MC226 Master of Engineering Management
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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Essay and Assignment Writing Guide for Master
of Engineering Management Students
Prepared by Dr Sarah McLaren
RMIT University, Language and Learning Skills Advisor, Study and Learning Centre
January 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online
Dr Lucy Lunevich
RMIT University, School of Engineering, MC226 Deputy Program Manager
January 2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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This guide focuses on areas of essay and assignment writing considered most pertinent to
your assessment tasks. For more information on these and other study skills, please refer to
RMIT’s Learning Lab and Hart’s (1998) publication, Doing a Literature Review: Refreshing the
Social Science Research Imagination. For individual help, you can also attend RMIT’s drop-in
services run by the Study and Learning Centre at all of the university’s campuses.
Academic writing
Academic assignments at the master’s level usually follow a particular writing style and form
of language as outlined in the following table.
Writing style &
language use Instructions Example
Use
impersonal
language Avoid personal pronouns (e.g. I, me, mine,
you, your/s, we, us, our/s) unless you are
specifically asked to include these, such as
with reflective assessment tasks. Instead of writing, “I think that all guns
should be banned”, you could say, “Strict
government control of guns is required”.
Use formal
language Avoid slang (e.g. ‘cool’, ‘kids’), idioms (e.g.
‘see the light’) and phrasal verbs (e.g. ‘go
ahead’). Instead of writing, “The Government will
give schools the go ahead to expel kids
who abuse drugs”, you could say, “The
Government has granted schools the
right to expel children who abuse drugs”.
Ace my homework – Write words in
full Avoid abbreviations (e.g. ‘TV’) and
contractions (e.g. ‘doesn’t’, ‘can’t’). Instead of writing, “Research doesn’t
suggest a connection between TV
violence and juvenile aggression”, you
could say, “Research does not suggest a
connection between television violence
and juvenile aggression”.
Use precise
reporting verbs When referring to other people’s research
use a precise reporting word (e.g. ‘claim’,
‘describe’, ‘outline’, ‘suggest’, ‘ identify’,
‘assert’, ‘propose’, ‘recommend’, ‘refute’,
‘disagree’, ‘concur’, ‘point out’, ‘confirm’,
‘demonstrate’, ‘argue’, ‘reveal’,
‘maintain’). Instead of writing, “Franklin (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay) says
that his sample was too small to
generalise from”, you could say,
“Franklin (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay) concedes that his
sample was too small to generalise
from”.
Be tentative in
your claims Avoid absolutes (e.g. ‘every’, ‘none’, ‘all’,
‘always’, ‘never’, ‘proven’) and be cautious
(e.g. ‘the majority/minority’, ‘most’,
‘tend/seem/appear to’, ‘commonly/often’, Instead of writing, “Research proves that
all students seek part-time
employment”, you could write,
“Research suggests that the majority of
AssignmentTutorOnline
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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‘suggest’) students seek part-time employment”.
Be objective Rely on facts and logical reasoning and
maintain a neutral, or impartial, stance.
Avoid subjective and emotional terms (e.g.
‘awful’, ‘beautiful’) and punctuation
(e.g.!). Instead of writing, “Forcing children to
work under horrific conditions is a
disgusting reflection of global
materialism!”, you could say, “In
reflecting global materialism and by
contravening established human rights,
enforced child labour is of major ethical
concern”.
Be concise and
specific Avoid, or be prepared to explain,
expressions which are vague, ambiguous
or open to interpretation (e.g. ‘etc.’,
‘appropriate’, ‘sufficient’, ‘interesting’). Instead of writing, “Teachers should
make the classroom friendly and
welcoming so that students can engage
in classroom activities, discussions, etc.”
you could say, “Teachers should create
an environment in which there are
supportive relationships so that students
know they are respected and safe from
negative social interactions, and
encouraged to participate fully in
learning”.
Use the
passive form of
sentences It can be repetitive, irrelevant and/or
obvious to identify the ‘doer’ of an action
in a sentence. When the focus of the
sentence is on the receiver or results of an
action, use the passive voice (e.g. ‘It is
thought’, ‘was found’, ‘were counted’, ‘is
discussed’, ‘will be interviewed’). Instead of writing, “Scientists classify
mercury as a liquid”, you could say,
“Mercury is classified as a liquid”.
The first sentence is active, meaning its
focus is on scientists and what they do.
The second sentence is passive and
concentrates on ‘mercury’ and what is
done to it (i.e. classification). It is
unnecessary to include who does the
action here since it is obvious that
scientists are responsible for classifying
matter.
