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Vocational EducationRMIT GUSS
Student Handbook
2016
School of Global, Urban and Social Studies
Acknowledgements
GUSS acknowledges the Wurundjeri people of the Kulin Nations as the traditional owners of the land on which the University stands. We respectfully recognise Elders both past and present.
This guide was collated by the Project Officer Learning and Teaching for the School of Global, Urban and Social Studies. In preparing the guide, the School has drawn on a range of sources including staff and students of the School, earlier guides used by the School, former RMIT departments, and the several reference texts: Anson, C. & Schwegler, R. 2005. The Longman Handbook for Writers and Readers, Sydney Pearson Longman, Germov, J. 1996. Get Great Marks for Your Essay, Sydney, Allen & Unwin Lovell, D. W. 1992. Essay Writing and Style Guide for Politics and the Social Sciences, Canberra, Australasian Political Studies Association Wadsworth, Y. 1984. Do it Yourself Social Research, Melbourne Wallace, A., Schirato, T. & Bright, P. 1999. Beginning University: thinking, researching and writing for success, St. Leonards, Australia, Allen & Unwin.
The Guide is designed principally for commencing Vocational Education students.
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Dear Students of GUSS, GUSS is an acronym for the School of RMIT that you are currently enrolled. It stands for the School of Global, Urban and Social Studies. Our Learning and Teaching teams are committed to your success and employability in professions that contribute to a better world and changing futures. This guide is part of a range of strategies that we are putting in place to offer you assistance and support. Whilst you are enrolled in our Courses, we encourage you to make full use of the RMIT University Services to look after every aspect of your wellbeing and maximise your success. This includes the Student Services area, ranging from health services and counselling to financial advice and housing. RMIT offers Academic support through the Study and Learning Centre and where you can bring work, ask questions or seek broader assistance. GUSS also hosts learning bootcamps and workshops led by scholars from across our disciplines. The most important thing whilst studying is to remain alert, healthy and engaged. Keep in contact with your teachers and if ever you have doubts ask questions from the Program Managers/Coordinators and their Administrative Officers. Pay attention to your RMIT email and the Learning Management System (Blackboard) and get to as many classes as you are able. Wherever possible make a friend in each class, which always makes a big University seem significantly smaller and more familiar. We look forward to watching you grow in your learning and career. From the GUSS Learning and Teaching Team
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Contents
Section 1. RMIT expectations……………………………………………………………....4 Section 2. Course requirements………………………………………………………...…5 Section 3. Contacting staff…………………………………………………………………...7 Section 4. Types of assessment……………………………………………………………8 Section 4.1 Assessment criteria………………………………………………......9 Section 4.2 A guide to oral presentations…………………………………...10 Section 4.3 A step-by-step guide to doing basic essays………………..14 Section 4.4 Tips for effective writing………………………………………….15 Section 5. Referencing and using other people’s work………………………...16 Section 6. Working in groups………………………………………………………...…..20 Section 7. Submitting your work………………………………………………………..21 Section 8. Feedback to you……..………………………………………………………….22 Section 9. Feedback to staff, your Program and RMIT University………...24 Section 10. Support for students………………………………………………………..25 References………………………………………………………………………….....................27 Additional resources………………………………………………………..……………...28
Assessing and understanding my Turnitin report Assessing my feedback and grade in GradeMark
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Section 1. RMIT Expectations In broad terms universities expect students to organise and present their learning, thinking and research activities in a number of different forms. These include: essays reports in class tasks case studies oral presentations group presentations projects As the School covers a diversity of discipline and subject areas it is important that you become familiar with the expectations and conventions related to your particular studies. These include: the particular terminology used (the specialist words for that discipline); ways of seeing the world which include questions and assumptions; and the methods of gathering and testing information Vocabulary/terminology specific to your Discipline In general you should use simple language and plain English in order to avoid ambiguity, pretentious language and using more words than is necessary to express an idea. Technical terms should be used only if they are essential for precision and, whenever there is any doubt about the expertise of your audience. George Orwell’s 1946 essay ‘Politics and the English language’ (1978) contains timeless advice about writing. Every student would do well to visit this essay at least once a year. The following rules, proposed by Orwell, should be well remembered: 1. Never use a metaphor, simile, or other figure of speech which you are used to seeing in print. 2. Never use a long word where a short one will do. 3. If it is possible to cut a word out, always cut it out. 4. Never use passive tense where you can use active tense. 5. Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent. One thing that does seem to present problems initially for students is the expectation that you will have your own opinion that you can defend with evidence. When we ask a question, it isn’t usually because we think that there is one ‘correct’ answer. Often, we accept that there are many plausible answers and the key is to be able to argue the case sufficiently to show that there is merit in the answer that you are presenting. You should view class time as an excellent space to begin to try voicing your own opinions, and see if you can defend them, particularly to see if you can provide convincing evidence. You may find that you are challenged with other evidence which may require you to modify, overturn or add detail to your original idea.
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The various types of assessment used within the School provide students with an opportunity to demonstrate how well you understand the ideas, knowledge, debates, traditions and concepts dealt with in a particular subject area. All assessment employed within the School comply with the University’s Assessment Policy http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1.
Section 2. Course requirements Check the Course Guide or ask your teaching staff if you need to obtain a Police Check, Working with Children check, Immunisation details or Visa requirements for the course. Police Check Victoria Police provides a service to all Victorians who wish to obtain a National Police Certificate for employment, voluntary work and occupation-related licensing or registration purposes. Information about an individual's criminal history will not be released without an applicant's written consent other than for law enforcement purposes. For more information: http://www.police.vic.gov.au/content.asp?Document_ID=274 In some courses you will need to obtain evidence of a satisfactory National Police Records Check before undertaking work placements and you will need to pay the associated costs. Students must obtain their own police check, these are mainly done through Fit2Work http://www.fit2work.com.au/. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check. The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check. Where required by the workplace, students shall provide a copy of their police check on request. If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and - discuss placement options with the student; and/or - provide program and career counselling.
