Academic Communication in Business (WABC100) 代写

100%原创包过,高质代写&免费提供Turnitin报告--24小时客服QQ&微信：120591129

Macquarie University International College

MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE

ASSESSMENT

Academic Communication in Business and Economics

(WABC100)

ASSESSMENT DETAILS

Unit Name: Academic Communication in Business &

Economics

Unit Code: WACB100

Assessment

Task:

Critical Summary

Total # Words: 500 words Total Marks: Weighting: 20%

Due:

See unit

guide

PURPOSE OF TASK

The purpose of a critical summary is to identify the main arguments of a text that relates to a

core research issue. Students will choose one resource that is immediately relevant to their

chosen social inclusion issue. Using the compiled information, students will write a concise

description and evaluation of the source’s main points.

INSTRUCTIONS

The critical summary is the first assignment in the semester portfolio to address a social inclusion

issue. These serve as the basis for all future assignments (i.e., the business report, persuasive essay

and video presentation). The critical summary will commence the exploration of sources addressing

this issue and will apprentice learners into research skills necessary in the university.

Note: group members need to collaborate on the assigned social inclusion issue to carefully choose

aspects that complement one another.

Summaries should be written using complete, full sentences and integrate academic vocabulary as

necessary. Each summary should be concise (i.e. 500 words not including citation) and adequately

summarise and critically evaluate the main points of the text. To maintain the word count limits,

students will have to distinguish the most significant and relevant details and organise language

statically.

Critical Summary:

Main Purpose

Foregrounds the type of text and concisely summarises the text’s main point

Background

Elaborates on the main point by providing major and minor supporting information

immediately crucial to an understanding of the text’s main purpose

Summary of Key Findings

Further elaborates on the central argument by outlining the most salient information

required to understand the Main Purpose and Background information

Page 2 of 8

Macquarie University International College

Significance Statement

Evaluative comment stating the significance of the text to the research of the social inclusion

issue.

Full Bibliographic Citation

Identifies pertinent resource information formatted according to Harvard Referencing

conventions

NATURE OF THE TASK

This is an individual activity.

HOW TO PRESENT YOUR ASSIGNMENT

Model Critical Summary:

This article examines the economic impact of educating girls and argues that “education is the key to

gender equality” (p.1). In recent decades, increased attention has been focussed on global gender

inequality. This empirical study argues that the first step toward gender equality in the workforce is

education. Although significant progress has been made in increasing access to education worldwide,

the gender gap consistently disadvantages girls. Research shows that female enrolment declines

significantly at secondary level and again more drastically at tertiary level (pp. 3-4).

Education is particularly important for females around the world as girls are routinely oppressed and

discriminated against, resulting in high rates of premature death, disease and poverty. Research

gathered from around the world has demonstrated that education for girls can lead to later marrying

ages, lower fertility rates, reduced child and maternal mortality, increased nutrition and health, higher

employment rates and wages, and increased political participation (p. 6). These outcomes have

significant economic implications. For example, for each additional year of schooling a girl achieves,

she is expected to earn approximately 10% more in her career (p. 6). Education also increases the

likelihood that women will be employed in white-collar or public-sector jobs rather than domestic or

informal-sector employment, further increasing their earning potential. These economic gains not only

benefit present generations of women but have intergenerational benefits as well. Studies show that

educated mothers are more likely to educate their own children, compounding the impact of female

education throughout subsequent generations (p. 6).

While these gains significantly advantage individual women around the globe, the macro-economic

impacts of female education are equally important. Studies into female education’s return on

investment reveal that the highest returns are found in developing countries, suggesting that female

education is a critical tool for long-term economic growth (p. 7). In broader analyses, female

education “is linked to higher productivity, higher returns on investment, higher agricultural yields, and

a more favourable demographic structure” (p. 1).

In considering the economic gains of female education, the article explores the question, “Why aren’t

more girls in school?” and concludes that the reasons are complex (p. 8). In addition to the cost of

school fees, there are ‘opportunity costs’ related to educating girls. For example, in many cultures,

girls are more likely than boys to leave school for vocational work (e.g., housework) that functions as

training for their expected roles as wives and mothers. Other obstacles to educating women include a

shortage of female teachers, inadequate facilities (e.g., availability of toilets is especially critical for

adolescent girls), and even the portrayal of girls in the curriculum (i.e., females are predominately

portrayed as fragile, inept, emotional and in need of male rescue while males are portrayed as leaders,

heroes and proactive; p. 6).

