London School of Commerce In Association with the University of Suffolk Assignment Brief Course/Programme:Assignment Brief – Business FoundationLevel:3Module Title:Study Skills for Higher EducationModule Leader:Sarah GibbonsAssignment title:Study Skills for Higher EducationIntake2020TermOctober – December 2020Weighting:Individual Essay (review of article) – 50% Individual Report – 50%Date given out:April 2020Submission date:Individual Essay (review of article) – 16th November 2020 Individual Report – 21st December 2020Eligible for late submission (3 working days, with penalty)?YesMethod of submission:XOnline only XOnline and paper copySpecial instructions for submission (if any):N/ADate for results and feedback:Employability skills assessed:IT and Communication Skills Time Management and Goal Setting Skills Analytical skillsLearning outcomes assessed:As indicated in assignments tasks Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )Late Submission Penalties (tick if appropriate)Capped at 40% 100 %Up to 72 hoursOver 72 hours late 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: Habits of successful people that will transform your life #1: Set goals – Setting goals should be the number one priority for anyone looking for success, most successful people clearly define where they want to go and what they want to achieve by setting goals. Goals and objectives give you the ability to monitor yourself and how much progress you’re making. They provide an essential analysis that keeps you from becoming blinded by your bias. #2: Take Responsibility for their actions – One of the key attributes of most successful people is taking full responsibility of their actions, most successful people take full responsibilities of their failures and success, unlike the majority, they never play the victim role, they never put the blame on someone else, they learn from their failures instead, and they move on quickly, most successful people strongly believe that their energy must be best spend in the present, and planning for the future #3: Great Self Discipline – Discipline is one of the strongest attributes of most successful people, it encourages you to stay focused on reaching your goals, gives you the gumption to stick with difficult tasks, and allows you to overcome obstacles and discomfort as you propel yourself to new heights. #4 Obsessed with Self-Development – Personal development refers to those activities that improve a person’s talents, potential, employability, consciousness and ability to realize dreams and create wealth. In short, it’s what you do to better yourself and your prospects in life. Most successful are obsessed with personal development. Personal development enables you to have a particular vision of the future, which gives you a clear idea as to what or where you will be in the next few months or years. Knowing your target and destination in life makes it easy to draw up a plan on how you will achieve your goals. #5 Risk Takers – “…If there is no risk, there is no reward.” Most Successful people are risk-takers, they are not hesitant to put everything on the line and it’s one of their key attributes to success. Taking a risk to achieve a goal requires the courage to face the fear of uncertainty. No matter the outcome, either way, we grow through the process and become more resilient and confident. Better yet, building those skills helps in taking more risks and improves the chances of achieving future goals. Rodney,(2020).Habits Of Successful People That Will Transform Your Life. iharare. Available from: https://iharare.com/habits-of-successful-people-that-will-transform-your-life/ [Accessed 02 March 2020] . Questions: Choose three of the habits mentioned in the article above and discuss why they are important for student success.Identify additional habits that students need and explain 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. There is a more detailed description of how marks are achieved on pages 7-9. 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 following learning outcomes:Marks availableChoose three of the habits mentioned in the article above and discuss why they are important for student success.40Identify additional habits that students need and explain why they are important.40Essay style and referencing20 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 universityIntroductionMain body – consisting of well-written paragraphsConclusionIn-text citations and Reference List (minimum 6 references)Academic writing throughout TASK DESCRIPTION – Assignment 2 (50%) Assessment 2 – Individual report (1500 words maximum) Students have regular assignments to submit at university and need to do a lot of reading and writing. There is not enough time to read everything in detail and so students must develop methods to help them read more effectively. They must also ensure that their assignments are sufficiently academic. Discuss some strategies that students can use to improve their reading ability.Provide suggestions that will help students improve the quality of their written assignments. 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 report with references. There is a more detailed description of how marks are achieved on pages 7-9. Assessment Criteria applied – This assessment addresses the following learning outcomes:Marks availableDiscussion on strategies that students can use to improve their reading ability.35Recommendations on how students can improve their written assessments.35Quality of referencing15Use of academic writing and drawing conclusions15 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 universityAbstractTable of contentsIntroductionAnalysis and discussion of questionsRecommendationsConclusionIn-text citations throughout and Reference List (minimum 6 references) FORMATTING AND LAYOUT FOR ASSIGNMENTS: Please note the following when completing your written assignments: Writing: Written in academic EnglishFocus: Focus only on the tasks set in the assignment.Document format: Essay for task 1 and Report for task 2Cover sheet: For each assignment provide a clear title, course, and name or ID number on a cover sheetReference List: using Harvard referencing throughout.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. 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 studyLO2: Identify techniques for building comprehension and retentionLO3: Acquire knowledge of learning strategies and techniques to improve memory retention and understanding how people learnLO4: Use of library information and media services Marks Awarded(70%+)(60-69%)(50-59%)(40-49%)(30-39%)Choose three of the habits mentioned in the article above and discuss why they are important for student success. (LO1)TASK 1The work discusses three of the habits mentioned in the article and provides a wide variety of reasons for why they are important. It shows very thorough interpretation and analysis.The work discusses 2 or 3 of the habits mentioned in the article and provides a decent variety of reasons for why they are important. It shows competent interpretation and analysis.The work discusses at least 2 of the habits mentioned in the article. However, the work is mostly descriptive and little analysis is provided.The work shows some awareness of why the habits are important for student success but is descriptive rather than analytical. It may not focus sufficiently on the habits mentioned in the article. There may be some errors or misunderstandings.The work shows some awareness of habits needed for student success but lacks detail and relevance. There are significant errors and misunderstandings.Identify