Security

English/Social Science
Project for Year 1
Viktor Rydberg Gymnasium
Autumn 2010

Table of Contents
Project guidelines for first year project 2
Time Frame 2
Important Deadlines 2
Written Project Format 2
Urkund and Plagiarism 3
Oral Presentation and Opposition 3
Group Work and Tutoring 3
Research Sources 3
Annotated List of Sources 3
Topic Choice for First Year Project 4
Security 4
Choosing a Topic and a Thesis 5
How to use the model: 5
Guidelines on structure and process for students writing projects in English 6
Structure 6
Process 7
Guidelines on citation for students writing projects in English 9
What sort of information should be attributed to an author? 9
How do I mark information, works and authors that I have cited? 9
Which works are to be included in the list of works cited? 10
How should the list of works cited be compiled? 10
Example 11
Formal Presentations 12
Preparation 12
Structure 12
Delivery 13
The following aspects of your presentation will be assessed: 13
Opposition Guide 14
Opposition Checklist 16
Year 1 Project Evaluation Sheets 17
Written Segment English Department 17
Formal Oral Presentation Evaluation - English 18
Opposition Evaluation English 19
Written Segment Social Science 20
Project Cover Sheet 22
Project guidelines for first year project

Time Frame
The project period begins on Monday, November 29th, 2010 . The project ends on
Thursday, December 16th, 2010 . This period is free from any scheduled lessons, and
students will resume their normal timetable after the Christmas break.

Important Deadlines
Note: Technological malfunction is not an accepted excuse for lateness.

1) The focus of your project needs to be determined and approved by your Social Science
teacher in week 47, before the project period begins.

2) The following elements of your writing process will need to be checked off with your
tutors during the project period in order to pass (all deadlines are 12:00 unless otherwise
stated).
a) Formulate a research question before project begins.
b) Submit an annotated List of Sources by Tuesday, November 30th.
c) Formulated working thesis statement by Wednesday, December 1st.
d) Outline for paper by Friday, December 3rd.
e) Provisional introduction by Monday, December 6th.
f) Abstract and source criticism by Wednesday, December 8th.
g) Rough draft (including word count), including list of works cited (correct MLA
format) by Thursday, 10.00 a.m December 9th.
h) The written project must be handed in by Friday, 12.00 pm December 10th . There
will be hand in folders on sharepoint which you must use to upload the final
version of your project. Groups can then download the project they will oppose at
12:10.
i) An oral presentation and an opposition of another group from Monday December
13th until Thursday December 16th.
j) The opposition table checklist must be submitted before the presentation you are
opposing.
3) All the elements listed above must be uploaded to the specially prepared hand-in folders
on the project site. The name of every document you upload MUST INCLUDE the names
of your group members.

Written Project Format

The format of the written project is as follows:
a) 2,000 - 2,500 words, approximately 10 pages of text (this does not include the cover
page, the source criticism, the list of works cited, drawings, diagrams, abstract and
longer citations). This word limit needs to be strictly kept.
b) No use of sub-headings in the essay (full reliance on well-developed use of linking
words). Sub-headings only for abstract, source criticism, list of works cited.
c) Use 12 pt font, Times New Roman, Arial, Calibri or Courier.
d) One and one-half line spacing (1.5), 25 mm margin on the left side.
e) Pages numbered.

Urkund and Plagiarism

2
 Since plagiarism is a growing problem in all schools, your work will be automatically sent
through Urkund via the hand in folders. It will be scanned for evidence of plagiarism through
this site, along with the scan your teachers will conduct when they read your paper. Any
group found guilty of plagiarism will not receive a grade.

Oral Presentation and Opposition

In addition to your written paper, you will also be graded on a 15-minute long oral
presentation and a 5-minute opposition. Your oral presentation should include a short (1-2
minute) statement of your research methodology. Detailed instructions on oral
presentations and oppositions can be found later in this manual.

The oral presentation of your project includes an opposition. This means that each group
must act as opponents for another group, in addition to presenting their own project. You
will receive a presentation/ opposition schedule from one of your tutors.