Analysing the essay question
An essay question needs careful reading and analysis to ensure you understand what is
required before doing detailed research or reading. Misinterpreting the question, and
therefore including irrelevant information, is one of the main reasons assignments fail.
The following strategies can be used to understand what you need to do to answer the
essay question:
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1. Circle the instructional word/s which tell you HOW to write the essay and check their
meaning if necessary. Examples include: ‘describe’, ‘explain how’, ‘compare’,
‘contrast’, ‘discuss’, ‘argue’, ‘say why’, ‘evaluate’, ‘critically analyse’, etc. A longer list
of instructional words and their meanings can be found on RMIT’s Learning Lab .
2. Highlight (in colour) the content words which tell you WHAT the topic is. You may
need to check the meaning of key words and phrases in a specialist subject
dictionary for technical words, and a quality general dictionary for non-technical
terms.
3. Underline any limiting words which RESTRICT and narrow the scope of the topic and
task. Limiting words indicate the aspects of the topic to be included and the
boundaries of your response.
4. Break the question into sections. Consider how many parts there are to the question
requiring a response.
5. Read the rubric and its assessment criteria.
6. Rewrite the question in your own words.
7. Ace my homework – Write my paper – Online assignment help tutors – Discuss your understanding of the question with your lecturer/tutor or classmates to
ensure that you have understood requirements.
Example analysis
Ace my homework – Write my paper – Online assignment help tutors – Discuss the assertion that it is the business case for valuing diversity that primarily drives
organisational policy on inclusion, rather than an ethical regard for the intrinsic value of all
human beings. Concentrate on the equality and diversity initiatives of two international
corporations to illustrate your viewpoint.
Argument
An argument involves offering reasons to persuade others of the validity or logic of a point
of view (Hart 1998). Think about the everyday, informal use of the term ‘argument’. You
might recall times when you have had an argument with a friend based on a difference of
opinion. Whereas there are similarities between an informal argument and a formal
academic argument, there are important differences. An academic argument is a scholarly
opinion which is supported by expert evidence, rather than emotions. The process of
reasoning is formalised, the ideas being proposed and argued are usually more complex, the
evidence is researched, and the whole is presented according to academic conventions. In
an essay, the main argument of the text is provided by the thesis statement of the
introduction (see ‘Essay writing’ section below). This main argument is supported by a range
of related arguments and justifications; hence, the term ‘argument’ in the academic context
represents a process of reasoning.
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Irrespective of how logical and complex an argument is and the reasons for its justification,
all arguments are open to question and debate. Indeed, it is through challenging academic
arguments and making suggestions for improvement or change that progress is made in the
various disciplines. Being able to identify the structure, logic and substance of others’
arguments is necessary in order for you to justify developing or challenging their work and
suggest alternative practice or ways of explanation (Hart 1998).
Critical Analysis/Thinking
Compared with undergraduate courses, a key feature of postgraduate study is the greater
depth of critical thinking required. Students are required to read extensively, think across
various ideas and points of view and, importantly, critically examine arguments in the
course learning materials.
Your lecturers expect you to go beyond mere description of a theory or concept in your
assessment tasks. When you are thinking critically, you are analysing (i.e. breaking up
information/ideas/concepts into their constituent parts) and evaluating (i.e. making
evidence-based judgements about the components of your analysis).
Thinking ‘critically’ at university is not simply about being sceptical. Rather, higher level
thinking and reasoning is required, such as by: comparing and contrasting perspectives;
asking questions; identifying bias, flaws or gaps in claims and evidence; challenging ideas
and practice; finding credible evidence; being aware of your own values, beliefs and
assumptions; and being able to listen others.
Critical analysis/thinking is required for every aspect of your study:
• reading extensively (i.e. beyond the required readings minimum)
• listening (i.e. the ability to listen actively and to reflect upon same)
• note-making
• writing (e.g. constructing your own argument – see previous section)
• presentations
• professional practice (e.g. active participation in problem-solving activities).
Becoming a critical thinker
We think critically on a daily basis, as part of making sense of our experiences and guiding
our actions. However, it takes time, practice and conscious effort to develop the deep-level
critical thinking skills required in the academic context. The following sets out approaches
you may consider for aiding your critical thinking:
Identify barriers
You need to reflect on your learning and what is inhibiting you from thinking critically.
Common attitudinal barriers include:
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• expecting to be told, rather than thinking for yourself
• unreflectively knowing/assuming what is ‘right’
• not thinking about why things happen the way they do
• believing that only experts have the authority to make critical comment
• fear of disrespecting others when challenging their claims.
