf, John. (2003). How to Study Urban Political Power. In, LeGates, R. T. and Stout, F.
The City Reader, Third Edition. London: Routledge, pp. 235243.
Simone, AM. (2011). The Politics of Urban Intersection: Materials, Affect, Bodies. In, Bridge, G.
and Watson, S. (eds.). The New Blackwell Companion to the City. Chichester, Wiley-
Blackwell. pp. 357366. [307.76/COM]
Further Reading
Brown-Saracino, J. (ed.) (2010). The Gentrification Debates. London: Routledge.*
Low, S. and Smith, N. (eds) (2006). The Politics of Public Space. London: Routledge.
Marcuse, P., Connolly, J., Novy, J., Olivo, I., Potter, C. and Steil, J. (2009). Searching for the
Just City: Debates in urban theory and practice. London: Routledge.
Smith, N. (1996). The New Urban Frontier: Gentrification and the revanchist city. London:
Routledge.
Swenarton, M., Troiani, I., and Webster, H. (eds) (2007). The Politics of Making. London:
Routledge.
a) What are the key features of City administration to which Jacobs is opposed in this
excerpt? How does Jacobs define it experientially? How does Jacobs define it
structurally?
b) Mollenkopf sets out a series of three different models of urban politics pluralist,
structuralist, and a synthesis of these two. Which of these models is most similar to
Jacobs? Why?
c) What is different about the politics Simone discusses to that of Jacobs or Mollenkopf?
Think about this in the following terms: space (Simone replaces the idea of districts
and neighbourhoods with something else); time (continuity, tradition and
development with something else); and, identity (resident, local, sameness with
something else). What kind of cities is this way of thinking useful for, do you think?
Week 6: Urban Conflicts
Foucault, M. (1980). The Eye of Power. In, Power/Knowledge: Selected interviews and other
writings, 19721977. Ed. by Colin Gordon. Harlow/Pearson Education, pp. 146165.
[901/FOU]
Davis, M. (1990). Fortress L.A. City of Quartz: Excavating the future in Los Angeles. London:
Verso, pp. 221264. [307.760979494/DAV]
Graham, S. (2004). Cities as Strategic Sites: Place Annihilation and Urban Geopolitics. In
Graham, S. (ed.) Cities, War, and Terrorism: Towards an urban geopolitics. Oxford:
Blackwell, pp. 3153. [307.76/CIT]
Further Reading
Bevan, R. (2006). The Destruction of Memory: Architecture at war. London: Reaktion Books.*
20
Cohen, J-L. (2012). Architecture in Uniform: Designing and building for the Second World War.
Montreal: CCA.
Ellin, N. (ed.) (1997). Architecture of Fear. New York: Princeton Architectural Press.*
Foucault, M. (1979). Discipline and Punish: The birth of the prison. Harmondsworth: Penguin.
Graham, S. (2010). Cities Under Siege. London: Verso.
Piquard, B., and Swenarton, M. (eds). (2011). Architecture and Conflict. A special of The
Journal of Architecture 16 (1).*
Segal, R., and Weizman, E. (eds). (2003). A Civilian Occupation: The politics of Israeli
architecture. London: Verso.
Weizman, E. (2007). The Hollow Land: Israels Architecture of Occupation. London: Verso.
Questions to Consider:
a) Why does Michel Foucault find Jeremy Benthams plan for an ideal prison interesting?
According to Foucault, what is the relationship between architecture and power?
b) What urban devices street furniture, architectural designs, security systems does
Mike Davis refer to? How do these relate to Foucaults argument about space, power
and architecture? Does Davis suggest an alternative relationship between architecture
and security to that of Foucault?
c) Stephen Graham argues what about the role of architectural and urban design in
warfare? Are you convinced by Grahams argument on the generalisation of warfare?
General Reading List
Many of the texts used for the reading group themes are extracted from very useful collections
and readers for the sake of brevity, these have not been reproduced below, but can and
should be consulted.
Borden, I., Kerr, J., Rendell, J., and Pivaro, A. (eds) (2000). The Unknown City: Contesting
Architecture and Social Space. Cambridge MA: MIT Press.
Kostof, S. (1992). The City Assembled: the elements of urban form through history. London:
Thames and Hudson.
Mumford, Lewis. (1966). The City in History: Its origins, its transformation, and its prospects.
Harmondsworth: Penguin.
Pile, S. and Thrift, N. (eds) (2000). City AZ. London: Routledge.

