Coursework Assignment Brief
Semester:
E15
Module Code:
PM102
Module Title:
Introduction to Computing
Programme
Computer Science/Computer Science with Business
Informatics
Level:
Level 4
Awarding Body:
Plymouth University
Module Leader
Ann Healey
Format:
Essay
Presentation:
No
Any special
Students should use the essay structure outlined on Page
requirements:
3.
Word Limit:
Between 1350-1650 words.
Deadline date for
Tuesday 15th December 2015 by midday 12pm, via Turnitin.
submission:
Hard copy submissions will not be accepted.
Learning outcomes
• Collect, analyse, present and comment upon business
to be examined in
data.
this assessment
• Identify the relationship between computer hardware
and software.
• Describe the most common types of software
programmes and explain how they may be used to
enhance management functions.
Percentage of
This assignment is worth 100% of the total marks for the
marks awarded for
module
module:
Assignment Tasks
Your assignment consists of one task (worth 100% of the total marks for the
assignment).
Assignment Task 1: Essay
“An actant in modern computing does not act in isolation.” Discuss.
To achieve this:
Select TWO computing news stories of your choice, published anytime between 01/09/2015 and 01/02/2016. Analyse these using Actor Network Theory.
Your analysis should be written as an essay, and include the following points:
Describe why Actor Network Theory is a relevant theory for studying computing.
· Name and categorise the actants in your stories. Describe how they are “acting” in the assemblage.
· Discuss how these actions can enhance management functions.
· Outline what larger issues/questions these actions raise. To achieve this, compare and contrast the viewpoints of a range of theorists and critics explored throughout the module.
· Conclude by summarising how your answers relate to the statement “An actant in modern computing does not act in isolation.”
Deliverables
You will submit a single word processed document to Turnitin, of between 1350-1650 words.
Your content will follow the structure outlined on page 3.
Task 1 is worth 100% of the total marks for the module. The marking criteria is outlined on pages 4 and 5.
2 of 5
Suggested essay structure
Cover Page
Assignment title, module code, student name, student number and submission date.
Table of Contents
A list of headings and page numbers.
Introduction (about 10% of the essay)
○ Explain how you intend to address the question.
○ What issues/topics are you going to explore?
○ What argument will you make?
Main body (about 80% of the essay)
Use a chain of paragraphs to EXPLORE AND DEVELOP your ideas/argument.
You will probably have 3 to 4 main ideas. Break each idea into paragraphs, possibly 2 per idea. Perform substantial amounts of analysis and point making in each paragraph.
In each paragraph the reader is asking you to explain:
○ What is this paragraph about?
○ What is your argument on this?
○ What is your evidence? What does it mean?
○ How does it link to the essay title?
○ How does it link to the topic in the next paragraph?
It is not sufficient simply to describe a situation. Analysis and a critical approach are essential. Charts, diagrams and tables can be used to reinforce your arguments.
Conclusion (about 10% of the essay)
○ Do not introduce any NEW material here.
○ Summarise your ideas/argument (you might also have done this in your
introduction)
○ Restate what you consider to be the main points
○ Make it clear why those conclusions are important or significant.
○ In your last sentence: link your conclusions or recommendations back to the title.
References
All the named sources you have quoted from or reproduced in your report. Please use The Harvard System for all references. Details for the Harvard System can be found on the student portal.
3 of 5
UK%
Expected characteristics of your work (complements generic marking criteria
marks
on following page)
70%+
Critical grasp of actor network theory and some additional concepts from the module.
Work includes contemporary debates, issues and discussions. Links are successfully
discussed between the news stories and the computing assemblage.
Accurate Harvard referencing.
Overall, your work shows a critical understanding of how contemporary computing
fits into the knowledge economy.
69-60%
Accurate use of actor network theory and some additional concepts from the module,
with some critical thinking. Adequate links between the news stories and the
computing assemblage. Uses viewpoints from theorists/critics to illustrate arguments.
Accurate Harvard referencing.
Overall, your work shows a good understanding of how contemporary computing fits
into the knowledge economy.
59-50%
Basic grasp of actor network theory, e.g. actant, assemblage, connections but some
minor errors. Some thought has been given to the relevance of the stories have
selected to the themes of the module. You have used a small number of extra
theorists and concepts delivered on the module.
Harvard referencing attempted but incomplete.
