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3.2.1 Why can it be useful?

It is possible to argue that getting feedback from other people is useful because it gives a perspective that would not, otherwise, be available to us. There are many different theories that suggest there are aspects of ourselves of which we are only dimly aware. You may well have heard of Sigmund Freud’s idea that our minds are made up of both conscious and unconscious elements. Freud argued that the working of the unconscious part of the mind is almost impossible to access. However, these
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3.2 Getting feedback from other people

We recognise that getting feedback from another person and integrating theory can pose real difficulties. Getting feedback from someone might pose personal difficulties and it is never easy to relate theory and personal experience. Let’s take getting feedback to start with in order to see why this may be useful as well as looking at what difficulties it may cause. Hopefully, this exploration will suggest some ways of dealing with these possible difficulties.


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3.1 Introduction

This section is the second step in using learning to help you achieve your own personal goals for change and development. This second step is really about developing additional ways to build on the evidence you gathered about yourself in Section 2. In particular it considers how other people can help you change. There are two main aspects to this. The first is about involving other people so that you can get feedback from them and increase the depth of your own self-understanding. The second
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1.6 Conclusion

At the start of this section, there was a list of what we hoped you would get from your study of this section. To save you looking back, the aims of the section were to:

  • provide you with a clear idea of what the unit is about and how it is structured
  • help you understand the importance of the word ‘skills’
  • start you thinking about your own learning.

It would be useful to think back over this list before moving on to section
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1.2.2 Learning new tasks

We are about to turn our attention to the approach we take when learning about computers.

Over the coming days think about how you learn to do new tasks, and in particular computing tasks. Think about the barriers you have to learning a new task. Do you fear failure? Breaking the computer? Feeling exposed?


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1.1.9 Managing files

Another important skill when working electronically is being able to find files that you saved on your computer's hard disk.

Here are some tips for overcoming problems with file management:

  • Give your files meaningful names: ‘notes on studying online.doc’ rather than ‘notes.doc'

  • Use folders to organise your files.

For example, I created the following folders for this unit. In My Documents I created a folder
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1.1.2 Quiz: Getting started

0 hours 30 minutes

This quiz will help you to become familiar with some of the terminology that you will come across in this unit. It is just for fun. Your answers are not assessed, so don't worry abo
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions  )and is used under a Creative Commons licence.

All other materials included in this unit are derived from content originated at the Open University.

Grateful acknowledgement is made to the following sources
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Appendix 1 Action Plan

In writing my assignments, I think I do the following things well:

I am fairly satisfied with:

I need to work on:

The first thing I am going to when I finish this toolkit is:

Good luck!


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12 Further reading and sources of help

Your tutor is the first person you should contact if you are encountering difficulties with any aspect of your studies. If there are any issues raised in this unit that you would like to discuss, you should approach your tutor. Sharing your action plan with him or her would be a useful first stage.

Your chosen place of study may offer a programme of learning skills sessions that should reinforce some of the issues raised here.

Further reading

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9 Letting go

This is the point where you have to make the decision that the assignment is complete and ready to be sent off. It is not always an easy decision to make. Perhaps you feel that there is always room for further improvement or there is something more that you could have done.

At a certain stage, the potential gain from further refinement is not sufficient to warrant delaying submission or to risk impeding progress with your course. Remember, you should be aiming for what is ‘good enough
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8.1.1 Achieving a good polish

Here is a list of indicators you can use to judge your polishing techniques. Most guidance notes given to students include these points, but they are not always followed.

Positive indicators Negative indicators
It is word-processed or clearly and neatly hand-written. The assignment is written on paper t
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7.4.4 The main body of the text

Presenting an argument

Students generally understand that they are required to ‘present an argument in an assignment’ but can feel unsure about what this means and how to go about it. Is this how you feel? Though an assignment is an exploration of a topic, it requires a sense of direction, of building a case or argument in a logical manner.

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7.4.1 The introduction of a report

The introduction of a report has a very specific role, and the range of approaches you may take is fairly limited. The function of such an introduction is to:

  • outline the aim of the investigation or experiment: list the objectives

  • provide background information in order to clarify why the investigation or experiment was undertaken.


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7.1 Translating your plan

You have now reached the stage when it is time to translate your plan, whatever its form, into the assignment itself. It is likely that this will be a first attempt at the exercise – a first draft. You may be one of the lucky few who only needs to write one draft. Or, if you have taken some time over your planning, one draft before the final version may be enough. But if you are finding it difficult to reconcile opposing points of view or to fit in a great deal of information, you may need
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6.3.2 Stage 2 Create a mind map

Now you need to think about grouping the ideas, creating a flow for your assignment.

We started by grouping together our ideas and material for the essay on the possible advantages of being a mature student. This helped us to create a mind-map by seeing where links could be made and so made it much easier to decide where the weight of evidence was taking our argument (Author(s): The Open University

6.3 Planning stages

Having discussed the reasons to plan writing and the impact planning may have, now we need to look at planning itself and its two stages.


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6.1.1 Report planning

Table 2 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.

Table 2 The main elements of a science or technology report

Element Purpose Description
title attrac
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6.1 Why plan a piece of writing?

Planning is about creating a framework that will help you to make choices about what needs to be included in your assignment and what doesn't. Some people feel they don't need to plan: starting to write helps them know what it is they are going to say. If you recognise yourself here, we suggest you consider the points we raise in this section.


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5.3 Researching

‘Research’ may sound rather a grand word for what you feel you do at this point of preparation for your assignment. Don't worry: essentially all it involves is finding out more about the topic in hand.

Let's use a dictionary as an example. In looking up a word, you are effectively ‘researching’ it. We tried looking up the word ‘research’ in a couple of standard dictionaries, not so much to find out what the word means, but to see if a definition might provide a useful slant
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