Tutorial Notes: Essay Writing, Self-Reflection & Support Services

Zoom setup, attendance labels, and login tips

• The facilitator checked if participants could see in Zoom whether they were logged in as a guest in the participant list. Initial checks suggested no guest labels were visible to students, but the facilitator observed that Corey appeared as a guest on their end.
• Some students reported trouble accessing Zoom with their student emails. If you encounter this, exit the class and log back in using your student email (not a personal account).
• The facilitator encouraged everyone to log in to Zoom via the web portal or software with their student email to enable attendance tracking (being able to see who you are in the class).
• It was noted that if students are not logged in with their student email, attendance confirmation could be problematic for the tutor.
• IT support (IT service desk) was recommended for access issues with student email Zoom logins.
• The session began with a request to read the workbook for the tutorial and to turn on cameras where possible for better interaction.

Session logistics and housekeeping

• Start time: nine five five past nine; cameras requested to be on.
• Acknowledgment of country: Macquarie University, Dharug nation; acknowledgment of traditional custodians and elders.
• Quick check-in questions about engagement with research (SONA), tutorial module completion, and reading essay starter references.
• Emphasis on keeping up with lectures to avoid excessive workload later.
• Reminder to download and review the Week 3 tutorial materials (tutorial writing exercise, definitions) on iLearn.
• Technical issue handling: poll for hooks, worksheets on iLearn, and Zoom poll management (more option tab for polls).

Attendance and login troubleshooting flow

• Corey confirmed that after switching from a personal to a student Zoom account, their guest label disappeared. The facilitator asked for specifics about how Corey logged in (Zoom software vs. browser).
• Recommendation to download the Zoom software and log in with a student email to enable visibility of attendance.
• If a student is not logged in with the student email, attendance confirmation cannot be reliably tracked.

Tutorial plan overview

• Today’s focus: essay writing tips with a focus on introductions; then self-reflection and help-seeking.
• Structure of the session: introduction tips, hook development, key definitions, body paragraph construction, concluding paragraph, and signposting.
• Acknowledgment of country repeated as part of opening ritual.
• The session then moved into a check-in on engagement with research and prior week content, followed by a rapid revision of last week’s topics.

Quick revision: what goes into an essay (recap from last week)

• Introduction components:
  • Hook: an engaging opening sentence to grab reader interest;
  • Context: situate the topic within the broader evidence base;
  • Key definitions: clarify terms to align reader understanding;
  • Thesis statement: the main argument or position; end with a preview of the main points (signposting).
• Body paragraph structure:
  • Topic sentence: states what this paragraph will argue;
  • Evidence and examples: support the argument;
  • Evaluate the evidence (E&E): critique and interpret the evidence, discuss implications and limitations, and connect back to the thesis;
  • Concluding sentence and signposting: guide readers to the next argument.
• Conclusion elements:
  • Clear restatement of the thesis;
  • Summary of main points;
  • A final, impactful closing comment or takeaway for the reader.
• If you need more guidance, consult the essay rubric.

Focus: writing an introduction (ice cream example)

• The class used a fictional essay topic: ice cream, to practice general essay skills.
• Hook concepts:
  • The hook should make the reader care about the paper and be concise (avoid a very long hook in short essays).
  • A list of hook examples was provided; students voted on the best option via a Zoom poll.
  • Outcome: Marshall option was favored by the majority in the discussion due to balance of engagement and readability.
• Key definitions: why define terms?
  • Clarifies what is meant by “ice cream” to avoid ambiguity (e.g., whether sherbet, frozen yogurt, or frozen dairy products count).
  • Legal or conventional definitions can set boundaries, e.g., ice cream must have a minimum fat for official classification, here given as at least 10% fat.
  • The strongest definition example covered: what ice cream is, what it includes (dairy and non-dairy variants), and the legal fat threshold.
  • Weaker definitions were discussed: purely generic descriptions of ice cream’s composition or general statements without scope, which can leave ambiguity.
• Paraphrasing exercise precursor:
  • Students reviewed a long definition of ice cream and then paraphrased it in their own words.
  • Example paraphrase provided: a more concise and original reinterpretation that preserves essential info while changing structure.
  • Emphasis on paraphrase as putting information into your own words and avoiding close repetition of the source structure.
• Final piece of the introduction: positioning and thesis
  • After hook and definitions, you narrow to your position and thesis.
  • The introduction should give a sense of what will be argued, what sources say, and what stance you will take.
  • Opportunity to brainstorm possible ice cream topics and draft an introduction, with feedback offered on draft introductions (not on the actual assignment).
• Ice cream topic takeaway: a good introduction should:
  • Start broad (context, definitions);
  • Narrow to a specific claim (thesis);
  • Include a plan/preview of the arguments.

Hook exercise details and outcomes

• A poll was used to select the best hook. Items discussed included:
  • The appeal of statistics and real-world relevance (e.g., lockdown references and consumption figures).
  • Recency and relatability impact: more recent examples can be effective if context remains valid.
  • An example discussing classroom incentives (ice cream) and attendance offered an intriguing angle.
• Post-poll discussion highlighted:
  • Hooks should balance conciseness, relevance, and interest.
  • When researching, observe how authors craft their hooks, definitions, and openings to guide your own writing.

