According to McCoy (2016), 97% of students use their devices during lectures for other purposes than learning. The aim of the essay is to summarize recorded lecture about digital distractions and provide an overview for those individuals who are affected. Access to digital devices with access to the internet is common. The boon of technology does have a significant negative impact on those who are not conscious of how addictive it can be. Students provide multiple excuses to explain why the device is essential. However, the real issue is not allocated in devices rather in the way how we interact with them. Cure can be administered only if addicted students understand the process of susceptibility. Therefore, behavior can be corrected. Digital distraction can be managed but the consciousness of existing hidden influence. It is the first step to find and organize an action plan in order to find a satisfactory solution. Distracted students have multiple excuses to interact with the screen rather than focus on lectures. The obvious argumentation is that they must stay connected. Despite student reasons, facts indicate to obsessive-compulsive importunity. Unconscious addiction is the main coefficient of behavior. Difficulty to focus attention during lectures is the result of constant usages of technology. Goleman pointed out that skill to focus is even more important than a high IQ. The ability to focus can predict and determine academic success. Use smartphones during lectures is a common behavior. The myth of multitasking is a legend for that student who rationalizes smartphone usage during lectures. The ability to multitasking is impossible for human entities. However, multitasking is partially true. We can focus our attention on one activity then swap to other. Self-regulating techniques are the first step to increase focus and decrease distractions. Distraction management should be a procedure worth consideration. The easiest solution to avoid digital distraction is removing the cause. Furthermore, it can be difficult. Notification interruption is just to turn it off Mavridi (2018). If students must have their smartphone the airplane function may be a wise solution.

Then appropriate plan may be self-administrated. Moreover, additional aid may be necessary to increase the chances of avoiding distractions. Good advice is the procedure of deactivation of all notifications on our devices during the learning process. Removal of temptation is crucial. Creating barriers remove stimulus will decrease the chance of pick up smartphones compulsively.

In conclusion, the constant development of technology is a cause of new previously unknown intrusion habits. Self-regulating techniques may provide recognition of potentially harmful behaviors. Realizing the potential harmfulness of using technology is the first step in turning negative habits into conscious self-regulating activities. Adopting unwritten cultural digital norms of netiquette is compulsory for those who aspire to academic careers. Previously unknown, digital courtesy rituals seem to be a new age savoir vivre.

References:

McCoy, B. (2016) Digital Distractions in the Classroom: Student Classroom Use of Digital Devices for Non-Class Related Purposes, Faculty publications, College of Journalism & Mass Communications. Paper 90, (Accessed: 11.05.2021).

Mavridi, S. (2018) ‘Managing digital distractions in class and beyond’ [Recorded lecture]. LIPCF133_2021_503: Study Skills 3. De Montfort University. 10 April. Available at resource: URL (Accessed: 11.05.2021).

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ASSIGNMENT CHECKLIST
Please attach a copy of this checklist to your assignment

Module: STUDY SKILLS 3: COMMUNICATION SKILLS (TERM 3)
Module code: LIPCF133_2021_503
Assignment: LECTURE SUMMARY 2; Write a summary based on the lecture notes that you took during the guest lecture – ‘Managing digital distractions in class and beyond’.

Task Requirements
I have completed this cover sheet and checklist and attached it to my essay.
I have checked the brief carefully to ensure I have followed all the instructions.
I have followed the correct formatting guidelines (see brief).
I have NOT used any language generating software, such as Grammarly.
I have written between 450 and 550 words.

Content
My introduction identifies the aims of the lecture and the main points covered.
The main body summarises the content of the lecture.
I have not included any minor details from the lecture, or any information that was not part of the lecture.

Referencing and Paraphrasing
I have referenced all sources, including the lecture itself, both in-text and in a reference list.
I have checked that my referencing style matches the Cite Them Right Harvard referencing guide (available on Blackboard, in the Academic Referencing folder).
I have paraphrased language from the lecturer’s Powerpoint slides and speech.

Writing style
I have checked my work for any errors with academic style.
I have checked my work for grammar and vocabulary errors.

Synthesis analysis and purification of paracetamol.

