Student BAS WS03 analyse the question 2014 2 converted

Business Academic Skills Week Workshop Business Academic Skills Week Workshop Analysing the Question Student Materials Learning Outcomes:     Identify specialised words in an assessment task Understand the requirements of the assessment task Rewrite the assessment question in plain English Understand the link between question analysis and researching Rationale:  Knowing what the requirements are for an assignment is vital for both the university and work environments At university, students who misinterpret the assessment task usually fail to address the question which results in a lower mark In the work environment, projects are often vague and the ability to analyse, interpret and ask relevant clarifying questions will increase the employee’s productivity and standing within the organisation Once students understand what the assignment requires, it is important for them to know what information is needed and where to find it in the library and on the internet  Required Reading:  Textbook, Chapter 4: Essays: academic writing Workshop Discussion 1: Analysing The Assignment Question a b c Specialised words and phrases Definitions of instruction words Rewriting the question Workshop Activity 1: Analyse the Questions a Workshop question Mark workshop question Workshop Discussion 2: Identifying what You Already Know a Brainstorming b Mind maps Workshop Reflection a b Management questions Workshop Activity 2: Analyse the Workshop Question a b Business ethics Personal ethics at school and at work 11 15 of 15 Workshop Discussion 1: Analysing the Assignment Question Before you can attempt to answer an assignment question and begin research on it, it is essential that you thoroughly understand what is required To this, you need to analyse the question Question analysis can help you to become clear about the task by identifying how broad or limiting the question is; understanding how it is to be presented; and being aware of what specific criteria your assessment must adhere to To analyse the assessment question: read the question and any other supporting instructions at least twice; check the definitions of any technical words or phrases you are not clear about; identify the words or phrases that indicate the topic, focus, limitations and instructions; based on the instruction words, determine what the question requires; and rewrite the essay question in plain English without altering its meaning Topic words Topic words indicate specific areas to be explored or what you need to know in order to answer the question They generally reflect the content area of your study - what the essay is about They indicate the broadest field of study Focus words Focus words are the aspects of the topic you are asked to pay particular attention to They constrain the topic words Limiting words Limiting words indicate the boundaries for your discussion of the topic They constrain the focus words Topic words Focus words Limiting words Instruction words Instruction words indicate which kind of response is required of you (refer to the list of common instruction words on page for their definitions) Other instructions may include details about format or length It is also wise to review the details on the marking schedule, as they can give strong indications of what is expected in the answer - what you have to Rewritten question Rewrite the question using specialised words (words you cannot change) and the definition of the instructions words without changing the meaning or the original question Ensure that the rewritten question covers all aspects of the question and uses plain English (Inglis & Campbell 2011, p 61) Instruction words Account for/Trace the development of: Analyse Argue Assess Comment on Compare Contrast Criticise/Critique/Critically appraise Define Describe Diagram Discuss Enumerate Evaluate Examine Explain Illustrate Interpret Justify Outline Prove Relate Review State Summarise To what extent Give reasons for an event or for adopting a process by chronologically setting out the historical development of a theory or strategy Separate or divide a whole into its parts Examine each part in detail and describe how the various parts are related so that you can evaluate their nature May require the examination of cause-effect relationships as well as chronological or spatial relationships Present the case for and against a proposition Decide how important something is and give your reasons Make critical observations by presenting ideas for and against a proposition Identify and comment critically upon the similarities between two or more ideas, events, objects, theories or interpretations It is important that you develop points of analysis so that there is a common point of reference for the items compared Identify and comment critically upon the differences between two or more ideas, events, objects, theories or interpretations It is important that you develop points of analysis so that there is a common point of reference for the items compared Assess the merit or correctness of a theory, proposition, idea, fact, event, approach or practice Pay close attention to all the factors that have some bearing on the issue under examination, and comment on the strengths and weaknesses associated with the matter under review Give clear, concise, authoritative definition or explanation of the item, construct, etc Include details and examples as well as the definition’s limitations Give a detailed account by recounting, characterising, outlining and relating in sequence an event, situation, theory, case study, etc Provide a detailed chart, drawing or plan Present a balanced argument that involves both description and analysis by offering your point of view after you have investigated arguments for and against a topic or issue Support your point of view with evidence or sound