Convincing Features
Assignment Type
Subject
Uploaded by Malaysia Assignment Help
Date
This assignment consists of TWO parts: Part I (comprised of THREE (3) tasks) and Part II.
The purpose of this assignment is to prepare students to go through the complete process of written communication: from pre-writing and outlining, to collecting relevant data, and producing a fully developed essay. It is designed to foster the ability to apply effective writing techniques and skills in diverse communication contexts while building confidence to produce well-structured and organised written work.
An international report shows that countries teaching emotional well-being in schools see better academic performance, fewer disciplinary issues, and improved mental health. However, some Malaysian policymakers argue that moral education and religious studies already cover emotional values.
Based on your reading of the above scenario, write an essay on this question:
Should emotional regulation and happiness be taught as a separate subject in Malaysian schools, or should they be integrated into existing subjects?
Choose your position and defend it by organising your arguments around at least THREE points. The process of writing your basic essay is divided into THREE (3) stages:
The first initial stage of writing an essay is the Pre-Writing stage, where you brainstorm, list your ideas and create an outline for the essay.
To begin the process of writing your essay, create an outline based on the following requirements.
SAMPLE OUTLINE FORMAT
Introduction
– Introduction to the topic
– *Thesis Statement (refer to Topic 3.4)
Body
I. Point 1
A. Supporting Detail
i. Example
a) Sub-example (if any)
II. Point 2
A. Supporting Detail
i Example
a) Sub-example (if any)
III. Refutation and Point 3
A. Supporting Detail
i. Example
a) Sub-example (if any)
Conclusion
–The conclusion of the essay
[Total: 5 Marks]
To support your argumentative essay on this topic, a questionnaire related to emotion regulation and happiness in schools has been prepared for you to gather opinions from a target group (e.g., students, teachers, or parents). In this stage, you will use the questionnaire results to support your argumentative essay on this topic.
Task Requirement:
i. Refer to Topic 4.4 in the OUMH1203 module.
ii. Distribute the attached open and closed-ended questionnaire to at least SIXrespondents to collect the data. Identify your target group (e.g., Form 4 students, secondary school teachers, parents of schoolchildren)
iii. Record all responses clearlyin a neat table for both closed-ended and open-ended questions.
iv. Analyse your findingsby:
v. Use your findingsto support the arguments in your essay, making clear connections between the data and your stance. You must quote at least THREE (3) citations.
vi. Attach the completed questionnaires as an Appendix.
[Total: 10 Marks]
In this stage, you must write a fully developed argumentative essay of 2,000 to 2,500 words on a given topic related to emotion regulation and happiness.
Task Requirements:
[Total: 40 Marks]
Discuss the following topic(s) in the forum and submit proof of your participation in the online discussions:
(Why ChatGPT can’t write for you | David Savill)
[Total: 10 Marks]
[TOTAL: 50 MARKS]
Do the following:
| 1. | Select the BEST FIVE (5) posts of your own from the e-forum discussion set up by your tutor. |
| 2. | Take screenshots of the posts and include them in your assignment as IMAGES. |
| 3. | The screenshots should be in an image file (either JPG or PNG format). See the screenshot example below |
| 4.
5. 6. |
The screenshots should CLEARLY display: Name, Discussion Title, Day, Date, and Time.
Label the screenshots accordingly for easy reference. The selection of postings should show active participation in the semester (different dates, times, content) |
ATTACHMENT
| QN | CLO | Criteria | Weight | Excellent | Good | Fair | Poor | Unsatisfactory Or No response | Max Marks |
| 4 | 3 | 2 | 1 | 0 | |||||
Stage 1 – Pre-Writing and Outlining (5 Marks) |
|||||||||
| 1 | 2 | Essay Outline Format | 1.0 | Details are placed in an outline format, and the way they are presented effectively makes the outline very interesting. | Details are placed in an outline format, but the way in which they are presented sometimes makes the outline less interesting. | Some details are well supported, and this distracts from the organisation of the outline. | Many details are not in a logical or expected order. The outline is unorganised OR The details are written in paragraphs or essay form. | No proper outline Missing support or details. | 4 |
| 2 | Thesis Statement | 0.25 | A comprehensively written thesis statement. | A good thesis statement that could be better. | A thesis statement that requires a list of points. | A thesis statement that is poorly written. | No thesis statement | 1 | |
Stage 2 – Collecting Relevant Data (10 marks) |
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| 2 | 2 | Evidence Recorded | 1.0 | All requirements of the task are successfully met. All 6 surveys are attached | All requirements of the task are met. Only 5 surveys are attached | Requirements of the task are partially met. Only 4 surveys are attached | Surveys missing. Only 1-3 surveys are attached. | No evidence provided. | |
| 2 | Summarising Results (Open & Closed-Ended Questions) | 0.75 | Clear, accurate summary with strong use of numbers/percentages; interpretation is insightful and concise. | Mostly clear summary with some numbers/percentages; interpretation is generally sound but less detailed. | Basic summary with limited or unclear use of numbers/percentages; interpretation lacks depth. | Partial or unclear summary with little/no use of numbers/percentages; weak interpretation. | No summary or irrelevant/incorrect summary; no use of numbers/percentages. | 3 | |
| 2 | Highlighting Key Themes | 0.75 | Insightful identification of key themes/interesting points; strong understanding of emotional regulation & happiness; well-structured. | Some key themes identified with reasonable analysis show understanding but may miss nuance. | Limited or superficial themes; weak connection to emotional regulation & happiness. | Few/vague points; themes are unclear, unrelated, or poorly explained. | No attempt to highlight themes; irrelevant or off-topic points. | 3 | |
Stage 3 – Producing a Fully Developed Essay (25 Marks) |
