analysing questions & structuring assignments professions learning centre transition workshop 11
TRANSCRIPT
Analysing Questions&
Structuring Assignments
Professions Learning CentreTransition Workshop 11
Who is your audience?
Why has he/she asked you to do this task?
What does he/she want you to demonstrate?
Who…………Purpose…………Do?
Purpose of an Assignment
To pass? To show the reader how much work you have
done? To write down everything you know about
the topic and hope the answer is in there somewhere?
To demonstrate your understanding of the topic?
To fulfil the requirements of the task – to do what you were asked to do?
Gain knowledge about your own strengths and weaknesses?
Keep going until you have written enough words?
Assignment Purpose: True or False?
Content words Directive words Scope
Content: background, topic, contextDirectives: what to do, how to answerScope: the focus/limits of the question
Content words tell you WHAT area to write aboutDirective words tell you HOW to answer the questionScope tells you WHICH aspects to include
How Tasks/Questions are Constructed
Summarise Describe similarities and differences
Justify State main points, omit detail
Explain Provide a clear, concise meaning
Outline Main points of detailed information
Analyse Give both sides and then your own position
List Give proof, reasons why
Evaluate Divide into parts and discuss how they relate
Compare & contrast
Analyse to show reasons, causes and effects
Discuss Decide and explain how valuable or important something is
Define Provide an itemised series of points
Directive Words
Summarise Main points of detailed information
Justify Give proof, give reasons why
Explain Analyse to show reasons, causes and effects
Outline State main points, omit detail
Analyse Divide into parts and discuss how they relate
List Provide an itemised series of points
Evaluate Decide and explain how valuable or important something is
Compare & contrast
Describe similarities and differences
Discuss Give both sides and then your position
Define Provide clear and concise meaning
Directive Words
Indicating description = What Indicating analysis = How/Why
Types of Directive Words
description analysis
Summarise
Justify
Evaluate
Outline
List
Compare & contrast
Explain
Analysis
AccountingDefine the term ‘an asset’
FinanceExplain the relationship between the price of a
debenture and its rate of return Education
Using Bloom’s taxonomy evaluate the suitability of Activity 1.2 for use in the Year 7 Science Course Business Law
Compare and contrast a contractual and non-contractual promise Management
Outline the purpose of an organisational chart CSG
Discuss the relative merits of cash over accrual accounting
Sample Assignment Tasks
Define the term ‘an asset’
Explain the relationship between the price of a debenture and its rate of return
Using Bloom’s taxonomy evaluate the suitability of Activity 1.2 for use in the Year 7 Science Course
Compare and contrast a contractual and non-contractual promise
Outline the purpose of an organisational chart
Discuss the relative merits of cash over accrual accounting
Analysing tasks
INTRODUCTIONestablishing sentence (this is not a mystery
novel!) - introduction of topic and position
BODYThe WHAT – background, definitions,
explanation of the issueThe WHY – development of the argument,
reasons for your position
CONCLUSIONsummary of the main argument
Organising Your (Short Answer) Assignment
For the past fiscal year, about 51% of Fujitsu’s business is derived from services and software. The majority of Fujitsu’s business is acknowledged as “knowledge-based” , in contrast to the “product-based” outlook of a traditional hardware vendor.As in any knowledge-based business, the key competition business advantage is the collective skills, experience and work ethic of the employees. While Fujitsu’s records may point to facilities, fixtures and property as its major assets, the true picture is that Fujitsu’s employees are their only assets.
Using the following definition and recognition criteria for an asset (AASB Framework) explain why, given the above information, many companies do not include their employees as assets on their balance sheets
ASSETS: An asset is a resource controlled by the entity as a result of past events and from which future economic benefits are expected to flow to the entity (AASB Framework, para 49a). An asset is recognised in the balance sheet only when it is probable that the future economic benefits will flow to the entity and it must be possible to reliably measure the cost of other value of such benefits
Sample Task
For the past fiscal year, about 51% of Fujitsu’s business is derived from services and software. The majority of Fujitsu’s business is acknowledged as “knowledge-based” , in contrast to the “product-based” outlook of a traditional hardware vendor.As in any knowledge-based business, the key competition business advantage is the collective skills, experience and work ethic of the employees. While Fujitsu’s records may point to facilities, fixtures and property as its major assets, the true picture is that Fujitsu’s employees are their only assets.
