School of Education

Guidelines for Coursework 2013-2014

Table of contents

1 Formatting and style ................................................................................................. 1

1.1 General notes .................................................................................................................. 1 1.2 Numbers .......................................................................................................................... 2 1.3 Abbreviations .................................................................................................................. 3 1.4 Tables and figures ......................................................................................................... 3

2 Citations and reference list/Bibliography ................................................................. 5

2.2 Citation ............................................................................................................................. 5 2.2.1 Plagiarism ................................................................................................................... 5 2.2.2 Indirect citation ............................................................................................................ 6 2.2.3 Direct citation (quotations) .......................................................................................... 7

2.3 Reference list/Bibliography .......................................................................................... 10 2.3.1 General notes ........................................................................................................... 10 2.3.2 Abbreviations in references ...................................................................................... 11 2.3.3 Recording different sources ...................................................................................... 12

2.4 Sample bibliography ..................................................................................................... 16

3 Guidelines for written coursework .......................................................................... 18

3.1 Notes on headings......................................................................................................... 18 3.2 Structure and layout of essay/assignment/project ..................................................... 18

3.3 Sample: Assessment submission form ……………………...… ……………….………..19 3.5 Sample: Late submission form…………………………………………………………….. .20 3.4 Safe Assign ……………………………………………………………………………………...22

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Introduction

The referencing style recommended in the present guidelines is that adopted by the American

Psychological Association (APA). The APA Publication Manual (APA, 2001), now in its fifth

edition, contains a comprehensive list of all aspects of style and formatting. Some of the most

frequently used aspects of this style are listed in this present document. The APA guidelines

recommend the author-date (Harvard) method of citation. These conventions correspond to the

APA 5th author-date style in EndNote. Those using the EndNote in support of their writing

should choose this option from the drop down style menu in EndNote. If there are features which

are not covered in this present document or issues about which you are unsure in relation to the

specific requirements of an assignment, please check with your lecturer/ tutor/ supervisor.

1 Formatting and style

1.1 General notes

Double-spacing or 1.5 spacing is required throughout most of the work. However, if single-

spacing improves readability in particular locations it is encouraged. Single spacing can be used

for table titles and headings, figure captions, references in bibliography (with double-spacing /1.5

spacing between references), footnotes, and long quotations.

Use Times New Roman or Arial Fonts (12 point).

Set all margins to one inch (2.5 cm). In the case of a thesis document the margin on the left should be set to 3.5 cm.

Page numbers are required on every page of the document and placed on the top right hand corner. Number pages consecutively.

In the case of written assignments (excluding thesis), the word count of the assignment (including bibliography) should be placed on the front cover page (see example on page 17).

Indent paragraphs, quotations greater than three lines, and hanging indents 1.25 cm (one half-inch, or five to seven spaces).

Justification should be set to both margins.

Keyword emphasis requires the use of italics, but only the first time a term is used. If the intent is to indicate odd or ironic usage, use quotation marks.

Hyphenation should not occur at the end of lines, only between words when necessary.

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Authors should avoid language that can be seen as discriminating against people on account of disability, race or gender etc. Be sensitive to labels. The following are some generally accepted guidelines:

In general, call people what they want to be called, and do not contrast one group of people with another group called "normal" people.

Avoid equating people with their conditions, for example, do not say "schizophrenics," say "people diagnosed with schizophrenia."

In racial references, respect current usage.

Do not use pejorative terms like ‘stroke victim’ or ‘stroke sufferers’. Use a more neutral terminology such as "people who have had a stroke."

As a rule, use the phrase "people with _______" (for example, "people with AIDS," not "AIDS sufferers").

In referring to age, be specific about age ranges; avoid open-ended definitions like "under 16" or "over 65." Avoid the term elderly. Older person is preferred.

The term ‘gender’ refers to culture and should be used when referring to men and women as social groups e.g. "gender accounts for a large proportion of the variation in attitudes to …". The term "sex" refers to biology and should be used when biological distinctions are emphasized, for example, "sex differences in reaction times." Avoid gender stereotypes.

