https://writingresources.lakeheadu.ca/files/original/26e6b189cf7bed430d95e3e4fb04fecf.pdf bdeac026c28e98e42d9cee4abe84d347 PDF Text Text Writing Level – First year Department or Faculty – Environmental Studies Resource Type 1 – Essay/Term Paper Assignment Resource Type 2 – Rubric Resource Type 3 – Peer Review Information and Template GEOGRAPHY 1170, ENVIRONMENTAL ISSUES INSTRUCTIONS TO SUCCEED IN WRITING ON RESEARCH We have four steps to take you through before you put the final draft of a paper together. Invariably your career as a student will have you end up with “the night before it’s due” syndrome…but staring at a blank screen is no fun when you have a looming deadline and a ticking clock! Our four steps should become a natural way to avoid that syndrome every time you are assigned a paper that requires academic- and/or professional-level research. Here we will practice them in a formal fashion for grades in the lab mark along the way (see below). Your goal is to work in teams of four to six to put together an information set in a website design to address an environmental issue, similar to what British Columbia MLA’s Andrew Weaver did for the controversial wolf cull in that province’s effort to recover struggling mountain caribou herds. http://www.andrewweavermla.ca/2015/10/24/caribou/ As for any environmental issue, complexity demands several approaches to the literature that Dr. Weaver (a former University of Victoria professor and Canada Research Chair) has subtitled. The subtitled sections we envision in your website design, which is the final step, should lend themselves well to separating group work into individual efforts that will be most of the grade. Here are some environmental issues to work with (you’re free to sub in your favourite for me and the group to agree on as the basis for this assignment): 1. Where to put windfarms for minimum environmental and social costs? 2. How to approach urban geese? 3. What is an “overpopulation”? (In the sense of “too many” cormorants, white-tailed deer, etc.) 4. What are the implications of not cutting our “annual allowable cut” from our forests? 5. What should the size limit be on a “clear-cut”? 6. What’s the solution to “fishing down” our marine food web? 7. Are the Alberta oil sands part of a sustainable economy? 8. Should we be fishing in our National and Provincial Parks? 9. To what extent should small, rural communities be supported in Canada? 10. How to save Canada’s Carolinian forest? The four steps to preparing a good paper: �1. 2. 3. 4. The annotated bibliography The structural outline The peer review The final revision Normally, these steps are your own responsibility. This time, we will assign grades: 2 marks for booking a research consultation with the Liaison Librarian for the Faculty of Natural Resources Management, Janice Mutz. and completing the annotated bibliography by October 21, 2 marks for the structural outline by October 28, each based on your subtitled section; then 2 marks for the peer review of the website design to be done on November 4, and 4 marks for the final product, in which we will split the marks over your subtitled section and the overall design. 1. The annotated bibliography The annotated bibliography will be explained by Janice Mutz, Liaison Librarian, during your visit with her. Below is a link to a helpful resource from the University of Toronto: http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography The assignment is due October 21. You must show at least seven academic or professional references. 2. The structural outline The next page has the rubric on which we will grade what you have prepared as an outline for your portion of the overall website design, your subtitled section that addresses a component of the discussion on the environmental issue. The best way for many people to start writing as the annotated bibliography is underway is to use a draft introduction to organize approach to the paper. Your instructors and the writing coaches will look for your draft introduction (we will assign it 15 of the 40 marks in the rubric). It should have (following the Writing Manual and Style Guide for the Faculty of Natural Resources Management): • • • • A clear identification of the subject of your section of the website, including any background material relevant to the topic or references to previous sections of the website, as planned. Evidence of your thesis, the controlling idea that will guide the writing in this section. Definition of any key terms or place names, species descriptions, etc. that will be necessary to understand the writing that will come after the introduction. A statement of the planned organizational structure. Since the introduction acts as a blueprint for the section, you need to indicate the structure your section will follow. Often you can indicate your plan with a statement of the major points (or subtopics) you will discuss. �Below the draft introduction, your instructors will look for the evidence that will be discussed in a more complete draft of the writing. That counts for 