RMIT will not store Police Checks on student files. Or You may be required to obtain a satisfactory National Police Records Check at the request of the placement agency.
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A student is not automatically precluded from placement on the basis of a criminal record. The student with a non-clear police check should discuss this first with their Program Coordinator. Working with Children Check The Working with Children (WWC) Check helps protect children from physical and sexual harm. It does this by screening people’s criminal records and professional conduct and preventing those who pose an unjustifiable risk to children from working with or caring for them. For more information: http://www.workingwithchildren.vic.gov.au/ In some courses you must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs. Or You may be required to obtain a satisfactory Working with Children Check at the request of the placement agency. Immunisation In some courses you may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation. Visas In some courses you may be required to obtain appropriate visas before undertaking work placements. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for visas. Early Termination of Placement Under section 6 of the WIL Procedure (http://www1.rmit.edu.au/browse;ID=mkxzygomvv8v), a placement may be ended early by the host organisation or School due to your conduct and/or performance during the placement. Possible reasons for such decisions may include, but are not limited to-
failure to follow processes required for safety breach of client or patient confidentiality failure to comply with the instructions of supervisors or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of your progress by the Progress Panel (if applicable) or Program Assessment Board.
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Section 3. Contacting staff Staff are available during working hours. If you need to see a staff member please make an appointment, either by phone, email or directly with them. Contact details are available on the Staff contact tab on Blackboard. Deputy Dean Vocational Education - [email protected] Community Services Program Managers
Angela Hassell - [email protected] Anne Fitzpatrick - [email protected]
Program Coordinators Renee Costa - [email protected] (Social support and care programs
(Disability, Individual Support and Transition Education Program)) Dianne Mackay - [email protected] (Youth Work Program) Chris Walters - [email protected] (Alcohol & Other Drugs Program) Mary Josephine Wallwork - mary-
[email protected] (Financial Counselling Program) Bronwyn Tanti - [email protected] (Community Services
Program)
Administration: [email protected] Teaching team
Mary Collins - [email protected] (Transition Education & Disability Program)
Iren Citler - [email protected] (Alcohol & Other Drugs Program and Youth Work Program)
Justice Program Manager and Coordinator
Certificate IV in Justice, Advanced Diploma of Justice, Program Manager: Irene Pagliarella - [email protected]
Certificate IV in Justice, Advanced Diploma of Justice, Program
Coordinator: Tony Trevan - [email protected]
Administration - [email protected]
Teaching team Georgy Dumas - [email protected] Karen Linstrom - [email protected] Sandra Reitano - [email protected]
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Translating and Interpreting Program Manager and Coordinator
Diploma of Interpreting, Program Coordinator: Atsuko Taniguchi - [email protected]
Advanced Diploma of Interpreting, Program Manager: Miranda Lai - [email protected]
Advanced Diploma of Translating, Program Manager: Miranda Lai - [email protected]
Administration - [email protected]
Teaching team Bum Lee - [email protected] Bing Lee Teh - [email protected]
Section 4. Types of Assessment As assessment types vary between courses it is important you familiarise yourself with the assessment requirements of each of the courses in which you are enrolled, or looking to enrol, in. Assessment is the means by which participants in a course are judged to have or not have achieved the objectives of the program. In the case of a competency-based program, this means whether or not competency has been demonstrated. In some of your courses you may have graded assessments. It is important that you view the weighting of each piece of assessment, as well as the due dates and penalties for non-submission or late submission of your work. MyRMIT provides access to a host of Online student resources including the Course Guides for each of the courses in which you are enrolled. Visit https://my.rmit.edu.au/portal/ To access all Course Guides, including those you are not currently enrolled in, visit http://www1.rmit.edu.au/students/courses. For information on assessment policies see the Assessment: Conduct of assessment and appeals http://www1.rmit.edu.au/browse;ID=ikqkqdh2zf5n1 Whatever the type of assessment, you need to be clear about what you are being asked to do and the appropriate format for each type of assessment. The most common error students make is to not understand fully what they are actually being asked to do. If you are unclear about the kind of assessment that is required, you should seek further clarification from your teacher/tutor/course coordinator. This section is just a general guide to familiarise you with some of the kinds of assessment you may encounter in your Program.
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Formal exams A set of questions given to students in a controlled environment. Students are required to answer the questions unassisted within a set time.
Open book exam As above. Students may take books or notes into the exam. Take home exam Students may complete the exam ‘at home’ and hand the work in on a
due date. Short answer test Students are asked a series of questions requiring brief answers. Essay Students are expected to write an answer to a question in detail, and to
draw conclusions about issues. Class presentation Students are expected to conduct a brief session in class, to lead
discussion and to provide information for other students. Group project All members of the group are expected to work together equally on a
particular topic or project to co-operate in producing a finished product. Project Students are expected to plan and implement a project. Class participation Students are expected to participate in class discussions and activities. Role plays or simulations Students engage in practical demonstrations of particular skills or
reaction. Fieldwork assignments Students involved in practical field placements must demonstrate the
practical skills required in a “real” situation. On-going assessment Students involved in class discussions activities and group projects. Practical demonstration Students are expected to conduct and participate in class demonstrations
of a practical nature. Observations Students are expected to participate in practical observation
situations to gain an understanding of a particular task. Reports Students are expected to prepare a written piece of work on an
activity where analysis, description and conclusions are required. Online assessment Students participate in regular on-line forums, blogging/journaling and
small assessment tasks/ exercises. This offers a more flexible delivery of course materials and promotes a more interactive student learning community with an IT focus which further develops industry based skills.
Case Study Students work with a fictitious client file or scenario to demonstrate their application of knowledge or skill.
