Academic Writing & Information Skills

Stage 1 BSc. 25th Sept. 2008 09.00 –10.50 hrs. & 2nd Oct. 2008 09.00 –10.50 hrs. Felicity Johnson

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Desired Learning Outcomes

1. Comprehend the importance of academic reading, writing & information retrieval skills.

2. Be aware of optimum learning conditions. Be familiar with effective study strategies.

3. Understand the academic writing process. Be aware of the correct referencing technique & how to

structure your writing assignments.

4. Have knowledge of the School’s Writing Guidelines.

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Why academic writing & library skills?Writing & information skills are a powerfultool in the academic world. • In today’s environment of rapidly changing healthcare & information technology, nurses require the keyskills of information literacy & writing skills, to use &communicate information in an appropriate & effectivemanner. • As a professional-crucial to write well.

• Does not require unique talent/outstanding ability.

• Everyone has basic skills necessary to write well

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Joining 2 dynamic worlds!

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(Q) What’s the difference between 2nd

& 3rd level education?

(A) 3rd level students are

independent,autonomous, learners.Responsible for own learning!

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Synopsis

Dissertation

Thesis

Attitudes to learning

What is your attitude to learning?

Have you had prior negative experience?

Self-confidence has a major impact upon ability to perform well.

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Optimum conditions for learning The brain works best when: it is rested -sleep affects performance. it is hydrated - water helps electrical

connections of the brain. it is unstressed - when stressed, can focus

only on 'escape’. it enjoys itself - look for any angle that

stimulates interest in learning. it has seen something several times - little

& often better than trying to understand something in one sitting

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General tips• Spending long hours studying not

necessarily productive! • Possible to gain better marks by

studying more effectively rather than for longer.

To study effectively: • Identify what is really needed:

Study assignment titles carefully. Work out exactly what is required. Time spent in preparation is well spent.

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General tips (cont.)• Work strategically.Set yourself clear goals & work towards these.

• Make the material meaningful.Look for 'the meaning' , rather thanfocusing on remembering information.

• Look for linksThis helps to develop understanding &memory. • Work with othersSo that you share ideas & gain mutual support-

you gain a different set of perspectives.

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Set yourself SMART-F targetsTargets should be: strategic: assisting you to achieve goals.measurable: you know when you have

completed them. achievable: you are likely to succeed in

meeting them. realistic: they fit the circumstances.time-bound: you have a set time to meet

them. flexible:you can adapt them if circumstances

change.

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General tips (cont.)

• Look for short-cuts - that do not compromise your studies. For example: – avoid unnecessary tasks such as writing

notes out neatly. – use abbreviations in your notes. – write assignments onto a computer

rather than writing by hand & then typing them up.

– focus your notes around themes & questions rather than making long notes.

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Tips for learning from lectures

Before the lecture:Prepare for lectures – look up text books

etc. so that you have some prior awareness.

Set yourself questions & leave spaces to have these answered during the lecture.

Arrive on time - Not hungry/thirsty/perturbed!

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During the lectureFocus on listening to the lecture. Listen to

'make sense‘.

Don't spend time making detailed notes.Make a brief note of key themes.

Listen for 'signposts' about what is coming next/for summaries of key points.

Listen for answers to questions you set in advance.

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After the lecture

Read your notes & fill in any gaps. Discuss the lecture with other people. Consider how the lecture changed or

developed your opinions of the subject.

Label and file your notes

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A pyramid of skills-Bloom’s Taxonomy(1956)

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The writing process5 Ws & H to be considered:Who? Who is this writing intended for?What? What is the intent of the document?When? How soon does it need to be

submitted?Why? For what reason is it being written?Where? Where is the document going? How? How will the document be

distributed?There are 5 steps in the writing process:PrewritingDraftingRevisingEditingPresenting

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Writing styles

Writing clearly & persuasively is a valuable skill

Descriptive: Portrayal of the main features: “Describe…………..”

