GALWAY TECHNICAL INSTITUTE
COLLEGE OF FURTHER EDUCATION
Fr. Griffin Road, Claddagh, Galway
G A L W A Y
T E C H N I C A L
I N S T I T U T E
Your Fut
It St
A GUIDE TO
WRITING AT GTI
Galway Technical Institute
Introduction
‘Write something worth reading or do something worth writing about’
As a student at GTI, you will be required to
produce a range of assessment material in
order to graduate in your specific chosen
course. Much of this assessment material may
have to be submitted in written form. For
many students, young and not so young, the
challenge of writing can be the most difficult
aspect of any programme.
This booklet is designed in order to help you
get started with the task of writing. There are
a lot of useful tools and guidance templates
which you will find helpful as you build and
develop your writing skills with confidence
during your time here with us.
Benjamin Franklin
The ability to represent yourself well on paper
may help you secure a job or progress with
confidence to third level education when
you leave GTI. You will be more attentive to
the quality and presentation of your written
work as writing skills will help you develop
communication, clarity and professionalism.
For these reasons, written assignments and
projects on your course are designed to help
you develop your writing skills. Time will be
spent in class on proof reading and editing
activities in order to help you become a critical
writer of your own created written work.
Writing is a skill you will need all through your
life and we believe that nurturing this skill is as
important as any other skill you will develop
and cultivate in your specific chosen course.
A Guide to Writing at GTI - 1
FETAC Glossary of Assessment Instruments used
at GTI for work submitted by learners
Assignment
An exercise carried out in response to a brief with specific guidelines.
The brief includes specific guidelines for learners. Assignments may be specified as a written piece
of work, an oral presentation, case study, observations, or have a detailed title such as audition
piece, health fitness plan or investigation into vocational area profile.
Collection / Portfolio of Work
A collection of pieces of work produced by learners over a period of time that demonstrates the
mastery of skills and knowledge of learning outcomes.
Using guidelines provided by your tutor, learners compile a collection of their own work. The
collection of work demonstrates evidence of a range of specific learning outcomes or skills. The
evidence may be produced in a range of conditions, such as in the practical learning environment
of the classroom. Examples of this type of evidence include Art Portfolios, Fashion and styling
portfolio, Media, Construction and Applied Health events.
Examination
A means of assessing a learner’s ability to recall and apply skills, knowledge and understanding
within a set period of time (time constrained) and under clearly specified conditions.
Examinations may be practical, assessing the mastery of specified practical skills demonstrated in
a set period of time under restricted conditions: oral, interview-style, assessing learning through
verbal questioning, on one-to-one/group basis, aural, testing, listening and interpretation skills
· theory-based, assessing the learner’s ability to recall and apply theory, requiring responses to a
range of question types, such as objective, short answer, structured or essay style answers. Some
modules on your course will require you to write for examination purposes.
Learner Record
A self-reported record by an individual, in which he/she describes specific learning experiences,
activities, responses, skills acquired.
Learners compile a personal logbook/journal/diary/daily diary/record/laboratory notebook/sketch
book. This will cover specified aspects of the learner’s experience to include personal reflective
learning during the programme. Examples of this may include Healthcare and Nursing work, Sport
and Leisure events, Fashion, Art & Beauty work.
2 - A Guide to Writing at GTI
Project
A substantial individual or group response to a brief with guidelines usually carried out over a
period of time.
Projects may involve: research – requiring individual/group investigation of a topic, theme or
process – eg design, performance, production of an artefact/event. Projects will be based on a
brief provided by the internal assessor. The brief will include broad guidelines for the learner. The
work will be carried out over a specified period of time. Projects may be undertaken as a group or
collaborative project; however the individual contribution of each learner must be clearly identified.
You will find this type of assessment across the 8 course areas of study at GTI.
Skills Demonstration
Assessment of mastery of specified practical, organisational and/or interpersonal skills
These skills are assessed at any time throughout the learning process by the internal assessor/
another qualified person in the centre for whom the learner undertakes relevant tasks. The Skills
may be demonstrated in a range of conditions, such as in the learning environment, in a roleplay exercise, or in real-life/work situations. The learner may submit a written report/supporting
documentation as part of the assessment. Examples of skills: Music and Media Skills, Computer
Skills, Soccer and Coaching Skills, Interpersonal and Communication Skills, Fashion or Furniture
Making Skills, Hairdressing and Beauty Therapy Skills, Construction Skills, Nursing Skills, Massage
and Reflexology Skills. All 8 areas of learning at GTI requires the learner to develop competence in
skills development. Writing about this development is a skill in itself.
A Guide to Writing at GTI - 3
Instruction words commonly used for
assignments, reports, exams and projects.
