CourseInformationES1531-GEK1549-Sem2

ES1531/GEK 1549 Critical Thinking and Writing AY2014-15 Semester 2 Week 2 Tutorial 1: Course Information

@ES1531/GEK1549 CELC, NUS Page 1

Introduction to ES1531/GEK1549 Critical Thinking and Writing

As the title implies, the main purpose of this course is to develop your critical thinking and

communication skills both in terms of your mental capacity for analyzing ideas, information

and arguments, and in terms of your ability to express those thoughts in writing. With the aim of

fostering independent thought and critical enquiry, this course will inevitably prove challenging.

You will be required to do research and assess the sources that you read critically. Your tutor

will be there to guide you, but he or she will not be spoon-feeding you information. What you

get out of the course depends very much on what you put in. Tutorials only work well when

students have properly prepared for them.

In other words, by the end of the module, you have learned to:

apply critical thinking skills such as asking relevant and critical questions, evaluating

and constructing arguments, identifying problems, analysing causes and finding

solutions, thinking about your own reasoning;

present arguments and opinions in writing, give oral feedback and participate in class

discussions by using logic and sound reasoning;

read texts critically;

write clearly, concisely and critically;

give constructive criticism and feedback to peers;

work effectively in a team; and

reflect and self-correct.

These skills acquired can be further honed in your next few years at NUS, and in your working

life.

The educational approach used in this course is seminar/tutorial rather than a lecture style.

Because most of our discussions and other activities will be done in small groups, your active

participation is essential. In this student-centred teaching/learning environment, you will have

the opportunity to:

share your ideas with others, ask questions, provide peer feedback, debate issues and

orally present and defend during class;

practice critical thinking and problem-solving strategies, reflective learning and academic

writing as you consider the content topics and conduct research; and

collaborate actively with your classmates on classroom activities and course assignments,

via the IVLE and other internet-based platforms, meetings and oral peer reviews.

IVLE and Internet-based communication

The IVLE contains all the information and tutorial notes on your course. The course materials

are organized according to tutorials. All assignments are to be uploaded into the IVLE workbins.

Google Drive will be used for Assignment 2 discussion, writing and editing. Discussion forums,

IVLE chats or any other internet-based communication channels chosen by your tutor will be

used to discuss ES1531/GEK1549 matters with you.



Tutorial Notes and Readings

You are expected to download all the tutorial notes from the IVLE. You may bring hard copies

or soft copies in your laptop/tablet though not on your smartphones. This is because the tutorial

notes are not formatted for mobile viewing. You should make a point to annotate your readings,

write your answers before class or take notes during class.

There are no textbooks, but you are to review the suggested list of sources (which includes

videoclips) found in the tutorial notes, and complete the tasks before class as suggested in the

activities section of the handouts.

Statements and E-Resources on Plagiarism

It is important to note that plagiarism is an academic offence that is taken very seriously by the

University, as stated in the NUS Code of Student Conduct (Clause 4) and the notice on

plagiarism on the NUS website:

NUS Code of Student Conduct (Clause 4)

The University takes a strict view of cheating in any form, deceptive fabrication,

plagiarism and violation of intellectual property and copyright laws. Any student who is

found to have engaged in such misconduct will be subject to disciplinary action by the

University.

Source: NUS Office of Student Affairs website (www.nus.edu.sg/osa/coc)

NUS Notice on the NUS Code of Conduct

NUS students are expected to maintain and uphold the highest standards of integrity and

honesty at all times, as well as embrace community standards, diversity and mutual respect

for one another, both within the University and the wider Singapore community.

The Code of Student Conduct (published by the Office of Student Affairs) is intended to

guide students' conduct in both the academic and non-academic aspects of their University

life by providing an overview of the behavior generally expected of them as a member of

the University community.

One of the fundamental principles on which this Code is based is that of "Academic,

Professional, and Personal Integrity".

In this respect, it is important to note that all students share the responsibility for upholding

the academic standards and reputation of the University. Academic honesty is a

prerequisite condition in the pursuit and acquisition of knowledge.

http://www.nus.edu.sg/osa/coc



Academic dishonesty is any misrepresentation with the intent to deceive or failure to

acknowledge the source or falsification of information or inaccuracy of statements or

cheating at examinations/tests or inappropriate use of resources. There are many forms of

academic dishonesty and plagiarism is one of them. Plagiarism is generally defined as the

practice of taking someone else's work or ideas and passing them off as one's own' (The

New Oxford Dictionary of English). The University does not condone plagiarism.

Students should adopt this rule - You have the obligation to make clear to the assessor

which is your own work, and which is the work of others. Otherwise, your assessor is

entitled to assume that everything being presented for assessment is being presented as

entirely your own work. This is a minimum standard. In addition, the following guidelines

will provide some assistance.

When using the ideas, phrases, paragraphs and data of others in work presented for assessment, such materials should be appropriately credited and acknowledged, so that

it is clear that the materials being presented is that of another person and not the

student's own.

The amount of detail required when referencing and acknowledging a source will vary according to the type of work and norms of the discipline. For instance,

Supervised examinations will require less detail in referencing and acknowledgement.

Papers written other than under examination conditions will require a full citation of all the sources utilised. While a particular style of citation is not

prescribed, the citation should provide enough information for the reader to

locate the sources cited.

Research materials (including texts, graphics and data) obtained from the internet or other electronic resources should be treated in the same way as research materials

obtained from traditional sources.

Any student found to have committed or aided and abetted the offence of plagiarism may

be subject to disciplinary action. In addition, the student may receive no grade for the

relevant academic assignment, project, or thesis; and he/she may fail or be denied a grade

for the relevant subject or module. Such a student caught plagiarizing would have to take

that module for grade and not be allowed to exercise the S/U option for that module.

A student may not knowingly intend to plagiarise, but that should not be used as an excuse

for plagiarism. Students should seek clarification from their instructors or supervisors if

they are unsure whether or not they are plagiarising the work of another person.

Source: NUS Registrars Office website

(http://www.nus.edu.sg/registrar/adminpolicy/acceptance.html)

http://www.nus.edu.sg/registrar/adminpolicy/acceptance.html



You are required to view the e-module entitled NUS Academic Culture module and read the

articles listed below. You will then have to take a quiz on plagiarism by the end of Week 3.

Academic Culture Module

Click on the following link and view at least the two sections on Plagiarism and Penalties:

http://emodule.nus.edu.sg/ac/launch.htm

Go to Academic Ethics > Plagiarism

This section answers the questions:

1. What is plagiarism?

2. How can plagiarism be avoided?

Go to Academic Ethics > Penalties

This section answers the questions

1. What happens when someone is caught for plagiarism?

2. Does being found guilty of plagiarism mean expulsion from the University?

Articles on Plagiarism

Click on the links below and read the three articles on plagiarism.

