ENG S1A1 - Essay

Taylor’s University FNBE - English 2 (ENGL 0205)

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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Foundation in Natural and Built Environment (FNBE)

English 1 [ENGL0105]

Assignment: Essay Question

Assignment Individual work.

LO

As per stated in the module

25% EssayWeek 7

21st March,2014

INTRODUCTIONThis assignment evaluates academic writing skills for a basic 5-paragraph expository or argumen-tative essay. It also evaluates the student’s ability to research information to support the argu-ments proposed in the essay, to cite the sources of information and also to provide a list of refer -ences.

Referencing:All persons, books and other sources of information are to be referenced in accordance with the APA Style.

OBJECTIVES OF ESSAY WRITINGThe objectives of this project are as follows:

1. Provide practice in basic 5-paragraph essay writing. 2. Provide instructions in basic referencing skills. 3. Provide basic analytical skills for contemporary essays and reading texts.

LEARNING OUTCOMES OF THIS REPORT

The learning outcomes of this assignment are:

1. Write a well-developed and well-organised 5-paragraph expository and argumentative es-say.

2. Apply correct APA style referencing techniques.

3. Analyse contemporary essays and reading texts critically.


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TASKS – METHODOLOGY

Your tasks are as follows:

1. In some countries young people have little leisure time and are under a lot of pressure to work hard in their studies. What do you think are the causes and effects of this condition? Plan your re-sponse, and then write a cause or effect essay.

2. Write a compare or contrast essay about any two traditional houses of your choice.

3. Identify the steps involved in producing an attractive sketch. Then, write a process essay to describe this process.

SUBMISSION REQUIREMENT

1. You are required to answer only ONE question. 2. The word limit for this assignment is 600 to 800 words only.3. You must research the topic that you choose and write an essay that is informed by au-

thority.4. Submissions after 21st March, 2014 will not be entertained.5. The essay must be typed on A4 paper using font style ARIAL point size 12 with double

spacing. 6. Your essay must be submitted with the following:

i. pre-writingii. citations within the text supporting your argument (APA

referencing format)iii. a list of references (Works Cited in APA format) attached at

the end of your essay iv. cover page (follow the attached format)

ASSESSMENT CRITERIAThe assessment for this assignment will be based on: • Your demonstrated understanding of the brief.• The content of the write-up—strength of central idea and relevance to the question.• Clear and coherent organization of ideas and argument.• Ability to use scholarly references to support arguments and ideas.• Grammar and mechanics.

MARKING CRITERIA


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Descriptors Level 1 Level 2 Level 3 Level 4 Level 5 Total

Percentage 40-49% 50-59% 60-69% 70-79% 80% & above Marks

Prewriting - 10(per paragraph)

Lack sup-porting de-tails or exam-ples

One sup-porting detail or example

Two sup-porting de-tails or ex-amples

3 supportingdetails or exam-ples

Good and sequentiallydeveloped

Unity – 10(Structure)Intro/SupportingParagraphs/ Conclusion

Essay is not assigned with the topic with general intro-duction and conclusion

2 main ideas provided with general supporting ideas with general in-troduction and conclu-sion.

3 main ideas pro-vided but they are loosely con-nected. In-troduction with a thesis statement and a gen-eral conclu-sion.

Provided a thesis statement with 3 topic sentences but each para-graph contains 2 or less specific details. No rec-ommendation for the conclusion.

Well developed in-troduction with a thesis statement, 3 topic sentences and 3 specific de-tails for each paragraphs and has recommenda-tions for the con-clusion.

Support – 30 Provides general ideas with one spe-cific detail.

Provides two specific de-tails.

Logical pro-gression in ideas. 3-4specific details in-cluded.

Logical progres-sion in ideas. 5-7 specific details included.

Ideas are clear and logical. Pro-vides 8 or more specific details with resource in-formation.

Coherence – 30 Essays show little develop-ment or rela-tionship among ideas.

Uses 2 or less transi-tional words or other word con-nectors. Lack of logi-cal progres-sion.

Uses 3 word con-nectors. Se-quence of idea is evi-dent.

Uses 4 word connectors. Logi-cal progression of ideas.

Shows an in-depth understand-ing of topic and provides indepen-dent thought.

Sentence skills 20

Compose simple and monotonous sentences. Serious er-rors in choice of words and mechanics.

Compose simple sen-tences with numerous errors in me-chanics. Ap-propriate choice of words.

Compound sentences with fewer errors in mechanics.Ability to use precise choice of words.

Complex sen-tence structure and consistent use of mechan-ics.

Free from errors in sentence struc-ture, choice of words and gram-mar.

SUGGESTED REFERENCES


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1. Langan, J. (2008). College Writing Skills with Readings. (7th Ed.)New York: McGraw Hill.

2. Terry, M. & Wilson, J. (n.d.) Focus on Academic Skills for IELTS. Longman.

SUGGESTED COVER PAGE / AUTHORSHIPShould be well designed with the necessary information;

[Name / all in group][Id][Module][Session] January, 2014


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Pre-writing

Peer Pressure:- worried to fall below standard

- competitive atmosphere

- open strife, veiled struggles

- jealous classmates who did better

Pressure from parents:- demanding, try to control over children

- high expectation of abilities, potential

- disappoint them

Pressure from society:- neighbourhood influence, western cultural influence and media distraction.

- affect the career-choosing option

- compare their academic performance to other teens

Less leisure time:- one-thirds (34%) of teenagers report spending time self-studying for an aver-

age of five hours per week

- priority study over play and creative activities

- aggressive

- take out frustration

Mental Problem: - low self esteem

- sleep problems, emotional outburst and even depression

- self-harming case and suicides

Physical problem:- appetite disturbances and eating disorder

- get illness easily

- sleep for six hours per night- unhealthy lifestyle


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Academic Pressure on Rise for Young People

Today, some countries stress on examinations, where education is the

kernel of the country’s economic development, such as South Korea and India.

