Academic Writing &
Information Skills
Stage 1 BSc.
25th Sept. 2008
09.00 –10.50 hrs.
&
2nd Oct. 2008
09.00 –10.50 hrs.
Felicity Johnson
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Desired Learning Outcomes
1.
Comprehend the importance of academic reading, writing &
information retrieval skills.
2. Be aware of optimum learning conditions.
Be familiar with effective study strategies.
3. Understand the academic writing process.
Be aware of the correct referencing technique & how to
structure your writing assignments.
4. Have knowledge of the School’s Writing Guidelines.
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Why academic writing & library skills?
Writing & information skills are a powerful
tool in the academic world.
• In today’s environment of rapidly changing health
care & information technology, nurses require the key
skills of information literacy & writing skills, to use &
communicate information in an appropriate & effective
manner.
• As a professional-crucial to write well.
• Does not require unique talent/outstanding ability.
• Everyone has basic skills necessary to write well
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Joining 2 dynamic worlds!
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(Q) What’s the difference between 2nd
& 3rd level education?
(A) 3rd level students are
independent,
autonomous,
learners.
Responsible for own learning!
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Attitudes to learning
What is your attitude to learning?
Have you had prior negative experience?
Self-confidence has a major impact upon
ability to perform well.
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Optimum conditions for learning
The brain works best when:
 it is rested -sleep affects performance.
 it is hydrated - water helps electrical
connections of the brain.
 it is unstressed - when stressed, can focus
only on 'escape’.
 it enjoys itself - look for any angle that
stimulates interest in learning.
 it has seen something several times - little &
often better than trying to understand
something in one sitting
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General tips
• Spending long hours studying not
necessarily productive!
• Possible to gain better marks by
studying more effectively rather than
for longer.
To study effectively:
• Identify what is really needed:
Study assignment titles carefully. Work
out exactly what is required. Time spent
in preparation is well spent.
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General tips (cont.)
• Work strategically.
Set yourself clear goals & work towards these.
• Make the material meaningful.
Look for 'the meaning' , rather than
focusing on remembering information.
• Look for links
This helps to develop understanding &
memory.
• Work with others
So that you share ideas & gain mutual support- you
gain a different set of perspectives.
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Set yourself SMART-F targets
Targets should be:
 strategic: assisting you to achieve goals.
 measurable: you know when you have
completed them.
 achievable: you are likely to succeed in meeting
them.
 realistic: they fit the circumstances.
 time-bound: you have a set time to meet them.
 flexible:you can adapt them if circumstances
change.
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General tips (cont.)
• Look for short-cuts - that do not
compromise your studies. For example:
– avoid unnecessary tasks such as writing
notes out neatly.
– use abbreviations in your notes.
– write assignments onto a computer rather
than writing by hand & then typing them up.
– focus your notes around themes & questions
rather than making long notes.
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Tips for learning from lectures
Before the lecture:
 Prepare for lectures – look up text books etc.
so that you have some prior awareness.
 Set yourself questions & leave spaces to have
these answered during the lecture.
 Arrive on time Not hungry/thirsty/perturbed!
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During the lecture
Focus on listening to the lecture. Listen
to 'make sense‘.
Don't spend time making detailed notes.
Make a brief note of key themes.
 Listen for 'signposts' about what is coming
next/for summaries of key points.
Listen for answers to questions you set
in advance.
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After the lecture
Read your notes & fill in any gaps.
Discuss the lecture with other people.
Consider how the lecture changed or
developed your opinions of the subject.
Label and file your notes
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A pyramid of skills-Bloom’s Taxonomy(1956)
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The writing process
5 Ws & H to be considered:
 Who? Who is this writing intended for?
 What? What is the intent of the document?
 When? How soon does it need to be
submitted?
 Why? For what reason is it being written?
 Where? Where is the document going?
 How? How will the document be distributed?
There are 5 steps in the writing process:
 Prewriting
 Drafting
 Revising
 Editing
 Presenting
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Writing styles
Writing clearly & persuasively
is a valuable skill

Descriptive: Portrayal of the
main features: “Describe…………..”



Analytical: Stating a point,
providing evidence, contrasting this
with other evidence, drawing logical
conclusions.
