This writing guide is published under the auspices of the Faculty of

Law, Stellenbosch University.

All enquiries may be directed to:

Ms Desiré Maré

Faculty of Law

University of Stellenbosch

Private Bag XI

Matieland

7602

Tel: 021 808 4515

Email: [email protected]

In case of differences, the English version of this policy will be

regarded as the valid version.
Table of Contents

LEGAL WRITING .............................................................................. 1

1. 1 Introduction 1
2. 2 How to make use of this section of the guide 2
PART 1: THE GENERAL AND INDISPENSABLE PRINCIPLES OF
LEGAL WRITING .............................................................................. 3

1 Good academic writing is accurate writing 3

11 Metaphorical language ............................................................ 4
12 The unchecked use of relative terms (the absence of
criteria) .................................................................................................... 6
13 Vague or unnecessary concepts ........................................... 7
2 Language is imprecise (misconceptions about legal writing) 8
21 The notion that there always exists a correct answer to a
legal question ......................................................................................... 9
22 The quality of your work is assessed based on your
conclusions ........................................................................................... 12
3 Criticism of your work 13
PART 2: HOW TO DEVELOP AN ARGUMENT ............................ 15

1 Overview: The three stages of an assignment 15

11 STEP 1: Collecting information ............................................. 18
12 STEP 2: Assimilating information ......................................... 20
13 STEP 3: Editing ..................................................................... 31
LANGUAGE AND STYLE ASPECTS ............................................. 34

1 Language aid in the Faculty 34

2 General writing principles 34
 21 Plan your time ......................................................................... 34
22 Prepare .................................................................................... 35
23 Be (aware and involved) in class ......................................... 35
24 In general, read as much as possible .................................. 35
25 Beware of spelling and typing errors ................................... 36
26 Use a spell checker and other spelling guides ................... 36
27 Maintain user-friendly language ........................................... 37
28 Use concrete words or phrases rather than abstract words
or phrases ............................................................................................. 38
29 Maintain the correct register ................................................. 39
2 10 Build healthy sentences ........................................................ 40
2 11 Structure good paragraphs ................................................... 41
2 12 Use active verbs rather than passive verbs ...................... 42
2 13 Formatting and decoration ................................................... 43
2 14 Last, but not least ................................................................... 45
3 Specific language and style issues 46
31 Punctuation marks .................................................................. 46
32 Headings, numbers and bullets ........................................... 57
33 Numerals ................................................................................ 60
34 Prepositions ............................................................................ 60
35 Verbs ....................................................................................... 62
36 Adjectives ............................................................................... 62
37 Choose the most suitable word ........................................... 63
38 Spelling ................................................................................... 65
39 General .................................................................................... 67
THE FACULTY’S REFERENCING GUIDELINES .......................... 68
 1 Introduction 68
2 Footnotes 68
3 Referencing various sources 72
31 Books ...................................................................................... 73
32 Chapters in edited collections (chapters in books) ........... 77
33 Loose-leaf publications ......................................................... 80
34 Theses and dissertations ..................................................... 83
35 Official publications and South African Law Reform
Commission publications .................................................................... 84
36 Unpublished materials .......................................................... 86
37 Journal articles ........................................................................ 88
38 Reviews and case comments (in a journal) ....................... 91
39 Articles in printed media ....................................................... 92
3 10 Reports, company issued documents, information
booklets, and similar sources ............................................................ 93
3 11 Case law .................................................................................. 94
3 12 Legislation .............................................................................. 101
3 13 Internet sources .................................................................... 105
3 14 Selected international sources (e.g. conventions, treaties,
etc.) 108
3 15 Bibliography ........................................................................... 110
SPECIFIC OUTCOMES ................................................................ 117

1 Read, understand and answer a question 118

2 Draft proper introductions and conclusions 118
3 Write in plain language 119
4 Conduct proper planning and set out a proper structure 120
 5 Ensure a logical flow and coherence 121
6 Adhere to the principles of academic legal writing 122
7 Develop an argument 122
8 Reference 124
9 Draft proper letters 124
GUIDELINES FOR WRITING LEGAL OPINIONS ....................... 127

GUIDELINES FOR DRAFTING HEADS OF ARGUMENT ........... 130

PLAGIARISM GUIDELINES IN RESPECT OF WRITTEN

ASSIGNMENTS/ESSAYS/RESEARCH PAPERS AND TUTORIALS
COMPLETED UNDER THE AUSPICES OF THE FACULTY OF LAW
....................................................................................................... 141

1INTRODUCTION AND PURPOSE

....................................................................................................... 141

2 AVOIDING PLAGIARISM: GENERAL GUIDELINES AND

EXAMPLES ................................................................................... 141

A.VERBATIM COPYING WITHOUT QUOTING AND

REFERENCING ............................................................................. 143

B.SOURCES TRANSLATED FROM ENGLISH TO AFRIKAANS OR

VICE VERSA ................................................................................. 144

C. ................................................................... PARAPHRASING
....................................................................................................... 146

D.PROVIDING FALSE/NON-EXISTENT REFERENCES

....................................................................................................... 150
E.USING THE WRITTEN ASSIGNMENTS/ESSAYS/RESEARCH
PAPERS OR TUTORIALS ANSWERS OF ANOTHER STUDENT(S)
....................................................................................................... 150

POLICY ON PLAGIARISM (IN SUPPORT OF ACADEMIC

INTEGRITY) .................................................................................. 154

1. Introduction 155
2. Application of Policy 157
3. Definitions 157
4. Purpose of the Policy 158
5. Practical objectives of the Policy 158
6. Principles of this Policy 158
7. Determining plagiarism 159
8. Management of allegations of plagiarism 161
9. Roles and Responsibilities 161
10. Policy control and governance 163
11. Plagiarism Declaration (for use by students) 164
12. Supporting documentation 165
13. Related documentation 165
ABBREVIATIONS OF SOUTH AFRICAN LEGAL SOURCES .... 168

1 South African legal sources 168

2 Useful links for finding abbreviation of legal sources 170
3 Books in the library on legal abbreviations 171
LEGAL WRITING1

1. Introduction

The purpose of this guide is to help you develop your ability to

assess your work critically. You should be able to determine whether
your writing has achieved its objectives – whether it is effective. By
continually referring to the principles contained in the sections below
and doing what they suggest, you are assuming an active role in
improving the quality of your work. This guide must be used in
conjunction with the content of the Legal writing website, which is
operated under the auspices of the Law Faculty of Stellenbosch
University (“Faculty”) and is primarily aimed at improving your legal
writing skills.
The publication of this guide is motivated by the fact that almost all
students consistently make the same “mistakes”. This is evidence of
a systemic misunderstanding among students as to what is expected
in the completion of assignments, tests, and examinations. Although
the guide is primarily designed as a systematic account of how to
approach the former, most of the principles it contains also apply to
answering test and examination questions. The guide does not,
however, amount to an exhaustive account of principles essential to
effective legal writing. Principles pertaining to, for instance, the
interpretation of legislation and “relevance” are extensively dealt with
in other courses.

1This section of the guide was prepared by Reynard Hulme, Dr Karin Cattell,
Prof Theo Broodryk & Piet Kotzé.
1
 We encourage you to summarise parts of the guide in a manner
that will ensure effective application in assignments. Misconceptions
you may have had about legal writing will become clearer to you as
you study the guide. Improving your legal writing has more to do with
letting go of preconceptions regarding academic writing than with
adding more concepts to it. In this sense, making effective arguments
is simpler than you think.

2. How to make use of this section of the guide

This section of the guide is set out in two parts. The sequence of
information is not coincidental. It is unlikely that you will be able to
formulate your argument effectively (Part 2) before you have gained
an understanding of the general principles of legal writing (Part 1). We
therefore strongly recommend that you start with Part 1 and make
notes as you work through the material.

2
PART 1: THE GENERAL AND INDISPENSABLE PRINCIPLES OF
LEGAL WRITING

1. Good academic writing is accurate writing

Many students seem to think that using archaic, vague, or

pompous language is good legal writing. Wordy phrases, such as “the
most fundamental cornerstone of our democracy” or “an interpretation
consistent with basic human justice”, may seem to add conviction to
an argument. The truth is that they do not. Instead of contributing to
useful insight, these phrases do the opposite: they simply add another
layer of abstraction and tend to add confusion to surrounding ideas. If
you are mindful of this tendency within your own work – that is to say,
if you catch yourself trying to sound academic – you have already
taken the first step towards improving the quality of your work.
Later on, the guide elaborates on the necessary differences in your
choice of language required for the target audience/readers (i.e.
lecturers and fellow students in the context of the Faculty and clients
and judges in a professional context). Regardless of the context,
however, the aim of legal writing is to communicate content as simply
and concisely as possible. It is therefore important that you remain
mindful of the fact that the quality of your writing will be largely
determined by the extent to which your content can be understood.
The practice of obscuring the content of an argument by using
intelligent-sounding language manifests mainly in three ways:
• the use of metaphorical language;
• the unchecked use of relative terms (the absence of criteria);
and
• the use of vague or unnecessary concepts.
3
11 Metaphorical language

It is not always inaccurate to use metaphors in legal writing. The

use of comparisons is, after all, a skill essential to developing legal
principles. In other words, a metaphor – which is a comparison – may
assist a reader in understanding a new idea by relating it to something
with which he or she is familiar.
However, many metaphors are used merely as a linguistic
convention. Politicians commonly speak of, for instance, the “war on
drugs” or the “fight against poverty”. There is of course currently no
“war” being waged in our country and one cannot “fight” poverty.
Instead of being aimed at accurate description, these metaphors are
used to elicit an emotional response. This is not the purpose of legal
writing. Effective legal argumentation is achieved by means of careful
reasoning. It necessitates accuracy. Exaggeration is detrimental to it.

You may find yourself using certain metaphors habitually. Ask

yourself: does the use of metaphorical language here convey
the intended meaning more accurately than a simple
description would?

Consider the examples, in bold, below.

“Justice is the destination; law is the journey.”

The effectiveness of this metaphorical statement may vary

depending on the meaning intended by the author. If, for instance, the
author intended to assert that the meaning of justice can be known
(justice is said to be a “destination”, which is generally understood to
imply that it is achievable, that it is a place where one can arrive), the
4
phrase is vague at best. Similarly, it is unclear what is meant by
“journey”. Is the author referring to the fact that the law is developed
(takes on different forms akin to the contours of a road) in order to
achieve justice or that mere adherence to the law will assist in the
achievement of justice (that the law is the path to justice and that we
stay on that path by adhering to it without necessarily having to alter
it)? If you find reading these alternative explanations confusing (and
there are certainly many more variations), do not worry – that is
precisely the point. If the author had merely said “the law is developed
to ensure justice” or “adherence to the law results in a more just
society”, it would be less ambiguous, and you would be in a better
position to agree or disagree.

“The accused was given a slap on the wrist.”

The phrase “slap on the wrist” is a linguistic convention meant to

denote inadequate or relatively light punishment. Even if it is clear that
the author intended to indicate that a certain punishment was
inadequate, the nature of the inadequacy is – in the absence of an
accompanying explanation – unclear. The inadequacy may be relative
to certain characteristics of the accused. A R100 000 fine may be
considered a slap on the wrist when awarded against a billionaire. The
inadequacy may also refer to the relationship between the punishment
and a crime, regardless of the characteristics of the accused. Certain
animal rights groups may, for instance, regard the punishment
associated with animal abuse as a slap on the wrist for what they
believe to be inhumane conduct. The point is that using this metaphor
is not necessarily wrong, provided that it is explained. By explaining
why you regard a certain punishment as a slap on the wrist, you will

5
construct a much more effective argument. The necessity of an
accompanying explanation should, however, make you wonder about
the effectiveness of using the metaphor in the first place.

Ensure the effectiveness of metaphorical language before

including it in your writing.

12 The unchecked use of relative terms (the absence of criteria)

Never use relative terms such as good/bad, right/wrong, or

positive/negative without defining the criteria for evaluating good/bad,
right/wrong, or positive/negative. It means nothing otherwise. Instead,
it is the criteria – the reasons why you are, for instance, calling
something positive/negative – that are of interest. It is essential,
however, to resist describing these relative terms according to
needlessly broad criteria. It is absurd, for instance, to describe good
as “justice” and bad as “anarchy”.

You must relate your criteria to the legal principles applicable

to your discussion.

The absence of a criterion makes any critical assessment or

analysis impossible. In other words, you cannot “evaluate” or
“analyse” without evaluating or analysing in terms of some criterion in
the form of a value judgment. A criterion may be very simple. If, for
instance, you are of the view that a certain piece of legislation is too
vague, your criticism may be based on the following criterion: that the
intended meaning of legislation should be clear enough to allow for its
consistent application. Criteria can be much more complex than this,

6
especially when the relative weight of various elements of a single
criterion needs to be explained.

Therefore, whenever you call something good, bad, right,

wrong, positive, or negative, ask yourself: why exactly am I
saying so?

13 Vague or unnecessary concepts

Vague language obscures your argument. Unnecessary words,

whilst also likely to obscure your argument, are wasteful – particularly
if you are subject to a word count. The added requirement of a word
count is part of the test that your lecturers set for you in writing an
assignment. Its purpose is to see whether you can distinguish between
more important and less important information, rather than whether
you can simply fill the allotted pages with relevant information. This is
especially important in the context of legal writing. There is usually a
large volume of sources (including case law, journal articles and
chapters of textbooks) that are related to your topic. However, much
of this content may not be relevant to the argument you are making.
The distinction between these two concepts is extremely important as
you approach both legal research and legal writing.
A poor assignment may well be saturated with observations
that are merely relevant in the sense that they have something in
common with the topic. An effective assignment shows the
ability to identify the most important principles and to explain
them (as well as the reasons for their importance) as precisely as
possible.

7
 RECAP: BE SPECIFIC!
1 Ask yourself: Does the use of metaphorical language
convey the intended meaning more accurately than a
simple description?
2 Every critical analysis requires a criterion.
- Whenever you call something good, bad, right, wrong,
positive, or negative, ask yourself: why exactly am I
saying so?
3 Delete vague or unnecessary words.
- Retain a vague word (which is sometimes unavoidable)
only if you are prepared to explain it.
4 An effective assignment shows the ability to identify the
most important principles and to explain them (as well as
the reasons for their importance) as precisely as
possible.
5 Ask yourself: Is what you have written the most accurate
way of formulating the legal question, applicable legal
principles, argument, and conclusion?

2. Language is imprecise (misconceptions about legal

writing)

The introduction to this guide referred to “mistakes” typically made

by students. The quotation marks are deliberate. That is because the
description of the shortcomings in your work as “errors” carries the
potential for great misunderstanding. If you regard an “error” as
implying the existence (but absence) of an inherently correct answer,
you have succumbed to two fundamental misperceptions regarding
the nature of legal writing, namely:
8
 • there always exists a correct answer to a legal question; and
• the quality of your work is assessed based on your
conclusions.

21 The notion that there always exists a correct answer to a legal

question

An example of a factual question may be whether an employer said

to an employee: “don’t bother coming back to work tomorrow”. A
witness may testify to having heard it. It may even have been
recorded. The employer either said it or did not say it. It is therefore
either true or false.
The applicable legal question may be more complex since it
does not necessarily concern verifiable facts. In this example, the
legal question may well be whether the employer’s words were
sufficient to amount to a “dismissal” in terms of the Labour Relations
Act 66 of 1995 (“LRA”). Any conclusion in this regard will depend on a
selective interpretation of legally relevant language (concepts arising
out of legislation and legal precedent). In other words, there exists no
answer to this legal question that can be considered as
necessarily “true” or “false”. Instead, the “correctness” of the
conclusion is determined by the extent to which it is shown to
conform to an accepted interpretation of legal precedent, or why
an alternative interpretation should be preferred. Nothing
precludes you from showing that a “dismissal” either did or did not take
place. Both conclusions – despite being contradictory – can be
shown to be “correct”.

9
 Remember:
There are instances where a legal question has a “correct”
answer. For example, if the legal question is “when does a person
reach the age of majority”, then the “correct” or “true” answer is
“18 years”. However, in response to the question whether it is
preferable that the age of majority is “18 years”, there is, naturally,
no right answer.

The correctness of conclusions reached by argumentative

processes cannot be determined with absolute certainty for two
related reasons:
• Words do not have inherent meaning
• The content of laws cannot be determined by logic alone

2 1 1 Words do not have inherent meaning

Unlike facts, the precise meaning of a word cannot be absolutely

verified. You can certainly provide a convincing argument for why a
certain interpretation should be preferred, but supporting claims can
never “prove” the meaning of a word beyond dispute. This is because
such an absolute meaning does not exist. A word, which signifies a
concept, simply refers to other concepts that refer to other concepts,
etc. The parameters of these concepts are entirely man-made – they
are based on agreement, not truth. However, no amount of agreement
can define the word completely, since such an agreement is
necessarily constituted of more words, more concepts. A dictionary
definition of a word is simply a collection of cross-referenced concepts,
the meaning of which cannot be known with absolute certainty. In

10
other words, concepts used to explain the meaning of a word merely
point to certain characteristics associated with the word. The meaning
of a word is therefore always deferred.

All you need to accept at this point is that words have no

inherent meaning.

2 1 2 The content of laws cannot be determined by logic alone

The word “should” points to a simple truth (note the use of

metaphorical language). As with the meaning of words, the justification
of any legal principle is subject to selective interpretation. The content
(or existence) of any principle has no “correctness” independent of a
man-made criterion. The study of law is therefore not only concerned
with the meaning of words, but also the establishment of criteria in
terms of which agreement regarding the function of the law should
take place.
Lawyers argue about what interpretation should be followed and
ultimately a judge decides what he/she believes should be preferred.
The judge takes into account variables he/she believes should be
considered relevant and decides what relative weight should be
attributed to each. Any declaration of how something should be is
called a “value judgment” – a judgment based on what is often called
“moral standards”. The point is that all moral standards – and
consequently all the value judgments taken in the promulgation of laws
and their interpretation – are questionable. This is expressed in the
famous maxim “reason alone can yield no moral judgment”.
This means that the content of law cannot be determined
exclusively by the use of logic.

11
22 The quality of your work is assessed based on your conclusions

It is sufficient to realise at this point that your lecturers are rarely

concerned with whether you arrived at any particular conclusion. You
are also unlikely to impress a judge by merely insisting that your
conclusion is indeed the “right” one. The skill that your lecturers are
trying to develop by means of assignments is this: the ability to
justify, in terms of legally relevant principles, why your
conclusion should be preferred over other possible conclusions.
The number of “correct” conclusions to a given legal question may be
vast. Your conclusion can be “correct” even if it is one that differs from
that of the Constitutional Court, provided that you have shown
sufficient grounds on which to justify it.

Taking note of this point as an important step in improving your

legal writing and, in turn, your assignments. Letting go of the desire to
have the “correct answer” or being “on the right track” regarding an
assignment will help you dramatically in the beginning of your legal
writing journey. It will allow you to focus more on the content of your
argument than whether you are correct or incorrect, which is a
misconception about legal writing in general, as discussed above.

RECAP: SUBSTANTIATE YOUR INTERPRETATION!

There exists no inherently correct answer to a legal question.
• Words do not have inherent meaning.
• The content of laws cannot be determined by logic alone.

12
 The justification of your conclusion is more important than the
content of the conclusion.
• The skill that your lecturers are trying to develop by
means of assignments is this: the ability to justify, in
terms of legally relevant principles, why your conclusion
should be preferred over other possible conclusions.

3. Criticism of your work

The purpose of this guide is to develop your ability to analyse your

work critically. Before we explore some helpful advice in this regard, it
is appropriate to consider what self-criticism entails.
Let go of the idea that you already know how to write well. In
fact, as a new, first-year law student, it is highly unlikely that you
already possess the necessary writing skills that will enable you to
succeed in your studies at the Faculty. In high school, most
comprehension tests required you to demonstrate understanding by
paraphrasing (rephrasing/rewording) an original text. Many students
seem to think that the purpose of legal assignments is to demonstrate
understanding by paraphrasing legislation, textbooks, and class
notes. If you are instructed to complete an assignment at the Faculty,
merely paraphrasing the content of the relevant legal sources is wholly
insufficient and, therefore, unacceptable. This guide will help you to
understand that there is much more to preparing legal assignments
than merely presenting a collection of paraphrased sources.
Criticism of your writing is not criticism of you. If you confuse
your writing with your identity, you will almost certainly be unable to

13
look at it objectively, which may result in you being unable to make the
necessary changes. You are likely to waste precious energy
obsessing about what your writing says about you. You will equate
criticism in the form of a lower-than-expected mark with
disappointment, instead of seeing it for what it is: an opportunity to
learn something that you clearly do not already know. If work and
identity are one, you are likely to respond with frustration that may take
the form of thoughts such as “why do others not understand what I
mean, when it is so clear to me?” You are also unlikely to enjoy doing
what you do when you believe that your identity is at stake in the
outcome. The realisation that criticism of your work is not personal
brings with it opportunity for improvement instead of resistance to
change, and enjoyment instead of unnecessary stress.
Furthermore, once you have completed your studies at the Faculty
and pursue your legal career, your work will be subject to constant
scrutiny. You must be able to see (and use) constructive criticism as
a tool to improve the quality of your work.

