Category: Globalization

*Use the books “When Asia Was The World, By Stewart Gordon” ,and “Central Asia in World History, By Peter B. Golden”, and “The Silk Road A New History with Documents, By Valerie Hansen”

*Continue the thesis*

*Make this argumentitive*

Final research paper: 50%; Part 1: Outline and bibliography (due 2/11) 5% (see separate assignment) Part 2: rough draft (due 3/17) 5% (see separate assignment) Part 3: 10-15 page paper, plus bibliography (due 4/6) 35% Part 4: Class presentation, last day of class, 5% (see separate assignment) Part 3: 10-15 page paper The papers will focus on one of the major states/cities/place that we will examine this term (see list below). Each of you will take on writing a history of one of these states. This history should add to the materials that we have examined in class. You are to both outline the arc of its history and the peoples who lived there through time, but also make some argument about what its history says about globalization in the pre-modern era. Furthermore, your paper should consider its place in the larger history of the Silk Road. States/cities/places (directly drawn from our readings): Kroraina, Kucha, Turfan, Samarkand, Changan, Dunhuang, Khotan, Melayu Kingdom/ Srivijaya, Champa, Sri Lanka/Ceylon, Khwarezm; OTHER (if you have an alternative topic we can discuss it) Areas of particular importance: Discovery and use of sources beyond course materials: use of primary (both textual and/or material), and secondary sources, quality of materials in the bibliography Must use reviewed sources! * Focused argument that is supported by evidence Mechanics: Well organized: introduction, main body and conclusion Well written: clear and supported thesis; clear use of editing and rereading Citations in proper form, Chicago or MLA style Creativity, originality, detail, focus, etc. Grading Rubric: A has cogent analysis, shows command of interpretive and conceptual tasks required by assignment and course materials: ideas original, often insightful, going beyond ideas discussed in lecture and class commands attention with a convincing argument with a compelling purpose; highly responsive to the demands of a specific writing situation; sophisticated use of conventions of academic discipline and genre; anticipates the reader’s needs for information, explanation, and context essay controlled by clear, precise, well-defined argument; is sophisticated in both statement and insight well-chosen examples; uses persuasive reasoning to develop and support thesis consistently; uses specific quotations, statistics, aesthetic details, or citations of scholarly and primary sources effectively; logical connections between ideas are evident well-constructed paragraphs; appropriate, clear and smooth transitions; arrangement of organizational elements seems particularly apt uses sophisticated sentences effectively; usually chooses words aptly; observes professional conventions of written English and manuscript format; makes few minor or technical errors B shows a good understanding of the texts, ideas and methods of the assignment; goes beyond the obvious; may have one minor factual or conceptual inconsistency addresses audience with a thoughtful argument with a clear purpose; responds directly to the demands of a specific writing situation; competent use of the conventions of academic discipline and genre; addresses the reader’s needs for information, explanation, and context clear, specific, arguable central claims; may have left minor terms undefined pursues explanation and proof of thesis consistently; develops a main argument with explicit major points with appropriate textual evidence and supporting detail distinct units of thought in paragraphs controlled by specific, detailed, and arguable topic sentences; clear transitions between developed, cohering, and logically arranged paragraphs a few mechanical difficulties or stylistic problems (which/that use, split infinitives, dangling modifiers, etc.); may make occasional problematic word choices or syntax errors; a few spelling or punctuation errors or a clich; usually presents quotations effectively, using appropriate format C shows an understanding of the basic ideas and information involved in the assignment; may have some factual, interpretive, or conceptual errors presents an adequate response the essay prompt; pays attention to the basic elements of the writing situation; shows sufficient competence in the conventions of academic discipline and genre; signals the importance of the reader’s needs for information, explanation, and context general thesis or controlling idea; may not define several central terms only partially develops the argument; shallow analysis; some ideas and generalizations undeveloped or unsupported; makes limited use of textual or visual evidence; fails to integrate quotations appropriately some awkward transitions; some brief, weakly unified or undeveloped paragraphs; arrangement may not appear entirely natural; contains extraneous information more frequent wordiness; unclear or awkward sentences; imprecise use of words or over-reliance on passive voice; some distracting grammatical errors (wrong verb tense, pronoun agreement, apostrophe errors, singular/plural errors, article use, preposition use, comma splice, etc.); makes effort to present quotations accurately D shows inadequate command of course materials or has significant factual and conceptual errors; confuses some significant ideas shows serious weaknesses in addressing an audience; unresponsive to the specific writing situation; poor articulation of purpose; often states the obvious or the inappropriate argument vague; central terms not defined frequently only narrates; digresses from one topic to another without developing ideas or terms; makes insufficient or awkward use of textual or visual evidence; relies on too few or the wrong type of sources simplistic, tends to narrate or merely summarize; wanders from one topic to another; illogical arrangement of ideas some major grammatical or proofreading errors (subject-verb agreement, sentence fragments, word form errors, etc.); language frequently weakened by colloquialisms, clichs, repeated inexact word choices; incorrect quotation or citation format F writer lacks critical understanding of lectures, readings, discussions, or assignments shows severe difficulties communicating no discernible argument little or no development; may list disjointed facts or misinformation; uses no quotations or fails to cite sources or plagiarizes no transitions; incoherent paragraphs; suggests poor planning or no serious revision numerous grammatical errors and stylistic problems seriously detract from the argument; does not meet Standard Written English requirement.