1.2 Numbers

Spell out common fractions and common expressions (one-half, Fourth of July).

Spell out large numbers beginning sentences (Sixty percent of individuals expressed . . .).

Spell out numbers which are inexact, or below 10 and not grouped with numbers over 10 (e.g. one-tailed t test, eight items, nine pages, three-way interaction, five trials).

Use numerals for numbers 10 and above, or lower numbers grouped with numbers 10 and above (for example, from 6 to 12 hours of sleep).

To make plurals out of numbers, add s only, with no apostrophe (the 1990s).

Treat ordinal numbers like cardinal numbers (the first item of the 12th trial, the sixth group).

Use combinations of written and Arabic numerals for back-to-back modifiers (e.g. six 5-point Likert scales).

Use combinations of numerals and written numbers for large sums (e.g. over 3 million people).

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Use numerals for exact statistical references, scores, sample sizes, and sums (e.g. ‘multiplied by 3’, ‘5% of the sample’, ‘the mean score was 5.6’ ).

Use metric abbreviations with figures (4 m long) but not when written out (four meters long).

Use the percent symbol (%) only with figures (5%) not with written numbers (five percent).

1.3 Abbreviations

You should only use abbreviations (acronyms) that are in common use or in the case of

frequently used terms where using them saves space. They may, therefore, be useful in tables

but you should ensure that such labels are meaningful for the reader. Explain what an

abbreviation means the first time it occurs: PSI (Psychological Society of Ireland) but if

commonly used (e.g. IQ) it does not require explanation

Use periods when making an abbreviation within a reference (Vol. 3, p. 6, 2nd ed.)

Do not use periods within degree titles and organization titles (PhD, PSI).

Do not use periods within measurements (cm, km) except inches (in.).

Use s for second, m for meter.

To form plurals of abbreviations, add ‘s’ alone, without apostrophe (PhDs, IQs, vols, Eds).

In using standard abbreviations for measurements, like m for metre, do not add an s to make it plural (100 metres is 100 m);

When referring to several pages in a reference or citation, use the abbreviation pp. (with a period after it and a space after the period).

Do not use the abbreviation "pp." for magazine or journal citations; just give the numbers themselves. Do use "pp." for citations of encyclopedia entries, multi-page newspaper articles, chapters or articles in edited books.

1.4 Tables and figures

Materials such as tables, graphs, diagrams, flow charts and examples of procedures, schedules

or recording formats can be included as figures or tables. Illustrative materials should be

selected carefully to support points made in the text. It is important to ensure that tables and

graphs communicate the information simply, clearly and accurately. In general, they should be

comprehensible without reference to the text.

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Label each table beginning with the table number followed by a description of the contents. Number tables consecutively as they appear in your text.

Tables should be typed in single, one and a half or double spacing, each with a self-explanatory title.

Type title and table headings in sentence case in bold print.

Each row and column must have a heading. Abbreviations and symbols (e.g., "%" or "nos.") may be used.

Do not change the number of decimal places within a column.

Do not change the units of measurement within a column.

Use a zero before the decimal point when numbers are less than one. Write ‘0.35’ not ‘.35’ unless the number is a statistic that cannot be larger than one, for example a correlation r = .35, or a probability p < .01.

Use asterisks to indicate statistical significance explained in the probability level (p-level) note at the bottom of the table. Assign a given alpha level the same number of asterisks from table to table within your paper, such as *p < .05 and **p < .01;***p < .001; the largest probability receives the fewest asterisks and the smaller probability levels get more asterisks.

Use lower case letters to indicate footnotes to tables and label a, b, c, etc.

Figures should be labelled in initial capital/lower case lettering with numbers e.g. Figure 1. Unnecessary background patterns, lines and shading should be avoided. Ensure captions describe the Figures clearly.

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2 Citations and reference list/Bibliography

2.2 Citation

Citation (citing): Source material must be documented in the body of your document by citing

the author(s) and date(s) of the sources. The underlying principle is that ideas and words of

others must be formally acknowledged. The reader can obtain the full source citation from the

list of references.