Reagents

Table no. 1 Reagents list:
4-aminophenol (g)	2.20
Acetic anhydride (ml)	2.20
Propanone (acetone) (ml)	20.00
Commercial paracetamol, 2 tablets (g)	3.43
Ethyl acetate C4H8O2	10
Petroleum ether (ml)	1

Aims

The aim of the experiment is to synthesize paracetamol in the control laboratory environment. Purification, Recrystallization, and comparison of synthesized sample to commercial brand paracetamol. Confirming of obtained substance by assessing melting point. Verification of purity based on Thin Layer Chromatography TLC. Reaffirmation that samples contain paracetamol will be conducted by Infra-Red spectroscopy IR. To validate results three different assay techniques were adopted. IR spectra. TLC paper chromatography. The range of melting point was observed. The purity of the product is confirmed by melting point and by comparison to industry literature.

The reaction of 4-aminophenol with acetyl anhydride is conducted the final product will include paracetamol and acetic acid. The reaction is divide into two main steps the first one is addition second elimination. The amide bond is formed in paracetamol and the by-product ethanoic acid.

Results

The exact mass of 4-aminophenol used as reagent equal 2.20g

Mass of recrystallized purified paracetamol equal 0.82g

Reaction

Graphic no. 1

C₆H₇NO + C₄H₆O₃ = C₈H₉NO₂ + CH₃COOH

4-Aminophenol acetic anhydride paracetamol acetic acid

Ratio 4-aminophenol to acetic anhydride is 1:1

Weight of 4-Aminophenol used to reaction equal 2,20g.

Molar mass of 4-Aminophenol equal 109.128 g/mol.

n(C₆H₇NO)= 0.0202 mol

Volume of acetic anhydride equal 2.2ml

Volume of acetic anhydride = 0,0022dm³

Density of acetic anhydride = 1,08g/ml

Molar mass of acetic anhydride equal 102.089 g/mol.

Mass=Volume*Density

mass(C₄H₆O₃)= 2.2ml *1,08g/ml

mass(C₄H₆O₃)= 2,376g

n(C₄H₆O₃)= 0.0233 mol

C₆H₇NO : C₄H₆O₃

Ratio 1:1

0.0202mol : 0.0233mol

4-Aminophenol is a limiting reagent Thus, has lower moles compare to acetic anhydride.

Acetic anhydride is an excess reagent.

Theoretical and actual yield calculations evaluation is based on limiting reagent. In this case, the limiting reagent is 4-Aminophenol observing the reaction it is concluded that the ratio 4-Aminophenol to paracetamol is 1:1 Therefore, n(4-Aminophenol) =n(paracetamol).

Theoretical Yield for paracetamol

Acetaminophen molar mass = 151.165 g/mol

Theoretical Yield = moles of acetaminophen * molar mass of acetaminophen

                         = 0.0202mol x 151.165/mol

                         = 3,0535 g

Actual yield of paracetamol = 0,82g

Actual Yield obtained in experiment.

Actual Percent Yield =          Actual Yield        x 100%

                             Theoretical Yield

                     =            0,82 g      x 100 %

                                  3,0535g

                     =  26,85 %

Atom economy (Atom utilization)

atom economy =     (Relative formula mass of paracetamol) _* 100%

                             (Sum of relative formula masses of reactants)

atom economy =    (paracetamol) _* 100%

                             Mr(4-Aminophenol)+ Mr(acetic anhydride)

atom economy =    151.165 _* 100%

                             109.128 + 102.089

atom economy =    151.165 _* 100%

  109.128 + 102.089

atom economy =    71,56 %

Melting point

Sample of synthesized paracetamol was observed through the melting process, first visible liquid drop starts at 170°C and finishes at 179°C. Commercial paracetamol start melts at 176°C and finalized at 179°C.

The matching range of substance melting points may be used as a purity indicator. Comparison melting points to scientific articles is a way to ensure the purity of the synthesized substances. Contaminations or impurities in the sample will lower the melting point. Impurities in the sample will lead to extending the range when solid will change the state of aggregation to liquid. Based on this indicator experiment reveal that synthesized paracetamol contains undesired contamination. However, Bashpa et al. (2014) pointed out that the pure paracetamol melting point is 169°C. Conducted examination of 11 brands of paracetamol tablets fit in and coincide with the experimentally obtained melting results.

(IR) Infra-Red Spectrograph

Paracetamol’s bonds interfere with the infrared light spectrum. IR sensors detect the energies of compound bonds. Analysis of obtained data aid to determine the type of bonds in the molecule Therefore, functional groups are marked as present in the molecule. IR spectrogram no. 1 represent reference spectrogram for pure paracetamol. The second chart reveals spectra for commercial brand tablets. The third one shows sample obtain in the laboratory. Visual investigation of charts leads to the conclusion that all examined samples contain paracetamol. Furthermore, Table no. 3 provides pieces of evidence for characteristic peaks and stretches.