RECAP: USE CRITICISM!

1 Let go of the idea that you already know how to write
well.

2 Criticism of your writing is not criticism of you.

14
PART 2: HOW TO DEVELOP AN ARGUMENT

1 Overview: The three stages of an assignment

Unless you are an expert in the field, you are unlikely to have
enough prior knowledge to start planning the argument central to your
assignment before doing some research. The overarching theme of
the research stage is this: do not limit yourself, but only collect
information that is relevant to your topic.
STEP 1: COLLECTION OF INFORMATION
This requires you to read the instructions contained in your
assignment very carefully. You may, of course, summarise or jot
down ideas, but at this point you do not have to concern yourself with
what form your paper will take or even with writing coherent
sentences. Instead, we suggest that you open a Word document and
simply write down all the relevant information and ideas as you
become aware of them. In other words, do not start editing
prematurely. If the assignment limits you to six pages, this document
containing your information may, for example, be well over fifteen
pages long. The more information you have to begin with, the greater
the scope for possible nuances in your argument. The first stage is
complete when you have, in no particular order or structure, a
collection of information that you feel can be used to adequately
elaborate on themes within your topic.

Remember:
With the collection of information, write down all the relevant
information and ideas as you become aware of them.

15
 During this step, you should aim to do background reading and
narrow or broaden your search accordingly so that you can
assimilate the information as effectively as possible.

STEP 2: ASSIMILATING THE INFORMATION

This means that you start planning the form that your argument
will take and that you move the information around to its appropriate
place. It is especially important that during this stage you create a
proper framework or structure for your assignment. This does not
mean that you should “cut and paste” from the different legal sources.
At this stage, it means that you should be able to identify the
argument(s) that you intend to make in your assignment, where you
intend to make the argument(s), and what information you will be using
in support of the argument(s). Piecing together information may be a
slow process. However, you should find that you are in a much better
position to decide where to position specific information than you
would have been, had you combined this stage with the research
stage. In other words, it is best not to decide what you want to say
before you have identified the most important themes within the topic.
You may even start connecting sentences at this stage, but do not be
too concerned with grammar or stylistic requirements yet.

Remember:

With this step, you should:

• Identify the argument(s) that you intend to make in your

assignment;
• Identify where you intend to make the argument(s); and

16
 • Identify what information you will be using in support of the
argument(s).

STEP 3: EDITING
The final stage of your assignment can be loosely called editing.
This involves reading through your written assignment numerous
times (as many times as you can) and making changes as you go
along. This entails (re)formulating your sentences as concisely
and precisely as possible, paying attention to formal requirements
(such as referencing and grammar), and making sure that all the
aspects of your argument have been sufficiently developed.
It is unlikely that you will notice all the necessary changes to
improve your assignment if you attempt to do your assignment in one
attempt Every time you read through and edit your assignment, its
precision will increase. You are also likely to arrive at new insights that
may improve the quality of your paper, if incorporated correctly. It is
also recommended that you try to spread out these stages of the
assignment. Allowing a day or two to pass, whilst engaged in the
editing stage, will most probably allow for a fresh perspective.
Once you have edited your paper thoroughly, you will be left with
your first draft. The purpose of handing in a first draft is to receive
suggestions from your lecturers or tutors regarding possible
improvements (note that not all assignments allow you to submit a first
draft). The more thorough your first draft is, the more helpful the
comments are likely to be. Once the necessary changes have been
made, you may have the opportunity to submit a second draft with the
same purpose, or you may be able to convert your first draft into the
final version of your assignment.
17
 Bear in mind that the writing consultants can help you to
improve your first and/or second draft before you submit it
to your lecturer or tutor.
Always record a brief description of your sources (such as the
name of the author, the year of publication, and the page
number) immediately whilst collecting information. Failure to do
so could lead to a frustrating search when finalising your
referencing.

11 STEP 1: Collecting information

1 1 1 What is legally relevant?

Information can be considered legally relevant for a variety of

reasons. If you are analysing a legal question on the basis of specific
factual circumstances, case law with similar facts could be relevant.
Alternatively, case law, which does not necessarily share the same
facts but addresses an applicable legal principle, may also be legally
relevant. It may also be that legislation – either expressly or implicitly
– indicates which factors are relevant. Legislation may, for example,
indicate a closed list of factors or simply provide examples of relevant
considerations. Ultimately, “relevance” has its own legal principles
(which will be dealt with extensively in the course entitled “Law of
Evidence”).
A few general remarks are appropriate here:
i. Whether information is relevant or not will depend on the
nature of the legal principle concerned. For example, it
may be that the personal circumstances of either one or more
litigants are relevant if the applicable legal principle involves a

18
 “subjective test” (such as the test for “intent”). In the event of
an objective test, these kinds of considerations may not be
relevant (such as the test for “negligence”). Note that the
words “subjective” and “objective” have a certain meaning in
a legal context that differs from the general use of the words
to indicate “opinion” and “fact”, respectively.
ii. Regardless of the type of legal questions involved, you must
explain why the information you are presenting is
relevant. Many students simply fill their papers with facts and
figures, assuming that the reader will make sense of how
these support their argument. You are tasked with relating it
to your argument. This is not the reader’s responsibility.
iii. You must also explain what weight the information carries. In
other words, apart from showing why it is relevant, you have
to show how important (relative to other information) it is for
the purposes of your argument. The most effective way of
doing this is by referring to legal precedent. You can find
support for the relative importance of information by, for
instance, looking carefully at the wording of a particular
judgment or legislation.
iv. Read your instructions carefully. Only if you read your
instructions carefully will you know what precisely it is that
your lecturer expects you to do in the assignment. Your
understanding of the question will enable you to identify
whether the information is relevant or irrelevant for the
purposes of the assignment. The relevance of a particular
answer depends on the question that has been asked.

19
1 1 2 Legal databases

During the library orientation offered at the commencement of your

LLB course, you were instructed on how to approach legal research.
If you have not yet participated in the orientation, you are advised to
take it seriously. It is not the purpose of this guide to repeat instructions
pertaining to the vast number of legal resources at your disposal.
Assistance in this regard is available at the Stellenbosch University
Library: discuss your queries with the subject librarian for the
Faculty, Mr Pieter du Plessis, [email protected].
Due to widespread misunderstanding, we would like to briefly
repeat one invaluable instruction on how to search for journal articles.
It appears that many students are under the impression that South
African journal articles are found exclusively on LexisNexis or Juta.
This is not the case. In fact, these two databases do not include nearly
all the South African legal journals. You are therefore advised to use
databases such as the Index of South African Periodicals (“ISAP”),
which provides a list of applicable sources located in additional
journals by means of a keyword search. Note that the list of sources
generated by ISAP does not include the full text of the article. It will,
however, indicate where you can find it. SA ePublications can be used
to conduct searches for full-text electronic African journals. If you
choose to ignore this advice, you are making your research much
more limited (and difficult) than it should be.

12 STEP 2: Assimilating information

Once you have collected a substantial amount of relevant

information, do not start by trying to finalise your introduction or
20
conclusion; however, use the outline in the introduction to guide you
in planning and putting together your argument.

1 2 1 The argument

1211 What is an argument?

An argument consists of at least two related premises (supporting

statements) that, when combined, result in a conclusion. Note that
these three components are the minimum formal requirements for an
argument, which is typically expressed as:

A=B Premise 1

B=C Premise 2

(therefore) A = C Conclusion

An argument may involve more than two premises. It may require

you to draw multiple conclusions and use them as premise for a grand
conclusion. Thinking about your argument in this way will help you to
identify contentious issues. In other words, it will become clear
which premise needs to be examined more closely or is in need
of further justification. Although an entire course in the Philosophy
Department is dedicated to the application of logic (“Practical Logic
and Critical Thinking Skills”) and arguments are subject to certain
typical formal errors, the purpose of this discussion is only to
familiarise you with a few basic principles. Consider the following
statement:

“Law firm X is the best law firm to work for.”

21
 Is this an argument? Not yet. Due to the absence of supporting
premises, it is merely a statement. In order to elevate it to the level of
“argument”, we may add the following premises and conclusion:

The law firm that spends the most time training their
Premise 1
candidate attorneys is the best law firm to work for.

Law firm X spends the most time training their

Premise 2
candidate attorneys.

(therefore) Law firm X is the best law firm to work

Conclusion
for.

Now that the sentence has taken the form of an argument, it is open
to analysis. Had it merely remained an unsupported statement, a
debate would have been meaningless, since the author had not
explained what interpretation of the phrase “the best” they were
advocating. In other words, a critical assessment would not be
possible if you merely speculate whether X is, in fact, the “best” law
firm to work for or not. It necessarily requires the deconstruction
(breaking down) of one of its premises. One could challenge the
argument by challenging either Premise 1 or 2. You could justify why,
for instance, the law firm that allows the most holidays is actually the
best law firm to work for (a challenge to Premise 1). Alternatively, you
can show that law firm Y, not law firm X, spends the most time training
its candidate attorneys (a challenge to Premise 2). It is also possible
to elaborate on – by means of a separate argument, of course – what
constitutes “the most time”. The possibilities are endless.

22
 In short, analysis takes three forms:
1 Challenging or confirming the validity of a premise.
2 Challenging or confirming the deductive process followed in
the argument.2
3 Expanding (by means of a separate argument) on an aspect
of a premise that has not been sufficiently defined. In legal
analysis this may be an aspect of a premise that has not
been sufficiently related to a legal principle.

1212 The two necessary arguments

If your assignment requires you to apply a legal principle to a set

of facts, it could be useful to think of the argument central to your paper
as a combination of two related arguments. The first is aimed at
proving why your suggested interpretation of the applicable legal
precedent should be followed. Assigning specific meaning to legal
principles is what we call interpretation. For this argument to
succeed, you must be mindful of certain general principles of
interpretation. These legal principles are dealt with in the course
entitled “Interpretation of Enacted Law”.
The second argument seeks to establish why the application of this
legal principle to the facts yields a certain conclusion. Using your
interpretation of the applicable legal principles to motivate how a

2 This is argumentation where the particular is deduced from the general.

Deductive thinking departs from the general and proceeds to the particular.
Deduction starts with the general principle and then attempts to relate the
particular or the individual to it. In a deductively valid argument, the
relationship between the premise and conclusion is based on only the
meaning of words or phrases in the premise and conclusion – the conclusion
is implicitly part of the premise of the argument.
23
certain legal conflict should be resolved is called application. In other
words, your conclusion as to the appropriate interpretation of the legal
principle becomes a premise in the argument explaining its application
to the facts. This involves aligning the facts of the case with the
elements present in the specific interpretation that you have
established. Omitting either of these stages will result in your so-
called “conclusion” being arbitrary. More specifically, it will not be a
conclusion at all.

RECAP: PRINCIPLES OF ARGUMENTATION

• Omitting a premise logically necessary to your argument will
result in the collection of information falling short of the formal
requirements of an argument. What you may regard as your
“conclusion” will, in fact, only be a “statement” – that is to say,
an unsupported assertion.
• Thinking about the premise you require to arrive at your
conclusion will enable you to identify which areas of your
argument need more attention. For instance, you will be able
to spot that a certain premise needs to be elaborated on by
means of a separate argument in which it stands as the
conclusion.
• Provide an argument for both your interpretation of the
applicable legal principle and the application of that principle
to the facts.
• This takes practice. In a sense, your entire legal study –
every course, every lecture, and every assignment – is aimed
at developing an understanding of this skill.

24
1213 Common mistakes

• Applying the Constitution

The Bill of Rights is written in exceptionally vague language. The

result is that certain rights, such as the right to equality or dignity, are
open to a wide range of possible interpretations. The point is that a
constitutional right (or any law for that matter) cannot be applied
without necessarily arguing the parameters of its provisions. One
cannot, for instance, rely on the right to equality as it appears in the
Constitution. Instead, you must argue for a certain interpretation of
the right to equality based on case law, legislation, and frequently, the
criteria as set out in section 36 (the “limitation provision”) and section
39 (“Interpretation of Bill of Rights”). In other words, you cannot only
refer to the Constitution to find out what it means.

• Using democracy, fairness, and justice to support a

conclusion

It is meaningless to use “democracy”, “fairness”, or “justice” as a

premise to support a certain conclusion. This is because these terms
are necessarily conclusions themselves, rather than verifiable
premises. In other words, you cannot argue that your interpretation of
legislation should be followed because it would be the most
democratic, the fairest, or the most just interpretation. This is not only
because these terms are vague. It is also because the courts are
already necessarily tasked with considering democratic ideals and
justice when interpreting any legal precedent. It is unlikely that

25
reminding the court that it has the duty to consider justice, fairness, or
democracy will assist your argument in any way.

• Not answering the question

It is not enough to submit your paper if it only contains a conclusion

successfully supported by a premise. You must answer the question
posed in the assignment. Do not needlessly discuss issues
(however interesting they may appear) that are not relevant to your
topic. If you discover an interesting issue that falls outside the ambit
of your topic, consider writing a separate article on the issue.
Remember, your research/legal question sets the parameters in which
your discussions must be structured.

• Perpetual agreement

You do not always have to agree with judges or your lecturers. If,
for instance, you come across a passage in a judgment that you
believe is ambiguous (and its ambiguity is relevant for the purpose of
the assignment), you are encouraged to communicate that
observation in your paper. Be aware that some judges and academics
do not write well. Instead of submitting to their reasoning or imitating
their style, focus on being accurate. Before criticising, however, you
must be sure that you have made a thorough effort to consider all the
possible interpretations and implications.
• Generalising the issue

Being specific also means describing the ambit of your topic as

precisely as possible. If, for instance, your topic is about liability
without fault (as a form of delictual liability), it may be inappropriate to
simply refer to it as a more general issue of delictual liability. A failure
26
to be specific can lead to misappropriating legal precedent. You may
be unknowingly implying that all issues relating to delictual liability are
subject to the same considerations. In the law of delict, however, a
distinction is made between liability without fault and fault-based
liability (both are forms of delictual liability, but they are founded on
different bases and have different requirements). Be aware of what
you are implying.

• Reluctance to get assistance

Your lecturers are available to discuss legal issues that you – after
you have reviewed your class notes or textbook – do not understand.
The writing consultants are available to assist you in structuring
and refining your assignments. Please keep in mind that the
assistance your lecturers or the writing consultants can give you
will be limited by the extent to which you fail to prepare
sufficiently before meeting with them.

1 2 2 The introduction

The primary purpose of an introduction is not to summarise the

content of your paper. The purpose of an introduction is simply to
explain to the reader what you are writing about as well as the legal
context within which your discussion takes place – the importance of
answering the legal question at hand. The introduction should not only
introduce the research problem and context in which the discussion
will take place, but also provide motivation as to why the problem is
worth researching. You must sketch the problem to your reader in a
clear manner.

27
 Do not, however, attempt to grab the reader’s attention by
introducing your topic in exaggerated terms such as “the most
fundamental right of all human beings”. Nothing could be more
predictable and more boring. Not only “big” issues are worth
discussing. Often the most interesting discussions involve a nuanced
interpretation of a previously overlooked phrase.
Avoid variations of the following statement at all costs:

“This paper will take into account relevant legislation and

case law in order to critically assess the applicable legal
principles.”

The above states the obvious. There is no need to remind the

reader that legislation and case law have relevance in legal analysis.
The statement also does not explain why the issue is worth being
discussed.
You may want to give some indication in your introduction as
to what form your argument is going to take. There is nothing
wrong with that. The danger, however, is that you confuse your
introduction with your conclusion. It is best to save an explicit account
of your argument for your conclusion, since you will have used the
body of your assignment to elaborate on and justify its premise. Giving
a detailed account of your premises and conclusions in the
introduction will be premature.
Remember, your conclusion should not come as a surprise to the
reader, it should rather mirror your introduction. Your introduction
should provide your thesis statement or research hypothesis; in other
words, the main aim or assertion of your paper. It should then state,

28
briefly, how your assignment will reach or prove such an aim or
assertion, (i.e. what is your methodology. Methodology is the method
you will use to answer your research question; are you going to
unpack the research question by means of a critical analysis or a
comparative analysis, etc. Remember that this part is only briefly
mentioned.)
Thus, although your introduction does not require a comprehensive
breakdown of your argument it should provide the reader with the main
arguments you will present and how these arguments link together
and assist you in proving your thesis statement or hypothesis. Your
introduction should provide the reader with a “roadmap” of your
assignment, which familiarises them with the structure your
assignment will take.

1 2 3 The conclusion

Once you have established the validity of all your premises and
conclusions, it is appropriate to end the paper by briefly outlining the
structure of your central argument. This is what is meant by the
“conclusion”. You may wish to think of it this way: the body of your
paper was concerned with providing proof, whereas the conclusion is
a concise account of what it is that you have proven. Therefore, there
should be no new information presented to the reader in your
conclusion. The conclusion of the assignment should rather provide
a brief and to-the-point “summary” of the arguments you have made
and how they support your hypothesis.
As with the introduction, the temptation may arise to phrase your
conclusion in the most grandiose and profound terms possible. Resist

29
this temptation. A conclusion does not need to be presented in
dramatic binaries such as right/wrong, good/bad, or success/failure. A
conclusion can concern a nuanced understanding of a single word or
insist that certain factors should be given more weight. Focus on
precision. There is no greater accomplishment in legal writing than a
precise and (formally) sound argument.
1 2 4 General comments relating to the body of your assignment
Approach your sentences and paragraphs in a strategic manner.
Make sure that you write your sentences in clear and simple language
to assist you to connect all your ideas. Start each paragraph with an
introductory sentence, where you map out what can be expected. End
each paragraph with a concluding sentence highlighting the main idea
or argument that was presented in that paragraph.
Remember that one idea should be conveyed in every sentence,
and each paragraph should contain one argument. Also, make sure
your sentences connect effectively, as to avoid just throwing random
sentences into a paragraph.

30
13 STEP 3: Editing

Read through your assignment as many times as possible. If your

assignment exceeds the designated word or page limit, you will be
required to distinguish between more relevant and less relevant
information. Make sure to eliminate excessive verbose wording, as it
can complicate your writing and can add to excessive wording
(exceeding the word limitation). Remember, at this stage, to ensure
that you have complied with the rules provided in heading “1 Good
legal writing”. Thus, there is no unnecessary use of metaphorical
language or addition of vague and unnecessary concepts in your work.
Eventually, your assignment will constitute the information that you
consider to be the most relevant to your topic. If at this stage you
remain unsure about your assignment, make an appointment with your
lecturer or writing consultant, depending on the nature of your
uncertainties.

CHECKLIST
STEP 1: COLLECTING INFORMATION
1 Read your instructions carefully and identify the
question/issue you must address.
2 Make sure that you are aware of the legal resources at your
disposal. If not, seek assistance at the SU Library.
3 Create a Word document for notes.
4 Use the library’s databases to find sources.
5 Read through the applicable books, articles, legislation,
and case law. Write down all the relevant information and
ideas as you become aware of it, remaining mindful of:

31
 • Not editing the information prematurely;
• The legal principle on which the relevance of the
information is based;
• The relative importance (weight) of the information;
and
• The details that you may require for referencing
purposes.
STEP 2: ASSIMILATING INFORMATION
1 After you have collected as much information as possible,
start planning the form of your argument (and be aware
that this may change at any time during the writing
process).
2 Make sure that your premises combine to produce a
conclusion that is logically sound.
3 Start moving around pieces of information in a manner
appropriate to the flow of your argument. In other words,
start positioning information in order to support the
premises needed for your conclusions.
4 Write an introduction explaining the topic and its legal
context. Use the introduction to answer the question: why
is this issue worth discussing?
5 Write a conclusion that briefly summarises the various
premises and conclusions used in your argument.
STEP 3: EDITING
1 Read through your assignment as many times as possible
and pay specific attention to:

32
 • Formulating your sentences as concisely and
precisely as possible;
• Formal requirements; and
• The sufficient development of your argument.
2 If your assignment exceeds the designated word or page
limit, you will be required to distinguish between more
relevant and less relevant information. Eventually your
assignment will be comprised of the information that you
consider to be the most relevant to your topic.
3 Make an appointment with your lecturer or a writing
consultant, depending on the nature of your uncertainties.

33
LANGUAGE AND STYLE ASPECTS

1. Language aid in the Faculty

Consult this part of the guide whenever you are uncertain about
the correct language usage, style, or referencing in assignments that
you are required to prepare under the auspices of the Faculty. This
part of the guide contains guidelines on language issues that students
at the Faculty often get wrong. This is not a comprehensive language
guide, and it only looks at those issues that cause problems for law
students in general.
Always bear in mind that the Faculty offers a free writing and
language consultation service. This service is, generally, not
compulsory, but can make a positive difference to your writing skills –
and thus to your marks. No aspect of your writing, presentation, or
language ability is too insignificant for help from the writing
consultants. They are there to help you! Just remember to make an
appointment (and be prepared) before you approach a writing
consultant.

2. General writing principles

21 Plan your time

Postponing until the last minute is not a good idea. Give yourself
enough time for (a) preparing, (b) writing the paper, and (c) revising
afterwards. Also, allocate time to seek the assistance of a writing
consultant.

