Academic papers and theses

Transcription

1 Academic papers and theses to write and present and to act as an opponent Chapter 1 Characteristics of an academic assignment MARIA BJÖRKLUND ULF PAULSSON

2 What is an academic assignment? What are the requirements imposed upon an academic assignment? Level progression Summary of characteristics of an academic assignment Chapter 1: Characteristics of an academic assignment

3 What are the requirements imposed upon an academic assignment? Relates to existing academic knowledge Of both general and theoretical interest With generally accepted scientific methods An internally logical functioning whole Provides readers with an opportunity to adopt their own positions Chapter 1: Characteristics of an academic assignment

4 Relates to existing academic knowledge To be aware of existing theories, models and data within the area of study Point of departure in existing theories, models and data To discuss whether or not the results are in accordance with already existing theories, models and data Chapter 1: Characteristics of an academic assignment

5 Of both general and theoretical interest General scientific problems: Questions that have a certain amount of general interest Questions that have a theoretical dimension Chapter 1: Characteristics of an academic assignment

6 With generally accepted scientific methods Verifiable Not dependent on specific individuals Possible to repeat Chapter 1: Characteristics of an academic assignment

7 An internally logical functioning whole The connecting thought (or main thread) of the paper binds the various parts of the paper together. Chapter 1: Characteristics of an academic assignment

8 Provides readers with an opportunity to adopt their own positions Necessary to elucidate which of the viewpoints belong to the authors and which belong to others. the sources should be specified in a concise form in the body text and with complete references in the reference list at the end of the paper. The references should be specified according to one of the established reference systems. Chapter 1: Characteristics of an academic assignment

9 Chapter 1: Characteristics of an academic assignment Level progression

10 Summary of characteristics of an academic assignment Relates to existing academic knowledge Of both general and theoretical interest With generally accepted scientific methods An internally logical functioning whole Provides readers with an opportunity to adopt their own positions Chapter 1: Characteristics of an academic assignment

11 Academic papers and theses to write and present and to act as an opponent Chapter 2 To keep in mind from the beginning MARIA BJÖRKLUND ULF PAULSSON

12 To keep in mind from the beginning Level of ambition The time aspect The authors previous knowledge and proficiencies Type of results From whose perspective? The question of responsibility Chapter 2 : To keep in mind from the beginning

13 Level of ambition Which are the ambitions? Why do you write papers and for whom? Choice of level of ambition Ambition areas: aim, method, theory and empirical data Chapter 2 : To keep in mind from the beginning

14 The time aspect How much time do you want, are able, and plan to set aside for the work? Drafting a time plan for the assignment at an early stage Decide on a point of no new learning Assign time to allow for unforeseen events Chapter 2 : To keep in mind from the beginning

15 The authors previous knowledge and proficiencies Previous knowledge within the subject area Previous experience within the subject area Special skills Chapter 2 : To keep in mind from the beginning

16 Type of results Will the results be a percentage, a yes or a no, a model or a description of a variable connection or something else? Which theoretical relevance do you wish to attain? Which practical relevance do you wish to attain? Are you striving for results with depth or breadth, or perhaps both of these? Chapter 2 : To keep in mind from the beginning

17 From whose perspective? Who owns the problem? That is from whose perspective is the problem illustrated Chapter 2 : To keep in mind from the beginning

18 The question of responsibility The responsibility of the authors Responsible for the choice of topic and for the carrying out of the study The responsibility of the group All group members are collectively responsible for the whole paper The responsibility of the supervisor Responsible for making sure that the authors get started, and that they submit any obligatory progress reports, as well as for giving advice to the to the best of his/her ability Chapter 2 : To keep in mind from the beginning

19 About the writing process in general To get your thoughts down on paper Chapter 2 : To keep in mind from the beginning

