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Year

11 Psychology
General Class Feedback

If you introduce the intelligence quotient, you must first refer to it as


intelligence quotient and put (IQ) in brackets after it. From then on, you
can refer to it as IQ
Do not introduce any new quotes, references or concepts in the
conclusion
Make sure your conclusion very clearly and explicitly answers the issue
investigation question
In text referencing is an issue for most of you you need to refer to the
author/s and the year. For example.
o (Walker-Roberts 2015)
o Walker-Roberts (2015) argued that
o Walker-Roberts (2015) suggested that
o Walker-Roberts (2015) implies that
o It is suggested that. (Walker-Roberts 2015).
o It is argued that (Walker-Roberts 2015).
o Studies show that (Walker-Roberts 2015).
If you include a direct quote, you need to have a sentence after it that
discusses its relevance/importance and what it actually means
Double check grammar before submitting your final report
Include what highly academic subjects are, or the skills that they revolve
around. For example, reading/writing/comprehension/logic/reasoning.
What about the other intelligences? This is a good time to introduce
Gardners multiple intelligences, as it incorporates a more broad
definition of intelligence
Make sure that you are continually referring back to the issue question.
When you make a certain point or discuss a concept, refer back to the
question to reinforce your argument
Remove headings make sure that each paragraph flows onto the next
Your paragraphs should not be more than 6-8 lines long (maximum)
break up large paragraphs into smaller ones
Make sure your report is size 12 font with double line spacing. As you can
see, for those who did not do this it was very difficult for me to give you
feedback
Read the Harvard Referencing Guide if you are unsure how to better use
your references. It provides you with examples of how to use them in
sentences.


You should be able to read your report and be able to explain, elaborate on and
understand everything that you have written

Student X made an excellent point in her report. She said Someone who is
academically intelligent [and succeed in highly academic subjects] may have a
higher IQ than someone who is not as smart academically. You could continue
by saying However, this does not mean that the latter is unintelligent. They
may succeed in other intelligences such as musical or linguistic, as suggested by
Gardner (REFERENCE).