The following section focuses on providing you with necessary information and tools to assist you with Academic Writing- something you will be doing a lot of in UCC. It is important that you take the time to work through this section and familiarise yourself with the term Academic Writing and what it entails.

Where and how to start my assignment?

Writing an academic assignment or 'academic writing' in university is a very different process to secondary school and can seem daunting until you become more familiar with it. The quality of your assignment will rely heavily on the way you present your argument. In other words, how you say it is as important as what you say. This does not mean that you have to use an overly sophisticated vocabulary in order to write in an academic tone, this merely suggests that the vocabulary you already have can generally be used in a more formal and academic manner. This is also an opportunity for you to build on your current vocabulary and become familiar with certain popular words and phrases used in your specific course.

Below are four essential steps to follow when writing any academic assignment. For more detailed information on the above steps, you can go to the Boole Library's Assignment essentials page by follow this link.

step 1 - plan

step 2 - search

step 3 - evaluate

step 4 - write

Important Aspects when Writing an Assignment

It is essential to note the particular style and format that your assignment needs to follow in order to meet your specific course as well as university standards. The general language you will use in your academic assignments are:

Formal - This means that casual or conversational terms and phrases, used in everyday speech, are not usually acceptable. An example of this refers, rather than using words such as ‘lots’ or ‘things’, you might use ‘numerous’ and ‘aspects’.
Clear, precise, concise - Avoid complex and long-winded sentences, make it as easy as possible for the reader to follow your rationale by using clear language and terminology. Use specific examples to illustrate and support the points you make and avoid vague terms such as, ‘some critics’, ‘people’ or ‘ideas’.
Cautious - Avoid using absolutes in academic writing. Phrases such as ‘always’, ‘definite(ly)’, ‘without fail’, ‘must’, etc.; do not allow enough room for others to disagree with or even question your argument. Remember, that the purpose of academic writing is to generate debate and further research, so leave others room to consider your findings and interpret them, in their own way.
Factual / Evidential - It is essential to prove your argument throughout your assignment. Research completed by other academics will provide much of the evidence you will need to support various ideas and arguments. When you do use ideas or information which others have already researched, you need to quote and cite these properly, throughout your assignment. This not only allows others to trace the sources you have used to support your argument, but it demonstrates respect for those who have researched your topic previously.
Impersonal / Objective - Academic language should be objective and impersonal. Where possible, you should avoid the personal pronoun or the ‘I’ voice because overusing the ‘I’ hinders your argument. This is because it implies a certain degree of bias towards a particular perspective.

Avoid!

There are certain aspects that you need to avoid when writing an academic assignment. These include:

Emotional Language - Remember your audience will be an academic one. Keep your language direct and depersonalised and avoid evaluative, emotional language. Even though you are entitled, and expected, to state an opinion on a particular topic, be careful not to use overly emotional language or sweeping generalisations as you write. Trust that the points you raise, once well-made and logically developed, will be enough to persuade your reader that your argument is credible.
Contractions - Do not use abbreviated word forms. For example, instead of using ‘it’s’, ‘can’t’ or ‘they’re’ use ‘it is’, ‘cannot’ and ‘they are’.
Overly long sentences - Ideally, your assignment will be a mixture of short, snappy sentences and longer, more complex ones. While a particularly long sentence is sometimes unavoidable, a good rule of thumb regarding sentence length is to read it out loud and, if you have to take a breath before you finish the sentence – it is too long!

Checking and Proofreading

Proofreading is the final stage in editing your assignment before you submit it. It needs to be done thoroughly and systematically since it is very easy to miss details that need to be changed.

TIP: Take a structured approach - focus on specific potential problems, rather than everything simultaneously.

Proofreading takes time and you should ideally allow a week between completing your assignment and proofreading it. Read through your assignment slowly to avoid missing any errors or mistakes and, if possible, ask a friend or tutor to read over it as well.

TIP: Use a checklist to help identify mistakes. Make a list of your common errors and use this to focus your proofreading.

