Communication Skills Guide Adelaide

BUSINESS
PROGRAMS
COMMUNICATION
SKILLS GUIDE
CONTENTS
The University of Adelaide
Introduction to University learning
Learning Support within the University
PART 1 ASSIGNMENT TASKS / TYPES OF TEXT

1.1 Short Answers
1.2 Academic Essays
1.3 Literature Review
10
1.4 Critical Review
12
1.5 Oral Presentations
14
1.6 Interviews
16
1.7 Professional Reports
18
1.8 Executive Summaries
20
1.9 Case Analysis Reports
22
1.10 Formal Letters
24
1.11 Formal Emails
26
1.12 Memos
28
1.13 OHTs and Powerpoint Slides

for Oral Presentations
30
PART 2 COMPONENT SKILLS

2.1 Cultural Differences in Learning Styles
33
2.2 Academic Expectations
34
2.3 Independent Learning
35
2.4 Group Skills
36
2.5 Project Management
38
2.6 Aiming High for Assignments
40
2.7 Academic Argument
41
2.8 Analytical and Critical Thinking
43
2.9 Good Academic Style
45
2.10 Vocabulary and Grammar
47
2.11 Instructional Words
48
2.12 Presentation for the Business School
49
2.13 Plagiarism and Using your Own Words
50
2.14 Referencing: The Harvard System
53
PREFACE
How will you succeed in your degree and
the world of Business?
Much depends on your success as a professional
communicator. The professions seek graduates
who present themselves well as speakers and
writers. Knowledge is not enough, number
crunching is not enough the bottom line is good
communication skills.
In the Bachelor and Master of Commerce, we
expect you to show that you can speak, write, think
and make soundly based judgments. We expect
you to learn independently, by making good use of
all available resources, including this booklet, also at
www.business.adelaide.edu.au/current/comskil/
How do you write professional reports? Case
studies? Executive Summaries? Interview other
professionals? Give convincing oral presentations?
Reference appropriately? Avoid plagiarism? This
Guide shows you how. Its a key resource for
communicating effectively. Check it every time you
begin to prepare an assignment.
The Communication Skills Guide is tailor-made for
the Business School at The University of Adelaide.
Because the lecturers in each pathway have
designed the types of assignments described here,
the Guide tells you what they expect and how you
can meet their standards. The Guide is for you.
Use it!
Associate Professor Barry Burgan

Head, Business School.
ACKNOWLEDGMENTS
The Communication Skills Guide is an
initiative of the Business School and the
Professions Learning Centre aimed at
integrating communication skills across
all courses in the Bachelor and Master of
Commerce programs.
THE UNIVERSITY OF ADELAIDE
Established in 1874, The University of Adelaide is one of Australias oldest

and most prestigious universities and is widely recognised as the centre
of academic learning in South Australia. With 21,311 students enrolled
in 2008, including over 5,191 international students from 90 countries,
Adelaide University is small enough to provide personal interaction with
teaching staff, yet large enough to offer a broad range of courses and
many opportunities for postgraduate research. An innovative and forward
looking university, Adelaide has produced three Nobel Prize winners and
many Rhodes Scholars. Its research is at the leading edge of knowledge
and it consistently ranks among the top universities in Australia in winning
research grants. The University leads the country in the award of National
Competitive Grants and amounts won through Cooperative Research
Centres (CRCS) per full-time equivalent academic staff members.
The University believes the best teaching is conducted within an
environment of active, world class research. Courses are constantly
revised to keep pace in the rapidly changing world of technology and
business practice.
The University of Adelaides staff are appointed from around the world
for their internationally recognised qualifications and reputations. Major
international scholars teach both undergraduate and graduate programs.
High technology, state-of-the-art laboratories and classrooms contain
modern computing equipment and international data networks. These
facilities are complemented by an outstanding teaching and research
library of over 1.7 million volumes and extensive CD-ROM databases.
The University of Adelaide graduates possess a qualification recognised
around the world. Most graduates take up positions in Australia and overseas,
or enter postgraduate programs, within six months of graduating.
Adelaide graduates win scholarships to the best and most prestigious
Universities around the world. For more than 50 years, the Universitys
international students have attained the highest positions in government,
in business and in academic institutions in Europe, North America, Asia,
and the Pacific.
The Universitys extensive support services cater for students cultural,
sporting and social needs. There is an extremely active Overseas
Students Association which aims to make the overseas education
experience of international students both enjoyable and rewarding.
Adelaide is a modern, leading edge university which maintains a long and
proud tradition of excellence in education and liberal values of enquiry qualities that characterise great institutes of learning.
COMMUNICATION SKILLS GUIDE
INTRODUCTION TO
UNIVERSITY LEARNING
Every educational situation has particular
expectations and ways of doing things. At
university, students are expected to be independent
learners. It is up to you to find out what you need
to know, and to organise your time for classes,
for reading outside of classes and for passing up
assignments on time. Section 2.3 in this Guide lists
some strategies for becoming more independent.
This doesnt mean you are on your own. The
lecturers, your tutors and various resources
available in the University are there to support
you. However, it is up to you to use these
resources effectively.
Your lecturers will provide you with a written course
outline and specific expectations about the course
assignments, as well as information about the
content of the course.
Your tutors are your first point of call if you are not
clear about the content or the course expectations.
Use your tutorial times to clarify any aspects that
are confusing.
The most useful resources available for you
include your School Handbook, your Course Outline
and other course handouts, this Communication
Skills Guide, The Professions Learning Centre
(PLC), The Centre for Learning and Professional
Development (CLPD) and various other web sites.
Your School Handbook includes important dates
for semesters, enrolment, withdrawals and course
additions. It gives information about the different
Pathways, the courses and their lecturers-in-charge,
services from the Undergraduate and Postgraduate
Hub, computing facilities at the School, and rules
and procedures.
Your Course Outlines and assignment handouts
tell you exactly what is expected for each of your
assignments. These must be read very carefully
alongside the Communication Skills Guide, to
ensure your assignments meet the assessment
criteria against which your markers are grading.
Your MyUni website is the University of Adelaides

online learning environment. It is used to support
traditional face-to-face lectures, tutorials and
workshops at the University. MyUni provides access
to various features including announcements,
course materials, discussion boards and
assessments for each online course of study.
Your Communication Skills Guide is a handbook
for Business School students whenever you are
preparing an assignment or wondering how to
improve your grades. It is in two parts.
Part 1 gives detailed information about how to
structure particular assignments, such as Academic
essays and Oral presentations, and what to include
in those types of assignments. Part 1 also gives
guidance on professional writing.
Part 2 examines aspects of university assignment
work, such as academic argument, good style,
and referencing. It also has a section on cultural
differences in learning and teaching styles, a list of
academic skills and where you can get help.
The Professions Learning Centre (PLC) is a unit
that provides academic skills support for students
within the Faculty of the Professions. The services
offered by this unit are listed on the next page.
The Centre for Learning and Professional
Development (CLPD) is designed especially to
help students in the University meet the academic
language and learning demands of their courses.
The services offered by this unit are listed on the
next page.
HELPFUL WEBSITES
Business School
www.business.adelaide.edu.au/
Communication Skills Guide
www.business.adelaide.edu.au/
current/comskil/
PLC
www.professions.learningcentre@
adelaide.edu.au
CLPD
www.adelaide.edu.au/clpd/students/
LEARNING SUPPORT
WITHIN THE UNIVERSITY
Professions Learning Centre (PLC)
The PLC offers academic skills support for students within the Faculty of
Professions. This is done through transition workshops for post-graduate
students; embedded workshops tailored specifically to cater for course
specific needs; face-to-face consultations for postgraduate students and
first year undergraduates as well as Bridging Programs for international
postgraduate coursework students first arriving in Australia.
Level 1, Postgraduate Hub
10 Pulteney Street
SA 5005 Australia
E: professions.learningcentre@adelaide.edu.au
Centre for Learning and Professional

Development (CLPD)
The CLPD provides development programs to enhance student
learning, through the provision of educational services, resources
and consultancies. A range of services are provided to students at
the University of Adelaide including academic writing and study skills
development, language development and maths and stats assistance.
These services are free to enrolled students.
Level 2, Schulz Building West
SA 5005 Australia
E: clpd@adelaide.edu.au
Mathematics Learning Service (MLS)

The Mathematics Learning Service offers free support for students
learning or using maths and/or stats in their studies. The service can
also provide basic general stats advice for research projects as well as
assist with computer packages such as Excel and SPSS.
Level 1, Schulz Building, North Terrace Campus
W: www.adelaide.edu.au/clpd/mls/drop_in/
PART 1: ASSIGNMENT TASKS /

TYPES OF TEXT
All call outs in boxes
See ...
refer to a section in the guide where the task is explained in detail.
1.1 Short Answers

SKILLS
CRITERIA
Analyse the question
The question is answered
Select relevant information
The content is all relevant to the question
See 2.8
Think critically and

analytically
The answer shows understanding of how key aspects relate;

Information is questioned
See 2.7
Begin with a proposition
The proposition shows understanding of the question and indicates the points to
be covered;
The final sentence summarises
Present an argument
The argument is logical and concise
See 2.8
Purpose
To write a concise and logical answer to a question.
Audience
Your assessor. However, this format is practice for presenting persuasive answers to issues or problems for
business colleagues or superiors.
Structure
Introduction
t"OFTUBCMJTIJOHTFOUFODFTIPXTUIFSFBEFSZPVVOEFSTUBOEUIFRVFTUJPOBOEJOEJDBUFTUIFQPTJUJPOZPVXJMMUBLF
(see example). In a sense, the ambit of the answer is in this sentence.
Argument
t5IJTQBSUPGUIFBOTXFSEFGJOFTUIFLFZUFSNTJOUIFRVFTUJPOBOEQSPWJEFTKVTUJGJDBUJPOGPSUIFBSHVNFOUXJUIUIF
What and the Why.
What
t1SPWJEFUIFSFMFWBOUJOGPSNBUJPOUPBOTXFSUIFRVFTUJPO:PVNBZJODMVEFCSJFGFYBNQMFT
Why
t.PTURVFTUJPOTSFRVJSFBOFYQMBOBUJPOTFDUJPOXIFSFZPVTIPXUIFSFMBUJPOTIJQT DPOTFRVFODFTPSSFBTPOTGPS
the answer you give.
Conclusion
t"DPODMVEJOHTFOUFODFJTPOMZOFFEFEJGUIFBSHVNFOUJTMPOHBOEDPNQMFY
Style
See 2.9
The answer may have only one paragraph. If longer than half a page, consider more paragraphs. The writing
should be impersonal, to give the answer generality and suggest impartiality. However, in some instances the
nature of the assignment task may require a personal style of response where students are asked to relate
personal business experience to concepts and theories.
Steps
See 2.8
Underline the key terms in the question.

Decide whether the question asks for a simple description (Describe... or What is...?) or some analysis and
explanation (Discuss, Comment, Explain or Analyse).
Establish the meanings of the key terms and identify information that will answer the question.
Write an establishing sentence that shows you understand the question and indicates your position.
Present information and justification for your answer. Include brief examples if they will help to make your
point(s) clear.
Check that all the information included is necessary to your answer - no padding.
Tip
See 2.8
Rote learning is not sufficient for short answers. You will need to think about how the different facts
relate, their purposes and their consequences, and answer the question. See the example below.
Example
Question: Discuss the conditions under which cash accounting provides useful financial information.
Answer
INTRODUCTION
Establishing sentence including Point of View
Cash accounting provides useful financial information only under restrictive conditions.
ARGUMENT
What (explanation)
Pure cash accounting maintains records of an entitys cash flow. It ignores all liabilities and only recognises
one asset cash. Modified cash accounting methods keep the daily records on a cash basis, but augment the
end-of-period results for a few significant non-cash items such as inventories or equipment.
What (explanation)
The main aim of accounting is to provide financial information for use in making economic decisions. The
accountant normally presents this information in terms of an entitys financial position and changes therein as
represented by assets, liabilities and owners equity.
Why (implications of the facts)
When non-cash assets and liabilities are a significant part of an entitys operation, then the cash accounting
method will not provide the information needed for making economic decisions.
CONCLUSION
(logical conclusion drawn restates argument given what has been presented)
It follows that the cash accounting method will provide useful financial information when an entitys operations are
conducted mainly in cash terms, with relatively small or constant carry-overs of inventory and equipment from one
period to the next.
Useful References
See the Business School website for examples and further advice.
1.2 Academic Essays

See 2.7
SKILLS
CRITERIA
Structure the essay
The proposition states your position and is followed by the main points to be covered
The proposition shows understanding of the question
The argument presents your ideas with evidence
The conclusion summarises the points made
Present an argument
Evidence is provided to support your opinion

Your position remains clear throughout
Opposing views and evidence are considered
Reference thoroughly
The source of each claim made is acknowledged

The Harvard system is used consistently to cite sources and to list references
Write clearly and concisely
Arguments are clear and concise

Grammar and spelling are accurate
See 2.14
Definitions
An essay is a formal presentation of an argument.
An academic essay refers to the most recent and significant research and literature in presenting an argument.
Purpose
To persuade an audience of your point of view.
Audience
Your assessor, who is an academic, will assess the clarity of your argument and how well you justify your position
and acknowledge your sources.
Structure
Proposition
t4UBUFZPVSQPJOUPGWJFXPOUIFUPQJD
Introduction
t0VUMJOFUIFNBJOQPJOUTZPVXJMMEJTDVTT
Presentation of Points
t&BDIQBSBHSBQITIPVMEDPOUBJOPOFNBJOQPJOU XIJDIJTQSPWFO EFWFMPQFEPSJMMVTUSBUFE
Conclusion
t4VNNBSJTFPSSFTUBUFUIFNBJOJTTVFTBOEUIFDPODMVTJPO
Language and Style

