HSY311 A History of Crime and Punishment

ESSAY 1

TASK SHEET

Goal:

To write an essay in response to the question below.

Product:

An essay of 2,000 to 2,200 words in length (excluding bibliography / reference list and in-text / footnote references).

Format:

You will prepare an essay according to standard essay conventions, with appropriate referencing and a list of references.

Criteria:

▪ 1. Content and Information: Assessment of the understanding of historical background, context and facts as well as the depth of answer to the essay question.

▪ 2. Argument and Interpretation: Assessment of how well the essay interprets the historical context and facts; and how well an explicit and coherent argument is constructed and supported by evidence.

▪ 3. Engagement with Evidence: Assessment of how well source materials are used in constructing and supporting an argument.

▪ 4. Research: Assessment of the breadth and depth of research. This is an assessment of both the number and quality of sources. At least five (5) academic sources must be used.*

▪ 5. Structure and Written Expression: Assessment of how well the essay is structured in terms of a logical sequence of ideas and information to answer the essay question and to support an argument. Paragraph and sentence structure will be assessed as well as the fluency of the text, with a particular focus on grammar, punctuation and spelling.

▪ 6. Referencing: Assessment of appropriate referencing in accordance with academic conventions.

▪

Weighting:

▪ 30%

Due Date:

▪ Monday, Week 5 at 11.59pm AEST

* Academic sources are books, book chapters and journal articles. Primary sources also count as academic sources. However, websites are NOT considered to be academic sources and will not count towards the minimum number of required sources. Instructions This task involves writing a research essay of a required 2,000 to 2,200 words (excluding bibliography / reference list and in-text / footnote references). You must use a minimum of five (5) academic sources. Up to two (2) sources from the course readings will count towards the minimum number of academic sources. The essay will be due by 11:59pm AEST on the due date. Essays are to be submitted online via the SafeAssignment facility available under the relevant “Assessment” link on the course website at Learning@Griffith.

Question To what extent was English criminal procedure torture-free during the medieval & early-modern periods? In answering the question, you are required to construct an argument and to support that argument with reference to academic sources. The essay should not merely be your opinion and therefore you should avoid articulating your response to the question with phrases such as “I think”.

Frequently Asked Questions

1. How many words do I need to write? And can I write more or less? The required length of the essay is between 2,000 and 2,200 words. There will be a penalty if you write less. You should also not write substantially more than this length as that will also be penalised. See the Schedule of Penalties for Essays under the appropriate assessment link on the course website at Learning@Griffith. The word count includes direct quotes in the text but does not include the bibliography / reference list or in-text / footnote references.

2. What do I need to do in my essay? First and most importantly, you need to answer the essay question. Your answer must build an argument; engage with academic sources to support your argument; be clearly expressed and have a logical sequence of ideas; be based around a conventional essay structure; and be appropriately referenced.

3. What line spacing should I use in my essay? Essays should have double line spacing.

4. Where can I get more information about how to write an essay? See the Essay Writing Guidelines under the appropriate assessment link on the course website at Learning@Griffith.

5. What is an academic source? For the most part, these are books, book chapters and journal articles.

Academic sources also include primary source documents. Websites, Wikipedia etc. do not count as academic source materials and will not count towards the minimum number of required sources.

6. How many academic sources do I need to use? You must use a minimum of five (5) academic sources

in your essay. Up to two (2) sources from the course readings will count towards the minimum number of academic sources.

7. What referencing format should I use? You can use any referencing format in the essay, as long as it is

consistent throughout. For information on the Harvard system, see the Referencing Guidelines under the appropriate assessment link on the course website at Learning@Griffith.

8. Do I need to include page numbers in my references? Yes, you should always cite the relevant page

number(s) in your references. All in-text references or footnotes (not just those for direct quotes) must include page numbers. If you use a referencing format (such as APA or AGLC) that includes page numbers only for direct quotes, you will need to modify the format to include page numbers and ensure the essay complies with the task requirements. Penalties will apply for non-compliance – see the Schedule of Penalties for Essays under the appropriate assessment link on the course website at Learning@Griffith.

9. Do I need a reference list or bibliography? Yes, you need to include a list of references or bibliography at the end of your essay.

10. Do I need a cover page? No, you do not need a cover page. However, you must include your name; the

tutor’s name; the essay question; the word count (less notes and bibliography); and the referencing format used on the first page.

