Dr Bradley Potter (Senior Lecturer in Accounting): What we expect from students in tutorials is perhaps two things.

One is an ability and a willingness to engage when they walk in the door. What I mean by engage is, be motivated,
be able to embrace the material that's presented, be ready to discuss and debate with fellow students and staff
members. But as well, embrace the material. Question it, discuss it, etc. If they come along to the tutorial ready to
discuss and engage with the tutor and other students in the group, then it's got the makings of a really productive
tutorial experience.
Professor Paul Kofman (Head of the Finance Department): Students enrolling in finance tutorials have to take an
active role in their learning process. They have to be well prepared. They have to be attentive. But most of all, they
have to participate in the tutorial itself. So, it's not an opportunity to sit back and relax. No. You actually have to
speak up. You actually have to make your presence known. That means that you have to 'read up' before you come
to the tutorial. Ask questions - whatever you don't understand. Even ask questions when you do understand
something, but you've got the feeling that you need further clarification. In all, communicate the issues.
Communicate the problems. Communicate the solutions. That is what we expect students to do in the tutorial.
Dr Martin Davies (Senior Lecturer in the Teaching and Learning Unit): A lot of students don't realise that there are
different types of tutorials, different tutorial formats. In our Faculty there are often problem-based tutorials, but there
are also activity-based tutorials, issue-based tutorials, and mixed tutorials. In problem-based tutorials, that might be
typical for example in accountancy or in mathematics-type subjects where students sit for an hour and they work
through a problem, and they get the answer to that problem or problems. In activity-based tutorials, students might
be in front of a computer doing a computer simulation, for example, mock share trading in a mock company. That
would be a typical type of activity/tutorial task. In issue-based tutorials, students often discuss an issue or problem,
or a theoretical problem. They might do a reading beforehand. Often in classes like that, there's no right answer.
There's various theories and approaches that can be adopted, but there's no solution. Mixed tutorials might involve
all of the previous three tutorial types.
Professor Paul Kofman (Head of the Finance Department): Tutorials give our students an opportunity to participate
more actively in their learning process. It gives them an opportunity to work through problem sets that directly apply
what they've learnt in the lectures. And it gives them an opportunity to also liaise with their fellow students. To talk
to them. To work out problems. To solve these problems, at the same time as their fellow students. Ultimately, I
would hope that they become confident in their knowledge. Confident in their skills, and how they can apply these
skills to the material that was covered in the lectures. That means that they should be able to communicate the
problem. To understand the problem. To highlight the skills needed to solve the problem and ultimately, to present a
solution to those problems.
Dr Bradley Potter (Senior Lecturer in Accounting): Students should go to lectures for a number of reasons. First and
foremost, the lecture provides something that the textbook doesn't. And that is context, explanation and anecdotes
that are designed to bridge the gap between the wonderfully rich information that's typically provided in the
textbook, and the additional information and additional explanation that are required to enable students to absorb it.
In addition to that, the lecture is a very different experience to what most students have become used to at secondary
level. For example, in our first year accounting subject we've got 1300 to 1400 students in first semester. So, we
don't have the lecture theatres large enough to put all those students in the one room. However, the lecture groups
are typically 300 to 400 students. So, all of a sudden students might have gone from a situation at secondary school
where they were sitting in a room of 29 or 30 students to now sitting in a room with 300 other students, and the
dynamic changes.
Professor Paul Kofman (Head of the Finance Department): Students enrolling in finance subjects inevitably have to
face large class sizes. To overcome those large class sizes, they have to engage with other students. They have to
engage with the lecturer, take every opportunity they get to actually talk to lecturers, talk to tutors, and to talk to
their fellow students. Frequently fellow students are facing the same problems, the same big class sizes, of course, as
they do. To overcome that: talk. Communicate.
Writing and reading skills are probably the most important challenges that international students from English as a
second language backgrounds face. In our faculty, we have about 60% of students from overseas, principally from
Asia. And for those students English is a second, third or even fourth language. So they face all the problems that
other students do. Like timetabling issues and managing group work assignments, and getting into a good study
routine. But on top of those problems, these students have these difficulties with English. They have to learn, for
example, how to skim and scan articles effectively. A lot of international students think that every word in English is
important, so they slow right down and they translate every second word. And that's a very inefficient way of
reading and it's not the best way of reading for obtaining content quickly in an article. That's a big challenge and we
run classes on reading skills in our faculty to try to help them to do that.
There's various ways students can learn how to improve their participation skills in tutorials. One way that I
recommend for students from non-English speaking backgrounds is in the first tutorial they should be prepared to
ask a simple question, and anyone can do that. In the second tutorial, maybe make a comment on someone else's
comment. In the third tutorial, maybe critique or argue against an idea. In that way, they build up incremental skills
in verbal communication. Students should participate to get local knowledge, to be able to understand how
Australian culture works. Idiom, local slang, local issues and political issues; it's those kind of skills that help
students get jobs, especially in this country.
Now you have some understanding of the expectations of the task and how to choose a topic.
The next aspect of considering the task is to analyse the question for:
Content words: what subject material should you focus on?
Directive words: what do you have to do? There will usually be a term that provides the direction for the
task, like 'discuss' or 'compare'.
Limiting words: how can you limit the scope of this topic?

After brainstorming, Successful academic writing is based on thorough research and effective note-taking. Read as
widely as you can about the topic and write down notes in your own words as you read. Remember, your writing
should only comprise a maximum of 10% direct quotes so paraphrase or summarise the ideas of experts in the field
as you go. Be sure to clearly reference from where and whom the ideas come.
Ron has been told by his tutors that he must include more critical analysis in his essays. But he is a bit confused as
he thinks it might mean just criticising the literature he finds.
Read what Ron does when he is writing an essay, and answer whether each action is 'critical analysis' in an
academic context.
R on accepts information written in a journal article without question because it is written by an academic.
You answered No That's correct.
While such material has a high degree of academic credibility it is important to be objective and and ask yourself
questions about the material you read.
Ron supports his opinion with reasons, evidence and examples.
You answered Yes That's correct.
Ron does need to support his opinions with reasons, evidence and examples.
Ron disagreed with something he read.
You answered Yes That's incorrect.
Merely disagreeing with something he read is not critical analysis. He also needs to support his view with references
to other academic literature. He needs to talk about the reasons he disagrees.
Ron identifies opinion and bias in texts.
You answered Yes That's correct.
No text is 100% objective so it's important that Ron tries to separate fact from fiction and note any bias in texts.
Ron evaluates the strength of evidence used to support a hypothesis.
You answered Yes That's correct.
Evaluation is important at University and Ron might also need references to back up his evaluations.
Ron analyses the information as well as describing it.
You answered Yes That's correct.
Ron correctly recognises that he needs to move beyond description to analysis. That means moving from writing
about WHAT to also include WHY.
Ron uses the prescribed textbook for the course as the main reference for his essay because it was written by the
lecturer.
You answered Yes That's incorrect.
Generally speaking Ron shouldn't just rely on one single source to support his ideas. One key academic expectation
is that Ron will read a variety of views and then synthesise these to form his own ideas.
Ron makes generalisations which are not supported by evidence.
You answered No That's correct.
You are expected to deal with ideas in a complex manner at University. Ron should try to support his statements
with evidence. However, a generalisation may be appropriate in a conclusion if it has been supported by material in
the body of the text.
Ron explains the significance of particular information.
You answered Yes That's correct.
Explaining the significance of particular information is very important at University. It explains why the information
has been included - and that it hasn't just been added for no reason. It is particularly useful for Ron to explain
significance in a conclusion of an essay or the discussion section of a report.
Ron assesses whether an author's conclusions are justified by his reasons and research.
You answered Yes That's correct.
It is important not to accept conclusions as correct, but to compare conclusions to the support material. This might
include looking at other sources.
Research essay
A common form of assessment at university is an essay. In your essays, you are expected to present a particular
point of view which is:
focused on the question or topic
a logical and coherent argument
based on information you have researched
You are also required to organise your ideas and supporting evidence in a logical and coherent way.
A good introduction should answer the following questions:
What is the general context or scope of your essay?
What is the issue or topic of the essay?
What are the main points you are going to cover in the essay?
How are you going to organise your essay?
What is the main argument or focus of your essay?
In academic writing, introductions usually begin by giving general background information. They then become more
specific as they:
focus attention on the central theme
state the main argument (sometimes called the thesis statement)
outline how the essay is organised.

