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Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
Assignment Writing
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Assignment Writing

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  • 1. Assignment writing<br />
  • 2. Aims<br />Explore the assignment writing process<br />Examine the structure of an assignment<br />Define the key elements of each section of the assignment<br />Identify key questions to ask yourself at each stage of the assignment writing process<br />
  • 3. Structure<br />An academic assignment will typically include the following sections:<br />Title Page<br />Acknowledgements<br />Abstract (150 words)<br />Introduction (10%)<br />Literature Review (30%)<br />Methodology (10%)Findings & Interpretation (30%)<br />Conclusions & Recommendations (10%)<br />Critical Reflections<br />References<br />Appendices<br />
  • 4. Assignment structure<br />
  • 5. Title page etc<br />Title Page<br />Programme name, your name, assignment title and number, tutor’s name, date of submission<br />Contents page<br />Itemising chapter headings and page numbers<br />Acknowledgements<br />To recognise those who helped in compiling the assignment or supported your studies<br />
  • 6. Abstract<br />Optional – but good practice<br />A taster – not an introduction<br />Should summarise & preface all sections in brief, not just the conclusions<br />Prompt questions<br />What was your focus? Why focus on this issue?<br />What theories informed your research?<br />How have you undertaken your research?<br />What have you found?<br />What is your main conclusion & recommendation?<br />
  • 7. Choosing a topic<br />Identify a topic area that is relevant to the assignment question<br />From this broad topic area focus your attention on one particular aspect<br />Key questions in developing your idea/ defining the problem situation<br />What initially drew you to the problem situation/ inspired the idea?<br />What particularly interests you about this issue/ area?<br />What do you want to find out? What do others want to find out?<br />How does this relate to the material covered on the module/ programme?<br />Why is this area worth investigating – personally or organisationally?<br />Clarify your focus before you start reading and continue to refine your focus as you read<br />
  • 8. Study Skills<br />Reading<br />Studying for a higher qualification is going to involve reading widely, beyond the set texts<br />Likely to involve ‘Snowballing’: when reading something leads to other literature<br />Journal articles may give a neat summary of theory<br />Abstracts allow you to browse: if it looks interesting read it; if not, don’t<br />Make referencing easy<br />Take notes and Photocopies of sources<br />Reference them as you go: who wrote it? when? where? page numbers etc<br />
  • 9. Introduction<br />Set the scene for the reader<br />Identify your focus; your interest; terms and parameters<br />Background and context of the issue – focus on the issue not the organisational context<br />State your aims and objectives for the assignment – what do you hope to achieve in studying this issue<br />Clarify the scope – what is in and what is not?<br />
  • 10. Literature review<br />Review and critical discussion of relevant theory<br />Summarise relevant theories, models, ideas – not everything you have read<br />Compare, contrast, critique<br />Explore relative merits of chosen literature<br />Explain why it is relevant to what you are doing<br />NOT a regurgitation of literature but a demonstration of understanding of key arguments and concepts<br />Don’t just describe models, explain what they do<br />Acknowledge sources<br />Your chance to show how widely you have read and the degree to which you understand what you have read<br />
  • 11. Sources<br />Literature Review<br />Books; refereed journal articles<br />Peer reviewed literature<br />Review the literature critically<br />Primary<br />Research conducted by you specific to your topic<br />Interviews, questionnaires<br />Field research, generating new insight<br />Building on secondary sources<br />Secondary<br />Web searches and newsgroups<br />Company reports and internal documents<br />Magazine and newspaper articles<br />Consultant’s reports<br />TV and Radio programmes<br />Keeping up to date<br />Look for gaps<br />
  • 12. Being ‘Critical’<br />In an academic environment, being critical means:<br />Being open-minded<br />Being intellectually sceptical about ideas, claims and arguments<br />Not accepting things at face value<br />Questioning assumptions and ‘taken for granteds’<br />Questioning existing structures and practices<br />Focus can be:<br />Underlying assumptions<br />Meaning of words<br />Methodology<br />Data collected<br />Interpretations made on data<br />Reasoning/argument<br />Your findings<br />