Recognising and overcoming such barriers is fundamental to enhancing your critical stance.
Be alert to persuasive techniques
All arguments, including those presented in academic texts, attempt to persuade you
toward a point of view. An author’s contention/s can usually be identified by asking:
• What is the author expecting me to do or think as a result of this argument?
The persuasiveness of claims can be evaluated by asking additional questions:
• Is the language appealing to emotions, rather than logical reasoning?
• Is the author being reasonable in their claims and what they expect to happen?
Evaluate the evidence
A scholarly contention needs to be supported by current, relevant, credible and sufficient
evidence. Critical analysis/thinking means questioning the evidence provided by
considering:
• if the evidence supports the argument,
• how credible (trustworthy) the evidence is,
• whether enough evidence has been offered,
• if the evidence comes from a variety of sources,
• any missing links between the evidence and the author’s contention,
• whether the evidence is current, and
• other available evidence that might challenge the evidence used.
It is useful to notice linking words and phrases which demonstrate causes and effects (e.g.
‘due to’, ‘resulting from’, ‘therefore’, ‘accordingly’, etc.) to help identify the evidence used
to support the argument and the conclusions drawn.
Analyse assumptions and reasoning
Weak or false arguments stem from incorrect assumptions and poor reasoning, and are not
well supported by credible evidence. Often assumptions remain unstated or ‘hidden’
because the writer believes the reader has the same ‘common-sense’ understanding of
words and concepts.
The following questions can help in identifying incorrect assumptions and faulty reasoning:
Has the author used words that might have more than one meaning?
• Has a context and/or explanation been provided for all key words or terms used?
• Have those words been used consistently or is there ambiguity?
Has the author linked one element or situation in their argument to another?
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• Is the link appropriate?
• Is the comparison relevant?
Does the author apply general principles or personal experience to a specific example?
• Is the general principle or personal experience relevant to the example?
Is the argument calling for a particular course of action?
• What might be the possible consequences of such action?
Example paragraph demonstrating critical analysis
‘Compared to the individual level, less empirical research has directly addressed the
relationship between organizational factors and WDB*, pointing out the role of situational
variables, such as organizational climate perceptions (Peterson 2002; Spector, Coulter,
Stockwell & Matz 2007), ethical climate (Dunn & Schweitzer 2005; Kanten & Er Ulker 2013;
Vardi & Weitz 2004), injustice perceptions (Ambrose, Seabright & Schminke 2002; Aquino,
Lewis & Bradfield 1999; Berry et al. 2007; Henle 2005; Liao & Rupp 2005), and perceived
organizational support (Colbert, Mount, Harter, Witt & Barrick, 2004; Ferris, Brown &
Heller 2009). Among the contextual determinants of organizational behavior, scholars have
also highlighted the importance of organizational culture (OC) in influencing WDB (e.g. Dunn
& Schweitzer 2005; van Fleet & Griffin 2006 – Write a paper; Professional research paper writing service – Best essay writers; Vardi & Weitz 2004; but, although they claim
that the influences of OC on the presence of deviant behaviors are clear (e.g. Boye &
Jones 1997; Kidwell & Martin 2005; O’Boyle, Forsyth & O’Boyle 2011; van Fleet &
Griffin 2006 – Write a paper; Professional research paper writing service – Best essay writers), to date, there has been very little empirical research on this topic (Ehrhart &
Raver 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). In fact, most empirical work seems to have ignored this macro-level, contextual
predictor, focusing instead on more manageable antecedents such as organizational ethical
climate or organizational justice.’ (Di Stefano, Scrima & Parry 2017, p. 2).
*Workplace deviant behaviour
Legend
– Identification of gaps in the literature – Comparisons of foci in the literature
– Wide range of sources utilised
Essay Writing
An essay at postgraduate level needs to be more considered than an essay written as an
undergraduate. You should take a critical approach to the task: analyse ideas and points of
view, question any assumptions that are made, evaluate the evidence you have gathered,
and be aware of other writers’ differing perspectives. You need to be specific in your writing
and demonstrate an awareness of the complexity that surrounds any argument you make.
An essay is a structured argument supported by evidence from experts in their field. Essays
have three major elements: introduction, body and conclusion. The introduction and
conclusion each make up 5-10% of the essay word count while the evidence paragraphs (the
body) contribute the remainder.