Reflective journals A written record of your experiences during the year – in class and in practical placement. It is an opportunity for you to reflect on what you have observed and learned and, most importantly, how this learning informs and supports your practice
Section 4.1. Assessment Criteria Irrespective of the assessment it is important for you to have a clear sense of the various ways in which staff will assess and grade your work. This information will ensure that you have considered all aspects, expectations and requirements of assessment. Covering the field in this way gives you the opportunity to obtain the highest possible grade or achieve competency for your work. Individual staff can use a wide range of criteria to assess student work. Generally student work will be assessed according to the following six areas:
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Substance Does the work answer the question? Is it relevant to the question/topic? Does the work provide a detailed and critical analysis? At what level? Does the work use evidence to support its arguments and ideas?
Presentation Is the work presented in an accessible manner that conforms to the assessment requirements? (At a minimum, written work must be word processed (unless it is an in-class task), oral presentations must, at a minimum, be clear and audible). Does the work use clear and appropriate language? Is the work neat? Are grammar, spelling and punctuation appropriate? Is the work engaging for the reader/audience? Does the work follow the appropriate conventions for the discipline/subject area?
Effort Has the work drawn upon current and relevant references? How extensive is the research, background reading? Is the work based on sufficient planning, preparation, interpretation and analysis? Would additional research, reading and preparation strengthen and improve the work?
Structure Does the piece conform to the structure required of the assessment? Has the student presented the assessment piece in a logical, ordered and organised manner? Has this been an effective way to develop a convincing and coherent argument?
Originality Does this work engage with, challenge or add to the key ideas in this discipline/subject area? Is the work innovative? Has the student clearly argued their own, considered position? Is the piece free of plagiarism?
Referencing Is the work appropriately referenced? Do the references, including intext citations, conform to an approved referencing style such as APA, Harvard or MLA? Are arguments supported by evidence? When an author has been used as evidence in the assignment, have their ideas been adequately understood, summarised and referenced? Has the work of others been acknowledged? Please consult your teacher for more information. Note that different courses may require different referencing styles. Reference guides are available from the RMIT Library website http://www.rmit.edu.au/browse;ID=8rwjnkcmfoeez
Section 4.2. A guide to oral presentations First of all, think... Think about what you want to achieve: do you want to inform your audience, inspire them to think about your topic, or convince them of a particular point of view? Think about your audience: what background knowledge do they have about your topic? Do they have any particular interests? How are you going to involve them in your presentation?
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Then ... Brainstorm your topic and write a rough outline. Research your topic. Don’t get carried away—remember you have a limited time for your
presentation. Organise your material and write a draft—think about the length of time you have to talk. Summarise your draft into points to write on overheads and/or cards. Plan and prepare your visual aids. Rehearse your presentation and get its length right. Ask a friend to listen and time you. ORGANISING THE CONTENT 1 Introduction (may be written last) Capture your listeners’ attention: Begin with a question, a funny story, a startling
comment, or anything that will make them think. State your purpose; for example:
‘I’m going to talk about...’ or ‘This morning I want to explain…’ Present an outline of your talk; for example:
‘I will concentrate on the following points: First of all…Then…This will lead to… And finally…’
2 The Body Present your main points one by one in logical order. Pause at the end of each point (give people time to take notes, or time to think about what
you are saying). Make it absolutely clear when you move to another point. For example:
‘The next point is that ...’ ‘OK, now I am going to talk about ...’ ‘Right. Now I'd like to explain..’ ‘Of course, we must not forget that ...’ ‘However, it's important to realise that...’
Use clear examples to illustrate your points. Use visual aids to make your presentation more interesting. 3 The Conclusion It is very important to leave your audience with a clear summary of everything you have
covered. It is also important not to let the talk just fizzle out. Make it obvious that you have reached
the end of the presentation. Summarise the main points again, using phrases like: ‘To sum up...’ or ‘So, in conclusion...’
Restate the purpose of your talk, and say that you have achieved your aim: ‘I think you can now see that...’ or ‘My intention was ..., and it should now be clear that ...’
Thank the audience, and invite questions: ‘Thank you. Are there any questions?’
DELIVERING YOUR PRESENTATION Talk to your audience, don't read to them! A presentation is not the same as an essay. If you read out your presentation as if it were an essay, your audience will probably understand very little and will lose concentration quickly. So use notes, cue cards or overheads as prompts, and speak to the audience. Include everyone by looking at them and maintaining eye-contact (but don't stare or glare at people).
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4 Watch your language! Keep it simple. The aim is to communicate, not to show off your vocabulary. Emphasise the key points—and make sure people realise which are the key points. Repeat
them using different phrasing. Check the pronunciation of difficult, unusual, or foreign words beforehand. 5 Use your voice to communicate clearly Speak loudly enough for everyone in the room to hear you.
This may feel uncomfortably loud at first, but if people can't hear you, they won't listen. Speak slowly and clearly.
Don’t rush! Speaking fast doesn’t make you seem smarter, it will only make it harder for other people to understand you.
Key words are important. Speak them out slowly and loudly. Vary your voice quality. If you always use the same volume and pitch (for example, all
loud, or all soft, or in a monotone) your audience will switch off. When you begin a new point, use a higher pitch and volume. Slow down for key points. Use pauses—don't be afraid of short periods of silence. (They give you a chance to gather
your thoughts, and your audience a chance to think.) 6 Use your body to communicate, too! Stand straight and comfortably. Do not slouch or shuffle about. Hold your head up. Look around and make eye-contact with people in the audience. Do
not just address the lecturer! Do not stare at a point on the carpet or the wall. If you don't include the audience, they won't listen to you.
When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication. Do it in your presentation as well. It will make things far more interesting for the audience.
Don't turn your back on the audience! 7 Interact with the audience Be aware of how your audience is reacting.
Are they interested or bored? If they look confused, ask them why. Stop if necessary and explain a point again.
Check if the audience is still with you. ‘Does that make sense?’ ‘Is that clear?’
Be open to questions. If someone raises a hand, or asks a question in the middle of your talk, answer it. If you can't answer it, turn the question back out to the audience and let someone else answer it! Questions are good. They show that the audience is listening with interest. They should not be regarded as an attack on you, but as a collaborative search for deeper understanding.
Be ready to get the discussion going after your presentation. Just in case nobody has anything to say, have some provocative questions or points for discussion ready to ask the group.
