Foundation Studies Advanced Academic English 预科 代写

Foundation Studies Advanced Academic English 代写

Revised 28 April 2017 Foundation Studies Advanced Academic English Assessment Task Notification - Essay Student ID  Last name  First name  Preferred name Topic Title  Essay Due Date  Week 11 Friday 12 May by 5pm, submitted online to Turnitin Weighting  20% Length  1000 – 1200 words (+/- 10%) Instructions  You are required to write a scholarly essay on one of the topics provided below. Your essay should have 1000 – 1200 words and be original research developed to respond to the essay question. This means that repeating and recycling materials, arguments and research from previous assessments, as well as other courses and their assessments is not permitted. Your essay should include the following elements:   Include a title for your essay (your chosen question).   Include your name and student number in the document header, and page numbers in the footer.   Use font size 12 and 1.5 line spacing.   Use APA referencing style.   Incorporate an introduction, discussion paragraphs and conclusion.   Reference at least four resources (three scholarly sources related to your chosen topic and Marchetta’s Looking for Alibrandi)   Include a list of works cited at the end of your essay. Remember that references cited in the essay need to correspond to the list of works cited at the end.   Bear in mind academic honesty principles, preventing plagiarism and attributing resources to their authors. Method of submission: Please submit your essay to Turnitin by Friday 12 May by 5pm. Your essay must be written and submitted in Word format – no other formats are acceptable. Revised 28 April 2017 Essay questions: Choose one topic from the list provided and read the instructions carefully. You are strongly encouraged to discuss your essay topic and essay plan with your teacher before submitting the final version to Turnitin. 1. AUSTRALIAN MULTICULTURALISM 1. Stereotyping can either motivate an individual to succeed or discourage them from achieving their goals. Discuss the above statement and the impact of stereotyping on an individual. In your essay, make direct reference to Melina Marchetta’s 1992 novel, Looking for Alibrandi, and at least THREE scholarly sources. 2. ETHICS 2. “Educating the mind without educating the heart is no education at all.” ― Aristotle What role does education play in shaping one’s ethical principles? Discuss this issue in relation to Aristotle’s statement. In your essay, make direct reference to Melina Marchetta’s 1992 novel, Looking for Alibrandi, and at least THREE scholarly sources. 3. IDENTITY 3. Culture and gender are inextricably linked to our identity. Do you agree? Argue in relation to the role of culture and gender in forming our individual identity. In your essay, make direct reference to Melina Marchetta’s 1992 novel, Looking for Alibrandi, and at least THREE scholarly sources. 4. GENDER 4. The changing nature of gender expectations on individuals can be liberating or limiting for young Australians. Analyse the above statement and explore the evolution of gender expectations in Australia and its impact on individuals. In your essay, make direct reference to Melina Marchetta’s 1992 novel, Looking for Alibrandi, and at least THREE scholarly sources. 5. CROSS-CULTURAL COMMUNICATION T he challenge of cross-cultural communication is exacerbated by generational differences. Evaluate this notion in statement in relation to contemporary Australia and your own cultural background. In your essay, make direct reference to Melina Marchetta’s 1992 novel, Looking for Alibrandi, and at least THREE scholarly sources. Revised 28 April 2017 Essay (20%) Criteria  Fail Pass  Credit  Distinction  High Distinction Argument 0 1 2 3 4  5  6  7  8 9 10 Student’s argument lacks coherence and consistency. It is difficult to follow and fragmented. Student provides sufficient arguments which are adequately presented. Ideas may occasionally lack coherence and direction, and appear derivative in nature. Student provides coherent and sound arguments which are well-presented. Ideas may occasionally lack consistency and direction. Student provides compelling, persuasive and sound arguments which are well- presented, clear and coherent. Student provides highly original, persuasive, detailed and compelling arguments which are excellently presented. Evidence 0 1 2 3 4  5  6  7  8 9 10 Student uses limited or no specific examples to support arguments. Student uses adequate examples from scholarly sources and core text to support arguments. Some resources and examples may be missing, lacking relevance and coherence. Student uses well- presented and compelling examples from scholarly sources and the core text to support arguments. Some resources and examples may lack relevance and coherence. Student uses well- presented and compelling examples from scholarly sources and the core text to support arguments and, competently integrates them into the essay. Student uses well-presented and diverse examples from scholarly sources and the core text to support arguments and fluently integrates them into the essay. Structure 0 1 2 3 4  5  6  7  8 9 10 Student’s essay is incoherent, and has no sense of planning, structuring or direction. It lacks identifiable sections such as an introduction, discussion and conclusion. Student’s essay has some evidence of structuring, planning and distinct sections incorporating an introduction, discussion and conclusion. The paragraphs may appear fragmented with abrupt thematic shifts and inconsistent use transitional phrases. Student’s essay reflects solid structuring, planning and distinct sections incorporating an introduction, discussion and conclusion. There is an attempt at linking paragraphs with topical sentences and transitional phrases. Student’s essay reflects careful structuring, planning and distinct sections incorporating an introduction, discussion and conclusion. The paragraphs are well- linked with topical sentences and transitional phrases. Student’s essay is well- structured, carefully planned and excellently presented, incorporating an introduction, discussion and conclusion. The paragraphs are excellently linked with topical sentences and transitional phrases. Revised 28 April 2017 Criteria Fail  Pass Credit Distinction High Distinction Language 0 1 2 3 4  5  6  7  8 9 10 Numerous issues with style, register, spelling, grammar, and punctuation make it difficult to understand. Student uses comprehensible language although there may be issues in the areas of style, register, spelling, grammar and punctuation. Student uses correct and clear language with occasional issues in some areas of style, register, spelling, grammar and punctuation. Student uses precise and clear language; demonstrating good control over style, register, spelling, grammar and punctuation. There may be minor errors present. Student demonstrates excellent control over language and vocabulary, correct spelling, grammar and punctuation. Writing is compelling and eloquent. Referencing 0 1 2 3 4  5  6  7  8 9 10 There is little evidence of sources consulted. No references or incomplete references used to support points. Adequate citation of texts with occasional errors and missing elements. Citation

Foundation Studies Advanced Academic English 预科 代写 reflects sufficient understanding of referencing rules and their application. Solid citation of texts with occasional errors and inconsistencies. Citation reflects a good understanding of referencing rules and their application. Excellent citation of texts with possible minor errors. Citation reflects a strong understanding of referencing rules and their application. Citation of sources is excellently presented and follows referencing rules with consistency. Comments: Foundation Studies Advanced Academic English 预科 代写