ENG100K critical analysis and summaryPART I: REFLECTIVE DISCUSSION/RESPONSE (Value 25 MARKS) question 1— Write a short essay of 2-3 paragraphs in which you reflect on what you have learned from the course about academic discourse and how this knowledge helped you develop and shape your research-based critical review project. In your short essay you must list relevant components of academic discourse; explain how each of these components is relevant in college/university learning; for each explain how your understanding of the term and its practice helped you develop and shape your term project. The reflective portion of the explanation must take into account your own writing process. However you are not asked to summarize your research paper; focus instead on the writing and revision process. Paragraphs must be adequately developed and contain approximately 6-8 sentences each. It’s okay to write this reflective essay in the 1st person voice. INSERT YOUR ANSWER HERE (BUT IN THE ATTACHED FILE ) PART I à MARKING RUBRIC ENGLISH PROFICIENCY à Correct grammar and sentence structure clarity diction/vocabulary awareness of audience and correct use of tone and style excellentgoodsatisfactoryminimalunsatisfactory fail PARAGRAPH STRUCTURE à Your mini essay is effectively organized with a clear sense of beginning middle and end. The essay is written in paragraphs. Paragraphs are effectively organized focused and developed. Paragraphs have strong topic sentences supporting sentences that provide relevant supporting points and a concluding sentence. All sentences of the paragraphs are properly connected with transition words and phrases. excellentgoodsatisfactoryminimalunsatisfactory fail CONTENT: ACADEMIC DISCOURSE à Your mini essay demonstrates good knowledge and understanding of academic discourse. Relevant components of academic discourse are introduced and explained; they are effectively and logically interconnected. The overall impression is that the writer understands this terminology and its practices. excellentgoodsatisfactoryminimalunsatisfactory fail CONTENT: WRITING PROCESS à Your mini essay demonstrates good grasp of the writing process. You understand the various components and can relate them to the actual process of writing and revising your drafts for the final submission. You understand the genre of research-based critical review and are able to explain it to your reader. You are able to share interesting insights on the research and writing process. excellentgoodsatisfactoryminimalunsatisfactory fail PART 02 PART II: SUMMARY OF A PASSAGE (Value 25 MARKS) Read and annotate the following passage from the passage provided. The passage is excerpted from a report titled “The Integration Challenge: Connecting International Students with their Canadian Peers” and published by The CBIE (Canadian Bureau for International Education) RESEARCH IN BRIEF #2 in June 2015. Write a well-organized ONE-paragraph summary of the whole passage. In your summary use a combination of paraphrase and quotations properly incorporated into your sentences and introduced with effective signal phrase. Your summary must identify the main point and key supporting ideas of the passage; it must contain relevant critical vocabulary; it must contain adequately selected quotations; it must be written in a well-organized paragraph. To help yourself feel free to annotate the passage. Notice as this passage is sourced from an online journal there are no page numbers; name of the author is not provided. The number of foreign students in Canada continues to grow rapidly. In 2013 there were 293500 international students in Canada up 50% in the last five years. The benefits of increased numbers of international students are clear: apart from contributing billions of dollars to the Canadian economy international students bring a diverse set of experiences to the Canadian campus and community. This creates a high degree of exchange of ideas among different groups of people has the potential to improve scholarship and foster a culture of global understanding and forms an integral part of internationalization. In the past two decades Canada’s post-secondary education institutions have become increasingly aware of the advantages of internationalizing their communities of learning. Indeed the exponential growth of international students studying and graduating at Canadian institutions reflects both a catalyst for internationalization as well as an outcome of efforts to achieve it. Yet emerging research indicates that one of the strategic advantages of an internationalized campus — the formation of social bonds between international students and their Canadian counterparts — has been unsuccessful. In CBIE’s 2014 survey of more than 3000 post-secondary international students at 25 universities and colleges across Canada 56% of respondents reported having no Canadian students as friends. Even those international students who plan to stay on in Canada after studying are no more likely to have Canadian friends — only 46% of them do. In addition 36.6% indicated that it is difficult to get to know Canadian students. This follows similar results from CBIE’s 2013 International Student Survey. Recent statements on ethical internationalization emphasize the importance of international student integration. CBIE’s Code of Ethical Practice details the importance of “Promoting the interests of international students in the institutional community and providing meaningful opportunities for interaction that promotes intercultural and mutual understanding between international students and other members of the institutional community and to the extent possible the surrounding community” (CBIE 2013). The International Student Mobility Charter developed by CBIE and several sister associations and adopted by the European Association for International Education (EAIE) states that: “When admitted to an education institution international students are automatically also admitted to a country a new community and its different culture. International students’ integration and interaction