Preparing your document for playscript transcription

Preparing your document for playscript transcription

Document layout

1. Add line numbers. Open a new word document and select

-> layout from the tabs at the top

-> line numbers

-> continuous

2. Choose a title for your document. Start your transcript with some contextual information about the interview.

Project Name:

Interviewee:

Interview Date:

Interview Location:

It is important that you know which audio file links to the transcript, but it is also important that the participants name is not included.

3. Add any notes that you feel may be useful. If you wrote a reflexive account of how the interview went you should add comments from this to the transcript

4. Highlight this contextual information, and remove the line numbers from this section as follows:

-> 'line numbers'

-> 'suppress for current paragraph'

5. Use INT for the interviewer and a code name for the interviewee (e.g. a number)

2. Playscript transcribing conventions

o Transcribe contractions e.g., coz, dont without altering them

o Include an indication of where laughter occurs but not pauses

o Transcribe the participants words verbatim i.e without alteration or correction o Use simple punctuation

o Decide whether you are going to include

hesitations in speech

half sentences

stutters

o Some more detailed forms of verbatim transcriptions also include the following pauses; indicated using either (.) or just

interruptions in speech such as coughing

background noise such as car horns, babies crying etc.

You can include these elements if you want to, but they are often omitted from Playscript transcriptions

3. Example Playscript Transcription

Project Name: Friendships at University

Interviewee: [insert the name of the audio file title using the participants pseudonym] Interview Date: 10th Oct 2019

Interview Location: IC Sheffield Uni

Notes: This interview went well, the participant was relaxed and the rapport between the interviewer and participant was good.

Marking Criterion (0-39) Fail (40-49) 3rd (50-59) 2:2 (60-69) 2:1 (70-85) Low 1st; (86-100) High 1st

Introduction

Provides a review and synthesis of relevant background literature. Explains key concepts relevant to the research. States the objectives (aims) of the research and uses the literature to support the rationale for the research. Fails to review relevant literature and provide a coherent narrative. Key concepts are not included and the objectives and rationale are missing. The review of the literature is not relevant or integrated into a narrative. Some key concepts are included but the objectives and rationale are not clear. The review of the literature is not always relevant or successfully integrated into a coherent narrative. Some key concepts are included, but the objectives and rationale are not clear. A review of the relevant literature is provided but there are a few instances where synthesis of this information may not result in a coherent narrative. Key concepts and objectives are included but the rationale for the research is unclear and/or would not be appropriate for qualitative work. A relevant review of the background literature is provided and synthesised into a coherent narrative. Key concepts and objectives are clearly explained. The literature supports the rationale for the research and the contribution of qualitative methodologies is clear.

Method

Methodological approach aligns with methods used for interview and analysis. Includes information from essential guide written in prose in the relevant sections. The methodological approach is not aligned with the methods used for interview or the analysis. Information from the essential guide is elaborated on with extraneous information added to the Method section. The methodological approach is not aligned with the methods used for the interview or the analysis. Information from the essential guide is missing and may not successfully be included in the relevant sections. The methodological approach is aligned with methods used for the interview or the analysis, but not explained well. Information from the essential guide is missing and/or may not be included in the appropriate sections of the methods section. The methodological approach is clearly aligned with the methods used for the interview and analysis, but may not be explained well. Most information from the essential guide is written in prose and included in the relevant sections. The methodological approach is clearly aligned with the methods used for interview and analysis and explained well. All information from the essential guide is included in the relevant sections and written in prose.

Analysis

Includes an analysis of 2-3 themes (or 1 theme with 2 or 3 subthemes) that are coherent. Provides a logical account of the data that goes beyond simple descriptions of the quotes. Includes quotes that are informative and support the analysis of the data. The analysis includes too many or too few quotes and fails to include an analysis of the data. The quotes appear unconnected to the themes and do not support the assumptions made about the data. The analysis includes 2-3 themes that are not coherent. Quotes appear unconnected to the themes and the narrative does not provide a coherent analysis of the data. The analysis includes 2-3 themes with quotes that are linked to the themes, but the themes may not be coherent and the analysis is descriptive. An analysis of 2-3 coherent themes is included. The quotes are linked to the themes identified, but it is not clear from the narrative how they support the analysis of the data or the narrative may not provide an analysis of the data. An analysis of 2-3 coherent themes is included. A logical account of the data that goes beyond simple descriptions of the quotes is provided. Quotes are informative and support the analysis of the data.

