Academic essay on 'Poverty in Bihar'.Do take care of grammer and academic vocabulary.Try to be in argumentative style.
TLC 501 Assignment 1 TLC 501 Rubric and Feedback · Download this file and save it using a filename as follows: First Name. Surname. Student Number. Assignment Number. e.g. Stephen Johnson 20181234 Assignment 1 · Paste a copy of your assignment at the end of this document as indicated below on p. 6 · Submit the file to the LMS in the section Assignment 1 · Click here for more general guidelines about submitting assignments. Marking criteria N Below 10/20 P 10-11.5 C 12-13.5 D/HD 14-15.5/16-20 Content Task completion The task is not successfully completed, e.g., a global issue is not critically discussed. Some aspects of the task are successfully completed. The task is mostly successfully completed. The task is successfully completed to a high level. 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 central issue is quite clearly explained, but some aspects are unclear or unexplored. The central issue is stated, described, and clarified so that understanding is very clear and nuanced. Argument development The argument is not coherently presented at the topic sentence level. The argument needs to be presented more coherently at the topic sentence level. The argument as a whole is quite coherently presented. The argument is very coherently presented. 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 of perspectives. Structure 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 a recognisable thesis statement, but the writer’s argument is either not clear or overly simplistic. The introduction follows a general to specific pattern setting the context, purpose and scope, leading up to the thesis statement and an overall plan of the essay. The thesis statement states the writer’s position and argument clearly. 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. Body The body paragraphs lack topic sentences and are not organised in any logical way, and/or do not present well supported arguments Some body paragraphs contain topic sentences, but 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 from reliable sources. The body paragraphs present different aspects or perspectives in a well-organized way with well-expressed topic sentences, reasons and examples from a wide range of reliable sources. Conclusion There is no conclusion or the conclusion fails to draw the ideas of the essay together. The conclusion does not clearly draw the main ideas together, restate the thesis or expand 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. Using sources Referencing of sources (in-text, end-text) Not enough information has been used from academic sources and/or information from sources is not well paraphrased or quoted. Sources have been insufficiently acknowledged through in-text and end-text references. Sufficient supporting information from sources has been presented but much of it 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. Critical evaluation of sources and voice Information is taken from sources without any interpretation or evaluation. The writer’s voice is not strong. Information is taken from sources with little interpretation or evaluation. Viewpoints of experts are taken as fact, without question. The writer’s voice could be stronger. Information is taken from sources with some interpretation and evaluation, but overall there is not enough questioning of experts. The writer’s voice is strong. Information is taken from sources with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. The writer’s voice is strong and persuasive. 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 and other cohesive devices (e.g. pronouns and synonyms). The text needs to flow more easily with more clearly organised paragraphs and more frequent use of appropriate transition signals and other cohesive devices (e.g. pronouns and synonyms). Ideas are relatively well organised in paragraphs and the use of transition signals and other cohesive devices (e.g. pronouns and synonyms).improves the flow of the writing Ideas are very well linked to each other through clear organisation and effective use of transition signals and other cohesive devices (e.g. pronouns and synonyms). Vocabulary Very few academic and topic specific terms are used. A number of words are used inappropriately making the meaning of phrases difficult to follow Some academic words and topic specific terms are used. A limited number of words are used inappropriately making the meaning of phrases difficult to follow at times. A range of academic words and topic specific terms are used. Words are mostly used appropriately making the meaning of phrases easy to follow A wide range of academic vocabulary and topic specific terms are used throughout the essay. Vocabulary use is appropriate and creative making the meaning of phrases very clear and a pleasure to read. 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 variety of grammar and sentence types used enhances the reading experience. Comments Research essay Length: 1000 words (plus or minus 10% of this word count is acceptable) Task · Choose a global issue relevant to your country by exploring the online resources in the Learning Management System (LMS) and other sources. · Once you have chosen an issue, research the issue to identify critical points that you will discuss in your own argument (e.g., main causes and effects, why this issue is important, impacts on other issues, which responses to the issue are most likely or least likely to succeed and so on) · Present clear reasoning and reliable evidence to support all your claims and arguments · Your final essay should refer to at least 6 appropriate references, including at least 3 academic journal articles (other sources may include appropriate book chapters, reports, magazine or newspaper articles, videos or websites) · Choose one or more critical points of discussion as your focus. Avoid trying to cover everything or merely describing the issue. Through your reading, also seek to identify different perspectives on these critical points of discussion. · Based on your reading and personal knowledge, develop your own position on the critical points of discussion you have chosen. This position can be influenced by one of the perspectives you have encountered, but it should be stated in a way that demonstrates some originality. Style Guide o The assignment is typed on A4 size paper o The assignment is in 12-point font o References are provided in Chicago, APA or another author-date style o The assignment has ‘normal’ (2.54 cms) margins on both sides o The lines in the assignment are 1.5 spaced And finally… · Write your name and student number on the first page of your essay · Make sure you include your reference list at the end of your essay · You do not need a cover page. Last modified: Friday, 29 August 2018, 11.30 am Complete this checklist before submitting your assignment. Answer Yes or No to each point. Adapted from https://www.monash.edu/rlo/research-writing-assignments/writing/editing-and-proofreading/editing-and-proofreading Editing (The ‘big picture’, structure and flow) Yes No Comments Structural aspects · Introduction: does it include a thesis statement (your main argument) and an outline statement (how the essay is organised? · Body Paragraphs: do they each have a clear topic sentences? · Do all the ideas in the paragraph ‘hang together’ cohesively and relate directly to the topic sentence?? · Are there links between paragraphs and sections (implicit / explicit connectors)? · Conclusion: does it sum up your main points? Is there a final observation? Coverage of your topic · Have you answered the question or completed the task asked of you? · Have you explored the issues raised by the topic to sufficient depth? Analysis and argument · Have you provided adequate analysis? · Have you demonstrated a critical approach to your sources and the topic? · Is your argument supported by sufficient evidence and supporting information? Citations, quotations, paraphrasing · Are there too many quotations? · Are the quotations and citations from reliable, representative sources? · Are the paraphrases written completely in your own words? · Does every paraphrase and quotation have an in-text and end-text reference? Coherence · Are the thought relationships clear? · Are there signposts throughout to indicate where you have come from within the argument, and where you are going next? Logical development and flow of writing · Is the writing style consistent and appropriate for an academic audience? · Is the flow of ideas logical and smooth?