business communication

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MODULE 1.1MODULE 1.1

Academic Communication Skills

Introduction:

Studying a postgraduate degree requires you, the student, to be

proactive with regards to the achievement of objectives and the

progression of your studies. Graduates are expected to sharpen skills

such as critical thinking, research, analysis and synthesis of information,

as well as academic communication.

In addition, you are obliged to respect the rules of academic integrity

and conduct. While assignments can take many forms (written/oral,

individual/group, essays/reports, reflective/expository), they should be

completed according to academic conventions. Having the ability to

identify academic sources, question their relevance, and to evaluate their

reliability before using in-text citations and referencing to acknowledge

the original author, are all foundational academic skills.

Self-Directed LearningSelf-Directed Learning

In self-directed learning you take the initiative and responsibility for your

learning; this binds together with the concept of the flipped classroom

where you go through the readings before class, and the lecturer’s role is

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to facilitate further investigation of the sources.

When you are self-directed, you set and manage your own objectives

regarding studies: how, when and what to learn, even evaluating the

learning outcomes. The aim is to create a habit of personal development

and intrinsic motivation. While lecturers provide scaffolding of

information and guidance, peers can provide collaboration and

feedback.

Analysing Assessment BriefsAnalysing Assessment Briefs

Producing a high-quality assignment starts with analysing the

assessment brief so that the you have a clear understanding of what the

assessment is asking you to do. Analysing the brief can be broken down

into four steps:

1. Identifying the topic and its specific focus – these will define the

focus for research and reading

2. Finding key words that point to the purpose of the assessment

(task words, content words, and limiting words)

3. Paying careful attention to essential instructions included in the

assessment brief, e.g. word count, structure, and number of

resources.

4. Choosing the correct format, e.g., report or essay, as well as

including relevant parts such as executive summary, reference list,

and possible appendices.

When analysing assessment briefs and commencing writing you should

consider the word count and make sure you stay within the limit given.

You should also keep drafts and backups of the assessments and submit

your final version only via Blackboard by the due date. Should an

extension be required, you must apply for it before the due date using

the university application form. This application form together with

verifiable proof of extenuating circumstances should be provided

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together with the most recent draft of the assessment. Most importantly,

you must ensure that your assessments are written and submitted

according to the academic integrity policy!

Academic IntegrityAcademic Integrity

We value academic honesty and aim to instil you with strong

professional ethics. You are expected to work independently and

according to the scholarly academic conventions in exams and

assessments. Any form of deliberate dishonesty such as plagiarism,

collusion, or cheating can have academic consequences.

One example of an academic convention is correct citation and

referencing of source material. This ensures that the reader is able to

distinguish the ideas of the assessment writer from sourced material,

and evaluate the value of the source as evidence.

Representing someone else’s ideas or work requires the

acknowledgement of the original source – otherwise the material is

considered plagiarised. All assessments containing unoriginal material

should include both in-text referencing as well as a reference list. Please

note, Torrens University uses the APA 6th style of referencing.

References:References:

Laureate Australia. (2018). Academic Writing Guide – APA 6th Edition [PDF file]. Retrieved from https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?

course_id=_20163_1&content_id=_2498847_1&mode=reset

Petro, L. (2017). How to Put Self-Directed Learning to Work in Your Classroom. Retrieved from https://www.edutopia.org/discussion/how-put-self-directed-

learning-work-your-classroom

Essential Resources:

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CrashCourse. (2017, September 12). Procrastination:

Crash Course Study Skills #6. [Video file]. Retrieved from

https://www.youtube.com/watch?

v=x2y_SLOvOvw&index=7&list=PL8dPuuaLjXtNcAJRf3bE1IJU6nMfHj86W

Watch this interesting video on procrastination and how to get the

better of the urge to put things off.

Pecorari, D. (2010). Academic writing and plagiarism: a

linguistic analysis. Retrieved from

https://lesa.on.worldcat.org/oclc/682883430

Please read Chapter 3 Learning to Write from Sources which

explains why and how to use sources and referencing to avoid

plagiarism.

Song, L. & Hill, J. R. (2007). A Conceptual Model for

Understanding Self-Directed Learning in Online

Environments. Journal of Interactive Online Learning,

(6)1, 27-41.

This article examines different models of self-directed learning and

how they can be applied in online learning environments. It also

addresses the personal attributes self-directed learners need in

order to succeed in an online context.

Western Sydney University. (2018). Analysing the

assignment question. Retrieved from

https://www.westernsydney.edu.au/studysmart/home/find_help/list_of_pdf_resources

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Instructions on how to analyse an assignment question using

keywords, and how to differentiate descriptive writing from

analytical.

Weimer, M. (2018, January 17). A Memo to Students on

Cheating. [Blog post]. Retrieved from

https://www.facultyfocus.com/articles/teaching-

professor-blog/memo-students-cheating/

A letter from a teacher to students explaining why they shouldn’t

cheat.

Learning Activity:

Learning Activity 1: Discussion Forum – IntroduceLearning Activity 1: Discussion Forum – Introduce

yourselfyourself

You are asked to write a short paragraph about yourself in the

Introduce Yourself discussion forum. The Introduce Yourself

discussion forum is a great way for students to get to know each

other and feel part of the college community. This helps you to join

with others to make study groups and support each other outside

of class time. This has the potential to provide supportive

friendships throughout the course.

Please introduce yourself on the Module 1.1 discussion

forum found via link in the main navigation menu or click

here to scroll to the bottom of this page then click on the "IntroduceIntroduce

Yourself - Discussion ForumYourself - Discussion Forum" link.

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Learning Activity 2: Personal Journal: AcademicLearning Activity 2: Personal Journal: Academic

Strengths InventoryStrengths Inventory

Go to your personal Journal and answer the questions in the

journal for Module 1.1. This journal is for your own personal

learning. It is confidential and will not be available to anyone

except you. Your journal will be an important resource for

preparing your submissions for assessments.

For this task you should complete the Academic Strengths

Inventory before exploring and answering the questions. Click on

the journal link in the main navigation menu to begin.

According to the Inventory, what are your strengths and

areas for improvement? Do you agree?

What's one thing that you would like to try to improve upon?

And what are some of things you could improve upon?

What do you do when you need guidance with academic

skills? Are you aware of the support services on campus and

on Blackboard?

Learning Activity 3: Discussion Forum – LifelongLearning Activity 3: Discussion Forum – Lifelong

LearningLearning

Watch the short video ‘Behind the cover: Lifelong learning’ The

Economist. (2017, January 13). [Video file] Retrieved from

https://www.youtube.com/watch?v=GsWz3PkIEic

What kind of thoughts arose in your mind? Think about these

questions to get started:

Do you think that the description of the future in the video is

correct?

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What are some of the other factors besides technology that

will shape our future?

How can you prepare for an increasingly competitive job

market?

Please share your answers to Module 1.1 Lifelong Learning

discussion forum questions found via link in the main

navigation menu or click here to scroll to the bottom of this page then

click on the "Module 1 - Discussion ForumModule 1 - Discussion Forum" link.

Note:Note: The Learning activities above are not part of summative/graded

assessment; however they are designed to prepare you for incremental

graded assessment and expand your learning.

These activities encourage a community learning experience between

peers, and provide opportunities for facilitators to offer formative

feedback, throughout a module, to the student cohort.