65743 – Essay writting for 2000 wordsMODULE NAME: MODULE CODE:CRITICAL

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Essay writting for 2000 wordsMODULE NAME: MODULE CODE:CRITICAL THINKING AND MEDIA STUDIES 1 CRST5121/p/wASSESSMENT TYPE: ASSIGNMENT 2 (PAPER AND MARKING RUBRICS)TOTAL MARK ALLOCATION: 100 MARKSTOTAL HOURS: 10 HOURSBy submitting this assignment, you acknowledge that you have read and understood all the rules as per the terms in the registration contract, in particular the assignment and assessment rules in The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the student portal.INSTRUCTIONS:1. No material may be copied from original sources, even if referenced correctly, unless it is a direct quote indicated with quotation marks. No more than 10% of the assignment may consist of direct quotes.2. Any assignment with a similarity index of more than 25% will be scrutinised for plagiarism.3. Assignments must be typed unless otherwise specified.4. All work must be adequately and correctly referenced.5. Begin each section on a new page.6. Follow all instructions on the assignment cover sheet.7. This is an individual assignment.8. Answer ALL questions.Referencing RubricProviding evidence based on valid and referenced academic sources is a fundamental educational principle and the cornerstone of highquality academic work. Hence, The IIE considers it essential to develop the referencing skills of our students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently.Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the percentage awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action being taken in accordance with The IIE’s Intellectual Integrity Policy (0023).Markers are required to provide feedback to students by indicating (circling/underlining) the information that best describes the student’s work.Minor technical referencing errors: 5% deduction from the overall percentage – the student’s work contains five or more errors listed in the minor errors column in the table below.Major technical referencing errors: 10% deduction from the overall percentage – the student’s work contains five or more errors listed in the major errors column in the table below.If both minor and major errors are indicated, then 10% only (and not 5% or 15%) is deducted from the overall percentage. The examples provided below are not exhaustive but are provided to illustrate the errorRequired:Technically correct referencing style Minor errors in technical correctness of referencing styleDeduct 5% from percentage awarded Major errors in technical correctness of referencing styleDeduct 10% from percentage awardedConsistency• The same referencing format has been used for all in-text references and in the bibliography/reference list. Minor inconsistencies.• The referencing style is generally consistent, but there are one or two changes in the format of in-text referencing and/or in the bibliography.• For example, page numbers for direct quotes (in-text) have been provided for one source, but not in another instance. Two book chapters (bibliography) have been referenced in the bibliography in two different formats. Major inconsistencies.• Poor and inconsistent referencing style used intext and/or in the bibliography/ reference list.• Multiple formats for the same type of referencing have been used.• For example, the format for direct quotes (in-text) and/or book chapters (bibliography/ reference list) is different across multiple instances.Technical correctness• Referencing format is technically correct throughout the submission.• Position of the reference: a reference is directly associated with every concept or idea.• For example, quotation marks, page numbers, years, etc. are applied correctly, sources in the bibliography/reference list are correctly presented.Generally, technically correct with some minor errors.• The correct referencing format has been consistently used, but there are one or two errors.• Concepts and ideas are typically referenced, but a reference is missing from one small section of the work.• Position of the references: references are only given at the beginning or end of every paragraph.• For example, the student has incorrectly presented direct quotes (in-text) and/or book chapters (bibliography/reference list).Technically incorrect.• The referencing format is incorrect.• Concepts and ideas are typically referenced, but a reference is missing from small sections of the work.• Position of the references: references are only given at the beginning or end of large sections of work.• For example, incorrect author information is provided, no year of publication is provided, quotation marks and/or page numbers for direct quotes missing, page numbers are provided for paraphrased material, the incorrect punctuation is used (in-text); the bibliography/reference list is not in alphabetical order, the incorrect format for a book chapter/journal article is used, information is missing e.g. no place of publication had been provided (bibliography); repeated sources on the reference list.Congruence between in-text referencing and bibliography/reference list• All sources are accurately reflected and are all accurately included in the bibliography/ reference list.Generally, congruence between the intext referencing and the bibliography/ reference list with one or two errors.