Academic Essay

A daunting academic activity given the various approaches for enunciating facts, critique, synthesising, evaluation of knowledge into words. There is often a high level of self chastise i.e. harbouring valid thoughts to communicate, but being unable to express them or manifestation of panic in examination halls:

The panacea for “wordy, incoherent, unstructured, vague…..” writing lies in regular reading and writing with the motivational goal of demonstrating  sound cognitive skills:

Assessor Criteria

https://academicskills.anu.edu.au/sites/default/files/handout_pdfs/What%20do%20markers%20want%20in%20an%20essay.pdf

Assessor stamp of approval:

” A well structured piece of writing punctuated with good flow of ideas, logical reasoning , effective application of concepts and drawing of conclusions”

An academic essay main structural components consists of:

• Introduction with thesis statement
• Body paragraphs with topic sentences
• Conclusion 

                                       

 Essay Structure

http://www.learningskills.canterbury.ac.nz

Apply transitions for seamless flow of thoughts in your writings:

Transitions are phrases or words used to connect one idea to the next, linking sentences, paragraphs and sections for guiding the reader.

Linking words and phrases

http://www.flinders.edu.au/slc_files/Documents/Brochures/linking_words_phrases.pdf

What does the Assessor look for ?? A great essay will be savoured with relish should it be flavoured with awesome ingredients:

A Writing Lexicon

http://www.princeton.edu/writing/university/resources/elements.pdf.

For poorly written essays:

The three main categories of academic essays are:

• Descriptive / Narrative –  its purpose is to provide facts or information. An example would be a summary of an article or a report of the results of an experiment. 

Descriptive Essay

http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E7-Descriptive-Essay-Guidelines.pdf

Narrative Essay

http://depts.gpc.edu/~gpcltc/handouts/communications/narrativeessay.pdf

• Expository – to describe, analyse or explain a concept or theory i.e. motivational theories, marketing 4P… 

Expository Writing

http://www.grossmont.edu/marilyn.ivanovici/writingguides/0-elements.nolines.PDF

• Argumentative – presents an argument through reasoning and the use of evidence.

Arguentative Essay

https://twp.duke.edu/uploads/media_items/argument-essay.original.pdf

A selection of further readings:

National University of Singapore

http://www.nus.edu.sg/celc/research/books/cwtuc/chapter01.pdf

University of Southampton

http://www.learnwithus.southampton.ac.uk/academicSkills/pdfs/hammering_the_prose.pdf

Massey University

http://owll.massey.ac.nz/pdf/Academic-Writing-Guide.pdf

RMIT University

https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_pdf/PG%20Academic%20Writing%20Alison%20.pdf

Academic Case Study

A rather confounding academic activity for students given the need for “extracting” the essence of the assigned case i.e. What, Why, How….it happened??? cum formulation of solutions that will be challenged by Assessor during presentation or in submitted report.

 

Application of critical thinking is essential for “unraveling” the many decisions that can be adopted, more so in corporate strategy, strategic management and marketing cases. For example, in “business strategy cases”, students often champion China as the sole targeted market towards “salvation of company fortunes”, a rather myopic viewpoint given the “richness” of newer emerging countries (CIVETS), frontier markets, advantages of home country, Prahalad “Bottom of the Pyramid”…..

Africa Frontier Market

http://www.imf.org/external/pubs/ft/fandd/2008/09/pdf/nellor.pdf

http://www.reuters.com/article/2013/03/28/us-column-deaenlle-timps-idUSBRE92R0IF20130328

http://knowledge.wharton.upenn.edu/article/the-new-brics-on-the-block-which-emerging-markets-are-up-and-coming/

Some factors for considerations when formulating solutions:

• evaluation of alternatives
• rationales of recommendations (Key decision criteria)
• cost/benefit
• time period (short/medium/long)
• capacity, capability and commitment of organisation
• risk assessment and management
• impacts of solutions on organisation (reputation, market share, finance, investor confidence…)
• feasibility, piecemeal, simplistic … solutions
• competitors, authorities….reactions
• application of models (Porter 5 forces, Ansoff Matrix, Swot….)
• valid assumptions, likely scenarios

A great write up from:

Case Study

http://college.cengage.com/business/resources/casestudies/students/index.html

Academic Presentation

A common misconception:  Best presentation skills equate awarding of highest marks!!!!

Presenting without “contents substances” is akin to:

Often,  the highest scoring team goes beyond the expected “showmanship” through articulation of : maturity of thoughts, holistic perspectives, relevant literature, references and even more impressive : “Linkage between theory and practice”.

