I will have to receive a minimum 30/40 to pass this subject so I definitely need a high distinction.
Assessment details for all students Let’s go activities & research essay LNGE40049 Submission: Due date: Upload through Moodle Friday, Week 12, 11:45pm ASSESSMENT Weighting: 50% 3 Length: Let’s Go Activities 7-1, 9-2, 10-1 & 10-2 (from Weeks 7-10 of the Study Guide): as many words as necessary 1 Research Essay: 1600 words (±10%) from the first word of the introduction to the last word of the conclusion 1 Reflective Response: 100-200 words Details Plan and write a 1600 word academic essay on one of the following topics: EITHER A) The modern Australian lifestyle has created some problems for the natural environment. Discuss two of these problems and the ways they are being addressed. OR B) Since the 1960s, gender roles within Australian society have undergone many significant changes. Discuss two of these changes, and their positive and negative impacts. OR C) This century, the increasing use of mobile technologies and social media platforms has impacted on Australian society in a number of ways. Discuss two of these technologies/platforms, and their positive and negative impacts. Requirements: All components (Let’s Go Activities, Research Essay and Reflective Response) must be word-processed and submitted to Moodle in one single Word document. Referencing must follow the latest version CQUniversity Harvard referencing guide (abridged version). The essay must include in-text citations and have a list of references on its own page following the essay. The list of references is not included in the word count. Six to ten different sources must be cited in the body of the essay. (Each source can be cited more than once.) Use 11 point Arial or 12 point Times New Roman font. Use 1.5 line spacing and at least 3cm margins.To be successful with Assessment 3 follow these steps: 1. Find and evaluate between six (6) and ten (10) sources according to the strategies you practised in the Annotated Bibliography assessment, and then read and make notes from those sources. Please note: These sources can include those you have used for the Annotated Bibliography if you still feel they are useful, but you may use different sources if you wish. Please also note: You do not need to document and submit your search strategies, evaluations or notes with this assessment, but these steps are an important part of preparing this Research Essay. 2. Work carefully through Weeks 7-10 and complete all of the Let’s Go Activities. You only need to submit word-processed versions of Let’s Go Activities 7-1, 9-2, 10-1 & 10-2 – BUT you do need to attempt all of the Let’s Go Activities in the Study Guide as they will assist you in planning, drafting and writing your Research Essay. 3. Prepare word-processed versions of the required Let’s Go Activities (listed above) ready to submit with your Research Essay. 4. Draft, edit and proofread your Research Essay ensuring that it is ready to submit according to the guidelines for this assessment. 5. Write a response reflecting on the process of preparing and submitting Assessment 3. In the reflective response you must respond to the following five questions: How did you feel as you began preparing the assessment? What do you think you have done well in this assessment? What do you think you will need to improve on in future assessments? What were the most challenging parts of the assessment? What are the most important lessons you have learned from completing this assessment? 6. Upload all parts of Assessment 3 as ONE Word document through the Essay Writing for University Moodle site. Please note: There is an expectation that your polished paragraph will be word- processed following the conventions appropriate to tertiary study. Specifically we are looking for correct font size and style (Arial 11 or Times New Roman 12), and line spacing (1.5 left aligned, except for the reference list, which is single spaced). Please put your full name and student number in the footer, and include page numbers. Title page is optional. There are further instructions on the Essay Writing for University Moodle site, and in your Study Guide, regarding the completion and submission of this assessment. Objectives This assessment item relates to course learning objectives 1–8 and to the general assessment criteria detail that follows. use appropriate grammar and writing patterns produce writing pieces according to audience and purpose using writing frameworks apply reading and note-taking frameworks and strategies to develop referenced academic paragraphs find and evaluate relevant, scholarly research to support academic writing record citation details according to referencing conventions use planning frameworks to produce a conventionally structured and referenced academic essay develop competence in the use of the online learning management system reflect on new ideas and their relationship to personal worldviews and academic learning Assessment criteria You will be assessed according to how well you demonstrate control over the following criteria. Planning and drafting: analysing a topic using graphic organisers to plan main ideas of body paragraphs using graphic organisers to plan the introduction and conclusion including different viewpoints in the draft of an essay Academic essay structure: writing an introduction according to conventions outlined in the Study Guide writing body paragraphs according to the conventions of say it, prove it and clinch it writing a conclusion according to conventions outlined in the Study Guide achieving cohesion within and between paragraphs using appropriate cohesive ties Referencing: using the Harvard conventions both in-text and in the list of references using author-prominent and information-prominent referencing applying academic honesty to writing (i.e. no plagiarism). Language use: using formal, objective language writing in a clear and concise way using a variety of sentence structures to achieve rhythm and flow using correct grammar, punctuation and spelling. Student name: Assessment 3: Let’s go activities (7-1, 8-1, 9-2 and 10-2) and Research Essay Criteria for assessment Level of competence demonstrated High Distinction Distinction Credit Pass Fail Planning: Control over essay planning, developed through completion and submission of all required Writing Workshop activities. Required Let’s go activities all submitted, and completed to a very high standard. Required Let’s go activities all submitted, and completed to a high standard. Required Let’s go activities all submitted, and completed to a sound level. Required Let’s go activities all submitted and completed. Required Let’s go activities incomplete, poorly executed or not submitted. Essay content: Ability to select relevant ideas to compose a comprehensive and analytical response to the question. Relevant and significant ideas are skilfully presented to compose a comprehensive and analytical response to the question. Relevant and mostly significant ideas are well presented to compose a comprehensive and analytical response to the question. Response addresses the topic with relevant and significant ideas, but analysis may not be well developed. Response attempts to addresses the topic with some relevant ideas but analysis is limited. Response barely addresses the topic and the range of ideas is limited and/or some points are not relevant or significant. Essay structure 1: Skill in writing an introduction and conclusion that follow academic conventions to achieve their aims. Introduction and conclusion make excellent use of academic conventions to achieve their aims. Introduction and conclusion make very good use of academic conventions to achieve their aims. Introduction and conclusion make good use of academic conventions to achieve their aims. Introduction and conclusion make sound use of academic conventions but may not achieve all their aims. Introduction and conclusion do not conform to academic conventions and do not achieve their aims. Criteria for assessment Level of competence demonstrated High Distinction Distinction Credit Pass Fail Essay structure 2: Skill in structuring body paragraphs to develop a discussion. Body paragraphs are very skilfully and logically structured to develop a strong, coherent discussion. Body paragraphs are logical and well structured, and develop a strong, coherent discussion. Body paragraphs are mostly well structured and logical, and develop a sound discussion. Body paragraphs use some logic and structural conventions but focus may be lacking at times, affecting the coherence. Discussion is adequately presented. Body paragraphs show very little evidence of structural conventions and focus is lacking. The discussion is not developed. Referencing 1: Skill in using Harvard conventions in-text from a range of sources. An accurate and effective use of in-text referencing conventions. Sophisticated application of techniques may be evident. An effective use of in-text referencing conventions. Contains minor errors. A sound use of in-text referencing conventions. Contains errors and some awkwardness. In-text referencing is evident but contains many errors and is not effective in supporting main ideas. Contains fundamental errors including overuse of one source. There is little or no in-text referencing in the body paragraphs. Many inaccuracies exist. Referencing 2: Skill in using Harvard conventions to compile an accurate and complete reference list on a range of appropriate and scholarly sources. Reference list is accurate and complete, and includes a range of appropriate and well- chosen scholarly sources. Reference list is mostly accurate and complete, and includes a range of appropriate and scholarly sources. Reference