additional habits that students need and explain why they are important. (LO2)TASK 1The work provides a detailed explanation and analysis of additional habits needed for student success. The arguments are logical and thorough.The work provides some explanation and analysis of additional habits needed for student success. There are some logical and relevant arguments.The work identifies some additional habits needed for student success, but little analysis is provided.The work identifies a few additional habits needed for student success however the analysis is mostly superficial and lacks justification. Some errors may be present.The work shows some awareness of habits needed for student success but does not present adequate analysis or justification.Essay style and referencingTASK 1The work competently analyses and evaluates a range of academic sources in order to identify and develop a wide range of relevant conclusions. References are correctly provided following Harvard style. The work is clearly structured with well written sentences and paragraphs throughout.The work shows some evaluation and analysis of a variety of sources in order to identify and develop some relevant conclusions. References are provided following Harvard style. The work is clearly structured with mostly well written sentences and paragraphs throughout.The work shows some analysis of several sources in order to identify some relevant conclusions. References are provided following Harvard style though there may be errors and omissions. The work shows some organisation and sentences and paragraphs are relatively clear. There may be some errors and misunderstanding or the arguments may not be sufficiently relevant.The work shows some understanding but little attempt to utilise sources. There is an attempt at referencing but with serious errors and omissions. The work lacks organisation and sentence and paragraph structure need development. There may be some errors and misunderstanding or the arguments may not be sufficiently relevant.The work lacks organisation and there is poor sentence and paragraph structure. There is no evidence of research or attempt at referencing. The work makes some suggestions but these lack relevance with frequent errors and misunderstanding.Discuss some strategies that students can use to make their reading more effective. (LO3) Task 2The work accurately identifies and evaluates a wide range of strategies to improve reading ability. It provides competent interpretation and analysis.The work identifies and evaluates a range of strategies to improve reading ability and provides some interpretation and analysis.The work identifies most of the strategies to improve reading ability but lacks evaluation in parts.The work identifies some of the strategies to improve reading ability but is descriptive rather than analytical. There may be errors or misunderstandings.The work attempts to identify how students can improve reading ability however there are significant errors or misunderstandings.How can students improve their written assignments? Make some recommendations. (LO3)TASK 2The work provides a wide range of recommendations that students can implement to improve their written assignments. The arguments are logical and thorough and competent evaluation is provided.The work provides a range of recommendations that students can implement to improve their written assignments. The arguments are logical and thorough, and some evaluation is provided.The work provides some recommendations that students can implement to improve their written assignments. There is some evaluation, but the arguments are mostly descriptive.The work makes some recommendations for students but provides little detail. The arguments are mostly descriptive and there may be errors or inaccuracies.The work shows some awareness of how students can improve their written work but there are significant errors or omissions.Use of academic writing and drawing conclusions (LO4)TASK 2The work draws relevant conclusions based on competent interpretation and analysis. There is a high level of academic writing throughout and the report is highly readable and well-structured.The work draws some relevant conclusions based on interpretation and analysis. There is a good level of academic writing throughout and the report communicates effectively, with only minor lapses.The work shows some competent interpretation and analysis. There is a good attempt at academic writing though with some omissions. The report communicates relatively effectively but with some lapses.The language is mostly descriptive, and the English is not sufficiently academic. The report structure needs improvement.The writing style is not academic. There is little attempt to follow the structure of a report.Quality of referencing (LO4)TASK 2The work utilizes a very expansive range of sources and theorists which are relevant to the task and organises material effectively. Harvard referencing is correctly applied throughout.The work utilizes a good range of sources and theorists which are relevant to the task and mostly organises material effectively. Harvard referencing is correctly applied through with occasional exceptions.The work utilizes a range of sources and theorists which are mostly relevant to the task and shows some organisation. Harvard referencing is mostly applied correctly though errors occur.The work provides some evidence of a few sources and theorists though relevance to the task is limited and the material is not well organised. Harvard referencing may be attempted but there are frequent errors.There is little evidence of sources and Harvard referencing is not attempted. Assessment Criteria: An outstanding Distinction90 – 100Work which fulfils all the criteria of the grade below, but at an exceptional standard.A very strong distinction80 – 89Work of distinguished quality which is based on a rigorous and broad 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 Distinction71 – 79Work of very good quality which displays most but not all of the criteria for the grade above.A Distinction70Work 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.A very strong Merit67 – 69Work of commendable quality based on a strong factual/conceptual 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 merit64 – 66Work of good quality which contains most, but not all of the characteristics of the grade above.A clear Merit61 – 63Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.Merit60Work 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 Pass55 – 59Work of capable quality which contains some of the characteristics of grade above.A strong Pass50 – 54Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but containing limited evidence of analysis, synthesis, evaluation or application.A Pass41 – 49Work of broadly satisfactory quality covering adequately the factual 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 Pass40Work 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.A marginal Fail30 – 39Work which indicates some evidence of engagement with area of study 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 Fail20 – 29Work that falls well short of the threshold standards in relation to one 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 comprehensive Fail0 – 19Work of poor quality which is based on only minimal understanding, application or effort. It will offer only very limited evidence of familiarity 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-submission/Nil attempt0Nothing, or nothing of merit, presented.
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