1. Taylor’s University FNBE - English 2 (ENGL
0205)
1 | P a g e
P a g e | 1 of 4
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Foundation in Natural and Built Environment (FNBE)
English 1 [ENGL0105]
Assignment: Essay Question
Assignment Individual work.
LO
As per
stated in the
module
25%
Essay
Week 7
21st March,2014
INTRODUCTION
This assignment evaluates academic writing skills for a basic 5-paragraph expository or
argumentative essay. It also evaluates the student’s ability to research information to support the
arguments proposed in the essay, to cite the sources of information and also to provide a list of
references.
Referencing:
All persons, books and other sources of information are to be referenced in accordance with the APA
Style.
OBJECTIVES OF ESSAY WRITING
The objectives of this project are as follows:
1. Provide practice in basic 5-paragraph essay writing.
2. Provide instructions in basic referencing skills.
3. Provide basic analytical skills for contemporary essays and reading texts.
LEARNING OUTCOMES OF THIS REPORT
The learning outcomes of this assignment are:
1. Write a well-developed and well-organised 5-paragraph expository and argumentative
essay.
2. Apply correct APA style referencing techniques.
3. Analyse contemporary essays and reading texts critically.

2. Taylor’s University FNBE - English 2 (ENGL
0205)
2 | P a g e
P a g e | 2 of 4
TASKS – METHODOLOGY
Your tasks are as follows:
1. In some countries young people have little leisure time and are under a lot of pressure to work
hard in their studies. What do you think are the causes and effects of this condition? Plan your
response, and then write a cause or effect essay.
2. Write a compare or contrast essay about any two traditional houses of your choice.
3. Identify the steps involved in producing an attractive sketch. Then, write a process essay to
describe this process.
SUBMISSION REQUIREMENT
1. You are required to answer only ONE question.
2. The word limit for this assignment is 600 to 800 words only.
3. You must research the topic that you choose and write an essay that is informed by authority.
4. Submissions after 21st March, 2014 will not be entertained.
5. The essay must be typed on A4 paper using font style ARIAL point size 12 with double
spacing.
6. Your essay must be submitted with the following:
i. pre-writing
ii. citations within the text supporting your argument (APA referencing format)
iii. a list of references (Works Cited in APA format) attached at the end of your
essay
iv. cover page (follow the attached format)
ASSESSMENT CRITERIA
The assessment for this assignment will be based on:
• Your demonstrated understanding of the brief.
• The content of the write-up—strength of central idea and relevance to the question.
• Clear and coherent organization of ideas and argument.
• Ability to use scholarly references to support arguments and ideas.
• Grammar and mechanics.
MARKING CRITERIA

3. Taylor’s University FNBE - English 2 (ENGL
0205)
3 | P a g e
P a g e | 3 of 4
Descriptors Level 1 Level 2 Level 3 Level 4 Level 5 Total
Percentage 40-49% 50-59% 60-69% 70-79% 80% & above Marks
Prewriting - 10
(per paragraph)
Lack
supporting
details or
examples
One
supporting
detail or
example
Two
supporting
details or
examples
3 supporting
details or
examples
Good and
sequentially
developed
Unity – 10
(Structure)
Intro/Supporting
Paragraphs/
Conclusion
Essay is not
assigned
with the topic
with
general
introduction
and
conclusion
2 main ideas
provided
with general
supporting
ideas with
general
introduction
and
conclusion.
3 main
ideas
provided but
they are
loosely
connected.
Introduction
with a thesis
statement
and a
general
conclusion.
Provided a thesis
statement with 3
topic sentences
but each
paragraph
contains 2 or
less specific
details. No
recommendation
for the
conclusion.
Well developed
introduction with a
thesis statement,
3 topic sentences
and 3 specific
details for each
paragraphs and
has
recommendations
for the conclusion.
Support – 30 Provides
general ideas
with one
specific
detail.
Provides two
specific
details.
Logical
progression
in ideas. 3-
4specific
details
included.
Logical
progression in
ideas. 5-7
specific details
included.
Ideas are clear
and logical.
Provides 8 or
more specific
details with
resource
information.
Coherence – 30 Essays show
little
development
or
relationship
among ideas.
Uses 2 or
less
transitional
words or
other word
connectors.
Lack of
logical
progression.
Uses 3
word
connectors.
Sequence
of idea is
evident.
Uses 4 word
connectors.
Logical
progression of
ideas.
Shows an in-
depth
understanding of
topic and provides
independent
thought.
Sentence skills
20
Compose
simple and
monotonous
sentences.
Serious
errors in
choice of
words and
mechanics.
Compose
simple
sentences
with
numerous
errors in
mechanics.
Appropriate
choice of
words.
Compound
sentences
with fewer
errors in
mechanics.
Ability to
use precise
choice of
words.
Complex
sentence
structure and
consistent use of
mechanics.
Free from errors
in sentence
structure, choice
of words and
grammar.