1. Plagiarism: What It Is and How to Recognize and Avoid It

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

2. Avoiding Plagiarism

http://sja.ucdavis.edu/files/plagiarism.pdf

3. Plagiarism and How to Avoid It

http://www.cdtl.nus.edu.sg/success/sl7.htm

http://emodule.nus.edu.sg/ac/launch.htmhttp://www.indiana.edu/~wts/pamphlets/plagiarism.shtmlhttp://sja.ucdavis.edu/files/plagiarism.pdfhttp://www.cdtl.nus.edu.sg/success/sl7.htm



Assessment

Evaluation in this course is based on continual assessment (70%) and a written final examination

(30%).

You are evaluated on the following:

Assignments Tasks

Assignment 1

(30%)

Individual

Deconstructing

argument:

paragraphs

Read critically a given text and complete three sections:

Section A

(No marks awarded): Identify the main parts of the writers argument

(main claim, reasons, evidence) through a graphic representation.

Section B (20 marks):

Write a 200-250 word summary of the writer's argument. Your summary

should identify the main claim, key arguments and assumptions. Use

your own words as far as possible.

Section C (80 marks): Based on the graphic representation of the

writers argument, paraphrase and evaluate ONE key argument used by

the writer to support his main claim.

You should identify the form of the argument, state a well-articulated

thesis on the quality of the argument and defend your evaluation with

reasons. Your evaluation should be between 500-550 words.

You should include at least TWO sources to support the reasons for your

evaluation and a Reference List at the end of your paper.

You are required to upload a soft copy of your paper to the Submissions

Folder on IVLE and to submit a hard copy to your tutor on Tuesday, 17

February 2015 by 5 pm.

Assignment 2

(30%)

Team

Constructing

argument:

problem-solution

position paper

Assignment 2 is designed to assess your ability to analyze your chosen

topic/issue based on the theme Sustainable Cities; present a sustained

good argument exploring the importance of the problem you have

identified (in relation to a country you have chosen as the theme is

broad) and the causes and context of the problem; use evidence from

research; and make 2-3 feasible solutions (preferably from an

engineering perspective) bearing in mind the implications and

consequences should these solutions be implemented.

The proposed solutions can be your own original innovative idea, or

adapted/borrowed from another source, but they must be supported by

evidence that is acceptable, relevant, and credible.

Your paper is written for an academic audience in 1,800-2,000 words,

fully supported by relevant sources, and attached with an APA (6th Ed.)

Reference List and Annotated Bibliography (a minimum of 6 sources;



each member writing the Annotated Bibliography for 2 sources).

The word count excludes the Reference List, Annotated Bibliography

and Appendices. You are required to upload a soft copy of your paper to

the Submissions Folder on IVLE and to submit a hard copy to your tutor

after your teams Oral Defence. Only one member of the team needs to

submit the soft copy in the folder.

Each team comprises a minimum of two and a maximum of three

members. There should be 6 teams per tutorial group. You may wish to

form a team with students who may have diverse perspectives due to

their experience, interests, gender or cultural background.

Assignment 3

(10%)

Individual

Participating as a

critical thinker

A critical thinker is not cynical and does not criticize for the sake of

criticizing. A critical thinker displays some of the following

characteristics:

Alertness to opportunities to use critical thinking

Diligence in seeking relevant information

Clarity in stating the questions or concern

Reasonableness in selecting and applying criteria for analysis/evaluation

Reflection/Self-regulation

You are encouraged to participate in the discussions on the online

platform chosen by your tutor to practice applying the principles

learned.

Examination

(30%)

Your final examination is a two-hour paper that tests you on what you

have learned and put into practice for Assignments 1, 2 and 3. You will

be asked several questions based on a 1,000-1,200-word text. You need

to ask relevant questions, label, model and deconstruct the writers

argument. In addition, you have to construct an argument in response to

the same text.

Assignment 1 and 2 will be submitted not only in hard copies but also in soft copies to a

plagiarism checking software called Turnitin.com via the IVLE workbin. This will assist your

tutor in determining that your work is indeed your own. Your tutor will explain to you in greater

detail how the software works in Tutorial 8.



Information Literacy

NUS Librarians will guide you in searching for information from NUS Libraries databases. This

will aid you not only with research skills for GEK1549 Assignments 1 and 2, but also for

research in your other modules.

Week (Date/Time) Library Programs

Week 2

(19 to 23January)

1. Watch Library Lecture in IVLE (Recorded) for Assignment 1. Learn how to search for information from NUS Libraries databases

and use EndNote for your reference list.

Week 7

(2 to 6 March)

1. Watch Library WebExin IVLE (Recorded) for Assignment 2. Learn how to search for information from NUS Libraries

databases, evaluate information sources and use EndNote for your

Annotated Bibliography. Examples used in this WebEx will be

different from Library Lecture (Assignment 1).

2. Attend Library Hands-on Sessions for Assignment 2. Learn with the librarians guiding you.

Note: Hands-on session will only be conducted if there is a sufficient

number of students who sign up for that particular date/time slot.

To support your learning, you are strongly encouraged to download and go through the library

materials in the IVLE Library Workbin. You are also strongly encouraged to

download/stream/attend one of the above Library Programs. Please watch out for IVLE

announcements to register for the Library Programs.

You are encouraged to take the Pre-Library Session Quiz in Week 3 to see if you know about

information searching and APA Referencing Style or how to select authoritative and credible

information sources for Assignments 1 and 2.

If you want to learn more about information searching, etc. for Assignments 1 and 2, watch the

recorded Library Lecture and Library WebEx in the IVLE and attend Library Hands-on Sessions.



Overview of Assignments

Assignment 1: Deconstructing argument (Individual 30%)

Objectives of Assignment 1

This assignment provides students with an opportunity to practice the following basic skills for

engineering education (Goldberg, 2009):

1. Asking questions through reading an opinion piece critically by asking relevant questions; 2. Labelling through identifying the main parts of a writers argument; 3. Modelling through establishing links or relationships among arguments; 4. Decomposition through breaking down of arguments into components/ interpreting and

evaluating a writers argument; identifying subset of a given problem and differentiating

one solution from another;

5. Gathering data through assessing and reviewing arguments based on given information through data gathering;

6. Visualisation through exemplifying and illustrating critical discussion points to form a coherent argument; and

7. Communication in the written form (summary and evaluation) through describing and expressing ideas of others; summarising and paraphrasing information; defending a position

and substantiating assertions.

The basic skills covered for this assignment will be further reinforced for Assignment 2.