34
22 Prepare

This means that you must understand what is expected of you in

your paper, by selecting and finding applicable sources, reading,
interpreting, and analysing these sources, etc. Scribble simple notes
to yourself, create a mind map, underline or emphasise with a
highlighter while you are reading. Follow any method that works for
you. Chat to a fellow student about the subject – it is an easy way to
determine what you understand and what you do not. Or try to explain
the subject as concisely and simply as possible to your room- or
housemate. By this stage, you should have a fair understanding of
your subject. Only now are you ready to write.

23 Be (aware and involved) in class

The planning and preparatory phases above can only be

successful if you attend classes, pay attention, and ask questions. The
intelligent, serious student does not shy away from asking questions.
If you are too scared, embarrassed, or lazy to ask questions, you are
uninformed – and you will stay that way. However, if you have writing-
related questions that you need to discuss before or after class, you
may visit a writing consultant for a private consultation.

24 In general, read as much as possible

The better you can read, the better you will be able to write. Similar
to writing, reading also improves with practice. Concentrate while you
are reading. Switch off your cell phone.

35
25 Beware of spelling and typing errors

Remember that spelling and typing errors are frowned upon at an

academic institution, and especially in the legal profession – more so
than at school. An assignment with spelling and typing errors
immediately creates a bad impression. (See list of common spelling
and typing errors on pages 65-66) It also makes it difficult for your
lecturer to understand what you are saying (this is not a good idea, as
it will be reflected in your marks).

26 Use a spell checker and other spelling guides

The use of a spell checker is not negotiable. However, remember

that a spell checker identifies some words as correct, while they might
be incorrect in a certain context. This especially relates to
homophones (words that have similar sounds). Some examples
include accessary/accessory, allowed/aloud, aural/oral, bare/bear,
band/banned, board/bored, deviser/devisor, principal/principle,
stationery/stationary, whether/weather, whose/who’s, etc.

Example:

“The bored decided to accept the proposal.” A spell checker will

accept “bored” as the correct spelling, while it should be “board” in
this context. You should therefore ensure that you are using the
correct word in a certain context. Supplementary to a spell checker
you should also invest in the best dictionaries and thesauruses that
you can afford. We recommend that you consult the Oxford South
African Concise Dictionary 2 ed and Oxford Thesaurus of English 3

36
 ed revised. Also, the trilingual legal dictionary of Hiemstra & Gonin
and all Pharos’ Dictionaries is available electronically.

27 Maintain user-friendly language

Write intelligibly, simply, and clearly without being familiar and

intimate. Avoid lengthy or complicated words or phrases. If you use
these to appear clever or to artificially extend the word length of an
assignment, you are only fooling yourself (or in a couple of years, your
clients or colleagues) and not the lecturer.
The current trend in law is to use more user-friendly or plain
language. This means that law practitioners should use simple
language to help lay people understand complicated legal issues.
The media software company Adobe has released its in-house legal
writing guide so that other lawyers can benefit from it. We recommend
you obtain a copy thereof since it can help you create simpler, more
user-friendly documents – refer to “Guidelines for Writing Clearly” from
page 16. It can be downloaded online. [Note that Adobe’s style and
referencing guidelines differ from those of the Faculty and that some
words in the document are spelled in terms of United States of
America spelling conventions.] You can make use of Adobe’s writing
guidelines, but bemember to follow the style and layout conventions
specified in this guide.

37
 Example:
“Guidelines with regard to extent and content are dealt with herein
below...” is unnecessarily clumsy. “Guidelines about extent and
content are set out below...” is shorter and simpler.

Remember:
“The smaller the words, the larger the audience”.3

2 8 Use concrete words or phrases rather than abstract words or

phrases

It improves the clarity, factuality and comprehensibility of your

writing, and simplifies the task of the reader. It also helps to avoid
ambiguities and vague statements.

Examples:
“The majority of the voters...” The impact of this sentence, with the
abstract word “majority”, could be improved by a concrete fact. For
example: “70% of the voters...”
“The documentation concerned...” gains impact if you are
concrete and specific. For example: “The client file and the [email]
correspondence...”

Remember:
Circumstances may occur in the legal profession where a specific
case may require you to use abstract words or phrases. For

3 Law Society of South Africa (L.E.A.D) Practice Manual Business Writing

Skills (2011) 8.
38
 example, if you as a lawyer want to test the reaction of an
opposing party for strategic reasons, but you do not necessarily
want to provide the opposing party with all the information you may
possess about the issue, it may be suitable to use abstract words
or phrases.

However, your lecturer will rarely expect you to use abstract words
or phrases – on the contrary, it will indicate that you are uncertain
or that you do not know your work well enough!

29 Maintain the correct register

Aim for a fairly formal academic tone. The simple, user-friendly

style referred to above does not mean that you should use slang,
clichés (hackneyed sayings with no impact any longer, for example
“role players” or “at grassroots level”), and SMS or colloquial
language. For example, avoid informal expressions such as “iron out
problems” (instead of “solving problems”) and “put a proposal
together” (instead of “draw up a proposal” or “design a proposal”).
Also, try to avoid emotional expressions and unnecessary descriptions
such as “hugely painful” or “terribly traumatic”.
Write in the third person – or simply make the statement without
referring to yourself or somebody else – except where you are asked
for your opinion on the issue. This means that your assignment
should not include any first-person pronouns. For example, you
should not write “In the following essay, I will discuss…” or “In my
opinion, the judge erred in their application of the legislation to the
facts of this case”. The use of first-person pronouns will negatively
impact the outcome of your assignment in terms of style, tone, and
register.
39
2 10 Build healthy sentences

Good sentence construction forms the basis of good legal writing.

Master it. You should especially remember the following:
• Keep your sentences as short as possible (fewer errors are also
made in this way). If you have to use a longer sentence, use
punctuation marks to simplify the reading process. 4 Shorter
sentences are quicker and easier to read. It facilitates your
lecturer’s reading and, eventually, that of your clients or
colleagues. A reader who reads easily is a positive reader!
• A sentence should have a subject and a predicate (otherwise it
is not a sentence). This means that a sentence should have a
verb (or verbal group) that relates directly to the subject. The
subject is that word or part of the sentence to which the
verb/verbal group will relate.
• Where you are able to, use a single verb instead of a verbal
phrase.

Example:
“The trade union leaders have reached the decision that...” This
is a verbal phrase in action. “The trade union leaders have
decided that ...” This is a powerful, single verb in action. It is
shorter and has the most impact.

• Where possible, choose the simplest word with the fewest

syllables if you have a choice between words that, in your
context, have similar meanings (synonyms).

4 S I Strong How to write law essays and exams 3 ed (2010) 144.

40
 • Use punctuation marks in your sentences like you would use
road signs when you drive.
• Ensure that your sentences are linked to each other. (Use the
connecting words or phrases provided below.) Your reader
should be able to see how a sentence relates to the previous
and the subsequent sentence. This is called cohesion. Without
cohesion, your reader will be unable to understand your
argument because your sentences will appear loose and
unrelated to each other.

2 11 Structure good paragraphs

The purpose of paragraphs is to offer your writing to your reader in

“consumable” format (“bite-sized”). Keep the paragraphs as short as
possible. Please also note the following:
• A paragraph is a unit that is centred on a single idea or point.
When this idea or point has been concluded, you should start a
new paragraph for a new idea or point.
• A paragraph may – only for exceptional emphasis – even
consist of a single sentence.
• Provide a logical, reader-friendly flow within and between
paragraphs. Your reader should understand what the
relation is between the end of one paragraph and the
beginning of the next. Use connecting words or phrases to
help you with this.

Examples:
• To indicate condition: “on condition that”, “if”, “unless”,
‘provided that’

41
 • To indicate time: “firstly”, “secondly”, “to start with”,
“subsequently”, “thereafter”
• Cause: “because”, “owing to”, “whereas”, “seeing that”
• Contrast: “against this”, “nevertheless”, “however’, “but”, “in
contrast to”, “although”
• Similarity: “similarly to”, “in accordance with”, “likewise”
• Result: “consequently”, “thus”, “therefore”, “hence”, “as a
result of”
• Examples and illustration: “in the case of”, “for example”, “as
an example”, “by way of illustration”, “with reference to”
• Additional facts/information: “besides this”, “and”, “as well”,
“also”, “further”

2 12 Use active verbs rather than passive verbs

The active use of verbs is generally considered the best style of

writing. It enlivens your writing and makes it precise. It therefore
facilitates the task of your reader.

Example:
The premises will need to be vacated before the
Passive
deed of sale can be signed.
The occupant, John Black, will need to vacate the
premises (situated at 10 XYZ Street, Stellenbosch)
Active
before the seller, Thabo Moloi, and the purchaser,
Sarah Black, can sign the deed of sale.

42
 However, there are exceptions to this rule.5 Use the passive voice
when you deliberately do not want to be too specific, do not want to
sound too critical, want to soften information, or want to emphasise a
specific part of a sentence.

2 13 Formatting and decoration

Do not frame assignments and refrain from using decorative front

pages, fancy borders, or extravagant binding. Background styling is
also unsuitable in an academic paper. It will not earn you more marks.
Although it is unlikely, your lecturer may provide you with specific
instructions regarding style and layout that differ from those in the
guide. Only in those instances are you allowed to deviate from these
rules. Such a deviation does not affect the requirements in this guide
and those assignment-specific requirements should not be followed in
other law modules.

The following rules regarding style and layout apply to any

assignment which you are required to complete at the Faculty.
Even though it is unlikely, your lecturer may provide you
specific style and layout guidelines which differ from these
rules. Only deviate from these rules in such circumstances.
Headings (use for all headings, including sub-headings)
• Font: Arial
• Size: 12
• Line spacing: 1.5
• Alignment: Justified

5 L.E.A.D. Business Writing Skills (2011) 13.

43
 • Indentation: Used only to align subsequent
lines of heading text (i.e. “hanging indent”).
• Paragraph spacing: 12pt before and 6pt after.
[Note: Please see the section below on “Headings,
numbers and bullets” on pages 57 to 59 for more
information on the format applicable to headings.]
Main text
• Font: Arial
• Size: 12
• Line spacing: 1.5
• Alignment: Justified
• First line indentation: 0.5 (every paragraph,
does not apply to headings).
Footnotes
With a correctly formatted document, Word should use
these by default, but this is the format you should apply
if it does not.
• Font: Arial
• Size: 10
• Line spacing: 1.0
• Alignment: Justified
• Indentation: Used only to align subsequent
lines of footnote text (i.e. hanging indent).
Separate quotations
• Font: Arial
• Size: 11
• Line spacing: 1.0

44
 • Indentation: First and subsequent lines of text
are left indented 0.5cm.
• Paragraph spacing: 6pt after last line of text.

2 14 Last, but not least

When your paper is complete, you should still have enough time to
read through it critically, make corrections, reread it once again, and
make corrections again. Rewriting is inseparable from good writing. It
requires time and patience! (The good news is that it becomes easier
and quicker with practice.) It is therefore in your best interest to acquire
the habit of asking yourself the following questions – as objectively as
possible – at the end of an assignment:

1 Is it clear (will my reader understand it)?

2 Is it concise (is it free of vagueness, unnecessary words,

phrases or repetitions)?

3 Is it complete (have I addressed the entire assignment, are

my sources cited correctly, are my references accurate and
in line with the Faculty’s referencing guidelines contained in
this guide, and are my cover page, index, and bibliography in
order)?

4 Is it correct (did I understand the assignment correctly, did I

answer the question posed by the assignment, are my facts,
identification and exposition of the legal issue and the

45
 application thereof to the facts, and my spelling, grammar,
and academic register correct)?

5 Does the text flow (do sentences and paragraphs follow on

one another logically and meaningfully)?

6 Did I keep to the prescribed word count?

Another tip is to read your assignment aloud to yourself – you will

be surprised how many errors suddenly jump out of your text like little
red flags. Alternatively, you can ask someone else to read and
comment on your assignment.
Also, remember that the writing consultants are there to help you
at any stage of the writing process.
When you become completely despondent about your writing
abilities (or the lack thereof), remember the words of the golf legend,
Gary Player: “The harder I practice, the luckier I get.”

3 Specific language and style issues

31 Punctuation marks

3 1 1 Dash and hyphen

• These two punctuation marks have different functions:

• The dash is longer than a hyphen and used with spaces
on either side. You can use it when you want to explain
or emphasise something in a sentence.

46
 Example:
The judge ordered that the defendant – who lost the case – should
bear all the costs.

• Use dashes sparingly; rather use commas. Too many

dashes, and thus too many explanations or emphases in
your sentences, hinder the flow of the text. It impairs your
paper’s readability.

Remember:
If your paper does not read easily, the chances are good that your
mark will be negatively affected.

• The hyphen is short and used without spaces on either

side. It is used to join words and to separate syllables of
a single word.
• Your computer often hyphenates words automatically at
the end of a line. When you are reviewing your paper,
ensure that the hyphen at the end of the line appears
after the word division. If it appears at the beginning of
the next line in front of the following section of the word,
it is incorrect.

3 1 2 Full stop and abbreviations

• Remember to place a full stop at the end of each

sentence. A full stop is always followed by a space. Also
remember that abbreviations in references in legal writing

47
 are used without full stops. Spaces in abbreviations
should also be avoided.
• Do not use abbreviations in the main text, except if a
proper name is used repeatedly. In such a case, the first
full citation of the proper name should be followed by the
abbreviation (in italics if the source is a case), enclosed
in double quotation marks and brackets – you thus define
the longer source title or reference for subsequent
references. The abbreviation should be consistently
referred to thereafter. Use abbreviations as far as
possible in the footnotes. [Note: see the section on
referencing in this guide for further information on the use
of abbreviations in footnotes.]

Examples:
According to section 6 of the Constitution of the Republic of South
Africa, 1996 (“Constitution”) …
[Note the use of the small letter “s” for “section” and not “s
6” or “sec 6” in the main text.]

The Treatment Action Campaign (“TAC”) aims to influence

government policy in various ways. The TAC has often stated
that…

• Abbreviations that are commonly used in footnotes to

legal articles include the following:

art – article (unless legislation customarily requires capital A)

arts – articles (unless legislation customarily requires capital A)
48
ch – chapter
chs – chapters
cl – clause
cls – clauses
ed – editor; edition (second edition = 2 ed)
eds – editors; editions
GG – Government Gazette
GN – government notice
n – footnote; note
nn – footnotes; notes
no – number
nos – numbers
OS – original service
para – paragraph
paras – paragraphs
Proc – proclamation
reg – regulation
regs – regulations
RS – revision service
s – section
ss – sections
sch – schedule
schs – schedules
subs – subsection
subss – subsections
vol – volume
vols – volumes

49
 • Do not use abbreviations such as op cit, loc cit, ibid and
idem and “p” or “pp” for “page” or “pages”.
• If you refer to a judge in your paper, the judge’s surname
should be followed by his or her official title in capital
letters.

Example:
“[T]he judgment of Steyn CJ in [Ex parte die Minister van Justisie:
In re S v Van Wyk 1967 1 SA 488 (A)] is ripe for reconsideration
by the Constitutional Court in South Africa.”6

Examples of official titles:

J – Judge
JA – Judge of Appeal
CJ – Chief Justice
DCJ – Deputy Chief Justice
JP – Judge President
DJP – Deputy Judge President
AJ – Acting Judge
AJA – Acting Judge of Appeal
P – President

3 1 3 Comma

• Do not use a comma to separate the subject from the

verb.

6 J Burchell Principles of Criminal Law 4 ed (2013) 138.

50
 Example:
- An eighteen-year-old in California is now considered an adult.
[Note: The incorrect use would have included a comma after
“California”.]

3 1 4 Other comma uses

• To separate independent clauses when they are joined

by any of these seven coordinating conjunctions: and,
but, for, or, nor, so, yet.

Example:
The student explained her question, yet the lecturer still did not
seem to understand.

• Use commas after introductory a) clauses, b) phrases,

or c) words that come before the main clause.

Examples:
While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.

• Use commas to separate three or more words, phrases,

or clauses written in a series.

Examples:
The Constitution establishes the legislative, executive, and judicial
branches of government.

51
 The prosecutor argued that the defendant, who was at the scene
of the crime, had a strong revenge motive, and had access to the
murder weapon, was guilty of homicide.

• Remember that a comma is always followed, but never

preceded by a space.

3 1 5 Colon

• Use before a quotation and before a list or an explanation

that is preceded by a clause that can stand by itself.

Examples:
Before a quotation:
The defendant maintained his innocence:
“Because I have paid the price in full, I do not owe the plaintiff any
more money.” [Note: Since this sentence is quoted in full, the
quotation is a separate quotation and formatted as such. Please
see the sections above on “Formatting and decoration” (page 38)
and below on “Quotations and italics” (page 49), respectively, for
more information on separate quotations.]
Before a list:
The three stages of an assignment include:
1 Collecting information;
2 Assimilating information; and
3 Editing.

• Use in numeric time indication.

52
 Examples:
09:30 (half past nine a.m.)
16:00 (four o’clock p.m.)

3 1 6 Ellipsis

Use the ellipsis (…) only when you want to indicate that irrelevant
words, phrases, or sentences have been omitted. An ellipsis always
consists of only three dots.

Example:
According to Quirk and Greenbaum, the distinctions are
unimportant ... for nouns with specific reference to definite and
indefinite pronouns.

3 1 7 Capital letters

The use of capital letters should be limited to proper names, full

titles, or designations. Do not capitalise important words or phrases
for emphasis.

Examples:
the Cape Provincial Division, the Minister of Justice, the
Department of Trade and Industry, the Interpretation Act, etc., but
the judge, the supreme court, the minister, etc.

3 1 8 Quotations and italics

• Try to use quotations sparingly, and preferably only as

a striking example.

53
 • Try to keep your quotation as brief as possible without
sacrificing the authoritativeness of the statement.
• To avoid the overuse of quotations, consider whether
you can re-word or paraphrase the statement. If you
cannot do so without losing the essence or significance
of the statement, use a quotation. If you can, rather
rephrase.
• Quotations should correspond exactly to the original
version. For example, if the original makes use of
capital letters, your quotation should also include
this.
• If a quotation contains a reference to a footnote, it is
preferable to indicate that the footnote is omitted, or to
insert the content of the footnote in square brackets in
the main text.
• Remember, that if you use quotations too often, they
will lose their impact. Also note, the overuse of
quotations negatively affects the reader’s impression of
your work. Overuse of quotations can appear lazy, or
worse that you do not understand the work yourself.

Examples of quotations containing reference to a footnote:

Main text:
According to Harms JA:

“The effect of a non-variation clause has been the subject of two

judgments of this Court, namely Shifren and, latterly, Brisley v
Drotsky.123”.9

54
Footnote:
9 Telcordia Technologies Inc v Telkom SA Ltd 2007 3 SA 266 (SCA)
para 12 (footnotes omitted).

or

Main text:
According to Harms JA:

“The effect of a non-variation clause has been the subject of two

judgments of this Court, namely Shifren [SA Sentrale Ko-op
Graanmaatskappy Bpk v Shifren 1964 (4) SA 760 (A)] and, latterly,
Brisley v Drotsky [2002 4 SA 1 (SCA)]”.

Footnote:
9 Telcordia Technologies Inc v Telkom SA Ltd 2007 3 SA 266 (SCA)
para 12.

Separate quotations
• When a complete sentence is quoted or the quoted text
is longer than three lines, the quotation should be
preceded by a colon and must appear as a separate
paragraph with the first and subsequent lines of text left
indented. [Note: Please see the sections above on
“Formatting and decoration” (page 38) and “Quotations
and italics” (page 49) for more information on separate
quotations.]
• Note here, long quotes should be used even more
sparingly than shorter quotations. This is because long

55
 quotes can usually be paraphrased more easily than
shorter phrases or statements.
• A good example of where a separate quotation adds to
your argument is when you are discussing a specific
piece of legislation and you quote the section you are
referring to in order for the reader to understand your
argument.
• Ensure that quotations have been checked for accuracy
and references comply with the style requirements.

Exception:
Where you quote something that contains a quote in itself, the
double quotation (“...”) marks should be replaced by single
quotation marks (“…‘…’..”).

Example:
Nicholson J held:
“Of significance are the following comments in 1986 TSAR 232 by Van
der Walt who states ‘In gevalle soos die wat hierbo vermeld is, herstel
die Hof deur verlening van die gevraagde regshulp die versteuring van
die daadwerklike beheer …’.”124

• Where you have made changes or additions to a

quotation, those changes or additions should be placed
in square brackets. Example: “[o]f significance are the
following comments in 1986 TSAR 232 by Van der Walt
who states…”
• Do not start a quotation with an ellipsis. The quotation
may, however, end with an ellipsis.

56
 • Do not type quotations in italics, except when the
original quotation is italicised.
• Italics may be used to emphasise words, clauses, or
sentences. If used for this purpose in quotations, the
change must be clearly indicated at the end of the
quotations by expressions such as “emphasis added”
or “own italics”.
• Underlining is not allowed, especially not as an
alternative to italics.
• It is important to remember that quotation marks at the
end of a quotation should be placed after the last
punctuation mark (full stop, comma, etc.) within the
quotation.

32 Headings, numbers and bullets

• It is very important that you make use of headings,

subheadings, and numbering when you prepare your
paper. This makes it easier for the reader to follow your
writing without having to stop in the middle of your
paper to try and figure out what you are writing about.
• In the headings contained in your assignment, a capital
letter should only be used for the first letter of the first
word, except where the further use of capital letters in
the heading is required. No heading should be written
completely in capital letters.

