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Study Guidelines
1
Making the Transition to Tertiary Study
3
Developing Effective Study Habits
5
Finding and Using Literature
7
Effective use of Class Time
11
On-Line Learning
19
Preparing for Examinations
21
Assignment Writing
24
Submission Requirements
32
Cheating and Plagiarism
36
Oral Presentations
38
Journaling
40
Conclusion
42
S
1
Study Guidelines
STUDY GUIDELINES
Introduction
Whether you are a school leaver, or a mature-aged student returning to study
after a long period, the prospect of studying at tertiary level can be quite
daunting. It may take some time to adjust to the norms and culture of university
life, as you attempt to balance study along with work and personal
commitments. We believe, however, that studying is a positive and enjoyable
experience, however challenging and demanding it may seem at times.
This guide has been produced by the School of Nursing in conjunction with the
Language and Learning Service Unit to assist students to develop skills
necessary for studying in the tertiary context. The information provided will
prove valuable to both on-campus and off-campus (distributed learning)
students.
How to use this guide
As both student needs and subject requirements vary considerably, these
guidelines are intended as an introduction to study skills generally. There is no
value in attempting to memorise every section of this guide, familiarise yourself
with the contents and then focus on those areas that are important to you. Use it
as a reference manual when you need direction in specific areas. You may wish
to pay particular attention to the sections relating to Submission of Written
Work as these contain policies regarding submission procedures and penalties
for late submission.
There are a number of additional texts which may be of assistance to you if you
feel you require further assistance. Suggested further reading is included at the
end of this guide. Students are also encouraged to access the on-line student
resource centre, developed by the Language and Learning Services Unit. This
site contains a number of resources, including on-line tutorials and access to
assistance for both on- and off-campus students. This site can be accessed at:
www.monash.edu.au/lls/sif
If you have specific concerns, you may wish to contact your Course or Unit
Coordinator directly.
Please note that these Guidelines should be read in conjunction with the School
of Nursing Student Assessment Policy and Referencing Guidelines to ensure a
comprehensive understanding of the contents.
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2
Study Guidelines
3
Making the Transition to Tertiary Study
MAKING THE TRANSITION TO
TERTIARY STUDY
Many students have difficulty making the transition to studying at tertiary level.
This is true for both the school leaver and the mature age student who is
returning to study after a long break. Often students base their expectations of
university on their experiences as a secondary school student. The following
list is included to show you how study patterns in university differ from those
in secondary school:
Secondary Study
Tertiary Study
1.
The timetable accounts for
every hour of the school day.
Lectures and tutorials take up part
of the day. You must plan you own
long- and short-term timetables.
2.
Two hours of schoolwork
require about one hour of
homework.
For every one-hour lecture or
tutorial, about two hours of private
study will be necessary
3.
Teachers set and correct your
homework frequently (daily,
weekly).
Assignments are longer but less
frequent. They may be set many
weeks ahead.
4.
You have daily interaction
with teachers.
Lecture groups may be large. It is
up to you to approach your lecturer
or tutor if you are having
difficulties.
5.
Teachers guide your reading.
Set texts are prescribed for
each subject.
You may be given a reading list
from which you select, or you may
have to search for relevant material
in the library.
Reading only the set texts is
often enough for essay
preparation.
Wide reading is essential.
6.
Teachers may provide outline
notes and will indicate the
most important ideas and
information.
You will have to identify and make
notes on the main points in lectures
and texts.
7.
In essays, you refer to the set
texts, but need not
acknowledge all the sources of
your ideas and information.
You must acknowledge all your
sources. To avoid plagiarism, you
will need to learn referencing
skills.
4
Making the Transition to Tertiary Study
8.
Secondary Study
Tertiary Study
You learn a core of knowledge
and reproduce it in your
reports, essays and
examinations.
You are expected to develop your
powers of independent thinking.
Developing Effective Study Habits
5
DEVELOPING EFFECTIVE
STUDY HABITS
Study requires an act of will which rarely comes easily. It is a skill which is
gradually developed over a period of months or years. There is no shortcut to
success, nor is there one perfect method. The process of acquiring and retaining
new information is a very personal thing. While developing effective study
habits may involve some degree of trial and error, the following guidelines will
assist you in developing a study method that works best for you.
Stay motivated
Be aware of your goals and be honest with yourself. If you are studying a
course without any real enthusiasm, you will need to work even harder to be
successful. Remind yourself why you chose to embark on this course in the first
place. It is essential that you resolve these matters before you can do justice to
yourself and the course. Lack of motivation should be treated seriously.
A place apart
Set apart a place for study. This should be private, free from noise and other
distractions, and it should be comfortable, but not conducive to sleep.
Time apart
Set apart some time for study. Neglecting to work consistently throughout the
year is a reliable method for achieving poor results. It has been tried and tested
by many, with the same results – poor marks!
The amount of time you need to spend on study will vary from
person-to-person. An average full-time student aiming for a pass degree should
work a 40-hour week, which includes contact hours and private study.
Remember, however, that study is only one part of your life, and it is important
to plan for other activities, such as exercise and time with family and friends, to
ensure a balanced lifestyle.
Devise a study schedule
One of the most important factors in developing effective study techniques is
the existence of a study schedule. Your study schedule should be tailored to
your lifestyle and include personal, work and family commitments.
6
Developing Effective Study Habits
A comprehensive study plan includes planning for events across the semester,
as well as those that occur on a weekly and daily basis. Once you have received
outlines for each subject you should plot out major events for the semester.
This includes such things as weddings, birthdays, holidays, etc, as well as dates
for assessment requirements for each subject such as assignments,
presentations and examinations.
Once you have devised your study program for the semester, you can set about
preparing a weekly study schedule. Draw up a timetable to assist you in
planning your personal study time around scheduled class time and other
activities. With each study session, make sure you are organised before you
begin. Decide what you are going to study and for how long. In your plan,
include some rest periods of approximately 5 to 10 minutes. Work
energetically, and if helpful, start off with something you find interesting. Do
not avoid the more difficult work, and sometimes expect to struggle to
understand some of the work. Most things worth having require effort!