Anecdotal: Personal experience of
self/others.
Empirical/evidence-based:
Scientifically verified & published.
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Writing at 3rd level
Don’t make the mistake of thinking that
graduate level writing means using complex
English & long words.
e.g.’‘It is intuitive, therefore, that the fundamental
dichotomy in theory and practice is inevitably
exacerbated and irrevocably confounded by the
underlying quixotic nature of nursing lecturers’.
no,no,no!
All you are saying, obtusely, is:
‘‘it seems obvious that the theory practice gap is
always going to be made worse, and become utterly
confused, by nursing lecturers who don’t live in the
real nursing world’.
Clear, simple writing is best!
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Coherence
• Must be logical - make sense.
• You will be judged on coherence - if it is intelligible
& ‘holds together’.
• Put information down logically, so that the sentences
connect together in a way that makes sense.
• You should spend time rearranging the main points
until they are in logical order.
• Writing a paper is not only a matter of gathering and
presenting information, it is an exercise in
comprehension and critical analysis.
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Clarity of expression
 Good academic writing = clear English, correct
spelling, grammar & punctuation.
 Your writing style must not be colloquial.
E.g. ‘When we done the obs and lots of walking
with him, he was well chuffed’.
The use of English must be professional:
e.g. after performing routine observations for
blood pressure and pulse, (to check the
patient was not tachycardic or hypotensive),
we were able to help the patient to mobilise.
He was able to walk for a significant distance
and was extremely pleased with his
achievement.
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Rules of academic writing
 An academic text not a narrative-it is an argument.
 Formal, logical, cautious & unemotional language.
 No slang, jargon, personal anecdotes, colloquisms,
exclamation marks & contractions (‘e.g. can’t’).
 Clear, succinct writing.
 Make your claims tentative rather than definite - it’s
unlikely that you’ve reached the only possible
conclusion!
Words which signal tentativeness include: may; might;
possibly; in some instances; often; in many cases
 A % of the overall mark will be awarded for clear,
accurate writing & referencing & the converse also
true.
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Rules of academic writing
 Not 1st person (I and my).
 3rd person only–
‘this writer’ believes that’…
‘this student’s experience has been’…
It is believed…
Many researchers have noted…
Some writers have stated..
The research suggests…
The evidence indicates...
It will be argued that …
This essay will critically examine the process
leading to….
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Primary & Secondary Sources
• Where possible, use original/primary
sources – e.g. Benner (1984)
• When this is not possible & you are using a
secondary source, you should use the term
‘cited by’ in text followed by the reference
in which it is quoted
e.g.
Fraser (1990), cited by Walsh (1998),
suggests that there is no empirical evidence
to support the ‘activities of living ‘model of
nursing.
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Rules of academic writing
‘Times New Roman’ script, size 12 font.
 Double-spaced between lines.
 One side of page only & number pages.
 page.
3 cm. margins at top, bottom, right & left of
Word Count:toall
words
from beginning of
introduction
end
of conclusion.
 included
Title Page,
References
in word
count. List & Appendices not

 Penalties for under/exceeding word limit.
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 Assignments must be submitted on/ before
stated date, unless a valid, written explanation
is given to relevant Module Leader.
 A late submission form must be completed by
the student.
 If a student is ill, a medical certificate must
be provided.
 Work submitted more than one week late
without a negotiated reason, will not receive a
mark greater than 50% & may not be
processed for the next Examination Board.
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 If you omit any words from a quotation, use
three spaced dots ... to indicate the
omission.
 If you wish to point out an error in a
quotation, follow the error with (sic).
 Watch your apostrophes!
-e.g. The nurse’s role, nurses’ responsibilities.
 Similar sounding but different meaning:
discreet/discrete
there/their
than/then
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Rules of academic writing
Critiquing:
Usually, your critique follows your summary
of the original. The reader can then appreciate your
views about the validity of other writers' ideas.
Being critical
• As an academic writer, you are expected to be
critical of the sources that you use.
• This essentially means questioning what you read and
not necessarily agreeing with it, just because it has
been published.
• Can require you to identify problems with a writer's
arguments/methods, or perhaps to refer to other
people's criticisms.
• Constructive criticism suggests ways in which a piece
of research/writing could be improved.