See 2.9
Essays have a formal tone to indicate impartial analysis and good style is important. Your writing should be clear
and concise, using your own words. Acknowledge sources when others words or ideas are used. Avoid skimpy
paragraphs and overlong sentences and paragraphs.
Steps
Underline the key words in the assignment question and roughly draft an argument, using what you know. Plan
what further information and evidence you need to read.
See 2.8
Read critically and analytically about the topic: interpret, compare information, work out relationships, check
relevance to the topic. Note your sources, being sure to record the page numbers.
Rearrange or redraft your argument as further ideas are found to support or counter your position. With each draft
refine your ideas.
Check that your argument flows well, is introduced in the first paragraph and reiterated in the last.
See 2.14
Proofread, and cross-check references in the essay and the reference list.
Hints
It is often best to write (or rewrite) the introduction last, when you know exactly what position you have argued in the essay.
Use direct quotations to illustrate key points, but avoid excessive use of quotations.
See 2.8
Make sure you have taken a position; not just presented others ideas.
Useful References
Clanchy, J & Ballard, B 1997, Essay writing for students, Longman, Cheshire, Melbourne.
Craswell, G 2005, Writing for academic success: A postgraduate guide, Sage, London.
MunLing, S 2010, Essay writing: A student's guide, Sage, London.
1.3 Literature Review

See 2.8
SKILLS
CRITERIA
Selecting and organising

information
Compare and contrast different authors

Group authors who draw similar conclusions
Note areas in which authors are in disagreement
Highlight gaps in research
Conclude by summarising what the literature says
Constructing your argument
Provide background or context for the issue/argument

State the problem
Find relevant materials to support the argument
Determine which literature makes significant contributions to the understanding
of the topic
Analyse and interpret pertinent literature
Writing the review
Provide an overview of the subject under consideration

Divide literature under categories (those supporting, against or providing
alternative views)
Explain how each work is similar to or varies from others
Conclude as to which pieces are best considered in the argument and make the
greatest contribution towards the understanding and development of the argument
Purpose
To present an argument insightfully and critically with regard to existing work in the discipline.
Audience
Your lecturer or assessor. You have to convince them that you have read vastly, critically evaluated what you have
read and synthesised information to support your own argument.
Structure
Introduction
t1SPWJEFCBDLHSPVOEPSDPOUFYUPGUIFJTTVF
Argument
t1MBDFFBDIXPSLJOUIFDPOUFYUPGJUTDPOUSJCVUJPOUPUIFVOEFSTUBOEJOHPGUIFTVCKFDUVOEFSSFWJFX
t%FTDSJCFUIFSFMBUJPOTIJQPGFBDIXPSLUPUIFPUIFSTVOEFSDPOTJEFSBUJPO
t*EFOUJGZOFXXBZTUPJOUFSQSFU BOETIFEMJHIUPOBOZHBQTJOQSFWJPVTSFTFBSDI
t3FTPMWFDPOGMJDUTBNPOHTUTFFNJOHMZDPOUSBEJDUPSZQSFWJPVTTUVEJFT
t1PJOUUIFXBZGPSXBSEGPSGVSUIFSSFTFBSDI
Conclusion
t3FTUBUFUIFBSHVNFOUTUIBUCFTUDPOUSJCVUFUPUIFVOEFSTUBOEJOHPGUIFJTTVFTCFJOHEJTDVTTFE
t%POPUJOUSPEVDFOFXNBUFSJBM
Style
See 2.8
A literature review is written in academic language. One of the fundamental qualities of academic language is that
it attempts to be objective. Criticisms of other authors works need to be fair. It is important to maintain a respectful,
scholarly tone when you are discussing the work of other authors. You need to avoid strong or emotive language.
This is especially true of the authors work you criticise.
Steps
Read widely, critically and analytically about the topic: interpret, compare information, work out relationships and
check the relevance.
See 2.8
Take all the critical comments you made in your readings and structure an academic opinion.
10 COMMUNICATION SKILLS GUIDE
Indicate a clear relationship between your argument and the evidence. Link sentences within the paragraphs to
indicate these relationships and connections. Summarise each section to draw conclusions.
See 2.8
Support your arguments with facts and theory from the literature. Use examples, citation and quotations
where appropriate.
Account for differing opinions rather than ignore them. Present evidence and also make some attempt to
acknowledge opposing viewpoints. Make your preferences clear rather than sitting on the fence or leaving it to the
reader to draw conclusions.
Make sure that the sections of the review are clearly connected. Write an outline statement in the introduction which
makes the order of the arguments clear, and give reasons for ordering the material in that particular manner.
Include in-text citations wherever necessary and a reference list at the end of the review.
Useful References
Cooper, H 1998, Synthesizing research: A guide for literature reviews, Sage Publications, Thousand Oaks, California.
Galvan, JL 1999, Writing literature reviews, Pyrczak Publishing, Los Angeles.
Macauley, P 2001, The literature review, Deakin University, Geelong, Victoria, Australia.
Machi, LA & McEvoy, BT 2009, The literature review: Six steps to success, Corwin Press, Thousand Oaks, California.
COMMUNICATION SKILLS GUIDE 11
1.4 Critical Review

SKILLS
CRITERIA
See 2.8
Reading
Read and understand the main points of the article

Note the outline of the authors argument
Analyse the findings or argument of the article
Decide the appropriate criteria to evaluate the article
Provide a critical evaluation of the article based on the selected criteria
See 2.8
Evaluation criteria
Timeliness of the article.

Degree to which the articles makes an original contribution
Logic of the view put forward
Validity of the evidence put forward
Are the findings presented and described clearly?
Could the data be interpreted differently?
Validity of the conclusions
Thoroughness of the article
Appropriateness of the article for the intended audience
See 2.9
Writing the review
Provide all the publication details that the reader will find useful
Provide a summary of the article
Describe several points with which you agree or disagree and provide evidence that supports
your position
Refer to other aspects of the article that might be worth commenting on such as
appropriateness of language, use of illustrations and graphics and organisation of text
Be selective about the information and evidence that you include in your review as there is
usually a word limit
Purpose
To read, value and present a critical evaluation of an article so that your reader understands the key content of the
article and your response to it without actually reading it.
Audience
Your lecturer or assessor. You have to convince them through your writing that you have critically read and
evaluated an article using the criteria indicated in the table above.
Structure
Introduction
t1SPWJEFBDPOUFYUGPSUIFBSUJDMF
t1SPWJEFUIFUJUMFPGUIFBSUJDMFBOEOBNFPGBVUIPS
t*EFOUJGZUIFBVUIPSCZQSPGFTTJPOPSTUBOEJOHJGBQQSPQSJBUF*ODMVEFTPNFJOEJDBUJPOBTUPXIZUIFTVCKFDUJT
important. Identify the purpose of the article.
t(JWFBOJOEJDBUJPOPGZPVSPWFSBMMJNQSFTTJPOPGUIFBSUJDMFJOHFOFSBMUFSNT
Body
t4VNNBSJTFBOEBOBMZTFUIFDPOUFOUTPGUIFBSUJDMF
t.BLFDMFBSCZGSFRVFOUSFGFSFODFUPUIFBVUIPSPGUIFBSUJDMFXIFOZPVBSFQSFTFOUJOHUIFBVUIPSTWJFXT BOEOPU
yours.
t&WBMVBUFUIFBSUJDMF
Conclusion
t4VNNBSJTFUIFQSFWJPVTEJTDVTTJPO
t.BLFBGJOBMKVEHFNFOUPOUIFWBMVFPGUIFBSUJDMF
t$PNNFOUPOUIFGVUVSFPGUIFJTTVFUPQJDPSJNQMJDBUJPOTPGUIFWJFXTFYQSFTTFE
See 2.9
Style
A critical review is a summary of an article that you have read, therefore paraphrase and use quotations sparingly.
Do not plagiarise. Be consistent in the use of tense: choice of past, present perfect or present-present is preferred.
Steps
Take a quick overview of the article.
Read the article without taking notes in order to gain an overall idea of its aim and main idea.
Read the article again and highlight important ideas and make brief notes in the margin.
Check your notes to ensure that they include the main aim of the paper (analyse, evaluate, argue, criticise, etc.),
its methodological approach as well as findings or conclusions.
Evaluate the content and begin writing your critical review.
Useful References
Brandt, C 2009, Read, research and write: Academic skills for ESL students in higher education, Sage, London.
Rose, J 2007, The mature student's guide to writing, Palgrave Macmillan, Basingstoke.
Virgo, G 2005, Writing an academic assignment: Preparing a model essay on globalisation, Pearson Education,
Frenchs Forest, NSW.
1.5 Oral Presentations

See 2.7
See 1.15
SKILLS
CRITERIA
Select and organise information
Relevance of information and amount appropriate to the time available

Brief introduction
Introduce group members and sub-topics that they will talk about (if in group)
Make smooth transitions (from topic to topic or from one group member to another)
Argument is well-organised, using transition words
Short conclusion or link (if in group)
Project confidence and

enthusiasm
Strong stance, calm appearance, eye contact

Minimal reference to notes
Speak clearly
Clear speech
Steady pace
Some modulation
Appropriate emphasis
Explain or define new terms
Avoid jargon and long sentences
Use audio-visuals effectively
Over Head Transparencies (OHTs) or Powerpoint slides should not be crowded

Equipment used with ease
Information selected assists the audience
Respond to the audience
Counter arguments explained

Own argument summarised
Active listening and focused response
Purpose
To present a persuasive argument or report on a topic.
Audience
Consider your audience to determine how much and how you will present. Choose vocabulary and information to
suit their background.
Structure
Introduction
t*ODMVEFUIFUJUMF DPOUFYUPSSFMFWBODF BOEPWFSWJFXPGUIFNBJOQPJOUT
Argument
t1SFTFOUZPVSQPJOUPGWJFXDMFBSMZ
t*ODMVEFFWJEFODFBOEFYBNQMFT
t#SJFGMZDPOTJEFSBMUFSOBUJWFBSHVNFOUTBOEFWJEFODF
Conclusion
t3FTUBUFUIFBSHVNFOU QFSIBQTXJUITVNNBSZPGDPVOUFSBSHVNFOU
t%POPUJOUSPEVDFOFXNBUFSJBM
Style
The vocabulary and language used should match that used by the audience in similar settings. Avoid an overload
of information and new terminology. Use transition phrases and words to communicate shifts in coverage of
content and refer back to earlier information to help the audience follow the presentation.
Steps
See 2.8
Read critically and analytically about the topic: interpret, compare information, work out relationships, check
the relevance.
Form an argument and organise the evidence.

Structure your talk with an introduction, argument and conclusion.
Select your main points and list them as headings for OHTs or slides. Make sure the print is large enough for your
audience (at least 24 pt).
Make one key point per visual unless the audience is very familiar with the subject. Organise material into
categories and contrasts (before vs. after, problem and solution, advantages vs. disadvantages, beginning to end,
etc.). Do not include more than three or four points under one heading.
Prepare your main points on cue cards if you need prompts. Do not read from your cue card or from a prepared
script. Use the PPT slides to jog your memory.
If it is a group presentation, decide who will present which parts, and how.
Go through your presentation together to see how long it takes and to make a smooth changeover between
each person.
Rehearse your presentation: to yourself first and then in front of your friends. Keep within the time allocated.
Tips
Dont block the audiences vision and limit the time your back is to the audience.
Make sure you know how to operate the equipment; practice operating it ahead of time; have back up files saved
(make sure that you save your presentation on a compatible format).
Useful References
Huff, WAK 2008, Public speaking: A concise overview for the twenty-first century, Peter Lang, New York.
Valentine, N 1993, Speaking in public, Penguin Pocket Series, Australia.
Van Emden, J 2010, Presentation skills for students, Palgrave Macmillan, Hampshire, New York.
1.6 Interviews
SKILLS
CRITERIA
Presenting as a professional
Appears confident and is well prepared

Shakes hand and introduces self
Uses interviewees name
Seats interviewee appropriately
Summarises focus of interview and areas to be covered
Questioning
Questions are open-ended

The order of questions has a clear logic
Clarifying questions used if needed
Delivery
Clear enunciation and standard English

Pace is even, not too slow or too fast
Responses are acknowledged
Eye contact, with some taking of notes and referring to questions
Closure
Confirms understanding by paraphrasing

Asks if the interviewee wants to add anything
Thanks interviewee and confirms the next step
Definition
An interview is a formal meeting where specific information is sought from a person through oral questioning.
Purpose
To gain specific information or to assess a persons suitability for a position or role.
Audience
The audience is the person being interviewed (the interviewee). The interviewer will want to impress on the
interviewee that the organisation for which he or she works is efficient and considerate, and the information given
will be treated professionally.
Structure
There are two structures to consider. One is the structure of the total interview, which encompasses the arrival and
departure of the interviewee or interviewer; the other is the structure of the questions, which fits within the structure
of the interview.
Greetings
t4IBLFIBOET JOUSPEVDFTFMG
t$POGJSNJOUFSWJFXFFTOBNF DIFDLQSFGFSSFEOBNF
t4FBUJOUFSWJFXFFBQQSPQSJBUFMZ JGZPVBSFUIFIPTU
Introducing the question

t4VNNBSJTFXIBUUIFJOUFSWJFXJTBCPVU
t*OEJDBUFUIFPSEFSPGBSFBTUPCFDPWFSFECZUIFRVFTUJPOT
t0VUMJOFFYQFDUFEPVUDPNFTBOEEVSBUJPOPGJOUFSWJFX
The questions
t#FHJOXJUIHFOFSBMRVFTUJPOT
t2VFTUJPOTCFDPNFTQFDJGJD
t2VFTUJPOTUPDMBSJGZBOTXFSTBSFBEEFEBTSFRVJSFE
Closure to the questions

t*OGPSNUIFJOUFSWJFXFFXIFORVFTUJPOTBSFGJOJTIFE
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Closure to the interview

