If one were marshalling evidence for an essay entitled ‘Does the European Union belong to its citizens?’, it would be possible to incorporate the views of Weiler, and authors X, Y and Z in such an essay by simply writing to the diagram. In addition, one would look in leading textbooks to see if those authors had anything to state. Having noted the areas of agreement and disagreement on the diagram, a clear view emerges of strong and weak arguments. Then, it is possible for the student to come to a personal conclusion. The student may feel that it is not possible to come to a clear conclusion. This feeling can be right or wrong, depending upon the answers to the following questions: (a) is there enough information collected to properly cover the area? (b) have all of the arguments put forward been understood? (c) is there a lack of empirical/practical evidence to support theoretical positions? It is vital to decide whether there is enough information and this is often a subjective matter. A brief conclusion to the above suggested essay follows below. It centres on Weiler’s articles and the imaginary authors X, Y, Z. Hopefully, it forcefully illustrates how: • identification; • organisation; • classification; • competent reading strategy and notes; • diagrams, can work together to bring clarity of thought and expression. Textbooks are not included in the conclusion but if a textbook did comment on a theory or give useful insights, these could also be incorporated. ‘The European Union belongs to its citizens.’ Discuss.

DOI link for If one were marshalling evidence for an essay entitled ‘Does the European Union belong to its citizens?’, it would be possible to incorporate the views of Weiler, and authors X, Y and Z in such an essay by simply writing to the diagram. In addition, one would look in leading textbooks to see if those authors had anything to state. Having noted the areas of agreement and disagreement on the diagram, a clear view emerges of strong and weak arguments. Then, it is possible for the student to come to a personal conclusion. The student may feel that it is not possible to come to a clear conclusion. This feeling can be right or wrong, depending upon the answers to the following questions: (a) is there enough information collected to properly cover the area? (b) have all of the arguments put forward been understood? (c) is there a lack of empirical/practical evidence to support theoretical positions? It is vital to decide whether there is enough information and this is often a subjective matter. A brief conclusion to the above suggested essay follows below. It centres on Weiler’s articles and the imaginary authors X, Y, Z. Hopefully, it forcefully illustrates how: • identification; • organisation; • classification; • competent reading strategy and notes; • diagrams, can work together to bring clarity of thought and expression. Textbooks are not included in the conclusion but if a textbook did comment on a theory or give useful insights, these could also be incorporated. ‘The European Union belongs to its citizens.’ Discuss.

If one were marshalling evidence for an essay entitled ‘Does the European Union belong to its citizens?’, it would be possible to incorporate the views of Weiler, and authors X, Y and Z in such an essay by simply writing to the diagram. In addition, one would look in leading textbooks to see if those authors had anything to state. Having noted the areas of agreement and disagreement on the diagram, a clear view emerges of strong and weak arguments. Then, it is possible for the student to come to a personal conclusion. The student may feel that it is not possible to come to a clear conclusion. This feeling can be right or wrong, depending upon the answers to the following questions: (a) is there enough information collected to properly cover the area? (b) have all of the arguments put forward been understood? (c) is there a lack of empirical/practical evidence to support theoretical positions? It is vital to decide whether there is enough information and this is often a subjective matter. A brief conclusion to the above suggested essay follows below. It centres on Weiler’s articles and the imaginary authors X, Y, Z. Hopefully, it forcefully illustrates how: • identification; • organisation; • classification; • competent reading strategy and notes; • diagrams, can work together to bring clarity of thought and expression. Textbooks are not included in the conclusion but if a textbook did comment on a theory or give useful insights, these could also be incorporated. ‘The European Union belongs to its citizens.’ Discuss.