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Rules of academic writing
Use a dictionary/computer grammar &
‘spellcheck’.
Be cautious with your ‘spellchecker’!
I have a spelling checker,
it came with my PC,
it plainly marks four my revue,
mistakes I cannot sea,
I've run this poem threw it,
I'm sure your pleased to no,
its letter perfect in it's weigh,
my checker tolled me so!
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• Proof reading is essential before submitting
your assignment.
A fresh eye is good – friend/relative.
• Give yourself enough time to write your
assignments. Start as early as you can.
• . If you are aware that you have difficulties
in academic writing, because of
dyslexia/any other problem, please approach
our support services asap.
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Nursing Literature
Every assignment must be supported
by relevant literature (i.e. evidence based).
Preferably within the past decade (10
yrs.) unless a seminal work
100s of nursing journals available.
200+ on-line here in School.
- vast majority have a specialist focus.
- some
aimed
at
local/national
market,
others aimed at international market.
Other sources of literature:
 Abstracts
 Books
 Case reports
 Theses/dissertations – MSc. MA, PhD.
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Nursing Literature
 Journal articles that undergo peer review/
‘referee’ process, in which experts examine
them for quality & validity - a peerreviewed journal.
Peer reviewed = academic rigour.
Examples of scholarly/peer reviewed:
 Journal of Advanced Nursing
 Journal of Nursing Scholarship
 Journal of Continuing Higher Education
Examples of non-peer reviewed sources:
 Nursing Times
 Nursing Standard
 World of Irish Nursing
 Many websites
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Literature-showing knowledge &
understanding
• Using database & literature searching skills to
identify appropriate literature.
• Able to identify & use a wide range of sources of
information.
•
Demonstrate that you have read widely & can
provide a good variety of references to support
points that you are trying to make.
• Able to show that you have a sound understanding
of the available literature on the subject, by using
references to support every piece of theory that
you present.
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Use of literature & referencing
Provide examples from the literature first
& reference these before making your own
comments/describing your own reflections.
e.g. – poor:
‘Communication in nursing is the most important
thing of all. When this student approaches the
patients on the ward, she is careful to make
sure that she establishes eye contact first and
holds their hand to show that she cares about
them. Non-verbal communication is just as
important as verbal communication’.
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Use of literature & referencing
(cont.)
better:
‘Many authors, such as Burnard (2003) and Kemp & Smith
(2004), agree that communication is the most important
therapeutic skill in nursing. However, Brown (2005),
emphasizes that nurses must appreciate that non-verbal
communication, through eye contact and touch particularly, is
an essential pre-requisite to establishing a rapport and
trusting relationship with patients, before verbal
communication commences. In this student’s own
experience on her recent placement on a surgical ward, she
found that patients responded positively to her (when she
wanted to give them information about their operations), if
she established eye contact first and also reached out to
touch their arm or hold their hand’.
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Referencing
Harvard System of Referencing:

Alphabetical order – by author’s
surname
 Names & dates cited in the text &
then listed at the end.
 Year of publication in brackets after
the author’s name.
 Titles of books/journal names in
italics.
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Referencing within the Text
 Give the surname of the author, followed
by the year of publication e.g. - One
researcher, (Ensign 2006), found
that………….
 Two writers – Holloway & Jones (2005)
believe that….
 Three or more writers - give the surname
of the first author followed by et al. e.g.
Campbell et al. (2001). All the authors’
names must be given in the reference list.
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Referencing a journal article in the
References List
Must include:
 Author(s) surname, followed by initials.
 Year of publication, in brackets.
 Title of the article.
 Title of the journal, in capitals and in italics.
 Volume or series number. Edition number - only if
each issue is numbered separately.
 The number of the first and last pages of the
article.
Ensign J. (2006) Perspectives and
experiences of homeless young people.
Journal of Advanced Nursing, 54, (6)
647-652
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Referencing a book in the References
List
Include the following:
 Author(s)’ surname, followed by initials. Year of
publication in brackets.
 Full title of the book, capitalised, in italics.
 Edition of work, if more than one edition. Volume
number, if more than one volume.
 Name of publisher.
