CQUniversity Unit Profile.

Students are required to choose one of the topics from weeks 1 to 10 that interests them. After listening to the weekly lecture and conducting some initial research through the CQU library, students are required to devise their own essay question. In a presentation of around 10 minutes, students are will be asked to share what topic they have chosen and what essay question they have chosen they have devised. The talk should include a description of what research tools and search engines have been used and also any AI tools being used. The presentation must include a detailed description of three (3) scholarly sources they have found through the CQU library and how these sources helped them form their essay question. Students should use power point slides (or a similar program) to share the citation details of the sources and provide some notes on the basic arguments and at least one key quote. Finally, presenters will answer questions from the group about their approach. To complete this task successfully, the student must have chosen a topic, conducted some research and devised an essay question. It is expected that students take on any feedback from the presentation to improve their research essay. The presentations will take place in weeks 8, 9, and 10. There will be a 1pm and 6pm class in those weeks. There will be limited spots to present in each slot and it will go on a first in best dressed basis so plan ahead when you would like to present. 

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows: 

•  Gen AI content is used to generate ideas and general structures.

Oral presentations will be marked on the following criteria:

* Demonstrate that deep thought has gone into crafting an essay question on a specific week's topic

* Explain the key concepts in 3 relevant scholarly sources

* Answer questions from the group about the essay plan   

In Weeks 4 and 6 there will be a workshop based on two chapters from the book What's Wrong With Anzac?

It is expected that you attend the workshops having read and taken notes from the set reading. The conversation will be informal and you are welcome to make any observations from the readings. I will make sure that everyone has a chance to speak and if called on, you should be able to respond to questions such as:

• What was the reading about?

• Do you agree with authors main points or were there things you disagreed with?

• Was there anything that surprised or interested you in the reading?

• Are the topics raised in the reading still relevant today?

You are particularly encouraged to come with your own question from the reading to pose to the group. The main thing you are assessed on in the workshops is your ability to be an active participant in the discussion and to contribute and answer questions when called upon. This is not a memory test and you are not expected to remember every detail from the reading, just that you have read it and thought deeply about it.

Use of Generative Artificial Intelligence agents (Gen AI)

Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment.

You will be assessed on the following criteria:

1. Demonstrate that you have read and thought deeply about the set reading

2. Be able to speak about the reading when asked

3. Contribute to the remainder of the workshop by participating in the discussion

Essay 2 and Literature Review

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Microsoft Copilot, Chat GPT or other Gen AI agents is as follows: 

•  Gen AI content is used to generate ideas and general structures.

3000 words (a 10% variation is acceptable). The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.

Students are asked to provide a Literature Review of four (4) scholarly sources that are relevant to their essay question. This involves identifying four scholarly sources from the CQU library and demonstrating that they have been read and understood. For each of the four sources, students should provide a concise summary of up to 200 words. Students should accurately describe the author's argument and main points, the evidence they use and the conclusions they draw. In total, the Literature Review should be no more than 800 words. An example is on the Moodle site.

Following the Literature Review, students should write an essay of 2200 words. The criteria and description and the same for Essay 1. Students are expected to take on board feedback from the first essay and improve for the second one. Again, a minimum of six (6) scholarly sources from the CQU library must be used in addition to other research. It is expected that students use the CQU library and course materials. The essay should use footnotes and a bibliography in Turabian style.

The essay questions for this task are available on the Moodle site.

Assessment Criteria

The essays are marked on three principle criteria that can be summarised as CREW. This stands for: Content, Research, and Essay Writing.

Content:

• presentation of accurate, relevant and unbiased historical evidence

• evidence that the relevant(s) lecture has been listened to

Research (and referencing):

• evidence drawn primarily from scholarly texts

• acknowledgement of all sources of ideas/evidence (footnote) and any quotations

(footnote and quote marks)

• correct use of the Turabian referencing style

Essay Writing:

• meeting the required number of words, the bulk of which should be own wording

• logical structure/organisation of ideas

• clear, concise and correct written English

• presentation in formal essay style and layout