Hello, I need to complete the “FINAL Essay ” Dont worry about the part that says use from chapter 9,10, 11, 12. I am not concerend about it, but it does say to use sources from the class.
It is for a Canadian paper and is taking about the sturctures in Canada. There are 2 possible refelction questions, you can asnwer which ever question you would think would be easier, I have attached the course outline and I need at least an A-.
I attached the course outline it is found on pages 10 and 11 for the questions and the readings to choose from are at the bottom
Let me know if you have any more questions 1
SCHOOL OF SOCIAL WORK
SOWK 4302
Poverty and Policy
Dr. Nimo Bokore MSW, Ph.D. Associate Professor
[email protected]
Online Class Time: Tuesday 11:35 am ? 2:25PM
Office Hours: By appointment for online meeting (please email me with your availabilities
including dates and times)
Online Office Hours and Individual or Group Meetings:
Meetings are done online through “Outlook Teams.” Please make sure to download the “Teams
Meeting add-in in Outlook Web App” before the meeting. As a faculty member, my objective in
this online course is to aid each student in completing assignments that articulate their personal
and professional educational aspirations within the course objectives and expectations. The
includes if you have questions or comments about the class, assignments (including drafts) or
exams:
1. Ensure that your items cannot be answered on the course syllabus or through Bright Space.
2. Book an appointment for an online meeting.
3. Send me an email for urgent matters or to set up an appointment via email.
Please note that I am not accessible via email at the last minute before deadlines, or over the
weekends. I aim to have emails responded to within 24 hours. While I will answer simple
questions over email, please note more extensive and personal matters usually require meeting
in-person, and you should book an appointment.
***Email Policy: Emails expected to be professional and from your Carleton email account.
You also need an Highspeed Internet Access to participate in-class activities for this course.
Public Health Protocols and COVID 19 Prevention
All members of the Carleton community are required to follow COVID-19 prevention measures and
all mandatory public health requirements (e.g. wearing a mask, physical distancing, hand hygiene,
respiratory and cough etiquette) and mandatory self-screening prior to coming to campus daily.
If you feel ill or exhibit COVID-19 symptoms while on campus or in class, please leave campus
immediately, self-isolate, and complete the mandatory symptom reporting tool. For purposes of
contact tracing, attendance will be taken in all classes and labs.
Participants can check in using posted QR codes through the cuScreen platform where provided.
Students who do not have a smartphone will be required to complete a paper process as indicated on
the COVID-19 website. All members of the Carleton community are required to follow guidelines
regarding safe movement and seating on campus (e.g., directional arrows, designated entrances and
exits, designated seats that maintain physical distancing). To avoid congestion, allow all previous
occupants to fully vacate a classroom before entering. No food or drinks are permitted in any
classrooms or labs.
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For the most recent information about Carleton?s COVID-19 response and required measures, please
see the University?s COVID-19 webpage and review the Frequently Asked Questions (FAQs).
Should you have additional questions after reviewing, please contact [email protected]
Please note that failure to comply with University policies and mandatory public health requirements,
and endangering the safety of others are considered misconduct under the Student Rights and
Responsibilities Policy. Failure to comply with Carleton?s COVID-19 procedures may lead to
supplementary action involving Campus Safety and/or Student Affairs.
STATEMENT REGARDING POLITICAL COMMITMENT
School?s Political Statement:
Classes in the school of social work are committed to reconciliation to redress the historic and
contemporary burdens of colonialism borne by the first peoples of Canada. This also means
challenging other relations of oppression including but not limited to: anti-black racism, racism,
sexism, classism, ableism, heterosexism and cisnormativity. We operationalize this commitment
by examining historical and structural relations and, in the classroom, through our personal
practices of critical self-reflection, humility, openness, and respect in interpersonal relations as
we engage in the collaborative and ongoing process of critical social work education.
COURSE DESCRIPTION
Course Calendar Description:
Social work analysis of theories of poverty and economic inequality; labour force participation; poverty
and wealth and income distribution in Canada and international comparisons; Canadian social policies
and poverty.
This is a poverty and policy class at an advanced 4th-year level. The expectation is not only that
you attend every class for the entire class, but also you come prepared having read the material
and ready with discussion points to participate in a lively discussion. In this course, we are
working collaboratively to build knowledge around our understanding of poverty and social
policy issues that perpetuate the marginalization of groups based on gender, age, race, ability,
health?