Account ( give an ) Describe
Account for
Give reasons for
Analyse
Give an organised answer looking at all aspects
Apply
Put a theory into operation
Assess
Decide on value / importance
Comment on
Give your opinion
Compare (with)
Discuss similarities, draw conclusions
Compile
Make up a list, plan, outline
Consider
Describe / give your views on subject
Contrast
Discuss differences or draw own view
Criticise
Point out weak / strong points ( balanced answer)
Define
Give the meaning of a term
Demonstrate
Show by example / evidence
Describe
Outline the process / appearance / operation / sequence
Devise
Put a plan in place
Discuss
Give own thoughts with supporting opinion and conclusion
Evaluate
Decide on merit of situation / argument
Exemplify
Show by giving examples
Expand
Give more information
Explain how
Describe how something works
Identify
Pinpoint / list
Illustrate
Give examples
Indicate
Point out
Integrate
Bring together several concepts or points of view into a coherent account
Justify
Support the argument for..
List
Make an organised list eg events, process
Outline
Describe basic factors / limited information
Plan
Think how to organise something
Report
Make an account on process / event /
Review
Write report / give facts and views on facts
Show
Demonstrate with supporting evidence
Specify
Give details of something
State
Give a clear account of
Summarise
Briefly give an account
Trace
Provide chronology of events / process
Work out
Find a solution for / maths problem
4 - A Guide to Writing at GTI
Your project at a glance
Table of Contents
Aims
Aims
.
Introduction
.
Chapter 1
.
Module Title
2
.
Exam No.
3
.
Name
Recommendations
.
Conclusion
.
Bibliography
.
GTI Assessment
Identifier
Project Title
Award Title
An Investigation
into….
Module Code
Appendices
Introduction
Chapter 1
2
3
Recommendations
Conclusion
Bibliography
Appendices
.
Leaflets
.
Brochures
.
Maps
.
Photos
.
Supporting
evidence
A Guide to Writing at GTI - 5
List of Power Verbs which are useful for writing aims
To investigate
To compare
To state
To arrange
To record
To plan
To identify
To carry out
To describe
To assemble
To recognise
To prepare
To discuss
To construct
To define
To propose
To indicate
To start
To explain
To elaborate
To outline
To organise
To make observations
To design
To demonstrate
To develop
To discover
To assess
To examine
To evaluate
To discover
To measure
To categorise
To produce
To distinguish
To create
6 - A Guide to Writing at GTI
The Introduction
The introduction should invite and inspire the reader to continue reading your work. It establishes
the importance of your project and offers an outline of the writing structure.
It introduces the reader to the main ideas you will write about and offers the reader an indication of
what is involved in the project.
Sample Sentences
Sample sentences to start an introduction
•In this project the reader plans to investigate the issue of …..
•This project will describe in detail …
•It is widely recognised that X…….
•X has significant importance and relevance in the modern world…..this project will explore
some of the reasons why……..
•X impacts on all of us at some stage of life……This project will examine some of the main
influences…..
•This project will focus on/examine/give an account of ......
•This project seeks to address the following questions:
•This project critically examines / traces / discusses
•The purpose of this project is to review recent research into the
•The aim of this project is to determine / examine / assess the impact of / evaluate / analyse
An Introduction can also offer the outline of your writing structure
This project has been divided into four parts.
The first part examines / describes /
•The project has been organised in the following way…
•Firstly the project will offer a brief / recent overview / history of X
In the second section of the project I will describe / elaborate on
•Thirdly I will evaluate / assess / investigate the impact of….
•Lastly / finally / In the final section I will ….
In conclusion I will offer / propose a list / suggest a list of recommendations in relation to improving
services in….
A Guide to Writing at GTI - 7
The Conclusion
The main function of a conclusion is to sum up the main ideas of your project. It should be written
in a concise, clear and coherent manner so that it allows the reader to believe there is a unity and
holistic nature to your project – it has a beginning, middle and an end.
It should not introduce new ideas as this is not the function of a conclusion. It serves as a reminder
of what has been written.
Summarising the content
This project has explained the central importance of X in Y.
This project has investigated ......
I believe I have demonstrated my understanding of …..
It is clear from my research into X that ….
These findings enhance my understanding of…
Restatement of aims
This project set out to determine ......
The project was designed to determine the effect of .......
In this investigation, the aim was to assess ......
The purpose of the current study was to determine ......
This project was undertaken to design ...... and evaluate .....
Returning to the hypothesis/question posed at the beginning of this project, it is now possible to
state that .....
Summarising the findings
This study has shown that ......
This study has found that generally .......
The following conclusions can be drawn from the present study ......
The relevance of X is clearly supported by my research and investigation.