Proofreading Aspects

① Spelling
② Run-on Sentences
③ Subject/Verb Agreement
④ Sentence Fragments
⑤ Pronoun Agreement

① Spelling

Spell checker is not perfect! You should never rely on it to proofread because it could possibly miss highlighting the following may not highlight the following:

- Incorrect words (e.g. Its /it’s or their/there)
- American spelling (e.g. summarize)
- Compound words (e.g. every day or everyday)
- Punctuation errors
- Redundancy (words that are no longer useful / relevant)
- Correct verb tenses
- Formatting errors
- Words in capital letters

② Run-on Sentences

These occur when two full sentences are joined without a break.

For example: ✘ “I need to study for my exams no one passed the exam last year.” should actually be ✔ “I need to study for my exams, because no one passed last year.”

③ Subject / Verb Agreement

Subjects and verbs must agree in number. Here are some of the rules to follow:

If the subject is singular, the verb must be singular too.

Example: ✔ She writes every day.

If the subject is plural, the verb must also be plural.

Example: ✔ They write every day.

When the subject of the sentence is composed of two or more nouns or pronouns connected by and, use a plural verb.

Examples: ✔ The doctoral student and the committee members write every day. ✔ The percentage of employees who called in sick and the number of employees who left their jobs within 2 years are reflective of the level of job satisfaction.

When there is one subject and more than one verb, the verbs throughout the sentence must agree with the subject.

Example: ✔ Interviews are one way to collect data and allow researchers to gain an in-depth understanding of participants.

When a phrase comes between the subject and the verb, remember that the verb still agrees with the subject, not the noun or pronoun in the phrase following the subject of the sentence.

Example: ✔ The student, as well as the committee members, is excited.

When two or more singular nouns or pronouns are connected by “or”/ “nor”, use a singular verb.

Example: ✔ The chairperson or the CEO approves the proposal before proceeding.

When a compound subject contains both a singular and a plural noun or pronoun joined by or nor, the verb should agree with the part of the subject that is closest to the verb. This is also called the rule of proximity.

Examples: ✔ The student or the committee members write every day. ✔ The committee members or the student writes every day.

The words “each”, “each one”, “either”, “neither”, “everyone”, “everybody”, “anyone”, “anybody”, “nobody”, “somebody”, “someone”, and “no one”, are singular and require a singular verb.

Examples: ✔ Each of the participants was willing to be recorded. ✔ Neither alternative hypothesis was accepted. ✔ I will offer a $5 gift card to everybody who participates in the study. ✔ No one was available to meet with me at the preferred times.

In sentences beginning with there is or there are, the subject follows the verb. Since there is not the subject, the verb agrees with what follows the verb.

Examples: ✔ There is little administrative support. ✔ There are many factors affecting teacher retention.

Collective nouns are words that imply more than one person but are considered singular and taken as a singular verb. Some examples are “group”, “team, commit-tee”, “family”, and “class”.

Examples: ✔ The group meets every week. ✔ The committee agrees on the quality of the writing.

④ Sentence Fragments

Every sentence needs a subject. If the subject is missing it is called a sentence fragment.

For example: ✘ “Learned the material.” – a sentence that is missing a subject and ✘ “That is why we learned the material.” cannot stand on its own because it lacks information. What is the reason they learned the material?

⑤ Pronoun Agreement

Pronouns such as, “her”, “his”, “their”, “it” and “they”, need to refer to a preceding noun, and If it isn’t clear who or what they refer to change them to a noun.

For example: ✘ John met Mary and Sue and said that he liked her. (It isn’t clear who he likes.) ✔ John met both Mary and Sue, and said that he only liked Sue.

You do not have to struggle with proofreading, the university offers multiple supports. If you are struggling with any of the above aspects, or you just want to refresh your memory, you can check out the available Skills Centre resources by following this link or you can book a group or one-to-one session with a tutor. Additionally you can visit the UCC Library by following this link.

TIP: Proofreading gets easier with practice. It is a habit that you have to create rather than a natural skill.

