254102 workshop 1 2016

254.102 Writing Workshop

Essentials of Professional Writing

CTL Services

Assignment Quiz

Assignment Structure

This presentation can be viewed online at: http://tinyurl.com/254102workshop12016

Evaluation of writing

CENTRE FOR TEACHING AND LEARNING SERVICES

http://owll.massey.ac.nz Online Writing and Learning Link

http://tinyurl.com/studyup2016 Online Workshops

Book on 09 441-8143 or slc-alb@massey.ac.nz

OR in person at the library (LEVEL 3)

ONE-TO-ONE OR SMALL GROUP CONSULTATIONS

Research studies have found that the prevalence of CONDITION X varies according to type, age group, and gender, although the progression and course of CONDITION also differs significantly among individuals from the same demographic group (Brown, 2005; Smith & Howell, 2008). Y is the most common variant of CONDITION X affecting around 90% of all individuals with the disorder (Singh, 2005). CONDITION X is considered to be a rare disease affecting an estimated 40,000 Americans with two thirds of the total affected population thought to be female (Colenso & Schmitt, 2007). While CONDITION X can develop at any stage, the most common age of emergence is 46 (Wang et al., 2011). The onset of CONDITION X can be either sudden or gradual with the severity of symptoms peaking to an unknown intensity within months or increasing years after onset It is most prevalent among females over the age of 40, though no accurate prognosis can be made regarding the progression and severity of its symptoms (Faleolo et al., 2006).

Essentials of professional writing

precise

concise, objective and evidence-based

Professional style is:

CONDITION X is most prevalent among females over the age of 40

Research studies have found that prevalence of CONDITION varies according to type, age group, and gender, although the progression and course of CONDITION also differs significantly among individuals from the same demographic group (Brown, 2005; Smith & Howell, 2008).

all individuals with the disorder person-first

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and roughly 16,000 New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and roughly 16,000 New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

cut out repetition and irrelevant information

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and roughly 16,000 New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective writing be improved?

Person-first language is a must

So is correct sentence structure and punctuation

Stroke is the most common cause of aphasia in New Zealand  and head injury is the second most common cause. This heart-wrenching condition can also result from brain tumours or infections. It is very common and roughly 16,000 New Zealanders suffer from aphasia. Even though it is so common in New Zealand, not a lot of people know about it. Up until, a family member has acquired it  (Aphasia Blog NZ, 2011). Some concepts of aphasia that will be explored in this report include, what Broca’s aphasia is, what causes Broca’s aphasia, the diagnosis, and associated disorders. As well as, its  impact on stroke survivors’ language and lifestyle. I’ll conclude with an overview of treatment available for stroke victims.   

How could this example of ineffective SLT writing be improved?

cut out vague, colloquial, personal or emotional language

and support your claims with evidence from peer-reviewed journals, not blogs or hot air

ASSIGNMENT QUIZ

1. Which of these represent the floor of the Health Profession House in Freegard’s (2006) model?

• Taha Wairua (spiritual health)

• Evidence-based Research

• Ethical and Reflective Practice

Figure 1. The Health Profession House. Source: Freegard (2006).

Figure 2. Te whare tapa wha. Source: Ministry of Health (2012).

ASSIGNMENT QUIZ

2. Which of these is NOT one of the four generic competencies in COMPASS?

• Learning

• Expertise

• Communication

Figure 3. COMPASS generic competencies. Source: McAllister, Lincoln, Ferguson, & McAllister (2006).

ASSIGNMENT QUIZ

3. What is the name of the video scenario which assignment 1 is based on?

• Uniform Issues

• All or nothing

• Rules and Exceptions

Figure 4. Uniform Issues. Source: New Zealand Teachers Council. (2004b).

ASSIGNMENT QUIZ

4. Which of these frameworks might be used in part 2 of Assignment 1?

• COMPASS

• the Ethical Response Cycle

• Ethics of Care

Figure 5. 254.102 Paper Guide. Source: College of Humanities and Social Sciences, Massey University (2016).

Figure 6. The ethical grid. Source: Seedhouse & Lovett (1992, p. 21)

Figure 7. The ethical response cycle. Source: Newman & Pollnitz (2002, p. 5)

ASSIGNMENT QUIZ

5. Which phase of the Ethical Response Cycle might involve consideration of the NZTC Code of Ethics?

• Legal Aspects

• Professional Consideration

• Ethical Principles

Figure 8: The ethical response cycle [detail]. Newman & Pollnitz (2002, p. 6).

ASSIGNMENT QUIZ

6. Which of these is NOT one of the four principles of the NZTC Code of Ethics?

Autonomy (to treat people with rights that are to be honoured and defended)Justice (to share power and prevent the abuse of power)Sustainability (to use resources responsibly without impinging on their use by future generations)Truth (to be honest with others and self)

Figure 9. Ethical Principles. Source: New Zealand Teachers Council (2004a).