Conclusion

Provides a clear summary of the analysis. Includes the key analytic points that support the final concluding sentence. Ends with a sentence that provides the reader with the essence of the findings. Some criteria are missing (e.g., a summary of the analysis, and/or analytic points). The points included do not support the final concluding statement and the essence of the findings are unclear. A summary of the analysis is provided but is unclear. New analytic points that were not included in the analysis may be introduced or do not support the final concluding sentence. The essence of the findings are unclear. A summary of the analysis is provided but the analytic points may not match those in the analysis and/or may not fully support the final concluding sentence. The essence of the findings are unclear. A summary of the analysis is provided. The analytic points are based on the analysis and support the final concluding sentence. However, the final sentence does not provide the essence of the findings and repeats the analytic points. A clear summary of the analysis is provided. Key analytic points support the final concluding sentence and provide the reader with the essence of the findings.

Writing Style & Coherence

Language is precise. Sentence structure is appropriate. Structure and content of assignment provide a coherent narrative. Language is incoherent or written in bullet points. Structure and content of assignment present an incoherent narrative. Assignment is lacking in logical order. Language is not precise and sentence structure makes the point very difficult to follow. Order of presentation is not logical, and the structure of the assignment makes it very difficult to follow the narrative. Language is not always precise, making the point difficult to follow. Order of presentation is not always logical and the structure of the assignment makes the narrative difficult to follow. The writing is precise enough for the reader to understand the point, but they may have to work harder in places. Order of presentation may not always be logical but the structure of the assignment generally provides a clear narrative. Language is precise, the reader can easily understand the point. Sentence structure makes the writing exceptionally clear. Points are presented in a logical order with elegant transitions.

Referencing

In-text and end references formatted to APA standards. No in-text or end references. An attempt is made to include references, but there are many errors in formatting and/or use of in-text and/or end references. Several errors in formatting and use of in-text and/or end references. A few errors in formatting and/or use of in-text and/or end references. High 1st = perfect formatting and use of in-text and end references.

Low 1st = perfect use of references but minor formatting errors.

PSY2005 Guide to Writing a Qualitative Lab Report

The aim of any lab report is to communicate a study to a wider audience and should be written in a style that matches relevant publications, but use language that can be understood by a reader who is unfamiliar with the research topic. A lab report should tell the reader what you did, why you did it, what you found and how that contributes to knowledge.

A qualitative lab report should not frame the analysis using assumptions that would be appropriate for quantitative research. For example, it would not be appropriate to explore gender differences in approaches to friendship unless you are very clear that you are analysing the data from the perspective of gender as a social construct and taking a social constructivist approach to your work.

The layout for qualitative work differs a little from quantitative work (see below for details of the sections that should be included in your lab report). This lab report should be written using APA referencing style.

Sections and Sub-Sections for Qualitative Lab Reports

This section provides an overview of what you should include in each section and sub-sections of your qualitative lab report.

Title

The title of your work should clearly indicate what the project is about, the approach taken and the methods used.

The title can be closely linked to the research question and should include concepts that are appropriate to a qualitative project.

The title is not included in the word count.

Example of a good title Example of a bad title

Students perceptions of lesbian and gay parenting: A focus group study Students attitudes about parenting

Introduction

Provides background to the research and situates the research in the wider society.

Provides a review and synthesis of relevant literature. Successful synthesis of information should combine information from different sources to produce original ideas, and should avoid simply listing previous research (see here for more guidance on synthesising).

Explains key concepts relevant to the research (with reference to the relevant literature).

States the objectives (aims) of the research and provides the rationale for the research. The rationale and research questions should be supported by the literature reviewed in the Introduction. Whereas quantitative research aims to test alternative theoretical accounts of a phenomenon, qualitative research does not attempt to test a hypothesis so the rationale for conducting qualitative research usually centres on how findings will add to existing knowledge of a phenomenon.

The introduction should have a coherent narrative that shows a clear understanding of the research question and development of your argument from sentence to sentence and from paragraph to paragraph (see the following resource for more guidance on coherence).