Analytical: Stating a point, providing evidence, contrasting this with other evidence, drawing logical conclusions.

Anecdotal: Personal experience of self/others.

Empirical/evidence-based: Scientifically verified & published.

Writing at 3rd levelDon’t make the mistake of thinking thatgraduate level writing means using complexEnglish & long words. e.g.’‘It is intuitive, therefore, that the fundamentaldichotomy in theory and practice is inevitablyexacerbated and irrevocably confounded by theunderlying quixotic nature of nursing lecturers’.

no,no,no! All you are saying, obtusely, is: ‘‘it seems obvious that the theory practice gap isalways going to be made worse, and become utterlyconfused, by nursing lecturers who don’t live in thereal nursing world’. Clear, simple writing is best!

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Coherence• Must be logical - make sense.

• You will be judged on coherence - if it is intelligible & ‘holds together’.

• Put information down logically, so that the sentences connect together in a way that makes sense.

• You should spend time rearranging the main points

until they are in logical order.

• Writing a paper is not only a matter of gathering and presenting information, it is an exercise in comprehension and critical analysis.

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Clarity of expressionGood academic writing = clear English,

correct spelling, grammar & punctuation.

Your writing style must not be colloquial. E.g. ‘When we done the obs and lots of

walking with him, he was well chuffed’. The use of English must be

professional: e.g. after performing routine observations

for blood pressure and pulse, (to check the patient was not tachycardic or hypotensive), we were able to help the patient to mobilise. He was able to walk for a significant distance and was extremely pleased with his achievement.

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Rules of academic writing An academic text not a narrative-it is an argument.

Formal, logical, cautious & unemotional language.

No slang, jargon, personal anecdotes, colloquisms, exclamation marks & contractions (‘e.g. can’t’).

Clear, succinct writing.

Make your claims tentative rather than definite - it’s unlikely that you’ve reached the only possible conclusion! 

Words which signal tentativeness include: may; might; possibly; in some instances; often; in many cases

A % of the overall mark will be awarded for clear, accurate writing & referencing & the converse also true.

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Rules of academic writing Not 1st person (I and my).

3rd person only– ‘this writer’ believes that’… ‘this student’s experience has been’… It is believed… Many researchers have noted… Some writers have stated.. The research suggests… The evidence indicates... It will be argued that …

This essay will critically examine the process leading to….

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Primary & Secondary Sources

• Where possible, use original/primary sources – e.g. Benner (1984)

• When this is not possible & you are using a secondary source, you should use the term ‘cited by’ in text followed by the reference in which it is quoted e.g.

Fraser (1990), cited by Walsh (1998), suggests that there is no empirical evidence to support the ‘activities of living ‘model of nursing.

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Rules of academic writing

‘Times New Roman’ script, size 12 font. Double-spaced between lines. One side of page only & number pages. 3 cm. margins at top, bottom, right & left of page. Word Count: all words from beginning of introduction to end of conclusion. Title Page, References List & Appendices not included in word count.

Penalties for under/exceeding word limit.

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Assignments must be submitted on/ before stated date, unless a valid, written explanation is given to relevant Module Leader.

A late submission form must be completed by the student.

If a student is ill, a medical certificate must be provided.

Work submitted more than one week late without a negotiated reason, will not receive a mark greater than 50% & may not be processed for the next Examination Board.

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If you omit any words from a quotation, use three spaced dots ... to indicate the omission.

If you wish to point out an error in a quotation, follow the error with (sic).

Watch your apostrophes!-e.g. The nurse’s role, nurses’

responsibilities.Similar sounding but different meaning: discreet/discrete there/their than/then

Rules of academic writingCritiquing: Usually, your critique follows your summaryof the original. The reader can then appreciate yourviews about the validity of other writers' ideas. 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 it has been published.

• Can require you to identify problems with a writer's arguments/methods, or perhaps to refer to other people's criticisms.

• Constructive criticism suggests ways in which a piece of research/writing could be improved.

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Rules of academic writingUse a dictionary/computer grammar &

‘spellcheck’.

