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ASSESSMENT AND INTERNAL VERIFICATION FRONT SHEET (Individual Criteria)
Course
Title
o BSc (Hons) Financial Services Management
o BA (Hons) Business Enterprise
Lecturer Name &
Surname Melissa Joan Bagley
Unit Number & Title CDKSK-503-1907 English 1
Assignment Number, Title
/ Type
MA TWO (CBA): Paraphrasing and Citing Academic Texts
Date Set Week of 25 January 2021 onwards
Deadline
Date Friday 12 February 2021 (end of semester)
Student
Name
ID Number Class /
Group
Assessment Criteria Maximum Mark
AA 3.1: Use in-text citations from academic texts accurately and appropriately. 10
SE 3.2: Summarise academic texts effectively and appropriately using paraphrasing. 15
KU 4.1: Demonstrate knowledge of referencing conventions according to a specific referencing style. 10
AA 4.2: Use end-references from academic texts accurately and appropriately. 15
Total Mark 50%
Notes to Students:
• This assignment brief has been approved and released by the Internal Verifier through Classter.
• Assessment marks and feedback by the lecturer will be available online via Classter (Http://mcast.classter.com) following
release by the Internal Verifier.
• Students submitting their assignment on Moodle/Unicheck will be requested to confirm online the following statements:
Student’s declaration prior to handing-in of assignment
❖ I certify that the work submitted for this assignment is my own and that I have read and understood the respective
Plagiarism Policy
Student’s declaration on assessment special arrangements
❖ I certify that adequate support was given to me during the assignment through the Institute and/or the Inclusive
Education Unit.
❖ I declare that I refused the special support offered by the Institute.
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NAME: CLASS:
Marking Scheme (breakdown of marks)
Learning Outcome 4 (Section A)
Max.
Mark: Mark Obtained:
Task One (KU 4.1) Understanding referencing conventions 10
Task Two (AA 4.2) Correct application of end-text referencing 15
Source One 3
Source Two 3
Source Three 3
Source Four 3
Source Five 3
Max. Mark 25%
Learning Outcome 3 (Section B)
Task Three
(part of AA 3.1) Using in-text citations 5
Task Four
(part of AA 3.1) Using in-text citations 5
Task Five (SE 3.2) Part A: Paraphrasing 10
Part A
(10 marks)
2marks for correct grammar, spelling and punctuation
3 marks for correct style (choice of vocabulary)
2 marks for correct citation style
3 marks for relevance of paraphrased work
Part B
(5 marks)
Part B: Summarising 5
2 marks for correct grammar, spelling and punctuation
2 marks for correct style (choice of vocabulary)
1 mark for correct content
Max. Mark 25%
Section A Section B Total Obtained
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Institute of Business Management and Commerce
Assignment Guidelines
▪ This is a class-based assignment (CBA) which will be assessed over 3
contact hours and administered in class.
▪ Full internet accessibility is being allowed for the completion of all
sections of this paper.
▪ Students are to access the assignment from Moodle.
▪ This major assignment is divided into two sections.
▪ ALL tasks must be completed on Word and uploaded onto each
group’s respective Unicheck portal on Moodle by the end of the
session. Files should be given a name as follows: BABEy1-ENG1-MA2-
Surname-name or FSMy1-ENG1-MA2-Surname-name. It is also
advisable to include name and class details in the footer of the Word
document.
▪ Assessment criteria at the beginning of each section/task refer to the
criteria being attempted and the knowledge, skill or competence to
be demonstrated. Marks for each task are also indicated.
▪ The College operates a cheating/plagiarism policy and any copied
work will be penalised according to this policy.
▪ In all tasks, proper use of grammar, spelling and punctuation is
expected.
English I (Level 5)
Assignment 2: Paraphrasing and Citing Academic Texts
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Overview
This major assignment is divided into two sections.
Section A (LO4) has a weighting of 25 marks. It consists of Task One (KU 4.1) and
Task Two (AA 4.2).
Section B (LO3) has a weighting of 25 marks. It consists of Task Three (AA 3.1) and
Task Four (SE 3.2).
Section A: Referencing Skills
Task One (KU 4.1; 10 marks – one mark per correct answer)
Study the reference list presented below and answer the questions set below. The
numbers have been included for the sole purpose of selecting the correct item and not
as a referencing convention.
1. Anderson, J. R. 2007. How can the human mind occur in the physical universe? New York:
Oxford University Press.
