Using Evidence in A2 Geography Essays
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The document provides guidance for students on writing an A2 essay that evaluates approaches to help close the global development gap. It discusses identifying relevant sources, structuring the essay, using evidence to support arguments, and understanding concepts. Students participate in activities to analyze sources for evidence of the development gap, causes, and actions taken. They discuss strategies seen in a video on Cambodia and themes in a reading on trade barriers and the rich-poor gap. The goal is to hone skills in observation, interpretation, and using evidence in essays.
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![[object Object],Looking for arguments & evidence from a range of sources](https://image.slidesharecdn.com/usingevidenceinessays-110220121718-phpapp02/85/Using-Evidence-in-A2-Geography-Essays-1-320.jpg)
![Recap activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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date 26-Feb-2021 0151PM (UTC-0500)Submission ID 15190226
date: 26-Feb-2021 01:51PM (UTC-0500)
Submission ID: 1519022614
File name:
Word count: 1011
Character count: 5247
15%
SIMILARITY INDEX
13%
INTERNET SOURCES
4%
PUBLICATIONS
15%
STUDENT PAPERS
1 4%
2 3%
3 3%
4 3%
5 1%
6 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
Research paper
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to American Public University System
Student Paper
Submitted to Pima Community College
Student Paper
Submitted to Pattonville School District
Student Paper
Submitted to Utah Education Network
Student Paper
Submitted to University of Newcastle
Student Paper
halshs.archives-ouvertes.fr
Internet Source
QM
QM
FINAL GRADE
13/20
Research paper
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Hi
You have a strong start in this working draft. You
understand MLA citation well, so not only have you set
up a strong Works Cited, but also you have chosen
some strong and credible resources. You also do well
with MLA in-text citations.
As your revise, begin with setting up a strong and
focused thesis. It should be a debatable claim, one that
has a clear stance with supporting points. It should be
something with opposing points of view.
Once you revise your thesis, you can set up stronger
topic sentences: your points. This will help with
organizing your paragraphs more. It will also help to
bring in some specific examples in each paragraph.
LS
PAGE 1
Nice work here | Format
Additional Comment
You have set up your left hand MLA header correctly.
Greeting
Additional Comment
Hi
QM
QM
You have chosen a topic you're interested in for this assignment, so you're off to a great start. I look
forward to reading this to see what your thesis is and how you support with analysis, examples, and
evidence.
Comment 1 | Format
Your title reflects your main idea well. No need to bold for MLA format.
Introduction tips | Coherence
· An effective introduction starts with an introductory sentence about the subject, offers
the writer's main point, and reveals the organization of the essay.
Does the introduction "grab" you as a reader or "hook" your interest?
Does it lead naturally to the main point of the essay?
Is there a thesis that reveals the purpose of the essay? [Usually, the thesis appears at the end of an
introduction, but sometimes it appears later in the paper or it may be implied rather than explicit; we
should be sensitive to well-written essays that diverge from the norm.]
What is the purpose? To explain something? To argue an intellectual position? To argue for a
proposal? To tell a story? Other?
Additional Comment
What intriguing hook could you offer to interest your readers? Using your resources, what stories,
statistics, or insights could you bring in?
Research Essay Thesis | Thesis
Remember the thesis statement must have an arguable claim, and ideally, you will include all
evidential points (if you have more than approximately five subtopics, considering ...
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226
This rubric evaluates student research papers on four criteria: thesis, support and development, coherence, and language. For thesis, the student earns partial points for an unclear or narrow thesis. For support and development, the student provides some examples but needs more development of reasons and evidence. Coherence is adequately addressed. Language usage requires minor improvements. Overall, the feedback aims to strengthen the thesis, support, and development in order to earn a higher grade.
Teach meet dec2014 v1.0
This document discusses several techniques for providing students with feedback on their work and development areas:
1. Using annotation codes on student essays to identify strengths and weaknesses and specific areas for improvement. The codes are explained in a key to help students understand examiner feedback.
2. Hexagonal thinking, which uses colored hexagons to explore themes, topics, and link different factors. This can help students plan essays and see connections.