Assignment 1 Task

This assignment is designed to assess your ability to read critically by identifying the parts of an

argument, state its structure and provide a basic evaluation of the writers argument.

There are three parts to this Assignment:

Section A

(No marks

awarded)

Identify the main parts of the writers argument (main claim, reasons, evidence)

through a graphic representation.

Section B

(20 marks)

Write a summary of the writers argument between 200 and 250 words.

Section C

(80 marks)

Based on the graphic representation of the writers argument, paraphrase and

evaluate ONE key argument used by the writer to support his main claim.

You should identify the form of the argument, state a well-articulated thesis on

the quality of the argument and defend your evaluation with reasons. Your

evaluation should be between 500-550 words.

You should include at least TWO sources to support the reasons for your

evaluation and a Reference List at the end of your paper.



Your tutor will not discuss the assignment article with you or check your draft, but will

provide sufficient practices in tutorials to help prepare you to complete the task.

To complete Assignment 1, you should read articles on sustainable cities and understand the

definition and indicators of such cities.

Submission Requirements

You are required to upload a soft copy of your paper and Assignment 1 Reflection form to the

Submissions Folder on the IVLE and to submit a hard copy to your tutor's letter box.

Style Requirements

Times New Roman 12 pt. font, double spaced

Header with students full name and ID

Citation: APA style

Pages numbered

Due Date for Assignment 1

Tuesday, 17 February 2015 by 5 PM

References

To help you with APA style of referencing and academic writing, refer to:

NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from

http://libguides.nus.edu.sg/APA6th

OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from

https://owl.english.purdue.edu/owl/section/1/2/




Assignment 1 Article

Read the following article and complete the task found on page 8.

The Myth of Sustainable Cities

7 July 2013

By Brandon Peele

We have all read the headlines about how we live much more sustainably when we choose to

live in a city. This is false, from a number of perspectives. It is true that the last mile of

carbon/resource consumption is lower on an individual level in cities; however, this does not

hold true from the perspective of the species.

Scale, from the perspective of the species

Cities are not just glamorous places where the educated creative class goes to collaborate, extract

profit and congratulate themselves, but they are places where this creative class depends on a

vast network of imported goods and services from people working in those cities and throughout

the world. For every Bill Clinton in Manhattan, there are dozens of retail, food, waste,

healthcare, government administration, police, fire and assorted service personnel. This is to say

that if Bill, Hillary and Chelsea were subsistence farmers in Indiana, they would have 3 acres of

land that they would use, but in Manhattan, they support another 10-50 service workers and their

families, who each require all the same services in Manhattan or the other four surrounding

boroughs of New York City (NYC), bringing their total footprint into the hundreds of acres.

Well, you can make the argument that this is fine, because the world needs high performing

Clintons.

However, does it need the other 8.2 million people in NYC? It probably does not. Subtract the

individuals, their families and their service class extended families who are working on reform of

systemic Maslovian issues (water, safety, health, shelter, public spaces, civil rights,

communication, the arts, spirituality), and one probably has around 80% of the NYC people who

contribute nothing to the species, outside of the minuscule taxes they pay the city to clean up

after them. The 80% are very excited to live out their NYC dreams of banking, fashion, media

or advertising, and the accompanying luxury/experience lifestyle, which as the case is, implicitly

makes the human condition worse, say "The Story of Stuff", "Surviving Progress" and "Crash

Course".

Thus, urbanization is evil unless proven otherwise. A city can justify its existence insofar as it

can demonstrate that its centers of excellence (pertaining to the arts, research and Maslovian

endeavor) exceed the vast costs involved in being a city. To do this we simply subtract from that

city's combined ecological footprint, the footprint of people and their service class dependents

creating value for the species. If this number of hectares of resources is worth the benefit of the

production in arts, research and Maslovian endeavors, then it can continue to exist. Otherwise,

from the perspective of the species, these people need to leave and go back to the land.

http://greenlightnational.com/cities-are-more-sustainable-at-least-more-than-suburbs/http://www.storyofstuff.org/movies-all/story-of-stuff/http://www.youtube.com/watch?v=RT9FfECB8A8&feature=shareTimothy Teo

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Optimal Human Experience

As someone who has lived in Chicago, NYC, Los Angeles and San Francisco, I can assure you

that people in cities are not happy. They are caught in a "Fear of missing out (FOMO) and You

only live once" (YOLO) whirlpool consistently striving to get ahead to have more power,

prestige and money and spending their money on increasingly high rents and ridiculous leisure

activities. It is no coincidence that where nature declines psychotherapy thrives. When we

remove ourselves from other living things and hole ourselves up in sterile boxes, we lose touch

with more than nature, but our souls. Why is it that everyone has a plan to leave? There are a

few things that make us healthy physicallyorganic mostly plant-based diet, yoga, clean air and

water. There are a few things that make us happydiscovering our purpose, self-expression,

close ties with family and friends, contact with nature, being in service to others and communing

with art and God. 60-80 hour weeks working for organizations that have no concept of the

aforementioned good things, leave little time for the good things.

This is to say that for the few minutes of luxury and relaxation in an otherwise chaotic, stressful

and unhealthy existence, we are complicit in the wanton theft of our own time, of our own

human potential, as well as detrimentally making things worse for the future generations. We

wake up at 35 and realize our misery, the lack of the good things and the increasingly terrible

odds of meeting an adult with whom to fall in love and create a family. Cities are a bill of goods

propagated only by narrative that says cities are fun, creative, sustainable, full of progress and

new ideas, etc. Well, it is becoming increasingly obvious that we can have all of the benefits of

living in a city without the cost, hassle and sacrifice of living in a city.

Internet, depth and subsistence farming

Masonobu Fukuoka developed a system of "do-nothing" farming where he worked on average

one day a week and provided more than enough food for himself, being able to trade and sell

surpluses. He spent the other 6 days writing haiku and sport fishing. We can do this too. And

we can via skype and facebook and other social media, stay in the global conversation and create

value for the species, planet and cosmos, or choose just to live deeply, read books, create and

spend time with loved ones. We need land, water, an internet connection and a local hub for

acute trauma healthcare and trading surpluses. We can teach each other crafts, permaculture,

yoga and preventative medicine. We can engage in soul exploration work, go on adventures and

savor existence in all its diversity and grandeur.

We do not need cities as much as we think we do. Indeed much of what can be called real

progress for the species depends on gradually moving out of the cities and back into our natural

environment, on our own terms.