Be cautious with your ‘spellchecker’! I have a spelling checker, it came with my PC, it plainly marks four my revue, mistakes I cannot sea, I've run this poem threw it, I'm sure your pleased to no, its letter perfect in it's weigh, my checker tolled me so!

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• Proof reading is essential before submitting your assignment.

A fresh eye is good – friend/relative.

• Give yourself enough time to write your assignments. Start as early as you can.

• . If you are aware that you have difficulties in academic writing, because of dyslexia/any other problem, please approach our support services asap.

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Nursing Literature Every assignment must be supported by relevant literature (i.e. evidence based). Preferably within the past decade (10 yrs.) unless a seminal work

100s of nursing journals available. 200+ on-line here in School.- vast majority have a specialist focus.- some aimed at local/national market, others aimed at international market.Other sources of literature: Abstracts Books Case reports Theses/dissertations – MSc. MA, PhD.

Nursing LiteratureJournal articles that undergo peer

review/ ‘referee’ process, in which experts examine them for quality & validity - a peer-reviewed journal.

Peer reviewed = academic rigour. Examples of scholarly/peer reviewed: Journal of Advanced Nursing Journal of Nursing Scholarship Journal of Continuing Higher Education Examples of non-peer reviewed

sources: Nursing Times Nursing StandardWorld of Irish NursingMany websites

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Literature-showing knowledge & understanding

• Using database & literature searching skills to identify appropriate literature.

• Able to identify & use a wide range of sources

of information. • Demonstrate that you have read widely & can

provide a good variety of references to support points that you are trying to make.

• Able to show that you have a sound

understanding of the available literature on the subject, by using references to support every piece of theory that you present.

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Use of literature & referencing

Provide examples from the literature first& reference these before making your owncomments/describing your own reflections. e.g. – poor:‘Communication in nursing is the most

importantthing of all. When this student approaches thepatients on the ward, she is careful to makesure that she establishes eye contact first andholds their hand to show that she cares aboutthem. Non-verbal communication is just asimportant as verbal communication’.

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Use of literature & referencing (cont.)

better:‘Many authors, such as Burnard (2003) and Kemp & Smith(2004), agree that communication is the most importanttherapeutic skill in nursing. However, Brown (2005),emphasizes that nurses must appreciate that non-verbalcommunication, through eye contact and touch

particularly, isan essential pre-requisite to establishing a rapport andtrusting relationship with patients, before verbal

communication commences. In this student’s ownexperience on her recent placement on a surgical ward,

shefound that patients responded positively to her (when shewanted to give them information about their operations), ifshe established eye contact first and also reached out totouch their arm or hold their hand’.

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Referencing

Harvard System of Referencing:

Alphabetical order – by author’s surname

Names & dates cited in the text & then listed at the end.

Year of publication in brackets after the author’s name.

Titles of books/journal names in italics.

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Referencing within the Text

Give the surname of the author, followed by the year of publication e.g. - One researcher, (Ensign 2006), found that………….

Two writers – Holloway & Jones (2005) believe that….

Three or more writers - give the surname of the first author followed by et al. e.g. Campbell et al. (2001). All the authors’ names must be given in the reference list.

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Referencing a journal article in the References List

Must include: Author(s) surname, followed by initials. Year of publication, in brackets.Title of the article.Title of the journal, in capitals and in italics. Volume or series number. Edition number - only if each issue is numbered separately. The number of the first and last pages of the article.

Ensign J. (2006) Perspectives and

experiences of homeless young people. Journal of Advanced Nursing, 54, (6) 647-652

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Referencing a book in the References List

Include the following:Author(s)’ surname, followed by initials. Year of publication in brackets.

Full title of the book, capitalised, in italics.

Edition of work, if more than one edition. Volume number, if more than one volume.

Name of publisher.

