Comparitive review of two
articles on convergence culture
by Yuwei Yang
Submission date: 05-Nov-2020 05:00AM (UTC+0000)
Submission ID: 135461545
File name: Comparitive_review_of_two_articles_on_convergence_culture.docx (23.74K)
Word count: 1665
Character count: 9201
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Comparitive review of two articles on convergence culture
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
77
Instructor
/100
Week: 2
Concept: Convergence
Structure: Clear, concise introduction which effectively
identifies your two chosen texts and the key concept
that they address; very clearly structured and
signposted; great conclusion which effectively draws
together your discussion.
Knowledge and Understanding: Appropriate choice of
texts, one newly sourced; very clear, accurate and
informative accounts of the two texts.
Intellectual Skills: Great analytical section, where you
systematically compare the two texts, working through
a number of key points on which they differ or align;
you capture well the nuanced approaches of both
articles, which resist the binary between "old" and
"new" and draw some effective conclusions in respect
to that at the end.
Writing: Very clearly written; effective use of quotation;
do include a separate cover sheet which states your
chosen week, concepts, texts and word count (see the
Assessment Brief on p.24 of the Module Handbook).
Referencing: Mostly accurate in-text citations using
Leeds University Harvard style, but do include
consistently specific in-text page references whenever
you quote /or paraphrase/ from a text; accurate
Reference List; for details on referencing using Leeds
University Harvard style, see here:
https://library.leeds.ac.uk/info/1402/referencing/50/leeds_harva
Overall: This is an excellent comparative review, which
engages well with both texts and their arguments, and
also manages to bring them into dialogue with one
another. To develop your comparative analysis yet
further, you could try to bring the texts into dialogue as
you go - discussing point by point the differences and
similarities in their arguments- rather than having long
chunks focused on summarising the arguments in one
and then the other. Nonetheless, this is great
discussion, which evidences careful research, a solid
understanding of the concept of convergence and
some of the theoretical issues it gives rise to, and a
capacity to think carefully and critically about them.
Well done!
Marker: Nely Konstantinova
PAGE 1
Comment 1
This information, plus the texts you have chosen, should have been included in a separate cover
sheet.
QM
Something's missing
You are missing something here. What is it? Check the essay against the requirements.
Additional Comment
is a concept....
PAGE 2
QM
Check formatting
Check the formatting and submission requirements.
Comment 2
What do you mean by 'scientific" here?
PAGE 3
Comment 3
Very good! What is the implication of this, do you think, for both production and consumption?
Comment 4
Ok great- can you tell us a bit more about what makes those examples of convergence culture?
What is "converging" here?
Comment 5
What assertions? Be more specific
Comment 6
Excellent
PAGE 4
QM
Rephrase ideas
This sentence might be difficult for your readers to understand. Reread this section and rephrase
your ideas so they are free from errors and clear to your audience.
Comment 7
Excellent
Comment 8
Excellent!
PAGE 5
Comment 9
Struggling in what way? Explain this a bit more
Comment 10
Good
PAGE 6
Comment 11
Though doesn't it look at that in relation to the "new" as well?
Comment 12
Yes, great point!
Comment 13
Excellent point of comparison!
Comment 14
What are those?
PAGE 7
QM
Del.
Delete
Comment 15
Yes!
Comment 16
Excellent conclusion!
Excellent conclusion!
PAGE 8
RUBRIC: UNDERGRAD STANDARD (TT)_2016
KNOW/UNDERST.
70-79
80-100
Outstanding knowledge and understanding of relevant content. Accurate and precise
interpretation. Evidence of outstanding breadth and/or depth of reading and research as
relevant to the assessment.
70-79
Excellent knowledge and understanding of relevant content. Accurate and precise
interpretation. Evidence of substantial breadth and/or depth of reading and research as
relevant to the assessment.
60-69
Good / very good knowledge and understanding of relevant content. Generally accurate
and precise interpretation. Evidence of good breadth and/or depth of reading and
research as relevant to the assessment.
50-59
Fairly good knowledge and understanding of relevant content. Some lack of precision and
accuracy in interpretation. Evidence of fairly good breadth and/or depth of reading and
research as relevant to the assessment.
40-49
Basic knowledge and understanding of relevant content. Some accurate interpretation,
but includes errors and/or irrelevant content. Limited evidence of relevant reading.
0-39
Unsatisfactory knowledge and understanding of relevant content. Characterized by major
misinterpretation, inaccuracy, omissions and/or irrelevant material. Lacks any adequate
evidence of relevant reading.
INTELLECTUAL
70-79
80-100
Outstanding intellectual skills. Sophisticated critical analysis and evaluation. Cogent and
sustained argument, which is relevant to the assessment. Demonstrates intellectual
independence and contributes to broader academic debates.
70-79
Excellent intellectual skills. Thorough and incisive critical analysis and evaluation. Cogent
and sustained argument, which is relevant to the assessment. Demonstrates intellectual
independence.
60-69
Good / very good intellectual skills. Good critical analysis and evaluation. Generally
cogent and well-sustained argument, which is relevant to the assessment. Demonstrates
a degree of intellectual independence.
50-59
Fairly good intellectual skills. Some relevant critical analysis, evaluation and argument, but
does not always pursue ideas clearly or develop a sustained argument. Work tends to be
derivative and to lack intellectual independence.
40-49
Basic intellectual skills. Demonstrates limited critical analysis and evaluation and tends to
rely on description. Lacks clear argument or the argument is limited and only partly
relevant. Work lacks evidence of intellectual independence.
0-39
Unsatisfactory intellectual skills. Lacks any critical analysis, evaluation, or argument that is
relevant to the assessment or it is extremely weak. Work lacks any evidence of
intellectual independence.
PRESENT/REF.
70-79
80-100
Outstanding presentation. Exceptionally well written work that is clear and fluent.
Demonstrates a complete command of appropriate academic formats and conventions.
70-79
Excellent presentation. Very well written work that is clear and fluent. Demonstrates an
excellent command of appropriate academic formats and conventions.
60-69
Good / very good presentation. Well written work that is generally clear with few
weaknesses and errors. Demonstrates a good command of appropriate academic formats
and conventions.
50-59
Fairly good presentation. Fairly well written, although there is some lack of clarity and
weaknesses in places. Demonstrates a fair command of appropriate academic formats
and conventions.
40-49
Basic presentation. Intelligibly written work, although the writing is sometimes unclear and
there are some major weaknesses. Limited command of appropriate academic formats
and conventions.
0-39
Unsatisfactory presentation. Written expression is unclear and very poor, with major
weaknesses and/or there are substantial errors in use of academic formats and
conventions.