1 / 33

Writing Academic Assignments

Writing Academic Assignments. Objectives. Understand how to prepare, plan and write academic assignments. Are planned effectively. Show evidence of wide reading/research of the topic. Clear, coherent and logical structure.

corbin
Télécharger la présentation

Writing Academic Assignments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing Academic Assignments

  2. Objectives • Understand how to prepare, plan and write academic assignments

  3. Are planned effectively Show evidence of wide reading/research of the topic Clear, coherent and logical structure Sources, etc., acknowledged correctly and in a conventional format (APA style) Good Academic Assignments Focus on the topic Answer the question fully Adopt a critical and evaluative approach Demonstrate understanding of relevant ideas, theories and concepts Evidence a clear, coherent and convincing argument and analysis

  4. Assessment • Standard NBS assessment criteria • Module specific assessment criteria • 40% pass mark

  5. Assignments • Read the brief carefully • Read the assessment criteria carefully • Read, discuss and plan (utilise a mind map) • Compare and critique • Underpin with theory and reference appropriately • Edit carefully

  6. Features of Academic Writing • Academic writing is much more considered than everyday • writing or business writing. It has a language of it’s own, which tends to: - be precise and accurate - concerned with definitions • - be cautious - not very direct or bold • - be careful and clear in establishing links between ideas, evidence and judgements • - take care to distinguish facts from opinions • - be objective rather than emotional or rhetorical • - be logical in sequence and structure • - be sceptical - open to doubt, aware of alternative evidence and views, aware that new lines of evidence and argument will emerge over time • - avoid sweeping claims or statements • - contain references to other work to show where evidence and ideas have come from • - contain reflection

  7. Structuring Academic Reports • A report is a formal document. It should be concise, well organised, using headings, sub-headings, sections, and be easy to follow. The exact format should be confirmed with the module tutor for each separate report. However, generally speaking, academic reports have the following elements. • A covering title page (not included in your word count) • A contents page (not included in your word count) • Acknowledgements page (not included in your word count) • Introduction • Main body (separated by headings and sub-headings) • Conclusions • Recommendations • Reference and bibliography (not included in your word count) • Appendices (not included in your word count)

  8. Report Structure

  9. Word Count Regulations • University regulations state that you must adhere to the report word count – this will be noted on the assignment brief. You are allowed to exceed the stated word count by a maximum of 10%. E.g. if your report is 2500 words you can go over this by 250 words. You must state the word count on your cover page • If you exceed the word count by more than 10% your mark will be reduced by 10%. E.g. if you would have achieved 70% you will be awarded 63% for exceeding word count regulations

  10. Example Contents Page 1.0 – Introduction pg. 4 2.0 – Defining Leadership pg. 4 2.1 – Leadership Perspectives pg. 5 2.2 – Models of Leadership pg.5 • 2.2.1 Transformational Leadership pg.8 • 2.2.2 Transactional Leadership pg.10 3.0 – Evaluating Personal Leadership Styles pg.12 3.1 – Leadership Strengths and Weaknesses pg.12 3.2 – Leadership Development Areas pg.13 4.0 – Conclusion pg.14 5.0 – Recommendations pg.14 Reference List pg.16 Bibliography pg.17 Appendix 1 pg.18 Appendix 2 pg.19

  11. Introduction The introduction should give the reader a clear idea about: • The purpose of the assignment • What will be covered in the assignment • Contextual/background information

  12. Main Body • This section contains the main debate relating to the focus of your report • It should be logical, cohesive, points should link fluently • It should be separated by headings and sub-headings

  13. Conclusions Your conclusion should flow on from your previous discussion • Summarising and synthesising key messages from the report • Making final comments • If appropriate, you should also discuss how well you achieved your objectives/purpose/aim of the report

  14. Recommendations If your report requires you to make recommendations, then these should be: • clearly stated • specific • aligned to your findings/analysis • and if necessary, linked to your organisational context

  15. References • You should produce a comprehensive list of references which details all of those sources to which you have referred in the text. Remember this list should be: • In alphabetical order • Following the APA referencing technique • Should be on a separate page from the recommendations • At the end of the report but before any appendices

  16. Bibliography • A bibliography is a comprehensive list of all the sources you have used to support the production of your report. Again the same rules of alphabetical order and APA referencing techniques apply.