On Oxford and London
Many parts of London have been historically surveyed in the Survey of London, which has been
digitised and made available at http://www.british-history.ac.uk/catalogue.aspx?gid=74

Bradley S., and Pevsner, N. (1997). The Buildings of England: London 1: The City of London.
New Haven: Yale University Press.
Cherry, B. and Pevsner, N. (1983). The Buildings of England: London 2: South. New Haven:
Yale University Press.
Cherry, B. and Pevsner, N. (1991). The Buildings of England: London 3: North West. New
Haven: Yale University Press.
Cherry, B. and Pevsner, N. (1998). The Buildings of England: London 4: North. New Haven:
Yale University Press.
21
Cherry, B., OBrien, C. and Pevsner, N. (2005). The Buildings of England: London 5: East. New
Bradley S., and Pevsner, N. (2003). The Buildings of England: London 6: Westminster. New

Colvin, H. (1983). Unbuilt Oxford. New Haven: Yale University Press.
Hinchcliffe, T. (1992). North Oxford. New Haven: Yale University Press.
Jones, E. and Woodward, C. (2009). A Guide to the Architecture of London, Fourth Edition.
Sherwood, J. and Pevsner, N. (1974). The Buildings of England: Oxfordshire. New Haven: Yale
University Press.
Tyack, G. (1998). Oxford: An architectural guide. Oxford: Oxford University Press.

22
OXFORD BROOKES UNIVERSITY
SCHOOL OF ARCHITECTURE, FACULTY OF TECHNOLOGY DESIGN and ENVIRONMENT
U30024 Reading Group Seminar Feedback 12/13
MODULE LEADER: Dr Nick Beech Reading Group No: Date of Seminar:
Names of students:

Field/Course: BA Hons Architecture/Interior Architecture Module No:
U30024
Formative
Assessment
Year of Course 2
Type of assessment: FORMATIVE assessment
Seminar Theme (delete as applicable): Urban Visions / Urban Matter / Urban Culture / Urban Politics / Urban Conflict
NB ACADEMIC CHEATING: In submitting this assignment you are deemed to have read and understood the Universitys regulations and you
acknowledge that this work is your own original work

TO THE ASSESSOR: Please mark this work against the criteria set out on this sheet. Additionally, please provide written comments below on how the
group could develop this coursework for their future work.

TO THE STUDENT: Your work will be assessed against the criteria listed on this sheet. Please note that only summative assessments will count
towards you final degree.
Assessing the Group Seminar Mark out of 5
1 Did the group manage to establish the basic aims of the text/s in the seminar?
2 Were key concepts, categories and arguments presented in the text/s clarified for you?
3 Were you able to establish similarities and differences between the text/s?
4 Did you, or other members of the group, relate the arguments, concepts and categories in the text/s to
material presented in the lecture/s and/or other text/s?

5 Were you, or other members of the group, able to present original and persuasive readings of the text/s?
6 Did you establish some of ways in which the text/s could provide new questions for further study and
foundations for your investigation of a possible site in Oxford/London?

Additional comments:
23

U30024 Research Group Presentation Assessment 12/13
MODULE LEADER: Dr Nick Beech Research Group No: Date of Presentation: 12 November 2013
Names of students:

Field/Course: BA Hons Architecture/Interior Architecture Module No:
U30024
Summative
Assessment
Year of Course 2
Edited Book Presentation Title:

TO THE ASSESSOR: Please mark this work against the criteria set out on this sheet. Additionally, please provide written comments below on how the
group could develop this coursework for their future work.

