Wednesday 6 September 2017

22750 Task


US22750 Version 4: Write a crafted text for a specified audience using researched material in English for an academic purpose
Level 4                                                   6 credits

English for Academic Purposes unit standards are designed to assess a candidate’s readiness to study at undergraduate level.

People credited with this unit standard are able to write a crafted text for a specified audience using researched material in English for an academic purpose.

In this assignment, you will select (in consultation with Ms Quick) a topic or assignment from another subject and develop the essay or report to the standard needed for US22750.

The draft for this assessment is due Monday 18 September.  This draft should be submitted as a google doc, with commenting rights given to Ms Quick.  While you are on study leave, Ms Quick will give you feedback on the draft.  

The final copy of this assessment is due on Friday 29 September (the last day of Term 3).  Your final copy of the assessment should also be submitted as a google doc, with commenting rights for Ms Quick.


PERFORMANCE CRITERIA: You will be assessed against the seven performance criteria as below.  You must meet all of these criteria to achieve this standard.

1.1 Writing addresses and develops the topic in a manner appropriate to audience and academic purpose.

1.2 Ideas are developed and display a broad knowledge base to achieve the purpose of the discussion.

1.3 Text structure has clear overall progression, paragraphing and some effective use of cohesive devices.

1.4 Writing uses a formal style appropriate to the academic context.  Style includes but is not limited to – lexical and grammatical features, and a variety of sentence structures.

1.5 Writing makes consistent use of appropriate lexical and grammatical forms throughout the text.

1.6 Writing integrates source material.  Integration includes but is not limited to direct quotation, paraphrasing, summary, analytical interpretation, synthesis, and informed judgment.

1.7 Source material is acknowledged.  This includes but is not limited to – in-text citation, and a reference list.  Acknowledgment must be in accordance with APA referencing, as per these guidelines.


Guidance Information

1 Candidate is required to write one text of a minimum of 800 words.

2 Candidate’s writing may contain inaccuracies in surface features, but these do not interfere with meaning.

3 Candidate’s writing competence must be assessed after they have been given the opportunity to edit and proofread their work.  Drafting should be submitted to the teacher for general guidance only.  General guidance is to direct a candidate back to given performance criteria.  It is not to identify specific errors of content, grammar, sequence, or discourse.

4 Resource material used by the candidate must be attached to the completed assessment.  All resource material used must be in English language.

5 Definitions
A crafted text refers to an academic writing task, such as – essay, paper, report.
Academic purpose refers to answering a research question which may include but is not limited to – comparing, contrasting, problem solving, discussion, argument.
Broad knowledge base means candidates must have drawn upon source materials of sufficient complexity of content.
Ideas are developed refers to the skills of clarifying and expanding upon ideas, and drawing conclusions e.g. incorporation of theoretical concepts, analytical interpretation, making informed judgments.
Formal style refers to vocabulary, grammar, and sentence structure common in academic writing.  It does not usually contain slang, colloquialisms, contractions etc.
Surface features refers to grammatical accuracy, lexical forms, punctuation and spelling.



Additional supporting materials (guidance & an exemplar) have been given out in class.

Wednesday 9 August 2017

Using EPIC

Go to the school website, then to "students," then to "library," and click on "Epic."  Then choose
and use the search function to find an article which is of personal interest to you or is relevant to your study or your future study.

Tuesday 8 August 2017

T3w3 focus on research

Learning objective: to understand the role of research in academic writing
Success criteria:
1. We can define research.
2. We can identify possible topics for study
3. We can describe the key ideas in a text

Two possible topics for our practise research and writing: the advantages and disadvantages of the prison system in New Zealand OR the ideal school system.

We looked together at an article by a US university student Heather Schmitt on her observations on visiting schools in Cuba.

Then we looked at academic language in the article which was challenging, but could be found in many academic articles on different topics:
preconceived
rigorous
consensus
multicultural
acquisition
facet
aptitude

Sunday 23 July 2017

T3w1 focus on equality

Learning objective: to accurately process written texts into key information and supporting information
Success criteria:
1. I can paraphrase with confidence
2. I can identify key information in a text
3. For each piece of key information, I can identify two pieces of supporting information

This week we are looking at equality, and the debates about equality in New Zealand.  This topic will form the basis of our third listening skills assessment, and of our first academic writing project for the term.

Monday is all about identifying the hot topics around equality in New Zealand.  Questions which have provoked a lot of debate about equality in New Zealand in the past include:

  1. Should women have the vote?
  2. Should the terms of the Treaty of Waitangi be respected?
  3. Should religion be part of school education?
  4. Do men and women's sport get equal coverage and sponsorship in New Zealand?
  5. Should it be legal for adults to have consenting sex with their partner of choice?
  6. Should people of all sexual orientations be able to marry?
  7. How should tax money be spent so that people get equal health care no matter where they live in New Zealand?
I have created a table for you to each complete on this.  I have smart-shared this document to your EAP313 folders, and have printed versions for those who prefer to handwrite.

