Task explanation Being able to conduct academic research and integrate the results of this with your own ideas on issues is an essential skill at university. This task will develop your researchin
Task explanation
Being able to conduct academic research and integrate the results of this with your own
ideas on issues is an essential skill at university. This task will develop your researching and
academic writing skills through an argumentative essay and require you to use the Harvard
Referencing style. An argumentative essay should persuade the reader to a particular point of view on the strength of the reasons presented. It should show a clear line of reasoning based on sound academic evidence and support of the point of view expressed in the thesis statement. Select an essay question from the range provided and write a 5-paragraph argumentative essay structured:
- an introduction incorporating:
o a background/contextualising statement to the topic
o a thesis statement which introduces the topic and outlines your position [i.e. for or against]
o a scope statement outlining the focus of the three body paragraphs
- two body paragraphs supporting your thesis statement, each with a distinct and separate topic focus [identified in the topic sentence]
- one counter argument body paragraph, including a rebuttal ā¢ a concluding paragraph
- a reference list written in the Harvard style
o all sources cited in the reference list must be used at least once as an in-text reference in the body paragraph
o a minimum of three and up to eight academic reference sources are required to support your position and develop your arguments within your body paragraphs - less than three academic sources will result in a fail grade
Note the structure and content of this essay must closely follow that as presented in the lectures and tutorials of this course.
Essay topics
Topic 1: Argue for or against the assertion that student peer review of coursework enhances academic performance of students at university.
Topic 2: Argue for or against the assertion that group work enhances academic performance of students at university.
Topic 3: Argue for or against the assertion that the use of rubrics enhances academic performance of students at university.
Research sources
Please note: These lists are to support your research and you may have a maximum of fifty
percent of your total research sources from this list with the remaining sources through
your own research using USC Library and/or Google Scholar. Failure to source your own materials will result in a reduced grade on the Body Paragraphs section of the rubric. Your sources must include one book or eBook.
Topic 1 - Argue for or against the assertion that student peer review of coursework enhances academic performance of students at university.
[Note that this is not the peer review process that is used in academic journal article
publication.]
Journal articles
- Group work as āterrains of learningā for students in South African higher education
- The impact of peer-review on undergraduate grades when
students decide whether to participate
- Engaging students in peer review: feedback as learning
- Using peer review for student performance enhancement: experiences in a multidisciplinary
higher education setting
- Peer review in higher education: student perceptions before and after participationā ā¢ How does student peer review influence
perceptions, engagement and academic outcomes? A case study
Books/eBooks:
- Book: Feedback matters: current feedback practices in EFL classroom
- Chapter: Peer reviewing in a collaborative teaching and learning environment
- Book: Advances and innovations in university assessment and feedback: a festchrift
- Chapter: Guiding principles for peer review: Unlocking learnersā evaluative skills
- Book: Feedback matters: current feedback practices in the EFL classroom
Chapter: Peer reviewing in a collaborative teaching and learning environment
Topic 2 - Argue for or against the assertion that student group work enhances academic performance of students at university.
Journal articles:
- Collaborative learning practices: teacher and student perceived obstacles to effective
student collaboration
- Small group learning: Graduate health studentsā views of challenges and benefits
- Successful student group projects: Perspectives and strategies
- The importance of trust for satisfaction, motivation and academic performance in
student learning groups
- What makes a āgood groupā? Exploring the characteristics and performance of undergraduate student groups
- Intercultural group work in higher education: costs and benefits from an expectancy-value theory perspective
Books/eBooks:
- Collaborative learning techniques: a handbook for college faculty
- The guide to learning and study skills: for higher education and at work
- Essential academic skills
Topic 3 - Argue for or against the assertion that the use of rubrics enhances academic performance of students at university.
Journal articles:
- Good and bad practices in rubrics: the perspectives of students and educators
- The use of assessment rubrics to enhance feedback in higher education: an
integrative literature review
- Linking Rubrics and Academic Performance: An Engagement Theory Perspective
o Note: This one wonāt come up in UniScās library. Use Google Scholar to locate it. ā¢ Assessment of Studentsā Argumentative Writing: A Rubric Development
- A plan for the co construction and collaborative use of rubrics for student learning
Books/eBooks:
- Facilitating Student Learning and Engagement in Higher Education Through Assessment Rubrics
Summary of Assessment Requirements
The assessment requires students to write a five-paragraph argumentative essay demonstrating their ability to conduct academic research, integrate findings, and present a persuasive, evidence-based argument. The essay must follow a clear structure and apply the Harvard Referencing style.
Key Requirements:
- Select one essay topic from the given list (peer review, group work, or rubrics and academic performance).
- Structure:
- Introduction ā with background/context, thesis statement, and scope statement.
- Two supporting body paragraphs ā each presenting distinct arguments supporting the thesis.
- One counter-argument paragraph ā acknowledging the opposing view and rebutting it.
- Conclusion ā summarizing the position and reinforcing the argument.
- Reference List ā minimum of three and up to eight academic sources (at least one book/eBook).
- Sources must include both those suggested and self-researched through USC Library/Google Scholar.
- Less than three academic sources will result in an automatic fail.
- The essay should demonstrate critical reasoning, persuasive writing, and integration of academic evidence.
Step-by-Step Academic Mentor Guidance
The academic mentor guided the student through the assessment in a structured process:
Step 1: Understanding the Task
The mentor first explained what an argumentative essay is and how it differs from descriptive or narrative writing. Emphasis was placed on the need for a clear thesis statement and a logical line of reasoning supported by academic evidence.
Step 2: Choosing a Topic
The student reviewed the three essay topics. The mentor helped the student in narrowing the focus by selecting one topic that aligned with their interest (for example, āstudent peer review enhances academic performanceā).
Step 3: Research and Source Selection
The mentor guided the student in accessing the USC Library database and using Google Scholar. Together, they identified a combination of suggested journal articles and one academic book/eBook. The mentor emphasized ensuring that at least 50 percent of sources were self-researched.
Step 4: Essay Planning and Structure
The essay was mapped into five clear paragraphs. The mentor worked with the student to draft:
- Introduction: Context, thesis, scope statement.
- Body Paragraphs 1 and 2: Each covering one distinct supporting argument with evidence.
- Body Paragraph 3: Counter-argument with rebuttal.
- Conclusion: Restating thesis and summarizing arguments.
Step 5: Drafting the Essay
The student drafted the essay while the mentor provided feedback on topic sentences, coherence, and integration of evidence. Special attention was given to in-text referencing in Harvard style.
Step 6: Review and Refinement
The mentor checked the draft for academic tone, persuasiveness, proper referencing, formatting, logical flow, and cohesion. The student refined the essay based on feedback.
Final Outcome
By following this structured process, the student was able to:
- Develop a well-researched and persuasive argumentative essay.
- Use three to eight credible academic references, including a book/eBook.
- Apply Harvard Referencing style accurately in both in-text citations and the reference list.
- Demonstrate critical thinking, structured reasoning, and persuasive writing skills.
- Cover all assessment requirements and avoid common pitfalls such as plagiarism or lack of sources.
Learning Objectives Achieved
- Improved ability to conduct independent academic research.
- Developed skills in argument construction and persuasive writing.
- Learned to critically engage with counterarguments and strengthen rebuttals.
- Gained competency in using the Harvard Referencing style.
- Enhanced time management and academic writing confidence.
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