2.2.1 Plagiarism

Students at UCD are expected to adhere to the highest standards of academic integrity and

honesty. The work you submit to the University for to be assessed must be your own work. You

will complete a wide variety of assignments during your time in University. It is expected that in

producing an assignment, you will need to read and gather information from a range of sources

including books, journals, official reports, newspapers or material from the Internet as well as

ideas generated in discussion with colleagues and other students. When presenting your

assignment on a topic it is really important to do two things:

Be explicit about any material or ideas presented by other people that you have included in your assignment;

Acknowledge the information that you have used to inform your assignment by including a complete list of references.

These actions are the basis of good practice in the presentation of your assignment and they

show academic integrity on your part. It means that you are being honest about showing how

the work of others has helped you to form your own understanding and explanation of a topic.

When you present any assignment, you must ensure that you acknowledge any ideas, which are

not your original thoughts, ideas or words. If you are careless about doing this, you could be

accused of plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or ideas

or works, in any formally presented work (including essays, theses, examinations, projects,

laboratory reports, oral, poster or slide presentations) which form part of the assessment

requirements for a module or programme of study, without due acknowledgement either wholly

or in part of the original source of the material through appropriate citation.

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Plagiarism may happen in a number of ways but in general there are two main ways in

which you could potentially plagiarise:

1. By incorporating ideas phrases or whole sections of text in your assignment, which have been written by somebody else, without using quotations marks or citing the source of the material;

2. By failing to use proper citation methods which show all of the material you consulted in researching your assignment

N.B. It is important that you read UCD’s Plagiarism Policy and Procedures which can be

accessed at the link below. Please download or print out this document for reference.

http://www.ucd.ie/registry/academicsecretariat/plagiarism.htm

Other details in relation to plagiarism can be found on the library website

http://www.ucd.ie/library/supporting_you/support_learning/plagiarism/.

Safe Assign is a software tool on Blackboard which is used as an aid to detect plagiarism in written work. As well as web-based material and sources from electronic journals, it can source whether a student is duplicating work submitted by another student. All coursework must be submitted in the School of Education must use safe assign. (see Safe Assign section)

2.2.2 Indirect citation

When the names of the authors of a source are part of the formal structure of the sentence, the year of publication appears in parentheses following the identification of the authors e.g. Porter and Lacey (2005) argue that …

When the authors of a source are not part of the formal structure of the sentence, both the authors and year of publication appear in parentheses e.g. Books on research methods in education recommend (Bell, 2002, 2005; Cohen et al., 2000) that…

When a work has two authors, always cite both names every time the reference occurs in text e.g. (Porter & Lacey, 2005).

In parenthetical material, in tables, and in the reference list, join the names by an ampersand (&). In running text, use the word ‘and’ e.g. Porter and Lacey (2005, p. 45).

When a work has more than 2 authors and fewer than 6 authors, cite all authors the first time the reference occurs e.g. (Cohen, Manion & Morrison, 2000). In subsequent citations include only the surname of the first author followed by "et al." e.g. (Cohen et al., 2000).

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When a work has 6 or more authors, cite only the surname of the first author followed by “et al.” for the first and subsequent citations.

Citations grouped together in text should be listed alphabetically and separated by a semi-colon; Multiple works by the same author should be separated by comma and ordered by date e.g. (Bell, 2002, 2005; Cohen et al., 2000; Somekh & Lewin, 2005).

Identify works by the same author with the same publication date by the suffixes a, b, and c and so forth after the year and repeat the year e.g. (Yates, 1997a, 1997b)

Every effort should be made to cite only sources that you have actually read (primary sources). When it is necessary to cite a source that you have not read which is cited in a source that you have read (secondary sources), use the following format (author, date, page no) for the text citation e.g. Pinker (1994, as cited in Karmiloff & Karmiloff-Smith, 2004, p. 117) has proposed….. List both the primary source and the secondary source in your reference list.

