Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
ØAddress each question including any sub-points
ØDemonstrate that you have researched the topic thoroughly
ØCover the topic in a logical, structured manner
ØYour assessment tasks are well presented, well referenced and word processed
ØYour assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else’s thoughts, writings or inventions and representing them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor.The following list outlines some of the activities for which a learner can be accused of plagiarism:
ØPresenting any work by another individual as one’s own unintentionally
ØHanding in assessments markedly similar to or copied from another learner
ØPresenting the work of another individual or group as their own work
ØHanding in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will notbe accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues.We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law.However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to thedisclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment can either be:
ØDirect observation
ØProduct-based methods e.g. reports, role plays, work samples
ØPortfolios – annotated and validated
ØQuestioning
ØThird party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration documentmust be completed by the agreed third party.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCDIV001:Work with diverse people.
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed.We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
ØPerforming a work based skill or task
ØInteraction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
ØPerforming a skill or task that is asked of you
ØUndertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstratethe skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves.The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
ØAssessment is required in the workplace
ØWhere there are health and safety issues related to observation
ØPatient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training.Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidenceare included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Objective To provide you with an opportunity to identify and reflect on own social and cultural perspectives and biases
Complete the reflection technique described in Chapter 1.1 for ten different diverse groups. Identify at least one of your cultural biases.
The 10 diverse individuals on whom the reflection technique is based are the following-
Biases in a group usually comes from the fright and immense distaste caused particularly due to stereotypes that cause discrimination and prejudice towards individuals belonging to the particular group. This discrimination puts members of the group at disadvantage and results in treating them in an unfair manner. This is particularly influenced by the negative or positive influences that we hold about individuals belonging to a certain community or group. This in turn, leads to development of cultural, gender based, or ethnic biases (Heilman 2012).
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Objective To provide you with an opportunity to work with awareness of own limitations in self and social awareness
Explain how one of the social biases identified in Activity 1A may affect your work, and how you can improve it.
Bias towards the disabled person was an unconscious one since it was made even without realising its effect. Disabled people are often thought of as non productive when compared to others in cases of employment and they face unconscious bias at a rate higher than any other groups. This bias might create an effect in the workplace as there may be several individuals in the team who are suffering from some kind of disability due to sudden accidents, Cognitive disability, serious head injuries or psychological disabilities. However, being disabled in a particular physiological function doesn’t improve their mental faculties in most cases and they are often found to be more productive and innovative than others in the workforce. This kind of a Biased towards a disabled person in the workplace might create conflicts. The stigmatising attitude might directly affect the concerned person. It will also create a negative impression on my attitudes.
Therefore, training is required in order to build awareness on the implicit biases towards the disabled. This training will help in increasing knowledge of the ways that can be adopted to overcome the bias. Having mandatory discussions on disability and not treating it as a Taboo will also facilitate elimination of this stereotype.
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Objective To provide you with an opportunity to use reflection to support own ability to work inclusively and with understanding of others
1.What is meant by non-judgemental practice? What values may affect it?
2.Considering your responses to Activities 1A and 1B, write a short 250-word summary of how you can use the results of your personal reflection to ensure that your work is inclusive and understanding of others.
Stereotypes and myths related to a certain issue that exists in the society, personal opinion, and cultural values are some of the aspects that create hindrances in the way of implementing a non-judgmental practice.
Previous experience, language, age, education, similar interests, and physical mobility are some of the criteria based on which we make assumptions during everyday interaction. This makes us developed a stigmatizing attitudes towards people who display differences in the above factors. Therefore, the primary criteria should be assuming that although all people do not have same values, they are entitled to the same basic Human Rights that we all have. This process of self reflection will help in professional practice. It will assist in uncovering some of the assumptions and negative attitudes that I hold towards people belonging to diverse background. These attitudes and thoughts underpin my decision making and introduction. This self reflection will help me realize the importance of being aware of the negative impacts that such stereotype and stigmatizing attitudes create on the disadvantage people. I will try to gain knowledge on the different cultures, beliefs and religious customs of the other people. A sound understanding of the difficulties that are faced by individuals suffering from disabilities will also help in avoiding conflicts at the workplace, thereby promoting effective teamwork.
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Objective To provide you with an opportunity to identify and act on ways to improve own self and social awareness
1.List three ways you can improve yourself and your social awareness.
2.Research and identify two professional opportunities within your organisation or in your local area that you can act upon to improve own self and social awareness. Provide details of each opportunity that you identify, e.g. cost, location, time, duration, etc.
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Objective To provide you with an opportunity to value and respect diversity and inclusiveness across all areas of work
1.What are some of the benefits of diversity in the workplace? Give at least five examples.
