Assessment 2 Instructions: The Special Senses
This document contains the assignment topic, short practical tests with questions, the marking criteria, directions for submitting the assignment, advice on how to avoid plagiarism and frequently asked questions. Please read the entire document.
Part A
The parents of a small child have been sent to an Ear Nose & Throat specialist. The child has exhibited strange habits all his life: a foul or pungent taste has never deterred him from putting items into his mouth. In addition, he doesn’t notice strong smells – pleasant or unpleasant.
On careful examination the specialist reports that the child’s olfactory epithelium has formed without cilia and is, therefore, ‘smaller’ than normal. He advises the parents that the child has limited ability to smell and taste and that they need to rely on educating him about what is good to eat and what he should avoid.
The parents have limited education and cannot understand how a problem with the nose affects the ability to taste. They have asked you to explain what is going on. That night, you research The next day you explain
Your assignment is to prepare a short written document for the parents to take home, that explains the sense of smell and its role in the recognition of flavours, so they can better understand their child’s condition. In this document, be sure to explain exactly what the doctor meant when he said that the olfactory epithelium was ‘smaller’ than usual.
In your document include a hand drawn diagram of the Nasal and oral cavity demonstrating the position of the olfactory epithelium and a detailed diagram of the olfactory epithelium showing the olfactory nerve, cribiform plate, supporting cells, and olfactory receptor cells with the axons and cilia labelled.
Further details:
• The document must be written in correct sentences and paragraphs.
• Third person is preferable.
• Sub-headings should not be used.
• Refer to your diagram throughout the essay. Other diagrams may also be included but these must be your original work (not copied from the internet or scanned from a text). Diagrams should have titles and be incorporated into the document, not placed in an appendix. If your diagrams are prepared by adapting another diagram, they should be referenced in the following manner: Figure 1 The cellular structure of the retina (adapted from Martini, 2017).
• Word limit for Part A: 700 words.
• Remember that Turnitin will identify any copying from the internet or other students work. It will also identify copying from the textbook or study guide. Do not be tempted to plagiarise. University penalties apply.
• Read the FAQ at the end of this document for more details.

Part B
Perform the following practical tests on the sense of taste using three subjects (friends and family). Present your results in tables as indicated below and answer the questions that follow (maximum 100 words each).
1. Stimulating the taste buds.
1. With a paper towel, dry the superior surface of the subject’s tongue.
2. Place a few sugar crystals on the dry tongue and do not allow them to close their mouth. Record the time it takes before they can taste the sugar.
3. Dry their tongue again.
4. Dissolve a few sugar crystals in a small amount of water and place a few drops on the subject’s tongue using a straw, spoon or eye dropper. Record the time it takes before they can taste the sugar.
5. Dispose of the paper towels appropriately.
Subject Sugar crystals Sugar solution

Question 1. Discuss the effect of dissolving food on gustation by referring to the action of chemoreceptors.
2. Examining the effects of smell and texture on taste.
1. Obtain samples of the foods listed in the table below. The samples should be prepared so they are of identical size and shape.
2. Ask the subject to sit with their eyes closed and their nostrils pinched shut. At no time should the subject be able to see or smell the foods being tested prior to the activity.
3. Use a random order for testing the food items. For each test, place a piece of food into the subject’s mouth and ask them to identify the food using the following sequence of activities:
a. Move the food around in the mouth to sample the texture. Can they identify the food?
b. Chew the food to sample the taste. Can they identify the food?
c. If a positive identification is not made with the first two techniques, ask the subject to release their nostrils and to continue chewing, to sample the smell also. Can they identify the food?
4. Record the results (using a series of ticks and crosses for correct and incorrect identification) in the tables below.

Subject 1.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white

Subject 2.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white

Subject 3.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white
Question 2. Was the sense of smell equally important in all cases? When did it seem more important? Suggest reasons why.