Group Work and Tutoring

This is a group work exercise. There will be 2-4 people per group. Group selection will be
carried out by the teachers, and no changes will be made after the groups are assigned.

You will have two tutors during this period: one Social Science teacher and one English
teacher. An appointment schedule will be handed out before the project begins. Two
meetings with your tutors are mandatory for all group members and need to be strictly
adhered to in order to succeed during the project. Tutors availability at other times will be
announced.

Research Sources
Restrict your usage of Encyclopedias and the Internet. Even though these are accepted
sources, try to extend your range, for example, to journal articles and books in libraries. You
are required to use at least five different sources, the majority of which are in English and
not from the Internet (i.e. 3 of 5 in English, 3 of 5 not originally Internet sources). A generally
recommended Internet source: Encyclopedia Britannica.

Please note that although your parents might be helpful in directing you towards good
sources to research, they cannot be considered sources themselves in your writing.

Annotated List of Sources

This should indicate the five (5) best (reliable) sources you have used up until this point.
You need to write a brief description of the information that the source has given you, which
questions it has helped answer and which new questions it may have caused you to think
about. At least two of these sources must not be available on the internet, for example a
book or an interview.

3
Topic Choice for First Year Project

Security
You should choose a specific situation that demonstrates an aspect of security. Using this
situation as your basis, you should analyse security based on the analysis model presented in SH A.
Some of the central questions that you should consider are:
What are the circumstances that led to the situation you are examining? What
happened?
Who are the main parties involved? What interests do they have?
What are the consequences of this situation?
What solutions have been suggested, implemented, or should be considered?
How do you define security in relation to your specific situation?

In order to find a focus for your own project you could look at some of the examples listed here:
Urban security
Developing countries
Social security
Lack of human rights
Information Technology security
Securitys influence on international relations

After you have chosen your focus, it is important that you formulate a research question. This
will guide your research and also the formulation of your thesis statement, which will then guide
your essay. Your thesis is not a statement of fact; rather it is a presentation of a topic of discussion
and your assertion about that topic.

4
Choosing a Topic and a Thesis

You should use this model for analysis when you start brainstorming your topic and also
when you start to formulate your thesis statement. You should choose a specific issue or
event in the present day where you think that security plays an important role. Using this
event as your basis, analyze security within your topic area.

How to use the model:

1. Start with a definition of security.

2. Describe the situation/problem you want to examine. Formulate a question before you
go to the next step.
3. Describe and analyze what causes the problem.
4. Describe and analyze the effects of the problem from different perspectives.
5. What are the solutions to the problem? Evaluate the solutions and see if they are
realistic or not.
6. Formulate a thesis statement based on the conclusion of your research.
7. Start to write the essay.

5
Guidelines on structure and process for students writing projects in English

Structure

Your project should include the following elements:

a cover page;
an abstract;
source criticism;
an introduction;
a main body;
a conclusion;
a list of works cited;
an appendix or appendices (if needed).

The cover page must exactly follow the sample cover included as the last page of this
hand book.

Though creative, colorful cover pages are appreciated, please bear in mind that the
actual analysis and structure of your paper will be graded, and art does not play a role in the
final grade. Therefore, if you wish to create your own cover page, you may include it after
the official cover page given below.

The abstract should be the first page after the cover page. An abstract is a condensed
version of a longer piece of writing that highlights the major points covered, concisely
describes the content and scope of the writing, and reviews the writing's contents in
abbreviated form.

An effective abstract has the following qualities:

uses one well developed paragraph: this is unified, coherent, concise, and able to
stand alone.
uses an introduction/body/conclusion structure which presents the papers purpose,
results and conclusions in that order.
follows strictly the chronology of the paper.
provides logical transitions between the information included.
adds no new information, but simply summarizes the paper.
is understandable to a wide audience.
Word limit of no more than 250 words

The source criticism should come before the main body of your paper on a separate
page. All the information (including pictures and statistics) you cite in your paper needs to be
critically evaluated. The four areas you need to think about in your source criticism are the
following:

1) who wrote the information?

2) for whom?
3) in what context?
4) for what purpose?

