Purpose of this Toolkit - Griffith University

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WRITTEN COMMUNICATION SKILLS Electronic referencing tools There are numerous electronic tools for managing research and information. Some of the more well-known are: Procite: http://www.procite.com/ Www.Biblioscape.com: http://www.griffith.edu.au/instraining/library/home_lrt.html EndNote: http://www.EndNote.com Student handout—Referencing 32
WRITTEN COMMUNICATION SKILLS A sample criteria sheet for assessing students’ written work HIGH DISTINCTION Analysis and Conceptual Clarity Structure and Development Research Base Grammar, Spelling, Presentation All content highly relevant to the topic and covers all key issues. Thorough and clear analysis. Demonstrates excellent understanding. Assignment follows clear, logical sequence. Highly effective use of proportion and emphasis. Extensive use of relevant research data and theory to support analysis. All sources referenced correctly. Professional presentation throughout. No grammar or spelling mistakes. DISTINCTION Content consistently relevant to the topic and covers most key issues. Clear analysis demonstrates good understanding. Assignment follows logical sequence. Demonstrates effective use of proportion and emphasis. Evidence of extensive research. Some use of relevant research data and theory to support analysis. All sources referenced correctly. Written style clear and effective. Consistent use of standard grammar and punctuation. Good presentation. CREDIT Majority of the content relevant to the topic but significant issues not covered. Analysis demonstrates limited understanding. PASS Less than half the content relevant to the topic. Major issues not covered at all. No analysis or demonstrates poor understanding. FAIL Not relevant or only vaguely relevant to topic. No analysis. COMMENTS Structure and plan of assignment apparent, but development and emphasis inconsistent. Structure and plan only vaguely evident. Proportion and emphasis frequently inappropriate. No evidence of planned structure to the report. Proportion and emphasis consistently inappropriate. Some evidence of research. Occasional use of relevant research data and theory to support findings. References mostly correct and in academic style. Demonstrates very limited research with very limited or no support material presented. No references or largely incorrect. Demonstrates minimal evidence of research. No use of research data or theoretical frameworks to support analysis. No references. Sentence construction generally correct. Some spelling and grammar errors. Written style wordy or repetitive. Acceptable presentation. Frequent problems with sentence construction. Frequent spelling and grammar errors. Written English so poor as to be barely understandable. Many spelling mistakes. Very poor presentation. Student handout—Sample criteria sheet 33
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