Essay-AW-Q75

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Semester: Summer 2016 (C16)
Module Code: EAPI3002
Module Title: English for Academic Purposes 1 (EAP 1)
Programme: BSc – Extended Programme – Year 0
Awarding Body: University of Plymouth
Module Leader: Venetia Tzanni
Format: Essay
 

Any special requirements: All written work should be submitted on the Student Portal along with a Turnitin Report
Word Limit: 1,000 words – plus or minus 10% (not including reference list)
Deadline date for submission: 09 / 08 / 2016 (week 10)
Learning outcomes to be examined in this assessment: Produce a well-organised and coherent researched essay
Percentage of marks awarded for module This assignment is worth 40% of the marks for the module
Assessment criteria: Explanatory comments: Maximum marks for each section
 

Task Fulfilment
 

Relevant content, well-developed ideas and good organisation and structure
40%
Use of Sources
A range of sources, integrated effectively and referenced using the Harvard system
30%
Use of English
Accurate use and a wide range of grammar/vocabulary
30%

 

Procedure
 

1. Do some general reading and research to choose a topic.
 

• Access the collection of sources related to the theme of ‘The UK Education System’ which can be found in the ‘Assignment Information’ section of the EAP 1 GSM Learn page and read any source you consider relevant to your topic.

• Choose another country and research information on its education system.

• Choose a topic, depending on your interests and information available.
 

2. Make notes of the similarities and differences you can identify.
 
 

• Note down the characteristics of the primary or secondary or higher education system you have found in your sources.
 

• Decide which 2-3 areas you would like to focus your discussion on, depending on the information you have found (e.g. funding? structure? subjects taught? et.c.).

• Identify similarities and differences in relation to those areas.
 

3. Prepare an essay outline.
 

• An essay outline is a plan of what you will write in your essay and how you will organise that content. It is useful for organising your thoughts and avoiding the risk of addressing irrelevant points while writing.

• You can show your outline to your lecturer and ask for feedback in weeks 4 and 5.
 

4. Write a 1,000 word essay comparing the education systems in the two countries.
The coursework should follow the structural requirements of a compare and contrast essay. This means you should include the following
 

Introduction
 

• Background information on education
• More specific information on the education system in the two countries
• A thesis statement explaining the outline of your essay and your position (e.g. which system is more effective?)
 

You can read more about our case study assignment help services here.
 

 
Main body paragraphs (3-4 paragraphs)
 

In each of them you should
 

• Include a topic sentence explaining the focus of the particular paragraph
• Discuss BOTH countries in relation to ONE area (e.g. funding, structure et.c.)
• Provide evidence (references), examples and evaluation of each similarity or difference (e.g. why is it important?)
 

Conclusion
 

• Summarise the main points of your essay
• State which system is more effective and why
• Add a few suggestions / recommendations
 

References
 

• A list of detailed references you used in your essay, in alphabetical order

 

5. Proof-read and edit your essay very carefully before submission.
 

• No headings or table of contents are needed.
• Modify the title so that it reflects the content of your essay.
• Use at least four sources to support your ideas.
• Make sure that your sources are reliable.
• Make sure that you have referenced your sources appropriately.
 

You can show a draft of your work to your lecturer in week 7. Speak to your tutor about their preferred format (email or hard copy). They will look at your draft and give guidance for the final draft. Drafts do not need to be submitted through Turnitin.
 

Failure to submit your essay by the deadline will result in your grade being capped.
 

Preparation for the essay will start in class from week one. In order to receive guidance and support from your lecturer, it is VITAL that you attend all sessions. Failure to attend classes will result in you not having the necessary building blocks of information, advice and instruction to be able to complete the task successfully. Please use GSM Learn for lecture notes and/or video support if you miss classes or need additional support.
 