25 of the 40 marks on the rubric. Essentially, this step creates a reorganized version of the annotated bibliography that begins to set up the paper. The assignment is due October 28. The rubric is on the next page. �Weight on mak OUTLINE COMPONENTS WEAK DEVELOPING PASS PROFICIENT Introduction is general or vague and unclearly related to thesis. Introduction is focused and clear but not well related to thesis. Introduction is focused, clear and well related to thesis. Introduction is focused, clear and well related to thesis. Material is well researched and accurate. Thesis statement limited to topic. Thesis statement provides unclear focus. Thesis statement is clearly focused and defensible. Thesis statement is clearly focused, defensible and compelling. Two to four subtopics are listed. Two to four subtopics are listed appropriate to thesis statement. Suggested subtopics deal effectively with the thesis statement. Suggested subtopics deal effectively and exhaustively with the thesis statement. Information references the subtopics but not clearly. Relevant information clearly references the subtopics. Relevant information clearly and exhaustively references the subtopics. DRAFT INTRODUCTION 1 1 1 Introduction of topic: Relevant history and background information, definition of key terms, if necessary. Thesis statement: State the topic and the focus of your investigation. Use sentence form and ensure that the statement is defensible. Organizational structure: List the subtopics you will use. (Usually 2 to 4 subtopics are appropriate for a 5 to 8 page essay.) PLANNED SUPPORT OF THESIS 3 For each subtopic, list some information/evidence you will use to develop your thesis. Information is provided but not clearly referencing the subtopics. 1 List these pieces of evidence in a logical order. No effort to provide order. A logical order is suggested. A logical order uses key words from the thesis statement. A logical order compellingly uses key words from the thesis statement. 1 Provide an in-text citation (author date) for each piece of information/evidence. Citations are provided but incomplete. Complete citations are provided. Complete and accurate citations are provided. Complete and accurate citations are provided free of style errors. TOTAL 40 Points assigned (as per rubric) 2 3 4 5 �3. The peer review The goals of a peer review are to: 1) improve writing skills; 2) strengthen editing skills; and 3) develop a quality final paper. The peer reviewer is assessing the writing for 1) content, 2) organization, 3) grammar and style and 4) formatting. The instructors for the course will not be marking the draft, nor will peer reviewers assign a mark. Do not mark up the peer’s paper; instead, you will use the form on the attached page. Peer reviewers will be marked on their effort as shown on the page submitted to the instructor. The assignment is due November 4 (in class). To gain the most out of the peer review process, authors should hand in a draft that is as complete as possible. Authors will get the draft back with a second copy of the peer review form at the end of class. This procedure will allow time to revise papers based on the peer-reviewer’s comments and submit the final draft on November 11. STEPS FOR PEER REVIEWERS: 1. Read the whole paper at least once before you begin your feedback. 2. Checking formatting against the Writing Manual and Style Guide for the faculty. 3. Write a summary of your peer review addressing: 1) content, 2) organization, 3) grammar and style and 4) formatting. Use the attached form. QUESTIONS YOU MAY WANT TO ASK AS YOU REVIEW THE PAPER • • • • • • • What is the main point of the paper? What is the biggest problem? What is the biggest strength? What content does not fit the main point/and or audience? Where should more details/examples be added? Why? Is the organization confusing? Is the writing unclear or vague? �TERM PAPER PEER REVIEW FORM (Submit this copy to the paper authors) Environmental Issues: _________________________________________________________ PEER REVIEW (Use back of sheet if necessary.): 1. THESIS (CONTROLLING IDEA) 2. ORGANIZATION 3. CONTENT 4. WHAT I LIKED BEST AND WHAT I LIKED LEAST �TERM PAPER PEER REVIEW FORM (Submit this copy for 2 marks) Peer Reviewer’s Name: ___________________________________________________ Environmental Issue: _____________________________________________________ PEER REVIEW (Use back of sheet if necessary.): 1. THESIS (CONTROLLING IDEA) 2. ORGANIZATION 3. CONTENT 4. WHAT I LIKED BEST AND WHAT I LIKED LEAST � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Assignments Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://docs.google.com/document/d/1InXsRVlV0dw5JwE6JsEMUGBvUM2KAZx1ARNapM1R7Ig/edit?usp=sharing" title="GEOG 1170/ ENST Instructions to Succeed in Writing on Research" target="_blank" rel="noreferrer">GEOG 1170 Instructions to Succeed in Writing on Research</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GEOG/ENST 1170 Instructions to Succeed in Writing on Research Subject The topic of the resource GEOG/ENST 1170