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Language and Style

Interviews are formal but friendly, so that the interviewee is at ease and prepared to respond openly and honestly
to the questions.
Steps
Make sure that the interviewee knows the purpose, the time and the place of the interview and has plenty of time
to prepare.
Be clear on what you want to find out from the interviewee.
Write open-ended questions that will elicit this information. (Open-ended questions require more than a yes or
no answer. They often begin with What, How, Which, When, Where or Who).
Put the questions in order, with the more general, background questions at the beginning.
If you are the host, prepare the interview setting so that the chairs are at the same level, at an angle, and not
facing the light.
Greet the interviewee and follow the structure above. Vary the order of your prepared questions if the answers
naturally move into different questions.
Note answers, and check that all questions have been covered by the end.
As soon as practicable fill out your notes so that you have the answers clearly recorded.
Hints
Pace your questions so that all your written questions are answered without rushing. Give yourself and the
interviewee time to think, to add information and to ask for clarification.
Useful References
Corfield, R 2009, Successful interview skills: How to prepare, answer tough questions and get your ideal job, 5th
edn, Kogan Page, London.
Friesen, BK 2010, Designing and conducting your first interview project, Jossey-Bass, San Francisco.
King, N & Horrocks, C 2010, Interviews in qualitative research, Sage, Los Angeles.
1.7 Professional Reports

SKILLS
CRITERIA
Plan and manage tasks
The report is on schedule

All relevant aspects are considered
Research information
Appropriate sources are consulted

Sufficient sources are consulted
Sources of data are well-documented
See 2.9
Organise information
Appropriate headings
Integrated structure, i.e., arguments and conclusions match purpose
Alternative views are considered
See 2.7
Writing the review
Arguments are easy to understand and succinct
Definition
In the business workplace, much of the writing will be in the form of a report. It is a formal account of a situation
produced after consideration of all relevant factors. The report is based on research, with evidence provided from
the literature as well as from research undertaken by the investigator. The argument is drawn from professional
practice, using the language of business appropriate to the audience.
Purpose
To inform senior management or a client about a particular issue, often for the purpose of future decision-making.
Audience
Your audience may be the managing director of your company, its shareholders, people in a government
department or rival firms, or indeed potential clients. Your audience and their needs will influence what you put in
your report, and how you present it.
The length of a Professional Report varies according to the problem. Concise reports for managers rarely extend
beyond three pages, while reports that have been prepared by consultancies may extend to 30 or 60 pages or
more. Thus 2 structures are presented. The first is commonly used for full length and consultancy style management reports, while the second structure is more suitable for concise reports to management on a specific problem.
STRUCTURE OF A LONG REPORT
See 2.9
See 2.13,
2.14
Title page
Report title, author name, course and tutorial, tutors name, date
Table of contents
All sections and appendices listed and numbered; page numbers provided
List of illustrations,
tables, figures
Lists of these, numbered correctly and including page numbers
Executive summary
Brief statement of purpose, argument and recommendations
Introduction
Context, background; purpose and scope of report; explanation of report organisation
Body of report
Analysis and discussion under headings
Conclusion
Summary or restatement of main issues. Basis for recommendations. May indicate 'next
step'. May comment on the limitations of the research (such as generalisability, availability
of data)
Recommendations
Most important first; based on conclusions; specific; practical
References
Use Harvard System and ensure in-text citations relate to reference list
Appendices
Technical information such as interview schedule used, organisation documentation,

spreadsheets and statistics
STRUCTURE OF A CONCISE REPORT
Title page
Report title, author name, course and tutorial, tutors name, date
Table of contents
All sections and appendices listed and numbered; Page numbers provided
Executive summary
Brief statement of purpose; Summary of discussion; Recommendations
Body of report
Background information; Analysis and discussion; Recommendations
Conclusion
Summary or restatement of main issues
Appendix
Highly technical information, e.g. Spreadsheets, Statistics
Language and Style

See 2.9
Reports have a formal tone to suggest impartiality of the analysis and discussion. Your writing should be clear and
concise and display good style, taking account of the report's purpose and the audience's needs. Your voice and
words should be your own. Use headings to guide the reader.
Steps
Identify the data you will need to collect to satisfy the given purpose, and how you can obtain that information.
See 2.8
Read critically and analytically about the topic: interpret, compare information, work out relationships,
check relevance.
Form an argument and organise the evidence for and against. Develop your recommendations.
Outline your report sections (check whether all sections are required).
Write a draft: develop your argument; provide evidence for your argument; present alternative views; justify your
argument; build logical links; avoid plagiarism; cite sources correctly; write clearly and concisely; format the report.
Check that your argument and recommendations meet the purpose; check structure, language and style; check
flow of argument; copy edit; cross-check references in report and reference list.
Prepare appendices, place in order of referral from your text and also number in that order.
Final preparation: proof read; check that all report elements are present and in the correct order; check grammar
and spelling.
Hints
See 2.13
Be clear whether you are stating your opinion or the views of others, e.g. 'The manager indicated that' and
'The findings suggest that .'
Where appropriate, use direct quotations from research to illustrate key points or to provide definitions. Avoid
excessive use of quotations.
Ask your tutor which reference system is required.
Useful References
Allen, J 1998, Writing in the workplace, Allyn and Bacon, Boston.
Marsen, S 2007, Professional writing: The complete guide for business, industry and IT, Palgrave and Macmillan,
New York.
Silyn-Roberts, H 2005, Professional communications: A handbook for civil engineers, American Society of Civil
Engineers, Reston, VA.
1.8 Executive Summaries

SKILLS
CRITERIA
Structure the written

report*
Background information is brief

Arguments summarised are the essential ones
Recommendations clearly relate to the arguments
Format as expected*
Page headed Executive Summary

No more than one A4 page in length
Single-spaced
Placed after the table of contents
Write clearly and

concisely
Summary reads easily

Contains key points and limited details
No acronyms
*Note: Some academics emphasise on different criteria or format. Always confirm with your lecturer on what they require and write your
executive summary accordingly.
Definition
An executive summary is a concise and complete summary of the essential content of the report of which it is part.
Purpose
To provide the most important information about a report so that the reader, perhaps a manager, can decide
whether the content of the report is relevant. Busy managers and clients may base a decision on reading only the
executive summary.
Audience
An executive summary is for a client, a firms senior management, or an academic with an interest in the report.
Structure
Why?
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Language and Style

Clear, concise and in a formal tone. The length will vary according to the scope of the report, but for the Business
School, the preference is for no more than one single-spaced A4 page.
Steps
After completing your report, draft an overview of its essentials, using the above structure. Avoid copying and
pasting sentences from the report.
Check that no new information has been introduced and delete any non-essential information or words.
Read the executive summary aloud to make sure that the meaning is clear and it is easy to read. Rewrite clumsy sentences.
Proofread for spelling and grammar.
Title the single page Executive Summary and place it after the table of contents.
Hints
The executive summary is often considered the most important part of a report. It must therefore be clear and have
no errors.
It should be written last when you know exactly what you have discussed and recommended.
The executive summary should stand alone. Do not refer to an appendix or use acronyms.
Do not introduce any idea in an executive summary that is not in the report. The management report must also
stand alone.
Do not use headings within an executive summary.
Useful References
Bretag, T, Crossman, J & Bordia, S 2009, Communication skills, McGraw-Hill, North Ryde, NSW.
Marsen, S 2007, Professional writing: The complete guide for business, industry and IT, Palgrave and Macmillan,
New York.
1.9 Case Analysis Reports
See 2.7
See 2.8
SKILLS
CRITERIA
Structure the written report
Background information is relevant

Issues are well ordered
Recommendations clearly relate to the issues
Identify the main issues
Key issues are identified

Interrelationships are clear
A full grasp of the situation is shown
Analyse the issues
Each issue is discussed using relevant concepts and principles

Insight is shown in analysing the information
Support your
recommendations
Recommendations are consistent with situation, well-supported and practicable
Arguments are explicit and succint

Appropriate headings are used
Definition
A case analysis report presents an analysis of the problems and issues facing a particular company, with
recommendations of a plan of action and justification of that plan.
Purpose
To persuade an audience that your recommendations are feasible, desirable and the best available.
Audience
A case analysis report is for a client or a firms senior management who are seeking a way forward.
Structure
Title page
Report title, author's name, course and tutorial, tutor's name, date.
Table of contents
List and number all sections; include page numbers.
See 1.8
Executive Summary
Page headed Executive Summary.
No more than one A4 page in length.
Single-spaced.
Analyse and explain each issue in terms of the relevant theoretical material and of their advantages and
disadvantages.
Recommendations
Suggest the best next step to take on each of the issues, with justification based on your analysis - no new information.
Appendices
Include additional material relevant to the case and referred to in the report.
Language and Style

See 2.9
Case studies have a formal tone to indicate impartial analysis. Your writing should be clear and concise, and be in
your own words. Use headings to guide the reader and include tables or diagrams that make the case clearer.
Steps for Case Analysis

Gain a feel for the case by skim reading the abstract, introduction and conclusion. Ask:
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Read the case a second time, identifying key facts and clarifying the main issues. You may need to read between
the lines, interpreting and connecting the case facts, and deducing the issues yourself.
Consider whether any figures provided can be further analysed for new insights, for example, you might plot data
or calculate rate of change.
Do a SWOT analysis: list the firms Strengths, Weaknesses, Opportunities and Threats.
Identify the concepts and theories that explain the issues or problems.
Consider different short term and long term solutions and weigh up their comparative advantages and
disadvantages. How practical are the solutions? Think through implications of solutions.
Decide on a preferred course of action and consider any possible criticisms, so you can defend your
recommendation.
Steps for Writing Case Report

Write a draft using the structure described above. Check whether specific guidelines are provided in your
course outline.
Consider whether there are alternative ways of examining the data provided.
Read through the draft and reorganise, rewrite or delete to improve the flow of the arguments and to ensure every
recommendation is well-supported.
Check that your headings are relevant and helpful for the reader.
Decide whether diagrams or tables should be included in the report or the appendix.
See 2.9
Proofread your final draft; check grammar and spelling.
Hints
There is generally no single correct solution to a cases issues. Consider alternative solutions before deciding on
one direction.
Case analysis involves the application of sound principles. Consider which of the concepts and principles already
introduced in your course apply in the case.
Useful References
Cottell, S 2008, The study skills handbook, Palgrave Macmillan, Basingstoke, UK.
Kashani, K 1992, Managing global marketing: Cases and text, PWS-Kent Pub., Boston.
Turner, K. 2008, Essential academic skills, Oxford University Press, South Melbourne, Victoria.
1.10 Formal Letters

SKILLS
CRITERIA
Develop message logically
Context in introduction
One idea per paragraph
Use correct conventions
Address and date are correct

Appropriate greeting and close
Left aligned and blank space balanced on page
Name/ title/ signature are correct
Enclosures/ cc are listed appropriately
The point of the letter is obvious

All necessary details included
Direct and concise use of language
Logical development of ideas
Appropriate register and tone
Tactful and inclusive
See 2.7
Purpose
Is your letter to inform, persuade or seek information? The purpose of your business letter will affect its tone and length.
Audience
Consider carefully to whom your letter is addressed. Your audience will influence the tone and language you use.
When you write a business document, you must assume that your audience has limited time in which to read it and
is likely to skim. Your readers have an interest in what you say insofar as it affects their working world. They want to
know the "bottom line": the point you are making about a situation or problem and how they should respond.
Language and Style

The purpose and audience will determine the level of formality used. Your writing should be clear and concise,
taking account of the letters purpose and the audiences previous knowledge and needs. Business writing varies
from the conversational style often found in email messages to the more formal, legalistic style found in contracts.
Steps
Plan your letter: think about purpose and audience, the main message, how best to convey your message, and
the appropriate tone for the purpose.
Write a draft: give your reason for writing the letter; present the necessary facts completely and logically; finish the
body with any action required, e.g. request, statement of outcome.
Revise: check information; consider audience and purpose; check language and style; check flow of argument;
copy edit.
Final preparation: proof read; check that all letter layout and content elements are correctly presented; check
grammar and spelling.
Sample Business Letter

See following page.
Marylin Franch
Senior Consultant
Inter-Office Solutions
24 Pirie Street
Adelaide, SA 5005
Australia
Sender's detail
Date
July 20, 2010

Mr. Rodney Giles
Manager, Customer Support
CRM Group Inc.
12 Hampstead Road
Clearview, SA 5085,
Australia
Recipient's address
Dear Mr. Giles
Salutation
Pilot implementation of the 1to1 Customer Relationship Management Program
Subject
This is further to our meeting of last week at which we agreed to hold a series of meetings over
the next two months to review your experiences with the pilot implementation of the 1 to 1
Customer Relationship Management Program.
Context
As discussed at that meeting, the objectives of our review sessions will be to...............................
............................................................................................................................................................
............................................................................................................................................................
As agreed, meetings will be held every second Tuesday from 9:00a.m. until noon, and the
location will alternate between our two offices .................................................................................
............................................................................................................................................................
............................................................................................................................................................
Body
As discussed, at the end of the process .........................................................................................

