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Neurodiversity - Coggle Diagram

- - - - There may be difficulties expressing ideas using an academic style of writing and use of colloquialisms may be evident.
      - Overuse of conjunctions and issues with sentence boundaries, e.g. comma splicing.
      - Short, unsophisticated sentences, lacking complexity.
      - Inappropriate grammatical constructions.
      - Inappropriate use of tense.
      - Work may lack structure or clarity.
      - Information may not be in the correct section.
      - Repetition of ideas may be an issue.
      - A lack of a topic sentence can make paragraphs confusing.
      - General presentation skills may be poor, even when work has been through a computer package.
      - Inconsistent or inappropriate narrative mode e.g. first to third person.
      - Misuse or omission of punctuation marks.
    - - May misunderstand the question.
      - May not answer the whole question (especially multi stage questions)
      - May digress from the topic, either include irrelevant information or expand on mirror points.
      - May fail to identify the main points for example every point they can think of!
    - - Phonetic spelling: (fonetic speling!) eny/any, ordeanse/audience.
      - Inconsistent spelling: independent, indapendent, independant.
      - not spotting spell checker has selected the wrong word.
      - Telescoping: rembered, remembered.
      - Mis use of homophones: to/too, there/they're
      - Transposing letters: does, dose.
  - - - Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. Phonemes combine to form syllables and words
    - - How quickly a person hears a stimulus and reacts to it (such as following oral instructions or participating in a discussion)
    - - Verbal memory is a rather broad concept that refers to memory for verbally presented information.
  - - - Key headings
        
        Key headings on the presentation will help to anchor the presentation for both the person speaking and the audience
      - Sectional talk
        
        By assigning times to each section they can keep on track and prevent rushing the final points.
      - Note cards
        
        Using note cards instead of a script in their presentation will make it easier for them to quickly retrieve the information they need when speaking.
      - Group practice
        
        Practicing in front of an audience will give the person a more realistic rehearsal of the presentation experience.
      - Colour coding
        
        By colour coding the most important points, if they start to run out of time, they can more easily identify and communicate their key points.
      - Clear criteria
        
        Clear criteria will provide focus for the person when planning the presentation.
      - Drafting
        
        Like an essay, a presentation also needs to go through a redrafting process to make sure it meets the assessment criteria
    - - Mind maps
        
        Using mind maps will help people to visually plan their essays and to better see connections between the different ideas
      - Writing frames
        
        Writing frames can provide helpful guidance on assignment structure
      - Topic sentences
        
        Including a topic sentence at the beginning of each paragraph provides a focus for the writer and signposting for the reader
      - Paragraph structures
        
        People will often find it difficult structuring paragraphs to include critical analysis and evaluation. providing a model outline can help with this
      - Model answers
        
        Providing and then critiquing a model answer can help people better understand what is expected from them.
      - Use of colour
        
        Colour can be used to self evaluate their writing by highlighting different functions of sentences within an essay.