20 A work procedure that is common in most writing processes is as follows: 1. Decide on the task 2. Define the method 3. Plan the work 4. Collect material 5. Sort out the material 6. Structure 7. Formulate 8. Process, delete and clarify 9. Make sure that the parts form a coherent whole and that the results are clear 10.Final adjustments Chapter 2 : To keep in mind from the beginning

21 Summary of what to keep in mind from the beginning What are the ambitions? How much time do you want to, and can you, devote to the work? How is this time to be allocated? Which previous knowledge and proficiencies do the authors possess? What type of result is strived for? From whose point of view is the problem to be seen? Chapter 2 : To keep in mind from the beginning

22 Academic papers and theses to write and present and to act as an opponent Chapter 3 The different sections of the paper MARIA BJÖRKLUND ULF PAULSSON

23 The different sections of the paper The three sections of the paper The writing process Introductory formalities Introductory chapter Method Theory Frame of reference Empirics Analysis Conclusions Ending formalities Chapter 3: The different sections of the paper

24 Chapter 3: The different sections of the paper The three sections of the paper

25 Chapter 3: The different sections of the paper The writing process

26 Introductory formalities Title page Preface Summary Abstract Table of contents Chapter 3: The different sections of the paper

27 Introductory formalities Title page Title Names of the authors, and name and year of university programme Group number Supervisor and examiner Department/institute at which the paper is written The course in which the paper is included The date and location Eventually an image or figure of relevance for the topic Chapter 3: The different sections of the paper

28 Introductory formalities Preface A brief description of the origins of the paper Personal reflections Eventually express thanks to the people who have been of assistance Chapter 3: The different sections of the paper

29 Introductory formalities Summary The summary shall portray the main contents of the paper in a concentrated way. The summary must stand alone and therefore may not contain any references to the rest of the text Chapter 3: The different sections of the paper

30 Introductory formalities Abstract An abstract is a short outline of the content of the paper in just a few sentences Plus a list of some key words that characterise the study Chapter 3: The different sections of the paper

31 Introductory formalities Table of content Should give a broad idea of the contents of the work Should facilitate for the reader to navigate in the paper Informative and preferably short headings Limited number of heading levels Chapter 3: The different sections of the paper

32 Introductory chapter Comprehensive structure, two different models Structure according to content or knowledge contribution? Background Defining the problem Aim of the study Delimitations, focus and frames Other issues Chapter 3: The different sections of the paper

33 Introductory chapter Comprehensive structure, two different models The funnel model illustrates the gradual narrowing down of the subject. Chapter 3: The different sections of the paper

34 Introductory chapter Comprehensive structure, two different models Illustration of how the subject is first expanded and then narrowed down by using a double funnel Chapter 3: The different sections of the paper

35 Introductory chapter Structure according to content or knowledge contribution? Different traditions Structure according to content: The aim should correspond to the title of the paper, which, in turn, should reflect the actual content of the paper Structure according to knowledge contribution: The aim should state the general knowledge area that the authors wish to contribute towards with the results of their paper Chapter 3: The different sections of the paper

36 Introductory chapter Background The general environment and the general facts that are the basis of the study By way of various gradual choices a narrowing down of the subject area takes place That the reader s interest in the study is awakened Chapter 3: The different sections of the paper

37 Introductory chapter Defining the problem The authors ask themselves questions and reflect upon different issues The word problem is used here in the sense of something one wants to do something about seizing an opportunity relieving a shortage Stress the need for increased knowledge Chapter 3: The different sections of the paper

38 Introductory chapter Aim A narrowing down in the form of motivated choices leads us to the aim of the study The aim might be to describe, explain, understand or provide guidance The aim should be clearly defined and straightforward Possible to judge if the aim has been reached or not Often appropriate to work on two levels: aim and objectives A challenge provide an opportunity for creating new academic knowledge Realistic in relation to the available resources Chapter 3: The different sections of the paper

