Professional Documents
Culture Documents
and Social
Hanze University Groningen : Applied Sciences Marion Drs. m.troia@pl.hanze.n Troia, l C1 English Communication: Writing skills for social work Student manual Page 1 of 11
C1 English Communication: Writing skills for social work Student manual Page 4 of 11
Week 10 semester
Teacher can be asked to help with feedback giving and will give a general evaluation of feedback task of the group 100 %Graded :see criteria page 7 Teacher will look at drafts if requested
Week 14 of semester to send own text to partner Week 16 to send feedback form to partner Week 20 for submission of: 1.original text with feedback 2.rewritte nssay/ report e 3.improvemen t lan p
Rewritten Essay or Report / Assessment Sheet Introduction lead-in ( background, etc.) statement of purpose, going from general to specific problem statement or main issue and main points or research includes questions (if applicable) the contents of the paper preview of Body paragraphs clear sections with introduction/link in each section sufficient support (examples, statistics, expert opinions, etc.) from outside sources are relevant, sufficiently elaborated, and ideas synthesised develop the topic (no all point irrelevancies)
/15
/25
C1 English Communication: Writing skills for social work Student manual Page 5 of 11
What kind of writer are you? Complete the questionnaire by ticking (v) the appropriate column. | Sometimes Always 3 I am confident that my texts are convincing4 and be evaluated the way I want them to will be. I do much of the research needed before I start to write. I make an outline before drafting. I know how to adapt my style to the intended audience. I write a draft first and review it. I proof-read and revise my work before handing it in. I know how to link ideas effectively. I am sure the reader understands my points. I understand the differences between academic English and non-academic English. I know how to make a reference list in APA. I understand what constitutes plagiarism. I know how to paraphrase complex ideas in my own words. I have an idea of my own patterns of error. I support my points with accepted forms of evidence. My writing is clear. My writing is concise. I know how to proofread and edit academic writing. I am confident that my grammar, punctuation and spelling are correct. |
C1 English Communication: Writing skills for social work Student manual Page 7 of 11
Guidelines: report
Critical
incident
Background information on the organisational where the incident took place II. DESCRIPTION OF THE INCIDENT in DETAIL Choose a problem, confusing or tense situation or puzzle involving client (s) or colleague(s) who have some kind of cultural differences It can be a single incident or event but it can (also) be the result of a series of interactions that built up during a project or module Do not use general or vague descriptions - Be concrete; recount who, what, when, where, in sufficient detail A misunderstanding between people from the same country is possible too Identify as many context factors / elements as needed Give a chronology III. ANALYSIS Use concepts of intercultural (or intracultural) sensitivity/ communication to analyse what happened IV. CONCLUSION & RECOMMENDATIONS Go from specific to general; summarise the main points; consider what a practitioner could do to improve intercultural interaction in similar incidents/ situations in future LIST OF REFERENCES At least two academic sources must be used in the analysis Length : 2 to 3 pages font 11 : 1.5 Arial spacing
C1 English Communication: Writing skills for social work Student manual Page 8 of 11
Sanders, M. Tinglooo, A., & Verhulst, H. (second edition 1998). Advanced writing in English: a guide for Dutch authors . Leuven-Apeldoorn: Garant. Whittaker, A. Research skills for social Exeter, Learning (2009). work. Matters www.learningmatters.co.u k
C1 English Communication: Writing skills for social work Student manual Page 10 of 11
C1 English Communication: Writing skills for social work Student manual Page 11 of 11