2. BBC News, 2021. Bitcoin tops $34,000 as record rally continues. Available at:
3. Bianchi, A., & Phillips, J. G. 2005. Psychological predictors of problem mobile phone use.
CyberPsychology & Behavior, 8(1), pp. 39-51, https://doi.org/10.1089/cpb.2005.8.39
4. European Commission, 2007. ‘Report on Public Finances in EMU 2007’ [pdf], European
Economy, No 3, European Commission, Brussels. Available at
[Accessed 05 January 2021]
5. DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. 2004. Digital inequality: From unequal
access to differentiated use. In K. Neckerman (ed.), Social inequality (pp. 355–400). New
York: Russell Sage Foundation
6. Junco, R., Merson, D., and Salter, D. W. 2010. The effect of gender, ethnicity, and income
on college students use of communication technologies. CyberPsychology, Behavior, and
Social Networking, 13(6), pp. 37–53.
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Questions True or False
1 A reference list and a bibliography are the same thing.
2 Item number [5] is an edited book.
3 Item number [1] is a printed book.
4 A DOI is used for both print and electronic resources.
5 The number ‘8’ in item number [3] refers to volume number.
6
The number ’39-51’ in item number [3] refers to page
numbers.
7 The italicized part in [3] is the title of the journal article.
8 The ‘6’ in item number [6] refers to the page number.
9 Items [2] and [4] are online publications.
10 The Harvard System of referencing is also known as an ‘authordate’ system.
[End of Task One]
Task TWO (AA 4.2; 15 marks – 3 marks per correct entry)
When referencing, the elements included in the end-text citation need to be identified
properly when using a reference generator such as that provided with MS Word.
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For this task, five academic sources have been included for referencing, representing
different source types. Using the in-built referencing tool on MS Word, create a
reference list in Harvard style. Ensure that all elements are properly identified and
inputted in the correct fields to generate a properly structured reference list.
SOURCE ONE: A printed book (front page and imprint page)
Front page of book:
Turn page for imprint page.
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Imprint page (Source ONE):
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SOURCE TWO: A printed book by multiple authors (front page and imprint page)
Front page of book:
Turn page for imprint page.
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Imprint page (Source Two):
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Source THREE: Citing Acts (Maltese Law)
Use date of CBA for referencing purposes. You may visit the webpage for this
source to check for updates.
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SOURCE FOUR: A lecture (from YouTube)
Use date of CBA for referencing purposes. You may visit the webpage for this
source to check for updates.
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SOURCE FIVE: An electronic journal article
[End of Task Two]
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Section B: In-text citations
Task Three (part of AA 3.1; carries 5 marks – one mark for each correct citation)
You are currently working on an assignment on research methods that needs to have
in-text citations to support the ideas you are discussing. You come across some useful
sources on research methods in a number of sources. You decide to cite the following
ideas presented below. Use the background information provided for each citation.
You must decide what is absolutely necessary for each citation.
1. Steinar Kvale and Svend Brinkmann co-authored the second edition of the book entitled
“InterViews: Learning the Craft of the Qualitative Research Learning”, which was published
in 2009. You refer to an idea they presented on interview skills on page 17: “Interviewing
rests on the professional skills and the personal judgements of the interviewer; it does not
follow explicit steps of rule-governed methods.” Present this as a direct quote.
2. Peter Knight is the author of a book entitled “Small-Scale Research”, published in 2002. On
page 61 he discusses interviews as a research tool: “…interviews are popular for good reasons
but there is the danger that their popularity leads them to be used unthinkingly and,
sometimes, inappropriately”. Present this as an indirect quote.
3. John Cresswell and David Cresswell co-authored the fifth edition of “Research Design:
Qualitative, Quantitative, and Mixed Methods Approaches”, published in 2018. On page 147
you find that it is important to “indicate why a survey method is the preferred type of
approach for the study you are conducting”. Present this as an indirect quote.
Philosophical Underpinning” published in 2013. On page 55 of this article she writes: “a
dissertation’s methodology chapter includes the research design and the justification of the
choices made, to provide an understanding of the process undertaken and the reasons for it”.
Present this as a direct quote.
5. Arlene Fink is the author of “The Survey Handbook” (Second edition), published in 2003. On
page 124 she writes: “If you plan to conduct Internet-based surveys, you should consider
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becoming familiar with commercial soft-ware packages that guide online survey preparation
and analysis.” Present this as an indirect quote.
[End of Task Three]
Task Four (part of AA 3.1; carries 5 marks – one mark for each correct citation)
The following sentences lack the proper citation style. Check the sources below, and
rewrite each sentence using the correct citation style.
1. John Cordery claims that job design theory is of interest because it focuses on the role job
characteristics play in enhancing worker motivation and performance.
2. Arguments supporting this conception of linking student work to regular work can be found in
relation to primary school children (Leonard), secondary school children (Samdal), and in
relation to the university student role (1993).
3. It has been found that social support among students positively facilitated student learning
(J. Archer and J. J. Scevak).
4. T. A. Beehr found work satisfaction mediated the relationship between role ambiguity and
role conflict and performance.
5. Under high levels of stress students’ cognitive processes such as concentration and memory
are affected (S. Fisher).