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| 2 | 3 | Introduction | 0.5 | The introduction very clearly states the thesis statement and previews the structure of the paper. | The introduction clearly states the thesis statement and previews the structure of the paper. | The introduction states the thesis statement but does not adequately preview the structure of the paper. | There is no clear introduction to the main topic or structure of the paper. | The introduction presents no purpose. | 2 |
| 3 | Content: to argue for or against: Should emotional regulation and happiness be taught as a separate subject in Malaysian schools, or should they be integrated into existing subjects? | 1.25 | Fully addresses the stand for or against the chosen topic. Explanations and claims are very comprehensive, coherent and organised logically. The arguments for or against are supported by authentic, clear and appropriate examples in the Malaysian context. An excellent attempt to discuss points all throughout the paragraphs. | Adequately addresses the stand for or against the chosen topic. Some explanations and claims may not be arranged logically and coherently. The arguments for or against are supported by clear and appropriate examples in the Malaysian context. A good attempt to discuss points throughout the paragraphs. | Generally writes about for or against the chosen topic, but with NO clear stand. The development of explanations and claims is adequate. The arguments for or against are somewhat supported by a few examples in the Malaysian context. A moderate attempt to discuss points. | There is little attempt to write for or against the chosen topic, but with no clear stand. The organisation of explanations and claims lack clarity and may lead to confusion. Lack of arguments for or against in the Malaysian context. OR There are many concerns about plagiarism evidence. | A weak attempt at addressing the written question. OR Writing is heavily plagiarised. | 5 | |
| 3 | Refutation Organisation | 1.25 | Three or more main points are well-developed with supporting details. Refutation paragraph(s) acknowledges the opposing view and successfully refuted to confirm the stated stance. | Three or more main points are present but may lack detail and development in one or two. Refutation paragraph(s) acknowledges the opposing view and refuses to confirm the stated stance. | Three or more main points, but all lack development. Confusing refutation paragraph(s) and/or vague or not refuted. | Less than three main points, with poor development of ideas. The refutation is missing or vague. OR There are many concerns about plagiarism evidence. | Missing main points. Absent idea development and refutation. OR Writing is heavily plagiarised. | 5 | |
| 2 | Inclusion of T2’s findings | 0.75 | Meaningful, effective and coherent inclusion of the THREE evidence in Task 2. | General inclusion of THREE evidence in Task 2, some may be awkward or ineffective. | There are TWO-THREE evidence of Task 2, but not effectively integrated. | Vague/incomplete inclusion of the evidence in Task 2. | No inclusion of the evidence in Task 2. | 3 | |
| 2 | Conclusion | 0.5 | The conclusion skillfully reinforces the thesis and gives closure to the essay. | The conclusion is recognisable and ties up almost all the loose ends. | The conclusion is recognisable but does not tie up several loose ends. | The conclusion is weak or strong evidence of bias or plagiarism. | The conclusion is off-topic / unrecognisable. | 2 | |
| 3 | Language/Sentence Skills | 1.0 | The sentence style fits the paper’s purpose. Sentences are varied, yet clearly structured and carefully focused. Language is excellent with hardly any errors in grammar, lexical choice and punctuation. | Sentences are generally clear, well-structured, and focused, though some may be awkward or ineffective. Language is satisfactory with some errors in grammar, lexical choice and punctuation, which do not seriously impede understanding and clarity. | Sentence structures are generally correct, but sentences may be wordy or repetitive. Frequent errors in grammar, lexical choice and punctuation may impede understanding and clarity. | Contains several awkward or ungrammatical sentences. Sentence structure is simple or monotonous. Very frequent errors in grammar, lexical choice and punctuation that seriously impair understanding and clarity. OR There are many concerns about plagiarism evidence; thus the language and sentence skills are not clear. | Contains many awkward sentences. Displays general inability to write grammatical/meaningful sentences. Errors in grammar, lexical choice and punctuation are too frequent and severe, making it highly difficult to understand the message. | 4 | |
| 3 | References | 1.0 | A reference of more than 4 relevant articles and all from different sources. All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. | A reference of 4 relevant articles and all from different sources. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. | A reference of 4 articles, but not necessarily relevant, or not from different sources. References are sometimes not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style. | A reference of fewer than 4 articles, but all from the same source. References are inappropriately/unclearly incorporated. | No articles are used as references. References are not incorporated or incorporated inappropriately. | 4 | |
| Total | 10 | 40 | |||||||
|
QN |
CLO |
Criteria |
Weightage |
Excellent | Good | Fair | Poor | Unsatisfactory | Max marks |
| 4 | 3 | 2 | 1 | 0 | |||||
| 1, 2 | 3 | Quality of Postings
|
2.5 | All five comments are good, appropriate, relevant, meaningful, and respectful.
Postings reflect active participation within the assignment timeline.
|
Four of the comments are good, appropriate, relevant, meaningful, and respectful.
Postings reflect participation within the assignment timeline.
|
Two or three of the comments are somewhat good, appropriate, meaningful and respectful.
Postings show relatively short participation time or parts of a larger discussion.
|
One post was submitted. OR All posts are done in one day.
OR Comments is/are irrelevant/ not in the right forum/ heavily generated by AI. OR Comments are short responses that are not substantial or meaningful. Minimum effort (e.g. “I agree with Tina”) |
Postings are done past the assignment timeline.
OR No postings given as proof of participation in the discussion
|
10 |
| Total Marks | 2.5 | 10 | |||||||
Note: This course also requires students to complete the Online Activity (10%) in MyInspire as part of the assignment total of 60%. The Online Activity is categorised under CLO 2.
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