Ms Yael Leibovitch
Course overview
- Study period
- Summer Semester, 2024 (13/01/2025 - 17/01/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course is designed to develop the skills in gathering and assessing evidence, constructing arguments or interpretation, and presenting their findings in an effective way.
The structures of language and thinking are intertwined, and each relies on the other for developing effective communication. WRIT1999 explores this link between thinking and writing. It introduces the idea of written language as an intellectual tool, and examines how writing affects the intellectual power of arguments, while guiding students through basic syntactical and grammatical concepts and basic argument construction.
Course requirements
Assumed background
No background in philosophy is assumed
Restrictions
This course is restricted to High School students from eligible schools and to Study Abroad students. This offering may be cancelled if fewer than 20 students enrol.
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed timetable for the week will be provided on day one.
Aims and outcomes
To improve students understanding of the relationship between thinking and writing through the construction and communication of argument.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Make use of improved critical reading skills required for undergraduate study
LO2.
Make use of improved academic writing skills and the clear presentation of your ideas
LO3.
Better understand and use the relationship between thinking and writing to improve both
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design | Argument Map | 30% |
16/01/2025 2:00 pm |
| Essay/ Critique | Argumentative / persuasive essay | 60% |
17/01/2025 2:00 pm |
| Reflection | Reflective Journals | 10% |
17/01/2025 2:00 pm |
Assessment details
Argument Map
- Mode
- Product/ Artefact/ Multimedia
- Category
- Product/ Design
- Weight
- 30%
- Due date
16/01/2025 2:00 pm
- Learning outcomes
- L02, L03
Task description
You are to submit a first draft of your essay as an argument map. You may use any tool or software you like for this (but try https://reasons.io first). The argument map needs to include:
- the conclusion ie your thesis
- the first level supporting premises
- the second level supporting premise (as required)
- key objections
- key secondary sources that establish the truth of your premises
Note: Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task.. Students must clearly reference any use of AI in each instance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit your argument map via the Turnitin link in the Assessment section of Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Argumentative / persuasive essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60%
- Due date
17/01/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
You are to write a 1000 word argumentative essay.
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Your thesis can be any claim provided that it is:
- normative or action guiding (hint: it will contain a should/must/ought),
- be related to contemporary policy or debate, and
- alter the status quo or refute demands that the status quo should be altered.
This important and useful exercise, building on work covered throughout the course, aims to develop and hone critical-thinking and writing skills essential for undergraduate study, including the study of philosophy. The assignment will be described in detail in lectures and handouts made available during lectures (and on the Course Webpage).
Students are responsible for familiarizing themselves with School policy regarding academic advice, assessment, plagiarism, etc. as stated on the School’s web-page https://web.library.uq.edu.au/research-tools-techniques/referencing/avoiding-plagiarism. PLAGIARISM is an academic offence and will be penalized.
Note: Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Requirements for Submission of Essays:
1. You must submit an electronic copy (for plagiarism checking and to facilitate marking) through Turnitin under 'Assessment' on Blackboard.
2. The name of the electronic file for your essay should be the title of your essay.
3. Check, via your wordprocessor program the word count of your paper to ensure it is within the required word limit (quotations count towards the word limit, bibliographies and bibliographic footnotes do not).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Reflective Journals
- Mode
- Written
- Category
- Reflection
- Weight
- 10%
- Due date
17/01/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Write a daily blog entry of 250-300 words reflecting on your learning outcomes and experiences in the course. Follow the instructions delivered to you in class. Be sure that you include both a sufficient description and analysis of what was most important for you as well as reflecting on how the events or day's content impacts upon your future learning.
Note: Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Entries must be made daily from Monday to Friday, i.e. a total of 5 entries. Submit your journals via the discussion board link in Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
1. Ability to define the topic or philosophical issue under debate. (Topic definition.)
2. Ability to construct a well-reasoned argument for a certain point of view. (Argument and Structure.)
3. Depth and breadth of understanding of the various positions in a philosophical debate. (Scope and Depth of Treatment)
4. Insight and/or originality in interpreting texts or constructing a point of view or argument. (Originality)
5. Capacity to produce a polished, well-written and appropriately referenced essay. (Presentation)
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 85-100%. See assessment components for specific grading criteria.
