Foundation Studies Advanced Academic English 预科 代写
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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
