( • How to tackle your final assessment • What goes in an answer? • What did we do? • When is it again? )

· Thursday 9 December 10am (UK time) – start.

· Thursday 9 December 2pm (UK time) – end.

· 4-hour time block.

· Actual work ~ 2 hours.

· But you are free to spend as much time as you choose.

· Avoid plagiarism.

· No collaboration.

( How to tackle your final assessment )

Assessment information

· Answer the TWO questions, writing up to 1,000 words (+/- 10%) for each question

· These should take a total of two hours to complete.

· You are permitted to take longer if you wish.

· The completed assessment must be submitted within the 4- hour period.

· This is an open book timed assessment.

· You may consult books and papers, use the internet and other sources but are forbidden from consulting with or collaborating with other people (e.g., you may not discuss with your classmates).









2- hours to “do 2 from 2”

· no choice

· makes life simple!

· and it’s “Open Book”


( • • • • • • • Read the questions Think Prepare Plan Write Questions are equal weighted 1,000 words limit on each )

( How to write your final assessment )









( • Question can link several topics. • Use diagrams where appropriate. • Remember the lectures and models. • Citations where appropriate: – no need for full formal referencing – just “Bebchuck and Fried (2004)” etc…. )


How to Write and Answer





( • Structure each answer No need to repeat the question! Introduction. Points (in paragraphs). Conclusion. )




( • • • Say what you are going to say. Say it. Say what you have said. )









( • It is NOT a ‘Who done it?’ detective novel • You are not Raymond Chandler – not even Agatha Christie ! )




( How to Write and Answer )









( • Put yourself in the examiner’s shoes Internal examiner. Second marker/moderator. The External Examiner. • Use even very basic material • Make it legible, lay it out clearly. )


How to Write and Answer




( • Structure + Argument. • Use and application of analytical material. • Background reading. • Style and presentation. • Write enough. )



AND – answer the question asked!



Critical Thinking









· Do not accept models or arguments at face value.

· Think about and question the underpinning assumptions.

· Yes, examine the benefits of seeing things in a particular way (a model).

· BUT, also be sure to identify any problems in terms of the

underlying assumptions and claims.

· This is not the same as simply being negative (“this is a stupid model!”).

· Requires that you engage deeply with the material.









Critical Thinking



1. States what happened.
2. States what something is like.
3. Explains what a theory says.
4. Explains how something works.
5. Notes the methods used.
6. Says when something occurred.
7. Lists the different components.
8. States the options.
9. States links between items.




Description: Critical analysis:
1. States what happened. Analyses significance of what happened.
2. States what something is like. Evaluates strengths and weaknesses
3. Explains what a theory says. Shows why this theory is relevant or suitable.
4. Explains how something works. Indicates why something will work

(best) and when will not.

5. Notes the methods used. Discusses whether these methods are appropriate or suitable.
6. Says when something occurred. Identifies why the timing is important,

assess the lead up and consequences

7. Lists the different components. Weighs up their importance.
8. States the options. Gives reasons for selecting each option.
9. States links between items. Shows the relevance impact of these









Descriptive –

· states/explains/notes/says/lists

· has nothing to say about it.

· simply knowledge transfer.





Critical analysis –

· evaluates/shows why/indicates why/discusses

· identifies why/weighs up/gives reasons

· shows relevance

· knowledge development




· Relevance to set question

Scope: consistently focused on the question asked in an organised and coherent way; thorough and competent understanding of context.

Purpose: features an excellent and comprehensive statement of purpose.


· Approach

Concepts and theories: complete and correct.

Method: fully outlined in a critical fashion with clear argumentation for choices made.


· Quality of argument

Excellent knowledge and understanding of methods underlying the answer; demonstrates application of methods to complex settings. Competent thought in critically evaluating and integrating evidence and ideas; deals confidently with complexities and subtleties of the arguments.

( How to Write an Answer )





· Depth of analysis

Sophisticated synthesis coupled with evidence of independent insight. Uses appropriate, relevant and compelling content to illustrate mastery of the subject.


· Originality and creativity

Original, thoughtful / creative, and elegant presentation.

Able to state and defend original ideas with flair and imagination.


· Use of course readings and literature

Extensive and comprehensive grasp of course readings, and support material and literature.

Skilful use of high quality, relevant sources.





· Use of figures, tables and examples

Excellent (possibly original) use of figures and tables that enhance the narrative.

Examples that richly enhance and add to clarity of argument and may include comparative examples from outside the discipline.


· Structure

Organisation of material enhances audience understanding; introduction, body and conclusion are well defined, effective and aligned with purpose. Excellent use of headings, sections and paragraphs to enhance the narrative.


· Writing

Clear and succinct writing style that reinforces precision and clarity. Precise and clear writing.


· Citations

Work clearly referenced; draws on a wide, relevant literature base.

( How to Write an Answer )


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