6
 For each of these areas, evaluate critically, giving particular attention to any bias you are
aware of. For the actual written element you produce, pick the five main sources that you
have used to write about. The entire source criticism should be a maximum of 350 words.

The introduction must begin on a new page, and will present the subject with which you
will be dealing. Normally one uses what is called a zooming in technique. In other words,
the topic area is presented in very general terms, before narrowing the area down more and
more until the specific issue that is going to be dealt with is stated. This is expressed in a
thesis statement, which should clearly focus the reader on the point of the project. The
thesis statement should be a natural last sentence in your introduction, not in any way
separated by font change or space.

The main body should present your research in a structured and logical manner. The
main body should also include some form of analysis that is based upon your own
observations drawn from your research material. This is where you will cite other authors to
support and strengthen your own ideas.

The conclusion should bring together what has been said in the main body, as well as
draw conclusions from the research and writing you have done. It will normally include a
restatement in slightly different wording of your thesis statement.

Process

The best essay-writing work for projects has been shown many times to be done by all
group members sitting together at the computer, working collaboratively. Maybe some of
the research and reading tasks can be divided up amongst group members, to be reported to
one another afterwards.

The thesis statement may change as you work. If your research is properly done, it is
highly likely that your thesis statement will change a little to adapt to your findings. Every
time you change your thesis statement, you should show it to one of your tutors for
approval.

The provisional introduction is handed in quite early, to give your tutors an idea of your
style and potential writing problems. It is not fixed in stone! Normally, a good introduction
is not written until after the main body and even conclusion are ready. Dont be afraid to
change your introduction as your paper develops.

The body will consist of paragraphs beginning with clear topic sentences to make it
absolutely clear to the reader how every part of your essay relates to the thesis statement.
Make good use of linking devices and transitions! A recommended linking device is to use
key words from your actual thesis statement. E.g. Another reason given for engaging in this
practice is if you have a thesis statement which includes: the reasons given for
engaging in this practice can be seen as a threat to human rights. For variety in use of
linking words, refer to hand-outs and web-sites given out earlier by your teacher.

When using citations, try to vary your use of reporting words such as according to X, as
X claims, or X states/asserts/suggests that Your English teacher can give you more
advice on this.

7
 Remember to use formal language and avoid the use of personal phrases such as I
think, our project will, etc.

Revision of your text will be carried out constantly, as you work. Help one another in the
group to write ever more correct English. An obvious point in your working process when
you can go through your text to look specifically for language corrections and improvement
is between rough draft and final version. Your English teacher will be looking particularly for
aspects of language, grammar etc which have been covered in class work during the term.

Your rough draft will be returned to you some time on Friday December 10th with some
editing comments from your tutors. During final grading your tutors will be looking to see
how well you have learnt from the comments given on your rough draft, and how well you
have applied your learning to the process of writing the final version.

8
Guidelines on citation for students writing projects in English

What sort of information should be attributed to an author?

When using text or ideas that can be attributed to a given author, this fact must be
recognized by clearly giving the author credit for his/her work. Otherwise you are
committing the serious offence of plagiarism!

Only information which lends itself to various interpretations or controversy is worthy of

being attributed to an author. For example, the fact that the Battle of Hastings took place in
1066 is not disputed by anyone; this information can be verified in any history book. For this
reason, it is not necessary to specify who claimed that the battle took place then.

On the other hand, if Marxs theories and ideas on alienation were to be used in a piece
of work, for example, they would need to be attributed to him. To give Marx credit for this,
the source of information must be clearly marked. The following section will explain how this
marking of cited sources can be done.

Tables, statistics, financial reports, etc. are also disputable information, which can give
rise to a wide variety of interpretations. The source of this information must be clearly
stated.

How do I mark information, works and authors that I have cited?

When information or ideas that have been formulated by someone else are used, then
two possibilities arise:

1) You copy complete sentences verbatim from the original text. In this case, the quote
should be placed within quotation marks, e.g.: Marx claimed that alienation is caused by
the division of labour (65). The name Marx indicates who the author is, and the (65)
indicates from which page of the source the information was taken.