Expanded Course Description and Objectives:
This seminar examines poverty and the distribution of income and wealth in Canada and in
comparison, with other countries; theories of poverty; Canadian social welfare policies
and their impact on poverty. The purpose is to provide senior undergraduate students an
opportunity to gain skills and knowledge related to poverty and anti-poverty policy in Canada
and around the world.
Program level Learning Objective and Outcomes:
1. Develop professional identities as practitioners whose professional goal is to
facilitate the collective welfare and wellbeing of all people
2. Practice in accordance with relevant social work codes of ethics in various
professional roles and activities and institutional contexts, with a particular emphasis
on professional responsibilities towards vulnerable or disadvantaged groups.
3. Critically analyze social, political and economic structures that produce and limit human
and civil rights and employ professional practices to advance socialjustice for
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individuals, families, groups, and communities.
4. Discuss diversity and difference as a crucial and valuable part of living in a society.
Analyze how discrimination, oppression, poverty, exclusion, exploitation, and
marginalization have a negative impact on particular individuals and groups and strive to
end these and other forms of social injustice.
5. Apply critical thinking to identify and address structural sources of injusticeand
inequalities in the context of Canadian society.
6. Synthesize knowledge of social policies in relation to the wellbeing of individuals,
families, groups, and communities in Canadian and global contexts.
The course is divided into Three Sections:
Section 1- An examination of poverty including theories of poverty and the distribution of
income and wealth in Canada and in comparison, with other countries. The topics addressed
are: the shift in power relations in society, as reflected in the movement from the Keynesian
welfare state to a neoliberal one; the changing content and practice of social policy under
neoliberal and neoconservative governments in Canada and around the world; and the question
of social welfare policy alternatives, the strategies for pursuing them, and potential pitfalls of
doing so.
Section 2- of the course provides insight into how various sectors of society are being affected
by the changes in government policies and practices. The emphasis will continue to be on
understanding the roots of poverty and inequality and the dynamicsthat perpetuate these
conditions, how the real needs of people are rendered invisible, and the action needed for
achieving meaningful change. We will focus on policies affecting women and single parents,
immigrants, refugees, racialized peoples, people with disabilities, and Indigenous people.
Section 3- (classes 9 through 11) consists of group presentations where students demonstrate
what the learned. Working in small groups students will take the lead in critically analyzing a
policy or issue of choice from the standpoint of the concerns of poverty, inequality and social
justice. This will include identifying and analyzing dominant thinking and practices and their
consequences, and reflecting on possible alternative, socially just, approaches to the issue, and
strategies for pursuing them.
Required Textbooks (You can get it anywhere you can get a deal on it including online from the
publisher)
Chappell, Rosalie C. (2014). Social Welfare in Canadian Society. Nelson Education LTD,
5th edition, Toronto
Resources:
An extensive bibliography of resources that will help you with your presentations and additional
readings will be available to all students in the course on Ares (Bright Space).
A Bright Space website has been constructed for this course. Once you have registered you
should have access to the webpage. Many of the readings for the course will be available on Ares
as well as new materials added to the Bright Space website as they come up during the course.
The course bibliography, assignment schedule and assignment topics will also be posted on the
Bright Space webpage.
Recommended Books (library Reserve)
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Westhues, A. and Wharf, B. (2012). In Canadian Social Policy: Issues and perspectives.
Wilfrid Laurier Press, Waterloo, Ontario.
Hall, P. and Lamont, M. (2013), Social Resilience in the Neoliberal Era. Cambridge University
Press. Cambridge, New York, Melbourne
Graham, J.R; Swift, K.J., & Delaney, R. (2012). Canadian Social Policy: An
Introduction. (4th Ed.). Toronto, ON: Prentice-Hall.
Milanovic, B. (2016) Global Inequality: A New Approach For The Age Of Globalization. The
BELKNAP PRESS Of Harvard University Press.
COURSE REQUIREMENTS
Attendance, Participation & Online Classroom Etiquette:
? Before class listen to the pre-recorded weekly lectures on weekly Big Blue Button (BBB)
? Familiarise yourself on how to use BBB including joining groups.
? Come prepared for weekly discussions during scheduled hour for this class. We may not
be meeting for the full 3 hours but open your schedule for those three hours.
? Questions about the readings including the book will be posted on the Bright Space
forum. Please check your groups and response to the questions. Your participation in
these actives and online group discussion is important for your learning.
? Participate during class on polling and other course evaluation online activities.
? Mute your mic and video when others are speaking to decrease interruption.