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USING VISUAL AIDS It is very helpful to use visual aids in your presentation, as it helps people to understand. People learn visually as well as orally. Particularly if your accent is different from your audience's accent, it can be very helpful to let them see your keywords. 8 Be careful to: Use bold typeface, and a minimum of size 16 font [Check that your overheads are readable
by placing them beside you on the floor and looking down at them. Can you read them?] Use no more than seven or eight main points on an overhead [Overheads that have too
many words on them are no use at all] Give your audience time to take notes from your overhead Make sure your audience can see the overhead screen [Where are you standing? Is it
directly in front of the screen?] Using colour, pictures and graphs can make your overheads more interesting [But don't
overcrowd your overheads with too much detail] 9 PowerPoint You can use PowerPoint software to produce very professional overheads, or to make a
computer-based presentation. Remember that PowerPoint may look great, but if the technology goes wrong you may be very embarrassed. It's a good idea to print out a handout, or have some overheads as a backup just in case.
Sometimes students are tempted to spend more time on producing PowerPoint graphics than on the actual talk. Remember—if your talk is poor, no amount of fancy graphics will save it!
10 Handouts Handouts are a great idea. Think about whether you want to distribute them before or after your presentation. It is a good idea to include your references on a handout, so that people can follow up on them later. You could also include some follow-up questions for discussion. 11 Using the whiteboard (or blackboard) If possible, put your information on the whiteboard/blackboard before the talk begins, otherwise you will have to turn your back on the audience and break your eye contact with them, which is never a good idea. Writing on a board is also time-consuming. Use alternative visual aids wherever possible. If you really must use a whiteboard, come prepared with the right pens (use pens clearly marked 'Whiteboard Marker'— don't use anything else) and write in large neat writing, so that people can read it. 12 Checking out the facilities Whenever possible, check the facilities of the room where you are going to deliver your talk. Does the overhead projector work? How does it turn on and off? Where is the plug for the computer? Is there a whiteboard, or is it a blackboard? If a blackboard, is chalk provided? DEALING WITH NERVOUSNESS The first few times you make a presentation, you will be nervous. That's quite a good thing—a bit of adrenalin often helps you to perform well.
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However, to make sure that your nervousness does not become a problem, here are some things to consider: Smile! Your audience will react warmly to you if you smile and at least look relaxed. Treat your audience like friends. Confess that you are nervous! Your audience will be very sympathetic—they know how
you are feeling. Breathe deeply. It will calm you down and help to control the slight shaking that you
might get in your hands and your voice. Be well-prepared. Practice giving your talk Be organised. If you are well organised, your task will be easier. If your overheads are out
of order, or your notes are disorganised, you may get flustered. Slow down! When people are nervous, they tend to get confused easily. So your mind may
start to race, and you may feel panicky. Make use of pauses: force yourself to stop at the end of a sentence, take a breath, and think before you continue.
Remember: The way you perform is the way your audience will feel. Giving an oral presentation is a performance—you have to be like an actor. If you act the part of someone enjoying themselves and feeling confident, you will not only communicate these positive feelings to the audience, you will feel much better, too.
Accomplished public speakers feel nervous before and even during a talk. The skill comes in not communicating your nervousness, and in not letting it take over from the presentation. Over time, you will feel less nervous, and well able to control your nervousness.
(Sourced from http://www.canberra.edu.au/studyskills/learning/oral)
Section 4.3. Step-by-step guide to doing basic essays An essay is a formal and coherent piece of writing which provides a detailed and relevant response to a topic or may answer a set question; It is based on the claims and evidence which you have drawn from your reading and research activity; and It is a logical and careful argument which documents your response. That is, it should present your own personal argument, or reasoned and evidenced stance that you are taking / case that you are making. It isn’t necessarily the case that you MUST argue your own personal belief on a topic, although that is usually the easiest thing to do. The key is that whatever position you take, you argue and evidence that position. Whether you challenge yourself to argue from a viewpoint that is opposed to what you actually believe, or you present your honest opinion, is not as important as how well you evidence the position that you take. You should develop this position based on the kinds of positions that you read about in your research. An essay is not something that can be slapped together the night before it is due nor can it be based solely on lecture/class notes. A pass essay cannot simply be cobbled together. Good time management will contribute to good essays. Essays need to be planned and organised
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with some degree of precision. Here is how we suggest you go about doing a ‘basic’ essay. By this we mean an essay based mostly on ideas and concepts that other people present (for example, in books and journal articles), and not based on your own individual, original research (for example, from surveys or interviews.). For a step-by-step guide to basic essay writing look here (https://gussskillscentral.files.wordpress.com/2015/03/essay-writing.pdf).
Section 4.4. Tips for effective writing Before you begin writing, think about the following:
1. WHO is your reader?
Is the reader: a work colleague - where you can use less formal language?
or a client, company or manager - requiring a more formal approach?
2. WHY are you writing to them? What is the purpose of your communication? Write this down and use it to help you focus while you are writing. 3. WHAT details do you need to include?
You may know why you are writing, but do you know what you need to say? Make sure you have all the information you need, or know where to find it. 4. HOW are you going to structure your written communication? Become familiar with your organisation’s policies and procedures:
Does your organisation have a standard structure for written communication? Make sure you know what it is and where to find it.
Is there a preferred way of addressing clients/colleagues and signing off when finished? Become familiar with any requirements.
Once you start writing Remember the four C’s of writing. These will provide you with some simple guidelines for effective writing. The four C’s Keep it... CLEAR
Write clearly so that your reader knows what you are trying to say. COURTEOUS
Ensure the language is polite, and non-discriminatory.
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CONCISE Include only essential information. Keep sentence structures short and clear.
CORRECT Proofread the document for any spelling and grammatical mistakes. Ensure the layout is correct. Ensure the content is factual.
Other useful strategies are:
Find examples of all the kinds of written communication you need to use in your organisation. Keep them in a file where you can easily access them.
