Academic Skills Portfolio - Skills Development, Semester 1, University

This academic skills portfolio documents a student's development of key academic skills throughout a semester. The portfolio includes a self-evaluation checklist and a personal SWOT analysis to identify strengths, weaknesses, opportunities, and threats related to their academic performance. It also contains sections on structuring writing, quantitative data analysis, evaluating sources, referencing, and synthesizing information. Furthermore, the portfolio includes a presentation of the assignment, editing and proofreading exercises, a post-presentation reflection, and an end-of-course self-evaluation. The student also develops a personal development plan and completes written tasks focused on academic writing and reflective writing. The academic writing task, of 900 words, explores a degree-specific focus related to the UK’s exit from the European Union. The reflective writing task, of 300 words, summarizes key learning experiences. The portfolio demonstrates the student's ability to apply and reflect on various academic skills, and it serves as a comprehensive record of their learning journey within the higher education program. The student has documented their progress in various areas such as information gathering, source evaluation, planning, writing, independent study, and oral presentations. The portfolio is submitted electronically for evaluation.

Academic Skills Portfolio
Name: Student
Number:
Lecturer name:
Tutor name:
Degree studied:
This is your Academic Skills ONLINE Portfolio. Please save a copy on your computer and back it up regularly
(e.g. by saving it on your computer / in the cloud (e.g. Google Drive) / emailing it to yourself. You will receive
a printed copy which you should bring to all lectures and tutorials. However, at the end of the course, you
need to submit this electronic copy. Please refer to suggested word counts for each task included within this
portfolio.
The deadline for uploading the online portfolio is:
Assessed Learning Outcomes:
 Show evidence of understanding core components of academic literacy/skills.
 Apply critical thought to a range of tasks, and do so with a minimum of external guidance in
particular situations.
 To reflect, analyse and discuss strengths, weaknesses, and opportunities personally and
academically.
 Use appropriate technologies to facilitate the completion of self-analysis/reflection.

Week Table of Contents Page Learning
Outcome
Section 1: Portfolio Evidence
(These tasks will be drafted in class and are designed to inform the written tasks in section 1; Suggested word
counts are included in brackets where appropriate.)
1 Self-evaluation checklist 3 LO 3 & 4
1 Personal SWOT analysis (suggested word count: 200 words) 4-5 LO 3 & 4
2 Structuring your writing (including examples and evidence) 6-7 LO 1 & 2
3 Quantitative data analysis (suggested word count: 300 words) 8-9 LO 1 & 2
4 Evaluating sources and referencing (suggested word count 150
words)
10 LO 1 & 2
5 Synthesising and in-text citations (suggested word count: 250
words)
11 LO 1 & 2
7 Presenting your assignment (include screen shot) 12 LO 1
8 Editing and proof reading your portfolio: using the marking criteria
to get a first!
13-14 LO 1 & 3
9 Post-presentation reflection 15 LO 3 & 4
10 End of course self-evaluation checklist 16 LO 3 & 4
10 Personal development plan (PDP) (suggested word count: ) 17 LO 3 & 4
Section 2: Written Tasks
(These written tasks should be developed throughout the semester but completed in weeks 9-11)
1-10 Academic writing [degree-specific focus related to The UK’s exit
from The European Union] (900 words)
18-19 LO1
9 & 10 Reflective writing: summary (300 words) 20 LO 3& 4
Writing word count: Academic writing (900 words), Reflective writing (300 words) and a minimum of
600 words in total on the other tasks
(+/- 10%)
SECTION 1: PORTFOLIO EVIDENCE
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Week 1: self-evaluation checklist
Below is a list of the skills you will need during your university and professional career. Tick ( )✓ the
appropriate box for each skill, according to how well you think you can do this.