TO THE STUDENT: Your work will be assessed against the criteria listed on this sheet. Please note that only summative assessments will count
towards you final degree.
ASSESSMENT CRITERIA Mark out of 10
1 Clarity of the statement of intention relating theme to a specific focus
2 Evidence from lectures, readings and other precedents that prove the validity of your focus
3 Description of process persuasive evidence of a considered approach
4 Originality of focus and quality of critique
5 Application / relation of the principles to the Oxford/London context
Additional comments:

Marker/s: Date: Final Mark (out of 50):

Credits: 10% of 1 Module

Level A

24
U30024 Edited Book and Chapter Assessment Form 12/13
For the attention of STAFF NAME: Dr Nick Beech Date of Submission: 21/01/2013
Name of student: Student Number: Final Assessment
Field/Course: BA HONS Architecture/Interior
Architecture
Module Number: U30024 Year of Course 2

Edited Book Title:
Chapter Title:

TO THE ASSESSOR: Please mark this work against the criteria stated on the rear of this sheet (ticking the appropriate level of the work on the marking
grid). Additionally, please provide written comments below on how well the work meets each of criteria as well as giving general comments. Please ensure
that you provide the student with an indication of specific areas where additional attention could improve future performance.

TO THE STUDENT: Your work will be assessed against the criteria listed on the rear of this sheet. Please note that only summative assessments will
count towards you final degree.
Edited Book Design, Editorial Statement, Summary of Chapters:

Marker/s Date Final Mark (%)

Credits 20% of 1 Module

Level A
Chapter:

Please use continuation sheet if necessary
Marker/s Date Final Mark (%)

Credits 70% of 1 Module

Level A

25

CRITERIA FOR MARKING Assessor please underline, tick or ring the appropriate box for each criteria
ESSAY/CHAPTER BEST POSSIBLE GOOD

FAIR PASS

REFER/FAIL*

Clarity of objectives and focus
of essay/chapter
Has defined a clear focus in detail and
constructed an original,
comprehensive and imaginative
argument.
Has defined objectives
and addressed them
throughout the project.
Has outlined objectives and
partially addressed in the
project.
Has provided generalized objectives
and focused the project on the topic
area.
Fails to define objectives
and/or relate topic to
objectives.
Use of Literature/ evidence of
reading
Has developed and justified using
own ideas based on a wide range of
sources which have been thoroughly
analyses, applied and discussed.
Able to critically appraise
the literature and theory
gained from a variety of
sources, developing own
ideas in the process.
Clear evidence and
application of readings
relevant to the subject; uses
indicative texts identified in
the bibliography.
Literature is presented uncritically, in a
purely descriptive way and indicates
limitations of understanding.
Either no evidence of
literature being consulted
or irrelevant to the topic.
Analysis and evaluation of
source material

Can critically review evidence
supporting conclusions
/recommendations including its
reliability, validity and significance and
can investigate contradictory
information/identify reasons for
contradictions.
Can select appropriate
techniques of evaluation
and can evaluate the
relevance and
significance of data
collected.
Can evaluate the reliability
of data using defined
techniques.
Limited and only partially accurate
evaluation of data using defined
techniques.
Fails to evaluate or use
techniques of evaluation,
or evaluations are totally
invalid.
Development of original
argument