Keep up-to-date
Keep up-to-date with your study. Review your notes following each class, as
this will assist you in retaining information. Revise material regularly
throughout the semester, as new topics often require an understanding of earlier
work. For this reason it is also important that you seek assistance if you are
having difficulties in understanding any subject matter.
Get the most out of each study session
Do not confuse being “busy” with studying. It is simple to occupy a few hours
by rewriting notes, browsing through textbooks, rearranging books and thinking
of reasons for studying “later” when the mood is “right”. Study is a disciplined
activity which is hard work, but it can be enjoyable.
It is important to evaluate regularly whether your study methods are effective.
At the end of each class/tutorial try to assess realistically how well you have
learnt and understood the work, and plan follow-up sessions accordingly.
Identify problem areas early to allow opportunity to discuss concerns with your
Unit or Course Coordinator.
Don’t be afraid to seek assistance
Many factors impact on how well we cope with the demands of tertiary study.
Often a little support and guidance can go a long way in helping you to get on
the right track. If you find that you are struggling with the course content, or
need assistance in developing effective study habits, don’t be afraid to seek
help. Contact your Unit or Course Coordinator, or staff from the Language and
Learning Services Unit.
7
Finding and Using Literature
FINDING AND USING
LITERATURE
An important skill when studying at tertiary level is the ability to access and
utilise literature from a variety of sources. The ability to find and review
relevant literature is essential. Most written assignments require you to
demonstrate evidence of further reading for a number of reasons:
• To establish the current state of knowledge in a given area, or lack thereof.
• To compare, contrast or critically analyse existing theories.
• To support assertions and arguments made by you.
Utilising additional resources is of particular importance for undergraduate
students who need to demonstrate ability to acquire knowledge through
interpretation of existing literature.
Accessing the literature
The first stage in developing skills in the effective use of literature is to become
familiar with the university library. An academic library differs from a general
public library in that it serves many students from a variety of disciplines. It,
therefore, covers a wide range of subjects in considerable depth. Whether you
are studying on- or off-campus, it is important that you get to know your library
and the resources and services that it provides.
Library resources
As an academic facility, the library at Monash University has an extensive
range of resources and services, including:
•
•
•
•
•
academic texts;
journals, periodicals and magazines;
audiovisual materials;
reference and reserve materials; and
past exam papers.
You can search for specific titles, authors, or general subject headings to locate
these items through the Voyager catalogue. Voyager can be accessed in the
library or through the library home page (see below).
If the item you require is not held by the Monash library, a copy may be
obtained for you. Contact the information desk and ask for details about
Document Delivery.
8
Finding and Using Literature
On-line services
A range of library services are available through the Internet. These include:
• Access to the Voyager catalogue.
• A description of library services.
• Databases, some of which contain full-text articles from journals,
newspapers, etc.
• Email help services.
Please note that some of the above services require password access. Please
contact the library via one of the means below, or refer to the library guide
issued to you on enrolment, if you require further information. You can visit
the Monash University Library website at:
http://www.lib.monash.edu.au/
Off-campus (distributed learning) students
Students enrolled off-campus can access library services via the Flexible
Library Services Unit (FLISU). These services include:
•
•
•
•
•
Postal loans.
Borrowing in person.
Photocopying and fax services.
Information search service.
Reciprocal borrowing privileges.
Further information on FLISU services can be found in your Flexible Library
Services booklet, or by visiting their Website at:
http://www.lib.monash.edu.au/flisu/
Obtaining assistance
Students requiring further assistance in accessing library facilities can contact
the library directly by one of the following means:
On-campus students
By mail:
Monash University Library
Gippsland Campus
CHURCHILL Vic 3842
Telephone: (03) 5122 6423 or (03) 9902 6423
Off-campus students
By mail:
Flexible Library Services Unit
Monash University Library
Gippsland Campus
CHURCHILL Vic 3842
9
Finding and Using Literature
Telephone: (03) 5122 6313 or (03) 9902 6313
Fax:
(03) 5122 6882 or (03) 9902 6882
Email:
flisu@lib.monash.edu.au
Efficient reading strategies
When studying, a considerable amount of time is invested in reading. It is,
therefore, important that you develop skills in effective reading strategies to
ensure efficient use of valuable study time. The following reading techniques
are useful when reading for the purposes of study:
•
•
•
•
Skimming.
Scanning.
Detailed reading.
Revision reading.
The key to getting what you want out of your reading is adapting your
technique to the purpose.
Skimming
Sometimes you need to get the general idea or gist of a text. The way to do this
is not by reading every word. Few textbooks were written with your specific
course in mind. So you need to adapt the material to your particular purposes,
given the course and the task at hand. Skimming is the sort of reading which
would be appropriate if your tutor asked you to read several books and articles
for the next tutorial. He or she would not expect you to be able to recite each
word for word, but would want you to be able to discuss the issues raised.
You might try reading quickly through the table of contents, the preface and the
index, then selecting from the chapter headings. You can then read the first and
last paragraphs, and perhaps the first sentence of each of the other paragraphs.
Don’t forget to check any diagrams and figures. You should get about 50% of
the meaning from all this and you are then in a good position to see if you need
to employ scanning or detailed reading.
Scanning
You skim read material to get the general picture. To find out precise
information you will need to practice the technique of scanning. You may need
to find out specific details of a topic for an assignment or a task that your
lecturer has set. There is little point in skimming a whole book for this purpose.
You should identify a few key expressions which will alert you to the fact that
your subject is being covered. You can then run your eyes down the page
looking for these expressions – in chapter headings or sub-headings, or in the
text itself.
Detailed reading
Some subjects such as law and literature, for example, require a very detailed
understanding from the student. This kind of reading is always more time
consuming, but can be combined with skimming and scanning for greater
efficiency. If it is a photocopy or your own book, take full advantage by
10
Finding and Using Literature
underlining or highlighting and using the margins for your own comments or
questions.
Revision reading
This involves reading rapidly through material with which you are already
familiar, in order to confirm knowledge and understanding. Maybe summarise
main points on to small system cards (these can be bought at any newsagent’s
and then be carried around).