............................................................................................................................................................
............................................................................................................................................................
I trust I have covered all the points that we discussed. If you have any questions or would like to
add anything please give me a call at 8261 2067.
Closing
We look forward to seeing you at the August 14th meeting.
Sincerely,
Sign off
Marilyn Franch
Senior Consultant
Writer's name and position
Encl.
enclosures/copies
Source: Adapted from http://www.writinghelp-central.com/business-letter.html
Useful References
Allen, J 1998, Writing in the workplace, Allyn and Bacon, Boston.
Eunson, B 2005, Communicating in the 21st century +PIO8JMFZBOE4POT .JMUPO 2-%
James, N 2007, Writing at work: How to write clearly, effectively and professionally, Allen & Unwin, Crows Nest, NSW.
1.11 Formal Emails
See 2.7
See 2.9
SKILLS
CRITERIA
Develop message
logically
Use the subject line to summarise the message

Include enough contextual information so that the recipient knows what the matter is about
Keep message brief and to the point
Include your expectation at the end
Use formal
conventions
Use a formal font, 12 point (don't use all capital letters/uppercase/oversized fonts)
Lay out message for readability (use spaces and breaks between paragraphs and long sentences)
Begin and end with an appropriate greeting as well as closure
Do not forget to add attachments if you have to
Attachments must be mentioned in the email
Add cc if others should be informed
Use appropriate punctuation and check grammar and spelling (one exclamation point is just
as effective as three)
Do not use emoticons ( , ) or acronyms (2L8-too late, AAMOF-as a matter of fact)
Do not be over-familiar with the recipient (use a title or form of address)
Write clearly and

concisely
The point of the email is obvious

All necessary details are included
Only information relevant to the topic is included
Direct and precise language
Tactful and inclusive
Purpose
The purpose of a professional email is to provide information or to ask a question. The email is an electronic version
of a written memorandum and is an accepted form for business, educational, social and personal purposes.
Audience
An email to a professional should maintain formality unless the professional is also a personal friend. When the
professional is a friend, it is best to maintain formality for any professional communication.
Language and Style

Your writing should be formal, clear and to the point. Use first person. Proofread to avoid errors, as correct
communications always impress and errors disrupt the message.
Steps
Type in the email address, but leave the Subject until the email is completed.
Address the recipient by a title: Dr........, Prof........, Mr. Giles, Ms......, Rodney (first name if already familiar), etc.
Type your message, mentioning any attachments.
Finish with a closing decision, brief reminder, hope or apology.
On the next line, type your first and last names unless the receiver knows you well.
Proofread your email and ensure any attachments are included.
Use two or three words to describe the Subject.
Select cc to any others who may be involved, then send.
Hints
An email already includes the sending date and your contact details. The subject alerts the receiver to the topic.
For less formal emails, you can begin with Dear Fred, or even Hi Fred for a colleague.
Do not tag the email as urgent, unless you know the receiver would agree that it is urgent.
Be aware that any email can be traced to the sender, so take care in what you send.
Sample Formal Email

To: rodney.giles@crm.inc.au
email address of recipient
CC:
CC: if the email needs to be

sent to others
BCC: if the identity of the
recipient is to be kept private
BCC:
Subject: 2nd Customer Relation Management Program Meeting
Attachment: CRM_minutes.doc
Dear Rodney,
This is to inform you that the next meeting for the Pilot Implementation of the CRM Program will
be on August 14th. As discussed in the meeting last week, the objective of our review sessions
will be:
First name only if familiar

with recipient
Context
Review and assess the overall effectiveness of the program;

Identify and document strengths weaknesses of the program; and
Propose customer-focused solutions to address areas of weakness
Clear and concise message
As agreed, meetings will be held every second Tuesday from 9:00 a.m. until noon, and the
location will alternate between our two offices, the first to be convened at Inter-Office on August
14, 2010. Fred Johnson of your CRM group is to act as the meeting coordinator and recording
secretary throughout the process.
Please find attached the minutes of the last meeting. If you have anything to add or have any
questions, please call me at 8261 2067.
Close with
expectation/instruction
Thank you and regards.

Marilyn
Marilyn Franch
Senior Consultant
Inter-Office Solutions
24 Pirie Street,
Adelaide, SA 5005
Australia
Contact details of sender
Phone: 8261 2067

e-mail: marilyn.franch@inter-officesolutions.au
Source: Adapted from http://www.writinghelp-central.com/business-letter.html
Useful References
James, N 2007, Writing at work: How to write clearly, effectively and professionally, Allen & Unwin, Crows Nest, NSW.
Surma, A 2005, Public and professional writing: Ethics, imagination and rhetoric, Palgrave Macmillan, Basingstoke,
New York.
1.12 Memos
See 2.7
See 2.9
SKILLS
CRITERIA
Develop the message

logically
Subject title clearly indicates the topic

Opening paragraph gives main ideas
One idea per paragraph
Use memo conventions
To, From, Date, Subject at the top

The business's format is used if there is one
The memo can be made public; nothing personal
Write clearly and

concisely
The point of the memo is obvious

All necessary details are included
Only information relevant to the topic is included
Direct and precise language
Definition
A memo (short for memorandum) is a formal written text sent as a record within an organisation.
Purpose
A memo is to put on record work-related information, a concern or a query.
Audience
Your audience will be a colleague or colleagues at any level within an organisation.
Language and Style

Your writing should be formal, clear and to the point. Use first person. Avoid errors, as correct communication
always impresses and errors disrupt the message. Memos are now often sent by email. If by email, the identifying
details will be contained in the headings.
MEMORAND
UM
Structure
'Memo' or 'Memorandum' at the top indicates that this communication is official.
The memo is headed with the following information: Subject, To, From, Date.
The content provides all relevant details. Make the focus clear in the first paragraph,
then use a paragraph for each of the other main points.
To: Henry Ho
pper
From: James
Jenks
Date: June
25, 2010
Subject: Th
e Ampol au
dit
Sign off with your name.
Steps
Type in the identifying details.
I spoke on th
e phone to
Allen Aspen,
Financial M
the
anager of Am
pol SA, yest
the 24th June
erday,
. He said th
at the dead
line for
Address the recipient(s) by name. If it is to a committee or a division, include its

name first, e.g. Marketing Section: Jane, Mike, Stu, Stephanie.
State the main point of the memo in the first paragraph.
Elaborate if necessary, one main point to a paragraph.
Sign off with the name by which your colleagues know you. Include an initial if you might otherwise be confused
with someone else.
Hints
Use as a guide the format and style of memos sent within your organisation.
Organisations often have paper or templates set up for memos or a format for their employees to use.
You will need a way to file for later reference the memos you send and those sent to you.
Useful References
Berger AA 2008, The academic writer's toolkit: A user's manual, Left Coast Press, Walnut Creek, California.
Eunson, B 2005, Communicating in the 21st century +PIO8JMFZBOE4POT .JMUPO 2-%
Stanton, N 2009, Mastering communication, Palgrave Macmillan, Basingstoke.
1.13 OHTs and Powerpoint Slides for Oral Presentations

SKILLS
CRITERIA
Select and organise information
Slides summarise key points only
Choose a clear, uncluttered layout
Plenty of space around print

Slides centred on the screen
At least 24 point font
Upper and lower case font style
Consistent style, avoiding distractions
Present effectively
Text and illustrations are well-designed and effectively used

Text and illustrations effectively assist audience understanding
Highly effective use of equipment
Pointer used without fuss
Eye contact with audience
Steady pace
Definition
OHTs (Overhead Transparencies)and Powerpoint presentations are visual summaries of an oral presentation,
for projection onto a large screen.
Purpose
To assist an audience in understanding an argument, a report or other information.
Audience
Generally students, clients or a committee. If your presentation is to be assessed, your marker will be a key
audience member, whose requirements should be carefullly considered.
Structure
Introduction
Focuses attention and tells what the presentation is about. Presents key information that will be covered.
Main Points
Presents the key points only on one or more slides, depending on the time available. Transitions from one topic to
another or one member to another (if group) must be effective and without much disruption.
Conclusion
Summarises what you have covered.
Style
Language
Choose simple language. The main points should be headings and dot points. Keep the points consistent in their grammar.
Font size
Use 24 point or bigger, if it's in a large hall.
Font choice
Use a font that is clear and has serifs, e.g Times, to lead the eye on. Upper and lower case are easier to read than
all capitals.
Colour
Choose contrasting colours for print and background, such as black on white or yellow on blue. Avoid red and pale colours.
Steps
Identify the essential points of your presentation.
If OHPs, choose an appropriate font and size; if Powerpoint, also choose your colours. Type your first slide to
introduce your topic (centre it on the page). This may be a question, a title or a brief statement.
Prepare a single slide with the main points on it. If time permits in your presentation you can then prepare a slide
for each of these main points, listing the sub points under each.
Your final slide should restate your position or conclusion.
Include a simple graph, table, quote or cartoon to support your main point, if there is enough time.
Check well before your presentation that your equipment is working, and placed so that you can face the audience
and the slides will be centred on the screen.
Organise and number your slides so you can pick them up in the right order, and put them down so that you can
locate them again.
Look at your audience while you state your topic or question. Show the first slide before or after this.
Change slides before you speak to them. Don't rush.
You can direct attention at each point on a slide using a pencil or arrow card that you shift on the slide to indicate
each point. Powerpoint allows you to add each point to the screen as you go.
Tips
Check the spelling and grammar of your slides before you finalise them.
Check your timing. Have a practice run through your slides. Use the points as a prompt for what you say and to
give you confidence in speaking to the points. Don't rush.
It is tempting to look at the slides, not at the people! Practise looking at the audience and keep a steady pace.
If you run out of time, don't speed up in an effort to cover everything. Simply summarise your remaining points and
go to the conclusion.
Useful References
Bretag, T, Crossman, J & Bordia, S 2009, Communication skills, McGraw-Hill Australia, North Ryde, NSW.
Powerpoint Presentation - Seminar Tips, 2004, viewed 20 April 2010, www.micab.umn.edu/news/Seminartips.htm
Summers, J & Smith, B 2010, Communication skills handbook +PIO8JMFZBOE4POT .JMUPO 2-%
PART 2:
COMPONENT SKILLS
All call outs in boxes
See ...
refer to a section in the guide where the task is explained in detail.
2.1 Differences in Learning Styles

Attitudes to knowledge and learning depend on context. This context can vary in a number of ways ranging from
different levels within an education system to different cultures.
In some contexts students are expected to conserve knowledge by reproducing information and ideas.
Memorisation and imitation are suitable learning strategies in such correctness oriented contexts.
In other contexts, while some degree of memorization or basic comprehension may still be required, there is also the
aim to critically analyse and reshape information into an argument that represents a students evaluation of knowledge.
When a student with experience in one academic culture begins to study in another academic culture, a different
style of learning is required.
In other words, if you are more familiar with aiming to simply comprehend and remember what you learn, you will
have to make adjustments to match academic expectations.
International students often face major changes in academic expectations. The table below summarises some of
these changes:
FROM:
FORMALITY
TO:
INFORMALITY
Viewing a teacher as an instructor of content
Seeing a teacher as a facilitator to your interaction with

content
Not speaking up out of respect
Taking the initiative in discussion and asking questions
Accepting information to be true
Critically analysing information
Dependence
Independence
Useful References
Brick, J 2009, Academic culture: A student's guide to studying at university, Macmillan Education Australia, Sydney.
Gudykunst, WB & Young, YK 2003, Communicating with strangers: An approach to intercultural communication, 4th
edn, McGraw-Hill, London.
Jackson, J 2010, Intercultural journeys: From studies to residence abroad, Palgrave Macmillan, England.
Ong, D 2009, The international student's handbook: Living and studying in Australia, UNSW Press, Sydney.
2.2 Academic Expectations

Lectures and Note-taking
Take note in the first lecture what the lecturer says about how the lectures relate to the text book, to the tutorials
and to the assignments, and about what is worth noting from lectures. Compare your notes with a model provided
by the lecturer or with those of other students. You need to use headings and numbered or dot points.
Tutorials
The tutors have been carefully selected and trained to develop knowledge and analytical skills. Your tutor is the
person to approach with any academic questions.
There is rarely one right answer to any question and tutors will want you to give your opinions and to question
what you read and hear. They do not want you to simply reproduce what you have heard or read. Many Transfer
students find this new and difficult at first. You will need courage to speak up with a different point of view at first,
but the more you give your opinion, the easier it will become.
Class Discussion
The purpose of class discussion is to develop knowledge and analytical skills and to raise any questions. The
objective is also to learn from the knowledge and experience of classmates and not only that of the lecturer.
There is rarely one right answer to any question and lecturers will expect you to give your opinions and to question
what you read and hear. They do not want you to simply reproduce what you have heard or read. Many students
particularly international students, find this new and difficult at first. You will need courage to speak up with a
different point of view at first, but the more you give your opinion, the easier it will become.
MyUni
MyUni is the University of Adelaide's online learning environment. Every enrolled course of study has an online
presence in the form of a MyUni course. Your lecturers may use the features of MyUni to varying extents. Most
commonly used are the Announcement and Send Email features. Many lecturers also upload course information
and assessment requirements, as well as lecture notes. Some lecturers also use the quiz, discussion board and
group features. In most cases MyUni does not replace face-to-face lectures, tutorials and workshops, but is used
to enhance your learning by allowing you to access information and course materials online at a time and place
that suits you.
Text books and reading

Find out in the first week how the tutor expects the text book(s) to be used and how the texts relate to the lectures,
tutorials and assignments. If at first you have difficulty in understanding the language, particularly the slang, you
may need to read the relevant section in the text book before the lecture. Use the text book headings to predict
what a section might be about, and check your prediction against what you read. This approach keeps you active
in your reading. When reading journal articles, use the abstract to get a summary of the entire article.
The terms used in Business often have a different meaning to everyday English usage, for example, event, equity
and balance or market, selling and advertising. Be aware of terms that have a technical meaning and refer to
definitions in text book glossaries.
Assignments and plagiarism

To achieve a high grade you must focus on what is important in assignments: work out exactly what a question
means, and be careful to answer the core question, without including extra information. Many assignments include
the marking criteria which set out clearly what your marker will be looking for. Refer to these criteria often as you
prepare your assignment. Some lecturers provide examples of assignments from previous years to help you know
what they are expecting.
It is essential that you acknowledge the sources of the ideas you use in assignments and that you do not
copy from texts without citing the source. Section 2.13 of the Communication Skills Guide shows how seriously
plagiarism is regarded in Australian universities, and what it means to acknowledge sources, both within your
writing and in your list of references. That section also explains how to use your own words to avoid copying a source.
2.3 Independent Learning

As a student at The University of Adelaide, you are expected to develop independent learning skills. While lecturers
and tutors are available to help you, their time is limited and they will not be able to give you all the help you might
want. Here are some strategies for becoming self-reliant:
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learn and to follow up in your text books and assigned readings.
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well as what you dont.
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who might be willing to tutor you. Ask the senior student if two or three of you can share the hourly cost.
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academic skills support through face-to-face consultations for postgraduate students and first-year
undergraduates within the Faculty of Professions. The CLPD offers academic skills support to all students
enrolled in the university.
Use other sections of this Communication Skills Guide. It is written especially to help Business students develop
their academic skills.
Useful Reference
Marshall, LA & Rowland, F 2006, A guide to learning independently, Pearson Longman, Frenchs Forest, NSW.
2.4 Group Skills

"I will pay more for the ability to deal with people than for any other ability under the sun."
John D. Rockefeller
Why Group Work?