39 Introductory chapter Aim Checking if the aim is well formulated 1. Does the aim follow as a natural step after having read the background and the problematization? 2. How clear is the aim of the study? 3. Does one get an idea about which form the results will be in? 4. Does the aim have the right level of ambition with regards to the size of the work? Chapter 3: The different sections of the paper

40 Introductory chapter Delimitations, focus, and frames Focus together with delimitations (to the left) or as an alternative. Chapter 3: The different sections of the paper

41 Introductory chapter Other issues Target group Which is the target group (or groups) for the study? Eventually a short description of the study object If the study treats a special field of activity, e.g. a certain company, then it can be of interest to here describe this activity in short (a maximum of half a page) The structure of the paper An overall description of the positioning of the various chapters and their internal connection, preferably illustrated with the help of figure Reading instructions A good idea, especially if the various parts of the paper are directed towards different target groups Chapter 3: The different sections of the paper

42 The structure of the paper Example of the illustration of the structure of a paper Chapter 3: The different sections of the paper

43 Method Show that you are rather well-read with regards to method theory in general Account for and motivate the choice of investigation design, methods and practical approaches Connect the general method theory with the conducting of your own study. Choice of method Which methods are possible to use? Which of the possible methods gives the greatest fulfilment of the aim with regards to available resources? Chapter 3: The different sections of the paper

44 Theory Frame of reference A review and brief description of the theories and data deemed to be relevant for the study Principal concepts are defined Choice of the theory/model or those theories/models that are to be used By describing several theories you will also show that you have chosen a theory and not simply taken the first one you happened to find. Chapter 3: The different sections of the paper

45 Theory Frame of reference Lack of theories and models to suit the chosen aim Theory adaptation To adapt an already existing theory or model to the particular conditions of the study Theory development To, based on several different theories and models, create a new theory or model Chapter 3: The different sections of the paper

46 Theory Frame of reference The chapter may be concluded with a summary Relevant theories and models Choice of model of description Choice of a model of analysis Chapter 3: The different sections of the paper

47 Empirics A description of the reality to which the investigation refers Information sources questionnaires interviews observations experiments investigations Chapter 3: The different sections of the paper

48 Analysis With the help of the frame of reference Empirical material is analysed The authors own thoughts To be well described and motivated In order to enable the reader to come to his/her own conclusions The analysis model To secure that the analysis covers all relevant sections To get a clear structure in the analysis Chapter 3: The different sections of the paper

49 Conclusions The authors summarise the results of the paper What he conclusions are based on The consequences of the conclusions are discussed No new facts may be presented here as support for the conclusions Chapter 3: The different sections of the paper

50 Conclusions Support for the results Self-critique Generalisation of the results The authors own speculations Suggestions for further studies Rounding off Not finding anything can be a great discovery Chapter 3: The different sections of the paper

51 Conclusions Support for the results The results are compared with the aim and objectives The results are related to earlier in the paper presented problems, theories and models Chapter 3: The different sections of the paper

52 Conclusions Self-critique To examine your own work critically Was the aim well-formulated and defined? Was the chosen method the most appropriate? Etc. Chapter 3: The different sections of the paper

53 Conclusions Generalisation of the results The further away from the fundamental characteristics of the study object the lower the possibility of generalising will be. Chapter 3: The different sections of the paper

54 Conclusions Your own speculations At the end of the paper it can be of interest if the authors, under a heading such as The authors reflections, allow themselves to speculate Suggestions for further studies Give suggestions for new subjects for a paper and for studies Rounding off By looking forwards, looking backwards, extending the problem or relating it to a personal experience Chapter 3: The different sections of the paper

55 Conclusions Not finding anything can be a great discovery Disappointment: Now we ve done all of this work for nothing Enthusiasm: How exciting, what can that be due to? Chapter 3: The different sections of the paper

56 Conclusions Ending formalities Bibliography Appendices Glossary and definitions Chapter 3: The different sections of the paper