Reading and note taking
Taking notes when reading ensures organisation of information for recall in
preparation of assignments, essays or reports, or to prepare for examinations,
seminar presentations, etc. As with reading strategies, the nature of your notes
when reading is determined by your specific purpose. Whichever approach you
use, keep the following points in mind:
• Keep your notes brief and to the point.
• Write down the information in your own words (if noting down a quotation,
be sure to record exact words, punctuation and page number).
• Organise information into a hierarchy – decide which are the major points
and sub-points.
• Pay attention to any definitions and key words or jargon (use a dictionary if
necessary).
• Always record the full publication details for later referral to the source.
You may also wish to indicate page numbers to facilitate future access of
any information.
11
Effective Use of Class Time
EFFECTIVE USE OF CLASS
TIME
Over the course of your studies you will be exposed to a variety of instructional
methods designed to provide you with new knowledge and skills. The most
common methods of instruction in tertiary education are the lecture and the
tutorial.
Getting the most out of lectures
Lectures are traditionally information giving sessions. The lecture is designed
to provide large volumes of information to large numbers of students in a short
period of time.
Preparing for the lecture
Prepare for each lecture by reviewing the following:
Course outline
Reviewing the course outline places the lecture in the context of the whole
subject and will indicate which readings relate to the subject matter covered
during the lecture.
Assigned readings
Read, or at least skim, the assigned readings before the lecture. This helps you
to get an idea of the content and key issues of the lecture.
Previous lecture notes
Reviewing notes from previous lectures before each lecture provides context
and continuity.
During the lecture
Your position in the lecture theatre
Don’t be frightened of the lecturer, sit close to the front. You will hear and see
better, and are more likely to find yourself in the company of committed
students.
Think more, write less
A lecture is not a dictation exercise. You need to listen and make your own
judgments about what you should write down. It is not possible to record every
word that the lecturer says; you simply cannot write as fast as they speak. Nor
is it a good idea to try. Writing down every bit of information will obscure the
most important points. Also, you are likely to miss important information
because you are concentrating on copying down what was said previously.
12
Effective Use of Class time
Therefore, you should try to discriminate between what constitutes the main
points of the discussion and what is supporting information.
Listen for structural cues
In order to effectively identify the important points of a lecture, you should
attempt to listen actively for structure and argument; don’t just take notes
passively. Listen for signalling words which indicate the parts of a lecture:
• Words such as first, second, also, furthermore, moreover, therefore and
finally indicate stages in the lecturer’s argument
• But and however indicate a qualification, because a reason, and on the one
hand and on the other hand indicate a contrast.
Certain phrases also suggest the structure of a lecture:
Introducing the lecture:
“I want to start by …”
Introduction of a main point:
“The next point is crucial”
Rephrasing the main point:
“The point I am making …”
Introducing an example:
“Take the case of …”
Moving on to another main point:
“I’d like to move on and look at…”
A digression:
“That reminds me of ….”
Summing up main points:
“To recapitulate….”
Organise your notes
Head notes clearly with the date, lecturer’s name, topic and number in lecture
series. Number and identify subsequent pages.
Impose a hierarchical structure of main points and supporting information or
facts:
I.
Major Heading
A. Sub-heading
(details)
B. Sub-heading
(details)
II.
and so on…
Use capital letters, underlining and/or indenting from the margin to
differentiate major and minor points. Often it is difficult during the lecture
itself to identify the main points and sub-points. It is therefore important to
organise your notes into a hierarchy as soon as possible after the class.
13
Effective Use of Class Time
Note key phrases and use abbreviations
Don’t take down complete sentences, use key phrases. If the lecturer is going
too quickly, leave plenty of space and get the information later from the
lecturer or friends.
14
Effective Use of Class time
Write clearly and use space wisely to make your notes easy to read and
assimilate. Have wide margins, etc, to leave room for later comments. Use your
own words as much as possible as this will make you think about the material
and increase your understanding of it.
Use abbreviations, but ensure that you will be able to understand them later.
The following is a list of abbreviations and symbols that you may be able to
incorporate into your lecture notes:
Arrows
Common Abbreviations

an increase
c
with

a decrease
w
which

causes/leads
to/results in
e.g.
for example

is caused by/is the
result of
re
concerning

is related to
ca
about
Mathematical symbols
A.M.
morning

therefore
P.M.
afternoon
because
etc
and so on
=
is the same as
N.B.
note well

is not the same as
18
18th Century

is greater than
b/f
before

is less than
cf
compared with
%
percent
viz
namely
+
and
q.v.
refer to, see
®
right
et al.
and others
left
i.e.
that is
pa
per annum, each year
L
Emphasise
Shorten suffixes
Underline
Capitalise
Highlight
n
tion/sion
g
ing
-to show what is
important
15
Effective Use of Class Time
After the lecture
Re-read your notes as soon as possible after the lecture, while your memory is
still fresh. At this time it is a good idea to edit, understand, summarise and add.
• Edit your notes to make sure that your writing is clear and you can recognise
abbreviations. Fill in any gaps by adding additional information you recall
or expanding any points that are sketchy.
• Make sure that you understand everything in the lecture. If you need
clarification seek assistance as soon as possible from the lecturer or your
friends.
• Summarise the main points in your own words.
• Add ideas, comments or questions.
Reviewing your notes regularly throughout the semester consolidates your
learning and prevents the need for last minute cramming before examinations.
Participating in tutorials
Tutorials are often used to permit discussion or elaboration of material
presented during a lecture, or to present new information which requires a
greater level of instructor/student interaction. Tutorials are generally conducted
in smaller groups than lectures to facilitate greater student participation and
group discussion.
Attendance
• Regular attendance is advisable. Be aware that for many subjects attendance
is compulsory.
Interaction
• Participation in discussion is important in tutorials and seminars.
• You may be expected to reflect on the topic and to examine it critically.
This involves saying what you think about the points being discussed as
well as giving reasons for your position.
Preparation
• Do any set pre-reading to become familiar with the topic.