Group work in your study program assists in the development of the skills that you will need when you begin
working. In your work life, you will be expected to display the following characteristics: be flexible, able to
compromise, have the ability to negotiate, have organisational skills, good coordinating ability, etc. Thus group
work in your study program not only enables the development of all these abilities, but also specialised skills that
relate together as a meaningful whole.
How to Work Effectively in a Group?

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English as their first language, consider everyones needs and expectations).
How Can I be an Effective Group Member?

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Group Assignments Making the Most of your Group

Groups may operate more effectively with the allocation of roles (chairperson, time keeper, task manager, etc.).
Roles can be rotated for each meeting.
Get organised! At your first meeting:

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Get to work!
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who are responsible for doing it).
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part in discussions.
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must highlight a logical and structured argument that flows. Often group assignments result in papers that are
disjointed as sections written by different people are put together without ensuring that the discussion is coherent
and cohesive. To ensure this, all group members must read the assignment as a whole and identify sections of
the discussion that are not relevant, repeats content or appears to affect the logic of the argument.
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Note
If youre unsure about the task, topic, or assessment, or if the group isnt working, dont just hope for the best. Go
as a group to your tutor or lecturer immediately.
Useful References
Brick, J 2009, Academic culture: A students guide to studying at university, Macmillan Education Australia,
South Yarra, Australia.
Johnson, DW & Johnson, FP 1997, Joining together: Group theory and group skills, 2nd edn, Prentice Hall, London.
Turner, K 2008, Essential academic skills, Oxford University Press, South Melbourne, Victoria.
2.5 Project Management

Prepared by Shane Cheek, Project Manager, Commercialisation, ITEK Pty Ltd.
Project management is a skill that no student can go without. Most university students need to balance personal
commitments and possible part-time work with multiple assessments and study.
On entering the workplace, graduates from all disciplines are finding that they need to manage many projects at
the same time and often with limited resources. Thus, project management has become a standard workskill.
Project management skills allow a person to cope with many and various tasks by focusing on the planning,
implementation, control and coordination of the project from beginning to end, while also meeting time, quality and
budget constraints.
Defining a Project
Meredith and Mantel (1995) define a project as a specific, finite task to be accomplished. A project can be
identified by a number of attributes:
t1VSQPTF a project is usually developed to achieve a clear goal or objective (e.g. written assignment,
consultancy report or marketing plan).
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t6OJRVF a project always incorporates one or more elements that make it unique.
t$POGMJDU as projects compete for resources (time, money, skill, equipment) there is invariably conflict.
Project Stages
Each project has a life cycle with a beginning, middle and an end over a finite time span. Each stage will consume
different levels of various resources. A project life cycle generally follows four main phases (see Figure 1).
When multiple projects are operating at one time, it is clear each needs to be planned, monitored and documented
carefully. Obviously, multiple projects place added pressure on timelines, resources and the quality of outcomes. There
are a variety of tools and methods that can be used to plan and monitor complex projects.
DEFINITION
PLANNING
IMPLEMENTATION
FINALISATION
1. Identify the need for

the project
4. Define in detail the

outcomes, standards and
resource requirements
7. Execute work packages
10. Ensure completion

of all deliverables
2. Establish the goals

and objective
3. Identify the risks
associated with the
project
5. Estimate time and cost,

sequence activities
8. Establish control
mechanisms
9. Monitor progress
6. 'Chunk work into

manageable work
packages
11. Document project

12. Review and evaluate
progress and outcomes
Figure 1: Phases of a Project Lifecycle

* Dark bars indicate effort level.
Gantt Chart
This planning tool is simple in its construction and very easy to read (see Figure 2). Haynes (1997, p. 31) describes
a simple way to create a Gantt Chart:
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axis of the chart.
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at the completion date.
At any time place a vertical (date) line through the chart and observe the current progress of tasks (i.e. completed,
in-progress, yet to begin). Using this method one can quickly see the minimum amount of time necessary to
complete a total project, the sequence of actions to undertake, and the steps to be carried out simultaneously.
TASK A
TASK B
TASK C
TASK D
TASK E
DAY:
10
15
20
25
30
35
40
45
Figure 2: Gantt Chart

Other simple planning tools that can assist you in your project planning and management include:
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TASK
WHAT
RESOURCES
FINALISATION
PROGRESS
Assignment 1
Individual
management
skills assignment
1. Results from
self-assessment tools
2. Notes from texts and lecture
3. Relevant journal/journal articles
Week 3 of trimester
40% complete
as at 1st May
Personal Time Management

Good project management also relies upon personal management. Time is possibly an individuals most unique and
valuable resource. Being aware of personal time-management issues is a sure way of staying on top!
Here are some hints:
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during this time.
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should do, and (c) nice to do.
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relativity (i.e. compare one task against another) are the best way to set priorities.
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- Using an action worksheet, Gantt Chart, Weekly worksheet, Daily plan
- Keeping a diary of events/tasks
t#FBXBSFPGAUJNFXBTUFSTTVDIBT
- Disorganisation
- Procrastination
- The inability to say no or refuse a task
- Visitors
- Telephone Calls
- Meetings
- Junk Mail/E-mail.
Useful References
Cleland, DI & Ireland, LR 2007, Project management: Strategic design and implementation, McGraw-Hill, New York.
Haynes. M 1997, Project management: From idea to implementation, Crisp Publications, London.
Kernzer, H 2009, Project management: Case studies, Wiley, Hoboken, NJ.
Meredith, JR & Mantel, SJ 2000, Project management A managerial approach, 4th edn, John-Wiley & Sons, Brisbane.
Project management software, e.g. Microsoft Office Project 2007 .
2.6 Aiming High for Assignments
There are some obvious, minimal requirements that all students must meet to pass assignments. They are listed
first. The second list of characteristics is a guide for students aiming for high grades. Be sure that you have read
your courses assignment descriptions thoroughly, because some of these may be necessary for a bare pass.
Passing assignments requires, at least:
1. Satisfactorily answering the set question.
See 2.7
2. Adequately structuring the answer.

3. Including sufficient relevant references.
See 2.13
See 2.8
4. Using your own words with appropriate referencing as required.

5. Evidence of interpretation and analysis.
High grades for assignments require that:
See 2.7
1. All information is relevant to the set question.
See 2.14
2. Claims are consistent with the argument and justified with references and logic.
See 2.12
3. Presentation is as required: type size, line space, margins, headings, referencing, cover page.
See 2.7
4. The argument is clear and developed logically to unify the assignment.
See 2.8
5. The assignment shows depth of critical and analytical thinking.
See 2.8
6. The literature has been interrogated, not just accepted.
See 2.14
7. All references are complete, accurate, and consistent.

8. Topic choice (where applicable) is adventurous but appropriate.
9. A number of credible sources has been consulted.
10. The executive summary summarises the findings and recommendations.
11. There is no repetition in the paper.
See 2.7
12. Alternative arguments are considered.

13. The conclusion does more than repeat the introduction it synthesises the argument.
Useful Reference
Shields, ML 2010, Essay writing: A student's guide, Sage, London.
2.7 Academic Argument

Assignments and Arguments
In secondary and tertiary education there are many types of assignments that require an argument. An argument,
here, means the logical presentation of an opinion, or point of view. In other words, highlight your voice in the
academic debate about a topic. The opinion must be informed by evidence from the literature, from research, from
examples and principles, and be presented with careful reasoning. Opinions without sound evidence and clear
justification have little value.
A clearly supported argument is required in an academic essay, a short answer essay, a professional report, and
in a case analysis. Each of these types of academic assignments require you to gather information and data, form
an opinion about that information, then present that opinion along with a carefully organised discussion of that
opinion. For reports and case analyses, the opinions are ultimately presented in the form of recommendations.
The amount and type of evidence required for the different types of assignments varies. For example, the argument
in short essay answers rests on general principles and illustrative examples; professional reports require arguments
based partly on data and information the writer has gathered in the workplace, while the argument in a case
analysis rests on accepted principles, theory and insights into the information provided on the particular case.
Before writing a report, look at examples of reports from your field. There may be some in your texts or you could
ask your lecturer for good examples to use as models for your work.
Components of an Argument
Well structured writing is writing that a reader can follow easily. It will provide a context for the reader and include
signals such as headings and markers, like firstly, in contrast and as further support, to alert the reader to the
way the argument fits together.
Despite their differences in length and types of evidence, all arguments have the same basic structure:
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The length of the assignment will affect how much is written for each component. A short answer essay can orient
the reader and state the position taken in a single sentence, while a case analysis may use several paragraphs to
summarise the context and several pages to set out the main issues. Closure can be achieved in a short answer
without an extra sentence, and in a case analysis and a management report with a listing of the recommendations.
In some assignment answers, the different components of an argument may be combined, particularly in a short
answer, where the context and conclusion are obvious or assumed by the reader. In lengthy assignments, the
reader (for students this will be the marker) needs the expected components in the expected order, and markers
(word signals) to more easily follow the argument.
Criteria for Assessing an Argument

The strength of an argument rests on the logic of the discussion and the quality of the evidence provided in the
discussion. It is not enough for the writer to present one side of a case and then the other. The writer must take a
position and argue for it. If length permits, as in a professional report or an essay, opposing positions should be
discussed, along with reasons why the chosen position has been preferred.
The quality of the evidence will be judged by its relevance, the authority of its source, how complete it is and how
convincingly it is used. When selecting evidence, a writer must maintain an analytical and critical approach to what is
read, to how it is read and to how different evidence fits together. This approach is discussed in the next section (2.8).
See 2.14
An academic essay must have the sources of its evidence thoroughly documented, both within the text and at the
end with a reference list. The Harvard reference system is usually the most appropriate. Care must be taken to use
the system consistently and to ensure that all references listed are in fact cited in the text.
The following table can be used to check that an argument is well written.
SKILLS
CRITERIA
Argue logically
Connections are clear

The argument is well structured
Alternatives are covered
Provide evidence
Evidence and examples are relevant

The evidence has authority
The evidence is convincing
Reference sources
All sources are acknowledged within the text

The reference list is complete and consistent in format
All sources cited are in the reference list and all items in the reference list are cited
Useful References
Greetham, B 2008, How to write better essays, Palgrave Macmillan, Hampshire.
Shand, J 2000, Arguing well, Routledge, New York.
Virgo, G 2005, Writing an academic assignment: Preparing a model essay on globalisation, Pearson Education,
2.8 Analytical and Critical Thinking

A questioning approach
The mark of a good academic or investigator is in the questioning approach taken to the area under investigation.
The approach must be both analytical and critical - analytical in pulling apart the elements of the ideas and examining
how they operate on each other, and critical in always looking for what is not obvious or for different points of view.
An analytical investigator, whether a student or a professional, is always asking of the ideas and writing being considered:
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To be analytical you need to examine the relationships between what is in a text or a situation. To be critical you
need to identify what your source takes for granted or leaves out. Ask yourself:
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Developing a Questioning Approach

This approach is fostered in some learning environments, but is discouraged in others. Where students have been
expected to accept everything they read in their texts and hear from their teachers, the skill of questioning has
not been developed. In fact, students who have studied in such environments have been rewarded in exams and
assignments by remembering and reproducing exactly what the texts and teachers have stated. They are likely to
feel that they will receive poor grades if they present alternative views, they may feel they have no right to question
the sources and information provided and to explore other ways of viewing a situation, or they may feel insecure
about not having the right answer. It is important for students to realise that at university, as in the workplace,
success will only be achieved if this questioning approach is developed.
It takes practice to develop a questioning approach to study. At first, you will need time to practise posing the two
sets of questions listed above. The time taken to use the questions can lead you to being more selective in what
you read and more incisive in developing your arguments.
The analytical questions involve the listener or reader in relating what has just been read or heard with what has
already been understood. How does the information or view presented relate to what I already know? The critical
questions should be put before reading a particular source and when choosing to use a source for evidence.
Knowing that a source has limitations does not mean that you have to leave it out. It may be the best source
available or widely used, in which case, you will include it but state its limitations. It is worth developing the habit of
thinking about how what you have just read or heard relates to what you already know after every lecture and each
section read in a text. This approach will help you to remember what you have just encountered, and also help you
to organise and integrate it into what you already know.
It may be helpful to jot down in the margin of lecture or reading notes a question mark or the questions you have
when you notice inconsistencies or weaknesses in arguments. It is often these questions that your lecturer is
seeking in class discussions.
Checking your approach