with the academic as well as the wider community needs to be actively facilitated to maximize the value for all stakeholders” (EAIE 2012). INSERT YOUR SUMMARY PARAGRAPH HERE ( BUT IN THE ATTACHED FILE ) PART II à MARKING RUBRIC ENGLISH PROFICIENCY à Correct grammar and sentence structure clarity diction/vocabulary awareness of audience and correct use of tone and style excellentgoodsatisfactoryminimalunsatisfactory fail PARAGRAPH STRUCTURE à Your summary is effectively organized. It follows a paragraph structure. It has a clear topic sentence that acknowledges the source of information and identifies the main idea of a passage supporting sentences that provide relevant supporting points and a concluding sentence that provides closure to the summary. All sentences of the paragraph are properly connected with transition words and phrases. excellentgoodsatisfactoryminimalunsatisfactory fail USE OF SIGNAL PHRASE AND IN-TEXT CITATION à Your summary uses effectively signal phrase when introducing information extracted from the passage. Active verbs chosen in your signal phrase reflect the orientation of the passage and the attitude of the author to the information presented. You are aware of what plagiarism means and know how to avoid it! excellentgoodsatisfactoryminimalunsatisfactory fail ACCURACY à adequate coverage of main points and key supporting evidence of the passage including some details when applicable; the summary is accurate clear concise objective and written in your own words excellentgoodsatisfactoryminimalunsatisfactory fail READING COMPREHENSION AND PARAPHRASING à Your summary demonstrates good reading comprehension and capacity to paraphrase effectively the author’s sentences without repeating the words or sentence structure of the original text excellentgoodsatisfactoryminimalunsatisfactory fail USE OF QUOTATIONS àThe summary paragraph uses quotations from the original text. Quotations are effectively selected to reflect the important information and style of the passage. Quotations are effectively incorporated into your own sentences excellentgoodsatisfactoryminimalunsatisfactory fail PART 03 PART III: CRITICAL ANALYSIS ESSAY (Value 50 MARKS) Read annotate analyze and assess critically the passage provided. Notice that the passage consists of an introduction to a whole book. Think about what makes introductions effective; what we as readers expect from an introduction. Based on those thoughts analyze the passage for its strengths and weaknesses. Having completed your critical reading process prepare and write a well-organized and insightful CRITICAL ANALYSIS essay in response. Your essay must follow the pattern of a critical analysis essay studied in the course and it must contain approximately 4-6 paragraphs. Bear in mind that the most important sentence of a critical review is an evaluative thesis statement. This statement must be placed in the first paragraph of the review essay. In your evaluative thesis you want to answer a simple set of questions: Is this an effective introduction? Who can most benefit from reading this introduction? Based on this introduction would you read the book? Who in your view should read the book and why? Title: Perspectives on Cultural Integration of Immigrants Authors: Yann Algan Alberto Bisin and Thierry Verdier Journal: Oxford Scholarship Online Date of Publication: January 2013. Introduction The concepts of cultural diversity and cultural identity are at the forefront of the political debate in many western societies. In Europe the discussion is stimulated by the political pressures associated with immigration flows which are increasing in many European countries. Dealing with the ethnic and cultural heterogeneity associated to such trends is one of the most important challenges that European societies will face. The debate on the perceived costs and benefits of cultural diversity is already intense. This is well illustrated for instance in France where discussions about the wearing of the Islamic veil and the burqa stimulated in turn a public debate on national identity. Similarly the recent vote in Switzerland against the construction of Muslim mosques clearly shows how heated and emotional arguments on ethnic and religious identity have recently become. Sociologists have been studying the cultural integration patterns of immigrants at least since the late nineteenth century especially in the context of immigration into the United States. Economists have instead been traditionally mainly interested in assessing the direct impact of immigration flows on market outcomes (especially on the labour market) or on fiscal transfers and public goods provision. The basic question of assimilation for economists has then been framed in terms of economic assimilation namely in terms of the dynamics of immigrants’ earnings and socio-economic positions relatively to natives. Recently however economists have been recognizing that beyond interactions directly mediated through markets prices and incomes other non-market social and cultural interactions could also be important determinants of the socio-economic integration of immigrants. Specific patterns of cultural attitudes of immigrant groups can significantly affect their labour market performances for instance. The common social phenomenon of ‘oppositional’ identities by which certain minority individuals actively reject the dominant majority behavioural norms can produce significant economic and social conflicts as well as adverse labour-market outcomes. More generally social scientists have dedicated a lot of attention to the fact that immigrants’ integration patterns can significantly alter the design and the political economy of public policies in the host society. An example of this issue concerns the sustainability of welfare state institutions in the context of multicultural societies. Cultural diversity may indeed affect the sense of community and social solidarity which constitute founding pillars of democratic welfare state systems. This could lead to the erosion of the social consensus for redistribution and diminish