Latest comment: 5 years ago2 comments2 people in discussion
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
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Latest comment: 5 years ago1 comment1 person in discussion
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this a promising chapter. Strengths include the applied example and practical exercises. Areas for improvement include the review of research, level of detail at the beginning and end, and redrafting/proofreading.
The Overview and Conclusion are underdeveloped.
For additional feedback, see comments below and these copyedits.
Relevant theories are well selected, described, and explained.
Basic but sufficient coverage of theory involving the relation between the target constructs is provided.
Overall, this chapter makes basic use of theory.
There is too much general theoretical material. Instead, summarise and link to further information, to allow this chapter to focus on the specific topic (i.e., the sub-title question).
Overall, this chapter makes insufficient use of theory.
The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources.
Overall, the quality of written expression is a bit untidy - it could do with redrafting and better proofreading.
Direct quotes should be embedded within sentences and paragraphs, rather than dumped holus-bolus. Even better, communicate the concept in your own words.
Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences.
Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Avoid having sections with only one sub-section.
Learning features
No use of interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words would make the text more interactive.
No use of embedded links to related book chapters. Embedding interwiki links links to related book chapters helps to integrate this chapter into the broader book project.
Basic use of images.
No use of tables.
No use of feature boxes.
Basic use of quizzes.
Excellent use of case studies or examples.
Grammar
Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').
Abbreviations
Check and correct grammatical formatting for abbreviations (such as e.g., i.e.., etc.).
Spelling
Spelling can be improved (e.g., see the [spelling?] tags).
Proofreading
More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard.
APA style
Direct quotes need page numbers.
Citations are not in full APA style. For example:
Do not include author initials.
Use ampersand (&) inside brackets and "and" outside brackets.
References are not in full APA style. For example:
Latest comment: 5 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
The chapter title and part of the sub-title are used in the video title.
The chapter title and sub-title are used on the opening slide - this helps to match the book chapter and to clearly convey the purpose of the presentation.
Audio recording quality was good.
Video display and recording quality were good.
A copyright license for the presentation is provided.
A link to the book chapter is provided.
A link from the book chapter is provided.
A very brief written description of the presentation is/not provided.