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Assignment Writing. How to beat the University at its own game and win!. Purpose of assignments. Extend learning Opportunity to combine theory and practice Encourage critical analysis Develop business skills Demonstrate your understanding An essential part of the assessment process. - PowerPoint PPT Presentation
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Assignment Writing
How to beat the University at its own game and win!
Purpose of assignments
• Extend learning• Opportunity to combine
theory and practice• Encourage critical analysis• Develop business skills• Demonstrate your
understanding• An essential part of the
assessment process
Content
Structure & styleLanguageCharacteristics Ten-step processReferencingThe marker
Four important tools
• The Question• The Assignment
Guideline• Indicative Marking
Criteria (AGC Form)• Overall Grading
Structure
Structuring the assignment
Title PageExecutive SummaryContents PageIntroductionBackgroundMethodology
Main Body & figures, tables, modelsRecommendationsConclusionsList of ReferencesAppendices
Title page
• Course & Module title• Assignment title• Name• Intake• Student number• Word count • Date
The executive summary
• Provides a condensed version of the longer assignments contents.
• It’s a self-contained, stand alone document.
• Provides an overview of the full-length report
• Usually no longer than 10% of the original document, (often 1 page).
• A concise summary of the main sections of the assignment & specific recommendations.
Contents page
• All but the shortest of assignments should contain a contents page listing all the section headings and page numbers
• You may want to number chapter headings and sub-headings in addition to providing page references
• Be clear and consistent throughout
Introduction
• Sets the scene for the reader.• States clearly the issue/problem/area
you will address in your assignment, why it is important and how you will address it – your approach.
• It tells the reader what is coming up, key issues and concerns.
• Any problems or limitations in the scope of the assignment should be identified.
• Avoid the dreaded “In this assignment I will describe…..”
• Write it last!
The main body
• This will cover your problem/investigation and analysis.
• It requires structuring with headings and sub-headings to achieve coherence & flow.
• It must contain all the information needed to justify conclusions and recommendations.
• Is likely to contain figures, tables and models, neatly presented, correctly referenced and labelled
Recommendations
• Make specific recommendations for future action and consideration
• Must be feasible, avoid “the organisation needs to change it’s culture” type statements
(This may be the case but organisational cultures are notoriously resistant to change, how will this be achieved?)
Conclusions
• Highlights the findings of the assignment.
• Revisits the themes outlined in the introduction and shows what has been established.
• It should not just be a repeat of what has gone on before.
• It is not a place to introduce fresh material
• The conclusion “draws the threads together”
• Looked at closely by the marker
Appendices
• Provide further background information that may be useful to the reader.
• The reader must be able to make sense of the assignment without consulting the appendices.
• Useful for large amounts of data that would otherwise disrupt the flow of the assignment
• Examples: company history, relevant background information, lengthy calculations, tables of data, long interviews etc.
Assignment writing
A ten step approach
The 10 step process
1. Know the marking criteria2. Analyse the question3. Build your list of references4. Write the middle5. Write the conclusions &
recommendations6. Write the introduction & executive
summary7. Check your references8. Spell and grammar check everything9. Ask a fellow student or other person to
read your work10. Read again in a couple of days
A well written assignment..
• Has an appropriate structure – it flows• Has headings and sub-headings• Includes research methods & background
information• Demonstrates evidence of a wide range of
information sources• Includes reference to relevant theory, correctly
referenced• Uses both qualitative and quantitative sources of
information• Is “analytical” rather than descriptive• Uses tables, figures and models to support the
narrative• Makes appropriate recommendations and
conclusions
It’s Never to Early to Start
It’s never too early to start
Why Reference?
• To provide information to the reader• To support you arguments• To build credibility• To avoid Plagiarism
Examples of plagiarism
• In fields as different as physics, biology, linguistics, anthropology, sociology and psychotherepy, network ideas have been repeatedly involved over the last 100 years. The multiple origins of network approaches for the social sciences contribute to the eclectisism that characterises current work.
