APS 2022/23 Trimester 1 Written Assignment Brief

ASSIGNMENT INSTRUCTIONS

Assessment: Report
Assessment code: 011
Academic Year: 2022/2023
Trimester: 1
Module Title: Academic and Professional Skills
Module Code: MOD003325
Level: 4
Module Leader: Kate Sender
Weighting: 70%
Word Limit: 2000 words
This excludes bibliography and other items listed in rule 6.83 of
the Academic Regulations
Assessed Learning 1,2,3 & 5
Outcomes:
Submission Please refer to the deadline on the VLE
Deadline:

WRITING YOUR ASSIGNMENT:

 This assignment must be completed individually.

 You must use the Harvard referencing system.
 Your work must indicate the number of words you have used. Written assignments must not
exceed the specified maximum number of words. When a written assignment is marked, the
excessive use of words beyond the word limit is reflected in the academic judgement of the
piece of work which results in a lower mark being awarded for the piece of work (regulation
6.74).
 Assignment submissions are to be made anonymously. Do not write your name anywhere on
your work.
 Write your student ID number at the top of every page.
 You must number all pages.
 You must submit a Word doc (a .docx, .doc or .odt file), not a PDF.

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APS 2022/23 Trimester 1 Written Assignment Brief

SUBMITTING YOUR ASSIGNMENT:

 Requests for short-term extensions will only be considered in the case of illness or other
cause considered valid by the Director of Studies Team. Please contact
DoS@london.aru.ac.uk.  A request must normally be received and agreed by the Director of
Studies Team in writing at least 24 hours prior to the deadline.  See rules 6.64-6.73:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf.

 Exceptional Circumstances: The deadline for submission of Exceptional Circumstances claims

in relation to this assignment is no later than five working days after the submission date of this
work. Please contact the Director of Studies Team - DoS@london.aru.ac.uk. See 6.112 – 6.141:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf.

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APS 2022/23 Trimester 1 Written Assignment Brief

ASSIGNMENT QUESTION (100 marks):

Choose only ONE of the words in italics. Choose the word most relevant to your degree.

You have been hired by a multinational Healthcare/Finance/Legal/Hospitality company to write

a 2000-word report responding to the task in the box below.

Identify and analyse causes of the gender pay gap.

Based on your findings, make recommendations about how the gender pay gap
can be reduced.

READING REQUIREMENT:

 You must use the following source in your answer:

Apergis, N. and Lynch, N. (2022) ‘The impact of economic freedom on the gender pay gap:
evidence from a survey of UK households’, Journal of Economic Studies (Bradford), 49(1),
pp. 61–76. doi:10.1108/JES-09-2020-0444.

 You must also use at least 5 other sources that you select yourself.

ADDITIONAL INFORMATION:

 You must not focus on just one country or workplace, but you may use specific countries
or workplaces as examples.

 Your report should include the following sections:

Cover Page (not included in the word count).

Executive Summary (not included in the word count).
Contents Page (not included in the word count).
Introduction (suggested: 300 words).
Findings (suggested: 1200 words, split into 4 300-word subsections. The first subsection
should relate to your degree).
Conclusion (suggested: 150 words).
Recommendations (suggested: 350 words. Include 3 recommendations).
Reference List (not included in the word count).
Appendices (optional, not included in the word count).

Further guidance on what should be included in each section is provided in a separate document
on the VLE, “Report Assignment Structure”.

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APS 2022/23 Trimester 1 Written Assignment Brief

ASSESSMENT CRITERIA

Your grade is split into four categories: Task Fulfilment (40% of your grade), Structure, Use of
Sources and Language (each worth 20% of your grade). Each category assesses different aspects
of your work, as explained below:

Task Fulfilment (40%)

 Relevance: Your report should stay on topic. It should not contain any information that does not
help answer the report task.
 Report section function: Each section of the report should fulfil its function by following report-
writing conventions and doing what the reader expects. Your ideas should be in the
appropriate report section (e.g. you should not make recommendations in the Findings).
 Analysis: Your report should be analytical, not just descriptive. For example, you could
consider the consequences and limitations of the ideas you include.

