1300 words. Please follow the template and rubric provided and write about the following articles. The subject framing is also provided.
Topic framing Are NAPLAN testings effective? Media Article 1 link https://www.afr.com/work-and-careers/education/more-testing-can-strengthen-naplan-data-say-experts-20210413-p57iyl Media Article 2 link https://www.smh.com.au/education/naplan-s-back-as-study-finds-students-scores-don-t-improve-much-20190828-p52lp4.html Is this a follow up of your topic from AT1? NO. Assessment guide for AT3, Arguments, Evidence and Intuition. 36200 and 36201 AUTUMN 2021 1 From the Subject Outline: FOR STUDENTS IN 36200 Suggested word length is at least 1300 words. We do not mind if you are over this by about 10%, provided your writing is succinct, clear and well structured. If your writing is rambling or repetitious you will not score well. Due: 23rd MAY 2021, SUNDAY, 23:59 hours FOR STUDENTS IN 36201 Suggested word length is at least 1800 words. We do not mind if you are over this by about 10%, provided your writing is succinct, clear and well structured. If your writing is rambling or repetitious you will not score well. Due: 23rd MAY 2021, SUNDAY, 23:59 hours Assessment guide for AT3, Arguments, Evidence and Intuition. 36200 and 36201 AUTUMN 2021 2 PLANNING, AND IN-CLASS FORMATIVE ASSESSMENT TASKS: Find your TOPIC/ Issue Get approval from your tutor on your choice of topic. See next page for suggestions and limitations on choice. It must be TOPICAL (current) (people are talking/ arguing about it, using facts, figures and statistics) ; OR an issue that you started investigating in AT2 and now want to investigate more deeply, looking into reasons for any disagreement on the issue. Face to Face or Online in Teams, by Monday, 3rd May 21. Your tutor will record your topic once it is approved. Last date to change topic is 9th May 2021, only after talking to your tutor. If you submit a report, without the approval of your ‘topic’, your AT3 report will not be marked and you will be notified. You may need to rewrite the whole report with an approved topic. Oral presentation of a progress report to your peers Your peers and your tutor will give you feedback on your progress report. You will give feedback to your peers, and contribute to class discussion. Sample slides will be provided. Submit your slides online on CANVAS before this class. Maximum 10 slides. Face to face or Online in Teams meetings, Monday 10th May 2021 or another agreed date if required. This is worth up to 5% of your final mark in this subject. If you miss class on the day of presentations (10th May), and want to access these marks, you need to submit a medical certificate or other explanation to Subject Coordinator. You will then be contacted about an alternative time. If you do not make this presentation, you will also not be able to access 5 of the 30 marks for the written report which are allocated for responding to feedback. (If you change your topic after the ORAL presentation, you may not be able to access any marks that you obtained in your ORAL presentation or the marks for ‘peer reflection’ in written report.) SUBMIT ONLINE YOUR FINISHED ASSIGNMENT On or before Sunday 23rd May 2021. Use the appropriate submission links on Canvas. This is worth up to 30% of your final mark in this subject. LATE ASSIGNMENTS LOSE 10% PER DAY LATE Your submission is automatically date stamped. If the date is 24 May 2021, you lose 10%, if 25 May 2021 you lose 20% and so on. The “Taking perspectives - Dealing with Disagreement (Topical Issue) Assignment” THIS IS NOT A GENERAL ESSAY – IT HAS PARTICULAR REQUIREMENTS AND STRUCTURE Assessment guide for AT3, Arguments, Evidence and Intuition. 36200 and 36201 AUTUMN 2021 3 LIMITATIONS AND PROHIBITIONS FOR YOUR CHOICE OF TOPIC This is an INDIVIDUAL, and ORIGINAL assignment. We hope that you share our commitment to academic integrity (which means - not cheating). Your tutor will ensure that your choice is not the same as others in your tutorial group, and we will be alert for similarities across groups. We prefer you to choose topics based on current issues in Australian society. Good choices allow you to find media articles that use current data and statistics, so you can demonstrate how to critique the way they are used. Suggested Topics for AUTUMN 2021 (there are many more you might find by reading the news) Type 1: “We should pay more attention to Indigenous perspectives on managing the environment” Topics in this format are appropriate choices: Type 2: Federal/State/Local Governments in Australia should do more/less of ….. in order to reduce/increase … For example, “Australian governments should be prepared