monash university writing an essay

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ATS1297: Academic writing

Faculty of Arts

Check the Handbook for the latest unit information.

This unit introduces students to academic writing and the attitudes, values and practices of academic culture. The unit will help students to write effective essays at a tertiary level. There is a particular focus on how academic writing presents clear reasoning with evidence to support a position, and how the academic essay differs from other types of non-fiction writing, such as the opinion piece. Students will learn key principles of grammar and academic style conventions, as well as how to use sources correctly (finding, referencing, quoting, and paraphrasing) and avoid problems of plagiarism. Students will also learn how to plan, research, edit, and proofread essays to a high standard .

1 - Analytical exercise - 25% 2 - Analytical exercise - 25% 3 - Online test - 10% 4 - Essay - 40%

Minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per semester typically comprising a mixture of scheduled learning activities and independent study. Scheduled activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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• Law research and writing skills

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The Law research and writing guide introduces you to physical and online information, resources and tools. They have all been carefully selected to help you study or research Law at Monash.

The guide will also help you to develop your skills in researching and writing for law.

The home library for Law is the Law Library, located on the Clayton campus.

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Writing case notes on placement

• Social Work
• Medicine Nursing and Health Sciences Education Portfolio

Research output : Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other

Publication series

T1 - Writing case notes on placement

AU - Lanyon, Anna

AU - Petrakis, Melissa

AU - Ross, Bella

PY - 2021/2/26

Y1 - 2021/2/26

N2 - This book will equip Social Work students with the knowledge, skills and confidence to produce first-rate written assignments. Part One focuses on the foundational skills needed to produce excellent written work. Students are taken through the core stages of working on an assignment, from planning the task and reading and note-making through to finding and evaluating sources, drafting a text, and editing and proofreading. Part Two hones in on the key types of assignment students will encounter on their degree. It contains dedicated chapters on writing an essay, a reflective text, a case study analysis, a literature review, a placement report, and case notes on placement. Each chapter contains examples and activities which will help students to test their knowledge and understanding.This is an essential companion for all Social Work students.

AB - This book will equip Social Work students with the knowledge, skills and confidence to produce first-rate written assignments. Part One focuses on the foundational skills needed to produce excellent written work. Students are taken through the core stages of working on an assignment, from planning the task and reading and note-making through to finding and evaluating sources, drafting a text, and editing and proofreading. Part Two hones in on the key types of assignment students will encounter on their degree. It contains dedicated chapters on writing an essay, a reflective text, a case study analysis, a literature review, a placement report, and case notes on placement. Each chapter contains examples and activities which will help students to test their knowledge and understanding.This is an essential companion for all Social Work students.

M3 - Chapter (Book)

SN - 9781352012224

T3 - Macmillan Study Skills

BT - Writing Skills for Social Work Students

A2 - Ross, Bella

PB - Red Globe Press

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How to show critical thinking in an essay?

Arts essays are always looking for critical thinking and analysing, rather than a lot of description. How do I achieve that? Could someone please provide some advice!

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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

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AMU1333 - Introduction to professional writing

Public slamming of teachers over NAPLAN scores fails to address the systemic issues

NAPLAN results were released on Wednesday, and the media coverage was deeply disheartening  at a time of concern about teacher retention. We need to start calling out the “teacher blaming” narratives  that are prevalent in our media and that have consequences for our schools.

Despite phrases in headlines such as “shameful NAPLAN results” , “students failing“ , “epic fail” , and “students sink to new lows” , the results show that these attention-grabbing headlines are misguided and unhelpful, and there is, in fact, no long-term decline.

Stop blaming teachers and start funding schools properly! 2024 #NAPLAN results demonstrate, yet again, that socioeconomic disadvantage is the greatest barrier to student achievement. #FundOurSchools to 100% SRS. Every child deserves a fair chance. https://t.co/6bfqIeObZ0 — ASPA (@ASPALeaders) August 15, 2024

What needs to be made clear is that as well as being misguided and unhelpful, this reporting is also damaging to our teaching workforce, and obscures attention to what we should be discussing in relation to our schools.

What we often see in this reporting is a simplistic rhetoric centred on teaching approaches  that implies that our hard-working teachers and schools aren’t doing enough, or not doing the “right” things, with little attention to the deep inequity in Australian schooling , or to the challenging post-COVID conditions, including dire teaching shortages .