See 2.7
All good assignments are clear and logical in their arguments. Each section will move easily to the next, and
the reader will be in no doubt about what the writers point of view is. There will be a balance of long and short
sentences, the ideas will be in the writers own words, evidence will be given to support the writers claims and the
sources of this evidence acknowledged.
If the writer has been analytical and critical in his or her approach, the assignment, unless it is a short essay
answer, will contain original ideas and will give some consideration to alternatives to the writers own views. An
investigator who has been questioning what has been read and understood, will see new connections between
concepts and data, will identify weaknesses in others arguments and the evidence provided, and will recognise
fresh possibilities in familiar situations. These original ideas will be firmly based in the accepted concepts, models
and ways of operating in the commercial world. You can check your questioning approach using the following table.
SKILLS
CRITERIA
Being analytical
I
I
I
I
I
Questioning critically
I have recognised the writers particular interests and purposes

I have considered how the place and date of the ideas influence what has been said
I have seen whose points of view were not considered (e.g. of producers, women,
environmentalists)
have
have
have
have
have
identified considerations that had been left out

seen how other writers used words differently
found some weaknesses in arguments
recognised inappropriate examples or illustrations
seen new connections between ideas and sources
Useful References
Bowell, T & Kemp, G 2010, Critical thinking, Routledge, New York.
Cottrell, S 2008, The study skills handbook, Palgrave Macmillan, UK.
Paul, R & Elder, L 2006, Critical thinking: Tools for taking charge of your learning and your life, Pearson/Prentice Hall,
Upper Saddle River, NJ.
2.9 Good Academic Style

What is Good Style?
The overriding characteristic of a good writing style is that it is easy for the reader to understand. What is easy
for one reader to understand, however, may not be easy for another. The writer therefore needs to know who the
audience is and be aware of their background and expectations. The vocabulary and language structures that are
easy for your marker or a manager to understand will be those with which they are familiar those of your text
books, the literature, and the commercial workplace. As you become more familiar with this vocabulary and ways
of structuring texts, you will find it easier to use these terms and forms. While you are learning, it is helpful to refer
to the literature in the area for examples and models.
Apart from the particular structures and vocabulary of your particular field, there are several characteristics of good
style that are common to all formal writing, in whatever field.
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See 2.7
t5IF argument is easy to follow

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Several techniques to achieve each of these are described below.
Clear Expression
Contrary to what many undergraduates believe, good writing is not complicated. The writers aim should be to express,
rather than impress, and that means short sentences rather than long convoluted ones, and familiar words rather than
obscure words used simply to impress. The best writers are those who get their message across without clutter or
pomposity.
See 2.14
Another aspect of clear, direct writing is the writer's use of their own words so that the writing flows effortlessly and
feels authentic. Only use a quotation instead of your owns words if the quote states an idea in a way that captures
the meaning in a special, desirable way. Always acknowledge a quote or use of another's idea with quotation marks
and by citing the source.
The third element of writing after sentence and word choice that makes for clear expression, is punctuation. The
purpose of punctuation is to make the meaning clear: a full stop ends a complete idea; a comma divides up a list or
separates out a part of a sentence; a colon (:) signals that elaboration will follow; a semicolon (;) divides two ideas
that the writer wants connected. Too much punctuation halts the flow of the ideas and impedes the meaning for
the reader.
Finally, paragraphs and headings assist the reader by dividing up chunks of meaning, signalling that the writer is
moving on to something different. Too many headings or very short paragraphs interfere with the readers efforts
to tie ideas together; too few can cause an overload. A long paragraph needs to hang together well to be readily
understood. Markers (words that signal relationships, such as first and nevertheless), careful use of pronouns,
and having related sentences linked all assist such cohesion.
See 2.7
Clarity of Argument
The centrality of argument in academic writing and its characteristics are spelt out in Section 2.7. The clarity of the
argument rests primarily on clear thinking, which can be assisted by representing the argument diagrammatically.
Representing the main proposition in the centre or top of a diagram, then labelling subsidiary boxes with titles
for each supporting argument, can help to conceptualise how your ideas fit together and how they might be
organised as paragraphs. Then under each box title, list the points to be made for that idea. Counter arguments
can be noted in smaller subsidiary boxes. This diagram can be a valuable reference point in organising the whole
assignment and in keeping on track during the writing.
At all times, the writer must consider the reader. Punchy, direct first and last paragraphs help the reader by, first,
setting up a clear expectation as to what is to follow, and at the end, consolidating all that has gone before.
Language markers that signal how the different ideas and illustrations hang together are also valuable guides to
the argument for the reader.
Impersonal Language
Impersonal, formal language is used to imply impartiality in the analysis and presentation of an argument or
content. It is the language of media reports. Impersonal language is the language of all formal writing and involves
avoiding I, we, this author and this writer. Instead, wording such as the following can be used.
An analysis of the existing costing system of the company shows that
The following discussion presents
This paper explores the relationship between
Without Errors
The first impressions that a report or an assignment conveys to a management group, a client or a tertiary marker
will colour their approach to the argument and the ideas contained in it. Errors encountered in the first few pages
give the impression of carelessness and an inability to attend to detail. While it is very difficult to produce a piece
of writing that is completely error free, students should put in place practices that reduce the errors in their work.
Habits developed as students not only earn marks at university, but continue to impress in the workplace.
The most important habit that a student can foster is to proofread final drafts at least twice: the first time to ensure
that the argument flows smoothly from sentence to sentence and between paragraphs, and the second, to check
spelling. Most writers find they need to proofread a hard copy rather than on screen, as thorough proofreading
requires word by word reading to ensure that the correct word (e.g. there instead of their, product instead of
produce) has been used.
Spell checkers do not identify these as errors. Reading for fluency of argument can lead to reordering, deleting and
rewriting of sections, the insertion of markers and word changes. While this can be easy to sort out with pencil and
paper, the word processor has cut the time needed for such extensive editing enormously.
Proofreading should always be done with a dictionary and a thesaurus on the desk. If any sentence sounds
ungrammatical, try rewriting the sentence in another way or as two sentences. It is helpful to ask a friend to read
awkward sentences. If you often have trouble with English grammar, keep a list of your sentences that are incorrect
and on the adjoining page, the same ideas expressed correctly so you can refer to them later as models. You may
need help from the academic skills support services to identify errors and to correct them.
Useful References
Butler, L 2007, Fundamentals of academic writing, Pearson Education, White Plains, New York.
Morais, E 2006, Academic writing for beginners, Beacon Press, Malaysia.
Rose, J 2007, The mature student's guide to writing, Palgrave Macmillan, Basingstoke, New York.
2.10 Vocabulary and Grammar

Correct grammar and spelling in writing make a good impression. The reader often concludes that the writer has
had a sound education and pays attention to detail. On the other hand poor grammar and spelling can not only
interfere with the message, but also suggest gaps in the writers background and a careless attitude to detail.
There are many paths to producing correct writing:
tSelf improvement - spelling: Be professional! Know the correct spelling of the names and vocabulary related
to your courses.
tSelf improvement - grammar: Deal with your grammar problems one at a time.
tCareful proofreading: One of the most effective ways to do this is to place a ruler under each line as you read
for meaning and correct spelling.
tSpell checkers are useful but not fool proof.
tGrammar checkers invite you to check a sentence for meaning.
tTutor feedback: If you want specific feedback on your writing ask your tutors to provide it.
Useful References
Butler, L 2007, Fundamentals of academic writing, Pearson Education, White Plains, New York.
Jackson, H 2002, Grammar and vocabulary: A resource book for students, Routledge, London.
Leech, GN 2006, English grammar for today: A new introduction, Palgrave Macmillan, Basingstoke, New York.
2.11 Instructional Words

The following terms frequently appear in assignment
and exam questions:
Examine: Look at closely and carefully; thoroughly

inspect
Account for: Give reasons for
To what extent is x true? Explain in what ways x is

true and in what ways x is not true
Give an account of: Describe

Take into account: Consider; think about
Analyse: Divide into parts and discuss each part and
how they relate
Argue: Systematically support or reject a position by
presenting reasons and give evidence for acceptance
or rejection
Assess: Decide how important something is and give
your reasons
Assume: First accept that something is true
Classify: Arrange into groups or classes
Comment on: Explain why something is important
Compare: Describe the ways two things are alike
Concept: An important idea
Concise: Short, brief
In the context of: Referring to; inside the subject of
Contrast: Describe the ways two things are different
Criteria: The standards, the questions you would
expect to be answered
Criticise: Discuss, pointing out faults and advantages
Deduction: The conclusion or generalisation you come
to after looking carefully at all the facts
Define: Provide clear, concise, authoritative meanings
Describe: Relate; tell; give an account of
Determine: Find out; ascertain; establish; identify
Discuss: Give both sides of an argument and then your
own opinion (A word of warning: Discuss is often
used loosely by lecturers when they actually mean
Describe, so ask your lecturer which is intended.)
Distinguish between: Describe the difference
between two things
Factors: The circumstances bringing about a result

Function: What something does; its purpose or
activities
Identify: Point out and describe
Indicate: Show; explain
Illustrate: Give examples or diagrams that prove your
answer is correct
Implications: Results which are not obvious; long
term, suggested results
Limitations: The shortcomings, what is not useful or
relevant in something
Integrate: Incorporate into; draw upon
Interpret: Develop your own explanation of what
something means or represents
List: Provide an itemised series of points (often
expressed in point form)
Outline: Give an organised description in which you
state the main points but omit detail
Prove: Confirm or verify by stating and evaluating
evidence, or by logical reasoning
With/by reference to: Base discussion on required
input or forms
Reflect on: Same as consider; discuss
Relate: Emphasise connections and associations in
relation to only a certain part of the topic is needed
Review: Re-examine, analyse and comment briefly on
the major points
Role: The part something plays, how it works,
especially in conjunction with other things
State: Formally set out a position
Summarise: Give the main points of detailed information
Elaborate: Yes or No is not enough; answer fully with

reasons and examples
Support: Provide information and evidence to

strengthen an argument
Evaluate: Decide and explain how great, valuable or

important something is
Synthesise: Draw together ideas from different sources

into a cohesive whole
Explain: Analyse in order to show reasons, causes and

effects; clarify by the use of models and examples
Validate: Give the evidence and facts to prove a

statement or point of view
Useful References
Eamon, M 2007, Essay writing made simple, Pearson Education, Frenchs Forest, NSW.
Greetham, B 2008, How to write better essays, Palgrave Macmillan, Hampshire.
Hunter, I 2008, Writing that essay: A practical guide to writing better essays and achieving higher grades, McGrawHill, Macquarie Park, NSW.
2.12 Presentation
See 2.9
All lecturers and markers look for writing that is easy to understand. They therefore want writing that has all the
characteristics of good academic style as described in 2.9: writing that is clear, impersonal and without errors.
For all major assignments, both formative and summative, the preferred layout is in 12 point Times Roman, with 1.5
line spacing, 5 centimetres left-hand margins and headings. Where an Executive Summary is required, it is to be
single-spaced and no more than one A4 page in length.
Assignments should be word processed or typed. Assignments must be handed in with a cover sheet attached.
Your name, the name of the course, your tutors name and your tutorial time should all be on the cover sheet.
Plastic sleeves can be used, but do not submit each page in a plastic sleeve.
Referencing Style
There are several different author-date referencing styles. The preferred style is the Harvard referencing style. Make
sure you know which style your lecturer requires, and how particular he or she is about referencing.
See 2.14
When using a referencing style the main concern is to be consistent. When using the Harvard system you will
sometimes need to include further depth or explanation to your main text. This extra information should be included
as an appendix and appropriately referred to within the main text.
The Harvard system always includes a reference list at the end of the document to provide full details of all sources
cited within the text.
Footnotes
In the Harvard system of referencing, the use of footnotes is limited to further explanations or extensions,
comments or sub-arguments that the writer wishes to include. If they were included in the text, they might disrupt
the continuity or distract the reader. Footnotes should be numbered consecutively throughout the essay with
superscript Arabic numerals, and placed at the bottom of each page or at the end of the text. Generally, the rule is
to avoid footnotes and endnotes when using the Harvard system and to use appendices instead.
2.13 Plagiarism and Using your Own Words

Plagiarism is the use of another authors words or ideas without acknowledgement. Avoiding plagiarism is
important to good writing, and essential at University. This section explains the common ways people fall into the
problem of plagiarism. The issue of plagiarism is, however, also a matter of being a careful writer, so take special
note of the last part of this section.
You might have noticed that each year, in both the Business School Handbook and in The University of Adelaide
Handbook of Academic Programs Part 1, there are sections devoted to plagiarism. You can see that the University
has stated Plagiarism is a serious act of academic misconduct.
Plagiarism Defined
What does it really mean for you? The following (to be read in conjunction with the pages of your University
Handbook) consider the definitions more closely:
Subsection (i)
This section details the fact that if you present work in any form without appropriate attribution to the original
source you have copied phrases and passages directly without using quotation marks and without a reference.
These phrases and passages might have been copied directly from your text books, books borrowed from the
library, journals, articles, working papers, seminar or conference papers, lecture notes, information stored on
computers or other students work.
Subsection (ii)
If you paraphrase sentences or whole paragraphs without due acknowledgement by reference to the
original work it means that you have used someone elses words, phrases and passages in a way which is very
similar to their original form, and have presented them as your own without acknowledging this in a reference.
These forms of plagiarism can arise firstly through not making an effort, and secondly, through a lack of care when
you are doing your reading and research for your assignment.
If you copy down phrases and passages straight out of your source material, you might think that it is easier than
the more difficult task of writing your own words. After all, composition is hard work. Or you might think that the
author has expressed it so much better than you ever could, so why waste time trying?
If you take notes from your reading in the form of copying down phrases, sentences or paragraphs, and dont
properly record that these were in fact someone elses (with quotation marks and a reference), then you might
forget their source when you write up your assignment and express them as your own ideas.
Later in this section some guidance will be offered on how to avoid these forms of plagiarism. In the meantime,
consider this. You might be tempted to use phrases, sentences and paragraphs from a source without
acknowledging that they were someone elses ideas. Students often think, Im sure that the lecturer wont have
read that or wont remember where that idea came from. Wrong! Lecturers know their courses inside out and
are extremely well read and up to date. They are likely to recognise the source. They are also well-practised
in discerning sudden changes in the style of writing when someone elses words are used. In addition, there
are online tools in the University such as 'Turnitin' that provides an online plagiarism prevention service for both
educators and learners.
Related Forms of Cheating