Example paragraph from introduction Breakdown

Friends are a crucial influence and source of support for young people moving away from their families and starting university. Young adults are the most active users of social networking sites (SNS), such as Facebook and MySpace (Duggan & Brenner, 2013), and use SNS to manage their personal relationships (Tapscott, 2009). SNS have a number of features that allow images to be uploaded and broadcast beyond friends to a wider, and often invisible, audience. There has been little systematic research that has investigated young adults understanding and practices of friendship within the framework of their uses of SNS. The first couple of sentences provide the background and an explanation of how the research is located in current practices related to the use of social media.

The final section provides an account of why this research is worthy of study and the rationale which is that the use of SNS may have changed the nature of friendships and research has yet to explore this.

Method

There are a number of sub-sections in the Methods section, as detailed below.

Methodology

Describe your research philosophy considering the relevant epistemology and ontology of qualitative research. This section should include details of the flexible nature of qualitative research.

Example The aims of this research stress the multiple viewpoints of its participants. This is consistent with a social constructionist research design. The implications of adopting this research design include the choice of qualitative methods in preference to quantitative methods, an emergent design as opposed to one that remains fixed from the beginning of the inquiry, the production of theory that is ground in and induced from the data collected as opposed to testing some priori theory, and the production of research outcomes that are tentative rather than law-like generalisations.

Participants

Should include relevant details of participants.

It is usual to include information regarding the age range of the participants, their ethnicity and employment status and whether they received remuneration for taking part in the research.

It is also common for researchers working with qualitative methods to provide a breakdown of their relationship with the participant (e.g., whether the participants are known to them in any capacity or not).

Example Participant sub-section Breakdown

Twelve friendship group discussions were conducted, with a total of 51 participants aged between 18 and 25 years (26 women; mean age 20.2 years). All participants were of New Zealand European ethnicity except one Maori man, and one woman who originated from South Africa. Participants were diverse in their occupations, education, geographic locations and relationship status. Friendship durations ranged from many years (from childhood) to a few months and years (from meeting mainly through work and education venues). All participants were Facebook users, consistent with population statistics demonstrating a high use of social networking in this age group in New Zealand with Facebook as the dominant SNS (Bell, Crothers, Gibson & Smith, 2012). Standard features of a participant section are included in the example:

Numbers of participants

Participants age range

Participant ethnicity

Participant employment status

Information that is pertinent to the research:

Duration of friendships

What sort of social network sites participants used.

Procedure

This section describes how the qualitative data was collected. For your lab report, you should:

Describe the method of data collection (e.g., interviews, questionnaires etc.).

Provide an overview of the questions asked during the interview (add the full list of questions to the appendices and provide examples in this section).

Mention whether the interviews were recorded and how they were made available (e.g., you had access to them via Blackboard, along with the transcripts).

Provide an indication of the duration of the interviews (e.g., interviews lasted between 75 to 110 minutes).

Example Procedure sub-section Breakdown

In-depth, semi-structured interviews based on McAdams (1995) Life Story Interview (LSI) protocol were administered to discern the main plot, turning points and themes expressed by participants in regards to the experience of leaving home and life on the streets (see Appendix I). Before starting the interview, each participant was given an informed consent form to sign, which was read aloud, explaining that participants would be welcome to leave at any time without penalty, that confidentiality would be maintained, and that the interview would be audio-recorded. Interviews lasted between 45 minutes and two hours and were recorded on a digital audio-recorder. Method of data collection.

Overview of the questions asked.

Details of the procedure for consent.

Mention of the interviews being recorded. Mention of the duration of interviews.

Analytic Procedure

This section describes how the data was transcribed and your approach to analysis.

Mention the style of transcription (e.g., Playscript or Jeffersonian transcription).

Briefly describe how the analysis was conducted (e.g., reflexive thematic analysis) and refer the reader to Braun & Clarkes guidance for details.

Ethical Considerations

Qualitative work usually includes a section that describes the ethical procedures that were followed and a section that requires the researcher to engage with a reflexive practice. For the purposes of this lab report, we are only asking you to include a section that outlines the ethical considerations for the current work. You should include the following points based on the information in the Assignment 1 Essential Information document that is available on Blackboard:

Details of how consent was obtained.

Details of how participants were informed of their right to withdraw.

Details of the measures in place to preserve participant confidentiality.

Details of how ethical approval was obtained.

Analysis

The analysis section (sometimes referred to as findings) should outline your themes, extracts (quotes) relevant to the themes, and an analytical interpretation of the data that goes beyond a simple description. You should ensure that your themes, extracts and analysis are clearly linked to your research question. You should follow the guidance provided in the following resources:

Weeks 1-4 of the PSY2005 module.