• There is largely a match between the sources presented in-text and the bibliography.• For example, a source appears in the text, but not in the bibliography/ reference list or vice versa. A lack of congruence between the in-text referencing and the bibliography.• No relationship/several incongruencies between the in-text referencing and the bibliography/reference list.• For example, sources are included in-text, but not in the bibliography and vice versa, a link, rather than the actual reference is provided in the bibliography.In summary: the recording of references is accurate and complete. In summary, at least 80% of the sources are correctly reflected and included in a reference list. In summary, at least 60% of the sources are incorrectly reflected and/or not included in reference list.Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….Assignment Instructions• Answer both essay questions.• Make sure you plan your essays sufficiently. This can help ensure that your responses are holistic in their approach to each question.• Your navigator will use the marking rubrics (in Appendix A) at the end of this paper to evaluate the quality of each of your essay responses. As such, you should ensure that you are satisfied that all required question components are present and of a high standard before submitting your assignment.• NB – your navigator will not mark beyond the maximum word count for each essay. For example, if you exceed the 1200-word limit by submitting a 1400-word essay, you could lose marks allocated to the conclusion of your argument if this falls into the 200 words not marked.• For clarity, in-text references are included in the stipulated word count for each question, but reference lists are not.[ASSIGNMENT QUESTIONS FOLLOW OVER THE PAGE]Question 1 (Marks: 50)Write an essay (1000 – 1200 words) in which you discuss the role and significance of both active citizenship and multidimensional citizenship in South Africa today, using the Brand South Africa “Play Your Part” initiative as a case study.Conduct research on the “Play Your Part” initiative to determine its aims, scope, target audiences and success to date and use this as evidence in your essay. The following website can provide you with a good starting point for your research:• Brand South Africa. 2020. Play Your Part Projects. [Online]. Available at:https://www.brandsouthafrica.com/play-your-part/play-your-part-projects [Accessed 15 June 2020].To support your argument, make sure you refer to at least four credible sources throughout your essay, referenced accurately in text and in a reference list using the Harvard method.Question 2 (Marks: 50)Write an essay (1000 – 1200 words) in which you conduct a detailed semiotic analysis of the gender equality advertisement campaign over the page. Your essay should also discuss the ideologies and discourses represented by the campaign, as well as it’s overall aim.• Source: UNWomen. 2013. UN’s Women’s Rights Campaign. [Online]. Available at:https://www.pinterest.co.uk/pin/63683782208223222/ [Accessed 11 February 2021].To support your argument, make sure you refer to at least two credible sources throughout your essay, referenced accurately in text and in your reference list using the Harvard method.FULL STUDENT NAME AND NUMBER:APPENDIX A – CRST5112/p/w Assignment 1 Marking RubricMarkers – Please clearly indicate the specific mark you allocated for each criterion below for the students’ essay responses to show how you reached each question total. In addition, please provide sufficient constructive feedback in the block provided at the end of the rubric to ensure students and moderators can follow your marking logic based on the rubric criteria.Q.1 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkTheoretical clarity – concepts and principles of active and multidimensional citizenship • The studentdemonstrates little to no understanding of the concepts and principles of active citizenship and multi-dimensional citizenship.• There is no attempt to apply their understanding by breaking down the relevant theoretical concepts to support their argument – or this attempt is largely misguided or irrelevant. • The student demonstrates only minimal understanding of the concepts and principles of active citizenship and multidimensional citizenship.• There is a limited attempt to apply their understanding by breaking down the relevant theoretical concepts to support their argument – but large gaps in logic and/or accuracy are evident. • The student demonstrates a passable understanding of the concepts and principles of active citizenship and multidimensional citizenship – but gaps are evident.• The student has attempted to apply their understanding by breaking down the relevant theoretical concepts in a somewhat clear manner to support their argument. • The student mostly understands the concepts and principles of active citizenship and multi-dimensional citizenship.• The student hasapplied their understanding by breaking down the relevant theoretical concepts in a mostly clear and logical manner to support their argument. • The student fully understands the concepts and principles of active citizenship and multi-dimensional citizenship.