C. As television viewing increasingly becomes a major part of children's lives, various studies have attempted to
assess the impact it has on children's behaviour, values and social lives (Butler & Crewe 1998, Davids 1991). Social
development can be seen to involve personal attitudes and values, as well as relationships with family and peers
(Drewe, 1996).
A. Studies in these particular areas have obtained interesting results, which indicate that excessive or unmonitored
television viewing can have short term effects on the attitudes and behaviour of children.
B. This paper will firstly define social development and examine the nature of TV viewing and its effects on
personal attitudes and values as well as social relationships. It is argued that a clear distinction between short and
long term effects and a consideration of other influencing factors is needed before any conclusion can be reached.
By using this order, you organise the introduction logically, starting with general and then moving to specific
information. This way, the introduction:
begins by providing some background. For example: 'TV viewing and studies assessing its impact on
various aspects of children's lives'
then narrows the topic by focusing on a specific theme. For example: 'Studies on short-term versus long-
term effects'
finally outlines the specific points to be discussed in the essay and provides the author's overall argument.
For example: 'Making a distinction between short and long-term effects; considering other influencing
factors'.

This essay argues that blogging, appropriately understood and used, can foster higher order learning and
help students become better writers.
This is a good thesis statement
The following sequence demonstrates the progression in an essay:
Give general background information about understanding the notion of social development.
Narrow the focus and define specific terms by using studies to define TV viewing.
Examine the key relationship between viewing TV and personal attitudes and values.
Examine a more specific relationship within the context by using studies that focus on the effect of TV on
social relationships.
Look at the broader implications and make distinctions by discussing the effects of TV on social
relationships.
Examine the broader implications for a specific group and make a recommendation: discuss the difficulty
of separating TV viewing from other influencing factors when considering its effect on child social
development.
you might need to include a table of contents, a reference list or appendices. At times the abstract is replaced by an
executive summary.
Generally the contents will be in the following order:
1. Abstract
2. Introduction
3. Methodology
4. Results
5. Analysis
6. Discussion
7. An important part of writing your report is analysing the data and presenting the subsequent findings.
8. During data analysis, you might find it useful to summarise your findings in a table or a graph. Tables and
graphs are not a substitute for your written explanation. But they do summarise or enhance the information
you discuss in the text of your report.
9. When writing up your results, present all relevant findings in a clear, concise, and accurate way that is easy
to understand. Remember that results are usually reported on using the present tense.
10. If you use tables and figures, you need to refer to them and point out the key results they convey.
11. For the purpose of this activity, you are writing a report on world military spending.
you have found relevant information detailing the increase in military spending in various countries between 1998
and 2007, as represented in the following