3. Examining the effects of temperature on taste.
1. Chill the food items used in 2.
2. Have the subject hold some chipped ice on their tongue for approximately one minute and then close their eyes.
3. Immediately place any of the foods used in 2 in the subject’s mouth and ask for an immediate identification.

Subject Food item Identification
1
1
1
2
2
2
3
3
3

Question 3. How did temperature affect the ability to rapidly identify the food? Suggest a reason for this.

Marking criteria (Note that each criterion does not carry equal weighting.)
HD D C P F
Writing skills Grammar Excellent Very good Good Reasonable Needs improvement
Spelling No errors 1 or 2 mistakes Very few errors Few errors Many mistakes
Structure Well-structured sentences, paragraphs and discussion well organised Quite well-structured sentences, paragraphs and discussion Sentence or paragraph structure can be improved Sentence or paragraph structure require attention Needs significant improvement
Style Interesting and engaging Holds reader’s attention Easy to read Reasonably easy to read Difficult to follow
Format Neat and tidy, double spaced Neat and tidy Reasonable presentation Formatting can be improved Needs attention
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Essay Content Structure and function of each part of the nose. Clearly explains structure and explains function of all components. Discussion is logical and easily understood. Clearly explains function of all components. Discussion is easily understood. Describes function of most components. All information is present. Describes most components. Most information is present. Confusing discussion or not discussed. Needs more clarity or organisation.
Discusses effect of area and relates smell to identification of flavour. Comprehensive and well discussed comment with evidence of research Well discussed comment with evidence of research Considered comment on ability to smell & identify flavours Describes sense of smell but does not discuss ability to identify flavours Poorly done, incomplete or inaccurate

