1. Analysing Questions & Structuring Assignments Professions Learning Centre Transition Workshop 11

2.  Who is your audience?  Why has he/she asked you to do this task?  What does he/she want you to demonstrate?  Who…………Purpose…………Do? Purpose of an Assignment

3.  To pass?  To show the reader how much work you have done?  To write down everything you know about the topic and hope the answer is in there somewhere?  To demonstrate your understanding of the topic?  To fulfil the requirements of the task – to do what you were asked to do?  Gain knowledge about your own strengths and weaknesses?  Keep going until you have written enough words? Assignment Purpose: True or False?

4.  Content words  Directive words  Scope Content: background, topic, context Directives: what to do, how to answer Scope: the focus/limits of the question Content words tell you WHAT area to write about Directive words tell you HOW to answer the question Scope tells you WHICH aspects to include How Tasks/Questions are Constructed

5. SummariseDescribe similarities and differences JustifyState main points, omit detail ExplainProvide a clear, concise meaning OutlineMain points of detailed information AnalyseGive both sides and then your own position ListGive proof, reasons why EvaluateDivide into parts and discuss how they relate Compare & contrastAnalyse to show reasons, causes and effects DiscussDecide and explain how valuable or important something is DefineProvide an itemised series of points Directive Words

6. SummariseMain points of detailed information JustifyGive proof, give reasons why ExplainAnalyse to show reasons, causes and effects OutlineState main points, omit detail AnalyseDivide into parts and discuss how they relate ListProvide an itemised series of points EvaluateDecide and explain how valuable or important something is Compare & contrast Describe similarities and differences DiscussGive both sides and then your position DefineProvide clear and concise meaning Directive Words

7.  Indicating description = What  Indicating analysis = How/Why Types of Directive Words descriptionanalysis Summarise Justify Evaluate Outline List Compare & contrast Explain Analysis

8.  Accounting Define the term ‘an asset’  Finance Explain the relationship between the price of a debenture and its rate of return  Education Using Bloom’s taxonomy evaluate the suitability of Activity 1.2 for use in the Year 7 Science Course  Business Law Compare and contrast a contractual and non- contractual promise  Management Outline the purpose of an organisational chart  CSG Discuss the relative merits of cash over accrual accounting Sample Assignment Tasks

9. Define the term ‘an asset’ Explain the relationship between the price of a debenture and its rate of return Using Bloom’s taxonomy evaluate the suitability of Activity 1.2 for use in the Year 7 Science Course Compare and contrast a contractual and non-contractual promise Outline the purpose of an organisational chart Discuss the relative merits of cash over accrual accounting Analysing tasks

10.  INTRODUCTION establishing sentence (this is not a mystery novel!) - introduction of topic and position  BODY The WHAT – background, definitions, explanation of the issue The WHY – development of the argument, reasons for your position  CONCLUSION summary of the main argument Organising Your (Short Answer) Assignment

11. For the past fiscal year, about 51% of Fujitsu’s business is derived from services and software. The majority of Fujitsu’s business is acknowledged as “knowledge- based”, in contrast to the “product-based” outlook of a traditional hardware vendor. As in any knowledge-based business, the key competition business advantage is the collective skills, experience and work ethic of the employees. While Fujitsu’s records may point to facilities, fixtures and property as its major assets, the true picture is that Fujitsu’s employees are their only assets. Using the following definition and recognition criteria for an asset (AASB Framework) explain why, given the above information, many companies do not include their employees as assets on their balance sheets ASSETS: An asset is a resource controlled by the entity as a result of past events and from which future economic benefits are expected to flow to the entity (AASB Framework, para 49a). An asset is recognised in the balance sheet only when it is probable that the future economic benefits will flow to the entity and it must be possible to reliably measure the cost of other value of such benefits Sample Task

12. For the past fiscal year, about 51% of Fujitsu’s business is derived from services and software. The majority of Fujitsu’s business is acknowledged as “knowledge-based”, in contrast to the “product-based” outlook of a traditional hardware vendor. As in any knowledge-based business, the key competition business advantage is the collective skills, experience and work ethic of the employees. While Fujitsu’s records may point to facilities, fixtures and property as its major assets, the true picture is that Fujitsu’s employees are their only assets. Using the following definition and recognition criteria for an asset (AASB Framework) explain why, given the above information, many companies do not include their employees as assets on their balance sheets Sample Task