1. Write a paragraph of 150 words describing the information presented in the graph. As a guide, you may
like to start your paragraph with the following topic sentence:
During the 1998-2007 period, the world witnessed a significant increase in its military expenditure.
f study. Effective reflective writing demonstrates that you can reflect on an important activity or body of theory (e.g.
group work project, teaching practicum, fieldwork) and evaluate the challenges you experienced. Reflective thought
is a complex process, which involves interpreting new information in relation to your own experiences and
knowledge.
Reflective writing can help you to clarify and deepen your understanding of your subject material, and also
encourage you to develop your own opinions and writing voice.
Reflective writing is written in a more informal, personal style than traditional academic writing. Requirements for
reflective writing tasks will vary across subjects and faculties, and may take the form of regular journal entries,
blogs or class notebooks. Reflective writing may even form part of a larger essay or report.
Identify the features of the writing which make it reflective:
'The class I taught this week focused on the solar system. Although students enjoyed the lesson, a later discussion
suggested that they had not fully understood the basic concepts involved. At the time I was a little surprised by this,
but on reflection I realised that learning outcomes may have been enhanced if we had explored the students'
preconceptions before presenting them with new information. It would have been useful to assess not only their
prior knowledge about this area, but also the attitudes and values that influenced their response to the information.
This experience relates to our earlier lectures about the relationships between a learner's attitude to knowledge, their
prior knowledge of an area and the learning outcomes. It provides a clear illustration of Jones' Theories of Learning
(2002).
This episode also reminds me of my own situation as a university student. I find that I learn new information more
effectively if I have the opportunity to make connections with my existing knowledge, and to explore my personal
attitude to that information.'
Your conclusion reiterates the main points or arguments of your paper and should relate back to the information that
you provided in your introduction. This includes the thesis statement, topic background and interpretation of results.
A conclusion should not be an afterthought. Generally speaking, you do not add new information or arguments in
your conclusion although you might suggest further research that could be conducted
Dos and don'ts in conclusions
1. Which of the following is essential to a good conclusion?
You answered all of the above
That's correct. You do need to restate the essay thesis, summarise the main points made and confirm your
opinion or the significance of your findings.
2. Why dont references appear in a conclusion?
You answered you only need to state your own ideas in the conclusion
That's incorrect.
You will often need to refer to other research in the conclusion. However, a conclusion briefly restates the
key points discussed and referenced earlier in the essay. Therefore, there is no need to repeat detailed
information including references.
3. Why isnt new material presented in the conclusion?
You answered the conclusion represents your final thoughts on the question asked
That's correct.
Your discussion of any ideas or facts presented in the essay should be complete by the time you reach the
conclusion.
4. What is often the main problem found in a conclusion?
You answered all of the above
You're correct that the common problems with conclusions include:
The final statements are weak, the significance of the findings is not stated clearly enough and it is too
short or seems hurried.
You can avoid this by leaving yourself plenty of time to write the conclusion.
Wind turbines and wind generators are used today to capture wind energy and transform it into power to
run machinery (Indopedia, 2004). Wind is used to generate electricity, via grid connections, in large,
developed countries such as Australia. Wind power is also less destructive of the environment and reduces
our dependency on fossil fuel. To be renewable, environmental, social and economic aspects must be
considered. This essay has reviewed the current state of wind energy as a source of renewable energy in
Australia.
1. Is this conclusion an effective summary of main points?
You answered No That's correct.
All the statements made are too general and descriptive to be main points. The reference beside the first
sentence suggests that it contains new information, or has been copied from the introduction. A conclusion
shouldn't introduce new information, it should summarise the information provided in the body of the
written work.
2. Does the paragraph provide a strong, conclusive ending?
You answered No That's correct.
As a conclusion, this paragraph is not well-structured as the purpose statement comes right at the end of the
paragraph. Make sure that your reader knows you have finished by providing a summary of the main points,
and a final opinion about the question asked or the overall significance of your work. If relevant, you can
also mention implications or future directions.
3. Is the conclusion long enough for a 1500 word assignment?
You answered No That's incorrect.
Actually, the length of this conclusion is suitable. In general, a conclusion represents 5-10% of the overall
word count. This conclusion is 82 words which is just over 5% of the length of the work.
4. Does the conclusion express a reasoned opinion, or indicate the significance of the work you have done?
You answered No That's correct.
The statement 'To be renewable, environmental, social and economic aspects must be considered' may
represent an opinion but it is expressed in a weak way, and is not supported by any justification.
What makes Text 1 more academic than Text 2? Then decide if the following statements about features of academic
writing are true or false.
Text 1
Growing old involves a slowing down of most biological processes (Grayson, 1993). Some researchers have
assumed that there is a parallel decrement in intellectual function (Choun, 1992). Specifically, intelligence has been
thought to 'decline progressively after reaching a peak somewhere between the ages of 18 and 25' (Westerman, 1993,
p. 135). This assumption has been supported by research using a cross-sectional methodology (Jones & Conway,
1988). In contrast, studies adopting a longitudinal methodology have shown a less pronounced rate of decline (Owen,
1995). The present essay discusses why different methodologies can produce different results. It supports the use of
a cross-sequential method (Shalley, 1994): one which reveals little or no decline with age, and also avoids certain
problems associated with other methods.
Text 2
As we get older, the body slows down - and with it, the mind. Some people think that we are the smartest when we
are around 20 years old and then after that, we start to become less intelligent. Other people disagree with this and
believe that we don't start to become less intelligent after a certain age. As for me, I think it's really difficult to prove
that we become less intelligent as we get older and from my experience, most people do not lose their intelligence
with age.
Remember that academic writing:
uses specialist vocabulary
avoids contractions, colloquial expressions and slang
differs from writing newspaper articles
makes use of other research to build an argument
uses a variety of long and short sentences
Connectives: Finally, as with all models of learning, information processing has limitations. For example,
the model implies that thinking and learning occur in a serial (linear) processing form, whereas we know
that thinking and learning are more complex than this (these are recursive processes). A recursive process
is one in which one of the steps in the process involves repeating the whole process. Furthermore, the
model fails to take into account motivation, emotions and social interaction as elements affecting learning
processes. Nevertheless, the model gives teachers many useful starters for considering how information
can be structured to facilitate learning.
Usage of pronouns and expressions: Some fascinating insights into the disappointments of e-learning
technologies have been revealed by researchers studying the way people read online. These insights were
detected using eye-tracking tools that 'map how vision moves and rests' while reading screen text. Screen
text tends to be read in a pattern that resembles a capital F. Sentences at the top of a screen page are
usually read in full. However, as the user descends the page, fewer words on each line are read and,
eventually, reading becomes an almost vertical activity. Indeed, web researcher and usability guru, Jakob
Nielsen, claims that 'reading is not even the right word'. He suggests that PDF files represent 'content
blobs' to users who will not read them unless the files are first printed out. The research suggests that 'a
book-like page on screen' turns users away because the internet is not perceived to be a place for reading
and learning.
Reference adapted from: Bauerlein, M. (2008, October 8). Screen no match for the page in education. The
Australian. Retrieved July 14, 2009, from http://www.theaustralian.news.com.au/story/0,,24461775-
12332,00.html
When you write assignments, it is important to comply with certain conventions. One of these conventions is about
using the right kind of language when writing in an academic context. This activity is about identifying the
inappropriate use of language in a short section of writing.
Read the text below and then try to identify the problems with the text.
Example text
It is really hard to choose the right stuff to use in designing something when you think about how to make it and
what equipment your company has. Metals really aren't affected much when you manufacture but plastics are
another thing altogether. Plastics can be affected a lot if you mould them or do something to them, which can cause
trouble.
1. Is colloquial (chatty) writing used?
That's correct! This text does use colloquial (chatty) writing.
An example of this writing is:
'it's really hard to choose the right stuff'.
The word 'stuff' is informal and imprecise. It's imprecise because it means something different to different
readers. It would be better to write:
'The most difficult exercise for a designer is choosing an effective material'.
This example also uses a second person voice, which means it talks directly to the reader by using 'you'.
This is not an appropriate voice to use in academic writing. Some disciplines use first person ('I') and others
use the third person. Check with your lecturers to see what they would prefer you to use.
2. Are imprecise words and statements used?
That's correct! This text does use imprecise words and statements.
An example of an imprecise statement is:
'Plastics can be affected a lot if you mould them or do something to them, which can cause trouble.'
It would be better to be specific about how the plastics are affected, how much they are affected and what
'something' refers to. For example:
'In the case of metals, the manufacturing properties will only marginally affect the mechanical properties
but with plastics the process can have a large effect on the properties of the moulded or otherwise
processed item.'
Imprecise words are also used, such as 'stuff'.
3. Is passive voice used too often?
That's incorrect. The passive voice is not used too often.
Passive voice is often used in academic writing. It is more formal and many writers choose the passive
voice to maintain a more objective (sounding) tone. For example, you may be expected to write, 'It was
discovered that...' instead of, 'We discovered that...'. Although this is an accepted way to write, it doesn't
mean that there is no place for the active voice.
4. Is jargon defined thoroughly enough?
That's correct! There is no need for further definition of the words used in the text. Jargon refers to words
that are known to a specialist audience and are unfamiliar to a general audience. There is no jargon in this
example.
5. Are contractions (they're, it's) used?
That's correct! Contractions are used in the text. An example of the use of a contraction is:
'Metals really arent affected much'. Contractions are part of informal and spoken speech but in academic
writing it is important to use the full form of the word to make your writing more formal and objective.
6. Are emotive words used? That's incorrect. Emotive words are used in the text.
The effect they have is to reduce the appearance of objectivity in the text. For example:
'It is really hard'. 'Hard' is an emotive word and is subjective.
A better way to write this is: 'The most difficult exercise'.
Emotive words undermine what you are trying to prove or argue. Academic language needs to be objective,
even when a point is being argued, because evidence is used to back up what is being argued.
7. Is the language too verbose?
That's correct! Verbose writing is used and it obscures the main points.
Sometimes there are simpler ways to write a sentence to ensure it is clear. It is important to aim for clarity
and not over-explain or use long words when they are not needed.
An example of verbose writing is:
'It is really hard to choose the right stuff to use in designing something when you think about how to make
it and what equipment your company has'.
A better way to write this would be 'The most difficult exercise for a designer is choosing an effective
material, while considering the manufacturing process and the companys facilities'.
8. Are the sentences too short? That's incorrect. The length of the sentences is suitable, but they do need to
be written more clearly.
Read this rewritten version of the text that uses academic language:
The most difficult exercise for a designer is choosing an effective material, while considering the manufacturing
process and the companys facilities. In the case of metals, the manufacturing properties will only marginally affect
the mechanical properties but with plastics the process can have a large effect on the properties of the moulded or
otherwise processed item.
Sometimes you won't be able to find definite answers or evidence to support your argument because there is no
research on a particular question or the research is contradictory. In cases like that, you need to qualify any
generalisations. This is often called 'hedging'. There are different ways to do this. Let's look at the generalisation
'cars are dangerous'. Here are some examples of hedging:
Using a quantifier: A few cars are dangerous
Using adverbs or adverbial phrases: Cars are occasionally dangerous
Using modals: Cars can be dangerous
Now look at the three alternative sentences that Yu created to hedge her generalisation that 'taxes are necessary'.
Which one do you think qualifies the generalisation the most effectively?
Generalisation: Taxes are necessary.'Some taxes might be necessary for some governments' is the best example
from the options given to you. But even that option could be improved by specifying kinds of taxes and
governments, such as: 'Research shows that export taxes are necessary for the Australian government'.
The following set of bullet points is a sequence of sentences that can form a paragraph. However, without relevant
connectives linking the sentences together, the paragraph would lack coherence.
1. Write a coherent paragraph linking the given sentences using appropriate connectives.

o School effectiveness is influenced by more than the staff and students.
o Home/school relations and parents' understanding of the school are important (Gauthier, Pechone
and Shoemaker 1985).
o Cooperation between teachers and parents has a positive effect (Seeley 1989).
o Resources and government funding are essential.
o Students from well-funded schools tend to do better.
o Whitlam High School, which is well-resourced, produces high-achieving students every year.





