Appropriate language Clear explanation of scientific terms, easily understood by parents Clear explanation of scientific terms Good discussion but not appropriate for parents Incomplete discussion not appropriate for parents Lack of understanding or incorrect use of scientific terms
Marks 20 – 17 17 – 15 15 – 13 13 – 10 < 10
Practical Tests Tests performed correctly. Data recorded accurately Some errors in test performance or data recording Many errors
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 1 Comprehensively discusses reasons for differences in taste Discusses reasons for difference in tastes by referring to normal function Discusses reasons for differences in taste Identifies reasons for differences in taste Incomplete discussion or errors of fact
Dissolved food Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 2 Comprehensively discusses reasons for differences in food identification Discusses reasons for difference in food identification by referring to normal function Discusses reasons for differences in food identification Identifies reasons for differences in food identification Incomplete discussion or errors of fact
Texture & smell Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 3 Comprehensively discusses reasons for differences in taste Discusses reasons for difference in tastes by referring to normal function Discusses reasons for differences in taste Identifies reasons for differences in taste Incomplete discussion or errors of fact
Temperature Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
References Information correctly referenced Most information correctly referenced Some more references required Some more references required No in-text references
In text references Correct formatting Correct formatting Minor formatting errors Minor formatting errors Major formatting errors
Research Evidence of high level of research Evidence of good research Some research beyond basic texts or web sites Only basic texts or web sites used No research beyond set text
Reference list Well formatted Minor format error Present Poorly formatted Absent
Originality Very little information copied from other sources Little information copied from other sources Few small passages copied from other sources Small passages copied from other sources Many passages copied from other sources
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Submitting your assignment
Complete both Part A and Part B.
Submit your assessment in a Word compatible document (doc, docx. or rtf) on the Moodle site.
Do NOT include these instructions, the full text of the questions, or the marking criteria. A cover sheet for the assignment should include your name, the course name and number, and the coordinator’s name. If you work with a fellow student to perform the practical tests, include this information on your cover sheet. The plagiarism statement is not required.
Referencing is important but basic information such as that in your lecture notes does not need to be acknowledged. You are advised to seek academic writing support from the Academic Learning Centre for correct formatting of your in-text referencing and formatting of your reference list.
Copying of sentences and paragraphs from the internet or textbooks is plagiarism and it will be identified by Turnitin. Turnitin reports that exceed 20% will be closely scrutinised. Passages identified as plagiarised will receive no marks. Read the document about how to avoid plagiarism that is on the Moodle site and attached to these instructions. If you are unsure about what constitutes plagiarism seek advice from the Academic Learning Centre: http://www.cqu.edu.au/about-us/service-and-facilities/academic-learning-centre.
The marking criteria sheet provides comprehensive comments on your assignment. You might not receive any further comments on your work, with the exception of pointing out some specific deficiencies so you can understand why full marks were not awarded.
How to write an essay without plagiarising.
“Plagiarism is defined in dictionaries as the “wrongful appropriation,” “close imitation,” or “purloining and publication” of another author’s “language, thoughts, ideas, or expressions,” and the representation of them as one’s own original work” (Wikipedia, 2012).
When writing a descriptive essay, it is always tempting to use phrases and information direct from another text. It is also very tempting to put the information in exactly the same order as a professionally prepared piece of work. Students often comment on this behaviour by saying “The text said it better than I could, so it seemed only sensible to follow that format.” Unfortunately, this activity often crosses the line and become ‘plagiarism’. The following is advice on how to avoid falling into this trap and incurring an Academic Misconduct Report.
1. Read your task carefully and identify the topics you need to discuss. Note the keywords you will be using to search for information.
2. Identify 3-4 sources that contain appropriate information.
3. Write notes from each of these sources. I said ‘write’ – don’t copy and paste chunks of information into a word file; either type it into a document or hand-write it onto sheets of paper. I also said ‘notes’ – don’t copy out whole sentences and paragraphs; use keywords as short headings for groups of notes. Use a separate page for each source.
4. Close your sources. You will no longer be taking information from them – that is all in your notes. You may refer back to them for extra information or clarification as you go.
5. Collate your notes. Bring the information for each topic or keyword you will be writing about together.
6. Organise your essay. Decide the sequence you will use to organise your keywords in order to address the task. At this point you should carefully re-read your task again. The order in the original sources might not be appropriate to answer your specific task.
7. Write your essay from your notes. You will not have your primary sources available. All text books and web sites are closed; no paragraphs have been copied and pasted. Therefore, you will not be able to copy exact phrases and paragraphs from any one source. You will have produced an original essay and can be proud of your achievement.
Best of luck, Candice
Also see the CQU page: Plagiarism and the APA Referencing Guide
References
Wikipedia (2012) Plagiarism, Retrieved from http://en.wikipedia.org/wiki/Plagiarism
Frequently asked questions about assignments:
References:
Do you require two separate reference list for each part of the assignment or will one reference list at the end of the two parts be fine?
• Please submit a single reference list at the end of the whole assignment.
If we are writing this as a reply to the parents’ questions where does the referencing fit it? And the way I would reply in language they can understand is very different to how I would write an essay using referencing……
• It is meant to be a reply to the parents’ questions but please write it as an essay. I know that when speaking we don’t necessarily speak in correct sentences or paragraphs but that is not to say we can’t or, in fact, shouldn’t. Consider it a more formal response that just a conversation. You should consider that the document is something that the parents’ can take away and refer to later. The referencing would then be important so that they can look up more information if they wish.
• Why reference? Referencing is good manners (give credit to the original ideas of others), professional behaviour (show that your information is sound) and protects you from accusations of being incorrect. It also allows the reader to go to your sources for additional information if you have stimulated their curiosity.
Just wondering how many references are we aiming for in part A?
• This assignment is comprised of mostly general information. I do not want it to contain heaps of references. You should use more than the set text and the study guide but will most likely not use many original journal articles.
• Setting a minimum number of references, as is done in other courses, is a way of encouraging you to read widely and practise referencing. That is not the point of this assignment. I do not have any minimum number of references required. I trust you to read widely enough to fully understand the topic and then to indicate what resources you have used by referencing them in the text. That said, note the marking criteria for an HD score for referencing.