If the authors name is not mentioned before the quote, do your citation in the following
manner: It has been claimed that alienation is caused by the division of labour. (Marx 65).

If you wish to copy larger segments of text, i.e. more than three lines, you may do so, but
this should be set apart from the main body of text by indentation, and preferably by single
line spacing within the citation. No quotation marks are used in this case. For example:
OConnor claims that

The nominal technique is an alternative form of group communication designed to

reduce two problems that often arise in group discussion. One of these problems is
the amount of time group discussions take. The second is the fact that a few
members may try to dominate a group discussion. Others may not get a word in
edgewise (139).

9
 2) You may also paraphrase someones words: that is, you take their basic ideas, but put
them in your own words. In this case, quotation marks should not be used; nonetheless, the
contribution of the original author must still be recognized, e.g.: Marx claimed that people
tend to feel alienated by the industrial society we live in because of the highly specialized,
monotonous jobs they have (64).

When paraphrasing, it is of paramount importance that the beginning be marked by

phrases such as: Smith claims that, Smith would have us believe that, etc. The purpose
behind this is that if the beginning is not marked, one does not know how far back the
reference goes in the text. Similarly, the page marking in brackets shows us where in your
text your paraphrased citation of someone elses ideas ends.

If more than one page is paraphrased, put the pages included in the parentheses.

Which works are to be included in the list of works cited?

Only works which have been quoted from, or paraphrased from, or have been
specifically mentioned in the project may and must be included in the list of works cited at
the end of the report. Works which have been used to provide background information, but
have not been named, may not be included in the list.

Picture sources should be noted right below the picture and not in the list of works cited.

How should the list of works cited be compiled?

Entries should be listed alphabetically, according to the surname of the authors. The
authors last name should appear first, followed by his/her first name, the title of the book,
the place of publication, the publishers name, and the year.

When listing your sources, the MLA Handbook should be referred to in order to list them
correctly. Refer to section 1.5. in the MLA Handbook for information on how to compile a
working sources list. You can also find information on the same pages about where to look in
the MLA Handbook for help in compiling your final "List of Works Cited".

On the following page is a sample List of Works Cited.

The first entry is for a book.
The second entry is for an encyclopedia.
The third entry is for a government publication.
The fourth entry is for an Internet source.
To cite other types of works, look in the MLA Handbook for Writers of Research Papers
which can be found in the library. It is the MLA system of citation that you are
expected to follow. You may also refer to the following Web sites:
Official MLA style: www.mla.org/main_stl-nf.htm
MLA Style Citations: www.mainland.cc.tx.us/library/internet/intsub/eng_ml.htm
Good general MLA citation tips: www.mainland.cc.tx.us/library/Hand/MLA.htm

10
Example

Works Cited

Kaku, Michio. Hyperspace: A Scientific Odyssey through Parallel Universes, Time Warps, and
the Tenth Dimension. New York: Oxford UP, 1994.

Mohanty, Jitendra M. Indian Philosophy. The New Encyclopaedia Britannica:

Macropaedia. 15th ed. 1987.

New York State. Committee on State Prisons. Investigation of the New York State Prisons.
1883. New York: Arno, 1974.

Smith, Theresa. "The Last Show". The Pele Project. Ed. Robert Jones. Feb. 1997. Smith U.
18 April http://www.smithuniversity/pele.com.

------. "The Debate over College Costs." MLA Newsletter 29.3 (1997): 5-6.

11
Formal Presentations

Your oral presentation should be 15 minutes long.

There are three elements necessary in order for a speaker to concentrate fully on his or
her presentation: preparation, structure and delivery.

Another element that bears mentioning is CREATIVITY! This is above all the best way to
communicate with your audience. So feel free to include drama, music, movement, props,
costumes and color in your presentation to make it memorable.

Preparation

1. Consider the audience. A presentation is most effective when it is given by a

well-prepared and committed presenter to an interested audience.

2. Choose appropriate ways of giving key information, such as visual aids or hand-outs.

3. Use headings, key words or brief notes rather than a complete script. This will prevent
the presentation from becoming monotonous. It also allows the presenter to focus on
the audience. As soon as you read more than one full sentence from a paper, you have
lost the important oral style needed to communicate to an audience.

