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Introduction Paragraph


C


A


T

Contextualise





Provide some relevant background or context to the question you have been asked in the assessment item. It could be related material or information that places the question into historical or social context.

Arguments




Preview (don’t list) the separate arguments in a very

brief manner. Try and connect similar arguments together and synthesise the separate elements of focus question or research sub-headings.


Thesis


State the thesis (1 or 2 sentences is best) in a manner that links to the arguments you previewed. It should have an analytical or evaluative tone and provide a decision/response to the question you have been asked. All elements of your essay should be encapsulated by your hypothesis.

Conclusion Paragraph

T

Thesis

Restate the thesis, perhaps in a slightly different form to that used in

A

Arguments

Make clear the separate arguments that were presented in the essay, including the way each point is interrelated and/or linked.

G

General Statement

End your essay with a final, summarizing statement (try and avoid

quotes, they can be very clichéd) that re-contextualises your main arguments into the broader ideas of the field of study.



BODY PARAGRAPH STRUCTURE – PEEL Format

P

Point


Your topic sentence should provide a clear, focused prelude to the material which is explained and proven in this paragraph. It may connect with the linking sentence of the previous paragraph.

E

Explain


2-3 sentences of explanation that account for, defend, rationalise or clarify the statement made in the topic sentence.

E

Evidence


Statistics, examples, references to primary or secondary material are needed to substantiate and prove each point. References need the author’s last name, year and page number in brackets. You can also analyse the possible bias of an author in these sentences.

L

Link


Linking sentences perform 2 roles: to link the material of this paragraph back to the hypothesis, and/or also to preview the point made in the next paragraph.

Example PEEL Paragraph

(Point): During the 1980’s the push for recognition of indigenous rights moved into the international arena.

(Explanation): Kakadu National Park became a World Heritage area listed site, recognised for its significance to indigenous art, culture and history.

(Evidence): When Pope John Paul II visited Australia in 1986, he recognised in a statement that a just and proper settlement with indigenous Australians had yet to be achieved in the wider Australian community (Smith 2001: 91). Meninga states that “even though the 1967 referendum changed some things, the issue of indigenous rights still has not been resolved properly” (2006: 54).

(Link): This demonstrated that the struggle for recognition of indigenous rights did not end with the changes to Aboriginal citizenship resulting from the 1967 referendum.

COMPLETED PARAGRAPH

During the 1980’s the push for recognition of indigenous rights moved into the international arena. Kakadu National Park became a World Heritage area listed site, recognised for its significance to indigenous art, culture and history. When Pope John Paul II visited Australia in 1986, he recognised in a statement that a just and proper settlement with indigenous Australians had yet to be achieved in the wider Australian community (Smith 2001: 91). Meninga states that “even though the 1967 referendum changed some things, the issue of indigenous rights still has not been resolved properly” (2006: 54).This demonstrated that the struggle for recognition of indigenous rights did not end with the changes to Aboriginal citizenship resulting from the 1967 referendum.



Example Bibliography

Books

Smith, R.J., 2001, History of Indigenous Australians, Oxford Publishing, Sydney.

West, P., 1968, The 1967 Referendum, Allen & Unwin Press, Brisbane.

Websites

Andrews, R.S., 2011, Indigenous Rights, Available at URL: www.ir1967, (accessed 20th March 2011).



Australian National Museum, 2010, The 1967 Referendum and the Struggle for Indigenous Rights, Available at URL: www.australiannm/referendum/indigenousrights, (accessed 13th May 2011).

Draft Assignment Feedback Form

NAME:

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Needs Improvement

Refinement and Development required

Well on Track

Purpose & Structure (text as a whole)

The purpose is clear










Structure of genre is followed










Visual stimulus have been considered in the text if appropriate










Introduction – CAT clear










Conclusion – TAG clear










Recommendations – if applicable










Development of meaning (paragraphing)

Information is organised & logically grouped










Topic sentences predict and organise information










Sentences are logically connected and related










Language is in the appropriate person and highly appropriate for genre










Each paragraph contributes to development of the genre










PEEL evident

Body Paragraph 1












Body Paragraph 2










Body Paragraph 3










Grammar and Expression (sentence and word level)

Verb tense is consistent










Subject-specific vocabulary is used










Sentence structure is accurate and easy to understand










Punctuation is accurate










Words are spelt correctly










Content/Knowledge

Comprehends and applies explicit and implicit meanings










Analyses information










Content is relevant to the topic










Evaluates the relevance, representativeness, likely accuracy and likely reliability of sources










Synthesises evidence from primary and secondary sources to justify insightful decisions










Referencing & Bibliography

Referring to Sources










Using quotes










In-text Referencing














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