The issue paper is a short brief on a specific issue chosen from a list (available on iLearn). The topics are controversial international security issues and are subject to wide debate in both scholarly literature and the media.

The purpose of the issue paper is to a give a brief overview of the situation and make some recommendations about how a reader can approach the issue in an informed way.

Please note that you do not need to discuss a solution to the issue, this is beyond the scope of the assessment.

Unlike the essay, the issue paper can begin with an evaluative stance which outlines the key debates related to the issue. However, it must also propose a balanced approach to framing the issue for further academic discussion.

It will be important to:

·        Draw from a variety of media and scholarly sources

·        Take a dispassionate and balanced approach to a controversial issue

·        Highlight the shortcomings of simplistic media commentary

·        Use data to support your criticism of existing literature

Some good examples of how to write a succinct but well-argued point can be found on the Lowy Interpreter and ASPI’s Strategist.

Assessment Criteria

The issue paper will be graded holistically by the extent to which it meets the following criteria:

1.    It provides a logically-structured and well-balanced overview of the issue (particularly by avoiding biases and normative claims)

2.    It demonstrates a critical grasp of key arguments contained in relevant literature and contrasts scholarly debate with media commentary

3.    It supports its claims with good quality evidence and critical reasoning

4.    It presents a clear and original analysis that uses existing literature to support points and arguments, rather than a patchwork of other authors’ claims, views or conclusions.

5.    It makes adequate and consistent use of scholarly apparatus (such as notes, references, citations, bibliography).

6.    It adheres to the formatting requirements for submission (listed below).

Formatting instructions

The issue paper must be typed in Times New Roman 12 point font, double-spaced with a break between paragraphs and margins of one inch (2.5cm) on all sides.

The issue paper must be fully and accurately referenced in either the Oxford (footnote) or Harvard (in-text) citation systems. While footnotes are preferred, either style is acceptable.

The bibliography must contain every source that was cited in the text and no sources that were not cited. The bibliography must be formatted according to the same style used in the body of the essay. Sources should be listed in alphabetical order with no bullet points or numbering.

Notes:

All assignments will be checked through plagiarism software.

At post-graduate level you must ensure that the position set out in your assignment is based on analysis and argument and not only description. Claims must be supported with evidence and explanation.

Direct quotes must be used sparingly (less than 5% of word count) and must be used only to illustrate and not substantiate a point.

The research essay must be 3,000 words (plus or minus 10%) in length excluding references and bibliography. Please note that these are firm limits and papers falling outside the acceptable range will be penalised.

The essay needs to answer ONE of the set questions (listed on iLearn).

The essay must be submitted to the online drop box as a doc(x) or rtf file no later than 11:55pm Friday, January 31^st 2014. Note that hardcopies are not required.

Assessment Criteria

The essay will be graded holistically by the extent to which it meets the following criteria:

1.    It provides a logically-structured and well-written argument that addresses the chosen topic clearly, concisely, and effectively.

2.    It demonstrates a critical grasp of the main arguments contained in the relevant literature.

3.    It supports its claims with good quality evidence and critical reasoning (such as the use of scholarly sources rather than poor-quality, non-peer-reviewed sources).

4.    It presents a clear and original analysis that uses existing literature to support points and arguments, rather than a patchwork of other authors’ claims, views or conclusions.

5.    It makes adequate and consistent use of scholarly apparatus (such as notes, references, citations, bibliography).

6.    It adheres to the structural and formatting requirements for submission (listed below).

Essay structural requirements

Introduction (one paragraph)

The introduction needs to do thing things:

1.    The first sentence should clearly state your answer to the question

2.    The main body of the paragraph should signpost (i.e. outline the structure of) your overall argument

3.    The final 1-2 sentences should briefly explain how your argument answers the question

·         The introduction should not offer background information or definitions of concepts

·         Don’t signpost the general process with generic terms (e.g. this essay will analyse X and then discuss Y), be as explanative as possible

