Latest comment: 4 years ago1 comment1 person 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.
Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
Promising 2-level heading structure - could benefit from further development.
I don't think it makes sense to have the chapter sub-title as the first main heading title - consider how the topic can be broken down into sub-sections.
A focus on adolescent healthy risk-taking could be useful as an example or case study or application - but the topic is not just about adolescents, so be careful not to overly focus on this cohort.
The proposed headings are quite long - consider abbreviating.
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
adding a description of the problem and what will be covered
adding an image
adding an example or case study
I'm not convinced that goal setting theory is particularly relevant for this topic, although it could be developed to be useful. Consider, what is the psychological purpose of risk? What functions is it performing? What are its pros and cons? And how can we maximise the pros and minimise the cons? etc. There are some promising answers to these sorts of questions in the adolescent section, so consider bring those up higher and exploring/expanding.
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters.
Consider including more examples/case studies.
Conclusion (the most important section):
what might the take-home, practical messages be?
in a nutshell, what are the answer(s) to the question in the sub-title?
Latest comment: 3 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, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, the quality of written expression is below professional standard.
Direct quotes are overused. Direct quotes should be embedded within sentences and paragraphs, rather than dumped holus-bolus. Even better, communicate concepts in your own words.
"People" is often a better term than "individuals"; similarly "participants" is preferred to "subjects".
Reduce use of weasel words which bulk out the text, but don't enhance meaning.
UC Study Skills assistance is recommended to help improve writing skills to a professional standard.
Layout
Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Learning features
No use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Ideally, use in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters. Other links can be moved to the external links section.
Minimal use of image(s).
No use of table(s).
Minimal use of feature box(es).
No use of quiz(zes).
No use of case studies.
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] tags).
Latest comment: 3 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 UCLearn 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 video is poorly produced and lacks the polish that comes with practice.
Communicate the chapter title and sub-title in both the video title and on the opening slide - this helps to clearly convey the purpose of the presentation.
A copyright license for the presentation is not provided.
A link to the book chapter is not provided.
A link from the book chapter is provided.
A written description of the presentation is not provided.