• Attempt the tutorial problems before the tutorial so that you are able to
participate and can ask questions about areas you don’t understand well.
• Consider how the current week’s material fits in with the previous weeks,
and the overall subject.
Participation – some hints
• Think of several questions/comments you would like to make. Form them
into sentences, practice them in your head and out loud.
16
Effective Use of Class time
• Be ready in the tutorial to make your comment. Look for pauses to enable
you to enter the discussion.
• Indicate that you want to speak by making eye contact with the tutor or
taking a more alert body posture.
• Be prepared to feel nervous with your first few contributions. (You are not
alone!)
After the tutorial
•
•
•
•
•
Contact your tutor to clarify any important points you didn’t understand.
Finish any unfinished work.
Revise – sit down and consolidate what you have learned (concepts).
Enter questions in your notebook; write answers.
Check terms/jargon.
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Effective Use of Class Time
17
19
On-Line Learning
ON-LINE LEARNING
On-line educational software programs provide you with a range of interesting
learning activities. Many units available through the School of Nursing use the
WebCT system. In addition to the activities conducted in class, and outlined in
off-campus learning materials, you will also have access to on-line tutorials,
glossaries, FAQ files, discussion groups and other resources to assist in your
study.
To access the WebCT site for a unit in which you are enrolled, you will need to
carry out the following steps.
Step 1
As a Monash University student you will have an AUTHCATE user name and
password to access the library and other Monash University on-line resources.
You will use this to gain access to WebCT. Only students enrolled in a unit
with a WebCT component will have access to this site. Make sure you have a
valid AUTHCATE username and password.
Step 2
To access WebCT you will need to type the following URL into your Netscape
Navigator or Internet Explorer web browser.
The URL is http://webct.monash.edu.au
Entering this URL will bring up the “WebCT Welcoming Page”. Click on “Log
onto my WebCT”.
Step 3
The “Login to WebCT” screen will appear. Enter your AUTHCATE username
and password. Click the “Log in” button.
Step 4
If log in is successful you will now be presented with your own MyWebCT
page. At the top of the page will be MyWebCT: (your name). Under the
courses column on the left-hand side of the page will be a list of any units that
you are enrolled in that use the WebCT system.
Click on any unit icon to be taken to the Home Page for that unit.
20
On-Line Learning
You can now navigate around the web site using the icons and WebCT’s other
navigation tools.
Step 5
If you have problems logging onto or using WebCT, access the WebCT help
desk at:
http://www.celts.monash.edu.au/html/helpdesk_for_webct.html
Should you continue to experience difficulties, contact your local Course
Administrator or Unit Coordinator for assistance.
21
Preparing for Examinations
PREPARING FOR
EXAMINATIONS
Most students find formal examinations a daunting experience. The secret to
overcoming exam anxiety lies mainly in being as prepared as possible. The
following guidelines are provided to help you be your best before, during and
after an examination.
Before the exam
Develop regular study habits
Cramming at the last minute is the least effective method of studying for an
examination. Regular (daily) consolidation of information is essential to ensure
that you possess an understanding of subject matter, and are able to retain key
information. Studying throughout the semester ensures that you will have time
to access lecturers or additional resources if necessary. While you will
obviously increase your study load prior to an exam, relying on this method
solely will reflect in your performance.
Find out what format the exam will take
Your lecturer may give you guidance as to the basic format of the examination.
Don’t be afraid to ask whether to expect multiple choice, short answer or essay
type questions. This is dictated, to some extent, by the nature of the subject
matter to be covered. Reviewing former exam papers can also be useful in
knowing what to expect.
Know the subject matter to be covered
Subject outlines generally provide guidance as to the nature of the subject
matter to be covered. For many subjects, all material covered over the semester
will be contained in the exam. If unsure, ask the unit coordinator.
Stay healthy
It is easy to fall into the trap of becoming totally absorbed in study during exam
time. Usual routines fall apart as priorities shift. Where possible, you should
endeavour to eat properly and get some exercise to minimise stress and to
prevent you from succumbing to illness because of diminished defences.
During the exam
Stay calm
This is much easier said than done! Take a deep breath and try to relax. Avoid
panic, this will only make things seem worse than they are, and will affect your
concentration and ultimately your performance.
22
Preparing for Examinations
Listen to instructions
Follow the instructions given at the commencement of the examination. Failing
to complete your details correctly or writing before official commencement of
the exam can rattle your concentration.
Make the most of reading time
Reading time is designed to give you opportunity to clarify any points of
concern and clear up any inconsistencies. Read the questions thoroughly, but
don’t waste too much time as time provided for preliminary reading is usually
minimal. Don’t be afraid to ask questions following reading time.
Read the questions properly
An unfortunate, yet common cause of lost marks in examinations is a result of
the student failing to read the question properly. Many students anticipate a
certain type of question and subsequently mis-read similar questions. Read each
question at least twice before attempting it. Underline key words within the
question, especially words that direct your response, such as outline, describe,
discuss, etc.
Before you attempt to answer a question, you should also check the number of
marks that your response is worth. This will give you some idea of the extent of
the response required, and the amount of effort you should devote to it.
Write as concisely as possible
Don’t try to impress your examiner with lengthy responses. Be sure to remain
concise and to the point. Often students who aren’t sure of the answer try to
write down everything they know about a topic in the hope that they might get
something right. Often, however, it can alert the examiner to the student’s
deficiencies in an area and can prove a waste of valuable time. Always answer
the questions you are confident about first, and those that represent the greatest
points value.
Don’t be afraid to use diagrams, charts, etc, to illustrate your point. Often a
picture can paint a thousand words, especially when used to describe complex
processes or relationships.
Re-read your paper
If time permits re-read your paper to make sure your responses are clear and to
check that you haven’t missed any questions. If you are tempted to change a
response think seriously about whether it is the best course of action. Make
sure also that you have clearly recorded your name and student number, and
any other information requested, appropriately.
After the exam
Don’t pre-empt the results
Examination post-mortems are inevitable – some people thrive on them! Try
not to dwell on your performance, however, as it will only serve to affect your
mood rather than your results. This is especially important if you have to
prepare for examinations in other subjects.