To achieve a grade of 6 (Distinction, 75-84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 75-84%. See assessment components for specific grading criteria.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a good understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively: This grade is assigned for a total (sum of all the assessment components) in the range 65-74%. See assessment components for specific grading criteria.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect functional achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately: This grade is assigned for a total (sum of all the assessment components) in the range 50-64%. See assessment components for specific grading criteria.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate and referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect minimal evidence of achievement, and exhibit deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, and/or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 1-24%. See assessment components for specific grading criteria.
Grade X: No assessable work received.
Reflective Journal assessment task will be assessed according to the following criteria:
1. Degree to which set questions and topic have been addressed.
2. Understanding and engagement with set reading or other materials as required.
3. Clear and concise written expression, well presented.
4. Completion of diary entries, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your diary will provide an exceptional response to the set topic, demonstrate exceptional levels of engagement with and understanding of the prescribed readings, and use very clear and concise expression with minimal, if any errors.
To achieve a grade of 6 (Distinction, 75-84%), your diary will provide an advanced level of response to the set topic, demonstrate very high levels of engagement with and understanding of the prescribed readings, and use clear and concise, largely error free expression.
To achieve a grade of 5 (Credit, 65 – 74%), your diary will provide a proficient response to the set topic, demonstrate high levels of engagement with and understanding of the prescribed readings, and use an effective standard of written expression.
To achieve a grade of 4 (Pass, 50 – 64%), your diary will provide a basic response to the set topic, demonstrate functional levels of engagement with and understanding of the prescribed readings, and use an appropriate standard of written expression sufficient to convey your ideas.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your diary will show that your entry has failed to meet the requirements for a passing grade, but that there is evidence of developing levels of achievement. You will have attempted to respond to the set topic, attempted to engage with and understand the prescribed readings. You will have used an appropriate a standard of written expression sufficient to convey your ideas.
To achieve a grade of 2 (Fail, 25-44%), your diary will show that you have provided an unsatisfactory response to the set topic, that your levels of engagement with and understanding of the prescribed readings are minimal, and that your expression is poor and/or inappropriate.
To achieve a grade of 1 (Low Fail, 0-24%), your diary will show that you have provided an unsatisfactory response to the set topic, that you have failed to engage with and understand the prescribed readings, and that your expression is poor and/or unsatisfactory.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).ﾠ
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.ﾠ
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.ﾠWithout evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.ﾠ
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.ﾠ
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1ﾠﾠ
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.ﾠ
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-resultﾠﾠ
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained.
Supplementary assessment may only be granted where PPL 3.10.09 Supplementary Assessment – procedures allow. A grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ https://my.uq.edu.au/
If you receive a grade of 3 for this course, you may be eligible for supplementary assessment depending on the reason that you have failed.
If there is no practical assessment that can be offered to allow you to meet the minimum passing requirements then you will not be offered a supplementary. These circumstances may include failure based on: team-based assessment pieces; your peer assessment factor, or attendance or class participation requirements.
If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.
ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
A range of learning resources will be provided to students in class.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Lecture |
Day 1 Introduction to arguments; background research; reflective journaling Learning outcomes: L01, L02, L03 |
|
Lecture |
Day 2 Argument mapping; essay structure; finalize topic; targeted research Learning outcomes: L01, L02, L03 |
|
Lecture |
Day 3 Qualities of effective writing; criteria overview; finalise argument map; draft essay Learning outcomes: L01, L02, L03 |
|
Practical |
Day 4 Exemplar deconstruction; complete essay draft Learning outcomes: L01, L02, L03 |
|
Practical |
Day 5 Formatting & submission; essay revision; peer feedback Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.