This study/research has shown that ......
The second major finding was that ........
The results of this investigation show that .......
8 - A Guide to Writing at GTI
Paragraphing and
how it works
A paragraph is a group of sentences organized
around one central idea in your writing.. A
solidly written paragraph takes its readers on a
clear path.
There are four key elements of a healthy
paragraph
•Unity
•Order
•Coherence
•Completeness
Unity
Unity in a paragraph begins with the topic
sentence. Every paragraph has one single,
central idea that is expressed in the first
sentence. A paragraph is unified around this
main idea, with the supporting sentences
providing detail and discussion and evidence
to support the main idea running in your
paragraph.
Order
Order refers to the way you organize the
supporting sentences in your paragraph. A solid
paragraph always has a definite organization
and a logical flow. In a well-ordered paragraph,
the reader follows along easily, aided by the
carefully constructed sentences you have
written. Order helps the reader to understand
your ideas better and without confusion.
Coherence
Coherence is the quality that makes your
writing understandable and allows your tutor
to recognise the readability factor with ease.
Sentences within a paragraph need to connect
to each other and work together as a unit. One
of the best ways to achieve coherency is to use
transition words. These words create links from
one sentence to the next.
Completeness
Completeness means a paragraph is welldeveloped. If all sentences clearly and
sufficiently support the main idea at the
beginning of your paragraph, then your
paragraph is complete.
Some linking words and
phrases you can use to
move onto new paragraph
To add a point
• In addition, ...
• Similarly, ...
• Moreover, ...
• Furthermore, ...
To contrast
two points
• However, ...
• On the other hand ... ;
• Nevertheless, ...
• In contrast, ...
To illustrate,
or to
give an
example
• For example,...
• Clearly, ...
• In order to further
explain this
• As we can see
To move on to
the next point
• Then, ...
• After this / that ...
• Subsequently, ..
• Following on from this.
To note
consequences
• Therefore, ...
• As a result, ...
• Consequently, ...
• Despite this.
A Guide to Writing at GTI - 9
Proof-reading and editing checklist for writing at GTI
Ask yourself….
Solutions: where and how to check
Have I answered what is required?
Locate the places where this is obvious to the
reader
Do I know how many marks are being
awarded for this project?
Find out exactly how and where you can score
marks for the project. Know your assessment
criteria
Does the reader know what to expect from
your project?
This should be clear from the outset
Is the structure clear and unambiguous?
Think about logical sequence of ideas
Is the information presented in the right
order?
Note your introduction, main body and
conclusion
Have you chosen appropriate points to
include in your report?
‘Glance back’ to the project title, brief and
instructions. Look at your project plans
Are your ideas / arguments well supported
with evidence and examples?
Go through each point separately and make sure
you have done this
Have you repeated yourself?
Read and reread your work
Do the paragraphs work together as a unit?
Look out for your signal words / linking words
Do your sentences make sense using correct
grammar and punctuation?
Be thorough about this and check your work all
the time
Is your style of writing formal?
Check that you haven’t put in abbreviations or
slang words
Have I compiled my reference list
appropriately?
Check that you have included all references
Is my report presented neatly?
Use good quality paper to submit your project
10 - A Guide to Writing at GTI
Formatting Requirements for Writing at GTI
PAPER Normally, pages should be A4 in portrait format (rather than landscape).
PROJECT 10% - Introduction, 80% -Main Body, 10% - Conclusion
LINE SPACING Line spacing should be 1.5.
Between paragraphs, double spacing allows the paragraphs to be visually distinct.
LONGER QUOTES If you are using longer quotes, they should be indented and single spaced in
order to highlight them.
FONT & POINT SIZE The type-face should be 12-point in a standard font such as Times New Roman
or Arial. Headings should be Bold and point size 14
PAGE NUMBERING Page numbering should be included at the bottom of every page, except the
title page if you are including one.
HEADER & FOOTER
Header Left = Project Title
Header Right = Name & Class
Footer Left = Exam Number (PPS Number)
Footer Right = Page Number
WORD COUNT Some assignment requirements may specify a prescribed word count. Sometimes
you may be required to indicate the number of words on the title or cover page of your submitted
work.
Take careful note of the word count and any special advice regarding flexibility about the word
count.
PRINTING Printing of your assignments should be on white A4 paper and printed on only one side
of the page.
A Guide to Writing at GTI - 11
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12 - A Guide to Writing at GTI
G A L W A Y
T E C H N I C A L
I N S T I T U T E
Institiúid Teicniúil na Gaillimhe
Fr Griffin Road, Claddagh, Galway, Ireland
Tel: +353 (0)91 581342
Fax: +353 (0)91 589267
Email: [email protected]
Web: www.gti.ie