Overall, your work shows an adequate understanding of some of the themes of the
module, and how contemporary computing fits into the technical, social and business
world.
49-40%
Your work identifies some actants, and how they act, but in a superficial or
descriptive way. Little or no consideration has been given to the relevance of how the
actants are acting.
Work is poorly Harvard referenced.
Overall, your work reflects a poor understanding of the themes of the module, and of
how contemporary computing fits into the technical, social and business world.
39-0%
2 computing-based stories have been described in your own words rather than
analysed using a theory delivered on the module. Actor network theory has not been
applied as a framework for analysis, or has been applied with much confusion or
errors.
Work is not Harvard referenced.
Overall, your work does not show an understanding of how contemporary computing
fits into the technical, social and business world.
4 of 5
Generic Criteria for Assessment at Level 4
Marks:
0-25 (Fail)
26-39 (Fail)
40-49 (3rd)
50-59 (2.2)
60-69 (2.1)
70-85 (1st)
86-100 (1st)
Categories
Major gaps in
Gaps in knowledge
Threshold level.
Sound, routine
Good, consistent
Detailed knowledge
Highly detailed
Knowledge &
knowledge and
and superficial
Broadly accurate
knowledge and
knowledge and
and understanding of
knowledge and
Understanding of
understanding.
understanding.
knowledge and
understanding of
understanding of the
the main concepts/
understanding of
Subject
Significant
Some inaccuracies.
understanding of
the material, main
material, main
theories at this level.
material, concepts and
inaccuracies.
the material. Some
concepts and key
concepts and key
Beginning to show
theories at this level.
elements missing
theories.
theories at this level.
awareness of the
Awareness of the
and flaws evident.
Some flaws may be
limitations of the
ambiguities and
evident.
knowledge base.
limitations of
knowledge.
Cognitive/
Brief and
For the most part
Threshold level.
Issues identified
Good analytical
Very good analysis
Logical, articulate
Intellectual Skills
irrelevant.
descriptive. Views/
Some awareness
within given areas.
ability.
throughout.
analysis a consistent
Descriptive.
findings sometimes
of issues. Sense of
An emerging
Acknowledgement of
Perceptive and
feature. Persuasive
(e.g. analysis and
Only personal
illogical or
argument emerging
awareness of
views of others.
persuasive points
points made
synthesis; logic
views offered.
contradictory.
though not
different stances
Arguments generally
made within given
throughout the work
and argument;
Unsubstantiated
Generalisations/
completely
and ability to use
logical, coherently
area. Explicit
within a highly
analytical reflec-
generalisations.
statements made
coherent. Some
evidence to support
expressed, well
acknowledgement of
articuate, balanced
tion; organisation
Little or no at-
with scant
evidence
a coherent
organised and
other stances.
argument. Judiciously
and communica-
tempt to draw
evidence.
to support views,
argument.
supported.
Arguments well-
selected evidence,
tion of ideas and
conclusions.
Conclusions lack
but not
Broadly valid
Sound conclusions.
articulated, and
drawn from relevant
evidence)
relevance and/or
always consistent.
conclusions.
logically developed
research.
validity.
Some relevant
with a range of
Convincing conclusions.
conclusions
evidence.
Strong conclusions.
Use of
No evidence of
Evidence of little
Threshold level.
Knowledge of
Knowledge of the
Critical engagement
Exceptionally wide
Research-
reading. Views
reading appropriate
Some evidence of
literature beyond
field of literature
with appropriate
range of relevant
informed
are unsupported
for the level of
reading, with super-
core text(s).
appropriately used to
reading. Knowledge
literature used critically
Literature
and non-
study, and/or in-
ficial linking to given
Literature used
support views. Re-
of research-informed
to inform argument,
authoritative.
discriminate use
text(s).
accurately but
search-informed
literature embedded
balance discussion
(including referenc-
Academic
of sources.
Some academic
descriptively.
literature integrated
in the work.
and/or inform problem-
ing, appropriate
conventions
Academic
conventions
Academic skills
into the work. Good
Consistently accurate
solving. Consistently
academic conven-
largely ignored.
conventions used
evident and largely
generally sound.
use of academic
use of academic
accurate and assured
tions and academic
weakly.
consistent, but with
conventions.
conventions.
use of academic
honesty)
some weaknesses.
conventions.
5 of 5
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