UoK_FoS_ACLT I 2022

Unit 1
Preparing for Assignments

Intended Learning Outcomes:

By the end of this Unit, the students will be able to:
 Analyze assignment, short answer, structured essay, tutorial, or exam questions
and identity what is exactly expected in the assignment
 Find and evaluate credible academic sources to be used in assignments

Overview:
This Unit focuses on training you to prepare for assignments at the undergraduate level. In the
previous lesson, you learned that there would be different genres of writing assignments, such as
scientific or lab reports, academic essays, short answer questions (SAQs), structured essay
questions (SEQs), literature reviews, and case studies. This Unit will help you understand
assignments and how to successfully complete them with the help of the writing process. The Unit
begins by training you to analyze assignment questions and moves on to train you on how to find
and evaluate appropriate academic sources for successful completion of your assignments.

Part 1: Understanding Assignment Questions

A) Preparation:
The way you prepare for a written assignment will help determine the quality of the final
text.

Task 1: Take 5 minutes to reflect on and critically think about your current approach to
writing by completing the table below (adapted from Bottomley, 2015) and respond to the
questions that follow.

Always Sometimes Never

I analyse the assignment in detail, highlighting key words
and phrases.
I note down (or ‘brainstorm’) what I already know about
the topic.
I think carefully about the genre and the purpose of the
text as well as the expectations of the person reading it
and assessing it.
I think carefully about constraints of time and space, i.e.
the deadline and the word limit.
I produce a provisional outline, i.e. a plan of work,
including what I expect to cover, some sense of

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organization which reflects how the different subtopics

relate to each other, and some key references linked to
each part. I edit this as I go on with the process.
I think carefully about how to identify and evaluate
sources.
I take notes or highlight/annotate sources.
I reassess my own ideas, approach and outline in the light
of what I have read.

Reflective Questions:
i. Does your current approach to writing satisfactory or require important changes?
ii. How are the statements given in the table connected to the academic writing process
introduced to you before?

Discuss in your groups and share with the class.

B) Question Analysis:
You can develop your skills in answering assignment questions by analyzing the question by
focusing on the following:
 the instructional/task verb used in the question
 the concepts/keywords used in the question
 Concepts/keywords are of two types:
a) content words: words that are related to the subject material you learn in
your disciplines
b) limiting words: words that set the boundary in a question
Study the examples below:
Briefly explain the relationship between the ph value and nutrient availability in soil.
Illustrate the process of recycling aluminium cans.
Describe cell division in the body of a person with leukemia.

Every assignment, structured essay question (SEQ), tutorial, or exam question you get from
your lecturers can be analyzed using this method. Next, it is essential for you to understand
of the precise meanings of instructional/task words which set the direction of your
assignment.

Task 2: Given in the left column of the following table are some common
instructional/task verbs used in assignment, SEQ, tutorial, or exam questions. Match these
to their precise meanings given in the right column.

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Task Verb Precise Meaning of the Task Verb

1. Interpret A. Break an issue down into its component parts, discuss
them and show how they interrelate.
2. Prove B. Express the high points in brief and clear narrative
form. Details, and usually illustrations or examples,
may be omitted.
3. Outline C. Clarify something or tell how things work or how they
came to be the way they are, perhaps indicating how
the thing relates to some other thing or perspective.
4. Describe D. Demonstrate the truth of something by offering
irrefutable evidence and/or logical sequence of
statements leading from evidence to conclusion.
5. State E. Indicate the main features of a topic or sequence of
events, possibly setting them within a clear structure
or framework to show how they interrelate.
6. Analyze F. Write the facts about something and if the question
refers to a process, give a detailed account in
sequential order.

At the end, check your answers by referring to the resource PDF annexed (Understanding
Task Words). Note that the precise meanings you found in this task are worded differently
from what you will find in the resource.

Task 3: Refer to the assignments, SEQs, tutorial, or even past-paper exam questions
related to your discipline and analyze three (03) questions using this method. Annotate
(i.e., circle/underline/highlight/comment) or use color-coding to portray your analysis.