Using the following definition and recognition criteria for an asset (AASB Framework) explain why, given the above information, many companies do not include their employees as assets on their balance sheets
Sample Task
• Employees could be defined as an asset
• But don’t appear on balance sheet
• Because they don’t satisfy the recognition criteria
The employees of an entity may satisfy the definition of an asset but would not satisfy the recognition criteria of an asset and therefore do not appear on the entity’s statement of balance sheets.
INTRODUCTION: Topic and Position
Clear description of definition and criteria.
An asset has 3 essential characteristics:
1. past event or transaction
2. control
3. has future economic benefits which are probable and can be measured
The Accounting Framework defines assets as “future economic benefits controlled by the entity as a result of past transactions or other past events.” Therefore, to satisfy the definition of an asset, an item must satisfy three essential characteristics. There must be: a past event of transaction; control; and future economic benefits. If an item satisfies the definition of an asset it must also satisfy the recognition criteria for assets before it can be included on the statement of financial position. Namely, it must be probable that future economic benefits will eventuate and the amount of the asset can be reliably measured.
BODY: ‘WHAT’ – Background and Explanation of the Issue
Defending the proposal:1. past event – staff have
been employed
2. business has control – it can deny others access to benefits
3. future revenue generated by staff
Counter argument:While staff will generate revenue, it is difficult to measure the asset…there is no cost and no market for acquiring and ‘selling’ staff…some other measurement would have to be devised
It could be argued that employees satisfy the definition of an asset. First, there is a past event i.e. the employment of the staff. Second, the business has control in that it can deny others access to the benefits they provide during the period they are employed. Finally, the business derives future revenue that will be generated by the staff. However, not only the definition, but also the recognition criteria of an asset must be satisfied for an item to be recognised as an asset on the balance sheets. While there is a greater than fifty percent probability that staff will produce revenue for the business, it would be difficult to reliably measure the asset. There is no cost in acquiring the staff and no market for selling the staff, so some other attribute would have to be measured
BODY: ‘WHY’ – Development of the Argument
Benefits of staff cannot be reliably measured
The staff of a business does not appear on the statement of balance sheets as their value cannot be reliably measured and, therefore, the recognition criteria for an asset is not satisfied.
CONCLUSION: Summary of the Main Argument
Academic style “It could be argued…” “…does not satisfy the definition…” “If this is the case…”
Use of technical language “The Accounting Framework defines assets as…” “…the asset can be reliably measured…”
Unambiguous sentence structure “First, there is…Second, the business has control…Finally,
the business derives…”
Language Use
CONTENT of the assignment Appropriate interpretation/analysis of the question; relevance of information
ORGANISATION of the assignment
Introduction of topic and writer’s position
Background and explanation of the issue
Development of the argument to defend the position
Conclusion which summarises the main argument
LANGUAGE use in the assignment
Academic style; use of technical language; clear and varied sentence structure
Assessment Criteria
Essay writer’s purpose Content To describe theories To analyse concepts To evaluate, etc. Facts, etc.
Academic reader’s expectations* Well focused on the topic* Based on wide reading* A reasoned argument* Competently presented
Characteristics of Academic Essay Writing
Basically – same Purpose and Structure More detail and evidence required: more
research
Sample Essay re Consumer Behaviour:
Observational learning is an important means of socialisation for children, teenagers and adults. Consider the content of prime-time television shows. What are the patterns of behaviour that people may learn as a result of watching prime-time television? What, if any, are the public policy implications of your analysis?
How would you approach this task? Audience…Purpose…Do
Essay Writing
Observational learning is an important means of socialisation for children, teenagers and adults. Consider the content of prime-time television shows. What are the patterns of behaviour that people may learn as a result of watching prime-time television? What, if any, are the public policy implications of your analysis?
Content: patterns of behaviour…public policy implications
Directives: consider…analyse
Scope: observational learning…prime-time television
Essay Writing
When reading an assignment task, ask yourself: What am I being asked to do? How do I need to approach this task? Content words tell you ‘what’ Directive words tell you ‘how’ Scope gives the focus/limits of your answer
Clear, logical, well-linked structure Introduction – background position Body – argument, reasons Conclusion – summary of main points
Language – formal tone, academic
SUMMARY
