Here you can read about the eight criteria that an academic assignment must meet.
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There are many expectations for academic texts, and different subjects will operate
with slightly different expectations. It is still possible to find some common
denominators that most subjects will be able to agree on:
- structure
- Redline
- issue
- statement / understanding
- discussion / argumentation
- curriculum use
- language
- formal requirements
Structure
Academic assignments must be structured. That is, the task must be structured in
a certain way. The structure is the “skeleton” that holds the various parts of the
task together and in the right relationship to each other.
The easiest way is to divide the task into three parts:
- Introduction (where you say what to do) consists of approx. 10% of the
assignment - The Main part (where to do it) consists of approx. 80% of the thesis text
- Conclusion (where you say what you have done and put it into a larger
context) consists of approx—10% of the thesis text.
Each of the three sections can often consist of subchapters, but make sure that the
text is not too divided. It is common for the introduction and conclusion to be called
just that, while the main part may have a different title and consist of several
chapters. It is seldom necessary to have subchapters in the introduction and
conclusion.
Redline
We like to say that a task should have a common thread. This means that the thesis
has an overall narrative and that you stick to the theme through the thesis. When you
go through an assignment, you can ask yourself whether all the subchapters
contribute to answering the problem in the assignment. The headlines should say
something about what is to come, and the content of the text must match the
headline. It will also be wise to see that the different parts are connected – if there is
logic in the way the task is structured
Problem statement
An issue is a question – something that you will find out by looking at the syllabus
and current supplementary literature. A problem can be discussed and answered
and contains question words such as what, who, which, how, why, in what way, or
the like. It is not a problem if it can not be discussed and answered. It is important to
define the issue. But when you delimit, you must justify why you want to focus on
specific parts of the problem. Just as important as creating a good problem
statement is to answer the problem statement in the rest of the thesis.
Statement / understanding
In most exam assignments, you are given the task of “explaining and discussing” an
issue. The first thing you need to do is read the thesis text carefully to determine
which concepts and topics need to be explained. Then you have to look up the
syllabus for definitions and explanations of the concepts and topics you will explain.
If you quote definitions or the like, you must provide an independent explanation in
addition. The most important thing in a statement is that you show understanding of
the texts you are based on and that you can be independent in applying the syllabus
Discussion / argumentation
To discuss means to argue. When you argue, you discuss with yourself. To discuss
with oneself, one must see a case from different perspectives. A discussion may, for
example, be about finding the advantages and disadvantages of a phenomenon. A
discussion can also be about you discussing possible causal relationships. If this and
that happens, it can lead to this or that. But, because it is rarely the case that a
phenomenon is due to only one thing, point out several alternative explanations.
When you discuss/argue in a text, you do so based on your problem. This is
something you want to find out and come to, but discuss various aspects of the case
before you conclude. When you discuss, you try to nuance a case as much as
possible, and you do not come up with factual statements or conclusions without
having good backing.
You will find your back cover first and foremost in the syllabus. You can also find
back cover in other literature that you find on your own, but then you have to make
sure that the quality of the literature is good enough.
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Curriculum use
It is important to use a wide range of syllabi in an assignment. It is not always
possible or desirable to include all the syllabus; you must include what is relevant.
At an exam, you want to signal to the examiner that you have a good overview of the
syllabus and that you know the syllabus well enough to know what is relevant to
include. If you can use a wide range of texts from the syllabus, you show a good
overall understanding.
Language
Academic language should be clear, unambiguous, sober, and objective. It would
help if you wrote in a way that makes it easy to understand what you mean. Write as
simply and directly as possible. There is no need to use complicated expressions
and foreign words if ordinary words can be used instead. Imagine that as many
people can read the assignment and understand what is written there. How much
can you assume the reader already knows, and how much do you have to explain
and define?
Form requirements
Form requirements are information about what the assignment should look like, such
as how many words you can or should write, what kind of font and size you should
have, how large the line spacing should be, the size of the margins, etc. This is
usually stated in the thesis text. MyPremiumEssay!
Reference is an important form requirement. In all academic assignments, you must
refer to the sources you use in the text and make a bibliography at the end of the
assignment. There are many ways to keep references, and at the Police Academy,
we use a reference style called APA.
Why do we use source references? When inserting references, the intention is that
you:
● should give credit to the person who wrote what you get your points from
● does not plagiarise, that is, steals other people’s points without saying who
you got it from
● make it clear to the examiner that you have read and have an overview of the
syllabus