COURSEWORK ESSAYS MARKING CRITERIA

 

30-39 40-49 50-59 60-69 70+
Task Fulfilment (Have you answered the question?)

you have included relevant, ideas and content  the overall message is hard to follow
 

 ideas often irrelevant
 the task requirements are not met
 the overall message may be unclear in places or lack focus
 ideas may be irrelevant or poorly argued
 the requirements of the task are minimally met
 

• the overall message is identifiable but not always clear, focussed or fluent
• ideas not always relevant
• the requirements of the task are mainly but not fully met
• the overall message is mostly focused, clear and fluent
• ideas usually relevant
 

 the requirements of the task are satisfactorily covered; some elements may be dealt with better than others  the overall message is focused, clear and fluent
 ideas relevant
 the requirements of the task are fully covered
 

Module example: In this section we are looking for an argument essay title based on your degree; the essay needs to be an compare and contrast essay of 1,000 words; you need to include relevant comparisons and it needs to make sense (have you included irrelevant information etc.?).
 

you develop your ideas well  ideas often undeveloped; ideas may be inappropriately and/or insufficiently supported or connected
 

 there is very little or no detail or complexity
 no evaluation and analysis; ideas may be very simple, and mostly descriptive
 

 ideas not adequately supported with reasons, evidence, examples or details
 there is little detail or complexity
 

 little evaluation and analysis; but there may be some explanation or opinion, mainly descriptive
 ideas not always sufficiently well-developed and clarified; most ideas usually supported with reasons, evidence, examples or details
 

 complex topics/ ideas are expressed but the level of detail is limited
 some evaluation included, but may be largely descriptive and/or somewhat lacking in analysis
 

 ideas usually adequately developed and supported with appropriate evidence, examples or details; however, there may be occasional lack of focus and/or relevance

 complex topics/ideas are expressed adequately with some detail but supporting detail could be further developed
 

 some analysis and evaluation is included • ideas well-developed and clarified with appropriate evidence, examples or explanation; good elaboration in well constructed paragraphs
 

• complex topics/ideas are well-structured and most relevant issues are expressed effectively
• analysis and evaluation is included
 

Module example In this section we are looking for some depth to your argument. Have you just written a descriptive piece giving your opinion on a topic or have you researched and supported your ideas in depth with evidence and examples. To achieve a higher grade you would demonstrate critical thinking skills here.

 

 

30-39 40-49 50-59 60-69 70+
Task Fulfilment continued (Have you answered the question?)
 

you use good organisation; you structure your paragraphs well and they link together
 

 organisation at whole-text and paragraph level hindered by inadequate linguistic resources
 ideas are unclear and not logical
 

 use of organisational structures lacking
 some evidence of organisation at whole-text and paragraph level, though many parts may lack coherence; significant ideas may not be easily identifiable or lack a clearly defined focus
 

 links between ideas are unclear and not always logical
 rare use of organisational structures at whole text and paragraph level
 

 evidence of organisation at whole-text and paragraph level, though some parts may lack coherence; significant ideas may lack a clearly defined focus
 links between ideas are not always clear and logical
 

 inconsistent use of organisational structures at whole text and paragraph level
 coherent and logical organisation at whole text and paragraph level; though occasional lapses are possible; most significant ideas are identifiable
 

 links between ideas mostly clear and logical
 controlled use of organisational structures at whole text and paragraph level
 

 coherent and logical organisation at whole text and paragraph level; significant ideas identifiable
 links between ideas clear and logical
 

 well- controlled use of organisational structures at whole-text and paragraph level
 

Module example: In this section we are looking to see an introduction, 3 body paragraphs and a conclusion. Your structure should follow a point-by-point style and each paragraph should contain a number of comparisons, connected using linking words. The links between paragraph should also be logical and easy to follow (coherent).
Use of Sources (How well have you used sources?)
 

you have used a range of suitable sources as support
 

 extremely limited range (number and variety / under-reliance) and suitability of sources used as evidence and support for arguments made;
 OR extremely heavy reliance on sources (including use of quotation) at expense of author’s own writing;
 

 OR no sources are used • very limited range (number and variety / under-reliance) and suitability of sources used as evidence and support for arguments made;
• OR heavy reliance on sources (including use of quotation) at expense of author’s own writing
 

• limited range (number and variety) and suitability of sources used as evidence and support for arguments made;
• OR some over-reliance on sources (including use of quotation) at expense of author’s own writing
• good range (number and variety) and suitability of sources used as evidence and support for arguments made
• very good range (number and variety) and suitability of sources used as evidence and support for arguments made
 

Module example: Have you backed up your ideas and arguments with evidence/ sources? Have you used a number of different sources? Have you paraphrased and/or summarised and shown other’s opinions to back up what you are saying?
 

