Using Marker Feedback to Improve Your Work: Relevance to Topic and Instruction, and Presentation

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Using Marker Feedback to Improve Your Work
Relevance to Topic and Instruction, and
Presentation

• 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

• Louise Livesey
• Academic Skills Adviser

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The Plan

• How to answer the question/task
• Assignment structure
• Paragraph structure
• Sentence structure
• Brevity
• Proofreading

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Feedback You have not answered or addressed
the question
1.How to answer the question/task

• Be specific
• command words how to answer the question/task
• topic words the subject you are to write about

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1.How to answer the question/task
Descriptive Critically 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.
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1.How to answer the question/task
Descriptive Critically 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
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1.How to answer the question/task
TALKING POINT
Descriptive Action 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. 
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1.How to answer the question/task
TALKING POINT
Critically analytic Action 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.
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Feedback Your assignment was poorly
structured
2.Assignment structure

• 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

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2.Assignment structure
Smooth flow

• 1,500 word essay
• Introduction 5/6 points conclusion
• One point one paragraph

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3.Paragraph structure
Substantive paragraph format

• Introduction Main body
  Conclusion/Linking
• phrase or sentence

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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. Marys 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
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3.Paragraph structure
Bridging paragraphs

• 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

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Feedback Your English is weak making it
difficult to follow your arguments
4.Sentence structure

• Sentences 15-20 words but variety adds interest
• Avoid repetition
• Avoid repetition
• Grammar and punctuation correct

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Clear and concise
5.Brevity

• A woman named Valerie Epson was the first
• female CEO of a large multi-national printer
• firm.

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Clear and concise
5.Brevity

• 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.

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Activity 2 Reduce the word count
5.Brevity

• 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.
• 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.
• 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.

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Question
6.Proofreading

• Which member of university staff can you go to
  for proof-reading, assignment checking or
  assisted editing of your work?
• Nobody

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References
Redman, P. (2001) Good Essay Writing. 2nd ed.
London Sage Publications Ltd
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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? Email academic-skills_at_brad
  .ac.uk or website www.brad.ac.uk/academic-skills

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Any questions?