Wow! Your chapter is amazing! so informative! One thing though- I have noticed you have not used index referencing in your book chapter. Just a reminder APA formatting is required in psychology units :) => i.e. instead of (1) use (author, year) instead :)
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 such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
@U3155259: I suggest adding a section that explains the limbic system and its role in emotion from an overall perspective, then move the table about "Primary structures of the limbic system" out of the Overview and into its own section, with sub-headings and expanded content for each key structure in terms of how it relates to emotion. An additional way that could be useful to communicate about this topic could be to provide a table of core emotions and explain if/how each of those emotions is enabled by the limbic system. Make sure to link the limbic structures and emotions to specific book chapters which contain more detail where available.
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.
Subtitle has been corrected to match the main book list of topics. This chapter should be about the LS and emotion. The general content about emotion regulation isn't relevant. If it is directly related to the LS, it could be relevant. Why was emotion regulation added to the sub-title? This created an unnecessary detour .
Overall, this chapter makes insufficient use of theory. The main issue is that the chapter fails to provide a discipline overview of the role of the LS in emotion and consists almost entirely of tangential material.
There is too much general theoretical material (e.g., about emotion). Instead, remove or summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question).
The chapter has an unnecessary focus on brain damage. Brain damage could be used as a case study example to highlight what is known about the function of the limbic system, but it is far more important to instead a description of the role of the limbic system and its components in the experience of emotion generally, and specific types of emotion in particular.
Did you consult Cannon (1927)? If not, this should be a secondary citation.
Overall, this chapter makes insufficient use of relevant research.
Rather than having a separate research section, consider embedding material about the LS and emotion throughout. For example, how is situation selection related to the LS and emotion?
Some claims are unreferenced (e.g., see the [factual?] tags).
See also should use in-text interwiki links, rather than external links, per Tutorial 1. See formatting style in other chapters.
External links not provided .
Basic use of Wikiversity links. 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.
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.
Basic use of image(s) - but the figures are not relevant to the LS and emotion.
No use of table(s).
Very good use of feature box(es). The feature box is probably the best/most relevant content in the chapter - expand on this material.
Basic use of quiz(zes). Quiz questions 1, 2, and 3 aren't relevant to topic (LS and emotion).
The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than being presented as a set of questions at the end.
No use of case studies or examples.
Grammar
The grammar for many sentences could be improved (e.g., see the [grammar?] tags).
Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[2].
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 to be enclose in double quotation marks and include page numbers.
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159).
Citations are not in full APA style. For example:
Use ampersand (&) inside brackets and "and" outside brackets.
If there are three or more authors, cite the first author followed by et al., then year. For example, either:
in-text, Smith et al. (2020), or
in parentheses (Smith et al., 2020)
References are not in full APA style. For example:
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.
This presentation doesn't satisfactorily address the topic. There is too much focus on general emotion theory and too little focus on the role of the LS in emotion.
Comments about the book chapter also larger apply to this section.
The presentation is poorly structured (lack of Overview and Conclusion).
The content is poorly selected (doesn't adequately use the most relevant psychological theory and research to address the topic).
What are the practical take-home message(s) that we can use to help improve our everyday lives based on the best available psychological theory and research about this topic?
The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages.
There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation at a slower pace. It is best to do a small amount well than a large amount poorly.
The presentation makes very basic use of text based slides with narrated audio.
Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Consider using greater intonation to enhance listener interest and engagement.
The audio communication is hesitant - could benefit from further practice.
The font size is sufficiently large to make it easy to read.
The visual communication is supplemented by images.