Preparing for Examinations
23
24
Assignment Writing
ASSIGNMENT WRITING
Writing assignments, including essays, is a significant means of communicating
your ideas, thoughts and arguments, well supported by the writing of others.
While written assignments are a form of self expression which reflect your own
style, they are a major means of demonstrating your knowledge and
understanding of the concepts, notions and issues contained in your study
program. Thus your lecturers can assess your ability to think reflectively and
critically about the topic.
The following guide to assignment writing has been prepared with the aim of
providing a simple, easy-to-follow approach to assignment preparation and
writing. Essay writing does take time and effort. This guide, therefore, has been
prepared with the intention of making your time spent as productive as
possible.
Stages in assignment writing
Preparation
•
•
•
•
Define the topic.
Brainstorm.
Collect information.
Prepare an outline.
Organisation
•
•
•
•
Pause and consider the topic.
Select and order information.
Prepare a detailed plan.
Prepare the first draft.
Presentation
•
•
•
•
•
•
•
Edit the first draft.
Sort paragraphs.
Write introduction and conclusion.
Check grammar, spelling and punctuation.
Complete referencing.
Write the final copy.
Check the final copy.
Preparation
Defining the topic
Understanding and defining the topic or question asked is the first hurdle to
overcome in assignment preparation. It is important that you correctly interpret
the question, in order to present the required information.
25
Assignment Writing
The actual essay question needs to be clearly understood. This involves
identifying the verb, eg. compare or discuss, in order to determine the type of
information that needs to be presented. To help you, some common assignment
terminology has been included.
Analyse
Separate a complex idea or argument into its smaller parts.
Comment
Make critical observation, using your knowledge of the topic.
Compare
Requires examination of the subject and demonstration of the similarities and
differences between two or more ideas, or interpretations.
Criticise
Express your judgement regarding the correctness or merit of the factors being
considered. Discuss the strengths and weaknesses, giving results in your
analysis.
Define
Provide concise, clear, authoritative meanings.
Describe
Provide an account of an event or process, emphasising the important points.
Discuss
Look at all aspects of the issue; debate the issue, giving your reasons for and
against the argument being proposed. Your opinion must be supported by
authoritative evidence.
Evaluate
Appraise, assess and make a judgement, stressing both strengths and
weaknesses, advantages and disadvantages.
Explain
Make the meaning clear but do not be trapped into describing or summarising
events. Focus on the “why” or “how” of the issue.
Illustrate
Using figures, diagrams or concrete examples, explain or clarify an idea or
concept.
Outline
Write an organised description of the essential parts, omitting the minor details.
Any technical terminology in the assignment question also needs to be
identified and understood. If you have any problems at this stage of
preparation, you may seek advice from your Unit Coordinator.
26
Assignment Writing
Brainstorming
Following clarification of the terminology, the technique of brainstorming the
essay question can be used. Brainstorming is the process of writing down any
spontaneous ideas regarding the essay topic, without pausing to consider
whether the material is appropriate or useful. This approach takes little time
and is a useful technique to focus your thoughts on the assignment topic.
Information collection
Collection of information is the next important component of the preparation
stage. The search for reference material and reading should begin as early as
possible, to introduce you to the topic. This may appear daunting at first.
However, browsing through the literature and using the library’s computer
database and CD ROM facilities to identify the relevant sections and articles
will simplify the task. You may wish to refer back to the previous section on
Finding and Using Literature.
Outline
When you have collected the required information the last part of the
preparation stage is devoted to preparing a brief outline of your assignment. A
flow chart may be used, ie. a point form summary of ideas linked together by
arrows. The need to organise your ideas and information is an important step in
the planning of your assignment.
Organisation
During the preparation stage, you determine the information and evidence that
is relevant to your topic. The actual organisation of your material should flow
on smoothly from this stage.
Pausing between information collection and the actual writing of your
assignment will help you to organise your ideas and the information that you
have obtained from your reading.
Ordering of information is a technique which some people find difficult; there
are no set rules. Material may be ordered in a variety of styles. Refer back to
the assignment topic as the order may be suggested by the question. In some
situations it may be up to you to experiment and develop your own style.
Use the flow chart or outline that you developed during the preparation stage to
prepare a detailed plan of your essay. The key to planning lies in relating the
various parts of your reading and thinking to the topic.
Your argument is essentially the linking together of other peoples’ ideas with
your own and relating them to the topic. Remember that your own ideas
regarding the topic are an important part of your assignment, however they may
need to be substantiated by the ideas of other authors. In some cases you may
need to evaluate competing ideas. In this situation you are able to express your
opinion of why one argument may be better than the other. However, your
argument should be supported with reasons and evidence obtained from the
literature.
27
Assignment Writing
Draft writing
At this point you begin to write your assignment, remembering to base it on the
plan that you have prepared. A draft is written so that you are later able to
revise your argument where necessary. It is often useful to leave a day or two
before rereading or revising your draft.
You do not need to write the introduction and conclusion at this stage.
Concentrate instead on completing the drafts. Citing your references in an
abbreviated form as you write will save time in the final presentation of your
assignment.
Presentation
This stage involves the completion of your essay for submission. The draft is
edited, paragraphs sorted, an introduction and conclusion written, grammar,
spelling and punctuation checked and the final copy prepared for presentation.
Paragraphs
Paragraphs should be in a logical sequence, flowing from one to the next. They
usually contain one idea and its explanation and should not be cluttered with
other ideas and information.
Length
The prescribed length should be observed. Penalties may be incurred for work
which is significantly under or over length.
Table of contents
When writing in a report format, that is, when headings are present, a table of
contents should also be included. This occurs after the title page. Other tables,
such as tables of figures, diagrams or plates should follow on directly from it.
Introduction
The introductory paragraph or paragraphs should refer to the question and
provide a map of your intentions or how you will approach the topic. It is an
opening into your essay, and therefore should be sharp, interesting and to the
point.