2.How can you respect diversity in all areas of work? Give at least three examples.
3.What does the behaviour of someone who values and respects inclusiveness look like?
4.Give three examples of inclusive principles.
a)Working with people belonging to diverse background experiences helps in development of Creative concepts and innovations. This leads to production of out of box ideas.
b)A crossover of different skills talents and experiences directly benefits to the organization and work performance.
c)Hiring employees speaking a wide range of languages helps company to work on a global scale and facilitates interaction with largest client base.
d)Having a wider range of candidates makes the organization look progressive and increases the talent pool (Okoro and Washington 2012).
a)Striking up conversations with coworkers and showing and effort to know others in the workplace
b)Working with the team of employees that contains people belonging to diverse background will help in improving creativity and productivity
c)Writing a personal diversity statement of vision will help in recognising the values of workplace diversity (Patrick and Kumar 2012)
a)Developing a cohesive and collaborative work environment for continuous growth
b)Treating all employees with respect
c)Hiring people belonging to all genders, race, nationalities, religion, and sexual orientation (Boekhorst 2015)
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Provide your comments here:
Objective To provide you with an opportunity to contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness
1.How can you coach other to develop professional relationships? Give three examples.
2.Create a 5-10 minute training presentation for workers that gives practical advice for developing workplace and professional relationships based on appreciation of diversity and inclusiveness. Attach a print-out of your presentation to your workbook.
Others can be coached to develop professional relationship by the following-
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Has sufficient evidence and information been provided by the learner for the activity? Yes No
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Objective To provide you with an opportunity to use work practices that make environments safe for all
Define cultural safety and how you ensure it in the workplace. Give three examples.
It refers to an environment that is socially, spiritually, physically and emotionally safe for all individuals. It does not deny their identity and there are no provisions for facing an assault (Gerlach 2012). Ensuring cultural safety in the workplace encompasses noticing the cultural practices and behaviours of all employees, understanding and acknowledging the impact of their cultural history, learning about the traditions of diverse cultures, and acting differently in ways that meet the cultural thoughts and beliefs of all people.
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
Has sufficient evidence and information been provided by the learner for the activity? Yes No
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Objective To provide you with an opportunity to show respect for diversity in communication with all people
1.How can you show respect for diversity in communication?
2.This is a group activity for the whole class. A signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
You will each be given an employee profile. Profiles will be diverse and represent a range of backgrounds.
Role-play a work gathering as a group. During this task, you must demonstrate respect in your communication with others.
Everyone should exchange roles with another learner after 15 minutes and repeat the activity.
After the activity, write a short 300-word self-assessment. In this self-assessment, you should identify the verbal and non-verbal communication techniques you used during this activity to show respect for diversity.
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Objective To provide you with an opportunity to use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence
1.Describe three non-verbal communication techniques to maintain relationships.
2.This is a role-play activity to be conducted in pairs.
With a partner, discuss the following quote from Stephen R. Covey:
‘Strength lies in differences, not in similarities.’
What is your interpretation of this quote? What does it mean? How can it be applied in work practice?
Your partner may have different ideas. Demonstrate a range of verbal and non-verbal communication techniques for constructive and respectful discussion as you exchange ideas.
A signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to,where a language barrier exists, use effective strategies to communicate in the most efficient way possible and to seek assistance from interpreters or other persons according to communication needs
1.How can you overcome language and cultural barriers? Give a general overview of options in no more than 150 words.
2.You need to present an idea to your team. Two of your team members have English as a second language. How can you use resources to communicate more efficiently? List at least two options.
3.Interact with any two CALD persons in a simulated work environment determined by your assessor. Each interaction must last a minimum of fifteen minutes. During these interactions, you must demonstrate a range of techniques that you can personally employ to overcome language barriers and more effectively communicate.
4.Research and identify appropriate interpreters or other persons to assist with interpreting for:
A person with Hindi as a first language
A person with Tagalog as a first language
A Torres Strait Islander with Kala Lagaw Ya (Mabuyag dialect) as a first language.
You should provide details of interpreters/personnel/interpreting services approved by your organisation, where applicable.
Two options that can be made use of while presenting ideas to non-English speaking colleagues are as follows-
Varun Sud
Credentials Held
Contact Details
Accreditation History
Valid from 05 Jul 2005 onwards
Valid from 06 Dec 2005 onwards
Valid from 06 Dec 2005 onwards
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Objective To provide you with an opportunity to identify issues that may cause communication misunderstandings or other difficulties and consider the impact of social and cultural diversity where difficulties or misunderstandings occur
1.Identify three issues that may cause communication difficulties and explain how you can overcome them.