Wednesday 28 June 2017

Dr Rangi Matamua on Matariki


Maori astronomer Dr Rangi Matamua on Matariki.  Please listen to this interview, and make notes, organising your notes according to key information and supporting information.  Then I would like you to write a summary of what you have learnt and explain why this knowledge is special and important in New Zealand.

Wednesday 21 June 2017

Why you should care about whale poo

Learning objective: To use note taking and processing skills to create a review of the TED talk "Why you should care about whale poo"

Success criteria:
1. We can take notes on the key and supporting information in the talk
2. We can identify five examples of specialist vocabulary and define them.
3. We can write a review of the talk

Asha de Vos, Why we should care about whale poo

Guidelines for writing a review
Introduction: name of presenter and title and what the purpose of the talk is.
Paragraph one: Summarise what we learn about whales
Paragraph two: Explain why humans will benefit from whale poo and whale carcasses
Conclusion: how convinced were you by this talk, and why (relevance to you, level of scientific knowledge, quality of evidence, techniques to make you interested)

Tuesday 6 June 2017

News of the world from EAP313

Learning objective: we can listen to world news and process the information to communicate it to a new audience.
Success criteria:
1. We can identify key information and supporting information in an oral text

2. We can synthesise the information to create a 150 word summary.

3. We can create a new text (oral or written) to share this information with Greymouth residents who have not been listening to the news recently.  It could be a podcast, or an article for the Grey Star, or a blog post for a local readership.

It's been an interesting (and sobering) week in world news.  Today we are going to practise our listening skills and then reflect on the content and repackage it for a new audience.

Do now question: Where could we look for oral sources of information?
Paste the links you find on this padlet.

Monday 29 May 2017

What do we need to learn?


Rutger Bregman: Poverty isn't a lack of character; it's a lack of cash

Rutger Bregman:

Poverty isn't a lack of character; it's a lack of cash



The purpose of listening to Bregman is to identify the effects of poverty and a possible solution.

Analyse = Recognise the key information (main ideas)
Consider the supporting information and decide how relevant and convincing it is

Task:
  1. Listen to the TED talk.
  2. Write down the key information and the supporting information in columns 1 & 2.
  3. Listen to the TED talk again.  
  4. Add additional information that you notice and then complete the third column of the table.
  5. Underneath the table, write your own views on the topic, and the advantages and disadvantages of Bregman’s proposed solution.  Use examples from the talk to develop your argument.

Key information
Supporting information on this topic
How this topic is relevant to the purpose of identifying the effects of poverty and a possible solution..


































































































Write your own views on the topic, and the advantages and disadvantages of Bregman’s proposed solution.  Use examples from the talk to develop your argument.


Tuesday 23 May 2017

Taking notes: the best pizza & science supporting industry

Learning objective: we are learning to make notes from a radio interview
Success criteria:
1. We can identify the purpose for listening.
2. We can create notes showing key information and supporting detail.
3. We can summarise the interview and present it to a new audience.

Here is Kathryn Ryan's interview with Frank Pinelli.

We talked about laying out our notes so that the key information is against the margin and the supporting detail is indented underneath.  It's okay, good even, to leave lines between key ideas so that we can recognise the main ideas and supporting detail easily at a glance.

After listening and taking notes, our final task is:
Write a 100-200 word article on Frank Pinelli's thoughts on the best pizza.  Aim for an article that can be published by the Grey Star.

Next: Top Scientists team up with New Zealand industry

Tuesday 16 May 2017

Faster Better Stronger part 2

Yesterday we watched David Epstein's TED talk on improving athletic performance over time, and worked on selecting key information, supporting information and then analysing the relevance of each section to the purpose of listening.

Today we are working on recognising the key idea which Epstein is discussing when he mentions each of the athletes and other topics in our worksheet.  Once we have renamed the key information, it becomes easy to write our sentences analysing how relevant each topic is to the purpose of our listening.

For example, the discussion of Jesse Owens and Usain Bolt is actually about track technology.  It shows that one reason athletes are improving is because track technology has improved dramatically.  The changes in track technology account for a big part of the difference between the run times of Owen and Bolt.

Our next step, after we have completed the table, is to write a summary of Epstein's argument, and to explain how each topic contributes to the argument.

Monday 15 May 2017

Listening comprehension: Are athletes really getting faster, better, stronger?

Today's activity is all about listening comprehension.  You will get a printed version of this task in class.


Monday 8 May 2017

Listening activity: Jamie Drummond

Today we are looking at Jamie Drummond's presentation: "Let's Crowdsource the World's Goals."  The accompanying activity will be given to you in class to complete.


