Hi there this is my assignment, where the details is in the word document. I have posted the week 4,5,6 lecture slides which they have asked us to use for the assignment and the marking rubric as well. thank you
Details of task: In this assessment task, you are required to write a long essay plan in response to the following topic: · Why do the humanities and sciences use different types of primary sources? In your answer, make specific reference to examples from two or more disciplines. The aim of this task is to understand how to organise research-based writing and develop arguments that are clearly linked to evidence. For this reason, you are required to write the plan in the form of a nested list (see below) in which claims are separated from evidence. To structure the plan, you are expected to use Brick, Herke and Wong and other material from week 4, for example the discussion of the deductive approach, as well as Turner, K, Ireland, L, Krenus, B, & Pointon, L 2011, ‘Basic academic writing skills’ in week 6. The content of the plan should be based on ideas and principles from the unit, in particular week 5. You are required to write the main framing elements of an essay including the introduction and conclusion, each of which should be structured as a list. In each paragraph, you will write the topic and final/linking sentences. In between these sentences, you should state some of the main claims and refer to the type of evidence that you will use in one or two sentences – for example, ‘the study by author (date, page number) provides support for the claim because…’. The paragraph sentences (except for topic and final sentences) will be much less detailed than those in a complete essay. In order to meet the overall word limit, you should vary the size of your plan (decrease or increase the detail or alter the number of paragraphs). In the plan, the paragraphs, introduction and conclusion should be clearly separated, and in each of the body paragraphs, there should be a breakdown into topic sentences, key arguments, evidence and relevant research. The main idea is to create a logical sequence in which each paragraph is linked externally to the adjacent paragraphs, and in which each key statement is linked internally to minor statements and evidence. You will need to complete some research to develop the argument, but this may take the form of reading through abstracts rather than complete journal articles. The research can be referred to without providing detailed summaries or quotations. Most of the plan can be written by reflecting and speculating on the question. Below is a rough guide to how you should write the assignment using a nested list, although you will have more points and sub-points. The use of nesting is important, as it indicates sub-points within a claim or within a paragraph. You can vary this as long as you follow the essay planning principles described in the readings, and it is important to demonstrate that you do understand these principles. Write out the essay question Introduction 1. First sentence… 2. Second 3. Third 4. Final/linking Paragraph 1 5. Topic sentence 5.1. First claim 5.1.1 Evidence (introduce an article or book chapter) 5.2 Second claim 6. Final/linking sentence Paragraph 2 7. Topic 7.1 Evidence, etc. Paragraph 3 Conclusion Reference List Assess2: Criteria for marking: HD D C P N Structure and design (50%) Outstanding application of the principles of essay planning and sequencing in response to the essay question. Very good structure with clear and concise topic, linking, and introductory sentences. Includes most of the key elements but some problems with structure and/or the use of sentence types. Provides a plan that lacks appropriate structural elements. Little structural coherence and demonstrated understanding of the essay planning principles. Research summary and critique (30%) Excellent choice of high quality, academically reliable sources to support argument, without referencing errors. Very good range and relevance of sources supports argument, with strong referencing. Good effective range of relevant sources, but they do not always support the claims. Inconsistent referencing. Satisfactory attempt at research and use of sources but needs more sources of better quality and relevance. Inappropriate or incomplete referencing. Little or no use of sources to back up the claims. Language and presentation (20%) Excellent presentation with almost no grammatical or spelling errors Well written but some grammatical errors or problems with sentence construction. Satisfactory but frequent minor errors in spelling and punctuation. Poor attention to detail and significant problems with expression and grammar. Large sections of the writing are difficult to comprehend due to problems with expression and grammar. WORDS WORK: Academic skills for University ATS1297 - Academic Writing Lecture Four: Essay Planning, Introductions and Conclusions * Essay Structure deductive/inductive * When you write longer texts, you should consider the order in which you present information. You can control not only the information you present, but when the reader receives it. The two most common formats are: Inductive Deductive * Deduction * Essay Structure - deductive Introducing the general position first is a deductive approach: a feature of essays written in English, a position is first presented followed by supporting evidence that leads to a conclusion (Brick et al. p. 228). In most essays: ‘the introduction states the position you will argue, the body makes the argument and the conclusion confirms or modifies the position’ (Brick et al. p. 227). * Deductive Argument * (Brick et al. 228) Statement of Position evidence 1 evidence 2 evidence 3 Re-statement or modification of position Introduction (deductive approach) * http://www.theguardian.com/commentisfree/2016/apr/04/millennials-should-stop-moaning-theyve-got-more-degrees-and-low-rates ‘Generation Y is feeling really hard done by. There is massive resentment about Generation X and the baby boomer generation and the free university education they enjoyed, the remarkably low house prices they paid and the generous tax treatment of superannuation the oldies now enjoy.’ Gen X believes they are experiencing economic discrimination ‘The angst of the millennials is understandable, to some extent, but it reflects a lack of awareness of some of the issues Gen X and the baby boomers dealt with when they were young.’ This belief is due to lack of awareness ‘It is fair to say that young generations through time always seem to be doing it tough relative to older generations. I would hazard a guess that when today’s Gen Y turn 50, 60 and 70, they will have a living standard that will exceed today’s Gen X and baby boomers and the youth in 2050 will feel aggrieved.’ Economic change will ensure better living standards ‘Millennials would be wise to be a little more reflective whenever they snipe about how unfair life is.’ (Koukoulas 2016) Introduction - deduction 1st generalisation 2nd generalisation 3rd generalisation Prescriptive generalisation * Let’s think back to the 1970s and first half of the 80s, when today’s baby boomers and older Gen Xers were in their 20s and 30s. Back then, only one-third of the population finished high school. Two-thirds of people were under-educated and therefore skewed towards semi- or low-skilled professions. Today, more than three-quarters of young people, including today’s Gen Y, have finished high school. They are reaping the financial and other benefits that better education unleashes. It is a similar issue with university attainment. While a university education may well have been free in the old days, only 3% of the population actually got a university degree in the 70s and a ticket to higher incomes. Today, about 15% of young people get a university education. Sure they have to pay for it, but the trade-off between no tertiary education and a low-skilled job versus a small fee and wonderful career opportunities is one that is easily calculated. Gen X and the baby boomers, whether they left school early as most did, or went to university as a few did, entered a workforce that, with a few temporary exceptions, had an unemployment rate above 6.5% and was sometimes as high as 10%. Body of essay - deduction Framing statement Evidence 1 Evidence 2 Evidence 3 * Conclusion – modified position ‘Young people today are facing significant financial challenges, but this is not a new story. Progressive policy makers have, over the past four decades, looked at sustainable ways for the population to have the best possible access to education, housing and retirement savings. Everyone, young and old, has benefited from these policies and it is vital that policy settings do not hinder progress in these areas.’ (Koukoulas 2016) * Deductive reasoning begins with a generalisation followed by examples that fit the generalisations. For example, conditional statements: If you die for your faith, then you are a martyr If you kill for your faith, then you are a (…) Deductive Reasoning * http://www.babblepath.com/wp-content/uploads/2015/05/public-service-announcements-social-issue-ads-15.jpg Deduction - syllogisms Major premise: All humans are mortal Minor Premise: Paul is human Conclusion: Therefore Paul is mortal Minor premise (evidence, individual cases) University students are economically successful Most Gen Ys are university students Therefore, most Gen Ys are economically successful * https://sites.google.com/site/highlyeffectivequestions/inductive-reasoning Invalid reasoning: All humans eat beans Paul eats beans Paul is a human What if Paul is a dog? Induction * Principle of induction Induction and reasoning: Induction begins with a series of observations, facts or data, from which is inferred a principle. It presumes that the regularity of an event observed in the past will continue into the future. * Inductive generalisations Is induction always right? ‘a turkey who noted on his first morning at the turkey farm that he was fed at 9am. After this experience had been repeated daily for several weeks the turkey felt safe in drawing the conclusion “I am always fed at 9am”. Alas, this conclusion was shown to be false in no uncertain manner when, on Christmas eve, ... ... instead of being fed, the turkey’s throat was cut”’ (Chalmers pp. 41-42) facts require context, patterns can change ‘University students are economically successful’ Might change over time (Job market, automation) * How does this apply to writing? * In inductive argument, the evidence is presented first and then a conclusion is reached (Brick p. 150)