Are references required for Part B?
• Yes. Please see the marking criteria.
What type of information needs to be referenced?
• As I am from the science discipline, I have less rigorous demands on referencing for first year assignments. I want:
o a list of the resources used to obtain information for this essay
o each of these references to be cited at least once
o all data must be referenced (eg “the human ear can hear sounds at a minimum of 2 kHz”)
o all metaphors must be referenced if these are not your original ideas (eg “the tympanic membrane is like the lid on a Tupperware container”)
o unusual information must be referenced (eg “the ear arises from two separate embryonic tissues”)
Word limit
Is the total word count for both parts A & B or do you have separate word counts for both A & B?
• Part A has a word limit of 700 words. The tables of results and answers to questions and reference list will be extra.
What is the word limit for the questions in Part B.
• Use enough words to answer the question well. Most students use 100-150 words per question.
Structure:
Just wondering for Part A of this assignment is it to be written with an ‘Intro, Body and Conclusion’ or just split up into paragraphs?
• Your essay will contain an Intro, Body and Conclusion but please do not use these headings. It should be written so that one section flows to the next.
Do you require a table of contents for the assignment?
• No. That is not necessary in such a short assignment.
Can we use the tables you have provided in Part B to record our information and display this in our Part B report of the assignment?
• Definitely – copy and paste them.
Do you want the assignment double spaced?
• Always use double spacing for all assignments – even the reference list. Since we do not print them it doesn’t use more paper than single space. Double spacing is easier for markers to read and comment on.
Should the Results Tables, Figures and References be placed in an appendix?
• NO. An appendix contains information that may be useful to the reader but is not essential to the paper (similar to the appendix in the human body really). Look at the appendices in your textbook for example. NEVER place figures and tables or answers to questions in an appendix or the marker might not award any marks for those pieces of work. References should be under the heading ‘References’.

Assessment 2 Instructions: The Special Senses
This document contains the assignment topic, short practical tests with questions, the marking criteria, directions for submitting the assignment, advice on how to avoid plagiarism and frequently asked questions. Please read the entire document.
Part A
The parents of a small child have been sent to an Ear Nose & Throat specialist. The child has exhibited strange habits all his life: a foul or pungent taste has never deterred him from putting items into his mouth. In addition, he doesn’t notice strong smells – pleasant or unpleasant.
On careful examination the specialist reports that the child’s olfactory epithelium has formed without cilia and is, therefore, ‘smaller’ than normal. He advises the parents that the child has limited ability to smell and taste and that they need to rely on educating him about what is good to eat and what he should avoid.
The parents have limited education and cannot understand how a problem with the nose affects the ability to taste. They have asked you to explain what is going on. That night, you research The next day you explain
Your assignment is to prepare a short written document for the parents to take home, that explains the sense of smell and its role in the recognition of flavours, so they can better understand their child’s condition. In this document, be sure to explain exactly what the doctor meant when he said that the olfactory epithelium was ‘smaller’ than usual.
In your document include a hand drawn diagram of the Nasal and oral cavity demonstrating the position of the olfactory epithelium and a detailed diagram of the olfactory epithelium showing the olfactory nerve, cribiform plate, supporting cells, and olfactory receptor cells with the axons and cilia labelled.
Further details:
• The document must be written in correct sentences and paragraphs.
• Third person is preferable.
• Sub-headings should not be used.
• Refer to your diagram throughout the essay. Other diagrams may also be included but these must be your original work (not copied from the internet or scanned from a text). Diagrams should have titles and be incorporated into the document, not placed in an appendix. If your diagrams are prepared by adapting another diagram, they should be referenced in the following manner: Figure 1 The cellular structure of the retina (adapted from Martini, 2017).
• Word limit for Part A: 700 words.
• Remember that Turnitin will identify any copying from the internet or other students work. It will also identify copying from the textbook or study guide. Do not be tempted to plagiarise. University penalties apply.
• Read the FAQ at the end of this document for more details.