Can transform abstract data and
concepts towards a given purpose
and can make novel insights.
Can reformat a range of
ideas/information
towards a given purpose.
Can collect, collate and
categorise ideas and
information in a predictable
and standard format.
Partially collects/collates and
categorises information in a structured
way.
No organisation of ideas
and information.
Structure and Language Shows a polished and imaginative
approach to language.
Language fluent
Grammar and spelling
accurate.
Language mainly fluent.
Grammar and spelling
mainly accurate.
Meaning apparent, but language not
always fluent. Grammar and/or spelling
contains errors.
Meaning unclear and/or
grammar and/or spelling
contains frequent errors.
Referencing Referencing consistent and uses
Harvard referencing System.
Referencing mainly
consistent and uses
Harvard referencing
System.
Referencing inconsistent
but uses the Harvard
referencing System.
Referencing inconsistent/ fails to use
the Harvard referencing System.
No referencing AND no
reference section or
bibliography.
The quality / appropriateness of
the graphic layout
Shows a polished and imaginative
approach to graphic presentation.
Can format with clear
graphic intention.
Can format with graphic
intention but only partially
successful.
Straightforward graphic layout. No attempt at graphic
presentation.
EDITED BOOK EDITORIAL BEST POSSIBLE GOOD FAIR PASS REFER/FAIL*
The quality of the editorial and
summary of chapters
A salient editorial which provides an
original and focussed topic/s of
discussion.
A concise, clear summary of the
chapters in relation to the topic/s.
Editorial provides a clear
summary of the focus of
the chapters and the
overall ambition for the
Edited Book.
Editorial provides a broad
focus and basic summary of
the chapters.
Editorial provides a loose focus and
partial summary of the chapters.
Editorial provides no
account of the focus or
summary of chapters.
The quality/appropriateness of
the overall design
A compelling, original binding and
design which add to the overall
discussion.

Clear intention evident in
binding and design which
supports the discussion.
Binding and design of good
quality though not
necessarily supportive of
the theme.
Binding and design consistent. Binding and/or design
incomplete and/or partial.
CALCULATING FINAL MARKS: * Students must pass in all criteria to achieve an overall PASS mark.
0-39% FAIL in any box; 40-50% no FAILS but most PASS; 50-59% a range of FAIR, PASS and GOOD; 60-69% a range of BEST POSSIBLE, GOOD and FAIR; 70-100% BEST POSSIBLE in most boxes

!!!"#$%%&'(")*"+&,-.#$)$/
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B)72=68CD?29E <5<29F

Is this the correct guide for you?

Before using this guide, please check whether your Department, School or Faculty specifies the use of a
particular referencing system and, if so, if it provides its own guidelines to that system.

Note that some Departments,Schools or Faculties may expect both a list of (cited) references and a
(general) bibliography, rather than one single reference list/bibliography.

Why is it important to cite references?

It is accepted practice in the academic world to acknowledge the words, ideas or work of others and
not simply to use them as if they were your own. Failure to do this could be regarded as plagiarism -
see http://www.brookes.ac.uk/library/skill/plagiarism.html

to enable other people to identify and trace your sources quickly and easily

to support facts and claims you have made in your text

1. In-text citations

The in-text citation is placed at the exact point in your document where you refer to someone elses
work, whether it is a book, journal, online document, website or any other source.

It consists of author (or editor/compiler/translator) and publication year, in brackets:

!" "#$%&'()'$* +)%(( *,-(./+ 01(2 1 ,%((%.3 -*.-(* %3 $'$1( 4$%)1%3 560'&7+,%)08 9:::;<

An author can be an organisation or Government Department (common with websites):

!" 5=3#(%+0 >*$%)1#*8 9:?:;

If there are 2 authors, both names should be given:

!" 5@%3*+ 13A B1(7*$8 9::C;

If there are more than 2 authors, cite the first author, followed by et al (in italics)

!" 5D.$#13 !" $%<8 ?EEF;

Research Guide 2
There are 2 parts to a referencing system:
(1) an in-text citation
(2) an entry in the reference list/bibliography at the end of the assignment/work

2

For several documents by the same author published in the same year, use (a,b,c):

!" (WaLson, 2009a)

If the authors name occurs naturally in the sentence, only the year of publication is given:

!" This concept is discussed by Jones (1998)

If there is no author, use a brief title instead:

!" (8urden of anonymlLy, 1948)

For websites, if there is no author or title, use the URL:

!" (www.brookes.ac.uk, 2010)

If the date cannot be identified, use the abbreviation n.d.:

!" (Labour arLy, n.d.)