Structure (20%)

 Order of ideas: Your ideas should be in a logical order, and the same idea should not be
repeated multiple times (although you may refer to ideas you have previously discussed).
 Paragraph structure: Your paragraphs should follow the structure discussed in your APS
lectures. Each paragraph should have only one main idea, which should be made clear in its
topic sentence. This idea should be well supported (e.g. with explanation or examples).
 Cohesive devices: You should use cohesive devices (e.g. “therefore”, “however”) to show the
links between your ideas. You should make logical choices about when to do this and which
cohesive devices to use.

Use of Sources (20%)

 Choice and use of sources: You should use a large range of sources. Your sources should be
complex, thorough, academic and reliable. It should be clear how your source evidence
supports your ideas and links to the report task.
 Use of paraphrase/summary: Your paraphrases and summaries should be frequent and easy
to understand. You should use your own words. The meaning of the original source should
remain clear. You may include direct quotations, but only when appropriate.
 Use of Harvard referencing: You should reference all information from sources accurately.
Your citations and reference list should follow the conventions of Harvard referencing, as
explained here: https://www.citethemrightonline.com.

Language (20%)

 Range: Your vocabulary should be varied and relevant to the report topic. You should use a
wide range of grammatical structures.
 Accuracy: Your language use should be accurate and natural, with as few errors as possible.
Your writing should be easy to understand and should not cause strain (confusion) for the
reader.
 Academic style: Your writing should follow the conventions of academic style, as explained in
your APS sessions. You should avoid personal language, idioms, emotional language, informal
language, rhetorical questions and contractions. Your writing should be precise.

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 APS 2022/23 Trimester 1 Written Assignment Brief

APS WRITTEN REPORT MARKING CRITERIA:

Grade Task Fulfilment
Structure (20%) Use of Sources (20%) Language (20%)
(40%)
Relevance • Report Choice and Use of Sources • Range • Accuracy •
Order of Ideas • Paragraph Structure
Section Function • Paraphrase/Summary • Harvard Academic Style
• Cohesive Devices
Analysis Referencing
 Completely on topic  Order of ideas within sections is  An exceptional range of complex,  Exceptional range of
and succinct without exceptionally logical. reliable, academic sources have vocabulary and
digression.  Paragraphs show exceptional been used. They support points grammar which is
90-100%  Report sections structure and have very clear exceptionally well. formal and appropriate.
Exceptional
thoroughly fulfil their main ideas.  Use of paraphrase/summary  Language use is
functions in an  Choice of cohesive devices is shows exceptional ability to exceptionally accurate,
TF: 36-40
effective and clear completely logical. They are manipulate language. Quotes are with no errors.
S/UoS/L: way. used at all appropriate points. only used if appropriate and  Exceptional,
18-20  Analysis is very necessary. completely consistent
frequent, innovative  Flawless use of Harvard academic style.
and exceptionally referencing.
effective.
 On topic and  Order of ideas within sections is  Many complex, academic and  Outstanding range of
succinct without very logical. reliable sources have been used. vocabulary and
80-89% digression.  Paragraphs show outstanding They support points outstandingly grammar which is
Outstanding  Report sections fulfil structure and have clear main well. formal and appropriate.
their functions very ideas.  Use of paraphrase/summary is  Language use is
TF: 32-35 effectively.  Choice of cohesive devices is outstanding and clear. Quotes are outstandingly accurate,
 Analysis is frequent very logical. They are used at only used if appropriate. with a few very minor
S/UoS/L: and effective. almost all appropriate points.  Near flawless use of Harvard errors.
16-17 referencing (there may be very  Outstanding, highly
minor errors e.g. punctuation). consistent academic
style.
 Report stays on topic  Order of ideas within sections is  Many academic and reliable  Excellent range of
(there may be logical. sources have been used. They vocabulary and
70 – 79% extremely minimal  Paragraphs tend to show often support points in an grammar which is
Excellent digression). excellent structure and are very excellent way. generally formal and
 Report sections fulfil likely to have clear main ideas.  Use of paraphrase/summary is appropriate.
TF: 28-31 their functions.  Choice of cohesive devices is excellent and usually clear.  Language use is
 Analysis is fairly logical. They are used at most Quotes may be used, usually excellent, with errors
S/UoS/L: frequent and usually appropriate points. when appropriate. causing no strain.
14-15 effective.  Excellent use of Harvard  Excellent, consistent
referencing (there may be minor academic style.
errors).
 Report is mostly on  Order of ideas within sections is  Some academic and reliable  Good range of
topic with only minor mostly logical. Occasionally sources have been used. They vocabulary and
digression. ideas may be repeated or their support points in a good way, grammar (there may
60 – 69%  Report sections placement may cause which may be inconsistent. be occasional informal
Good confusion. or inappropriate
usually fulfil their  Use of paraphrase/summary and
functions, with some  Paragraphs tend to show good is good and generally clear. language).
TF: 24-27
minor issues. structure. There may be some Quotes may be overused.  Language use is good
St/S/L: 12-  There is a good issues e.g. inappropriate  Good use of Harvard referencing (but at points may
13 attempt at analysis, sentence functions/multiple (there may be some errors e.g. cause minor strain).
which is sometimes ideas in one paragraph. with secondary citations).  Good academic style
effective.  Choice of cohesive devices is which is mostly
mostly logical. They are used at consistent.
many appropriate points.
 Report is often on  Order of ideas within sections is  Some sources may be non-  Sound range of
topic, with some often logical. Sometimes ideas academic and/or unreliable. vocabulary and
digression. may be repeated or their There is a sound attempt to use grammar (there may
50 – 59%  Most/all report placement may cause sources to support points (some be some
Sound sections at least confusion. source evidence may be informal/inappropriate
partially fulfil their  Paragraphs tend to show sound lacking/not be fully relevant). language).
TF: 20-23 functions. structure. There may be  Use of paraphrase/summary is  Language use is sound
 Report is often frequent issues e.g. unclear sound and may be unclear. (but at points may
S/UoS/L: descriptive but there main ideas/repetitive sentence Quotes may be overused. cause strain).
10-11 is a sound attempt at functions.  Sound use of Harvard referencing  Sound academic style,
analysis (which may  Choice of cohesive devices is (there may be some errors e.g. which may be
not always be sometimes logical. They are with citation placement). inconsistent.
successful). used at some appropriate
points.

