Latest comment: 2 years ago2 comments1 person in discussion
Hi there! I have reviewed your chapter subtitles and your topic seems very interesting. I noticed you have a subtitle on Ego, it would be interesting if you provided different interpretations of Ego and the different theories of motivation behind lying, for example psychoanalytic approach to Ego and the cognitive approach to Ego and compare these together. GeorgiaFairweather (discuss • contribs) 09:51, 23 September 2022 (UTC)Reply
Latest comment: 2 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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the 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.
Excellent – Well developed 2-level heading structure, with meaningful headings that directly relate to the core topic.
Rich and thoughtful heading ideas. Perhaps this will be too much to cover. So, it is OK if the final chapter is less ambitious (e.g., since the topic is honesty, you don't necessarily need to cover dishonesty). Some of the latter headings could be a case study in a feature box instead.
Latest comment: 2 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.
Audio recording quality was OKish. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone.
The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation
A written description of the presentation is provided
A link to the book chapter is provided but the hyperlink isn't active to allow 1-click access
A link from the book chapter is provided
The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info.
Latest comment: 1 year 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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, the quality of written expression is very good
"People" is often a better term than "individuals"
Layout
Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance.
Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[1]
Overall, the use of learning features is very good
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.
One 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)
Very good use of table(s)
Excellent use of feature box(es)
No use of quiz(zes)
Excellent use of case studies or examples
Basic use of interwiki links in the "See also" section
1 logged social contributions with direct links to evidence which made erroneous APA style changes and has been reverted. This has changed between 6th and 7th edition of the APA style manual.