ASSIGNMENT QUIZ

7. Which of these is stated as a commitment for teachers in the NZTC Code of Ethics?

• to one’s personal learning

• to implementation of MoE policy

• to a child-centred integrated curriculum

• to the profession

Figure 10. Ethical commitment 4. Source: New Zealand Teachers Council (2004a).

ASSIGNMENT QUIZ

8. What proportion of the marks for Assignment 1 are for writing issues?

• 10 %

• 25 %

• 33 %

• 40 %

PROCESS OF STRUCTURING AN ESSAY

How many paragraphs? 1500 words = 8 – 12 paragraphs

How many sections?

Introduction

Identification of issues

Management of issues

Conclusion

POSSIBLE STRUCTURE

INTRO (1 para)

ISSUE 1 (2 paras)

ISSUE 2 (2 paras)

MANAGEMENT OF ISSUE 1 (2 paras)

MANAGEMENT OF ISSUE 2 (2 paras)

CONCLUSION (1 para)

INTRODUCTION – potential elements

Context: Something in the world, in your life, in your profession that makes this topic seem worth exploring

Definition / Explanation of importance of key topic:

Preview of the structure of the essay

ISSUES SECTION– potential elements

Explain what the ethical dilemma is – i.e. what is the problem and why is this an ethical dilemma?

Explain why the ethical dilemma is a concern, who it affects and what the implications are.

Refer to ethical theories and principles in your explanations.

MANAGEMENT SECTION– potential elements

Explain how one of the ethical frameworks could be used to address each dilemma

Consider the viewpoints / interests of the participants and their codes of ethics

If there is space, apply one or more other ethical principle – e.g. from your reading / knowledge of other cultures etc (still needs referencing even if you just happen to know it!)

CONCLUSION– potential elements

Overall main point of the essay

Key lessons learnt

Implications for professional practice

A suitable ethical principle that applies to this scenario, is non-maleficence (Newman & Pollnitz, 2002).  This principle would support the teacher’s decision not to contact the parents, since this may result in physical or emotional harm to the child in this case. However, a failure to involve the parents would deprive the child of the potential benefits of parental support (Anfara & Mertens, 2008). A potential way of resolving the conflict between these two ethical principles could be to develop a creative compromise (Kipnis, 1987). For instance, parents could be involved more positively in coming in to help with their child’s project, so as to develop a relationship of trust in which commitments to the learner, his aiga and to the broader profession and society (NZTC, 2004) can be realised. Since this ethical dilemma revolves around the unsatisfactory consequences of telling the truth, the theory of Utilitarianism can usefully inform decision-making. This involves an evaluation of the likely consequences for all parties (Kagan, 1998). This perspective provides further support for the creative solution of relationship-building, since the likely outcome is far more positive in relation to the interests of the child, which must be paramount in a teacher’s decision-making (NZTC, 2004).

Evaluation practice

• Accurate writing and referencing• Flow – each sentence builds on the one before• Research-based – includes 6 relevant citations• Uses ethical principles to address the dilemma• Acknowledges culture of the child and family

STRENGTHS

WEAKNESSES

• May be trying to say too much in one paragraph• Does not explicitly apply an ethical framework• Might have acknowledged the child’s and family’s

perspectives and ethical principles more explicitly

References

College of Humanities and Social Sciences, Massey University. (2013). 254.102Professional and ethical practice [Paper Guide]. Albany, New

Zealand: AuthorFreegard, H. (Ed.). (2006). Ethical practice for health professionals. Melbourne,

Vic: Thomson Learning.McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2006). COMPASS:

Competency assessment in speech pathology. Melbourne, Vic: SpeechPathology Association of Australia.

Ministry of Health. (2012). Maori health models: Te whare tapa wha.Retrieved from: http://www.health.govt.nz/our work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha

Newman, L. & Pollnitz, L. (2002). Professional, ethical and legal issues in early childhood. Frenchs Forest, NSW: Pearson Education Australia.

New Zealand Teachers Council. (2004a). Code of ethics for registered teachers. Wellington, New Zealand: Author.

New Zealand Teachers Council. (2004b). Uniform issues [Video File]. Retrieved from http://www.youtube.com/watch?v=WgyEZm98ewc

Seedhouse, D., & Lovett, L. (1992). Practical medical ethics. Chichester, England: John Wiley & Sons.

© 2016

This PowerPoint Presentation and the accompanying handouts are copyrighted by Centre for Teaching and Learning, Massey University and may not be used,

except for personal study, without written permission from the copyright owner. Please note that examples are provided for illustration of writing principles only

and no reliance should be placed on any of the ideas referred to in the texts.

Martin McMorrow, Centre for Teaching and Learning09 441 8143 slt-alb@massey.ac.nz

This presentation can be viewed online at: http://tinyurl.com/254102workshop12016