4. Rehearse, especially the introduction; however, do not memorize. Word-for-word

memorization will make you seem insecure and unprepared.

5. Know how to work the technical equipment beforehand, and make sure everything
works (for example, slides, computer projector, sound system etc.).

6. When doing presentations in groups, it is important to remember three key words:

cohesion, structure and coordination. To prevent your presentation from becoming
fragmented and disorganized, it is crucial that you communicate the structure of your
presentation from the very beginning.

Structure

Structure will vary depending on what is being presented. However, every presentation
needs to be enclosed in a clear introduction and conclusion. A logical structure for a
presentation, for example, is:

1. Introduction. Tell the audience the subject of the presentation, summarize what they
are going to learn and tell them how long it will take and what, if anything, they should
do at the end. Tell them whether questions will be taken as they arise or only at the end.

2. Give presentation of information. Use facts, figures, graphs and other supporting
material as needed.

12
3. Summary. An often quoted rule of thumb is Tell them what you are going to say, say it,
then tell them what youve just said. The conclusion should briefly summarize the
arguments, reinforcing the main points; thank the audience for their attention and invite
questions.

Delivery

1. Speak clearly as if talking to someone at the back of the room. Pause at key points, or
repeat them. This will help prevent the message from being misunderstood. Ask
questions to keep the audience focused.

2. Be aware of intonation. A flat voice makes the speaker seem unenthusiastic.

3. Maintain eye contact with the audience in order to keep their attention. Avoid talking to
the screen, whiteboard or flipchart, and do not look continually down at notes.

4. Think about your body language, even when someone else in your group is speaking.
Good posture suggests confidence. Keep your hands visible, dont lean on any furniture
or cross arms or legs. Help one another to eliminate fidgets and mannerisms.

The following aspects of your presentation will be assessed:

Preparation (facts, materials, performance)

Clarity of structure
Use of transitions
Pace and fluency
Voice quality
Eye contact
Body language
Use of visual aids
Pronunciation, clarity, and correctness of language
Simplicity of language
Mastery of technical aids
Research methodology
Handling of questions
The timing and balance of your presentation (equally shared between all group
members)

13
Opposition Guide

An Opposition will take place immediately after each presentation. The opposition group task is
two-fold. Firstly, all the technical detail of the written essay must be checked for correctness and
accuracy. This is done through the opposition checklist form, which must be completed and handed
in before the beginning of the presentation. All parts of the form must be completed and
commented upon. Secondly, the oral part of the opposition must include a specific and detailed
account of any mistakes found in the way the essay cites sources within the text and the list of works
cited. In addition, the opposition group must analytically challenge the thesis and argumentation of
the essay. In order to test the thesis, the opposition group must prepare at least five questions for
the group theyre opposing questions which probe and critique the content of the thesis, main
idea and/or use of some source(s). Ideally the questions should generate a genuine debate between
the presentation and opposition groups
The purpose of the opposition is not to tear apart someone elses work. Instead, it points out
both the essays strengths and weaknesses, and tests the essays main idea/thesis.

14
 Nee
ds
Imp Goo
Exce
rov d
llent
em
ent

Test the focus and thesis:

Is the focus clear?
Is the thesis clearly stated and developed?
Does the thesis guide the paper?
Is the subject introduced with sufficient background material?
Check the whole paper:
Do the different parts of the project fit together? Is the red thread
apparent?
How well do the topic sentences and transitions work?
Does the conclusion answer what is set up in the introduction?
Is the language clear and easy to understand?
Are difficult words explained?
General use and correctness of language.
Check sources and MLA format:
Are all citations, both verbatim and paraphrased, correctly marked? Give
a specific detailed account of any inaccuracies and mistakes.
Have citations been used enough or too little?
Have the writers critically analysed their sources?
Are the tables, graphs, charts, and pictures used relevant?
Are all of the sources in the list of works cited used in the paper?
Are all the cited works correctly listed?
Are the sources used accurately?
Wrap Up
Other issues of relevance, final comments.