? When attending class, if you are not alone, use a microphone to decease the background
noises when presenting or responding to a question.
Confidentiality
As in all other classes, social work students are bound by the Code of Ethics of the Canadian
Association of Social Workers (CASW) in all matters related to courses and coursework online
and outside the classroom. In remote connection where others might be present, please follow
ethical and confidentiality guidelines set by the School and the University and refrain from
discussing, sharing or otherwise informing anyone outside of this class of the work, performance
or personal information of a classmate or instructor. When referencing one’s practice or previous
clients/service users, students must abide by the CASW Code of Ethics and make every
reasonable effort to protect client identity. It is important to remember that detailed information
may be enough to identify a client, family, or group, even when names are omitted.
Assessment:
The assessment for this course is based on five components: 1) participate on online
activities, 2) group presentation, 3) Midterm essay (submitted via Brightspace), 4) Review
of Critical-Self Reflective Practices, and 5) a final essay (submitted via Brightspace).
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Assignments Weight of Grade Due Date
Assignment 1 Participate Weekly on
Online Learning activities
5% Weekly discussion
(breakout rooms
participation in forum
questions or online
polls)
Assignment 2 Review of Critical-Self
Reflective Practices
20% February 15, 2022
Assignment 3 Midterm Essay 30% March 15, 2022
Assignment 4 Group Presentation 15% Week, 10, 11 and 12
Assignment 5 Final Essay 30% April 5, 2022
Total: 100%
***for due date please follow the above chart
Expectations of Assignments: ? Papers must include a title, date submitted, student’s name, student number,
course code, instructor’s name, and numbered pages
? Papers should be double-spaced using 12 Times New Roman fonts with 1-inch
margins
? References will be documented in APA
? Papers will be submitted via Bright Space at the beginning of the class they are
due. Please scan all attachments into your assignment.
Please note that during class, we will discuss strategies for approaching assignments. If
you miss class, it is your responsibility to seek notes from a peer.
Important note: All assignments must be completed and submitted to receive credit
for this course. If there is any outstanding course work, the student will receive an F
grade unless there are extenuating, and verifiable circumstances discussed with me in
advance.
ASSIGNMENT 1
Weekly Online Activities
Assignment Due Date: Weekly and ongoing
Percent of Final Grade: 5%
Participate in online group activities, including discussion on readings (Appendix C),
participate in polling activities, answer questions, lecture topics and evaluations.
ASSIGNMENT 2
Review of Critical-Self Reflective Practices
Assignment Due Date: February 15, 2022(Submit on Bright Space)
Percent of Final Grade: 20%
Paper length: Paper Length: 2-3 doubled spaced on the “Use of Self”
COURSE ASSIGNMENTS
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(excluding the bibliography)
Write a summary reviewing the following articles, underlining key concepts, definitions
discussed within each topic and your critical self-reflection on what you learned from
these articles that will be useful for your current/future practice (Maximum of 2-3 pages,
double spaced)
– Heydt, M.J and Sherman, N. E. (2005). Conscious Use of Self: Tuning the
Instrument of Social Work Practice with Cultural Competence. The Journal of
Baccalaureate Social Work, Vol. 10. No.2.
– Adamowich,T. Kuwee Kumsa, M.; Rego, C.; Stoddart, J. & Vito, R (2014)
Playing hide- and-seek: searching for the use of Self in reflective social work
practice, Taylor Francis, Reflective Practice, 15:2, 131-143, DOI:
10.1080/14623943.2014.883312
The purpose of this assignment is to engage with relevant course material to do a
Critical self- reflection about the articles you read in this course, about yourself
including your work your professional development which is an important process to
increase your understanding of the profession and the practice.
Write your paper dividing the topics into Three sections.
A. In the first section summarize both articles (separately) including the key
concepts discussed. ? What is the main point or points discussed in each article?
B. In the second section, assess the key concepts in both articles asking:
? What ideas stood out for you? Why? Were they new or in opposition to existing
scholarship or thoughts you had?
C. In the third section, write your reflection by asking:
? What did I learn from the two articles about the use of self ?
? How will this knowledge shape my knowledge about the field of social work and
my future practice? What are the observations or experiences that shape my
understanding on the use of self?
? Do I agree or disagree with this argument or arguments discussed in each article?
Why?
? How will this knowledge help me understand poverty-related issues while
working groups who come from marginalized communities (cultural, religious,
and social- economic/political difference)?
