| University | Massey University (MU) |
| Subject | 230210 Tū Rangaranga Global Citizenship and Conflict/Poverty and Inequality |
Due date: Monday Week 13 (see drop-box for exact date)
Weighting: 40%
Word Count: 1500 words (+/- 10%)
This assignment requires you to demonstrate your understanding of the concepts that are at the core of this paper: Global Citizenship, Rights, and Responsibilities.
Throughout the course we have used the concept of global citizenship to explore the implications of living in an interconnected world, with a focus on the global challenges of climate change, conflict, and poverty and inequality
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Task
This essay requires you to apply and consider what this concept offers when thinking about rights and responsibilities in relation to a real-life example of conflict (weeks 7 and 8) OR of poverty and inequality (weeks 9 and 10).
To do this your essay will:
- Present the definition/s of global citizenship that you will be applying in your essay
- Choose and briefly describe an example of conflict OR of poverty and inequality (no more than 300 words).
The example could be a place (such as Ihumātao), an event (such as conflict in
Sudan), a change (such as recent pay equity legislation changes), or an object (such as fast fashion). The example you choose may or may not be covered in the course materials – either is fine. You may have a personal connection to the example, but this is not a requirement.
- Critically consider and develop an argument about how ideas of global citizenship are valuable, useful, and/or meaningful (or not) to understanding individual and/or collective rights (who is affected and in what ways?) as well as individual and/or collective responsibilities in the context of your example.
When considering responsibilities, you should discuss the role of at least TWO actors (an actor might be an individual, a government, a multinational corporation, an iwi group etc).
Additional information
You should not just describe global citizenship, rights, and responsibilities in relation to your example. To critically apply global citizenship, you could be thinking about things like:
- How are rights and responsibilities culturally informed?
- Are Human Rights universal? Are the rights under the UDHR useful if they are not enforceable?
- What ways can people in Aotearoa New Zealand respond to threats to rights associated with conflict/poverty and inequality in other countries? Do people in Aotearoa New Zealand even have a responsibility to respond to these ‘far-away’ threats?
- How can different actors exercise agency and engage in actions that make a difference? The week 11 material (particularly Chapter 19 of the textbook) will be useful for this kind of discussion.
- How do ‘soft’ and ‘critical’ conceptions of global citizenship differ?
Referencing
In constructing your essay, you should draw on at least 5 appropriate academic sources that support your position. At least one of these references should be from the list of relevant readings for this assessment. You may also include additional news media sources, if you choose to.
When you are paraphrasing and directly quoting sources then you must indicate this with intext citations.
You should also include a full reference list (APA style preferred). This reference list is not included in the word count.
You must submit 2 files:
- The essay
- An AI statement
Important note: keep a version history for every assignment (even if you choose not to use AI). You can create a version history manually by saving separate drafts as you revise your work (e.g., Assignment_1_Draft_1.docx, Assignment_1_Draft_2.docx), or by using the version history feature in Microsoft OneDrive or Google Drive. See here for more information on Massey’s policy.
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230210 A4 RUBRIC
| Criteria | Developing | Satisfactory | Proficient | Excelling |
| Content (50) | ||||
| *Coverage of topic
• Conflict OR Poverty & Inequality • Example
|
More care needed to ensure that discussion covers all parts of the topic – as stated in assessment instructions.
Example chosen needed to more clearly link to topic.
|
Essay covers most/all parts of the topic – as stated in assessment instructions.
Chosen example was relevant to topic.
|
Essay offers a full response to all parts of the topic – as stated in assessment instructions.
Good choice of example and clear links to topic.
|
Advanced, thoughtful response given to all parts of the topic – as stated in assessment instructions.
Excellent choice of example with insightful links to topic.
A full range of key concepts used, demonstrating advanced conceptual understanding. |
| *Use of key concepts, including but not limited to:
• Global Citizenship • Rights • Responsibilities
|
Discussion needed clear engagement with some of the key concepts used in this course.
|
Essay showed some engagement with key concepts used in this course.
Next steps involve utilising a greater range of concepts and/or expanding on and integrating these concepts further and/or increasing accuracy of usage. |
Several key course concepts used, demonstrating good conceptual understanding.
