London School of Commerce

In Association with the University of Suffolk

Assignment Brief

Course/ Assignment Brief - Business Foundation

Programme:

Level: 3

Module Title: Study Skills for Higher Education

Module Leader: Sarah Gibbons

Assignment title: Study Skills for Higher Education

Intake September 2021

Term 1

Weighting: Individual Essay (review of article) – 50%

Individual Report – 50%

Date given out: October 2021

Submission date: Individual Essay (review of article) – 50% - 8th November 2021

Individual Report – 50% - 17th December 2021

Eligible for late Yes

submission (3
working days,
with penalty)?

Method of X Online only Online and paper

submission: copy
X

Special N/A
instructions for
submission (if
any):

Date for results

and feedback:

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 1
 Employability  IT and Communication Skills
skills assessed:  Time Management and Goal Setting Skills
 Analytical skills

Learning  As indicated in assignments tasks

outcomes
assessed:

Late Submission Penalties

Assignment Mark (Assessment marks are subject to (tick if appropriate)
ratification at the Exam Board. These comments and Capped
marks are to give feedback on module work and are Up to 72 hours at 40%
for guidance only until they are confirmed. )
Over 72 hours late 100 %

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 2
 TASK DESCRIPTION – Assignment 1 (50%)

Assessment 1 - Individual essay (1500 words maximum)

Read the article below and do further research to answer the questions that follow:
Features of academic writing
Structured
Academic writing should have a clear structure. The structure will often derive from
the genre of writing. For example, a report will have an introduction (including the aim or
aims), a method section, a discussion section and so on, while an essay will have an
introduction (including a thesis statement), clear body paragraphs with topic sentences, and a
conclusion. The writing should be coherent, with logical progression throughout,
and cohesive, with the different parts of the writing clearly connected.
Careful planning before writing is essential to ensure that the final product will be well
structured, with a clear focus and logical progression of ideas.
Evidenced
Opinions and arguments in academic writing should be supported by evidence. Often the
writing will be based on information from experts in the field, and as such, it will be
important to reference the information appropriately, for example via the use of in-text
citations and a reference section.
Critical
Academic writing does more than just describe. As an academic writer, you should not
simply accept everything you read as fact. You need to analyse and evaluate the information
you are writing about, in other words make judgements about it, before you decide whether
and how to integrate it into your own writing. This is known as critical writing. Critical
writing requires a great deal of research in order for the writer to develop a deep enough
understanding of the topic to be truly critical about it.
Balanced
Academic writing should be balanced. This means giving consideration to all sides of the
issue and avoiding bias. As noted above, all research, evidence and arguments can be
challenged, and it is important for the academic writer to show their stance on a particular
topic, in other words how strong their claims are. This can be done using hedges, for example
phases such as the evidence suggests... or this could be caused by..., or boosters, that is,
phrases such as clearly or the research indicates.
Precise
Academic writing should use clear and precise language to ensure the reader understands the
meaning. This includes the use of technical (i.e. subject-specific) vocabulary, which should
be used when it conveys the meaning more precisely than a similar non-technical term.
Sometimes such technical vocabulary may need defining, though only if the term is not
commonly used by others in the same discipline and will therefore not be readily understood
by the reader.

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 3
Objective
Academic writing is objective. In other words, the emphasis is placed on the arguments and
information, rather than on the writer. As a result, academic writing tends to use nouns and
noun phrases more than verbs and adverbs. It also tends to use more passive structures, rather
than active voice, for example The water was heated rather than I heated the water.
Formal
Finally, academic writing is more formal than everyday writing. It tends to use longer words
and more complex sentences, while avoiding contractions and colloquial or informal words
or expressions that might be common in spoken English. There are words and collocations
which are used in academic writing more frequently than in non-academic writing, and
researchers have developed lists to help students of academic English, such as the Academic
Word List, the Academic Vocabulary List, and the Academic Collocation List.
EAP Foundation (2021) What is Academic Writing - EAP Foundation, 5 June. Available at:
https://www.eapfoundation.com/writing/what/ (Accessed 9 August 2021)

Question:

1. Choose seven of the features of academic writing mentioned in the article above
and discuss why they are important.

MARKING CRITERIA – ASSIGNMENT 1

Marks will be awarded for answering the following questions and your ability to provide
a well-written essay with references. You are advised to support your discussion with
at least six sources published during the last ten years.

