Assessment 04
Table of Contents
Assessment purpose…………………………………………………………………….. 1
Assessment detail………………………………………………………………………… 1
Assessment structure……………………………………………………………………. 1
Assessment instructions………………………………………………………………… 1
Marking rubric……………………………………………………………………………… 3
Appendix: Declaration…………………………………………………………………… 5
Assessment purpose
The purpose of this assessment is to introduce students to research and academic writing on a topic relevant to chapter 2. These skills are required for the successful completion of the module.
Assessment detail Type: Analytical essay Marks: 45
Weighting: 10%
Due date: 29 May 2023 at 23:00 (GMT+2) Submission document type: Pdf
Submission document name: Student number_TRT4861_04_2023 (e.g. 12345678_TRT4861_04_2023)
Assessment structure
Cover page
Declaration (see Appendix) Table of contents
- Introduction
- Literature review
- Conclusion
- Reference list (refer to the referencing Lib-guide)
Assessment instructions
Chapter 2 provides an overview of mass and alternative (i.e., new) tourism (see pages 65-66). One of the signs of emerging alternative tourism is that tourists’ travel behaviour and motivations are changing. Tourism businesses catering for these types of tourists, need to stay abreast of their motivations and strategically manage their businesses to appeal to these tourists.
Based on research, compile an analytical essay on scuba diving tourists’ travel motivations (i.e., push factors).
| What is an analytical essay? |
Make use of the following documents for this assessment: academic writing, technical editing, and referencing lib-guide.
You will be assessed on
- the relevance of the content to scuba-diving tourism (i.e., introduction, literature review and conclusion)
- the use of at least ten resources (i.e., more can be used) other than the prescribed textbook and prescribed e-reserves
- the relevance of the resources (i.e., related to scuba-diving tourism)
- the recentness of resources (i.e., not older than 10 years; i.e. 2014 to 2023)
- academic writing
- referencing
- technical editing
Refer to the marking rubric to see what is expected from you.
TIPS:
- Generic textbook information regarding what travel motivations is, and theories related to motivations, should be kept to a minimum. This information can help to provide context or lead the reader. Note that marks are awarded to whether you have complied with the scope of the assessment (i.e., motivations of scuba diving tourists).
- Note that there is a difference between push and pull factors of motivations. Your focus for this assessment is on the push factors only.
- The premise of this assessment is to test your research skills by obtaining relevant information (i.e., not only if the content is related to scuba-diving tourism but if the content addresses motivations of the selected market) and how well you can synthesise different sources on the topic.
- If you can make a list of scuba-diving tourists’ motivations from the literature section in your assessment, you have accomplished the outcome. (Making a list in the assessment is not part of the analytical essay, but rather a side test to see if you have accomplished what you should.)
You will be reported to the disciplinary committee of Unisa if you are found guilty of plagiarism.
Marking rubric
The following marking rubric gives guidance as to how marks are allocated for this assessment.
[45]
| Relevant introduction provided | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No effort was | An introduction | An introduction | A well-structured | A well-structured | A well- |
| made to | has been | has been | introduction has | introduction has | structured |
| include an | provided, but it | provided, | been provided, | been provided, | introduction |
| introduction. | fails to mention | mentioning | mentioning | mentioning the | has been |
| any of the | some of the | some aspects | aspects included | provided, | |
| aspects | aspects of the | included in the | in the | mentioning the | |
| included in the | assessment, but | assessment, but | assessment and | aspects | |
| assessment and | there is no | giving little | indicating how | included in the | |
| gives no | indication of how | indication of how | the information | assessment | |
| indication of | the information | the information | in the chapters is | and indicating | |
| how the | in the chapters is | in the chapters is | integrated. | in detail how | |
| information in | integrated. | integrated. | the information | ||
| the chapters is | in the chapters | ||||
| integrated. | is integrated. | ||||
| Literature review | |||||
| 0 | 1-3 | 4-6 | 7-9 | 10-12 | 13-15 |
| No effort was | Very poor – The | Poor – The | Good – The | Very good – The | Excellent – |
| made. | student does not | student does not | student is aware | student | The student |
| seem to | completely | of the travel | discussed the | discussed the | |
| understand the | understand the | motivations of | travel | travel | |
| travel | travel | the selected | motivations of | motivations of | |
