AO1 and AO2 skills sheet
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This document outlines the assessment objectives for sociology exams, including demonstrating knowledge of key ideas and sociologists, understanding material through explanation, interpretation by selecting relevant evidence to answer exam questions, application by linking ideas and showing relevance to questions, analysis through comparing and contrasting ideas, and evaluation by weighing arguments and examining theories' strengths and limitations. It emphasizes selecting relevant information to answer questions instead of including all known information, and notes that A01 and A02 objectives will overlap.
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For this essay, you will examine a text thoroughly (likely a portion.docx
For this essay, you will examine a text thoroughly (likely a portion of a text), and then write a single, thesis-driven analysis of it based on your observations, interpretations, and/or applications of the ideas that you have uncovered, thereby revealing the significance of your chosen text.
By “
text
,” I mean “object of study that can be read as a text.” In other words, a text can be a printed work, image, ad/political campaign, place, television program, film, video game, public figure, and so forth (this list is not comprehensive). It is
very likely
that you will only be working with a portion of any longer texts (for instance, it’s best to examine a
scene
from a film, rather than a whole film or a single idea in an essay, rather than the whole essay). By “
thesis
,” I mean a creative,
argumentative
main claim that carries some cultural significance to it. By “
observations, interpretations, and applications
,” I mean the
evidence
that you are examining and the explicit meaning that you are drawing from it (i.e. what does your evidence prove and how does it connect with your main claim and/or subclaims?). By “
significance
,” I mean the answer to the question “So what?” or “Why does it matter that we understand your text in the way that you have argued?” or “What
changes
as a result of understanding your text in the way that you do?” or “Why do we care?”
Objects of Study:
You may examine…
·
any portion of the written texts on the syllabus
·
a “cultural, textual artifact” such as a television episode, film, sculpture, painting, place, advertisement or ad campaign, or video game
Given the freedom of choice regarding your objects of study, make absolutely certain that you cite/document properly, both for the in-text (parenthetical) citations and on the
required
works cited page. (See the MLA guidelines sheets on Blackboard and visit Purdue University’s Online Writing Lab; I should also mention, although I hope that it is not necessary, that it could be useful to review the University’s policies regarding plagiarism).
Hints and Advice:
We have discussed this semester how the “lens” through which you look at an object of study focuses “how” you see and make meaning out of it. One way to analyze a text in a new way (and to have a new idea/thesis/main claim) is pick a new lens through which to examine your text. Some examples include: power relationships, hierarchies, language, class, race, gender, sexuality, age, technology, communication, public/private, spirituality, stereotypes/archetypes, materialism/idealism, consumerism, inside/outside, space … the list goes on. All of these lenses play significant roles in image-making or representation in culture and might help you in examining your chosen text.
You may choose to compare or address issues of representation in two or more different texts (for instance, texts that seem to have different purposes, but communicate those purposes in similar ways; or texts that seem .
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Guidelines for the final, complete essay Did they...Offer a uni.docx
Guidelines for the final, complete essay: Did they...
Offer a unique thesis based upon a rhetorical analysis of their chosen article or research subject.
Include their
literature review
section that provides an overview of the important research surrounding the article/subject with which they are working.
Provide the
rhetorical analysis
of their article.
Use research and evidence to support an
academic argument
that corrects misinterpretations, fills a gap, or modifies an idea related to the work they analyzed.
Consider and respond to the plausible reactions and/or opposing positions to their argument.
Raise questions for further study on this topic.
Final Academic Research Essay Checklist:
E
stablish a clear context for their argument?
Argument significantly? That is, have they established that their topic, and their position on it, contributes to an ongoing academic conversation?
Are their premises and claims supported by credible reasons and academic evidence?
Did they establish a clear thesis and provide a roadmap for their readers so they can easily follow their argument?
Include clear transitions between each section of their paper?
Cite their sources correctly?
Format their paper correctly?
Write 12-15 pages including Works Cited?
NOTE : the argument essay's main ideas should be taken from the
rhetorical analysis
15 adademic resources + no plagiarsim at all + MLA Style
.
TaskYour lecturer will place several links in Interact to a number.docx
Task
Your lecturer will place several links in Interact to a number of relevant articles and/or case studies. These will be available to you just after your second assignment has been submitted.
Choose one of the media articles or case studies listed by the lecturer in Interact.
Use the title of the article/case study provided in interact as the title of your essay, so that the lecturer knows which article you are analysing.
Undertake further research about your chosen case, to assist you in analysing and discussing it in your essay.
You are required to complete the following:
Step 1.
Construct a diagram
to map the arguments about a moral claim that you have identified in the article/case study:
Include all supporting and objecting claims. These claims should include facts collated from your own research and classical ethical theories that support or object to the claim
You are expected to '
finish off
' the case's arguments, turning it into a valid and properly structured argument.
You should use information from the article/case study, other sources discovered during your research, and your own reasoned arguments. A balanced and impartial argument is the objective.
The main claim/conclusion must be an ethical claim.
