1. What are the challenges of providing public goods in developing versus developed countries? Use specific cases in your answer.
Assignment 2 – Revised Global Issues Research Paper and Written Response of FeedbackName: Revised Global Issues Research Paper N Below 15 P 15-17.5 C 18-20.5 D 21-23.5 HD 24 and above Content Task completion The task is not successfully completed, e.g. a global issue is not critically discussed. The task is successfully completed in some aspects. The task is successfully completed. The task is very successfully completed. The task is extremely well completed in terms of both content and critical discussion. Content development (Explanation of issues) There is much confusion about which issue is being discussed. The central issue is clear, but the details need to be explained more clearly. The issue is quite clearly explained, but some aspects are unclear or unexplored. Issue is stated, described, and clarified so that understanding is clear. Issue is stated clearly and described comprehensively, delivering all information necessary for full understanding. Argument development The argument is not coherently presented at the topic sentence level. The argument is not so coherently presented at the topic sentence level. The argument as a whole is quite coherently presented. The argument is very coherently presented. The argument is entirely coherent. Critical discussion of issues Contains very little critical discussion (e.g., analysis, comparison, synthesis, evaluation or justification), and is mostly descriptive. Contains some critical discussion (e.g., analysis, comparison, synthesis, evaluation or justification), but is largely descriptive. Contains some critical discussion (e.g., analysis, comparison, synthesis, evaluation or justification), and evaluation of different of perspectives. Uses critical questions to discuss the issue in a range of ways (e.g., analysis, comparison, synthesis, evaluation or justification), including evaluation of different perspectives. Uses critical questions to insightfully discuss the issue in a range of ways (e.g., analysis, comparison, synthesis, evaluation or justification), including evaluation of different of perspectives. Introduction There is no effective introduction. There is no recognisable thesis statement. The topic is introduced but does not follow a general to specific pattern. There are a number of unnecessary specific points or arguments. There is no thesis statement/ or, if there is a recognisable thesis statement, it is either not clear or overly simplistic. The introduction follows a general to specific pattern to lead up to the thesis statement and states the purpose and scope. The thesis statement states the writer’s position and the overall plan of the essay. The introduction clearly and logically sets the scene, states the purpose and scope, and leads up to the thesis statement with no unnecessary points or arguments. The thesis statement clearly states the writer’s position and takes into account the complexities of the issue. The introduction expertly sets the scene, states the purpose and scope, and builds up to the thesis statement. The thesis statement very clearly states the writer’s position and imaginatively takes into account the complexities of an issue. Body The body paragraphs lack topic sentences and are not organised in any logical way and/or do not present well supported arguments Some or all the body paragraphs contain topic sentences, but the paragraphs are not organised in any logical way and/or do not present well supported arguments. The body paragraphs present different aspects or perspectives on the issue in an organized way with clear topic sentences, reasons and examples. The body paragraphs present different aspects or perspectives in a well-organized way with well-expressed topic sentences, reasons and examples. The body paragraphs discuss particular aspects or perspectives in an extremely well-organized way with eloquently expressed topic sentences, reasons and examples. Conclusion There is no conclusion or the conclusion fails to draw the ideas of the essay together. The conclusion does not draw the main ideas together, restate the thesis or expands the scope very well. The conclusion draws the main ideas together, restates the thesis and expands the scope well. The conclusion draws the main ideas together, restates the thesis and expands the scope very well. The conclusion draws the main ideas together, restates the thesis and expands the scope extremely well. Using sources Referencing of sources (in-text, end-text) Information from sources is not well paraphrased or quoted. Sources have been insufficiently acknowledged through in-text and end-text references and/or too many sources are used without acknowledgement. Information from sources is not well paraphrased or quoted. Sources have been insufficiently acknowledged through in-text and end-text references. Information from sources is well paraphrased or quoted and appropriate in-text and end-text references are provided for many sources. Information from sources is very well paraphrased or quoted. Appropriate in-text and end-text references are provided for most sources. Information from sources is very well paraphrased or quoted. Appropriate and accurate in-text and end-text references are provided. Critical evaluation of sources and voice Information is taken from source(s) without any interpretation or evaluation. The writer’s voice is not strong. Information is taken from source(s) with little interpretation/evaluation. Viewpoints of experts are taken as fact, without question. The writer’s voice could be stronger. Information is taken from source(s) with some interpretation /evaluation, but not enough to develop a coherent analysis. Not enough questioning of experts. The writer’s voice is strong. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. The writer’s voice is very strong. Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. The writer’s voice is very strong. Language use Flow (coherence, cohesion) The text is difficult to follow. Ideas need to be organised more clearly and linked together more with transition signals. The text needs to flow more easily with more clearly organised paragraphs and more frequent use of appropriate transition signals. Ideas are relatively well organised in paragraphs and the use of transition signals improves the flow of the writing. Ideas are well linked to each other through clear organisation and effective use of transition signals. Ideas are very well linked to each other and the writing is very easy to read through the use of highly effective transition signals. Vocabulary Very few academic and topic specific terms are used. Some academic words and topic specific terms are used. A range of academic words and topic specific terms are used. A wide range of academic vocabulary and topic specific terms are used throughout the essay. A wide range of academic vocabulary and topic specific terms are very well used throughout the essay. Sentence structure, grammar and punctuation There are major problems with sentence structure, grammar and punctuation, which make the meaning of the writing difficult to follow. There are some problems with sentence structure, grammar and punctuation, which may interfere with the meaning of some sentences. However, the meaning of most sentences is relatively clear. The essay is generally written in well-structured, well-punctuated sentences, and there is some sentence variety. Minor grammatical errors in the assignment do not interfere with the meaning of the writing. The essay is written in well-structured, well-punctuated sentences, and there is sentence variety. There are very few grammatical errors in the assignment. The essay is written in well-structured, grammatically accurate, well-punctuated and sophisticated sentences, and there is great sentence variety. Comments /30 Written Response to Feedback N Below 5 P 5 – 5.9 C 6 – 6.9 D 7 – 7.9 HD 8 and above Context and Purpose for Writing Task completion. Appropriate use of personal and academic language style The task is not successfully completed. The reflection is written with language and content that is not appropriate for personal reflection or communication in an academic context. The task is successfully completed in some aspects. The reflection is written with language and content that is not so appropriate for personal reflection or communication in an academic context. The task is fully completed in terms of both content, organisation and language. The reflection is written with language and content that is appropriate for both personal reflection and communication in an academic context. The task is very successfully completed. The reflection is written with language and content that is very appropriate for both personal reflection and communication in an academic context. The task is excellently completed in terms of both content and critical discussion. The reflection is written with language and content that is totally suited to both personal reflection and communication in an academic context. Content development Explanation of key changes made Key changes made to the essay, based on feedback, are not explained in a clear, concise and direct manner. Key changes made to the essay, based on feedback, are explained but not so clearly, concisely or directly. Key changes made to the essay, based on feedback, are explained in a clear, concise and direct manner. Key changes made to the essay are explained comprehensively, delivering all relevant information necessary for full understanding.