Table no. 3 IR Spectrogram
IR spectrum Wavenumbers(cm-1)	Functional group deduced.
3319	N-H
3300	O-H
1650	C=O
1504	C-C (aromatic)
1434	C-C
3090	C-H
1600	C=C

The presence of all these peaks leads to the conclusion that the obtained product is paracetamol. In addition, excellent similarities are clearly notable.

TLC Chromatography

Data gathered from Chromatogram no. 1 was used to calculate the Rf value. Synthesized paracetamol and its commercial brand equivalent are equal and have Rf = 0,44. No additional spots on their bar chart indicate about potentially high purity of both substances. Interesting results three different spots were observed for acetic anhydride. However, those contaminations may be the result of hydrolysis of acetic anhydride. Although, recrystallization of paracetamol and the purification process was conducted appropriately for both paracetamol samples.

Type of substance	Distance traveled in cm	Distance to solventfrontDistance to solvent front in cm	Rf Value
4-aminophenol C6H7NO	3,5	6,4	0,54
acetic anhydride	2,4 / 3,5 / 5,6	6,4	0,37 / 0,54 / 0,87
synthesized paracetamol	2,8	6,4	0,44
commercial brand paracetamol.	2,8	6,4	0,44

Analysis

Hand draw no. 1 present reaction and explanation of processes of addition & elimination in the aqueous solution of acetic anhydride and 4-aminophenol. The explanation why reaction required heat to occurs. Srabovic et. al. (2017) pointed out about solubility of 4-aminophenol in cold water. To obtain high yield solution is heated to approximately 90 degrees of C. 4-aminophenol dissolve successfully in water. Skip the step of heating solution will decrease the yield of paracetamol. Potential reagents contaminations and impurities dissolved in water. In process of the cooling solution when paracetamol crystals start to form significant numbers of contaminations stay in liquid. Therefore, the crystal form of the final product is purified & highly desirable. After the heating solution was cooled. The suspension was filtered by vacuum. Finally, the residue was flushed by cold water and left until water vaporized. Mass of paracetamol crystals was noted. To eliminate all residue contaminations the process of recrystallization was adopted. According to Srabovic et. al. (2017), paracetamol is insoluble in cold water. The mixture was heated and paracetamol dissolve. The solution was cooled down until reach room temperature. Cold paracetamol starts to crystallize. Vacuum flow and paper filter aid help to finish the process. The mass of paracetamol was noticed.

Errors

Each experiment is prone to external environmental conditions. Moreover, those conditions may negatively impact experiment accuracy and to final results obtained. On the first plan, hygroscopic properties of acetic anhydride should be considered. According to Chromatogram no.1 is visible that there are three different spots marked. Water presented in air interreact with acetic anhydride and therefore acetic anhydride hydrolyze. (CH3CO)2O + H2O → 2 CH3CO2H Concentration of acetic anhydride may be a matter of discussion. Acetic anhydride dissolves in water to approximately 2.6% of the mass. Each operation with liquid is prone to misreading burette and for incorrect addition of volume. It must be noticed that process of vacuuming starts rapidly. Uncounted mass of substance was lost in a process. Manifold with digital pressure valve to control airflow should be beneficial and will avoid further disappointment. It is recommended to wet paper filters to get a better grip between vacuumed substance and patch potential air leaks around. In general filtration, suction, as well as lack of researcher experience are major causes of errors.

Recommendations and suggestions

-accuracy and precision with weighting measuring and moving product.

-the slower process of crystallization

-decrease the volume of solvent required to wash residue to a minimum

-decrease the suction in vacuum pump

Conclusion

To conclude all of the mentioned pieces of evidence lead to formulating a statement that the synthesized product is definitely paracetamol. Determined melting ranges were matched to literature. IR spectrogram’s and TLC chromatogram’s results confirmed that the gathered product is paracetamol. Relatively low yield gathered 26.85%. High purity was gained despite the potential contamination of excess reagent. Purity and structure of molecule proven by three assay techniques simultaneously. TLC chromatograph does not show impurities in samples. The melting point for both samples of paracetamol is comparable with professional chemistry literature. IR spectra for both samples of paracetamol matched perfectly according to the paramount pure paracetamol source chart model obtained from IR device. Comparison to literature Bashpa et al. (2014), 11 commercial brands of paracetamol obtained similar melting points. To consideration should be taken the relatively too fast process of paracetamol crystallization. Extend the period of crystallization may be beneficial for yield. The calculated atom economy of 71.56% for the reaction is satisfactory. The method of synthesis paracetamol pointed out in this report should be taken into consideration. To summarise, take into consideration all listed issues as well as adopting mentioned recommendations will significantly improve further yields.