The six phases for analysis by Braun & Clarke

Successful Qualitative Research by Braun & Clark

Themes You should decide on 2 or 3 themes, or 1 theme with 2 or 3 sub-themes, and provide a brief account of why these specific themes/sub-themes were selected for inclusion in your report (e.g., most strongly aligned to my research question, said something interesting about the data). Your themes should allow you to provide an analysis of the data in relation to your research question. Themes do not need to be supported by quotes from all participants in the study. Themes should be included as subheadings.

Quotes You should include two or three quotes in relation to each theme. Quotes should also only include the part of the transcript that is relevant for your analysis - you do not need to include the full answer/sentence provided by the participant. You should also avoid repeating the same quote in your analysis.

Formatting quotes Quotes should be indented from the main text so that it is clear to the reader that this is a quote. You can format quotes using italics and add the pseudonym for the participant in brackets after the quote, or you can start the quote with the participants pseudonym and not use italics.

The paper you were asked to read in Week 1 provides a good example of an analysis write-up. Below is an excerpt from that paper. You can see that the themes that have been generated from the data are used as subheadings and the analysis is written in a narrative style, using quotes to support statements made about the data.

Excerpt from Niland, Lyons, Goodwin & Hutton. (2015). Friendship work on Facebook: Young adults understandings and practices of friendship. Journal of Community and Applied Social Psychology, 25, 123-137. DOI: 10.1002/casp.2201

Friendship as fun times together

In the participants discussion about friendship, we identified a central theme of friendship as fun times together. To be together as friends was predominantly just fun - a phrase that highlights enjoyment is taken for granted in their socialising. Yet this enjoyment was also consistently and repeatedly described as real, good, best, and so much, suggesting it is a prized outcome of being together. To have fun was embedded in shared activities such as talking, watching movies, playing sports and games, drinking and hanging out. Participants descriptions of all the activities centred on the fun, laughter and entertainment they experienced together. When participants were asked who was a friend, they emphasised that a friend is socially fun person:

Jack:...youve gotta have a fun time with them otherwise its just its just an awkward mess really. (FG7)

Andy: Yeah funny. Im a pretty funny dude and I want to hang out with funny matesOtherwise if my mates are dry they're not really my mates you know. (FG11)

Overall, friendship as fun times together evoked a strong sense of camaraderie, positioning friends as outgoing, inclusive, positive and entertaining. This theme demonstrates the value of investigating young adults shared meaning making, opening up a new perspective for their friendship practicies beyond developmental framings (Giordano, 2003) and a privileging of romantic and sexual relationship (Collins, Welsh & Furman, 2009).

Conclusion

The conclusion should be fairly brief. It provides a summary of the analysis that draws out key analytic points from across the analysis and provides an interpretation of these points. The report should finish with a sentence that sums up the main points and leaves the reader with a clear take home message.

References

You should include references for any literature you have cited in your reference list. The reference list should come at the end of your assignment and should follow APA guidelines.

The reference list at the end of your assignment is not included in the word count; however, in-text citations are included in the word count.

Use APA referencing 7th edition (see the following website for guidance: https://librarydevelopment.group.shef.ac.uk/referencing/apa.html).

Other resources to help you with referencing are listed below:

Referencing: the essentials (online tutorial) https://xerte.shef.ac.uk/play.php?template_id=691#page1

Why reference? https://digitalmedia.sheffield.ac.uk/media/Why+ReferenceF/1_zaf3mmp6

Plagiarism and referencing quiz (online tutorial) https://librarydevelopment.group.shef.ac.uk/storyline/referencing/plagiarism-ref-quiz/story_html5.html

Appendices

Appendices contain extra information that is not necessary for a reader to understand the study, but can be useful if people want to know more about the materials used in a study.

All appendices are referred to in the main body of the text (appendices are presented in the order in which they are mentioned in the main body of the text).

Each appendix is given a number or letter (e.g., Appendix 1, Appendix 2; or Appendix A, Appendix B) and a clear and informative title. Each appendix is presented on a new page. Appendices should come after the reference list.

Appendix examples (which would be in separate pages)

Appendix 1: Section of transcripts you have transcribed.

Appendix 2: Interview guide.

Academic Writing Style

Please pay attention to your writing style. Follow the tips below to improve your writing.