13. Employees could be defined as an asset But don’t appear on balance sheet Because they don’t satisfy the recognition criteria The employees of an entity may satisfy the definition of an asset but would not satisfy the recognition criteria of an asset and therefore do not appear on the entity’s statement of balance sheets. INTRODUCTION: Topic and Position

14. Clear description of definition and criteria. An asset has 3 essential characteristics: 1. past event or transaction 2. control 3. has future economic benefits which are probable and can be measured The Accounting Framework defines assets as “future economic benefits controlled by the entity as a result of past transactions or other past events.” Therefore, to satisfy the definition of an asset, an item must satisfy three essential characteristics. There must be: a past event of transaction; control; and future economic benefits. If an item satisfies the definition of an asset it must also satisfy the recognition criteria for assets before it can be included on the statement of financial position. Namely, it must be probable that future economic benefits will eventuate and the amount of the asset can be reliably measured. BODY: ‘WHAT’ – Background and Explanation of the Issue

15. Defending the proposal: 1.past event – staff have been employed 2.business has control – it can deny others access to benefits 3.future revenue generated by staff Counter argument: While staff will generate revenue, it is difficult to measure the asset…there is no cost and no market for acquiring and ‘selling’ staff…some other measurement would have to be devised It could be argued that employees satisfy the definition of an asset. First, there is a past event i.e. the employment of the staff. Second, the business has control in that it can deny others access to the benefits they provide during the period they are employed. Finally, the business derives future revenue that will be generated by the staff. However, not only the definition, but also the recognition criteria of an asset must be satisfied for an item to be recognised as an asset on the balance sheets. While there is a greater than fifty percent probability that staff will produce revenue for the business, it would be difficult to reliably measure the asset. There is no cost in acquiring the staff and no market for selling the staff, so some other attribute would have to be measured BODY: ‘WHY’ – Development of the Argument

16. Benefits of staff cannot be reliably measured The staff of a business does not appear on the statement of balance sheets as their value cannot be reliably measured and, therefore, the recognition criteria for an asset is not satisfied. CONCLUSION : Summary of the Main Argument

17.  Academic style  “It could be argued…”  “…does not satisfy the definition…”  “If this is the case…”  Use of technical language  “The Accounting Framework defines assets as…”  “…the asset can be reliably measured…”  Unambiguous sentence structure  “First, there is…Second, the business has control…Finally, the business derives…” Language Use

18. CONTENT of the assignmentAppropriate interpretation/analysis of the question; relevance of information ORGANISATION of the assignment  Introduction of topic and writer’s position  Background and explanation of the issue  Development of the argument to defend the position  Conclusion which summarises the main argument LANGUAGE use in the assignmentAcademic style; use of technical language; clear and varied sentence structure Assessment Criteria

19. Essay writer’s purposeContent  To describetheories  To analyseconcepts  To evaluate, etc.Facts, etc. Academic reader’s expectations  Well focused on the topic  Based on wide reading  A reasoned argument  Competently presented Characteristics of Academic Essay Writing

20.  Basically – same Purpose and Structure  More detail and evidence required: more research Sample Essay re Consumer Behaviour: Observational learning is an important means of socialisation for children, teenagers and adults. Consider the content of prime-time television shows. What are the patterns of behaviour that people may learn as a result of watching prime-time television? What, if any, are the public policy implications of your analysis? How would you approach this task? Audience…Purpose…Do Essay Writing

21. Observational learning is an important means of socialisation for children, teenagers and adults. Consider the content of prime-time television shows. What are the patterns of behaviour that people may learn as a result of watching prime-time television? What, if any, are the public policy implications of your analysis? Content: patterns of behaviour…public policy implications Directives: consider…analyse Scope: observational learning…prime-time television Essay Writing

22. When reading an assignment task, ask yourself: What am I being asked to do? How do I need to approach this task?  Content words tell you ‘what’  Directive words tell you ‘how’  Scope gives the focus/limits of your answer Clear, logical, well-linked structure  Introduction – background position  Body – argument, reasons  Conclusion – summary of main points Language – formal tone, academic SUMMARY

23. Isabella Slevin isabella.slevin@adelaide.edu.au Thank you