References

Bashpa et al. (2014) ‘Polymorphism of paracetamol: A comparative study on commercial paracetamol samples.’, International Journal of Chemical Studies, 1 (No. 6), pp. [Online]. Available at: https://www.chemijournal.com/vol1Issue6/april2014/3.1.pdf (Accessed: 27.05.2021).

Srabovic et al. (January 2017) ‘Design synthesis and crystallization of acetaminophen’, Journal of Chemical, Biological and Physical Sciences, 7(1), pp. 218-230 [Online]. Available at: https://www.researchgate.net/profile/Samra-Muratovic/publication/312848234_Design_synthesis_and_crystallization_of_acetaminophen/links/588a25a3a6fdccb538f1efe5/Design-synthesis-and-crystallization-of-acetaminophen.pdf (Accessed: 27.05.2021).

(N/A) Graphic no 1 , Available at: http://www.umsl.edu/~orglab/experiments/ACETAMP.html (Accessed: 28.05.2021).

The English Oxford Dictionary defines plagiarism as the use of someone else’s intellectual property without references. However, the concept of plagiarism goes far beyond this narrow definition. The purpose of this document is to summarize Thomas (2020) presentation related to the wide issue of plagiarism.

According to Thomas (2020) plagiarism can be divide into deliberate fraudulent or unintentional. Some scholars consciously and determinedly commit the act of plagiarism. Such unfair practices deserve severe condemnation. However, students can plagiarise unintentionally. According to Thomas (2020) lack of academic skills may lead to unintentional abuse of academic rules. Furthermore, Thomas (2020) pointed out that deficiencies in writers’ workshops can lead to committing unintentional violations. In addition, Thomas (2020) lists areas in the writing process where scholars should put precautions in order to avoid plagiarism. The most serious consequence for a student may be expulsion from the university. Whether the plagiarism was a deliberate act or not, the author of the plagiarism may be held responsible.
Insufficient paraphrasing skills are one of the main determinants that may result in a research article being qualified as plagiarism. Thomas (2020), explains a number of other practices such as improper citation. A common factor seems to be the lack of adequate skills in creating content. Psychological stress also plays a significant role. Students who procrastinate with material preparation may not have enough time to finish an article, therefore may be prone to the temptation of plagiarizing.
Educational institutions are equipped with software that compares the content in terms of their similarity. However, the decisive vote in assessing whether a student has committed an offense rests with the teacher. The professor based on the previous work of the student can deduce whether the student’s work is a material created by him. Some of the students may not be aware of procedures related to the proper citation of source content. Committing plagiarism may result from an inappropriate technique of note-taking. The reasons why students commit an act of plagiarism vary from the lack of awareness and understanding concept of plagiarism.
In conclusion. Awareness of the serious implications of the misappropriation of someone else’s intellectual property is essential to an academic career. Whether the action is deliberate or the result of the student’s lack of skill, the consequences of plagiarism can be prominent. Plagiarism may be easily avoided if all credits are granted to authors appropriately. Time management techniques and proper executing action plan on each step of the creative process are essential. Correct note-taking techniques may be a remedy for plagiarism. An updated database of all sources, proper citation of every single idea is beneficial to the majority of academic stakeholders.

References:
Thomas, S. Understanding Plagiarism. De Montfort University, 2020.

ASSIGNMENT CHECKLIST
Please attach a copy of this checklist to your assignment

Module: STUDY SKILLS 3: COMMUNICATION SKILLS (TERM 3)
Module code: LIPCF133_2021_503
Assignment: LECTURE SUMMARY 1; Write a summary based on the lecture notes that you took during the guest lecture – Understanding Plagiarism and How It Can Be Avoided.