57 Conclusions Ending formalities Bibliography to provide the reader with an opportunity to quickly and simply find interesting references Can be divided into a list of references and other sources Different systems of reference. The two most dominant are the Harvard and Oxford systems respectively Chapter 3: The different sections of the paper

58 Conclusions Ending formalities Appendices For large amounts of data, images, etc. Must be referred to in the body text of the paper Glossary and definitions For difficult or vague concepts, abbreviations, internal vocabulary or the like Chapter 3: The different sections of the paper

59 Academic papers and theses to write and present and to act as an opponent Chapter 4 Method awareness MARIA BJÖRKLUND ULF PAULSSON

60 Method awareness What is method awareness? Three levels at which method awareness is to be shown Some common scientific approaches and concepts Scientific approach a ground for the choice of investigation design Methods for collection and analysis of information and data Investigation design Practical approach What should actually be said in the method chapter? Chapter 4: Method awareness

61 What is method awareness? The authors show that they have knowledge of the various alternative methods, and their advantages and disadvantages That they state which alternative they have chosen and motivate their choice Chapter 4: Method awareness

62 Chapter 4: Method awareness Three levels at which method awareness is to be shown

63 Some common scientific approaches and concepts Explorative, descriptive, explanatory and normative studies Analytical approach, systems approach and actor approach Validity, reliability and objectivity Induction, deduction and abduction Qualitative and quantitative studies Chapter 4: Method awareness

64 Explorative, descriptive, explanatory and normative studies Explorative investigatory studies when there is little knowledge within the field Descriptive a fundamental knowledge and understanding of the field exists Explanatory searching for deeper knowledge about phenomena Normative to provide guidance and suggest measures Normative studies can only be conducted when there already are some knowledge within and, understanding of, the area Chapter 4: Method awareness

65 Analytical approach, systems approach and actor approach Analytical approach strives to explain the truth as objectively and completely as possible. Strives to find relations of cause-and-effect Systems approach strives also to explain the truth as objectively as possible. The synergy effects between different parts is emphasised Actor approach emphasis is put on reality as a social construction. Of which the investigator (author) him/herself is a part of. Chapter 4: Method awareness

66 Validity, reliability and objectivity Validity the extent to which you truly measure what you intend to measure Reliability the extent to which you get the same values if you repeat the investigation Objectivity the extent to which values affect the study Illustration of the reliability and validity concepts with the help of a dart board. Chapter 4: Method awareness

67 Induction, deduction and abduction Induction starting in reality and attempting to discover patterns that can be summarised in models and theories Deduction starting with the theories and, on the basis of these, make predictions about the empirical material Abduction when the level progression takes place backwards and forwards between the various levels of abstraction Chapter 4: Method awareness

68 Chapter 4: Method awareness Induction, deduction and abduction

69 Qualitative and quantitative studies Quantitative studies include information that can be measured or evaluated not everything can though be measured quantitatively Qualitative studies to create a deeper understanding for a specific problem the possibilities of generalisation, however, are fewer than in the case of quantitative studies. Chapter 4: Method awareness

70 Chapter 4: Method awareness Scientific approach a ground for the choice of investigation design

71 Scientific approach a ground for the choice of investigation design Conception of the world ontology A social reality exists The nominalist: only exists as a name, a concept and labels that are used in order to build a structure. The realist: exists independently of the observer and his/her interpretation of it. Chapter 4: Method awareness

72 Scientific approach a ground for the choice of investigation design Theory of knowledge epistemology The positivist Knowledge growth as a cumulative process The investigator is an external observer The non-positivist The observer cannot be distinguished from the observed phenomenon Knowledge can be acquired through the creation of understanding Chapter 4: Method awareness

73 Methods for collection and analysis of information and data Design of a description model Different data collection methods Strengths and weaknesses of the different methods of data collection Different data processing methods Chapter 4: Method awareness