References for Task Four
Archer, J., & Scevak, J. J. (1998). Enhancing student’s motivation to learn: Achievement goals in
university classrooms. Educational Psychology, 18, 205–223.
Cordery, J. (1997). Reinventing work design theory. Australian Psychologist, 22, 185–189.
Fisher, S. (1994). Stress in academic life. Buckingham: The Society for Research into Higher
Education and Open University Press.
Leonard, C. A. R., Bourke, S., & Schofield, N. J. (1999). Student stress and absenteeism in primary
schools. Paper presented at the Annual Conference of the Australian Association for Research
in Education, Melbourne, November. Published on the Internet at
http://www.aare.edu.au/99pap/leo99542.htm Accessed 5th January 2021.
O’Driscoll, M. P., & Beehr, T. A. (1994). Supervisor behaviors, role stressors and uncertainty as
predictors of personal outcomes for subordinates. Journal of Organizational Behavior, 15,
141–155.
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Samdal, O. (1998). The school environment as a risk or resource for students’ health-related
behaviours and subjective well-being. Ph.D. Dissertation. Research Centre for Health
Promotion, Faculty of Psychology, University of Bergen, Norway.
Winefield, H. R. (1993). Study work satisfaction and psychological distress in older university
students. Work and Stress, 7, 221–228.
[End of Task Four]
Task FIVE (SE 3.2; carries 15 marks)
You are currently working on an assignment in which you need to paraphrase and
summarise from academic texts. You come across the two extracts below and decide
they are relevant for your assignment on study skills. Read the task instructions below
for further instruction.
A. Extract 1 is taken from Yu (2011). You need to paraphrase information referring
to practices helping students to understand financial accounting using a suitable
in-text citation [10 marks].
[Extract 1] Financial accounting is usually one of the first business courses taken by college business
students. As such, financial accounting not only exposes students to a system of recording and
summarizing business transactions, but more importantly, it helps students interpret and analyze
financial information which are crucial inputs in most business decisions. In many business programs
for non-accounting majors, however, accounting is considered to be a difficult subject to pass (see
Doran, Bouillon & Smith, 1991; Elias, 2005; Lane & Porch, 2002). […] Financial accounting is basically
a skills course, and as such, constant practice is key to grasping the concepts. The amount of time
spent studying coupled with “deliberate practice” can improve academic performance (Plant,
Ericsson, Hill & Asberg, 2005). In line with this, accounting teachers in this university exhort their
students to do the exercises at the end of each chapter in the textbook, to answer the additional
exercises in the workbook, and even to attend review classes outside of regular class hours to drill
in the concepts. Teachers also “talk up” or emphasize the importance of budgeting sufficient time
outside of class hours to adequately prepare for classes, encourage certain study habits such as
reading ahead, studying in groups, and careful note-taking. In short, students are asked to “work
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hard” to pass the course. Motivating the students becomes a constant concern of the teachers, and
this includes making the lessons more meaningful, being sensitive to students’ difficulties, and giving
regular feedback to students’ works.
Source: Yu, D. D 2011. How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in Introductory
College Accounting Courses? New Horizons in Education, 59 (3), pp. 1 – 15. Available at:
https://files.eric.ed.gov/fulltext/EJ955535.pdf
B. Extract 2 is taken from Wallace and Clariana (2005). Summarise this extract (225
words) using an academic style. Your summary should not exceed 90 words [5
marks].
[Extract 2] Students enrolled in college today have grown up with technology. In fact, their first
experience with computers was, for many students, in kindergarten. Likewise, this generation of
college students embraces technology — computers, cell phones, digital cameras, mp3 players, video
games, etc. — and use it for everyday tasks. Therefore, the perception that incoming college
students, particularly business students, possess adequate computer skills has been made by many
college administrators and professors. In fact, many colleges have decided to eliminate computer
literacy courses based on this assumption. However, before putting beginning students at risk by
eliminating introductory computer fundamentals courses, it seems critical to validate the value of
such courses (Lynam, 2003, Pierce, Lloyd, & Solak, 2001). […] Institutions of higher education,
employers, and placement agencies are trying to determine how to appropriately assess students
and potential employees’ information technology skills. In fact, the Educational Testing Service (ETS)
recently announced a standardized test that was designed to measure the computer literacy skills of
college students. ETS officials state that although students come to campus knowing how to use a
computer, they are not necessarily prepared to use it for high-tech assignments that employers
demand. Students can send emails, download music files, and use instant messaging, but employers
and others want to know if students can use a computer as a productivity tool to solve recurring
business problems.
Source: Wallace, P and Clariana, R B., 2005. Perception versus Reality—Determining Business Students’
Computer Literacy Skills and Need for Instruction in Information Concepts and Technology. Journal of
Information Technology Education, Volume 4, p. 141 – 151.
[End of Task Five]
End of document. No further tasks.
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