Using Marker Feedback to Improve Your Work: Relevance to Topic and Instruction, and Presentation Louise Livesey Academic Skills Adviser This workshop will... −Explain how to provide answers to assignments that are relevant both to the topic and instructions −Provide the basics of how to write and appropriate assignment structure down to sentence level −Discuss how to be clear and concise in your writing with proof- reading tips

The Plan… 1.How to answer the question/task 2.Assignment structure 3.Paragraph structure 4.Sentence structure 5.Brevity 6.Proofreading

Feedback: You have not answered or addressed the question Be specific command words: how to answer the question/task topic words: the subject you are to write about 1.How to answer the question/task

DescriptiveCritically analytic Test your knowledge of a subject and your ability to present ideas in a clear and organised way. You are expected to identify the component parts, main elements and individual features of any topic under discussion. Test your knowledge of a subject – but they are more concerned with your ability to get below the surface of a subject. You are expected to examine it from different perspectives, points of view and (if applicable) to propose alternative ideas, models, and practices.

1.How to answer the question/task DescriptiveCritically analytic  Account for  Classify  Define  Demonstrate  Describe  Explain  Illustrate  Identify  Outline  Show how  State  Summarise  Trace  Analyse  Comment on  Compare and contrast  Consider  Criticise  Discuss  Distinguish between  Evaluate  Examine  Explore  Interpret  Justify

1.How to answer the question/task DescriptiveAction expected  Define  Describe  State  Classify  Identify You are expected to locate, identify, and present the main features, elements, or components of the topic under discussion and, if applicable, the underpinning theoretical knowledge of the subject.  Demonstrate  Illustrate  Show how As above, plus you would be expected to present and explain examples to show that you understand how something works, e.g. how a theory, model, idea, or practice can be applied to a given situation.  Outline  Summarise You are expected to identify and summarise the main points of the topic under discussion.  Trace This means that you identify and outline the stages of development of the topic under discussion.

1.How to answer the question/task Critically analyticAction expected  Account for  Explain You would clarify why something is as it is, or what happened in any given situation.  Discuss  Examine  Explore  Evaluate  Consider  Interpret  Comment on If you see any of these command terms you are expected to identify and explain the main features of the subject under discussion, including the main theories, ideas, models, or practices underpinning the topic. If applicable, you would be expected to know of and weigh up any counter- arguments and to make connections between different ideas, models, or practices.  Analyse  Criticise This involves a detailed scrutiny of the topic in question. This could include explaining the origins, structure, organisation, or development of the topic in question, the positive and negative features of it, and the connections between theories, ideas, models, and practices. You would also demonstrate your awareness of any flaws in particular points of view, and your knowledge of alternative viewpoints.  Justify This involves making out a case and giving reasons to support a particular viewpoint, position, judgement, or decision against other possibilities.  Compare and contrast  Distinguish between This involves a close study of the differences between one idea, phenomena, or situation, and another. You would need to identify the structure or features of one and make comparisons with another. You may be required to make a judgement on which is more applicable or relevant for the situation in question.

Feedback: Your assignment was poorly structured Use accepted and logical structures Rule of 3: Introduction: tell them what you are going to tell them Main body: tell them what you want to tell them Conclusion: tell them what you have told them 2.Assignment structure

1,500 word essay = Introduction + 5/6 points + conclusion One point: one paragraph 2.Assignment structure IntroPara 1Para 2Para 3Para 4Conc Smooth ‘flow’

Introduction Main body Conclusion/Linking phrase or sentence 3.Paragraph structure Intro Sets up the point Main body Point, clarification, evidence, (example) Link/Conc To next paragraph OR rounds up point Substantive paragraph format

Paragraph format 3.Paragraph structure Mary Seacole, half-African half-Scot, was born on the beautiful island of Jamaica. Her mother taught her how to nurse her neighbours when they were ill. Mary’s mother also showed her how to run a hotel which involved washing the sheets, cleaning the rooms, ordering and cooking the food, serving customers, and dealing with the accounts. These skills helped her in her later life. First - introductory; main – her background; Last - linking

Offering a link when there is no easy-to-establish signpost to what is coming up next Can be shorter than regular paragraphs May be ‘descriptive’ rather than ‘substantive’ But may still contain citations to reference any material used to establish a new ‘direction’ Bridging paragraphs 3.Paragraph structure

Feedback: Your English is weak making it difficult to follow your arguments Sentences: words but variety adds interest Avoid repetition Grammar and punctuation correct 4.Sentence structure

Clear and concise A woman named Valerie Epson was the first female CEO of a large multi-national printer firm. 5.Brevity

Clear and concise Before embarking on an approach to analyse the business model there is a need to explore the meaning of the business model. Paul Timmers (2000) has defined the business model as ‘an architecture for product, service and information flows, including a description of the various business actors and their roles’ (p.32). Although there are different kinds of business model they have got one thing in common and that is they are designed to make money for their owners in the long run. 5.Brevity

Activity 2: Reduce the word count A.In several of their published books, ‘Walking Made Easy ‘and ‘Hiking for Laughs’, Bill Hewson and Patrick Abernathy, the authors behind the series, made consistent reference to the famed monster of Loch Ness. B.Fiscal returns for this quarter do not show a greater upwards turn than the previous session that is why it could be said that there has been stability these three months. C.Whilst recent research has begun to look at further innovative infectious disease treatments, some current studies are also highlighting the need for more responsive treatments. 5.Brevity

Question: Which member of university staff can you go to for proof-reading, assignment checking or assisted editing of your work? Nobody 6.Proofreading

References Redman, P. (2001) Good Essay Writing. 2 nd ed. London: Sage Publications Ltd

Academic Skills Advice Service Where are we? Chesham Building B0.23 What do we do? Support undergraduate students with their academic skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Action. Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops When can you come for help? Everyday both face to face and on-line How do I get in touch? academic- or website skillsacademic-

Any questions?