| motivations of | motivations of | market but there | the selected | the selected | |
| the selected | the selected | are some | market well. | market very | |
| market. | market, although | contradictions. | well. | ||
| some effort was | |||||
| made in this | |||||
| regard. | |||||
| Conclusion | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No effort was | A conclusion | A conclusion has | A well-structured | A well-structured | A well- |
| made to | has been | been provided | conclusion has | conclusion has | structured |
| include a | provided, but it | and it makes | been provided, | been provided, | conclusion has |
| conclusion. | fails to make | some | which makes | making good | been provided, |
| any evaluations/ | evaluations/ | some | evaluations/ | making sound | |
| deductions | deductions | evaluations/ | deductions | evaluations/ | |
| about the | about the | deductions | about the | deductions | |
| assessment. | assessment, | about the | assessment and | about the | |
| although these | assessment and | corresponding | assessment | ||
| do not | corresponds | with some | and | ||
| correspond with | with some | theory. | corresponding | ||
| the theory. | theory. | with the theory. | |||
| Academic writing | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No effort into | A minimal effort | Some effort was | Academic | Good academic | The student’s |
| academic | was made to | made to write | writing is evident | writing is evident | academic |
| writing. | write | academically – | – major to minor | – minimal errors. | writing skills |
| academically. | major errors. | errors. | are | ||
| commendable. | |||||
| Use of resources | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No evidence of resources was used in the assessment. | Very poor use of resources (1-2). The recentness of resource considered (i.e., not older than 10 years). | Poor use of resources (3-4). The recentness of resource considered (i.e., not older than 10 years). | Good use of resources (5-6). The recentness of resource considered (i.e., not older than 10 years). | Very good use of resources (7-8). The recentness of resource considered (i.e., not older than 10 years). | Excellent use of resources (9-10). The recentness of resource considered (i.e., not older than 10 years). |
| Referencing (completeness, alphabetical, correctness) | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No effort to | The minimal | Some effort was | A reference list | The reference | The reference |
| include | effort made to | made to include | and citations | list and citations | list and |
| references | include a | a reference list | have been | provided include | citations |
| and a | reference list or | and citations, but | provided, but the | minor errors in | provided are |
| reference list. | citations, and | the reference | reference | terms of the | all correctly |
| the reference | technique is | technique is | reference | referenced. | |
| technique is | mostly incorrect. | often incorrect. | technique. | ||
| seriously | |||||
| flawed. | |||||
| Technical editing | |||||
| 0 | 1 | 2 | 3 | 4 | 5 |
| No effort with | Very poor | Poor (Table of | Good (Table of | Very good | Excellent |
| technical | (Table of | contents, text | contents, text | (Table of | (Table of |
| editing. | contents, text | formatting, and | formatting, and | contents, text | contents, text |
| formatting, and | document | document | formatting, and | formatting, and | |
| document | formatting | formatting | document | document | |
| formatting | reviewed.) | reviewed.) | formatting | formatting | |
| reviewed.) | reviewed.) | reviewed.) | |||
Appendix: Declaration
This declaration must be included in the assessment and signed.
| HONESTY DECLARATION FOR THE DEPARTMENT OF APPLIED MANAGEMENT TRT4861 ASSESSMENT: | ||
| I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they were one’s own. I know that plagiarism not only includes verbatim copying, but also the extensive use of another person’s ideas without proper acknowledgement (which includes the proper use of quotation marks). I know that plagiarism covers the use of material found in textual sources and from the Internet.I acknowledge and understand that plagiarism is wrong.I understand that my assignment/exam answers must be accurately referenced.This assignment/exam file/portfolio is my own work. I acknowledge that copying someone else’s work, or part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism.I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of passing it off as their own work.I understand that I can be awarded 0% if I have plagiarized.I understand that my assignment/exam file/portfolio may be submitted automatically to Turnitin.I confirm that I have read and understood the following UNISA policies:Policy for Copyright and Plagiarism -Policy on Academic Integrity | ||
| Student name: | Student number: | |
| Telephone number: | E-mail address: | |
| Date: | 00 / 00 /2023 | |
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