254.102 Writing Workshop

Essentials of Professional Writing

CTL Services

Interactive Quiz & Feedback

Assignment Structure

This presentation can be viewed online at: http://tinyurl.com/254102workshop12017

Evaluation of writing

CENTRE FOR TEACHING AND LEARNING SERVICES

http://owll.massey.ac.nz Online Writing and Learning Link

http://tinyurl.com/studyup2017 Online Workshops

Book at ctlalb@massey.ac.nz

OR in person at the library (LEVEL 3)

ONE-TO-ONE OR SMALL GROUP CONSULTATIONS

Research studies have found that the prevalence of CONDITION X varies according to type, age group, and gender, although the progression and course of CONDITION X also differs significantly among individuals from the same demographic group (Brown, 2005; Smith & Howell, 2008). Y is the most common variant of CONDITION X affecting around 90% of all individuals with the disorder (Singh, 2005). CONDITION X is considered to be a rare disease affecting an estimated 40,000 Americans with two thirds of the total affected population thought to be female (Kumar & Holly, 2014). While CONDITION X can develop at any stage, the most common age of emergence is 46 (Wang et al., 2011). The onset of CONDITION X can be either sudden or gradual with the severity of symptoms peaking to an unknown intensity within months or increasing years after onset. No accurate prognosis can be made regarding the progression and severity of its symptoms (Faleolo et al., 2013).

Essentials of professional writing

precise

concise, objective and evidence-based

Professional style is:

CONDITION X is most prevalent among females over the age of 40

Research studies have found that prevalence of CONDITION varies according to type, age group, and gender, although the progression and course of CONDITION also differs significantly among individuals from the same demographic group (Brown, 2005; Smith & Howell, 2008).

all individuals with the disorder person-first

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and thousands of New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and thousands of New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

Cut out repetition and irrelevant information.

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and thousands of New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

Person-first language is a must .

So is correct sentence structure and punctuation!

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and thousands of New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective SLT writing be improved?

Cut out vague, colloquial, personal or emotional language.

Support your claims with evidence from peer-reviewed journals, not blogs or hot air!

Interactive Quiz

You’ll see questions on the screen – e.g.

After a few seconds, you’ll be given four possible answers – e.g.

You need to select the correct answer by pressing the appropriate square on your device.

You’ll receive points not only for correct answersbut also according to the speed of your selection.

• Open kahoot.it in your browser

• Enter the game pin which I will show you in a minute

• Enter your nickname (and you will see it appear on the public screen)

To join the quiz you need to:

QUIZ FEEDBACK

1. Which of these represents the floor of the Health Profession House in Freegard’s (2006) model?

Figure 1. The Health Profession House. Source: Freegard (2006).

Figure 2. Te whare tapa wha. Source: Ministry of Health (2012).

2. Which of these is a generic competency in COMPASS?

Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln, Ferguson, & McAllister (2006).

3. In which stage of the Ethical Response Cycle might you consider the Code of Ethics for Registered Teachers?

Figure 8: The ethical response cycle [detail]. Source: Newman & Pollnitz (2002, p. 6).

4. Which of these is one of the four principles of the Code of Ethics for Registered Teachers?

Figure 9. Ethical Principles. Source: New Zealand Teachers Council (2004a).

5. According to their code of ethics, teachers need to be committed to ___

Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council (2004a).

6. What is the name of the video scenario which assignment 1 is based on?

Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social Sciences, Massey University (2016).

7. Which of these frameworks might be used in part 2 of Assignment 1?

Figure 7. The Ethical Response Cycle. Source: Newman & Pollnitz (2002, p. 5)

Figure 6. The Ethical Grid. Source: Seedhouse & Lovett (1992, p. 21)

8. What proportion of the marks for Assignment 1 are for presentation / written communication?

Figure 7. 254.102 Paper Guide. Source: College of Humanities and Social Sciences, Massey University (2016).

PROCESS OF STRUCTURING AN ESSAY

How many paragraphs? 1500 words = 8 – 12 paragraphs

How many sections?