3. Simple timed feedback, which provides quick verbal feedback to students within a set time period to improve, develop, or motivate.
4. Debating techniques that can develop students' communication, thinking, and engagement skills across subjects by having them prepare and participate in classroom debates
Project-Based Learning - USD 340
The document discusses project-based learning, higher-order thinking skills, and student-centered instruction. It provides an overview of Bloom's taxonomy, describes how to support higher-order thinking, and gives examples of complex thinking strategies and curriculum-framing questions. The document also outlines the steps to creating a project, including developing an idea, deciding goals, making a plan, creating an assessment plan, and monitoring/evaluating the project. It discusses using primary sources, resources for project-based learning, and differentiated instruction.
Sat2
This document provides guidelines for scoring SAT essay responses. Essays are scored on a scale of 1 to 6 by trained readers based on how well they develop a point of view, use evidence and reasoning, and follow standard written English conventions. Higher scores are given to essays that establish and defend a clear thesis using well-developed examples and coherent organization. Lower scores are given to essays that are poorly organized, lack a clear thesis, or contain significant grammatical errors. Readers are instructed to consider an essay's overall quality rather than focusing on isolated issues.
Setting Question_Dr Jamilah.pptx
The document provides guidance on creating effective exam questions. It discusses the importance of asking higher-order thinking questions that go beyond simple recall. Various types of questions are examined, including their suitability for different cognitive levels. Best practices for writing multiple choice, essay, and other exam questions are outlined. These include using plausible distractor options, a direct question format, emphasizing higher-level thinking, and ensuring questions have a single correct answer. The document also provides examples of lower and higher-order thinking questions and guidelines for creating novel essay questions that require students to assess problems and derive solutions.
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The document provides guidelines for writing test items or questions. It defines key terms related to test development such as item, item writing, item pool, test, and task. It also describes different item formats such as dichotomous, polytomous, checklists, and Likert scales. For multiple choice items, it explains the components of the stem, lead-in statement, answer options, correct answer, and distractors. The document outlines prerequisites for item writing and provides guidelines for writing clear, unambiguous items that avoid trick questions and guessing. It suggests using Bloom's Taxonomy to develop items testing different cognitive levels and provides examples of terms that can be used to frame item questions.
null-1.pptx
The document provides guidelines for writing effective test items. It defines key terms related to item writing such as item, item writing, item pool, and test. It also describes different item formats including dichotomous, polytomous, checklists, and Likert scales. The document outlines best practices for writing multiple choice, true-false, matching, short answer, and oral examination items. It emphasizes the importance of clarity, avoiding trick questions, using a variety of question types and cognitive levels, and carefully constructing item stems, options, and distractors. Adhering to these guidelines helps ensure items are valid and reliable measures of student learning.
Enc1102drafting lty
The document provides guidance for writing an assignment on the topic of literacy, technology, and audiences. It includes examples of establishing territory by reviewing previous research on the topic and introducing a niche by indicating a gap. An outline structure is presented with an introductory paragraph establishing the territory by reviewing Carr, Baron, and Sullivan's perspectives on technology and literacy. The document also provides examples of drafting paragraphs, with guidance on including a topic sentence, context, evidence, and analysis to support an argument.
Week 9 Assignment 3 SubmissionThe final project includes s
Week 9 Assignment 3 Submission
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be fifteen to twenty (15-20) pages.
Compile the previous assignments and:
Create a quarter-page (1/4) informative abstract for your final project.
Revise your project analysis.
Revise your instructional and delivery strategies.
Write a six to eight (6-8) page paper in which you:
Create an evaluation plan that clearly correlates to the three (3) learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1. Design the test so that each question is from a different level of Bloom’s Taxonomy.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
Select a learning theory that applies to the instructional design of the project. Provide a rationale for your selection.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze theories and models of instructional design in relation to learner and program needs.
Assess instructional and training products.
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 260
Assignment 3: Final Project
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
Compile the previous assignments and:
1. Create a quarter-page (1/4) informative abstract for ...
Contemporary issues in childhood and youth studiesAssignment Det.docx
Contemporary issues in childhood and youth studies
Assignment Details
Note: each assignment brief will have its own assessment criteria/rubric and submission instructions so please take the time to read through these carefully.