Opposition Checklist

15
Year 1 Project Evaluation Sheets

Written Segment English Department

DEADLINES (12:00 unless otherwise stated)
Annotated List of Sources Tuesday, Nov 30th
Thesis Wednesday, Dec 1st
Outline Friday, Dec 3rd
Introduction Monday, Dec 6th
Rough Draft (including List of Wednesday, Dec 8th
Works cited)
Abstract & Source Criticism Thursday, Dec 9th 10.00am
Final Version Friday, Dec 10
Opposition Checklist Before opposed presentation
Attendance at Tutorials
Note: Some aspects of the paper (such as your structure and the quality of your analysis) weigh
much more heavily in the determination of your papers grade. Less emphasis is placed on, for
example, your cover page, or spelling.
ESSAY IG G VG MVG Comments
Cover Page N/A N/A N/A
Abstract
Given format and word count
Thesis developed, guides essay
Original analysis
Purpose clear
Essay proofread and edited
SOURCES IG G VG MVG Comments
Source Criticism acc. to instructions
List of Works Cited correct
Sources cited within paper
correctly
Majority of sources in English
Appropriate range of sources
STRUCTURE IG G VG MVG Comments
Paper: introduction, body, conclusion
Paper: cohesion, logical, ideas
linked
Paragraphs: topic sentence,
transitions between paragraphs,
development of ideas
Paragraphs: marked correctly
Sentences: transitions,
development, varied structures
LANGUAGE IG G VG MVG Comments
Appropriate and varied vocabulary
Appropriate register
Grammar
Punctuation
Spelling
16
17
Formal Oral Presentation Evaluation - English
Presenters:
Topic:
Presentation Needs Good Comments
Component Improve-me
nt
Clear thesis/
purpose stated
throughout

Preparation
(facts,
materials,
performance)
Clarity of
structure

Use of
transitions
Pace, fluency
and voice
quality
Pronunciation,
clarity and
correctness of
language
Timing, balance
and limits
Body language
and eye
contact
Able to handle
questions? All
in group
involved?
Use of visual
aids
Creativity &
inventiveness
in
communicating
appropriately
to audience

18
Opposition Evaluation English

Names:
Project opposed:

Needs Good Comments

Improve-
ment
Group asks relevant questions
to test thesis
Negative criticism given
constructively. Refers to
specific and relevant points in
the project needing
improvement.
Positive criticism given. Refers
to specific and relevant points
in the project which were well
done.
Understanding of opposed
project apparent
Sources checked for accuracy,
apparent understanding etc.
Able to discuss the different
points on guide by giving
examples from text

Comments:

19
Written Segment Social Science

Names:

Topic:

DEADLINES (12:00 unless otherwise stated)

Annotated List of Sources Tuesday, Nov 30th
Thesis Wednesday, Dec 1
Outline Friday, Dec 3
Introduction Monday, Dec 8
Abstract & Source Criticism Wednesday, Dec 8
Rough Draft (including List of Thursday, Dec 9
Works cited)
Final Version Friday, Dec 10
Opposition Checklist Before opposed presentation
Attendance at Tutorials

Comments:

20

The student attains
Ability to the basic knowledge
through collecting and
retrieve and compiling facts from a
interpret facts number of randomly
chosen sources. The
student attempts to
reference these sources in
the text.
The student
Ability to communicates facts,
thoughts and conclusions
communicate through oral and written
means with some
difficulties however is on
the whole understood by
the teacher and fellow
students. The student
shows respect for other
peoples opinions.
The students written
Ability to work is based on a
question, or thesis, stated
structure at the beginning but partly
lacks focus or a common
written work and consistent theme (red
thread). The student
attempts to include facts
and different perspectives,
and presents an answer to
the question, or
substantiates the thesis, in
the conclusion of the essay.
The student analyses and
reflects on a basic level
regarding the question.
The student displays
Ability to understanding that there
are different sides to social
identify and questions, depending on,
for example, if looking from
understand an ideological/historical
perspective, or looking at
different Swedens standpoint on a
global question compared
perspectives to other countries.
The student attempts
Ability to to study social questions
through describing,
analyse comparing and reflecting as
regards causes and effects,
and attempts to develop
personal opinions during
the study.
The student can
Ability to develop personal opinions
and communicate these
reflect after considering different
sides to a question. The
student uses reflection as a
tool for analysis.
Progression
The student attains
knowledge through collecting,
compiling and interpreting facts
from several different sources,
strategically chosen for their
relevance. The student can link
information from various sources
and critically analyse the material. consistently critically analyses the
The student cites references in the material. The student consistently
text to derive and support facts.
The student actively
communicates facts, thoughts and communicates facts, thoughts and
conclusions through oral and
written means in a focused way,
and is easily understood by the
teacher and fellow students. The
student uses appropriate language uses appropriate language depending
depending in the situation and
medium chosen. The student
shows respect for other peoples
opinions.
The students written work is
based on a clear question, or
thesis, that is presented at the
beginning of the essay. The
student maintains focus
throughout the essay, includes
fact and different perspectives,
and presents a conclusion, or
substantiation of the thesis, in the substantiation of the thesis, in the
conclusion of the essay. The
student analyses and reflects well analyses and reflects at a high level
regarding the question.
The student can identify and
explain different sides to a social
question, after having studied it,
for example, from and
ideological/historical perspective,
or looked at Swedens standpoint
on a global question compared to
other countries.
The student studies social
questions through describing,
comparing and reflecting as
regards causes and effects, and
interprets the material. The
student develops personal
opinions during the study, and
displays the ability to think
critically.
The student can develop
personal opinions, and motivate
and communicate these after
considering different sides to a
question. The student uses
reflection as a tool for analysis.
21
The student attains knowledge
through collecting, compiling and
interpreting facts from a broad range
of sources, strategically selected for
their relevance and to show different
perspectives. The student can link
information from various sources and
cites references in the test to derive
and support facts, therefore giving the
text a scholarly credibility.
The student actively
conclusions through oral and written
means in a clear and focused way, and
is easily understood by the teacher
and fellow classmates. The student
in the situation and medium chosen.
The student shows respect for other
peoples opinions and has understands
that people have different views which
can depend upon, among other things,
differences in living conditions and
cultural identity.
The students written work is
well written and is based on a clear
question, or thesis, that is presented at
the beginning of the essay. The
student maintains focus throughout
the essay, includes facts and different
perspectives, and presents a
convincing conclusion, or an effective
conclusion of the essay. The student
regarding the question.
The student can identify and
explain multiple sides to a social
question, after having studied it, for
example, from and
ideological/historical perspective, or
looked at Swedens standpoint on a
global question compared to other
countries. The different perspectives
are relevant and deliberately chosen.
The student studies social
questions through describing,
comparing and reflecting as regards
causes and effects, and interprets the
material. The student develops
personal opinions during the study,
displays an excellent ability to think
critically, and also the ability to self
evaluate.
The student can develop
personal opinions, and motivate and
communicate these at a high level
after considering different sides to a
question. The student uses reflection
as a tool for analysis.
Project Cover Sheet
Names:

Project Title:

Length of Essay:

PLAGIARISM:
Plagiarism is the presentation by a group of an assignment which has in fact been copied in whole
or in part from another students or groups work, or from any other source (e.g. published books or
periodicals), without due acknowledgment in the text.

COLLUSION:
Collusion is the presentation by a group of an assignment as their own which is in fact the result in
whole or in part of unauthorised collaboration with another person or persons.

CONSEQUENCES OF PLAGIARISM AND COLLUSION:

(Extract from VRG Student Code of Conduct)

Plagiarism:
If a student is found to have plagiarised a paper or an assignment, he/she will
receive an automatic IG on the assignment. In a case of suspected but unproved
plagiarism, the student will be called to a meeting with the teacher and
headmaster. Here, the teacher may hold a brief oral or written test where they
can ascertain whether or not the student has completed their work
independently. If a student is found to have plagiarised an assignment or paper
more than once, the student and their parents will be called to a meeting with
the headmaster where the student will receive a warning of suspension from the
school.

I declare that this is our own original work.

Signatures:

22
23