*Use the books “When Asia Was The World, By Stewart Gordon” ,and “Central Asia in World History, By Peter B. Golden”, and “The Silk Road A New History with Documents, By Valerie Hansen”

*Continue the thesis*

*Make this argumentitive*

Final research paper: 50%; Part 1: Outline and bibliography (due 2/11) 5% (see separate assignment) Part 2: rough draft (due 3/17) 5% (see separate assignment) Part 3: 10-15 page paper, plus bibliography (due 4/6) 35% Part 4: Class presentation, last day of class, 5% (see separate assignment) Part 3: 10-15 page paper The papers will focus on one of the major states/cities/place that we will examine this term (see list below). Each of you will take on writing a history of one of these states. This history should add to the materials that we have examined in class. You are to both outline the arc of its history and the peoples who lived there through time, but also make some argument about what its history says about globalization in the pre-modern era. Furthermore, your paper should consider its place in the larger history of the Silk Road. States/cities/places (directly drawn from our readings): Kroraina, Kucha, Turfan, Samarkand, Changan, Dunhuang, Khotan, Melayu Kingdom/ Srivijaya, Champa, Sri Lanka/Ceylon, Khwarezm; OTHER (if you have an alternative topic we can discuss it) Areas of particular importance: Discovery and use of sources beyond course materials: use of primary (both textual and/or material), and secondary sources, quality of materials in the bibliography Must use reviewed sources! * Focused argument that is supported by evidence Mechanics: Well organized: introduction, main body and conclusion Well written: clear and supported thesis; clear use of editing and rereading Citations in proper form, Chicago or MLA style Creativity, originality, detail, focus, etc. Grading Rubric: A has cogent analysis, shows command of interpretive and conceptual tasks required by assignment and course materials: ideas original, often insightful, going beyond ideas discussed in lecture and class commands attention with a convincing argument with a compelling purpose; highly responsive to the demands of a specific writing situation; sophisticated use of conventions of academic discipline and genre; anticipates the reader’s needs for information, explanation, and context essay controlled by clear, precise, well-defined argument; is sophisticated in both statement and insight well-chosen examples; uses persuasive reasoning to develop and support thesis consistently; uses specific quotations, statistics, aesthetic details, or citations of scholarly and primary sources effectively; logical connections between ideas are evident well-constructed paragraphs; appropriate, clear and smooth transitions; arrangement of organizational elements seems particularly apt uses sophisticated sentences effectively; usually chooses words aptly; observes professional conventions of written English and manuscript format; makes few minor or technical errors B shows a good understanding of the texts, ideas and methods of the assignment; goes beyond the obvious; may have one minor factual or conceptual inconsistency addresses audience with a thoughtful argument with a clear purpose; responds directly to the demands of a specific writing situation; competent use of the conventions of academic discipline and genre; addresses the reader’s needs for information, explanation, and context clear, specific, arguable central claims; may have left minor terms undefined pursues explanation and proof of thesis consistently; develops a main argument with explicit major points with appropriate textual evidence and supporting detail distinct units of thought in paragraphs controlled by specific, detailed, and arguable topic sentences; clear transitions between developed, cohering, and logically arranged paragraphs a few mechanical difficulties or stylistic problems (which/that use, split infinitives, dangling modifiers, etc.); may make occasional problematic word choices or syntax errors; a few spelling or punctuation errors or a clich; usually presents quotations effectively, using appropriate format C shows an understanding of the basic ideas and information involved in the assignment; may have some factual, interpretive, or conceptual errors presents an adequate response the essay prompt; pays attention to the basic elements of the writing situation; shows sufficient competence in the conventions of academic discipline and genre; signals the importance of the reader’s needs for information, explanation, and context general thesis or controlling idea; may not define several central terms only partially develops the argument; shallow analysis; some ideas and generalizations undeveloped or unsupported; makes limited use of textual or visual evidence; fails to integrate quotations appropriately some awkward transitions; some brief, weakly unified or undeveloped paragraphs; arrangement may not appear entirely natural; contains extraneous information more frequent wordiness; unclear or awkward sentences; imprecise use of words or over-reliance on passive voice; some distracting grammatical errors (wrong verb tense, pronoun agreement, apostrophe errors, singular/plural errors, article use, preposition use, comma splice, etc.); makes effort to present quotations accurately D shows inadequate command of course materials or has significant factual and conceptual errors; confuses some significant ideas shows serious weaknesses in addressing an audience; unresponsive to the specific writing situation; poor articulation of purpose; often states the obvious or the inappropriate argument vague; central terms not defined frequently only narrates; digresses from one topic to another without developing ideas or terms; makes insufficient or awkward use of textual or visual evidence; relies on too few or the wrong type of sources simplistic, tends to narrate or merely summarize; wanders from one topic to another; illogical arrangement of ideas some major grammatical or proofreading errors (subject-verb agreement, sentence fragments, word form errors, etc.); language frequently weakened by colloquialisms, clichs, repeated inexact word choices; incorrect quotation or citation format F writer lacks critical understanding of lectures, readings, discussions, or assignments shows severe difficulties communicating no discernible argument little or no development; may list disjointed facts or misinformation; uses no quotations or fails to cite sources or plagiarizes no transitions; incoherent paragraphs; suggests poor planning or no serious revision numerous grammatical errors and stylistic problems seriously detract from the argument; does not meet Standard Written English requirement.

