Understandably, writing at Master’s level (M-level) requires sophisticated approaches. For example, the Australian Qualifications Framework criteria (2014) require students in their assignments to be able to: ► analyse critically, reflect on and synthesise complex information, problems, concepts and theories; ► research and apply established theories to a body of knowledge or practice; ► interpret and transmit knowledge, skills and ideas to specialist and non-specialist audiences. While such advanced academic skills are sometimes expected from students in the final stages of an undergraduate programme, Brown (2014) suggests it is the scale, scope and extent of mastery of such skills that distinguish higher level writing expectations from those at lower levels, as is apparent in the first example in this chapter.
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