If spelling is not your thing, keep a small notebook with you with words that you have the most problems with. Copy them when you need them.
For long pieces of writing, don’t try to do it all at once. Write down your thoughts first. They don’t need to be complete sentences, just words will do. Then re-write these in the format you need to use. Be sure that you are familiar with the format you are using.
If you are not sure about something, ask someone to assist you. Become aware of any training in your organisation that may help you.
(Jo Wallwork 2015)
Section 5. Referencing and Using Other People's Work Academic Integrity Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source. If you are even in doubt about how to properly cite a reference, consult your teacher or the academic integrity website: http://www.rmit.edu.au/academicintegrity. The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/browse;ID=8rwjnkcmfoeez. Why Reference? University teaching and learning demands that we use other people's work. As we read, we think about the ideas that are presented and we decide whether or not (or how much) we agree with the writer. Our reading guides our opinions and the position we will take in an essay. When we use the theories or ideas of others in our essay, we need to acknowledge them. These writers and thinkers provide the link between our thinking and the body of knowledge already growing in our field of study. If we claim all ideas in our essay as our
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own, we are making a statement that we have not read other major works on the subject. We lose credibility as a result. It is essential that you understand the conventions for acknowledging and referencing this material that has come from other people. Referencing acknowledges the work of other writers and provides something of an ideas trail. Referencing demands precision. Referencing details such as where the authors’ names go, the appropriate location of the full stop, the date and other details need to be recorded precisely. There are many referencing styles, but the two things to keep in mind are: Be consistent. Choose the format you want to use, and stick to it throughout your entire assessment piece. Don’t use hybrids, and don’t change style partway through your assessment. Make sure that it is possible for the reader to track down the resources that you used. Give them enough information so that they can find or locate the resource you are using. For more information visit the Academic Integrity webpage http://www.rmit.edu.au/academicintegrity. For information on how to reference and for a variety of popular referencing styles follow the Library’s ‘Referencing Guides’ tab on its homepage http://www1.rmit.edu.au/library. There are, generally, three ways that you need to reference: direct quotes, paraphrasing, and ideas. There are different rules for how to reference in each of these ways. To demonstrate, look at three different uses of the following source material. All of the uses of this source have been referenced properly using the Harvard system of referencing. Source material from page thirteen of Graff’s 2003 book, Clueless in Academe, which was published by Yale University Press in New Haven:
‘To put it another way, the most fundamental conflict that needs to be taught in classrooms is the conflict between Intellectual speak and Student speak. I argue that teachers need to be explicit about this conflict and even to sharpen the contrast between academic and student discourse, though their ultimate goal should be to help students discover that these forms of discourse are not as far apart as they seem’.
Direct Quote using the Harvard referencing system. It has been argued that ‘teachers need to be explicit about this conflict and even to sharpen the contrast’ (Graff, 2003, p.13). However, instead of students being taught how to adopt academic discourse, it makes more sense to me to start making academics’ important research and ideas accessible to ordinary citizens through the use of plain English. Note how the direct quote (where the exact words are used) is in quotation marks, with the reference details directly following.
Paraphrasing using the Harvard referencing system.
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Graff has argued that the most important conflict for teaching in universities is the conflict between the unfamiliar language of academics and the ordinary language of students. Teachers should highlight or even exaggerate the conflict in order to ultimately show that the two discourses aren’t as different as might first appear (Graff, 2003, p.13). Although I agree that academics use language which is obscure for students, I disagree that students should be forced to adopt this language. Note how the paraphrase starts by telling the reader where the line of reasoning has come from (‘Graff has argued…), and then clearly shows with the reference information where the paraphrase ends. It has also included ALL points raised by the original author, in the original order. However, the paraphrase uses different words where possible. The separation between the ideas of Graff and the ideas of the writer is very clear. They are distinct voices. All the above elements (clear beginning, clear ending, all points included in the original order, student’s own wording, clear separation of ‘voices’ (student and the original author) must be adhered to in order to paraphrase correctly.
Idea using the Harvard referencing system. The conflict between students’ everyday language and the language of academics (Graff, 2003, p.13) seems to usually be resolved by students having to learn academic discourse. However, I do not see why this should be the case. There seems to me more of a case for academics to adopt plain English. Note how the idea that there is a conflict was clearly not the writer’s own idea, and as such the source of that idea was fully acknowledged. The rest of the material is the writer’s own, and as such does not need to be referenced (although it is only opinion at this stage and still needs to be supported by further argument and evidence!). Getting the Balance Right between Quotations, Evidence and Your Argument While it is essential to make use of other people's work on a topic, do not let quotations and paraphrasing obscure your own contribution. The purpose of an assessment is, after all, to demonstrate your own intellectual competence and progress in a particular field of study. Your voice and your analysis/interpretation have to come through in your written work. Make sure you understand fully what other authors are saying if you quote them. You can demonstrate your own understanding, for example, by: comparing and criticising texts and ideas from a number of authors; raising questions (even if you cannot answer them); suggesting alternative meanings or interpretations of extracts, statistics, ideas and concepts; and briefly summarising the context from which an idea came. Be selective in your borrowing. Do not allow borrowed material to comprise the majority of your assignment, thus reducing your own contribution. In general it is better if you
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paraphrase or summarise the words of another author (with correct referencing) and only occasionally use a full quotation from an author. Direct quotations are appropriate when: the author states briefly, and especially well or forcefully, a point pertinent to your assignment; it is important to establish that the author holds a particular view, or expresses their argument in a particular way, which you want to comment upon; and you wish to distinguish one author's view from another's, or from your own. Plagiarism And Collusion Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable. Examples of plagiarism include: copying sentences or paragraphs, tables, diagrams or formulae word for word from one or more sources, whether published or unpublished, which could include, but are not limited to, books, journals, reports, theses, websites, conference papers, course notes, etc., without proper citation closely paraphrasing sentences, paragraphs, ideas or themes without proper citation piecing together text from one or more sources and adding only linking sentences copying or submitting whole or parts of computer files without acknowledging their source copying designs or works of art and submitting them as one’s original work copying a whole or any part of another student’s work submitting work as the student’s own that someone else has done for the student Enabling Plagiarism, the act of assisting or allowing another person to plagiarise or to copy your work, is also an offence. There is nothing wrong with using the ideas of other writers. Nothing could be written at all if we failed to build on what others have discovered and argued before us. But it is absolutely necessary to make full acknowledgment when we borrow from other writers. This is a matter of honesty. However, if a whole essay, or a substantial part of one, is transcribed straight from other work then no amount of acknowledgment will make the essay a good one. It is fundamental to the Course that students should learn to be critical of everything they read, to think carefully about how far they agree or disagree, and what can be relevant to their own work.