These are explained in a straightforward manner in Section 4.1a and 4.1b. Firstly, you must not hand in any
work that is written for you by another student. Secondly, you must not submit work that you have copied from
another student. Thirdly, two students must not hand in the same piece of work.
Copying the work of another student can occur deliberately or inadvertently. Do not get involved under any
circumstances with deliberate copying. It is nothing more than cheating. Both parties involved can be heavily
penalised.
Inadvertent copying can occur if you ask someone to hand in your assignment for you because you cant make
it to the School office that day. You might be the innocent victim of someone who hasnt done the assignment.
Avoid handing the final copy of your assignment to anyone else. Nor should you ask others to print your
assignment from your USB.
Please be careful with your assignments written on the computers in the Computing Lab. Its best not to leave your
computer unattended with your assignment up on the screen. Make sure that when you have copied your latest
version onto your USB stick, that you remember to delete it from d: drive. Take the discarded printouts of your work
home with you, rather than leaving them in the rubbish bin.
Students must not hand in the same piece of work that someone else is also handing in, for separate
assessment. (This does not include group work that is assessable as a group). This includes assignments that
you might have worked on together. It is quite acceptable for you to work together discussing assignments - for
example interpretation of the question, problems, possible solutions and so on. But, you must not prepare your
spreadsheets or your written work together and hand it up as independent work. Make sure your writing is your
own. Students who hand in the same piece of work may both be given zero for their assignments.
In summary, we now know that plagiarism is considered to be cheating. But students usually do it because they
do not know what is expected for the assignment, there are no models, nor instructions provided. If you are in
doubt about what your tutors expect for the assignment, please ask them. They are nice people and they are only
too willing to help you!
The penalties for plagiarism can be severe. You can fail an assignment, which might cause you to fail the whole
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University Statutes.
Avoiding Plagiarism
The following examples of how to use your own words when writing assignments are based on the Fundamentals
of Leadership individual assignment and the course text (Carlopio, J & Andrewartha, G 2008, Developing
management skills: A comprehensive guide for leaders, 4th edn, Pearson Education Australia, Frenchs Forest,
NSW). Please note that an actual assignment would include analysis and comment by the student writer as well as
draw on other sources.
What Not to Do!

This paragraph just strings together quotations and does not use the students own words sufficiently.
According to Carlopio and Andrewartha (2008, p. 18), a core feature of excellent management skills across all
cultures is honest, transparent, ethical behaviour. This requires formulating and following a clear set of ethical
values; in other words, knowing what is right and wrong, and doing what is right. However, commitment to a
set of ethical values is not enough without a level of self awareness that can identify your own unconscious and
subtle prejudices and biases in management practice (Carlopio & Andrewartha 2008, p. 19).
This next paragraph includes examples of plagiarism because it rearranges chunks of the original sentence
structure and does not use quotation marks see above for where they should be.
It is the view of Carlopio and Andrewartha (2008, p. 18) that honest, transparent, ethical behaviour is a
core feature of excellent management skills across all cultures. A good manager needs to know what is
right and wrong so that they can formulate a clear set of ethical guidelines. In order to follow these guidelines,
they must have a level of self awareness that helps them to know any unconscious and subtle prejudices and
biases that they may have (Carlopio & Andrewartha 2008, p. 19).
Good Examples
This next paragraph uses a good combination of quoting and putting things in the students words.
Carlopio and Andrewartha (2008, p. 18) believe that honest, transparent, ethical behaviour is not only
essential for quality management but that is also universal across cultures. They maintain that through
understanding what is right and wrong, and doing what is right one can develop a set of ethical values
to underpin one's management practice (2008, p. 19). They believe that this alone, however, is not enough
and that one must also be self-aware in order to prevent any bias or prejudice from creeping in to the way
one manages.
The following paragraph makes good use of the students own words.
Carlopio and Andrewartha (2008, p. 18) believe that in implementing a set of ethical management
guidelines, one must not only commit to doing the right thing but also bridge the gap that may exist
between knowledge and behaviour. They point out that self-awareness is the key to preventing possible
bias or prejudice from influencing ones management practice. Indeed, honest, transparent, ethical
behaviour is a cornerstone of quality management that is shared by all cultures (Carlopio & Andrewartha
2008, p. 19).
As you can see in these two examples, Carlopio and Andrewartha are acknowledged right at the beginning as the
source of these ideas and the reader is left in no doubt that the ideas continue to be theirs with phrases like, They
maintain..., They believe..., and They point out....
Some Advice
A good strategy for learning to put information from another text into your own words is to write without the other
text in front of you. Of course, this means that you will need to understand and remember what is in the text. At first
you may only remember the gist of a section. Write down what is relevant to your assignment as you remember it,
and go back to the source for further ideas, but put the source aside before you write them into your assignment,
having checked how they relate to what you have already written.
At all times you need to decide what is relevant to your assignment topic and be aware of where the ideas are
coming from. Mapping out your ideas and how they relate in a diagram before you begin to write can keep your
ideas separate from those of the writers who are contributing to your argument.
In taking notes from other sources, it is essential that you keep the details of your sources. When you copy directly
from your source, make that clear in your notes, along with the page number of the quote. If you are noting, rather
than quoting fully from a source, you will already be on the path of putting the ideas in your own words when you
turn these brief notes back into prose.
Using the Ideas and Words of Others

There are three ways of using the ideas, research findings and words of others in your writing. They are:
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Whether you are quoting, paraphrasing or summarising, you must cite your references.
Useful References
Lipson, C 2008, Doing honest work in college: How to prepare citations, avoid plagiarism and achieve real
academic success, University of Chicago Press, Chicago.
Pecorari, D 2008, Academic writing and plagiarism: A linguistic analysis, Continuum, London.
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Whenever we use the ideas and arguments of other writers, we are obliged to make reference to the writers and
their work. We need to make clear which words and ideas we have borrowed from others, and which are our own.
By acknowledging the work of others, we avoid plagiarism.
The other main purpose of using references is to show the reader where the evidence comes from, so that an
interested reader may verify that information and consult the source independently. It is therefore important to give
all the necessary information, and present it in a clear and concise way.
The Harvard system

This method is widely used in the Social Sciences and is the style used in the Business School for academic
writing of essays and short answers. It is becoming the standard in academic writing. One of the advantages of
this system is that the reader can see the source and date immediately in the text.
In-text References
In the Harvard system all references, regardless of the type of source material used, appear in brackets in the text
each time you use ideas that are not your own. Only the authors surname(s), the year of publication and page
number(s) (if necessary) are stated:
Example 1
Position power is eroding in many organisations; therefore, leaders must derive their influence from
values (Huey 1994).
A reference must be included every time you quote (use exact words), paraphrase (use your own words) or
summarise (refer to main points) someone elses theory, opinion or data. If you are in doubt as to what should be
referenced and what can be considered common knowledge, be cautious and reference.
Direct Quotations
Direct quotations of less than 40 words use quotation marks and are written as part of your sentence or paragraph
(Example 2).
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spacing (Example 2a).
Example 2
Carlopio and Andrewartha (2008, p. 18) believe that in implementing a set of ethical management
guidelines, one must not only commit to doing the right thing but also bridge the gap that may exist
between knowledge and behaviour.
Example 2a
Carlopio and Andrewartha (2008, pp. 18-19) believe that,
in implementing a set of ethical management guidelines, one must not only commit to doing
the right thing but also bridge the gap that may exist between knowledge and behaviour. They
point out that self-awareness is the key to preventing possible bias or prejudice from influencing
ones management practice. Indeed, honest, transparent, ethical behaviour is a cornerstone
of quality management that is shared by all cultures.
Page Numbers
It is necessary to include page numbers when you are quoting or paraphrasing a particular passage, list or figure
from your source. You must include the page number if you are summarising ideas found on a particular page.
Example 3
Besides failing to give recognition to others, analysers typically find it hard to accept positive recognition
themselves (Carlopio & Andrewartha 2008, p. 86).
When you are summarising main ideas, general views or general areas of research that do not come from one
page only, the page number is not included in the citation.
Example 4
Goleman (2001) and Gosling and Mintzberg (2003) emphasise the importance of self-awareness as the
starting point for effective change.
Authors Name as Part of the Sentence

Sometimes whom you are citing is as important as what you are citing. If an authors name is mentioned as part of
your sentence, you do not need to repeat it in the in-text citation. Only the date (plus the page number, if relevant)
appears in brackets, as Example 4 also illustrates.
Citing Several References at the Same Point in the Text

When citing several sources at the same point in the text, separate the authors surnames with semicolons and put
the complete set of references in brackets.
Example 5
Leaders must clarify and understand their own belief systems in order to transmit good organisational
values to others (Anderson 1997; Bennis 1989; Kouze & Posner 1999).
Three or More Authors

The first reference you make to a source written by three or more authors must include the surnames of all authors
with the date. Any further reference to this source uses only the first authors surname, followed by the abbreviation
et al., which means and others.
Example 6
Effective management of an organisations human resources has numerous important benefits (Beer et al.
1984).
Two or More Publications in the Same Year by the Same Author

If your sources include more than one publication in the same year by the same author(s), then a lower case letter
(a, b, c) should follow the date to make a distinction between the publications. The order of letters used follows the
alphabetical order of the titles of the publications.
Example 7
Under such conditions, prescriptions for organisational and management effectiveness call for a flexible,
autonomous, entrepreneurial workforce (Drucker 1988, 2003a, 2003b).
Secondary References
When you read a source by one author (Author 1) who refers to an idea by a second author (Author 2) and you
want to use Author 2s idea, you are making a secondary reference. You must mention both authors in your in-text
citation but will only list Author 1 in your reference list because it is the primary source you consulted.
Example 8
This is consistent with the external value dimension that characterises most Asian cultures (Trompenaars
1999 cited in Carlopio & Andrewartha 2008).
(In this example, Carlopio and Andrewartha are Authors 1 and Trompenaars is Author 2. Carlopio and Andrewartha
will appear in the reference list but Trompenaars will not).
Reference List
The Harvard system requires a reference list at the end of your assignment. It is arranged in alphabetical order by
author surname. For every different source cited in the assignment there must be a corresponding detailed entry in
the reference list at the end of the assignment.
The basic elements of a reference list entry include name, date, title, publisher and place of publication. Slight
variations apply depending on the type of source used.
The following index provides examples of different types of sources.
Basic format for books: Authors family name, Initial(s) year, Title of book, Publisher, Place of Publication.
BOOKS
Example
IN-TEXT REFERENCE
REFERENCE LIST ENTRY
Book with single author
Porter (1980) argues that
Porter, M 1980, Competitive strategy, Free Press, New York.
Book with 2 authors
According to Carlopio and Andrewartha (2008),
Carlopio, J, & Andrewartha, G 2008, Developing management skills: A

comprehensive guide for leaders, 4th edn, Pearson Education Australia,
Book with 3 or more

authors/editors
As research indicates (Beer et al. 1984, p. 52),

This example is the second reference to the source; first
reference would include all author names. Insert (eds)
after last name in list if editors.
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Managing human assets, Free Press, New York.
Book by an organisation/
government department
or institute
Environmental sustainability is also a key challenge

(WCED 1987).
World Commission on Environment and Development (WCED) 1987,

Our common future, Oxford University Press, Oxford.
2nd or subsequent edition of

a book
According to Carlopio and Andrewartha (2008),
Carlopio, J, & Andrewartha, G 2008, Developing management skills: A

comprehensive guide for leaders, 4th edn, Pearson Education Australia,
Chapter in an edited book
Such a strategic approach is key in a global context (Hitt,

Keats, & Yucel 2003).
Hitt, MA, Keats, BW & Yucel, E 2003, Strategic leadership in global

business organisations: Building trust and social capital, in Advances in
Global Leadership, eds WH Mobley and PW Dorfman, Elesevier Science
Ltd, Oxford, pp. 9-36.
Encyclopaedia or dictionary
with author
Sustainability refers to (Regan 1990, p. 408).
Regan, M 1990, Australian Business Dictionary, Australian Business

Library, Melbourne.
Encyclopaedia or dictionary
without author
The Macquarie Dictionary (2004, p. 399) defines stress as

a disturbing physiological or
No entry is required in the reference list because the name and date
have been provided in the in-text citation.
Basic format for journal articles: Authors surname, Initial(s) year, Title of article, Title of Journal, vol and issue number, page range.
JOURNAL/MAGAZINE/
NEWSPAPER ARTICLES
Example
IN-TEXT REFERENCE
Journal article with a

single author
It is clear there is a marked difference in the way males

and females (Fletcher 1999).
Fletcher, C 1999 The implication of research on gender differences

in self-assessment and 360 degree appraisals, Human Resource
Management Journal, vol. 9, no. 1, p. 39.
Journal article with 2 authors
Gosling and Mintzberg warn that the separation of

management from leadership is dangerous (2003, p. 54).
Gosling, J & Mintzberg, H 2003, The five minds of a manager, Harvard