Number of words:945

Adapted from:

Peele, B. (2013). The Myth of Sustainable Cities. Retrieved from http://www.evr1.co/.

http://opinionator.blogs.nytimes.com/2013/04/10/happiness-beyond-the-data/http://www.sfexaminer.com/sanfrancisco/bay-area-leads-nation-in-rental-price-increases/Content?oid=2190286http://www.urbandaddy.com/sfo/leisure/12553/Trampoline_Dodgeball_League_Playing_Dodgeball_on_Trampolines_San_Francisco_SFO_Presidio_Fitnesshttp://www.urbandaddy.com/sfo/leisure/12553/Trampoline_Dodgeball_League_Playing_Dodgeball_on_Trampolines_San_Francisco_SFO_Presidio_Fitnesshttp://en.wikipedia.org/wiki/Masanobu_FukuokaTimothy Teo

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About the Author

Brandon Peele is the co-founder of EVR1, a social enterprise which makes inspired accessories,

crafted using the most sustainable methods, and containing a tiny chip that holds the sum total of

human knowledge called the Human Story. Peele has an MBA from Columbia Business School,

has been a Graduate Instructor for the course "Creativity and Personal Mastery" at UC Berkeley,

and has contributed to numerous self-awareness journals, including Trans4mind and Self-growth.

On January 16, 2014 EVR1 announced it was proud to join British Petroleum as a Fossil Fuel

Friend, BP's new program designed to move "green" companies into the future.

Evaluation of Assignment 1

You are encouraged to read through and familiarise yourself with the marking criteria on the

next page to ensure that your work meets the quality standards set for this module.


@ES1531/GEK1549, CELC, NUS Page 13

ES1531/GEK1549 Marking Descriptors for Assignment 1 Part 2: Summary of Argument (20 Marks)

Skills

Criteria

Unacceptable

0 - 2

Needs Improvement

3 - 4

Good

5 - 7

Outstanding

8 - 10

Inquiry

Labelling

Modelling

10 marks

Does not detect or misinterprets the issue

presented in the writers

argument and purpose.

Misinterprets the writers main claim and is unable to

identify the writers key

arguments/claims; writes a

summary of the article

instead.

Recognises the issue presented in the argument

but misinterprets the

writers purpose.

Recognises the writers main claim but may not

correctly identify all the key

arguments/claims present.

Recognises the issue presented in the argument

and the writers purpose.

Distinguishes between the writers main claim and key

arguments/claims but may

not be able to establish the

relationship between the key

arguments and main claim.

Understands the issue presented in the argument and identifies the

writers purpose and assumptions.

Correctly identifies the writers main claim and key arguments

/claims and is able to establish the

relationship between the main claim

and key arguments.

Visualization

Communication

10 marks

Poor organisation of ideas: the overall relational pattern

between ideas is not

apparent.

Poor language use: Uses inappropriate tone.

Writes information in incomplete sentences or

writes simple sentences.

Makes numerous errors in grammar which obscure

intended meaning.

Shows very little attempt to paraphrase.

Some problems with organization of ideas:

several lapses in coherence,

causing confusion to the

reader. Poor use of

transition markers.

Some problems with language use: Uses a few

reporting verbs but these

may not be appropriate.

Some confusion between the writers voice and own

voice.

Uses a variety of sentence types but makes errors in

compound and complex

sentences when used.

Makes many errors in grammar and they

occasionally obscure

intended meaning.

Shows attempts to paraphrase but not

successful.

Good organization of ideas: clear relational

pattern between ideas, albeit

1 or 2 logical gaps;

demonstrates use of

transition markers but some

may be inappropriate.

Good language use in general: Uses appropriate

reporting verbs.

Uses an appropriate tone.

Distinguishes between the writers voice and own

voice.

Uses various sentence types to convey intended meaning

but not accurately at times.

Grammar is mostly accurate. There may be a few

instances of grammar

inaccuracy but errors do not

hinder intended meaning.

Paraphrases well with occasional errors.

Excellent organization of ideas: a clear relational pattern between

ideas with no logical gaps and

demonstrates very effective use of

appropriate transition markers to

link ideas.

Excellent language use: Writes a well formed paragraph with a

clearly started main claim and key

arguments.

Uses appropriate reporting verbs.


Clear distinction between the writers voice and own voice.

Effectively uses various sentence types to convey the meaning of the

writer.

Always-mostly accurate grammar.

Paraphrases well.



Marking Descriptors for Part 3: Evaluation of Argument (80 Marks)

Skills

Criteria

Unacceptable

0 9.9

Needs Improvement

10 11.9

Good

12 15.9

Outstanding

16 - 20

Inquiry

Labelling

20 marks

Does not correctly identify a key

argument, or identifies

a sub claim in a key

argument.

Sub claims or evidence may be incomplete in

the identification of a

key argument.

Correctly identifies a key argument with its

sub claims and

evidence.

Correctly identifies and paraphrases a key argument

with its sub claims and

evidence.

Modelling

20 marks

Does not identify the form of the key

argument.

Identifies the form of the key argument but

does not apply it to the

evaluation.

Identifies the form of the argument and

demonstrates attempts

to apply the criteria for

a strong deductive or

inductive argument to

the discussion.

Correctly identifies the form of the argument and effectively

applies the understanding of

the criteria for a strong

deductive or inductive

argument to the discussion.

Decomposition

Gathering data

(Assess

credibility of

Evidence)

20 marks

Does not state a position; or states a

position on the quality

of the key argument,

but presents a

discussion of the issue

(agreeing or

disagreeing with the

author) instead of the

argument.

Does not query the credibility of claim and

evidence provided in

the key argument.

States a position or thesis on the quality of

the key argument and

provides reasons for the

evaluation, but the

discussion may not be

fully developed or

supported with relevant

and credible sources.

Queries the credibility of the claim and

evidence, but does not

develop this point in

the evaluation.

Presents a clear thesis on the quality of the

argument, and justifies

the evaluation with a

well-developed

argument, supported by

mostly relevant and

credible sources.

Assesses the credibility of the claim and

evidence but may not

use sources to fully

develop the evaluation.

Presents a well-articulated thesis on the quality of the key

argument, and effectively

defends the evaluation with a

clear criteria and support from

credible and reliable sources.

Assesses the credibility of the claim and evidence and fully

develops the discussion of the

evaluation with the use of

other sources.

Visualization

Communication

20 marks

Poor language use: writes mainly simple

sentences with

numerous errors in

grammar which obscure

intended meaning;

Some problems with language use: uses a

variety of sentence

types but makes errors

in compound and

complex sentences

Good language use in general: uses various

sentence types to

achieve intended

meaning effectively but

not accurately at times;

Excellent language use: uses various sentence types to

convey the meaning of the

writer.

Demonstrates accuracy in grammar.



shows very little

attempt to paraphrase

Poor organisation of ideas: the overall

relational pattern

between ideas is not

apparent.