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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The introduction
An introduction has three main parts. Firstly, it should open broadly by introducing the topic
and the context in which that topic is situated. This may include: a summary of the historical
background, identifying associated issues (e.g. Why is the topic important? Why should it be
investigated? Who/What does it concern?), defining key terms, and/or providing differing
perspectives. Secondly, a thesis statement is provided which is a brief outline of your
argument or overall position on the topic. Finally, the introduction finishes with a scoping
statement, which outlines the key points to be covered in the essay’s body to justify your
argument. By following these steps, your introduction will open broadly and gradually
narrow down to the specific argument and supportive ideas of the essay. See the Appendix
for an example introduction paragraph.
The body
The body of the essay comprises a series of connected paragraphs with each containing one
main idea, expressed in a topic sentence (usually the first sentence). Each topic sentence
relates back to the introduction’s thesis and scoping statements to reflect the argument and
the key point utilised to justify your position. Next, supporting sentences validate the topic
sentence’s claim by expanding upon it and providing evidence and/or examples. This
evidence is based on your readings and critical analysis/thinking of what the experts in the
field contend. Hence, the body paragraphs are where the majority of your referencing of
sources will appear. The final sentence of a body paragraph can either link back to the main
idea of its topic sentence or link forward to the main idea contained in the next body
paragraph. See the Appendix for an example body paragraph.
The conclusion
The conclusion provides a summary of your answer to the essay question. It begins by
rephrasing the thesis statement, which is followed by a brief summation of the key points
drawn on to justify your overall argument. The conclusion ends by pointing to the
significance of your findings or the implications of the issue. For example, you might make a
recommendation for change, action or further research or you might make a prediction on
the implications of the current state of affairs. Important to note is that the conclusion
should not contain any new material (i.e., it should not introduce any new points). See the
Appendix for an example conclusion paragraph.
Reading for academic study and writing at Master Level
Reading for study is very different to reading for pleasure. Reading to learn new materials
and theories incorporates the goal of realising a product; for example, an essay, report, or
analytical evaluation of the research related to your topic of inquiry. Accordingly, you are
expected to decipher the grounds of reasoning that guide the research and arguments
found in the literature. This implies an analytical approach to your reading (Hart 1998).
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You should not underestimate the time implications of reading analytically, which often
necessitates several readings of the same text. For instance, when undertaking a literature
review, a research student will invariably dedicate between 3 months to 1 year on gathering
and reading their source materials. During this time, the reviewer tends to move through
several developmental phases as a learner and researcher. It is through ongoing learning
and development that the early difficulties associated with understanding and analysing the
literature across feasible time frames are overcome (Hart 1998).
Reading analytically moves from the general to particular. This process tends to begin with
skimming a text to gain an overview of the arguments and concepts covered. A closer
reading of the whole, or pertinent sections, usually follows so as to focus on the detail.
When reading an article or treatise, this procedure is often the most efficient and effective.
The following table provides key information components of academic texts that you should
aim to identify, review and extract when reading analytically (Hart 1998).
Arguments Concepts Conclusions Definitions Ethics
Events Evidence Hypothesis Interpretations Justification
Motives Perspective Politics Problem Question
Standpoint Styles Techniques Theory Ways of thinking
Referencing
Because all published material is the intellectual property of its author/s, representing other
people’s ideas or words as your own breaches copyright regulations. Known as ‘plagiarism’,
this act of misrepresentation can have serious repercussions for the continuance of your
studies. While you are expected to incorporate the ideas of published experts in your
writing, you must ensure that you show your reader where your information comes from.
By doing so, you help to uphold the notion of ‘academic integrity’, considered an essential
value in academic and professional environments.
In order to maintain academic integrity, a system of referencing, or citation, is utilised which
serves to acknowledge the author/s of the ideas or words that you incorporate in your
writing. Anything that you don’t reference is assumed to be either your own idea or
common knowledge (generally or in your field of study). For example, the fact that
Melbourne is the capital of Victoria does not need a reference.
There are a range of referencing styles, and which one you use is often dictated by the
predilections of your discipline, university or lecturer. Common to most styles is the need to
provide references within and at the end of your document as follows:
1. In-text referencing: Provides minimal detail of your information source, such as the
author’s surname and year of publication.
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2. Reference list: Provides full details of the in-text references so that the information
and its source can be readily accessed and verified by the reader of your document.
Despite the various referencing styles tending to include the same information, the way this
is formatted differs. For this course you will be using RMIT’s version of the Ace my homework – Write my essay – Harvard
referencing style, guidelines for which can be found on the RMIT Library website.