reasoning Provide a list, or specify steps or stages Examine validity or plausibility of an argument or proposition against a stated objective or findings and offer an objective and authoritative appraisal of your judgement You should also outline the advantages and disadvantages of the matter under discussion Critically investigate and appraise an issue in detail and account for any implications Clarify, interpret and elaborate on the facts Focus on the reasons how and why a thing happens and indicate cause and effect relationships rather than a summary or restatement for a particular event Explanation puts things in spatial or temporal order Make the function or characteristics clear by citing specific examples and, where appropriate, provide diagrams, figures or drawings Translate, solve or comment on a subject, usually giving your judgment about it Provide the reasons for your conclusions or for the statement made in the question Support your decision with evidence Omitting minor details, give a systematic account of the principles of a thing or process, or main points, indicating the structure and how the parts relate to each other or organise your response into main points and subordinate points Confirm or verify by presenting evidence, factual empirical evidence or mathematical derivations Show the relationship between events, facts or statements by discussing their similarities and differences and how one has influenced the other Provide a critical summary while analysing and commenting on the evidence, argument or statements Present the major points of an issue in a concise, clear sequence Omit details and examples Identify and interpret the most relevant features of a theory, discussion, issue or event, leaving out fine details Consider an argument, or compare both sides of an issue, and offer a judgment, together with your reasons for your conclusion (Inglis & Campbell 2011, p 62-3) Example Question Analysis: Justify the importance of written communication skills in academia and employment in the twentyfirst century POOR EXAMPLE: This response would obtain a total mark of 20.5/100 or 20.5% Topic word(s) Written (this response is too vague - 0/5) Although most of the words from the original question are used, the responses are either incomplete or placed in the wrong sections Focus word(s) Communication skills (too general to be the focus words - 2.5/5) Limiting word(s) Century (incomplete/too vague - 0.5/5) Important (incorrect detail -0/5) Instruction word(s) Although the rewritten question covers some aspects of the assessment, it changes the meaning of the original question and does not identify the r Definition (no definition - 0/20) Rewritten question Why we need to write at school and work? (15/50) Presentation (Missing lots of information and did not tick the declaration 3/10) GOOD EXAMPLE: This response would obtain a total mark of 50.5/100 or 50.5% Focus word(s) Communication (5/5) Although most of the words are changed from the original question they still convey the same meaning School and work (too specific to be focus words - 0/5) Limiting word(s) This century (incomplete - 2.5/5) Instruction word(s) Justify (5/5) Topic word(s) AlthoughDefinition the rewritten question does not change the meaning of the original question, it does not identify all the requirements of the essay (no definition - 0/20) Rewritten question Why should we know how to write for education and vocation? (30/50) Presentation (Missing some information - 8/10) EXCELLENT EXAMPLE: This response would obtain a total mark of 95/100 or 95% Topic word(s) Communication (5/5) All the words are from the original question and are placed in the correct sections Focus word(s) Written communication skills (5/5) Limiting word(s) Twenty-first century, academia and employment (5/5)) The rewritten question covers all aspects of the original question without changing the meaning It also identifies the requirements of the essay, but Instruction word(s) Justify (5/5) Definition Provide reasons and support with evidence (20/20) Rewritten question Using evidence, provide reasons for why or why not writing skills are needed at university and work today (45/50) Presentation (Complete, accurate, ticked and name typed in- 10/10) Workshop Activity 1: Analyse the Questions Working in groups, identify the words or phrases that indicate the topic, focus, instructions and limitations of the following questions Then rewrite the assessment question in your own words without altering its meaning: Question 1: Using Maslow’s Hierarchy of Needs theory, discuss how consumers are motivated to purchase luxury cars Insert YOUR response in the boxes below: Customers Topic word(s) To purchase luxury cars Focus word(s) Theory Limiting word(s) Discuss Instruction word(s) Definition of Instruction word(s) in your own words Topic word(s) Rewritten question Focus in your ownword(s) words Limiting word(s) Instruction word(s) Definition of Instruction word(s) in your own words Rewritten question in your own words Insert the MODEL response in the boxes below: Question 2: You tell a friend that you are studying accounting at uni this semester She says ‘Accountants don’t add any value to a business or to society They’re just pencilpushers who are good at maths!’ Evaluate your friend’s view of accounting and accountants Insert YOUR response in the boxes below: Topic word(s) Focus word(s) Limiting word(s) Instruction word(s) Accounting an accountants Add value to a business or to society Your friend’s view Evaluate Definition of Instruction word(s) in your own words Topic word(s) Focus word(s) Rewritten question in your own words Limiting word(s) Instruction word(s) Definition of Instruction word(s) in your own words Rewritten question in your own words Insert the MODEL response in the boxes below: Workshop Activity 2: Analyse the Workshop Question Workings individually, analyse and rewrite the workshop question below: Workshop question: Evaluate the need for business ethics in a global economy The workshop question shown above is NOT the actual assessment question Please see the ‘Assessments’ link for further details Topic word(s) Business ethics Focus word(s) The need for Limiting word(s) In global economy Instruction word(s) Evaluate Definition of Instruction word(s) in your own words Rewritten Question in your own words Business Academic Skills Week Workshop Mark the workshop question analysis (10 mins) Swap your answer with another student so that you mark each other’s work RESEARCHING SECTION 1: ANALYSE THE QUESTION Clear Fail Sub-Total Needs Work Pass Does NOT correctly identify the topic word(s) Topic word(s) /5 /5 /5 /5 Definition of the instruction word(s) in own words /20 /100 High Distinction Correctly identifies ALL of the topic word(s) 2.5 Correctly identifies ALL of the focus word(s) 2.5 Correctly identifies SOME of the limiting word(s) Correctly identifies ALL of the limiting word(s) 2.5 Correctly identifies SOME of the instruction word(s) Correctly identifies ALL of the instruction word(s) Does NOT correctly identify the instruction word(s) Instruction word(s) Distinction Correctly identifies SOME of the focus word(s) Does NOT correctly identify the limiting word(s) Limiting word(s) Credit Correctly identifies SOME of the topic word(s) Does NOT correctly identify the focus word(s) Focus word(s) Total Late Penalties - Does not provide a Provides a definition Too close to the BUT it is incorrect original definition definition OR OR Does NOT use own So poorly written, words - ACADEMIC cannot understand MISCONDUCT Contact the Unit Coordinator immediately 2.5 Provides the correct definition in own words; Covers SOME aspects of the definition; AND May not be written well or grammatically correct 10 Provides a POOR definition; BUT Covers SOME aspects of the definition Provides the correct definition in own words; Covers SOME aspects of the definition; AND Is written well and is grammatically correct 12 Provides the correct definition in own words; Covers MOST aspects of the definition; AND May NOT be written well or grammatically correct Provides the correct definition in own words; Covers MOST aspects of the definition; Provides the correct definition in own words; Covers ALL aspects of the definition; AND AND Is written well and May NOT be is grammatically written well or correct grammatically correct 14 16 18 Provides the correct definition in own words; Covers ALL aspects of the definition; AND Is written well and is grammatically correct 20 of 15 Clear Fail Does NOT rewrite the question OR OR Does NOT use own words - ACADEMIC MISCONDUCT Rewritten question /50 Presentation /10 Does NOT ANY of the following: Use the assessment template Type in SOME of the information on the coversheet correctly Tick the boxes AND/OR types name in the declaration Adhere to the word limit Too close to the original question Needs Work Pass Credit Distinction High Distinction Identifies FEW of Identifies FEW of Identifies SOME of Identifies SOME of Identifies MOST of Identifies MOST of Identifies ALL of Identifies ALL of the instructions the instructions the instructions the instructions the instructions the requirements to the instructions the instructions required to address required to address required to address required to address required to address address the required to address required to So poorly written, it the question the question the question the question the question question the question address the cannot be successfully; successfully; successfully; successfully; successfully; successfully; successfully; question understood Covers FEW Covers SOME Covers SOME Covers SOME Covers MOST Covers ALL Covers ALL successfully; Contact the Unit aspects of the aspects of the aspects of the aspects of the aspects of the aspects of the aspects of the Covers ALL Coordinator question; question; question; question; question; question; question; aspects of the immediately Changes the Changes the Changes the Changes the MAY OR MAY Does NOT change Does NOT change question; meaning of the meaning of the meaning of the meaning of the NOT change the the meaning of the the meaning of the Does NOT change the original question; original question; original question; original question meaning of the original question; original question; AND AND AND AND meaning of the SLIGHTLY original question AND Is written well Is written well Is written Is written Is written original question; AND SLIGHTLY; AND AND adequately adequately adequately Is written Is written well Is written well and adequately is grammatically correct 10 15 20 25 30 35 40 45 50 Does NOT THREE of Does NOT TWO of Does NOT ONE of Uses the Uses the Uses the Uses the Uses the Uses the assessment the following: the following: the following: template assessment assessment assessment assessment assessment Use the Use the Use the Types in ALL of the template template template template template assessment assessment assessment Types in SOME of Types in SOME of Types in MOST of Types in MOST of Types in ALL of the information on the template template template coversheet correctly the information on the information on the information on the information on information on the Type in SOME of Type in SOME of Type in SOME of and completely the coversheet the coversheet the coversheet the coversheet coversheet the information on the information on the information on Ticks the boxes and correctly correctly and correctly correctly and correctly the coversheet the coversheet the coversheet types name in the Ticks the boxes completely Ticks the boxes completely Ticks the boxes correctly correctly correctly declaration and types name in Ticks the boxes and types name in Ticks the boxes and types name in Tick the boxes Tick the boxes