Many ideas lack

development and

support, causing great

confusion to the reader.

when used; makes

many errors in

grammar but these do

obscure intended

meaning; shows

attempt to paraphrase

but not successful.

Uses a few reporting verbs but these may not

be appropriate.

Some problems with organization of ideas:

Several lapses in

coherence: ideas and

arguments are not fully

developed and

supported in several

instances, causing

confusion to the reader.

demonstrates accuracy

in grammar but may

make several mistakes.

Paraphrases well with occasional errors.



Good organization of ideas: Clear relational

pattern between ideas,

albeit 1 or 2 logical

gaps: ideas and

arguments are

developed and

supported with

effective use of

appropriate transition

markers to show clear

relationships between

ideas.

Paraphrases well.



Excellent organization of ideas: ideas are coherent

throughout with a clear

relational pattern and no

logical gaps: ideas and

arguments are fully developed

and well-supported with very

effective use of appropriate

transition markers to show

clear relationships between

ideas.



Assignment 2: Constructing argument Team (30%)

Objectives of Assignment 2

This assignment provides students with an opportunity to practice the following basic skills for

engineering education (Goldberg, 2009):

1. Asking questions through formulating questions on hypothesis, causes and solutions by asking relevant questions;

2. Labelling through classifying problems, causes and solutions by identifying the main parts of a writers argument;

3. Modelling through hypothesizing and finding solutions, establishing links from causes to problems to solutions to criteria for evaluation;

4. Decomposition through breaking down of arguments into components/interpreting and evaluating a writers argument; identifying subset of a given problem and differentiating

one solution from another;

5. Gathering data through assessing and reviewing arguments on problems and solutions argument based on given information through data gathering;

6. Visualisation through exemplifying and illustrating critical discussion points to form a coherent argument in a paper; and

7. Communication in the form of an academic paper through describing and expressing ideas of others; summarising and paraphrasing information; defending a position and

substantiating assertions.

The basic skills covered for Assignment 1 and this assignment will be tested in the examination.

This assignment is designed to assess your ability to analyze your chosen topic/issue based on

the theme Sustainable Cities; present a sustained good argument exploring the importance of the

problem you have identified (in relation to a country you have chosen as the theme is broad) and

the causes and context of the problem; use evidence from research; and make 2-3 feasible

solutions (preferably from an engineering perspective) bearing in mind the implications and

consequences should these solutions be implemented. The proposed solutions can be your own

original innovative ideas, or adapted/borrowed from another source, but they must be supported

by evidence that is acceptable, relevant, and credible.

Your paper is for an academic audience in 1,800-2,000 words, fully supported by relevant

sources, and attached with an APA (6th Ed.) Reference List and Annotated Bibliography (a

minimum of 6 sources, each member writing the Annotated Bibliography for 2 sources).

The word count excludes the Reference List, Annotated Bibliography and Appendices. You are

required to upload a soft copy of your paper to the Submissions Folder on IVLE and to submit a

hard copy to your tutor after your teams Oral Defence. Only one member of the team needs to

submit the soft copy in the folder.



Each team comprises a minimum of two and a maximum of three members. There should be 6

teams per tutorial group. You may wish to form a team with students who may have diverse

perspectives due to their experience, interests, gender or cultural background.

Assignment 2 Task

Sustainable Cities and Sustainable Communities

Cities around the world are growing exponentially, with most of Earths population now living in

cities. The United Nations (2014) projects that by 2050, 7 in 10 people will dwell in cities,

compared with only 2 out of 10 people who lived in an urban setting a century ago. The worlds

cities are expected to balloon from 3.6 billion inhabitants today to more than 6 billion by mid-

century. The demographic transition from rural to urban, known as urbanization, is characterised

by the shift from an agricultural-based to an industrial, technology and service based economy;

in essence, the human population will always move to environments where they can secure

sources of food and employment, and the hope for a better future. A summary of some recent

facts and figures about modern cities from the UN is presented below.

Facts and Figures

Half of humanity 3.5 billion people live in cities today. By 2030, almost 60 per cent of the worlds population will live in urban areas. 95 per cent of urban expansion in the next decades will take place in the developing

world.

828 million people live in slums today and the number keeps rising.

The worlds cities occupy just 2 per cent of the Earths land, but account for 60-80

per cent of energy consumption and 75 per cent of carbon emissions.

Rapid urbanization is exerting pressure on fresh water supplies, sewage, the living environment, and public health.

However, the high density of cities can bring efficiency gains and technological innovation while reducing resource and energy consumption.

Sustainable Cities (UN, 2014)

The tremendous change to the conditions of our cities in the 21st century can be perceived as a

dire emergency or a glorious opportunity. Indeed, our cities can be the epitome of the best of

times, the worst of times, to quote the English writer, Charles Dickens. At their best, our

modern cities are hubs of human productivity, creativity, connection and social development.

Yet at the same time, they are plagued by the various problems associated with industrial

urbanization: pollution, crowding, urban slums, crime, poverty, social inequality, and

dehumanization. As fellow citizens of this world, we need to think of solutions to address these

challenges with the ultimate aim of creating sustainable cities. The future of our modern cities

and future generations lies in the way we envision what cities can be and how they can be

exemplars of how humanity can live without straining Earths resources.

Under the broad theme of Sustainable Cities, identify any problem associated with urbanization

in the context of a city in Asia. As part of critical thinking and problem-solving skills, the



problem identification will require you to analyze and narrow the problem, to define terms and

concepts if necessary, to establish the causes for the problem, to evaluate current measures, and

to argue for or justify the significance of the problem. The proposed solutions can be your own

original innovative ideas or adapted/borrowed ones from sources, but they have to be supported

by evidence that is credible and reasonable.

The end product, which is the problem-solution paper, should demonstrate your skills in

constructing and presenting an argument.

You can use the following questions from the e-book City 2.0: The Habitat of the Future and

How to Get There (TED, 2013) to help you generate ideas for your paper:

How can we transform cities to be sustainable, efficient, beautiful and invigorating to the human soul?

How can city design propel us to realize our healthiest bodies, strongest communities, and most creative minds?

How can we bring together residents of diverse backgrounds, and create a living environment that will uplift and empower the marginalized?

UN Habitat has also recently produced a series of videos called UN Habitat Global Urban

Lectures, which can be retrieved from the link below:

https://www.youtube.com/user/unhabitatglobal

For innovative and interesting ideas, you can watch the presentations tagged by the keywords

Cities and Urban Planning on TED Talk.

