Essay Well Above Expectations

LST2VIC

Essay Well Above Expectations

(100%-85%) Above Expectations

(85%-80%) Meets Expectations

(79%-65%) Approaches Expectations

(64%-50%) Does Not Meet Expectations

(49%-0)

Originality

Extent of original engagement with the theory and chosen case studies Student shows thoughtful engagement with the key concepts relevant to the topic and explains them in their own words. Students choice of case study/ies or empirical data to explore these concepts is original and insightful. They extend their thinking beyond the course materials in order to convey clever social commentary Student shows good engagement with the key theoretical terms and concepts relevant to the topic and explains them in their own words. Students choice of case study/ies or empirical data to explore these concepts is original. They extend their thinking beyond the course materials. Student provides a concise overview of the key theoretical terms and concepts relevant to the topic; and clearly demonstrates an understanding of the topical ideas by accurately interpreting and explaining these. Student chooses an appropriate case study or empirical data to explore these themes beyond what has been covered in the course. Student provides some original engagement with the key concepts relevant to the topic; and attempts to demonstrate an understanding of the topical ideas. Student attempts to use appropriate case studies to explore these themes, but there may be a lack of relevance or a vagueness between the key concepts and the data used to explore them. The discussion may be somewhat derivative of what has been covered in the course. The response does not demonstrate original engagement or sufficient understanding of the theory and/or source(s). There may be a lack of clarity around sources, or the sources / data presented are not relevant. The discussion may be somewhat derivative of what has been covered in the course.

Critical Analysis

How well you critically engage with the key concepts of the course and apply them to the case study/iesStudent demonstrates exemplary skills in their comprehension of theory and critical thinking and applies these in a sophisticated way to their chosen case study/ies. Student integrates information from various sources; and where appropriate, substantiates their argument with specific empirical research findings. Student mounts a coherent and logical application of theory; and does not just rely on description. Student identifies key concepts and arguments relevant to the debate and critically engages with these. Student integrates information from various sources; and where appropriate, supports application with empirical research findings. Student applies theory; and does not just rely on description. Student clearly identifies key concepts and arguments relevant to the debate. Student integrates information from various sources; and where appropriate, supports application with empirical research findings. Student attempts to provide a coherent and logical application of theory, but there are minor issues. Student attempts to identify key concepts and arguments relevant to the debate, but there might be some problems. Student attempts to use sources properly, but there might be issues (for example using empirical research). The work may rely more on description than analysis. The response does not demonstrate relationship between theory and topic. There seems to be a vague understanding of theoretical application process. While there is an attempt, there are too many issues throughout the paper. The work may rely more on description than analysis.

Structure Essay is organised extremely efficiently. Content is arranged in an exemplary way, with evident and/or subtle transitions. The narrative flows and is of a publishable standard. Essay is effectively organised to enhance readers understanding of the information. The relationships between ideas are made clear with effective transitional phases. The ideas presented flow and structure is well thought out. Essay is organised well and the reader can easily follow the information. The relationships between ideas are relatively clear with effective transitional phases. The ideas presented flow and structure is fine. Essay organisational structure is evident but may not be fully developed or appropriate. Transitional phrases may be used but the relationships between ideas are somewhat unclear. There might be some issues with essay structure. Essay organisational structure is largely absent and the relationships between ideas are unclear. There are issues with paragraphs and/or overall essay structure.

Expression and Grammar Expression and grammar are exceptional and of a very high academic standard. Expression and grammar are very good and of a high academic standard. Ideas are presented clearly and in a formal language. The writing is grammatically sound and is free of punctuation errors. Ideas are mostly clear. There are some grammatical and spelling errors. Ideas are not clear. There are several grammatical and/or spelling errors.

Engagement with course readings and relevant outside research Student grounds their analysis in 6 required sources or perhaps researches more widely and integrates these sources seamlessly within the narrative. 3 of those sources are from the required or recommended readings. Student draws on at least the required 6 sources and integrates these sources within the narrative. 3 of those sources are from the required or recommended readings. Student uses at least the required 6 sources and integrates these sources within the narrative. 3 of those sources are from the required or recommended readings. Student attempts to use at least the required 6 sources and integrate these sources within the narrative, with 3 of those sources from the required or recommended readings. There may be some mismatch between the research and the argument, or the research may be used in a vague way. There has not been sufficient use of the required readings, or sufficient in-depth engagement with the research. There may be some mismatch between the research and the argument, or the research may be used in a vague way that does not support the argument.

Compliance with academic conventions The formatting and Harvard referencing contains no flaws and is within the specified word count. The assessment adheres to presentation guidelines, and specified referencing style (Harvard). Essay is written within the 10% of the suggested word count. The assessment mainly adheres to presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count. There are several issues with presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count.