The impact of noise pollution in WA.
Guide to Writing Assignment 1 Research Essay Assessment value: 20% Length: 1000 words Develop and present an argument about a global issue or challenge that is impacting on development in your country. · Choose a global issue relevant to your country by exploring the Global Issues resources. · Look at the Example Essays · Study the Research Essay resources in the Written Communication Toolkit (You will need to click Enrol Me, the first time you visit these sites). · Once you have chosen an issue, identify critical research questions (e.g., causes and effects, appropriate responses, impact on other issues and so on). · Generate search terms and use these to find articles (see the Library Resources for more information). 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). · Analyse the articles to identify the critical research questions they address and the perspectives they take on these questions. Write your own thoughts about the arguments and evidence presented in each article. · Choose one or more critical research questions 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 research questions 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. · Develop an argument to articulate your position and present this in the form of an essay. As well as clearly presenting your position, you should support your argument through reasoning and references to arguments and evidence in the literature. You should also critically discuss the other positions or perspectives you have encountered. 1. Choose a specific topic 2. Brainstorm critical research questions: 3. Choose 3 critical research questions to focus on and write your initial thoughts: Critical questions Your initial thoughts 4. Generate search terms and use these to find articles in Library Search, Databases (e.g., Proquest), or Google Scholar (see the Library Resources for more information): E.g., impacts, poverty, China, “energy crisis” 5. Choose relevant articles and take notes: Article reference Critical research question(s) Perspective/position of the article Your thoughts 6. Now write the main points you might make in your essay. Include the thesis statement (which comes towards the end of the introduction) and the key points to be developed in the body paragraphs. Thesis statement (this is a direct statement of your position on the critical question/s you are focussing on). e.g. This essay argues that … Key points in the body paragraphs are mentioned in the topic sentence of each paragraph. Topic sentence 1: Topic sentence 2: Topic sentence 3: Topic sentence 4: Topic sentence 5: Topic sentence 6: Remember: Research writing is a cyclical, iterative process, so your specific topic, the critical questions you choose, your search terms and your argument may all change as your argument develops. Part of the challenge is to manage your time and make sure you are able to stop reading and thinking in time to produce and submit your essay on time! 1 TLC 501 Assignment 1 TLC 501 Assignment 1 Rubric and Feedback (20%) · 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 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. Grade /20 Comments Assignment 1: Research Essay Assessment value: 20% Length: 1000 words (plus or minus 10%