Conclusion
The conclusion summarises your argument and should be a reminder to the
reader of the main areas discussed. At this stage do not introduce any idea
which you have not discussed previously in your essay.
Revision
Be sure to check your spelling, grammar and punctuation prior to submitting
your assignment. If these areas are poor, then what may have been a high
quality assignment, becomes mediocre. It is often helpful to read your
assignment aloud, adding the punctuation in the appropriate places as you do
so.
Referencing
Referencing is an important aspect of your assignment. The School of Nursing
prefers the APA style of referencing. For a fuller description of this method,
refer to the School of Nursing Referencing Guidelines booklet.
28
Assignment Writing
A reference list containing publication details of all citations contained within
your assignment must accompany your work. You may also need to include a
bibliography which lists all resources accessed as background material but not
actually referred to in your assignment.
Appendices
An Appendix is included after the bibliography/reference list and is usually not
included in the word limit of an essay. The contents of an appendix is
considered to be supplementary in nature to the subject material. All
appendices should include full reference details where appropriate, should be
labelled alphabetically and have a sub-title. This sub-title should appear in the
table of contents.
Final copy
Your referencing should be rechecked to ensure its accuracy. Once the final
copy has been presented, you are responsible for the content and presentation.
Always keep a copy of your assignment in case of loss or damage to the
original.
Assignment presentation guidelines
1.
Use A4 paper typed on one side only.
2.
Leave a 4 cm margin on the left side of the page with double spacing
between lines.
3.
Pages should be numbered and stapled together (it is preferable that you
do not use plastic pockets, folders, etc).
4.
Attach an assignment title page (see example).
5.
Attach an assignment cover sheet (as described in the following section).
29
Assignment Writing
Assignment title page (example)
Lecturer:
Unit Code and Name:
(For example: NUR2446: Management of Nursing Care)
Assignment Number And Title In Full:
Student Name:
Students No:
Due Date:
30
Assignment Writing
Academic style
As you develop as a tertiary student, you will begin to appreciate the
differences between the kind of writing you need to employ for different
subjects. You will learn this from the books you read, from the way the
lecturers express themselves and from practising writing yourself.
An increasing awareness of the characteristics of academic discourse will give
your writing greater formality and conciseness. While it is understandable that
your writing will, to some extent, reflect your personality, you should bear in
mind that a colloquial, informal style is out of place in the tertiary context.
Two conventions of academic writing are of particular importance – use of an
impersonal style, and non-discriminatory language.
Use of an impersonal style
In general terms, an impersonal style is preferred. The use of personal pronouns
in the presentation of your assignment is therefore inappropriate. For instance;
“I will focus on...” becomes “This paper will address....”. Any exceptions to
this rule are outlined in individual unit guides. Check with the Unit Coordinator
if you require clarification of individual assignment requirements.
Non-discriminatory language
It is University policy that non-sexist and non-racist language should be used at
all times.
Non-sexist language refers to language that includes women and treats women
and men equally. In avoiding sexist language students should not use language
that makes women invisible or dependent, or relies upon trivialisation or
stereotyping of women’s lives.
Equally, care must be taken to avoid language that trivialises, marginalises,
stereotypes or denigrates any race.
Grading of assignments
Assignments will be graded as follows:
High Distinction (HD)
Distinction (D)
Credit (C)
Pass (P)
Fail (NN)
–
–
–
–
–
80% or above
70-79%
60-69%
50-59%
Below 50%
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Assignment Writing
31
32
Submission Requirements
SUBMISSION REQUIREMENTS
On-campus students
Submission procedure
Due dates for submission of assignments are set to facilitate administration of
your course. Assignment submission dates will be posted at the beginning of
each semester. You should refer also to the Unit Book for each unit.
Assignments must be accompanied by an assignment cover sheet. Individually
bar-coded cover sheets for each unit must be obtained from the Monash portal
at http://my.monash.edu.au. Please ensure that the type of submission, as
described in the Unit materials, is accurately completed to facilitate processing
and recording of your assignment.
Assignments must be submitted via the assignment boxes at the School of
Nursing Office before close of business on the due date. Assignments
submitted by mail should be posted to arrive on or before the due date. You are
reminded to keep a copy of your assignment in case of loss or damage to the
original.
The staff in the School of Nursing acknowledge students’ input in their written
work. Every effort will be made to return students’ work within four weeks.
Students will be notified by the lecturer when circumstances prevent the return
of assignment within that time.
Extensions
Students seeking an extension of time for submitting an assignment are
expected to make a written application via email using the Monash University
student email service. Students are required to confirm delivery of the email
message by requesting a return receipt when sending the email to the relevant
staff member. Applications for extension of time must be made to the Unit
Coordinator. The Unit Coordinator will then respond to the student via email,
granting or denying the extension.
Application for extension must be made prior to the due date for lodgement of
the assignment. The grounds for granting an extension are similar to those for
special consideration. They include health problems, compassionate reasons
and other extenuating circumstances.
When an extension is granted for an assessment item, the approval email sent
by the Unit Coordinator must be attached to the assigned work when it is
submitted. Failure to submit an assessment item on time without an approved
extension will incur a penalty, as discussed below.
Note that an extension may not be given beyond the return date for marked
assignments.
33
Submission Requirements
Penalties for late submission
Penalties for late submission of assignments will be applied in cases where
submission of an assignment is not accompanied by an approval of extension
email or the granting of special consideration. The penalty will be deducted
from the mark for the assignment as follows:
Up to one week late
More than 1 week but less than two weeks
More than two weeks
15%
30%
45%
Off-campus (distributed learning) students
Submission procedure
Australia
Due dates for submission of assignments for off-campus units are contained
within Unit Guides. The due date requirement is satisfied if the assignment is
received by the Centre for Learning & Teaching Support (CeLTS), Monash
University (Gippsland Campus) on or before the due date. Every effort will be
made to return assignments to students within four weeks after the due date.
With your study material you will receive individual bar-coded cover sheets for
each assignment to be submitted. Be sure to include your assignment cover
sheet with each assignment. The bar-code simplifies its entry into the
assignment tracking system. Some students like to photocopy extra cover sheets
for use in emergencies. Do not alter the bar-codes in any way.