Examples:
- Incorrect: THE PROMISE OF REFORM

57
 - Incorrect: The Promise of Reform
- Correct: The promise of reform
• Headings are consecutively numbered without
automatic numbering, no headings are underlined,
paragraphs are not separated by a full blank line, but
only by an indent at the beginning of the new
paragraph.
• The following should be used as sparingly as possible:
1) (1) (i) (ii) (I) (III) (a) (d), etc. If the use of one of these
styles is essential, lower case Roman numerals are
preferable.
• IMPORTANT: You should never have only one
subheading at any particular level. You should rather
discuss such ideas in separate paragraphs under the
same heading.
• Bullets may be used to separate entries in non-
numbered lists. First level headings are done in bold,
second level headings are plain, third level headings
are done in italics, and headings are plain from the
fourth level onwards. For example:

3 Considering foreign law as a foundation for improved

principles
31 Discussion of international theory
32 Examples of international practice
321 Introduction
3 2 1 1 Hypothesis

58
When you divide your paper into numbered units or paragraphs, the
following style should be used (omitting full stops between numerals):
1 Level 1 heading
1 1 Level 2 heading
111 Level 3 heading
112 Level 3 heading
113 Level 3 heading
1 2 Level 2 heading

2 Level 1 heading

3 Level 1 heading
3 1 Level 2 heading
311 Level 3 heading
3111 Level 4 heading
3112 Level 4 heading
312 Level 3 heading
3 2 Level 2 heading

[Note: You may use automatic numbering if you change the

settings to reflect the requirements set out above.]

Example of how it should not be done:

1 Labour legislation
11 Unfair dismissal
2 Employment equity legislation

59
33 Numerals

• The point of departure is that numbers below 20 should

be written out in words (for example: one, two);
numbers of 20 and higher should be expressed as
numerals (for example: 21, 22).
• Monetary amounts are written in numbers. Also
remember the importance of spaces and commas in the
use of monetary amounts. For amounts above R1 000
a space is used, for example “R35 000”. Use a comma
between the rand and cents, for example “R360,75”.
• Age is always written in numbers: “The boy was 11
years old.”
• Dates: note the use of words with the numbers, for
example “from 2008 to 2010” and “between 2008 and
2010”. Avoid “2008–2010” – it is a more informal style
of writing.
• Percentage: always use the % sign and never the word
“percentage”, for example “10%” and not “10 per cent”
or “ten per cent”. There is no space between the
number and the % sign.
• Page numbers: the number of the page to which you
refer must always be expressed as numerals.

34 Prepositions

• Fixed preposition groups consist of combinations of two

or more words that include at least two prepositions.

60
 The words in these groups, as well as the order in which
they are used, may not be altered.

Examples:

in answer to
by means of
with reference to
on the basis of
with regard to (not with regards to). “Regards” is used, for
example, when sending greetings to someone that is, “Give my
regards to your parents.”
in respect of
in connection with
as a result of

• If you wish to keep your sentences concise and clear

(exactly what you should be striving for in your writing),
you may replace these preposition groups with one
word:

Examples:
as a result of – because/due to
on the occasion of – by
by means of – by/through
in connection with – about/regarding
with regard to – about
in respect of – about

61
 by virtue of – by/through

35 Verbs

A verb is a word that conveys an action (for example: eat, read,

play), an occurrence (for example: happen, become) or a state of
being (for example: exist, stand). Verbs have a present tense to
indicate that an action is being carried out, a past tense to indicate that
an action has been done, and a future tense to indicate that an action
will be done. To be grammatically complete, a sentence must have a
subject and a verb, and present a complete thought. Take care to be
consistent with your use of tenses in an assignment.

Example:

Incorrect: “The judge rejected the defence and orders that the
defendant pay damages.”
Correct: “The judge rejected the defence and ordered that the
defendant pay damages.”

36 Adjectives

Degrees of comparison
• The comparative (second) degree is usually used as
follows: with the suffix “-er” or with “more” in front of the
word (if it is a long word). Consult a good dictionary for
the correct form if you are unsure.
• The superlative (third) degree is usually used as
follows: with “the” and the suffix “-est” or “the most” in
front of the word (if it is a long word).

62
 Examples:
Large larger the largest
Convincing more convincing the most convincing

Practical tip:
Never merge the two possible forms of the comparative or
superlative degrees. It is incorrect for example to use “the most
largest”.

37 Choose the most suitable word

Archaic (old-fashioned) and exaggerated formal words

and style
• Try to use modern language as far as possible.
However, “modern” does not refer to the language that
you would use on social media platforms or in text
messages. You have to use correct grammar and write
in full sentences. Your sentences have to be clear and
understandable at all costs and show respect to your
reader.

Examples:
Afore before
Amongst between; during; throughout
Heretofore until now
Hereof about, in this regard; of this
Thereupon directly; suddenly; then

63
Whosoever everyone who
Whichsoever everyone that
Whilst although; during
Whereupon consequently

The repetition of words with similar meaning (tautology)

• It was mentioned earlier in this guide that good writing
implies, inter alia, short, concise sentences without any
clutter. Another way (in addition to what was mentioned
previously) to write clearly and unambiguously is to
eliminate tautology – an accumulation of words with
similar meanings.

Examples:
1 The basic fundamental principles upon which the law is
founded…
In this context the word “basic” (in any case a word that is often
unnecessarily used as a stop word) is similar to “fundamental”. But
that is not all. “Principle” also refers to “fundamental” or
“foundation”. The sentence could thus be shortened and clarified
as follows: “The principles upon which the law is founded ...”

2 Personally, I feel that the Constitution does not protect all

human rights.
The words “personally” and “I” say the same thing – how else would
you feel? Improve the sentence in this manner: “I feel the
Constitution does not protect all human rights.” Also see what
happens to the word “that”.

64
38 Spelling

Words are codes used to convey or receive information.

Languages therefore have spelling rules and guidelines in order for
people to understand each other. There is also no room for ambiguity
and factual errors (both could occur due to spelling) in law or in the
academic world. It is therefore important for you as a student – and
later as legal practitioner – to spell correctly.
The good news regarding spelling is: there are no grey areas. A
word is spelt either correctly, or incorrectly.
Please ensure that your proofing tools (spell checker) are set up in
Microsoft Word and set to English (South Africa/UK). 7 You can
download the Afrikaans spell checker for Microsoft Word. Further
spelling and grammar assistance is available on the Faculty's Legal
Writing blog under the heading Resources.

Words often misspelt:

Correct Incorrect
accommodate accomodate
adolescence addolescence/adolesence
aggression agression
argumentative argumentitive
analyse analise
apparently apparrently/apparantly
appealable appealeble

7 Please note that English (South Africa) in Microsoft Word will not always
identify all Americanised spelling, i.e. analyze (incorrect) versus analyse
(correct); organization versus organisation.
65
appellant appelant
commission comission/commision
committee comittee/commitee
definitely defnitely or definately
delegate deligate
disappear dissappear
discretion discresion
graffiti graffitti/grafiti
immediately imediately
implement impliment
incredible incredable
interesting interisting
irritate iritate
mysterious misterious
observant observent
opportunity oppertunity
professional proffessional
representative representitive
relative relitive
relevance relavence
separate seperate
statutory statutary
simultaneously similtaneously/simultanuously
successful sucesfull/succesful/sucessful
tolerance tolarance
whether wheather/wether

66
39 General

• Avoid expressions like “the learned judge”,

“respectfully” and “with respect”.
• Gender-neutral language is encouraged. This can be
promoted by using the plural (“they”) or by avoiding use
of a gender-specific pronoun. If this is not appropriate,
use either “he” or “she”, but then do not alternate within
a single piece of text, use “he or she”, “he/she” or
“(s)he”.
• Where words appear in brackets, punctuation marks
(that is, full stops, commas, colons, etc.) must always
be placed after the final bracket. However, if a complete
sentence within a paragraph appears in brackets, the
full stop must be placed in front of the last bracket.

Examples:
… these factors are mistake (error), fraud (dolus), as well as …
... domestic public procurement regulation is highly fragmented.
(This was also confirmed in the 2002 World Bank CPAR.) Current
reforms focus on consolidating ...

67
THE FACULTY’S REFERENCING GUIDELINES

1 Introduction

The purpose of referencing is essentially twofold:

i to acknowledge the intellectual property rights of others and

therefore to avoid being accused of committing plagiarism.
See the plagiarism section of this guide for more information;
and

ii to allow the readers of the written work to locate the source

material and to learn more about specific cited aspects of the
written work.
It is therefore very important that the information contained in your
assignment distinguishes between information that you have
developed and information that you have borrowed from someone
else. These referencing guidelines will enable you to draw this
distinction and it should be applied to every assignment/tutorial that
you complete at the Faculty.

2 Footnotes

When you use a footnote, the footnote number must always appear
after the last punctuation and/or quotation mark.
Footnotes (both in the main text and at the bottom of the page) are
consecutively numbered by way of automatic numbering; footnotes
are not separated by a full blank line (in other words single line
spacing); footnotes appear at the end of each page (footnotes) of the
manuscript and not at the end of the manuscript (endnotes). All

68
footnotes should begin with a capital letter and end with a full stop. If,
in your footnote, you refer to relevant sections of legislation using an
abbreviation, which is normally written using small letters, you must
capitalise the first letter of that abbreviation.

Remember:

Footnotes are:
• Consecutively numbered
• Single Line spacing, 10pt Arial and justified aligned
• Start with a capital letter and end with a full stop

Your first reference to a source in the footnote will always be the

full reference, example: PJ Schwikkard & SJ Van der Merwe
Principles of Evidence 2 ed (2002) 211.
The abridged form of a footnote is a shortened version of the full
reference, used when referring to a source for the second and further
times, for example: Schwikkard & Van der Merwe Principles 211.
• 1 PJ Schwikkard & SJ Van der Merwe Principles of
Evidence 2 ed (2002) 211.
• 2 Schwikkard & Van der Merwe Principles 213.
• 3 Bean Engaging Ideas 117.
• 4 Schwikkard & Van der Merwe Principles 215.
• 5 215.
Some sources may use abbreviated format in either main text or
footnotes depending on the source, for example:

69
Examples of correct use:

Main text: According to the Republic of South Africa Constitution,

1996 (“Constitution”) this is “the best law school”.1
Footnote: Ss 12 and 14. [Note: sections’ abbreviation is “ss”.]

• Footnote numbers must not be italicised.

Main text: “situated at the heart of Stellenbosch”.1

• You must include full stops at the end of each footnote

entry.

Footnote: Bean Engaging Ideas 117.

• Footnote entries must be justified.

Footnote:

1 A Boye “How do I create meaningful and effective assignments?”

(2011) Teaching, Learning, and Professional Development Center
Texas Tech University <http://www.tlpd.ttu.edu/teach/TLTC%20
Teaching%20Resources/CreatingEffectiveAssignments.asp>
(accessed 11-12-2012).

• Page references should, if possible, only be referred to in

the footnotes.

Main text: “the writer alleges1” or “according to the court2”

[Note: the footnote should refer to the relevant page number]

• Simply refer to pages by providing their respective numbers.

70
 The abbreviation “p” for “page” should thus never be used
in footnotes.
• Where consecutive pages are referenced, page numbers
must be provided in full.

Footnote: 72-79 & 81 or 164-178.

• Refrain from using supra and infra in your assignment.

Rather repeat the reference to the sources in its abridged
form with the relevant page numbers you want to refer to.
In other words, you need not cite the full reference every
time you refer to the same source.
• References in the text may be followed by the words
“above” and “below”, when referring to references on other
pages.
• The use of ibid, op cit and/or loc cit is not permitted.

Remember:
- Where only one source is referred to in a footnote (e.g. PJ
Schwikkard & SJ Van der Merwe Principles of Evidence 2
ed (2002) 211 (full reference) or Schwikkard & Van der
Merwe Principles 211 (abridged reference) and the
following footnote(s) refers to only that source, only the
relevant page/paragraph needs to be indicated in that
footnote(s) (e.g. 211 or para 14).
- The first footnote at the top of the page cannot only be a
page number but must be the abridged reference again.

71
 - As soon as a footnote refers to two or more sources, the
abridged reference must be provided in the following
footnote, for example:

1 Schwikkard & Van der Merwe Principles 211; Albertyn &

Goldblatt (1998) SAJHR 254.
2 Albertyn & Goldblatt (1998) SAJHR 254.
3 254.

• Semicolons should separate multiple sources in a footnote

from each other.

Footnote:

Bean Engaging Ideas 6; A Boye “How do I create meaningful and

effective assignments?” Teaching, Learning, and Professional
Development Center Texas Tech University
<http://www.tlpd.ttu.edu/teach/TLTC%20Teaching%20Resource
s/CreatingEffectiveAssignments.asp> (accessed 11-12-2012).

[Note the use of the semicolon between sources.]

3 Referencing various sources

Top tip: All guidelines and examples here, under 3 1 to 3 14, are for
references in footnotes. The differences between footnote and
bibliography references are explained under 3 15.
Remember that, as there are various types of sources that you may
use in your studies, it is not possible for the guide to include all
possible variations of sources that you could use. Where you make
use of a source that does not appear to fit clearly under any of the
72
listed categories, use the category that is most suited for that source,
and provide as much information as is available to acknowledge the
source properly. If you have any difficulties in determining what
category of source would be most appropriate, you may make an
appointment with the writing consultants to discuss the source in
question. In order to assist the writing consultants in making a
determination on how the source should be referenced, please take a
copy of the source(s) you are struggling with along to the consultation.

31 Books

• The first reference to a book should provide the following

information:
o Initial(s) and surname(s) of author(s) - where there
are two authors, do not write “and”; rather use an
ampersand (“&”);
o If there are more than two authors, the initials and
surnames of all the authors, separated by commas
and an ampersand (“&”) before the last initial and
surname, should appear in the first citation;
▪ Where there are more than two authors,
remember to list their initials and surnames in
the same order as is given to you on the
cover page of the book. Do not change the
order according to your own preference or
liking.
o Full title of book in italics;
o Only second or further editions if any, are cited;
o Year of publication in brackets; and

73
 o Page(s) to which reference is made.
• If a work consists of more than one volume, the number of
the volume, in italicised Hindu-Arabic or Roman numerals,
depending on the numerals used in the publication, should
be inserted after the title, without being preceded by vol or
bk. This applies to the full reference.

Examples:

Footnotes:
(first/full reference)
PJ Schwikkard & SJ Van der Merwe Principles of Evidence 2 ed
(2002) 211.
N Redlich, J Attanasio & JK Goldstein Understanding
Constitutional Law 3 ed (2005) 78.
I Currie & J de Waal (eds) The new constitutional and
administrative law I (2002) 113.
FJ van Zyl & JD van der Vyver Inleiding tot die Regswetenskap
2 ed (1982) 526.

• Abridged references to a book should provide the following

information:
o Surname(s) of author(s) – where there is more than
one author, do not write “and”; rather use an
ampersand “&”;
o Where there are more than two authors, only the first
author's surname, followed by “et al” is cited with an
abridged title. “et al” should not be italicised;

74
 o A shortened title consisting of descriptive keywords is
used, in italics;
o Page(s) referred to.
• In other words, initials, edition number, volume number (if
any) and the date of publication are omitted from abridged
references.

Examples:

Footnotes:
(abridged reference)
Schwikkard & Van der Merwe Principles 211.
Redlich et al Understanding Constitutional Law 78.
Currie & De Waal (eds) The new constitutional and
administrative law 113.

• When making use of e-books (either books only available

electronically, or the electronic version of a book available
in print), the same approach is followed as with printed
books, for both full and abridged references. However, the
following information needs to be added to the full
reference, to indicate that you are making use of an e-
book:

o The addition of (e-book) in brackets following the title

of the book, to indicate that you used the electronic
version;

75
 o The <URL address> where the book may be obtained
electronically, following the page numbers of the
page(s) you referred to; and
o In brackets, the date on which you accessed the copy
of the book, at the <URL address> provided.

Examples:

Footnotes:
(first reference):
TW Dornis Trademark and Unfair Competition Conflicts (e-book)
(2017) 80-81 <https://doi-org.ez.sun.ac.za/10.1017/978131665
1285.003> (accessed 08-11-2019).

(abridged reference):
Dornis Trademark and Unfair Competition Conflicts 80-81.

• Where the same source, and only that source, is referred

to in immediately consecutive footnotes, only the relevant
page/paragraph needs to be indicated in the subsequent
footnote(s). This applies to books as well as other sources
that use page numbers – such as journal articles. If the
subsequent footnote is the first footnote on the next or
other page, use the abridged footnote (for the first footnote
of the page) and thereafter only the relevant
page/paragraph, as stated above.

Example:

Footnotes:

76
 1 PJ Schwikkard & SJ Van der Merwe Principles of Evidence2 ed
(2002) 211.
2 217-218.
3 224.
4 2003 1 SACR 143 (SCA).
5 Schwikkard & Van der Merwe Principles 228.

Next page

6 Schwikkard & Van der Merwe Principles 228.

7 224.

[Note the use of the abridged source (footnote 5) when

directly subsequent reference to a source are interrupted by
a new source (here a case): 2003 1 SACR 143 (SCA).]

32 Chapters in edited collections (chapters in books)8

• The first reference should contain the following

information:
o Initial(s) and surname(s) of author(s) of the chapter -
where there are two authors, do not write “and”; rather
use an ampersand (“&”);
o If there are more than two authors, the initials and
surnames of all the authors, separated by commas
and an ampersand (“&”) before the last initial and
surname, should appear in the first citation;

8 An edited collection is a book that is divided into chapters, each of which is

written by a different author or group of authors.
77
 o Title of the chapter in double quotation marks, not
italicised and followed by the word “in”;
o Initials and surname(s) of the editor(s) followed by
“(ed)” or “(eds)”;
o Title of the book in italics;
o Year of publication in brackets; and
o First page number of the chapter followed by the cited
page number(s). Do not use “at” between the first and
cited page number(s).

Example:

Footnote:
(full reference)
M Tushnet “Comparative Constitutional Law” in A Reimann & R
Zimmermann (eds) The Oxford Handbook of Comparative Law
(2006) 1225 1229-1230.

• Abridged references to a chapter in a book should contain

the following information:
o Surname(s) of author(s) of the chapter – where there
are two authors, do not write “and”; rather use an
ampersand (“&”);
o Where there are more than two authors, only the first
author's surname, followed by “et al” is cited with an
abridged title. The expression “et al” should not be
italicised;
o Abridged title of the chapter in double quotation
marks, not italicised, and followed by the word “in”;
78
 o A shortened title for the book consisting of descriptive
keywords is used, in italics;
o The cited page number(s).
• In other words, initials, names of editors, year of
publication and the first page of the chapter are omitted
from abridged references.

Example:

Footnote:
(abridged reference)
Tushnet “Comparative Constitutional Law” in Handbook of
Comparative Law 1231-1233.

• When making use of chapters in e-books (either books

only available electronically, or the electronic version of a
book available in print), the same approach is followed as
with chapters in printed books, for both full and abridged
references. However, the following information needs to
be added to the full reference, to indicate that you are
making use of a chapter in an e-book:

o The addition of (e-book) in brackets following the title

of the book, to indicate that you used the electronic
version;
o The <URL address> where the chapter may be
obtained electronically, following the page numbers of
the page(s) you referred to; and

79
 o In brackets, the date on which you accessed the copy
of the chapter, at the <URL address> provided.

Examples:

Footnotes:
(first reference):
L Brunner “Digital communications and the evolving right to
privacy” in MK Land & JD Aronson (eds) New Technologies for
Human Rights Law and Practice (e-book) (2018) 217 220-221
<https://doi-org.ez.sun.ac.za/10.1017/9781316838952.010>
(accessed 08-11-2019).

(abridged reference):
Brunner “Digital communications and the evolving right to
privacy” in New Technologies for Human Rights Law and
Practice 220-221.

33 Loose-leaf publications9

• The first reference, where the particular section of the

loose-leaf publication is attributed to a specific author or
authors, should contain the following information:

9 “Looseleaf publications exist in several varieties. The purpose of this …

publication format is to keep it as up to date as possible. The frequency of
updates depends on the publisher and the nature of how fast new
developments come about in a particular subject” De Paul Rinn Law Library
“Looseleaf (or Loose-leaf) Materials” (07-11-2019) De Paul Rinn Law Library
< https://libguides.depaul.edu/c.php?g=253628&p=1690775> (date accessed
01-12-2020).
80
 o Initials and surname(s) of the author(s) of the section
- where there are two authors, do not write “and”;
rather use an ampersand (“&”);
o If there are more than two authors, the initials and
surnames of all the authors, separated by commas
and an ampersand (“&”) before the last initial and
surname, should appear in the first citation;
o Title of the section in double quotation marks followed
by the word “in”;
o Initials and surname(s) of the editor(s) followed by
(ed) or (eds);
o Title of loose-leaf publication in italics;
o Second and further editions, if any;
o Year of publication of the current update service of the
loose-leaf (not the section/chapter) preceded by OS
(definition: original service) or RS (definition: revised
service) with the service number in brackets (where
indicated); and cited page reference.