Tip for students: complete the final column with a ‘’ for each row to show you have read and understood the detail involved – if not, write in your query and contact [email protected] for clarification.
Module:
Contemporary Issues on Childhood & Youth Studies
Nature of Assignment:
Written - Critical Essay
Assignment Weighting:
50% of overall module marks
Alignment with Module Learning Outcomes:
The assignment aligns (fully or partially) to the following module learning outcomes:
· L.O.1: Evaluate different theoretical approaches and perspectives to childhood and youth.
· L.O.2: Appraise the changes, challenges and complexities of lives of children and young people in 21st century Ireland.
Description:
50% continuous assessment: Academic essay (4,000 words) will require the learner to apply the key concepts examined to issues concerning children, young people, and families. This will assess learning outcomes 1-2.
Assignment Title:
“Children should be seen and not heard”.
Critically discuss the above statement.
Word count (if applicable):
Total - 4,000 words (+/- 10%)
Note: the word count does not include the references or any material included as appendices.
Submissions exceeding the word count may not be accepted.
Formatting:
Spacing: 1.5
Font and size: Times New Roman 12
Alignment: Justified
Notional engagement hours:
It is anticipated that you spend significant time researching, writing, proofing and editing this assignment to ensure it is reflective of master’s standard. The assessment criteria/rubric presented below sets out in detail what successful engagement involves and you should read through this carefully as you complete your assignment and evaluate your progress against the various criteria.
In particular, you should consider the following areas:
Focusing on the specific details of the assignment question/title.
Deciding on the specific themes or ideas to develop in detail.
Ensuring you can provide evidence for any claims or arguments you make.
Providing a brief introduction which outlines the main themes and arguments you will be presenting.
Outlining a brief conclusion which summarises your main arguments and draws these together to form to closing statement in response to the question/title.
You are advised to manage your time on this assignment accordingly so that you have the time to work on several drafts of your assignment. This is especially important given that you may wish to incorporate some of the generic feedforward that will be made available before the submission date.
Referencing and Resources
Referencing Style:
You should use Harvard Refe.
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
ENGLISH 1013 RESEARCH ASSIGNMENT PROMPT What is this assi.docx
ENGLISH 1013: RESEARCH ASSIGNMENT PROMPT
What is this assignment?
For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity
to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily
your assignment,
your voice, and
your writing.
To specify: you must engage with
at leastfive sources in this assignment,
one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment.
This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus). In the required 1000 words of this paper you should establish the following:
· An
engaging title to preview the research topic
· A compelling
introduction paragraph that includes a
thesis statement
· At least
five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment
· Demonstrated familiarity with the topic and its
nuanced perspectives achieved through extensive research
·
Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims
· MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numberedTips & Considerations
Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them.
When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance.
Unsure .
Learning Live | Multi-Device Design With TUI Travel
Multi-device elearning offers flexibility, diversity and ease of access to learners. But, it also delivers real challenges when it comes to learning design and ensuring your learner journeys are not disrupted across multiple devices. So, in the HTML5 minefield of common mistakes and atypical design errors, how should you be approaching your design?
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docx
ASSIGNMENT 08
E01 Careers in Early Childhood Education
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
Part A
Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.
· Begin by identifying three objectives that you might use for instruction.
· Once you have determined your objectives, determine what adaptations to the curriculum and to the environment you might make in order to reach these objectives.
· Next, write a plan of what special learning opportunities will prompt the child to explore and discover new ideas and that support reaching the three objectives chosen.
Part B
As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).
· Choose one of the three concepts, and develop a sequence of three lessons that focus on the concept you have chosen.
· Describe each of the three lessons. Make sure to incorporate the questions below by including your answers to each when describing the three lessons.
· How will you intentionally plan for student learning?
· What activities will children engage in?
· What materials will be used?
· How will you know if your students understand the key concepts?
Part C
Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.
a. The emotions the children involved might be experiencing
b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others
c. How you would help them cope effectively with the situation
· Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!”
· Latoya has been standing watching the others climbing the rock wall. It seems as if she’d like to join in, yet makes no move to do so.
