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Essential Academic Writing &

Information Skills

Undergrad. Stage 2 BSc.

12th Sept. 2008

14.oo – 15.50 hrs. Felicity Johnson

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Content of Academic Writing Skills Presentation

Slide 3: Rationale for writing & information skills

Slide 4-6: Developing academic literacy

Slide 9-19: Rules of academic writing

Slide 20-24: Nursing Literature

Slide 25-32: Referencing

Slide 33-35: Plagiarism

Slide 36: Structuring an academic essay Slide 44: Title page

Slide 46: Introduction

Slide 49: Main text

Slide 51: Conclusion

Slide 52: References List.

Writing at 3rd level

Criteria for assessment

Theoretical marking grid

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Why academic writing & library skills?

• In today’s environment of rapidly changing health care and information technology, nurses require the key skills of information literacy & writing skills, to use and communicate information in an appropriate and effective manner.

• Writing & information skills are an immensely important & powerful tool in the academic world.

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Developing academic literacy

• As a professional-crucial to write well.

• Developing an awareness of the epistemology (theory of knowledge of subject).

• Does not require unique talent/ outstanding ability.

• Everyone has basic skills necessary to write well

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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:• Prewriting• Drafting• Revising• Editing• Presenting

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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. “Analyse and discuss…………”

Anecdotal: Personal experience of self/others.

Empirical/evidence-based: Scientifically verified & published.

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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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Clarity of expression• Good 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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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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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

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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.

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Nursing Literature• Journal 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 Standard• World of Irish Nursing• Many 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).

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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’.

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References ListBurns 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 very serious offence.

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

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PlagiarismAcademic Integrity & Intellectual Property• Academic 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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Suggested approach

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Words used in assignment titles• Discuss = Investigate/examine by argument; sift & debate; give

reasons for & against.

• Analyse = distinguish/examine closely the elements of this issue.

• Criticise = Give your judgement about the merit of theories/opinions & back up your judgement by a discussion of the evidence/reasoning involved.

• Critically evaluate = A thoughtful, thorough and balanced appraisal, assessing both strengths & limitations.

• 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.

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Words used in assignment titles• 'Examine ...'

Need to unravel the events that led to a particular set of circumstances or the validity of the reasoning that underlies a particular point of view. Stress the relative importance of the different arguments & relevance to issue under consideration.

• 'Outline ...'Only a brief description is required. Usually there are follow up parts to this question.

• 'To what extent ...'This implies there is no definite answer to the question posed. Present both sides of the argument and exercise judgement by stressing the strength of some arguments over others.

• 'Describe ...'Usually more than a mere description is expected, instead, a critical review of some particular set of circumstances or events is usually expected.

• 'Distinguish ...'Need to show that they understand the differences between two concepts. Similarities & differences need to be discussed.

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How to write an essay Identify what the essay question/ title is ; check with your module

leader if in doubt.

Divide the task into sub-tasks e.g. library search, planning, making notes & draw up a timescale.

Brainstorm ideas & make an initial plan for your essay.

Search for & select appropriate information; read & make notes.

Make first draft of essay. Remember to include an introduction, a middle and a conclusion.

Read your essay; alter parts you are not happy with; check spelling and grammar; check References List.

Write final version, proof read. Submit on time.

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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

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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.

main idea

concludingsentence

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Assignments• An 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

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Structure of an essay:

Introduction

Main text/body.

Conclusion

References

•Bibliography (optional)•Appendix/Appendices(optional)

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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 mustcommunicate with one another. Yet, for some individuals,communication experiences are so unrewarding that they eitherconsciously, or unconsciously, avoid situations where

communicationis required. The term ‘communication apprehension’ (CA) wasdefined as “an individual’s level of fear or anxiety associated witheither real or anticipated communication with another person orpersons” (McCroskey 1984: 68). In the last two decades,communication apprehension and related constructs, such asreticence and unwillingness to communicate, have receivedextensive research and theoretical attention by scholars incommunication 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 in the first sentence &

you should clearly identify what you are trying to achieve in your 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 need to 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 should 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 that you will be discussing in

the essay.

• Provide definitions for the key terms that you introduce, (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 in ensuring 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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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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Content• Must follow assessment guidelines - certain key

characteristics, e.g. if the essay requires you to write on professional, legal & ethical issues and you choose only to concentrate on professional & ethical, then you miss key content and & lose marks.

• Also an essential requirement is to apply theory to practice – integration.

You need to demonstrate that, not only do you

understand the theory, but you understand the extra 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 their health).

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ConclusionThis should:• Be a summary of your main results what you believe are the

most important points.

• 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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Conclusion‘The conclusion that can be drawn from the research

that has been conducted so far, is that communication isan ongoing process that involves constant changes withinthe people involved and their environment. Whencommunicating with others, individuals are influencedand affected by many variables and CA may be theresult of any number of different causes. The degreeof CA that an individual experiences can vary dependingon their personality and the context of situation. Nonetheless, the notion that high levels of CAnegatively affects an individual’s success bothacademically and socially appears to be supported by the

research’.

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Assessment criteria

1. Relevance of material to question set.

2. Evidence of understanding. 3. Structure and organisation. 4. Evidence & relevance of

background reading.5. Adequately and correctly

referenced .6. Presentation – spelling & grammar

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Assessment Criteria Certain minimal requirements for a pass. • 1. Have a good standard of written English -correct

spelling, grammar & punctuation.

