a formulation, as used in clinical psychology practice, and how does it differ from diagnosis? 1000 word essay
1000 word essay*
What is a formulation, as used in clinical psychology practice, and how does it differ from diagnosis?
*Please note this is a STRICT word count.
Marking criteria operationalised and associated grade descriptors
Coverage of topic; extent to which question is addressed
A – All parts of the assignment question are answered; B – All or most parts of the assignment question are answered; C – attempts to answer the question directly but lapses occasionally into
irrelevancies; D – little attempt to refer to the question; E/F – May fail to address the question but at least presents some appropriate or accurate material; F1/F2/F3 – Highly deficient answer
Structure and organisation; clarity of expression
A – Exceptionally clear line of argument and structure; each successive stage is explicitly linked in a sensible manner so that it is clear why these parts are relevant to the question set; B –
Mostly clear line of argument and structure; relationships between successive parts are generally easy to follow; C – Has a somewhat loose line of argument; gives information that is mostly
relevant but does not usually explain why it is relevant; often relies on the reader to form links between successive parts; D – Poorly structured; disjointed content; relevant information given in
a piecemeal fashion; very little attempt to link successive parts; F1/F2/F3 – Incoherent
Use of evidence; reference to readings
A – Has gone well beyond the information given in the lecture(s), showing clear evidence of extensive and relevant reading; B – Supports most assertions via theoretical justification and/or
reference to relevant empirical research, showing evidence of some reading beyond the information given in the lecture(s); good range of sources and data, and careful use of evidence; C – Tends to
make assertions without clear supporting evidence; answer is based largely on lecture material or on one or two essential readings; D – Inadequate reading and references; consists mainly of
assertions unsupported by evidence; E/F – poor in quality and quantity, but shows some evidence that the student was present in the lecture(s), or has done a bare minimum of reading; F1/F2/F3 –
Answer contains no real evidence that the student has attended the lecture(s) or has any knowledge of the academic literature relevant to the question; relies on superficial subjective personal
statements with no supporting evidence
Understanding and integration of material
A – Integrates detail into a totally coherent whole with clear and well-argued conclusions; integrates a wide range of appropriate material and makes relevant connections; B – Integrates detail
into a coherent whole and guides reader to a reasoned conclusion; good understanding of the material as demonstrated by a reasonably clear explanation of the issues in question; C – Tends to make
assertions without clear reasoning; D – Demonstrates only a limited understanding of the issues; misses key points of information; contains some important inaccuracies; consists mainly of
assertions unsupported by sound reasoning
Critical analysis and evaluation
A – Analytical in style and approach; critically evaluates the evidence in a logical manner; has originality of exposition; the author’s own thinking is readily apparent; B – Explanatory in style
and approach, with some critical interpretation; C – Descriptive in style and approach, rather than analytic; D – little originality
Use of of academic/scientific writing style
A – Entirely appropriate and accurate use of language; B – Appropriate and accurate use of language, with very few errors; C – generally accurate but some omissions and errors; F1/2/3 – Weakened
throughout by inappropriate or inaccurate language
• Grammar and spelling
• Referencing (to APA standard)
• Overall presentation
• Within word limit
Marking criteria for essays and thesis for PGT
General Considerations and Requirements
• Accurate spelling and word choice
• Accurate grammar and punctuation
• APA format is followed throughout
• Supporting materials are appropriately referenced
A–, A, A+, A* (70% or more)
• All parts of the assignment question are answered.
• Entirely appropriate and accurate use of language.
• Exceptionally clear line of argument and structure.
• Each stage/section is explicitly and sensibly linked to the previous section and to the overall argument (i.e. clear progression and relevance)
• Details integrated into a coherent whole with clear and well-argued conclusions.
• Analytical in style and approach
• Integrates a wide range of appropriate material and makes relevant connections between different parts of a given course or across different courses.
• Critically evaluates the evidence in a logical manner.
• Goes well beyond the information given in the lectures (and/or project meetings)
• Shows clear evidence of extensive and relevant reading.
• Has originality of exposition; the author’s own thinking is readily apparent.
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