GETTING YOUR ASSIGNMENT IN ORDER -

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2 ASSIGNMENT GUIDANCE MANAGE YOUR WORKLOAD Keep a track of all the assignment dates and mark them on a calendar. Keep to the hand in dates Plan Ahead and Prioritise The first step to good time management is to prioritise your tasks. In other words, deciding which task is most important and should be completed first. For example, in a choice between reading for an essay due in four weeks or preparing an oral presentation in two weeks, choose to prepare the presentation. To prioritise successfully you must develop weekly and long term time management plans. Many students find long, medium and short term planning useful for organising their study as effectively as possible. Planning ahead saves time, worry and energy. Tips to Make Time Management Easier Complete small tasks straight away rather than putting them off. This will encourage you to begin tackling larger tasks needing attention. Break difficult or 'boring' work into sections. This allows you to approach a large task as a series of manageable parts. Don't try to write a whole assignment in one sitting. Write it section by section. If you have 'writer's block', try writing something-anything-down. Even if you change it completely later, at least you've started. The alternative is having nothing at all. Remember that it's your study and the time you spend on it is up to you. If you find yourself losing direction, sit back and think of why you are doing your degree; remembering your goals can put everything into perspective. 2

3 WRITING A GOOD ASSIGNMENT What gets low marks? The lowest marks are usually awarded for work that: Has weak structure Shows little thought, research or reflection Is mostly descriptive with little analysis or argument Shows only one point of view Better Marks Better marks are awarded to for work which shows: Some understanding of the underlying issues Meets the set criteria Answers the question that was asked Develops an argument or point of view Draws conclusions Shows the relationship between different issues or concepts within the subject area Reveals some thought and reflection Organises information into a structure Gives evidence and examples to support arguments and main points Highest Marks The highest marks are awarded to those who include all the above, but in addition: Reveals a good understanding of why the topic is significant, including underlying issues and concerns and where and why there is controversy Reveals an understanding of how the topic relates to broader issues beyond the subject area 3

4 Referring to Literature One important characteristic of academic writing is that all the sources of information that the writer has used need to be indicated, not just as a bibliography or list of references, but also in or alongside the text. In some cases the source will be the main subject of the sentence, in others the sources may be mentioned parenthetically (in brackets) or via a notation system (eg. footnotes). Being Critical As an academic writer, you are expected to be critical of the sources that you use. This essentially means questioning what you read and not necessarily agreeing with it just because the information has been published. Being critical can also mean looking for reasons why we should not just accept something as being correct or true. This can require you to identify problems with a writer's arguments or methods, or perhaps to refer to other people's criticisms of these. Rationale Provide the reasoning, the thinking, the thought process behind why you have done what you have done the reasons why. Explain the reasons why you've chosen certain solutions and provide evidence. Explain and justify your choices and approach. Reflection Reflective writing is evidence of reflective thinking. In an academic context, reflective thinking usually involves: Looking back at something (often an event, i.e. something that happened, but it could also be an idea or object). Analysing the event or idea (thinking in depth and from different perspectives, and trying to explain, often with reference to a model or theory from your subject). Thinking carefully about what the event or idea means for you and your ongoing progress as a learner and/or practising professional. Reflective writing is thus more personal than other kinds of academic writing. Reflection is an exploration and an explanation of events, not just a description of them. Genuinely reflective writing often involves revealing anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it s often essential!), as long as you show some understanding of possible causes, and explain how you plan to improve. 4

5 It is normally necessary to select just the most significant parts of the event or idea on which you re reflecting It is often useful to reflect forward to the future as well as reflecting back on the past. Words and phrases used to structure the line of reasoning Introducing the line of reasoning Opening phrases Developing the line of reasoning Reinforcing with similar reasons Reinforcing with different reasons or evidence Stronger reinforcement Introducing alternative arguments Rebutting alternative arguments Contrasting Concluding Expressing results and consequences Conclusions Words indicating first.. First; first of all; to begin; first and foremost; at the outset; initially, I will start by Words indicating similarly.. Similarly; equally; likewise; in the same way; indeed; correspondingly; in the same line; also; too; again, besides Words indicating also. Also; in addition; besides; again; as well as; either; too; not only. But also., neither.nor., neither Words indicating furthermore Furthermore; moreover; indeed; what is more Words indicating alternatively Alternatively; a different perspective on this ; others argue that It might be argued that.(the words used in rebutting alternative arguments can also be used) Words including however However; on the other hand; nonetheless; nevertheless; notwithstanding this; in any case; in spite of this; despite this; at the same time; even though Words indicating by contrast. By contrast; although. Conversely; on the one hand on the other hand.; in fact. Therefore; this suggests that.. this indicates. as a result; as a consequence; hence; thus; consequently; because of this; from this we can infer that; from this we can deduce that. Words indicating in conclusion Therefore; in conclusion; thus we can see; thus. 5

