ENGLISH FOR ACADEMIC PURPOSES TERM 2
LIPC1120,1130, 201, 202
WRITING ASSIGNMENT 2
Read the attached articles and, synthesizing the information, write one paragraph discussing the advantages and disadvantages of globalisation. Use the skills that you have been taught in class. No additional information is to be used. Quotations are acceptable but these must be kept to a minimum.
The final version of your assignment must be submitted by 09.00hrs on Friday 19th February. You must upload the final version of your essay to Turnitin. If you do not submit by the deadline, your mark will automatically be capped at 40/46%. No hard copy is required.
The task should be 250-350 words in total, and must meet the required word count.
The paragraphs should be written in an appropriate academic style.
Demonstrate a range academic vocabulary (Use the AWL to help you).
Demonstrate the ability to paraphrase, summarise, and synthesize information appropriately.
Use a mix of integral and non-integral citation.
Demonstrate a range of reporting verbs.
You must acknowledge all your references to source material both in-text and in a reference list at the end of your paragraph. You should use the Cite Them Right Harvard referencing system (see Blackboard for links to the Cite Them Right website).
A minimum of four academic sources is required (ie you must use at least four of the five texts).
Students may use online or electronic dictionaries/thesauruses to help them. Students are not permitted to use language generating software or online programmes. If a student is deemed to have used these, their assignment will not be graded.
SUBMISSION FORMATTING GUIDELINES
Your submission must:
• be word-processed
• Use font size 12 in Arial or Times New Roman
• Use 1.5 line-spacing or double spacing
• Include the title (as given)
• Attach the required Cover Sheet.
You will be assessed on the following areas:
Task, Organisation, Vocabulary, Grammar
See separate marking descriptors provided.
On successful completion of this assessment, students will be able to:
Read academic texts, make decisions about usefulness of the content, and critically extract appropriate information with little to no problem around vocabulary and speed
Write extended texts appropriate to academic context with little or no problem of coherence and cohesion
Write subjective notes that are readily retrievable and referenceable.
- Make use of a range of strategies to enable them to develop to a higher level their English
language ability and function as independent learners
PLAGIARISM AND BAD ACADEMIC PRACTICE
DMUIC provides guidance and advice on good academic practice and avoidance of plagiarism. In submitting any academic work for assessment, you are deemed to be doing so on the basis that you have not committed an Academic Offence or Bad Practice.
The use of language generating /enhancement software is prohibited in this assessment. The language submitted should be a true indictor of a student’s language ability. The use of such software will be deemed as Bad Academic Practice.
Sources should be used and all of these must be clearly acknowledged.
Ideas for the essay will initially be brainstormed in class and you may have time to begin writing your report in class. Your tutor will also provide feedback on any draft work presented.
EAP 2 WRITING ASSESSMENT CRITERIA
MARK TASK RESPONSE COHERENCE AND COHESION VOCABULARY
(including spelling) GRAMMAR
25 The task is fully addressed in reference to the brief and little could be improved. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list. The submission stands out in terms of sophistication of structure. It is effortless to read with a logical flow aided by appropriate use of connecting devices both in and between paragraphs. Paragraphing is used completely appropriately. There is an impressive range of topic related and academic vocabulary, used completely accurately and appropriately with no spelling mistakes or errors in word forms. Grammatical structure and syntax are used very accurately and a wide range of more complex and sophisticated structures is employed to very good effect. Conventions of punctuation are followed throughout. Most sentences are error free.
20 The task is sufficiently addressed in reference to the brief. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list. The submission is very easy to read and there is a logical flow aided by appropriate use of connecting devices in and between paragraphs. There are very few slips but they do not impede communication. Paragraphing is adequate. In general the vocabulary used is academic in tone and used accurately with a good range. There may be a few errors of choice or spelling mistakes but these do not impede communication at all. Grammatical structure and syntax are used accurately and there is a range of more complex and sophisticated structures. Conventions of punctuation are followed and many sentences are error free.
15 All parts of the task are addressed but some may be covered more fully than others. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list with minimal error. The submission is quite easy to read and generally has a logical flow aided by the use of some appropriate connecting devices. There may be some issues with paragraphing but generally these do not impede communication. The vocabulary is mostly academic in tone, and register is generally appropriate. The range is adequate but there may be errors of word choice and spelling. These do not seriously impede communication. Appropriate structures and syntax are generally used accurately. There is some evidence of sophistication and some sentences are error free. There may be a few slips of punctuation.
10 Response to task is minimal and some ideas may be irrelevant and repetitive. Some sources may not be acknowledged or have been acknowledged incorrectly. The task may be up to 10% under-length. The submission may not always be easy to read on the whole but the structure is logical and the use of connecting devices has been attempted with limited success. There are issues with paragraphing, which may impede flow and communication. Vocabulary may not be academic in tone and there are errors of choice and spelling which occasionally put strain on the reader. The range of vocabulary is just adequate. Basic structures are used accurately and there is an attempt at sophistication but errors often occur in more complex sentences. It may be necessary to re-read some sections to understand the meaning. There are some punctuation errors.