Wednesday 3 May 2017

New term, new learning focus

This term we are all about speaking and listening skills.  Earlier this week we looked at a range of TED talks presented by people under 20, and considered the purpose of each talk, our expectations based on the blurb, and evaluated the extent to which the actual talk met our expectations.  We practised taking notes on what we listened to.

Yesterday and today, we worked in small groups to identify a TED talk and write or present a review on it.  Our learning objective in this is to build our skills at identifying the purpose of a text, describing the main ideas and appropriate supporting evidence in oral texts and to evaluating the purpose of a text and then how effective it was.

Review checklist:

  • Title and presenter of the talk
  • Your purpose in watching the talk (e.g. the learn about how fashion changes)
  • What the talk is about - 3 main points, with supporting examples
  • Did the talk meet your expectations?  Include strengths and weakness of the talk.
  • Who would you recommend it to?

Monday 13 March 2017

Practice assessment: focus on immigration issues

Today we are preparing for our first assessment in reading (US22751).  The text topic is immigration.

Discuss:
1. What is immigration?
2. What are some of the opinions about immigration into New Zealand that you have heard (e.g. at school, in the news, at home)?

Some resources which were useful at our shared discussion time include
Newshub report on benefits of immigration outweighing the costs (Jan 2017)

Knowing what 'right wing' and 'left wing' mean is also useful for our practice assessment text.

This article looks at costs relating to immigration in NZ.

What about this damning commentary on New Zealand workers?

Wednesday 8 March 2017

EAP: the news bulletin

Today we are pulling together the research we have done on the topic of texting and driving.  Each group will create a news bulletin on the topic of texting and driving.  Your news bulletin will:

  • present the issue of the dangers of texting while driving, including
  • the academic research from Canada
  • Oprah Winfrey's work on reducing texting while driving in the US
  • the research on the problem in New Zealand
  • a local perspective based on your own experiences and observations.
Your bulletin will be 3-4 minutes long.  You can use your phone or borrow a device to create your recording.  

Tuesday 7 March 2017

Texting & driving #3

Task one: complete table, including the implications section.

Task two: write a summary of the article (3-4 sentences) and make recommendations for next steps  on the topic of texting and driving.

Task three: Fatal Distraction.
Do NOT read this article.  Instead, highlight only the title, the subheadings and the bolded sentences at the beginning of the paragraphs in the "Discussing the Risks" section.  Read only the words/sentences that you have highlighted.

1. Based on the information that you have highlighted and read, what is this article about?  (3-4 sentence answer

2. Look at the information and the top and bottom of the first page. Where is this published and why are some words in French as well as English?

3. How much research have the authors done for this article, and how can you tell?

4. Now read the entire article, and focus particularly on the conclusion.  What conclusion do the authors make which is similar to that of Oprah Winfrey on the same topic?

If you finish this work, you are welcome to work on your other class work.

Monday 6 March 2017

Text-and-drive ban ignored

Text 2 in our series on texting while driving is by Michael Forbes from the Dominion Post (a Wellington newspaper), published on stuff.co.nz
Activities:

1. This article has been formatted without paragraphs, a common strategy for newspaper articles where the columns are narrow.  Using large brackets, put this article into paragraphs.

2. Fill in the table below:

Source of information
statistic(s) or statement
Implication of this information


















Tuesday 28 February 2017

Literal, implied & inferred meanings

Today we are looking at how the terms on-between-beyond the lines relate to the terms used in the US22751.
on the lines = literal meaning
between the lines = implied meaning
beyond the lines = inferred meaning

We also talked about how the terms relate to SOLO thinking.
on - literal - multistructural
between - implied - relational
beyond - inferred - extended abstract

For the following statements, decide whether they are true or false, giving evidence from Oprah Winfrey's text to back up your position.
1. Oprah Winfrey thinks her staff are lazy,
2. The problem with texting and driving in the 21st century is very similar to the problem with drinking and driving in the late 20th century.
3. Oprah's position as a famous person makes her more influential on this topic.

Monday 27 February 2017

Texting & driving

Learning objective: To describe and evaluate the key concerns around texting and driving, drawing on three texts.

Success criteria:
1. We can describe the main ideas each article
2. We can explain the writer's perspective and how they develop their ideas.
3. We can evaluate the impact of each article on our understanding of the scale of the texting-while-driving problem

Do now: brainstorm the risks associated with two activities:
1. cell phone use
2. drinking alcohol

Text one: Dnt Txt N Drv by Oprah Winfrey April 24, 2010, The New Yorker.
Read this article and answer the following questions:
1. What style of writing is the title of the article written in, and why?
2. Define the word "anecdote."
3. In your own words, summarise the anecdote which Winfrey starts the article with.
4. Copy the rhetorical question used in the article and explain what the effect of this technique is.
5. What country do the statistics used in paragraph two refer to?  What clues in the article helped you to decide this?
6. Who is Erica Forney and how is she important to Winfrey's message on driving and texting?  Why has Oprah emphasised Erica's age and closeness to home at the time of her death?
7. Find the example of alliteration in paragraph three.  What does it emphasise?
8. What key statistic supports Winfrey's claims that driving while texting is a serious problem?
9. Find the parallel construction in paragraph six.  What is the message in this sentence?
10. What is the main message in paragraph seven?
11. When Winfrey says "give it up" in paragraph eight, what is she referring to?  What different habit is more usually associated with the phrase "give it up"?

