UTS College ACAD001 ACADEMIC COMMUNICATION Semester 1 Assessment Item Name READING Weighting 25% Due Date 11 APRIL 2022 Assessment item description A description of the assessment item is as follows: In this assessment, you will read texts, annotate texts, watch a video and then answer questions. Subject learning outcomes (SLOs) & Language learning outcomes (LLOs) On successful completion of this assessment item, students should achieve the following outcomes: SLO1i: LLOs SLO3i: LLO purposefully select, and critically evaluate meaning-making in, a range of relevant texts 1. identify and explain opinions, main points and supporting information 2. evaluate texts for quality, logic, reliability, relevance 3. make inferences, identify and explain bias, irony and/or digressions 4. identify and explain logical relations 5. locate, select, and evaluate texts relevant to research needs 6. make notes systematically apply academic conventions to maintain academic integrity 1. apply APA 7th edition style referencing conventions Assessment item brief For this assessment item you are required to do the following: Read the text that your teacher has provided. Select a video (YouTube/Ted Talk) and another reading (UTS Library) which relate to, but may not necessarily have the same perspective on, the same topic as the reading provided by your teacher. Complete the following tasks either by writing in the provided spaces or by recording yourself saying the answers as a video with PowerPoint slides (each slide should have one task which you talk to). Annotate the text that your teacher has provided. Upload this document in addition to the annotated reading. ASSESSMENT ITEM BRIEF UTS College Assessment item submission requirements For this assessment item you are required to submit the following: You can choose to do this in one of two ways: Option A Option B Answer all the questions / complete all the tasks in writing by filling in the table. Answer all the questions / complete all the tasks in a video recording (with each question on its own PowerPoint slide). You need to submit: 1. Option A: completed question table or Option B: video recording 2. Annotated text (see examples below). The text is provided by your teacher 3. Examples of annotated text UTS College The tasks are related primarily to the scholarly article that has been provided by your teacher, unless stated otherwise. All tasks marked with an asterisk (*) require you to make notes on the PDF of the reading provided by your teacher. That is, highlight key words and sentences and then make a note. Begin each note by naming what task it refers to (e.g. for 2*, you will start your note with ‘technical vocabulary:’). Note: Your writing or speaking skills are not graded in this assessment. However, your teacher must be able to understand your meaning. Note: Tasks are colour-coded to reflect the stage in the course they are discussed: blue reflects representational meanings pink reflects interpersonal meanings yellow represents organisational meanings You can complete the relevant questions as soon as the meaning has been discussed in your tutorial. Reading Table identify opinions, main points and supporting information Task 1 What is the topic Very briefly (25 words or fewer) describe the content of the text. Global international trade is booming, but small economies and the poorest countries are still behind. 2.* What are three main technical terms/concepts Provide definitions from the reading, if possible, and explain the definitions in your own words. GDP: Gross Domestic Product. LDCs: Less Developed Countries. SDG: Sustainable Development Goal. UTS College 3.* What is the main argument Provide a quote and explain the information in your own words. Do you think this is a valid argument Why/why not ‘This strong and rapid trade recovery was largely unexpected. However, a significant worry has been that differences in financial resources could result in an uneven.’ — it is a valid argument. According to the graphical information provided in the article, the rate of commodity trade between small economies and LDCs is growing very slowly. 4.* What are the main findings and conclusions List them in your own words. In which ways do the conclusions that are drawn follow/do not follow from the discussion The main finding: smaller economies are more vulnerable than larger economies and tend to be more severely affected by outbreaks. The trade recovery has been driven in large part by developed and emerging economies. The conclusions: Slow trade recovery in small economies a concern. The conclusions that are drawn follow from the discussion. 5.* What are the examples, illustrations, tables, objects, data, statistics, texts, advertisements that the author uses to support/illustrate the argument/points The author used dynamic graphs, data and statistics to support the argument.. 6. List three points that the author(s) present as facts and three points that are presented as opinions. To what extent do they help support the argument / the claims Fact Opinion 1 Poorest countries’ export levels still average 5% below pre-pandemic levels. International trade recovery imbalance. 2 Merchandise export levels in the smaller economies remain, on average, 25% below pre- pandemic levels. The smaller the economy, the weaker its export recovery towards pre-pandemic levels. 3 Whether in Africa, Asia, or Latin America, smaller economies’ exports have recovered to a lesser extent than their larger neighbors. The positive correlation remains valid also when considering economies within regions. evaluate texts for quality, logic, reliability, relevance 7.* In which way is the reading still current / no longer current In which way is the evidence accurate, logical, convincing Are the claims unsubstantiated (not supported), contradictory The reading is still current, The smaller the economy, the weaker its export recovery like pre-pandemic levels. The evidence: authoritative data sources and complete data samples. No, they are not. 8.* What is the methodology / approach / theory that has been used Are they appropriate Why/why not Are there any issues with the way the argument/ experiment/ reasoning is presented Data used to support article arguments in this article. It is appropriate, because the theme of this article is the recovery of national trade, and the use of data can directly illustrate the article’s thesis. The methodology used is too single, cite authoritative sources can be used to make the article more convincing. UTS College 9.* List three ways in which this text is (not) going to help you with your other assessments Be explicit. Firstly, the analysis of data and the use of icons enable the audience to understand the essay’s argument visually. Secondly, learn to analyze the essence of things through phenomena. Thirdly, using facts to prove the argument of the essay. 10* What is the scope (limitations – context, data, sample size, etc.) That is, what is the extent of the area or subject matter that the author is focusing on The trade of global. make a range of inferences and identify bias, irony, digressions 11* What is the purpose of the text Reminding the audience those small economies and the poorest countries are falling behind in their trade exports. 12* Who is the intended audience (List three. Do not write ‘student’ ‘researcher’; be specific. Justify your answer by refereeing to words or phrases in the text). Audience Words/phrases from the text to indicate the audience 1 National leaders that attend UNCTAD Source: UNCTAD based on national statistics. 2 Businessmen form East Asian that deal with trade exports. By the summer of 2020, fueled by exports of COVID-19 related goods – largely from East Asian economies. 