5 Does not really address the task. No evidence of correct referencing conventions. The task may be considerably under-length. The submission is not easy to read and few or no connecting devices have been used, or the flow may be interrupted by inappropriate use of connecting devices and poor and/or illogical structure. There may be major issues with paragraphing or no paragraphing at all. Vocabulary range is very limited and there may be significant errors of choice, collocation, tone and spelling that cause the reader to re-read sections to understand the meaning. Basic structures and syntax are often faulty. There is no attempt at more complex structures and there are errors of punctuation. The range of structures is below that expected to complete the task. It may be necessary to read a number of sections to understand the meaning.
Writing Assignment 3- Synthesizing
Globalisation is the tendency for the world economy to work as one unit, led by large international companies doing business all over the world. Some of the things that have led to globalisation are the ending of trade barriers, the free movement of capital, cheap transport and the increased use of electronic systems of communication such as the Internet. (From an article by Niklas Potrafke called The Evidence on Globalisation. It was in the Journal World Economy in 2015. It was in volume 38, issue 3, and the article was on pages 509-552. This quotation was from page 510.)
These new channels of communication have helped spread a homogenous and largely commercial culture. Disney movies are children’s food the world over. Barbie dolls, fast-food restaurants, hip-hop music and corporate-driven, American-style youth culture attract millions of new converts from the bidonvilles of Abidjan, Côte d’Ivoire, to the wealthy suburbs of Sydney. Alternatively you can now find a dazzling variety of ‘ethnic’ foods – including Thai, Szechwan, Mexican and Indian – throughout Europe, North America and Australia. In fact, many residents and visitors to Britain believe globalisation and the resulting ‘fusion’ of cuisine is the best thing to happen to English cooking in the past 500 years.
There is every reason to believe this global exchange of people, products, plants, animals, technologies and ideas will continue into the future. The process of change is unstoppable. And that is not such a bad thing. In many ways it is a positive process containing the seeds of a better future for all the world’s people. Globalisation cannot help but be a positive force for change if we come to recognize the common thread of humanity that ties us together.
However, gaps between rich and poor are widening, decision-making power is concentrated in fewer and fewer hands, local cultures are wiped out, biological diversity is destroyed, regional tensions are increasing and the environment is nearing the point of collapse. That is the sad reality of globalisation, an opportunity for human progress whose great potential has been thwarted. Instead we have a global economic system which feeds on itself while marginalizing the fundamental human needs of people and communities. (From an article by David Ransome called Globalisation – an alternative view. It was in the magazine: New Internationalist, in 1997. It was in volume 296, and the article was on pages 7-10. This quotation was from page 8.)
Globalisation is increasing inequality and poverty worldwide as national governments lose the ability to control their development strategies and policies. Political solutions are needed to reinvigorate democratic control both North and South. But political reforms need to be combined with particular mechanisms for structural reform. In combination these should put meaningful employment and human rights at the heart of economic policy, boost local control and decision-making, and restore the ecological health and natural capital of our planet. (This is from a book called: The no-nonsense guide to globalisation by Wayne Ellwood. It was published in London by Verso in 2001. The quotation is from page 12.)
Globalisation is a new word which describes an old process: the integration of the global economy that began in earnest with the launch of the European colonial era five centuries ago. But the process has accelerated over the past quarter century with the explosion of computer technology, the dismantling of trade barriers and the expanding political and economic power of multinational corporations. (From an article by Chay-Hoon Tan and Paul Macneill called Globalisation, economics and professionalism. It was in the Journal Medical Teacher in 2015. It was in volume 37, issue 9, and the article was on pages 850-855. This quotation was from page 852.)
Most of us would look at Brazil, Belgium and Bangladesh and see three different cultures. Al Zeien, chief executive of Gillette, the US razor maker, simply sees a lot of people in need of a shave. He believes Gillette is a “global” company in the way few corporations are. “A multinational has operations in different countries,” he says. “A global company views the world as a single country. We know Argentina and France are different, but we treat them the same. We sell them the same products, we use the same production methods, we have the same corporate policies. We even use the same advertising, in a different language, of course.” The company’s one-size-fits-all strategy has been effective. The group makes items almost everyone in the world buys at one time or another, including shavers, batteries and pens. It aims to dominate the markets it operates in: its share of the worldwide shavers market, for example, is 70 per cent, which the company hopes to increase by the launch next week of a new razor for men.
To make sure managers worldwide are on the same wavelength, Mr Zeien insists they move from country to country and division to division. Being moved around places them in the role of “idea ambassadors” who can transfer concepts. “I believe in diagonal promotions,” he says. “You don’t move up in a nice progression through one area or country.” Managers joining Gillette should expect to be geographically relocated three or four times in their first dozen years. During the last few years, Mr Zeien has concentrated on increasing the number of Americans in overseas posts, and the time foreign managers spend in the US. There are problems with his approach, he admits. Being transferred from country to country can be hard on staff. People in dual-career marriages, he says, probably should not work for Gillette. The company’s commitment to standardisation, moreover, costs it customers in niche markets within countries. Mr Zeien long ago decided the drawbacks were worth suffering. “I tell my workers all the time that we’ll only be in markets where we can be number one,” he says. “Focus is what gives us bang for the buck.” (This was by the journalist Victoria Griffith. It was published in the Financial Times on 7th April 1998, p. 10 in an article called As close as a group can get to global)