Preparing for Exams

Below is an example of a possible study schedule that you could use as a guide to draw up your own:

Study Schedule

Preparing for your first university exam can be a scary thought, but there is no need to be worried if you prepare properly. If you are preparing for a specific topic covered in a module, you should consider the following:

Have you gathered all your additional reading material?
Have you reviewed and photocopied the relevant material?
Have you filed your notes for each topic?
Is there anything that you need to ask the lecturer or tutor about?
Have you organised a study space?
Have you arranged a study group to look at areas that you may be strong/ weak in?
Have you utilised the necessary supports that the university has in place to assist in improving your study skills?

TIP: Break tasks into smaller actions, in preparation for an exam. For example - Time travelling to university / Gathering and reviewing material / Photocopying material / Filing material. You need to acknowledge how long each task is taking even before you begin studying.

Take Note

It is always a good idea to review past papers and compare past questions to the marking scheme. This will give you a better idea of the time allocation you will have for specific sections / questions in exam papers. You can access past exam papers through the UCC Library website by following this link.

It is important to familiarise yourself with the material that the moderators are looking for. You can do this by looking at Canvas, lecture notes, reading lists, etc. You can also identify gaps in your own knowledge by reviewing the marking scheme and reading previous year’s questions. It is important to check the content of the past papers and ask yourself:

- Which topics have been asked in the past?
- What is the style of questions?
- Look at the marking scheme.
- Compare exam papers to your tutorials / lectures.

TIP: Through analysing past papers together with your lecture notes, you should be able to list the number of topics that you need to cover. This should allow you to create a checklist to ensure that you are well prepared for the exam.

Exam Time

The night before the exam, double check the time and venue of the exam. You can do that by following this link. Avoid overloading yourself with material and too much information, you should know your work by now. Only review your notes for the exam on the next day and simply remind yourself of the exam structure. To avoid an unnecessary rush and stress on the morning of the exam, try packing your bag, pens, ID, water, watch and anything else you will need for the exam. If you want to check any specific exam procedures or regulations, you can follow this link.

On the day of the exam, make sure that you have a plan. Take a few moments to breathe and settle yourself in the exam hall. Make sure that you sit comfortable, write your name, student number, exam number and module code on each answer book. Take a few minutes to read through the whole exam paper before you start answering. Planning out answers is a great way to ensure you keep on track with the question asked. Remember, don't answer the question that you were hoping for, answer the question that is asked. If you don't understand what is asked the first time you read the question, read through it again and take a few moments to think about it before you start formulating and writing your answer.

Once you decide on the questions to answer, underline key words; write down any phrases, theories, definitions or formulae needed for each answer; write outline answers / mind maps / bullet points in the rough work section and gather information from other questions on the exam. Remember that someone will be reading your paper, so try to rite as legibly as possible.

During the exam, allow time for all the questions require as well as time for review; watch your time and use it wisely; be aware of the time limit and always try to start with the question you feel most confident about.

After the exam, let it go - it is over! Move on to the next exam topic and remember that you are the worst judge of your own performance. Leave it to the moderators to decide.

For additional reading on exam preparation, go to your Success Zone in Canvas by following this link. For other relevant supports and reading material on Unpacking the Question, Study Skills, Essay Planning & Structuring, etc. you can go to the Skills Centre page on the UCC website by following this link.

Reflective Practice and Reflective Writing

About Reflective Practice and Reflective Writing
Explicit Knowledge and Tacit Knowledge
Freewriting
Gibb's Reflective Cycle
Important Language for Critical Reflection

About Reflective Practice and Reflective Writing

At university level, you will often be required to engage in reflective practice and reflective writing. Reflective practice refers to thinking deeply about a particular activity that you are doing or have done, and ensuring that the insights you gain through that thinking influence your future activities. Reflective practice can thus be described as a cycle or virtuous circle. Reflective practice involves attempting to take a step back from oneself to see the patterns of behaviour more clearly. Remember that your reflective practice and reflective writing will not be assessed on what you did or failed to do; it will be assessed on your ability to write honestly and comprehensively about your experiences and your learning.

TIP: When you are beginning reflective writing, make sure you create a list of questions that are appropriate to the context you are reflecting on. It is a lot easier to answer than just statements.