School systems are failing

NAPLAN results are a limited (and arguably damaging) view of the success of our students and our schools. In the words of recently retired school principal Greg Lacey, they are ”not a genuine measure of a truly life-fulfilling education...[but rather]...a score the politicians and others can hang their hat on without delving into what truly lies beneath” .

However, it’s clear our school systems are failing students and teachers.

Concerning numbers of students are disenfranchised by their education. Dr Christopher Hudson looked at recent data from the Victorian Department of Education and noted a 35-45% increase in absence days for secondary school students  from 2018-2022, and 50% of students reporting that their schools don’t provide a stimulating learning environment.

Our recent survey of Victorian teachers  confirmed other studies consistently showing that only 30% of teachers plan to stay in the profession until retirement, and that most are overwhelmed by intense and excessive workloads .

Read more: When it comes to teachers, respect takes many forms – and all matter

There’s no time to waste blaming teachers and arguing that narrow, standardised ways of teaching will solve the complex issues in our schools. And before I get attacked for not being for ”explicit teaching”, I absolutely think it is an important part  of what schools should do. My issue is with blaming teachers and schools for not doing “it” (although most actually do), and with the implication that it will solve all problems.

As Greg Lacey explained: “Teachers are not to blame. School leaders are not to blame. In some of the most challenging years in education … teachers, schools, leaders and communities have been nothing but courageous and amazing, but they’re hamstrung by an inequitable system and a culture of blame.”

Negative consequences for teachers

This example of a public slamming of teachers’ work, via NAPLAN reporting, has consequences. Teachers report feeling disrespected by politicians and the media , and hearing these messages that they’re not doing enough, or not doing the right things, matters.

This is likely to be even more the case for those mid-career teachers, who our recent study  has shown are less satisfied with their jobs and more likely to intend to leave their careers because they’re worn down and burnt-out.

The messages, such as those in the media about NAPLAN, contribute to the “ moral trauma ” they experience. They’re giving their all, for a job they care deeply about, but feel like they’re failing – failing to be able to provide the support and resources the children and young people in their care need, because there aren’t enough resources and there’s never enough time.

Instead, they hear simple narratives, and manage the associated responses, that strip schools and teachers of time and space to care about students as humans  (as opposed to just as learners), to develop meaningful and wholly supportive relationships, and to experience teaching and learning as joyful and inspiring.

Read more: Learning from disruption: Why we should rethink the place of NAPLAN in our schools

What’s needed is for politicians, policymakers, educators, and the community to have honest conversations about complex issues , and do deep thinking about what we want for our children and young people.

If it’s just better NAPLAN scores, then progress is going to be difficult, and there’ll be many more teacher and student casualties on the way. But, if we want hopeful, caring, healthy, future generations, we need to have the courage to think and talk differently.

• NAPLAN results
• teacher burnout
• teacher blaming
• teaching workforce
• failing school systems
• education policy

Fiona Longmuir

Senior Lecturer, School of Education, Culture and Society; Co-leader, Education Workforce for the Future Research Impact Lab

Should we be celebrating the improved NAPLAN 2023?

Testing in March, with results released in July, leaves little time for teachers to analyse the data and make use of it, or for schools to make educational improvements in that year.

When it comes to teachers, respect takes many forms – and all matter

Teacher retention is an ongoing issue. Actions to enhance respect will result in more positive and productive relationships between teachers and students, as well as with colleagues, and parents.

Bad writing or hidden disability? What NAPLAN fails to tell us about poor writing standards

Missing in the discussion about low writing achievement among students is the impact of writing disabilities such as dysgraphia.

Draft plan to fix the teacher shortage: What needs to change?

There’s an “unprecedented” shortage of teachers right across Australia. Education ministers have released a plan to try to address it.

Learning from disruption: Why we should rethink the place of NAPLAN in our schools

If we want to move to more productive and holistic post-COVID education in our country, we should rethink NAPLAN in its current form and focus on what matters.

You may republish this article online or in print under our Creative Commons licence. You may not edit or shorten the text, you must attribute the article to Monash Lens, and you must include the author’s name in your republication.

If you have any questions, please email [email protected]

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Writing - 2019

• AMU1312 Introduction to creative writing
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