Original text:
The internet has changed the appearance of libraries and how librarians work today. The library is no longer confined to the four
walls of a building. It has, instead, extended into cyberspace. Many librarians have gone into cyberspace to locate online
resources (Yong, 2001, p. 294).
Adapted from: Yong, J. Y. (2001). Malay/Indonesian speakers. In M. Swan & B. Smith (eds) Learner English: A teacher's guide
to interference and other problems. Cambridge: Cambridge University Press, 279-295.
Paraphrased text 4
Recent developments in internet technologies have brought about a major transformation of libraries and the way that librarians
conduct their work. Extending beyond the physical space of the library itself, many resources are now found online and are
therefore easily accessed by library users and librarians alike (Yong, 2001, p. 294).
Please note that you must be an enrolled student of the University of Melbourne to receive feedback for this activity.
This activity asks you to apply what you've been learning about using sources in the previous activities.
Write a paragraph that paraphrases the following source, and also includes one direct quotation:
Students and lecturers alike recognize the necessity for good communication skills both within the university and in the larger
world. Whilst some research signals that an ever-increasing range of writing demands are being made of students, evidence
indicates that the most traditional of practices - that of essay writing - continues to hold sway across many disciplines. Whether
the essay should continue to be the main type of writing that students produce and whether students know how to successfully
engage in this and other writing practices are questions being voiced more and more frequently.
Reference adapted from: Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T.M. & Swann, J (2003). Teaching
Academic Writing: A Toolkit for Higher Education. Routledge: London, p. 76.
Referencing correctly is an important academic convention and is expected at university. There are hundreds of different
referencing styles and often you will be expected to use a particular style, which you have to follow down to the smallest detail.
For example, styles will prescribe whether you use a comma, colon or full-stop between the author name and the title of the
source.
Sometimes your department might allow you to choose a style as long as you apply it accurately and consistently. While there are
many different styles, they can be grouped into three different systems:
1. I n-text system
For example: your text here (Miller, 2003: p. 27)
Sources are arranged alphabetically by author surname in a list of references. In-text styles are also called 'parenthetical', 'author-
date' or 'Harvard' styles.
2. Footnote system
For example: your text here
4

The number refers to a footnote or endnote which provides complete bibliographic information. Most styles also include an
alphabetically arranged bibliography. Footnote styles are also called 'documentary-note' or 'note-bibliography' styles. They are
mainly used in Arts disciplines.
3. Numeric system
For example: your text here (4)
The number refers to a list at the end of the paper which gives full details of the sources used in order of their first appearance in
the text. Numeric styles are also called 'numbered', 'citation-sequence' or 'author-number' styles. They are usually only used in
some medical and engineering disciplines.
Sample essay
The topic this student was given to write about is:
'Discuss the response to the monsoon season that occurs in Jakarta, Indonesia, every year. Use a case study to compare
effective responses to the monsoon season when flooding is caused.'
This topic is so large that it's hard to know how to start discussing it. I can discuss my own terrible experience when it flooded in
Melbourne and compare my experience of having a flooded house with the situation in Jakarta. So, the intent of this essay is on
the presentation of the comparison of flooding experiences and what they have in common and how they're different.
Almost every year during the worst part of the monsoon season, Jakarta (which is the capital of Indonesia) experiences flooding
in the urbanised areas of the city and this flooding is getting disastrous. The most recent flooding was in February 2007 and this
was the most catastrophic in Jakarta's history (Texier, 2008) and had a big impact on the residents with over 70,000 homes
affected, resulting in 200,000 people becoming homeless and in need of help (Wikipedia, 2008).
What about all those people who are homeless? If I had time, I could start a charity organisation. Or visit Jakarta during the
monsoon season each year. Sometimes giving money to charities is unsuccessful because the money gets used for administering
the charity. There are other ways to raise money and build infrastructure to deal with the problem. As Daniels (2004) says, 'it is
possible to plan for natural disasters that happen at regular intervals'.
1. Does the essay introduction contain a thesis statement?
You answered No
That's correct. The introduction doesn't contain a thesis statement. Of all the elements in an introduction, the thesis
statement is the most important because it captures the writer's argument or point of view. The statement 'So, the intent
of this essay is on the presentation of the comparison of flooding experiences and what they have in common and how
they're different' does not clearly state an argument, so it isn't classified as a thesis statement.
2. Is the essay formally written, and free from contractions and colloquial language?
You answered Yes
That's incorrect. There are significant problems of academic style in this essay. For example, the text:
o is too subjective and opinionated
o turns topic sentences into questions instead of statements, such as: 'What about all those people who are
homeless?'
o uses contractions like 'it's' and 'they're' instead of full forms
o contains a informal language, such as: 'If I had time'
o contains emotive language, such as: 'terrible' and 'catastrophic'
For more information, have a look at some Academic Skills resources on academic style.
3. Does each paragraph have a clear topic sentence?
You answered No
That's correct. The essay lacks a clear topic sentence structure. The topic sentence is usually the first sentence of the
paragraph and contains the key idea. It should also connect to the themes presented in the introduction. In paragraphs 2
and 3, the topic sentences are vaguely expressed, and more importantly, do not clearly link to the introduction.
4. Have appropriate connectives been used to link both paragraphs and sentences?
You answered Yes
That's incorrect. There are problems with the use of connectives in the text, which include:
o The series of short, disconnected sentences in paragraph 3 need to be combined or linked together to make
their point more effectively.
o The right connectives have not always been used. The word 'So' in the sentence 'So, the intent of this essay is
on the presentation of the comparison of flooding experiences and what they have in common and how
they're different' should be replaced with 'therefore'.
o The lack of clear topic sentences means paragraphs 2 and 3 relate only superficially to the overall theme, and
to each other.
For more information, see the section on connecting and reporting words for a more complete list of transition markers.
5. Are references appropriately used and correctly cited?
You answered Yes
That's incorrect. There are too many unsupported opinions in this essay. There is no plagiarism, however, where
referencing is used, it is not well done. For example, the reference to Daniels (2004) is superficial and there is no
comment made on the quotation.
Use this checklist to help you edit and proofread your written work in future.
Do all paragraphs maintain a clear focus on the topic?
Does the conclusion flow logically from the introduction and body?
Have you analysed as well as described?
Has paraphrasing/summarising been attempted and is this referenced?
Are all main ideas supported (and referenced)?
Are appropriate reporting verbs used?
Does it contain other features of academic writing (formal specific vocabulary, appropriate tone, hedging etc)?
Does each paragraph have a topic sentence and one main idea?
Is there a mix of sentence lengths and structures?
Does each sentence contain a noun, verb and a complete idea?
Is the paragraph cohesive (does it refer to the previous paragraph, and go from old to new information and use some
signal words)?
Is the use of tenses appropriate and consistent?
Have pronouns, synonyms and nominalisations (verbs changed into nouns) been used for variety?
Are key relationships clear?
Are specific verbs, adjectives and nouns used?
If English is not your first language, also focus on the following grammatical points: Subject verb agreement
Word form
Singular/plural
Articles
Year: 2014 Semester 2
Subject: ECON10005 (316130) Quantitative Methods 1