The significance of this study is to outline the critical importance of female education in the global

initiative to improve gender equality and promote overall economic growth. In short, this article

effectively argues for increased access to and investment in female education to ensure both

individual and macro-economic growth.

Lawson, S 2008, ‘Women hold up half the sky’, Goldman Sachs Global Economics Paper, no. 164, pp.

1-16, viewed 20 February 2015, http://www.goldmansachs.com/our-thinking/investing-in-women/bios-

pdfs/women-half-sky-pdf.pdf

Academic Communication in Business (WABC100) 代写

Page 3 of 8

Macquarie University International College

SUBMISSION INSTRUCTIONS

This assessment must be submitted via Turnitin in iLearn. Hard copies, including the

Personal Development work sheet will be submitted to your teacher in class, Week 2,

Lesson 3.

On the designated “Draft Submission” due date, students are expected to bring hard copies

of completed assignments to their tutorial session. These assignments will be peer-reviewed

and annotated for specific language features. The annotated (“marked up”) copy will be

submitted as part 4 of the Formal Submission.

On the “Formal” submission due date, students are expected to submit their revised

electronic version of the assignment to the iLearn “Turnitin” site. Students are required to

print the “Originality Report” and submit it as part 3 of the Formal Submission. Students will

then complete the “Summary of Personal Development”, identifying one area of weakness

revealed in a previous assignment and explaining how he/she has remediated this skillset for

the given assignment (Formal Submission Part 2) The hard copy of the final revised draft

with the corresponding submission components are due in tutorials immediately following the

“Formal Submission” due date.

Note: Complete submissions require all five (5) components and should be collated using a

bull clip:

1. Signed cover sheet

2. Summary of Personal Development worksheet

3. Printed Originality Report

4. Annotated Soft Submission draft

5. Revised Final Draft

Note: A penalty of 10% per missing component will apply to all portfolio assessments. In

other words, if the Cover Sheet is not attached, the assignment will incur a 10% penalty. If

the Originality Report and Annotated Soft Submission draft are excluded, a 20% penalty will

apply, etc.

All hard copy “formal” submissions must include the customised coversheet and be

submitted in the designated tutorial. Any assignment received after this tutorial will be

considered late and the appropriate penalties apply.

Note: Turnitin “Originality” Scores of 8% or above require resubmission. Students are able to

override and resubmit their assignments; however, the system will not immediately produce

the similarity score and thus, students are responsible for checking back and ensuring the

score is within the acceptable range before the Formal Submission due date and time.

If you cannot access or view your submission via Turnitin in iLearn, you have not correctly

submitted your work and will need to do so prior to the due date. (If you require assistance

submitting through Turnitin, you may lodge a OneHelp Ticket or refer to the IT help page.)

You may make several submissions via Turnitin to check your work for plagiarism and make

adjustments accordingly up until the due date. If you submit again after the due date your

submission will be counted as a late submission and penalties will apply (see below).

Please note that for a first time submission the similarity report will be available immediately

but for any subsequent submissions it will take 24 hours for the similarity report to be

generated in Turnitin.

Page 4 of 8

Macquarie University International College

PRESENTATION OF ASSIGNMENTS:

Add a footer to each page of the assignment, with page numbering, student name and

student number, and the unit code in the footer, for example:

Robin Brown, 40112333, WACB100

All assignments should be word-processed, double-spaced and printed, double-sided, using

black ink. Turnitin will confirm receipt of the assignment with submission time and date.

LATE SUBMISSIONS

Late submissions are possible and will be penalised at 20% per day up to 4 days (weekend

inclusive). If a student submits an assessment task 5 or more days a after the due date

without grounds for special consideration (See Disruptions to Studies Policy) a record or

submission will be made but the student will receive zero marks for the assessment task.

RETENTION OF RECORDS

Students are required to keep a copy of all items submitted or completed for the purpose of

assessment or evaluation until the end of the grade appeal period.

INFORMATION ABOUT HOW AND WHEN FEEDBACK WILL BE PROVIDED

Grades and feedback will be available to you via Turnitin on iLearn.

MARKING CRITERIA

You will be assessed according to the criteria below.

