Latest comment: 5 years ago1 comment1 person in discussion
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Will we ever self forgive? What satisfaction can we get if we self-forgive? How do we know if we are doing self-forgiveness? Do we have enough patience with our own selves to self-forgive? These are all my questions when I saw your topic. You have selected things to talk about that directly discuss your title, simple but straight forward. Perhaps, your topic is such an interesting topic! We tend to not self-forgive, we tend not to be so patient with ourselves. Maybe you can have like a case study that can relate to your topic. Then perhaps, use the self-assessment that you are going to talk about and apply it in your case study. This can make your page more interacting. U3165224
Latest comment: 5 years ago1 comment1 person in discussion
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is a very good chapter that successfully uses psychological theory to help address a practical, real-world phenomenon or problem. Excellent use of examples. Use of research could be further developed.
For additional feedback, see following comments and these copyedits.
Some relevant research is well reviewed and discussed in relation to theory.
When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and/or meta-analyses would be helpful.
Avoid overuse of direct quotes - better to express in your own words.
Direct quotes should be embedded within sentences and paragraphs, rather than dumped holus-bolus. Even better, communicate the concept in your own words.
Rewrite sentences to avoid starting with author names - start with explaining the concept instead.
Use third person perspective rather than first person (e.g., "we") or second person (e.g., "you") perspective[1].
Layout
Avoid having sections with only one sub-section.
Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Learning features
Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive.
No use of embedded links to related book chapters such as on self-compassion. Embedding links links to related book chapters helps to integrate this chapter into the broader book project.
Basic use of images.
Good use of tables.
No use of feature boxes.
Basic use of quizzes.
The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than being presented as a set of questions at the end.
Excellent use of case studies or examples.
Grammar
Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[2].
Latest comment: 5 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
The chapter title but not the sub-title are used in the video title - the latter would help to clearly convey the purpose of the presentation.
The chapter title and sub-title are used on the opening slide - this helps to clearly convey the purpose of the presentation.
Audio recording quality was a bit quiet - probably an on-board microphone was used because keyboard clicks were audible. Consider using an external microphone.
Visual display quality was poor - several the slides look "dirty" which make them difficult to read.
Image sources and their copyright status are provided in very small font on the slides, but it is difficult for a viewer to access and check these images. Ideally, also include these details in the video description.
A copyright license for the presentation is provided.
A link to the book chapter is provided.
A link from the book chapter is provided.
A brief written description of the presentation is provided.