Skills Do not
know about
this
Find this
difficult/
can’t do this
Can partially
do this
Can do this
well
Looking for information
Identify which books/journals/websites to use ☐ ☐ ☐ ☐
Select relevant parts of a text ☐ ☐ ☐ ☐
Evaluate sources ☐ ☐ ☐ ☐
Using sources
Acknowledge sources of information ☐ ☐ ☐ ☐
Synthesize information from more than one source ☐ ☐ ☐ ☐
Write a reference list correctly ☐ ☐ ☐ ☐
Avoid plagiarism ☐ ☐ ☐ ☐
Planning/ writing
Brainstorm ideas ☐ ☐ ☐ ☐
Plan written work ☐ ☐ ☐ ☐
Link ideas effectively ☐ ☐ ☐ ☐
Paraphrase & summarise ideas ☐ ☐ ☐ ☐
Write an introduction ☐ ☐ ☐ ☐
Write a conclusion ☐ ☐ ☐ ☐
Critically edit written work ☐ ☐ ☐ ☐
Independent study
Work independently (without lecturers) ☐ ☐ ☐ ☐
Work as part of a (study) group ☐ ☐ ☐ ☐
Oral presentation
Give a presentation on my work ☐ ☐ ☐ ☐
Brainstorm ideas with peers ☐ ☐ ☐ ☐
Discuss written work in a tutorial ☐ ☐ ☐ ☐
Deal effectively with questions ☐ ☐ ☐ ☐
IT
Access the internet ☐ ☐ ☐ ☐
Use search engines ☐ ☐ ☐ ☐
Create word documents ☐ ☐ ☐ ☐
Use PowerPoint ☐ ☐ ☐ ☐
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SECTION 1: PORTFOLIO EVIDENCE
Week 1: Personal SWOT analysis
Watch this video: https://www.youtube.com/watch?v=PBOtnyt7BP4
In-class activity: In pairs conduct interviews to create a personal SWOT analysis.
Internal
STRENGTHS
[Things within my control]
WEAKNESSES
[Personal barriers; things stopping me, but still within my
control]
1. I have maintained goo attendance record
so that I can gain every important information in
my academic career.
1. I spend more time in collecting information bout the
subject matter.
2. If I am facing any problem or issue inn
understanding particular concept than in am
confident to ask for more clarification of
subject matter and collect further information.
2. Sometimes I waste my time in reading more additional
information.
3. I am excellent in keeping gained knowledge and
information with me for longer time which is once
explained to me.
3. This habit also influence my readings with the main subject
matter.
4. Top 5 Strengths/talents (Gallup test): I collect
enough knowledge and understanding about the
facts and the knowledge which is required in
completing my assignment.
4. I am unable to meet my academic requirement and not able
to gain 100% marks than I become hard on myself.
OPPORTUNITIES
[People, resources, opportunities]
THREATS
[Things outside of my control]
1. I am having opportunity to grow my academic
career in an honours of year.
1. I am not having efficient level of time for dedicated studies
for my academic career.
2. I can use new technologies like recording voice
and power point presentation to understand the
subject matter more appropriately.
2. I am having threat from spending less time for studies.
3. I can get extra help and support from my tutors
to develop my academic skills more responsibly.
3. I am not having excellent understanding about Oscala and
Harvard referencing style.
4. I can also improve my writing and academic skills
by proof reading.
4. The incorrect referencing increases the threat of getting
lower marks which can be easily avoided by me.
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Discuss: how are you going to overcome your weaknesses and minimise the threats?
(approx 100 words)
I should be responsibly active in using my strength and achieving various opportunities in order to
overcome the weaknesses in academic skill and reducing threat in academic career development. I Should
carry out SWOT analysis of myself in evaluating the various competence level of mine in order to act
confidently towards the threats and in overcoming weaknesses of mine. I am having weak in managing my
studies in collecting data or information about main subject and the additional matters. So, I should
responsibly act while collecting data and manage my readings as per the needs of additional information only
to understand the basic or main subject appropriately. I am also having threat from loosing marks because of
inability to do references properly which can be reduced by learning Harvard and Oscoloa referencing style by
getting extra help from tutor.
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SECTION 1: PORTFOLIO EVIDENCE
Week 2: Structuring your writing
During your lecture and tutorial you will learn how to group ideas and develop paragraphs to give
structure to your academic writing. You can use the outline below as a model, although others will be
discussed in your lectures and tutorials.
Title:
1.0 An introduction (150 words) [use evidence/ research throughout]
 What is your question about? (give the background to your topic)
 Include some detail on the topic (narrow your focus; what exactly are you focusing on?) Who are the
key ideas/ people involved/ organisations etc.?)
 What will your report show? Be specific [you should write this section last]
An expert portfolio is a device sensibly and painstakingly created to fittingly exhibit crafted by an expert
while giving confirmation of vocation development. It isn't just a social event of all the lesson designs, papers,
and assignments finished amid an assigned time period that has been put in a scratch pad/scrapbook.
