Essay Question<\/strong><\/p>\n

Pick a specific place you are familiar with, either through class materials<\/p>\n

or your personal experience. You can pick a city or town that you have visited before, or any other place that you would like to describe in this essay. What are FOUR<\/strong> of the most important concepts you learned in the class that best help you better understand this place or region? Why is this place and these concepts important to you? How do these concepts help you<\/p>\n

understand the place? How are the global processes connected to this local place?<\/p>\n

This course is for Global Forces, Local Diversity. In the broadest sense, the subject matter for a course on Global Forces, Local Diversities can include analysis of the tensions between global-scale forces (greater cultural, economic, and political connections) and local-scale diversity (cultural traditions, unique economic and religious practices, and political views) that influence many world\u00e2\u20ac\u2122s problems. We will be looking at different elements of the human-altered landscape, and how they came to be. We will be looking at globalization, and the ways it influences our world. We will select those elements that affect both large areas and local-scale areas in our search for geographic order and regularity in patterns of population and settlement, cultural achievements, location of economic activity, and individual spatial behavior. <\/span><\/p>\n

Key concepts<\/strong><\/p>\n

Among the key concepts geographers use to understand global patterns of human<\/p>\n

activity and the processes that operate among people and places are:<\/p>\n

scale<\/p>\n

space<\/p>\n

place<\/p>\n

maps & mapping<\/p>\n

diffusion, population distribution & dynamics<\/p>\n

ethnicity<\/p>\n

region<\/p>\n

globalization<\/p>\n

language<\/p>\n

migration<\/p>\n

push\/pull factors<\/p>\n

development<\/p>\n

Human Development Index<\/p>\n

core-periphery relations<\/p>\n

outsourcing<\/p>\n

industrialization<\/p>\n

post industrialization<\/p>\n

agriculture<\/p>\n

urban structure<\/p>\n

gentrification<\/p>\n

primary, secondary, and tertiary economic activities<\/p>\n

<\/p>\n

<\/p>\n

Rubric<\/p>\n\n\n\n\n\n

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<\/span><\/p>\n<\/caption>\n

Criteria<\/th>\n	Ratings<\/th>\n	Pts<\/th>\n<\/tr>\n<\/thead>\n
\n This criterion is linked to a Learning Outcome<\/span><\/span>Thesis Statement<\/span><\/p>\n Virtually all effective writing (academic papers, letters to editors, blog posts, etc.) presents, early on, a clear, concise, summary of the argument that will follow. This has to be more than just a summary of what the author will cover, to telling us exactly what they will say. It should, by definition, reflect the original ideas of the author. At the same time, it must be relevant to the assignment or topic of discussion: the context of the writing and its presumed audience.<\/p>\n<\/td>\n	\n\n\n\n\n 5.0<\/span> pts<\/span><\/p>\n Thesis statement is strong and relevant, and perfectly communicates an original idea that frames the rest of the writing<\/p>\n<\/td>\n 3.0<\/span> pts<\/span><\/p>\n Thesis statement is present in the introduction, and generally both on-topic and clear. 3 points<\/p>\n<\/td>\n 0.0<\/span> pts<\/span><\/p>\n No obvious a thesis statement, or that is vague and off-topic<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n \n 5.0<\/span> pts<\/p>\n<\/td>\n<\/tr>\n \n This criterion is linked to a Learning Outcome<\/span><\/span>Organization<\/span><\/p>\n Basic principles of good organization:<\/p>\n 1. each paragraph has one, and only one, clear topic statement that supports the thesis statement 2. topic statements\/paragraphs are organized into a sequence that logically builds the argument articulated in the thesis statement 3. content includes smooth, clear, and logical transition among topic statements<\/p>\n<\/td>\n \n\n\n\n\n 5.0<\/span> pts<\/span><\/p>\n Organization strongly supports argument\/thesis statement, without any significant gaps or diversions<\/p>\n<\/td>\n 3.0<\/span> pts<\/span><\/p>\n Organization generally supports argument\/thesis statement. 3 points<\/p>\n<\/td>\n 0.0<\/span> pts<\/span><\/p>\n Organization is confusing and doesn\u00e2\u20ac\u2122t support argument\/thesis statement<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n \n 5.0<\/span> pts<\/p>\n<\/td>\n<\/tr>\n \n This criterion is linked to a Learning Outcome<\/span><\/span>Evidance<\/span><\/p>\n Strong arguments are supported by a logical sequence of claims, which are supported by strong, reliable, and relevant evidence. Includes:<\/p>\n are the sources reliable, and properly attributed\/cited? does the author consider potential evidence that may challenge their claims? is the evidence appropriately integrated? For example, while sometime quoting is an effective way to integrate evidence, often paraphrasing is better.<\/p>\n<\/td>\n \n\n\n\n\n 5.0<\/span> pts<\/span><\/p>\n Evidence very strongly supports author\u00e2\u20ac\u2122s claim, and gives very high confidence they\u00e2\u20ac\u2122ve considered the full range of issues of relevance to the topic<\/p>\n<\/td>\n 3.0<\/span> pts<\/span><\/p>\n Generally includes properly cited proper and reliable evidence in such a way that claims appears reasonable<\/p>\n<\/td>\n 0.0<\/span> pts<\/span><\/p>\n Does not include evidence, or evidence is unreliable or off-topic, so doesn\u00e2\u20ac\u2122t support claims made<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n \n 5.0<\/span> pts<\/p>\n<\/td>\n<\/tr>\n \n This criterion is linked to a Learning Outcome<\/span><\/span>Grammar<\/span><\/p>\n<\/td>\n \n\n\n\n\n 5.0<\/span> pts<\/span><\/p>\n Writing strongly clear and consistently communicates author\u00e2\u20ac\u2122s ideas<\/p>\n<\/td>\n 3.0<\/span> pts<\/span><\/p>\n Writing generally clear and communicates author\u00e2\u20ac\u2122s ideas<\/p>\n<\/td>\n 0.0<\/span> pts<\/span><\/p>\n Writing severely compromises the clarity of the ideas presented. 0 points<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n \n 5.0<\/span> pts<\/p>\n<\/td>\n<\/tr>\n \n This criterion is linked to a Learning Outcome<\/span><\/span>Four geography concepts are used properly<\/span><\/p>\n<\/td>\n \n\n\n\n\n 5.0<\/span> pts<\/span><\/p>\n Full Marks<\/p>\n<\/td>\n 0.0<\/span> pts<\/span><\/p>\n No Marks<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n \n 5.0<\/span> pts<\/p>\n<\/td>\n<\/tr>\n \n Total Points: 25.0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n