*** based on the personal issues you need to reflect on for this assignment, please feel free
to share only what you are comfortable with.
Criteria for Evaluation:
? Evidence of a nuanced understanding of relevant concepts about the use of Self
(e.g., social work values and ethics, transference/countertransference, critical
reflection, reflexivity) (40%)
7 ? Evidence of critical thinking in discussing the use of Self (40%)
? Written product quality (e.g., organization, clarity, concise and well-edited
writing, etc.) (10%).
? You will be expected to follow the APA format (e.g., double spaced, Times New
Roman, 12 font), the use of APA guidelines (e.g., citations, references) for this
assignment (10%).
Assessment # 3 Midterm Essay Paper Assignment
Assignment Due Date: March 15, 2022 (Submit on Bright Space)
Percent of Final Grade: 30%
Students are required to write a short mid term essay to answer
one of the questions listed below. While answering the question, you should draw from,
and highlight the insights of, the required readings that helped you with each question.
You can also draw from other related academic literature found in the library. The essay
should be 4-6 pages, double-spaced, in 12-point font and APA Style including for inside
test citation and proper bibliography.
Papers will be graded based on the depth of your understanding of the topic, your
literature review, clarity and coherence of your argument. Please choose from one
of the following topics:
1. Theories of poverty and its implication for social policies in Canada and other
members of the Organisation for Economic Co-operation and Development
(OECD) countries?
2. What strategies do governments use to win support for their social policyreforms
including changes in the social welfare benefits? Or poverty reduction?
3. Who wins and who loses because of the global neoliberal/neoconservative
approaches to poverty and social policy and why is the incidence and experience
of poverty important to Canadians?
How to write your paper
? Essay format:
a) Introduction
b) Define (the theory or the strategy or neoliberalism)
c) Explain the impact of poverty on specific groups (if women identify them by
ethnicity. ***women do not have the same experiences.)
d) Talk about who wins and who loses
e) Conclusion
Criteria forEvaluation:
You are graded on your paper based on your critical thinking and knowledge about the
topic. I am interested in your ability to critically reflect on each policy, poverty and its
impacts or benefits. Questions you might want to consider include, 1) the history behind
this policy, 2) strategies used by governments to win the support of the public, 3) your
ability to write an essay based on the question. Please follow the APA format carefully
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(e.g., double space, 12 font, Times New Roman, 1-inch margin all around).
1. Evidence of reflective/reflexive and critical thinking about the policy
(30%)
2. Evidence of knowledge and understanding of major concepts and issues
discussed in this course and others in the program regarding policy and
poverty (30%)
3. Evidence of conceptual ability to link the policy and social welfare issuesrelated
to certain population ( e.g. the Aboriginals, Blacks, women, the elderly, those
dealing with disabilities?.(30%)
4. Written product quality (e.g., organization, clarity, concise and well-edited
writing, etc.) and the use of APA guidelines (e.g., citations, references) (10%)
Assessment # 4 Online Group Presentation
Assignment Due Date: Week, 10, 11 and 12 (below the rubric and criteria
for evaluation) Percent of Final Grade: 15%
Students (a group of 4 or 5 based on class size) are required to do an in-class group
presentation. Each student will be required to participate in the preparation and delivery
of the presentation (signup sheets will be posted on Bright Space in the 3rd class (There
is one topic for each group to choose from. Repeated topics are not allowed but you can
change your topic from the list that is not taken by a group. Once signed into a group it
is your responsibility to present (make sure you remember the due date of your
presentation). The focus of the presentation should be on social aspects or an issue
pertaining to, poverty and social welfare policies in Canada and internationally. The
topic may center on one of the following topics:
Each presentation should be approximately 60 minutes? presentation and 10 to 15
minutes? discussions and Q &A. (A total of 1 hour and 15minutes – *Caution:1 mark will
be deducted for each additional minute over the limit or for a presentation that is
shorter than the allocated time). A variety of strategies can be used to engage the class
in discussion, including PowerPoint, role-plays, workshop exercises, video clips, etc.
Groups should distribute to the class a 1-2-page outline of the presentation and a list of
sources used.
Each group member will send the day before (by midnight) one paragraph (250-
word limit) self-reflection on personal experience/process roles and contribution. It
is important that the work is shared equally for group learning and a better grade. The
same grade will be given to everyone however; the one group member consistently
identifies by his/her group as not contributing to the presentation will lose 2% of the
grade. I will be explaining the group process throughout the term, answer your
questions and concerns as a group or individually (by appointment during office hours).
