You and Your CourseOpportunities
Research and Teaching
Our ResearchResearch Degrees
Partners and Community
Partner with JCU
- Careers and Employability
- Open Day
- Australian Institute of Tropical Health & Medicine
Transitions & Retention
- Evaluation and Feedback
- Professional Development & Recognition
Policies & Frameworks
Subject Outline Guide and Template
- Bachelor of Health Science
- Postgraduate Biomedical Sciences
- Postgraduate Medicine and Dentistry
- Postgraduate Midwifery
- Postgraduate Nursing Science
- Postgraduate Psychology
- Postgraduate Public Health and Tropical Medicine
- Postgraduate Veterinary Science
- Graduate Diploma of Psychology
- Bachelor of Clinical Sciences (Honours)
- Graduate Certificate of Aeromedical Retrieval
- Postgraduate Rehabilitation
- Bachelor of Psychology (Honours)
- Diploma of Health (Nursing Pathway)
- Graduate Diploma of Rural Generalist Practice
- Subject Outline Guide and Template
Academic genres (written) assessment types
A concept map is a diagram that depicts the most important concepts and relationships relating to a particular focus/topic. The map encloses the concepts in circles or boxes and indicates relationships between them by connecting lines or arrows. Words on the lines/arrows, referred to as linking words or phrases (such as causes, requires, or contributes to) specify the relationship between the concepts. Concepts are represented in a hierarchical fashion, typically with the most inclusive/general concepts at the top of the map and the more specific concepts arranged hierarchically below.
Critical reading task
A critical reading task involves students in reading, comprehending and analysing a text/texts. Students may be required to communicate their findings by way of the discussion board or providing written or oral responses to a series of questions.
Critical review/critical response
In broad terms, a critical review is a type of essay wherein the quality of a research article, an artwork or some other type of work is evaluated.
(Of a text) Students may be required to synthesise key themes of the text and evaluate the strength of the author’s arguments, interpretations and conclusions, based on the evidence presented and with reference to other literature, identifying potential biases and/or limitations in scope.
(Of an artwork) Students may be required to assess the quality of the work, identifying flaws/problems with the work, proposing alternative approaches, and/or defending the work against the critiques of others.
Essay (including multi-draft)
An essay is a short literary composition on a particular theme or subject, typically comprising an introduction, body and conclusion. The introduction orients the reader to the author’s position or thesis and the essay’s key themes, scope and organisational structure. In the body of the essay, the author’s argument or response is developed and substantiated by way of logical reasoning and reference to authoritative sources and/or research data. The conclusion provides a synthesis of the position taken and key supporting evidence and may outline implications of the findings, limitations of the essay’s scope and recommendations for future research or practice.
A glossary is an alphabetical list of terms, relating to a special subject or field of study or practice, with accompanying definitions.
Preparation – tutorial/workshop
A tutorial/workshop preparation task requires students to undertake some orienting/preliminary activities, in order to most effectively engage in the active, hands-on, peer-to-peer and independent learning opportunities, within the tutorial/workshop program.
A problem task requires students to engage in processes wherein they identify or respond to a problem, collect relevant information and data, identify the cause, generate possible solutions, appraise the best solution, plan for implementation and, where possible, implement and evaluate.