Talk:Motivation and emotion/Textbook/Emotion/Emotional expression

Chapter feedback

This textbook chapter has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see what editing changes I have made whilst reading through the chapter. Responses to this feedback can be made by starting a new section below or continuing to improve the chapter if you wish. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Overall Overall, this is a solid P-level chapter. It offers reasonable coverage of the key theoretical topics, with some critical review and summary of related research. Some additional learning features are provided, most notably a quiz. The main area for improvement is in the written expression, particularly by establishing focus questions for the chapter and providing a conclusion which summarises the main points. The chapter could also have done with another proofread. With regard to research in particular, making greater use of primary sources would be desirable for CR-level or higher. Theory It was disappointing that you didn't go beyond Reeve (2009) to access primary sources about the facial feedback hypothesis. Research Research comment Emotional suppression - there's actually quite a bit of research literature about the health impacts of emotional suppression. When describing important research findings, try to indicate the size of effects rather than simply whether or not there was an effect or relationship. Written expression Written expression The chapter could have benefited from developing clear focus questions. Getting comments on a chapter plan and/or chapter draft could have helped with this aspect. Some paragraphs were overly long (e.g., the opening paragraph). Each paragraph should communicate one key idea in three to five sentences. Avoid directional referencing e.g., "As previously mentioned" No conclusion? Spelling, grammar and proofreading Check use of ownership apostrophes e.g., individuals -> individual's Use Australian spelling e.g., hypothesize -> hypothesise Learning features The quiz was very good. Links to related textbook chapters e.g., Ekman's basic emotions and facial expression would have been helpful. No images? Key terms would have been more useful if definitions or wiki-links were also provided. APA style When there are three or more authors, subsequent citations should use et al. e.g., Smith, Bush and Western (2001) and then in the next paragraph cite Smith et al. (2001). The APA style of the reference list was excellent.

Multimedia presentation feedback

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.

Overall Overview Nice introduction to the exercise - could use this as a general introduction. Why is this topic important? (explain this early on) What are the key questions? The narrating voice was well paced, but perhaps greater variation in tone could help to keep listener interest. Was the microphone a little close? (It sounded a bit muffled - and sometimes lacked clarity) I liked that you didn't try to cram everything in - but rather tried to give an overview which would help a reader to havnate an Bullet-points usually don't need to end in a full-stop No images? Well done on uploading to archive.org - this really helps to make multiple formats freely available. Content Conclusion Audio Video Meta-data Licensing

-- Jtneill - Talk - c 10:03, 14 December 2010 (UTC)