Town/city of publication.e.g.: Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete Guide to Success at University. Sage: London

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Quoting in text Froman (2008) believes that nursing is a

theory- driven, scientifically based profession, that is actualised through clinical practice (paraphrasing)

Page number & double quotation marks when

directly quoting e.g. Wynd (2003:251) stated that “today’s profession of nursing is evolving as a

valuable public service” (verbatim).

Quotations of 2/more lines must be indented &

single-spaced: The more skilled the nurse becomes in perceiving andempathising with the lives of others, the more knowledge orunderstanding will be gained of alternative modes ofperceived reality. (Carper 1992: 219).

Use of literature-showing knowledge & understanding

Direct quotes should be used sparingly, as they involve little mental processing.

e.g. According to Johnson (1990), nursing is: …an external regulatory force that acts topreserve the organisation and integration of thepatient’s behaviour at the highest possible level underthose conditions in which the behaviour constitutes athreat to physical or social health or in which illness isfound. (Johnson 1990:29)

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Use of literature-showing knowledge & understanding (cont.)

• A better approach – paraphrasing -involves more interpretation.

Choose a linking word between the authoryou are citing & a summary of what was said: e.g. ‘Jones (2004) defines/explains/believes/suggests/indicates/argues/states…’

• Simply a statement –’states’, asuggestion- ‘suggests’, personal belief-’believes’, an argument- ‘maintains’ or

‘argues’. FJ Sept. 2008 42

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References List

Burns T. & Sinfield S. (2008) Essential Study Skills: The CompleteGuide to Success at University. Sage: London.

Bysshe J. (2006) Guidelines on Academic Writing for ThamesValley University, TVU Press.

Campbell T., Draper S., Reid J. & Robinson L. (2001) Themanagement of constipation in people with advanced cancer.International Journal of Palliative Nursing 79, (3), 110-119.

Ensign J. (2006) Perspectives and experiences of homelessyoung people. Journal of Advanced Nursing, 54, (6) 647-652

Holloway S. & Jones V. (2005) The importance of skin careand assessment. British Journal of Nursing 14, (22) 11721176

Johnson A. (2003). Essence of caring for a person dying.Nursing and Health Sciences, 5, 133-138

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Plagiarism ‘Literary theft’ & unacceptable. Plagiarism is the use of ideas, quotations, pieces of text, pictures, tables, graphs/other work, without referring to original writer.

Contravenes UCD’s examination regulations & regarded as a very serious offence.

Every piece of course work submitted requires a signed form to confirm that the work is your own.

PlagiarismAcademic Integrity & Intellectual

PropertyAcademic integrity is respect for the intellectual

community in which you are participating as a student & the standards governing it.

This means that you are accountable for the

honesty and the quality of the work that you submit.

The rights of intellectual property must be respected by properly acknowledging the original author’s ownership of any words, phrases & ideas that are used in academic writing.

Plagiarism in writing is the incorrect use of source material. Whether intentional or not, failing to give credit for words, ideas or concepts that you get from any source, including your own previously submitted work, is plagiarism.

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PlagiarismAs a student, it is your responsibility to know andunderstand the University’s policies on academic

fraud.The rules apply whether the offence is

intentional/not. Plagiarism comes in many forms:Using an author’s words/ideas without proper

reference Failing to put quotation marks around words taken

from a source. Falsifying/inventing information or data “Cutting and pasting” from the Internet

Avoiding plagiarism requires 2 skills:1) using source material correctly, 2) referencing that material. Any information that you take from another source

must be properly referenced, whether it is from a book, a journal or from class notes or lectures.

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Words used in assignment titles

• Discuss = Investigate/examine by argument; sift & debate; give

reasons for & against.

• Assess = Estimate the value & importance of this issue.

• Define = Set down the precise meaning of this issue.

• Identify = Establish clearly the nature of; list, with examples.

• Explain = Make plain, interpret, account for, give reasons for.

• Outline = Only a brief description is required. Usually there are follow

up parts to this question.

• Analyse/Examine = distinguish/examine closely the elements of this

issue.

