This workshop is intended for students at Massey University, New Zealand taking paper 254.102 in 2016.

1. 254.102 Writing Workshop
Essentials of Professional Writing
CTL Services
Assignment Quiz
Assignment Structure
This presentation can be viewed online at:
http://tinyurl.com/254102workshop12016
Evaluation of writing

2. CENTRE FOR TEACHING
AND LEARNING SERVICES
http://owll.massey.ac.nz Online Writing and Learning Link
http://tinyurl.com/studyup2016 Online Workshops
Book on 09 441-8143 or slc-alb@massey.ac.nz
OR in person at the library (LEVEL 3)
ONE-TO-ONE OR SMALL GROUP CONSULTATIONS

3. Research studies have found that the prevalence of CONDITION X
varies according to type, age group, and gender, although the
progression and course of CONDITION also differs significantly
among individuals from the same demographic group (Brown,
2005; Smith & Howell, 2008). Y is the most common variant of
CONDITION X affecting around 90% of all individuals with the
disorder (Singh, 2005). CONDITION X is considered to be a rare
disease affecting an estimated 40,000 Americans with two thirds
of the total affected population thought to be female (Colenso &
Schmitt, 2007). While CONDITION X can develop at any stage, the
most common age of emergence is 46 (Wang et al., 2011). The
onset of CONDITION X can be either sudden or gradual with the
severity of symptoms peaking to an unknown intensity within
months or increasing years after onset It is most prevalent among
females over the age of 40, though no accurate prognosis can be
made regarding the progression and severity of its symptoms
(Faleolo et al., 2006).
Essentials of professional
writing

4. precise
concise, objective and evidence-based
Professional style is:
CONDITION X is most prevalent among females over
the age of 40
Research studies have found that prevalence of
CONDITION varies according to type, age group, and
gender, although the progression and course of
CONDITION also differs significantly among individuals
from the same demographic group (Brown, 2005;
Smith & Howell, 2008).
all individuals with the disorder
person-first

5. Stroke is the most common cause of aphasia in New
Zealand and head injury is the second most common
cause. This heart-wrenching condition can also result
from brain tumours or infections. It is very common
and roughly 16,000 New Zealanders suffer from
aphasia. Even though it is so common in New Zealand,
not a lot of people know about it. Up until, a family
member has acquired it (Aphasia Blog NZ, 2011).
Some concepts of aphasia that will be explored in this
report include, what Broca’s aphasia is, what causes
Broca’s aphasia, the diagnosis, and associated
disorders. As well as, its impact on stroke survivors’
language and lifestyle. I’ll conclude with an overview
of treatment available for stroke victims.
How could this example of ineffective writing
be improved?

6. Stroke is the most common cause of aphasia
in New Zealand and head injury is the
second most common cause. This heart-
wrenching condition can also result from
brain tumours or infections. It is very
common and roughly 16,000 New
Zealanders suffer from aphasia. Even
though it is so common in New Zealand, not
a lot of people know about it. Up until, a
family member has acquired it (Aphasia
Blog NZ, 2011). Some concepts of aphasia
that will be explored in this report include,
what Broca’s aphasia is, what causes
Broca’s aphasia, the diagnosis, and
associated disorders. As well as, its impact
on stroke survivors’ language and lifestyle.
I’ll conclude with an overview of treatment
available for stroke victims.
How could this example of ineffective writing
be improved?
cut out
repetition and
irrelevant
information

7. Stroke is the most common cause of aphasia
in New Zealand and head injury is the
second most common cause. This heart-
wrenching condition can also result from
brain tumours or infections. It is very
common and roughly 16,000 New
Zealanders suffer from aphasia. Even
though it is so common in New Zealand, not
a lot of people know about it. Up until, a
family member has acquired it (Aphasia
Blog NZ, 2011). Some concepts of aphasia
that will be explored in this report include,
what Broca’s aphasia is, what causes
Broca’s aphasia, the diagnosis, and
associated disorders. As well as, its impact
on stroke survivors’ language and lifestyle.
I’ll conclude with an overview of treatment
available for stroke victims.
How could this example of ineffective writing
be improved?
Person-first
language is a
must
So is correct
sentence
structure and
punctuation