Assessment Criteria Applied - This assessment addresses the Marks available

following learning outcomes:

Choose seven of the features of academic writing mentioned in the 70

article above and discuss why they are important

Essay style and academic writing 15

Referencing 15

Essay Structure:
Ensure that the essay has the following structure and contains the details outlined:

 Cover page: essay title, student ID, name of course and university
 Introduction
 Main body – consisting of well-written paragraphs

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 4
  Conclusion
 In-text citations throughout (minimum 10)
 Reference List (minimum 6 references)
 Academic writing throughout

TASK DESCRIPTION – Assignment 2 (50%)

Assessment 2 - Individual report (1500 words maximum)

Welcome to foundation year! You are currently studying ‘Study Skills for Higher Education’
which is a course designed to help students to study more effectively and to achieve higher
results in written assignments and exams.

1. Identify seven key skills which are commonly taught in this course and discuss
why they are important for students.

You are advised to support your discussion with at least ten sources published during
the last ten years.

MARKING CRITERIA – ASSIGNMENT 2

Marks will be awarded for answering the following questions and your ability to provide a
well-written essay with references.

Assessment Criteria applied - This assessment addresses Marks available

the following learning outcomes:

Identify seven key skills which are commonly taught in this 70

course and discuss why they are important for students.
Essay style and academic writing 15

Quality of referencing 15

Report Structure:
Ensure that the report has the following structure and contains the details outlined:

 Cover page: essay title, student ID, name of course and university
 Abstract
 Table of contents
 Introduction
 Analysis and discussion of questions
 Recommendations
 Conclusion
 In-text citations throughout (minimum 10)
 Reference List (minimum 6 references)

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 5
 FORMATTING AND LAYOUT FOR ASSIGNMENTS:

Please note the following when completing your written assignments:

1. Writing: Written in academic English
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Essay for task 1 and Report for task 2
4. Cover sheet: For each assignment provide a clear title, course, and name or ID
number on a cover sheet
5. Reference List: using Harvard referencing throughout.
6. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.
7. Font: size 12, Times New Roman

MAXIMUM
LENGTH

Assessment 1: 1500 words (+/- 10%).

Assessment 2: 1500 words (+/- 10%).

These assignments address the following Learning Outcomes:

 LO1: Set short term and long-range goals and to design an appropriate plan of study
 LO2: Identify techniques for building comprehension and retention
 LO3: Acquire knowledge of learning strategies and techniques to improve memory
retention and understanding how people learn
 LO4: Use of library information and media services

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 6
 Marks Awarded (70%+) (60-69%) (50-59%) (40-49%) (30-39%)
Discuss seven of the The work discusses The work discusses 5 or The work discusses at The work shows some The work shows some
features of academic seven of the features 6 of the features of least 5 of the features awareness of academic awareness of academic
writing mentioned in of academic writing academic writing of academic writing writing but is descriptive writing
the article above. mentioned in the mentioned in the article mentioned in the rather than analytical. It but lacks detail and
article and provides a and provides a decent article. However, the may not focus relevance. There are
(LO1)
wide variety of variety of reasons for work is mostly sufficiently on the significant errors and
reasons for why they why they are important. descriptive and little features mentioned in misunderstandings.
TASK 1 are important. It shows It shows some analysis is provided. the article.
very thorough competent There may be some
interpretation and interpretation and errors or
analysis. analysis. misunderstandings.