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 APS 2022/23 Trimester 1 Written Assignment Brief

Grade Task Fulfilment

Structure (20%) Use of Sources (20%) Language (20%)
(40%)
 Report is partly on  Order of ideas within sections is  Sources are likely to be non-  Adequate range of
topic with frequent sometimes logical but may academic and/or unreliable. They vocabulary and
40 – 49% digression. cause some confusion. support points in an adequate grammar (there may
Adequate  Some report  Paragraphs tend to show way (e.g. tend to be sparse/only be frequent
sections partially fulfil adequate organisation. There tangentially relevant/vague). informal/inappropriate
TF: 16-19
their functions. may be very frequent issues e.g.  Use of paraphrase/summary is language).
S/UoS/L: 8-  Report is largely very long/short paragraphs. frequently unclear. Quotes are  Language use is
9 descriptive, with little  Choice of cohesive devices is likely to be overused. adequate and likely to
to no attempt at often illogical. They may  Adequate use of Harvard cause strain.
analysis. sometimes be used at referencing (there may be  Some sporadic
appropriate points. frequent errors e.g. inaccurate attempts to use
citation format). academic style.
 Unsuccessful  Order of ideas within sections is  Unsuitable sources, which  Limited range of
attempt to stay on rarely logical and often causes support points in a limited way vocabulary and
30 – 39% topic, with very confusion. (e.g. very sparse/extremely grammar (language is
Limited frequent digression.  Paragraph organisation is vague/irrelevant). likely to be informal
 There may be an limited, with frequent issues  Paraphrase, summary and/or and inappropriate).
TF: 12-15
attempt to make which severely disrupt flow. quotes are used in a limited way  Language use is
S/UoS/L: 6- report sections fulfil  Choice of cohesive devices is (there may be major plagiarism). limited and causes
7 their functions, but it usually illogical. They are usually  Limited use of Harvard significant strain.
is unsuccessful. used at inappropriate points. referencing, with frequent,  Limited attempt to use
 Report is descriptive, significant errors (which could academic style.
with no clear attempt cause accusations of plagiarism).
at analysis.
1-30%  Little to no content is  Little to no attempt to organise  Little to no attempt to use  Extremely limited
No or on topic. ideas within sections. sources. range of vocabulary
deficient or  There is little to no  Little to no attempt to structure  Little to no attempt to paraphrase, and grammar, which is
little evidence that report paragraphs. summarise or quote. informal and
information inappropriate.
sections fulfil their  Little to no use of cohesive  Little to no attempt to use Harvard
base
functions. devices. referencing.  Language use causes
TF: 0-11  Little to no analysis is severe strain.
evident.  Little to no attempt to
S/UoS/L: 0- use academic style.
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APS 2022/23 Trimester 1 Written Assignment Brief

ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 4 – the Transition stage

Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be
articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of
expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing
understanding of the theoretical background of their study and the analytic competence to explore it, as well as its
relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and
weaknesses in their skill sets

Characteristics of Student Achievement by Marking Band for ARU’s Generic

Learning Outcomes (Academic Regulations, Section 2)
Mark Outcome
Bands Intellectual (thinking), Practical, Affective and
Knowledge & Understanding
Transferable Skills

Exceptional information base Exceptional management of learning resources,

exploring and analysing the complemented by assured self-direction/exploration.
90-
discipline, its theory and ethical Exceptional structure/accurate expression. Demonstrates
100% issues with extraordinary intellectual originality and imagination. Exceptional
originality. practical/professional skills.

Outstanding management of learning resources,

Outstanding information base
complemented by assured self-direction/exploration. An
80- exploring and analysing the
exemplar of structured/accurate expression. Demonstrates
discipline, its theory and ethical
89% intellectual originality and imagination. Outstanding
Achieves issues with clear originality
practical/professional skills
module
outcome(s) Excellent information base,
Excellent management of learning resources,
exploring and analysing the
70- complemented by self-direction/exploration. Structured/
discipline, its theory and ethical
accurate expression. Excellent academic/intellectual and
79% issues with considerable
team/practical/ professional skills
originality.

Good information base; explores
60- and analyses the discipline, its
theory and ethical issues with
69%
some originality
Good management of learning resources with some self-
direction. Structured and mainly accurate expression.
Good academic/intellectual skills and team/practical/
professional skills

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APS 2022/23 Trimester 1 Written Assignment Brief

Sound information base that
50- begins to explore and analyse the
discipline and its ethical issues
59%
but is still mainly imitative
Sound use of learning resources and input to teamwork.
Some lack of structure/accuracy in expression. Acceptable
academic/intellectual skills and sound practical/
professional skills

Adequate use of learning resources with no self-direction.

A marginal Adequate information base;
Some input to teamwork. Some difficulty with structure and
pass in omissions in understanding of
40- accuracy in expression. Some difficulties with
module major/ethical issues. Largely
academic/intellectual skills and developing practical/
49% outcome(s) imitative
professional skills

A marginal
fail in module
Limited use of learning resources. No self-direction, little
outcome(s). Limited information base; limited
30- input to teamwork and difficulty with structure/accuracy in
Satisfies understanding of discipline and its
expression. Weak academic/intellectual skills.
39% default ethical dimension
Practical/professional skills are not yet secure
qualifying
mark

Little evidence of use of learning resources. No self-

Little evidence of an information
direction, with little evidence of contribution to teamwork.
20- base. Little evidence of
Very weak academic/intellectual skills and significant
understanding of discipline and its
29% difficulties with structure/expression. Little evidence of
ethical dimension.
practical/professional skills

Deficient use of learning resources. No attempt at self-

Deficient information base.
Fails to direction with inadequate contribution to teamwork.
10- Deficient understanding of
achieve Deficient academic/intellectual skills and major difficulty
discipline and its ethical
19% module with structure/expression. Deficient practical/professional
dimension.
outcome(s). skills
Qualifying
mark not No evidence of use of learning resources nor
No evidence of any information
satisfied understanding of self-direction; no evidence of contribution
1- base. No understanding of
to teamwork. No evidence academic/ intellectual skills and
discipline and its ethical
9% incoherent structure/ expression. No evidence of practical/
dimension.
professional skills

Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student

0% fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning
outcomes

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APS 2022/23 Trimester 1 Written Assignment Brief