Assessor pet peeves:

• Over-reliance on 1 or 2 key speakers with other team members playing supplementary roles: “huddling in a corner” or “slides sorter”…… Assessor will “pick” weakest member for whammy questions
• Rudimentary knowledge of fellow team members’ allocated slides contents …. manifested upon questioning by Assessor
• Bluffing / arguing / arrogrance / lost at sea reactions to questions posed by Assessor or fellow classmates
• Team conflicts
• Lack of rehearsal lead to fumbling, clutching of notes, under and over-run of allocated time

 

Some useful presentation resources 

https://www.youtube.com/watch?v=S5c1susCPAE

https://www.youtube.com/watch?v=UBLt2H3duXE

Presentation

Guidelines For Student Presentations In Class

http://grad.towson.edu/program/master/hurd-hrdg-ms/files/Guidelines%20For%20Student%20Presentations%20In%20Class.pdf

Academic Examination

The self-initiated harrowing activity associated with every course of study and often @#$%^&*((!! proclamations are heaped upon the Teacher for the examination questions being assessed.

Accept the notion of stress as an inherent by-product of examinations and the  “world” mysteriously become smaller and lonesome…..you are on your own and wondering: “Why my fellow students keep on writing?, Wow!! another student asking for extra writing pads, Can you stop coughing, sniffing, clearing of throat!!………….”

and worst of all:

Success in examinations centred on : a) understand what is required via interpretation of the key task word, for example: 

Define the concept of ‘Law of Demand’ in Economics theory (2 marks) which require providing a definition similar to that you would find in the glossary to your textbook.

against

Explain the concept of ‘Law of Demand’ in Economics theory (4 marks) which require a fair amount of explanation with complete thoughts, thus validating the higher marks being allocated.

b) provide evidence of understanding through your writing. An illustration of marks allocation for the range of answers to the question pose:

Explain the concept of ‘Law of Demand’ in Economics theory (4 marks).

Answer A: The law of demand states that the quantity demanded for a good rises as the price falls. (0.5 mark)

Answer B: The law of demand states that the quantity demanded for a good rises as the price falls, vice versa. (1 mark)

Answer C: The law of demand states that the quantity demanded for a good rises as the price falls, vice versa and ceteribus paribus. (1.5 marks)

Answer D: The law of demand states that the quantity demanded for a good rises as the price falls, vice versa and ceteribus paribus. This is illustrated in Figure 1 with a downward slopping demand curve. (2.5 marks)

Figure 1: Demand curve 

Answer E: The law of demand states that the quantity demanded for a good rises as the price falls, vice versa and ceteribus paribus. Using apples as an example, this is illustrated in Figure 1 with a downward slopping demand curve.

Figure 1: Demand curve for apples

As seen in the diagram: When the price of apples falls from P to P1, greater quantity will be demanded which is represented by a movement along the demand curve i.e. X to X1, ceteris paribus. Similarly, should the price of apples increase from P1 to P, the quantity demanded will reduced from X1 to X, ceteris paribus. (4 marks)

To prevent such “grasping at straws answers” during examinations:

Writing exam answers (University of Reading)

http://www.rdg.ac.uk/studyadvice

Common mistakes made by students in examinations

http://www.theguardian.com/education/2013/apr/30/student-advice-exams-success

http://www.sgbox.com/studyskill9.html

Techniques that have served me well in examinations:

• I have never been late nor left an exam early in my life, there is often something to add on: diagrams, comments, theories……….
• Answer all questions, simple logic: not answering a question equate throwing away marks
• Do not be bothered about other students, stay in your own cocoon as the time spend on observation can be used for “marks gathering”
• Leave blank spaces, especially for difficult questions!! Sometimes, ideas popped up after completion of writing or reviewing of text…
• List down main points in a blank page for serving as a road-map for answering of questions
• Complete simple questions first for gathering “safe marks” and “charge head-on” for the difficult questions
• Use bullet text should you run out of time (which should nor happened given the need for time management)

and remember to:

 

Academic Questions

Understanding the essence of academic assessment questions enable the student to map out responses that fit the knowledge domains required such as factual recollection of learning or procedural (application of learned theory)

Model of Learning Objectives

Revised Blooms Handout

Source: http://www.celt.iastate.edu

The levels of cognition domains can be gauged by the verbs that appeared within the exam question:

Taxonomy of Educational Objectives with Verbs; Cognitive Domain

Source: http://www.madonna.edu/pdf/admissions/bloomcog.pdf

Simple yet daunting academic assessment words:

Assess, analyse, evaluate, criticize, critique,  review:
Outline the positive and negative aspects of a topic or issue. You will likely be required to come to some final conclusion or reasoned judgment based on the balance of what you have identified as good and bad. E.g. “Using Southeast Asia as an example, evaluate the usefulness of the ‘Domino Theory’.”