Because the extent and intricacies of the Ace my homework – Write my essay – Harvard referencing system are beyond the scope
of this writing guide, it is imperative that you take the time to familiarise yourself with how
to acknowledge the ideas and words of others. Although there are efficient software
packages available to assist with referencing (e.g. EndNote), these rely on the correct input
of relevant details; otherwise, referencing errors will ensue. If you are unfamiliar with how
to reference, you will be unable to identify and remedy these mistakes, which can lower
your grade for written assignments. Moreover, you run the risk of unintentionally
plagiarising which carries far more serious consequences for your further study.
Appendix
Here is a sample introduction, body paragraph (one of several) and conclusion from a 5000
word essay on the topic of Leadership in Education. Review the structure of these
paragraphs to consider how the content links across the whole essay.
Introduction
Over the last fifty years, the execution of leadership practices within educational
organisations has shifted from being the exclusive concern of principals and senior leaders
to being the point of convergence for the participation and involvement of all members of
the teaching-learning community (Bush & Glover 2003; Yukl 2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). This change reflects the
different leadership models that have emerged in the field of leadership theory. A
diachronic review of these approaches illustrates that traditional top-down views of
leadership have been rendered inadequate due to their reductionism of leadership as a set
of personal characteristics or interpersonal skills deployed by leaders (Bolden et al. 2003;
Bush & Glover 2003). In response, various theoretical approaches have been proposed
which position both leaders and followers at the core of leadership processes and which
outline the important role of teamwork in the achievement of desired organisational goals
(Bush & Glover 2003). Drawing on this evidence, this essay argues that team-based
leadership has the potential to improve learning outcomes within bilingual schools. To this
end, the essay will first introduce the five theoretical dimensions that frame the concept of
team-based leadership. Next an overview of bilingual learning contexts is provided to posit
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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the social complexities that characterise these schools and to evaluate the potential of
team-based leadership therein. Finally, recommendations for the implementation of a
team-based leadership model in bilingual schools will be made.
Legend
– Introduction of topic, historical context – Thesis statement
– Associated issue – Scoping statements
Body paragraph
Recent theoretical approaches to leadership have outlined the importance of collaborative
work within educational institutions (Hall 2002; Johnson 2003; Lingard 2003). These
approaches are mainly correlated with models of distributed or dispersed leadership, which
propose that collaborative work across all levels of a school’s community is crucial to
enhancing the performance of all its members and, consequently, to the achievement of
desired educational purposes (Johnson 2003). Certain other theories based on participative
leadership or interpersonal leadership models also acknowledge the importance of
teamwork practices for effective leadership within schools (Bolden et al. 2003; Bush &
Glover 2003). Furthermore, current understandings of instructional leadership consistently
rely on teams and collaborative practices during the process of working towards learning
goals (Lingard 2003; Portin & Knapp 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Given these leadership styles have converged in
recognising the critical role of teamwork to effectively lead in educational institutions, they
can be identified as team-based models and differentiated from traditional top-down, or
leader-centred, approaches such as the aforementioned trait theory of leadership.
Legend
– Topic sentence – Supporting sentences
– Concluding sentence (links to the next body paragraph where the student
differentiates between team-based and top-down leadership models)
Conclusion
This essay has posited the relevance and importance of team-based forms of leadership for
improving learning outcomes within bilingual schools by drawing on the five dimensions of
effective leadership identified by Robinson et al. (2008 – Affordable Custom Essay Writing Service | Write My Essay from Pro Writers). The various leadership studies
carried out within bilingual contexts have evidenced that all five dimensions of effective
team-based leadership play a significant role in bilingual education. In particular, setting
clear goals (first dimension), planning and evaluating teaching and the curriculum (third
MC226 Master of Engineering Management Program, School of Engineering, RMIT University
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dimension) and ensuring an orderly and learning-supportive environment (fifth dimension),
are leadership practices that have the most potential to contribute toward successful
educational goals. This is because they allow the participation of all members of the school
community (i.e. nominal leaders as well as teachers and learners). Drawing on this
discussion, this essay invites all individuals involved in the exertion of leadership within
culturally diverse learning environments, such as bilingual schools, to acknowledge the
importance of their followers’ role in effective leadership. Indeed, team-based practices and
collaborative work should be implemented by leaders as part of the school’s everyday
routine.
Legend
– Rephrase of thesis statement – Homework help – Summary of key points
– Recommendations for change
References
Di Stefano, G, Scrima, F & Parry, E 2017, ‘The effect of organizational culture on deviant
behaviors in the workplace’, Journal of Human Resource Management, pp.2-22.
Hart, C 1998, Doing a literature review: Refreshing the social science research imagination,
SAGE, London, UK.
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