Wednesday 22 February 2017

The teenage brain

Today we all went to a seminar by Nathan Mikaere-Wallis on the teenage brain.  We will start the lesson by writing down what we remember from the session, and what the implications are for each of us.  For anyone who missed this high quality research-based seminar, this Radio New Zealand interview with Nathan will help you catch up.

We discussed the research which Nathan presented, and the possible implications of the research.  We learnt what "peer-reviewed research" is.  We also looked at what the word "radical" means.  To act on Nathan's research would require a radical change to New Zealand's binge drinking teenage culture.

Monday 20 February 2017

Tourism in New Zealand


This week we are using a text from the NZ Listener which explores the impact of increasing tourist numbers on New Zealand. We will use this article to develop our skills in recognising key information, summarising and interpreting statistics and considering possible perspectives on this challenge.

Text first published online here, which is where you can see the photograph slideshow. The text below is an exact copy of the article, with images and image captions removed. At the end of the article is a range of questions on each page for you to answer. The page numbers refer to the printed edition that everyone has been given.

Questions to complete before reading the article:
  1. What do you know about the growth of tourism in New Zealand in recent years?
  2. What does the title of the article suggest about the effect of the growth of tourism in recent years?
  3. Looking at the photograph slideshow, what do you think makes New Zealand an attractive place to visit?

Are there any clever solutions to New Zealand's tourist boom?

by Rebecca Macfie / 28 January, 2017


For a glimpse through New ­Zealand’s tourism shop window to the promise of unrivalled natural beauty, follow the hashtag #nzmustdo. On Twitter, Facebook and Instagram, tourists do our marketing for us, posting glorious images that help sell the 100% Pure New Zealand “product” to the world.


A long, empty road winds along the shores of Lake Wakatipu; on a lonely beach by a picture-perfect Lake Pukaki, two tiny figures hold hands; at a serene and splendid Milford Sound, not a soul is to be seen; a handful of visitors tread barefoot through the golden sand of a beach in the Abel Tasman National Park.
In a crowded and increasingly urbanised world, the images tell a story of wilderness and tranquillity, and of the opportunity to connect with the natural environment. But after a succession of boom years in the ­tourism industry, peace and solitude in some of New Zealand’s most prized landscapes are becoming scarce commodities.
This country, as Tourism New Zealand marketing director Andrew Fraser points out, is “hot”. As 2016 drew to a close, the industry was expecting to have welcomed a record 3.5 million overseas visitors. There is talk of four million by next year. For his parting shot, outgoing chief executive of Tourism New Zealand Kevin Bowler told an audience in Queenstown in October that at the present growth rate, the number would reach almost seven million by 2023 – much higher than the official projection of 4.5 million by 2022.
Anyone who has been on the road around New Zealand in recent months has seen evidence of the tourist bonanza: the car park and roadside at the entrance to Punakaiki’s Pancake Rocks on the West Coast crammed with rental cars and campervans, even in the off season; visitors queuing for selfies at the tiny Church of the Good Shepherd in Tekapo; every bed in small holiday towns such as Takaka booked out for months on end; freedom campers parked under the pine trees on the shores of Lake Pukaki.
Facilities in hotspots are bursting at the seams. During the peak of the 2016 summer season, 3100 visitors turned up at Milford Sound on a typical day, and as many as 4000 at the busiest times. Basic Department of Conservation campgrounds along the ­Milford road – serviced by nothing more than a handful of toilets – hosted 55,000 campers last year.
Robin McNeill, a former Federated Mountain Clubs president, recalls staying at the New Zealand Alpine Club’s Homer Hut one night and finding the building surrounded by campervans. Their occupants explained that they’d wound up there because every other campsite along the Milford road was full. It remains to be seen whether an $800,000 upgrade and expansion of DoC’s Cascade Creek campground on the Milford road will meet the ever-growing demand.