11. How can I check my essay draft for text-matching before submitting? Please see the information on the following webpage for instructions on how to check your draft essay for text-matching: https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/1616/kw/Safe%20assign%20rough%20d raft

12. How do I submit the essay? Essays are to be submitted through the SafeAssignment upload facility under

the appropriate assessment link on the course website at Learning@Griffith. For information on how to submit using SafeAssignment, see the SafeAssignment Guidelines under the appropriate assessment link on the course website at Learning@Griffith.

13. Do I need to submit a hardcopy of the essay? No, you do not need to submit a hardcopy of the essay.

14. Can I email the essay to my tutor or the Course Convenor? No, essays should not be sent by email to

either the tutor or the Course Convenor.

15. By what time do I need to submit on the due date? You must submit by 11:59pm on the due date.

16. I’m having trouble with my essay. Where can I get help? In the first instance, you should talk with your tutor as soon as possible. You can also seek help through peer study groups and library workshops.

17. How do I apply for an extension and what grounds are acceptable for asking for an

extension? All requests for an extension of time for an assessment item must be submitted online using the form available on the following web page:

https://www.griffith.edu.au/students/assessment-exams-grades/submitting- assignments/assignment-extension If you are applying for an extension of time, your application must be submitted through the online application form by the due date. Your application must also include appropriate documentation to support the grounds on which you are requesting your extension of time. You can make a request for an extension of time on one of two grounds, as follows: medical or other (e.g., family or personal circumstances, employment- related circumstances, unavoidable commitments). Requests for an extension of time sent by email will not be considered. If you feel your situation is likely to impact on more than just this assessment item, you should make a formal application for Special Consideration. Please note that Special Consideration applications must be received within three (3) business days of an assessment item being due. Please contact the Course Convenor if you are considering an application for Special Consideration.

18. On what grounds can I apply for Special Consideration? Special Consideration will only be considered with the provision of appropriate supporting documentation and will only be approved in the following circumstances: illness; accident; temporary disability; bereavement; or compassionate circumstances. More information on Special Consideration can be found on the following webpage: https://www.griffith.edu.au/students/exams-assessment/special-consideration

19. What documentation do I need to support a request for an extension of time or Special Consideration? As noted in Section 3.8 of the University’s Assessment Return and Submission policy, requests on medical grounds must be supported with a medical certificate obtained during an in-person medical consultation. Requests on other grounds should include appropriate documentation such as a bereavement notice; letter from employer, practitioner or professional; statutory declaration; or accident report. In all cases, the documentation is to contain the date as well as the name and contact details of the person providing the evidence in relation to a request for an extension or Special Consideration.

20. For how long can I have an extension of time? As noted in Section 3.8 of the University’s Assessment Return and Submission policy, the maximum extension period on medical grounds and grounds of bereavement is fourteen (14) days. The maximum period an extension will be granted for extenuating or other personal circumstances is two (2) days.

21. I have had internet and/or computer problems. Can I be granted an extension? No, extensions will not be approved in the event you experience an internet or computer problem. Under such circumstances, you are expected to seek a feasible alternative to complete the assessment task (such as using a computer and the internet at the University or a local municipal library). In order to minimize the risk of an internet or computer issue impacting on your capacity to complete an assessment task by the due date, it is strongly recommended that you backup assessment task files on a regular basis and avoid leaving submission of assessment items to the last minute.

22. What penalties might be applied and how have they been calculated? For a list of penalties that might be applied to your essay for failing to meet the task requirements or late submission, see the Schedule of Penalties for Essays under the appropriate assessment link on the course website at Learning@Griffith. Penalties will be itemized on the essay assessment and feedback sheet.

23. Can I request a re-mark of an assessment item? No, the University’s Assessment Policy does not

include a provision for the re-marking of individual assessment items. More information can be found on the following webpage: https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/2774/kw/remark%20assessment

24. Do I need to complete this assessment task even though I will achieve a final total of more than 50% from the other assessment items? Yes, as noted in the Unit Outline, all assessment tasks in this course must be completed. To be awarded a grade of Pass or higher, students must have completed 85% or more of the weighted items, with marks above zero. In other words, if you do not complete an assessment task you will automatically fail the course irrespective of whether or not the final total from the other assessment items is 50% or more.

Grading Rubric for Research Essay

Criteria Excellent (High Distinction)

Very Good (Distinction)

Good (Credit)

Satisfactory (Pass)

Poor (Fail)

Content & Information Content and information (including names and facts) are consistently accurate and pertinent to the question. The essay demonstrates a deep understanding of the historical background and context to a topic, including links and/or comparison between different historical events or periods in a way that informs directly and clearly the answer to the essay question. Provides an accurate and complete explanation of key information, concepts and/or theories.