Campbell, Cignetti, Melenyzer, Nettles, what's more, proof of comprehension and execution. As a hopeful in
Darden College of Education's educator readiness program, the portfolio you create is an advancing structure
that will help archive development after some time. It advances self-investigation and basic appearance in
ways that assistance you comprehend the complexities of educating. Filling in as a string that weaves all parts
of the instructor planning program together, the portfolio encourages you incorporate learning and essential
abilities from crosswise over differing courses and encounters amid your times of study. The portfolio
procedure permits you, as well as your educators, to envision the whole theoretical structure of instructor as
proficient instructor with all the assorted hypothetical and functional exercises that shape learning.
2.0 Discussion point 1: ……………………………… (300 words) [Use evidence/ research throughout]:
 Identify one point from your area of focus and say why it is a key issue.
 Describe how leaving the EU will impact on this
 What are the opportunities it could create?
 What are the possible problems?
 What can you conclude from this? What are the implications?
As a grown-up, you definitely know how to peruse and compose. You were given aptitudes and devices in
school to ace perusing and composing. These abilities and instruments originated from a proficiency program.
An education program contains every one of the parts important for you to ace perusing and composing. Be
that as it may, some education programs are more powerful than others. The present understudies are
required to ace similar abilities that you did, yet at a prior age. Showing youngsters how to peruse and
compose are two of the hardest accomplishments an instructor will be made a request to finish. Having a
powerful proficiency program enables instructors to finish that troublesome assignment viably.
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There are various sorts of education programs out there, all of which utilize distinctive parts. Everything
from singular instructing background to well known instructive hypothesis can impact what parts are utilized
as a part of an education program. In any case, we feel that regardless of what program is famous at the time,
a viable education program ought to dependably include these six fundamental segments: phonemic
mindfulness, phonics, vocabulary, familiarity, appreciation, and composing.
Phonics instruction is teaching children that specific sounds belong to specific letters and letter patterns.
Phonics instructions helps children recognize and associate the sounds of the letters and letter patterns in the
words they read. Phonics instruction is a vital part of a literacy program for these reasons:
 Phonics instruction helps children decode words by recognizing the sounds that accompany letters and
letter patterns.
 Phonics instruction increases fluency by helping children read more accurately and with ease.
 Phonics instruction helps with reading comprehension. When a word is pronounced correctly, it
improves the understanding of the word.
 Phonics instruction helps children increase their everyday vocabulary. If children feel comfortable in
the correctness of the word that they are saying, they will use it more often.
The NRP explains the goal of phonics instruction is to provide students with the knowledge and ability to
use the alphabet to make progress in learning to read, write, and comprehend English.
3.0 Discussion point 2: ……………………………… (300 words) [Use evidence/ research throughout]:
 Identify another point from your area of focus and say why it is a key issue.
 Describe how leaving the EU will impact on this
 What are the opportunities it could create?
 What are the possible problems?
 What can you conclude from this? What are the implications?
While developing any of the writing skills the individual should not develop a main focuses not only on
the one aspects of the issues, the individual should also analyse the various alternative operations and the
issues which may influences the growth or development of main subject area. I should be actively involved in
accessing various issues or aspects which may affects the development of main topic and also consider the
various attributes which develop a alternative aspect as a key influence factors to the research of the academic
report.
I should consider the various issues or the attributes that may influence the leaving of EU affected in
the business growth and developments in London. Also I should be responsive in analysing the influences of
Brexit to the internal environment and the operations of the country which largely affects the growth of the
corporate word. I should be responsively involved in defining the alternative key issues which develops a
significant role in EU exit and develop a intense discussion about studying the affect of EU exit ion the
economic and growth of nation.
I should also consider the various growth opportunities that come into action after the exit of EU. I
should extract various opportunities that are created in the working environment of the business which largely
affects the growth of country as well as business firm after the Brexit and exit of EU.
4.0 Conclusion (150 words) [refer back to key evidence/ research]
 Give a summary of your key points from 2 & 3
 Include a summary of your key conclusions from both 2 & 3
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 What would you recommend needs to happen now?
SECTION 1: PORTFOLIO EVIDENCE
Week 2: Structuring your writing
Write a detailed plan here for your report or essay – showing what information you are planning to
put in each section. Remember as you do more research this plan might change so keep it up to date
to help you to write a well-structured report or essay. You can find the subject specific topics in the
assessment section of the GSM Learn academic skills page.
