(This essay is 50% of a grade for International Relations university class)
Topic: Was COP26 Glasgow 2021 successful in combatting climate change? (Yes) Explain.
-Include a view of the topic through a framework of International Relations including Social Constructivism and/or Feminism
-One paragraph should be a counter-argument; about how the COP 26 conference does not successfully combat climate change.
-Cite sources in APA format and include in-text citations
-Minimum 12 sources
Information
This is a research essay and thus should be fully referenced throughout the text with a full reference list provided at the end of the document. Use the Harvard/APA 6 style. There is a guide here: https://libguides.library.usyd.edu.au/c.php?g=508212&p=3476096. APA 7 is also acceptable. See: https://bond.libguides.com/apa-referencing
Further information will be provided during the semester on this assignment.
Structure:
A title page that outlines the title of the paper, your name, wordcount etc.
An introduction
Frame the topic as it relates to IR
Provide the aim for the paper
Structure the paper
Provide a clear and poignant thesis.
A body
Around three major arguments that substantiate the claims made in your thesis
A conclusion
Reaffirm your arguments
Restate your thesis
A reference list
Guidelines for Essay Writing
The following criteria will be followed when marking the essay, and students are therefore urged to follow the criteria when planning and writing their essay.
1. Structure and Content
1.1 The essay must answer the question. Students are urged to analyse the question carefully. After writing a first draft of their essay, all students should look at the question again to make sure they have answered the question.
1.2 The essay must have a logical structure. It should have:
1.2a An introduction which states the problem and the writer’s argument and shows its importance.
1.2b A middle section, which includes the evidence to support the essay’s central argument.
1.2c A conclusion, which summarises the argument, ties up loose ends, draws together the various strands of the essay, and sums up generally. If applicable, the conclusion could also suggest future directions for research. In general, new material should not be introduced in the conclusion.
1.3 The essay must have an argument (or thesis) which is developed coherently (that is, point by point in a logical order). Students should be arguing her or his own point of view. In other words, the essay will be assessed according to the originality of the argument they contain, and the logical coherence with which the argument is presented, and the research data with which the argument is supported. Originality suggests that the essay contain novel, yet plausible explanations of empirical records. Coherence suggests that steps in the argument be logically sequenced, avoid contradictions and irrelevant material, then culminate finally in clear causal statements. Sound data suggests that students have scoured library sources for supportive evidence.
Students should avoid writing descriptive essays that do not have an argument, or come to any conclusion.
2. Presentation
2.1 The essay should observe the normal rules of English grammar. This includes avoiding spelling mistakes.
2.2 The essay should be properly referenced. The student may use one of the accepted systems of citation. Once one system of citation is selected, the student must be consistent with its use throughout the essay. The essay must have a bibliography, which includes all sources referred to in research and writing the essay.
2.3 It is preferable that the essay be typed or word-processed. It must be double spaced and leave generous margins. This will allow for written comments by the marker.
3. Sources
3.1 It is important that the student use appropriate sources for their essays. Dictionaries and encyclopedias are not good sources. Students should instead use scholarly texts, journal articles, the periodicals listed in this outline, and those found in the library.
3.2 Essays that are well developed present more than selective or supportive evidence. They may attempt to refute the dissonant data and ideas that researchers inevitably come across. In short, there are no ‘right’ or ‘wrong’ answers to the essay questions. Assessment is based on how well you make your case in relation to the question.
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