ECON10005 L01/01 Monday 10:00am - 11:00am Th:The Spot-Copland Theatre 1 hour

ECON10005 L01/02 Monday 2:15pm - 3:15pm Th:The Spot-Copland Theatre 1 hour

ECON10005 L02/01 Wednesday 10:00am - 11:00am Th:The Spot-Copland Theatre 1 hour

ECON10005 L02/02 Wednesday 2:15pm - 3:15pm Th:The Spot-Copland Theatre 1 hour

ECON10005 T01/01 Wednesday 9:00am - 10:00am Asia Centre-119 1 hour

ECON10005 T01/02 Monday 11:00am - 12:00pm Asia Centre-G02 1 hour

ECON10005 T01/03 Monday 2:15pm - 3:15pm Asia Centre-119 1 hour

ECON10005 T01/04 Tuesday 11:00am - 12:00pm The Spot-2019 1 hour

ECON10005 T01/05 Monday 9:00am - 10:00am John Medley-532 1 hour

ECON10005 T01/06 Monday 9:00am - 10:00am John Medley-126 1 hour

ECON10005 T01/07 Monday 12:00pm - 1:00pm John Medley-532 1 hour

ECON10005 T01/08 Tuesday 9:00am - 10:00am Asia Centre-120 1 hour

ECON10005 T01/09 Monday 3:15pm - 4:15pm Asia Centre-119 1 hour

ECON10005 T01/10 Tuesday 11:00am - 12:00pm The Spot-2016 1 hour

ECON10005 T01/11 Tuesday 8:00am - 9:00am The Spot-2015 1 hour

ECON10005 T01/12 Monday 4:15pm - 5:15pm John Medley-532 1 hour

ECON10005 T01/13 Wednesday 8:00am - 9:00am John Medley-532 1 hour

ECON10005 T01/14 Monday 4:15pm - 5:15pm Asia Centre-119 1 hour

ECON10005 T01/15 Wednesday 8:00am - 9:00am The Spot-2020 1 hour

ECON10005 T01/16 Monday 3:15pm - 4:15pm Asia Centre-G01 1 hour

ECON10005 T01/17 Tuesday 9:00am - 10:00am John Medley-532 1 hour

ECON10005 T01/18 Monday 11:00am - 12:00pm Doug McDonell-403 1 hour

ECON10005 T01/19 Tuesday 8:00am - 9:00am The Spot-5016 1 hour

ECON10005 T01/20 Wednesday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10005 T01/21 Monday 10:00am - 11:00am John Medley-532 1 hour

ECON10005 T01/22 Wednesday 9:00am - 10:00am John Medley-114 1 hour

ECON10005 T01/23 Monday 2:15pm - 3:15pm The Spot-2016 1 hour

Year: 2014 Semester 2
Subject: ACCT10002 (306108) Introductory Financial Accounting

ACCT10002 L01/01 Friday 12:00pm - 2:00pm Th:Elisabeth Murdoch-Theatre A 2 hours

ACCT10002 L01/02 Thursday 9:00am - 11:00am Th:Elisabeth Murdoch-Theatre A 2 hours

ACCT10002 L01/03 Thursday 4:15pm - 6:15pm Th:Redmond Barry-Lyle Theatre 2 hours

ACCT10002 T01/01 Monday 8:00am - 9:00am The Spot-2014 1 hour

ACCT10002 T01/02 Monday 9:00am - 10:00am The Spot-2014 1 hour

ACCT10002 T01/03 Monday 10:00am - 11:00am The Spot-2014 1 hour

ACCT10002 T01/04 Monday 11:00am - 12:00pm The Spot-2014 1 hour

ACCT10002 T01/05 Monday 12:00pm - 1:00pm The Spot-2014 1 hour

ACCT10002 T01/06 Monday 1:00pm - 2:00pm The Spot-2014 1 hour

ACCT10002 T01/07 Monday 2:15pm - 3:15pm The Spot-2014 1 hour

ACCT10002 T01/08 Monday 3:15pm - 4:15pm The Spot-2014 1 hour

ACCT10002 T01/09 Monday 4:15pm - 5:15pm The Spot-2014 1 hour

ACCT10002 T01/10 Monday 5:15pm - 6:15pm The Spot-2014 1 hour

ACCT10002 T01/11 Tuesday 8:00am - 9:00am The Spot-2014 1 hour

ACCT10002 T01/12 Tuesday 9:00am - 10:00am The Spot-2014 1 hour

ACCT10002 T01/13 Tuesday 10:00am - 11:00am The Spot-2014 1 hour

ACCT10002 T01/14 Tuesday 11:00am - 12:00pm The Spot-2014 1 hour

ACCT10002 T01/15 Tuesday 2:15pm - 3:15pm The Spot-2014 1 hour

ACCT10002 T01/16 Tuesday 3:15pm - 4:15pm The Spot-2014 1 hour

ACCT10002 T01/17 Tuesday 4:15pm - 5:15pm The Spot-2014 1 hour

ACCT10002 T01/18 Tuesday 5:15pm - 6:15pm The Spot-2014 1 hour

ACCT10002 T01/19 Wednesday 8:00am - 9:00am The Spot-2014 1 hour

ACCT10002 T01/20 Wednesday 9:00am - 10:00am The Spot-2014 1 hour

ACCT10002 T01/21 Wednesday 10:00am - 11:00am The Spot-2014 1 hour

ACCT10002 T01/22 Wednesday 11:00am - 12:00pm The Spot-2014 1 hour

ACCT10002 T01/23 Wednesday 12:00pm - 1:00pm The Spot-2014 1 hour

ACCT10002 T01/24 Wednesday 1:00pm - 2:00pm The Spot-2014 1 hour

ACCT10002 T01/25 Wednesday 2:15pm - 3:15pm The Spot-2014 1 hour

ACCT10002 T01/26 Wednesday 3:15pm - 4:15pm The Spot-2014 1 hour

ACCT10002 T01/27 Wednesday 4:15pm - 5:15pm The Spot-2014 1 hour

ACCT10002 T01/28 Wednesday 5:15pm - 6:15pm The Spot-2014 1 hour

ACCT10002 T01/29 Thursday 6:15pm - 7:15pm Redmond Barry-1123 (Alexander J. Wearing Room) 1 hour

ACCT10002 T01/30 Thursday 8:00am - 9:00am The Spot-2014 1 hour

ACCT10002 T01/31 Thursday 9:00am - 10:00am The Spot-2014 1 hour

ACCT10002 T01/32 Thursday 10:00am - 11:00am The Spot-2014 1 hour

ACCT10002 T01/33 Thursday 11:00am - 12:00pm The Spot-2014 1 hour

ACCT10002 T01/34 Thursday 12:00pm - 1:00pm The Spot-2014 1 hour

ACCT10002 T01/35 Thursday 1:00pm - 2:00pm The Spot-2014 1 hour

ACCT10002 T01/36 Thursday 2:15pm - 3:15pm The Spot-2014 1 hour

ACCT10002 T01/37 Thursday 3:15pm - 4:15pm The Spot-2014 1 hour

ACCT10002 T01/38 Thursday 4:15pm - 5:15pm The Spot-2014 1 hour

ACCT10002 T01/39 Thursday 5:15pm - 6:15pm The Spot-2014 1 hour

ACCT10002 T01/40 Friday 8:00am - 9:00am The Spot-2014 1 hour

ACCT10002 T01/41 Friday 9:00am - 10:00am The Spot-2014 1 hour

ACCT10002 T01/42 Friday 10:00am - 11:00am The Spot-2014 1 hour

ACCT10002 T01/43 Friday 11:00am - 12:00pm The Spot-2014 1 hour

ACCT10002 T01/44 Friday 12:00pm - 1:00pm The Spot-2014 1 hour

ACCT10002 T01/45 Friday 1:00pm - 2:00pm The Spot-2014
1 hour

Year: 2014 Semester 2
Subject: ACCT10001 (306107) Accounting Reports and Analysis

ACCT10001 L01/01 Friday 1:00pm - 3:00pm Th:Old Arts-Public Lecture Theatre (PLT) 2 hours