Presentations will be held during classes 9 through 12.
1. What are the current social issues or problems causing poverty in Canada and
what are the consequences for those most directly affected, and the society in
general?
2. Child poverty reduction in Canada and other OECD countries (historical
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dimensions; the scope of child poverty reduction policies or the evaluation of
those policies).
3. The Canadian First Nations policy (e.g. the Indian Act. The Truth and
Reconciliation Report and how it can be used in social work practice and
education).
4. Canadian Social Assistance programs (e.g. OW policies/programs- historical
roots of the programs and barriers or traps in perpetuating prolonged poverty.
E.g. explore aspects of this program or policy that keeps people in poverty).
5. Resettlement policies in Canada and other OECD countries in relation to the
current refugee crisis and who is included or excluded in the policy.
6. Looking poverty through a ?Gender lens?. Current Canadian government
strategies for alleviating women?s poverty particularly single mothers and the
elderly (explore income, lack of affordable housing and possible
homelessness, longer lives, aging, and poverty). Vulnerability and existing
policy for poverty alleviation).
7. Disability and poverty (for example, ODSP policies).
8. Mental health and poverty (barriers in the labour market and policies in accessing
social assistance)
Your analysis should consider factors such as structural realities, power relations,
neoliberal agendas, policies, and practices. For example, it is important to address the
question of how mainstream discourses have defined the problem and so-called
solutions, and how they explain who is being affected and how. Consider including
existing progressive activism, advocacy, and/or research approaches that work well with
your topic. Engage in a discussion envisioning the change you like to see happen or
make.
Each group member will send the day before (by midnight) one paragraph (250-
word limit) self-reflection on personal experience/process roles and contribution. It
is important that the work is shared equally for group learning and a better grade. The
same grade will be given to everyone, however; the one group member consistently
identifies by his/her group as not contributing to the presentation will lose 2% of the
grade. I will be explaining the group process throughout the term, answer your questions
and concerns as a group or individually (by appointment during office hours).
Presentations will be held during classes 10 through 12.
Criteria forEvaluation:
a. Evidence of knowledge and understanding of major concepts and issues
discussed in the chosen topic (30%)
b. Ability to discuss implications for your own direct practice (10%)
c. Evidence of your ability to critically engage with the topic from a
social justice lens (30%)
d. Evidence of your ability to present materials in an oral presentation format
(20%)
e. Evidence of creativity/innovation in presenting materials to an audience
(10%)
***Remember: In this presentation, what counts is ?A? level presentations NOTE
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***Please send me a copy of your PowerPoint (PDF) the night before your presentation
an ?A? student in the group.
There is an increasing expectation in the field that social workers have skills to
present psychosocial issues in a workshop or conference. In this assignment, you
will choose one topic and engage in a thoughtful critique about the and implication
for those impacted by it from a social justice perspective (e.g., structural social work,
anti-oppressive practice,feminism or other post-modern theories).
? Please feel free to be creative and choose any form of presentation (e.g., PowerPoint
slides, handouts, experiential exercises, the use of social media).
Assessment # 4 Final Essay
Assignment Due Date: April 5, 2022
Percent of Final Grade: 30%
Write a short essay to answer ONE of the following questions. Draw from chapters 9, 10, 11 and
12 of your book and at least five readings from the course. Please use your own words to show
your understanding and CRITICAL REFLECTION of the question. For example, when you are
presenting an intense argument with facts, you need to show it in your own words but using
facts demonstrated via inside text APA referencing (author, year, page #). NO QUOTATION,
NO INTERNET RESOURCE (only course readings and book chapters) are allowed to
answer this question. Also do not cut and paste from your book or articles for this essay. I
need to hear your voice on the topic, which means you need to engage with the question and
course readings.
***warning PLEASE WORK ALONE ON THIS. (See the regulation on Plagiarism on your
course outline).
1) What are the impacts current COVID-19 related restriction on marginalized groups and
how are particularly vulnerable groups such as Indigenous and Black Canadians being
affected by the pandemic? (you can use credible community or government reports, book
chapters and recommended reading for this question).
Or
2) Describe how both long-standing inequitable structures, ideologies, and the changes,
including the welfare state brought under neo-liberalism, are altering Canadian society.
Describe how they are impacting Canadians and especially vulnerable groups (be specific
on groups you are talking about).
? First identify the question you are responding to by copying and pasting your
selected question on the heading (one of the above).
