his is all the information I am given and I would prefer the marks to be Level 3 or above. Is it possible and ho much would it be
?Unit Code: Unit Title
Assignment #: Type
Student Name: xxx
Student Number: xxx
Lecturer Name: xxx
Due Date: xxx
Word Count (excluding reference list): xxx
A note on this template:
This template is to be considered a guide only. If you have been given direct instructions from your lecturers, you must follow those.
The purpose of an essay is for students to demonstrate an in-depth knowledge of a topic, based upon reading and research. Essays often deal with theoretical issues, and the focus is primarily on developing an argument or a position supported by research. Therefore, the intention of an essay is to present and develop discussion rather than description.
(ACU Study Guide, p32)
Most research-based academic writing is formal in style. Formal language is objective, generally written in the third person, and avoids colloquial expressions.
Be sure to read your essay over before finalising your submission to check for erroneous errors.
Give your essay a title that is relevant and informative
Not all essays will have an abstract, or summary. Check the requirements for your assignment.
Your abstract is a short summary of your paper. Like an executive summary, it tell us all the main ideas included in the paper – include ‘spoilers’. Tell us what your main argument is, what examples you have used, and your final position.
Insert a page break after an abstract.
Generally, you should not include headings in your assignments. Be sure to delete these after you have finished your drafting process.
The introduction should provide context for your paper. Provide the reader with the main points that they need to know in order to understand the content of your paper. You may include some definitions here of the major terms you will be working with.
Follow this up with your thesis statement. A good thesis statement can signal to the reader the style of the paper and the main argument. You can often use the essay question to help you establish a thesis statement. E.g. “This essay argues/discusses… and finally suggests that ...”
The last part of your introduction should provide us with the expected structure of your paper. E.g. “This paper will first… and second…”. This structure should match the structure of your paper.
Body paragraphs should include a topic sentence that introduces the reader to the main idea of the paragraph. It should generally be in the form of a statement. The rest of the paragraph helps to elaborate on this point using examples and evidence.
The last part of your paragraph should draw a conclusion and link to the next paragraph. Your concluding sentence might reiterate why this particular point is relevant to your main argument (thesis statement).Your paragraphs should be connected, so you should link to the next idea. Phrases like “even though”, or “Despite”, or “Meanwhile”, can help create a lexical tie to your next idea.
You should include references to relevant material in your paragraph. Be sure to use in-text citations to indicate when ideas are not original.
Your conclusion should sum up your paper. Remind us of your main points and your final position. Reconnect us with your argument from your thesis statement. Do not introduce any new material here.
For more details on essay writing, consult the ACU Study Guide or Academic Skills Unit.
On a new page, write your reference list in ACU’s Harvard style. Harvard often contains variations in other institutions, so it is essential that you review ACU’s guide to avoid unnecessary loss of marks.
• The heading “References” is centred at the top of the list
• References should be single-spaced with a one line space in between each reference
• Each reference should be left-aligned without indents
• The references are arranged alphabetically by author family name
• If there is no author move the title to the author position.
• If two references have both the same author and same year, use (2015a) (2015b) arrange alphabetically first by author then by title
• Spell out the full name of a group author e.g. Australian Catholic University
Sample reference list entries:
Arnold, DG, Beauchamp, TL & Bowie, NE (eds) 2013, Ethical theory and business, 9th edn, Pearson, Boston.
Atanasoff: the father of the computer 2015, television program, Special Broadcasting Service, Australia, May 25.
Boatright, J 2016, 'Why Risk Management Failed', in AG Malliaris, L Shaw, H Shefrin (eds), The global financial crisis and its aftermath: Hidden factors in the meltdown, Oxford University Press, New York, pp. 384-398, viewed 15 August 2018, doi:10.1093/acprof:oso/9780199386222.003.0017 .
Bourke, R, O’Neill, L & Loveridge, J 2018, 'Children’s conceptions of informal and everyday learning', Oxford Review of Education, advance online publication, viewed 15 August 2018, doi:10.1080/03054985.2018.1450238 .
Fernandes, DS & Machado, CS, 'Human resource management in the health system: in the never-ending quest for productivity improvement', in C Machado & JP Davim, JP (eds) 2017, Productivity and organizational management, De Gruyter, Berlin, pp. 107-130, viewed 15 August 2018, https://ebookcentral.proquest.com .
Hyams, R, Campbell, S, & Evans, A 2014, Practical legal skills : Developing your clinical technique, Oxford University Press, Sydney, viewed August 15, 2018, ebook central database.
Koenig, S 2013 Episode 1: The alibi, Serial, podcast, 3 October, This American Life, viewed 20 August 2018, https://serialpodcast.org/season-one/1/the-alibi .
Lumen learning, Evolution of the Marketing Orientation, viewed 7 October 2018, https://courses.lumenlearning.com/boundless-marketing/chapter/evolution-of-the-marketing-orientation/ .
Rahman, AR 2016. The Australian accounting standards review board: the establishment of its participative review process, Routledge, London.
Wall street 1987, DVD, Twentieth Century Fox Home Entertainment, Moore Park, NSW. Directed by Oliver Stone.
Warner, R 2010, 'Giving feedback on assignment writing to international students: the integration of voice and writing tools', in WM Chan, KN Chin, M Nagami & T Suthiwan (eds), Media in foreign language teaching and learning, De Gruyter, Boston, pp. 355-382.