Page number(s) should be included when there is a need to be more specific, e.g. referring to specific
information or data, or when making a direct quotation.

!" (1hompson, 2011, p.100)

If referencing a secondary source (a document which you have not seen but which is quoted in one of
your references) the two items should be linked with the term cited in:

!" economic development (Jones, 2000, cited in Walker, 2004, p.53).

NB for above example of secondary sources: You would only be able to include the source you have
actually read in your reference list in the above example you could only give full details of Walker
unless you have read Jones yourself. It is good practice to try to read the original source (Jones) so that
you can cite and reference it in addition to the source which quoted it (Walker).

Handling Quotations in the text

Short quotations may be run into the text, using single quotation marks:

!" As Owens stated (2008, p.97), the value of...

Longer quotations should be separated from the rest of the text by means of indentation and optional
size reduction, and do not need quotation marks:

!" Slmone de 8eauvolr (1972, p.363) examlned her own pasL and wroLe raLher gloomlly:
1he pasL ls noL a peaceful landscape lylng Lhere behlnd me, a counLry ln whlch l
can sLroll wherever l please, and wlll gradually show me all lLs secreL hllls and
daLes. As l was movlng forward, so lL was crumbllng.

2. Reference list/bibliography

At the end of your assignment/work you need to provide a complete list of all sources used.
Please note that some Departments, Schools or Faculties may expect 2 lists (1) a reference list of all
sources cited in your text and (2) a general bibliography of sources used but not specifically cited as in-
text citation.

The entries in the list(s) are arranged in one alphabetical sequence by authors name, title if there is no
author, URL if no author or title whatever has been used in the in-text citation, so that your reader
can go easily from an in-text citation to the correct point in your list.

!

All entries/references, including those for online resources, must contain author, year of publication and
title (if known) in that order. Further additional details are also required, varying according to the type of
source, as follows:

Book

1 Author/Editor: Surname first, followed by first name(s) or initials (be consistent). Include all
authors. For editors, compilers or translators use ed/eds, comp/comps or trans after the
name(s). Remember that an author can be an organisation or Government Department.

2 Year of publication: If date not known, use n.d.

3 Title: Include title as given on the title page of a book; include any sub-title, separating it from
the title by a colon. Capitalise the first letter of the first word and any proper nouns. Use italics,
bold or underline (the most common practice is to use italics) (be consistent)

4 Edition: Only include if not the first edition.

5 Place of publication and publisher: Use a colon to separate these elements. If not given use:
s.l. (no place) and s.n. (no publisher).

6 Series: Include if relevant.

!" #$%&'()*+ ,- .- /01223- !"# %&' ())*+(,&- 4
5*
67- 8$97$9: ;*<(7$9-
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C*()*6D56': G(>6?-

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!" N6I<'5%695 $J .6<>5* /EFF03- 6%#(,&%) +/"7(4/ 3"%0/8,"9 3," '(%:/#/+- 8$97$9:
N6I<'5%695 $J .6<>5*-
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,H<%I>6 $J &$$A Q(5* 9$ <O5*$':
!" Whitakers almanack /EF0F3- 8$97$9: R G*(5<A6' <97 P$9D-

E-book

1 Author/editor
2 Year of publication (use the date for the e-book version rather than any print version)
3 Title
4 Edition
5 Place of publication and publisher (if available)
6 [Online] in square brackets
7 Available at: URL (this should be the URL of the e-book collection if it is from a collection).
8 (Accessed: date you read it) (in brackets)

!" .$>>(7<?+ @-+ .?76+ B- <97 SO>>%<9+ R- /EFFT3- >&#/"4*)#*"%) 4,00*&(4%#(,&2 %& %'7%&4/' "/+,*"4/
:,,9- 8$97$9: =$O5>67K6- UV9>(96W- @M<(><&>6 <5: *55I:LLQQQ-7<QD$96'<-)$%L /@))6DD67: 04 @OKOD5
EF003

Chapter in book

1 Author of chapter
2 Year of publication
3 Title of chapter (not italics)
4 In: and then author, title of complete book (in italics), place of publication, publisher, page
numbers of chapter.

