Coursework Assignment Brief Semester: Spring 2016 (A16) 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: Daniel Phillips 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: 14 / 04 / 2016 – 2pm Learning outcomes to be examined in this assessment: Produce a cohesive and coherent researched essay Percentage of marks awarded for module This is 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% WRITTEN ASSIGNMENT GUIDELINES: This coursework requires you to write a 1,000 word essay. Choose ONE of the following titles: B. Compare and contrast the secondary education system in England/the UK with that of ONE country of your choice. Procedure 1. 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 these in detail. 2. Choose another country and research information on its education system. 3. Develop an outline for your essay using the template provided (this is not assessed). 4. Write a 1,000 word essay comparing the education systems in the two countries. Structure The coursework should follow the structural requirements of a compare and contrast essay. This means you have to include the following: Introduction (including a thesis statement) • Introduce the subject by giving some brief background information on the topic of education and/or the two countries you are comparing. • Write a short thesis statement explaining what you are going to do in the essay, identifying the main areas of comparison, and, if possible, identifying your position (i.e. which system is better?). Body paragraphs (3 - 4 paragraphs) • Discuss their similarities and differences of the two education systems following a compare/contrast essay structure. • Analyse three areas such as the funding, organisation, and quality of each system (one paragraph each – start with a clear topic sentence). • Provide evidence and examples using the UK education booklet and your own research, and comment on the implications for each country. Conclusion • Summarise the main points of your essay in one concluding paragraph. • Include your own opinion as to which system is more effective. Reference List • List your references at the end in the appropriate format. Do NOT include a contents page, pictures, graphs or subheadings in your essay. Research • In order to write your essay you will need to do reading and research. You should use a range of sources including books, journals, articles and websites. A minimum of three external sources is expected. • You should familiarise yourself with the online library system 'MyAthens' early on in the course. This will help you to find a city you are interested in and collect sources to integrate into your writing. You will need your username and password which will have been emailed to you but which you can also obtain from library services. • Throughout your essay you need to show evidence that you have researched the subject. "According to Smith (2014) ……" or "It can be seen that ………………….. (Irving, 2012)" • Make sure you have the equivalent information for both countries. For example, if you have figures for the levels of funding in the UK, you should try to find the same information for the second country in order to make an effective comparison. • Do NOT use Wikipedia or websites featuring sample essays at any point in the assignment. Deadlines • Bring an outline for your essay to class in weeks 4 and 5, even if it is not completed. Those students who do not plan their essay tend to score lower marks. • The deadline for 1st draft submission is: 29 / 03 / 2016 (week 7 - Tuesday). 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. • All final drafts must be submitted by: 14 / 04 / 2016 (week 9 – Thursday – 2pm). Please submit your final draft well before the deadline. Technical issues will not be accepted as a valid reason for late submissions. 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. 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 errors 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