The final examination is a take home examination consisting of an essay.
Type up your essay and either leave it on my computer at my office desk OR email it to me at dleeling@comfsm.fm by 5:00 P.M. on Wednesday, 6 December 2006. Some of your email addresses are unrelated to your name, so if you send your paper via email make sure your name is on your paper!
On the essay question keep your writing clear and legible. Take your time and do your best to use correct spelling and grammar. Think carefully and plan your essay. Be reflective, support your statements with specific examples where appropriate. Refer to the grading rubric at the end of this paper for guidance on the grading scheme which will be used. The essay should be on the order of 300 or more words.
In Kosrae foreign dancing has become so rampant that a Talibanic ban on been placed on dancing. In Chuuk sisters walk upright past their seated brothers, while brothers who should be home protecting their sisters are out with their friends looking for a good time. On Yap there are those who disregard the advice of the Council of Tamol. In Pohnpei parents are at sakau markets when they should be home teaching their children, the next generation, the customs, culture, and language of Pohnpei. Across the nation Micronesian culture and custom is eroding and disappearing. Micronesians want better health clinics and hospital care. Students eat rice in the cafeteria, even when a local starch is offered as an alternative. You want a car, not a canoe. Two thousand Micronesians a year "vote with their feet" and leave the islands in search of a new life in foreign lands.
Do not argue that these cultural practices and traditional knowledges are important just "because they are important." They are obviously not important. You go to the nurse, clinic, and hospital. When someone is dying we rush them to the hospital. You eat more rice than taro, yams, and breadfruit combined. You rode in car today, not a canoe. Whichever way you argue, agree or disagree, use specific examples and incidents from your own life to support your position.
You can choose to support or refute the essay question. Do not, however, start your essay with a sentence such as, "I agree to this idea..." or "I do not agree to this idea." Grammatically the "this idea" has no antecedent, that is, the reader has no idea to what you are agreeing. Your essay should "stand alone" and make sense to any reader. The same should be true throughout the essay, if you give an example explain the example as if the reader had no knowledge of what happened during the course.
| Syntax | |
|---|---|
| 5 | No errors of grammar or word order. |
| 4 | Some errors of grammar or word order but communication not impaired. |
| 3 | Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. |
| 2 | Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader's part. |
| 1 | Errors of grammar or word order very frequent; reader often has to rely on own interpretation. |
| 0 | Errors of grammar or word order so severe as to make comprehension virtually impossible. |
| Vocabulary | |
| 5 | Appropriate terms used consistently, clear command of vocabulary, no misspelled words. |
| 4 | Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas not impaired; or a few misspelled words. |
| 3 | Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary. |
| 2 | Limited vocabulary and frequent errors clearly hinder expression of ideas. |
| 1 | Vocabulary so limited and so frequently misused that reader must often rely on own interpretation. |
| 0 | Vocabulary limitations so extreme as to make comprehension virtually impossible. |
| Organization | |
| 5 | Material exceptionally well organized and connected including introduction, body, and conclusion structure. |
| 4 | Material well organized; structure could occasionally be clearer but communication not impaired. |
| 3 | Some lack of organization; re-reading required for clarification of ideas. Missing structures such as an introduction or conclusion. |
| 2 | Little or no attempt at connectivity, though reader can deduce some organization. Missing two or more structures such as the introduction and conclusion. |
| 1 | Individual ideas may be clear, but very difficult to deduce connection between them. |
| 0 | Lack of organization so severe that communication is seriously impaired. |
| Cohesion | |
| 5 | Consistent choices in cohesive structures. Ideas flow logically within the body and reflect the introduction. Essay remains on topic. Connector words assist the reader. |
| 4 | Occasional lack of consistency in choice of cohesive structures and vocabulary but overall ease of communication not impaired. |
| 3 | 'Patchy', with some cohesive structures or vocabulary items noticeably inappropriate to general style. Ideas tend to be disconnected from each other. Reads more like an outline than a coherent essay. |
| 2 | Cohesive structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. |
| 1 | Communication often impaired by completely inappropriate or misused cohesive structures or vocabulary items. |
| 0 | A 'hodgepodge' of half-learned misused cohesive structures and vocabulary items rendering communication almost impossible. |
| Content | |
| 10 | Fully complete and thorough answer to the task set. Addresses the areas required in the essay description. Content coverage is excellent. |
| 8 | Relevant and adequate answer to the task set with only a single gap or missing task item. |
| 6 | For the most part answers the task set, though there may be some gaps or redundant information. |
| 4 | Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and/or pointless repetition. |
| 2 | The answer bears almost no relation to the task set. Inadequate answer. |
| 0 | No evidence of assigned task. |