• Criticise/Critically evaluate = a thoughtful, thorough & balanced

appraisal, assessing both strengths & limitations.

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Suggested approach

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How to write an essay1. Identify what the essay question is asking; check with Module Leader - ? understand the question.

2. Divide into tasks e.g. library search, planning, making notes,

3. Brainstorm ideas & make initial plan for essay.

4. Search for appropriate information; read & make notes. 5. First few drafts of essay. Read & amend; check spelling & grammar; check References List.

6. Write final draft, proof read. Submit on time.

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Structure of an essay: Introduction Main text/body. Conclusion

References

Bibliography (optional)

Appendix/Appendices(optional)

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AssignmentsAn Assignment Form must be completed & signed (from School Office, 1st Floor).

Students must keep a copy of all their work.Must have a title page & be stapled. Top right corner: Student’ name, Course title.

Top left corner: Name of Module Leader

Centre: Title of assignment,date due, date submitted.

Bottom left-hand corner: Word limit for assignment, Actual word count

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Module Leader: Ms. F. Johnson Student: Molly Lynch

Module: Nursing 111 Student no. 1234567

BSc. Stage I11 (General)

Assignment Title:

Date for submission:

Date submitted:

Word limit: 2,000Actual word count: 2,0023

Introduction Explain topic of interest.

Set out clearly what question (s) you aim to answer.

Explain structure of paper – answering the questions.

e.g. To function effectively in today’s society, people must communicate with one another. Yet, for some individuals, communication experiences are so unrewarding that they either consciously, or unconsciously, avoid situations where communication is required. The term ‘communication apprehension’ (CA) was defined as “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (McCroskey 1984: 68).

In the last two decades, communication apprehension and related constructs, such as reticence and unwillingness to communicate, have received extensive research and theoretical attention by scholars in communication and psychology. Overwhelmingly, the underlyingtheme has been the negative effects that these constructs canhave on academic and social success. The focus of this paper is oncommunication apprehension as a construct and on how it affectsthe behaviour and lifestyle of an individual.

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Introduction Your aim should be stated early & you should

clearly identify what you are trying to achieve in this essay:

e.g. The overall aim of this essay is to discuss the implications of using Orem’s Model to deliver nursing care for a patient suffering from a stroke.

You then clearly state how you intend to achieve this aim, by stating your objectives:

e.g. This will be achieved by using the Orem Model as a framework to identify the biopsychosocial needs of an 89 year old patient recovering from a left sided hemiplegia).

You then identify the key issues that you intend to address within your essay:

e.g. The key issues that will be explored/investigated/ /discussed/analysed are…

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Organisation & coherence• Identify the key issues in the essay.

• Provide definitions for the key terms, (e.g. the nursing process, accountability etc.)

• Focus immediately on the exact requirements of the essay. No waffle!

There is key knowledge, understanding & insight which are essential for safe & best practice. Nursing assignments have to be focused on these key issues, because, ultimately, patients’ lives may be at risk if you lack this fundamental knowledge.

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Sentences should be short, one idea per sentence.

One main theme per paragraph.Section headings are a good idea.

Linking carries the meaning forward from one paragraph to another:

However………On the other hand……… Nevertheless………….Conversely………

Have a copy of the Student Guidelines for reference

Main body• Divided into paragraphs, looking at

specific aspects of problem (issue).

• The reader should be able to understand the relevance of each paragraph & how they relate to each other.

• End a paragraph with a mini conclusion and a link to the next paragraph.

• Avoid paragraphs that are too short/ong – min. of 4 sentences per paragraph.

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The paragraph consists of sentences that develop/explain the main idea.

Through the centuries,rats have survived all mankind’s efforts todestroy them. People havepoisoned them and trappedthem. They have fumigated,flooded, and burned them.They have tried germ warfare.Some rats even survivedatomic bomb testsconducted in the Pacificafter World War II. In spite of all these efforts,these enemies of mankindcontinue to prove that theyare the most indestructible ofpests.

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main idea

concludingsentence

Content• Must follow assessment guidelines.