To start you off, read the two articles on Sustainable Cities in the IVLE Workbin for Assignment

2:

Chapter 6 Sustainable Cities Cohen, S.A (2011). Sustainability Management: lessons from and for New York City,

America, and the Planet. New York: Columbia University Press

Review of Sustainability indices and indicators: towards a new City Sustainability Index(CSI)

Mori, K and Christodoulou, A. (2012). Review of Sustainability indices and indicators:

Towards a new City Sustainability Index (CSI). Environmental Impact Assessment

Review 32 (2012), 94-106. doi: 10.1016/j.eiar.2011.06.001

References

UN Habitat. (2014, April 22). UN Habitat Global Urban Lectures. Retrieved from

https://www.youtube.com/user/unhabitatglobal

United Nations. (2014). Rio+20 The Future We Want. Sustainable Cities: Facts and Figures.

Retrieved from http://www.un.org/en/sustainablefuture/cities.shtml#overview

http://dx.doi.org.libproxy1.nus.edu.sg/10.1016/j.eiar.2011.06.001https://www.youtube.com/user/unhabitatglobal



There are several steps to this Assignment:

Online

discussion

By Week 6, to complete Assignment 1, you will have read several articles on

sustainable cities and the various definitions and indicators.

Tutorials in Week 6 are converted to e-discussion. There are three main

activities:

a) You are to read an article on Sustainable Cities (in the workbin) and answer

the questions on the online platform chosen by your tutor.

b) Each member of the team will post possible areas of focus for Assignment 2

in Google Drive, giving your reasons.

c) Fix a time (about 15 minutes) with your tutor in Week 6 or Week 7 (recess

week) to discuss online your topic from the list of possible topics.

Graphic

representation

Like the graphic representation that you produced when you deconstructed an

article, you have to present a graphic representation of your argument for the

Problem-Solution paper by making a clip using Movenote.

This clip should be uploaded at the end of the recess week, before Week 7

Tutorial 11.

In Tutorial 11, each student should bring his/her own laptop, view five clips,

excluding his or her team's clip and write comments.

After getting feedback from your peers and tutor, teams will make changes and

put their revised graphic representation in Google Drive by Tutorial 12.

Draft The designated e-learning week by NUS is Week 8.

To prepare for this e-learning week, you and your team will write the

introduction draft (establishing the problems and its causes) in Google Drive by

the end of Week 7.

Using Google Hangouts or Skype, your tutor will arrange a 45-minute online

face-to-face conferencing with you and your team on your introduction. You

should ask critical questions. Your tutor will also be asking you questions.

Revise your introduction draft after your conferencing session.

Peer

Feedback

There is peer feedback in Tutorial 16. Your tutor will pair two teams. Exchange

laptops or print a copy of your paper. Read and write critical questions regarding

the main claim and key arguments on the paper. Review the questions and

clarify. Revise and edit your draft.

Submit your draft paper in the IVLE workbin by Friday 20 March, Week 9.

Conferencing You and your team will have a 45-minute session with your tutor to discuss your

paper. Your tutor will ask questions to help you think about your content,

improve your organization and explain how you can use language effectively.

You should also come prepared with questions to ask your tutor.

Your tutor will not return the draft.

The final copy and Assignment 2 reflection should be submitted a week after the

conferencing. Both hard and soft copies are required.



Oral defence After the submission of the final copy, email the other team your paper. You will

be informed on the paired teams. To prepare for the Oral Defence, you should

read the other teams paper and prepare your critical questions for the other

team. Each team member must ask and answer at least TWO questions. Each

team member should call on a member of the other team to answer his/her

question. Your tutor will also ask you questions.

You may be asked questions on sections not written by you. You should be

prepared to answer any question. This is to ensure all team members are

responsible for the entire paper.

Submission Requirements

You are required to upload a soft copy of your paper and Assignment 2 Reflection Form to the

Submissions Folder on IVLE and to submit a hard copy to your tutor.

Style Requirements

Use the APA format of writing a paper.

Times new Roman 12 pt. font for main text

Double spaced (indent for new paragraphs)

Cover page: title reflecting position and student particulars

Citation: APA style

Pages numbered and word count at the end of the paper

Due Date for Assignment 2

Teams A and B: Week 11, Tutorial 19

Teams C and D: Week 11, Tutorial 20

Teams E and F: Week 12, Tutorial 21

References

To help you with APA style of referencing and academic writing, refer to:

NUS Libraries. (2014, April 15). Library Guides to APA Style (6th ed.). Retrieved from


OWL Purdue Writing Lab. (2014). Academic Writing. Retrieved from

https://owl.english.purdue.edu/owl/section/1/2


You are encouraged to read through and familiarise yourself with the marking criteria to ensure

that your work meets the quality standards set for this module.




ES1531/GEK1549 Marking Descriptors for Assignment 2: Constructing Argument (30%)

Skills

Criteria

Unacceptable

0-9.9

Needs Improvement

10-11.9

Good

12-15.9

Outstanding

16-20

Inquiry

Labelling

Modelling

(20)

Does not identify and establish the problem

correctly.

Does not label causes of the problem correctly.

Does not take into account current measures.

Fails to show links from problem to causes to

current measures to

proposed solutions.

The identified problem is somewhat unclear or

insignificant.

Labels causes but these may not be the root causes

of the problem.

Does not establish the links from problem to causes to

current measures to

proposed solutions well.

The identified problem is clear and significant.

Labels several root and related causes correctly.

Identifies current measures and establishes relationship

between problem, and

current measures.

Establishes the relationship between solutions and

problem/causes/current

measures.

The identified problem is significant and well

defined.

Labels root and related causes correctly.

Identifies the current measures and establishes

the relationship between

problem and current

measures.

Establishes the relationship between

solutions and

problem/causes/current

measures.

Decomposition

(20) Does not demonstrate

understanding of the

relationship between main

claim and key arguments.

Arguments are non-existent or weak.

Makes many unjustified assumptions.

Has no criteria for evaluation of current

measures & proposed

solutions.

Demonstrates some understanding of the

relationship between main

claim and arguments.

Arguments are mainly weak/not well developed.

Makes a number of unjustified assumptions.

The criteria for evaluation of current measures &

proposed solutions is not

stated clearly.

Demonstrates ability to show relationship between

main claim and key

arguments.

Has several strong arguments.

Makes several unjustified assumptions.

Has a well-thought out criteria for evaluation of

current measures &

proposed solutions, though some may not be appropriate.

Breaks down the problem and shows the

relationship between

main claim and key

arguments.

Has many strong arguments.

Assumptions are justified.

Has a well-thought out criteria for evaluation of

current measures &

proposed solutions.



Gathering data

(20)

Lacks research to support argument.

Lacks evidence of thinking about the sources selected

as evident in the

References and Annotated

Bibliography.

Does not incorporate sources successfully as

there is no differentiation

in the various voices.

Has limited research to support argument.