1.

2.

3.

Further resources: Check out the following web resource to learn how to analyze questions
with calculations - Short-answer questions in science | CLIPS. Take notes in your notebooks.

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Part 2: Finding and Evaluating Sources

Throughout the academic writing process, you will likely use various types of sources. When
you write your assignments you are taking part in an academic debate about your subject.
As part of this, you will use and build upon the ideas of other people, evaluating ,and
critiquing them. Ideas are found in academic sources, which take many forms. You will need
to engage with a breadth of literature in order to support your own arguments and evidence
your arguments.

The source types commonly used in academic writing include:

 Academic journals
 Books
 Papers from conference proceedings
 Published reports
 Websites, preferably with educational credentials
 Encyclopedias

A) Finding Sources

When preparing for assignments, doing a simple Google search is likely to provide you with
many non-scholarly or non-academic sources such as personal blogs, commercial websites,
and so on. Alternatively, you could locate academic journals published on your discipline,
but that would be a daunting task.

Task 4: Read the following text [adapted from: subjectguides.york.ac.uk] about four
different ways of finding academic sources and answer the question that follows.

A) Databases:

Databases catalog the contents of a selection of journals. You can search these databases to
find the articles that will be of use to you. Most databases do not hold or even search the full
text of a document. Rather, they are just an index of catalog records, usually comprising:
 the article's title (which will usually be descriptive)
 its authors and their organizations
 the publication date/year
 the publication source (e.g. journal, volume number, issue number etc.)
 an abstract summary of the article (a few hundred words long)
 subject headings indicating the content of the article in a few key words
Click here to access the e-databases facilitated by the University of Kelaniya Library.

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B) Academic Googling:

Google Scholar is a Google search engine that indexes academic-type material of various
formats, such as peer-reviewed papers, theses, books, abstracts, and technical reports. It will
retrieve information from academic publishers, professional societies, and universities, as
well as electronic journal articles. In many cases, it indexes the full text of items, rather than
merely bibliographic information, although the full text will not necessarily be available.

Further resources: Click here for a quick video guide to effective academic googling.

C) Grey Literature

Much of academically useful material is not published through conventional channels, so a

web search might be the easiest way to find such 'grey' literature: organizational reports,
projects, leaflets, etc., published outside normal academic publishing and distribution
channels. Such documents are often found in the 'publications' sections of organizational
websites.

Websites and newspapers may also offer academically relevant material, but often have a
narrow focus and are more likely to demonstrate bias. They may offer insight into public (or
establishment) opinion.

D) Subject Guides

A university library's subject guides are designed to help you find information and access
materials relevant to your field. Many foreign universities have a wide range of subject guides
on their library/academic support center/writing center websites. Click here for one such
example from York University. You can also find a range of Skills Guide by clicking here.

Question: Consider the scenarios given below and decide which way of finding sources
would be best for each. Upon completion of the task, discuss answers with the class.

i. To prepare for a discussion in her environmental conservation tutorial class, Jasmine

wants to collect some information regarding deforestation reported in Sri Lanka recently.

ii. Rajeswari is preparing for an assignment and she wishes to quickly learn how to
brainstorm and mind map.

iii. Saman wants to locate a reputed academic scientific journal published in the UK.

iv. Nazeer is required to make an academic presentation on the topic of significance of

scientific evidence. He wants to gather information from a variety of academic sources.

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B) Evaluating Sources

Before using academic sources in your assignments, they must be evaluated for their
credibility, relevance, and several other factors. Evaluating academic sources entails the
skills of critical thinking in students.

Using the CRAAP Test

The CRAAP Test is a standard method used internationally to assess academic sources. It
evaluates:
 Currency
 Relevance
 Authority
 Accuracy
 Purpose

Given below is a detailed guide to performing the CRAAP Test, where you need to ask
yourselves the following questions:
Currency: Timeliness of information
 When was the information published or posted?
 Has the information been revised or updated?
 Is the information current or out-of-date for your topic?
 Are the links functional?