Part B
Perform the following practical tests on the sense of taste using three subjects (friends and family). Present your results in tables as indicated below and answer the questions that follow (maximum 100 words each).
1. Stimulating the taste buds.
1. With a paper towel, dry the superior surface of the subject’s tongue.
2. Place a few sugar crystals on the dry tongue and do not allow them to close their mouth. Record the time it takes before they can taste the sugar.
3. Dry their tongue again.
4. Dissolve a few sugar crystals in a small amount of water and place a few drops on the subject’s tongue using a straw, spoon or eye dropper. Record the time it takes before they can taste the sugar.
5. Dispose of the paper towels appropriately.
Subject Sugar crystals Sugar solution

Question 1. Discuss the effect of dissolving food on gustation by referring to the action of chemoreceptors.
2. Examining the effects of smell and texture on taste.
1. Obtain samples of the foods listed in the table below. The samples should be prepared so they are of identical size and shape.
2. Ask the subject to sit with their eyes closed and their nostrils pinched shut. At no time should the subject be able to see or smell the foods being tested prior to the activity.
3. Use a random order for testing the food items. For each test, place a piece of food into the subject’s mouth and ask them to identify the food using the following sequence of activities:
a. Move the food around in the mouth to sample the texture. Can they identify the food?
b. Chew the food to sample the taste. Can they identify the food?
c. If a positive identification is not made with the first two techniques, ask the subject to release their nostrils and to continue chewing, to sample the smell also. Can they identify the food?
4. Record the results (using a series of ticks and crosses for correct and incorrect identification) in the tables below.

Subject 1.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white

Subject 2.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white

Subject 3.
Food Texture only Texture and Taste Texture, Taste and Smell No correct ID.
Cheese
Apple
Banana
Dried prunes
Hard-boiled egg-white
Question 2. Was the sense of smell equally important in all cases? When did it seem more important? Suggest reasons why.

3. Examining the effects of temperature on taste.
1. Chill the food items used in 2.
2. Have the subject hold some chipped ice on their tongue for approximately one minute and then close their eyes.
3. Immediately place any of the foods used in 2 in the subject’s mouth and ask for an immediate identification.

Subject Food item Identification
1
1
1
2
2
2
3
3
3

Question 3. How did temperature affect the ability to rapidly identify the food? Suggest a reason for this.

Marking criteria (Note that each criterion does not carry equal weighting.)
HD D C P F
Writing skills Grammar Excellent Very good Good Reasonable Needs improvement
Spelling No errors 1 or 2 mistakes Very few errors Few errors Many mistakes
Structure Well-structured sentences, paragraphs and discussion well organised Quite well-structured sentences, paragraphs and discussion Sentence or paragraph structure can be improved Sentence or paragraph structure require attention Needs significant improvement
Style Interesting and engaging Holds reader’s attention Easy to read Reasonably easy to read Difficult to follow
Format Neat and tidy, double spaced Neat and tidy Reasonable presentation Formatting can be improved Needs attention
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Essay Content Structure and function of each part of the nose. Clearly explains structure and explains function of all components. Discussion is logical and easily understood. Clearly explains function of all components. Discussion is easily understood. Describes function of most components. All information is present. Describes most components. Most information is present. Confusing discussion or not discussed. Needs more clarity or organisation.
Discusses effect of area and relates smell to identification of flavour. Comprehensive and well discussed comment with evidence of research Well discussed comment with evidence of research Considered comment on ability to smell & identify flavours Describes sense of smell but does not discuss ability to identify flavours Poorly done, incomplete or inaccurate