3 Export sector of small economies and the poorest countries the difficulties of both rich and poor countries in restarting their export sector. 13* Research on the author(s): List any factors that may indicate potential bias, stereotyping, or conflict of interest. Include here any irrelevant information/irony the author may have included. What is the position/perspective of the author in relation to certain issues Provide evidence by referring to language choices made in the text. The authors are too conservative and pessimistic, the epidemic is gradually improving, and global trade is booming, even for small economies and the poorest countries are developing slowly, it is not a cause for concern. 14* What is your reading position Do you agree / disagree with any of the points the author makes Provide at least one (1) point. Why do you agree / disagree My reading position is to understand the reasons for the different growth rates of global trade. Yes, I agree. Because it is inevitable that small economies and the poorest countries will have gaps with other countries due to problems caused by differences in financial resources, such as transportation, public facilities and lack of awareness. identify logical relations 15.* How does the reading relate to other texts that you have read/watched Confirmations (do the texts say the same or similar things – provide details) Both articles discuss the negative impact of covid-19 on global trade, especially for small economies and the poorest countries. The findings of this study show that the COVID-19 problem in exporting countries has a significantly negative effect on trade UTS College Contradictions (do the texts say opposite things – provide details) 16* How is the text organised Do not write “introduction, body, conclusion”. Write about the content, the progression of the argument, experiment, report, etc. Firstly, the pace of global trade development is presented, and small economies and the poorest countries are falling behind. Secondly, a subheading is used to introduce the next argument, that the imbalance in international trade recovery is caused by differences in financial resources and a large amount of data and tables are used as evidence to prove the argument, and finally the report concludes that small economies tend to be more vulnerable and more affected by the pandemic, so the slow export recovery of small economies is a cause of concern. locate, select, and then evaluate a range of texts relevant to research needs 17 Provide a summary of the content of the reading and video that you researched (50 words). Very briefly explain how they are relevant to your personal, study and work needs. Briefly demonstrate that they are reliable sources of information. I found this journal in google scholar. this article cites a lot of data and surveys to argue my arguments. In my future study and work, I have learned to cite authoritative sources to make my paper more credible, which makes me choose my references more carefully. apply APA 7th edition style referencing conventions 18 References: use APA 7th edition style. Matezo, E., & Matondo, B. (2022). The Effect of COVID-19 on International Trade: Evidence from Sub-Saharan Africa. American Journal Of Industrial And Business Management, 12(01), 73-87. https://doi.org/10.4236/ajibm.2022.121006 REMINDER: Upload this completed document + annotated reading. UTS College Assessment item grading criteria For this assessment item you will be graded according the following criteria: CRITERIA HD D C P F3 F2 F1 F0 Identify and explain opinions, main points and supporting information Identify and explain opinions, main points and supporting information Some features of D are exceeded The task demonstrates more than adequately the ability to Identify and explain opinions, main points and supporting information. This means that all the answers are generally well- developed, and the issue well-explored. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to Identify and explain opinions, main points and supporting information. This means that all the answers are generally scant, limited and/or underdevelop ed. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met Evaluate texts for quality, logic, reliability, relevance Evaluate texts for quality, logic, reliability, relevance Some features of D are exceeded The task demonstrates more than adequately the ability to evaluate texts for quality, logic, reliability, relevance. This means that all the answers are generally well- developed, and the issue well-explored. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to evaluate texts for quality, logic, reliability, relevance. This means that all the answers are generally scant, limited and/or underdevelop ed. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met UTS College Make inferences, identify and explain bias, irony and/or digressions Make inferences, identify and explain bias, irony and/or digressions Some features of D are exceeded The task demonstrates more than adequately the ability to Make inferences, identify and explain bias, irony and/or digressions. This means that all the answers are generally well- developed, and the issue well-explored. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to make inferences, identify and explain bias, irony and/or digressions. This means that all the answers are generally scant, limited and/or underdevelop ed. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met Identify and explain logical relations Identify and explain logical relations Some features of D are exceeded The task demonstrates more than adequately the ability to Identify and explain logical relations. This means that all the answers are generally well- developed, and the issue well-explored. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to Identify and explain logical relations. This means that all the answers are generally scant, limited and/or underdevelop ed. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met UTS College Locate, select, and evaluate texts relevant to research needs Locate, select, and evaluate texts relevant to research needs Some features of D are exceeded The task demonstrates more than adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that answers convincingly demonstrate that additional readings and videos are relevant and have been evaluated mostly successfully. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that answers demonstrate that additional readings and videos are relevant and have been evaluated; however, the answers are underdevelop ed, unconvincing and / or unclear. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met Make notes Some features of D are exceeded The task demonstrates more than adequately the ability to make notes. This means that almost all the notes are appropriately located and well- developed. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The task demonstrates only adequately the ability to make notes. This means that some notes are inappropriatel y located and are underdevelop ed. A couple of notes may be missing. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met UTS College Academic Integrity Reference list and citations Some features of D are exceeded The reference list and citations follow APA 7th edition with unsystematic minor errors. In-text citations are provided for almost all external authorial voices. More than one but not all features of D are observed At least one area is above F (but not necessarily D standard) The reference list and citations generally follow APA 7th edition but there may be errors, some of which may be systematic but minor. More than half but not all of the F3 descriptors are met Half or fewer, but at least one, of the features of F3 are met Did not submit or no features of F3 are met
