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You are being asked to complete three tasks as part of one assessment. Read the instructions below in order to ensure you are completing the tasks appropriately. The three tasks are as follows;
You are to submit one document with both Task 1 and 2 combined via the submission link published. The score from Task 3 will be added to the sum of this submission after the deadline has passed.
Produce a piece of academic writing (mini‐essay) to answer the question shown below. The word count for the
essay is 1200 words (guidance, + or ‐ 10%). Before you begin your draft, please make sure you revisit the topics on the module space and pay close attention to the academic writing sessions we have done.
Investigate the impact of globalisation upon a tourism or business‐related industry.
You are expected to use appropriate academic structure and language. Your mini essay must include at least 3
references from real sources to justify your argument. This task is worth 50% of the total mark.
Please see the rubric that will be used to grade this task. It is important that you familiarise yourself with this rubric in order to know what we are looking for in your work. There is a lot of information here, but please review the rubric video that is on canvas for a breakdown.
Studiosity is a great tool to help give you feedback on your writing including your use of grammar and referencing. You can find studiosity on your canvas dashboard or by searching in the ‘modules’ tab on the right‐hand side. If you are unsure how to access this free service, please speak to your PAT or one of your teachers.
|Task Achievement and Argument /10 How well you have answered the question. Pay close attention to the assignment brief. Have you shown your own academic voice?||‐ Question addressed partially or not answered ‐ Claims largely unsupported/ or with anecdotal evidence ‐ Meaning of claims often not clear ‐ Students demonstrate little evidence of a position on the topic, arguments might be irrelevant||‐ Question addressed and answered partially ‐ Presented argument might be one‐sided ‐ Attempts at supporting claims but that is largely inconsistent ‐ The link between claims and support not always clear ‐ Students demonstrate an inconsistent and, at times, underdeveloped position on the topic||‐ Question addressed and answered ‐ Attempt at using support consistently however not always effective ‐ The link between claims and support might not always be clear ‐ Students demonstrate a position on the topic, which might be unclear at times||‐ Question fully addressed and answered ‐ Argument is discussed from a few angles ‐ Support used consistently and effectively to support claims ‐ Clear and logical link between claims and support ‐ Students demonstrate a clear and consistent position|
|Coherence and Cohesion /10 How well do your ideas flow? Are ideas connected? Can the reader see a logical order to your arguments?||‐ Organisation of paragraphs not always successful ‐ Paragraphs may lack focus ‐ Limited use or no evidence of cohesive devices within paragraphs ‐ Students demonstrate little or no use of clear and appropriate topic sentences and thesis statement||‐ Organisation evident only on paragraph‐ level (some points might be irrelevant) ‐ Cohesive devices limited only to the high frequency items (e.g. linking words) and repeated ‐ Students can demonstrate clear and appropriate topic sentences and thesis statement on some occasions||‐ Generally clear organisation on paragraph level, but limited on text level (transition between points not always clear) ‐ A range of cohesive devices used but with some repetition ‐ Students can demonstrate clear and appropriate topic sentences and thesis statement on most occasions||‐ Clear organisation on text‐ and paragraph‐ level ‐ A range of cohesive devices with minimal repetition used to show the relationship between ideas ‐ Students can demonstrate clear and appropriate topic sentences and thesis statement|
|Lexical range /10 Look at the language you have used, does it make sense? Have you proofread to make sure that you avoid easy spelling mistakes?||‐Able to occasionally use vocabulary of appropriate register ‐Global problems with word formation and spelling ‐ Students demonstrate limited or no use of topic specific vocabulary.||‐ Overreliance on simple expressions; some inconsistencies with register ‐ Problems with word formation and word use lead regularly to communication breakdown ‐ Reasonably accurate spelling ‐ Students can demonstrate accurate use of topic specific vocabulary on some occasions||‐ Register generally appropriate ‐ Evident repetition of lexis ‐ Problems with word choice and word formation may occasionally cause confusion ‐ Minimal problems with spelling ‐ Students can demonstrate accurate use of topic specific vocabulary on most occasions||‐ Successful use of register‐ ‐ Variety of vocab prevents repetition ‐ Minor problems with word choice and word formation ‐ Generally accurate spelling ‐ Students can demonstrate accurate use of topic specific vocabulary|
|Grammatical range /10 Have you used appropriate grammar in order to maintain understanding?||‐ Reliance on simple structures only ‐ Persistent problems with tense use and word order ‐ Students are only able to demonstrate limited, or there is no use of basic English sentence patterns.||‐ Simple and compound sentences used with some accuracy, but complex sentences highly inaccurate ‐ Limited ability to manipulate sentence structure results in frequent repetitions ‐ Errors in complex sentences lead to communication breakdown ‐Punctuation occasionally accurate ‐ Students can demonstrate accurate use of basic English sentence patterns on some occasions||‐ Accurate simple and compound structures, attempts at using complex structures regularly ‐ Some variety of sentence structure evident but with repetition ‐ Reasonable punctuation ‐ Students can demonstrate accurate use of basic English sentence patterns on most occasions||‐ Highly accurate use of simple, compound and complex sentences ‐ Ability to manipulate sentence structure to avoid repetition ‐ Highly accurate punctuation ‐ Students must be able to demonstrate accurate use of basic English sentence patterns|
|Referencing /10 Have you included an attempt at referencing? Remember it is one of the learning outcomes.||‐No attempt to reference in‐text and no list of references are included. ‐ Harvard referencing conventions not followed||‐ Student has included some in‐text referencing but is not always related to the claim being made. ‐In‐text citations may not always be accurate ‐ list of references included||‐ In‐text references included that support most claims being made ‐ Range of different sources cited ‐ list of references included||‐Multiple in text references from appropriate sources included and are accurate for all claims. ‐ References from a variety of positions ‐ Citations fully listed in the List of references.|
Task 2 – Reflective Essay
Canvas Submission Deadline: Thursday, 11th August 2022 by 2pm
You are to produce a short 500‐word reflective piece (guidance, + or ‐ 10%). focussing on your experiences of studying during this semester. This task does not require you to add any references as it is based on your own personal experiences. Think back to your lectures and workshops and consider the following prompts to help you.
