• Think carefully about the question using unit materials (lectures, online activities, readings
  • Search for literature from outside the unit materials and references (at least 3 peer- reviewed external references).
  • Critically evaluate the evidence to answer the essay question

Marking Criteria:

The assignment is assessed using the below criteria. See also the rubric guide on the next page that is designed to give you feedback on the strengths and weaknesses of your essay and indicate areas of achievement and areas where you could improve.

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Your assignment should demonstrate: Content 70%

– Theory: how well you understand the relevant theory and terminology;
– Breadth: how well you understand the breadth and depth of issues in your argument
– Answers question: how well your argument answers the essay question
– References: how well you support your argument with appropriate evidence
– Critical appraisal: how well you critically analyse the evidence towards a reasoned argument

Technical 30%

  • Format: how well you apply essay writing techniques such as hourglass format and signposting
  • Logic: how well your writing demonstrates clear, logical sequencing of ideas
  • APA: how appropriately you use APA 6th edition referencing (in-text and in the reference list) with at least 3 peer-reviewed (i.e., journal articles, government sources) outside (not used in the unit) references;
  • Punctuation: how well you use accurate spelling, grammar and punctuation; and
  • Expression: how well you create readable sentences (how clear, concise and fluid your expression
  • Don’t just look at indigenous Australians, also look at maybe:
    • Recent migrants
    • Rural/remote people
    • People from special community groups
    • NOT illness groups (this is not a population group)
  • Think about different determinants of poorer outcomes
  • USE CURRENT RESEARCH (within last 5 years)
  • Talk about minimum 3 determinants (1 per paragraph)
  • Refer to health according to the 1984 WHO definition of health
    • WHO definition in 1984: “…the extent to which an individual or group is able, on the one hand, to realise aspirations and satisfy their needs and on the other hand, to change or cope with the environment. Health is there foreseen as a source for everyday life, not the objective of living: it is a positive concept emphasizing social and personal resources as well as physical capabilities”
  • Use Australian statistics
  • Use ‘Closing the Gap’ as one of the sources
Top determinants of health (MINIMUM 3 Of THESE)
1. Class / socio-economic statusIncome and relative position within the social hierarchy
2. Early childhood developmentAdverse childhood experiences
3. Poverty, deprivation and Social exclusionAbsolute poverty
4. Health literacyAccess to health information
5.GenderGender norms

Levels of Determinants (MATCH UP THE 3 DETERMINANTS YOU TALKED ABOUT WITH THESE LEVELS)

  • The proximal determinants seem to have more discernibly direct effects on health, while the intermediate and more distal determinants have less obvious and less discernible effects.
  • Intermediate determinants (or midstream determinants) are the material factors, including personal wealth or access to material resources; the natural, physical and built environments; and the health system inputs including access to health care. 
  • Distal determinants (or upstream determinants) of health include the national, institutional, political, legal, and cultural factors that indirectly influence health by acting on the more proximal factors.
  • See the attached lecture notes if you want to see what we have learnt.
  • See next page for rubric