? Try to be as concrete as possible when referring to social structures, ideologies, and
policies, and give examples by addressing the situations of at least two of the
social groups we have discussed at the course.
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? End your question by briefly discussing the kinds of responses you think are needed,
as social workers and collectively, if we are to move towards a society that reflects
and values social justice and equality.
As mentioned earlier, your references are strictly from course readings. It is one last chance to do
a thorough reading of what you learned in this course. Your paper should be minimum three and
maximum six pages double-spaced, in 12-point font, on numbered pages, and include a
bibliography (APA). Submit your paper earlier than the deadline of midnight (if you wait until
the last minute sometimes creates challenge (being on time is your responsivity!)
*** COVI-19’s emergency challenged us all, and we need to deal with it together.
Remember: Handing in assignments late is unfair both to other students who hand them in
on time and to me because I must submit your final grade on time on May 8, 2021.
*** Examples on how to do the referencing
Tips On Referencing
On the reference list when you are referencing the chapter – Chappell, R. (2014). The
Nature of Canadian Social Welfare. Social Welfare in Canadian Society (chapter 9). Fifth
edition. Toronto: Nelson Education LTD. (This shows you used chapter 9 and you do not
need to repeat it in your reference.
Then when it comes to inside text this is an example of how to use inside text chapter or
reading references – Neoliberals believe in the ?supremacy of the market in distributing good
and services? (Haque, 2008, p. 13), and expect market reliance to be able to solve social
problems (Chappell, 2014, p. 450).
How To Write Your Paper
? Essay format:
a) Introduction
b) Explain (e.g., pre-Covid-19 Experiences of Black and Indigenous Communities)
c) Discuss the Impact of COVID-19 on Black and Indigenous Communities.
d) Strategies to Improve Socioeconomic Status of Black and Indigenous Groups
e) Conclusion
Overall Grading Guidelines:
An A paper has a polished style, sound judgment, effective organization, and an
argument of substance. It often has a special flair, something extra which distinguishes it
from a competent B-plus paper: For example, originality or profundity, a special way
with words, exceptionally sounds research. A paper is rich in content and has a
sophisticated analysis. A reader has the sense of being significantly taught by the author,
sentence after sentence, paragraph after paragraph. Stylistic finesse is another keynote:
the title and opening paragraph are engaging; the transitions are artful, the phrasing is
tight, fresh and highly specific. Finally, an A essay, because of its careful organization
and development, imparts a feeling of wholeness and unusual clarity.
An A- or B+ paper displays a good job of meeting all the criteria of the assignment. It is
typically competent but undistinguished: although basically sound in content, style, and
organization, it lacks the stylistic finesse and richness of the content characteristic of an
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A paper. The paper demonstrates an ability to analyze as well as describe the subject
matter. The paper expresses sound ideas and imparts substantial information, which is by
no means devoid of interest. It will state a reasonably clear thesis or organizing principle
early in the argument: subsequent points will support that thesis or principle and be
ordered logically. Diction will be much more concise and precise than that of the C essay
and the text will be relatively free of grammatical and stylistic errors.
A ?B or C essay is an average or acceptable piece of work that does a good job of
meeting some, but not all the criteria. It often exhibits distinct lapses in style,
organization, and content. In one way and another the essay has shortcomings which
suggest that although it has something to say it has not fully come to terms with its
subject or expressed its insights clearly enough. It generally demonstrates a good ability
to describe the subject matter but is weak in the area of analysis. A number of papers fit
the C classification: those in which the ideas and information though present, seem thin
and commonplace; those in which the writing style falls clearly short of reasonable
expectations; those which stray from the assigned topic; those which deal with the topic,
but are too perfunctory; those which are rambling and disorganized; those which involve
a good deal of padding; and so on.
A D paper is fair. It shows a weak comprehension of the concepts, and/or the topic may
not be relevant, and/or it has weak links to the material and/or no critical analysis, a weak
or unclear description, poor organization or citation of sources.
An F essay has considerable faults in style, organization, and content. There may be
glimmerings of an argument, but these will be obscured by faulty logic, garbled prose,
frequent mechanical errors, and lack of any discernible principle of organization. Papers,
which require the marker to guess at the meaning behind the writer?s words, are F papers.
So do papers, which although they may make sense of some kind, bear little or no
relation to the topic. Other possibilities: slapdash papers which make one or two points,
but are obviously superficial efforts with no serious though