  • 13. Being critical when writing<br />Present evidence to support your reasoning<br />Read your own writing critically<br />View the issue from multiple perspectives<br />Acknowledge the contribution, merits and strengths but in a qualified way<br />Reject, rebut, refute, reformulate, test and extend<br />Identify gaps, absences, limits<br />Evaluate the importance of omissions and flaws<br />Take new points of view<br />
  • 14. Assignment structure: discuss<br />Section 3: Analysis, Findings and Interpretation<br />Analyse the business issue using your chosen theory(ies)<br />Present what you have found in your analysis; relate your findings to the research question and acknowledge problems and constraints<br />Present a balanced discussion giving opposing views leading to your synthesis<br />What lessons are there for you? What lessons are there for the organisation? How might the issue be taken forward?<br />Logically sequenced sections; helpful headings<br />Use appropriate tables, graphs, charts and diagrams to support/ illustrate your discussion<br />Edit to tell a coherent story<br />
  • 15. Assignment structure: discuss<br />Section 4: Conclusions and recommendations<br />Summarise key elements of discussion then provide a concluding commentary<br />Follow by (if appropriate) recommendations driven by findings/ conclusions<br />No surprises: not the place to introduce new concepts!<br />Section 5 : Critical reflections and learning<br />This is your forum, where you reflect on the assignment and the experience of researching/writing it<br />What are the key learning points for you personally and for BAE SYSTEMS?<br />What were you pleased with; what were you less happy with?<br />What would you do differently next time?<br />Try to relate your observations to a learning model<br />
  • 16. Assignment structure: support<br />References<br />Acknowledge your sources!<br />In the text: Dicken (1998 p40)<br />In references (book): Dicken,P (1998) Global Shift: transforming the world economy, Paul Chapman, London<br />In references (journal article): Dicken,P (1998) The changing geography of Japanese foreign direct investment in manufacturing industry: a global perspective, Environment and Planning Vol 20 pp 633-53<br />Organise your references as you are reading and writing up<br />
  • 17. Assignment structure: support<br />Appendices<br />Supporting material – not essential reading<br />Numbered with titles as referred to in the text<br />If you haven’t referred to an appendix in the text, its probably not worth including as an appendix<br />Keep them relevant; restrict to a sensible length and number<br />
  • 18. Assignment writing<br />Getting started<br />No need to begin at the beginning<br />Start writing up well in advance of hand in date – even if revisions are necessary<br />Be prepared to draft and re-draft<br />Assignment plan<br />Brief notes as to what you intend to include in each section of the assignment including word budget<br />What theory(ies) or model(s) you intend to apply<br />Bring to tutorial<br />
  • 19. Assignment writing<br />Writing up<br />Expression should be clear, relevant, simple<br />Suitable diagrams can add clarity<br />Explain and defend your thought processes. What is your evidence?<br />Bring in the theory – how did it work when you put it into practice? What other frameworks could you have used?<br />The reader is interested in your learning<br />
  • 20. Assignment writing<br />Stick to the rules<br />3,000 words, neatly typed and presented<br />Check grammar and spelling – get it proof-read<br />Name and number all the pages<br />Reference and acknowledge the work of others<br />Start new sections on a new page<br />Hand it in on time<br />
  • 21. Marking<br />Read the handbook<br />You will get credit for:<br />Application of theory to a practical problem<br />Evidence of wide reading<br />Critical analysis<br />Synthesis<br />Clear link between analysis, conclusions and recommendations<br />Good use of English<br />Good signposting<br />
  • 22. Analysis and Synthesis<br />Analysis is defined as the procedure by which we break down an intellectual or substantial whole into parts or components<br />Synthesis is defined as the opposite procedure: to combine separate elements or components in order to form a coherent whole<br />Analysis and synthesis, as scientific methods, always go hand in hand<br />Every synthesis is built upon the results of a preceding analysis and every analysis requires a subsequent synthesis in order to verify and correct its results<br />
  • 23. Analysis and Synthesis<br />

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