• The student has accurately and insightfully applied their understanding by breaking down the relevant concepts in a clear and logical manner to support their argument.0 – 4 Marks 5 – 7 Marks 8 – 9 Marks 10 – 11 Marks 12 – 15 Marks / 15Q.1 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkCritical and analytical thinking, discussion and use of research • The student’s argument does not address the essay question, or does so very inconsistently, with major gaps in content and/or logic.• There is little to no evidence that the student undertook research on the given case study.• The essay relies too heavily on the student’s unsubstantiated opinions. • The student’s argument attempts to address the essay question – but large gaps are evident in their logic and/or substantiation, especially regarding the connections between their prescribed material and the given case study.• The student undertook minimal research on the given case study and their attempts to apply this in their essay using examples are somewhat misguided and/or inconsistent.• The student’s argument addresses the essay question in a passable manner, attempting to connect their prescribed material and the given case study – but some gaps are evident.• The student undertook research on the given case study and has attempted to apply this in their essay using mostly appropriate examples.• The student’s argument addresses the essay question in a relatively clear manner, making somewhat insightful and logical connections across their prescribed material and the given case study.• The student undertook sufficient research on the given case study and has applied this in their essay using appropriate examples.• The student’s argument addresses all aspects of the essay question in a critical and thoughtprovoking manner, making interesting, insightful and logical connections across and beyond their prescribed material and the given case study.• The student undertook sufficient research on the given case study and has insightfully applied this in their essay using highly appropriate examples.0 – 7 Marks 8 – 12 Marks 13 – 16 Marks 17 – 19 Marks 20 – 25 Marks / 25Q.1 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkEssay structure, presentation and quality • There is little to no attempt to include a relevant introduction and/or conclusion in the essay.• Countlessinconsistencies and errors in spelling and grammar are present, and these detract greatly from the quality and readability of the essay.• The essay attempts to include an introduction to contextualise the essay – but gaps in content and/or logic are evident.• The essay attempts to include a conclusion to reinforce the essay argument – but gaps in content and/or logic are evident and/or some new ideas are introduced.• Many inconsistencies and/or errors in spelling and grammar are present, and these detract from the quality and readability of the essay. • The essay includes an introduction that features somewhat relevant background information on the question topic and case study to contextualise the essay.• The essay includes a conclusion that reinforces the essay argument somewhat without introducing new ideas.• Some inconsistencies and/or errors in spelling and grammar are present, and these detract somewhat from the quality and readability of the essay. • The essay includes a relatively concise introduction that features mostly relevant background information on the question topic and case study to contextualise the essay.• The essay includes a relatively concise conclusion that mostly reinforces the essay argument without introducing new ideas.• Minor errors in spelling and grammar are present, but these do not detract too greatly from the readability or quality of the essay. ••• The essay includes a concise introduction that features relevant background information on the question topic and case study to contextualise the essay and engage the reader.The essay includes a concise conclusion that clearly and logically reinforces the essay argument without introducing new ideas.The essay is free or mostly free from errors of spelling and grammar: i.e. it is clear that the student has effectively proofread the essay.0 – 2 Marks 3 – 4 Marks 5 – 6 Marks 7 – 8 Marks 9 – 10 Marks / 10Referencing (Subtract 0%, 5% or 10% for poor quality referencing. Please refer to referencing rubric.)Constructive Feedback on Question 1:FINAL MARK – QUESTION 1 / 50Q.2 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkTheoretical clarity – concepts and principles of semiotics • The studentdemonstrates little to no understanding of the concepts and principles of semiotics.• There is no attempt to apply their understanding by breaking down the relevant theoretical concepts to support their argument – or this attempt is largely misguided or irrelevant. • The student demonstrates only minimal understanding of the concepts and principles of semiotics.• There is a limited attempt to apply their understanding by breaking down the relevant theoretical concepts to support their argument – but large gaps in logic and/or accuracy are evident. • The student demonstrates a passable understanding of the concepts and principles of semiotics – but gaps are evident.