Tick the boxes Does NOT alter the the declaration and types name in the declaration and types name in the declaration AND/OR types AND/OR types AND/OR types Does NOT alter the the declaration Does NOT alter the the declaration Does NOT alter the template name in the name in the name in the AND template Does NOT alter the template Does NOT alter the template declaration declaration declaration Adheres to the word AND AND AND template template Adhere to the word Adhere to the word Adhere to the word Adheres to the limit Adheres to the Adheres to the AND AND limit limit limit Adheres to the Adheres to the word limit word limit word limit word limit word limit 10 Business Academic Skills Workshop question: Evaluate the need for business ethics in a global economy Insert the MODEL response in the boxes below: Topic word(s) Focus word(s) Limiting word(s) Instruction word(s) Definition of Instruction word(s) in your own words Rewritten question in your own words Remember the definition of the instruction words must be in your own words to avoid academic misconduct 10 of 15 Workshop Discussion 2: Identifying What You Already Know Brainstorming Once you have analysed the question, you will then need to think about what information you would need to include in the essay At this stage, it is very useful to: Brainstorm Jot down ideas and headings on the topic Use diagrams or mind maps to show how these ideas might relate to one another in the essay (see example diagrams on the following page for different ways to organise ideas) Write down what you already know and what you need to find out Make a list of specific questions you would need to answer This would help you to focus your researching Consider the what, when, where, who, why and how; for example: • • What is meant by ‘communication in business’, ‘information and communication technology’? Whose perspectives need to be considered in resolving these issues? Mind maps As you are trying to group your ideas to set up your whole picture, you will probably find that the picture needs to change as you read more and think more about the task This is perfectly normal and very desirable Most people cannot find perfect solutions to difficult problems on their first attempt Therefore, at the early stages of grouping ideas, many students find it helpful to see a visual representation of them, using graphic organising techniques such as mind mapping, clustering or branching Example mind map or concept map for the question: Justify the importance of written communication skills in academia and employment in the twenty-first century Employers Lecturers and tutors Suppliers Emails Customers University classes University departments Co-workers Customers Staf Memos Reports Customers Written communication or literacy Employers Employers Cover letters for employment University classes Letters Job applications InternshipEssays applications Letter to consumers Further questions and research points to investigate at the library and on the internet What other types of written communication are there? What types of written communication are employers looking for? Are there any employment statistics about written communication/literacy? – Surveys or ABS data What are the requirements for university students regarding written communication? Why is the Australian government pushing literacy programs? How many universities are requiring students to units like BAS? How people communicate in writing? Why has the issue of writing skills become important? Where are written communication skills developed? Who needs good written communication skills? Why are written communication skills important at both work and in education? Workshop Activity 3: Mind Maps Create a mind map for the workshop question below: Workshop question: Evaluate the need for business ethics in a global economy The workshop question shown above is NOT the actual assessment question Please see the ‘Assessments’ link for further details Organise these ideas into groups, according to their relationships; and give each group an abstract heading Workshop Reflection & Discussion: What does business conduct mean to you? What are some ethical issues that you have seen at school or at uni? What are some ethical issues that you may face in your career? Next week: • Evaluating literature - Review the section on skim reading and evaluating resources • Workshop readings - Download and bring workshop readings to the next workshop Reference List Coffin, C, Curry, MJ, Goodman, S, Hewings, A, Lillis, TM & Swann, J 2003, Teaching academic writing: a toolkit for higher education, Routledge, London Craven, L 2005, Engineering communication: student workbook, UTS Engineering, Sydney Inglis M & Campbell N 2011 ‘The essay and essay writing process,’ in N Campbell (ed.) Business academic skills, 4th edn (revised), Pearson Australia, Sydney Manalo, E & Trafford, J 2004, Thinking to thesis: a guide to graduate success at all levels, Pearson Education, New Zealand Manalo, E, Wong-Toi, G & Trafford, J 2004, The business of writing: written communication skills for business students, Pearson Education, New Zealand Morley-Warner, T 2001, Academic writing is , 2nd edn, CREA Publications, Sydney UniLearning 2000, Essay Writing, viewed 27 August 2008, UNSW Foundation Year 2004, Academic English: student's handbook, Sydney UWS Student Learning Unit 2007, UniStep: academic skills guide, 4th edn, Sydney  ... to address address the required to address required to So poorly written, it the question the question the question the question the question question the question address the cannot be successfully;... of the aspects of the aspects of the Covers ALL Coordinator question; question; question; question; question; question; question; aspects of the immediately Changes the Changes the Changes the. .. 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