RO Academic Assignment Learning Outcomes
Knowledge and
Understanding
1.Demonstrate knowledge and understanding of the topic.
2.Describe subject knowledge using a clear and logical structure and in an
appropriate academic style. Meet the given word limit.
Intellectual
Skills
3. Explore a broad range of appropriate information, integrating material so the
assignment flows in a coherent way.
4. Select and summarise relevant arguments and reach appropriate conclusions
in a balanced way.
Practical Skills
5. Demonstrate ability to access, research and apply appropriate academic
(Research Skills)
sources.
6. Demonstrate accurate citation and referencing skills. *
Transferable
Skills
7. Liaises appropriately with tutor in person, by email or phone and responds
positively to feedback.
8. Demonstrate use of appropriate ICT skills in presentation using the guidance
provided.
Academic Writing Style
POINTS TO REMEMBER WHEN WRITING YOUR ASSIGNMENTS.
As well as using appropriate language and aiming for 100% accuracy in your grammar
and vocabulary, you should also remember that you're writing for someone else, and
hence the importance of punctuation, sentences, paragraphs and overall structure, all
of which help the reader.
AVOID SOME ASPECTS OF INFORMAL ENGLISH
don't (do not!) use contractions (eg it's, he'll, it'd etc): always use the full form (it
is/has, he will, it would/had).
don't use colloquial language or slang (eg kid, a lot of/lots of, cool)
always use capital letters appropriately and never use the type of language used in
texting!
always write as concisely as you can, with no irrelevant material or “waffle”
avoid overuse of brackets; don’t use exclamation marks or dashes; avoid direct
questions; don’t use “etc”.
make sure you write in complete sentences:
A complete sentence always contains a verb, expresses a complete idea and makes
sense standing alone.
To check that you are writing in complete sentences, try reading your sentences
aloud, pausing as indicated by the punctuation. Can each sentence stand alone as a
complete thought? If further information is needed to complete the idea, then it is not
a complete sentence.
For example: There is another theory which should not be ignored.
There is another theory. Which should not be ignored.
divide your writing up into paragraphs
use connecting words and phrases to make your writing explicit and easy to follow
For example:
Desktop computers are cheaper and more reliable than laptops; furthermore, they
are more flexible.
Prices fell by more than 20% last year. As a result, sales increased by 15%.
check your grammar and spelling carefully
MAKE YOUR WRITING FORMAL AND IMPERSONAL
avoid too much personal language (I, my, we etc). Some tutors prefer you to avoid it
completely. Never use emotive language; be objective rather than subjective.
Objective: Observation of measurable facts. Commonly found in encyclopedias,
textbooks, journals, news reporting.
Subjective: Personal opinions, assumptions, interpretations and beliefs Commonly
found in newspaper editorials, blogs, biographies, comments on the Internet.
you should consistently use evidence from your source reading to back up what you
are saying and reference this correctly.
avoid sexist language, such as chairman, mankind. Don’t refer to “the doctor” as he;
instead, make the subject plural and refer to them as they. Avoid he/she,
herself/himself etc.
avoid being too dogmatic and making sweeping generalisations. It is usually best to
use some sort of “hedging” language (see below) and to qualify statements that you
make.
HEDGING/AVOIDING COMMITMENT
In order to put some distance between what you’re writing and yourself as writer, to
be cautious rather than assertive, you should:
avoid overuse of first person pronouns (I, we, my, our)
use impersonal subjects instead (It is believed that ..., it can be argued that …)
use passive verbs to avoid stating the ‘doer’ (Tests have been conducted)
use verbs (often with it as subject) such as imagine, suggest, claim, suppose
use ‘attitudinal signals’ such as apparently, arguably, ideally, strangely, unexpectedly.
These words allow you to hint at your attitude to something without using personal
language.
use verbs such as would, could, may, might which ‘soften’ what you’re saying
use qualifying adverbs such as some, several, a minority of, a few, many to avoid
making over generalisations.
Referencing Your Assignment
What is referencing?
Referencing is a system used in the academic community to indicate where ideas,
theories, quotes, facts and any other evidence and information used to undertake an
assignment, can be found.
Why do I need to reference my work?
To avoid plagiarism, a form of academic theft.
Referencing your work correctly ensures that you give appropriate credit to the
sources and authors that you have used to complete your assignment.
Referencing the sources that you have used for your assignment demonstrates that
you have undertaken wide-ranging research in order to create your work.
What do I need to reference?
All the information that you have used in your assignment will need to be acknowledged.
It is essential to make a note of all the details of the sources that you use for your
assignment as you go along.
Harvard Reference Example:
… ensuring the pitch is not too muddy or any debris such as glass are located on the playing
surface, ensuring a player is fit enough to participate in the game i.e. no injury concerns and
ensuring all protective clothing is worn at all times such as shin pads. (Bird, S., Black, N. and
Newton. P., 1997 pp 181-182)
This allows early motion and rehabilitation. There is a low perioperative morbidity and a rapid
return to the activities of daily living and employment. (Cross, M.J., 1998).
The reference list comes at the very end of your work and should be in alphabetical order with
the title of the book or article in italics.
Reference list:
Bird,.S., Black,.N., and Newton, .P., 1997. Sports Injuries. Cheltenham: Stanley Thornes.
Cross, M.J., 1998.
ANTERIOR CRUCIATE LIGAMENT INJURIES: Treatment and
Rehabilitation. Available: http://www.sportsci.org/encyc/aclinj/aclinj.html. Last accessed 2nd
July.
PLAGIARISM
WHAT IS PLAGIARISM?
Many people think of plagiarism as copying another's work or borrowing someone else's
original ideas. But terms like "copying" and "borrowing" can disguise the seriousness
of the offence.
ACCORDING TO THE OXFORD ONLINE DICTIONARY, TO "PLAGIARIZE" MEANS
to steal and pass off (the ideas or words of another) as one's own
to use (another's production) without crediting the source
to commit literary theft
to present as new and original an idea or product derived from an existing source
In other words, plagiarism is an act of fraud. It involves both stealing someone else's
work and lying about it afterwards.
BUT CAN WORDS AND IDEAS REALLY BE STOLEN?
According to the law, the answer is yes. The expression of original ideas is considered
intellectual property and is protected by copyright laws, just like original inventions.
Almost all forms of expression fall under copyright protection as long as they are
recorded in some way (such as a book or a computer file).
ALL OF THE FOLLOWING ARE CONSIDERED PLAGIARISM:
turning in someone else's work as your own
copying words or ideas from someone else without giving credit
failing to put a quotation in quotation marks
giving incorrect information about the source of a quotation
changing words but copying the sentence structure of a source without giving credit
copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not.
Most cases of plagiarism can be avoided, however, by citing sources. Simply
acknowledging that certain material has been borrowed and providing your audience
with the information necessary to find that source is usually enough to prevent