Incorporates sources clumsily and abruptly, and

voices are unclear in

several sections.

Shows some thinking in the selection of sources as

seen in the References and

Annotated Bibliography.

Demonstrates good use of research to help support

argument but some sources

may be questionable.

Mostly effective in incorporating sources in

the writing but may have

lapses and some

indistinguishable voices.

Selects relevant and reliable sources as evident

in the References but the

information in the

Annotated Bibliography

may be incomplete.

Demonstrates excellent and sufficient use of

sources to support

argument.

Incorporates sources successfully by

demonstrating ability to

differentiate the various

voices.

Selects relevant and reliable sources as evident

in the References and

Annotated Bibliography

is complete.

Visualization

(20) Shows very little

understanding of what a

thesis statement and topic

sentences are.

Does not understand how an academic paper and its

paragraphs are organized.

Uses transition markers wrongly most of the time.

Shows no understanding of APA in-text and end-of-

text referencing.

Has not taken into account the format requirements for

Assignment 2.

Shows some understanding of what a thesis statement

and topic sentences are.

Shows some understanding of how an academic paper

and its paragraphs are

organized.

Uses only some correct transition markers to show

clear connections between

ideas.

Shows some understanding of APA in-text and end-of-

text referencing.

Has taken into account some format requirements

but is inconsistent.

Writes the thesis statement and the topic sentence for

each paragraph clearly.

Organises paragraphs coherently with a clear

relational pattern, albeit

some lapses in coherence.

Uses transition markers to show clear connections

between ideas, although

some may not be

appropriate or are missing.

Accurately acknowledges and documents the sources

used but may make some

mistakes for the

complicated ones.

Adheres to format requirements.

Writes the thesis statement and the topic sentence for

each paragraph clearly.

Organises paragraphs coherently throughout with

a clear relational pattern.

Uses appropriate transition markers to show clear

connection between ideas

Accurately documents the sources used in the APA

style of referencing.

Adheres to format requirements for

Assignment 2.



Communication

(20)

Uses inappropriate style/tone.

Uses mainly simple sentences.

Makes numerous errors in grammar consistently

throughout the essay that

obscures intended

meaning.

Makes numerous punctuation and spelling

errors.

Uses very limited vocabulary and

inappropriate idiomatic

expressions, and meaning

is affected and cannot be

guessed from context.

Uses inappropriate style/tone in several

instances.

Uses a variety of sentence types but makes errors in

compound and complex

sentences when used.

Makes many errors in grammar consistently

throughout the essay but

these do not obscure

intended meaning.

Makes several punctuation and spelling errors.

Uses limited vocabulary and idiomatic expressions

accurately.

Adopts a formal, measured and suitable style/tone for

an academic audience but

may have lapses at times.

Uses mainly objective expressions, explanatory

and evaluative language.

Uses hedges/concessions though not effectively at

times.

Uses various sentence types to achieve intended

meaning effectively most

of the time.

Demonstrates accuracy in grammar but may still

make several mistakes.

Chooses appropriate vocabulary to convey

meaning.

Adopts a formal, measured and highly suitable

style/tone for an academic

audience.

Uses objective expressions, explanatory and evaluative

language.

Uses hedges/concessions effectively.

Uses various sentence types to achieve intended

meaning effectively and

accurately.

Demonstrates accuracy in grammar.

Chooses appropriate and sophisticated vocabulary to

convey meaning.



Assignment 3: Participating as a critical thinker Individual (10%)

This assignment is based on your consistent participation throughout the course.

You are assessed on:

Preparation before class as evident by contributing answers to tutorial activities, asking

question and giving feedback on peers answers;

Review of peers Assignment 2 and asking questions during their oral presentation on solutions;

Reflection on Assignments.


The following marking descriptors will be used by you to evaluate yourself (Assignment 3

Reflection form) and by your tutor to grade your work. It will be most useful for you to read

through and to familiarise yourself with the marking criteria to ensure that your work meets the

quality standards set for this module.

This assignment is marked out of 100%.



Marking Descriptors for Assignment 3: Participating as a critical thinker (10%)

Criteria based on

dispositions of a

critical thinker

Unacceptable

0-9.9

Needs

Improvement

10-11.9

Good

12-15.9

Outstanding

16-20

Alertness to

opportunities to use

critical thinking

Has to be called

upon.

Volunteers once in

a while.

Volunteers answers

in many tutorials.

Volunteers answers

in every tutorial.

Participates in

online discussions

posted by your

tutor.

Diligence in

seeking relevant

information

Provides answers

that reflect he/she

has hardly read the

tutorial notes.

Provides answers

that reflect

minimum

interaction with

tutorial notes.

Provides answers

that suggest

preparedness but

more reading would

have made the

answers better.

Provides answers

that reflect

preparedness.

Clarity in stating

the questions or

concern

(Week 8 e-learning,

conferencing and

oral defence)

Asks irrelevant

questions.

Asks mainly

comprehension

questions.

Asks critical

questions but may

need help in

phrasing them.

Asks clearly

expressed critical

questions.

Reasonableness in

selecting and

applying criteria for

analysis/evaluation

(Week 8 e-learning,

conferencing and

oral defence)

Demonstrates very

little understanding

of criteria.

Demonstrates

understanding of

only some criteria

and lacks

application.

Demonstrates

understanding of

criteria though

needs some help in

application.

Demonstrates clear

understanding of

criteria through

correct application.

Reflection/Self-

regulation

(quality of three

reflections)

Does not show

ability to self-

regulate. Hardly

any evidence of

reflection.

Reflects only when

asked to do so and

reflection is

incomplete.

Reflects and shows

willingness to make

changes but steps

for application may

not be fully

developed.

Reflects and shows

willingness and

develops a plan

(based on skills

learned) to make

changes based on

the reflection.

Facione, P.A. (1990). Critical Thinking: A statement of expert consensus for purpose of

educational assessment and instruction: Executive Summary. The Delphi Report.

Millbrae, CA: California Academic Press. Retrieved from

http://assessment.aas.duke.edu/documents/Delphi_Report.pdf



ES1531/GEK1549 Weekly Schedule

Week/Date First Session Second Session Tasks/ Assignments

Week 1 /

12-16 Jan

No tutorials. Download materials from IVLE

Read requirements of Assignments 1, 2 and 3 (Theme: Sustainable cities).

Prepare for tutorials by reading the Course Information and learning materials.

Class time is spent on clarifying concepts and discussing tutorial activities.

Week 2/

19-23 Jan

Tutorial 1

Ice-breaking activities

What is critical thinking?

Introduction to course:

objectives and assignments

Plagiarism

Tutorial 2

Plagiarism

What is research?