8. Stroke is the most common cause of aphasia
in New Zealand and head injury is the
second most common cause. This heart-
wrenching condition can also result from
brain tumours or infections. It is very
common and roughly 16,000 New
Zealanders suffer from aphasia. Even
though it is so common in New Zealand, not
a lot of people know about it. Up until, a
family member has acquired it (Aphasia
Blog NZ, 2011). Some concepts of aphasia
that will be explored in this report include,
what Broca’s aphasia is, what causes
Broca’s aphasia, the diagnosis, and
associated disorders. As well as, its impact
on stroke survivors’ language and lifestyle.
I’ll conclude with an overview of treatment
available for stroke victims.
How could this example of ineffective SLT
writing be improved?
cut out vague,
colloquial,
personal or
emotional
language
and support
your claims
with evidence
from peer-
reviewed
journals, not
blogs or hot air

9. ASSIGNMENT QUIZ
1. Which of these represent the floor of
the Health Profession House in
Freegard’s (2006) model?
• Taha Wairua (spiritual health)
• Evidence-based Research
• Ethical and Reflective Practice

10. Figure 1. The Health Profession House. Source: Freegard (2006).

11. Figure 2. Te whare tapa wha. Source: Ministry of Health (2012).

12. ASSIGNMENT QUIZ
2. Which of these is NOT one of the
four generic competencies in COMPASS?
• Learning
• Expertise
• Communication

13. Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln,
Ferguson, & McAllister (2006).

14. ASSIGNMENT QUIZ
3. What is the name of the video
scenario which assignment 1 is based
on?
• Uniform Issues
• All or nothing
• Rules and Exceptions

15. Figure 4. Uniform Issues. Source: New Zealand Teachers Council. (2004b).

16. ASSIGNMENT QUIZ
4. Which of these frameworks might be
used in part 2 of Assignment 1?
• COMPASS
• the Ethical Response Cycle
• Ethics of Care

17. Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social
Sciences, Massey University (2016).

18. Figure 6. The ethical grid. Source: Seedhouse & Lovett (1992, p. 21)

19. Figure 7. The ethical response cycle. Source: Newman & Pollnitz (2002, p. 5)

20. ASSIGNMENT QUIZ
5. Which phase of the Ethical Response
Cycle might involve consideration of the
NZTC Code of Ethics?
• Legal Aspects
• Professional Consideration
• Ethical Principles

21. Figure 8: The ethical response cycle [detail]. Newman & Pollnitz (2002, p. 6).

22. ASSIGNMENT QUIZ
6. Which of these is NOT one of the
four principles of the NZTC Code of
Ethics?
Autonomy (to treat people with rights that are to
be honoured and defended)
Justice (to share power and prevent the abuse
of power)
Sustainability (to use resources responsibly
without impinging on their use by future
generations)
Truth (to be honest with others and self)

23. Figure 9. Ethical Principles. Source: New Zealand Teachers Council
(2004a).

24. ASSIGNMENT QUIZ
7. Which of these is stated as a
commitment for teachers in the NZTC
Code of Ethics?
• to one’s personal learning
• to implementation of MoE policy
• to a child-centred integrated curriculum
• to the profession

25. Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council
(2004a).

26. ASSIGNMENT QUIZ
8. What proportion of the marks for
Assignment 1 are for writing issues?
• 10 %
• 25 %
• 33 %
• 40 %

27. PROCESS OF
STRUCTURING AN ESSAY
How many paragraphs?
1500 words = 8 – 12 paragraphs
How many sections?
Introduction
Identification of issues
Management of issues
Conclusion

28. POSSIBLE STRUCTURE
INTRO (1 para)
ISSUE 1 (2 paras)
ISSUE 2 (2 paras)
MANAGEMENT OF ISSUE 1 (2 paras)
MANAGEMENT OF ISSUE 2 (2 paras)
CONCLUSION (1 para)

29. INTRODUCTION – potential
elements
Context: Something in the world, in your
life, in your profession that makes this
topic seem worth exploring
Definition / Explanation of importance of
key topic:
Preview of the structure of the essay

30. ISSUES SECTION– potential
elements
Explain what the ethical dilemma is – i.e.
what is the problem and why is this an
ethical dilemma?
Explain why the ethical dilemma is a
concern, who it affects and what the
implications are.
Refer to ethical theories and principles in
your explanations.