Writing Style

Make sure your language is precise and clear - use words that you understand and avoid using overly complex language.

Make sure that your sentence structure is appropriate - avoid using overly long sentence structures and embedded clauses. This will help to make your points clearer.

Writing in the first person is advised for the methodology section because this section is about you and your approach, but avoid writing in the first person in the analysis section.

Write in the past tense when talking about your study. The research you are describing has already taken place so it is reported in the past tense. In other words, you should describe what DID happen, not what may happen.

Structuring Your Writing

It is particularly important to make sure the structure of your work is logical in qualitative work. This means you should present information in an order that makes it easy for the reader to follow, rather than presenting information in the order that you found it.

Even though your assignment is going to be read/marked by people who are already familiar with the concepts you are going to discuss, your writing should include enough information for anyone to be able to understand it. You should assume that your reader has limited experience with psychology or qualitative research. Avoid introducing concepts without first providing the reader with an account of those concepts.

For example, if you introduced the Theory of Planned Behaviour, you would need to make sure you first provided a brief outline of the theory for the reader before moving on to discuss how the theory relates to the present study.

The Theory of Planned Behaviour (TPB) relates a persons beliefs to their behaviour and suggests that intention to act will be based on a combination of attitudes, subject norms and perceived behavioural control.

Make sure that your writing is coherent - lack of coherence results from narratives that are unclear and where ideas are not clearly connected. If your writing is difficult to follow, the reader will be unable to understand the points you make. One way to improve the coherence of your writing is to avoid jumping from one concept to another without linking ideas and concepts. The narrative you develop in your analysis section should link the extracts you include from your transcripts into a clear and coherent account of the data. Its also good practice to make links between your themes, offering a coherent narrative of your broader findings.

Use correct grammar

Make sure you are writing in correct English grammar.

If you are not a native English speaker, it may be worth getting your lab report proofread before you submit it.

Before you submit your assignment, check that all words are spelled correctly (think of common mistakes such as their/theyre/there, its/its, then/than, effect/affect).

Terms should be used consistently

Avoid using multiple terms for the same thing.

Acronyms can be helpful for saving space and making your writing more succinct for the reader. For example, using the term SNS users is a lot easier than having to write the people who regularly use social networking sites every time you want to talk about this group of participants.

If you decide to use an acronym, make sure you include the full term first, then place the acronym in brackets immediately after so the reader knows what the acronym refers to (as in the Theory of Planned Behaviour (TPB) example above).

PSY2005 Psychological Research Methodology II: Assignment 1 Essential Information

Submission deadline: 12:00 noon Monday 28th November 2022.

Maximum word limit = 2000 words

Any words included over this limit will not be read or assessed.

The word limit DOES NOT include end references, the title or quotes from the transcriptions.

The word limit DOES include in-text citations and sub-headings.

Formatting:

12 point Times New Roman font.

Line spacing = 1.5

Margins = 2.54cm

Page numbers should be included.

In-text citations and end references:

In-text citations and end references should be formatted using APA referencing style.

End references should be on a separate page.

Penalties

1 mark will be deducted for assignments submitted with the wrong submission title.

1 mark will be deducted for assignments submitted with no cover sheet.

1 mark will be deducted for incorrect formatting.

1 mark will be deducted for assignments submitted without a time management reflection sheet.

Penalties will also be applied for late submission, as follows:

Number of working days late

Penalty

Mark reduced by 5% for each working day work is late Calculation

Multiply the original mark by Mark awarded when reduced by 5% per late day

Example A

Original mark = 64 Example B Original mark = 54

1 5% 0.95 60.8 51.3

2 10% 0.90 57.6 48.6

3 15% 0.85 54.4 45.9

4 20% 0.80 51.2 43.2

5 25% 0.75 48 40.5

6 or more Not completed NC NC NC

Submitting your assignment

Download the PSY2005 Assignment 1 Cover Sheet document and make sure this is included in your assignment when you submit.

Save your document with a title that includes the module code, followed by your registration number in the following format: PSY2005_registrationnumber (e.g. PSY2005_123456789).

Submit your assignment via the Assignment Submission link on Blackboard in the PSY2005 Blackboard site.

Guidance on Structure of Assignment

Assignment 1 is a qualitative lab report that you are expected to write using data from a set of qualitative semi-structured interviews that you have been provided with (see Data for your lab report below for further details).