Too much of a good thing

New Zealanders wanting to visit their own country are increasingly finding themselves crowded out of iconic locations. Fancy taking the kids on the world-famous Milford Track in the summer holidays? Last year, the huts were booked out for January in just three hours. More than two-thirds of those who complete the walk are international tourists, and on the Kepler and Routeburn tracks the proportion is over 70%. The number of people on the Great Walks in the 2015/16 season was up 48% on four years earlier. Across the nine Great Walks, 60% of users are foreign tourists.
What about an alpine experience – a climb up to Mueller Hut in Aoraki/Mt Cook National Park, perhaps, or Avalanche Peak in Arthur’s Pass National Park? Get in the queue. Mueller Hut – with 28 bunks – is a four-and-a-half-hour grunt, but last year 3500 people made the trip, 39% more than a decade ago.
Not so many years ago, a climb up Avalanche Peak would guarantee a day out with only the kea for company, but these days it’s common to have 100 or so people making the steep three- to four-hour trek, bunching up on the summit to eat their lunch and pose for photos. Some ill-equipped day walkers have been known to blindly follow overnight trampers along the exposed adjacent ridge and down a steep scree slope into the neighbouring Crow Valley. Incidents of dehydration and people being caught out after dark are not uncommon.
The three-hour Hooker Valley walk in Mt Cook National Park – where DoC spent $1.7 million upgrading the track in 2015 – attracted 82,000 people last year, according to DoC director-general Lou Sanson. More people means more demand for toilets and space to park cars and campervans.
Nowhere is the pressure of the tourism boom more evident than on the Tongariro Alpine Crossing. The numbers doing this day walk through the spectacular volcanic landscape of the North Island’s Central Plateau have been growing at a compound rate of 9% a year, and have gone from 60,000 in 2007 to an expected 130,000 in the 2016/17 season. On a typical day, the numbers reach 1500, and on three days last season, more than 2000 people completed the 20km walk. More than three-quarters of those doing the track are international visitors.
“It’s one of those places we are strangling the breath out of,” says Bubs Smith, of Ngati Hikairo ki Tongariro, one of 28 hapu within Ngati Tuwharetoa. The ancestral boundary of Smith’s hapu includes the Lake Rotoaira basin, Tongariro Forest and the northern portion of Tongariro National Park, including Tongariro and Ngauruhoe and the northern half of Ruapehu.

Rescue missions

Smith says with the huge growth in numbers on the track, more people end up needing to be rescued, and stories of ill-prepared walkers venturing into the alpine terrain wearing inadequate footwear and clothing are legion. He recalls two young men – whose knowledge of New Zealand’s natural environment appeared to be largely informed by watching the Lord of the Rings films – attempting the track in jandals.
“People think because it’s summer, it will be okay to do it in shorts and a T-shirt,” says Smith.
DoC boosted the number of toilets on the track in time for the current season, but not before the existing facilities were shown to be inadequate. Smith describes toilet paper littering the terrain for 20m either side of the track just after it enters the bush on the final downhill leg to the Ketetahi car park.
And the threat of eruption from ­Tongariro and Ngauruhoe is ever-present. “If the mountain blew tomorrow, hand on heart, we would not know how many people were on the mountain,” says Smith. DoC works closely with GNS to monitor volcanic activity, and an experimental early-warning system has been installed, but Smith says an eruption remains a “huge risk”.
In 2012, the Te Maari Crater vents on the northern flanks of the Tongariro massif erupted in August and November, and in October the same year, a small lahar poured from near the eruption site down to State Highway 46. The track, which runs within 2km of the vents, was ­seriously damaged and had to be closed. The larger of the two eruptions, in August, was fortunately in the off season and no one was hurt, but DOC technical adviser Harry Keys has described the event as a “major near miss”. Volcanic rock went through the roof of the empty Ketetahi Hut: had it occurred in the busy tramping season, there would certainly have been fatalities. There was also a near miss when four scientists left the vent just a few minutes before the smaller November eruption.
“We got away with it,” says Smith. “But we know Ngauruhoe is way overdue. It hasn’t erupted since 1975, and when you look at historic times, it has always ­averaged about every 25 years.”

Cap on numbers

He thinks the days of unlimited access to the Tongariro Alpine Crossing are over, and that some kind of booking system, with a cap on numbers at about 500 people a day, is essential. Indeed, it has been recognised for years that the pressure on the track is unsustainable, but growth has continued unabated. In 2007 – long before the current boom – a Government-funded report found the “social carrying capacity” of the track was about 550 people a day. Toilet waste, the effect on tracks and vegetation, and the cultural effect of large numbers of visitors in an area of huge importance to Maori were the key issues identified.
Sanson says DoC is having discussions with the hapu about limiting numbers, but his department has few tools at its disposal. The Conservation Act bars it from limiting access and charging for entry into national parks. The principal means of controlling visitor numbers is through a booking system for huts on the Great Walks and other hot spots, such as Angelus Hut in Nelson Lakes National Park. But the Tongariro Alpine Crossing is a day walk, so using hut bookings as a rationing tool is not available.
Options such as a “park and ride” system, where visitors would pay to park their cars and then be transported to the track end, are under discussion. This would generate revenue and could act as a de facto brake on the number of walkers. But Smith is well aware that such a system could provoke a backlash from New Zealanders who have an expectation of open access to their national parks and are likely to resent having to pay for road-end parking and being herded onto buses.
“We as Kiwis have this ethos that the parks are our parks, and we should be able to access them when we want to … Kiwis who are holidaying around Taupo expect to be able to wake up in the morning and decide to go and run off the Christmas pudding by doing the crossing. But we can’t please everyone, and whatever decisions we make, the poor old Kiwis will be a bit brassed off.”
Any move to limit numbers is also likely to face pushback from the 40-odd businesses that operate under guiding and transport concessions from DoC and whose livelihoods are tied to the growth in visitor numbers.