 Town/city of publication.
e.g.: Burns T. & Sinfield S. (2008) Essential Study
Skills: The Complete Guide to Success at
University. Sage: London
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Quoting in text
Froman (2008) believes that nursing is a
theory- driven, scientifically based profession,
that is actualised through clinical practice
(paraphrasing)
Page number & double quotation marks when
directly quoting e.g. Wynd (2003:251) stated
that “today’s profession of nursing is evolving as
a
valuable public service” (verbatim).
Quotations of 2/more lines must be indented &
single-spaced:
The more skilled the nurse becomes in perceiving and
empathising with the lives of others, the more knowledge or
understanding will be gained of alternative modes of
perceived reality.
(Carper 1992: 219).
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Use of literature-showing knowledge &
understanding
 Direct quotes should be used sparingly, as they
involve little mental processing.
e.g.
According to Johnson (1990), nursing is:
…an external regulatory force that acts to
preserve the organisation and integration of the
patient’s behaviour at the highest possible level under
those conditions in which the behaviour constitutes a
threat to physical or social health or in which illness is
found.
(Johnson 1990:29)

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Use of literature-showing knowledge &
understanding (cont.)
• A better approach – paraphrasing involves more interpretation.
Choose a linking word between the author
you are citing & a summary of what was said:
e.g. ‘Jones (2004) defines/explains/
believes/suggests/indicates/argues/states…’
• Simply a statement –’states’, a
suggestion- ‘suggests’, personal belief’believes’, an argument- ‘maintains’ or ‘argues’.
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References List
Burns T. & Sinfield S. (2008) Essential Study Skills: The Complete
Guide to Success at University. Sage: London.
Bysshe J. (2006) Guidelines on Academic Writing for Thames
Valley University, TVU Press.
Campbell T., Draper S., Reid J. & Robinson L. (2001) The
management of constipation in people with advanced cancer.
International Journal of Palliative Nursing 79, (3), 110-119.
Ensign J. (2006) Perspectives and experiences of homeless
young people. Journal of Advanced Nursing, 54, (6) 647652
Holloway S. & Jones V. (2005) The importance of skin care
and assessment. British Journal of Nursing 14, (22) 1172
1176
Johnson A. (2003). Essence of caring for a person dying.
Nursing and Health Sciences, 5, 133-138
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Plagiarism
 ‘Literary theft’ & unacceptable.
Plagiarism is the use of
ideas,
quotations,
pieces of text,
pictures, tables, graphs/other work,
without referring to original writer.
 Contravenes UCD’s examination regulations &
regarded as a very serious offence.
 Every piece of course work submitted
requires a signed form to confirm that the work
is your own.
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Plagiarism
Academic Integrity & Intellectual Property
 Academic integrity is respect for the intellectual
community in which you are participating as a student
& the standards governing it.
 This means that you are accountable for the honesty
and the quality of the work that you submit.
 The rights of intellectual property must be respected
by properly acknowledging the original author’s
ownership of any words, phrases & ideas that are used
in academic writing.
 Plagiarism in writing is the incorrect use of source
material. Whether intentional or not, failing to give
credit for words, ideas or concepts that you get from
any source, including your own previously submitted
work, is plagiarism.
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Plagiarism
As a student, it is your responsibility to know and
understand the University’s policies on academic fraud.
The rules apply whether the offence is intentional/not.
Plagiarism comes in many forms:
 Using an author’s words/ideas without proper
reference
 Failing to put quotation marks around words taken
from a source.
 Falsifying/inventing information or data
 “Cutting and pasting” from the Internet
Avoiding plagiarism requires 2 skills:
1) using source material correctly,
2) referencing that material.
 Any information that you take from another source
must be properly referenced, whether it is from a
book, a journal or from class notes or lectures.
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Words used in assignment titles
•
Discuss = Investigate/examine by argument; sift & debate; give reasons for
& against.
•
Assess = Estimate the value & importance of this issue.
•
Define = Set down the precise meaning of this issue.
•
Identify = Establish clearly the nature of; list, with examples.
•
Explain = Make plain, interpret, account for, give reasons for.
•
Outline = Only a brief description is required. Usually there are follow up
parts to this question.
•
Analyse/Examine = distinguish/examine closely the elements of this issue.
