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.
Basic development of key points for each section, with relevant citations
I think the criticisms section is appropriate, but try to couch this in terms of its connection with motivation; a reasonably conclusion seems to be drawn by https://doi.org/10.1080/09669580802159610 in that programs should be managed towards achieving cross-cultural understanding rather than potentially be exploitative or confirming pre-existing stereotypes etc.
Overview - Consider adding:
an evocative description of the problem and what will be covered
focus questions
an image
an example or case study
Strive for an integrated balance of theory and research
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters.
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, this is a solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem
For additional feedback, see the following comments and these copyedits
Relevant theories are well selected, described, and explained
Initially, there is too much general material about the volunteer tourism industry. Instead, 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).
Be wary of painting an overly positive picture of volunteer tourism; there are also potential downsides (e.g., exploitation). This is acknowledged in the Conclusion, but not earlier.
The chapter doesn't wander off into discussion of irrelevant theory
Build more strongly on other related chapters (e.g., by embedding links to other chapters)
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')
Proofreading
Remove unnecessary capitalisation
APA style
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)
Direct quotes need page numbers – even better, write in your own words
Figures
Provide more detailed Figure captions to help connect the figure to the text
Figure captions use the correct format
Each Figure is referred to at least once within the main text using APA style
Citations are not in full APA style (7th ed.). For example:
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:
Very good 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.
Good use of image(s)
No use of table(s)
Basic use of feature box(es)
Basic use of quiz(zes)
Basic use of case studies or examples. Direct quotes are over-used.
Basic use of interwiki links in the "See also" section
Basic use of external links in the "External links" section
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.
A Conclusion slide is presented with excellent/very good/good/basic take-home message(s)
The presentation could be strengthened by expanding on the take-home message (e.g., answers to more than one focus question)
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
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 brief written description of the presentation is provided. Consider expanding.
Links to and from the book chapter are provided, but the link in the description isn't clickable
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.