WEAKS SUBJECT INFORMATION PLANNING
Weak 1 Self-evaluation checklist I should develop self evaluation
checklist while developing
academic skills portfolio. I will be
getting information about the
checklist of my activities carried
out in my academic days.
Weak 2 Personal SWOT analysis In week second of developing my
academic skills portability I will
carrying out SWOT analysis judging
about my strength and weaknesses
and also analysing about the
various opportunities to growth
and threats in my development.
Weak 3 Structuring your writing In weak three I will learn about
structuring my writings
appropriately in order to make an
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WEAKS SUBJECT INFORMATION PLANNING
impressive representation of my
work to gain higher marks in my
academics.
Weak 4 Quantitative data analysis Then I will be carrying out
quantitative data analysis of
primary data which is collected
from various resources which
contribute in my self analysis and
developing effective plan for
development of academics skills
more confidently in my behaviour.
Weak 5 Evaluating sources and
referencing
Then I will be having knowledge
about the correct referencing style.
Also I should be involved in
evaluating the sources of the
relevant information about the
academic skills development and
collect appropriate references.
Weak 6 Synthesising and in-text
citations
In this weak I will learn about
synthesising the differences and
similarities in the different text in
my academic writings an also
getting knowledge about the in text
citation to refer the text.
Weak 7 Presenting your assignment In this particular weak I will learn
about developing a effective
presentation plan or power point
presentation to make an
impressive academic work.
Weak 8 Editing and proof reading your
portfolio: using the marking
criteria to get a first!
In this weak I will be carrying out
editing of my completed work and
also I will proof read my work as
per the requirement of the marking
criteria of every task in order to
gain higher markets.
Weak 9 Post-presentation reflection I will develop a post presentation
reflection in order to identify
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WEAKS SUBJECT INFORMATION PLANNING
different flaws in my work and
rectify them as per the
requirements of tutors.
Weak 10 End of course self-evaluation
checklist
In weak 10 I will be come at the
closure of evaluation checklist and
completed my work.
Weak 11 Personal development plan
(PDP)
Then in this particular weak I will
develop a personal development
plan by defining various activities
to develop new academic skills in
my behaviour.
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SECTION 1: PORTFOLIO EVIDENCE
Week 3: Presenting and analysing data
Presenting data
Cut and paste the graph you discussed in the tutorial here. You can find it on the Week 3 Academic
Skills page on GSM Learn. Remember to write a full Harvard or OSCOLA reference for it.
(Source1)
1
Student Training for Placement. 2017. [Online]. Available through: <http://jpiet.com/student_traning.htm>.
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PORTFOLIO EVIDENCE
Week 3: Written analysis of Data
Analysing data
Based on the graph looked at in the tutorial, first discuss, and then plan how to write an analytical
paragraph about your graph. You might want to include the following information:
1. A description your data (What is it? Where does it come from? What area is it focussing on?):
2. A summary on what the data shows in general
3. One or two areas of the data looked at in detail and an explanation of why you think they are
significant
4. The important trends and differences/comparisons in the areas you have chosen
5. Possible explanations for what the data is showing (remember to reference wider research to
back your ideas up)
6. A recommendation for further action that could arise from this data.
Individually write your data analysis as a paragraph (approx. 300 words). Remember to refer to the
graph/chart using correct OSCOLA or Harvard style in-text citation.
In this I will be developing a academic graph in order to get knowledge about my skill
development as a student while my academic growth. This graph studies about the academic skills
development portfolio developed through self analysis. This study about the portfolio of skill
development of mine which is based on the information collected from the primary sources like
reviews from friends, classmates, tutors etc. The major area of explanation to the skill development
in respective graph is focused. This is focusing and more emphasising on development of new skills in
the behaviour of an individual with the academic growth.
In this respective graph the data is collected from various 0proemcity sources which is
defining a relationship between the skill growth in nature of mine with to the academic growth of
self. This graphical data shown the development of Interview skills, personalty development,
Attitude, aptitude and mock tests, business writing skills and spoken English skills which are
developed through going to academic growth in years.
Through the academic growth the individual develops an new skills like personalty
development, spoken English during their academic career. These are the important two area which
can be described from the skill development graph of mine developed through collecting primary
data from different resources like response of tutors, classmates etc. These areas are significant as
the personalty development will helps in acting more confidently and positively towards various
growth opportunities while the spoken English can be helpful in representing the views and ideas in
more impressive way to influence other perception to large.
