Contemporary issues in childhood and youth studies
Note:Â each assignment brief will have its own assessment criteria/rubric and submission instructions so please take the time to read through these carefully.
Tip for students:Â complete the final column with a â€˜â€™ for each row to show you have read and understood the detail involved â€“ if not, write in your query and contactÂ [email protected]Â for clarification.
|Module:||Contemporary Issues on Childhood & Youth Studies|
|Nature of Assignment:||Written – Critical Essay|
|Assignment Weighting:||50% of overall module marks|
|Alignment with Module Learning Outcomes:||The assignment aligns (fully or partially) to the following module learning outcomes:
Â· L.O.1: Evaluate different theoretical approaches and perspectives to childhood and youth.
Â· L.O.2: Appraise the changes, challenges and complexities of lives of children and young people in 21st century Ireland.
|50% continuous assessment: Academic essay (4,000 words) will require the learner to apply the key concepts examined to issues concerning children, young people, and families. This will assess learning outcomes 1-2.|
|Assignment Title:||â€œChildren should be seen and not heardâ€.
Critically discuss the above statement.
|Word count (if applicable):||Total – 4,000 words (+/- 10%)
Note:Â the word count does not include the references or any material included as appendices.
Submissions exceeding the word count may not be accepted.
Font and size:Â Times New Roman 12
|Notional engagement hours:||It is anticipated that you spend significant time researching, writing, proofing and editing this assignment to ensure it is reflective of masterâ€™s standard. The assessment criteria/rubric presented below sets out in detail what successful engagement involves and you should read through this carefully as you complete your assignment and evaluate your progress against the various criteria.
In particular, you should consider the following areas:
Focusing on the specific details of the assignment question/title.
Deciding on the specific themes or ideas to develop in detail.
Ensuring you can provide evidence for any claims or arguments you make.
Providing a brief introduction which outlines the main themes and arguments you will be presenting.
Outlining a brief conclusion which summarises your main arguments and draws these together to form to closing statement in response to the question/title.
You are advised to manage your time on this assignment accordingly so that you have the time to work on several drafts of your assignment. This is especially important given that you may wish to incorporate some of the generic feedforward that will be made available before the submission date.
|Referencing Style:||You should use Harvard Referencing for your assignment. Should you need any support with this, please consult the resources at the following links:
Â· On Blackboard (in TLC Student Hub), check out Module 3 of theÂ PACE Modules from Library and Teaching and Learning CentreÂ â€“ Module 3 explores citations and referencing and will guide you on how to reference correctly.
Â·Â Credit where Credit is DueÂ â€“ Instituteâ€™s Referencing Guide â€“ available at:
|Additional Supports (if required):||As this is a written assignment, you may wish to avail of the additional supports that are available to you on Blackboard (via TLC Student Hub), as follows:
1.Â Academic Writing ResourcesÂ â€“ [log-in required] links to a range of supports and materials that will help you with your writing.
2.Â PACE Modules from Library and Teaching and Learning CentreÂ â€“ a suite of online modules to help you Plan, Access, Critique, and Evaluate resources in the library that can assist you with your assignment.
3. Online support resources:
Â·Â https://libguides.westminster.ac.uk/critical-thinking-and-writing/critical-writingÂ [outlines the key features of critical writing and how to structure your writing in order to express criticality]
Â·Â https://library.dmu.ac.uk//ld.php?content_id=1879493Â [includes a useful glossary and suggestions on how to develop your ideas]
Â·Â https://www.bangor.ac.uk/studyskills/study-guides/critical-writing.php.enÂ [some very useful strategies on how to find your own academic voice]
Â·Â https://online.essex.ac.uk/blog/15-foolproof-tips-for-writing-a-great-assignment/Â [does exactly what it says!]
|Penalties for late submission for current assignment (where no formal extension has been granted):||Â· Assignments received at any time after two weeks of the due date to be graded, but a penalty applies, as follows:
a) Assignments submitted at any time up to one week after the due date to have the mark awarded to them reduced by 10 per cent (for example, from 57% to 47%);
b) b) Assignments submitted more than one week but up to two weeks after the due date to have the mark reduced by 20 per cent (for example, from 87% to 67%);
c) Assignments received more than two weeks after the due date shall not be accepted. In this event, the learner shall receive a grade of 0.
All work submitted should be correctly cited and referenced, respecting and acknowledging the work of others. It is each personâ€™s own responsibility to ensure that academic integrity is maintained through awareness of appropriate referencing and paraphrasing practices.
Contemporary issues on childhood & youth studies
|Excellent (exceeds standards)||Good (on occasions exceeds standards)||Acceptable (meets some standards)||Unacceptable (below standards)||SCORE|
|Well-developed main arguments that relate directly to the question title. Supporting examples are concrete and detailed. The analysis is developed with an effective point of view. Demonstrates exceptional depth of understanding.||Three or more main arguments relate to the question title and most are fully explored. However, some may lack development. Demonstrates a good level of understanding.||Three or more main arguments are present, but lack extensive development. Demonstrates a basic level of understanding.||Less than three ideas/arguments are presented and/or they are poorly developed. Very little evidence of understanding. Poor grasp of concepts.||X 2|
|Engagement with literature||Provides excellent evidence of engagement with the literature. Evidence of a significant ability to critically appraise the literature in relation to the topic.||Good evidence of engagement with the literature. Some evidence of application of the literature to the topic.||Some engagement with the literature, although not always relevant. Limited evidence of appraisal of the literature.||No apparent engagement with the literature. No evidence of literature appraisal.||X 1|
|Focus and structure||All material related to topic, very clearly structured (strong introduction and conclusion).||Most material related to topic and logically organised. Clear transitions (good introduction and conclusion).||Some effort made to structure review. Attempts made to provide variety of transitions (evidence of introduction and conclusion).||Little evidence material is logically organised into subtopics or related to overall topic. Transitions unclear or non-existent (no introduction/conclusion).||X 1|
|Style and presentation||Scholarly writing style which flows and is easy to follow.||Scholarly writing. Writing has minimal awkward or unclear passages.||Word choice occasionally informal in tone. Writing has a few awkward or unclear passages.||Writing style is disjointed and incoherent. Word choice is informal with many awkward passages.||X 1|
|Harvard referencing||All references and citations are correctly written and present.||Maximum of two errors in referencing.||Between two and four referencing errors, e.g. citations missing or incorrectly written.||More than four errors in referencing conventions and citation errors detract significantly from work; or all references missing.|
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