Body

Analytical framework (one paragraph)

·         Establishes the criteria by which you will make your judgment about the question (i.e. a standard or measure which allows you to make a determination about the question)

·         Explains the logic that links each point together and links the argument to the answer to the question

Analysis (remainder of body)

·         Provides the argument and evidence to support your case

Conclusion (one paragraph)

The conclusion needs to do three things:

1.    Bring together the key ideas of your argument and link them to the answer

2.    Use the criteria established in the analytical framework to justify the conclusion of your argument (in greater detail than the introduction)

3.    Clearly explain how your argument answers the set question

·         Don’t summarise or describe the structure of the essay (e.g. “this essay analysed…”)

The use of headings to separate these sections is acceptable, but not required.

Formatting instructions

The essay must be typed in Times New Roman 12 point font, double-spaced with a break between paragraphs and margins of one inch (2.5cm) on all sides.

The essay must be fully and accurately referenced in either the Oxford (footnote) or Harvard (in-text) citation systems. While footnotes are preferred, either style is acceptable.

The bibliography must contain every source that was cited in the text and no sources that were not cited. The bibliography must be formatted according to the same style used in the body of the essay. Sources should be listed in alphabetical order with no bullet points or numbering.

Notes:

The essay topics are provided on iLearn.

All essays will be checked through plagiarism software.

At post-graduate level you must ensure that the position set out in your assignment is based on analysis and argument and not only description. Claims must be supported with evidence and explanation.

Direct quotes must be used sparingly (less than 5% of word count) and must be used only to illustrate and not substantiate a point.

The reflective journal is a critical analysis task aimed at your own learning processes and outcomes throughout the unit. It gives you an opportunity to reflect on your own learning and analyse the importance you placed on certain themes, topics or issues vis-à-vis others in the unit.

The journal should provide an explanation of how you thought about two or three recurring themes or issues that we deal with in the unit. It should begin with a brief outline of your learning journey from the beginning of the unit to the end (regarding the issues you have selected) and should discuss how the themes/issues were cross-cutting and how your views on them changed throughout the course of the unit, with a particular focus on peer discussions and learning.

The following structure is a guide, but the reflective nature of the assignment allows you to tailor your journal to suit your own learning experience.

1.    Outline of key themes/issues and how they intersected with one another throughout the unit

2.    Explanation of your initial views on these themes/issues

3.    Critical reflection on your own learning process (using these themes/issues as an example or case study). Explain what helped you synthesise information and form your own interpretations of key points and arguments.

4.    Explanation of how learning processes, particularly engagement with your peers and any additional learning activities you undertook, changed your views throughout the unit.

5.    Reflection on yourself as an active learner. What did this unit and this exercise teach you about yourself as a learner? How might you incorporate this knowledge into future units in your program?



The reflective journal is a critical analysis task aimed at your own learning processes and outcomes throughout the unit. It gives you an opportunity to reflect on your own learning and analyse the importance you placed on certain themes, topics or issues vis-à-vis others in the unit.

The journal should provide an explanation of how you thought about two or three recurring themes or issues that we deal with in the unit. It should begin with a brief outline of your learning journey from the beginning of the unit to the end (regarding the issues you have selected) and should discuss how the themes/issues were cross-cutting and how your views on them changed throughout the course of the unit, with a particular focus on peer discussions and learning.

The following structure is a guide, but the reflective nature of the assignment allows you to tailor your journal to suit your own learning experience.

1.    Outline of key themes/issues and how they intersected with one another throughout the unit

2.    Explanation of your initial views on these themes/issues

3.    Critical reflection on your own learning process (using these themes/issues as an example or case study). Explain what helped you synthesise information and form your own interpretations of key points and arguments.

4.    Explanation of how learning processes, particularly engagement with your peers and any additional learning activities you undertook, changed your views throughout the unit.

5.    Reflection on yourself as an active learner. What did this unit and this exercise teach you about yourself as a learner? How might you incorporate this knowledge into future units in your program?