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The same applies to ‘scissors-and-paste’. This is where undigested chunks of material are taken from a variety of other authors and scattered alternately and uncritically though one’s own work. Scissors-and-paste can be quite a skilful intellectual form of plagiarism, but this does not lessen the offence. For further information, please see the RMIT Academic integrity and plagiarism procedure http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Turnitin Software Turnitin may be utilised by teaching staff or be part of the submission process for your work.
For information on Turnitin or to access the software visit the Assessment and Integrity webpage http://www1.rmit.edu.au/browse;ID=kkc202lwe1yv or http://www.turnitin.com . Remember – the assignments you submit must be your own work. When you use ideas, texts, quotes and information which are not your own, you MUST identify the source of that work with complete and comprehensive referencing.
Section 6. Working in Groups Students will often be asked to undertake some assessments as a small group project. The School of Global, Urban and Social Studies encourages working in teams so that students will develop group work and collaborative skills for the workplace. This mode of working with other people is very common in the workplace and is an important skill to develop. However, students often report that group work can be frustrating. The following is designed to be of some initial help. If you are working on a group project, clarify from the outset whether separate reports from each group member are required which will be assessed individually; or whether a group report is sought for which a collective mark will be awarded. If in doubt, consult your teacher. Successful group work projects are only possible if the group gives due consideration and planning to: the standard of work which group members want to achieve; the group must agree on a standard which is acceptable for all; meeting times and agendas for discussion; groups can be time consuming so your work needs to be focused as well as social. You need enough time to discuss work, air differences and decide on fair courses of action. This requires dedicated time; agreement from the outset about decision-making and ground rules; sometimes people will too readily leave responsibility for decision-making to others. Group work is a collective task so everyone has a responsibility to contribute; the allocation of tasks; important for the success and harmony of the group is the principle of shared responsibility. The group operates efficiently if roles and responsibilities are allocated and agreed to;
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the allocation of tasks so that the strengths which people have are well utilised; and reporting on tasks; once tasks are allocated the group needs to receive a regular update on progress. If the group assumes that everyone is 'pulling their weight' and leaves it until the last minute to check on individual progress the assessment overall will suffer. If you encounter group dynamic problems when doing group work, the best thing in the first instance is to try to resolve the problem within the group. Talk about it and see if you can find a satisfactory resolution. If it is not resolved, contact your teacher. Don’t let it worsen. The Library has several resources discussing group dynamics and how to work with groups (Hartley, 2010, Kindred, 2010).
Section 7. Submitting Your Work Formatting your work It is recommended to ask your teacher how they would like you to present your work, below are some guidelines to present your work clearly. Font size: 12pt font Spacing: 1.5 or 2.0 paragraph spaced Font type: Standard eg/Arial, Calibri or Times New Roman Margins: Standard Header or Footer: Include student name, student number, title of assessment Handing in your assessments All assessment handed in to the School MUST have an e-submission declaration or hardcopy Assignment Cover Sheet. Cover Sheets are available when you login to myRMIT under the ‘Studies’ tab and also on the ‘Student Forms’ webpage http://www.rmit.edu.au/students/forms. Turnitin assessments or any online submission of assessments in Vocational Education requires a cover sheet. You must fill out the cover sheet, scan and cut and paste it into the first page of your assessment before submitting online. When handing in a hardcopy assessment, the cover sheet MUST be stapled or firmly attached to the front of your assignment. Cover sheets are available on myRMIT under the ‘studies’ tab. The cover sheet includes: your name your student number the name and number of the subject the teachers name the title of the assignment the date you submitted it (which will be confirmed by a departmental date stamp when it is received) the date the assignment is due the day and time of your tutorial your signature confirming that the work is your own
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When you are asked to submit a paper copy of your assignment make sure your submission is a high quality print out. Submission dates Refer to course guides available online via the studies tab in myRMIT, and any additional assessment briefs, for the deadlines for submission of work. All assessment submitted in hardcopy on campus should be submitted to the assignment box in building 37, level 2 (411 Swanston St) and will be date stamped on the day of submission. Applying for an Extension Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your teacher or the course coordinator as early as possible, and no later than one working day before the due date for submission. You can apply for extension using the University’s Extension Application Form – http://mams.rmit.edu.au/seca86tti4g4z.pdf – or by emailing your course coordinator or teacher directly. An extension of up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application. Extensions beyond seven calendar days cannot be granted by course coordinators, teachers or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration.
Penalties for Late Submission Course coordinators nominate the penalties for late work in the course guide. They may elect not to accept late work, may mark late work down to a lower grade, or deduct marks for each day the work is overdue.
8. Feedback to you It is difficult to receive feedback, to consider comments which differ from your own perceptions if you are not open to it. Some tips when you receive feedback from your assessors:
Be attentive Concentrate fully on what is being said. Focus on what the person wants
you to know, not on what you would like to hear. Be aware Notice your own reactions, both intellectual and emotional. Particularly
notice any reactions of rejection or censorship on your part. If the
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viewpoint from which the other is speaking is at variance with your own do not dismiss it: it can be important to realise the misapprehensions of others. Some people find it useful to partially dissociate or distance themselves in this situation and act as if they were witnessing feedback being given to someone else.