•
Criticise/Critically evaluate = a thoughtful, thorough & balanced appraisal,
assessing both strengths & limitations.
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Suggested approach
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How to write an essay
1. Identify what the essay question is asking;
check with Module Leader - ? understand the question.
2. Divide into tasks e.g. library search, planning, making notes,
3. Brainstorm ideas & make initial plan for essay.
4. Search for appropriate information; read & make notes.
5. First few drafts of essay. Read & amend; check spelling &
grammar; check References List.
6. Write final draft, proof read. Submit on time.
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Structure of an essay:
Introduction
 Main text/body.
 Conclusion

 References
 Bibliography (optional)
 Appendix/Appendices(optional)
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Assignments
 An
Assignment
Form Office,
must be1st
completed
signed
(from School
Floor). &
 Students must keep a copy of all their work.
 Must have a title page & be stapled.
 Top right corner: Student’ name, Course title.
 Top left corner: Name of Module Leader
 Centre: Title of assignment,date due, date submitted.
 Bottom left-hand corner: Word limit for assignment, Actual word count
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Module Leader: Ms. F. Johnson
Student: Molly Lynch
Module: Nursing 111
Student no. 1234567
BSc. Stage I11 (General)
Assignment Title:
Date for submission:
Date submitted:
Word limit: 2,000
Actual word count: 2,0023
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Introduction
 Explain topic of interest.
 Set out clearly what question (s) you aim to answer.
 Explain structure of paper – answering the questions.
e.g. To function effectively in today’s society, people must communicate
with one another. Yet, for some individuals, communication experiences
are so unrewarding that they either consciously, or unconsciously, avoid
situations where communication is required. The term ‘communication
apprehension’ (CA) was defined as “an individual’s level of fear or
anxiety associated with either real or anticipated communication with
another person or persons” (McCroskey 1984: 68).
In the last two decades, communication apprehension and related
constructs, such as reticence and unwillingness to communicate, have
received extensive research and theoretical attention by scholars in
communication and psychology. Overwhelmingly, the underlying
theme has been the negative effects that these constructs can
have on academic and social success. The focus of this paper is on
communication apprehension as a construct and on how it affects
the behaviour and lifestyle of an individual.
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Introduction
 Your aim should be stated early & you should clearly
identify what you are trying to achieve in this essay:
e.g. The overall aim of this essay is to discuss the
implications of using Orem’s Model to deliver nursing
care for a patient suffering from a stroke.
 You then clearly state how you intend to achieve
this aim, by stating your objectives:
e.g. This will be achieved by using the Orem Model as
a framework to identify the biopsychosocial needs of
an 89 year old patient recovering from a left sided
hemiplegia).
 You then identify the key issues that you intend to
address within your essay:
e.g. The key issues that will be explored/investigated/
/discussed/analysed are…
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Organisation & coherence
• Identify the key issues in the essay.
• Provide definitions for the key terms, (e.g. the
nursing process, accountability etc.)
• Focus immediately on the exact requirements of the
essay. No waffle!
There is key knowledge, understanding & insight
which are essential for safe & best practice.
Nursing assignments have to be focused on these key
issues, because, ultimately, patients’ lives may be at
risk if you lack this fundamental knowledge.
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 Sentences should be short, one idea per
sentence.
 One main theme per paragraph.
 Section headings are a good idea.
 Linking carries the meaning forward from
one paragraph to another:
However………On the other hand………
Nevertheless………….Conversely………
Have a copy of the Student Guidelines for
reference
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Main body
• Divided into paragraphs, looking at specific
aspects of problem (issue).
• The reader should be able to understand the
relevance of each paragraph & how they
relate to each other.
• End a paragraph with a mini conclusion and a
link to the next paragraph.
• Avoid paragraphs that are too short/ong –
min. of 4 sentences per paragraph.
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The paragraph consists of sentences that
develop/explain the main idea.
Through the centuries,
rats have survived
all mankind’s efforts to
destroy them. People have
poisoned them and trapped
them. They have fumigated,
flooded, and burned them.
They have tried germ warfare.
Some rats even survived
atomic bomb tests
conducted in the Pacific
after World War II.
