Approaches to assignmentApproaches to assignment writing in Commerceg

Dr Alisa PercyDr Alisa Percy

Learning Development

Who are we?Who are we?

• Lecturers in academic language and learningLecturers in academic language and learning whose research and practice examines the various modes and conventions of thinkingvarious modes and conventions of thinking and writing across the disciplines.

• Come and see us in Building 11, take the lift gopposite the uni bookshop to the third floor.

What do we do?What do we do?

• Work inside subjects and courses to ensure you receive explicit instruction in and models of the standard of assignment you are required to develop in your subjects.

• Work with you, in groups and individually, to assist you in being a highly successful student atassist you in being a highly successful student at university.

What do we offer?What do we offer? 

• Workshops on studying and writing at university

• Online resources• Individual and group appointmentsg p pp• Maths assistance• The Learning Carnivale (during Easter break)• The Learning Carnivale (during Easter break)

LD HomepageLD Homepage

http://www.uow.edu.au/index.html

Assignments in CommerceAssignments in Commerce

Y ill b i d l diff• You will be required to complete many different types of written assessment tasks, including:

– Tutorial preparation– Essays (in‐class, exam and regular types)y ( , g yp )– Reports (individual and group)– Reflective journals – Class presentation papers– Posters

What you need to doWhat you need to do

• Read subject outline – back to back• Thoroughly familiarise yourself with the resources on the subject eLearning site

• Use a session planner to highlight when each p g gassessment task is due

• Work towards each task systematicallyWork towards each task systematically• Don’t be afraid to seek assistance if you are not sure of somethingsure of something

Tutorial PreparationTutorial Preparation

• Tutorial preparation is one of the most important learning activities

• Students who are well‐prepared get the most out of tutorialsost out o tuto a s

• Effective and organised tutorial preparation is also preparation for the examsis also preparation for the exams

ACCY111: Tutorial Preparation & Reflective Learning SummarySummary

ECON101 Tutorial Preparation and Participation

Essays in first yearEssays in first year

• Word length between 500 and 2000 words

• Weighting between 5 ‐ 30%Weighting between 5  30%

• Article review and reflective essays 

What is a good essay?

• It answers the question directly• It develops an argument logically and coherently • It is based on sound evidence• It illustrates wide reading and a good understanding 

f th t iof the topic • It is concise and clear

I i l h hi d d f !• It is at least the third draft! 

MGMT110: Reflective essay

COMM101: Reflective Essay

The essay as processThe essay as process

Analysing the task• Consider first the disciplinary demand being made on you.

o Why this task?

Analysing the task

o In this subject?

o At this time? 

• What are they trying to find out about what I know and can do?What are they trying to find out about what I know and can do?

• What am I being asked to demonstrate as a student in this subject and in this discipline?and in this discipline?

• How much detail can I find in the subject outline and the subject eLearning site?g

• What do I need to clarify with my tutor or subject coordinator?

h diff b dThe difference between an essay and reportEssays Reports

Purpose  An essay contains a well‐developed and  A report usually contains an analytical p y psupported argument.   

Its purpose is to demonstrate your ability to critically evaluate the evidence and answer a specific question.  

p y ydescription of events/results of primary research around a particular problem/ issue. 

 

Its purpose is to convey specific i f i i l i ll d 

 information in logically arranged sections to the reader. 

 

A report may often contain recommendations.

Audience The audience of the essay is the subjectAudience  The audience of the essay is the subject lecturer who is assessing your knowledge of the topic AND your ability to take a position and develop a well – researched and coherent argument in relation to a specific question.

The report usually has an imaginary audience, such as a company CEO. 

 

It is written for people who need specific information that is easily accessible. p q

Structure  Both the essay and report structure depend largely on your analysis, but 

The essay is simply formatted according to   

Introduction Body

The report is more specific:  

Executive Summary Contents PageBody 

Conclusion  References 

Contents PageIntroduction Body Section and sub‐sections Recommendations Conclusions References 

ReportsReports

• Financial reports (financial analysis and commentary)

• Marketing reports (analysis of marketing strategies)Marketing reports (analysis of marketing strategies)

• Theoretical analyses (analysis of issues, perspectives) 

• Can be either group or individual 

MARK101: Group report

InstructionsAssume you are the new marketing manager of a 'real‐world' company that operates in Australia that markets an organic y g g p y p g

food ‐ you are allowed to choose ONE of the following: (1) dairy products; (2) ready meals ‐ chilled or frozen; (3) cakes and biscuits; (4) baby and children's food; (5) fruit juice; (6) wine. 