To cite a personal communication (including letters, emails, and telephone interviews), include initials, surname, and as exact a date as possible. Because it is not "recoverable" information, it is not included in the References section. For the text citation, use the following format: e.g. N. Chomsky (personal communication, January, 26, 2006) suggests…

To cite a Web document, use the author-date format. If no author is identified, use the first few words of the title in place of the author. If no date is provided, use "n.d." in place of the date e.g. Murphy (n.d.) shows …

2.2.3 Direct citation (quotations)

This includes material quoted directly from published work, verbatim instructions to participants

or verbatim discourse from interviews.

When a direct quotation from published work is used, always include the author, year, and page number, separated by a comma e.g. (Layder, 1997, p. 67)

Multiple pages should be cited as follows (Layder, 1997, pp. 67-69)

A short quotation of fewer than 40 words / three lines should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence.

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Example

Though the study of atypical language provides insights into the innateness of language, Karmiloff and Karmiloff-Smith (2004, p. 209) maintain that “caution is always required when generalising from atypical brains to the normal case”.

or

Though the study of atypical language provides insights into the innateness of language, “caution is always required when generalising from atypical brains to the normal case” (Karmiloff & Karmiloff-Smith, 2004, p. 209).

A lengthier quotation of 40 or more words should appear (without quotation marks) apart from the surrounding text, in single spaced, block format indented five spaces from the left margin. Font size should be reduced by one size. Follow the recommend formats in examples 1 or 2 below. It is important to be consistent in your use of format.

Example 1

Cohen, Manion & Morrison (2000, p. 305) state that observation research

enables researchers to understand the context of programmes, to be open-ended and inductive, to see things that might otherwise be unconsciously missed, to discover things that participants might not freely talk about in interview situations, to move beyond perception based data (e.g. opinions in interviews), and to access personal knowledge.

Example 2

Involvement with others and the maintenance of our own identity can be constantly threatened.

Therefore

while not denying the pivotal importance of the social realm and the impossibility of stepping outside its influence… it is also of utmost importance to recognise the fact of existential aloneness as a simultaneous (and opposing) dimension of social life. (Layder, 1997, p. 71)

You can make changes to a direct quotation as long as you do not change the meaning

Use three dots … if you omit parts of the quotation

Put your own comments in square brackets [ ].

If there is an error in quotation, don’t correct it but write [sic] in square brackets.

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If original quotation has italics say so e.g. [italics in original].

If you want to emphasise something put it in italics and explain e.g. [author’s emphasis]

Any other conventions such as those used in interview transcripts should be explained.

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2.3 Bibliography/Reference list

There are two formats for presenting the list of works consulted:

1. Bibliography: A complete record of all the works and sources consulted.

2. Reference list: A reference list detailing only those works cited in your text. It is included at the end of the assignment.

NOTE: The most suitable format (bibliography/reference list) depends on the area of

study/assignment requirements. For clarification please consult your

lecturer/tutor/supervisor.

2.3.1 General notes

Please make sure that all references cited in your text appear in full in the Reference list/ Bibliography. Ensure that the spelling of names and dates in text are consistent with references. The list of sources (with hanging indent) begins on the line following the References heading (see sample list on page 15).

Entries are organized alphabetically by surnames of first authors and by publication date (most recent first). Single author references precede works by that author and different second or third authors

Indent each line (1 cm) following first line of reference.

Use no underlining in reference list.

Note that initials are followed by periods and that a comma precedes the ampersand.

Italicize titles of publications (books, journals etc). Names of journals use ‘intial caps’ e.g. British Journal of Educational Psychology. Names of books are in sentence case e.g. Research methods in education.

Names of journal articles are in sentence case with no italics.

Ensure book and chapter references contain place of publication and publisher details. Ensure chapter references (from an edited volume) contain page numbers.

Do not abbreviate journal names.

Eliminate issue number unless a journal numbers each issue from page 1 (rather than consecutively throughout a volume).

Ensure papers presented at a conference have month and year (e.g. March, 1993) and place where conference was held (include state or country if not well known place).

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Ensure conference proceedings contain place of publication and publisher details.

Update any ‘in press’ references.

