CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

CONSTRUCTING AN ARGUMENT 30% Displays an unconvincing argument and/or does not address the workbook entry question

Does not make citations of any of an academic source An attempt is made to construct an argument to address at least one dimension of the workbook entryquestionbut this is vague resulting in loose connections to the selected question

Partially cites an academic source A consistent discussion of the topic

Has extracted evidence from the academic source

Discusses most dimensions of the selected question Presents a clear and critical argument that includes evidence from academic source, demonstrating the usefulness and relevance of the source and addresses all dimensions of the selected question

Provides consistent citations of the set reading Demonstrates a high degree of analysis of the readings and addresses all dimensions of the selected question

All citations refer to correct reading

DEPTH OF REFLECTION 40% Workbook entry demonstrates a limited reflection on key concepts and principles discussed in the unit

Viewpoints are missing, inappropriate, and/or unsupported

Examples, when applicable, are not provided Workbook entry demonstrates some but minimal reflection on key concepts and principles discussed in the unit

Viewpoints are unsupported or supported with flawed arguments

Examples, when applicable, are not provided or areirrelevant to the workbook entry question Workbook entry demonstrates a general reflection on the key concepts and principles discussed in theunit, butdoes not provide clear examples

Viewpoints are supported

Appropriate examples are provided Workbook entry demonstrates a detailed reflection on the key concepts and principles discussed in the unit

Viewpoints are insightful and well reinforced

Clear,detailed examples are provided Workbook entry demonstrates an in-depth reflection on the key concepts and principles discussed in the unit

Viewpoints are perceptive and well supported

Concise and thoroughexamples are provided

WRITTEN EXPRESSION (15%) Outside of word limit

Written expression generally unclear, with frequent grammatical/spelling/punctuation and sentence construction errors

Academically unsuitable informal expression

Meaning of the response is difficult to read/follow Within word limit

Clarity of written expression adequate, although elements are present throughout which make the meaning less clear these may include:

spelling and punctuation

sentence structure and order (syntax)

sentence grammar and informal expression

Meaning of the response generally able to be followed, although some aspects unclear and detract from the whole response Within word limit

Clarity of written expression consistent, with good attempt at formal academic writing style no colloquial language present

Meaning is largely clear and easily followed, with occasional lapses

Response has been proofread, with infrequent and minor spelling, punctuation, grammar and/or construction errors which do not detract from the whole response Within word limit

Clarity of written expression consistent, with formal academic writing style present

Meaning is clear and easily followed, with very few lapses

Response has been proofread, with infrequent and minor spelling, punctuation, grammar and/or construction errors Within word limit

Sophisticated academic writing style with varied articulation of ideas and clarity of meaning

Response has been skilfully proofread and prepared with care and attention to detail

REFERENCING AND CITATIONS (15%) Harvard WesternSydUstyle absent or very minimally and incorrectly attempted

Citations/acknowledgements absent or minimally attempted and incorrectly applied

Reference list absent or minimally applied/directly copied from non-compliant sourceInternet sources absent or incorrectly cited Attempt at Harvard WesternSydUstyle

Inconsistencies in citing paraphrased or quoted material

Some attempt at providing correctly formatted reference list

Some attempt atreferencing internet sources Compliance with HarvardWesternSydUstyle, with some minor inconsistencies in referencing and citations

Paraphrasing consistently acknowledged, and correctly cited withonly minor inconsistencies

All sources, including internet sources, mostly correctly cited in reference list Compliance with HarvardWesternSydUstyle, with consistently correct referencing and citations

All quotations and paraphrasing acknowledged, and correctly cited

Allsources, including internet sources, correctly cited in reference list Complete compliance with HarvardWesternSydUstyle, with consistently correct referencing and citations

All quotations and paraphrasing skilfullyacknowledged, and correctly cited

All sources, including internet sources, correctly cited in reference list

ASSESSMENT 2A: Workbook Entry 1

Laura OConnor

20322843

Define the terms criminal and justice. Do these terms go together? How does the Australian criminal justice system dispense justice? Apply at least one example and one academic source to address the question. (based on module 1)

In order to comprehend what crime is, it is obligatory to foremost grasp who a criminal is. The content of crime is described inversely depending on whether it is a law enacted by the government or cultural norms. According to Muncie (2009), a crime is described as An act that is punishable by law, or in other words, an act that is prohibited by statute and is considered to be unlawful. It is an offense that is labelled as a sinful or bad act in cultural norms. On the other hand, in order to fully grasp the concept of crime, there must be an inclusion of the expanded definition of crime - which incorporates criminal law violations, moral code violations, social construct, ideological censure, and social damage.