This task is worth 30% of the total mark.
Please see the rubric that will be used to grade this task. It is important that you familiarise yourself with this
|Task Achievement and Argument /15 How well you have reflected on your studies this semester? Have you used real examples from your own academic experience?||‐ Task is barely or not answered ‐ Meaning of claims often not clear ‐ Students demonstrate no evidence of reflection ‐ Arguments might be irrelevant ‐ Examples not linked to experiences||‐ Task addressed and answered partially ‐ Presented reflection with limited analysis ‐ Attempts at supporting claims with examples but that is largely inconsistent ‐ Students demonstrate little evidence of reflection ‐ Arguments might be irrelevant at times||‐ Task addressed and answered ‐ Reflection presented with clear examples and a good attempt at analysis. ‐ The link between claims and support might not always be clear ‐ Students demonstrate a position on the reflection,||‐ Task fully addressed and answered ‐ Reflection is discussed in detail with ‐ Examples used consistently and effectively to support claims ‐ Clear and logical link between claims and reflection throughout ‐ Students demonstrate a clear and consistent position and are able to analyse their experiences successfully.|
|Grammatical range||‐ Reliance on simple||‐ Simple and compound||‐ Accurate simple and||‐ Highly accurate use of|
|/15||structures only||sentences used with some||compound structures,||simple, compound and|
|Have you used appropriate||‐ Persistent problems||accuracy, but complex||attempts at using||complex sentences|
|grammar in order to||with tense use and word||sentences highly||complex structures||‐ Ability to manipulate|
|maintain understanding?||order||inaccurate||regularly||sentence structure to|
|‐ Students are only able||‐ Limited ability to||‐ Some variety of||avoid repetition|
|to demonstrate limited,||manipulate sentence||sentence structure||‐ Highly accurate|
|or there is no use of||structure results in||evident but with||punctuation|
|basic English sentence||frequent repetitions||repetition||‐ Students must be able|
|patterns.||‐ Errors in complex||‐ Reasonable||to demonstrate accurate|
|sentences lead to||punctuation||use of basic English|
|communication||‐ Students can||sentence patterns|
|‐Punctuation occasionally||use of basic English|
|accurate||sentence patterns on|
|‐ Students can||most occasions|
|demonstrate accurate use|
|of basic English sentence|
|patterns on some|
rubric in order to know what we are looking for in your work. There is a lot of information here, but please review the rubric video that is on canvas for a breakdown.
Task 3 – Referencing Quiz
The final task will be completed in week 8 of your studies on Thursday 16th June 2022.
You will complete a timed live quiz focussing on academic referencing conventions. There will be 20 questions in total with each question worth 1 mark. The scores will be added to your scores for task 1 and 2 so you can receive a total out of 100.
You will have 25 minutes to complete this quiz and will only have one attempt.
The questions will only be revealed on the scheduled time of the workshop for that week.
This quiz is worth 20% of your total mark. The quiz will be held in the IT suite during your workshop slot. Please check your Timetable as the start time may be different to your regular workshop start time. Also keep up to date by following the announcements that will be posted on the Canvas space. You will be given plenty of notice about the start time attending this assessed task.
If you do not attend this quiz you will receive no marks. If you are unable to attend, please inform a member of your teaching team as soon as possible. Only valid reasons will be considered for any absence and will be discussed on a case by case basis. Note that as this will be done as part of your scheduled workshop contact hours, there is an expectation that you attend on time.
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