ACCT10001 T01/01 Friday 9:00am - 10:00am The Spot-2013 1 hour

ACCT10001 T01/02 Friday 10:00am - 11:00am The Spot-2013 1 hour

ACCT10001 T01/03 Monday 11:00am - 12:00pm The Spot-2013 1 hour

ACCT10001 T01/04 Monday 12:00pm - 1:00pm The Spot-2013 1 hour

ACCT10001 T01/05 Monday 1:00pm - 2:00pm The Spot-2013 1 hour

ACCT10001 T01/06 Monday 2:15pm - 3:15pm The Spot-2013 1 hour

ACCT10001 T01/07 Monday 3:15pm - 4:15pm The Spot-2013 1 hour

ACCT10001 T01/08 Monday 4:15pm - 5:15pm The Spot-2013 1 hour

ACCT10001 T01/09 Tuesday 9:00am - 10:00am The Spot-2013 1 hour

ACCT10001 T01/10 Tuesday 10:00am - 11:00am The Spot-2013 1 hour

ACCT10001 T01/11 Tuesday 11:00am - 12:00pm The Spot-2013 1 hour

ACCT10001 T01/12 Friday 11:00am - 12:00pm The Spot-2013 1 hour

ACCT10001 T01/13 Friday 12:00pm - 1:00pm The Spot-2013 1 hour

ACCT10001 T01/14 Monday 5:15pm - 6:15pm The Spot-2013 1 hour

ACCT10001 T01/15 Wednesday 9:00am - 10:00am The Spot-2013 1 hour

ACCT10001 T01/16 Wednesday 10:00am - 11:00am The Spot-2013 1 hour

ACCT10001 T01/17 Wednesday 11:00am - 12:00pm The Spot-2013 1 hour

ACCT10001 T01/18 Wednesday 12:00pm - 1:00pm The Spot-2013 1 hour

ACCT10001 T01/19 Wednesday 1:00pm - 2:00pm The Spot-2013 1 hour

ACCT10001 T01/20 Wednesday 2:15pm - 3:15pm The Spot-2013 1 hour

ACCT10001 T01/21 Wednesday 3:15pm - 4:15pm The Spot-2013 1 hour

ACCT10001 T01/22 Wednesday 4:15pm - 5:15pm The Spot-2013 1 hour

ACCT10001 T01/23 Thursday 9:00am - 10:00am The Spot-2013 1 hour

ACCT10001 T01/24 Thursday 10:00am - 11:00am The Spot-2013 1 hour

ACCT10001 T01/25 Thursday 11:00am - 12:00pm The Spot-2013 1 hour

ACCT10001 T01/26 Thursday 12:00pm - 1:00pm The Spot-2013 1 hour

ACCT10001 T01/27 Thursday 1:00pm - 2:00pm The Spot-2013 1 hour

ACCT10001 T01/28 Thursday 2:15pm - 3:15pm The Spot-2013 1 hour

ACCT10001 T01/29 Thursday 3:15pm - 4:15pm The Spot-2013
1 hour

Year: 2014 Semester 2
Subject: ACCT10003 (306106) Accounting Processes and Analysis

ACCT10003 L01/01 Monday 11:00am - 1:00pm Th:Elisabeth Murdoch-Theatre A 2 hours

ACCT10003 L01/02 Tuesday 10:00am - 12:00pm Th:Elisabeth Murdoch-Theatre A 2 hours

ACCT10003 T01/01 Tuesday 2:15pm - 3:15pm The Spot-5016 1 hour

ACCT10003 T01/02 Tuesday 3:15pm - 4:15pm The Spot-5016 1 hour

ACCT10003 T01/03 Tuesday 4:15pm - 5:15pm The Spot-5016 1 hour

ACCT10003 T01/04 Tuesday 5:15pm - 6:15pm The Spot-2015 1 hour

ACCT10003 T01/05 Monday 3:15pm - 4:15pm The Spot-2015 1 hour

ACCT10003 T01/06 Wednesday 3:15pm - 4:15pm The Spot-3031 1 hour

ACCT10003 T01/07 Thursday 1:00pm - 2:00pm The Spot-5016 1 hour

ACCT10003 T01/08 Monday 5:15pm - 6:15pm Alan Gilbert-G20 1 hour

ACCT10003 T01/09 Monday 12:00pm - 1:00pm FBE-206 (Seminar Room) 1 hour

ACCT10003 T01/10 Wednesday 10:00am - 11:00am The Spot-2015 1 hour

ACCT10003 T01/11 Friday 9:00am - 10:00am The Spot-2015 1 hour

ACCT10003 T01/12 Wednesday 9:00am - 10:00am The Spot-5014 (ELS) 1 hour

ACCT10003 T01/13 Monday 11:00am - 12:00pm The Spot-5015 1 hour

ACCT10003 T01/14 Thursday 11:00am - 12:00pm The Spot-2015 1 hour

ACCT10003 T01/15 Thursday 2:15pm - 3:15pm Alan Gilbert-102 1 hour

ACCT10003 T01/16 Thursday 3:15pm - 4:15pm Alan Gilbert-102 1 hour

ACCT10003 T01/17 Monday 4:15pm - 5:15pm The Spot-2015 1 hour

ACCT10003 T01/18 Monday 10:00am - 11:00am The Spot-5015 1 hour

ACCT10003 T01/19 Thursday 9:00am - 10:00am The Spot-2015 1 hour

ACCT10003 T01/20 Thursday 10:00am - 11:00am The Spot-2015 1 hour

ACCT10003 T01/21 Monday 1:00pm - 2:00pm The Spot-2020 1 hour

ACCT10003 T01/22 Wednesday 5:15pm - 6:15pm The Spot-2015 1 hour

ACCT10003 T01/23 Monday 5:15pm - 6:15pm The Spot-2015 1 hour

ACCT10003 T01/24 Friday 12:00pm - 1:00pm The Spot-2015 1 hour

ACCT10003 T01/25 Wednesday 2:15pm - 3:15pm The Spot-2015 1 hour

ACCT10003 T01/26 Wednesday 12:00pm - 1:00pm The Spot-2015 1 hour

ACCT10003 T01/27 Friday 10:00am - 11:00am The Spot-2015 1 hour

ACCT10003 T01/28 Friday 1:00pm - 2:00pm The Spot-2015 1 hour

ACCT10003 T01/29 Wednesday 4:15pm - 5:15pm The Spot-2015 1 hour

ACCT10003 T01/30 Friday 11:00am - 12:00pm The Spot-2015 1 hour

ACCT10003 T01/31 Friday 2:15pm - 3:15pm The Spot-2015 1 hour

ACCT10003 T01/32 Monday 4:15pm - 5:15pm Alan Gilbert-G20 1 hour

ACCT10003 T01/33 Tuesday 10:00am - 11:00am The Spot-5014 (ELS) 1 hour

ACCT10003 T01/34 Tuesday 11:00am - 12:00pm The Spot-5014 (ELS) 1 hour
The first number indicates which activity it is, eg.
L01 stands for the first weekly lecture for the subject
L02 stands for the second weekly lecture for the subject
P01 stands for the first weekly practical session for the subject, etc.
The second number (after the forward slash) indicates the different repeat sessions repeats available for that activity.
You only need to attend one repeat session for each activity, eg.
L01/01 stands for Lecture 1, Repeat 1
L01/02 stands for Lecture 1, Repeat 2, etc.

L= Lecture
P = Practical
S = Seminar
T = Tutorial
W = Workshop
PB = Problem-based
FW = Field Work
BI = Bump-in
BO = Bump-out
CL = Clinical Laboratory
CP = Clinical Placement
CR = Clinical Practice
CC = Concert Class
FM = Filmmaking
IC = Instrument Class
IP = Independent Practice
LE = Large Ensemble
PF = Performance
PC = Performance Class
RH = Rehearsal
SC = Screening
ST = Studio
Year: 2014 Semester 2
Subject: ECON10004 (316102) Introductory Microeconomics

ECON10004 L01/01 Tuesday 11:00am - 12:00pm Th:Arts West-Kathleen Fitzpatrick Theatre 1 hour

ECON10004 L01/02 Tuesday 9:00am - 10:00am Th:Redmond Barry-Rivett Theatre 1 hour

ECON10004 L02/01 Thursday 11:00am - 12:00pm Th:Arts West-Kathleen Fitzpatrick Theatre 1 hour

ECON10004 L02/02 Thursday 9:00am - 10:00am Th:Redmond Barry-Rivett Theatre 1 hour

ECON10004 T01/01 Monday 4:15pm - 5:15pm The Spot-2017 1 hour

ECON10004 T01/02 Thursday 5:15pm - 6:15pm The Spot-2016 1 hour

ECON10004 T01/03 Friday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10004 T01/04 Tuesday 5:15pm - 6:15pm The Spot-2017 1 hour

