ASSIGNMENT REFORMATTING TASK
留学生assignment格式样本How to Complete this Task
On the following pages is a brief essay about methods to increase student motivation. It is presented as a Word document so that you can make corrections to the document. You need to reformat the essay so that it conforms to ECU assignment presentation guidelines. The general guidelines may be slightly different to those recommended by some lecturers at ECU. Therefore, it is important to check with lecturers for their preferences. The specific guidelines are followed by all lecturers as they conform to the requirements for assignments given in the ECU Referencing Guide.
YOU MUST READ ALL GUIDELINES CAREFULLY.
General Guidelines
Margins. Use margins of 2.5 cm on the left and 2 cm on the right, top and bottom.
Font. Use Times New Roman, Verdana, Arial.
Headers. In the header section, put your name, the assignment task and your student number.
Footers. In the footer section, put the page number in the centre of the page.
Headings. Do not use long headings. Do not leave headings on one page if the related text begins on the next page.
Spacing. It is strongly recommended you use the “Show/Hide” function (it looks like a backwards-facing P) found in the toolbar so that you can “see” the spaces on the computer screen.
Specific Guidelines
Referencing. Use the in-text and end-text referencing styles given in the ECU Referencing Guide. If you do not have all of the details on the following pages, you will have to do some research to find all of the required details.
Headings. Use the heading styles given in the “Essay Formatting Guide” handout.
Spacing. Double space all lines. At the end of paragraphs, use the return key 2 times.
References page. Use a separate page for this at the end of the assignment. References should be single-spaced. Use the return key 2 times between references.
Submission
Print out the finished document and bring it to class for discussion.
Introduction
Background
The issue of student motivation is of major importance in a society where the methods of knowledge transfer are changing. Under older models of learning; the so-called “transmission teaching” model, learners were expected to absorb information from their teachers and reproduce that information verbatim in tests and assignments. This style of teaching and learning was suitable during the past as new knowledge was created more slowly than it is today. Current methods of learning; variously described as “collaborative learning”, “interactive learning” or “critical learning”; have shifted the | 
