Academic Writing: Developing Critical Thinking Skills

 

A107CAW: Academic Writing: Developing Critical Thinking Skills

Assignment Brief 2020-21

 

            

 Assignment, 100 % of mark

 Length: 1000 words (+/-10%)

 

 Relevant ILOs: 1, 2, 3, 4

 

 Drawing on your knowledge of the textual features of academic writing, produce a

 1,000-word analysis of the structure and language of an assignment you have completed, or an assignment draft you are currently working on, for any other

 module on your course.

 As part of your discussion you may choose to      comment on the chosen  assignment’s:

  • genre features (e.g. essay, report, reflection, etc)
  • argument structure

    —  language   composition (i.e. the process of researching and writing)

            

In order to earn top marks on this coursework, you must support your claims with  evidence from sources on academic writing, including departmental or module  guidelines for the assignment you analyse. All sources should be referenced in keeping with The CU Guide to Referencing in Harvard Style.

 

NB: Please make sure that your assignment is formatted as an MS Word document  file.

 

Assessment Hand in Schedule

Type of submission Deadline
 

A single Word document submitted electronically through Turnitin.

 

18:00, Friday 23 April 2021

 

            

Submitting your Assessment

 

The deadline for the assignment is: 18:00, Friday 23 April 2021. Please note that the system marks late submissions in red and you receive a zero mark.

 

Feedback and grades will become available through Aula three  working weeks after the submission deadline.

 

All marks notified to you during the year are provisional until confirmed by the end of year Subject Assessment Board. It is possible that notified marks may be raised or lowered by this board. Students MUST keep copies (electronic or photocopies) of all coursework submitted on this module.

 

Resits

 

If you need to resit the module, the assignment will be the same as the original assessment. If you have already submitted, you will be asked to rework your original piece. Resit marks are capped at 40%.

 

                Essential Reading

Cottrell, S. (2005) Critical Thinking Skills: Developing Effective Analysis and Argument. Basingstoke: Palgrave Macmillan

Crème, P. and Lea, M. R. (2008) Writing at University: A Guide for Students. 3rd edn. Buckingham: Open University Press

Godfrey, J. (2013) How to Use Reading in your Essays. 2nd edn. London: Palgrave Macmillan

                                                                                                              Recommended Reading

Palmer, R. (2002) Write in Style: A Guide to Good English. 2nd edn. London: Routledge

Peck, J., and Coyle, M. (2005) Write it Right: A Handbook for Students. Basingstoke: Palgrave Macmillan

Williams, J. M. (2003) Style: Ten Lessons in Clarity and Grace. New York: Longman

Marking Criteria 

 

Class Mark range Guidelines
Class I  

90, 95, 100

 

 

In addition to that for 72, 75, 78% below, an outstanding answer that could hardly be bettered. High degree of understanding, critical/analytic skills and original research, where specified. Outstanding in all respects.

 

       82, 85, 88

 

In addition to that for 72, 75, 78% below, the answer will demonstrate an excellent level of understanding, presence of clear description, critical/analytical skills or research, as appropriate.
Class II : I      72, 75, 78

 

Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding of theories, concepts, issues and methodology, as appropriate. There will be evidence of wide-ranging reading and/or research, as appropriate, beyond the minimum recommended. Answers will be written/presented in a clear, well-structured way with clarity of expression. At level 3, evidence of independent, critical thought would normally be expected.

 

65, 68 Answer demonstrating a very good understanding of the requirements of the assignment. Answer will demonstrate very good understanding of theories, concepts, issues and methodology, as appropriate. Answer will be mostly accurate/appropriate, with few errors. Little, if any, irrelevant material may be present. Reading beyond the recommended minimum will be present where appropriate. Well-organised and clearly written/presented.
62 A good understanding, with few errors. Some irrelevant material may be present. Well organised and clearly written/presented. Some reading/research beyond recommended in evidence.
Class II : II 55, 58 Answer demonstrating a good understanding of relevant theories, concepts, issues and methodology. Some reading/research beyond that recommended may be present.

Some errors may be present and inclusion of irrelevant material.

May not be particularly well-structured, and/or clearly presented.

   

52

 

Answer demonstrating a reasonable understanding of theories, concepts, issues and methodology. Answer likely to show some errors of understanding. May be significant amount of irrelevant material. May not be well-structured and expression/presentation may be unclear at times.

 

 

Class III  45,48  

An understanding demonstrated, but may be incomplete and with some errors. Limited use of material with limited reading/research on the topic. Likely to be poorly structured and not well-expressed/presented. Irrelevant material likely to be present.

  42  

Basic understanding demonstrated, with some correct description. Answer likely to be incomplete with substantial errors or misunderstandings. Little use of material and limited reading/research on the topic in evidence. May be poorly structured and poorly expressed/presented. Some material may be irrelevant to the assignment requirements.

 

 

Marginal

fail

35  

Some relevant material will be present. Understanding will be poor with little evidence of reading/research on the topic. Fundamental errors and misunderstanding likely to be present. Poor structure and poor expression/presentation. Much material may not be relevant to the assignment.

 

Fail 30  

Inadequate answer with little relevant material and poor understanding of theories, concepts, issues and methodology, as appropriate. Fundamental errors and misunderstandings will be present. Material may be largely irrelevant. Poorly structured and poorly expressed/presented.

 

  10, 20  

Clear failure to provide answer to the assignment. Little understanding and only a vague knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no evidence of relevant reading/research. Poorly structured and inadequately expressed/presented.

 

  0  

Complete failure, virtually no understanding of requirements of the assignment. Material may be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be fundamentally wrong, or trivial. Not a serious attempt.

 

 

Marking sheet for A107CAW Academic Writing

(To be used in conjunction with Marking Criteria)

 

Student name/ID  
Title of assignment A107CAW assignment

 

Marker:                

Moderator: 

 

Aspect assessed Comments
Answer entirely relevant to the assignment set

(20%)

 

 

Answer demonstrates clear understanding of theories, concepts, issues and

methodology, as appropriate

(20%)

 

 

 

Evidence of wide-ranging reading and/or research, as

appropriate, beyond the

minimum recommended

(20%)

 

 

 

 

Evidence of independent, critical thought present

(20%)

 

 

Answers written and presented in a clear, well-structured way with clarity of expression

(10%)

 

 

 

Proper use of punctuation, grammar and The CU Guide to

Referencing in Harvard Style

(10%)

 

 

 

Further comments

 

 

 
Overall percentage