Essay style and The work competently The work shows some The work shows some The work shows some The work lacks
referencing analyses and evaluates evaluation and analysis
analysis of several understanding but little organisation and there
a range of academic of a variety of sources
sources in order to attempt to utilise is poor sentence and
TASK 1 sources in order to in order to identify and
identify some relevant sources. There is an paragraph structure.
identify and develop a develop some relevant
conclusions. attempt at referencing There is no evidence of
wide range of relevant conclusions. References
References are but with serious errors research or attempt at
conclusions. are provided following
provided following and omissions. The referencing. The work
References are Harvard style. The
Harvard style though work lacks organisation makes some
correctly provided work is clearly
there may be errors and and sentence and suggestions but these
following Harvard structured with mostly
omissions. The work paragraph structure need lack relevance with
style. The work is well written sentences
shows some development. There may frequent errors and
clearly structured with and paragraphs
organisation and be some errors and misunderstanding.
well written sentences throughout.
sentences, and misunderstanding or the
and paragraphs paragraphs are arguments may not be
throughout. relatively clear. There sufficiently relevant.
may be some errors and
misunderstanding or
the arguments may not
be sufficiently relevant.
Identify seven key The work accurately The work accurately The work identifies The work identifies The work attempts to
skills which are identifies seven key identifies 5 or 6 key some of skills that are some of the skills but is discuss skills however

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 7
 commonly taught in skills that are taught in skills that are taught in commonly taught in the descriptive rather than there are significant
this course and the course and the course and course but lacks analytical. There may be errors or
discuss why they discusses why they discusses why they will evaluation in some errors or misunderstandings.
will help students will help students help students succeed parts. misunderstandings.
succeed in their in their university
succeed in their
university career. It career. It provides some
university career. provides competent interpretation and
(LO3) interpretation and analysis.
Task 2 analysis.

Use of academic The work draws The work draws some The work shows some The language is mostly The writing style is not
writing and drawing relevant conclusions relevant conclusions competent descriptive, and the academic. There is little
conclusions based on competent based on interpretation interpretation and English is not attempt to follow the
(LO4) interpretation and and analysis. There is a analysis. There is a sufficiently academic. structure of a report.
analysis. There is a good level of academic good attempt at The report structure
high level of academic writing throughout, and academic writing needs improvement.
TASK 2 writing throughout, the report though with some
and the report is communicates omissions. The report
highly readable and effectively, with only communicates
well-structured. minor lapses. relatively effectively
but with some lapses.
Quality of The work utilizes a The work utilizes a The work utilizes a The work provides some There is little evidence
referencing very expansive range good range of sources range of sources and evidence of a few of sources and Harvard
of sources and and theorists which are theorists which are sources and theorists referencing is not
(LO4) theorists which are relevant to the task and mostly relevant to the though relevance to the attempted.
relevant to the task mostly organises task and shows some task is limited, and the
TASK 2 and organises material material effectively. organisation. Harvard material is not well
effectively. Harvard Harvard referencing is referencing is mostly organised. Harvard
referencing is correctly applied applied correctly referencing may be
correctly applied through with occasional though errors occur. attempted but there are
throughout. exceptions. frequent errors.

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 8
LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 9
 Assessment Criteria:

An outstanding 90 – Work which fulfils all the criteria of the grade below, but at an
Distinction 100 exceptional standard.

A very strong 80 – Work of distinguished quality which is based on a rigorous and broad
distinction 89 knowledge base, and demonstrating sustained ability to analyse,
synthesise, evaluate and interpret concepts, principles and data within
field of study, using defined principles, techniques and/or standard
formats and applications. This will form the basis for the development of
sound arguments and judgements appropriate to the field of study/
assessment task. There will be strong evidence of competence across a
range of specialised skills, using them to plan, develop and evaluate
problem solving strategies, and of the capability to operate autonomously
and self-evaluate with guidance in varied structured contexts. Outputs will
be communicated effectively, accurately and reliably.

A clear 71 – Work of very good quality which displays most but not all of the criteria
Distinction 79 for the grade above.

A Distinction 70 Work of highly commendable quality which clearly fulfils the criteria for
the grade below, but shows a greater degree of capability in relevant
intellectual/subject/key skills.