Essay Rubric

High Distinction (85 – 100 marks)Distinction
(75 – 84 marks)
Credit
(65 – 74 marks)
Pass
(50 – 64 marks)
Unsatisfactory
( 25 – 49 marks)
Very Unsatisfactory (0 – 24 marks)
Theory 14 marksRelevant unit materials (theory and terminology) applied, showing a comprehensive understandingRelevant unit materials (theory and terminology) applied, showing a broad understandingRelevant unit materials (theory and terminology) applied successfully, showing understandingRelevant unit materials (theory and terminology) applied successfullyRelevant unit materials (theory and terminology) poorly appliedRelevant unit materials (theory and terminology) not applied
11.9 – 1410.5 – 11.89.1 – 10.47 – 9.03.6 – 6.90 – 3.5
Breadth 14 marksThe argument and essay engage in a wider debate and contribute a new perspective to this debateThe argument and essay engage in a wider debateThe argument and essay acknowledge the wider debateThe argument and essay make some acknowledgement of the wider debateThe argument and essay make attempt acknowledgement of the wider debateThe argument and essay do not acknowledge the wider debate
11.9 – 1410.5 – 11.89.1 – 10.47 – 9.03.6 – 6.90 – 3.5
Answers Question 14 marksThe argument is clear and answers the essay questionThe argument is clear and answers the essay questionThe argument is mostly clear and answers the essay questionThe argument is vague and/or does not directly answer the essay questionThe argument is unclear / does not directly answer the essay questionThe argument does not answer the essay question
11.9 – 1410.5 – 11.89.1 – 10.47 – 9.03.6 – 6.90 – 3.5
References 14 marksThere are at least three reliable references that are very well integrated in the writing and signi cantly contribute to the strength of the argument.There are at least three reliable references that are well integrated in the writing and contribute well to strength of the argument.There are at least three reliable references that are integrated in the writing and contribute to the argument.There are at least three mostly reliable and relevant references and an attempt to integrate into the writing.The argument is poorly supported because some references might be less relevant, unreliable or poorly inte- grated/discussed in the essay.The argument is not supported because references might be irrelevant, insu cient, unreliable or poorly inte- grated/discussed in the essay.
11.9 – 1410.5 – 11.89.1 – 10.47 – 9.03.6 – 6.90 – 3.5
Critical Appraisal 14 marksThe essay is clearly the result of signi cant comparison, analysis, re ection and critical thinking.The essay shows all elements of comparison, analysis, re ection and critical thinking.The essay shows most of the elements of comparison, analysis, re ection and critical thought.The essay shows an attempt at most of the elements of comparison, analysis, re ection or critical thoughtThe essay shows insu cient comparison, analysis, re ection or critical thought.The essay does not demonstrate any comparison, analysis, re ection and/or critical thinking.
11.9 – 1410.5 – 11.89.1 – 10.47 – 9.03.6 – 6.90 – 3.5
Format 6 marksHourglass format and signposting successfully used and signi cantly strengthens readability and argument.Hourglass format and signposting successfully used and strengthens readability and argument.Hourglass format and signposting reasonably used and improves readability.Hourglass formatting and signposting reasonably attempted.Hourglass formatting and signposting poorly attempted and reduces readability.Hourglass formatting and signposting not used.
5.1 – 64.5 – 5.03.9 – 4.43.0 – 3.81.5 – 2.90 – 1.5
Logic
6 marks
Clear structure with strong logical sequencing that enhances the argument. eClear structure with strong logical sequencing.Mostly clear structure, with su cient logical sequencing.The structure is reasonable but might be unclear or lacking logical sequencing in some parts.Structure is mostly unclear with poor logical sequencing.Structure is unclear throughout without logical sequencing.
5.1 – 64.5 – 5.03.9 – 4.43.0 – 3.81.5 – 2.90 – 1.5
APA
6 marks
APA Sixth edition referencing is used appropriately throughout the essay and reference list.APA Sixth edition referencing is used appropriately throughout the essay and reference list with one type of error.APA Sixth edition referencing is used appropriately throughout the essay and reference list with a couple of types of error.APA Sixth edition referencing is attempted appropriately throughout the essay and reference but with a several types of errors.APA Sixth edition referencing is used with major errors throughout the essay and the reference list.APA Sixth edition referencing is not used.
5.1 – 64.5 – 5.03.9 – 4.43.0 – 3.81.5 – 2.90 – 1.5
Punctuation 6 marksAccurate spelling, grammar and punctuation that contributes to the strength of the argument.Accurate spelling, grammar and punctuation.Few spelling, grammar and punctuation errors.Some spelling, grammar and punctuation errors detract from the essay’s clarity.Many spelling, grammar and punctuation errors detract from the essay’s clarity.Many spelling, grammar and punctuation errors make the essay di cult to understand.
 5.1 – 64.5 – 5.03.9 – 4.43.0 – 3.81.5 – 2.90 – 1.5
Expression 6 marksExpression is clear, concise and uent that contributes to the strength of the argument.Expression is clear, concise and uent.Expression is mostly clear, concise and uent.Expression might be vague, verbose or hard to understand in some places.Expression is mostly vague and verbose throughout.Expression is di cult to understand throughout.
 5.1 – 64.5 – 5.03.9 – 4.43.0 – 3.81.5 – 2.90 – 1.5

Mark penalty applies for:

  • –  Incorrect submission to Turnitin box (1 mark deduction)
  • –  Late submission as per standard university penalty of 10% per day.
  • –  Going more than 10% over word limit. For 500 word essay there is a 2 mark penalty (10%) for essays over 550