Elaborate:
Explain in detail. E.g. “Elaborate on the reasons for the U.S. not agreeing to a permanent U.N. International Tribunal on War Crimes.”  So, you would list and then explain.

Explain, discuss, describe, delineate:
These generally mean much the same thing, namely give a complete, detailed account of a topic. E.g. “Discuss how bills are passed in British parliamentary system.”

Classify, categorize:
Organize the phenomenon or topic in some logical and justifiable way. E.g. “Classify the landforms of glaciation in a lowland environment such as the Midwest.”  Obviously you don’t just tabulate the material, but you also explain the basis of classification.

Compare:
Means write about the ways in which two or more things are the same, or what they have in common. E.g. “Compare the golf swing with the baseball swing.”  Obviously one might think to add, “… then contrast both swings” (see next definition for “contrast”).

Contrast:
Means write about the ways in which two or more things differ. (Often used along with “compare”).  E.g. “Contrast the manner in which the Waco and Ruby Ridge sieges were conducted by federal agents.”  Note that this questions might continue …. “What lessons were learned at Waco and applied to Ruby Ridge?”  Be sure to answer BOTH parts! But note how the second part re-enforces the first.

Define, interpret:
Explain the meaning of something. “Interpret” might also imply some evaluation, but usually not.  E.g. “Define ‘democracy’ as used by Plato.”  (” …. contrast his meaning with the use of the term in  the U.S. today.”)

Illustrate, exemplify:
Provide actual examples of the ideas you are writing about (“illustrate” generally does not mean that a diagram is required).  In fact, doing this yourself is always a good idea in a complete answer. For example, you might be asked to explain an idea, but you should illustrate it also. E.g. “Discuss the changes in Beethoven’s music over the last years of his life.” This cannot just mean that you should “list” them, you should also cite actual examples of early and late works that support your answer.

Justify, support:
These are often used as part of a larger question, but they also occur on their own. Their meaning is similar to “assess” (see above) in that some kind of reasoned judgment on your part is being asked for. Unlike “assess” such questions are often one-sided, e.g. “Justify the U.S. policy of non-intervention in Europe in the years 1939-1941.”  Assessing it would be a bit different and a larger question (see “assess”).

List, enumerate, outline, name:
Provide a complete list of features or items asked for.  E.g. “List the members of the U.N. Security Council.”   Most often the question will then go on to ask you something further about the list.  E.g.  “List the three ways by which the body can protect itself from disease and explain how each works.”  BUT BE CAREFUL HERE: Sometimes (often) the second part is assumed by prof, e.g. “Outline the three ways by which the body can protect itself from disease” might imply also an explanation is expected.

Source: http://www.uwmc.uwc.edu/academics/departments/freshman_seminar/words.htm

Don’t try this in exam:

Academic Skills Overview

The differences between a pass, merit or distinction grading in academic studies centred on effective interpretation of assessment questions and provision of “ideal” answers to the posted questions. Students of academic programmes should understand the expected learning outcomes from their levels of studies (typically stated in programme handbook) as they are expected to display the corresponding levels of cognitive development (order of thinking skills) in answering assessment questions.

Some background on levels of academic and vocational qualifications:

UNESCO’s International Standard Classification of Education (ISCED) plays a key role in the classification of vocational and general educational qualifications.

 http://goo.gl/j0NExY

European Consortium for Accreditation in Higher Education (ECA)

ISCED Levels of Education

Source: http://www.ecaconsortium.net/ecapedia/ISCED_levels_of_education

QAA (Quality Assurance Agency) UK Quality Code for Higher Education

http://goo.gl/XgRvtu

SEEC Credit Level Descriptors for Higher Education (UK)

http://goo.gl/iaTb4Y

Higher learning assessment approaches seeks to validate the students “grasp” of taught topics, concepts ( objectives of the unit of study) i.e. the categories of learning domains:

Selecting methods of assessment

Source: http://www.swap.ac.uk/docs/Differentformsassessment.pdf

Different approaches must be adopted by students for aligning to the specific requirements of individual assessment methods i.e. reflective thinking, problem solving, analytical writing …………