!" P%(5*+ .- /011F3- X99$M<5($9 <5 ><'K6- X9: R<%6D+ P-+ /67-3 ?4(/&4/ %&' (&&,7%#(,&- B<9)*6D56':
Y$M$9+ II- TZ[4F- $$
(** Please note that the convention for some disciplines e.g. Science is to omit pp for page numbers)
4

Printed Journal article

1 Author
2 Year of publication
3 Title of article (not italics)
4 Title of journal (in italics)
5 Volume number, issue number and/or date
6 Page numbers

!" Wllllams, !. (2000). 1ools for achlevlng susLalnable houslng sLraLegles ln rural CloucesLershlre.
!"#$$%$& !(#)*%)+ , -+.+#()/ 13 (3), pp.133-174. **

Electronic/online journal article

Same as for printed journal article AND ALSO
7 Name of online journal collection (if applicable)
8 [Online] in square brackets
9 Available at: URL (if 7 applies, this should be the URL of the online journal collection).
10 (Accessed: date you read it) (in brackets)

!" !ones, . and Lvans, !. (2006). urban regeneraLlon, governance and Lhe sLaLe: explorlng
noLlons of dlsLance and proxlmlLy. 0(1#$ 2*34%+. 43(9), pp.1491-1309. Academlc Search
CompleLe [Cnllne]. Avallable aL: hLLp://web.ebscohosL.com (Accessed 17 AugusL 2010)

Web page: Labour arLy (2010). !5"%)6 &3%4+7 Avallable aL: hLLp://www.labour.org.uk/pollcles/home
(Accessed: 13 AugusL 2010)

Report from a database: MlnLel (2010). 285(*. &554. (+*#%"%$& 09 :#6 ;<=<7 MlnLel Lelsure [Cnllne].
Avallable aL: hLLp://reporLs.mlnLel.com (Accessed: 17 AugusL 2010)

Newspaper article: PunL, . (1999). 1lme ls runnlng ouL. >#%"6 ?+"+&(#8/, 8 lebruary, p. 10.

(NB: For internet edition there is no page number instead give [Online], Available at: URL and Accessed: date; if
citing newspaper article from a database e.g. Factiva, follow pattern above for online journal article)

Email: Saunders, L. (2010). Lmall Lo Llnda PlnLon, 18 AugusL.

Film on DVD: !(%4+ #$4 8(+@34%)+ (2000). ulrecLed by Slmon LangLon [uvu]. 8ased on Lhe novel by !ane
AusLen. London: 88C Worldwlde LLd.

Thesis: Croschl, S. (2001). A$ +B8"5(#*%5$ 5C )3"*3(#" 4%CC+(+$)+. 1+*D++$ E(+$)/ #$4 F(%*%./ G#$#&+(.
D%*/%$ #$ %$*+($#*%5$#" /5*+" )5G8#$67 hu Lhesls. Cxford 8rookes unlverslLy.

Conference paper: SaLLler, M.A. (2007). LducaLlon for a more susLalnable archlLecLure. ln: 23$H D%$4 #$4
#()/%*+)*3(+I 8(5)++4%$&. 5C */+ ;J
*/
K$*+($#*%5$#" L5$C+(+$)+ 5$ !#..%M+ #$4 N5D O$+(&6 A()/%*+)*3(+7 naLlonal
unlverslLy of Slngapore, 22-24 november7 Slngapore: ueparLmenL of ArchlLecLure, naLlonal unlverslLy of
Slngapore, pp. 844-831. **

For further examples see: Pears, R. and Shields, G. (2010). Cite them right: the essential referencing
guide. 8
th
ed. Basingstoke: Palgrave Macmillan. Shelfmark: 808.02 PEA

EndNote: This service enables you to build up a database of your references and then
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