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.
Basic, 1-level heading structure - could benefit from further development, perhaps using a 2-level structure.
Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings.
Avoid providing too much background information. Briefly summarise generic concepts and provide internal wiki links to further information. Then focus most of the content on directly answering the core question(s) posed by the chapter sub-title.
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.
Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions.
Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings.
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, this is an insufficient chapter because there is a lack of sufficient psychological theory and research about the effects of phencyclidine on emotion (e.g., which emotions are modulated by phencyclidine and how/why?).
Addressing the topic development feedback could have helped to improve this chapter (e.g. "Avoid overcapitalisation (APA style) - more info (e.g., "Phencyclidine" does not warrant a capital)."). As earlier feedback appears to have been ignored, limited feedback is provided on the book chapter.
Basic of coverage of theory about the general effects of phencyclidine is provided, but there in insufficient theory specifically about the emotional effects of phencyclidine.
Overall, this chapter provides a basic overview of relevant research.
Some claims are unreferenced (e.g., see the [factual?] tags).
One study is described in depth.
More insight into the emotional effects of phencyclidine would be ideal.
When describing important research findings, consider including a bit more detail about the methodology and indicating the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and/or meta-analyses would be helpful.
Overall, the quality of written expression is basic.
Use permanent, rather than relative, time references. For example, instead of "20 years ago", refer to something like "at the beginning of the 21st century". In this way, the text will survive better into the future, without needing to be rewritten.
Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences.
Layout
Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections.
Learning features
Very good use of embedded in-text interwiki links to Wikipedia articles.
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.
Very good use of image(s). Consider increasing the size of display for some figures so that they are easier to read.
Good/Basic use of table(s).
Basic use of feature box(es).
Basic use of quiz(zes).
Grammar
The grammar for many sentences could be improved (e.g., see the [grammar?] tags). Grammar-checking tools are available in most internet browsers and word processing software packages.
Spelling
Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour).
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.
Comments about the book chapter also apply to this section.
There is too much content, in too much detail, presented within the allocated time frame. Zoom out and provide a higher-level presentation. It is best to cover a small amount of well-targetted content than a large amount of poorly selected content.
Consider adding and narrating an Overview slide (e.g., with focus questions), to help orientate the viewer about what will be covered.
The presentation makes basic use of relevant theory.
The presentation makes basic use of relevant research.
The presentation could be improved by making more use of examples or case studies.
