TLC 501 Assignment 2 Rubric and Response to Feedback

TLC 501 Assignment 2
TLC 501 Assignment 2 Rubric and Response to Feedback(40%)
Name_______________________________________________ Student Number ________________
 Download this file and save it using a filename as follows:
First Name. Surname. Student Number. Assignment Number.Unit Name (TLC501)
e.g. Stephen Johnson 20181234 Assignment 2 TLC501
 Paste a copy of your research essay below on page 5 and your Response to Feedback below on page
6 of this booklet. Do not erase or change any section of this booklet. Simply add your own texts,
name and student number.
 Submit the booklet file with the new filename (as described above) to the LMS in the section
Assignment 2
Marking criteria
TLC 501 Assignment 2 – Revised Global Issues Research Paper and Written Response of Feedback
N
Below 15
 P
15-17.5
 C
18-20.5
 D/ HD
21-23.5/24 +

Content
Task
completion
The task is not
successfully completed,
e.g. a global issue is not
critically discussed.
Some aspects of the task
are successfully
completed.
The task is successfully
completed.
The task is very
successfully
completed.
Content
development
(Explanation of
issues)
There is much confusion
about the issue being
discussed.
The issue is clear, but the
details need to be
explained more clearly.
The issue is quite clearly
explained, but some
aspects are unclear or
unexplored.
The issue is stated,
described, and
clarified so that
understanding is clear.
Argument
development
The argument is not
coherently presented.
The argument is not so
coherently presented.
The argument as a whole
is quite coherently
presented.
The argument is very
coherently presented.
Critical
discussion of
issues
Contains very little
critical discussion (e.g.,
analysis, comparison,
synthesis, evaluation or
justification), and is
mostly descriptive.
Contains some critical
discussion (e.g., analysis,
comparison, synthesis,
evaluation or justification),
but is largely descriptive.
Contains some critical
discussion (e.g., analysis,
comparison, synthesis,
evaluation or justification),
and evaluation of different
perspectives.
Contains a solid
critical discussion in a
range of ways (e.g.,
analysis, comparison,
synthesis, evaluation
or justification),
including evaluation of
different perspectives.
Structure
Introduction There is no effective
introduction. There is no
recognisable thesis
statement.
The topic is introduced but
may not follow a general
to specific pattern. There
are a number of
unnecessary specific
points or arguments.
There is no thesis
statement/ or, if there is a
recognisable thesis
statement, it is either not
clear or overly simplistic.
The introduction follows a
general to specific pattern
to lead up to the thesis
statement and states the
purpose and scope. The
thesis statement states the
writer’s position and the
overall plan of the essay.
The introduction
clearly and logically
sets the scene, states
the purpose and
scope, and leads up to
the thesis statement
with no unnecessary
points or arguments.
The thesis statement
clearly states the
writer’s position and
takes into account the
complexities of the
issue.
Body The body paragraphs
lack topic sentences and
are not organised in any
logical way and/or do
not present well
supported arguments
Some or all the body
paragraphs contain topic
sentences, but the
paragraphs need to be
organised in a more logical
way, and/or do not
present well supported
arguments.
The body paragraphs
present different aspects
or perspectives on the
issue in an organized way
with clear topic sentences,
reasons and examples.
The body paragraphs
present different
aspects or
perspectives in a well-
organized way with
well-expressed topic
sentences, reasons
and examples.
Conclusion There is no conclusion or
the conclusion fails to
draw the ideas of the
essay together.
The conclusion does not
draw the main ideas
together, restate the
thesis or expands the
scope very well.
The conclusion draws the
main ideas together,
restates the thesis and
expands the scope well.
The conclusion draws
the main ideas
together, restates the
thesis and expands
the scope very well.
1

TLC 501 Assignment 2
Using sources
Referencing of
sources
(in-text, end-text)
Information from
sources is not well
paraphrased or
quoted. Sources
have been
insufficiently
acknowledged
through in-text and
end-text references
and/or too many
sources are used
without
acknowledgement.
Information from sources
is not well paraphrased or
quoted. Sources have been
insufficiently
acknowledged through in-
text and end-text
references.
Information from sources
is well paraphrased or
quoted and appropriate in-
text and end-text
references are provided
for many sources.
Information from
sources is very well
paraphrased or
quoted. Appropriate
in-text and end-text
references are
provided for most
sources.
Critical evaluation
of sources and
voice
Information is taken
from source(s)
without any
interpretation or
evaluation. The
writer’s voice is not
strong.
Information is taken from
source(s) with little
interpretation/evaluation.
Viewpoints of experts are
taken as fact, without
question. The writer’s
voice could be stronger.
Information is taken from
source(s) with some
interpretation /evaluation,
but not enough to develop
a coherent analysis. Not
enough questioning of
experts. The writer’s voice
is strong.
Information is taken
from source(s) with
enough
interpretation
/evaluation to develop
a coherent analysis or
synthesis.
Viewpoints of experts
are subject to
questioning. The
writer’s voice is very
strong.
Language use
Flow (coherence,
cohesion)
The text is difficult
to follow. Ideas
need to be
organised more
clearly and linked
together more with
transition signals
and other cohesive
devices.
The text needs to flow
more easily with more
clearly organised
paragraphs and more
frequent use of
appropriate transition
signals and other cohesive
devices.
Ideas are quite well
organised in paragraphs
and the use of transition
signals to improve flow of
the writing and other
cohesive devices is
evident.
Ideas are well linked
to each other through
clear organisation and
effective use of
transition signals and
other cohesive
devices.
Vocabulary Very few academic
and topic specific
terms are used.
Many words and
phrases are
inappropriate
because of their
meaning or their
informality.
Some academic words and
topic specific terms are
used. A number of words
and phrases are
inappropriate because of
their meaning or their
informality.
A range of academic words
and topic specific terms
are used. Most words are
used appropriately in
terms of their meaning
and formality.
A wide range of
academic vocabulary
and topic specific
terms are used
throughout the essay.
Appropriate
vocabulary is used
consistently to clearly
communicate subtle
nuances of meaning.
Sentence structure,
grammar and
punctuation
There are major
problems with
sentence structure,
grammar,
punctuation,
spelling and/or
spacing which make
the meaning of the
writing difficult to
follow.
There are some problems
with sentence structure,
grammar and punctuation,
spelling and/or spacing
which may interfere with
the meaning of some
sentences. However, the
meaning of most
sentences is relatively
clear.
The essay is generally
written in well-structured,
well-punctuated
sentences, and there is
some sentence variety.
Minor issues with
grammar, punctuation,
spelling and/or spacing do
not interfere with the
meaning of the writing.
The essay is written in
well-structured, well-
punctuated sentences,
and there is sentence
variety. There are
very few issues with
grammar,
punctuation, spelling
and/or spacing.
Grade /30
Comments
2