Tourism surge

Behind the scramble for solutions to crowding at places such as the Tongariro crossing and Milford Sound is a tourism surge that has caught the industry flat-footed. Chris Roberts, chief executive of the lobby group Tourism Industry Aotearoa, says the inbound tourism market has been growing at double-digit rates for the past two years, after relatively little growth in the years following the global financial crisis. “Cheap airfares, an 800,000 increase in the number of international airline seats into New Zealand since 2014, and growing numbers of middle-class Chinese, Southeast Asians and Indians with the money and desire to explore the world are behind the boom.” Roberts says worldwide tourism growth is running at about 5% a year, so New Zealand is well above the average.
The strong tourism sector has come to the rescue of an economy that might otherwise have been more severely knocked around by the dairy downturn, but many observers are now speaking of risks to the industry’s “social licence to operate”. Once regarded as an environmentally benign industry, and talked up by green groups who saw it as a job-rich alternative to extractive sectors such as mining and native-forest milling, it is now likened to “dirty dairying” by the likes of Forest & Bird advocacy and campaign manager Kevin Hackwell.
The rate of visitor spend has increased faster than the growth in numbers, suggesting the long-promised drive for higher-value tourism is having some success, but Hackwell challenges the assumption that a further 50% increase in numbers is good for the country, and says the industry has given little thought to how to manage the social and environmental downsides.

Small-town blues

Westland Mayor Bruce Smith looks with approval from his office window onto a Hokitika town centre abuzz with visitors, busy cafes, full motels and full employment. But in other small towns, tourism growth has far outstripped planning and investment. In the tiny Central Otago settlement of Tarras, on the busy route from the Mackenzie Basin to Queenstown, Wanaka and Alexandra, evidence of the tourism boom in recent years has came in the form of human excrement in the grounds of the 11-pupil primary school. Because the village has no public toilets, visitors would wander into the school grounds – often during class time – to relieve themselves.
Last year, the Government announced a $12 million infrastructure fund to help small rural councils whose facilities were groaning under the weight of numbers. It was widely acknowledged as inadequate for the scale of the problem, but one of the ­beneficiaries so far has been Tarras: the ­Central Otago District Council recently received $247,280 to help fund the construction of public toilets.
There is plenty for the tourism industry to be pleased about – not least the fact that it has surpassed dairying as the country’s biggest export industry – but the warm welcome traditionally offered to overseas holidaymakers may be starting to cool. After two years of rapid growth, high-profile ­stories of road crashes involving tourist drivers, controversy over litter and human waste from uncontrolled freedom camping and crowds in traditional Kiwi holiday spots, one in three New Zealanders is unhappy about the projected future growth in numbers, according to Tourism New Zealand’s latest Mood of the Nation survey.
“The proportion of Kiwis who think the current number of tourists is putting too much pressure on the country has almost doubled in the past year,” the survey found.
In Otago – home to some of the country’s busiest tourist destinations, including Queenstown, Arrowtown and Wanaka – 27% say there are already too many tourists, and 45% feel the rate of growth is too high.
Against the background of creaking local infrastructure, rising alarm from the conservation sector about the impact of visitor numbers on the DoC estate and mounting public concern, four of the industry’s biggest operators last year clubbed together to hire the global consulting giant McKinsey & Company to come up with ideas on how to cope with the coming growth.

The report, which was presented to Prime Minister and Tourism Minister John Key shortly before he resigned, arrived at the “conservative” conclusion that there was an immediate $100 million shortfall in key infrastructure – transport, toilets, car parks, sanitation and environmental protection – in 20 council areas where booming tourism numbers have outpaced investment by local ratepayers. It calculated that $100-150 million a year over the next decade was required to ensure the “new generation” of tourism infrastructure was “future ready”, including $60 million a year to upgrade busy tourist highways with slow bays and scenic stops, and provide Wi-Fi on common routes.
It proposed that the funding gap be met from some of the billions collected in GST from international tourists ($1.14 billion in 2016, up 20.4% on the previous year) and through an increased departure tax and a bed tax on accommodation providers, including campervans, cruises and Airbnb.
A bed tax set at 2% plus an extra $5 on the existing border clearance levy of $18.76 (introduced last year to pay for customs and biosecurity) would generate $65 million a year if implemented this year. If matched dollar-for-dollar by the Government, that would create an annual pool of $130 million for investment in tourism infrastructure. McKinsey recommended this should be managed and allocated by a specially constituted Crown agency.
The report also suggested new ways for local councils and DoC to extract more revenue from tourists through user charges, and in doing so helped shed light on how little overseas tourists pay to use taxpayer-funded national parks: user charges levied by DoC amount to only 5% of the department’s annual revenue, compared with 20% collected by similar bodies in Australia and the US and 18% in Canada.

