These slides were prepared for the Writing workshop given during the 2017 contact workshop for the Introduction to Professional and Ethical Practice course at Massey University, New Zealand.

1. 254.102 Writing Workshop
Essentials of Professional Writing
CTL Services
Interactive Quiz & Feedback
Assignment Structure
This presentation can be viewed online at:
http://tinyurl.com/254102workshop12017
Evaluation of writing

2. CENTRE FOR TEACHING
AND LEARNING SERVICES
http://owll.massey.ac.nz Online Writing and Learning Link
http://tinyurl.com/studyup2017 Online Workshops
Book at ctlalb@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 X 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 (Kumar &
Holly, 2014). 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. No accurate prognosis can
be made regarding the progression and severity of its symptoms
(Faleolo et al., 2013).
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 thousands of 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 thousands of 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 thousands of 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 thousands of 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.
Support your
claims with
evidence from
peer-reviewed
journals, not
blogs or hot
air!

9. Interactive Quiz
You’ll see questions on the screen – e.g.
After a few seconds, you’ll be given four
possible answers – e.g.

10. You need to select the correct answer
by pressing the appropriate square on your
device.
You’ll receive points not only for correct answers
but also according to the speed of your selection.

11. • Open kahoot.it
in your browser
• Enter the game pin
which I will show you
in a minute
• Enter your nickname
(and you will see it
appear on the public
screen)
To join the quiz you need to:

12. QUIZ FEEDBACK
1. Which of these represents the floor of the
Health Profession House in Freegard’s (2006)
model?
Figure 1. The Health Profession House. Source: Freegard (2006).

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

14. 2. Which of these is a generic competency in
COMPASS?
Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln,
Ferguson, & McAllister (2006).

15. 3. In which stage of the Ethical Response Cycle
might you consider the Code of Ethics for
Registered Teachers?
Figure 8: The ethical response cycle [detail]. Source: Newman & Pollnitz
(2002, p. 6).

16. 4. Which of these is one of the four principles
of the Code of Ethics for Registered Teachers?
Figure 9. Ethical Principles. Source: New Zealand Teachers Council
(2004a).

17. 5. According to their code of ethics, teachers
need to be committed to ___
Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council
(2004a).

18. 6. What is the name of the video scenario
which assignment 1 is based on?
Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social
Sciences, Massey University (2016).

19. 7. Which of these frameworks might be used in
part 2 of Assignment 1?
Figure 7. The Ethical Response Cycle. Source: Newman & Pollnitz (2002, p. 5)

20. Figure 6. The Ethical Grid. Source: Seedhouse & Lovett (1992, p. 21)

21. 8. What proportion of the marks for
Assignment 1 are for presentation / written
communication?
Figure 7. 254.102 Paper Guide. Source: College of Humanities and Social
Sciences, Massey University (2016).

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

23. 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)

24. 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

25. 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.

26. 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!)

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

28. 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 enforce the uniform rule, since this may result in physical or emotional
harm to the child in this case. However, a failure to enforce the rule in this case
could be considered unethical from a Kantian perspective (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, children could be involved in deciding on uniform rules, or negotiating
a non-uniform day, which is consistent with the Treaty of Waitangi principles of
protection, partnership and participation (Orange, 2004) can be realised. Since
this ethical dilemma revolves around the unsatisfactory consequences of
imposing a rule, 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 (New Zealand Teachers Council, 2004).
Evaluation practice

29. • 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

30. 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.

31. © 2017
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/254102workshop12017