Please check that all references are listed alphabetically and chronologically (including internet sources)

Single author references precede works by that author and different second or third author

2.3.2 Abbreviations in references

Acceptable abbreviations in the reference list include chap. chapter ed. edition Rev. ed. revised edition 2nd edition second edition Ed. (Eds.) Editor (Editors) Trans. Translator(s) n.d. no date p. (pp.) page (pages) Vol. Volumes (as in Vol. 4) vols. Volumes (as in 4 vols.) No. Number Pt. Part Tech. Rep. Technical Report Suppl. Supplement

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2.3.3 Recording different sources

1. Book/ Report – single author

The basic format for a book/report is as follow – please note the position of all commas

and periods.

Author, A.A. (2005). Title of work. Location: Publisher.

PLEASE NOTE

If no publication date is identified, use (n.d.)

Edition of book in brackets, if more than one edition

Volume of book in brackets, if more than one

Example

Coolican, H. (2004). Research methods and statistics in psychology (4th ed.). London: Hodder & Stoughton.

PLEASE NOTE Where there are two or more works by the same author in the same year use the letters a, b, c after the date to distinguish between them (see example below)

Example

Yates, L. (1997a) Gender equity and the boys debate: What sort of challenge is it? British Journal of Sociology of Education, 18 (3), 333-347.

Yates, L. (1997b) Research methodology, education and theoretical fashions: Constructing a methodology course in an era of deconstruction. International Journal of Qualitative Studies in Education, 10, 487-498.

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2. Book /Report – multiple authors

In the case of multiple authors, authors are listed in the same order as specified in the

source, using surnames and initials. Commas separate all authors and an ampersand

(‘&’) final two authors. No spaces between initials

Example

Cohen, L., Manion, L. & Morrison, K. (2000) Research methods in education (5th ed.). London: Routledge.

PLEASE NOTE When there are seven or more authors, list the first six and then use "et al." for remaining authors. If no author is identified, the title of the document begins the reference.

3. Chapter in book

There are two elements to referencing chapters in books

1. Give the name of author, followed by the date, followed by title of chapter (sentence

case).

2. Next give details of the source book. Begin with the word ‘In’ followed by the names

of editor/s. The names of editors (Eds.) are not inverted; the initials come before the

surname for all editors. For more than two names use ampersand (&). If there is a

large editorial board name the lead editor followed by et al.. This is followed by the

book title and inclusive page numbers after title in brackets. Finally add location and

publisher details (see example below).

Example

Devine, D. (2004). School matters: Listening to what the child has to say. In J. Deegan, D. Devine & A. Lodge (Eds.), Primary voices: Equality, diversity and childhood in Irish primary schools (pp. 109-127). Dublin: IPA.

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4. Journal / periodical The basic format for a journal / periodical is as follows – please note the position of all

commas, periods and italics.

Example

Faulkner, P. (2003). How do we recognise good research? The Australian Psychologist, 16 (4), 68-77.

PLEASE NOTE

In the case of multiple authors use the same style as in the case of books i.e.

Authors are listed in the same order as specified in the source, using surnames and initials. Commas separate all authors. No spaces between initials

5. Other examples

Unpublished master’s thesis

Daly, S.C. (2005). Current perceptions and practices in assessing international children in the Dublin city region. Unpublished master’s thesis. University College Dublin, Dublin, Ireland.

Diagnostic tests/Statistical manuals

American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.

Author, A.A. (2005). Title of article. Title of Journal, volume number (issue no if relevant), page range.

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6. Electronic/ on-line sources

In general, referencing these sources is similar to hard copy sources. However, in place

of publisher details you include date of retrieval and full URL address. See examples

below.

Electronic journal Similar to hard copy journal. Note that in electronic source page numbers are often not

relevant or available.

Example Conway, S. (1997). The reproduction of exclusion and disadvantage: symbolic violence and

social class inequalities in parental choice of secondary education. Sociological Research Online, 2, 352 -387. Retrieved March 12, 2005, from http://www.socresonline.org.uk/socresoonline/2/4/4.html.