Be silent (take deep breaths) Refrain from making a response. Don’t begin to frame a response in
your own mind until you have listened carefully to what has been said and have considered the implications. Don’t use the excuse of correcting factual errors to avoid hearing and resonating with the substance of what has been said. Don’t be distracted by the need to explain: if you continue to feel that you need to give an explanation do it later after you have finished reading and once you are sure you have attended to all that has been said.
Suggestions:
Hold off on immediately challenging, or contesting your grade via email. You need to give yourself time to digest and reflect on the feedback given to you. You might want to wait 24 hours before you email your assessor with queries/questions about your feedback. This will give you time to reflect on your assessment and feedback before you contact them.
Source: Boud, D. 2010 Assessment Futures Retrieved 11/05/11, 2011, from http://www.iml.uts.edu.au/assessment-futures/elements/Giving-and-Receiving-Feedback.pdf If you believe your assessment result is incorrect you have the right to seek ‘feedback on the feedback’ which is returned as part of the assessment cycle. The onus is on you to ask for further feedback based on the criteria that you think has not been addressed in your feedback. For example, if the feedback suggests that you failed to critically engage with policy, you should seek clarification based on what was included in your submission and what was overlooked in the marking process. You need to articulate this with evidence from your assessment – it is not enough to state that you do not agree with the mark, you must clearly state why and where in the assessment you have met the criteria. Full details of the procedure can be located at this RMIT Site: http://www1.rmit.edu.au/policies/assessment/conduct. Second marking of assessments refers to a process where a submission is clean marked against criteria to validate the moderation process. It is a reasonable process to undertake where there is any allegation of bias or conflict, and where your work has been assessed as unsatisfactory. In the event that a piece of work is second marked, it is appropriate that the comments from the second marker be included in the annotated feedback that is provided to you. As a validation process, where the second marker also identifies the piece of work as unsatisfactory there is no need to engage in discussion or consideration of a numerical allocation. In the event that the second marker identifies a piece of work previously graded
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as unsatisfactory as satisfactory, a scholarly discussion should be undertaken as facilitated by the Course Coordinator Final result appeal If you believe your final result is wrong, you are entitled to seek a review of your final results. Appeal against Assessment Outcome is the formal process that you may engage after the publication of result. It requires that you have sought a first phase review at School level, which has been applied in a variety of ways throughout GUSS. The grounds for this appeal against assessment outcome are usually based on errors in Course Guide assessment criteria, policy infringements, miscalculations in results or other anomalies. The grounds for appeal of results can include any of the following: 4.3.1 The student has evidence that an error has occurred in the calculation of the grade; or, 4.3.2 The student has evidence that the assessment did not comply with criteria published in the course guide; or, 4.3.3 The student has evidence that the criteria published in the course guide do not meet the requirements of the relevant training package or accredited course (VET courses only); or, 4.3.4 The student has evidence that the assessment did not comply with University policies on assessment (i.e., an error in process has occurred). Review and appeal against assessment is a two stage process as identified in the following linkhttp://www1.rmit.edu.au/policies/assessment/conduct
9. Feedback to staff, your Program and RMIT University There a variety of feedback mechanisms available at RMIT, including:
surveys on your experiences during your studies and after graduation o The CES (course experience survey) is one of these surveys. It is administered
by the Survey Services Centre to help academic and teaching staff to obtain feedback about their courses and contribute to the improvement of student learning.
elected representatives on boards and committees including: o Student Experience Advisory Committee (SEAC) o Student-Staff Consultative Committees (SSCC) in your School o RMIT Link Board o RMIT University Students Union (RUSU)
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10. Support for students RMIT’s support services and networks will help you to succeed at University and stay healthy and happy. This includes support with accommodation, wellbeing, financial advice, childcare etc. More information available here: http://www.rmit.edu.au/life-at-rmit/support-for-students/ Applying for Special Consideration If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration Disability Liaison Unit Students with a disability, long-term illness and/or mental health condition can receive a range of services to assist them undertake their chosen field of study. More information available here: http://www1.rmit.edu.au/disability Counselling The RMIT Counselling Service provides professional counselling on each campus and is available to all students who want to talk about:
personal issues study issues mental health wellbeing concerns.
More information available here: http://www1.rmit.edu.au/counselling Complaints Procedure: RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints. Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable. Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22 Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
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The RMIT Library provides a comprehensive suite of resources including: Tutorials and information sessions to help you navigate the Library and associated resources http://www1.rmit.edu.au/library/getting-started Referencing Guides for each of the most popular referencing styles to help you correctly format a bibliography and in-text referencing http://www.rmit.edu.au/browse;ID=8rwjnkcmfoeez Subject Guides providing specific resources organised by discipline http://www1.rmit.edu.au/library/subjectguides. The RMIT Study and Learning Centre (Building 12, Level 4, Room 20) is a valuable resource providing students with: Assignment writing, thesis writing and study skills advice Mathematics and science developmental support and advice English language development General study and referencing tips Program specific resources You can drop in to the centre without an appointment. See the Learning Lab (http://emedia.rmit.edu.au/learninglab/) which includes information specifically collated for the Design and Social Context Portfolio and the School of Global, Urban and Social Studies. See the English Ready Centre (Building 80, Level 3, Room 17) for support to develop your English language skills through working on your current assignments. Get feedback on written assignments and oral presentations as well as referencing and study skills advice. GUSS Skills Central (gussskillscentral.edu.au) provides students in the RMIT School of Global, Urban and Social Sciences (GUSS) with a centralised set of resources to support your university studies.