You are expected to develop a research question based on the data (see Step by step guide to writing your lab report below).

You have been provided with a Qualitative lab report writing guide with detailed instructions on how to structure and write your lab reports.

Your lab report must include the sections and sub-sections for qualitative lab reports detailed in the qualitative lab report writing guide.

You have been provided with a transcript to work from and video recordings of the interviews.

You are required to transcribe a minute of these interviews yourself, and add your transcript to the appendices of your lab reports. You do not need to include line numbers for your transcriptions.

You are expected to analyse the data using reflexive thematic analysis based on 2 or 3 themes that you identify from the data, or one theme with 2 or 3 sub-themes.

Your introduction should be based on your research question.

As you did not collect this data yourself, the details that you need to complete your methods section are included below (see Data for your lab report).

You should use the following sub-headings in your qualitative lab-report:

Title

Introduction

Method

Methodology

Participants

Procedure

Analytic Procedure

Ethical Considerations

Analysis

Conclusions

References

Appendices

Data for your lab report

The data you should use for your lab reports is under the Assignment 1: Information and Submission link in the PSY2005 Blackboard site. You should use the transcripts and videos of 2 qualitative interviews about friendships as the basis for your lab reports.

As you did not collect this data yourself, the details you need for your Participants, Procedure and Ethical Considerations sections are included below. The Methodology and Analytic Procedure sections should be based on your own approach, and therefore no details are provided for these sections.

Although bullet points are used here, you should make sure that your Methods section is written using prose (i.e., full sentences and paragraphs, not bullet points).

Participants

2 undergraduate students at Liverpool John Moores University.

Similar ages, ethnicity and employment status.

Received course credits and a 20 book voucher for taking part.

Procedure

The data was collected using semi-structured interviews that were video recorded.

The questions asked participants to talk about their friends and what friendship means to them.

Ethical Considerations

The names of people or places were edited from transcripts and recordings.

Participants were given pseudonyms.

Participants were provided with details of the research and interview process a few days in advance of the interview.

Participants were shown the consent form before the interview began and asked to sign it after the interview.

Participants were given the opportunity to review the transcripts of their interviews, edit any aspects they were unhappy with and given the opportunity to withdraw at this point.

It was made clear to participants that once the materials became available online, they could not withdraw.

Ethical approval for the research was granted by ethics committees at York St. John University and Liverpool John Moores University.

Step by Step Guide to completing your lab report

You will find videos of interviews and transcripts on Blackboard in the Assignment 1 section of the PSY2005 Blackboard site.

You will conduct a reflexive thematic analysis on data from two interviews. You will be provided with transcripts to work from, but you will be required to transcribe a minute of these interviews yourself and add your transcript to the appendices for your lab reports.

The steps you should follow to conduct an inductive analysis, develop your research question, and perform your literature review are detailed below.

Step 1: Transcribe a couple of minutes of the interview

A short piece is missing from the transcriptions you have been provided with. You are required to transcribe this (using play script transcription) and add the transcript to your report in an appendix. You do not need to include line numbers for your transcriptions.

Step 2: Familiarise yourself with your data

Develop descriptions of the data from which you can form codes and themes.

Step 3: Use thematic analysis to analyse the data

Follow the six phases for analysis by Braun & Clarke, your lectures and the textbook chapters in the resources section of Blackboard to guide you in conducting this analysis.

Step 4: Select 2 or 3 themes from your analysis for your report

There are many themes that can be developed from this data; however, you should only select 2-3 themes or 1 theme with 2-3 sub-themes to include in your report.

Step 5: Finalise your research question

Your research question should be based on the 2 or 3 themes that you have decided to include in your analyses. Remember qualitative research is flexible, and your research question may change throughout the process.

Step 6: Conduct a literature search

Conduct a literature search based on your final research question for literature to include in your introduction. You can use qualitative and quantitative literature in your introductions.

Step 7: Write up the lab report

Use this document and the PSY2005 Guide to Writing a Qualitative Lab Report to help you structure and write your report.

Plagiarism

It is important that your assignment is in your own words.

Assignments that copy written or spoken material will be penalised and you will be asked to attend a disciplinary meeting.

Make sure you understand what counts as plagiarism and collusion. Check the following website for details: https://www.sheffield.ac.uk/new-students/unfair-meansYou can revise these concepts via this online tutorial on Understanding Plagiarism available here.