Electronic document Similar to hard copy book/ chapter in book. Note that in electronic source page number

are often not relevant

Examples

Coffey, A., Holbrook, B. & Atkinson, P. (1996). Qualitative data analysis: Technologies and representation. Retrieved February 5, 2003, from http://www.socresonline.org.uk/1/1/4.html.#

Department of Education & Science (2005). Statistical Report 2003/2004. Retrieved November 27, 2006, from http://www.education.ie/ servlet/blobservlet/statistics03-04_a.pdf

McGuckin, C. (2004). School bullying in Northern Ireland: Prevalence, measurement and association with individual difference variables. PhD Thesis Abstract. Retrieved November 27, 2006, from Index to Theses (database).

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2.4 Sample bibliography

(Please note all commas, periods, indents and spacing)

Bibliography

Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science (4th ed.). Berkshire: Open University Press.

Cohen, L., Manion, L. & Morrison, K. (2000) Research methods in education (5th ed.). London: Routledge.

Coolican, H. (2004). Research methods and statistics in psychology (4th ed.). London: Hodder & Stoughton.

Daly, S.C. (2005). Current perceptions and practices in assessing international children in the Dublin city region. Unpublished master’s thesis. University College Dublin, Dublin, Ireland.

Department of Education & Science (2005). Statistical Report 2003/2004. Retrieved November 24, 2006, from the DES web site: http://www.education.ie/servlet/blobservlet/statistics03-04_a.pdf.

Devine, D. (2004). School matters: Listening to what the child has to say. In J. Deegan, D. Devine & A. Lodge (Eds.), Primary voices: Equality, diversity and childhood in Irish primary schools (pp. 109-127). Dublin: IPA.

Greene, J.C., Kreider, H, & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 274-282). London: Sage.

Karmiloff, K. & Karmiloff-Smith, A. (2001). Pathways to language: From fetus to adolescent. Cambridge, Mass: Harvard University Press.

Pinker, S. (1994). The language instinct. London: Penguin.

Porter, J. & Lacey, P. (2005). Researching learning difficulties: A guide for practitioners. London: Paul Chapman Publishing.

Salmon, P. (2003). How do we recognise good research? The Psychologist, 16, 24-27.

Yates, L. (1997a). Gender equity and the boys debate: What sort of challenge is it? British Journal of Sociology of Education, 18 (3), 333-347.

Yates, L. (1997b). Research methodology, education and theoretical fashions: Constructing a methodology course in an era of deconstruction. International Journal of Qualitative Studies in Education, 10, 487-498.

Yates, L. (2003). Interpretative claims and methodological warrant in small number qualitative longitudinal research. International Journal of Social Research Methodology, 6, 223-232.

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Yates, L. (2004). What does good educational research look like? Berkshire: Open University Press.

Yates, L. & McLeod, J. (2000). Social justice and the middle. Australian Education Researcher, 27 (3), 59-77.

Zechmeister, J.S., Zechmeister, E.B. & Shaughnessy, J.J. (2003). Essentials of research methods in psychology. New York: McGraw Hill.

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3 Guidelines for written coursework

3.1 Notes on headings

Heads and sub-heads – avoid overuse Suggested Heading Styles First level heading - font 14, bold (e.g. Chapter, Section)

1 Introduction 2 Literature review

Second level heading – font 12, bold (sub section)

1.1 General outline of study

2.1 Definitions of dyslexia

Third level heading – font 12, italic, plain (sub section) 1.1.1 Summary of results 2.1.1 Task Force on dyslexia

3.2 Structure and layout of essay/assignment/project

The following structure is recommended as a general format– please discuss with supervisor / tutor/ lecturer

Cover Page (see sample on next page) Layout

Table of Contents

Assignment Text – Title, headings and subheadings, text and tables

Bibliography

Appendices (if relevant)

Please Note: All pages should be numbered (incl. reference list/ bibliography)

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3.3 School of Education Assessment Submission Form (available in blackboard)