Appropriate language Clear explanation of scientific terms, easily understood by parents Clear explanation of scientific terms Good discussion but not appropriate for parents Incomplete discussion not appropriate for parents Lack of understanding or incorrect use of scientific terms
Marks 20 – 17 17 – 15 15 – 13 13 – 10 < 10
Practical Tests Tests performed correctly. Data recorded accurately Some errors in test performance or data recording Many errors
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 1 Comprehensively discusses reasons for differences in taste Discusses reasons for difference in tastes by referring to normal function Discusses reasons for differences in taste Identifies reasons for differences in taste Incomplete discussion or errors of fact
Dissolved food Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 2 Comprehensively discusses reasons for differences in food identification Discusses reasons for difference in food identification by referring to normal function Discusses reasons for differences in food identification Identifies reasons for differences in food identification Incomplete discussion or errors of fact
Texture & smell Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Question 3 Comprehensively discusses reasons for differences in taste Discusses reasons for difference in tastes by referring to normal function Discusses reasons for differences in taste Identifies reasons for differences in taste Incomplete discussion or errors of fact
Temperature Links to test results. Evidence of research Links to test results Notes test results Notes test results No discussion of test results
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
References Information correctly referenced Most information correctly referenced Some more references required Some more references required No in-text references
In text references Correct formatting Correct formatting Minor formatting errors Minor formatting errors Major formatting errors
Research Evidence of high level of research Evidence of good research Some research beyond basic texts or web sites Only basic texts or web sites used No research beyond set text
Reference list Well formatted Minor format error Present Poorly formatted Absent
Originality Very little information copied from other sources Little information copied from other sources Few small passages copied from other sources Small passages copied from other sources Many passages copied from other sources
Marks 5 – 4.25 4.25 – 3.75 3.75 – 3.25 3.25 – 2.5 <2.5
Submitting your assignment
Complete both Part A and Part B.
Submit your assessment in a Word compatible document (doc, docx. or rtf) on the Moodle site.
Do NOT include these instructions, the full text of the questions, or the marking criteria. A cover sheet for the assignment should include your name, the course name and number, and the coordinator’s name. If you work with a fellow student to perform the practical tests, include this information on your cover sheet. The plagiarism statement is not required.
Referencing is important but basic information such as that in your lecture notes does not need to be acknowledged. You are advised to seek academic writing support from the Academic Learning Centre for correct formatting of your in-text referencing and formatting of your reference list.
Copying of sentences and paragraphs from the internet or textbooks is plagiarism and it will be identified by Turnitin. Turnitin reports that exceed 20% will be closely scrutinised. Passages identified as plagiarised will receive no marks. Read the document about how to avoid plagiarism that is on the Moodle site and attached to these instructions. If you are unsure about what constitutes plagiarism seek advice from the Academic Learning Centre: http://www.cqu.edu.au/about-us/service-and-facilities/academic-learning-centre.
The marking criteria sheet provides comprehensive comments on your assignment. You might not receive any further comments on your work, with the exception of pointing out some specific deficiencies so you can understand why full marks were not awarded.
How to write an essay without plagiarising.
“Plagiarism is defined in dictionaries as the “wrongful appropriation,” “close imitation,” or “purloining and publication” of another author’s “language, thoughts, ideas, or expressions,” and the representation of them as one’s own original work” (Wikipedia, 2012).
When writing a descriptive essay, it is always tempting to use phrases and information direct from another text. It is also very tempting to put the information in exactly the same order as a professionally prepared piece of work. Students often comment on this behaviour by saying “The text said it better than I could, so it seemed only sensible to follow that format.” Unfortunately, this activity often crosses the line and become ‘plagiarism’. The following is advice on how to avoid falling into this trap and incurring an Academic Misconduct Report.
1. Read your task carefully and identify the topics you need to discuss. Note the keywords you will be using to search for information.
2. Identify 3-4 sources that contain appropriate information.
3. Write notes from each of these sources. I said ‘write’ – don’t copy and paste chunks of information into a word file; either type it into a document or hand-write it onto sheets of paper. I also said ‘notes’ – don’t copy out whole sentences and paragraphs; use keywords as short headings for groups of notes. Use a separate page for each source.
4. Close your sources. You will no longer be taking information from them – that is all in your notes. You may refer back to them for extra information or clarification as you go.
5. Collate your notes. Bring the information for each topic or keyword you will be writing about together.
6. Organise your essay. Decide the sequence you will use to organise your keywords in order to address the task. At this point you should carefully re-read your task again. The order in the original sources might not be appropriate to answer your specific task.
7. Write your essay from your notes. You will not have your primary sources available. All text books and web sites are closed; no paragraphs have been copied and pasted. Therefore, you will not be able to copy exact phrases and paragraphs from any one source. You will have produced an original essay and can be proud of your achievement.
Best of luck, Candice
Also see the CQU page: Plagiarism and the APA Referencing Guide
References
Wikipedia (2012) Plagiarism, Retrieved from http://en.wikipedia.org/wiki/Plagiarism
Frequently asked questions about assignments:
References:
Do you require two separate reference list for each part of the assignment or will one reference list at the end of the two parts be fine?
• Please submit a single reference list at the end of the whole assignment.
If we are writing this as a reply to the parents’ questions where does the referencing fit it? And the way I would reply in language they can understand is very different to how I would write an essay using referencing……
• It is meant to be a reply to the parents’ questions but please write it as an essay. I know that when speaking we don’t necessarily speak in correct sentences or paragraphs but that is not to say we can’t or, in fact, shouldn’t. Consider it a more formal response that just a conversation. You should consider that the document is something that the parents’ can take away and refer to later. The referencing would then be important so that they can look up more information if they wish.
• Why reference? Referencing is good manners (give credit to the original ideas of others), professional behaviour (show that your information is sound) and protects you from accusations of being incorrect. It also allows the reader to go to your sources for additional information if you have stimulated their curiosity.
Just wondering how many references are we aiming for in part A?
• This assignment is comprised of mostly general information. I do not want it to contain heaps of references. You should use more than the set text and the study guide but will most likely not use many original journal articles.
• Setting a minimum number of references, as is done in other courses, is a way of encouraging you to read widely and practise referencing. That is not the point of this assignment. I do not have any minimum number of references required. I trust you to read widely enough to fully understand the topic and then to indicate what resources you have used by referencing them in the text. That said, note the marking criteria for an HD score for referencing.

