Paragraph XXXXXXXXXXwords): main argument (and how it is supported – evidence etc)
1. Isolate the main argument:
Start with a description (100 words or so) of the main argument made by the author in this article. Hint: Using the sentence ‘This article is about ….’ allows you to be vague. Instead force yourself to be precise:
This article argues that…. because…
Or Whereas some scholars say X, this article suggest that Y, because….
Or The main point of this article is to demonstrate that…..
2. Evidence underpinning argument
Somewhere in your review, in a few words ((~ XXXXXXXXXXwords) you’ll want to show your reader what you think of the evidence provided for the article’s argument.
To support their point, the authors use….to show that….
Or The evidence supporting this argument is X, as well as Y.
Or The evidence clearly supports point X, but is less convincing on point Y.
Or whereas one could point to deficiencies in X, nevertheless there is clear support for point Y
(n.b. evaluation does not mean you have to be negative. Critical means: being able to say which parts of something is good and which are not so good)
Paragraph XXXXXXXXXXwords) : Relating it to the context. Show the reader what the contribution of the article/chapter is to the
oader scholarship to the study of violence/crime/protest in Asia.
Answer the following questions:
1. How does this article allow us to understand violence/crime/protest in Asia?
2. Why it is useful? How is it different? How is it the same?
3. What does it tell us we didn’t know before?
4. Does that make us think differently / get new understanding about violence/crime/protest/underside?
Examples of some sentence structure in connecting the article to asia’s underside:
This article expands our knowledge of Crime violence and protest in Asia by pointing out X’s connection to Y. In particular, …..
Many people might think X. But as this article shows, in fact, Y….
Scholarship on country X tends to focus on aspects A, B, and C, but as this article shows, the topic Y is important to understand….
A prevalent image of X is that it functions in (a particular way). This article undermines that image, by showing that….
Whereas (reading in a previous week) showed that …., in contrast this article demonstrated that….As a result, our understanding of the definition of crime has grown to show that…..
Also consider the background of the author:
1. How do the authors themselves reflect on their contribution to scholarship? Do they make a point about their own contribution to scholarship and is it about these topics or about something else?
· Can connect to Authorship and disciplinary approach:
· consider the background of author and their main discipline. For example, are they a psychologist? A sociologist? A political scientist? If someone is an anthropologist we would not be surprised to see a long description of their experience in the field. If someone is a historian, we would not be surprised to see them exploring the past. If someone is in politics, then …. Etc etc. Note: keep it professional – what discipline do they work in, what other research have they published, are they specialists in this particular field etc. (we don’t care about personal details, gender, marital or employment status or anything like that.)
A specialist in gender studies who has published mainly on Asia, X understandably focusses on ….
The author is a linguist with extensive experience in the documentation of language x. Although they are not a literary scholar, it is precisely the attention to the structure of the language that allows them to argue that…
As a political scientist, the author pays particular attention to…..
Ideas that can be discussed in the review:
• How is crime/violence/protest described in this article? What role does it play? Is it central, or peripheral?
• Does the article focus on what prompts it, or its manifestation, or what its outcomes are? Why?
• Does the article focus on agents, or victims? Are these interchangeable or not? Why?
• Does the article connect violence/crime/protest to particular institutions/cultural forms/events?
• How do the authors themselves reflect on their contribution to scholarship? Do they make a point about their own contribution to scholarship and is it about these topics or about something else?
· Can connect to Authorship and disciplinary approach:
· consider the background of author and their main discipline. For example, are they a psychologist? A sociologist? A political scientist? If someone is an anthropologist we would not be surprised to see a long description of their experience in the field. If someone is a historian, we would not be surprised to see them exploring the past. If someone is in politics, then …. Etc etc. Note: keep it professional – what discipline do they work in, what other research have they published, are they specialists in this particular field etc. (we don’t care about personal details, gender, marital or employment status or anything like that.)
A specialist in gender studies who has published mainly on Asia, X understandably focusses on ….
The author is a linguist with extensive experience in the documentation of language x. Although they are not a literary scholar, it is precisely the attention to the structure of the language that allows them to argue that…
As a political scientist, the author pays particular attention to…..
• Is there a comparison or a contrast you can make to an earlier article, or a concept that was discussed in the lesson in week 2? For example does it match with the WHO’s definition of violence?
