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ACAD001 ACADEMIC COMMUNICATION
Semester 1
Assessment Item Name READING
Weighting 25%
Due Date 11 APRIL 2022
Assessment item description
A description of the assessment item is as follows:
In this assessment, you will read texts, annotate texts, watch a video and then answer
questions.
Subject learning outcomes (SLOs) & Language learning outcomes (LLOs)
On successful completion of this assessment item, students should achieve the following outcomes:
SLO1i:
LLOs
SLO3i:
LLO
purposefully select, and critically evaluate meaning-making in, a range of relevant texts
1. identify and explain opinions, main points and supporting information
2. evaluate texts for quality, logic, reliability, relevance
3. make inferences, identify and explain bias, irony and/or digressions
4. identify and explain logical relations
5. locate, select, and evaluate texts relevant to research needs
6. make notes
systematically apply academic conventions to maintain academic integrity
1. apply APA 7th edition style referencing conventions
Assessment item brief
For this assessment item you are required to do the following:
 Read the text that your teacher has provided.
 Select a video (YouTube/Ted Talk) and another reading (UTS Library) which relate to, but may not necessarily have the same
perspective on, the same topic as the reading provided by your teacher.
 Complete the following tasks either by writing in the provided spaces or by recording yourself saying the answers as a video
with PowerPoint slides (each slide should have one task which you talk to).
 Annotate the text that your teacher has provided.
 Upload this document in addition to the annotated reading.
ASSESSMENT ITEM BRIEF
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Assessment item submission requirements
For this assessment item you are required to submit the following:
You can choose to do this in one of two ways:
Option A Option B
Answer all the questions / complete all the tasks in
writing by filling in the table.
Answer all the questions / complete all the tasks in
a video recording (with each question on its own
PowerPoint slide).
You need to submit:
1. Option A: completed question table
or
Option B: video recording
2. Annotated text (see examples below). The text is provided by your teacher
3.
Examples of annotated text

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The tasks are related primarily to the scholarly article that has been provided by your teacher, unless stated otherwise.
All tasks marked with an asterisk (*) require you to make notes on the PDF of the reading provided by your teacher. That
is, highlight key words and sentences and then make a note.
 Begin each note by naming what task it refers to (e.g. for 2*, you will start your note with ‘technical vocabulary:’).
Note:
Your writing or speaking skills are not graded in this assessment. However, your teacher must be able to understand your
meaning.
Note:
Tasks are colour-coded to reflect the stage in the course they are discussed:
 blue reflects representational meanings
 pink reflects interpersonal meanings
 yellow represents organisational meanings
You can complete the relevant questions as soon as the meaning has been discussed in your tutorial.
Reading Table
identify opinions, main points and supporting information
Task
1
What is the topic?
Very briefly (25 words or fewer) describe the
content of the text.
Global international trade is booming, but small economies and
the poorest countries are still behind.
2.* What are three main technical terms/concepts?
Provide definitions from the reading, if possible,
and explain the definitions in your own words.
GDP: Gross Domestic Product.
LDCs: Less Developed Countries.
SDG: Sustainable Development Goal.
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3.* What is the main argument? Provide a quote and
explain the information in your own words.
Do you think this is a valid argument? Why/why not
‘This strong and rapid trade recovery was largely
unexpected. However, a significant worry has been that differences in
financial resources could result in an uneven.’ --- it is a valid
argument. According to the graphical information provided in the
article, the rate of commodity trade between small economies and
LDCs is growing very slowly.
4.*
What are the main findings and conclusions?
List them in your own words.
In which ways do the conclusions that are drawn
follow/do not follow from the discussion?
The main finding: smaller economies are more vulnerable than
larger economies and tend to be more severely affected by
outbreaks. The trade recovery has been driven in large part by
developed and emerging economies.
The conclusions: Slow trade recovery in small economies a
concern.
The conclusions that are drawn follow from the discussion.
5.*
What are the examples, illustrations, tables,
objects, data, statistics, texts, advertisements
that the author uses to support/illustrate the
argument/points?
The author used dynamic graphs, data and statistics to support the
argument..
6.
List three points that the author(s) present as
facts and three points that are presented as
opinions. To what extent do they help support the
argument / the claims?