Business Review, November, pp. 54-63.
Journal article with 3 or

more authors
Research indicates that networks operate on and

between three levels (Brass, Galaskiewicz, Greve &
Wenpin 2004). After first citation, use Brass et al.
Brass, D, Galaskiewicz, J, Greve, H & Wenpin, T 2004, Taking stock

of networks and organisations: A multilevel perspective, Academy of
Management Journal, vol. 47, no.6, pp. 795-817.
Journal/magazine article
with no author
The CPA (2003) cites...
CPA Australia 2003, Fast forward to your future, Real Business, spring/
summer, pp.12-18.
Newspaper article
The cost of skills shortages was not analysed' (Morris

2006).
Morris, S 2006 Benefits of migration overlooked, The Australian

Financial Review, 10 March, p. 20.
Basic format for electronic publications: Authors surname, Initial(s) year date, Title of document or website, date viewed, <URL>.
ELECTRONIC
PUBLICATIONS
Example
IN-TEXT REFERENCE
Electronic book
This is self evident and according to Trompenaars (2002,

p.1), when objectives clash and impede one another,
they will be difficult to attain
Trompenaars, A 2002, 21 Leaders for the 21st Century, viewed March 22,
2006 < URL>
Electronic Journal article

(full text) from an electronic
database
The demise of television advertising is

happening quickly with the shift to digital forms of
advertising (Meyer 2008)
Meyer, C 2008, The Year of Marketing Dangerously, Harvard Business

Review, Oct, vol. 86, issue 10, pp. 26-27.
Electronic Journal article no author
The internet has had a huge impact on the Australian

economy (internet economics and policy 2002, p. 350).
Internet economics and policy: An Australian perspective 2002,

Economic Record, vol. 78, no. 242, pp. 343-58, viewed 16 March, 2006,
from ABI/INFORM Global database.
Electronic Newspaper/
magazine article
Sir John Parker successfully navigated the stormy waters

of transition as P&O was sold to Dubai Ports World last
week (Jameson 2006).
Jameson, A 2006, Shipbuilder with Midas touch for making deals, The
Times, 13 March, p. 50, viewed 16 March, 2006, from Factiva database.
Electronic Newspaper/
magazine article no author
Recent indicators suggest the market for blends

continues to expand (Taste- the wine list 2006).
Taste- the wine list 2006, Weekend Australian Magazine, 11-12 March,
p. 48, viewed from Factiva database.
A World Wide Web site
The Department of Immigration and Multicultural

Affairs website (2006) provides employers with a skill
matching database.
Department of Immigration and Multicultural Affairs 2006, DIMA,

Canberra, viewed 16 March, 2006,<http://www.immi.gov.au>
ELECTRONIC
PUBLICATIONS
Example
IN-TEXT REFERENCE
Document on a
World Wide Web site
Transformative mediation sees empowerment and mutual

recognition as prerequisites to problem solving between
parties (Burgess & Burgess 1997).
Burgess, H & Burgess, G 1997, Transformative mediation: What it is, viewed

23 March 2006, http://www.colorado.edu/conflict/transform/tmall.htm>
Referencing for Australian

Accounting Standards sourced
from the AASB website
A finance lease is a lease that transfers to the lessee

substantially all the risks and rewards of ownership
(AASB 2009, AASB 117, para. 4).
AASB (Australian Accounting Standards Board) 2009, AASB 117 Leases,

AASB, Melbourne, viewed 7 February 2010, <http://www.aasb.com.au>
Referencing for Statements of

Accounting Concepts sourced
from the AASB website
*UJTJOUFOEFEUIBUi<H>FOFSBMQVSQPTFGJOBODJBMSFQPSUTTIBMM
QSPWJEFJOGPSNBUJPO<UIBUJT>VTFGVMUPVTFSTGPSNBLJOH
and evaluating decisions about the allocation of scarce
SFTPVSDFTw ""4#14"4# 4"$ QBSB
AASB & PSASB (Australian Accounting Standards Board and Public

Sector Accounting Standards Board) 1990, SAC 2 Objective of General
Purpose Financial Reporting, AASB, Melbourne, viewed 7 July 2010,
<http://www.aasb.com.au.>
Full text on a website

(e.g. journal article)
Steger asserts that it is difficult to express the

CVTJOFTTDBTFJO<GPSTVTUBJOBCJMJUZ>yJOGJOBODJBMUFSNT
(2004, p.1). Words in square brackets added to clarify
indicates words removed from original quote.
Steger, U 2004, What is the business case for corporate sustainability?,

Perspectives for Managers, June, no. 109, pp. 1-4, viewed 16 March, 2006,
<http://www02.imd.ch/documents/pfm/persp_2004/pfm_109.pdf>
Document on a World Wide

Web site organisation,
institute or government
as author (note: n.d. is used
when no date is apparent)
According to the CMI (2006), managers are not afraid of

decision-making, but they are battling against a culture of
suspicion and fear.
Chartered Management Institute 2006, Fear of failure and suspicion

obstruct decision-making in UK organisations, viewed 23 March, 2006,
http://www.managers.org.uk/news_1.aspx?id=3:183&id=3:9&news=3
Media release on the

World Wide Web
The Minister for Education (Gillard 2008) has reassured

parents of continued child care access despite ABC
Learnings collapse.
Gillard, J 2008 ABC Learning administration and receivership,

media release, 06 November 2008, viewed 12 November, 2008,
<http://mediacentre.dewr.gov.au/medicentre/gillard/releases/
abclearningandreceivership.htm>
Company Homepage
DePuy Franchise is not only the market leader but also a

leader in innovation (DePuy 2008)
DePuy, Inc. 2008, Home Page, viewed 1 October 2008,

<http://www.depuy.com/pages/home.aspx>
Online Survey
The results obtained from the ID online survey (McPhee

& Andrewartha 1999-2002) for the most part concur with
results from other tools.
McPhee & Andrewartha Pty Ltd. 1999-2002, Influence dimensions online

survey, viewed 30 August 2008
<http://www.mcpheeandrewartha.com.au/prod_ID.html>
Podcast
In Federal Parliament the issues were raised (House of

3FQSFTFOUBUJWFT2VFTUJPO5JNF
CZUIF
House of Representatives Question Time 2009, podcast, 29 October,

viewed 5 November, 2009
IUUQXXXBCDOFUBVOFXTSBEJPQPEDBTU26&45*0/3&149.-
Basic format for special publications and materials: Authors surname, Initial(s) year, Title of item, description of item, publisher, place of publication.
SPECIAL PUBLICATIONS
AND MATERIALS
Example
IN-TEXT REFERENCE
Personal communication
(e.g. interviews, emails, faxes,
conversations)
Allegations of wrong doing made by Johnson (2005,

pers. Comm. 13 May) outline how
The in-text citation is provided but no reference list entry is made.

Permission must be sought from the person being referred to.
Government report
The Annual Report of the Treasury (2005, p.120) indicates

the cost of consultancies
Treasury Annual Report 2004 2005, Oct 2005, Commonwealth of

Australia, Canberra.
Referencing for Australian

Accounting Standards sourced
from the ICAA Financial
Reporting Handbook 2010
A finance lease is a lease that transfers to the lessee

substantially all the risks and rewards of ownership
(AASB 2009, AASB 117, para. 4).
AASB (Australian Accounting Standards Board) 2009, AASB 117

Leases, AASB, Melbourne in Financial reporting handbook 2010 Volume
1, ed. C Locke, Institute of Chartered Accountants in Australia, John
8JMFZBOE4POT-UE 2VFFOTMBOE QQ
Referencing for Statements of

Accounting Concepts sourced
from the ICAA Financial
Reporting Handbook 2010
*UJTJOUFOEFEUIBUi<H>FOFSBMQVSQPTFGJOBODJBMSFQPSUTTIBMM
QSPWJEFJOGPSNBUJPO<UIBUJT>VTFGVMUPVTFSTGPSNBLJOH
and evaluating decisions about the allocation of scarce
SFTPVSDFTw ""4#14"4# 4"$ QBSB

AASB & PSASB (Australian Accounting Standards Board and Public

Sector Accounting Standards Board) 1990, SAC 2 Objective of
general purpose financial reporting, AASB, Melbourne, in Financial
Reporting Handbook 2010 Volume 1, ed. C Locke, Institute of Chartered
"DDPVOUBOUTJO"VTUSBMJB +PIO8JMFZBOE4POT-UE 2VFFOTMBOE QQ
10-20.
Pamphlet or brochure
The real-world experience of the presenters enriches the

PMP (Professional Management Program brochure 2006).
Professional Management Program brochure 2006, Adelaide Graduate

School of Business, The University of Adelaide.
Conference proceedings
It has been suggested (Medlin & Rao 2004) that
Medlin, C & Rao S 2004, Firm and relationship performance: unlocking

the management models of business relationship', in Proceedings of
the Australian and New Zealand Academy of Marketing Conference
(ANZMAC), Wellington 29 November 1 December, pp 16-28.
Thesis
According to research (Gamble 2001),
Gamble, PR 2001, Knowledge Management: A state of the art guide,

PhD. Thesis, Brunel University, England.
Video/DVD or
television recording
Whistleblowers have testified how true this is

(The Corporation 2005).
The Corporation 2005, DVD, SBS television. OR if it is a recording of the

actual television program: The Corporation 2005, television program, 12
January, 2005.
SPECIAL PUBLICATIONS AND MATERIALS

Table or diagram
IN-TEXT REFERNCE
An example of referencing a table:
Table 1: Influence Dimension Results
DIMENSION
COMMUNICATION BEHAVIOUR
Timing
Rapid/gradual
Emphasis
Understate
Thinking
Linear
Focus
Concept
Evaluation
Self
Relationship
Respond
Perceptual
Visual/Experiental
Leadership
Analsyer
Source: Adapted from The McPhee Andrewartha Influence Dimensions in Carlopio & Andrewartha 2008,
p. 55 (in-text)
Carlopio, J & Andrewartha, G 2008, Developing management skills, Pearson Education Australia, Frenchs
Forest, NSW. (reference list)
An example of referencing a diagram:
100
95
90
85
80
% 75
Boss
70
Peer
65
60
Subordinate
55
Self
50
Self
Awareness
Creative
Problem Solving
Supportive
Communication
Gaining Power
& Influence
Empowering &
Delegating
Team work
Figure 1: Summary of PAMS Results

Source: Adapted from The Personal Assessment of Management Skills in Carlopio & Andrewartha 2008,
p. 4 (in-text)
Carlopio, J & Andrewartha, G 2008, Developing management skills, Pearson Education Australia, Frenchs
Forest, NSW. (reference list)
Acknowledgments
The material for these sections on referencing was compiled from several sources:
Anderson, J & Poole, M 1994, Thesis and assignment writing OEFEO +BDBSBOEB8JMFZ-UE .JMUPO 2ME
Betts, K & Seitz, A 1994, Writing essays and research reports in the social sciences, 2nd edn, Thomas Nelson, Melbourne.
Bochner, D & Cooper, E (eds) 1990, Study skills booklet, South Australian College of Advanced Education, Sturt Campus.
Euson, B 1994, Writing and presenting reports: The communication skills series +PIO8JMFZ4POT .JMUPO 2ME
Learning Connection Learning Guide 2004, University of South Australia, Adelaide.
Style Manual for Authors, Editors and Printers 1994, 5th edn, AGPS, Canberra.
6OJWFSTJUZPG4PVUIFSO2VFFOTMBOE )BSWBSE4UZMF "(14
8FCTPVSDFT -JCSBSZ3FGFSFODJOH(VJEFT 642
viewed 21 October 2008 <http://www.usq.edu.au/library/help/ehelp/ref_guides/harvardonline.htm>
www.business.adelaide.edu.au

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BUSINESS

Introduction to University learning

Learning Support within the University

PART 1 ASSIGNMENT TASKS / TYPES OF TEXT

1.2 Academic Essays

1.3 Literature Review

1.4 Critical Review

1.5 Oral Presentations

1.7 Professional Reports

1.8 Executive Summaries

1.9 Case Analysis Reports

1.10 Formal Letters

1.11 Formal Emails

1.13 OHTs and Powerpoint Slides

PART 2 COMPONENT SKILLS

2.2 Academic Expectations

2.3 Independent Learning

2.4 Group Skills

2.5 Project Management

2.6 Aiming High for Assignments

2.7 Academic Argument

2.8 Analytical and Critical Thinking

2.9 Good Academic Style

2.10 Vocabulary and Grammar

2.11 Instructional Words

2.12 Presentation for the Business School

2.13 Plagiarism and Using your Own Words

2.14 Referencing: The Harvard System

Associate Professor Barry Burgan

THE UNIVERSITY OF ADELAIDE

Established in 1874, The University of Adelaide is one of Australias oldest

COMMUNICATION SKILLS GUIDE

Your MyUni website is the University of Adelaides

Centre for Learning and Professional

Mathematics Learning Service (MLS)

COMMUNICATION SKILLS GUIDE

PART 1: ASSIGNMENT TASKS /

All call outs in boxes

refer to a section in the guide where the task is explained in detail.

COMMUNICATION SKILLS GUIDE

1.1 Short Answers

Analyse the question

The question is answered

Select relevant information

The content is all relevant to the question

Think critically and

The answer shows understanding of how key aspects relate;

Begin with a proposition

The argument is logical and concise

Underline the key terms in the question.

COMMUNICATION SKILLS GUIDE

COMMUNICATION SKILLS GUIDE

1.2 Academic Essays

Structure the essay

Evidence is provided to support your opinion

The source of each claim made is acknowledged

Write clearly and concisely

Arguments are clear and concise

Language and Style

COMMUNICATION SKILLS GUIDE