• Is there any moralising going on in the article? Why? Do you think that is appropriate? (It can be – don’t reject out of hand, just think about what it means)
Tips on review:
Avoid being descriptive! Use:
1. The author shows…
2. The author does….
ATS2941 review marking ru
ics and feedback week 3 assignment 1
Mark
Comments
Weighting of criterion
N
P
C
D
HD
Ability to isolate, understand and evaluate the central argument of article/chapte
45%
· Relies on description – limited or no attempt at interpretation or evaluation of central argument
· Does not demonstrate understanding of central argument
· Fails to isolate central argument
· The article/chapter is described rather than analysed, but there is minimal evidence of interpretation and evaluation.
· Demonstrates understanding of parts of article/chapter and some element of the central argument
· Some interpretation and evaluation of the central argument is visible but there may be inconsistencies.
· Generally points to central argument, but could be more precise
· A clear critical stance is evident in the interpretation and evaluation of the central argument, but missing some crucial elements.
· Isolates the central argument but may have missed a key point
· Skilful interpretation and evaluation of the central argument
· Thoroughly and accurately isolates the central argument.
Ability to relate the specific article and argument to the
oader theme of the unit 25%
· Relevant issues/problems are not identified.
· Reference to key concepts is not evident.
· Relevant issues/problems are identified, but there may be gaps.
· Reference to key concepts and theories is limited or superficial
· Relevant issues/problems are identified.
· Some integration of key concepts but may lack consistency.
· Mostly clear identification of relevant issues/problems.
· Proficient integration of key concepts to support response.
· Concise and clear identification of relevant issues/problems.
· Key concepts are well-integrated to enrich response.
Structure
15%
· The response is poorly executed and organised.
· Response contains essential elements, however, organisation and linking may be inconsistent.
· Ideas are generally well-organised.
· Ideas are clearly well-linked and balanced.
· Ideas are well-linked, balanced and clearly organized, leading to a cohesive response.
Written expression
15%
· There are numerous e
ors and inaccuracies in written expression.
· Poor use of academic language.
· Meaning and clarity is impeded by inconsistencies and inaccuracies in written expression.
· Written expression generally conveys meaning to reader, although may contain some e
ors.
· Written expression generally conveys meaning to readers. Academic language is well-controlled for accuracy and concision with only occasional e
or.
· Written expression skilfully communicates meaning to readers with clarity, concision and fluency.
Malaysia's conflict with the Philippines and Indonesia over labour migration: economic security, int
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The Pacific Review
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Malaysia's conflict with the Philippines and
Indonesia over labour migration: economic
security, interdependence and conflict trajectories
Helen E. S. Nesadurai
To cite this article: Helen E. S. Nesadurai XXXXXXXXXXMalaysia's conflict with the Philippines and
Indonesia over labour migration: economic security, interdependence and conflict trajectories, The
Pacific Review, 26:1, 89-113, DOI: XXXXXXXXXX/ XXXXXXXXXX
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Published online: 15 Feb 2013.
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The Pacific Review, 2013
Vol. 26, No. 1, 89–113, http:
dx.doi.org/10.1080/ XXXXXXXXXX
Malaysia’s conflict with the Philippines
and Indonesia over labour migration:
economic security, interdependence
and conflict trajectories
Helen E. S. Nesadurai
Abstract If labour migration increases the potential for interstate conflicts, does
the economic interdependence thus created make such conflicts easier to address,
given the economic gains to both sides from such labour movements? This arti-
cle addresses this question by using the concepts of economic security and inter-
dependence to compare the Malaysia-Philippines and Malaysia-Indonesia conflicts
over labour migration. Although the limited cases make generalizations difficult,
the analysis suggests that the economic interdependence constraint on conflict es-
calation may not always work well as it may be offset by national security concerns
in the labour receiving states about the illegal migrant workers and by the shifting
economic underpinnings of economic security. The theoretically pacifying effect of
interdependence can also be weakened by preventing the ‘aggrieved country’ from
articulating clearer demands from the other side for fear of jeopardizing the eco-
nomic gains from the migrant outflows. Comparing the two conflicts suggests that
clearly articulated demands matched by effective state capacity in translating those
demands