Latest comment: 2 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 see editing changes made whilst reviewing this 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 below may also be about all material on the page at the time of providing this feedback.
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.
None summarised with direct link(s) to evidence – this was covered in Tutorial 03. Looking ahead to the book chapter submission, see how to earn marks for social contributions.
Latest comment: 2 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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.
Basic use of psychological theory about this topic
This chapter could be improved by comparing and contrasting mudita to other social emotions such as empathy, compassion, compersion, schadenfreude, jealousy/envy, love, gratitude etc.
A useful example to explore might be compersion in polyamorous relationships
Over-reliance on Nelson-Jones (2004)
Build more strongly on other related chapters (e.g., by embedding links to other chapters)
Overall, the quality of written expression is below professional standard. UC Study Skills assistance is recommended to help improve writing skills
Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences.
"People" is often a better term than "individuals"
Reduce use of weasel words which bulk out the text, but don't enhance meaning
Grammar
The grammar for many sentences could be improved (e.g., see the [grammar?] 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
Abbreviations (such as e.g., i.e., et al., etc.) should only be used inside parentheses
Proofreading
More proofreading is needed to fix typos and bring the quality of written expression closer to a professional standard
Remove unnecessary capitalisation
Figures
Provide more detailed Figure captions to help connect the figure to the text
Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example
Refer to each Figure at least once within the main text (e.g., see Figure 1)
Overall, the use of learning features is excellent/very good/good/basic/insufficient
Very good/ use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
Excellent/Very good/Good/Basic/One/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.
Basic use of image(s)
Basic use of table(s)
Basic use of feature box(es)
Good use of quiz(zes)
Basic use of case studies or examples
No use of interwiki links in the "See also" section
Basic use of external links in the "External links" section
Latest comment: 2 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 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.
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 not provided