No doubt, young people are struggling from a tremendous amount of pressure on

academic and has little leisure time. Based on a report which was issued by the

Horatio Alger Association of Distinguished Americans, the proportion of pressure

found by young people to achieve good grades increased from 62 percent to 79

percent in seven years time. Basically, academic pressure brings effects such as

little leisure time, mental and physical problem to young people due to peer pres-

sure, pressure from parents and society.

One of the main factor is the academic competition among peers in the

school, the ‘pressure cooker’. Young people feel tension falling below the stan-

dards of their friends and they feel jealous when their classmates did better, who

are all in the running for being the valedictorian. This kind of open strife and

veiled struggles among classmates will create a keen competitive atmosphere.

Aside from that, parental pressurisation for academic achievement also give rise

to this phenomena. They tend to hover over young people by being demanding

and controlling because they want to be involved in the life of them. On the other

side, young people are worried if they disappoint their parent’s for not meeting

the unrealistic expectations of abilities and potential. Beside from this, pressure

http://www.horatioalger.com/index.cfm


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from society worsen this case which come from the neighbourhood influence,

western cultural influence and media distraction. Young people started to panic

about the constant comparison which will affect the career-choosing option in the

future. They compare their academic performance to other teens 24 hours a day

through updates on Facebook, Twitter, Snapchat, Wechat, and that only in-

creases the stress. As is the situation in Japan:

The flow is simple: in order to get a good job, one has to get into a good

university. In order to get into a good university, one must do well on the ent-

tance examination. In order to do well on the en- ttance examination, one must

study very hard, and for many years. (Ogura, 1987, p. 27)

These issues will result in an negative and long-term consequences on

young people as they grow. One of the negative impact is young people will have

less leisure time. The result of an survey shows one-thirds (34%) of teenagers

report spending time self-studying for an average of five hours per week. This is

due to prioritising study over play and creative activities which might lead to so-

cial isolation which worsen relationship with family and friends. Young people be-

come more aggressive when they didn’t meet parent’s expectations by having

conflicts with parents and taking out anger on siblings. As for relationship with

friends, the keen competitive atmosphere may cause young people getting into

altercations with classmates while releasing their irritability and frustration.


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Moreover, academic pressure will also followed by mental and physical

problems on young people. Having low self esteem which is caused by destruc-

tive thoughts and undirected belief, young people may encounter problems such

as sleep problems, emotional outburst and even depression at early age. Per-

sonal growth will be curtailed when rate of self-harming case and suicides are ris-

ing. For instance, the youth suicide rate in South Korea, who prides itself in aca-

demic achievements, is alarming due to intense academic pressure. As for the

aspect of physical problem in young people, they usually have appetite distur-

bances and eating disorder which caused them living with an unhealthy lifestyle.

Statistics show young people nowadays sleep for six hours per night in average

which is under the standard sleeping duration, eight hours per night. As a result

of these, young people get illness easily because they have weak body immune

system.

In a nutshell, young people in some countries today are more tension be-

cause they cannot cope with academic stress. The competitive atmosphere

among classmates and society, the demanding parents have led to lack of enter-

tainment and both mentally, physically impact on young people. However, Psy-

chologist Alvord says a balanced life should be the goal for all families. Parents

should be realistic when setting expectations to prevent contention whereas

schools should make sure a harmony learning environment for young


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people. Young people must learn time management by dividing time for studying

and leisure time for sports, socialising, hobbies and others equally. By learning

habits to combat academic stress, there will be benefits beyond the classroom.


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Reference List

Bell, J. (2014). Exam pressure can lead to mental illness if neglected, experts warn UAE pupils. The National. Retrieved 23 March 2014, from http://www.thenational.ae/uae/ health/exam-pressure-can-lead-to-mental-illness-if-neglected-experts-warn-uae- pupils

Cullen, L. (2007). Stress makes you stupid. Work in Process. Retrieved 21 March 2014, f rom http://business.time.com/2007/08/06/stress_makes_you_stupid/

Lin, J. & Chen, Q. H. (1995). Academic Pressure and Impact on Students’ Devel-opment in China. MCGOLL Journal of Education, Vol. 30 (No.2 Spring). Re-trieved 22 March 2014, from http://mje.mcgill.ca/article/viewFile/8237/6165

Lin, Y. M., Lin, S. C., Wang, M. Y. & Chen, F. S. (2009). What causes the aca-demic stress suffered by students at universities and colleges of technology?. World Transactions on Engineering and Technology Education, Vol.7 (No.1, 2009). Retrieved 22 March 2014, from http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.7,%20No.

1%20(2009)/12-Lin-18.pdf

Lynch, M. (2014). Study Shows Teen Stress Levels Higher Than Adults. 90.5 Wesa. Retrieved 23 March 2014, from http://wesa.fm/post/study-shows-teen-stress-levels- higher-adults

Wolniak, G. C., Neishi, K. M., Rude, J. D. & Gebhardt, Z. (2012). The State of Our Nation’s Youth 2012-2013. Alexandria, Vergina: Horatio Alger Association of Distinguished Americans, Inc.

http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.7,%2520No

http://business.time.com/2007/08/06/stress_makes_you_stupid/

http://wesa.fm/post/study-shows-teen-stress-levels-

http://wesa.fm/post/study-shows-teen-stress-levels-

http://www.thenational.ae/uae/