4. Taylor’s University FNBE - English 2 (ENGL
0205)
4 | P a g e
P a g e | 4 of 4
SUGGESTED REFERENCES
1. Langan, J. (2008). College Writing Skills with Readings. (7th Ed.)New York: McGraw Hill.
2. Terry, M. & Wilson, J. (n.d.) Focus on Academic Skills for IELTS. Longman.
SUGGESTED COVER PAGE / AUTHORSHIP
Should be well designed with the necessary information;
[Name / all in group]
[Id]
[Module]
[Session] January, 2014

5. Taylor’s University FNBE - English 2 (ENGL
0205)
5 | P a g e
P a g e | 5 of 4
Pre-writing
Peer Pressure:
- worried to fall below standard
- competitive atmosphere
- open strife, veiled struggles
- jealous classmates who did better
Pressure from parents:
- demanding, try to control over children
- high expectation of abilities, potential
- disappoint them
Pressure from society:
- neighbourhood influence, western cultural influence and media distraction.
- affect the career-choosing option
- compare their academic performance to other teens
Less leisure time:
- one-thirds (34%) of teenagers report spending time self-studying for an
average of five hours per week
- priority study over play and creative activities
- aggressive
- take out frustration
Mental Problem:
- low self esteem
- sleep problems, emotional outburst and even depression
- self-harming case and suicides
Physical problem:
- appetite disturbances and eating disorder
- get illness easily
- sleep for six hours per night
- unhealthy lifestyle

6. Taylor’s University FNBE - English 2 (ENGL
0205)
6 | P a g e
P a g e | 6 of 4
Academic Pressure on Rise for Young People
Today, some countries stress on examinations, where education is the
kernel of the country’s economic development, such as South Korea and India.
No doubt, young people are struggling from a tremendous amount of pressure on
academic and has little leisure time. Based on a report which was issued by the
Horatio Alger Association of Distinguished Americans, the proportion of pressure
found by young people to achieve good grades increased from 62 percent to 79
percent in seven years time. Basically, academic pressure brings effects such as
little leisure time, mental and physical problem to young people due to peer
pressure, pressure from parents and society.
One of the main factor is the academic competition among peers in the
school, the ‘pressure cooker’. Young people feel tension falling below the
standards of their friends and they feel jealous when their classmates did better,
who are all in the running for being the valedictorian. This kind of open strife and
veiled struggles among classmates will create a keen competitive atmosphere.
Aside from that, parental pressurisation for academic achievement also give rise
to this phenomena. They tend to hover over young people by being demanding
and controlling because they want to be involved in the life of them. On the other
side, young people are worried if they disappoint their parent’s for not meeting
the unrealistic expectations of abilities and potential. Beside from this, pressure