Assignments can be submitted by any of the following means:
1.
By post, addressed to:
Student Support Unit (SSU)
Centre for Learning & Teaching Support (CeLTS)
Monash University Gippsland Campus
Northways Road
CHURCHILL Vic 3842
OR
2.
By placing them in the special locker inside the CeLTS office during
business hours.
OR
3.
By placing them in the Monash Gippsland mailbox outside the main
entrance after hours.
OR
4.
By facsimile by dialling (03) 5122 6578 (if you send the original of the
fax by mail, please note this clearly on the front of both documents).
34
Submission Requirements
The staff of CeLTS will record receipt of your assignments and send them to
the Unit Coordinator for marking. If you wish to have receipt of your
assignments acknowledged, you can complete the acknowledgement card
supplied with your study materials, affix a stamp and submit it with your
assignment. This card will be stamped and returned to you by CeLTS on receipt
of your assignment.
Malaysia
Due dates for submission of assignments for off-campus units are contained
within Unit Guides. The due date requirement is satisfied if the assignment is
submitted on or before the due date. Assignments should be submitted via the
MUSO (WebCT) site for the respective Unit. Guidelines for submission of
assignments on-line are contained within the Unit materials and/or on the
MUSO site for each Unit. Students experiencing difficultly submitting
assignments on-line should contact their Unit Coordinator as soon as possible.
Every effort will be made to return graded assignments to students within four
weeks after the due date.
Hong Kong and Singapore
Students are required to submit their assignments by the due date indicated in
the Unit Guides directly to the organisation through which they are enrolled.
Procedure for submission is described in your Student Handbook.
Papua New Guinea
Students are required to submit their assignments by the due date indicated in
the Unit Guides directly to the local facilitator appointed by their host
institution.
Important:
Students are reminded that it is their responsibility to retain a copy of all
work submitted. Resubmission may be required in case of loss, or of
damage to an original assignment.
35
Submission Requirements
Extensions
Students seeking an extension of time for submitting an assignment are
expected to make a written application via email, letter or fax. Applications for
extension of time must be made to the Unit Coordinator via the local Course
Administrator.
Application for extension must be made prior to the due date for lodgement of
the assignment. The grounds for granting an extension are similar to those for
special consideration. They include health problems, compassionate reasons
and other extenuating circumstances.
When an extension is granted for an assignment, evidence of approval (e.g.
printed email/fax response) must be attached to the assigned work when it is
submitted. Failure to submit an assignment on time without an approved
extension will incur a penalty, as discussed below.
Note that an extension may not be given beyond the return date for marked
assignments.
Penalties for late submission
Assignments received after the due date may be marked as a ‘fail’, returned
without being marked, or receive a penalty unless an extension has been
granted.
The policy of the School of Nursing regarding penalties for late submission of
work submitted in units studied off-campus is as follows:
1.
Arrival on or before due date – no penalty.
2.
One week (seven days) – non-penalty grace period
(To cover postal time particularly in remote areas).
Students found to be abusing the grace period may be penalised.
3.
8-10 days late – 10% of assignment value to be deducted.
4.
11-15 days late – 20% of assignment value to be deducted.
5.
16-20 days late – 30% of assignment value to be deducted.
6.
21 days and over – 50% of assignment value to be deducted.
For example, if a student submits an assignment which is nine days late and
receives a mark of 25/40, a 10% late assignment penalty will mean the student
loses four marks off the mark allocated and received a final mark of 21/40
(i.e. 25-4 = 21).
36
Cheating and Plagiarism
CHEATING AND PLAGIARISM
Students must be aware that cheating and plagiarism are regarded as very
serious offences. Where such offences are identified the student is likely to fail
the unit concerned and be subject to additional penalties which may include
expulsion.
The full University policy on cheating and plagiarism is available at:
http://www.monash.edu.au/unisec/academicpolicies/policy/plagarism.html
In this University, cheating means seeking to obtain an unfair advantage in any
examination or in any other written or practical work to be submitted or
completed by a student for assessment.
Cheating includes the use, or attempted use by or for a student, of any means to
gain such unfair advantage in any examination, or for any work, where the
means is contrary to the instructions for such examination work.
Cheating also includes the taking into an examination of any material other
than material approved by the chief examiner of the unit concerned. For the
purpose of this section, the expression “any material” shall include any
bilingual dictionary.
Plagiarism means to take and use another person’s ideas and/or manner of
expressing them and to pass them off as one’s own by failing to give
appropriate acknowledgement.
Hence if the passing off was:
• done intentionally, the student has cheated;
• not intentional, the only offence the student has committed is the academic
misdemeanour of failing to reference a source correctly.
There are two main forms of plagiarism:
• Copying out passages of another author’s work word-for-word without
acknowledging the source. This includes copying another student’s work.
• Paraphrasing without citing the source. Paraphrasing is translating the
author’s terms or ideas into your own words. This practice is acceptable if
enough information is given in the text to identify the work from which the
paraphrase originated. The particular book or journal article is then
identified in your reference list.
Plagiarism may take the form of similar work submitted by students who may
have worked together. It is essential that Lecturers provide students with clear
instructions as to whether they have been permitted to work on the assignment
37
Cheating and Plagiarism
jointly, or individually. The incidence of collaborative work should be made
absolutely clear.
If there are no substantial factors to indicate that plagiarism was accidental or
unintentional, plagiarism – non examination – will be treated as cheating.
A member of the teaching staff who has reasonable grounds to believe that nonexamination cheating has occurred, must report the matter to the chief
examiner.
Where the chief examiner has reasonable grounds to believe that nonexamination cheating has occurred, the chief examiner must:
• disallow the work concerned by prohibiting assessment; or
• report the matter to the relevant faculty manager.
Where a student’s work has been disallowed:
• the chief examiner must give written notice of the disallowance to the
student and to the associate dean (teaching) of the faculty concerned,
including advice that the student may appeal within 28 days of the date of
the written notice; and
• the student may appeal to the relevant faculty discipline committee.
