First year units: Aboriginal Studies: generic argumentative essay
Developed by Dr Kristyn Harman, Moira Cordiner and Pauline Marsh
This criteria sheet is a generic one for all year one units in Aboriginal studies.
Synopsis of the task and its context
Each student selects from a series of topics and prepares essays in these first year units, ranging from 1000 to 1500 words (weighting 35%). Each topic is usually a
short statement, comment or observation from a cited source that requires interpretation based on application of knowledge. Students are required to take a position
on their chosen topic by presenting an argument supported by evidence. The table below is an example of how the outcomes for one first year unit (HAB103
Colonised land: Indigenous Australian history) have been matched to the generic essay criteria.
Match between learning outcomes and criteria for the task
Learning outcomes (from HAB103)
Task specific criteria
1. Demonstrate and apply knowledge of the following:
 complexity and diversity of Australian Indigenous societies and cultures;
 key debates in the generation and interpretation of knowledge about
Indigenous cultures and societies; and
 contact history since 1788, past government policies, and Aboriginal
responses.
1. Demonstrate and apply knowledge of the topic
2. Take a position on straightforward topics, and defend the position by
presenting an argument from one perspective, supported by evidence.
2. Take a position on a given topic, and defend the position by presenting an
argument from one perspective, supported by evidence.
3. Communicate in academic writing:
 structure of essay
 adhere to conventions of written English (word choice, grammar, punctuation
and spelling)
 acknowledge sources and adhere to referencing conventions as per Riawunna
Style Guide
 adhere to presentation requirements & word limit
3. Communicate in academic writing:
 structure of essay
 adhere to conventions of written English (word choice, grammar,
punctuation and spelling)
 acknowledge sources and adhere to referencing conventions as per
Riawunna Style Guide
 adhere to presentation requirements & word limit
HAB103 Assignment Two
Criteria
Demonstrate and apply
knowledge of the topic
HD
DN
CR
PP
NN
In your essay you:
In your essay you:
In your essay you:
In your essay you:
You:
 demonstrated and astutely
applied comprehensive
knowledge of the topic by:
 demonstrated and applied
comprehensive knowledge of
the topic by:
 demonstrated and applied
knowledge of the topic by:
 demonstrated and partially
applied knowledge of the topic
by:
 wrote generally about the
topic rather than interpreting
it
 correctly interpreting the question
 briefly introducing the topic by placing it in a relevant wider context (the big picture)
 identifying the key issues or
 identifying the key issues or
 identifying the key issues or
implications
implications
implications
 briefly introducing the topic
 identifying some of the key
issues or implications
 explaining these in detail to
reveal that you:
 explaining these in some
detail to reveal that you:
 explaining these to reveal
that you:
 partly explaining these to
reveal that you:
 read widely beyond the
unit reader
 read beyond the unit
reader
 read beyond the unit
reader
 did some reading beyond
the unit reader
 made a judicious selection
of relevant material
 made a mostly judicious
selection of relevant
material
 selected relevant material
 selected some relevant
material
 can apply relevant
 are familiar with relevant
 mentioned some relevant
theories or debates to the
theories or debates
theories or debates
topic
 where applicable, taking into account different perspectives on the topic
Take a position on a topic,
and defend the position by
presenting an argument,
supported by evidence from:
 your unit reader
 scholarly sources
 other relevant sources
 took a position on the topic and explicitly stated how you are going to
argue it
 objectively and insightfully
 objectively defended the
defended the position through:
position through:
 presenting a compelling
argument by:
 integrating valid points
linking them explicitly to
features of the argument
 strongly supporting these
points with a thorough
analysis of a range of
evidence from relevant
sources
 highlighting
interrelationships between
these points
 presenting a convincing
argument by:
 integrating valid points and
mostly linking them
explicitly to features of the
argument
 supporting these points
with an analysis of a range
of evidence from relevant
sources
 took a position that had to be inferred by the reader, rather than
stating it explicitly
 objectively defended the
 mostly objectively defended
position through:
your position through:
 presenting an argument by:
 making valid points and
tenuously linking some of
them to features of the
argument
 supporting these points
with some analysis of
evidence from relevant
sources
 presenting an argument by:
 making valid points
 mostly supporting these
points with evidence from
relevant sources
 presented material loosely
related to the topic rather
than taking a position, and
relied heavily on unit reader
and/or lecture notes
Criteria
Communicate in academic
writing:
 structure the essay
 adhere to conventions of
written English (word
choice, grammar,
punctuation and spelling)
 acknowledge sources and
adhere to referencing
conventions as per
Riawunna Style Guide
 adhere to presentation
requirements & word limit
HD
DN
 persuasively and effectively
communicated by:
 effectively communicated by:
 logically structuring the content to create a concise and cohesive
essay
 expressing your ideas
clearly and fluently by skilful
use of vocabulary
 presenting a balanced
proportion of argument,
analysis and evidence
CR
PP
 communicated by:
 structuring the content to
create a mostly cohesive
essay
 expressing most ideas
clearly and with some
fluency
 expressing your ideas
clearly and mostly with
fluency
 mostly presenting a
balanced proportion of
argument, analysis and
evidence
 using formal academic language and dispassionate tone
 consistently adhering to the conventions of English with few or no
errors
 acknowledging all sources throughout the essay
 accurately adhering to most of the required referencing
conventions, in both the text and the reference list
 communicated by:
 partially structuring the
content into loosely-linked
rudimentary paragraphs
 presenting most ideas
clearly
 communicated by:
 partially structuring the
content
 used occasional informal and/or emotive language
 adhering to most of the conventions of English
 used some conventions of
English such that meaning
had to be inferred by the
reader
 acknowledging most sources throughout the essay
 mentioning some sources
 adhering to most of the required referencing conventions, in both
the text and the reference list
 adhering to the word limit and presentation requirements
Comments and grade:
NN
 adhering to the word limit
and most presentation
requirements
 using own style of
referencing or omitting
references
 adhering to some
presentation requirements