Chapter 4 — Academic writing | Bachelor's Privacy and data protection

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Chapter 4 — Academic writing

Lesson map

Lesson 04 published. Map, example, EX010.

flowchart TD
  N0["Learning outcomes"]
  N1["4.1 The essay question"]
  N2["4.2 Citing properly"]
  N3["4.3 Description and argument"]
  N4["4.4 Counter-arguments"]
  N5["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> N5
  N5 --> EX["Worked example"]
  EX --> Q["Exercise EX010"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["4.1 The essay question"]
  N2["4.2 Citing properly"]
  N3["4.3 Description and argument"]
  N4["4.4 Counter-arguments"]
  N5["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> N5 --> Q["EX010"]

[Learning outcomes]
    |
    v
[4.1 The essay question]
    |
    v
[4.2 Citing properly]
    |
    v
[4.3 Description and argument]
    |
    v
[4.4 Counter-arguments]
    |
    v
[Synthesis]
    |
    v
[Worked example] --> [Exercise EX010]

Learning outcomes

You will (1) write an argued essay on a privacy question; (2) cite legal and academic sources properly; (3) distinguish description from argument.

4.1 The essay question

Elena's first essay asks: should schools publish photographs of pupils on public websites? She must take a position and support it. She researches the GDPR provisions on lawful basis and consent, including Article 8 on children's consent for online services, and reads academic work on children's privacy. She decides to argue that schools may publish photographs only with clear, specific consent from parents and, as children grow older, from the children themselves, and only where the purpose is meaningful. Her thesis states this in one sentence.

4.2 Citing properly

Dr. Asante teaches citation. Laws are cited by article and number, such as Regulation (EU) 2016/679, Article 6. Academic works are cited with author, year and title, and a reference list gives full details. Elena checks every citation against the original source rather than copying from secondary summaries. She finds that one blog misquotes the GDPR, saying that consent is always required for photographs. Citing the original text lets her avoid repeating the error and strengthens her argument. The source was a school blog.

4.3 Description and argument

Elena's first draft describes the law at length but argues little. Dr. Asante marks paragraphs that only describe. She revises so that each paragraph makes a claim, gives evidence and explains how the evidence supports the claim. For example, she argues that consent for photographs is meaningful only if refusal has no consequences, because the EDPB consent guidelines say consent must be freely given. The revised essay is shorter but more persuasive. Her first draft listed rules; the second explains why each one protects pupils.

4.4 Counter-arguments

A strong essay addresses objections. Elena considers the argument that photographs celebrate achievements and build community. She accepts the value but argues that internal newsletters and password-protected pages can achieve the same purpose with less exposure. She also considers that older pupils may want their achievements shown. She concludes that children's own views should carry growing weight with age. Addressing counter-arguments, she learns, shows the reader that the position survives scrutiny rather than ignoring it. One counter-argument concerns school traditions. Her reply cites the law.

Worked example

Elena argues that school photographs need clear, specific consent with growing weight for children's views, cites the GDPR and EDPB guidance directly and answers community-building objections.

Synthetic case. The essay is synthetic; GDPR Articles 6 and 8 and EDPB Guidelines 05/2020 are real.

Errors and limits

Consent is one lawful basis among several; schools may rely on others for some processing.

Exercises

EX010 — Original sources. Why check citations against the original legal text? Rubric: 3 = secondary sources can misquote, as a blog did on photo consent;; 2 = mentions accuracy;; 1 = trusts blogs;; 0 = none.
EX011 — Paragraph structure. What should each argued paragraph contain? Rubric: 3 = a claim, evidence and an explanation linking them;; 2 = two;; 1 = description;; 0 = none.
EX012 — Answering objections. How does Elena answer the community-building objection? Rubric: 3 = internal or protected channels can achieve the purpose with less exposure;; 2 = mentions alternatives;; 1 = ignores;; 0 = none.

Synthesis

Chapter 4 builds argument. Chapter 5 develops security literacy.

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