· Tommy has a dilemma. He was just invited to a movie with Chuck, but his best friend, Mohammad, has not been asked to come and asks him to spend the night on the same date.
Part D
Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their ow.
Materi mc
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
Writing Proposal Arguments
This document provides guidance on writing a proposal argument, including defining the key components of a proposal claim, establishing presence, using reasons and appeals to justify a proposed action. It discusses special challenges like establishing authority and addressing skepticism. An outline is presented showing how to organize a proposal argument into sections that present the problem, proposal, opposing views, and justification for the proposal. Readers are prompted to ask questions at each stage to ensure their proposal clearly defines the problem, solution, benefits and costs.
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INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thi
INTRODUCTIONModule 3 Week 6 The Purpose StatementIn thi
date 26-Feb-2021 0151PM (UTC-0500)Submission ID 15190226
date 26-Feb-2021 0151PM (UTC-0500)Submission ID 15190226
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226
Week 9 Assignment 3 SubmissionThe final project includes s
Week 9 Assignment 3 SubmissionThe final project includes s
Contemporary issues in childhood and youth studiesAssignment Det.docx
Contemporary issues in childhood and youth studiesAssignment Det.docx
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
ENGLISH 1013 RESEARCH ASSIGNMENT PROMPT What is this assi.docx
ENGLISH 1013 RESEARCH ASSIGNMENT PROMPT What is this assi.docx
Learning Live | Multi-Device Design With TUI Travel
Learning Live | Multi-Device Design With TUI Travel
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docx
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docx
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Anatomy of a Volcano
A volcano is made up of three main parts: the vent, the conduit, and the magma chamber. Molten rock called magma rises from deep underground through the conduit and vents out of the top of the volcano. When pressure builds up, an eruption can occur where magma and volcanic gases burst out of the vent.
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An eyewitness describes the devastating volcanic eruption on the island of Montserrat that destroyed the town of Shooters Hill. A pyroclastic flow, with temperatures over 600 degrees Celsius, bulldozed through the area, crushing buildings and covering the landscape in ash and debris. The witness and their family must now evacuate with only two hours to pack essential belongings into a small van, knowing they may not return for months. As the head of the household, which includes children, a spouse, and elderly mother, the witness must make difficult decisions about what 50 items to bring, knowing they will have to leave cherished possessions behind.
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The Eyjafjallajökull volcano in Iceland erupted twice in 2010, in March and April. The April eruption was more powerful and caused massive disruption to air traffic in Northern Europe due to volcanic ash. Ash from the eruption rose over 10 km into the sky and drifted across most of Europe for several days, grounding thousands of flights. The eruption partially melted the Eyjafjallajökull glacier, causing major flooding that damaged roads and bridges.
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The earthquake that struck Chile on February 27, 2010 was very powerful, measuring 8.8 on the Richter scale. While it caused significant damage, destroying 500,000 homes and killing around 800 people, the death toll and destruction was much lower than the 2010 Haiti earthquake that killed over 220,000. This is because Chile is a more prosperous and better prepared country, with stricter building codes and education of citizens about earthquake safety. Chile has also learned from previous large quakes, including developing reinforced concrete and steel construction techniques that help buildings withstand seismic activity.
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The document discusses several potential causes of the development gap between wealthy and poor nations:
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
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- 8. Except- ional Most aspects in place Only partially covered Poorly covered Introduction : deconstructing the question , planning an approach and defining terms Research : a variety of sources used with evidence of independent research . Structure : well structured essay with good linkages between paragraphs. Relevant arguments and counter-arguments throughout. Communication : Written in a concise, discursive style. Very few spelling errors, appropriate punctuation and good tone of phrase with mature use of vocabulary Evidence: evidence underpins and supports arguments. Good use of data, places and (where relevant) actual case studies Understanding : understanding of relevant concepts readily apparent. Good grasp of complex issues and ideas. Good use of technical language Conclusion : conclusion is precise and directly linked to question. Good overview of arguments with elements of cross referencing
- 9. The particular area of concern is use of EVIDENCE 60% - India essay 70% - Test essay Exceptional Most aspects in place Only partially covered Poorly covered