30-39 40-49 50-59 60-69 70+
your in-text citation and list of references follow academic convention • little or no control of in-text citation and bibliographical referencing skills
 

• does not adhere to academic conventions; important features are inaccurate or missing
• or no in-text citation and/or bibliographic referencing is included • very little control of in-text citation and bibliographical referencing skills
 

• does not adhere to academic conventions; important features are inaccurate or missing
• inconsistent control of in-text citation and bibliographical referencing skills,
 

• does not always adhere to academic conventions; important features may be inaccurate or missing
• generally proficient control of in-text citation and bibliographical referencing skills
 

• usually adheres to academic conventions; some minor features may be inaccurate or missing
• mostly proficient control of in-text citation and bibliographical referencing skills
• adheres to academic conventions
 

Module example: In this section you need include in-text referencing (within your paragraphs) for example: “According to Smith (2014) ……” or “It is argued that ………………….. (Irving, 2012)” , and you reference list should follow Harvard style
 

Use of Sources continued (How well have you used sources?)
 

you have integrated sources effectively without plagiarising  extremely limited or no attempt to paraphrase and summarise
 

 very few or no changes have been made to original lexis and structure
 ability to integrate quotations with own style and syntax is not evident
 

 clear evidence of poor academic practice or plagiarism *
 

• little or no attempt to paraphrase and summarise
• minimal changes have been made to original lexis and structure
 

• ability to integrate quotations with own style and syntax is not evident
• evidence of poor academic practice or plagiarism*
 

• some attempts to paraphrase and summarise
• insufficient changes have been made to original lexis and structure
 

• a little evidence of ability to integrate quotations with own style and syntax
• good attempts to paraphrase and summarise
 

• original author’s meaning for the most part well-conveyed
• some evidence of ability to integrate quotations with own style and syntax
 

• very good paraphrases and summaries
• author’s original meaning well-conveyed
 

• writer has integrated quotations well with her/his style and syntax
 

Module example: Here you need to integrate other authors’/ experts’ opinions into your paragraphs using paraphrasing and/or summarising skills
 

30-39 40-49 50-59 60-69 70+
 

Use of English (What is your written English like?)
 

your grammar/vocabulary is accurate  errors cause strain; confusion and incorrect word choice occur in high items; noticeable collocation errors
 

 word formation and spelling errors may seriously inhibit intelligibility
 errors often cause strain; confusion and incorrect word choice occur in high and low frequency items; noticeable collocation errors
 

 frequent word formation and spelling errors often inhibit intelligibility
 errors occasionally cause strain; some confusion and incorrect word choice may occur, especially in low frequency items; there may be collocation errors
 

 frequent word formation and spelling error s occasionally inhibit intelligibility
 errors only cause slight strain; some confusion and incorrect word choice may occur, especially in low frequency items
 

 occasional spelling and word formation lapses do not inhibit intelligibility
 no significant errors; but occasional minor slips
 

 good control over word formation and spelling
 

you use a wide range of grammar/vocabulary
 

 lexical range limited to low pre-intermediate/ elementary, high frequency vocabulary; vocabulary not adequate for an academic task
 

 very restricted use of vocabulary: sufficient for the expression only of basic communicative needs
 lexical range limited to low intermediate/ pre-intermediate, higher frequency vocabulary; vocabulary may not be adequate for an academic task
 

 very restricted use of vocabulary: noticeable inaccuracy and inappropriacy when dealing with general ideas or unfamiliar topics
• lexical range limited to intermediate, higher frequency vocabulary; vocabulary may not be adequate for an academic task
 

 restricted use of vocabulary: noticeable inaccuracy and inappropriacy when dealing with complex ideas or unfamiliar topics
 good lexical range for the task
 

• appropriate use of vocabulary but lexical/collocation/idiomatic gaps sometimes obvious
 broad lexical range
 

 fluent, mostly correct and appropriate use of vocabulary including: collocation, accurate low frequency items and idiomatic expressions though with some gaps
 

Module example: In this section you need to show that your vocabulary is academic in style (formal written language) and specific to your topic. Proofread to ensure you don’t have spelling mistakes or grammar errors

 
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