Relevance: The importance of the info to your needs

 Does the information relate to your topic or answer your question?

 Who is the intended audience?
 Is the information at an appropriate level (i.e. not too elementary or advanced for
your needs)?
 Have you looked at a variety of sources before determining this is one you will use?

Authority: Who is the source of the info?

 Who is the author/publisher/source/sponsor?

 Are the author's credentials or organizational affiliations given? If yes, what are they?
 What are the author's qualifications to write on the topic?
 Is there contact information, such as a publisher or e-mail address?
 Does the URL reveal anything about the author or source?
Examples: .com .edu .gov .org .net

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Note:

.com = commercial – used to make money / .edu = education – universities, colleges, and
educational sites / .gov = government – sites owned and operated by the government / .org =
organization – usually non-profits and charities, however ANYONE can buy a .org ending (KKK)
/ .net = network – originally for telecommunication companies, but anyone can have them

Accuracy: How reliable, truthful, or correct is it?

 Where does the information come from?

 Is the information supported by evidence?
 Has the information been reviewed or refereed?
 Can you verify any of the information in another source or from personal
knowledge?
 Does the language or tone seem biased and free of emotion?
 Are there spelling, grammar, or other typographical errors?

Purpose: Why does the information exist?

 What is the purpose of the information? to inform? teach? sell? entertain?

persuade?
 Do the authors/sponsors make their intentions or purpose clear?
 Is the information fact? opinion? propaganda?
 Does the point of view appear objective and impartial?
 Are there political, ideological, cultural, religious, institutional, or personal biases?

Task 5: Imagine that you have been assigned to write an assignment on the acquisition and
application of scientific literacy. Using the CRAAP Test worksheet, evaluate 1-2 of the
following sources in groups (i.e., please give each one a CRAAP score and see if they pass
the CRAAP test).

Source 1 - Scientific Literacy: New Minds for a Changing World

Source 2 - Concept acquisition and scientific literacy of physics within inquiry-based

learning for STEM Education

Source 3 - Over 15% of China's population to be scientifically literate by 2025

Source 4 - Scientific knowledge and Scientific Literacy – What’s the Difference?

Share your group's response with the class, justifying your evaluations.

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The CRAAP Test Worksheet
Use the following list to help you evaluate sources. Answer the questions as appropriate, and then rank each of the 5 parts from 1
to 10 (1 = unreliable, 10 = excellent). Add up the scores to give you an idea of whether you should you use the resource (and
whether your professor would want you to!).

Currency: the timeliness of the information…………………………………………...................................

• When was the information published or posted?
• Has the information been revised or updated?
• Is the information current or out-of date for your topic?
• Are the links functional?
Relevance: the importance of the information for your needs…………………………………………….
• Does the information relate to your topic or answer your question?
• Who is the intended audience?
• Is the information at an appropriate level?
• Have you looked at a variety of sources before choosing this one?
• Would you be comfortable using this source for a research paper?
Authority: the source of the information…………………………………................................................
• Who is the author/publisher/source/sponsor?
• Are the author's credentials or organizational affiliations given?
• What are the author's credentials or organizational affiliations given?
• What are the author's qualifications to write on the topic?
• Is there contact information, such as a publisher or e-mail address?
• Does the URL reveal anything about the author or source?
Accuracy: the reliability, truthfulness, and correctness of the content…………….................................
• Where does the information come from?
• Is the information supported by evidence?
• Has the information been reviewed or refereed?
• Can you verify any of the information in another source?
• Does the language or tone seem biased and free of emotion?
• Are there spelling, grammar, or other typographical errors?
Purpose: the reason the information exists……………………………………………………………
• What is the purpose of the information?
• Do the authors/sponsors make their intentions or purpose clear?
• Is the information fact? opinion? propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional, or personal biases?

45 - 50 Excellent | 40 - 44 Good Total:

35 - 39 Average | 30 - 34 Borderline Acceptable
Below 30 - Unacceptable