74 Different methods of data collection Primary data i.e. data that has been collected for the purpose of being used in the current study. Secondary data i.e. the facts have originally been produced for an aim other than the one of the current study. Literature studies Presentations at lectures, conferences and the like Interviews Surveys Observations Experiment Chapter 4: Method awareness

75 Strengths and weaknesses of the different methods of data collection There are methods that are better or worse suited to a given situation. Chapter 4: Method awareness

76 Different data processing methods Analysis models Statistical processing Modelling and simulation Chapter 4: Method awareness

77 Chapter 4: Method awareness Investigation design

78 Investigation design Different methods in different phases Using different perspectives Triangulation through the use of two different methods for investigating a specific object of study. Chapter 4: Method awareness

79 Investigation design Data-triangulation: Several different sources of data are used Theoretical triangulation: Use of different theories on the same collection of data Evaluator-triangulation: Different evaluators (people) are used for the evaluation of the material Chapter 4: Method awareness

80 Practical approach Questions to consider At an interview: Who is to be interviewed? How are the interviews to be conducted? How critical are you of the source? How do you make sure the answers are credible? Is the respondent in a position of dependence? Can the result be different if you choose other respondents or conduct another type of interview? Chapter 4: Method awareness

81 Practical approach Questions to consider At literature studies: Is the information up-to-date? From how many different and independent sources is the information taken? Is the information taken from its original source? Is the information (consciously or unconsciously) biased? Chapter 4: Method awareness

82 What should actually be said in the method chapter? Choosing and motivating selected investigation methods Describing the practical approach of the study Reflecting over the chosen method An example of method visualisation. Chapter 4: Method awareness

83 Academic papers and theses to write and present and to act as an opponent Chapter 5 Requirements for format of the paper MARIA BJÖRKLUND ULF PAULSSON

84 Requirements for format of the paper Why is the format important? Layout Language Chapter 5: Requirements for format of the paper

85 Why is the format important? Facilitate the reading of the paper Bring out the message Increase credibility Chapter 5: Requirements for format of the paper

86 Layout A uniform impression Typeface for the body text, for headings Headings Reflect the contents, be of varying dignity, be consistent Line spacing and different text styles Enumeration Figure and tables Reference in body text Chapter 5: Requirements for format of the paper

87 Figure and tables Be clear and understandable Be linked to the body text Reference in the body text Have a figure text Be clear Be numbered Be uniform Include reference to source (If the figure is taken from another source) Chapter 5: Requirements for format of the paper

88 Reference in body text To strengthen the argumentation To relate the study to previous knowledge Referencing should be done in a consistent way and according to a chosen reference system Most common are the Harvard and the Oxford systems Chapter 5: Requirements for format of the paper

89 Reference in body text Footnotes Are put at the bottom of the page, at the end of each chapter, or after the last chapter Contain only one or very few sentences. Longer passages of text are put in appendices The placement of the footnote in the body text shows how large a part of the text the reference refers to Chapter 5: Requirements for format of the paper

90 Reference in body text Footnotes The placement of the footnote in the body text Next to a word in a sentence, then it usually refers to the individual word. At the end of a sentence, but before the full stop, then it refers to the contents of the whole sentence. After the full stop, then it also refers to previous sentences in the paragraph. After the full stop in a paragraph, then it refers to the whole paragraph. In the heading, then it refers to all the text up until the next heading on the same heading level. Chapter 5: Requirements for format of the paper

91 Language Definitions Fundamental concepts in the study should be defined Writing rules Consistent use of commas, numerical facts, abbreviations and quotations Direct quotations are to be reproduced word-forword Ease of reading Chapter 5: Requirements for format of the paper

92 Academic papers and theses to write and present and to act as an opponent Chapter 6 If there is a commissioner MARIA BJÖRKLUND ULF PAULSSON

93 When there is a commissioner What is a commissioner? Advantages and disadvantages with a commissioner Important issues when working with a commissioned paper Chapter 6: If there is a commissioner

