Presentation of Written Reports
You are required to research, prepare and write the case study reports at the standard expected at 300 level. Since most of what you learn is tested in written form, it is essential that you learn to write effectively. Organisation is the key to achieving this, and the following steps should assist you.
* All text-based assessments are to be submitted electronically (via Turnitin)
- Determine what is required in the case study report. Make sure you understand each word used to ensure that you are writing to the topic set, not to one of your own invention.
- Read the relevant unit material and generate a list of key words, which will help you locate other references in the Library. Do this early. Remember that reference books may be hard to find if you leave your library research too late.
- When taking notes from a reference always note the bibliographical information and Call Number. If you write down a quotation, take a note of the page it was on. There is nothing more frustrating than having to look back through a book for one sentence.
- Introduction. Define terms and outline your approach to the topic.
- Discussion. This section is for explanation and discussion of the topic. It may help to write down a list of major points that will become your paragraphs, so that you can arrange your notes under each point.
- Conclusion. This is not a reiteration of the discussion, but a summary statement that rounds off the report.
The Drafts (at least one — more probably two or three)
- Keep referring back to the question — have you strayed from the topic?
- Single sentences or paragraphs should not express too many ideas. A logical development of your theme should be the aim throughout the essay.
- In your initial draft, do not worry too much about the word limit. It is a simple matter to cut extraneous or repetitive material in subsequent rewrites — in fact this should be your aim.
- Support your statements with facts and references.
- References: quotations should be used only if the point being made is vital to your argument and if you could not express it better yourself.
The Final Product
- If possible, allow a few days between writing your final draft and the finished report, to allow you to critically read and edit it. There is a danger that if it is too fresh in your mind, you will read what you think is there, rather than what you have actually written. Read your final draft through several times — once for fluency and clarity of ideas, once for punctuation and once for spelling. For clarification of problems, refer to an authority such as the Australian Government Publishing Service Style Manual.
- Type your assignment for submission, and then check it again. Is there a title, your name on each page, page numbers, etc.?
- Submit your case study report on or before the due date to us by the beginning of the lecture in the week nominated.
- All typed text submitted for case studies is to be 12 point font at 1.5 line spacing. Margins should be approximately 2cm. Place your name and student number in the header and number each page.
- Page limits should be strictly adhered to.
- In all that you hand in, marks will be given for “communication”; that is how effectively you communicate your ideas. This will include how well your text/maps/profiles/sketches convey your concepts, and how well written your report is (including correct use of English and of referencing procedures).
* Students must keep a copy of their reports.
The Dangers of Plagiarism and how to avoid it
The integrity of learning and scholarship depends on a code of conduct governing good practice and acceptable academic behaviour. One of the most important elements of good practice involves acknowledging carefully the people whose ideas we have used, borrowed, or developed. All students and scholars are bound by these rules because all scholarly work depends in one way or another on the work of others.
Therefore, there is nothing wrong in using the work of others as a basis for your own work, nor is it evidence of inadequacy on your part, provided you do not attempt to pass off someone else's work as your own.
To maintain good academic practice, so that you may be given credit for your own efforts, and so that your own contribution can be properly appreciated and evaluated, you should acknowledge your sources and you should ALWAYS:
- State clearly in the appropriate form where you found the material on which you have based your work.
- Acknowledge the people whose concepts, experiments, or results you have extracted, developed, or summarised, even if you put these ideas into your own words.
- Avoid excessive copying of passages by another author, even where the source is acknowledged. Find another form of words to show that you have thought about the material and understood it, but remember to state clearly where you found the ideas.
If you take and use the work of another person without clearly stating or acknowledging your source, you are falsely claiming that material as your own work and committing an act of PLAGIARISM. This is a very serious violation of good practice and an offence for which you will be penalised.
YOU WILL BE GUILTY OF PLAGIARISM if you do any of the following in an assignment, or in any piece of work which is to be assessed, without clearly acknowledging your source(s) for each quotation or piece of borrowed material:
Copy out part(s) of any document or audio-visual material, including computer-based material.
- Use or extract someone else's concepts or experimental results or conclusions, even if you put them in your own words.
- Copy out or take ideas from the work of another student, even if you put the borrowed material in your own words.
Submit substantially the same final version of any material as a fellow student. On occasions, you may be encouraged to prepare your work with someone else, but the final form of the
Demonstrates an extensive knowledge and understanding of the concepts of the course.
Analysis skills are very sophisticated with a balance of individual components and larger ideas. Capable of generalising from examples and evaluating ideas.
Demonstrates a thorough knowledge and understanding of the concepts of the course.
Analysis skills are sophisticated with a balance of individual components and larger ideas. Capable of generalising from examples and evaluating ideas.
Demonstrates a sound knowledge and understanding of the concepts of the course.
Can break down complex problems into components and synthesise multiple factors into a larger idea. Can evaluate the importance and limitations of data.
Demonstrates a basic knowledge and understanding of the concepts of the course.
Analysis is mainly descriptive. Demonstrates limited capacity to identify complex factors within an idea or to combine multiple factors.
Demonstrates a poor knowledge and understanding of the concepts of the course.
Analysis skills are very limited.
Extensions for reports and workshop submissions will be given only for illness or misadventure, which must be supported by documentation and a written request. This request should also indicate the extension period required.
Tasks 10% or less - No extensions will be granted. Students who have not submitted the task prior to the deadline will be awarded a mark of 0 for the task, except for cases in which an application for disruption of studies is made and approved.
Tasks above 10% - No extensions will be granted. There will be a deduction of 5% of the total available marks made from the total awarded mark for each 24 hour period or part thereof that the submission is late (for example, 25 hours late in submission – 10% penalty). This penalty does not apply for cases in which an application for disruption of studies is made and approved. No submission will be accepted after solutions have been posted.
Feedback on assessment tasks is given in this unit in the following ways:
1) Our primary mode of assessment feedback: the assessment marker will present overall feedback to the class, at either a lecture or in a tutorial, on what aspects of the assignment were done best and where improvement is needed in general.
2) Scoring full marks for a given component indicates that you did exceptionally well. Alternatively, scoring poorly in a component strongly suggests it required further work.
3) Students are strongly encouraged to seek further feedback (at the time it is given or by making an appointment with the assessment marker) if they are unsure of any aspect of the feedback or if they want further feedback.
4) In the instance of scoring very poorly overall, you will be provided with written feedback on the assignment indicating where you could improve.