Example:

Footnote:
(full reference)
T Roux “Democracy” in S Woolman, T Roux & M Bishop (eds)
Constitutional Law of South Africa 2 ed (RS 1 2009) 10-3 – 10-22.

[Note: Page ranges are usually indicated using a hyphen and no

spaces between the page numbers, however, as looseleafs
themselves use hyphens in their page number format we insert

81
spaces between the page numbers and the hyphens to enable the
reader to distinguish the page numbers from the page range.]

• Abridged references of loose-leaf publications are done the

same way as abridged references of chapters in books:

Example:
Footnote:
(abridged reference)
Roux “Democracy” in CLOSA 10-22.

[Note: There are no spaces because here we are referring to only

one page, 10-22.]

Accepted abbreviated names of looseleafs, for example CLOSA,

may be used in the abridged reference.

• If a particular section of a loose-leaf is not attributed to a

specific author, the first reference should contain the
following information:
o Initials and surname(s) of the author(s) or editor(s)
followed by (ed) or (eds);
o Title of the loose-leaf publication in italics;
o Second and further editions if any;
o Year of publication of the current update service of the
loose-leaf (not the section/chapter) preceded by OS
(definition: original service) or RS (definition: revised
service) with the service number in brackets (where
indicated);
o Cited page reference.
82
Example:

Footnote:
(full reference)
E du Toit, F de Jager, AP Paizes, A St Q Skeen & SE van der
Merwe Commentary on the Criminal Procedure Act (RS 44 2010)
5-34A.

• Abridged references of loose-leaf publications are done the

same way as abridged references of books, only to the
scenario where a particular section of a looseleaf is not
attributed to a specific author.

Example:
Footnote:
(abridged reference)
Du Toit et al Commentary on the CPA 5-34A.

34 Theses and dissertations

• The first reference should contain the following information:

o Initials and surname of author;
o Full title in italics;
o Name of the degree for which thesis was presented
followed by a comma;
o Name of the university;
o Year (in brackets); and
o Page number(s) to which reference is made.

83
 Example:
Footnote:
(full reference)
S Scott Unjust Enrichment by Transfer in South African Law:
Unjust Factors or Absence of Legal Ground? DPhil thesis, Oxford
University (2005) 8-9.

• Abridged references to a thesis should provide the following

information:
o Surname of author;
o A shortened title consisting of descriptive keywords is
used, in italics; and
o Page number(s) to which reference is made.

Example:
Footnote:
(abridged reference)
Scott Unjust Enrichment 8-9.

35 Official publications and South African Law Reform

Commission publications

• An official publication is a document issued by an official

body and made available to individuals and entities outside
of that official body. In this context an “official body” includes
state organs, universities, industrial and trade associations,
and other similar entities. It is the status of the issuing body

84
 that determines whether the document is an official
publication, rather than the content of the document.10
o Official publications and South African Law Reform
Commission Reports are, generally, the same as
books. This means the reference will include the
author, the full title of the document, and if the
report/document has a reference number, the number
is used instead of the date.
o Official publications are not the same as reports (see
3 10). Official publications, as a rule of thumb, are
published by Government (or an organ of state)
whereas a report is published by an NGO such as
UNICEF.

Example of an official publication:

Footnote:
(full reference)
RSA First Report of the Constitutional Committee of the President’s
Council PC 3/1982 112-115.

[Note: In the above example the information refers to the following:

RSA – author
Title – First Report of the Constitutional Committee of the President’s
Council

10A Lawson, P Benefield, R Downing & S Woolmer Guidelines for official

publications in local authorities (2007) 38-39, available at
<https://www.nfer.ac.uk/publications/online-resources/LApublishing/LA
publishing.pdf> (accessed 11-11-2019).
85
 PC3/1982 – reference number (Note that the reference number may
differ depending on the source)
112-115 – page reference.]

Example (abridged reference):

Footnote: RSA First Report of Constitutional Committee 112-115.

Examples of SALRC reports – full reference:

Example 1:

SALRC Report on the review of the law of evidence (126/2017) 10-

11.

Example 2:

SALRC Review of the Law of Evidence (Hearsay and Relevance)

113 (126/2008) 10-11.

[Note: In the above examples the 126 refers to the project number
and in the second example the 113 refers to the discussion paper
number.] Example (abridged reference):

Footnote: SALRC Review of the Law of Evidence 10-11.

36 Unpublished materials

• References to unpublished material should be avoided as

far as possible. If it is used, it should be treated as far as
possible in the same way as books and include an
indication of where the relevant material can be obtained.

86
 • Use an appropriate description based on the document that
you use: e.g., “paper presented”, “working paper prepared”,
“presentation made”, etc.
• Further, if the unpublished source is a document that was
handed out at the conference/presentation and not
available electronically, then the full reference of the source
will end with “(copy on file with author)”. If the source is
available electronically, then the full reference will end with
“(available at [insert URL]”).

Examples of conference papers:

Footnotes:
(full reference)
LM du Plessis The Courts, the Legal Profession and the Legal
Process in a future South Africa (1989) unpublished paper
presented at a conference on A New Jurisprudence for a Future
South Africa hosted by the Centre for Human Rights Studies at
the University of Pretoria, 26-10-1990 (copy on file with author).

D Banisar Whistleblowing: International Standards and

Developments (2006) unpublished paper prepared for the First
International Conference on Corruption and Transparency at
Mexico City, 23-03-2006 – 25-03-2006 (available
at www.corrupcion.unam.mx/documentos/investigaciones/banisa
r_paper.pdf).

87
 Examples:

Footnotes:
(abridged reference)
Du Plessis Courts, Legal Profession and Legal Process.

Banisar Whistleblowing: International Standards and

Developments.

3 7 Journal articles

• When you refer to a journal article, your first reference

should contain the following information:
o Initial(s) and surname(s) of author(s) - where there
are two authors, do not write “and”; rather use an
ampersand (“&”);
o If there are more than two authors, the initials and
surnames of all the authors, separated by commas
and an ampersand (“&”) before the last initial and
surname, should appear in the first citation;
o Title of article in double quotation marks (not italics);
o Year of publication in brackets;
o Volume number, but not the issue number;
o The recognised abbreviation of the journal name in
italics (see pages 169-171 for a list of common journal
abbreviations). If no recognised abbreviation exists
use the full name of the journal; and

[Note: In the bibliography, you use the journal’s full title.]

88
 o First page of article followed by page(s) to which you
refer. Do not use “at” between the first and cited page
numbers.
• If an article is published in instalments, the specific
instalment to which reference is made should be identified
in the same way as the volume number of a book. The
Roman numeral follows directly after the title of the article,
inside the quotation marks. It is not necessary to identify the
instalment in an abridged reference to an article.

Example:

Footnote:
(full reference)
C Albertyn & B Goldblatt “Facing the Challenge of Transformation:
Difficulties in the Development of an Indigenous Jurisprudence of
Equality” (1998) 14 SAJHR 248 254.

Journal article: Instalments

W Le R de Vos & T Broodryk “Managerial judging and alternative
dispute resolution in Australia: an example for South Africa to
emulate? II” (2018) 1 TSAR 18 20.

• Abridged references to a journal article should provide the

following information:
o Surname(s) of author(s) – where there is more than
one author, do not write “and”; rather use an
ampersand (“&”);

89
 o Where there are more than two authors, only the first
author's surname, followed by “et al” is cited with an
abridged title. “et al” should not be italicised;
o Year of publication in brackets;
o The recognised abbreviation of the journal name in
italics;
o Page(s) to which you refer; and
o Where there are more than two authors, only the first
author, followed by “et al” is cited with an abridged
title. “et al” is not italicised.
• The initials, title of article, volume number and first page are
therefore omitted from subsequent references.

Example (abridged reference):

Footnote:
(abridged reference)
Albertyn & Goldblatt (1998) SAJHR 254.

Examples:
An electronic journal article
Footnote:
(full reference)

N Kornet “Contracting in China: Comparative Observations on

Freedom of Contract, Contract Formation, Battle of Forms and
Standard Form Contracts” (2010) 14 Electronic Journal of
Comparative Law 1 3-4 ˂http://www.ejcl.org/141/ art141-1.pdf>

90
 (accessed 07-12-2010).

[Note the page number references in this example. Since a PDF

has page numbers just like a printed version, we use these. When
the digital page numbers differ from those “printed” on the pdf, use
the “printed” numbers. Also note their location relative to other items
in the reference. In this example, it is shown that the journal article
starts on page 1 and 3-4 are referred to.]

Footnote:
(abridged reference)
Kornet (2010) Electronic Journal of Comparative Law 4.
[Note: If we had the journal’s abbreviation, we would use it here
instead of its full title.Therefore, it is important to note that not all
journals have an accepted abbreviation, and it is important for you
to ensure whether the journal of your source has an accepted
abbreviation or not. You may not just make up your own
abbreviation – see pages 160-163 for a list of some accepted
abbreviations of South African journal articles.

38 Reviews and case comments (in a journal)

• Reviews and case comments as far as possible follow

the conventions applying to articles.
• The first reference to a review or case comment should
contain the full title under which it originally appeared.
Thereafter an abridged reference is used.

91
 Case comments
Footnotes:
(full reference)
LM du Plessis & M Olivier “Ngqumba v Staatspresident, Damons
NO v Staatspresident, Jooste v Staatspresident 1988 4 SA 224
(A)” (1989) 4 SA Public Law 134 136-137

(abridged reference)
Du Plessis & Olivier (1989) SA Public Law 136-137.

Book review
Footnotes:
(full reference)
T Roux “Constitutional Property Law by A J van der Walt” (2007)
18 Stell LR 207 208.

(abridged reference)
Roux (2007) Stell LR 208.

39 Articles in printed media

• Articles in printed media, such as newspaper and magazine

articles, are treated the same as journal articles except, that
the following difference must be noted:
o The name of the newspaper or magazine is not
abbreviated;
o Magazines and newspapers do not have volume
numbers;
o The publication date is written in the dd-mm-yyyy
format; and

92
 o The page references refer to the first page on which
the particular article is found.

Example:
Footnote:
(full reference)

LM du Plessis “SA Howe – Grammofone of Politieke

Kanaalgrawers?” Rapport (18-05-1986) 23.
(abridged reference)

Du Plessis Rapport (18-05-1986) 23.

3 10 Reports, company issued documents, information booklets, and

similar sources

• Reports, such as reports from governmental organisations

or companies, are treated the same as books. If the author
is not named, use the organisation’s name.
• Examples include: Annual reports of companies,
information booklets issued by companies, reports drafted
by NGOs, handbooks issued by organisations such as
UNICEF etc.

Example:
Footnote:
(full reference)

Legal Resource Centre, Iranti-org & Gender Dynamix Report on

the Civil, Political and Socio-economic rights of transgender and
intersex persons in South Africa under the African Charter on
93
 Human and Peoples Rights in response to the second combined
periodic report of the government of South Africa and the initial
report under the Protocol to the African Charter on the Rights of
Women in Africa (2016) 1 8.

Example:
Footnote:
(abridged reference)
LRC, Iranti-org & Gender Dynamix Report (2016) 17-18.
Note: you may use the abbreviated name of the company,
organisation etc. (the author) in the abridged reference, if there is
an accepted abbreviation.

3 11 Case law

• Case law is cited differently dependent on how the case

is used in your writing. When referring to a case in your
writing you can either:
a. Refer to the case explicitly in the body of your
assignment; or,
b. Refer to a principle or a quotation found in
the case but not mention the case name in
the body of your assignment.
• When you refer to the case explicitly in the body of your
writing the full name of the case (i.e. the parties’ names)
must be in italics and is cited in the main text. Further
particulars are set out in the footnote.
• Importantly, regarding the placement of your footnote
you may either place it at the end of the sentence after

94
 the punctuation or you may place it directly after the
reference to the case name. Both references are
permitted. However, you must remain consistent with
the placement of the footnote throughout your writing.

Example:
Main text:
In Government of the Republic of South Africa v Grootboom
(“Grootboom”)1 it was confirmed that the Constitution entrenches
both civil and political rights.
Footnote:
1 2001 1 SA 46 (CC) para 22.
OR
Main text:
In Government of the Republic of South Africa v Grootboom
(“Grootboom”) it was confirmed that the Constitution entrenches
both civil and political rights.1
Footnote:
1 2001 1 SA 46 (CC) para 22.

• Where a case is referred to in the main text, through a

quotation or by a principle or fact from the case, but not
cited, the full case name and law report reference is
cited in the footnote.

Example:
Main text:

95
A school’s code of conduct relating to dress code, and a refusal
by a school to allow deviations therefrom, may be unfairly
discriminatory.1
Footnote:
1 MEC for Education: Kwazulu Natal v Pillay 2008 2 SA 474 (CC)
para 112.

• It is permissible to use an abbreviated version of the

case name in the main text, e.g. “Grootboom”.
However, abbreviated case names are not used in
footnotes where full case names must be provided
when a case is referenced.

Example:
Main text:
In Grootboom the court considered the question…5

Footnote:
Correct: 5 2001 1 SA 46 (CC) para 96.
Incorrect: 5 Grootboom para 96.
• There are no accepted abridged versions of footnotes
for case law citations. Where there are subsequent
references to a case and the case name is not
mentioned in the main text the full reference must be
provided in the footnotes.
• Footnote references directly following a full reference
may only mention the paragraph/page number.

96
 Example (paragraph reference directly following a full
reference):
Footnotes:
1 Government of the Republic of South Africa v Grootboom 2001
1 SA 46 (CC) para 96.
2 Para 112.
3 Paras 115-116.

• Do not refer to more than one set of law reports 11

for any particular case. Choose a reference and be
consistent.
• No brackets are placed around the volume number of
the law report.
• Always refer to the reported versions of cases. It is only
if the case is not reported that you may refer to the
internet reference of the case. Note that SAFLII
versions of judgements are not the reported versions
thereof, although SAFLII may provide the available
reported citations as alternatives to their own citation. It
is your responsibility to ensure that you use the reported
version of the judgment, with correct page and
paragraph references, based on the reported version,
rather than the SAFLII version. Advisable platforms to

11
Law reports can be defined as “the publications in which the decisions of
the courts are recorded.” Most often, these publications are “private
publications” where the “publisher makes the reports more attractive and
more useful” by summarising the key facts of the case, the key arguments
made as well as the key laws focused on in the case.
97
 find the reported versions would be Jutastat and
LexisNexis. Where the case is available on more than
one platform, use the same platform consistently.
• Unreported judgments should be cited as follows:
o the name of the case (i.e. the parties’ names);
o a reference to the jurisdiction abbreviated in the
language in which the contribution is written;
o the date on which the judgment was given (in the
form dd-mm-yyyy); and
o the case number.

Examples:

Reported cases:
Main text:
Government of the Republic of South Africa v Grootboom
(“Grootboom”).1
[Note: neither the brackets, nor the quotation marks are in italics.]

Footnote:
2001 1 SA 46 (CC) para 96.

Unreported cases:
Footnote:
Waks v Jacobs en die Stadsraad van Carletonville TPD 30-10-
1989 case no 5971/89.

Judgments only available electronically

Footnotes:
Strydom v Liebenberg 2007 JOL 20689 (SCA).

98
Esau v Minister van Veiligheid en Sekuriteit (100/2008) 2009
ZANCHC 24 (4 May 2009) SAFLII
<http://www.saflii.org/za/cases/ZANCHC/2009/24.html>
(accessed 10-12-2010).

• Punctuation marks and brackets should be omitted

except in post-1946 references where the jurisdiction
reference in capital letters should be placed in round
brackets.

Examples:

When referring to the case for the first time:

Main text:
In Government of the Republic of South Africa v Grootboom
(“Grootboom”)1 …
Footnote:
1 2001 1 SA 46 (CC).

Subsequent references:

When referring to the case again at a later stage

Main text (if abbreviated case name is used in the main text):
In Grootboom the court considered the question…1
Footnote:
Correct: 1 2001 1 SA 46 (CC) para 96.

99
Incorrect: 1 Grootboom para 96.

Main text (without a reference to the case name in the main text):
The Court found that the Constitution entrenches both civil and
political rights.1
Footnote:
Correct: 1 Government of the Republic of South Africa v
Grootboom 2001 1 SA 46 (CC) para 96.
Incorrect: 1 Grootboom para 96.

Footnote references directly following a full reference to the

same case:
1 Government of the Republic of South Africa v Grootboom 2001
1 SA 46 (CC) para 96.
2 Para 112.
3 Paras 114-116.

• Designations such as “and Another/Others” or “en ’n

Ander/Andere” should be omitted, but not “NO” or
“NNO”. Where, however, “NNO” is preceded by “and
Another/Others” or “en ’n Ander/Andere”, the latter
designations are also retained.
• Words like “on” or “at” preceding a page reference are
unnecessary. Only the relevant page number(s) should
be mentioned. Where paragraphs are also numbered,
e.g. A, B, C, etc. (as in the SA Law Reports), paragraph
references should preferably be included.

100
3 12 Legislation

• The first reference to legislation contains the name,

number and year in the main text. Thereafter, only the
name is used.

Example:
Main text: The Interpretation Act 33 of 1957 (“Interpretation Act”)
deals with…
• For references to legislation, if the same source is
referenced in immediately consecutive footnotes, only
the section number needs to be provided.

Examples:
1 S9 of the Interpretation Act.
2 S11.
3 S13.

• Legislation need not be referenced in footnotes. Only

where the specific section referred to is not mentioned
in the main text is it footnoted as follows:

Examples:
Main text: The Interpretation Act 33 of 1957 (“Interpretation Act”)
provides an important distinction…1
Footnote: 1 S12.

Main text: The Interpretation Act 33 of 1957 (“Interpretation Act”)

provides an important distinction in section 12…

Main text: According to the Act an important distinction is

101
 provided…1
Footnote: 1 S12 in the Interpretation Act.
[Note: There is no space between S and 12.]

3 12 1 The Constitution

• It is important to note that the Constitution is no longer

cited as Act 108 of 1996. The official title of the
Constitution is: Constitution of the Republic of South
Africa, 1996.

Example:
Main text: Section 9 of the Constitution of the Republic of South
Africa, 1996 (“Constitution”) provides that…
First reference to the Constitution in a footnote:
1 S9 of the Constitution of the Republic of South Africa, 1996
(“Constitution”).
Second reference to the Constitution in a footnote:
12 S8 of the Constitution.
• It is further important to note that the Interim
Constitution is not cited in the same way as the Final
Constitution, however it still falls under the heading
“Constitutions” in the bibliography.

Example:
Main text: Section 8 of the Interim Constitution of the Republic of
South Africa, Act 200 of 1993 (“Interim Constitution”) provides
that… (NM)

102
3 12 2 Bills and draft legislation, Regulations, Proclamations, and
other documents published in the Government Gazette

• Similar to enacted legislation, when referring to bills,

draft legislation, regulations, proclamations and other
similar documents published in the Government
Gazette, the full title of the document must be included
in the main text, with the information relating to the
Government Gazette in which the document appears in
the footnote.

Example:
Main text:
The Employment Equity Act General Administrative Regulations
20091 provides that…
Footnote:
1 GN R736 in GG 32393 of 14-07-2009.

• References to subordinate legislation should preferably

also identify the Government Gazette in which it
appears.

• When the title of the document is not referred to in the

main text, the full name and Government Gazette
details should be provided in full in the footnote.

Examples:
Footnotes:
Proclamations:

103
Proclamation for the Commencement of Section 54 of the Lotteries
Act, 1997 (Act no 57 of 1997) Proc R43 in GG 24837 of 02-05-2003.

Regulations:
Employment Equity Act General Administrative Regulations, 2009
GN R 736 in GG 32393 of 14-07-2009.

Note:
References to Bills must include the bill number for the final version
or the Government Gazette information for draft versions.

Examples:
Main text:
It is provided in the Sectional Titles Schemes Management Bill1 …
Footnotes:
1The Sectional Titles Schemes Management Bill B20-2010.

Main text:
It is provided in the Sectional Titles Schemes Management Bill 1…
Footnotes:
1The Sectional Titles Schemes Management Bill (draft) in GN
R1447 GG 32666 of 30-10-2009. (for Bills).

• When the title of the bill, draft legislation, proclamation

or regulation is lengthy, you may abbreviate the title in
your main text by placing the abbreviation in brackets
and quotation marks, following the full title of the
document.

104
 Example:
Main text: The Employment Equity Act General Administrative
Regulations, 2009 (“EEAGAR”) provides that…1
Footnote: 1 Item 12 of the Employment Equity Act General
Administrative Regulations GN R 736 in GG 32393 of 14-07-2009.

[Note: Even if you abbreviate the title of the document in your main
text, you must still use the full title of the document in your footnote.
The abbreviation you assign to the document may therefore not be
used in your footnote.]

• For second and further references in your footnotes to

these documents, you may use an abridged reference
of the document, by only referring to the title of the
document (without the Government Gazette details).

Example:
Main text: The EEAGAR also provides that…3
Footnote: 3 Item 19 of the EEAGAR.

Old authorities: Accepted usages should be followed whenever

possible. Where no fixed conventions exist, older authorities are to be
cited like any modern book.

3 13 Internet sources

• Referencing electronic sources is only permitted where

the source is only available electronically and should be
used as sparingly as possible as an internet source is a
secondary source.