• Apply theory to practice - integration

You need to demonstrate that, not only do you understand the theory, but you understand the implications /difficulties of implementing this in practice.

e.g., knowing about the dangers of smoking is a different issue to actually empowering a patient to give up smoking for the good of his/her health.

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Conclusion A summary of your main results/ideas.

Do not simply write what you have done. Explain the significance of your conclusions & provide

suggestions for future research.

Leave the reader with a sense that the purpose of the paper, as set out in the introduction, has been achieved:

e.g. ‘In conclusion, this essay examined the needs of a patient with congestive cardiac failure and discussed the Activities of Daily Living Model. The patient had many needs and the model identified, concisely, what these needs were. This study, therefore, has highlighted the importance of using an appropriate nursing model to ensure that the holistic needs of patients are addressed, resulting in optimum nursing care and a good experience for both the patient and the nurse’.

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Conclusione.g. ‘The conclusion that can be drawn from the research that

hasbeen conducted so far, is that communication is an ongoingprocess that involves constant changes within the peopleinvolved and their environment. When communicating with others, individuals are influenced and affected by many variables and CA may be the result of any number of different causes. The degree of CA that an individual experiences can vary depending on their personality and the context of situation.

Nonetheless, the notion that high levels of CA negatively affects an individual’s success both academically and socially appears to be supported by the research’.

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Assessment criteria? Relevance of material to question set. ? Evidence of understanding.

? Structure and organisation.

? Evidence & relevance of reading.

? Adequately & correctly referenced.

? Presentation – spelling & grammar.

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Assessment Criteria

Certain minimal requirements for a pass.

1. Have a good standard of English -correct spelling, grammar& punctuation.

11. Demonstrate structure (i.e. introductionmain text & conclusion).

111. Be relevant to the theme.

1V. Show evidence that appropriate material was read.

V. Be written in student’s own words, with quotations acknowledged.

V1. Correct use of Harvard Referencing System.

To recap: Key components of Stage 1 BSc.(hons.) academic writing

Organisation & coherence.

Level of knowledge & understanding.

Use of literature & referencing.

Clarity of expression. FJ Sept. 2008 65

Finally... School Academic Writing Guidelines

explained (on Blackboard) Undergraduate Submission Form &

assessment criteria explained (on Blackboard).Don’t leave it to the last minute – technology will often leave you down!

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Theoretical Marking GridGrade

Mark Knowledge, understanding,,application

Analysis,synthesis,evaluation

A+

A

A-

74.44-100

72.22- 74.43

70 - 72.21

Excellent: A comprehensive, highly structured, focused and conciseresponse to the assessment task,consistently demonstrating An extensive and detailed knowledge of the subject matter. A highly developed ability to apply this knowledge to the task set. Excellent presentation withminimal or no presentation errors(spelling, grammar, graphical &visual)

A deep and systematic engagement

with the assessment task, with

consistently impressive demonstration

of a comprehensive mastery of the

subject matter, reflecting:• A deep and broad knowledge &

critical insight as well as extensive

reading. • Evidence of extensive

reading which demonstrates a critical &

comprehensive appreciation of the

relevant literature or theoretical,

technical or professional framework.• An exceptional ability to organise,

analyse & present arguments fluently &

lucidly, with a high level of critical

analysis supported by evidence,

citation or quotaon. • A highly developed capacity for original, creative & logical thinking.

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Theoretical Marking GridGrade

Mark Knowledge, understanding,,application

Analysis,synthesis,evaluation

B+

B

B-

67.78 –

69.99

65.56 – 67.77

63.33 –

65.55

Very Good: A thorough & wellorganised response to theassessment task,demonstrating A broad knowledge of the subject matter. Considerable strength in applying that knowledge to the task set.Quality presentation with few presentation errors (spelling, grammar, graphical & visual).