Content and information (including names and facts) are consistently accurate and relevant to the question. The essay demonstrates a high level of understanding of the historical background and context to a topic without losing focus of the essay question. For the most part, explanations of key information, concepts and/or theories are accurate and complete.

Content and information (including names and facts) are presented with no significant errors. There might be some minor errors but those errors do not impact the argument or answer to the question. Knowledge of historical background and context to a topic is sound. The content and information inform directly the answer to the essay question. Explanations of key information, concepts and/or theories are accurate.

Content and information (including names and facts) are presented with some errors that might impact the argument or points presented in some parts of the essay. The errors do not impact the answer to the question. The essay demonstrates a sound level of understanding of the historical background and context to a topic but might rely too heavily on narrative and description. Explanations of key information, concepts and/or theories are basic and might be missing.

Content and information (including names and facts) are inaccurate and/or irrelevant to the question. The essay demonstrates an unsatisfactory level of understanding of the historical background and context to a topic. The essay might be purely descriptive narrative and lacking analysis. Explanations of key information, concepts and/or theories are lacking.

Argument & Interpretation

The argument is clear, consistent and compelling. The information presented in the essay supports the argument and persuades the reader. Reveals a high degree of critical thinking. Content indicates a synthesis of ideas, in- depth analysis and evidences original thought/interpretation to answer the question. All claims supported by compelling evidence.

Ideas are developed with sufficient and firm evidence to answer the question. The argument is clear and consistent. Critical thinking is evident in most points raised in the essay though more analysis needed in parts. The information presented in the essay is largely connected directly to supporting the argument but needed to be analysed more critically throughout the essay. Content indicates original thinking/interpretation. All claims supported by evidence and not polemic.

Sound development of ideas to answer the question. The argument is evident and consistent but not necessarily convincing. Some critical thinking is evident. Content indicates analysis and reasoning applied on a few ideas. Some deficiencies in interpretation. Most (if not all) points or claims are supported by evidence. Any polemic or opinion-based claims are minimal and do not substantially impact the argument.

The question is answered but with limited evidence of analysis and/or original thought. There is a discernible argument that shows some degree of development but may be implicit or inconsistent. Key points are identified with limited analysis, detail and/or development. Critical thinking/interpretation is limited. Most points or claims are supported by evidence. Any polemic or opinion-based claims have minimal impact on the argument.

Fails to answer the question. No clear or consistent argument. Main points lack detailed development. Ideas are vague with little or no evidence of critical thinking. Content is underdeveloped and/or unoriginal. Many points or claims are not supported by evidence and/or there are polemic or opinion-based claims that substantially undermine the argument.

Engagement with Evidence Uses sources to support, extend and inform but not substitute writer’s own argument and development of ideas. Combines material from a variety of sources and engages with all sources in the reference list/bibliography as evidenced by the references. Does not overuse quotes or paraphrasing. Quotes and paraphrasing are used selectively and effectively to support directly key points of an argument.

Uses sources to support, extend and inform but not substitute writer’s own argument and development of ideas. Uses material from a variety of sources and engages with all sources in the reference list/bibliography as evidenced by the references. Effective use of direct quotes and paraphrasing to support directly key points of an argument. While the use of direct quotes or paraphrasing might be effective, the quantity might be too numerous to be deemed selective.

Uses sources relevant to the topic and/or interpretation with sufficient variety to demonstrate to a sound level of skill in combining sources to support an argument. Engages with most sources in the reference list/bibliography as evidenced by the references. Quotations and paraphrases are sufficient in length as well as quantity and are consistently referenced but may not always be selective or effective in supporting an argument in all instances.

Uses sources relevant to the topic and/or interpretation but lacks variety of sources and/or the combination of sources. Engages with at least some of the sources in the reference list/bibliography. The number of references is insufficient to provide evidence of thorough engagement with the source materials. Quotations and paraphrases may be too long and/or too frequent.

Neglects important sources and does not use a variety of sources. Engages with only a few sources in the reference list/bibliography. The number of references is seriously below expectation and insufficient to provide evidence of adequate engagement with the source materials. Might overuse quotations and/or paraphrasing (possibly without referencing).

Research The quality and relevance of sources is exemplary. All materials are academic sources and relevant to the topic. The quantity of academic sources exceeds the minimum requirement (generally by 8 sources or more).

The quality and relevance of sources is very good. All materials are academic sources and relevant to the topic. The quantity of academic sources exceeds the minimum requirement (generally by 5 to 7 sources).