The academic skills development are following new trends in order to develop newer skills in
the individual nature and actions. I am using various new technologies like recorder, power point
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presentation, e- learning in order to increase my learning and knowledge required fro my better
academic growth. The online sources provides me a wider scope of development.
In this respective graph this can be developed that the during the 3rd and final year of the
academic growth individual is having greater scope to develop personalty of person at large. In the 1 st
and 2nd year of the academic I developed my spoken English skills in order to become more
impressive in presenting my ideas and work among tutors and the classmates to get better marks in
classroom.
Another information from the data which can be extracted from that of the academic
different stages of the academic growth m,any other skills can be developed in individual
development like appropriate, positive attitude in handling different situation. The person can
enhance their academic skills at large by using new trends in action and more responsive active in
developing effective personal development plan to achieve various skills in nature.
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PORTFOLIO EVIDENCE
Week 4: Evaluating sources & critically engaging with texts
In your study groups, evaluate 3 different text from your reading list, or ones you have found. During class your
lecturer will give you questions to guide you through this process. You can find these texts on the Week 4
Academic Skills GSM Learn page.
Resource type:
(book, journal,
video)
&
citation/reference
Text A Text B Text C
Authority
Currency
Content
Accuracy
Audience
Further notes/
comments
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PORTFOLIO EVIDENCE
Week 5: Synthesising
In groups of 2 or 3: you are going to discuss the similarities and differences of different texts. You each need
to read and understand a text, tell your group about it, and make notes.
Write (in note form) the key ideas for the 3 different texts:
Text A:
In-text citation or OSCOLA footnote (Law):
Key ideas:
Text B:
In-text citation or OSCOLA footnote (Law):
Key ideas:
Text C:
In-text citation or OSCOLA footnote (Law):
Key ideas:
Individually: write up a paragraph which synthesises (combines) the ideas you talked about with your study
group. Remember to include in-text citations or OSCOLA footnote (Law) and link your ideas using linking
words! (Suggested word count: 200 words).
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PORTFOLIO EVIDENCE
Week 7: Presenting your assignment
At university, you are often asked to present your research. In week 9 you will deliver a short 10-
minute presentation (7 minutes delivery + 3 minutes for Qs) in class to a small group. You should base
your presentation on one key point (one main section/paragraph) from your assignment using the
following structure for guidance with suggested timings:
 Title page: including your name and title
 Give a very brief overview of what your 7-minute presentation will cover (30 secs)
 Introduction: Identify one point from your assignment and say why it is a key point (1minute)
 Briefly describe how leaving the EU will impact on this (1 min 30s)
 What is one potential opportunity it could create? (1 min 30s)
 What is one possible problem? ( 1min 30s)
 What can you conclude from this? What are the implications/ your recommendations?
(1min)
 You should refer to evidence/ research throughout your presentation.
 Be prepared to answer questions (3 mins) at the end of your presentation.
Provide evidence here to show that you have planned your presentation. This could take the form of
a detailed plan or PowerPoint slides.
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PORTFOLIO EVIDENCE
Week 8: Editing and proof reading your portfolio: using the marking criteria to
understand how to get a first!
Good
evidence
Some evidence Insufficient
evidence
Knowledge and understanding of the subject
A. Demonstrates overall understanding of core
academic skills, evidenced both with the
portfolio tasks and academic writing tasks.
B. Demonstrates independent reading and
research.
C. Has an understanding of conducting primary
research (appropriate to level 4).
D. Has a convincing introduction, arguments/
discussion and conclusion for the written
assignment.
E. Demonstrates an understanding of the subject
material related to programme of study.
Cognitive/ Intellectual skills
F. Clear and logical argument/ discussion and
structure.
G. Shows evidence of applying critical thought to a
range of tasks.
H. Has backed up discussion/ arguments with
evidence.
I. Has evidence of some analysis and evaluation
(appropriate to level 4).
Graduate skills for Life and employment.
J. Insightful reflection on own strengths and
weaknesses.
K. Effective written communication skills (e.g. have
they written in an appropriate academic style?)
is the report/essay format successful? Is the
reflective writing appropriately written? Is it
professional?