  17. Appendices • Any additional information which supports your discussions in the main body but is not essential to the report • Any specific information the assignment brief has requested be in the appendices • NB. Elements critical to the assignment should NOT BE INCLUDED in the appendices to enable you to manage your word count

  18. Effective Academic Writing

  19. Modelling ‘Identifying Appropriate Literature’ There are numerous and varied definitions of coaching, similarities and disparities seem dependent on the context within which the coaching is delivered. Below are two which provide some level of ‘fit’ with the research conducted ‘coaching is the art of facilitating the performance and learning and development of others’ (Downey, 2003 p.11) ‘ coaching is a process that enables learning and development to occur and thus performance to improve’ (Parsloe, 1999 p.8)

  20. Effective Academic Writing

  21. Modelling ‘Discussing Literature in your own Words’ On the surface, these definitions appear analogous, each highlighting the potential contribution and impact that coaching can have on the learning, development and performance of others, although it could be suggested that divergence and disparity exist in how these definitions are expressed. Downey (2011) refers to coaching as an ‘art’ which signifies it as a ‘skill’ ‘talent’ an ‘ability’ to facilitate i.e. make easy, assist or make possible the learning development and performance of others. Parsloe (1998)on the other hand positions coaching as a process, which suggests it is a ‘procedure’ or ‘method’ rather than a skill that enables or makes possible learning and development to improve performance. Are they different? - yes, are the definitions individually deficient in some way? - possibly.

  22. Effective Academic Writing

  23. Critical Analysis - Defining Terms Critical Analysis: Most of your assignments will ask you to critically analyse aspects of the topic you are studying. It may help to understand the difference between criticism and critical analysis. Criticism is a negative process. When we criticise someone we are pointing out only their faults. On the other hand, critical analysis is a positive and creative process as it involves close consideration of an idea, theory or piece of evidence, for example, interpreting and evaluating it and comparing it to other ideas Critical analysis is a central process in all academic work. It involves thinking critically, which is applying rational and logical thinking while deconstructing the texts you read (and write) at university (Deakin University, 2010)

  24. Critical Debate/Argument Synthesis What is meant by argument in academic writing? Although in everyday speech the word argument means to quarrel or disagree, in the academic world, to argue means to make a case for an idea or theory and to back it up with evidence. In your assignments the use of argument will probably take the following forms: • Identifying and critically discussing the strengths and weaknesses of the theories that you are writing about. or • A contrast between two or more theories. For example: “Writer X argues that… because…, however, Writer Y argues that… because…”

  25. Contextualisation Contextualise: Put theoretical models, concepts and frameworks into context of the real world. • Use of examples • How the model works in practise

  26. Modelling Critical Review through Comparing and Contrasting Theoretical Perspectives • Compare and Contrast example: Directive coaching involves the coach teaching, advising and feeding back information to the coachee (Fielden, 2005). Fielden notes that this form of coaching is disliked by many of the coaching purists, as they consider it authoritarian in nature, unsupportive in relation to the coachee taking responsibility for their learning and development and nothing more than the provision of consulting advice. Atkinson (2004) in an article in Coaching Today, disagrees and contributes to the debate arguing that there is a role for the directive approach, suggesting that it should be employed when groups of staff need specific advice, often when an organisation is going through trauma or if the coachee is in the infancy of their learning journey.

  27. Modelling ‘Synthesis’ According to Fielden (2005) coaching is centred on unlocking a person’s potential to maximise his or her own performance. A view supported by the CIPD (2009) who in their discussions highlight the links between coaching and improvement in performance, stating that ‘coaching can and does provide a platform for individuals to reach their performance aspirations’ (CIPD, 2009 p. 65). Generally speaking in order to achieve this unlocking of potential and maximisation of performance, one of two types of coaching are usually employed – directive or non-directive coaching (Downey, 2003).

  28. Effective Academic Writing

  29. Modelling Summarising & Judgement • Irrespective of the approach adopted and the differing nuances suggested, there are common core themes that exist, these include coaching as a collaborative relationship; a focus on solutions, goal setting and goal attainment (CIPD, 2008; Whitmore, 2009; Downey, 2003 and Stober and Grant, 2005). Learning is also a focal underpinning and constant element of coaching, and in a work context the principles guiding effective adult learning are deemed important.

  30. Tips for Writing Assignments • Reading • Take accurate references • Use your own words when writing down information from textbooks

  31. Effective Academic Writing - Remember

  32. Are planned effectively Show evidence of wide reading/research of the topic Clear, coherent and logical structure Sources, etc., acknowledged correctly and in a conventional format (APA style) Good Academic Assignments Focus on the topic Answer the question fully Adopt a critical and evaluative approach Demonstrate understanding of relevant ideas, theories and concepts Evidence a clear, coherent and convincing argument and analysis

More Related