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How to improve your assignment results [electronic book] / Colin Neville.

By: Neville, Colin [author].
Material type: materialTypeLabelBookSeries: Open UP study skills.Publisher: Maidenhead, England New York : Open University Press, 2009Copyright date: ©2009Description: online resource (vii, 171 pages.) illustrations.Content type: text Media type: computer Carrier type: online resourceISBN: 0335234372 (paperback); 9780335234370 (paperback); 9780335237654 (e-book).Subject(s): Academic writingDDC classification: 808.066 Online resources: Access eBook

Enhanced descriptions from Syndetics:

Are you puzzled by tutor comments on your assignments? Do you want to improve your grades but aren't sure how? Do you want help but don't know where to go or who to ask? If so, then this book will save the day! It will help any student to understand the comments they receive on their assignments and improve their assignment results.

The book focuses on the common weaknesses that lecturers highlight when they write comments such as:

'You have not answered the question' 'Your work is more descriptive than critical' 'You did not tell me anything new' 'Your English is weak; it was difficult to follow your arguments' And by understanding what tutors are looking for in essays, students can quickly learn how to improve their assignment structures, the language they use, and their referencing skills in order to raise their grades.

There is also a vital section on how to be more creative in assignments as well as a chapter on where to go for more help.

This is an essential companion for all students who are not sure how to address the assignment feedback raised by their lecturer. It is also key reading for those who give feedback to students.

Includes bibliographical references (pages [166]-167) and index.

CIT Module SOCI 6018- Core reading.

Electronic reproduction.: ProQuest LibCentral. Model of access: World Wide Web.

Table of contents provided by Syndetics

  • Acknowledgements (p. viii)
  • Why read this book (p. 1)
  • Flight (p. 2)
  • Fright (p. 2)
  • Fight (p. 2)
  • What this book covers (p. 3)
  • What to expect in each chapter (p. 3)
  • 1 The shock of poor results (p. 6)
  • 1.1 Impact (p. 7)
  • 1.2 Moving on (p. 9)
  • 1.3 Self-analysis (p. 9)
  • 2 Interpreting your assignment results (p. 12)
  • 2.1 Essays and reports (p. 12)
  • 2.2 What the marks from your tutors 'mean' (p. 15)
  • 2.3 What tutors expect of you (p. 20)
  • 3 'You have not answered or addressed the question' (p. 24)
  • 3.1 Key words, propositions, and assumptions (p. 25)
  • 3.2 Spot the proposition (p. 29)
  • 3.3 Do you agree with the proposition? (p. 30)
  • 3.4 What else? (p. 30)
  • 3.5 The importance of good introductions (p. 31)
  • 3.6 Keep focused on the assignment topic (p. 33)
  • 4 'Your work is more descriptive than critical' (p. 36)
  • 4.1 Critical thinking/critical analysis (p. 37)
  • 4.2 Six ways to be analytical (p. 38)
  • 4.3 Getting started (p. 39)
  • 4.4 Analysing theories (p. 41)
  • 4.5 Six ways to question a theory (or idea, model, or practice) (p. 42)
  • 4.6 The Janus face of arguments (p. 44)
  • 4.7 Identifying flaws in arguments (p. 44)
  • 4.8 Constructing your own arguments (p. 46)
  • 5 'Your assignment was poorly structured' (p. 48)
  • 5.1 Essays (p. 49)
  • 5.2 Introductions (p. 55)
  • 5.3 Conclusions (p. 57)
  • 5.4 Report Structure (p. 63)
  • 6 'You did not tell me anything new' (p. 73)
  • 6.1 Become an ideas entrepreneur (p. 74)
  • 6.2 The role of a student (p. 74)
  • 6.3 What is creativity? (p. 76)
  • 6.4 Looking good (p. 80)
  • 7 'Your reading for this assignment is limited' (p. 85)
  • 7.1 Which sources to use (p. 86)
  • 7.2 Weaker sources? (p. 88)
  • 7.3 Other sources (p. 90)
  • 7.4 How can you discriminate and choose between sources? (p. 92)
  • 8 'You need to improve your referencing' (p. 95)
  • 8.1 Using evidence in assignments (p. 95)
  • 8.2 Why reference? (p. 97)
  • 8.3 When to reference (p. 98)
  • 8.4 When you don't need to reference (p. 99)
  • 8.5 Avoiding plagiarism (p. 99)
  • 8.6 How to reference (p. 102)
  • 8.7 What's the difference between references and a bibliography? (p. 105)
  • 9 'Your English is weak: it was difficult to follow your arguments' (p. 110)
  • 9.1 The price of mistakes (p. 111)
  • 9.2 Comma confusion (p. 112)
  • 9.3 Correct use of the apostrophe (p. 113)
  • 9.4 Common errors (p. 114)
  • 9.5 Spelling (p. 115)
  • 9.6 Keep it short (p. 116)
  • 9.7 The importance of redrafting and proofreading (p. 121)
  • 9.8 Recommended reading (p. 122)
  • 10 Finding your own voice in assignments (p. 123)
  • 10.1 Example essay (p. 124)
  • 10.2 Commentary (p. 130)
  • 10.3 Developing your own writing style (p. 133)
  • 10.4 You and 'I' (p. 137)
  • 11 Sources of help (p. 140)
  • 11.1 Support from tutors (p. 141)
  • 11.2 Support from other students (p. 143)
  • 11.3 Counselling services (p. 145)
  • 11.4 Learning support centres (p. 145)
  • 11.5 The LearnHigher network (p. 146)
  • 11.6 The 'Write-Now' Centre of Excellence in Teaching and Learning (CETL) (p. 147)
  • 11.7 The Student Network CETL (p. 147)
  • 11.8 The best support is you (p. 147)
  • 11.9 Suggested additional reading (p. 150)
  • Appendix 1 (p. 151)
  • Appendix 2 (p. 153)
  • Appendix 3 (p. 156)
  • Appendix 4 (p. 157)
  • Appendix 5 (p. 158)
  • Appendix 6 (p. 159)
  • Appendix 7 (p. 163)
  • References (p. 166)
  • Index (p. 169)

Author notes provided by Syndetics

Colin Neville has worked in UK further and higher education as a lecturer, course organiser and student advisor for over twenty years. He is a specialist adviser at the Learner Development Unit at the University of Bradford and a Learning Area Consultant with the national 'LearnHigher' project: a Centre of Excellence in Teaching and Learning, involving a network of sixteen higher education institutions and the Higher Education Academy.