Task Requirements
I have completed this cover sheet and checklist and attached it to my essay.
I have checked the brief carefully to ensure I have followed all the instructions.
I have followed the correct formatting guidelines (see brief).
I have NOT used any language generating software, such as Grammarly.
I have written between 450 and 550 words.

Content
My introduction identifies the aims of the lecture and the main points covered.
The main body summarises the content of the lecture.
I have not included any minor details from the lecture, or any information that was not part of the lecture.
Referencing and Paraphrasing
I have referenced all sources, including the lecture itself, both in-text and in a reference list.
I have checked that my referencing style matches the Cite Them Right Harvard referencing guide (available on Blackboard, in the Academic Referencing folder).
I have not copied language directly from the lecturer’s Power point slides; I have paraphrased.

Writing Style
I have checked my work for any errors with academic style.
I have checked my work for grammar and vocabulary errors.

Introduction
Ascending six years from 2004 to 2010 result in 2.4 million new Polish immigrants move to UK, Polish Central Statistical Office (2009). The essay’s aim is to reveal that political decisions are the main causes of emigration. According to Home Office report, Dustmann et al. (2003) estimation of net emigration from new EU members to the UK should oscillate between 5.000 to 13.000. Tony Blairs’ cabinet critically underestimates the emigration potential of the new eight members of the European Union. Emigration into UK can be assessed by many methods. For purpose of this essay, International Passenger Survey (IPS) will be used. The main coefficient of this survey is to screen those who intend to stay on British territory for at last one year. According to IPS survey net immigration of non-British citizens reaches an average of 495,000 per year (2010-2016).

Political circumstances
The beginning of emigration to UK begun in the early1900’s. pauper soviet peasantry search opportunities outside of the communist sovereign areas. This period is associated with refugees who escaped from communist repression. The second noticeable wave of emigration occurred after 1939 when Polish soldiers who reside outside of their homeland decide to settle in the United Kingdom. Political decisions at Yalta Conference 1945 increased the political influence of Joseph Stalin. Communism doctrine was forced. After 59 years, the aftermath of Winston Churchill’s decision to sacrifice Poland had consequences. The major causes of the massive polish exodus to UK are economical, Anderson et al. (2006). However, there are many others Podgorzanska (2016), stated that Polish citizens experienced decades of difficulty with traveling. Multiple causes, combine together trigger emigration. Open borders, no passport requirements, lack of bureaucracy, no visas requirement become a tipping point. However, nor of it can occur without political consent.

Asylum seekers & Refugees
Wars, repression & unstable political situation in the home country are the main causes for refugees to emigrate. According to United Nation convention relating to the Status of Refugees adopted in 1951. The definition of refugee was as follow. “He can no longer, because the circumstances in connection with which he has been recognized as a refugee have ceased to exist, continue to refuse to avail himself of the protection of the country of his nationality” United Nations Human Rights Office of The High Commissioner (1951). The document becomes common law for all signatories at 1954. UNHCR United Nations High Commissioner for Refugees pointed out that many refugees are people from colloquially called Third World countries. According to UNHCR Global Trends Report (2019), there were 133,094 refugees in UK. Hatton (2004), claim that some of the refugees successfully escaped from temporary settlement camps. Refugees’ temporary law privileges are reasons to return to their countries. A 13-year research study realized by Thielemann (2003) on 20 countries reveals that factors such as employment level have a vital role for Asylum seekers. Foreigners consider choosing the country of final destination based on the high level of acceptance of asylum petitions. Some refugee camp settlers decide to illegally trespass borders with neighboring countries. Therefore, for part of refugees camps are temporary, and obtain status is used to leverage chances to transit to their target country. The attractiveness of the British labor market leads some the people to illegally trespass British border. That type of emigration is associated with the destabilization of political in other countries. Refuges and people who experienced repressions in their home country decide to change their lives. Therefore, they often risk their lives in order to find safely environment Stevens, (2003). 1980 result in 150.000 new asylum seekers migrating per year cited Hatton& Williamson (2004).

Globalisation
The imperial influence of the British Crown lead to English language dissemination. The Aftermath of British conquers was English indoctrination. The colonial history of the British Empire is one of the causes of non-EU emigration. The highest ratio of non-EU emigrants is geographically associated with the previous British colonies. Cheap transport, international money transfers, and exploding access to the internet vitally influence new emigrants to examine and validate their opportunities at homeland.

