The assessment for this module is divided into:
\r\n\r\nWritten examination = 50%
\r\n\r\nContinuous assessment (CA) = 50%, of which 30% = research essay, 10% = environment blog and 10% = field-trip report
\r\n\r\nThe written examination comprises three sections. Each section relates to one of the blocks of teaching and comprises two questions. Students are asked to provide answers to a total of three questions, with one question from each of the three blocks.
\r\n\r\nSubmission dates for CA work: TBA
\r\nResearch essays should comprise 2500 words, EXCLUDING references, on the following topic:\r\n\r\nAccording to recent research in the environmental sciences, over 25 million hectares of farmland in China are contaminated, mainly by heavy metals and metalloids (and in particular Cadmium, Cd) generally from inefficient industrial and careless waste management practices. The problem is made worse by acidic soils, irrigation (with water used in irrigation also often contaminated with heavy metals and other pollutants) and a reliance on rice as a food crop in many of the most contaminated areas. Rice is problematic because, unlike many other food crops, heavy metals taken up from the soil may preferentially accumulate in the grain (the part that humans eat!) – with the problem particularly severe in the long-grain variety of rice (Oryza sativa indica) that is predominantly grown in China (Zhao et al. 20151). Heavy metals bioaccumulate, and pose severe health risks to humans. As some of the rice grown in China is exported, the health risks potentially extend far beyond the area of contaminated soils.
\r\n\r\nSoil pollution is just one of many forms of environmental pollution that we face everyday. Environmental pollution is an indication of our wasteful approach to using resources, and impacts health, economics and ecosystem services. This being so, do you think we give environmental pollution the attention the problem deserves? Provide examples to illustrate your answer.
\r\n\r\nResearch essay writing guidelines
\r\n\r\nThe purpose of essays is to demonstrate that you can apply thought and reasoning to a particular topic or problem. It is important, that you read the question carefully and develop a clear idea of the nature of the assignment. You will rarely find a ready-made solution for a particular essay topic. You will need to sieve through your notes from readings that you have carried out to develop an argument, of direct relevance to the essay topic, and supported by the published literature (i.e. journal articles, published books from reputable publishers, reports from internationally regarded organisations etc). This means you will have to decide which facts, developments, theories and evidence that you encounter in your reading are relevant to the topic and the reasons why. Through your reading, you will soon realise that textbook, journal articles often offer different explanations or interpretations of (the same) events or developments. In some cases, authors make use of the same evidence to support different – in some cases contrary - arguments. These differences of opinion characterise science – and academics (including university students) are expected to evaluate these differences of opinion when forming their own positions.
\r\n\r\nIn writing an essay, you are expected to demonstrate your factual knowledge of a subject. In doing so, however, you must aim to go beyond description and develop a coherent analysis of the essay topic. In practice, your essay should take the form of an argument, which builds up a case that is logical and consistent with the literature and other evidence. You should present the different existing explanations in the literature and give your reason why you think one might be more plausible than other interpretations. In any case, your analysis should be supported by references to the published literature (books and journal articles) and other evidence (reports and information from websites hosted by reputable organisations). The balance should be in favour of published literature – journal articles and books - rather than information taken from websites and news articles.
\r\n\r\nPlease do not assert an argument or make statements in you essays that you are unable to support through reference to the published literature. When assessing your essays, we do not expect you to find the (or even a) “solution”, but we do expect you to develop a well-researched and solidly substantiated argument, which demonstrates that you have understood the essay topic and the literature. Therefore, you should reach your own conclusions and judgements about a particular essay topic.
\r\n\r\nPlease ensure that you reference work properly. In other words, you should use an internationally recognised system of referencing (citing) information you refer to in your essay that is not your own. And you should be consistent in your application of the system – i.e. use the same system throughout your essay. One example of an internationally regarded system for citing work is the HARVARD system of referencing. You may wish to familiarise yourself with this system: marks will be needlessly lost if you reference the work and ideas of others incorrectly. More seriously, not referencing work correctly puts you in jeopardy of standing accused of plagiarism.
\r\n\r\nThe Harvard system of referencing is this guide, free to download:
\r\n\r\nhttp://www.staffs.ac.uk/assets/harvard_quick_guide_tcm44-47797.pdf
\r\n\r\nYou may wish to use online Harvard Generator, which allows you to generate citations in the Harvard style (and also includes a free to use plagiarism checker):
\r\n\r\nhttp://www.harvardgenerator.com/
\r\n \r\n\r\nLayout and content
\r\n\r\nEssays should be planned before they are written so that the text has a coherent structure that allows a rational argument to be put forward. Essays are not an opportunity for a brain-dump (stream of consciousness) style of writing.
\r\n\r\nA well-structured essay will normally have something like the following elements:
\r\n\r\n- An introduction in which you state the topic for discussion and outline the main views relating to the topic. The introduction should show that you understand the topic.
\r\n\r\n- The main body of essay in which you develop further the main views covered in your argument. This part of the essay should demonstrate that you are aware of the relevant facts and different interpretations of the subject. You will need to support the points you raise and your evaluation of those points through reference to the relevant literature, by providing appropriate examples, or by using other forms of evidence (such as your own primary data).
\r\n\r\n- A conclusion in which you should summarise your main points and offer your own assessment of the topic. Other written assignments.
\r\n\r\n- A bibliography (Reference list) where all references cited in the essay (including in tables, on figures etc) are listed in a recognised system (such as the Harvard system mentioned above).
\r\n\r\nThe Environment blog provides an opportunity for each student to report on an issue of his or her choice relating to the environment. The chosen issue might be, for example, an environmental problem – such as pollution, a topical debate – such as the impacts of climate change, or the application of science to managing the environment – such as in biodiversity conservation. The choice really is up to the individual student.
\r\n\r\nWriting a good blog is not like writing a good essay, or responding well to an examination question. There is a lot of advice available over the Internet on how to write a good blog, and there are lots of examples of great environment blogs for students to examine. A good place to start when thinking about how to write great blog content is:
\r\n\r\nhttp://www.problogger.net/how-to-write-great-blog-content/
\r\n\r\nA site with links to some excellent science blogs is:
\r\n\r\n\r\n\r\nThe environment section of the above is at:
\r\n\r\nhttp://scienceblogs.com/channel/environment/
\r\n\r\nYou may take a look at blogs created and maintained by last year’s class at:
\r\n\r\nhttp://env1101-nus.blogspot.sg/
\r\n\r\nGenerally, when aiming to produce a blog that is compelling and engaging, a student should aim for:
\r\n\r\nIn creating and maintaining a blog, students are strongly advised to:
\r\n\r\nThe following criteria will be used when assessing blogs:
\r\n\r\n
\r\nThe Field-trip report is a concisely written (<1000 words, including references) account of one of the two site visits that form part of the module. Each student only needs to produce one report – the choice of which field-trip to report on is entirely up to the student. More information on reporting requirements will be provided on the day of each field-trip. Students are strongly advised to make use of the opportunities provided to interview experts that they may meet during a field-visit, and to illustrate their reports with personal field notes and annotated figures and sketches that they may have made in the field.