Purpose of this Toolkit - Griffith University

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WRITTEN COMMUNICATION SKILLS Potential drawbacks of peer review Careful pre-class planning. Inadequate modelling, and an absence of modelling can cause groups to flounder, wasting valuable class time. Peer response requires class time. Whether using a five-minute pair model or a full-period group workshop model, class time is required. Peer workshops are student centred. Instructors need to temporarily remove themselves from the centre of attention. Students need to depend on each other for useful responses without unnecessary intervention, otherwise they will possibly resent the process. Some students believe they work best alone. Generally speaking, the academic world rewards independent work. Often, strong students may initially feel that the peer workshop is not going to offer them anything they couldn’t do better alone. Once they participate however, they often realise the value of diverse responses to their work. Negative attitudes. Assessing written communication If students or instructors have been part of badly run groups, they may have a negative attitude to peer review. Allow reservations to be voiced early in the semester so appropriate mechanisms can be established to ensure success. Creating Effective Peer-Response Workshops. University of Minnesota. http://writing.umn.edu/faculty/responding/peer_workshop.htm 14
WRITTEN COMMUNICATION SKILLS The terminology Students need to understand what the terms used in assessment items mean. For example: Reference list of commonly used terms in writing assignments Account for Give an explanation as to why Analyse 1. Examine closely 2. Examine x in terms of its components and show how they interrelate Assess Decide the value of Compare Discuss x and y in terms of their similarities and differences Contrast Discuss x and y in terms of their differences Critically evaluate Articulate the arguments on both sides of an issue by arguing for and against Criticise Make judgments or show the relative merits of an argument Define 1. Explain (make clear) what is meant by 2. Use a definition or definitions to explore the concept of Describe Present an account of Differentiate Discriminate between two or more factors Discuss 1. Make x your subject 2. Consider and offer some interpretation or evaluation of Enumerate Give an item-by-item account of Evaluate Give a reasoned appraisal or assessment of the facts or argument presented Examine Inspect and report on in detail Explain 1. Make clear the details of 2. Show the reason for, or underlying cause of, or the means by which Illustrate Offer an example or examples to 1. show how/that 2. make concrete the concept of Indicate Focus attention on Interpret Explain or bring out the particular meaning Outline Go through the main features of Prove Show by logical argument Review 1. Report the chief facts about 2. Offer a critique about Summarise Provide a brief account or an abridged version Adapted from: Peters, P. (1985). Strategies for Student Writers: A Guide to Writing Essays, Tutorial Papers, Exam Papers and Reports. John Wiley & Sons Australia: Brisbane, p.23. and Dwyer, J. (1993). The Business Communication Handbook, (3 rd ed.) Prentice Hall, NY. Assessing written communication 15
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Purpose of this Toolkit - Griffith University

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