94 What is a commissioner? A company or an organisation that has formulated a topic or stated a subject area which it is interested in having investigated. The commissioner has the formulating privilege The authors have the implementation responsibility Chapter 6: If there is a commissioner

95 Advantages and disadvantages with a commissioner In the introductory phase Easier to get started, more difficult to find an appropriate aim? Independence Greater in the case of commissioned papers When choosing a method Opinion about how the study is to be conducted Time frames Keep the writing process going Chapter 6: If there is a commissioner

96 Advantages and disadvantages with a commissioner Other content Less interest in method questions and theoretical review, more interest in collecting and analysing data and getting results The nature of the results The commissioner will preferably have results that are clear and unambiguous Result expectations and generalisation Risk of support and generalisation being incomplete, an emotional bonding with the organisation Chapter 6: If there is a commissioner

97 Important issues when working with a commissioned paper Degree of commitment Financial help How to handle secrecy issues? Writing one or two versions of the paper? Chapter 6: If there is a commissioner

98 Academic papers and theses to write and present and to act as an opponent Chapter 7 To present your paper MARIA BJÖRKLUND ULF PAULSSON

99 To present your paper Different presentation strategies Preparation Visual aids What to think about at the actual presentation Chapter 7: To present your paper

100 Different presentation strategies The traditional model The headline model The consultant model Chapter 7: To present your paper

101 The traditional model Begins with the background, how the work has been carried out etc. and finally arrives at the conclusions Chapter 7: To present your paper

102 The headline model Begins with the most important message. The most important message is depending on the audience Chapter 7: To present your paper

103 Preparation Preparation and practice is crucial Chapter 7: To present your paper

104 Preparing a good presentation How is the presentation adapted to the audience? Which is the audience? What characterises this group? What might the group wish to find out about with regards to the message? Which speed an which level are appropriate for this group? Chapter 7: To present your paper

105 Preparing a good presentation How can you create attentiveness and interest? Alternate between different techniques Alternate between different presenters Be different Move around Do not send things around unnecessarily Vary your voice Use body language Keep contact with the listeners Get support from your co-presenters Chapter 7: To present your paper

106 Preparing a good presentation How long does the presentation take? Practice and time yourself Have a backup strategy Which backup strategies are needed? What to do if the equipment fails Think about alternative set-ups What does the venue look like and how is the equipment? Check the venue and the equipment in advance Chapter 7: To present your paper

107 Visual aids Easier to remember a message that is both seen and heard Overhead and PowerPoint Hand-outs Chapter 7: To present your paper

108 What to think abou at the actual presentation Be yourself Be engaging Accept nervousness When you get stuck Activate the backup strategy Respect the listeners Summing up Chapter 7: To present your paper

109 Academic papers and theses to write and present and to act as an opponent Chapter 8 To act as an opponent on somebody else s work MARIA BJÖRKLUND ULF PAULSSON

110 To act as an opponent on somebody else s work The final seminar Why must you act as an opponent? The opposition spirit Preparation of opposition The content of the opposition Opposition on a paper with a commissioner Chapter 8: To act as an opponent on somebody else s work

111 The final seminar Critically examining the submitted work Highlighting both strengths and weaknesses Holding a dialogue Chapter 8: To act as an opponent on somebody else s work

112 Why must you act as an opponent? Demonstrate your competence within the area of writing assignments Practising and learning session Grading Chapter 8: To act as an opponent on somebody else s work

113 The opposition spirit Constructive basic attitude Impartial and non-personally oriented critical examination Mutual respect and an attitude of learning Constructive thinking and acting Critical- questioning Creative- new angles of approach Positive-Seeing the strengths and opportunities Chapter 8: To act as an opponent on somebody else s work

114 Preparation of opposition Is it clear what the problem is? Do the title, aim, method, theory, empirical data and results match each other? Does the title give information about the actual content of the paper? Is the problem connected to previous knowledge within the field? Is there a link between the problem, aim, method and result? Chapter 8: To act as an opponent on somebody else s work

