The purpose of this assignment is to further hone your critical thinking skills - in this case, regarding environmental issue reporting. One of the challenges we face as media consumers is deriving meaning from environmental reporting. What are the "facts"? Are those "facts" distorted in any way? How so? One way to sift through the rhetoric is to consult academic material on the topic at hand. Thus, you will compare media reporting with academic reporting on the same issue. You are required to use at least two types of references for this project - *"newspaper" media reports and journal articles.
*"newspaper" can include online articles from media outlets (e.g., London Free Press, Globe and Mail) that also provide the same material in print form. Hence they are referred to here as "news media articles".
For a full description of assignment 1, please see the outline posted here.
The purpose of this assignment is to leverage the power of a team to produce a poster to raise awareness of an important environmental issue. This could flow from assignment #1 in the sense that you could select an issue one of your group members wrote about for that assignment. While you are supposed to use your critical thinking skills for both assignments, the intent of assignment #2 is to do this in the context of providing the best available information on your topic - e.g., to motivate poilcy change, mitigation, or individual behaviour change.
For a full description of assignment 2, please see the outline posted here.
Weight: 25% Duration: 1.5 hours Date:
Oct. 27 Location: B&GS-0165
Possible Format: mixed, all answers on exam paper - 85 marks
MC usually 1 of 5 choices (a - e)
NOT scantron, circle on exam paper
no "correction factor" (i.e., NO subtraction of incorrect answers from correct answers)
Choice - you will choose 5 from at least 7
Identify what the thing is, why it is important, how it relates to other things in the lectures and provide an example(s)
I have been told by students that I, "expect a lot in a definition". I agree.
only those definitions that include an example will receive full marks
space - use only the space provided - approximately 1/5 of a page
choice - you will choose 4 from at least 6
address the question directly and include at least one example.
e.g., if you are asked to "compare" - identify and describe both similarities and differences e.g., for policy?
examples - only those short answers that include at least one example will receive full marks
space - use only the space provided - approximately 1/3 of a page.
Weight: 35%
Duration: 1.5 hours
Date: Mon. Dec. 21 14:00 - 17:00 (always verify on official exam schedule)
Location: UCC 37
Possible Format: mixed, all answers on exam paper - 100 marks
MC usually 1 of 5 choices (a - e)
NOT scantron, circle on exam paper
no "correction factor" (i.e., NO subtraction of incorrect answers from correct answers)
Choice - you will choose 5 from at least 7
Identify what the thing is, why it is important, how it relates to other things in the lectures and provide an example(s)
I have been told by students that I, "expect a lot in a definition". I agree.
only those definitions that include an example will receive full marks
space - use only the space provided - approximately 1/5 of a page
choice - you will choose 3 from at least 5
address the question directly and include at least one example.
examples - only those short answers that include at least one example will receive full marks
space - use only the space provided - approximately 1/3 of a page.
address the question directly and include examples.
space - use only the space provided - approximately 1/3 of a page.
outline - though there are no marks explicityly awareded for this, sketch an outline on the extra sheet of paper provided (back of last page)