School of Education Assessment Submission Form

Student Name

Student Number

Assessment Title

Module Code

Module Title

Module Coordinator

Course Director

Date Submitted

Word Count

A signed copy of this form must accompany all submissions for assessment. Plagiarism is the unacknowledged inclusion of another person’s writings or ideas or works, in any formally presented work (including essays, examinations, projects, laboratory reports or presentations). The penalties associated with plagiarism are designed to impose sanctions that reflect the seriousness of the University’s commitment to academic integrity. Ensure that you have read the UCD Plagiarism Policy

http://www.ucd.ie/registry/academicsecretariat/plagiarism.htm

Declaration of Authorship I declare that all material in this assessment is my own work except where there is clear acknowledgement and appropriate reference to the work of others. Signed………………………………………………. Date ……………………………………………

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3.4 Application form for Late Submission of Coursework (available in blackboard)

Requests for extensions of deadlines should be sought in advance of submission dates This form should be submitted where a student knows that for good reason that a deadline cannot be met IN ADVANCE – it is expected that such requests will normally be the exception rather than the rule. The circumstances under which such a request would be considered are likely to be on the basis of a known extended period of absence from the University for serious personal and/or family reasons or where a student is representing their country or UCD. Students must ensure that they are aware of the UCD Policy on Submission of Coursework. STUDENTS MUST COMPLETE SECTIONS A & B

SECTION A

Student Name (please print name)

Student Number

Assessment component Type/Title (e.g. essay/title)

Student contact information (phone number / email address)

Module Code

Module Title

Module Co-ordinator

Tutor (if applicable)

Due Date of Submission

SECTION B

Requested new date for submission:

State reason for extension request

Student Signature: Signed:……………………………………………. Date:………………………………………….

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MODULE CO-ORDINATORS MUST COMPLETE SECTION C SECTION C

Permission granted YES NO

Penalty? (please tick one, if yes state penalty to be applied. See paragraph 4 of Policy on Submission of Coursework) YES NO

Agreed new submission date:

Reason for decision/Comments, give details

Module Co-ordinator Signature: Signed:……………………………………………... Date:…………………………………………

Procedures Students must complete Sections A & B. (NB: It is the student’s responsibility to ask Module Coordinators to complete Section C). The Module Coordinator should return the form to the student. Students should notify the School Office of the new submission date. Students should attach the original, completed form to their coursework before submission. (NB this form should be submitted in addition to the coursework submission form/School cover sheet, which contains a declaration of authorship). Module coordinators may, on receipt of a student request for an extension to a submission deadline decide to:

Refuse permission for extension, giving reasons; or Grant permission for extension with no penalty; or Grant permission for extension with a penalty, as guided by the Policy for late submission.

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3.5 SAFE ASSIGN - Student Instructions

Safe Assign is a software tool on Blackboard which is used as an aid to detect plagiarism in written work. As well as web-based material and sources from electronic journals, it can source whether a student is duplicating work submitted by another student. Your module coordinator requires that, in ADDITION to a hard copy of your assignment, you submit an electronic version. Please note that a HARD copy of your work must be submitted through the office. The time and date of your submission will be logged according to your HARD COPY submission via the School. The electronic copy as well as the hard copy must be submitted by the advertised deadline. Please note for work to be graded DUAL submission (electronic and hard copy) is required. Both electronic and hard copy submissions must be identical. THE SCHOOL RETAINS THE RIGHT TO ENTER A ‘NO GRADE’ (NG) RESULT FOR ANY ASSIGNMENT WHEN THE ELECTRONIC COPY OF THAT ASSIGNMENT HAS NOT BEEN UPLOADED AS REQUIRED. To submit an electronic version of your essay via Safe Assign follow these steps:

Log on to your UCD connect account

Click on the Blackboard Icon

Select the module to which you wish to submit your assignment

Click on ’assignment’ button in the menu (left-hand side)

Your safe assignment appears as an icon (a scroll with a tick in green)

Click the ‘complete’ sign and upload an identical electronic version of the assignment you have submitted through the School Office (from your desktop, E drive- memory stick, etc.)

To check that the document has uploaded click on the link once more (‘View Complete’)

1. Technical problems cannot be handled by academic staff- students can access technical support via the following options:

1. IT Support UCD webpage for list of frequent queries www.ucd.ie/itservices/teachinglearning/it/blackboard/

2. Blackboard support : blackboard.support@ucd.ie

3. Drop in at the IT support Office Arts Building C108A (next to C109)