115 Preparation of opposition Have the authors motivated all the important choices? How have sources of error been avoided? Have the authors clarified their result? Have the authors really tried to find support for and generalise their results as far as possible? Have we (the opponents) come up with any alternative set-up? Chapter 8: To act as an opponent on somebody else s work

116 The content of the opposition Interesting results and discussion The parts that are well implemented If the authors have a good command of the topic The design and implementation of the paper/presentation Chapter 8: To act as an opponent on somebody else s work

117 The content of the opposition The structure: 1. Major and essential issues 2. Minor issues 3. Final assessment Chapter 8: To act as an opponent on somebody else s work

118 Academic papers and theses to write and present and to act as an opponent Chapter 9 Assessment of an academic assignment MARIA BJÖRKLUND ULF PAULSSON

119 Assessment of an academic assignment Can papers be objectively assessed? Cheating and the importance of clearcut rules Assessment criteria Working process when assessing Weighing in assessment and giving grades Level of ambition versus grades Differing opinions about given grades Chapter 9: Assessment of an academic assignment

120 Can papers be objectively assessed? Establish clear assessment criteria Have several people assess the paper Chapter 9: Assessment of an academic assignment

121 Cheating and the importance of clear-cut rules Difficult to decide what is cheating What the supervisor, the person responsible for the seminar and the examiner communicate during the writing of the paper A consistent approach regarding what is, and what is not, cheating Use already existing material, but sources must be clearly stated A supervisor or examiner can never judge a student as being guilty of cheating Chapter 9: Assessment of an academic assignment

122 Assessment criteria The relevance of the topic Clearly defined task Investigation design and method choice Theory The empirical data Analysis Results, conclusions and knowledge contribution Chapter 9: Assessment of an academic assignment

123 Assessment criteria Functioning whole Degree of processing Creativity Presentation of the study Opposition Which are the criteria that apply to your assignment? Chapter 9: Assessment of an academic assignment

124 Assessment criteria The relevance of the topic Theoretical relevance General relevance The degree of difficulty of the topic Chapter 9: Assessment of an academic assignment

125 Assessment criteria Clearly defined task Aim Delimitations and focus Target group Chapter 9: Assessment of an academic assignment

126 Assessment criteria Investigation design and method choice Use scientific methods Method knowledge Method implementation Thinking critical, method awareness Clarity Chapter 9: Assessment of an academic assignment

127 Assessment criteria Theory Familiarity with the theory Theory use The empirical data Relevance Interesting Abundant Reliable Chapter 9: Assessment of an academic assignment

128 Assessment criteria Analysis The use of theory and empirical data The authors own reasoning and conclusions Systematics and structure Chapter 9: Assessment of an academic assignment

129 Assessment criteria Results, conclusions and knowledge contribution Distinct results Theoretical relevance and knowledge contribution Practical relevance and knowledge contribution Relating to already existing knowledge within the field Generalisation Chapter 9: Assessment of an academic assignment

130 Assessment criteria Functioning whole Logic Main line of thought Balance Chapter 9: Assessment of an academic assignment

131 Assessment criteria Degree of processing Formalities and layout Language Creativity Presentation of the study Chapter 9: Assessment of an academic assignment

132 Assessment criteria Opposition Focus Thorough preparation Completeness Dialogue Which are the criteria that apply to your assignment? Chapter 9: Assessment of an academic assignmentt

133 Weighing in assessment and giving grades Criteria grades and the weighing in of the same an example of a pass. Chapter 9: Assessment of an academic assignment

134 Weighing in assessment and giving grades Criteria grades and the weighing in of the same an example of a fail. Chapter 9: Assessment of an academic assignment

135 Assessment of an academic work Level of ambition versus grades Different opinion about given grades Chapter 9: Assessment of an academic assignment