This document provides guidance for students on how to structure assignments to achieve high grades. It recommends focusing on the assignment outcomes and assessment criteria. For a passing grade, students should answer what is required in the criteria. To earn a merit or distinction, students should go above and beyond expectations by incorporating outside sources and ensuring the first parts are strong. The structure should include an introduction outlining the central points, detailed arguments in a logical order, and a conclusion restating the main points without new information. Additional tips include demonstrating an understanding of the task, completing all aspects, analyzing rather than just describing data, and writing clearly. Distinction assignments are defined as having a sharper focus, tight structure, meaningful conclusions, and expanded dimensions

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/