APA style of referencing

Reporting verbs

Integrating sources

Download Quick Guides

from IVLE Library Workbin.

Watch Library Lecture in

IVLE for Assignment 1

(information searching and

EndNote only)

Homework: Complete quiz

on plagiarism.

Week 3/

26-30 Jan

Tutorial 3

Understanding argument

Identifying arguments and

conclusions

Identifying parts of an

argument: a main claim/

conclusion and reasons

Identifying assumptions

Distinguishing between

deductive and inductive

reasoning

Tutorial 4

Critical reading

Text A: Peter Singer's Does

helping the planet hurt the

poor?

Identifying parts of an

argument

Identifying assumptions

Distinguishing between

deductive and inductive

reasoning

Preparing a graphic

representation

Homework: Practice constructing the graphic

representation and summary

for In Defense of Superstition.

Think about Assignment 1:

find and read articles from

Library resources on

sustainable cities, their

definitions and indicators.

There are two articles in the

workbin for your reference.

Week 4/

2-6 Feb

Tutorial 5

Deconstructing argument

Evaluating the reliability of

evidence/authorities (Text B:

Hutson's In defense of

superstition)

Identifying flaws in

reasoning

The use of logos, pathos and

ethos in arguments

Tutorial 6

Deconstructing argument

Steps in evaluating an

argument

Paragraphs: Interpretation,

Analysis, Inference,

Evaluation, Explanation and

Self-regulation

Writing a summary and

evaluation (reporting verbs,

tone, tenses)

Prepare graphic

representation for Assignment

1.

Homework: Assignment 1

Practice: Innovating to Zero!

(Constructing graphic

representation, writing

summary and evaluation of

Gates argument)

Week 5/

9-13 Feb

Tutorial 7

Deconstructing argument:

exercising skills of reasoning

Text C: Bill Gates'

Innovating to zero!

Constructing graphic

representation and writing

summary

Peer reviewing work

Tutorial 8

Deconstructing argument:

exercising skills of reasoning

Text C: Bill Gates'

Innovating to zero!

Presenting evaluation.

Tutor will show you how to

use the plagiarism check in

your IVLE folder using the

evaluation exercise.

Group members are

assigned for Assignment 2

Write the summary and

evaluation for Assignment 1.



Week 6/

16-20 Feb

CNY: 19

(Thu) and

20Feb(Fri)

Tutorials 9 and 10 (E-discussion)

Prepare a document in Google drive identifying a city you

and your team have chosen and possible problems for

discussion.

Discuss with your tutor online a possible topic (city and

problem) for your problem-solution paper on Google Drive.

Submit Assignment 1 and

Reflection form by 17

February, Tuesday, 5 pm.

Submit a soft copy of

Assignment 1 and the

Reflection Form in the IVLE

workbin and a hard copy in

the tutors letter box. Ensure

both soft and hard copies are

identical.

Recess Week 21 Feb-1 Mar (consolidate, analyse and evaluate your sources for Assignment 2)

Do your research and write your argument framework for your problem-solution paper in Google Drive.

Create your Movenote clip on the graphic representation and upload it on the online platform chosen by your

tutor before Tutorial 11.

All members must give comments to show participation and collaboration in Assignment 2.

Week 7/

2-6 Mar Tutorial 11

Assignment 2 presentation:

graphic representation of

construction of argument:

main claim/premises

Each student will review 5

graphic representations

(excluding his /her own)

Tutorial 12

Writing an Annotated

Bibliography

Revising their graphic

representation in Google

Drive

Writing the introduction of

the problem-solution paper.

Revise your graphic

representation on

Assignment 2. Show

collaboration.

Write your introduction:

establishing the problem and

its causes.

Attend Library Hands-on

session for Assignment 2

(information searching only)

Watch Library WebEx in

IVLE for Assignment 2

(information searching,

evaluation of information

sources and EndNote)

Week 8/

9-13 Mar

E-learning

week

Tutorials 13 and 14

Conference on the introduction, which establishes the

problem and its causes (argument for the problem with your

tutor using Google Hangouts or Skype - face to face

communication with the group).

Write/revise/edit a draft on

Assignment 2. Show

collaboration.

Week 9/

16-20Mar Tutorial 15

Constructing argument:

solutions to the problem

Giving feedback on

Assignment 1 on integrating

sources and in-text and end-of

text referencing.

Tutorial 16

Giving peer feedback on

Assignment 2

Revising based on peer

feedback.

Write/revise/edit a draft on

Assignment 2. Show

collaboration.

All groups submit a draft

copy by Friday 20 March

Friday classes submit their

draft copies by Saturday noon

Week 10

23-27 Mar

Tutorial 17

Conferencing on

Assignment 2 draft (Teams A

and B)

Tutorial 18

Conferencing on

Assignment 2 draft (Teams C

and D)

Bring a draft copy

consisting of all components

for Tutorials 17, 18 and 19.

Ask your tutor questions on

the content.

Your tutors will not be

returning the drafts to you.



Week 11/

30 Mar -

3Apr

Good

Friday 3

Apr

Tutorial 19

Conferencing on

Assignment 2 draft (Teams E

and F)

Teams A and B submit their

final copy and the Assignment

2 Reflection form in the IVLE

workbin and a hard copy to

the tutor by

6 pm.

Tutorial 20

Oral defence of paper

(Teams A and B)

Teams C and D submit their

final copy and the Assignment

2 Reflection form in the IVLE

workbin and a hard copy to

the tutor by

6 pm.

Read Assignment 2 before

class to prepare questions

Ask critical questions

Defend your work by

making good arguments.

Tutors will return

Assignment 1 in Tutorials 20-

22

Week 12/

6-10 Apr

Tutorial 21


(Teams C and D)

Teams E and F are to submit

their final copy and the

Assignment 2 Reflection form

in the IVLE workbin and a

hard copy to the tutor by

6 pm.

Tutorial 22


(Teams E and F)

Read Assignment 2 before

class to prepare questions.

Ask critical questions

Defend your work by

making good arguments.

Submit soft copies of

Assignment 1 and 3

Reflection Forms in IVLE and

hard copies in your tutor's

letter box by Tutorial 22.

Week 13/

13-17 Apr Tutorial 23

Revision/Exam Preparation

Reviewing concepts

Discussing your answers

with each other.

Tutorial 24

Revision/ Exam Preparation

Reviewing concepts

Discussing your answers

with each other.

You will receive

Assignments 2 and 3

comments from your tutor.

Reading Week and Final Exam (24 April 2015)

The Universitys guideline on duration of lecture and tutorial classes is that for classes with duration of

two hours or more, students should be released 25 minutes before the end of the hour at the very latest.

CourseInformationES1531-GEK1549-Sem2

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