Free ride

As it stands, tourists pay nothing to access the DoC estate unless they are using huts. Even high-end facilities such as the Hooker Valley track at Mt Cook and the sealed walkways around the Pancake Rocks at Punakaiki are free, because the department’s governing legislation prohibits charging. And where DoC can levy a charge, such as at huts or providing concession rights for tourism operators on conservation land, it can only recover costs, not make a profit.
Even the feted Great Walks – heavily marketed by Air New Zealand through a partnership with DoC – cost $3 million more to maintain than they earned in hut fees last year, although Sanson says if concession income from private businesses who operate on the walks is included, they break even.
As the McKinsey report said, “Tourists demand these experiences heavily, and currently there is no mechanism for them to pay to operate, maintain and develop the infrastructure they use. The cost is borne by the asset owner.” It concluded DoC could ramp up its hut fees, and New Zealanders could be charged a lower rate than overseas visitors. It pointed to international comparisons such as the $342 a night charged for a bed in a lodge at the Rocky Mountain National Park and $127 at Grand Canyon National Park, against a top price of $54 in DoC huts on the premier Great Walks.
The report proposed car-parking fees in lieu of national park entry fees and, in the longer term, the introduction of entry fees for overseas tourists to busy areas such as Milford Sound (although this would require a law change). It also suggested bundling up DoC’s Great Walks and privatising them – a recommendation that has been widely panned because of its failure to acknowledge that the value of the walks and associated facilities derives largely from the biodiversity and landscape qualities of the national park environments in which they sit.
The report’s core recommendation of a tourist tax collected at the border and levy on accommodation has raised predictable hackles from the sector. The TIA’s Chris Roberts complains that overseas visitors are already being “fleeced” by GST, and very little of the $1.14 billion collected from them is reinvested into tourism and conservation infrastructure. However, he says the industry could “swallow” a border and bed tax “as long as the Government throws in a fair share as well”, and provided a sound structure is set up to ensure good spending and investment decisions are made.
Despite the controversy surrounding some of the McKinsey proposals, the report has been generally welcomed as a much-needed platform for new thinking about how to shore up the standard of facilities before the small towns and national parks that carry much of the load start to sag under the weight of numbers, and before the tourist experience begins to seriously suffer.
But some observers remain frustrated by the pace at which the issues are being confronted. Warren Parker, who chairs the Conservation Authority, fears that unless DoC can get extra revenue to meet the demands from tourist numbers, pressure on the department’s core biodiversity work will inevitably increase. The authority, a statutory body that provides advice to the minister, has been pressing DoC to lift its revenue wherever it can – for instance by ensuring tourism concessionaires are paying a decent price for the right to operate on public conservation land, and clamping down on illegal guiding operations that are said to be rife in areas such as Mt Cook.
About 70% of all international holidaymakers visit the conservation estate, and the tourism sector earned $14.5 billion from foreign tourists last year, but DoC generated only $16.4 million from recreational and tourism charges.
“The tourism sector relies on DoC to provide a standard of facilities that if DoC can’t afford to maintain will lead to a degraded experience and affect visitor numbers,” observed the minutes of a meeting of the Conservation Authority attended by Tourism Industry Aotearoa, the Ministry of Business, Innovation and Employment and DoC last year. “There needs to be a better understanding of the real costs of increased tourism numbers on DoC and how much leakage there is [unpaid fees, etc] that could be captured.”
As Parker told the Listener: “At the end of the day, somebody has to pay, and that somebody should not be the New Zealand taxpayer.”