Fact Opinion
1 Poorest countries' export
levels still average 5%
below pre-pandemic
levels.
International trade
recovery imbalance.
2 Merchandise export
levels in the smaller
economies remain, on
average, 25% below pre-
pandemic levels.
The smaller the
economy, the weaker its
export recovery towards
pre-pandemic levels.
3
Whether in Africa, Asia, or
Latin America, smaller
economies' exports have
recovered to a lesser
extent than their larger
neighbors.
The positive correlation
remains valid also when
considering economies
within regions.
evaluate texts for quality, logic, reliability, relevance
7.*
In which way is the reading still current / no
longer current?
In which way is the evidence accurate, logical,
convincing?
Are the claims unsubstantiated (not supported),
contradictory?
The reading is still current, The smaller the economy, the weaker
its export recovery like pre-pandemic levels.
The evidence: authoritative data sources and complete data
samples.
No, they are not.
8.*
What is the methodology / approach / theory that
has been used?
Are they appropriate? Why/why not?
Are there any issues with the way the argument/
experiment/ reasoning is presented?
Data used to support article arguments in this article.
It is appropriate, because the theme of this article is the recovery
of national trade, and the use of data can directly illustrate the
article's thesis.
The methodology used is too single, cite authoritative sources
can be used to make the article more convincing.
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9.*
List three ways in which this text is (not) going
to help you with your other assessments?
Be explicit.
Firstly, the analysis of data and the use of icons enable the
audience to understand the essay's argument visually.
Secondly, learn to analyze the essence of things through
phenomena.
Thirdly, using facts to prove the argument of the essay.
10*
What is the scope (limitations - context, data,
sample size, etc.)? That is, what is the extent of
the area or subject matter that the author is
focusing on?
The trade of global.
make a range of inferences and identify bias, irony, digressions
11* What is the purpose of the text?
Reminding the audience those small economies and the poorest
countries are falling behind in their trade exports.
12*
Who is the intended audience? (List three. Do not
write ‘student’ ‘researcher’; be specific.
Justify your answer by refereeing to words or
phrases in the text).
Audience Words/phrases from the
text to indicate the
audience
1 National leaders that
attend UNCTAD
Source: UNCTAD based
on national statistics.
2 Businessmen form East
Asian that deal with
trade exports.
By the summer of 2020,
fueled by exports of
COVID-19 related goods -
largely from East Asian
economies.
3 Export sector of small
economies and the
poorest countries
the difficulties of both rich
and poor countries in
restarting their export
sector.
13*
Research on the author(s):
List any factors that may indicate potential bias,
stereotyping, or conflict of interest.
Include here any irrelevant information/irony the
author may have included.
What is the position/perspective of the author in
relation to certain issues? Provide evidence by
referring to language choices made in the text.
The authors are too conservative and pessimistic, the epidemic is
gradually improving, and global trade is booming, even for small
economies and the poorest countries are developing slowly, it is
not a cause for concern.
14*
What is your reading position?
Do you agree / disagree with any of the points the
author makes?
Provide at least one (1) point. Why do you agree /
disagree?
My reading position is to understand the reasons for the different
growth rates of global trade.
Yes, I agree. Because it is inevitable that small economies and
the poorest countries will have gaps with other countries due to
problems caused by differences in financial resources, such as
transportation, public facilities and lack of awareness.
identify logical relations
15.* How does the reading relate to other texts that you
have read/watched?
Confirmations (do the texts say the same or similar
things – provide details)?
Both articles discuss the negative impact of covid-19 on global
trade, especially for small economies and the poorest countries.
The findings of this study show that the COVID-19 problem in
exporting countries has a significantly negative effect on trade
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Contradictions (do the texts say opposite things -
provide details)?
16*
How is the text organised?
Do not write “introduction, body,
conclusion”. Write about the content, the
progression of the argument, experiment, report,
etc.
Firstly, the pace of global trade development is presented, and
small economies and the poorest countries are falling behind.
Secondly, a subheading is used to introduce the next argument,
that the imbalance in international trade recovery is caused by
differences in financial resources and a large amount of data and
tables are used as evidence to prove the argument, and finally
the report concludes that small economies tend to be more
vulnerable and more affected by the pandemic, so the slow
export recovery of small economies is a cause of concern.
locate, select, and then evaluate a range of texts relevant to research needs
17
Provide a summary of the content of the reading and
video that you researched (50 words).