Step
2
.
Write an essay,
which maps closely to the diagram that you constructed in Step 1.
The
word limit
for the essay is 1,500 words ± 10%. Headings, citations and references do not count towards the word limit, but quotations do.
All the claims shown on the diagram must appear in the essay, and all claims made in the essay must appear on the diagram. The essay must present all the detailed information that the diagram cannot.
Remember to analyse the article/case study from the perspective of at least two different classical ethical theories and present well reasoned arguments for your assessments and recommendations.
Step 3.
Write an overall conclusion
that justifies your recommendations made in your essay.
Step 4. Reference list
Include a
Reference
list at the end of your work, in the correct APA referencing style, corresponding to in-text citations.
You must include at least five (5)
quality
references from different sources. Please note that these five references are in addition to those provided to you through this subject (for example, you still must reference, Tavani, the Interact subject lecture notes etc
BUT
these references
cannot
be used as one of your five quality references from different sources).
Only use references that have been cited in the body of your assignment and ones that support what you have presented in your assignment.
NOTE: Format your assignment according to the instructions given in the Assessment Information, Presentation section.
Rationale
This assessment extends the skills practiced in Assessment item 1 and 2, to help you to achieve all the learning objectives.
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4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
For this essay, you will examine a text thoroughly (likely a portion.docx
For this essay, you will examine a text thoroughly (likely a portion of a text), and then write a single, thesis-driven analysis of it based on your observations, interpretations, and/or applications of the ideas that you have uncovered, thereby revealing the significance of your chosen text.
By “
text
,” I mean “object of study that can be read as a text.” In other words, a text can be a printed work, image, ad/political campaign, place, television program, film, video game, public figure, and so forth (this list is not comprehensive). It is
very likely
that you will only be working with a portion of any longer texts (for instance, it’s best to examine a
scene
from a film, rather than a whole film or a single idea in an essay, rather than the whole essay). By “
thesis
,” I mean a creative,
argumentative
main claim that carries some cultural significance to it. By “
observations, interpretations, and applications
,” I mean the
evidence
that you are examining and the explicit meaning that you are drawing from it (i.e. what does your evidence prove and how does it connect with your main claim and/or subclaims?). By “
significance
,” I mean the answer to the question “So what?” or “Why does it matter that we understand your text in the way that you have argued?” or “What
changes
as a result of understanding your text in the way that you do?” or “Why do we care?”
Objects of Study:
You may examine…
·
any portion of the written texts on the syllabus
·
a “cultural, textual artifact” such as a television episode, film, sculpture, painting, place, advertisement or ad campaign, or video game
Given the freedom of choice regarding your objects of study, make absolutely certain that you cite/document properly, both for the in-text (parenthetical) citations and on the
required
works cited page. (See the MLA guidelines sheets on Blackboard and visit Purdue University’s Online Writing Lab; I should also mention, although I hope that it is not necessary, that it could be useful to review the University’s policies regarding plagiarism).
Hints and Advice:
We have discussed this semester how the “lens” through which you look at an object of study focuses “how” you see and make meaning out of it. One way to analyze a text in a new way (and to have a new idea/thesis/main claim) is pick a new lens through which to examine your text. Some examples include: power relationships, hierarchies, language, class, race, gender, sexuality, age, technology, communication, public/private, spirituality, stereotypes/archetypes, materialism/idealism, consumerism, inside/outside, space … the list goes on. All of these lenses play significant roles in image-making or representation in culture and might help you in examining your chosen text.
You may choose to compare or address issues of representation in two or more different texts (for instance, texts that seem to have different purposes, but communicate those purposes in similar ways; or texts that seem .
EAPP-ACADEMIC TEXT - Copy.pptx
Here are the key differences between academic and non-academic text:
- Academic text aims to inform readers by teaching facts with evidence, while non-academic text aims to entertain readers or express personal opinions.
- Academic text uses a formal, objective style while non-academic text uses a more informal, subjective style.
- Language in academic text is precise with field-specific terminology, while non-academic text uses more casual, conversational language.
- The audience of academic text is other experts/professionals, while the audience of non-academic text is the general public.
- Both can cover the same topics, but academic text provides in-depth analysis using research/sources,
Essay writting -_structure_and_organisation
This document provides guidance for students on completing a unit assessment involving both visual and written elements. It outlines the requirements and expectations for the personal investigation component, including: conducting research and developing an initial proposal; maintaining an annotated sketchbook; producing development work and final outcomes; and writing an essay between 1,000-3,000 words. The essay must discuss ideas and findings, reflect on the student's own work, and identify connections to the work of selected artists. Guidelines are provided on critically analyzing artworks, comparing different artists' works, and using appropriate terminology. Tips are included for structuring the essay writing process.