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 10
A very strong 67 – Work of commendable quality based on a strong factual/conceptual
Merit 69 knowledge base for the field of study, including an assured grasp of
concepts and principles, together with effective deployment of skills
relevant to the discipline and assessment task. There will be clear
evidence of analysis, synthesis, evaluation and application, and the ability
to work effectively within defined guidelines to meet defined objectives.
There will be consistent evidence of capability in all relevant subject
based and key skills, including the ability to self-evaluate and work
autonomously under guidance and to use effectively specified standard
techniques in appropriate contexts.

A strong merit 64 – Work of good quality which contains most, but not all of the
66 characteristics of the grade above.

A clear Merit 61 – Work which clearly fulfils all the criteria of the grade below, but shows a
63 greater degree of capability in relevant intellectual/subject/key skills.

Merit 60 Work of sound quality based on a firm factual/ conceptual knowledge

base for the field of study, demonstrating a good grasp of relevant
principles/concepts, together with the ability to organise and communicate
effectively. The work may be rather standard, but will be mostly accurate
and provide some evidence of the ability to analyse, synthesise, evaluate
and apply standard methods/techniques, under guidance. There will be no
serious omissions or inaccuracies. There will be good evidence of ability
to take responsibility for own learning, to operate with limited autonomy
in predictable defined contexts, selecting and using relevant techniques,
and to demonstrate competence in relevant key skills.

A very strong 55 – Work of capable quality which contains some of the characteristics of
Pass 59 grade above.

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 11
A strong Pass 50 – Work of satisfactory quality demonstrating a reliable knowledge base
54 and evidence of developed key skills and/or subject based skills, but
containing limited evidence of analysis, synthesis, evaluation or
application.

A Pass 41 – Work of broadly satisfactory quality covering adequately the factual

49 and/or conceptual knowledge base of the field of study and appropriately
presented and organised, but is primarily descriptive or derivative, with
only occasional evidence of analysis, synthesis, evaluation or application.
There may be some misunderstanding of key concepts/principles and
limitations in the ability to select relevant material or techniques and/or in
communication or other relevant skills, so that the work may include
some errors, omissions or irrelevancies. There will be evidence of ability
to operate with limited autonomy in predictable defined contexts, using
standard techniques, and to meet threshold standards in relevant key
skills.

A bare Pass 40 Work of bare pass standard demonstrating some familiarity with and
grasp of a factual/conceptual knowledge base for the field of study,
together with evidence of some ability to employ specialist skills to solve
problems within area of study, but only just meeting threshold standards
in e.g. evaluation and interpretation of data and information, reasoning
and soundness of judgment, communication, application, or quality of
outputs. Work may be characterised by some significant errors, omissions
or problems, but there will be sufficient evidence of development and
competence to operate in specified contexts taking responsibility for the
nature and quality of outputs.

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 12
A marginal Fail 30 – Work which indicates some evidence of engagement with area of study
39 in relation to acquisition of knowledge and understanding of concepts and
principles, and of specialist skills, but which is essentially misinterpreted,
and misapplied and/or contains some significant omission or
misunderstanding, or otherwise just fails to meet threshold standards in
e.g. communication, application or quality of outputs.

A Fail 20 – Work that falls well short of the threshold standards in relation to one
29 or more area of knowledge, intellectual, subject based or key skills. It may
address the assessment task to some extent, or include evidence of
successful engagement with some of the subject matter, but such
satisfactory characteristics will be clearly outweighed by major
deficiencies across remaining areas.

A 0 – 19 Work of poor quality which is based on only minimal understanding,

comprehensive application or effort. It will offer only very limited evidence of familiarity
Fail with knowledge or skills appropriate to the field of study or task and/or
demonstrate inadequate capability in key skills essential to the task
concerned.

Non- 0 Nothing, or nothing of merit, presented.

submission/Nil
attempt

LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 13
LSC_UoS Foundation in Study Skills for Higher Education Assignment Brief Page 14