6 Answering Assignment Questions Task Words Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you half way towards narrowing down your material and selecting your answer. Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your course. Words What they (might) mean... Account for! Explain, clarify, give reasons for. (Quite different from 'Give an account of' which is more like 'describe in detail'). Analyse Break an issue down into its component parts, discuss them and show how they interrelate. Assess Consider the value or importance of something, paying due attention to positive, negative and disputable aspects, and citing the judgements of any known authorities as well as your own. Argue Make a case, based on appropriate evidence for and/or against some given point of view. Comment on Too vague to be sure, but safe to assume it means something more than 'describe' or 'summarise' and more likely implies 'analyse' or 'assess'. Compare Identify the characteristics or qualities two or more things have in common (but probably pointing out their differences as well. Contrast Point out the differences between two things (but probably point out their similarities as well). Criticise Spell out your judgement as to the value or truth of something, indicating the criteria on which you base your judgement and citing specific instances of how the criteria apply in this case. Define Make a statement as to the meaning or interpretation of something, giving sufficient detail so as to allow it to be distinguished from similar things. Describe Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. Discuss Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion. 6

7 Evaluate Make an appraisal or the worth of something, in the light of its apparent truth;include your personal opinion. Like 'assess'. Enumerate List some relevant items, possibly in continuous prose (rather than note form) - and perhaps 'describe' them (see above) as well. Examine Present in depth and investigate the implications. Explain Tell how things work or how they came to be the way they are, including perhaps some need to 'describe' and to 'analyse' (see above). To what extent...? Explore the case for a stated proposition or explanation, much in the manner of 'assess' and 'criticise' (see above), probably arguing for a less than total acceptance of the proposition. How Far Similar to 'to what extent...?' (see above) Identify Pick out what you regard as the key features of something, perhaps making clear the criteria you use. Illustrate Similar to 'explain' (see above), but probably asking for the quoting of specific examples or statistics or possibly the drawing of maps, graphs, sketches, etc. Interpret Clarify something or 'explain' (see above), perhaps indicating how the thing relates to some other thing or perspective. Justify Express valid reasons for accepting a particular interpretation or conclusion, probably including the need to 'argue' (see above) a case. Outline Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate. Prove Demonstrate the truth of something by offering irrefutable evidence and/or logical sequence of statements leading from evidence to conclusion. Reconcile Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical. Involves need to 'analyse' and justify' (see above). Relate Either 'explain' (see above) how things happened or are connected in a cause-andeffect sense, or may imply 'compare' and 'contrast' (see above). Review Survey a topic, with the emphasis on 'assess' rather than 'describe' (see above). State Express the main points of an idea or topic, perhaps in the manner of 'describe' or 'enumerate' (see above). Summarise 'State' (see above) the main features of an argument, omitting all superfluous detail and side-issues. 7

8 Trace Identify the connection between one thing and another either in a developmental sense over a period of time, or else in a cause-and-effect sense. May imply both 'describe' and 'explain' (see above). Other Useful Definitions Words What they (might) mean... Assumption Something which is accepted as being true for the purpose of an argument. Issue An important topic for discussion; something worth thinking and raising questions about. Methodology A system of methods and principles for doing something. Often used to explain methods for carrying out research. Objective It is the point or the thing aimed at. It is what you want to achieve by a particular activity. (2nd July 2013) Referencing all work must be Harvard Referenced Introducing Quotations & Paraphrases The work you produce usually involves the important ideas, writings and discoveries of experts in your field of study. These contributions are always acknowledged by referencing, and there will be times when you introduce other people's views into your work and want to name them in the text. Naming other authors when you're introducing their views into your work can be done with quotations or paraphrases. When to Introduce Quotes or Paraphrases when you want to use an author as an authoritative voice to introduce an author's position you may wish to discuss to provide evidence for your own writing to make a clear distinction between the views of different authors to make a clear distinction between an author's views and your own Introductory Phrases Use introductory phrases to tell the reader what the author thinks or does in their text. Consider using the following after you have given the author's name (and the year or notation): X states that... X claims that... X asserts that... X agrees that... X strongly argues... 8

9 X comments that... X suggests that... X comments that... X says that... X observes that... X takes the view that... X contends that... X believes that... X proposes that... X concludes that... X maintains that... X concedes that... X notes that... According to X... As X states... Some Examples Quotation with Harvard referencing: Harrison (1992, p. 567) strongly argues that Freud suffered from a serious personality disorder. Paraphrases with Harvard referencing: As Harrison (1992, p. 567) argues, Freud had a difficult personality. Paraphrases with Harvard referencing: Harrison (1992, p. 567) believes that Freud displayed symptoms of a psychological disorder. As Harrison (1992, p. 567) suggests, Freud had a troubled personality. Agreeing & Disagreeing You can indicate your agreement or disagreement with a statement by the introductory phrase you choose. When you want to disagree with a statement Harrison (1992, p. 567) mistakenly argues that Freud had a problem personality. When you want to show agreement with a statement Harrison (1992, p. 567) correctly argues that Freud had psychological problems. It is essential that all work is referenced with a Reference List & Bibliography 9