ECON10004 T01/05 Friday 4:15pm - 5:15pm The Spot-2017 1 hour

ECON10004 T01/06 Friday 1:00pm - 2:00pm The Spot-5016 1 hour

ECON10004 T01/07 Monday 9:00am - 10:00am The Spot-2017 1 hour

ECON10004 T01/08 Friday 12:00pm - 1:00pm The Spot-5016 1 hour

ECON10004 T01/09 Friday 4:15pm - 5:15pm The Spot-2016 1 hour

ECON10004 T01/10 Wednesday 5:15pm - 6:15pm The Spot-5016 1 hour

ECON10004 T01/11 Wednesday 5:15pm - 6:15pm The Spot-2018 1 hour

ECON10004 T01/12 Friday 12:00pm - 1:00pm The Spot-2017 1 hour

ECON10004 T01/13 Wednesday 5:15pm - 6:15pm The Spot-2017 1 hour

ECON10004 T01/14 Thursday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10004 T01/15 Monday 4:15pm - 5:15pm The Spot-2016 1 hour

ECON10004 T01/16 Friday 12:00pm - 1:00pm The Spot-2016 1 hour

ECON10004 T01/17 Friday 3:15pm - 4:15pm The Spot-2018 1 hour

ECON10004 T01/18 Monday 9:00am - 10:00am The Spot-2016 1 hour

ECON10004 T01/19 Thursday 9:00am - 10:00am The Spot-5016 1 hour

ECON10004 T01/20 Friday 12:00pm - 1:00pm The Spot-2018 1 hour

ECON10004 T01/21 Tuesday 5:15pm - 6:15pm The Spot-2016 1 hour

ECON10004 T01/22 Friday 10:00am - 11:00am The Spot-2018 1 hour

ECON10004 T01/23 Monday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10004 T01/24 Tuesday 5:15pm - 6:15pm The Spot-5016 1 hour

ECON10004 T01/25 Thursday 5:15pm - 6:15pm The Spot-2017 1 hour

ECON10004 T01/26 Thursday 5:15pm - 6:15pm The Spot-2018 1 hour

ECON10004 T01/27 Monday 4:15pm - 5:15pm The Spot-5016 1 hour

ECON10004 T01/28 Tuesday 5:15pm - 6:15pm The Spot-2018
1 hour


Year: 2014 Semester 2
Subject: ECON10003 (316101) Introductory Macroeconomics

ECON10003 L01/01 Tuesday
9:00am-
10:00am
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 L01/02 Tuesday
11:00am -
12:00pm
Th:The Spot-
Copland Theatre
1 hour

ECON10003 L01/03 Tuesday 2:15pm - 3:15pm
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 L01/04 Tuesday 4:15pm - 5:15pm
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 L02/01 Thursday
9:00am -
10:00am
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 L02/02 Thursday
11:00am -
12:00pm
Th:The Spot-
Copland Theatre
1 hour

ECON10003 L02/03 Thursday 2:15pm - 3:15pm
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 L02/04 Thursday 4:15pm - 5:15pm
Th:Arts West-
Kathleen
Fitzpatrick Theatre
1 hour