38
Oral Presentations
ORAL PRESENTATIONS
One of the most overwhelming experiences for some students can be having to
give oral presentations in a tutorial or seminar situation. It is, however,
essential that you develop skills in presenting information in this way as it will
continue to be an important aspect of your professional development.
Becoming skilled in oral presentations will provide you with good grounding
for future in-service lectures in your work environment, and for presenting
information at conferences and seminars throughout your career.
You will find that with practice your skill and confidence level will increase. A
little anxiety is quite common, however, and can be beneficial in keeping you
on your toes! The following guidelines will help to ensure the success of your
presentation:
1.
Choose a topic that will be of interest to your audience.
2.
If you have a set topic, find an interesting way of focusing your
presentation.
3.
Try to introduce your talk so that interest is immediately aroused.
4.
Establish eye contact with audience.
5.
Be responsive to your audience.
6.
Avoid reading. Use cue cards.
7.
Don’t speak too fast. Speak clearly.
8.
Always aim to supplement verbal information with some visual
information.
9.
Practise beforehand with a classmate or visit the staff at the Language
and Learning Services Unit.
10.
Start your talk calmly.
11.
Introduce the topic and tell the audience what they can expect to hear.
12.
Use linking words and phrases to keep your audience informed as to
where the talk is heading and how ideas relate to each other.
13.
Get your intonation right when emphasising major points, making asides,
asking questions and making statements.
14.
Control your hands. Do not fiddle with clothing, hair, pencils or papers.
39
Oral Presentations
15.
Make sure you do not turn your body or face away from the audience
when you are using visual aids.
16.
Look pleasant. Stand or sit in a relaxed way.
17.
Do not hand out materials while you are actually talking. Wait for
materials to be distributed around the room and then resume your talk.
40
Oral Presentations
JOURNALING
The School of Nursing uses journal keeping as an activity of learning in
selected courses and units. Keeping a reflective journal can be a valuable
exercise both personally and professionally. Where journaling is a requirement
in a course or unit, guidelines for the use and submission of journals will be
provided within the relevant Course or Unit Guide.
In view of the personal nature of keeping journals, the School of Nursing has
developed a code of ethics for personal/professional journals:
• The reader will normally be the lecturer coordinating the particular subject
or topic.
• The reader acknowledges, and is sensitive to, the personally intrusive and
insightful nature of reflective journaling.
• By submitting a journal, the student has completed a course requirement.
The journal itself is not assessed or graded, although reflections from a
journal may be integral to a subsequent student assignment.
• The assessor shall not knowingly cause psychological distress to the writer
nor cause professional disadvantage on the basis of journal content.
• The reader is responsible for maintaining security of student material and
confidentiality of journal content during the review process.
• The reader shall not photocopy or reproduce any journal.
• Students submitting personal/professional journals should ensure that
individuals and organisations are not identifiable.
• The journal remains the personal property of the author.
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Journaling
41
42
Conclusion
CONCLUSION
Studying at tertiary level can be a rewarding and enjoyable experience. This
does not mean to suggest that it won’t be demanding and challenging at times!
The key to successful studying is planning, preparation and a positive attitude.
You should also remember that when difficulties do arise you are not alone.
Talking problems over with friends often helps you to see things in context.
Don’t hesitate to contact lecturers within the School of Nursing, and the staff of
the Language and Learning Services Unit if you find you need help, or just
need to talk things over.
Study skills references
Barass, R. (2002). Study!: A guide to effective learning, revision, and
examination techniques (2nd ed.). London; New York: Routledge.
Bernard, G.W. (2003). Studying at university: How to adapt successfully to
college life. London; New York: Routledge.
Cottrell, S. (2003). The study skills handbook (2nd ed.). Basingstoke: Palgrave
Macmillan.
De Fazio, T. (2002). Studying part time without stress. Crows Nest, NSW:
Allen & Unwin.
Hamilton, D. (2003). Passing exams: A guide for maximum success and
minimum stress. London: Continuum.
Hay, I., Dungey, C., & Bochner, D. (2002). Making the grade: A guide to
successful communication and study (2nd ed.). Melbourne: Oxford
University Press.
Lashley, C., & Best, W. (2003). 12 steps to study success. London: Continuum.
McIlroy, D. (2003). Studying @ university: How to be a successful student.
London: Sage.
Pérez, A., & University of Melbourne. Learning Skills Unit. (2002). Studying in
Australia: The study abroad student’s guide to success. Melbourne:
Learning Skill Unit University of Melbourne.
Writing skills references
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th ed.). Washington, DC: American
Psychological Association.
Anderson, J., & Poole, M. E. (2001). Assignment and thesis writing (4th ed.).
Milton, Qld.: John Wiley & Sons.
Beazley, M. R., & Marr, G. E. (2001). The writers’ handbook (2nd ed.). Albert
Park, Vic.: Phoenix Education.
Clare, J., & Hamilton, H. (2003). Writing research: Transforming data into
text. Edinburgh: Churchill Livingstone.
Coffin, C. (2003). Teaching academic writing: A toolkit for higher education.
London: Routledge.
Conclusion
43
Cooper, S., & Patton, R. (2003). Writing logically, thinking critically (4th ed.).
New York: Longman.
Gelfand, H., & Walker, C. J. (2002a). Mastering APA style: Instructor’s
resource guide (5th ed.). Washington, D.C.: American Psychological
Association.
Johnstone, M.-J. (2003). Effective writing for health professionals: A practical
guide to getting published. Crows Nest, NSW: Allen & Unwin.
Mayfield, M. (2003). Thinking for yourself: Developing critical thinking skills
through reading and writing (6th ed.). York, PA: Heinle & Heinle.
McLaren, S. (2003). Writing essays and reports. Glebe, NSW: Pascal Press.
Smith, P. (2002). Writing an assignment: Effective ways to improve your
research and presentation skills (5th, rev. and updated.). Oxford: How To
Books.
Zilm, G., & Entwistle, C. (2002). The smart way: An introduction to writing for
nurses (2nd ed.). Toronto: Elsevier Science.