Introduction

Identification of issues

Management of issues

Conclusion

POSSIBLE STRUCTURE

INTRO (1 para)

ISSUE 1 (2 paras)

ISSUE 2 (2 paras)

MANAGEMENT OF ISSUE 1 (2 paras)

MANAGEMENT OF ISSUE 2 (2 paras)

CONCLUSION (1 para)

INTRODUCTION – potential elements

Context: Something in the world, in your life, in your profession that makes this topic seem worth exploring

Definition / Explanation of importance of key topic:

Preview of the structure of the essay

ISSUES SECTION– potential elements

Explain what the ethical dilemma is – i.e. what is the problem and why is this an ethical dilemma?

Explain why the ethical dilemma is a concern, who it affects and what the implications are.

Refer to ethical theories and principles in your explanations.

MANAGEMENT SECTION– potential elements

Explain how one of the ethical frameworks could be used to address each dilemma

Consider the viewpoints / interests of the participants and their codes of ethics

If there is space, apply one or more other ethical principle – e.g. from your reading / knowledge of other cultures etc (still needs referencing even if you just happen to know it!)

CONCLUSION– potential elements

Overall main point of the essay

Key lessons learnt

Implications for professional practice

A suitable ethical principle that applies to this scenario, is non-maleficence (Newman & Pollnitz, 2002).  This principle would support the teacher’s decision not to enforce the uniform rule, since this may result in physical or emotional harm to the child in this case. However, a failure to enforce the rule in this case could be considered unethical from a Kantian perspective (Anfara & Mertens, 2008). A potential way of resolving the conflict between these two ethical principles could be to develop a creative compromise (Kipnis, 1987). For instance, children could be involved in deciding on uniform rules, or negotiating a non-uniform day, which is consistent with the Treaty of Waitangi principles of protection, partnership and participation (Orange, 2004) can be realised. Since this ethical dilemma revolves around the unsatisfactory consequences of imposing a rule, the theory of Utilitarianism can usefully inform decision-making. This involves an evaluation of the likely consequences for all parties (Kagan, 1998). This perspective provides further support for the creative solution of relationship-building, since the likely outcome is far more positive in relation to the interests of the child, which must be paramount in a teacher’s decision-making (New Zealand Teachers Council, 2004).

Evaluation practice

• Accurate writing and referencing• Flow – each sentence builds on the one before• Research-based – includes 6 relevant citations• Uses ethical principles to address the dilemma• Acknowledges culture of the child and family

STRENGTHS

WEAKNESSES

• May be trying to say too much in one paragraph• Does not explicitly apply an ethical framework• Might have acknowledged the child’s and family’s

perspectives and ethical principles more explicitly

References

College of Humanities and Social Sciences, Massey University. (2013). 254.102Professional and ethical practice [Paper Guide]. Albany, New

Zealand: AuthorFreegard, H. (Ed.). (2006). Ethical practice for health professionals. Melbourne,

Vic: Thomson Learning.McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS:

Competency assessment in speech pathology. Melbourne, Vic: SpeechPathology Association of Australia.

Ministry of Health. (2012). Maori health models: Te whare tapa wha.Retrieved from: http://www.health.govt.nz/our work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha

Newman, L. & Pollnitz, L. (2002). Professional, ethical and legal issues in early childhood. Frenchs Forest, NSW: Pearson Education Australia.

New Zealand Teachers Council. (2004a). Code of ethics for registered teachers. Wellington, New Zealand: Author.

New Zealand Teachers Council. (2004b). Uniform issues [Video File]. Retrieved from http://www.youtube.com/watch?v=WgyEZm98ewc

Seedhouse, D., & Lovett, L. (1992). Practical medical ethics. Chichester, England: John Wiley & Sons.

© 2017

This PowerPoint Presentation and the accompanying handouts are copyrighted by Centre for Teaching and Learning, Massey University and may not be used,

except for personal study, without written permission from the copyright owner. Please note that examples are provided for illustration of writing principles only

and no reliance should be placed on any of the ideas referred to in the texts.

Martin McMorrow, Centre for Teaching and Learning09 441 8143 slt-alb@massey.ac.nz

This presentation can be viewed online at: http://tinyurl.com/254102workshop12017