105
 • Internet sources should also not be used to enhance or
formulate an argument.
• When you refer to an internet site, you generally need to
provide the following information in your first reference:
o Initials and surname(s) of the author(s) or editor(s) or
the name of the institutional author, editor or compiler.
If no author, “Anonymous” should be used.
o Title of document referred to in double quotation
marks;
o Date of electronic publication or latest update of
website;
o Title of website, in italics;
o <URL address> in brackets (< >) which should lead
directly to the cited document or text. Remember to
remove the hyperlink from the text of the article;
o The date on which you last accessed the website in
brackets (accessed dd-mm-yyyy).

o The page or paragraph number (if any) must be

included before the URL address.

Examples:
Websites
Footnote:
(full reference)
P de Vos “Fifa World Cup: Bad for Human Rights?” (29-01-2010)
Constitutionally Speaking
<http://constitutionallyspeaking.co.za/fifa-world-cup-bad-for-

106
human-rights/> (accessed 07-12-2010).

Media/Video
Footnote:
(full reference)
E McArdle “FutureEd 2: A Major Conference explores how Legal
Education will change amidst Rapid Globalization (Video)” (02-12-
2010) Harvard Law School ˂http://www.law.harvard.edu/
news/spotlight/classroom/futureed-conference.html> (accessed
07-12-2010).

• Abridged references to internet sources should contain

the following information:
o Surname of the author or editor. If no author,
“Anonymous” should be used;
o Full title of document in double quotation marks;
o Title of website in italics.
• Note that if none of the information required for abridged
references is available, the full citation must be used for
that specific source, including the URL.

Examples:
Footnotes:
(abridged reference)
De Vos “Fifa World Cup: Bad for Human Rights?” Constitutionally
Speaking.

107
 McArdle “FutureEd 2: A Major Conference explores how Legal
Education will change amidst Rapid Globalization (Video)”
Harvard Law School.

3 14 Selected international sources (e.g. conventions, treaties, etc.)

• When referencing international sources, you are advised to

consult your lecturer for the referencing guidelines to be
followed, for example, OSCOLA 2006 (Oxford Standard for
Citation of Legal Authorities) which is followed in International
Law 341. An electronic version is available here.

• In general, references to international sources (e.g.

conventions, treaties, etc.) are done in the same way as
legislation, by referring to the full title of the international
document, together with the date on which the document was
signed and/or came into force, and its identifying information
(serial number, UNTS, document number etc.) in the main
text, the first time that you refer to the document. You may
abbreviate the title of the international document for
subsequent use in your main text, but you may not use the
abbreviation in your footnotes. Footnotes should always
contain the full reference to the document together with the
paragraph or article number that you are referring to.

Selected examples:
African Charter on Human and Peoples’ Rights (adopted 27 June
1981 entered into force 21 October 1986) 1520 UNTS 217.

108
 Convention on the Rights of the Child (adopted 20 November
1989, entered into force 2 September 1990) 1577 UNTS 3.

Declaration on Principles of International Law concerning Friendly

Relations and Co-operation among States in accordance with the
Charter of the United Nations UNGA Res 2625 (XXV) (24 October
1970) UN Doc No A/RES/25/2625 ('Friendly Relations
Declaration').

Para 190 of the Friendly Relations Declaration.

Article 7 of the Friendly Relations Declaration.

Vienna Declaration and Programme of Action UN Doc

A/CONF.157/23 (adopted 12 July 1993).

UN Committee on the Rights of the Child General Comment 7:

“Implementing Child Rights in Early Childhood” (2005)
CRC/C/GC/7/Rev.1, 2006 (“General Comment 7”)

Para 10 of General Comment 7.

Protocol to the African Charter on Human and Peoples' Rights on

the Rights of Women in Africa (adopted 13 September, entered
into force 25 November 2005) CAB/LEG/66.6.

When using OSCOLA for referencing foreign case law, be consistent

in the way you approach case law from different jurisdictions.

Selected examples:
English Case Law:

109
 First National Trustco (UK) Ltd v McQuitty [2020] 2 WLUK 16.

Gascoigne v Gascoigne [1918] 1 KB 233.

Australia:
Applicant A v Minister for Immigration and Ethnic Affairs [1997]
190 CLR 225.
Chen Shi Hai v MIMA [2000] 201 CLR 293.
Canada:
Kim v Canada (Minister of Citizenship and Immigration) [2011] 2
FCR 448.

3 15 Bibliography

• All the sources to which you refer must be

comprehensively described in a bibliography at the end
of the assignment. Do not include sources in your
bibliography which you do not refer to in your text. The
purpose of the bibliography is to provide your reader
with a list of sources you used. The exact place in the
source to which you referred is not important here, but
you refer to the source in its entirety. The information
provided in a bibliography generally includes:
o the surname(s) of the author(s)/editor(s) of the
work;
o the first author/editor's surname is cited first,
followed by his initial;
o the full title of the article/book;
o date of publication in brackets;
o the volume number of the relevant law journal;

110
 o the full title of the journal – not abbreviated as
in the footnotes;
o the publisher (of a book or edited collection);
o the page range of the relevant article or book
chapter (edited collection) – that is the first to
the last page (for example, 120-134).
Note: For the first author in a bibliography entry, their surname is
followed by their initial(s). For second and further authors in the
same entry, their initials are placed first, followed by their
surname. Also use the headings in the same order than the below
example.

Examples of entries in a bibliography format:

Books:
Currie I & J de Waal The Bill of Rights Handbook 5 ed (2005),
Cape Town: Juta & Co Ltd.

Dornis TW Trademark and Unfair Competition Conflicts (e-book)

(2017) <https://doi-org.ez.sun.ac.za/10.1017/9781316651285.
003>, Cambridge: Cambridge University Press.

Klaaren J (ed) A Delicate Balance: The Place of the Judiciary in a

Constitutional Democracy (2006), Cape Town: SiberInk.

Chapters in edited collections:

Brunner L “Digital communications and the evolving right to
privacy” in MK Land & JD Aronson (eds) New Technologies for
Human Rights Law and Practice (e-book) (2018) 217-242

111
<https://doi-org.ez.sun.ac.za/10.1017/9781316838952.010>,
Cambridge: Cambridge University Press.

Tushnet M “Comparative Constitutional Law” in A Reimann & R

Zimmerman (eds) The Oxford Handbook of Comparative Law
(2006) 1225 -1258, Oxford: Oxford University Press.

Loose-leaf publications:
Roux T “Democracy” in S Woolman, T Roux & M Bishop (eds)
Constitutional Law of South Africa 2 ed (RS 1 2009) 10-3 – 10-22.

Theses or dissertations:
Scott S Unjust Enrichment by Transfer in South African Law:
Unjust Factors or Absence of Legal Ground? DPhil thesis, Oxford
University (2005).

Official publications:
RSA First Report of the Constitutional Committee of the
President’s Council PC 3/1982.

South African Law Reform Commission Review of the Law of

Evidence (Hearsay and Relevance Discussion Paper 113, Project
126 (2008).

Bills, draft legislation, proclamations, regulations and other

documents published in the Government Gazette:
[Note: In the examples here, the words on the left (e.g.
“Proclamations”) are merely indicative of the type of document the
original is (e.g. a bill). These words and the colons preceding them
should not be included in a bibliography.]

Proclamations:

112
Proclamation for the commencement of section 54 of the Lotteries
Act, 1997 (Act no 57 of 1997) Proc R42 in GG 24837 of 02-05-
2003.

Regulations:
Employment Equity Act General Administrative Regulations, 2009
GN R 736 in GG 32393 of 14-07-2009.

Bills:
The Sectional Titles Schemes Bill (draft) in GN R1447 GG 32666
of 30-10-2009.

Unpublished sources:
Du Plessis LM The Courts, the Legal Profession and the Legal
Process in a Future South Africa (1989) unpublished paper
presented at a conference on A New Jurisprudence for a Future
South Africa hosted by the Centre for Human Rights Studies at
the University of Pretoria, 26-10-1990 (copy on file with author).

Banisar D Whistleblowing: International Standards and

Developments (2006) unpublished paper prepared for the First
International Conference on Corruption and Transparency at
Mexico City, 23 to 25-03-2006 (available at
www.corrupcion.unam.mx/documentos/investigaciones/
banisar_paper.pdf).

Journal articles:
Albertyn C & B Goldblatt “Facing the Challenge of Transformation:
Difficulties in the Development of an Indigenous Jurisprudence of

113
Equality” (1998) 14 South African Journal of Human Rights 248-
264.

[Note: When referring to a journal, only available online, you may

do so in the following way.]

Kornet N “Contracting in China: Comparative Observations on

Freedom of Contract, Contract Formation, Battle of Forms and
Standard Form Contracts” (2010) 14 Electronic Journal of
Comparative Law ˂http://www.ejcl.org/141/art141-1.pdf>.

Printed media:
Du Plessis LM “SA Howe – Grammofone of Politieke
Kanaalgrawers?” Rapport (18-05-1986) 23-24.

Reports, company issued documents, information booklets and

similar documents:
Legal Resource Centre, Iranti-org & Gender Dynamix Report on
the Civil, Political and Socio-economic rights of transgender and
intersex persons in South Africa under the African Charter on
Human and Peoples Rights in response to the second combined
periodic report of the government of South Africa and the initial
report under the Protocol to the African Charter on the Rights of
Women in Africa (2016) 1-56 (available at:
http://lrc.org.za/art_external/pdf/2016%2004%20ACHPR-
Transgender-and-Intersex-Shadow-Report.pdf).

Cases:
Government of the Republic of South Africa v Grootboom 2001 1
SA 46 (CC).

114
[Note: Cases are sequenced alphabetically. When you have
cases from foreign jurisdictions, it is advisable to split them by the
relevant jurisdictions. For example, simply have a heading such
as “South Africa”, “Canada” or “United States of America” under
“Cases:”.]

Legislation:
Criminal Procedure Act 51 of 1977.

Constitution:
Constitution of the Republic of South Africa, 1996.
Interim Constitution of the Republic of South Africa, Act 200 of
1993.

Internet:
De Vos P “Fifa World Cup: Bad for Human Rights?” (29-01-2010)
Constitutionally Speaking
<http://constitutionallyspeaking.co.za/fifa-world-cup-bad-for-
human-rights/>.

McArdle E “FutureEd 2: A Major Conference explores how Legal

Education will change amidst Rapid Globalization (Video)”
(2010) Harvard Law School
˂http://www.law.harvard.edu/news/spotlight/classroom/futureed-
conference.html>.

[Note that the date in brackets refers to the date of publication.

The bibliography entry for an internet source does not contain
the date accessed.]

International documents (Conventions, treaties, etc.)

115
 African Charter on Human and Peoples’ Rights (adopted 27 June
1981 entered into force 21 October 1986) 1520 UNTS 217.

Convention on the Rights of the Child (adopted 20 November

1989, entered into force 2 September 1990) 1577 UNTS 3.

Declaration on Principles of International Law concerning

Friendly Relations and Co-operation among States in
accordance with the Charter of the United Nations UNGA Res
2625 (XXV) (24 October 1970) UN Doc No A/RES/25/2625.

As you can see from the above bibliography template, the sources you
reference in your footnotes will always look different than the sources
you reference in the bibliography. Therefore, NEVER copy and paste
your footnotes into your bibliography.

116
SPECIFIC OUTCOMES

In each year of the undergraduate LLB-programme, writing-

intensive courses are identified in which specific attention is paid to
the development of writing skills in addition to the substantive law
under discussion. In each of these courses, very specific aims are set
regarding writing skills and each year builds on the skills developed in
the previous year(s). These aims are taught specifically – in other
words, there are specific sessions in these courses during which these
writing skills are handled with the students – these sessions can take
place either in the form of main lectures, or in smaller groups such as
tutorial sessions. However, such teaching is not separate from the
substantive law under discussion in the module – it happens
simultaneously. An important benefit of this approach is that the
students not only develop generic writing skills, but develop specific
writing skills within the academic discourse of our environment – they
therefore do not only learn to write, but to write in law. In the
identification of writing-intensive courses, close attention is paid to the
alignment of specific writing skills and the content of the relevant
courses. In this regard, for example, courses with procedural content
could be well-suited to the development of more practical forms of
writing, such as heads of argument. On the other hand, final-year
electives can be used to demonstrate high-level academic research
and writing skills.
There are, however, certain basic writing skills that each student
should possess at the end of their first year of undergraduate studies
at the Faculty. These skills constitute the foundation for the further
development of more specialised writing and research skills in the

117
writing-intensive courses referred to above. Accordingly, at the end
of their first year, students should be able to:

1 Read, understand and answer a question

• This implies:
o Reading and understanding the instructions.
o Distinguishing between various types of
questions and understanding what is expected
from them in different types of questions.
o Analysing the question by focusing on key words.
o Following the guidelines/instructions in
answering the question.
o Relating the question to the specific area of
substantive law that is applicable.
o Doing research by giving consideration to the
relevant section of the textbook and expanding
the research from there. Visiting the law librarian
and seeking assistance if need be.

2 Draft proper introductions and conclusions

• In relation to the introduction, this implies:

o Explaining the importance of the introduction,
specifically in relation to the logical flow and
coherence of the paper.
o Identifying or raise the topic or argument in the
first few sentences, providing essential context
and indicating the particular focus of the paper.
118
 o Convincing the reader of the value of the paper.
o Properly setting out the structure or organisation
of the paper.
o Keeping it short and to the point.
• In relation to the conclusion, this includes:
o Providing a final perspective on the topic.
o Refraining from using (or abusing) clichés like
“finally”, “in conclusion”, “to summarise” or “in the
final analysis” to start the conclusion.
o Summarising the key points without merely
listing, rephrasing or reiterating them.
o Reflecting on the significance and implications of
the argument.
o Refraining from introducing new ideas or material
in the conclusion.

3 Write in plain language

• This implies:
o Writing the same way as talking, thus avoiding
abstract words and phrases where possible,
using the active form rather than the passive form
and substituting difficult words with words that
are easier to understand (synonyms). However,
avoid writing the way that you talk to your friends
(by using slang such as “like” etc.).
o Keeping sentences short and to the point by
cutting out redundant words and phrases and

119
 breaking up long, complicated sentences into
shorter, simpler ones without artificially
shortening words and phrases.
o Keeping in mind that the average length of a
sentence is approximately 15-20 words.
o Ensuring good word order by using the subject
and verb in close proximity of each other.
o Using plain and clear language that implies the
absence of uncertainty and ambiguity about what
has been communicated.

4 Conduct proper planning and set out a proper structure

• This implies:
o Being aware that the quality of attention paid to
the initial planning will be clear from the final
version of the written communication since
planning influences the quality of other aspects
of the assignment, such as argument, structure
and flow.
o Structuring the assignment so that it follows
logically from the planning so that the
assignment as a whole makes sense, flows
logically and is coherent.
o Using headings to identify the sections of the
assignment (introduction, body and conclusion)
to allow them to flow coherently.

120
 o Formulating an argument, developing, and
building it in successive paragraphs.
o Being proficient at managing time.

5 Ensure a logical flow and coherence

• This implies:
o That students demonstrate an awareness of how
planning to write an introduction, conclusion, and
connecting different sections of the written
communication are all essential for logical flow
and coherence and that they can effectively
apply this.
o Moving in a logical order/sequence from one
topic to another so that the line of thought and
argument are clear and accessible.
o Introducing the argument in the introduction and
then building on it in the sections that follow.
o Connecting the ideas and steps in the argument
by explaining, at the end of each section, how
that section fits into the argument. It should also
be clear how what happens in the next section
logically follows and how it connects with the
concepts in the previous section.
o Introducing the most important concept of a
paragraph in its first sentence and, likewise,
introducing the important concept under a
heading in its first paragraph.

121
6 Adhere to the principles of academic legal writing

• This implies:
o Demonstrating the ability to write for different
audiences.
o Ensuring that the information relayed is useable
and accessible.
o That the quality of the writing and the merit of the
argument are directly proportionate to the
intelligibility of the writing.
o Being able to write in simple (plain) language,
write concisely, provide only relevant
information, be audience-directed and in a way
so that the gist of the argument is clear.
o As far as possible avoiding metaphoric language,
the unchecked use of relative terms (e.g. “rich” or
“cold”) and vague or unnecessary concepts.

7 Develop an argument

• This implies:
o Collecting information (conducting research),
assimilating information and editing.
o Demonstrating the ability to distinguish between
the different legal sources, where to locate it, and
how to use it.
o Distinguishing between relevant and irrelevant
information.

122
o Read instructions carefully. Understanding that
the question will enable you to identify the
relevance of information.
o Recording the sources (and page numbers!)
while collecting information to prevent frustration
when compiling references.
o Creating a structure for your answer.
o Identifying the argument(s) and the information
to be used in support thereof.
o The ability to distinguish between the meaning of
and difference between a proposition, a premise,
a conclusion and an argument.
o Ensuring that the premises combine to produce
a conclusion that is logically sound.
o Positioning the information in an order that
supports the premise and that logically leads to
the conclusion(s).
o Using your introduction to explain the topic and
its legal context and to answer the question of
why the issue is worth discussing (justify it).
o Writing a conclusion that briefly summarises the
various premises and conclusions used in your
argument to convince your reader that your
conclusion is both sound and correct (it can be
correct, but, for example, based on incorrect
ideas).
o Proofreading your assignment multiple times and
making any necessary changes.
123
 o Ensuring that all aspects of your argument have
been sufficiently developed to support any initial
conclusion(s) and your final conclusion(s).
o Spreading the editing stage over a few days to
allow for new insights and a fresh perspective.
o Paying attention to referencing, grammar and the
precise formulation of sentences.
o Obtaining input or feedback from a writing
consultant, a tutor or a lecturer.

8 Reference

• This implies:
o Appreciating that there are different referencing
methods (e.g. Harvard, Stellenbosch Law
Review, etc.).
o Understanding what the purpose of referencing
is.
o Properly utilising the referencing guidelines
contained in this Guide, which guidelines are
based on those contained in the Stellenbosch
Law Review, but still differ sightly from the Law
Review guidelines.

9 Draft proper letters

• This implies demonstrating the following:

124
o The formality of an email depends on how well
you know the person and what the nature of your
relationship is.
o Formal emails are shorter and less formal than
formal letters.
o You are required to proofread your email before
you send it to ensure that it is error free, that it
does not offend and that the meaning is clear.
o The subject line is a necessary part of the email,
is short and concise, gives a clear indication of
the aim of the message and often contains a
reference or file number.
o No full stop or other punctuation is used in the
greeting or the ending.
o The title of the person is written with a capital
letter and is used with the surname. Only use the
name and surname, without a title, if you don’t
know the gender of the person to whom you are
writing.
o You should, generally, use “Dear” not “Greetings’
or “Hi”.
o You should, generally, NOT enquire about the
health of the person to whom you are writing.
o You should start by giving the reason for writing
to the specific person.
o You should end the letter using “Regards” in
formal situations or when you do not know the

125
 person to whom you are writing. If you know the
person, use “Kind regards”- NOT “Bye”.
o You should end the email by giving your name
and surname in the first email. The reader can
then either address you by your first name or by
your title and surname in the reply.
o You should mention the name of the company
and your position in the first paragraph or after
your name at the end of the letter depending on
whether the email is written on a form with a
letterhead.
o Do not thank someone if “thank you” is not
applicable.
o Requesting action is done politely, using words
like “would” or “could”.
• Faxes:
o The format of a fax is similar to a semi-formal
letter.
o A full postal address is not necessary.
o Pages are numbered so that it is clear if one page
did not go through.
o Give enough relevant information in the subject
line, but keep it concise and to the point.

126
GUIDELINES FOR WRITING LEGAL OPINIONS12

Basic format
Legal practitioners are often required to write legal opinions to address
a variety of legal problems. A legal opinion must, therefore, provide a
clear and unambiguous answer to such a problem.

The purpose of a legal opinion is not to interpret the law in a one-sided

manner to provide an opinion that would suit your client’s case.
Instead, the purpose of a legal opinion is to analyse a legal problem
or issue and to provide a substantiated solution to the legal problem
or issue. The solution should enable your client to make an informed
decision based on reasoned options, if any. Consequently, if the
client’s case is not viable, the client should be advised of this in the
legal opinion. In addition, if there is something that can be done to
improve your client’s prospects of success, a good legal opinion will
also spell this out very precisely.

A legal opinion must be structured in a logical manner; it must be

written in plain and understandable language; it must contain
references to relevant and sufficient authority for statements regarding
the law (not academic expositions); and the conclusion(s) (and
recommendation(s), where applicable) must be set out clearly and
unambiguously.

12 These guidelines were prepared by Adv Marius de Waal, Prof Jacques du

Plessis, Prof Sadulla Karjiker, Prof Sandy Liebenberg and Ms Chantelle
Hough Louw.
127
An opinion must not contain any mistakes of law or any grammatical
or spelling mistakes.

REMEMBER: Adhere to the basic principles of writing. Each sentence

must contain one idea and sentences must follow each other logically
and must be short and to the point. Each paragraph must contain one
overarching idea, and paragraphs must follow each other logically.
Quotations may be useful to set out a legal principle, but should not
be used to “pad” an opinion or avoid taking a position. Repetition
amongst the various sections should also be eliminated.