A substantial engagementwith the assessment task,demonstrating:• A thorough familiarity with the relevant literature or theoretical, technical or professional framework.• Evidence of substantialreading, which demonstrates a well developed capacity toanalyse issues, organisematerial, present argumentsclearly and cogently, wellsupported by evidence,citation or quotation. •Some original insights andcapacity for creative andlogical thinking. FJ Sept. 2008 68

Theoretical Marking Grid

Grade

Mark Knowledge,understanding,,application

Analysis,synthesis,evaluation

C+

C

C-

61.12 – 63.32

58.89-61.10

56.67-58.88

Good: An adequate & competent response to the assessment task, demonstrating:• Adequate, but not complete,knowledge of the subjectmatter or the appearance of

several minor errors. • Capacity to apply knowledge

appropriately to the task, albeit with

some errors. • Clear expression with few areas of confusion.• Ability to convey meaning, but

some lack of clarity & command of

vocabulary. • Good presentation with some

presentation errors (spelling,

grammar, graphical & visual).

An intellectually competent &

factually sound answer with

evidence of a reasonable

familiarity with:

• The relevant literature or theoretical, technical or professional framework.

• Good, developed arguments,

but more statements of ideas.

• Arguments or statements

adequately, but not well,

supported by evidence,

citation or quotation.

• Some critical awareness and analytical qualities. • Some evidence of capacity for original & logical thinking.

Good presentation with some presentation errors (spelling,

grammar, graphical and visual)

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Theoretical Marking GridGrade Mark Knowledge,understanding,appli

cationAnalysis,synthesis,evaluation

D+

D

54.44-56.66

52.22-

54.43

Satisfactory: An acceptable response to the assessment task, demonstrating:• Basic grasp of the subjectmatter but somewhat lacking in focus & structure.• Main points covered, but insufficient detail.• Some effort to apply knowledge, but only basis understanding displayed.

• Several minor, or one major, error.• Satisfactory presentation, with an acceptable level of presentation errors (spelling, grammar, graphical & visual).

An acceptable level of intellectual engagement with the assessment, showing:• Some familiarity with the relevant literature or theoretical, technical or professional framework.• Mostly statements of ideas, with limited development of argument.• Limited evidence of critical awareness or original & logical thinking.

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Theoretical Marking GridGrade

Mark Knowledge,understanding,application

Analysis,synthesis,evaluation

D- 50 -52.11

Acceptable: The minimum acceptablestandard of response to theassessment task. •Showing a basic grasp of subjectmatter, but poorly focused or badlystructured or containing irrelevantMateria.•Having one major error & someminor errors.•Demonstrating the capacity tocomplete only moderately difficulttasks related to the subject material•Displaying minimum acceptablestandard of presentation (spelling,grammar, graphical and visual)

The minimum, acceptable levelof intellectual engagementwith the assessment task, with:•Minimum, acceptableappreciation of relevantliterature/theoretical,technicalProfessional framework.•Ideas largely expressedas statements, with little/nodeveloped/structuredargument.•Minimal evidence ofbackground reading, citation/quotation.•Many references omitted.•Little/no evidence ofcritical awareness/original

& logical thinking.

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Theoretical Marking GridGrade Mark Knowledge,understanding,appl

icationAnalysis,synthesis,evaluation

E+

E

E-

47.78 – 49.99

45.56-47.77

43.33 – 45.55

Marginal: The assessment failsto meet minimum, acceptablestandards, yet:•Engages with the subject matteror problem set, despite majordeficiencies in structure, relevanceor focus.•Has two major errors & someminor errors.•Demonstrates the capacity tocomplete only part of, or thesimpler elements of, the task, with aminimum standard of presentation(spelling, grammar, graphical & visual).•An incomplete/ rushed answere.g. the use of bullet points through

part/all of answer.

A factually sound answer,without an acceptableattempt to:•Integrate factualknowledge into a broaderliterature or theoretical,technical or professionalframework.Show evidence of backgroundreading to support ideas orarguments with evidence,citation or quotation.•Many references omitted.•Develop arguments.

FJ Sept. 2008 72