In spite of all these efforts,
these enemies of mankind
continue to prove that they
are the most indestructible of
pests.
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Content
• Must follow assessment guidelines.
• Apply theory to practice - integration
You need to demonstrate that, not only do you
understand the theory, but you understand
the implications /difficulties of implementing
this in practice.
e.g., knowing about the dangers of smoking is
a different issue to actually empowering a
patient to give up smoking for the good of
his/her health.
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Conclusion
 A summary of your main results/ideas.
 Do not simply write what you have done.
 Explain the significance of your conclusions & provide
suggestions for future research.
 Leave the reader with a sense that the purpose of the paper,
as set out in the introduction, has been achieved:
e.g. ‘In conclusion, this essay examined the needs of a patient
with congestive cardiac failure and discussed the Activities of
Daily Living Model. The patient had many needs and the model
identified, concisely, what these needs were. This study,
therefore, has highlighted the importance of using an
appropriate nursing model to ensure that the holistic needs of
patients are addressed, resulting in optimum nursing care and a
good experience for both the patient and the nurse’.
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Conclusion
e.g. ‘The conclusion that can be drawn from the research that has
been conducted so far, is that communication is an ongoing
process that involves constant changes within the people
involved and their environment. When communicating with
others, individuals are influenced and affected by many
variables and CA may be the result of any number of different
causes. The degree of CA that an individual experiences can
vary depending on their personality and the context of situation.
Nonetheless, the notion that high levels of CA negatively
affects an individual’s success both academically and socially
appears to be supported by the research’.
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Assessment criteria
? Relevance of material to question set.
? Evidence of understanding.
? Structure and organisation.
? Evidence & relevance of reading.
? Adequately & correctly referenced.
? Presentation – spelling & grammar.
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Assessment Criteria
Certain minimal requirements for a pass.
 1. Have a good standard of English -correct spelling, grammar& punctuation.
 11. Demonstrate structure (i.e. introductionmain text & conclusion).
 111. Be relevant to the theme.
 1V. Show evidence that appropriate material was read.
 V. Be written in student’s own words, with quotations acknowledged.
 V1. Correct use of Harvard Referencing System.
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To recap: Key components of Stage 1
BSc.(hons.) academic writing
Organisation & coherence.
Level of knowledge & understanding.
Use of literature & referencing.
Clarity of expression.
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Finally...
 School Academic Writing Guidelines
explained (on Blackboard)
 Undergraduate Submission Form &
assessment criteria
explained (on Blackboard).
 Don’t leave it to the
last minute –
technology will often
leave you down!
FJ Sept. 2008
66
Theoretical Marking Grid
Grade
A+
A
A-
Mark
74.44100
Knowledge, understanding,,application
Analysis,synthesis,evaluation
Excellent:
A deep and systematic engagement
with the assessment task, with
consistently impressive demonstration
of a comprehensive mastery of the
subject matter, reflecting:
• A deep and broad knowledge &
critical insight as well as extensive
reading.
• Evidence of extensive
reading which demonstrates a critical &
comprehensive appreciation of the
relevant literature or theoretical,
technical or professional framework.
• An exceptional ability to organise,
analyse & present arguments fluently &
lucidly, with a high level of critical
analysis supported by evidence,
citation or quotaon.
• A highly developed capacity for
original, creative & logical thinking.
A comprehensive, highly
structured, focused and concise
response to the assessment task,
consistently demonstrating
 An extensive and detailed
72.22- knowledge of the subject matter.
74.43  A highly developed ability to
apply this knowledge to the task
set.
 Excellent presentation with
minimal or no presentation errors
(spelling, grammar, graphical &
visual)
70 72.21
FJ Sept. 2008
67
Theoretical Marking Grid
Grade
B+
B
B-
Mark
67.78
–
69.99
65.56
–
67.77
63.33
–
65.55
Knowledge, understanding,,application
Analysis,synthesis,evaluation
Very Good: A thorough & well
organised response to the
assessment task,demonstrating
 A broad knowledge of the
subject matter.
 Considerable strength in
applying that knowledge to the
task set.
Quality presentation with
few presentation errors
(spelling, grammar, graphical &
visual).
A substantial engagement
with the assessment task,
demonstrating:
• A thorough familiarity with
the relevant literature or
theoretical, technical or
professional framework.