There is no set structure for an opinion, but it normally consists of the

following parts, set out in numbered paragraphs:

I Introduction
The introductory paragraph should briefly indicate who the
person (your client) that requested the opinion is, and the
problem in respect of which advice is sought.

II Statement of facts
The introduction is followed by a further paragraph setting out
the facts upon which the legal opinion is provided. If the facts
are brief, they may even be included in the exposition of the
problem in the introductory paragraph.

III Questions presented (Questions of law)

This section should introduce the question(s) raised by the
client.
128
IV Applicable law
• For each legal issue, identify the applicable legal
principles, legislation or court rules. This will include:
o primary sources; and
o secondary sources.
• Reconcile contradictory authority if possible:
Distinguish on the facts and principles.

V Application of the law to the facts

• For each issue that you have outlined above:
o findings of law (a finding as to the applicability
of a rule of law to particular facts) must be
applied to the facts, with reference to the
relevant authority;
o it may be convenient also to refer to sources of
facts, e.g. a particular document; and
o you should consider the opposite side’s
application of the same rule, thus, considering
possible weaknesses in your client’s case.

VI Conclusion(s) and recommendation(s)

Finally, the opinion should contain a conclusion and
recommendation(s). This is the most important part of the
opinion. It must be brief and concise and must clearly address
the problem(s) (or question(s)) on which the advice has been
sought and provide the client with the legal position, rights and
recourse available. Remember that you should not introduce
any new points in your conclusion.
129
GUIDELINES FOR DRAFTING HEADS OF ARGUMENT13

1 The purpose of heads of argument

Never lose sight of the purpose of your heads of argument – to
persuade a court.14 This could be a motion court, trial court or appeal
court. The manner in which your heads of argument should be
prepared is therefore subject to the circumstances under which the
court should be persuaded. 15 Long heads of argument do not win
cases, regardless of what your client or, even other attorneys, may
believe. 16 The court often forms strong views on your heads of
argument before reading any of your other documents and before
having had an opportunity to have the matter presented to it in person
– those views may have a lasting effect on the outcome of your case. 17

2 The nature of heads of argument

21 Heads of argument, and legal writing in general, should

always be “clear, succinct, and without unnecessary
elaboration” 18 especially so since many great pieces of

* These guidelines should be read in conjunction with P van Blerk Legal

Drafting: Civil Procedure 2 ed (2015) ch 15.
13 These guidelines were prepared by Adv Gregory Solik, Prof Sandy
Liebenberg, Dr Shanelle van der Berg and Ms Chantelle Hough Louw.
14 P van Blerk Legal Drafting: Civil Procedure 2 ed (2015) 106.
15 106.
16 LTC Harms “Heads of Argument in Courts of Appeal” The Advocate (12-
2009) 22.
17 20.
18 21.
130
 writing, and legal argument, are highly organised, complicated
and difficult.

22 Always omit needless words and avoid pretentious language.

23 Write sentences in the active rather than passive voice and,

as a rule, keep sentences short and to the point. For example,
when you “submit” something, use “we submit” and avoid “it
is submitted that”.19

24 Begin each paragraph with a topic sentence and ensure that

your paragraphs are ordered within each section/subsection
so that your argument flows well. 20 Subparagraphs can be
useful in ordering your thoughts. However, a word of caution:
do not go further than three levels of sub-paragraphs. A good
way to do this is to use literary devices such as the following
(there are others and these are merely used to introduce you
to the ideas we present here):21

• pointing words – words like this, that, these, and those;

• echo links – words or phrases that are consistently used
in order to convey the same idea; and

19 Exception: use the passive voice when you do not know the actor or when
the result is more important that who did it).
20 See W Strunk Jr The Elements of Style (2009) 16.
21 These tips come from B Garner Legal Writing in Plain English 2 ed (2013)
83.
131
 • explicit connectives – words whose chief purpose is to
supply transitions such as also, further, therefore, yet.

25 A final word of caution, worry less about correct legal phrases

in your heads of argument, and more about writing simply,
clearly and accurately. For example, when referring to parties,
call them by their proper names: the “Company”, the “Bank”,
or use abbreviated forms of the real names such as, the
“President”. Avoid using legal pronouns, such as Appellant,
and do not humanise your client (Mr XYZ) while
simultaneously neutralising your opponent (the Defendant). 22
When referring to your client (for example Mr XYZ) in his
personal capacity, your opponent should also be addressed
in his or her personal capacity – the aim is to be consistent
when referring to the parties.

27 It is also very important to stress that you should refer to

parties in a way that shows respect for their dignity and
personhood – for example refer to Mrs XYZ as opposed to
using first names.

22 In this regard, a distinction should be drawn between civil law and public
law matters. In human rights litigation, the Applicants’ circumstances will be
set out in detail, as the idea is to humanise them in order to show the impact
of, for example, government policy on their human rights, dignity, etcetera. In
such cases, it will not be possible to similarly humanise the government, for
example the “City”. Exceptions therefore exist where you will humanise your
client while simultaneously neutralising your opponent.
132
3 The structure of heads of argument

31 Table of contents

The table of contents should appear on a separate page, with

page numbers.

32 Background / Identification of the material facts

“[G]rasp your nettles firmly. No matter how unfavourable the facts are,
they will hurt you more if the court first learns them from your opponent.
To gloss over a nasty portion of the record is not only somewhat less
than fair to the Court, it is definitely harmful to the case.”23 [Emphasis
added.]

321 Do not underestimate the importance of this section. Set out

the material facts chronologically, thoughtfully and
persuasively. Keep related material together.

322 When drafting your heads of argument, it is a good idea to

follow the FIRAC (Facts, Issue, Rule of law, Application, and
Conclusion) model, which is taught at law schools across
South Africa. This will enable you to construct your argument
simply, freshly and clearly before moving on to matters that
are more complicated.

23 F Weiner quoted in A Scalia & B Garner Making your case: The art of
persuading judges (2008) 21.
133
323 Remember that you may have a record as well as affidavits to
draw on.24 Use cross-references effectively. Summarise, do
not over-particularise. If the Applicant seeks final interdicts on
motion, insofar as there are factual disputes, he can then
succeed only on the basis of facts that are common cause or
as stated by the Respondents.25 If you are involved in a trial,
you may want to refer to facts that have been conceded under
cross-examination. If you are on appeal, use the court a quo’s
judgment if the facts were accurately summarised.

324 Regardless, facts and a powerful presentation of those facts,

make for winning heads of argument. Know your case and
then present it with common sense; it is the best thing you can
do besides always writing simply, freshly and clearly.

325 When referring to facts, always remember to provide the

source of such facts, particularly in appeals; for example,
volume number, page number, paragraph or line numbers,
etcetera.26

33 Legal framework
331 Set out the applicable legal framework. If this includes a
statute, you can quote the main provision, but use your

24 Answering Affidavit para 59; admitted in Replying Affidavit para 26.

25 The factual background has been set out comprehensively in the Answering
Affidavit from paragraph 44. Meaning facts not in dispute.
26 Van Blerk Legal Drafting 108.
134
 discretion. Think of this section as the engine room. Your
whole argument is going to hinge on its construction. Thus,
engage with its terms and so forth. How you frame this section
will determine the arguments you can later put forth – thus
think ahead, plan well and write accordingly.

332 Remember to weave quotations deftly into your heads of

argument. But please, no lengthy quotations from the record
or authorities (thus, the papers that are before the court). 27
Formal quotations cited as documentary evidence are
introduced by a colon, enclosed in quotation marks and must
appear as a separate paragraph with the first and subsequent
lines of text left indented. In-text quotations are preceded by
a comma and enclosed in quotation marks. Quotations should
always correspond exactly to the original version.

333 Reference according to the Faculty’s Writing Guide. However,

in practice there are different referencing styles, but
remember that consistency and appropriateness are the
guiding (and overarching) rules.

34 Argument / analysis

“Every argument is refuted in one of these ways: either one or more of

its assumptions are not granted; or if the assumptions are granted it is
denied that a conclusion follows from them; or the form of argument is

27 107.
135
 shown to be fallacious, or a strong argument is met by one equally
strong or stronger.”28

341 Heads of argument are about argument.29 You must use the
powers of reasoning to persuade the judge, and keep
emotional appeals to a minimum. Reducing emotional
appeals does not mean ignoring the lived realities your client
faces or the impact of particular rules and interpretations on
your client’s life, but thinking emotionally is not thinking at all,
it is feeling – which has its merits, but is only useful to you if
you can turn those realities into a legal argument. In the words
of Karl Klare:

“It is often quite difficult from within a particular legal culture to

appreciate its uniqueness and contingency or to bring to bear on
legal problems alternative conceptions of convincingness. Thus,
participants in a legal culture are often unaware or only partially
attentive to its power to shape their ideas and reactions to legal
problems. Human practices, including legal practices, are situated.
They can occur only in the context and through the medium of
culturally available symbols and understandings (the 'cultural code').
The collectively created structures of meaning and recognition in and
through which we have experience orient our perceptions, thoughts
and feelings, and shape our imagination and beliefs. Although these
meaning systems are contingent products of human action, they will,
in the absence of critical self-reflection and/or transformative
experience, appear to be natural and fixed.”30

28 Cicero quoted in Scalia & Garner Making your case 16.

29 To learn more about argument, see JP Trachtman The Tools of Argument,
How the Best Lawyers Think, Argue and Win (2013).
30 K Klare “Legal Culture and Transformative Constitutionalism” (1998) 14
SAJHR 146 167.
136
342 Know your opponent’s case and deal with their arguments.
Never over-state your own. Rather, “proceed methodically to
show the merits of your case and the defects of your
opponent’s – and let the abject weakness of the latter speak
for itself”.31

343 Master the relative weight of precedents. 32 As you know,

some cases are authoritative, and others merely persuasive.
Know the difference and apply your attention accordingly. In
determining this, ask questions such as: What was the ratio of
the decision? Who wrote it – was it a Chief Justice, and has it
been followed (has the ratio been followed, not just the order
given)? If you rely on a dissent (minority judgment), has the
dissent found support?

35 Conclusion

The final part of the heads should contain the remedies sought
by your client. Do not forget to include costs and further and/or
alternative relief. It is important to connect this part to the
previous to form a logical whole and to show the presiding
officer(s) that the relief you seek logically follows the parts and
arguments you have presented before it.

31 13.
32 23.
137
36 Authorities

361 Cite authorities in alphabetical order. Books, journal articles,

legislation, etcetera should also be cited alphabetically. In this
regard, see page 59 of the Writing Guide.

3 6 2 Keep books, journal articles and cases separate.

363 References must be complete, in the correct format and

consistent.

4 Conclusion

From the guidelines above it is evident that heads of argument could

be framed in different ways depending on the type of matter you are
dealing with, that is, motion, trial, or appeal. Longer heads of argument
may be acceptable in certain circumstances such as for courts of first
instance. However, the absence of a judgment and the fact that the
court may not have had an opportunity to consider the matter should
not serve as justification to construct unnecessarily lengthy heads of
argument. In fact, long and tedious heads of argument may have the
opposite effect as that intended – the judge may be reluctant to read
them and may indeed not read it with the same care as were it
shorter! 33 To keep your heads of argument as brief as possible,
proofread, and proofread again; identify paragraphs, sentences, or
words that can be omitted without sacrificing the intended goal of your

33 Van Blerk Legal Drafting 124

138
heads of argument. 34 You should also read the sources we have
referred to in this document (see table of authorities) as those offer
valuable advice regarding specific types of matters which to repeat
here would be redundant as we here seek to offer general advice
applicable to most situations.

AUTHORITIES

Books:

Garner B Legal Writing in Plain English 2 ed (2013), Chicago:

University Of Chicago Press.
Scalia A & B Garner Making your case: The art of persuading judges
(2008), Minnesota: Thomson West.
Strunk W The Elements of Style (2009), Value Classic Reprints.
Trachtman JP The Tools of Argument, How the Best Lawyers Think,
Argue and Win (2013), CreateSpace Independent Publishing
Platform.
Van Blerk P Legal Drafting: Civil Procedure 2 ed (2015), Cape Town:
Juta & Co Ltd.

Journal article:

Klare K “Legal Culture and Transformative Constitutionalism” (1998)

14 South African Journal of Human Rights 146.

34 124.
139
Article in printed media:

Harms LTC “Heads of Argument in Courts of Appeal” The Advocate

(12-2009) 22.

Case law:

Plascon-Evans Paints (TVL) Ltd v Van Riebeck Paints (Pty) Ltd 1984
3 SA 623 (A).
National Director of Public Prosecutions v Zuma 2009 2 SA 277 (SCA)

Internet source:

Volokh E & JA Tanford How to write good legal stuff (2009) Indiana
University Bloomington <http://law.indiana.edu/instruction/tanford/
web/reference/how2writegood.pdf>.

NOTE: The formatting and layout of a heads of argument differ

slightly to the layout set out on pages 40-42 of this guide.

140
PLAGIARISM GUIDELINES IN RESPECT OF WRITTEN
ASSIGNMENTS/ESSAYS/RESEARCH PAPERS AND TUTORIALS
COMPLETED UNDER THE AUSPICES OF THE FACULTY OF LAW

1 Introduction and purpose

During the course of your studies at the Faculty of Law (the “Faculty”),
you will be exposed to the intellectual work, products or expressions
of others. In an attempt to assist you to eliminate plagiarism35 and to
promote academic integrity, the Faculty has compiled the guidelines
below. The purpose of the guidelines is to assist you to identify and
deal scrupulously with sources and to guide you in how to avoid
plagiarism.

These guidelines should be read together with the SU Policy on

Plagiarism (in support of academic integrity) (Senate: 1 December
2016) (“SU Policy on Plagiarism”) and its annexures and related
documentation available at http://www0.sun.ac.za/research/policies-
and-guidelines.html.

2 Avoiding plagiarism: General guidelines and examples 36

Plagiarism constitutes the misappropriation and misrepresentation of

the ideas, work and words of someone else by passing it off as your

35 “The use of the ideas or material of others without acknowledgement, or the

re-use of one’s own previously evaluated or published material without
acknowledgement (self-plagiarism).”
36 Anonymous “Plagiarism 101” (2014) Plagiarism.org
<http://www.plagiarism.org> (accessed 06-04-2015).
141
own. It furthermore includes the inappropriate re-use of your own
work, which was previously presented, marked or published, without
proper referencing and transparent indication and justification
explaining such use. This is referred to as self-plagiarism or text
recycling. Therefore, to avoid committing plagiarism you can use these
rules of thumb:
• if it is not your own ideas(s), cite;
• if it is not your own words, quote and cite;
• if it is your own, previously presented, marked or published
work, cite and explain use; and
• if in doubt, cite.
In other words, you should properly and correctly reference or
acknowledge a source when you:
(1) summarise or paraphrase idea(s) or words which originated
from someone else, whether that is in the form of books,
journals, statutes, judgments, websites, academic research
(such as theses and dissertations), reports, case studies,
class notes, course materials, PowerPoint slides and other
audio-visual learning materials, recordings of lectures,
podcasts, statistics, newspapers, magazines, songs,
movies, etcetera;
(2) use verbatim words / sentences from the abovementioned
sources – in addition to acknowledging your sources in this
instance, you also need to place double quotation marks
around the verbatim words or sentence(s) in the text where
they appear;
(3) use verbatim portions from your own, previously presented,
marked or published work. You are furthermore not allowed
142
 to use the content of any essay / research paper of any
previous, current or future year of study without the prior
consent of your lecturer;
(4) incorporate diagrams, illustrations, charts, pictures, etc.
which originate from another source into your written work;

The Faculty considers the examples referred to below to amount to

plagiarism:
A. Verbatim copying without quoting and referencing

This occurs where words or sentences are copied verbatim (that is,
exactly as they appear in the original source(s)) without inserting
quotation marks and referencing the source(s) and submitting it as
one’s own work. In this regard, also refer to paragraph 11 of the SU
Policy on Plagiarism (the plagiarism declaration) that must be signed
prior to submitting a written assignment / essay / research paper. It
states that “the reproduction of text without quotation marks (even
when the source is cited) is plagiarism”.

Example (failing to quote):

Excerpt from original source:
Upon attaining majority, the former minor may ratify a contract he or
she initially concluded without the requisite assistance, with the result
that the contract becomes fully enforceable with retroactive effect.

[J Heaton The South African Law of Persons 3 ed (2008) 98.]

Student paper (incorrect):

143
 When a minor reaches majority in South Africa, that is 18 years of age,
he or she may ratify a contract he or she initially concluded without the
requisite assistance, with the result that the contract becomes fully
enforceable with retroactive effect.

or

When a minor reaches majority in South Africa, that is 18 years of age,

he or she may ratify a contract he or she initially concluded without the
requisite assistance, with the result that the contract becomes fully
enforceable with retroactive effect 1.

Footnote:
1 J Heaton The South African Law of Persons 3 ed (2008) 98.
[note that even if the highlighted text is footnoted, it is still incorrectly
referenced without quotation marks.]

Correct:
When a minor reaches majority in South Africa, that is 18 years of age,
he or she “may ratify a contract he or she initially concluded without
the requisite assistance, with the result that the contract becomes fully
enforceable with retroactive effect”.1

Footnote:
1 J Heaton The South African Law of Persons 3 ed (2008) 98.
B. Sources translated from English to Afrikaans or vice versa

A verbatim translation of words / sentences from English to Afrikaans (or

vice versa) without referencing the source and submitting it as one’s own
work constitutes plagiarism. Similarly, when translating words or
sentences and making only a few changes to the text (for example, by
144
replacing the translated words with synonyms) or sentence construction
without referencing the source, it still constitutes plagiarism.

Example:
English source:
Parties must adhere to a minimum threshold of mutual respect in
which the unreasonable and one-sided promotion of one’s own
interest at the expense of the other infringes the principle of good
faith to such a degree as to outweigh the public interest in the
sanctity of contracts.

[R Zimmermann “Good Faith and Equity” in R Zimmerman & D

Visser (eds) Southern Cross: Civil and Common Law in South
Africa (1996) 259 259-260.]

Translated to Afrikaans (incorrect):

Partye moet ’n minimum drumpel van wedersydse respek nakom
waar die onredelike en eensydige bevordering van een party se
eie belang ten koste van die ander, die beginsel van goedertrou
in so ’n mate skend dat dit swaarder weeg as die openbare
belang in die onskendbaarheid van kontrakte.

Note:
The act of plagiarism in this example does not lie in the fact that
you translated the paragraph verbatim from English to Afrikaans,
but rather the fact that you did not properly reference your source
in the translated, Afrikaans, version and indicate that it is your
own translation. Although translated, it is still not your idea and
the source must still be acknowledged.
145
 Translated to Afrikaans (correct):
Partye moet ’n minimum drumpel van wedersydse respek nakom
waar die onredelike en eensydige bevordering van een party se
eie belang ten koste van die ander, die beginsel van goedertrou
in so ’n mate skend dat dit swaarder weeg as die openbare
belang in die onskendbaarheid van kontrakte.2 [eie vertaling]

Footnote:
2 R Zimmermann “Good Faith and Equity” in R Zimmerman & D
Visser (eds) Southern Cross: Civil and Common Law in South
Africa (1996) 259 259-260. [Note, in the Afrikaans footnote the
reference to eds would obviously read reds.]
C. Paraphrasing

When you restate the content of a source(s) (that is, paraphrase),

without acknowledging the source(s), it is considered plagiarism as it still
conveys the same meaning even if in another form.

Example: Paraphrasing from a single source:

Excerpt from original source:
Even if the defence of disciplinary chastisement were effectively to
disappear the defence of mistaken belief that moderate corporal
chastisement for educational purposes is allowed (that is, putative
disciplinary chastisement), being a defence excluding fault in the
form of knowledge of unlawfulness, might still be available in
principle.

146
[JM Burchell Principles of Criminal Law 4 ed (2013) 202.]

Student paper (incorrect):

Although the defence of disciplinary chastisement might disappear,
the misguided belief that reasonable physical punishment used for
educational purposes is permitted, this being a defence not including
liability in the form of knowledge of unlawfulness, might still exist in
principle.

Correct:
Although the defence of disciplinary chastisement might disappear,
the misguided belief that reasonable physical punishment used for
educational purposes is permitted, this being a defence not including
liability in the form of knowledge of unlawfulness, might still exist in
principle.1

Footnote:
1 JM Burchell Principles of Criminal Law 4 ed (2013) 202.

Note: From a writing style perspective this is not a good example of

paraphrasing as it merely amounts to what is often called “find and
replace”. That is where a few changes are made to the original text,
for example, to the sentence structure, by deleting or inserting a word
or two or by replacing words with synonyms. However, even if the
text is paraphrased appropriately, in essence, it still conveys the
same idea as in the original source and the source should therefore

147
be cited. This would definitely be a case of where in doubt, you must
rather cite.

Example: Paraphrasing from multiple sources:

Source 1:
If the minimum wage is set at a moderate level then it does not cause
significant employment losses, while keeping low-paid workers out of
poverty.

[J Rutkowski The Minimum Wage: Curse or Cure? unpublished

paper presented at the Human Development Economics Europe and
Central Asia Region: The World Bank, 01-07-2003 (copy on file with
author).]