• 11. Demonstrate evidence of structure (i.e. introduction, main text and 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.

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Assessment Criteria–5 Points• Analysis: Engagement with question. Focus on relevant points.

Use of evidence. Identification of strengths & weaknesses, different viewpoints & research findings. Threads drawn together in conclusion.

• Content: Enough facts to support analysis. Use of relevant material. Awareness of different schools-of-thought. Use of relevant & up-to-date literature. Avoidance of broad, sweeping statements.

• Planning: Clear structure. Introduction which shows why topic is important & the key points to be discussed. Sections introduced. Logical sequencing of points. Relevant links made between points. Use of signposts. Drawing threads together in conclusion.

• Referencing: Suitable material to substantiate ideas & evidence provided. Clear indication of sources. Comprehensive reference list.

• Literary Style: Objective & accurate writing style. Written in own words (except when directly quoting). Grammatical construction of sentences, consistency of tenses, correct spelling, punctuation, use of paragraphs etc. Avoidance of clichés, abbreviations, slang & jargon.

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To recap: Key components of 3rd level writing

• Organisation & coherence.• Content.• Level of analysis & synthesis.• Use of literature & quality of

referencing. • Clarity of expression.

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Writing at 3rd Level• The rules are clear & support is

available.

• Meet the learning outcomes: - in terms of knowledge, insight &

understanding, by the module’ end. The content of essays/assignments must

meet these outcomes. • Make sure you understand the theoretical marking grid

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Writing at graduate level (cont.)• Individual issues are explored in depth. (It is essential,

therefore, to focus on a few key issues, so that they can be explored in sufficient depth within the word allowance).

• The student should constantly be trying to find answers in the literature, particularly finding different definitions and interpretations of key issues.

• Once the literature is presented, the student puts is/her own ‘spin’ (interpretation) on it.

• Personal thoughts and reflections are always followed up by attempts to find supporting evidence (substantiation) in the literature

• The complexity of the issue is recognised. Things are not presented, simplistically, as ‘black and white’. Instead, shades of grey are acknowledged.

• The student’s ‘voice’ is heard throughout, trying to make sense of what he/she has read and comparing it with what he/she has experienced.

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Analysis & Synthesis-grad. level• Bringing together theory & practice - integration. • Commenting on the relevance of the theory.

Making links with other literature you have read, looking for confirmation in other references, or perhaps finding out where different authors disagree with one another.

• In this process of integration, you are choosing where you believe the pieces of your academic jigsaw puzzle fit together.

• In doing so, you are growing your own version of the

facts – synthesis - the picture/argument you are making with your interpretation of the facts.

• The next stage is to evaluate what you have found and make a decision as to what is important.

• This evaluation is an important part of the conclusion, where you summarise your interpretation of the facts, in your own words and then decide the best way forward, by highlighting key implications for practice or making recommendations..

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Analysis & Synthesis

• Analysis - ability to recognize strengths & weaknesses in the information - e.g.

‘diuretics are useful drugs in the treatment of cardiac failure, because they reduce the circulating blood volume and, therefore, strain on the heart, enabling it to operate at a lower pressure. This is the great strength of these drugs in treating heart disease. Their weakness, however, is that they cause the ‘flushing out’ of the body of vital electrolytes, such as potassium which are needed for the efficient contraction of the heart muscle.In nursing, it is possible to find strengths and weaknesses in all our nursing care and in the related psychology, sociology and physiology that supports it’.

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Analysis & Synthesis

• Synthesis - able to develop your ideas from the information you have found (just like photosynthesis is the development of energy from light).

• Sometimes, you may be asked in your assignment to use reflection in this process. - you can use personal experiences to help to demonstrate how the theory is applied in reality. (e.g. describing how an individual patient reacted when you first approached him about the need to stop smoking).

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Writing at graduate level (cont.) ‘Jones (2005) recently traced the theory practice gap in nursing.He argues that authors such as Brown (2001) and Raymond (1998),had identified the difficulty between the understanding of nursingtheory and its actual implementation in clinical areas, as being adivide which had existed from the time of Nightingale’s earlyinterventions in the 1800’s. It seems, therefore, that this is a true dichotomy, adivision between what is intended in theory and what actuallyoccurs in practice. Fletcher (2004) argues that a possible source ofthis dichotomy may be nursing lecturers who retreat into academicenvironments and lose contact with the real world of the clinicalenvironment. Hamilton (2001: 200) accused these lecturers ofbeing “quixotic”, meaning that they were tilting uselessly atwindmills, like the confused hero of the story ‘Don Quixote’. Thisseems to suggest that these lecturers are actually confusing analready difficult situation by being unrealistic in their expectationsand the focus of their attacks on the health system. Indeed,Worthing (2005) argues that a lecturer who does not also activelypractice the nursing profession can make no useful contribution tothe reduction of the theory practice gap’.

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Writing at graduate level (cont.)

Now, that is graduate level writing! It has all the essential elements:Careful explanation, showing understanding

of the complex terminology used.Extensive use of literature to support the

ideas being presented.A linking, ‘conversational’ style, which

shows the student’s own interpretation of what she/he has read and how it informs the argument being presented.

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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 66

Theoretical Marking GridGrade

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)

FJ Sept. 2008 67

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.

FJ Sept. 2008 68

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.

FJ Sept. 2008 69

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.