The quality and relevance of sources is sound. All materials are academic sources. The quantity of academic sources relevant to the topic exceeds the minimum requirement (generally by 1 to 4 sources).

The quality and relevance of sources is adequate for the most part. The quantity of academic sources relevant to the topic meets but does not exceed the minimum requirement. Any non- academic sources are in addition to this minimum.

The quality and relevance of sources is below expectations (includes too many non-academic sources) and/or fails to meet the minimum requirement of academic sources relevant to the topic. May use academic sources that are not relevant to the topic and/or interpretation or fails to demonstrate adequately the relevance.

Structure & Written Expression

Employs words with fluency, develops clear and concise sentences, balances effectively a variety of sentence structures. The essay is written in an academic tone that is exemplary and free from hyperbolic, lyrical, emotive and colloquial expression. The writing is essentially error-free in terms of

Word forms are correct and sentence structure is effective. The essay is written in an academic tone that is strong and mostly free from hyperbolic, lyrical, emotive and colloquial expression. The use of hyperbolic, lyrical, emotive or colloquial language is not sufficient to detract from the

Word forms and sentence structures are above average to convey clear meaning. The academic tone of the essay is appropriate but might occasionally use hyperbolic, lyrical, emotive and colloquial expression. The use of hyperbolic, lyrical, emotive or colloquial language might

Word forms and sentence structures are adequate to convey basic meaning. The academic tone of the essay is sound but there might be the regular use of hyperbolic, lyrical, emotive and colloquial expression. The use of hyperbolic, lyrical, emotive or colloquial language affects both the accuracy and coherency of

Employs words that are unclear and sentence structures that are inadequate for clarity. The essay is not written in an appropriate academic tone and might frequently engage with hyperbolic, lyrical, emotive and colloquial expression. The use of hyperbolic, lyrical, emotive or colloquial language significantly impacts the accuracy and coherency of the narrative. Frequent errors in spelling, punctuation and/or

spelling, punctuation and grammar. Paragraph and sentence structures are exemplary. Standard academic essay parameters of an introduction, body and conclusion are clear. The essay structure allows for a logical and coherent sequence of ideas and information to answer the question as well as support an argument in all sections of the essay.

accuracy or coherency of the narrative. Presence of a few spelling, punctuation and/or grammatical errors is not distracting. While there might be minor errors, the writing follows normal conventions of spelling, punctuation and grammar throughout the essay and has been carefully proofread. Paragraph and sentence structures are correct. Standard academic essay parameters of an introduction, body and conclusion are clear. The essay structure allows for a logical sequence of ideas and information to answer the question as well as support an argument in most sections of the essay.

occasionally detract from the accuracy or coherency of the narrative. Some errors cause minimal distraction. Spelling, punctuation and/or grammar are at an acceptable level despite the presence of errors. The essay displays indications of insufficient proofreading. Paragraph and sentence structures are adequate with only a few lapses. Standard academic essay parameters of an introduction, body and conclusion are clear. While the essay structure is sound, the coherency of ideas and information to answer the question and support an argument is occasionally deficient.

the narrative. Errors in spelling, punctuation and/or grammar cause noticeable distraction. Errors are of a nature and frequency to suggest the essay had minimal or no proofreading. Paragraph and sentence structures are sound with occasional lapses. Standard academic essay parameters of an introduction, body and conclusion are sound but the logical sequence of ideas and information to answer the question and support an argument is often insufficient or defective.

grammar are seriously distracting. The essay indicates strongly towards a lack of proofreading. Paragraph and sentence structures are inappropriate and incorrect which interferes with comprehension. Standard academic essay parameters of an introduction, body and conclusion are either limited or inadequate. The essay does not demonstrate a logical sequence of ideas and information to answer the question and support an argument.

Referencing In-text references or footnotes are complete, accurate and consistent. All in-text references or footnotes contain page numbers. The reference list/bibliography is formatted perfectly and correctly.

In-text references or footnotes are complete, accurate and consistent. All in-text references or footnotes contain page numbers. The reference list/bibliography is formatted correctly but includes no more than 1 minor error.

In-text references or footnotes are complete, accurate and consistent. All in-text references or footnotes contain page numbers. The reference list/bibliography is generally formatted correctly but there might be minor errors.

Most (if not all) in-text references or footnotes are accurate, consistent and contain page numbers. The reference list/bibliography might have some formatting errors.

In-text references or footnotes are inaccurate, inconsistent and/or do not follow a recognizable convention. Most or all in-text references or footnotes might not contain page numbers. The reference list/bibliography is not formatted correctly or is missing.