EDUC 703Philosopher Analysis Grading RubricCriteriaLevels of
This document provides a grading rubric and instructions for an assignment analyzing an educational philosopher. The rubric evaluates papers on their content, structure, and mechanics. Key areas of analysis for the philosopher include their views on education's purpose and outcomes, instructional practices, diversity, and critiques of their ideas. Students must provide background on the philosopher and analyze their beliefs before discussing how their theories were implemented. The paper should conclude by discussing implications for current education and addressing areas of agreement or disagreement with the philosopher.
Argumentative Essays_Sonia Sánchez
An argumentative essay aims to persuade the reader by presenting arguments to support a particular viewpoint on a debatable topic. It combines elements of narration, description, and exposition to both inform and convince the audience. The essay should present arguments both for and against the topic to appear more objective. When planning, the writer should map arguments, gather research, order ideas logically, and select vocabulary and discourse markers. A strong structure includes an introduction catching the reader's attention, body paragraphs developing arguments and counterarguments, and a conclusion summarizing the main ideas. Effective strategies to argue a point include using examples, statistics, facts, surveys, quotations, causes and effects, analogies, and addressing counterarguments.
Guidelines for the final, complete essay Did they...Offer a uni.docx
Guidelines for the final, complete essay: Did they...
Offer a unique thesis based upon a rhetorical analysis of their chosen article or research subject.
Include their
literature review
section that provides an overview of the important research surrounding the article/subject with which they are working.
Provide the
rhetorical analysis
of their article.
Use research and evidence to support an
academic argument
that corrects misinterpretations, fills a gap, or modifies an idea related to the work they analyzed.
Consider and respond to the plausible reactions and/or opposing positions to their argument.
Raise questions for further study on this topic.
Final Academic Research Essay Checklist:
E
stablish a clear context for their argument?
Argument significantly? That is, have they established that their topic, and their position on it, contributes to an ongoing academic conversation?
Are their premises and claims supported by credible reasons and academic evidence?
Did they establish a clear thesis and provide a roadmap for their readers so they can easily follow their argument?
Include clear transitions between each section of their paper?
Cite their sources correctly?
Format their paper correctly?
Write 12-15 pages including Works Cited?
NOTE : the argument essay's main ideas should be taken from the
rhetorical analysis
15 adademic resources + no plagiarsim at all + MLA Style
.
TaskYour lecturer will place several links in Interact to a number.docx
Task
Your lecturer will place several links in Interact to a number of relevant articles and/or case studies. These will be available to you just after your second assignment has been submitted.
Choose one of the media articles or case studies listed by the lecturer in Interact.
Use the title of the article/case study provided in interact as the title of your essay, so that the lecturer knows which article you are analysing.
Undertake further research about your chosen case, to assist you in analysing and discussing it in your essay.
You are required to complete the following:
Step 1.
Construct a diagram
to map the arguments about a moral claim that you have identified in the article/case study:
Include all supporting and objecting claims. These claims should include facts collated from your own research and classical ethical theories that support or object to the claim
You are expected to '
finish off
' the case's arguments, turning it into a valid and properly structured argument.
You should use information from the article/case study, other sources discovered during your research, and your own reasoned arguments. A balanced and impartial argument is the objective.
The main claim/conclusion must be an ethical claim.
Step
2
.
Write an essay,
which maps closely to the diagram that you constructed in Step 1.
The
word limit
for the essay is 1,500 words ± 10%. Headings, citations and references do not count towards the word limit, but quotations do.
All the claims shown on the diagram must appear in the essay, and all claims made in the essay must appear on the diagram. The essay must present all the detailed information that the diagram cannot.
Remember to analyse the article/case study from the perspective of at least two different classical ethical theories and present well reasoned arguments for your assessments and recommendations.
Step 3.
Write an overall conclusion
that justifies your recommendations made in your essay.
Step 4. Reference list
Include a
Reference
list at the end of your work, in the correct APA referencing style, corresponding to in-text citations.
You must include at least five (5)
quality
references from different sources. Please note that these five references are in addition to those provided to you through this subject (for example, you still must reference, Tavani, the Interact subject lecture notes etc
BUT
these references
cannot
be used as one of your five quality references from different sources).
Only use references that have been cited in the body of your assignment and ones that support what you have presented in your assignment.
NOTE: Format your assignment according to the instructions given in the Assessment Information, Presentation section.
Rationale
This assessment extends the skills practiced in Assessment item 1 and 2, to help you to achieve all the learning objectives.
In addition to identifying a contentious situation in ICT and dissecting the argument(s) about it, you must also n.
Essays
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
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55 machin 20 21 aeeb feedbacksheet grid and category mark
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Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docx
For this essay, you will examine a text thoroughly (likely a portion.docx
For this essay, you will examine a text thoroughly (likely a portion.docx
EDUC 703Philosopher Analysis Grading RubricCriteriaLevels of
EDUC 703Philosopher Analysis Grading RubricCriteriaLevels of
Guidelines for the final, complete essay Did they...Offer a uni.docx
Guidelines for the final, complete essay Did they...Offer a uni.docx
TaskYour lecturer will place several links in Interact to a number.docx
TaskYour lecturer will place several links in Interact to a number.docx
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