Talk:Motivation and emotion/Book/2021/Transactional analysis and emotional literacy

Heading casing

FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 22:48, 18 September 2021 (UTC)

Topic development feedback

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.

Title The title is correctly worded The sub-title is correctly worded and formatted Capitalisation of the title has been corrected to be consistent with the book table of contents User page Excellent - used effectively Description about self provided Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution None summarised with link(s) to evidence Headings See earlier comment about Heading casing Excellent Overly complicated 3-level structure - consider simplifying Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings Key points Insufficient Avoid overcapitalisation (APA style) - more info Write the chapter using 3rd person perspective, although a case study or feature box could use 1st or 2nd person perspective Overview - Consider adding: an evocative description of the problem and what will be covered an image an example or case study Figure A figure is not presented References Very good correct: capitalisation Resources See also Excellent External links None provided

-- Jtneill - Talk - c 22:48, 18 September 2021 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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.

Overall Overall, this is a basic presentation. The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes. Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation. Check grammar (question mark missing). A context for the topic is established. Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content An appropriate amount of content is presented — not too much or too little. There is a lot of explanation of emotion, but TA is not explained, nor is the way in which it might work with emotion explained. No need to focus on motivation (not part of the topic) - just focus on TA and emotional literacy. The presentation makes good use of psychological theory theory, but insufficient use of TA theory. The presentation makes no use of relevant psychological research. The presentation makes basic use of one or more examples or case studies or practical advice. Conclusion The Conclusion did not fit within the time limit. Audio The audio is easy to follow. The presentation makes basic use of narrated audio. Basic intonation. Consider using greater intonation to enhance listener interest and engagement. Audio recording quality was OK. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. Video Overall, visual display quality is good. The presentation makes good use of text and image based slides. The font size is sufficiently large to make it easy to read. The amount of text presented per slide should be reduced to make it easier to read and listen at the same time. The presentation is basically produced using simple tools. Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. A written description of the presentation is provided. Links to and from the book chapter are provided. The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are communicated. Ideally, provide clickable links to the original image sources (e.g., in the description). A copyright license for the presentation is provided on a slide but not in the meta-data.

-- Jtneill - Talk - c 23:19, 23 November 2021 (UTC)

Chapter review and feedback

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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a good chapter that successfully uses psychological theory to help address a practical, real-world phenomenon or problem. The chapter could be improved by providing a more indepth review of relevant research. Addressing the topic development feedback could have helped to improve this chapter. There is feedback about the topic development that has been ignored, so it is not repeated in these book chapter comments. For additional feedback, see the following comments and these copyedits. Overview Solid Overview. Clearly explains the problem or phenomenon. Add focus questions in a feature box to help guide the reader and structure the chapter. Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Relevant theories are well selected, described, and explained. The chapter doesn't wander off into discussion of irrelevant theory. Build more strongly on other emotion-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Emotional intelligence). Theory — Depth Appropriate depth is provided about the selected theory(ies). Key citations are well used. Tables and/or lists are used effectively to help clearly convey key theoretical information. Some useful examples are provided to illustrate theoretical concepts. Research — Key findings Basic overview of relevant research. A wider review of relevant psychological research would be ideal. Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful. Research — Critical thinking Basic critical thinking about research is evident. Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations suggesting specific directions for future research Some claims are unreferenced (e.g., see the tags). Integration There is basic integration between theory and research. The chapter places more emphasis on theory than research. Conclusion Key points are summarised. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is very good. Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes. Layout The chapter is well structured, with major sections using sub-sections. Grammar The grammar for some sentences could be improved (e.g., see the tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance. Abbreviations Check and correct grammatical formatting for abbreviations (such as e.g., i.e., et al., etc.). Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). Proofreading More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard. Remove unnecessary capitalisation. APA style Do not capitalise the names of disorders, therapies, theories, etc.. Figures Figures are well captioned. Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example. Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation). Tables Table captions should use APA style. See example. Check and correct table numbering (order). Refer to each Table at least once within the main text (e.g., see Table 1). Citations are not in full APA style (7th ed.). For example: Multiple citations in parentheses should be listed in alphabetical order by first author surname. References are not in full APA style. For example: Check and correct use of capitalisation[2] Check and correct use of italicisation Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Move non-peer-reviewed sources to the external links section Written expression — Learning features Overall, the use of learning features is good. Very good use of embedded in-text interwiki links to Wikipedia articles. # No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. Use in-text interwiki links, rather than external links, per Tutorial 1. Links to non-peer-reviewed sources should be moved to the external links section. Basic use of image(s). Very good use of table(s). Basic use of feature box(es). No use of quiz(zes). Good use of case studies or examples. Good use of interwiki links in the "See also" section. Good use of external links in the "External links" section. Format bullet-points and numbered lists, per Tutorial 1. Social contribution No logged social contributions.

-- Jtneill - Talk - c 00:47, 24 November 2021 (UTC)