• Evidence of substantial
reading, which demonstrates a
well developed capacity to
analyse issues, organise
material, present arguments
clearly and cogently, well
supported by evidence,
citation or quotation.
•Some original insights and
capacity for creative and
logical thinking.
FJ Sept. 2008
68
Theoretical Marking Grid
Grade
Mark
Knowledge,understanding,,application
C+
61.12
–
63.32
Good: An adequate & competent
response to the assessment task,
demonstrating:
• Adequate, but not complete,
knowledge of the subject
matter or the appearance of
several minor errors.
C
C-
58.89
61.10
56.67
58.88
• Capacity to apply knowledge
appropriately to the task, albeit with
some errors.
• Clear expression with few areas of
confusion.
• Ability to convey meaning, but
some lack of clarity & command of
vocabulary.
• Good presentation with some
presentation errors (spelling,
FJ Sept. 2008
grammar, graphical & visual).
Analysis,synthesis,evaluation
An intellectually competent &
factually sound answer with
evidence of a reasonable
familiarity with:
• The relevant literature or
theoretical, technical or
professional framework.
• Good, developed arguments,
but more statements of ideas.
• Arguments or statements
adequately, but not well,
supported by evidence,
citation or quotation.
• Some critical awareness
and analytical qualities.
• Some evidence of capacity
69
for original & logical thinking
.
Theoretical Marking Grid
Grade
D+
D
Mark
Knowledge,understanding,application
54.44 Satisfactory: An acceptable
response to the assessment task,
56.66 demonstrating:
52.22
54.43
• Basic grasp of the subject
matter but somewhat lacking in focus
& structure.
• Main points covered, but insufficient
detail.
• Some effort to apply knowledge, but
only basis understanding displayed.
• Several minor, or one major, error.
• Satisfactory presentation, with an
acceptable level of presentation errors
(spelling, grammar, graphical & visual).
FJ Sept. 2008
Analysis,synthesis,evaluation
An acceptable level of
intellectual engagement with
the assessment, showing:
• Some familiarity with the
relevant literature or
theoretical, technical or
professional framework.
• Mostly statements of
ideas, with limited
development of argument.
• Limited evidence of
critical awareness or
original & logical thinking.
70
Theoretical Marking Grid
Grade
Mark
Knowledge,understanding,application
Analysis,synthesis,evaluation
D-
50 52.11
Acceptable: The minimum acceptable
standard of response to the
assessment task.
•Showing a basic grasp of subject
matter, but poorly focused or badly
structured or containing irrelevant
Materia.
•Having one major error & some
minor errors.
•Demonstrating the capacity to
complete only moderately difficult
tasks related to the subject material
•Displaying minimum acceptable
standard of presentation (spelling,
grammar, graphical and visual)
The minimum, acceptable level
of intellectual engagement
with the assessment task, with:
•Minimum, acceptable
appreciation of relevant
literature/theoretical,technical
Professional framework.
•Ideas largely expressed
as statements, with little/no
developed/structured
argument.
•Minimal evidence of
background reading, citation
/quotation.
•Many references omitted.
•Little/no evidence of
critical awareness/original
FJ Sept. 2008
& logical thinking.
71
Theoretical Marking Grid
Grade
Mark
Knowledge,understanding,application
Analysis,synthesis,evaluation
E+
47.78
–
49.99
Marginal: The assessment fails
E
45.5647.77
E-
43.33
–
45.55
A factually sound answer,
without an acceptable
attempt to:
•Integrate factual
knowledge into a broader
literature or theoretical,
technical or professional
framework.
Show evidence of background
reading to support ideas or
arguments with evidence,
citation or quotation.
•Many references omitted.
•Develop arguments.
to meet minimum, acceptable
standards, yet:
•Engages with the subject matter
or problem set, despite major
deficiencies in structure, relevance
or focus.
•Has two major errors & some
minor errors.
•Demonstrates the capacity to
complete only part of, or the
simpler elements of, the task, with a
minimum standard of presentation
(spelling, grammar, graphical & visual).
•An incomplete/ rushed answer
e.g. the use of bullet points through
part/all of answer.
FJ Sept. 2008
72