• The student has attempted to apply their understanding by breaking down the relevant theoretical concepts in a somewhat clear manner to support their argument. • The student mostly understands the concepts and principles of semiotics.• The student hasapplied their understanding by breaking down the relevant theoretical concepts in a mostly clear and logical manner to support their argument. • The student fully understands the concepts and principles of semiotics.• The student has accurately and insightfully applied their understanding by breaking down the relevant concepts in a clear and logical manner to support their argument.0 – 4 Marks 5 – 7 Marks 8 – 9 Marks 10 – 11 Marks 12 – 15 Marks / 15Q.2 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkCritical and analytical thinking, discussion and use of research • The student’s argument does not address the essay question, or does so very inconsistently, with major gaps in content and/or logic.• There is little to no evidence that the student undertook research on the essay topic.• The essay relies too heavily on the student’s unsubstantiated opinions. • The student’s argument attempts to address the essay question – but large gaps are evident in their logic and/or substantiation, especially regarding the connections between their prescribed material and the essay topic.• The student undertook minimal research on the essay topic and their attempts to apply this in their essay using examples are somewhat misguided and/or inconsistent.• The student’s argument addresses the essay question in a passable manner, attempting to connect their prescribed material and the essay topic – but some gaps are evident.• The student undertook research on the essay topic and has attempted to apply this in their essay using mostly appropriate examples.• The student’s argument addresses the essay question in a relatively clear manner, making somewhat insightful and logical connections across their prescribed material and the essay topic.• The student undertook sufficient research on the essay topic and has applied this in their essay using appropriate examples.• The student’s argument addresses all aspects of the essay question in a critical and thoughtprovoking manner, making interesting, insightful and logical connections across and beyond their prescribed material and the essay topic.• The student undertook sufficient research on the essay topic and has insightfully applied this in their essay using highly appropriate examples.0 – 7 Marks 8 – 12 Marks 13 – 16 Marks 17 – 19 Marks 20 – 25 Marks / 25Q.2 EssayCriteria Does not meet the required standard Approaches the required standard Meets the required standard Partially exceeds the required standard Greatly exceeds the required standard MarkEssay structure, presentation and quality • There is little to no attempt to include a relevant introduction and/or conclusion in the essay.• Countlessinconsistencies and errors in spelling and grammar are present, and these detract greatly from the quality and readability of the essay.• The essay attempts to include an introduction to contextualise the essay – but gaps in content and/or logic are evident.• The essay attempts to include a conclusion to reinforce the essay argument – but gaps in content and/or logic are evident and/or some new ideas are introduced.• Many inconsistencies and/or errors in spelling and grammar are present, and these detract from the quality and readability of the essay. • The essay includes an introduction that features somewhat relevant background information on the question topic and case study to contextualise the essay.• The essay includes a conclusion that reinforces the essay argument somewhat without introducing new ideas.• Some inconsistencies and/or errors in spelling and grammar are present, and these detract somewhat from the quality and readability of the essay. • The essay includes a relatively concise introduction that features mostly relevant background information on the question topic and case study to contextualise the essay.• The essay includes a relatively concise conclusion that mostly reinforces the essay argument without introducing new ideas.• Minor errors in spelling and grammar are present, but these do not detract too greatly from the readability or quality of the essay. • The essay includes a concise introduction that features relevant background information on the question topic and case study to contextualise the essay and engage the reader.• The essay includes a concise conclusion that clearly and logically reinforces the essay argument without introducing new ideas.• The essay is free or mostly free from errors of spelling and grammar: i.e. it is clear that the student has effectively proofread the essay.0 – 2 Marks 3 – 4 Marks 5 – 6 Marks 7 – 8 Marks 9 – 10 Marks / 10Referencing (Subtract 0%, 5% or 10% for poor quality referencing. Please refer to referencing rubric.)Constructive Feedback on Question 2:FINAL MARK – QUESTION 2 / 50ASSIGNMENT 1 MARK / 100[TOTAL MARKS: 100]

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