Next steps involve integrating these more consistently throughout discussion and/or demonstrating greater depth of understanding.
|
A strong, compelling argument is presented linking global citizenship with the rights and responsibilities of varying actors using an insightful example.
|
| Critical analysis & argument development (in this section, we consider the CONTENT of your argument – what has been included and what needed to be developed further. | Essay needed to move beyond description to show evidence of critical thinking and a clear academic argument linking global citizenship, rights and responsibilities in a chosen example.
|
Some evidence of critical analysis and argument. Care needed to use space fully to develop connections between global citizenship, rights and responsibilities in chosen example and decrease descriptive elements.
|
A good argument is presented that includes global citizenship, and the rights and responsibilities of varying actors within an appropriate example. Some elements in progressing the argument and/or reasoning could be improved.
Some good evidence of critical analysis which could continue to be developed further. |
Advanced critical analysis is consistently evident.
Argument contains nuance and depth of insight |
| Structure (20) | ||||
| Essay structure
*Introduction *Organisation of content *Conclusion
|
Essay needed a clear structure that includes an introduction that covers topic, essay outline and thesis statement; a series of linked body paragraphs that each unpack one key point relating to the central argument; and a conclusion that summarises the argument and highlights its significance.
|
Introduction paragraph partially covers topic, essay outline and/or thesis statement.
Conclusion is present but could be more effective. Next steps are being careful not to introduce new information in conclusion and/or including a brief reflection on the significance of the argument and its implications.
|
Introduction includes topic, essay outline, and thesis statement.
Conclusion summarises main ideas and provides some sense of closure by highlighting the significance and/or implications of the argument. |
Comprehensive introduction that skilfully progresses from topic to essay outline and thesis statement.
Conclusion summarises main ideas and provides closure by highlighting the significance and implications of the argument.
|
| Flow/ cohesion of your argument (in this
section we consider the way your argument is CONSTRUCTED)
|
Be careful of repetition of ideas and points that are not tied into overall argument.
|
Some structure and topic sentences in body paragraphs evident. Next steps are ensuring each paragraph is unpacking one key point, with each point building on the one before to form a strong overall argument.
|
Clear organisation with most paragraphs led by a topic sentence. Next steps are strengthening overall flow and cohesion of argument.
Some evidence of leading reader through argument with linking and transition phrases |
A thoughtful series of focused paragraphs with clear topic sentences that form a strong, cohesive and compelling argument.
Reader is guided through the essay with appropriate linking and transition phrasing. |
| Literature (20) | ||||
| Use of literature
*Integration of literature as evidence *Source number and quality
|
Essay needs to draw on a range of appropriate literature (including relevant readings) as per assessment instructions. Citations needed to show source of all ideas
|
Some evidence of engagement with course material and outside literature – increasing the range and quality of these sources would strengthen academic nature of argument.
|
Evidence of academic reading that allows for proficient coverage of the topic.
5-6 good quality and relevant scholarly sources included, including both course texts and wider reading.
|
Evidence of wide reading; providing deep, nuanced and insightful coverage of the topic.
Extensive use of good quality sources from the course material and beyond.
|
| *Quality of paraphrasing and use of quotations | Be careful to paraphrase thoroughly and minimise quotations.
|
Need to keep quotations to a minimum and/or paraphrase carefully in order to keep clear meaning of original source.
|
Quotation used minimally and appropriately. Mostly good use of paraphrasing.
|
Quotation used minimally and for good effect. Excellent use of paraphrasing.
|
| *Referencing (APA preferred) | In text citations and full references needed for all sources.
|
Some bibliographic details provided – need to check all APA formatting guidelines are followed with regards in text citations and reference list. | Most bibliographic details provided – need to check all APA formatting guidelines are followed.
|
All bibliographic details provided correctly.
|
| Presentation (10) | ||||
| *Writing style and tone
|
Academic writing needs to be more formal in tone and avoid informal and/or emotive and/or colloquial language.
|
Writing is mostly academic in tone; be careful of slipping into informal, emotive, or colloquial language.
|
Writing tone is appropriate for academic context.
|
High standard of academic writing. Clear and engaging wording with minimal or no errors.
|
| *Accuracy of grammar, spelling and punctuation
|
More care needed regarding sentence structure and word flow so that reader can understand key meanings.
|
Wording mostly clear and ideas able to be understood by reader. Take care to edit thoroughly in order to pick up grammatical errors and instances of awkward phrasing.
|
Wording clear with minor grammatical or word choice errors | Writing consistently clear and concise.
|
| *Word count | Significantly out of word count parameters. |
Within or close to word count parameters. |
Within word count parameters.
|
Uses word count to full effect |
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