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References ANSON, C. & SCHWEGLER, R. 2005. The Longman Handbook for Writers and Readers, Sydney, Pearson Longman. ATKINSON, C. 2011. Beyond bullet points [electronic resource] : using Microsoft PowerPoint to create presentations that inform, motivate, and inspire. Washington: Redmond, Microsoft Press. GERMOV, J. 1996. Get Great Marks for Your Essay, Sydney, Allen & Unwin. GERMOV, J. 2011. Get great marks for your essays, reports, and presentations, Crows Nest, N.S.W, Allen & Unwin. GRASSIAN, E. & ZWEMER, D. 1997. Hoax? Scholarly Research? Personal Opinion? You Decide! / Classroom Activity: Currency and Coverage. California: UCLA College Library. GREASLEY, P. 2011. Doing Essays and Assignments [electronic resource]. London: SAGE Publications, Inc. HARTLEY, P. 2010. Success in groupwork, Basingstoke, Palgrave Macmillan. KINDRED, M. 2010. Once Upon a Group: A Guide to Running and Participating in Successful Groups. London: Jessica Kingsley Publishers Ltd. LOPEZ, M. 2011. The Little Black Schoolbook [electronic resource] : The Secret to Getting Straight 'As' at School and University: Essays. Lanham: Rowman & Littlefield Publishing Group, Inc. LOVELL, D. W. 1992. Essay Writing and Style Guide for Politics and the Social Sciences, Canberra, Australasian Political Studies Association. ORWELL, G. 1978. Politics and the English language. In: BELL, C. & ENCEL, S. (eds.) Inside the Whale: Ten Personal Accounts of Social Research. Rushcutters Bay, Australia: Pergamon Press. RAMAGE, J. D., BEAN, J. C. & JOHNSON, J. 2012. The Allyn & Bacon guide to writing, Boston, Mass, Longman. REDMAN, P. & MAPLES, W. 2011. Good essay writing : a social sciences guide, London, SAGE Publications. THEOBALD, T. 2011. Develop your presentation skills, London, Kogan Page. VICKERS, A. & BAVISTER, S. (eds.) 2010. Present with Impact and Confidence [electronic resource] : Teach Yourself, London: Hodder Education. WADSWORTH, Y. 1984. Do it Yourself Social Research, Melbourne, VCOSS/ Allen & Unwin. WALLACE, A., SCHIRATO, T. & BRIGHT, P. 1999. Beginning University: thinking, researching and writing for success, St. Leonards, Australia, Allen & Unwin.
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Additional resources
What is a Turnitin originality report? Turnitin is a tool that checks your submission against various resources in the Turnitin database for
matching text. It will then highlight the areas of your assessment where a match has been found, this
produces an Originality Report with a percentage score (Similarity Index) which appears on your
screen like the image below.
The report shows where matches have been found with an overall percentage of how much of the text is
original. This allows teaching staff and students to review the citation and paraphrasing used throughout
the assessment to see if any improvements are needed. Your submitted assessment is also added to
the database to reduce plagiarism.
Originality reports do not detect plagiarism – they merely highlight matched text, thus aiding you in
checking that your work is correctly cited and referenced.
If the ‘similarity index’ figure is high, it does not necessarily mean you have plagiarised as the
assessment could be text matching against the following:
• Quotations that have been correctly referenced.
• The reference list, where the citations used could be exactly the same as those of another
student.
• A common phrase or series of words used in context to the topic.
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Student guide: Accessing and understanding my Turnitin report
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Similarly, a low or zero percent ‘similarity index’ does not necessarily mean that plagiarism has not taken
place. As there are many sources that Turnitin does not check against, the similarity index cannot be
used as an indicator of whether plagiarism has occurred or not.
How do I interpret my Turnitin originality report? For a great video on how to interpret a Turnitin report watch the following link: Oxford Brookes University: How to Interpret Turnitin reports
There may also be text in the originality report that is plagiarised but not highlighted, so you can not
entirely rely on the similarity index to give you this information. The most important way to know that your
work is your own is to focus on the essential academic skills required in tertiary study. Make use of the
RMIT resources on referencing and paraphrasing so that you can properly credit sources and
paraphrase the materials that you draw from. These are available at: http://emedia.rmit.edu.au/learninglab/content/writing-skills
You can also visit the Study and Learning Centre located in Building 12, Level 4, Room 20 for help with
academic skills. You can also watch this video on how to maintain academic integrity.
How do I access my Turnitin originality report? The GradeMark tool allows your tutor or lecturer to mark and grade papers online. Once the post date of
a paper has passed, you are able to access the marked version of your assessment and view any
grades, comments, marks, or requested changes noted by your tutor or lecturer.
You can access your Turnitin report in the folder that you submitted to
Click on view/complete of the assessment you would like an originality report for
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Click on View
Click on Originality
Displayed on your screen should now be the Originality Report for your submission. If the GradeMark
icon is not available, the post date of the assessment has not been reached, the assessor has not yet
graded or marked the paper or your assessor is not using GradeMark to mark your assessment.
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The GradeMark tool allows your tutor or lecturer to mark and grade papers online. Once the post date of
a paper has passed, you are able to access the marked version of your assessment and view any
grades, comments, marks, or requested changes noted by your tutor or lecturer.
To view a marked paper, you will need to follow the same steps as above, except when you have the
assessment open, you need to click on GradeMark.
Here you will be able to view the feedback that your tutor/lecturer has given you.
The General Comment box will be the default view. You can also view the general comments by
opening the speech icon located at the bottom of the sidebar. The general comments are added to an
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Student guide: Accessing my feedback and grade in GradeMark
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assessment by the assessor to write a longer statement or overall review of the assessment in greater
depth.
• The "rubric scorecard" icon located at the bottom of the sidebar allows you to view any rubric
scorecard added to the paper.
• To view a full list of comments you must click on the "comment list" icon located at the bottom of
the sidebar. Clicking on the "comment list" icon opens a scrollable window of all comments or
marks placed on the paper within the sidebar. To view the location of a mark on the paper, hover
over a comment or mark in the comment list and click on the "show on paper" link that appears.
• If you see a comment bubble, hover over it with your mouse and this will open the comment your
tutor has written on your assessment .
General Comments Rubric scorecoard Comment list
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• Do the same for QuickMark comments. These are used by an assessor to easily place notice of a
complex or frequently used grammar, punctuation, or formatting issue
• Your grade for the assessment will be situated in the top right corner of the document viewer.
• To print the graded assessment you can click on the "printer" icon on the bottom of the viewing
window.
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