Key definitions exercise

• Purpose: understand what makes a good definition in an academic essay.
• Best definition (third option) was praised for:
  • Being thorough and informative; covering what ice cream is, how it’s made, and examples (dairy and non-dairy, premium, light, sherbet, frozen yogurt);
  • Including a legal definition via the fat-content threshold; this ensures clarity and search-term alignment.
• Why the other definitions were weaker:
  • The first lacked depth and failed to clarify the scope of ice cream;
  • The second was more about composition but didn’t clearly delimit what counts as ice cream.

Paraphrasing workshop (summary)

• Students were placed into breakout rooms to paraphrase the long ice cream definition.
• An example paraphrase provided demonstrated rewording and restructuring while preserving key content.
• Takeaway: paraphrasing should render the information in your own words and structure, while maintaining essential facts and boundaries.

Positioning and thesis development

• After definitions, the introduction should present a clear position and thesis.
• The thesis should indicate the stance and the main arguments to be covered in the essay.
• Students were encouraged to brainstorm possible ice cream-related theses and revise based on evidence found in sources.

Self-reflection and help-seeking (Part 2 of tutorial)

• Self-reflection is framed as a core professional and academic skill, tied to the Australian Psychology Accreditation Council standards.
• Definition: self-reflection involves evaluating your week, behavior, and strategies; it should be regular (e.g., weekly) and constructive.
• Key prompts for self-reflection focus on:
  • Are you on top of content?
  • What did you learn; what needs improvement?
  • What study strategies work or don’t work?
• The three drivers of self-reflection prompts (surprise, frustration, failure):
  • Surprise: when expectations were incorrect or outcomes differed from what was anticipated; prompts you to examine assumptions and coping strategies.
  • Frustration: emotional response when goals aren’t met; prompts evaluation of adaptability and coping strategies; how to adjust to unexpected changes.
  • Failure: learning from mistakes; identifying what went wrong and how to modify future behavior to prevent recurrence; avoid rumination and create actionable plans.
• The distinction between self-reflection and rumination:
  • Self-reflection is constructive, curious, and neutral; aims to improve strategies.
  • Rumination is repetitive, negative, and emotionally charged; not productive.
• Supporting resources for self-reflection and well-being:
  • Student support services booklet (unit-specific guidance and broader services);
  • Academic progression self-guidance tool (a quick assessment to identify resources based on progress);
  • Studywise (assessments and study strategy guidance);
  • Writewise (writing support).
• Journaling and quick reflection tools:
  • Journal pages and minute papers provided as templates for regular reflection;
  • Use to note situations of surprise, frustration, or failure, and to identify actionable improvements.
• Active learning principle:
  • Even when the answer isn’t known, ask questions and seek out how to find answers; use available resources.

Self-reflection vs rumination: practical guidance

• Self-reflection workflow:
  • Pause after a significant event or week;
  • Note the feeling and identify what caused it;
  • Revisit the situation later with a more objective perspective;
  • Identify changes to avoid recurrence and to replicate successes.
• Rumination caution:
  • Don’t dwell on negative thoughts; seek support if rumination becomes persistent.

Support services and resources (detailed)

• Student support services booklet: a general resource for university life and study skills; located on iLearn (unit information or PSYU documents).
• Academic progression self-guidance tool: a brief questionnaire to assess progress and suggest resources.
• Studywise: focused on assessment planning and strategies for completing units.
• Writewise: writing-focused support for improving writing quality and coherence.
• Links and access through iLearn: right-hand column and Week 3 tutorial materials.
• Contacts and pathways: reach out to tutors, unit conveners, peers for guidance.

What to do next week (summary of upcoming tasks)

• Self-reflection due in Week 11 (sonar studies or engagement tasks should be completed beforehand).
• Complete the tutorial module before coming to class.
• Essay due in Week 7; continue to develop essay-writing skills with ongoing scaffolded guidance.
• Ten-minute topic test (if time allows) to reinforce learning.
• Use the provided checklists, learning objectives, and learning outcomes to track weekly progress.

Practical tips and reminders from the session

• Keep up with weekly content to avoid overload and late-stage workload.
• When using hooks, definitions, and signposting, observe how published texts begin their introductions and apply those techniques.
• Use real-world examples (like ice cream) to practice writing and to illustrate how to tie evidence to a thesis.
• Practice self-reflection consistently, and use the minute paper template to capture quick insights.
• Don’t hesitate to seek help from staff and peers when needed; systematic use of available resources improves learning outcomes.

Closing notes

• The tutorial emphasized practical essay-writing techniques, structured reflection, and proactive help-seeking.
• The next session will continue with essay-writing tips and further scaffolding for assignments.
• The session concluded with a reminder of the importance of routine study habits and timely completion of tasks.