Page 5 of 8

Macquarie University International College

MARKING CRITERIA

GRAMMAR & COHESION INADEQUATE DEVELOPING ADEQUATE COMPETENT PROFICIENT

GRAMMAR

language communicates

the message clearly; free

from errors (e.g., subject-

verb agreement,

awkward phrasing)

Frequent grammatical

errors; writing

construction largely

impedes the message (i.e.

many concepts unclear

due to disorganised

grammatical structure)

Consistent grammatical

errors; writing

construction partially

impedes the message (i.e.

some concepts unclear

due to disorganised

grammatical structure)

Grammar demonstrates

solid construction with

infrequent grammatical

errors

Grammar demonstrates

sophisticated construction

grammatical errors are

rare or non-existent

Grammar demonstrates

advanced, proficient and

sophisticated structuring

with no grammatical

errors.

SENTENCE

STRUCTURE

proper sentence

construction,

demonstrates variety

(i.e., simple, compound,

complex) no fragments

or run-ons

Sentence structure poor,

with one or more

fragments

Basic sentence structure;

no sentence fragments,

may have occasional run-

on sentence.

Good sentence structure; no

fragments or run-ons.

Sentence structure

demonstrates variety (e.g.

not all simple sentences,

etc.)

Good variety of sentence

structure according to the

meanings (i.e. structure

demonstrates an

understanding of

organisation’s impact on

the message; e.g.

foregrounding info).

PUNCTUATIO

Appropriate punctuation

placed at all necessary

points

Punctuation frequently

omitted or misplaced;

improper use impedes the

message.

Punctuation sometimes

omitted or misplaced

Good level of punctuation

use with infrequent choice

or placement errors. (i.e.,

appropriate punctuation

mark selected & placed in

appropriate position)

Punctuation errors rare or

non-existent

Excellent use and variety

of punctuation as

appropriate.

COHESION

Logical organization of

ideas, sentences, and

paragraphs throughout,

cohesion demonstrated

Information organised

incoherently.

Ideas, sentences and/or

paragraphs demonstrate

illogical organisation and

are difficult to follow and

comprehend.

Information somewhat

disorganised

Ideas, sentences and/or

paragraphs sometimes

illogical; lacks clear

cohesion at several points.

Information generally well-

organised.

Ideas, sentences and/or

paragraphs generally

demonstrate logical

organisation and cohesion.

Information presented

coherently.

Ideas, sentences and

paragraphs demonstrate

logical organisation and

cohesion.

Information presented

logically and coherently.

Ideas, sentences &

paragraphs demonstrate

expert organisation &

cohesion.

Page 6 of 8

Macquarie University International College

MACRO-STRUCTURE INADEQUATE ADEQUATE PROFICIENT

Staging patterns adhere to key conventions:

MAIN PURPOSE

- Foregrounds the text type and maintains active voice, discussing what the report/article

‘does’

-Main point concisely summarised & accurately states text’s purpose & aim

BACKGROUND

- Main points of the article/report elaborated

- Major & minor supporting information immediately crucial to an understanding of the

text’s main purpose

KEY FINDINGS SUMMARY

- Further elaborates on the article/report’s central argument by outlining the most salient

information required to understand the text’s main purpose.

- Supporting evidence, quotes & examples provided throughout

SIGNIFICANCE STATEMENT

- Evaluative comment states the significance of the text in relation to the social inclusion

issue

- Concluding remark evaluates the efficacy of the text and the value it adds to the social

inclusion issue discussion.

1 or more stage elements

omitted; minimal adherence

to required features

All stage elements

present, demonstrates

basic adherence to

required features

All stage elements present

and demonstrate expert-

level adherence

REFERENCING & FORMATTING INADEQUATE ADEQUATE PROFICIENT

ACADEMIC RELIABILITY

- A single (1) academically reliable resources appropriately cited (i.e. peer-reviewed, sources,

no blogs, etc.)

- Appropriate Harvard reference style consistently used throughout the reference page.

IN-TEXT CITATIONS

- In-text citations accurately & appropriately included at all necessary points

- All necessary information included (i.e. appropriate page numbers, placement etc.)

- Harvard in-text citation conventions adhered to throughout

EVIDENCE INTEGRATION

- Evidence, examples, definitions and support expertly integrated to support the summary of

the text’s argument.

FORMATTING & WORD COUNT

- Academic essay formatting (Font, paragraph, etc.) followed throughout.

