Final Essay Advice And Marking Template
Final Essay Advice And Marking Templateassignment D Final Essay 2000
Final Essay Advice and Marking Template Assignment D: FINAL ESSAY words Explain the purpose of the Bringing Them Home (Stolen Generations) Inquiry. Discuss the finding of ‘genocide’ and the recommendation of an apology. Critically analyse the political response offered by Australian governments.
CONTENT/STRUCTURE
Position clear and justified
Position unclear or unjustified
Clear discussion of key issues
Issues unclear/poorly chosen
Sophisticated grasp of key themes and perspectives explored in course
Lacks understanding of key themes and perspectives explored in course
Response is well structured
Response is disordered and lacks cohesive structure
Claims are well supported by sound knowledge of literature
Unsupported claims and/or bias; little engagement with literature
STYLE
Ideas clearly expressed; Precise use of language
Unclear expression; Difficult to understand; Imprecise, obscure use of language
Writing flows smoothly from point to point and is easy to follow
Discussion is disjointed and argument is hard to follow
Free of grammatical errors
Numerous grammatical errors
Follows formal academic style and includes full Harvard references
Overall Grade and Mark
Inadequate references or poor use of scholarly conventions. Formal academic essays are assessed in terms of:
1. The quality, relevance, comprehensiveness and criticality of information provided. A good essay will make use of the information provided in the course lectures and readings. We want to see you demonstrate your understanding of the key issues we have presented and discussed. Information should be fully referenced to scholarship. (DO NOT reference lectures or tutorial sheets – find information in published sources instead).
2. The structure provided to support the reader’s understanding of this information. A formal academic essay will have an introduction, a body of argument in respect of textual evidence, and a conclusion. A good essay will start with a clear statement of position relevant to the question, be structured coherently around a logical sequence of discussion points that challenge and ultimately support this position, and which lead to a conclusion.
3. The quality of the language and the writing style: grammar, expression, flow. The language used should be formal in style: not emotive, capitalised names, correct spelling.
How to write a good essay:
· Keep key Course themes and aims (listed at the start of each lecture and summarized in the final lecture) in mind as you prepare your response. You don’t need to agree with any claims made in the Course, but you must justify your point of view.
· Most questions ask you to take a position and argue for it using a chain of evidence referenced to scholarly sources.
· Know your position before you start writing.
· Know how you can argue for it.
· Make a plan of your argument before starting, including evidence you can use.
· Structure your discussion so each paragraph connects directly to the question and argues a point supporting your position.
· It is crucial to plan your essay properly BEFORE you start writing.
· You should know EXACTLY what you want to argue and your conclusion before you begin. Prepare an essay plan with argument outline in dot points to maintain coherent structure.
· JUSTIFY each point with textual evidence, properly referenced.
· Ensure your essay is COHERENT and does what you say it will do. Stay on track with your argument; your conclusion must match your initial position.
Example essay plan:
To what extent will Australia have achieved postcolonial reconciliation when we have ‘closed the gap’ between Indigenous and non-Indigenous peoples’ equal opportunities to health, education, and employment? (Note: this is not one of the set questions).
Before writing, clarify your position: I believe ‘closing the gap’ by ensuring equal access to health, education, and employment is vital for Reconciliation, but Reconciliation also involves recognizing and respecting Indigenous peoples’ right to self-determination. Currently, ‘Closing the Gap’ does not fully acknowledge Indigenous self-determination, limiting its effectiveness as a reconciliation tool.
Intro:
1. Indicate thesis & focus (define key terms): Reconciliation involves addressing Indigenous disadvantage and valuing cultural difference as part of self-determination.
2. Outline structure: The essay will describe the ‘closing the gap’ policy, assess whether it meets Reconciliation criteria, and argue that it is limited without recognition of self-determination.
3. State thesis: While closing the gap addresses some aspects of equal citizenship, it insufficiently recognizes cultural differences and Indigenous self-determination, which are essential for meaningful Reconciliation.
Body:
- Present points with clear topic sentences, justified with textual evidence.
- Paragraphs cover: importance of addressing Indigenous disadvantage, cultural differences influencing concepts of health, education, and employment; how ‘Closing the Gap’ assumes non-Indigenous standards; and its limitations in recognizing Indigenous cultural values.
- Use transition words like ‘however,’ ‘although,’ ‘moreover’ to structure shifts.
Conclusion:
Restate thesis, summarize how points support it: While ‘Closing the Gap’ addresses some material inequalities, Reconciliation requires more than formal equality—it necessitates acknowledgment and respect for cultural identities and self-determination.
References:
(Provide ten credible, scholarly references in proper APA format.)