GP MY TOPIC IS GLOBILAZATION How has globalization affected countries economically, socially, and culturally? Candidates devise a global research question based on some initial research into the topic and the global issue. Candidates use this question as the title for their report. The report must be 15002000 words. In the Individual Report, candidates are assessed on the skills of research, analysis, evaluation, reflection and communication. They should then select a global issue of importance or interest with present-day impacts. The issue chosen could be one that raises an ethical dilemma or causes conflict, damage, difficulty or hardship, or simply leads to disagreement * Candidates should research a range of different perspectives on the global issue. * The focus of the report should be the perspectives of different people, groups or nations. * The perspectives researched, explored and presented should include local and/or national perspectives and global perspectives. * At each level, different perspectives could be included. For example, at the local level the report could include the different perspectives of local farmers and local politicians. * Candidates should engage with these perspectives and demonstrate that they understand the arguments, reasoning or claims upon which these perspectives are based. * Candidates should also demonstrate that they understand why different people have different perspectives. * Candidates should analyse the issue by considering the reasons for conflict or disagreement/causes of problems and the consequences/impacts of the Issue. * Candidates should consider different possible courses of action. * Drawing on their analysis of the issue, they should propose a single course of action to change, improve or resolve the issue. * Ine Inalvaual neport snoula pe presentea as a structurea essay ot 1500-2000 words. The Individual Report should be no longer than 2000 words. * This word count does not include the bibliography or reference list. * The essay should start by explaining the issue researched so that it is clear it has some global impact, even if it has different impacts in different places or for different people. * It should also be clear what the different perspectives are. These do not have to be opposing perspectives, but they must be clearly different. Global Question You must identify a clear research question that you will answer throughout the report. You must: * A – analyse the causes and consequences of the issue. * B – propose a course of action to improve or resolve the issue * C- reflect on how their personal perspective has changed as a result of writing the essay. Individual Report Reminder of marking: * AO 1 ‘Research, analysis and evaluation’ – 40 marks. * AO 2 ‘Reflection’ – 5 marks * AO 3 ‘Communication’ – 15 marks * See attached guide “Global Perspective Individual Report Assessment Objectives (AO)”. This will give you an insight into what the examiners look for. * * 13 of 24 * Inaiviaual Report * Look to ensure therefore that you have: * Researched – investigated an issue from different perspectives and viewpoints within those perspectives in order to establish facts or draw conclusions. * Evaluated – appraised something; discussed and determined its reliability and credibility (sources and line of arguments) * Reflected – explored the different ways in which your own perspective has changed and an explanation of how and why. * Communicated – presented your work in an articulate, coherent and structured way, using correct citations and references. * Individual Report * Reminder of perspectives meaning: * A perspective is a viewpoint or meaning. * A personal perspective is a view that a person has on an issue. * A local perspective is usually either one person or the view of a small group of people in a localized area. * A national perspective is the view that a particular country or government has on an issue. * A global perspective is a view on an issue that either has global influence (affects many countries) or takes into account the nature of the issue globally. * The UN is usually the biggest source for global perspectives.

AIMS O F THE TASK

1. Explore your plans for your future after school

2. Learn to adapt to changing circumstances

3 . Consider different ideas and perspectives

4 . Acquire the necessary skills t o complete a discursive essay in the correct format.

NB: ASSESSMENT REQUIREMENTS

You are required to write a discursive essay for assessment purposes (40 marks) b y

following the correct format. Think deeply about the essay question and ensure that your

opinions and thoughts are supported b y viable reasons.

Please work through the sources for a class discussion. Please take careful note o f the

comments and observations of your peers. These will give you insight into the pros and

cons o f a gap year that you may not have previously considered. Answers must be

written down.

Education

corner

working heliday

GAP YEAR studies

graduate

explore

adventure eduetion volunteen work

discover trip

(cultural exposure .

experience)

ESSAY QUESTION

Discuss the extent to which you agree o r disagree with the following statement.

Taking a gap year between schong snute Aieatudy ls a responsible cholco for

Your response should consider the relevant perspectives reflected in the sources, your

own perspective and knowledge as well as information gained from external research.

Praseot mour answer in the form of a discursive essay and refer to the rubric on google

Your response must include the following:

An introduction

2 paragraphs supporting your argument

1 contradictory paragraph

A conclusion

Other points to consider:

You are only allowed t o quote twice per paragraph. The rest o f the paragraph

external research.

Ensure that you reference your information correctly and include a FULL

in pdf