Academic Communication in Business (WABC100) 代写

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  • Academic Communication in Business (WABC100) 代写

     
    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.
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    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
    N
    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.
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    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
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    - 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-
    10
    Background
    I-4  D-6  A-7  C-9  P-
    10
    Key Findings Summary
    I-4  D-6  A-7  C-9  P-
    10
    Significance Statement
    I-4  D-6  A-7  C-9  P-
    10
    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