Reflective practice and reflective writing has many benefits, which include:

Encourage independent learning and help you to take control of your learning and development.
Help you order your thoughts and responses in an structured way, and to apply what you learn at university to your lived experience (and vice versa).
Assist you to achieve ‘deep’, as opposed to ‘surface’, learning.
Enable you to identify your personal strengths and areas for development.
Improve your written communication skills.

Explicit Knowledge and Tacit Knowledge

These are often terms you will hear when talking about reflective practice and reflective writing. Explicit knowledge refers to what you see at the surface or in other words, the ‘obvious’ thoughts and ideas.

Tacit knowledge, on the other hand, refers to a type of subconscious knowledge that is difficult to explain, especially when it comes to the word ‘why?’. To be able to activate this knowledge, you need to reduce your editing part of the brain and open up and let thoughts flow. This is why reflective practice and reflective writing are so important. By using reflective practice and reflective writing, you can channel the ‘Tacit Knowledge’ onto paper. This is done through Freewriting.

Freewriting

Freewriting is an essential skill to the reflective writing process, and it can help you develop a deeper, more critical type of understanding. At university level, you often have to do structured and edited academic writing, however, when you freewrite, you forget about all the rules and just write. Freewriting helps you to see more meaningful aspects of your learning that may not be at the surface. It allows you to look at topics in more depth because you have the opportunity to move past all the surface thoughts. A person's thoughts and actions are based on tacit knowledge (unspoken or already understood knowledge).

TIP: Freewriting is the same process as when you talk to a friend about an idea and then have realisations about it. The key to freewriting is that there is no editing. You should freewrite as often as you can. Take 10 minutes before bed to freewrite about your day. By doing this freewriting becomes a habit. You can look back and select the most significant aspects of your learning, and then you can structure and edit it.

Gibb's Reflective Cycle

This reflective cycle helps to break down each reflective experience you have into manageable chunks and can help you to structure your writing. It is divided into 6 steps:

Gibbs’s Reflective Cycle Model

One of the main issues students encounter with reflective writing is that it focuses on the first three steps and is only describing, but does not critically reflect. The last three steps (Analysis, Conclusion and Action Plan) are useful and important as they force you to critically think and critically reflect. It is only when you get to Step 4 (Analysis), where you start to truly analyse and start questioning ‘why’ and to make sense of what happened and linking it to theory that you really begin to critically reflect. Step 5 (Conclusion) is looking retrospectively at what you could have done differently, again this could link back to theory. Finally, Step 6 (Action Plan) is what you have learnt for the future.

Important Language for Critical Reflection

When it comes to reflective writing, the language used tends to be too descriptive and lacks critical reflection. That is why the language used can easily change the way we think about reflective writing. The following phrases are taken from Southampton University and can guide you in critically reflecting after describing the situation. These generators will help you create the beginning of reflective writing sentences and in turn create interpretation sentences.

It is important that you go through the following tables and practice to combine each column and finish the sentence to learn how to create the reflective writing flow:

		aspect(s)
		element(s)
	meaningful	experience(s)	was (were)
For me, the [most]	significant	issue(s)
	important	idea(s)
	relevant		arose from...
	useful	learning	happened when...
			resulted from...

Previously,		thought (did not think)
At the time,		felt (did not feel)
At first,	I	knew (did not know)
Initially,		noticed (did not notice)
Subsequently,		questioned (did not question)
Later		realised (did not realise)

These generators will help you to create outcome sentences.

I have	significantly		my skills in...
	slightly	developed	my understanding of...
		improved	my knowledge of...
However, I have not [sufficiently]			my ability to...

[Additionally],
[Furthermore],	I have learned that...
[Most importantly],

	read...		feel...
	experienced...		think...
Having	applied...	I now	realise...
	discussed...		wonder...
	analysed...		question...
	learned...		know...

It can initially be daunting to learn reflective writing but it is a skill, like any other, that you will develop with practice. If you want more assistance on reflective writing, or any other writing skills like sentence structure, grammar, editing, proofreading, paragraph structure, etc., you can visit the Skills Centre page on the UCC website by following this link to book a session.

Written Work - Academic Writing