Supply and demand

Others wonder why the industry is making such heavy weather of a problem that comes down to simple supply and demand. Mike Simm, who chairs the Waitangi National Trust management board and serves on the Conservation Authority, calls it “economics 101”.
“Demand is regulated by pricing, and that’s the reality we have to face up to. I think it’s the reality the industry is waiting for. They expect it.”
He believes the pricing system introduced at Waitangi last year holds lessons for areas of the DoC estate where overcrowding is a problem. With the opening of the new Waitangi museum last year, a three-tier ­pricing model was introduced for the Treaty grounds: overseas visitors pay $40, New Zealand visitors $20 and local people who commit to being a “friend” of Waitangi pay $5 for an annual card. The entry fee includes a guide.
Simm says visitor numbers have remained steady but revenue has increased 30%, and the feedback from visitors shows they are learning more and having a more satisfying experience. Six thousand locals have signed up to be “friends” of Waitangi, which calls for an undertaking that they will act as ambassadors for the site and bring their fee-paying New Zealand and international visitors through.
He thinks such a model could be replicated successfully in parts of the heavily used DoC “front country”, such as the Great Walks and busy day walks, with international visitors paying more and a “DoC ambassador” scheme developed for New Zealanders. Part of the package would include more guides and educational input about the natural environment. “So the whole experience would be more fulfilling,” says Simm.
Veteran adventure tourism consultant Dave Bamford, one of the organisers of a major 2016 conference at Mt Cook focused on the impact of tourism on sensitive natural environments, thinks there are only a dozen or so places accounting for 3-4% of the DoC estate that are under serious pressure – among them Milford, Tongariro, Franz Josef and Fox Glaciers, Huka Falls, Mt Cook and Cape Reinga. In these places, he says, pilot schemes such as park-and-ride systems to control numbers and generate revenue should be introduced.
“Let’s have some rangers at the Ketetahi [Tongariro Crossing] road end. When you have warm bodies, representing the area, whether it be tangata whenua or DoC staff, that changes the whole experience and helps minimise the effects. At places such as Milford [Sound], Hot Water Beach in Coromandel or the Tongariro crossing, if you can solve the transport issues by closing the roads [to private cars] and using buses, you are part-way there. They do this in places such as Tasmania, where the bus drivers are story­tellers who tell you about the place and the land and the people.
“But I get disappointed at the slowness in addressing these issues.”
DoC and the TIA say they are working together on finding solutions, and that innovative ideas are being batted around. “We have two fundamental challenges,” says Sanson. “How to reverse our decline in biodiversity, and how to prepare conservation facilities for a 40-50% increase in tourism.”
DoC has developed a new visitor strategy, camping fees have been bumped up and toilet facilities in key areas expanded. Sanson says new “products” are being considered to expand the tourist offering, including new Great Walks in places such as Northland, Taranaki, Gisborne and the Catlins, and a new brand of “Great Day Walks”. The department is also studying US national park booking systems that would allocate a proportion of hut beds to New Zealanders.
“Conservation land goes to the heart of our identity as Kiwis, so I think resolving this is going to be quite a complex policy debate between our right as Kiwis to get out there and experience it and [demand from 10% more international users ] every year on our Great Walks. And as more international visitors have come into New Zealand and the likes of the Routeburn, Milford and the Kepler are booked out, a whole lot of other places have become very attractive, like Lake Angelus, Blue Lake [Nelson Lakes National Park], the Copeland hot pools [ South Westland] and Mt Holdsworth [Tararua Forest Park],” says Sanson.
“New Zealand has open skies, and so you cannot switch it off.”

The nine Great Walks

  1. Milford Track, Fiordland National Park
  2. Routeburn Track, Fiordland and Mt Aspiring National Parks
  3. Kepler Track, Fiordland National Park
  4. Rakiura Track, Stewart Island/Rakiura National Park
  5. Heaphy Track, Kahurangi National Park
  6. Abel Tasman Coast Track, Abel Tasman National Park
  7. Tongariro Northern Circuit, Tongariro National Park
  8. Lake Waikaremoana Track, Te Ure­wera National Park
  9. Whanganui Journey, Whanganui National Park
* The nine Great Walks will become 10 next year on completion of the 45km Pike29 Memorial Track from Blackball to Punakaiki in the Paparoa National Park. The track will include the Pike River area as a memorial to the 29 men who died in the 2010 mining disaster.

How we compare

  • $342 a night for a bed in a lodge at the Rocky Mountain National Park
  • $127 at Grand Canyon National Park
  • $54 in DoC huts on the premier Great Walks
This article was first published in the January 14, 2017 issue of the New Zealand Listener. Follow the Listener on Twitter, Facebook and sign up to the weekly newsletter.



Questions to read after reading the article:

  1. Read page one.  Who are the two industry experts who are cited on visitor numbers?  Summarise their message in your own words.  What is the metaphor used to show how full some towns are with the tourism boom?
  2. Read page two.  Make a graph to represent the statistics given on this page.  Remember to include a title and label the x and y axis.  Talk in your groups to decide how best to represent the information on a graph or graphs.  What language technique does Bubs Smith use and what is his message?
  3. Read page three.  What are the safety implications of the boom in tourism numbers?    Why are some people calling for a ‘cap on numbers’?
  4. Read page four.  In your own words, explain one possible solution to the boom in numbers on Tongariro.
  5. Read page five.  Are the numbers in the chart what you would expect?  What has been in short supply in tourist towns and what has been one consequence?
  6. Read page six.  How do Otago residents feel about tourism growth, and what have tourism operators combined to do about it?
  7. Read page seven.