Talk:Motivation and emotion/Book/2022/Risk-as-feelings

Book 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 basic, but sufficient chapter The main area for potential improvement is to more directly address the exact topic (risk-as-feelings) rather than providing broader content about risk (which is covered in other chapters). The other main area for potential improvement is the quality of written expression. For additional feedback, see the following comments and these copyedits Overview Solid Overview Explains the problem or phenomenon Focus more specifically on the topic (i.e., risk-as-feelings) Engages reader interest by introducing a case study and/or example and/or using an image General focus question(s). Focus more directly on risk-as-feelings. Theory – Breadth Basic but sufficient coverage of relevant theory Too many different theories are described. Instead, select the most relevant theories to address the topic (i.e., risk-as-feelings). Build more strongly on other risk-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Risk) Theory – Depth Basic depth is provided about relevant theory(ies) Basic use of tables and/or lists are to help clearly convey key theoretical information Basic use of examples to illustrate theoretical concepts Research – Key findings Basic review of relevant research More detail about key studies would be ideal Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Basic critical thinking about relevant 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 pointing out critiques/counterarguments suggesting specific directions for future research Integration Basic integration between theory and research Conclusion Basic summary and conclusion Remind the reader about the importance of the problem or phenomenon of interest Add practical, take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is basic The chapter could be improved by developing some of the bullet points into full paragraph format Avoid starting sentences with a citation unless the author is particularly pertinent. Instead, it is more interesting for the the content/key point to be communicated, with the citation included along the way or, more typically, in parentheses at the end of the sentence. "People" is often a better term than "individuals" 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.[1] Another option is to share draft work with peers and ask for their assistance. Check and make correct use of commas Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[2] Use serial commas[3] – they are part of APA style and are generally recommended by grammaticists. See explanatory video (1 min) Abbreviations Only use abbreviations (such as e.g., i.e., et al., etc.) inside parentheses Spelling Spelling can be improved (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to 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. Replace double spaces with single spaces Write numbers under 10 using words (e.g., five). Express numbers 10 and over using numerals (e.g., 10). Figures Figures are well captioned Use this format for figure captions: 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) Citations are not in full APA style (7th ed.). For example: Add a space before open parentheses Include the author surname and the year of publication References are not in full APA style. For example: Check and correct use of capitalisation[4] Check and correct use of italicisation Include hyperlinked dois "Retrieved from" is no longer used (APA style, 7th ed.) Written expression – Learning features Basic use of learning features No 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. 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) No use of table(s) Good use of feature box(es) Basic use of quiz(zes). What are the answers? Good use of case studies or examples No use of interwiki links in the "See also" section No use of external links in the "External links" section Social contribution ~4 logged, useful, moderate late-semester social contributions with direct links to evidence Use numbered list per Tutorial 02

-- Jtneill - Talk - c 04:54, 21 November 2022 (UTC)

Multimedia presentation 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, but sufficient 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 partially narrated — this helps to clearly convey the purpose of the presentation. The font size, however, is very small, especially for the sub-title. This presentation has an engaging introduction to hook audience interest Establish a context for the topic (e.g., by explaining why it is important), to help the viewer understand Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content Comments about the book chapter may also apply to this section The presentation somewhat addresses the topic. It provides an excellent overview of the psychology of risk and this is reasonably well related to emotion. It could be more explicit about explaining and describing the risk-as-feelings hypothesis and related research. The presentation is well structured (i.e., Overview, Content, Conclusion) The presentation makes very good use of relevant psychological theory The presentation makes implied use of relevant psychological research; ideally make more explicit use of research The presentation includes citations to support claims The presentation could be improved by making more use of examples or case studies Conclusion The Conclusion did not fit within the time limit Audio The presentation makes basic use of narrated audio Audio communication is well paced Good intonation The narration could benefit from further practice Audio recording quality was very good Video Overall, visual display quality is good The presentation makes good use of text and image based slides The font size is mostly sufficiently large to make it easy to read The amount of text presented per slide makes it reasonably easy to read and listen at the same time The visual communication is supplemented by images and/or diagrams The presentation is basically produced using simple tools There are several spelling errors in the slide text 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 not provided. Providing an informative description can help viewers decide whether they want to watch or not. A link to the book chapter is not provided A link from the book chapter is provided Licensing Image sources and their copyright status are not provided. A copyright license for the presentation is not provided

-- Jtneill - Talk - c 04:03, 29 November 2022 (UTC)