ECON10003 T01/01 Wednesday 4:15pm - 5:15pm Alan Gilbert-G20 1 hour

ECON10003 T01/02 Friday
10:00am -
11:00am
Alan Gilbert-103 1 hour

ECON10003 T01/03 Monday 1:00pm - 2:00pm The Spot-5015 1 hour

ECON10003 T01/04 Friday
10:00am -
11:00am
Alan Gilbert-102 1 hour

ECON10003 T01/05 Monday
12:00pm -
1:00pm
Alan Gilbert-101 1 hour

ECON10003 T01/06 Friday
10:00am -
11:00am
Alan Gilbert-101 1 hour

ECON10003 T01/07 Friday
10:00am -
11:00am
Alan Gilbert-G20 1 hour

ECON10003 T01/08 Monday 1:00pm - 2:00pm Alan Gilbert-103 1 hour

ECON10003 T01/09 Wednesday 5:15pm - 6:15pm Alan Gilbert-101 1 hour

ECON10003 T01/10 Friday 3:15pm - 4:15pm Alan Gilbert-103 1 hour

ECON10003 T01/11 Thursday
9:00am -
10:00am
Alan Gilbert-G20 1 hour

ECON10003 T01/12 Monday 1:00pm - 2:00pm Alan Gilbert-102 1 hour

ECON10003 T01/13 Monday
11:00am -
12:00pm
Alan Gilbert-101 1 hour

ECON10003 T01/14 Friday 2:15pm - 3:15pm Alan Gilbert-102 1 hour

ECON10003 T01/15 Friday 2:15pm - 3:15pm Alan Gilbert-103 1 hour

ECON10003 T01/16 Thursday
9:00am -
10:00am
Alan Gilbert-103 1 hour

ECON10003 T01/17 Wednesday 5:15pm - 6:15pm Alan Gilbert-102 1 hour

ECON10003 T01/18 Friday
11:00am -
12:00pm
Alan Gilbert-G20 1 hour

ECON10003 T01/19 Wednesday 5:15pm - 6:15pm Alan Gilbert-103 1 hour

ECON10003 T01/20 Monday 1:00pm - 2:00pm Alan Gilbert-101 1 hour

ECON10003 T01/21 Monday 5:15pm - 6:15pm Alan Gilbert-101 1 hour

ECON10003 T01/22 Monday 3:15pm - 4:15pm Alan Gilbert-102 1 hour

ECON10003 T01/23 Friday
9:00am -
10:00am
Alan Gilbert-101 1 hour

ECON10003 T01/24 Thursday 4:15pm - 5:15pm Alan Gilbert-G20 1 hour

ECON10003 T01/25 Wednesday 5:15pm - 6:15pm Alan Gilbert-G20 1 hour

ECON10003 T01/26 Friday 3:15pm - 4:15pm Alan Gilbert-102 1 hour

ECON10003 T01/27 Wednesday 4:15pm - 5:15pm Alan Gilbert-101 1 hour

ECON10003 T01/28 Monday 3:15pm - 4:15pm Alan Gilbert-101 1 hour

ECON10003 T01/29 Thursday 5:15pm - 6:15pm Alan Gilbert-101 1 hour

ECON10003 T01/30 Friday 3:15pm - 4:15pm Alan Gilbert-101 1 hour

ECON10003 T01/31 Monday 4:15pm - 5:15pm Alan Gilbert-101 1 hour

ECON10003 T01/32 Friday 2:15pm - 3:15pm Alan Gilbert-101 1 hour

ECON10003 T01/33 Thursday 5:15pm - 6:15pm Alan Gilbert-102 1 hour

ECON10003 T01/34 Wednesday
9:00am -
10:00am
Alan Gilbert-G20 1 hour

ECON10003 T01/35 Friday
9:00am -
10:00am
Alan Gilbert-102 1 hour

ECON10003 T01/36 Wednesday
9:00am -
10:00am
Alan Gilbert-103 1 hour

ECON10003 T01/37 Wednesday 4:15pm - 5:15pm Alan Gilbert-102 1 hour

ECON10003 T01/38 Friday
11:00am -
12:00pm
Alan Gilbert-103 1 hour

ECON10003 T01/39 Friday
12:00pm -
1:00pm
Alan Gilbert-G20 1 hour

ECON10003 T01/40 Tuesday 2:15pm - 3:15pm The Spot-5015 1 hour

ECON10003 T01/41 Friday
9:00am -
10:00am
Alan Gilbert-103 1 hour

ECON10003 T01/42 Tuesday 2:15pm - 3:15pm Alan Gilbert-103 1 hour

ECON10003 T01/43 Friday
9:00am -
10:00am
Alan Gilbert-G20 1 hour

ECON10003 T01/44 Thursday
9:00am -
10:00am
Alan Gilbert-102 1 hour

ECON10003 T01/45 Thursday 5:15pm - 6:15pm Alan Gilbert-103 1 hour

ECON10003 T01/46 Tuesday 2:15pm - 3:15pm Alan Gilbert-102 1 hour

ECON10003 T01/47 Friday 1:00pm - 2:00pm Alan Gilbert-102 1 hour

ECON10003 T01/48 Tuesday 2:15pm - 3:15pm Alan Gilbert-101 1 hour

ECON10003 T01/49 Wednesday 4:15pm - 5:15pm Alan Gilbert-103 1 hour

ECON10003 T01/50 Tuesday
9:00am -
10:00am
Alan Gilbert-G20 1 hour

ECON10003 T01/51 Tuesday 5:15pm - 6:15pm Alan Gilbert-101 1 hour

ECON10003 T01/52 Wednesday
9:00am -
10:00am
Alan Gilbert-102 1 hour

ECON10003 T01/53 Monday 5:15pm - 6:15pm Alan Gilbert-103 1 hour

ECON10003 T01/54 Wednesday
9:00am -
10:00am
Alan Gilbert-101 1 hour

ECON10003 T01/55 Friday 1:00pm - 2:00pm Alan Gilbert-103 1 hour

ECON10003 T01/56 Tuesday
9:00am -
10:00am
Alan Gilbert-103 1 hour

ECON10003 T01/57 Thursday 5:15pm - 6:15pm Alan Gilbert-G20 1 hour

ECON10003 T01/58 Tuesday
10:00am -
11:00am
The Spot-5015 1 hour

ECON10003 T01/59 Tuesday 5:15pm - 6:15pm Alan Gilbert-102 1 hour

ECON10003 T01/60 Tuesday 2:15pm - 3:15pm The Spot-2018 1 hour

ECON10003 T01/61 Thursday 4:15pm - 5:15pm The Spot-2016 1 hour

ECON10003 T01/62 Tuesday
10:00am -
11:00am
The Spot-2016 1 hour

ECON10003 T01/63 Tuesday 3:15pm - 4:15pm The Spot-2018 1 hour

ECON10003 T01/64 Wednesday
12:00pm -
1:00pm
The Spot-2017 1 hour

ECON10003 T01/65 Wednesday 3:15pm - 4:15pm The Spot-2018 1 hour

ECON10003 T01/66 Wednesday 1:00pm - 2:00pm The Spot-2017 1 hour

ECON10003 T01/67 Thursday 3:15pm - 4:15pm The Spot-2017 1 hour

ECON10003 T01/68 Wednesday
11:00am -
12:00pm
The Spot-2016 1 hour

ECON10003 T01/69 Wednesday 3:15pm - 4:15pm The Spot-2017 1 hour

ECON10003 T01/70 Tuesday
10:00am -
11:00am
The Spot-2017 1 hour

ECON10003 T01/71 Thursday 3:15pm - 4:15pm The Spot-2016 1 hour

ECON10003 T01/72 Wednesday
12:00pm -
1:00pm
The Spot-2018 1 hour

ECON10003 T01/73 Tuesday 3:15pm - 4:15pm The Spot-2017 1 hour

ECON10003 T01/74 Wednesday 1:00pm - 2:00pm The Spot-2018 1 hour

ECON10003 T01/75 Tuesday 3:15pm - 4:15pm The Spot-2016 1 hour

ECON10003 T01/76 Wednesday 5:15pm - 6:15pm The Spot-2016 1 hour

ECON10003 T01/77 Thursday
11:00am -
12:00pm
The Spot-2017 1 hour

ECON10003 T01/78 Wednesday 4:15pm - 5:15pm The Spot-2016 1 hour

ECON10003 T01/79 Wednesday 3:15pm - 4:15pm The Spot-2016 1 hour

ECON10003 T01/80 Wednesday 4:15pm - 5:15pm The Spot-2017 1 hour

ECON10003 T01/81 Wednesday 1:00pm - 2:00pm The Spot-2016 1 hour

ECON10003 T01/82 Wednesday
11:00am -
12:00pm
The Spot-2017 1 hour

ECON10003 T01/83 Tuesday 5:15pm - 6:15pm The Spot-5015 1 hour

ECON10003 T01/84 Monday
12:00pm -
1:00pm
The Spot-2016 1 hour

ECON10003 T01/85 Friday 5:15pm - 6:15pm Alan Gilbert-101 1 hour

ECON10003 T01/86 Tuesday 2:15pm - 3:15pm The Spot-2016 1 hour

ECON10003 T01/87 Thursday 1:00pm - 2:00pm The Spot-2018 1 hour

ECON10003 T01/88 Thursday
12:00pm -
1:00pm
The Spot-2016 1 hour

ECON10003 T01/89 Tuesday 5:15pm - 6:15pm Alan Gilbert-103 1 hour

ECON10003 T01/90 Tuesday 2:15pm - 3:15pm The Spot-2017 1 hour

ECON10003 T01/91 Monday 5:15pm - 6:15pm The Spot-5015 1 hour

ECON10003 T01/92 Monday
9:00am -
10:00am
The Spot-5015 1 hour

ECON10003 T01/93 Tuesday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10003 T01/94 Thursday
11:00am -
12:00pm
The Spot-2016 1 hour

ECON10003 T01/95 Friday 1:00pm - 2:00pm Alan Gilbert-G20
1 hour 1 Hour





Year: 2014 Semester 2
Subject: ECON10005 (316130) Quantitative
Methods 1

ECON10005 L01/01 Monday 10:00am - 11:00am Th:The Spot-Copland Theatre 1 hour

ECON10005 L01/02 Monday 2:15pm - 3:15pm Th:The Spot-Copland Theatre 1 hour

ECON10005 L02/01 Wednesday 10:00am - 11:00am Th:The Spot-Copland Theatre 1 hour

ECON10005 L02/02 Wednesday 2:15pm - 3:15pm Th:The Spot-Copland Theatre 1 hour

ECON10005 T01/01 Wednesday 9:00am - 10:00am Asia Centre-119 1 hour

ECON10005 T01/02 Monday 11:00am - 12:00pm Asia Centre-G02 1 hour

ECON10005 T01/03 Monday 2:15pm - 3:15pm Asia Centre-119 1 hour

ECON10005 T01/04 Tuesday 11:00am - 12:00pm The Spot-2019 1 hour

ECON10005 T01/05 Monday 9:00am - 10:00am John Medley-532 1 hour

ECON10005 T01/06 Monday 9:00am - 10:00am John Medley-126 1 hour

ECON10005 T01/07 Monday 12:00pm - 1:00pm John Medley-532 1 hour

ECON10005 T01/08 Tuesday 9:00am - 10:00am Asia Centre-120 1 hour

ECON10005 T01/09 Monday 3:15pm - 4:15pm Asia Centre-119 1 hour

ECON10005 T01/10 Tuesday 11:00am - 12:00pm The Spot-2016 1 hour

ECON10005 T01/11 Tuesday 8:00am - 9:00am The Spot-2015 1 hour

ECON10005 T01/12 Monday 4:15pm - 5:15pm John Medley-532 1 hour

ECON10005 T01/13 Wednesday 8:00am - 9:00am John Medley-532 1 hour

ECON10005 T01/14 Monday 4:15pm - 5:15pm Asia Centre-119 1 hour

ECON10005 T01/15 Wednesday 8:00am - 9:00am The Spot-2020 1 hour

ECON10005 T01/16 Monday 3:15pm - 4:15pm Asia Centre-G01 1 hour

ECON10005 T01/17 Tuesday 9:00am - 10:00am John Medley-532 1 hour

ECON10005 T01/18 Monday 11:00am - 12:00pm Doug McDonell-403 1 hour

ECON10005 T01/19 Tuesday 8:00am - 9:00am The Spot-5016 1 hour

ECON10005 T01/20 Wednesday 4:15pm - 5:15pm The Spot-2018 1 hour

ECON10005 T01/21 Monday 10:00am - 11:00am John Medley-532 1 hour

ECON10005 T01/22 Wednesday 9:00am - 10:00am John Medley-114 1 hour

ECON10005 T01/23 Monday 2:15pm - 3:15pm The Spot-2016 1 hour