7. Taylor’s University FNBE - English 2 (ENGL
0205)
7 | P a g e
P a g e | 7 of 4
from society worsen this case which come from the neighbourhood influence,
western cultural influence and media distraction. Young people started to panic
about the constant comparison which will affect the career-choosing option in the
future. They compare their academic performance to other teens 24 hours a day
through updates on Facebook, Twitter, Snapchat, Wechat, and that only
increases the stress. As is the situation in Japan:
The flow is simple: in order to get a good job, one has to get into a good
university. In order to get into a good university, one must do well on the
enttance examination. In order to do well on the en- ttance examination, one
must study very hard, and for many years. (Ogura, 1987, p. 27)
These issues will result in an negative and long-term consequences on
young people as they grow. One of the negative impact is young people will have
less leisure time. The result of an survey shows one-thirds (34%) of teenagers
report spending time self-studying for an average of five hours per week. This is
due to prioritising study over play and creative activities which might lead to
social isolation which worsen relationship with family and friends. Young people
become more aggressive when they didn’t meet parent’s expectations by having
conflicts with parents and taking out anger on siblings. As for relationship with
friends, the keen competitive atmosphere may cause young people getting into
altercations with classmates while releasing their irritability and frustration.

8. Taylor’s University FNBE - English 2 (ENGL
0205)
8 | P a g e
P a g e | 8 of 4
Moreover, academic pressure will also followed by mental and physical
problems on young people. Having low self esteem which is caused by
destructive thoughts and undirected belief, young people may encounter
problems such as sleep problems, emotional outburst and even depression at
early age. Personal growth will be curtailed when rate of self-harming case and
suicides are rising. For instance, the youth suicide rate in South Korea, who
prides itself in academic achievements, is alarming due to intense academic
pressure. As for the aspect of physical problem in young people, they usually
have appetite disturbances and eating disorder which caused them living with an
unhealthy lifestyle. Statistics show young people nowadays sleep for six hours
per night in average which is under the standard sleeping duration, eight hours
per night. As a result of these, young people get illness easily because they have
weak body immune system.
In a nutshell, young people in some countries today are more tension
because they cannot cope with academic stress. The competitive atmosphere
among classmates and society, the demanding parents have led to lack of
entertainment and both mentally, physically impact on young people. However,
Psychologist Alvord says a balanced life should be the goal for all families.
Parents should be realistic when setting expectations to prevent contention
whereas schools should make sure a harmony learning environment for young

9. Taylor’s University FNBE - English 2 (ENGL
0205)
9 | P a g e
P a g e | 9 of 4
people. Young people must learn time management by dividing time for studying
and leisure time for sports, socialising, hobbies and others equally. By learning
habits to combat academic stress, there will be benefits beyond the classroom.

10. Taylor’s University FNBE - English 2 (ENGL
0205)
10 | P a g e
P a g e | 10 of 4
Reference List
Bell, J. (2014). Exam pressure can lead to mental illness if neglected, experts
warn UAE pupils. The National. Retrieved 23 March 2014, from
http://www.thenational.ae/uae/ health/exam-pressure-can-lead-to-mental-
illness-if-neglected-experts-warn-uae- pupils
Cullen, L. (2007). Stress makes you stupid. Work in Process. Retrieved 21 March
2014, f rom
http://business.time.com/2007/08/06/stress_makes_you_stupid/
Lin, J. & Chen, Q. H. (1995). Academic Pressure and Impact on Students’
Development in China. MCGOLL Journal of Education, Vol. 30 (No.2 Spring).
Retrieved 22 March 2014, from
http://mje.mcgill.ca/article/viewFile/8237/6165
Lin, Y. M., Lin, S. C., Wang, M. Y. & Chen, F. S. (2009). What causes the
academic stress suffered by students at universities and colleges of
technology?. World Transactions on Engineering and Technology Education,
Vol.7 (No.1, 2009). Retrieved 22 March 2014, from
http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.7,%20No.
1%20(2009)/12-Lin-18.pdf
Lynch, M. (2014). Study Shows Teen Stress Levels Higher Than Adults. 90.5
Wesa. Retrieved 23 March 2014, from http://wesa.fm/post/study-
shows-teen-stress-levels- higher-adults
Wolniak, G. C., Neishi, K. M., Rude, J. D. & Gebhardt, Z. (2012). The State of
Our Nation’s Youth 2012-2013. Alexandria, Vergina: Horatio Alger Association of
Distinguished Americans, Inc.