1 or more elements omitted

or applied improperly;

minimal adherence to

required features

All elements present,

demonstrates basic

adherence to required

features

All elements present and

demonstrates expert-level

adherence

Page 7 of 8

Macquarie University International College

- Word count within +/- 10% of 500 words

ACADEMIC STYLE INADEQUATE DEVELOPING ADEQUATE COMPETENT PROFICIENT

VOCABULARY

Disciplinary vocabulary

skilfully integrated and

used properly (i.e.

academic vocabulary /

discipline-specific

terminology)

Disciplinary language

omitted entirely or

misused frequently

Disciplinary language

infrequently used;

Limited use of disciplinary

language and/or some

inappropriate usage noted.

Disciplinary language and

expressions integrated

effectively throughout the

text.

Disciplinary language and

expressions integrated expertly

throughout the text;

demonstrates expert

understanding of the terms used.

FORMALITY

Formal, non-colloquial,

academic expression (i.e.

no clichés or expressions

characteristic of spoken

language, no

abbreviations in text).

Informal style

characteristic of spoken,

personal voice; (i.e.

clichés or abbreviations

prevalent throughout

text)

Informal style more

characteristic of spoken,

personal voice evident at

some points; (i.e., some

clichés or abbreviations

present)

Formal style, basic

academic expression

evident (no clichés or

abbreviations)

Formal style evident

throughout the text,

academic expression

consistently evident.

Formal style expertly maintained

across the text; academic

expression consistently evident.

OBJECTIVITY

Impersonal, objective

voice (i.e. foreground

info rather than author

voice), avoids all

obligatory language e.g.,

should, must, etc.

Personal, subjective voice

dominates the evaluation

and obligatory language

evident.

Personal, subjective voice

is prevalent or frequent

use of obligatory

language.

Personal, subjective voice

present on occasion or

infrequent use of obligatory

language.

Objective, impersonal

voice used on occasion to

obscure the source of the

evaluation (e.g., it is

evident that…). No

obligatory language or

personal references.

Objective, impersonal voice

effectively used to obscure the

author as source of the

evaluation (i.e., it is evident

that…); no obligatory language

evident.

LEXICAL DENSITY

concise, lexically dense,

language organised

clearly in cause and

effect networks. (i.e.

active verbal language

reorganised as static,

noun expressions,

readily described &

commented on)

Structures are

grammatically intricate; few

instances of lexically dense

expression and/or they lack

clarity (e.g., overloading

cause)

Language is largely action-

oriented and dynamic

rather than noun-

dominated

Structures are

grammatically intricate;

instance of lexically dense

expression lacks clarity

(e.g., overloading cause)

Language is generally more

action-oriented and

dynamic rather than noun-

dominated

Structures are somewhat

lexically dense; however,

several instances in which the

language requires

reorganisation to become

static, noun-dominated.

Language is organised

mostly in lexically dense,

relationally-oriented (i.e.,

is, leads to, results in, etc.)

constructions with

nominalisation and cause-

and-effect logical orderings.

Language is organised expertly in

lexically dense, relationally-

oriented constructions with

extensive use of nominalisation

and cause-and-effect networks

Page 8 of 8

Macquarie University International College

MARKING RUBRIC

Grammar & Cohesion Macro-Structure Academic Style Referencing

Critical Summary Grammar

I-1 D-2 A-3 C-4 P-5

Sentence Structure

I-1 D-2 A-3 C-4 P-5

Punctuation

I-1 D-2 A-3 C-4 P-5

Cohesion

I-1 D-2 A-3 C-4 P-5

Main Purpose

I-4 D-6 A-7 C-9 P-

Background

I-4 D-6 A-7 C-9 P-

Key Findings Summary

I-4 D-6 A-7 C-9 P-

Significance Statement

I-4 D-6 A-7 C-9 P-

Vocabulary

I-1 D-2 A-3 C-4 P-5

Formality

I-1 D-2 A-3 C-4 P-5

Objectivity

I-1 D-2 A-3 C-4 P-5

Lexical Density

I-1 D-2 A-3 C-4 P-5

Academic Reliability

I-1 D-2 A-3 C-4 P-5

In-Text Citations

I-1 D-2 A-3 C-4 P-5

Evidence Integration

I-1 D-2 A-3 C-4 P-5

Formatting & Word Count

I-1 D-2 A-3 C-4 P-5

I D A C P I D A C P I D A C P I D A C P

Final: Comments:

Academic Communication in Business (WABC100) 代写