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 by 5:00 P.M. on Monday 10 December 2007 . 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!
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. Use the framing questions to help you focus your essay. 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.
This year and every year through 2023 the compact steps down by $800,000 per year. Even if the FSM economy grows, the growth will be offset by the compact step downs. As a result the employment outlook for the FSM is not good. There will be few jobs and employment opportunities here in the FSM. The fiscal issues in some of the states have led to job losses and unemployment. There are more people seeking work than there are jobs. The result is an increasing rate of outmigration. Many of you have already left a home island in search of opportunities - educational opportunities. Many of you will continue on to other places far from home to study further and to work. Some of you will settle in those far off places, make them your new home.
In your essay address all the areas of ethnobotany appropriate to your culture.
| 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. |