to subsidise airline companies to ensure their survival” “State governments should do more to improve the buildings and facilities of public schools to ensure more equitable education outcomes for society.” “The federal government should introduce an anti- corruption organisation to reduce corruption in the federal sphere of politics” “Governments at all levels should do more to protect the environment to ensure the survival of wildlife” “Governments should do more to support research into medical aids for people with disabilities.” “Governments should do more to encourage manufacturing industries to survive and thrive in Australia.” Type 3: “Youtube helps in examples and scenarios but is not the most rigorous or scientific way of academic learning.” “The dangers of pseudo-medicine need to be understood for better health and management of our bodies” Other choices include a deeper look into how your AT2 topic is debated in the media. This might not be an issue with disagreements, but should be a serious, relevant issue. These topics are prohibited as they have been used frequently in recent semesters: Anything to do with… • COVID/ VACCINE (any) • elections in USA or gun laws in the USA or elsewhere • drug testing at music festivals • the Sydney lock-out laws • marijuana • for and against GM food • E-cigarettes • driverless cars, E bikes • drug testing of welfare recipients • Bitcoin • Reducing plastic use • Researching space travel not worth the cost • The date of Australia Day should be changed • Racism, black lives matter • Physical and Online Gaming • Sugar Tax • It is time for a global government • There is evidence that police too often misuse their authority We want you to find topics where the arguments are based on facts, figures and statistics. These, and similar topics are prohibited as they are about issues where one or both sides are based on religious and/or cultural beliefs and practices: • Abortion should be illegal / legal • Euthanasia should be encouraged • Pornography should be more restricted • The death penalty should be reintroduced • Same sex marriage should not be legal • Anything where one or both sides has a religious or cultural base. This is not a science essay so topics like these are prohibited: Is climate change real? We are using too many antibiotics Assessment guide for AT3, Arguments, Evidence and Intuition. 36200 and 36201 AUTUMN 2021 4 How will this task be marked? Written report The criteria are also on the Subject Outline and are repeated here with a table to show you how the markers will decide your mark for each criterion. The criteria are weighted as indicated. Criterion (1a): Identifies, summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the various stakeholders, drawing on a range of sources. Weight 8/30. High Distinction Distinction Credit Pass Fail Has identified at least three media articles on the issue, at least one of which is biased. Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the stakeholders who were responsible for those articles. Gives well-reasoned explanations for identifying at least one article as biased in the use of facts, figures and/or arguments. The analysis and critique is of a very high standard and shows awareness of ways that some of the sources have manipulated data and/or visual graphics to exaggerate and/or misrepresent the facts. “Bad arguments” and logical fallacies are identified and explained clearly. Has identified at least three media articles on the issue. Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the stakeholders who were responsible for those articles. The analysis and critique is of a very high standard and shows awareness of ways that some of the sources have manipulated data and/or visual graphics to exaggerate and/or misrepresent the facts. Some attempt is made to identify “Bad arguments” and logical fallacies. Has identified at least two media articles on the issue. Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the stakeholders who were responsible for those articles. Writing is clear. Some awareness is demonstrated of ways in which data has been misused. There may be a limited attempt to identify “Bad arguments” and logical fallacies. Has identified at least two media articles on the issue. Summarises, analyses and critiques the key arguments and quantitative evidence from the perspectives of the stakeholders who were responsible for those articles. Writing may not be clear in places. There may be a limited attempt to identify “Bad arguments” and logical fallacies. Does not explicitly identify the issue. Summary, analysis and critique of the arguments and evidence is either missing or not strong and does