Order Description
The marginalised group I have chosen is disabled people (i.e. people who are mentally ill, have a mental or physical disability etc.)

The examples/case studies need to be recent (2012-onwards).

With the referencing, please specify specific pages used where necessary.
ATS2458 Assessment Task 1: Essay Marking Rubric Sem 2 2016
Intellectual standard/ Facet of Inquiry
Fail
Below level to pass
Pass-Credit
Lowest expected level to pass
Credit-Distinction Distinction-HD
Highest expected attainment level
Capacity to relate research material to essay question and unit themes.
Capacity to
formulate an
argument and address the essay question
Student does not relate research material to the essay question indicating a lack of understanding of unit themes.
Student does not answer the essay question nor do they formulate an adequate argument in response to the question.
Student makes limited attempt to relate research material to the essay question. Student provides a limited explanation of the relevance of the research material indicating a superficial understanding of unit themes.
Student provides a limited response to the essay question and an argument is presented, but requires further development
Student clearly relates research material to the essay question. Student provides a clear explanation of the relevance of the research materials to the essay question indicating a sound understanding of unit themes.
Student provides a clear argument that addresses the question, demonstrating a sound understanding.
Student clearly and consistently relates research materials to the essay question. Student provides a sophisticated explanation of the relevance of the research material to the essay question indicating an advanced understanding of unit themes. Student provides a clear argument that addresses the question, demonstrating advanced understanding.
Essay structure Student does not provide a
clear and logical essay structure. Student makes limited attempt to provide a clear introduction or conclusion.
Student attempts but is limited in their capacity to provide a clear and logical structure in response to the essay question. Student provides appropriate introduction or conclusion, but there is room for further development.
Student provides a clear and logical essay structure. Student includes a well-crafted and appropriate introduction or conclusion.
Student provides a sophisticated and logical essay structure. Student provides a clear and concise introduction and conclusion and cogent structure for the body of the essay.
Grammar/ Spelling/ Punctuation
Citing and referencing
Assignment has numerous repeated errors in grammar, and/or spelling and/or punctuation.
References missing,
incomplete and/or presented in incorrect style (e.g. footnotes)
Assignment has repeated errors in grammar, and/or spelling and/or punctuation.
References are presented according to the Harvard in-text system. References are repeatedly incorrect, unclear and do not allow for easy location of the referenced material.
Assignment has minor errors in grammar, and/or spelling, and/or punctuation.
References are presented according to Harvard in-text system. They are generally correct, clear and allow for easy location of referenced material.
Assignment is essentially free from errors in grammar, spelling and punctuation.
References are presented according to Harvard in-text system. They are correct, clear and allow for easy location of referenced material.
Was the assignment submitted on time? YES NO Deductions (if applicable)