PART A (4 pages) by TeamMember 1:PART‐A (4 pages) by Team Member‐1: 

Discuss the macro environmental forces impacting the company's environment, including risks to the organic industry, and their impact on marketing initiatives for the chosen product of the company. You must show evidence of secondary research for this part. 

PART‐B (4 pages) by Team Member‐2: 

(1) Discuss the situational, group and individual factors that influence the consumption of the brand; and (2) Describe the demographic, psychographic and behavioural characteristics of the target market. You must show evidence ofthe demographic, psychographic and behavioural characteristics of the target market. You must show evidence of secondary research for this part. 

PART‐C (4 pages) by Team Member‐3: 

(1) How does the company want its product and its associated brand to be perceived by its target market, with respect to competition? Include a positioning statement; (2) How does the target market perceive the selected company's product and its associated brand, with respect to competition? (3) Draw positioning and perceptual maps for the target market. You must  show evidence of primary in addition to secondary research for this part. 

PART‐D (4 pages) by ALL members of the team: 

(1) Explain the various communication tools that the company has used in communicating the desired position to target market (2) Describe at least one communication campaign (e g TV ad PR campaign sales promotiontarget market. (2) Describe at least one communication campaign (e.g., TV ad, PR campaign, sales promotion campaign), and based on the campaign, evaluate if the company has effectively communicated the desired position. You must show evidence of secondary research for this part. 

A closer lookA closer lookPART‐A (4 pages) by Team Member‐1: Discuss– the macro environmental forces impacting the company's environment including risks to the organiccompany s environment, including risks to the organic industry, and 

– their impact on marketing initiatives for the chosen product of the company.

• You must show evidence of secondary research for this part. p

Types of evidenceTypes of evidence

P i (i i d C l• Primary (interview data, Company annual reports, company websites, and so on)

• Secondary (empirical analyses of primary data –often found in journal articles)j )

• Theoretical (ideas drawn from empirical research –( poften found in textbooks)

A closer lookA closer lookPART‐B (4 pages) by Team Member‐2: 

(1) Discuss the situational, group and individual factors that influence the consumption of the brand; andthat influence the consumption of the brand; and 

(2) Describe the demographic, psychographic and ( ) g p p y g pbehavioural characteristics of the target market. 

You must show evidence of secondary research for this– You must show evidence of secondary research for this part. 

Bringing it together as a reportBringing it together as a report1. Title page (on a separate page of the report). 

2. Executive Summary (1 page; on a separate page of the report). 

3. Table of contents (on a separate page of the report). 

4 I t d ti (1 t f th t)4. Introduction (1 page; on a separate page of the report). 

BODY OF REPORT ‐ Your combined pages

5. Conclusion (1/2 page; on a separate page of the report). 

A ‘report’ that may not be a report per seFIN111 Presentation Report

ResearchResearch

• The quality of your research will depend on the quality of your sources and your ability to critically evaluate them. 

• Are they appropriate, current and l t?relevant? 

Reading criticallyReading critically

• Check publication date

C id th t t / ti f th th• Consider the status/perspective of the author

• Understand the range of debates in the fieldUnderstand the range of debates in the field

Thinking and writing critically• Question assumptions

• Actively seek divergent views

• Don’t bias your enquiry in favour of a particular outcome

• Make judgements and evaluations ‐‐ both positive and j g pnegative

• Organise your writing according to your evaluation andOrganise your writing according to your evaluation and stay focused on the question

What does it mean to be analyticalWhat does it mean to be analytical and critical?

• Whether you are writing a report or an essay, you are expected to be analytical and critical

• Broadly speaking, writing can be descriptive, analytical or critical

• In practice, these types of writing overlap with each other, forming a continuum, i.e.

descriptive ›› analytical  ›› critical

• Writing at university level should aim for the analytical/critical end of the 

spectrum

Example 1: Descriptive

Strategy formulation can be defined as ‘…thedevelopment of long range plans for the effectivedevelopment of long‐range plans for the effectivemanagement of environmental opportunities and threats,in light of corporate strengths and weaknesses’ (Wheelang p g (& Hunger 1995, p9). It involves both long term and shortterm planning that must be flexible for changingcircumstances (Browne 2000). Competitive advantage willbe gained by those who are more flexible than others(Browne 2000)(Browne 2000).