L. Effective visual presentation.
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Strengths:
Type 3 short bullet points here:
Areas of improvement:
Type 3 short bullet points here:
PORTFOLIO EVIDENCE
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Week 9: Post-presentation reflection
At University and work you’ll often be asked to provide feedback, and reflect on your performance and that of
your peers and colleagues. Using the table below, write notes about your presentation. You should include any
points of interest in your reflective writing task in section 1.
Your groups’ comment
Content
(How clear, complete and informative
was the presentation?)
Audience Engagement
(How enjoyable / interesting did the
audience find it?)
Organisation
(How well-structured was it? How
well did the visuals support it?)
Professionalism
(How slick and professional was it?)
Your reflection
Content
(How clear, complete and informative
was the presentation?)
Audience Engagement
(How enjoyable / interesting did the
audience find it?)
Organisation
(How well-structured was it? How
well did the visuals support it?)
Professionalism
(How slick and professional was it?)
Action Points
(What could you do better in future presentations?)
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Week 10: self-evaluation checklist
You have reached the end of the course. Tick the appropriate box for each skill, according to how well you think you can
do this now. Has anything changed? This should help inform your reflective summary.
Skills Do not
know about
this
Find this
difficult/
can’t do this
Can partially
do this
Can do this
well
Looking for information
Identify which books/journals/websites to use ☐ ☐ ☐ ☐
Select relevant parts of a text ☐ ☐ ☐ ☐
Evaluate sources ☐ ☐ ☐ ☐
Using sources
Acknowledge sources of information ☐ ☐ ☐ ☐
Synthesize information from more than one source ☐ ☐ ☐ ☐
Write a reference list correctly ☐ ☐ ☐ ☐
Avoid plagiarism ☐ ☐ ☐ ☐
Planning/ writing
Brainstorm ideas ☐ ☐ ☐ ☐
Plan written work ☐ ☐ ☐ ☐
Link ideas effectively ☐ ☐ ☐ ☐
Paraphrase & summarise ideas ☐ ☐ ☐ ☐
Write an introduction ☐ ☐ ☐ ☐
Write a conclusion ☐ ☐ ☐ ☐
Critically edit written work ☐ ☐ ☐ ☐
Independent study
Work independently (without lecturers) ☐ ☐ ☐ ☐
Work as part of a (study) group ☐ ☐ ☐ ☐
Oral presentation
Give a presentation on my work ☐ ☐ ☐ ☐
Brainstorm ideas with peers ☐ ☐ ☐ ☐
Discuss written work in a tutorial ☐ ☐ ☐ ☐
Deal effectively with questions ☐ ☐ ☐ ☐
IT
Access the internet ☐ ☐ ☐ ☐
Use search engines ☐ ☐ ☐ ☐
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Create word documents ☐ ☐ ☐ ☐
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PORTFOLIO EVIDENCE
Week 10: Personal development plan (PDP) Specific- Measurable- Achievable- Realistic- Timescale- (SMART)
During your university and professional career you will be asked to write a PDP, or set your own objectives. This PDP (below) should include goals for the
development of your Academic skills after the completion of the module. Be specific when setting your goals and how you will achieve and measure them (use
SMART).
Week Goal Action Success criteria Completed
when by?
E.G To improve my ability to write in an academic style To record useful academic vocabulary when
reading academic texts. To use appropriate
language when I write an assignment
Feedback from peers and lecturers. April 2017
1.
2.
3.
4.
5.
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SECTION 2: ACADEMIC WRITING
Report (all students except law)
Write your report here. You can find your specific question related to your subject area on the Academic Skills
page on GSM Learn in the assessment section.
Please us a word document (.doc) for this not a PDF or screenshot.
Remember your report must include the following:
1. A title
2. A clear subject related focus
3. Clear sections, including an introduction, discussion of one or two points and a conclusion
4. A clear, well written and academic writing style
5. Features of report writing such as headings
6. Correct Harvard style in-text citation
7. A correct Harvard style reference list
Title:
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SECTION 2: ACADEMIC WRITING
Essay (Law students only)
Write your essay here. You can find your specific question related to your subject area on the Academic Skills
page on GSM Learn in the assessment section.
Please us a word document (.doc) for this not a PDF or screenshot.
Remember your essay must include the following:
1. A title
2. A clear subject related focus
3. Clear sections, including an introduction, discussion of one or two points and a conclusion
4. A clear, well written and academic writing style
5. Features of essay writing such as long developed paragraphs
6. Correct OSCOLA style footnotes
7. A correct OSCOLA style bibliography
Title:
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