Source 2:
Thus, we can conclude that increasing the minimum wage is a useful
tool in providing income redistribution to those living and working in
poverty and in relieving some of society’s growing inequality, but that,
on its own it is limited.

[C Schenk “From Poverty Wages to a Living Wage” in J Anderson

(ed) The Social Justice Series (2001) 1 1.]

Student paper (incorrect):

It could therefore be argued that the outcome, if minimum wage is
set at a moderate level, would not result in employment losses but
instead result in income redistribution to people living and working in
poverty.

148
Note:
The act of plagiarism in the above example is using the text from the
two sources, highlighted in grey, verbatim and not acknowledging the
sources of the verbatim phrases (e.g. inserting quotation marks and
footnotes). This form of plagiarism is often referred to as “patchwork”
or “remix”.

Correct:
If reasonable minimum wage levels are set, one could argue that
the outcome would not result in employment losses, but instead
lead to redistribution of income to poverty-stricken people.7

Footnotes:
7 J Rutkowski The Minimum Wage: Curse or Cure? Unpublished
paper presented at the Human Development Economics Europe and
Central Asia Region: The World Bank, 01-07-2003 (copy on file with
author); C Schenk “From Poverty Wages to a Living Wage” in J
Anderson (ed) The Social Justice Series (2001) 1 1.

Note:
This is an example where the content of the sources was
paraphrased appropriately. However, the sources must still be
acknowledged despite it being paraphrased. The best paraphrasing
attempt still does not make you the owner of the idea and it must
always be referenced.

149
D. Providing false/non-existent references

This could include, inter alia, footnotes that contain false or non-
existent references, for example, URL’s of websites, authors, sources,
page numbers, and etcetera and constitute acts of plagiarism.

E. Using the written assignments/essays/research papers or

tutorials answers of another student(s)

Using a fellow student’s (or students’) written assignment(s)/essay(s)

/research paper(s), tutorial answer(s) or any part thereof, of any prior
or current year of study, with or without the student’s (or students’)
consent and presenting it as your own work constitutes plagiarism.
This occurs, for example, when a group assignment/essay/research
paper is submitted under the false pretence that it is your own work.
Collaborating on the group assignment/essay/research paper in itself
is not an act of plagiarism but the fact that you submit the group’s work
or any individual group member’s work under your own name and,
more importantly, as your own work/ideas amounts to plagiarism.
Similarly, using a fellow student’s (or students’)
assignment/essay/research paper/tutorial answer, or any part thereof,
of any prior or current year of study, with or without the student’s (or
students’) consent and presenting it as your own work also constitutes
plagiarism.

Note: Be careful with how you share your work with fellow students so
that you do not enable them to pass it off as their own. E.g., do not
share your work in an electronic format.

150
3 Recommendations and techniques on how to avoid
plagiarism

31 Planning your assignment/research paper is the first step to

avoid plagiarism. By planning ahead you know that you will be
using sources other than your own ideas and can therefore
already start to plan how you will incorporate these sources
into your assignment/essay/research paper.
32 Take notes while conducting research and record your
sources accurately and completely. You could even include
notes to identify whether you intend to use a source verbatim
or by paraphrasing so that you would remember to insert
quotation marks in the case of verbatim use. This is very
important!

33 Do not copy and paste any content from your research directly
into your own assignment/essay/research paper. Rather
make notes on a separate document and record the source
accurately.
34 Where possible, print your sources so you can refer to it again
later, or save them in a folder on your computer using the
author and title of the source as a file name.
35 Read your researched sources repeatedly until you
understand them and how you want to use them in your own
assignment/essay/research paper. When you then
paraphrase or summarise, do so without referring back to the
original source but remember to still acknowledge the
source(s).

151
36 Err on the side of caution - when you are unsure whether an
idea in your essay / research paper is your own or originated
from a source you have read, rather cite the source.
37 Refrain from reading a fellow student’s (or previous year’s
student’s) assignment/essay/research paper for “inspiration”.
38 Learn how to paraphrase properly.
39 When you translate a source, remember to reference the
source and to add [my translation] after the translated text.
3 10 If you are unsure whether to reference a source, ask your
lecturer, the lecturer’s assistant or a writing consultant.
3 11 Use Turnitin. It will identify those sections in your work where
you have used sources from elsewhere and you can make
sure that you have referenced those sections accurately.
Remember, avoiding plagiarism is not only about ensuring you uphold
the ethical standards associated with academic research – doing
things properly will make you a better researcher. Accurately citing
and utilising varied sources in your research adds substance and
authority to your work. Academic research generates new and original
ideas. You will only be able to generate those ideas by building on the
work of others – the very thing that you have to reference!

Do not be surprised if, by following these guidelines strictly, very little

of your research appears to be “original”, in that most of your
sentences are followed by footnotes. This is perfectly acceptable on
undergraduate level. What is being assessed in your written research
is not so much whether you can come up with completely new and
original insights, but rather whether you are able to use and combine

152
existing sources to form a compelling, clear and well-substantiated
legal argument.
_____________________________

153
POLICY ON PLAGIARISM (IN SUPPORT OF ACADEMIC
INTEGRITY)

Policy governance

Document reference and

version number

Purpose Set standards of academic

conduct for the use of the work of
others and the reuse of one’s own
published work; promote
academic integrity.

Document type Policy

Commencement date 1 December 2016

Date of next review 2021

Revision history Revised Policy. Second Version.

The original Policy “Stellenbosch
University Policy on academic
Integrity: The prevention and
handling of plagiarism” was
approved by SU Council in 2009.

Policy ownership

154
 Policy Owner37 Vice-Rector: Research,
Innovation and Postgraduate
Studies1 and Vice-Rector:
Learning and Teaching

Policy custodian Senior Directors: Research and

Innovation and Learning and
Teaching Enhancement

Date of Approval 28 November 2016

Approval by Stellenbosch University Council

Key words Academic integrity, plagiarism,

self-plagiarism

1. Introduction

The academic activities of a university entail the exposure of

academics and students to the ideas, written material and various
intellectual and creative products of fellow students, colleagues and
other scholars. At the same time, a process of critical evaluation is
required to place this information in context and to make new or
original inputs or syntheses that address contemporary international
and local questions.

37 The Vice-Rector (Research, Innovation and Postgraduate Studies) will

assume responsibility as Policy owner at an institutional level, recognising that
this Policy is as relevant to teaching and learning as it is to research.
155
The original contribution to work presented by a person as part of an
academic activity can only be evaluated if it can be distinguished
clearly from the contributions of others or the author’s own earlier
work. This is done by acknowledgement and referencing. By not
following these conventions, the integrity of the academic work at a
university is undermined. The representation of work (words, ideas,
creations) of other people as the writer’s own is plagiarism. The re-use
of one’s own previously presented or published work, without
disclosure or adequate referencing, is now widely viewed as self-
plagiarism.

The University must ensure that mechanisms are in place that

promote academic integrity and eliminate plagiarism. At the same
time, it is important that plagiarism cases be dealt with in a consistent
and fair manner. Consequently, it is essential that the University have
a policy and procedures in place to intercept these aspects of
misconduct and to create a framework within which it is possible for
staff and students to write and publish.

This Policy should in particular be read together with the Procedure

for the investigation and management of allegations of
plagiarism, henceforth referred to in this Policy as “the Procedure” in
support of the Policy, but not as part of it. Other important documents
that should be read together with this Policy include the Guideline for
avoiding plagiarism, the Policy for responsible research conduct
at Stellenbosch University (SU), the Policy in respect of
exploitation of intellectual property, the Disciplinary code for
students of SU, the Disciplinary code for staff of SU, the
Procedure for the investigation of allegations of breach of

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research norms and standards, as well as any other University
policies and guidelines that may be applicable.

2. Application of Policy

This Policy applies to the academic activities of the University and by

implication, all those involved in these activities.
This Policy is intended for institutional use and does not confer any
rights or privileges to a third party.

3. Definitions

In this Policy, the following words will carry the meaning ascribed to
them below.

3.1 Academic activity: Any activity that contributes to or is part of the

broad academic project of the University. This includes all activities in
teaching and learning, research, writing and publishing and
community interaction.

3.2 Acknowledgement: Reference indicating the source of previously

expressed ideas or published material and the details of the
publication.

3.3 Affected area: Any faculty, department or other environment

within the University that may need to manage plagiarism.

3.4 Member: Any person permanently employed or under contract to

the University, registered students, and any others engaged in
academic activities falling under the jurisdiction of the University; joint
staff employed by the Western Cape Department of Health and SU

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and also any person formerly in any of the aforementioned categories,
whose work remains associated with the name of SU.

3.5 Plagiarism: The use of the ideas or material of others without

acknowledgement, or the re-use of one’s own previously evaluated or
published material without acknowledgement (self-plagiarism).

3.6 Self-plagiarism: The re-use of one’s own previously evaluated or

published material without acknowledgement or indication thereof.

4. Purpose of the Policy

The purpose of this Policy is to support the academic integrity of the

University and its members and to reinforce the value system of
Stellenbosch University as an ethically responsible institution.

5. Practical objectives of the Policy

The practical objectives of this Policy are to define plagiarism and to

provide a framework for identifying and avoiding plagiarism and
managing instances of alleged plagiarism.

6. Principles of this Policy

6.1 No person(s) participating in the academic activities of the

University should commit plagiarism or self-plagiarism.

6.2 Honesty and transparency are two core values that must be upheld
when participating in the academic activities of the University.

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6.3 All students, staff and affiliates are obligated to act ethically and in
the best interests of the University at all times.

6.4 All cases of plagiarism must be handled consistently according to

established processes, at either department, faculty or central
management level. These processes must comply with both this
Policy and the Procedure for the investigation and management
of allegations of plagiarism.

7. Determining plagiarism

Plagiarism is a form of wrongdoing, which can have serious

consequences for the person concerned. These consequences
include suspension or expulsion (in the case of a student) or dismissal
from the University (in the case of a member of staff). In addition,
criminal or civil legal proceedings could ensue.

Plagiarism covers a broad spectrum of wrongdoing, and for the

purposes of deciding at which level of University management an
allegation of plagiarism should be dealt with, the gravity of the
wrongdoing must be considered by taking into account all the
circumstances, including the following factors:

7.1 Blameworthiness (intent or negligence) of the person committing

plagiarism: Did the person commit plagiarism knowingly
(intentionally), or in circumstances indicating that he/she should
reasonably have known of the plagiarism (negligently)? A state
of blameworthiness (either intent or negligence) is required to
make a finding of plagiarism. To determine intent or negligence,
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 all the circumstances must be taken into account, including but
not limited to the following factors:

7.1.1 The extent of the plagiarism: How much of the work

presented as part of an academic activity constitutes
plagiarism, in relation to the part of the work constituting an
own intellectual contribution? Is the plagiarism contained
in the work so extensive that it is not possible to determine
or assess own intellectual contribution?
7.1.2 The importance of the academic activity: Did the alleged
plagiarism occur in a small assignment, a final thesis, or an
article submitted for publication?

7.1.3 Harmfulness of the plagiarism: The extent of harm that the

plagiarism has caused or can potentially cause to personal
and institutional reputation, taking into account all the
circumstances, including the seniority of the person
committing the plagiarism, the relevant academic activity
and the extent of the plagiarism.

7.1.4 Repeated acts of plagiarism.

It is the responsibility of the Dean of the Faculty or person(s) to whom

he/she has delegated the authority (for example Department
Chairperson or a ‘Plagiarism Advisor(s)’) to make an assessment of
the gravity of any alleged plagiarism, for the purposes of deciding on
the appropriate steps to handle such an allegation.

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 8. Management of allegations of plagiarism

The management of allegations of plagiarism must be appropriate to

both the academic status of the member and the academic setting of
the alleged plagiarism. Hence the University’s policy approach to
plagiarism is based on developing and fostering an awareness of
plagiarism and its ramifications, particularly among undergraduate
students and in the context of the University’s Learning and Teaching
Policy. This means that first-time junior offenders such as first year
students will be treated differently to repeat offenders, or students that
are more senior.
This does not mean that the University is lenient in its handling of
plagiarism; on the contrary, it creates a basis for the firm, consistent
and tenable treatment of cases of plagiarism, while acknowledging
that ignorance may well be a contributing factor especially when junior
students are involved.
The University creates an opportunity for the handling of suspected
instances of plagiarism in a decentralised manner. Certain cases will
be dealt with at the departmental level, while others will be dealt with
at faculty level or referred to the University's central disciplinary
committee for either staff or students, as set out in the Procedure for
the investigation and management of allegations of plagiarism.

9. Roles and Responsibilities

All members of the University are responsible for ensuring that they
understand and can fully comply with the requirements of this Policy.
The identification of the following roles and responsibilities does not
imply exclusive responsibility:
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9.1 All members of the University are responsible for ensuring that
they understand and can fully comply with the requirements of this
Policy at an individual level. A plagiarism declaration that is in line with
this Policy (See 11.) must accompany all written work submitted for
degree purposes at a post-graduate level. At the discretion of lecturers
and supervisors, all substantial work submitted for marking, including
assignments and essays should also include a plagiarism declaration.
Notwithstanding this requirement, students who submit work without
such a written declaration are in no way absolved from responsibility
for plagiarism and from compliance with the requirements of this
Policy.

9.2 All those engaged in teaching, including tutors, short-course or

diploma presenters, and all post-graduate supervisors, are
responsible for establishing mechanisms to create an awareness of
plagiarism and to facilitate the detection and consistent reporting of
plagiarism.

9.3 Supervisors of master’s theses and doctoral dissertations are

responsible for ensuring that adequate standards and procedures for
the avoidance of plagiarism have been met prior to submission of a
thesis or dissertation for examination. Notwithstanding this
requirement, the primary responsibility for avoidance of plagiarism and
for complying with the policy requirements remains with the student or
researcher, who will be held accountable should the work involve
plagiarism or in any other way fail to meet the required standards of
ethical conduct. Theses and dissertations must be submitted to the
Turnitin playground module (or other appropriate similarity detection

162
software) prior to submission for examination. The student and
supervisor should concur that the Turnitin or similar report is
acceptable.

9.4 Departments and faculties are responsible for creating an

awareness of the contents of this Policy as well as the Procedure for
the investigation and management of allegations of plagiarism and for
providing learning opportunities to all students and staff regarding the
avoidance of plagiarism and to keep a record of such activities and
attendance thereof.

9.5 Departments and faculties are responsible for establishing

processes for the detection, reporting and investigation of allegations
of plagiarism that are compliant with the University’s overarching
policy and procedures. Such processes could include an internal
memo containing the following information: Detail on the appropriate
use of Turnitin (or similar similarity-detection software) in a specific
environment; the identification of persons in a department who are
responsible for receiving allegations of plagiarism; and measures to
facilitate further investigation.

9.6 Examiners and moderators who suspect plagiarism in a submitted

workpiece are responsible for immediately alerting the departmental
chairperson of their suspicions. The allegation must be made in writing
to the departmental chairperson and supporting documentation, such
as an indication of the plagiarised source or a Turnitin (or similar)
report, should be provided.

10. Policy control and governance

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10.1 The Policy custodians (Senior Directors: Research and
Innovation as well as Learning and Teaching Enhancement) are
responsible for the policy’s formulation, approval, review,
communication, availability and monitoring. The Policy custodians are
also responsible for interpretation and guidance in respect of the
implementation of the Policy.

10.2 Faculty management is responsible for the implementation of the

Policy and specific control in their own areas.

10.3 The management in all affected areas is responsible for the

following procedures within their respective areas:

a. Sensitising and educating both students and staff on avoiding

plagiarism.

b. Managing allegations of plagiarism and breach of copyright in

accordance with the Procedure for the investigation and
management of allegations of plagiarism or the Procedure for the
Investigation of allegations of breach of research norms and
standards, if deemed appropriate. (The latter is used for example
if the allegation involves senior researchers or includes additional
allegations such as data fabrication or falsification).

11. Plagiarism Declaration (for use by students)

• I have read and understand the Stellenbosch University Policy on

Plagiarism and the definitions of plagiarism and self-plagiarism
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 contained in the Policy [Plagiarism: The use of the ideas or
material of others without acknowledgement, or the re-use of
one’s own previously evaluated or published material without
acknowledgement or indication thereof (self-plagiarism or text-
recycling)].
• I also understand that direct translations are plagiarism.
• Accordingly, all quotations and contributions from any source
whatsoever (including the internet) have been cited fully. I
understand that the reproduction of text without quotation marks
(even when the source is cited) is plagiarism.
• I declare that the work contained in this assignment is my own
work and that I have not previously (in its entirety or in part)
submitted it for grading in this module/assignment or another
module/assignment.

12. Supporting documentation

This Policy on Plagiarism (In Support of Academic Integrity)

is supported by:

Procedure for the investigation and management of allegations of

plagiarism
Guideline on the avoidance of plagiarism

13. Related documentation38

38 These include the most significant related documents and would need to be
correlated with other policies and processes to ensure alignment.

165
 Significant related documents include:

Item Name Status Custodian

# Division
1.2. Policy for Responsible Approved Division for
Research Conduct at Research
Stellenbosch Development
University
1.3. [SU Framework policy Proposed To be
on academic integrity] developed
1.4. Procedure for the Under Division for
investigation and development Research
management of development
allegations of
plagiarism
1.5. Procedure for the Approved Division for
Investigation of Research
allegations of breach development
of research norms and
standards
1.6. Disciplinary Code for Approved Human
Staff of Stellenbosch Resources
University
1.7. Disciplinary Code for Approved Legal services
Students of
Stellenbosch
University

166
1.8. SU Risk Management Approved Risk and
Committee Security
Regulations Services
1.9. SU Remuneration and Approved Human
Performance Resources
Management Policy
1.10. SU Policy in Respect Approved InnovUS
of Exploitation of
Intellectual Property

167
ABBREVIATIONS OF SOUTH AFRICAN LEGAL SOURCES

1 South African legal sources

If the abbreviation for your specific journal is not present in this list,
please remember to research the abbreviated name. Often it is readily
available on a simple search engine such as Google.

AA Butterworths Arbitration Awards

AD Appellate Division
All SA LR All South African Law Reports
ALR African Law Review
AN Administrator’s Notice
ASIL American Journal of International Law
ASSAL Annual Survey of South African Law
BCLR Butterworths Constitutional Law Reports
BLLR Butterworths Labour Law Reports
BML Businessman’s Law
BN Board Notice
BP Burrell’s Patent Law Reports
Comparative and International Law Journal of
CILSA
South Africa
CLD Commercial Law Digest
CON Consultus
Con Bulletin Conveyancing Bulletin
DJ De Jure
DR De Rebus
EL Employment Law

168
GenN General Notice
GN Government Notice
ILJ Industrial Law Journal
ILR Industrial Law Reports
INS TAX Insurance and Tax
ITC Income Tax Cases. The SA Tax Cases Reports
ITR Income Tax Reporter
JJS Journal of Juridical Science
JOC Judgments on Copyright
JOL Judgments on Line (LN Butterworths)
JSCD Juta’s Supreme Court Digest
LAWSA Law of South Africa
LLD Labour Law Digest
LLN & CR Labour Law News and Court Reports
Mag Magistrate
MB Modern Business Law
MBR Moderne Besigheidsreg
Med Medii Meditiones Medii
MJHRT Monitor: Journal of the Human Rights Trust
MN Municipal Notice
NULSR Natal University Law and Society Review
PAB Publication Appeal Board Reports
PH Prentice Hall Reports
PN Provincial Notice
Proc Proclamation
RM Responsa Meridiana
SAHRLLY SA Human Rights and Labour Law Yearbook
169
SAILJ SA Insurance Law Journal
SAJHR SA Journal on Human Rights
SALJ SA Law Journal
SALLR SA Labour Law Reports
SALR SA Law Reports
SALT SA Law Times
SA Merc J SA Mercantile Law Journal
SAPL SA Public Law
SAS SA Journal of Criminal Justice
SASK SA Tydskrif vir Strafregpleging en Kriminologie
SASV SA Strafregverslae
SATC SA Tax Cases Reports
SATJ SA Tax Journal
SATR SA Tax Review
SCD (Juta’s) Supreme Court Digest
Stell LR Stellenbosch Law Review
TaxPl Tax Planning
Tydskrif vir Hedendaagse Romeins-Hollandse
THRHR
Reg
TM The Magistrate
TRLJ Transkei Law Journal
TRW Tydskrif vir Regswetenskap
TSAR Tydskrif vir die SA Reg

2 Useful links for finding abbreviation of legal sources

170
 Cardiff Index to Legal http://www.legalabbrevs.cardi
Abbreviations ff.ac.uk
Legal Abbreviations http://www.legal-
abbreviations.org
Oxford University Press: List of http://global.oup.com/uk/acad
Abbreviations for legal materials emic/authors/lawspecific/listo
fabbreviations/
University of Washington: http://lib.law.washington.edu/
Bluebook Abbreviations cilp/abbrev.html

3 Books in the library on legal abbreviations

31 D Raistrick Index to legal citation and abbreviations 3 ed

(2008).
32 II Kavass & M Miles Prince (eds) World dictionary of legal
abbreviations 6 ed (1991).
33 NM Ferreira & KE Breckon South African legal abbreviations
(1999).
34 C Fong & AJ Edwards Australian and New Zealand legal
abbreviations (2008).

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