Conclusion
The phenomenon of globalization is the catalyst for many changes in the environment. Those decisions influence the fate of countries and continents. The economic factor is an undeniable major incentive to relocation. However, the development of economics is under control of the government. Conflicts escalation is a domain that belongs to countries, not to immigrants. No massive human movement around the globe occurred without political decisions. The attached pieces of evidence and history lead to the obvious conclusion that the root causes of emigration are strictly political.

• References
  Dustmann et al. / Home Office (2003) The impact of EU enlargement on migration flows, Online Report 25/03: Home Office. at: https://www.ucl.ac.uk/~uctpb21/reports/HomeOffice25_03.pdf Viewed 05.03.2021 (Accessed: 05.03.2021).
• Office for National Statistic (23 August 2018) International Passenger Survey: quality information in relation to migration flows, Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/internationalmigration/methodologies/internationalpassengersurveyqualityinformationinrelationtomigrationflows (Accessed: 05.03.2021).
• R. Podgorzanska (2016) Emigration of Poles to Great Britain in 2004-2016. Implications for Polish-British relations, Available at: https://wnus.edu.pl/pdp/pl/issue/382/article/6313/ (Accessed: 05.03.2021).
• Central Statistical Office in Poland (2009) Information on the size and directions of emigration from Poland in the years 2004 – 2008, Available at: https://stat.gov.pl/cps/rde/xbcr/gus/lud_infor_o_rozm_i_kierunk_emigra_z_polski_w_latach_2004_2008.pdf (Accessed: 05.03.2021).
• Anderson et al. 2006. Fair Enough? Central and East () Fair enough?, Available at: https://www.compas.ox.ac.uk/wp-content/uploads/PR-2006-Changing_Status_Fair_Enough.pdf (Accessed: 05.03.2021).
• UNHCR (2019) GLOBAL TRENDS FORCED DISPLACEMENT IN 2019, Available at: https://www.unhcr.org/globaltrends2019/ (Accessed: 05.03.2021).
• T.J Hatton (2004) Refugees, Asylum Seekers and Policy in Europe, Available at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=571727 (Accessed: 05.03.2021).
• E. Thielemann ( 2003) Between Interests and Norms: Explaining Burden‐Sharing in the European Union, Available at: https://academic.oup.com/jrs/article-abstract/16/3/253/1549805?redirectedFrom=fulltext (Accessed: 05.03.2021).
• Stevens D. ( 2003) The migration of the Romanian Roma to the UK : a contextual study, Available at: http://wrap.warwick.ac.uk/8401/ (Accessed: 05.03.2021).
• Hatton J. T. ( 2003) Hatton, T.J. and J.G. Williamson. Refugees, Asylum Seekers and Policy in Europe. Retrieved, Available at: http://wrap.warwick.ac.uk/8401/ (Accessed: 05.03.2021).

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Name: Marcin Krynski
Module: LIPC1130_2021_503 English for Academic Purposes
Tutor: Colin Danson
Assignment: WRITING ASSIGNMENT 3; Write an assignment about the causes of emigration.
Word Count: 763
Date: 05.03.2021

ASSIGNMENT CHECKLIST
Please attach a copy of this checklist to your assignment

Module: ENGLISH FOR ACADEMIC PURPOSES (TERM 2)
Module code: LIPC1120,1130, 201, 202
Assignment: WRITING ASSIGNMENT 3; Write a Cause-Effect Essay on the topic of Immigration in the United Kingdom. You may choose to focus on causes, or to focus on effects.

Task Requirements
I have included the DMUIC cover sheet.
I have followed the correct formatting guidelines (see brief).
I have NOT used any language generating software, such as Grammarly.

I have used entirely my own words when paraphrasing.
I have used a range of the cause/effect language from unit 6.3.
I have used at least 4 academic sources, and at least one source introduced in unit 6.2.

Referencing
I have acknowledged all my sources BOTH in-text AND in a reference list.
I have checked my referencing style against my notes/the Cite Them Right Harvard style referencing guide.
I have used a mix of integral and non-integral citation, and a range of reporting verbs.

Writing style
My introduction includes a hook, connecting information and thesis statement.
My main body paragraphs begin with a topic sentence, and focus on one main point.
My conclusion summarises the main points of my essay and finishes with a final comment.
I have written in academic style, and checked my work for any errors.
I have checked my work for grammar and vocabulary errors.
I have checked the assignment brief carefully to make sure I have addressed all of the requirements.