TLC 501 Assignment 2
Written Response to Feedback
N
Below 5
 P
5 – 5.5
 C
6 – 6.5
 D/HD
7 – 7.5/8+

Context and Purpose for Writing
Task completion.
(Reflection on
feedback from
tutor, Studiosity,
and other possible
sources).
Appropriate use of
personal and
academic language
style
The task is not
successfully
completed.
The reflection is
written with language
and content that is
not appropriate for
personal reflection in
an academic context.
Some aspects of the task
are successfully
completed. The
reflection is written with
language and content
that is sometimes not
appropriate for personal
reflection or
communication in an
academic context.
The task is fully completed
in terms of both content,
organisation and language.
The reflection is written
with language and content
that is appropriate for
both personal reflection
and communication in an
academic context.
The task is very
successfully
completed.
The reflection is
written with language
and content that is
very appropriate for
both personal
reflection and
communication in an
academic context.
Content development
Explanation of key
changes made
Key changes made to
the essay, based on
feedback, are not
explained in a clear,
concise and direct
manner.
Key changes made to the
essay, based on
feedback, are explained
but not so clearly,
concisely or directly.
Key changes made to the
essay, based on feedback,
are explained in a clear,
concise and direct manner.
Key changes made to
the essay are explained
comprehensively,
delivering all relevant
information necessary
for full understanding.
Reflection on self as
a writer of
academic texts
The response
suggests no or very
little critical reflection
on personal strengths
and weaknesses,
including reasons for
these.
The response suggests
little critical reflection on
personal strengths and
weaknesses, including
reasons for these (e.g.
cultural contexts,
previous experience,
amount of effort, and
time constraints).
The response includes
some critical reflection on
personal strengths and
weaknesses, including
reasons for these (e.g.
cultural contexts, previous
experience, amount of
effort, and time
constraints).
The response includes
detailed critical
reflection on personal
strengths and
weaknesses, including
reasons for these (e.g.
cultural contexts,
previous experience,
amount of effort, and
time constraints).
Reflection on
aspects of academic
writing
The response
suggests that no
understanding of key
aspects of academic
writing have informed
changes made.
The response suggests
that understanding of
some key aspects of
academic writing have
informed changes made.
The response suggests that
understanding of many
key aspects of academic
writing have informed
changes made.
The response suggests
good understanding of
many key aspects of
academic writing
informing changes
made.
Strategies for self-
improvement as a
writer of academic
texts
The response includes
very little self-
reflection and very
few or no strategies
to improve.
The response includes
little self-reflection only a
limited number of
strategies to improve
(including the use of
feedback as a tool for
future improvement).
The response includes
some self-reflection and a
number of strategies to
improve (including the use
of feedback as a tool for
future improvement).
The response includes
substantial self-
reflection and a
comprehensive set of
strategies to improve
(including the use of
feedback as a tool for
future improvement).
Language use
Flow (coherence,
cohesion)
The text is difficult to
follow. Ideas need to
be organised more
clearly and linked
together more with
transition signals and
other cohesive
devices.
The text needs to flow
more easily with better
organisation and more
frequent use of
appropriate transition
signals and other
cohesive devices.
Ideas are relatively well
organised, and the use of
transition signals and
other cohesive devices
improves the flow of the
writing.
Ideas are well linked to
each other through
clear organisation and
effective use of
transition signals and
other cohesive devices.
Sentence structure,
grammar and
punctuation
There are major
problems with
sentence structure,
grammar and
punctuation, which
make the meaning of
the writing difficult to
follow.
There are some
problems with sentence
structure, grammar and
punctuation, which may
interfere with the
meaning of some
sentences. However, the
meaning of most
sentences is relatively
clear.
The essay is generally
written in well-structured,
well-punctuated
sentences, and there is
some sentence variety.
Minor grammatical errors
in the assignment do not
interfere with the meaning
of the writing.
The essay is written in
well-structured, well-
punctuated sentences,
and there is sentence
variety. There are very
few grammatical errors
in the assignment.
Overall Comment- Response to Feedback: Response to Feedback Grade: /10
Assignment total:
Part 1 /30 + Part 2 /10 Total /40
3