31. MANAGEMENT SECTION–
potential elements
Explain how one of the ethical frameworks
could be used to address each dilemma
Consider the viewpoints / interests of the
participants and their codes of ethics
If there is space, apply one or more other
ethical principle – e.g. from your reading /
knowledge of other cultures etc (still needs
referencing even if you just happen to
know it!)

32. CONCLUSION– potential
elements
Overall main point of the essay
Key lessons learnt
Implications for professional practice

33. A suitable ethical principle that applies to this scenario, is non-maleficence
(Newman & Pollnitz, 2002). This principle would support the teacher’s
decision not to contact the parents, since this may result in physical or
emotional harm to the child in this case. However, a failure to involve the
parents would deprive the child of the potential benefits of parental support
(Anfara & Mertens, 2008). A potential way of resolving the conflict between
these two ethical principles could be to develop a creative compromise
(Kipnis, 1987). For instance, parents could be involved more positively in
coming in to help with their child’s project, so as to develop a relationship of
trust in which commitments to the learner, his aiga and to the broader
profession and society (NZTC, 2004) can be realised. Since this ethical
dilemma revolves around the unsatisfactory consequences of telling the
truth, the theory of Utilitarianism can usefully inform decision-making. This
involves an evaluation of the likely consequences for all parties (Kagan,
1998). This perspective provides further support for the creative solution of
relationship-building, since the likely outcome is far more positive in relation
to the interests of the child, which must be paramount in a teacher’s
decision-making (NZTC, 2004).
Evaluation practice

34. • Accurate writing and referencing
• Flow – each sentence builds on the one before
• Research-based – includes 6 relevant citations
• Uses ethical principles to address the dilemma
• Acknowledges culture of the child and family
STRENGTHS
WEAKNESSES
• May be trying to say too much in one paragraph
• Does not explicitly apply an ethical framework
• Might have acknowledged the child’s and family’s
perspectives and ethical principles more explicitly

35. References
College of Humanities and Social Sciences, Massey University. (2013). 254.102
Professional and ethical practice [Paper Guide]. Albany, New Zealand:
Author
Freegard, H. (Ed.). (2006). Ethical practice for health professionals. Melbourne,
Vic: Thomson Learning.
McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS:
Competency assessment in speech pathology. Melbourne, Vic: Speech
Pathology Association of Australia.
Ministry of Health. (2012). Maori health models: Te whare tapa wha.
Retrieved from: http://www.health.govt.nz/our work/populations/maori-
health/maori-health-models/maori-health-models-te-whare
-tapa-wha
Newman, L. & Pollnitz, L. (2002). Professional, ethical and legal issues in early
childhood. Frenchs Forest, NSW: Pearson Education Australia.
New Zealand Teachers Council. (2004a). Code of ethics for registered teachers.
Wellington, New Zealand: Author.
New Zealand Teachers Council. (2004b). Uniform issues [Video File]. Retrieved
from http://www.youtube.com/watch?v=WgyEZm98ewc
Seedhouse, D., & Lovett, L. (1992). Practical medical ethics. Chichester, England:
John Wiley & Sons.

36. © 2016
This PowerPoint Presentation and the accompanying
handouts are copyrighted by Centre for Teaching and
Learning, Massey University and may not be used,
except for personal study, without written permission
from the copyright owner. Please note that examples
are provided for illustration of writing principles only and
no reliance should be placed on any of the ideas
referred to in the texts.
Martin McMorrow, Centre for Teaching and Learning
09 441 8143 slt-alb@massey.ac.nz
This presentation can be viewed online at:
http://tinyurl.com/254102workshop12016