Example 2: Descriptive/ analyticalStrategy formulation can be defined as "the development of long‐range plans for the effective management of environmentalrange plans for the effective management of environmentalopportunities and threats, in light of corporate strengths andweaknesses" (Wheelen & Hunger 1995, p9). Henry Mintzberg, a well‐regarded critic of DSM argues that the Design School Model whileregarded critic of DSM, argues that the Design School Model, whileproviding a useful foundation, does not provide a practical solution tostrategy formulation. This is for a number of reasons, one being thefact that Mint berg belie es in shorter term strategies hich arefact that Mintzberg believes in shorter term strategies which aremore adaptive to changing circumstances, compared to the designschool and Andrews which focus on long term strategy that tends tobe inflexible.

Example 3: Analytical/ critical

One of the main reasons the Design School Model should not beused exclusively in formulating strategy relates to the fact that it is aused exclusively in formulating strategy relates to the fact that it is arather conservative tool designed for long term planning. Despite thefact that strategy formulation is considered ‘the development oflong‐range plans’ (Wheelan & Hunger 1995 p9) more recentlylong‐range plans (Wheelan & Hunger 1995, p9), more recentlyattention has been drawn to the need for shorter term strategies thatare more adaptive to changing circumstances (Mintzberg 2000).Indeed the notion of fle ibilit in strateg form lation has becomeIndeed, the notion of flexibility in strategy formulation has becomeincreasingly important over the past decade (Smith 2001; James2005).

From research to writing

• Use the writing process to clarify your thinking.

• Never hand in the first draft.

Developing an argumentDeveloping an argument

• Ensure your argument is logical and supported with evidence

• Reference everything ‐ remember, the more evidence you provide, the stronger the argument

Using evidenceUsing evidence

• The argument you develop will result from your analysis of the research material.

• The argument and the evidence you select• The argument and the evidence you select will be a direct indicator of your research efforteffort.

Integrating evidenceIntegrating evidence

Wh i t d i id i t th t• When introducing evidence into the argument, you can use – indirect quotation 

direct quotation– direct quotation.

• Indirect quotation should be used more often than direct t ti it i di t th t h f ll d t dquotation, as it indicates that you have fully understood 

the information.

• Use the Harvard reference style (author/date)

Library homepageLibrary homepage

Direct quotationDirect quotation

Example:McNurlin & Sprague (2004, p65) state that “if CIOs are to 

l i l i h i b i ’ f ITplay an important role in shaping a business’s use of IT, they must understand the business”. Their point is of utmost importance because….p

• You MUST give page numbers for a direct quote• You MUST give page numbers for a direct quote.

Indirect quotationIndirect quotation

A i di i h h ’ id iAn indirect quote is where you present an author’s ideas inyour own words.

This can be done either through paraphrasing orsummarising.

You MUST always reference the material. Even though it has been written in your own words it is still someone else’sbeen written in your own words, it is still someone else s idea.

ParaphrasingParaphrasingOriginalg“If CIOs are to play an important role in shaping a business’s use

of IT, they must understand the business. With thatunderstanding they can then create a vision of their firm’s useunderstanding, they can then create a vision of their firm s useof IT” (McNurlin & Sprague 2004, p65).

ParaphraseA deep understanding of the business is crucial to a CIOs ability top g y

successfully configure its use of IT (McNurlin & Sprague 2004).

Note how this information is simply a rewording of the information provided inrewording of the information provided in the original. What is different?

SummarisingSummarising

McNurlin & Sprague (2004) argue that a CIOs leadership in an organisation is p gdependent on his/her ability to understand the business create a vision of the futurethe business, create a vision of the future and persuade others of the intrinsic value f th t i i N t h thi i f ti iof that vision.  Note how this information is a

summary of ideas expressed in the original document over several pages.p g

Orientation• Author orientation

McNurlin & Sprague (2004) argue that a CIOs leadership inan organisation is dependent on his/her ability tounderstand the business create a vision of the future andunderstand the business, create a vision of the future andpersuade others of the intrinsic value of that vision.

• Theme orientationHaving a deep understanding of the business is crucial to aHaving a deep understanding of the business is crucial to aCIOs ability to successfully configure its use of IT (McNurlin& Sprague 2004).

• All the best with your studies.

L i D l tLearning Development

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Take lift opposite the uni bookshop to the third floorthird floor.

Phone 4221 3977