Are references required for Part B?
• Yes. Please see the marking criteria.
What type of information needs to be referenced?
• As I am from the science discipline, I have less rigorous demands on referencing for first year assignments. I want:
o a list of the resources used to obtain information for this essay
o each of these references to be cited at least once
o all data must be referenced (eg “the human ear can hear sounds at a minimum of 2 kHz”)
o all metaphors must be referenced if these are not your original ideas (eg “the tympanic membrane is like the lid on a Tupperware container”)
o unusual information must be referenced (eg “the ear arises from two separate embryonic tissues”)
Word limit
Is the total word count for both parts A & B or do you have separate word counts for both A & B?
• Part A has a word limit of 700 words. The tables of results and answers to questions and reference list will be extra.
What is the word limit for the questions in Part B.
• Use enough words to answer the question well. Most students use 100-150 words per question.
Structure:
Just wondering for Part A of this assignment is it to be written with an ‘Intro, Body and Conclusion’ or just split up into paragraphs?
• Your essay will contain an Intro, Body and Conclusion but please do not use these headings. It should be written so that one section flows to the next.
Do you require a table of contents for the assignment?
• No. That is not necessary in such a short assignment.
Can we use the tables you have provided in Part B to record our information and display this in our Part B report of the assignment?
• Definitely – copy and paste them.
Do you want the assignment double spaced?
• Always use double spacing for all assignments – even the reference list. Since we do not print them it doesn’t use more paper than single space. Double spacing is easier for markers to read and comment on.
Should the Results Tables, Figures and References be placed in an appendix?
• NO. An appendix contains information that may be useful to the reader but is not essential to the paper (similar to the appendix in the human body really). Look at the appendices in your textbook for example. NEVER place figures and tables or answers to questions in an appendix or the marker might not award any marks for those pieces of work. References should be under the heading ‘References’.