2.Write a brief (50-100 word) commentary on each of the following scenarios, considering how social and cultural diversity may have played a role in the misunderstanding occurring. You may conduct research on the cultures of those in the scenarios if you are not sure.
There has been a misunderstanding between a worker and a CALD client. The worker made a joke about one of the client’s children and the client became very upset. The worker doesn’t understand how she has caused offence – it was meant to be funny.
A female worker tried to greet an Orthodox Jewish male client by warmly shaking his hand. He refused to shake her hand, and the worker was offended.
A community worker attends a meeting with an Aboriginal family. It is a very hot day and she is wearing a short and revealing dress. She notices that the family seem to be irritated and upset with her, even though she is being polite and professional.
Three issues that can cause communication difficulties are as below-
Although the joke made by the person was supposed to be funny, lack of information on usage of appropriate words while communicating with clients belonging to culturally and linguistically diverse background created the miscommunication. The person might have used certain terms or acronyms that are considered slang in the culture to which the client belongs. This created a negative influence on the client and he felt upset with the entire incident.
Scenario Two
The Jewish religion does not support physical contact between people belonging to opposite genders. Shaking hands is forbidden by the Religion between men and women unless they are siblings, husband and wife or children accompanied by their grandparents or parents. The tradition and religious custom was followed by the Jewish man. Lack of knowledge on the cultures of people belonging to this religion made the women feel offended.
Scenario Three
People belonging to the aboriginal community consider it inappropriate to wear revealing short or short dresses. Therefore, the dress put on by the community workers make them feel uncomfortable since it was non-conforming to their culture and beliefs. This made them feel irritated even though the community work or maintained a professional and polite approach.
Estimated Time
Objective To provide you with an opportunity to explain how tomake an effort to sensitively resolve differences, taking account of diversity considerations and how to address any difficulties with appropriate people and seek assistance when required
1.How can you sensitively resolve diverse communication difficulties when you encounter them? In 100-200 words, provide a written summary of your ideas.
2.From whom or from where would you seek assistance, if required, to address any difficulties? Consider what would be appropriate in a range of situations and identify these in your answer. Your total answer should be no more than 300 words.
Differences in religious beliefs, lifestyle, race, ethnicity, and sexual orientation are some of the cultural barriers that affect communication in the workplace. I will be able to resolve these differences by treating all people as entities regardless of the cultural to which they belong. I will avoid making generalizations as such generalization may result in conflict during communication. I will try to learn more about the cultural beliefs and lifestyle of other people working with me in order to avoid conflicts in multicultural setting. Increasing my cultural awareness will be enhanced by reading books that provide knowledge on the traditions and believes of other cultures and ethnicities. I will engage in honest and open discussions about cultural differences with my colleagues and friends and will avoid jumping to wrong or unfair assumptions about another person. I will also avoid placing the blame on others as it can worsen communication problem. Another priority will be to focus on my active listening skills that will help me resolve miscommunication. I will try to play close attention to the words that are being used by my colleagues during a conversation. This will help me in resolving conflicts.
Activity 4B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
References
Boekhorst, J.A., 2015. The role of authentic leadership in fostering workplace inclusion: A social information processing perspective. Human Resource Management, 54(2), pp.241-264.
Gerlach, A.J., 2012. A critical reflection on the concept of cultural safety. Canadian Journal of Occupational Therapy, 79(3), pp.151-158.
Heilman, M.E., 2012. Gender stereotypes and workplace bias. Research in organizational Behavior, 32, pp.113-135.
Hogrefe, K., Ziegler, W., Weidinger, N. and Goldenberg, G., 2012. Non-verbal communication in severe aphasia: Influence of aphasia, apraxia, or semantic processing?. Cortex, 48(8), pp.952-962.
Monshat, K., Khong, B., Hassed, C., Vella-Brodrick, D., Norrish, J., Burns, J. and Herrman, H., 2013. “A conscious control over life and my emotions:” Mindfulness practice and healthy young people. A qualitative study. Journal of Adolescent Health, 52(5), pp.572-577.
Okoro, E.A. and Washington, M.C., 2012. Workforce diversity and organizational communication: Analysis of human capital performance and productivity. Journal of Diversity Management (Online), 7(1), p.57.
Patrick, H.A. and Kumar, V.R., 2012. Managing workplace diversity: Issues and challenges. Sage Open, 2(2), p.2158244012444615.
Ray, D., 2014. Overcoming cross-cultural barriers to knowledge management using social media. Journal of Enterprise Information Management, 27(1), pp.45-55.
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