Very briefly explain how they are relevant to your
personal, study and work needs.
Briefly demonstrate that they are reliable sources
of information.
I found this journal in google scholar. this article cites a lot of data
and surveys to argue my arguments. In my future study and work,
I have learned to cite authoritative sources to make my paper
more credible, which makes me choose my references more
carefully.
apply APA 7th edition style referencing conventions
18
References: use APA 7th edition style. Matezo, E., & Matondo, B. (2022). The Effect of COVID-19 on International Trade:
Evidence from Sub-Saharan Africa. American Journal Of Industrial And Business Management, 12(01), 73-87.
https://doi.org/10.4236/ajibm.2022.121006
REMINDER: Upload this completed document + annotated reading.
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Assessment item grading criteria
For this assessment item you will be graded according the following criteria:
CRITERIA HD D C P F3 F2 F1 F0


Identify and
explain
opinions,
main points
and
supporting
information
Identify and
explain
opinions,
main points
and
supporting
information
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
Identify and
explain
opinions,
main points
and
supporting
information.
This means
that all the
answers are
generally well-
developed,
and the issue
well-explored.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
Identify and
explain
opinions,
main points
and
supporting
information.
This means
that all the
answers are
generally
scant, limited
and/or
underdevelop
ed.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
Evaluate texts
for quality,
logic,
reliability,
relevance
Evaluate texts
for quality,
logic,
reliability,
relevance
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
evaluate texts
for quality,
logic,
reliability,
relevance.
This means
that all the
answers are
generally well-
developed,
and the issue
well-explored.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
evaluate texts
for quality,
logic,
reliability,
relevance.
This means
that all the
answers are
generally
scant, limited
and/or
underdevelop
ed.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
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Make
inferences,
identify and
explain bias,
irony and/or
digressions
Make
inferences,
identify and
explain bias,
irony and/or
digressions
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
Make
inferences,
identify and
explain bias,
irony and/or
digressions.
This means
that all the
answers are
generally well-
developed,
and the issue
well-explored.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
make
inferences,
identify and
explain bias,
irony and/or
digressions.
This means
that all the
answers are
generally
scant, limited
and/or
underdevelop
ed.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
Identify and
explain logical
relations
Identify and
explain logical
relations
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
Identify and
explain logical
relations. This
means that all
the answers
are generally
well-
developed,
and the issue
well-explored.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
Identify and
explain logical
relations. This
means that all
the answers
are generally
scant, limited
and/or
underdevelop
ed.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
© UTS College
Locate,
select, and
evaluate texts
relevant to
research
needs
Locate,
select, and
evaluate texts
relevant to
research
needs
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
locate, select,
and evaluate
texts relevant
to research
needs. This
means that
answers
convincingly
demonstrate
that additional
readings and
videos are
relevant and
have been
evaluated
mostly
successfully.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
locate, select,
and evaluate
texts relevant
to research
needs. This
means that
answers
demonstrate
that additional
readings and
videos are
relevant and
have been
evaluated;
however, the
answers are
underdevelop
ed,
unconvincing
and / or
unclear.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
Make notes
Some
features of D
are exceeded
The task
demonstrates
more than
adequately
the ability to
make notes.
This means
that almost all
the notes are
appropriately
located and
well-
developed.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The task
demonstrates
only
adequately
the ability to
make notes.
This means
that some
notes are
inappropriatel
y located and
are
underdevelop
ed. A couple
of notes may
be missing.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met
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Academic
Integrity
Reference list
and citations
Some
features of D
are exceeded
The reference
list and
citations
follow APA
7th edition
with
unsystematic
minor errors.
In-text
citations are
provided for
almost all
external
authorial
voices.
More than
one but not all
features of D
are observed
At least one
area is above
F (but not
necessarily D
standard)
The reference
list and
citations
generally
follow APA
7th edition but
there may be
errors, some
of which may
be systematic
but minor.
More than half
but not all of
the F3
descriptors
are met
Half or fewer,
but at least
one, of the
features of F3
are met
Did not submit
or no features
of F3 are met