the political support for universal social programmes. Public policies aimed at correcting for horizontal inequalities across cultural groups might end up substituting for vertical redistribution across social classes. For these reasons several observers favour explicit public policies promoting or even requesting the cultural assimilation of immigrants to the cultural attitudes of natives. Other observers however argue that welfare state institutions should be designed to accommodate cultural diversity. These policies would facilitate contacts across communities promote tolerance trust and respect towards other groups and in the end would help develop new national identities. In either case the study of cultural and socio-economic integration patterns of immigrants seems of paramount importance as such patterns determine how the expression of cultural differences is translated into individual behaviour and public policy. The imperatives that current immigration trends impose on European democracies bring to light a number of issues that need to be addressed. What are the patterns and dynamics of cultural integration? How do they differ across immigrants of different ethnic groups and religious faiths? How do they differ across host societies? What are the implications and consequences for market outcomes and public policy? Which kind of institutional contexts are more or less likely to accommodate the cultural integration of immigrants? All these questions are crucial for policy makers and await answers. In this context the purpose of this book is to provide a modest but nevertheless essential contribution as a stepping stone to the debate. Taking an economic perspective the collection of essays in this book presents the first descriptive and comparative picture of the process of cultural integration of immigrants in Europe as it is taking place. We provide in the country chapters a detailed description of the cultural and economic integration process in seven main European countries and in the United States. The European countries include France Germany Italy Spain Sweden Switzerland and United Kingdom. We then provide in the conclusion of the book a cross-country comparison of the integration process using a unified database the European Social Survey. The conclusion concentrates on the interplay between the cultural and economic integration process across European countries and discusses how those various dimensions of integration correlate with specific national policies aimed at immigrants’ integration. In this first chapter building on the recent economics of cultural transmission we introduce the main conceptual issues which are of relevance to the study of the cultural integration patterns of immigrants and of their interaction with market and non-market outcomes. More specifically this chapter is organized as follows. In Section 1.2 we discuss briefly the different theories of cultural integration developed in the social sciences. In Section 1.3 we introduce in more detail the economic approach to the study of cultural integration. In Section 1.4 we provide a short overview of the main conceptual issues associated with measuring cultural integration processes. In Section 1.5 we discuss cultural integration in terms of its socio-economic impact on host countries. Finally in Section 1.6 we conclude with a brief overview of the subsequent chapters included in this book. INSERT YOUR CRITICAL REVIEW HERE PART III à MARKING RUBRIC ENGLISH PROFICIENCY à Grammar sentence structure clarity appropriate use of style and diction excellentgoodsatisfactoryminimalunsatisfactory fail STRUCTURE/PARAGRAPHING à your critical review essay meets the length requirement; it is appropriately developed and has the required parts: introduction summary interpretation/evaluation and response; it has adequate paragraphing; paragraphs are unified coherent and developed; they are effectively connected with transition words and phrases; overall the review has a clear sense of beginning middle and end. excellentgoodsatisfactoryminimalunsatisfactory fail USE OF EVIDENCE AND STYLE à review uses throughout signal phrase in referring to all points and specifics relating to and addressing the passage; the writer is able to summarize and paraphrase relevant content and makes consistent effort to do so; the writer is able to distinguish among actual points made by the author various pieces of evidence used in the passage and the writer’s attitudes toward them and his/her own ideas in response to this material. excellentgoodsatisfactoryminimalunsatisfactory fail THESIS STATEMENT AND ARGUMENT à the reviewer is aware of how the thesis statement must be organized and what the role of thesis is in a critical review essay; the relevant parts of the review develop the thesis by offering logically connected and insightful supporting points evidence and details. excellentgoodsatisfactoryminimalunsatisfactory fail SUMMARY à adequate coverage of the main points and key supporting evidence of the passage including some details; the writer is aware of the overall purpose and argumentation of the passage and is able to keep track of how specifics work in relation to larger goals; the summary uses adequate critical vocabulary that represents discourse of the passage. excellentgoodsatisfactoryminimalunsatisfactory fail INTERPRETATION/EVALUATION à review adequately identifies and lists relevant features of the passage its purpose argumentation evidence used to support claims appeals to logic credibility and emotion. The reviewer demonstrates critical thinking skills and ability to ask relevant critical questions. excellentgoodsatisfactoryminimalunsatisfactory fail RESPONSE à reviewer responds insightfully to the topic and the manner the author presents ideas; reviewer is capable of forming his/her own opinion in response can adequately discuss the merits of the work and appeal to a particular audience can comment on points of his/her own particular interest. excellentgoodsatisfactoryminimalunsatisfactory fail =

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