• Kilduff, M., Wenpin, Tsai. (2003). Social Networks and Organizations. Sage Books
Examples of Plagiarism
• Example 1
The multiple origins of network approaches for social sciences contribute to the eclecticism that characterises current work
• Example 2
The multiple origins of network approaches for social sciences contribute to the eclecticism that characterises current work (Kilduff and Tsai, 2003)
Examples of Good Practice
• Example 3 ”The multiple origins of network approaches for social
sciences contribute to the eclecticism that characterises current work” (Kilduff and Tsai, 2003:13)
• Example 4 Network research embraces a diversity of approaches to
studying social relations; Kilduff and Tsai (2003) attribute this diversity to the multiplicity of origins of the network approach.
Requirements for referencing
• Assertions or statements of fact
• Theories views or arguments• Where information came from• Who created the information• Who collated the information• The University uses the
Harvard system of referencing
When to reference
I. Brahm’s wrote four symphonies
II. Brahm’s compositions were driven by unrequited love
III. Harry Potter was a wizard
IV. The Harry Potter books constitute a danger to the moral fabric of youth
An ideal list of references…
• Sources from the recommended reading
• Recognised leaders in the field• Some up-to-date sources• Something the marker has not
yet read• Contextualised information• Avoids the “Heathrow Library”• Avoids Wikipedia
Types of referencing
• “Quotations”• Paraphrasing• Using your own words
Examples
• QUOTATION: “… to which the automatic human reaction is helpless discouragement. But for the successful leader failure is the beginning, the springboard of hope.” (Bennis and Nanus, 1985:71).
• PARAPHRASE: Failure is finality, a dead feeling of helpless discouragement. For the successful leader, failure can be the springboard to a new beginning, (Bennis & Nanus, 1985).
• OWN WORDS: Bennis and Nanus (1985) point out that effective leaders react to failure differently than other people. Rather than becoming de-motivated and discouraged as most people do, leaders see failure as a challenge which rousers them to greater efforts and stimulates hope for a brighter future.
• REFERENCE: Bennis, W., and Nanus, B. (1985). Leaders: The Strategies for Taking Charge. New York: Harper & Row, p.71.
Referencing – the Harvard System
• References must be cited in the text, (see example)
• Remember – include page number for ”quotations”
• References must be listed in author alphabetical order at the end of the assignment, (after conclusions and before appendix)
How many references?
• Depends on the nature of the assignment and the subject but, for a 3,000 word assignment – not less than 10, 20+ would be better.
Style of the assignment
• Use a title page and number the pages
• Do what you say you will do in the introduction
• Footnotes not recommended• Use quotes from opposing
views• Quotes and paraphrasing work
well together• Avoid excessive use of “bullet
points”• Plagiarism – don’t do it
Presentation style
• Typed, standard font• One-and-a-half
spaced• Presentation as
expected at Masters level
• Staple it (do not bind it)
Writing style
• Personal• Information comes from
the writer’s experience• Personal feelings and
views• Recounts, tells a
personal story• Non-technical
vocabulary• “I” at the centre
• Academic• Information comes from a
range of sources• Evidence & argument, citing
& referencing others work• Comments, evaluates,
analyses• Subject specific vocabulary• Written in the “3rd person”
Language to avoid
• Obviously… • Research shows… • It is true that…• This proves…• Where does this lead
us?• It’s a well known
fact…
Language to avoid
• “I”, “we”, “you”• I think….• I feel….• Good, bad, normal• Contractions• Jargon
Language to use
• “this suggests…”• “it is plausible…”• This argument
appears reasonable / unreasonable because…
• Use the terminology!
A word about word count
• Most assignments are restricted to a word count +/- 10%
Much less than the word count – you’ve probably not got the depth
Over the word count – markers may stop marking at the word count
• The word count starts after the contents page and ends before the references
• Words in the appendix don’t count
• Words in models don’t count
A word about the marker
• Do not assume the marker shares your point of view
• Do not bore the marker• Don’t make the marker work
hard for the information• Some markers start with the
references• The question & assessment
criteria are “king”• Your assignment will be treated
fairly• QAA & CASQ Rules
What you get marks for…
Answering the questionAnalysisReference to relevant theory, models etc.Strength of your argumentsBreadth and depth of your discussionRealistic recommendationsConclusions
× Not generally for Description
How to get an ”F”
• Be too descriptive
• Don’t answer the question
• Don’t make reference to relevant theory
• Omit critical analysis
Tackling the assignment
• Average time per assignment – 50 hours
• Researching 10 hours – (20%)
• Writing 20 hours – (40%)• Thinking 10 hours –
(20%)• Excusing 10 hours –
(20%)