This document provides a personal guide for doing assignments that will earn high grades. It recommends focusing on the assignment outcomes and assessment criteria. For a passing grade, the content should answer what is required in the criteria. For a merit or distinction grade, the content should go above expectations, use outside sources, and have a good structure, style, and referencing. The structure section recommends a clear introduction that identifies the central point and conclusion. The body should have logically organized, clear detailed points and arguments. The conclusion should restate the central point and main supporting points without new information. It provides more tips for achieving distinction or pass/merit grades and recommends useful websites.

1. BY QUOC ANH (MIKE)
PERSONAL GUIDE FOR DOING
ASSIGNMENT

2. Focus
 Outcomes
 Assessment criteria
 Objective
 task made straightforward
 avoid wasted sentence
 Subjective/badly written objective
 What assessor want
 Assessors:
 Noble
 Selfish
 (not offer your opinion)
 (his opinion)
 Improvement points

3. Grade
1. Pass
1. Content
 Answer what require in criteria (inside lesson)
2. Merit/Distinction
1. Content
 Above & beyond expectation! (outside sources)
 First few part must be good
2. Style/presentation
 Structured
 Write for the reader (easy to understand)
 Avoid inane word (relevant)
 Avoid sentence that do not relate to criteria
3. Reference
 Range considered Support
 Distinguish mine and others’ my work

4. Structure
1. Introduction
1. identify the central point(s) your assignment addresses,
2. summaries the conclusions you come to, and
3. sketch out the structure of the argument/description that
leads you to those conclusions.
2. Detailed Points/Arguments
1. logically organized
2. clear
3. Conclusion
1. central point
2. main points of the argument/description which support
3. don't introduce new points
4. avoid inane conclusions

5. More points
 Typically a good assignment would:
 Demonstrate an understanding of the nature of the task, i.e. show an appreciation of the relative value of the various elements that
make up this task
 Complete all aspects of the task (including provision of evidence of the interview with the teacher)
 Analyze the data and not simply describe observations
 Make clear links between observations and the key concepts of the subject
 Be written in clear and concise English
 Show evidence of a development in the student's ideas since the oral presentation
 Distinction
 sharper focus
 be tightly structured
 draw meaningful conclusions from data
 explore weaknesses as well as strengths of the frames
 indicate any constraints/limitations of the task
 not only respond to the task but also expand on its dimensions
 detailed supporting evidence
 consistency in completing all sections equally well
 Pass/Merit
 description of context
 identification of frame/s
 data from the classroom
 data from the teacher
 analysis of data
 structure, expression, within word limit
 demonstrated engagement with, and understanding of, the frame(s) selected for the purpose of data analysis.
 structured logically and clearly

6. PREFERENCE
 http://www.audiomasterclass.com/
 http://www.brit.croydon.sch.uk/
 http://www.uwa.edu.au/