OUMH1203 Assignment Brief
Specific Instruction
- Answer in
- Number of words: *approximately 2500 – 3000 words excluding references and outline.
- Present your responses to the task in a SINGLE
- Submit your assignment
- Submission date: 30 June
- This assignment accounts for 50% of the total marks for the course.
- Assignments that show heavy reliance on or substantial use of AI-generated content, without appropriate critical engagement, verification, or proper attribution, will be penalised accordingly.
Assignment Question
This assignment consists of TWO parts: Part I (comprised of THREE (3) stages) and Part II.
Purpose
The purpose of this assignment is to prepare students to go through the complete process of written communication: from pre-writing and outlining, to collecting relevant data, and producing a fully developed essay. It is designed to foster the ability to apply effective writing techniques and skills in diverse communication contexts while building confidence to produce well-structured and organised written work.
Part I: The Process Of Writing A Basic Essay (40%)
[ In recent years, concerns have been raised about issues such as bullying, lack of empathy, declining discipline, and poor ethical decision-making among students in Malaysia. In response, the Ministry of Education is considering introducing a compulsory character-building module under the 2027 School Curriculum, across primary and secondary schools. This module would focus on values such as integrity, responsibility, respect, and emotional intelligence through structured lessons and assessments.
This proposal has generated ongoing debate among educators, parents, and policymakers regarding the most effective way to develop students’ character within the education system. ]
Based on your reading of the above scenario, write an essay on this question:
Do you think that the Malaysian education system should introduce a compulsory character-building module at all levels of schooling?
Discuss the advantages and disadvantages of this proposal.
Your essay in Stage 3 must present a balanced discussion, which means you have to address both sides fairly.
The process of writing your basic essay is divided into THREE (3) stages:
Stage 1 – Pre-Writing and Outlining (5%)
The initial stage of writing an essay is the Pre-Writing stage, where you brainstorm, list your ideas and create an outline for your essay.
To begin the writing process, prepare an outline based on the following requirements.
- Write an outline with a clear thesis statement. You should use the Sample Outline Format provided below.
- The thesis statement in the introduction must include the main focus of the essay and the main points that will be discussed in the body paragraphs.
- The outline should follow the standard essay structure: introduction, body and conclusion.
- The outline must list the THREE (3) points that address the question given. These points must be arranged in a logical and coherent order to demonstrate a clear flow of ideas.
Sample Outline Format
Introduction
– Introduction to the topic
– *Thesis Statement (refer to Topic 3.4)
Body
I. Point 1
A. Supporting Detail
i. Example
a) Sub-example (if any)
II. Point 2
A. Supporting Detail
i. Example
a) Sub-example (if any)
III. Point 3
A. Supporting Detail
i. Example
a) Sub-example (if any)
Conclusion
-The conclusion of the essay
[Total: 5 Marks]
Stage 2 – Collecting Relevant Data (10%)
To support your essay, a questionnaire entitled ‘Students’ and Public Perceptions on Character-Building Education in Malaysia’ on the introduction of a compulsory character-building module in the Malaysian education system will be carried out. You will use this questionnaire to collect relevant data for your essay in Stage 3. Refer to Topic 4.4 in your module to further understand types of evidence.
Task Requirement:
- Distribute the open- and closed-ended questionnaire to at least SIX (6) respondents. Your target group may include secondary school students, teachers, university students, or parents.
- Record all responses neatly in tables/graphs/charts for both closed- and open-ended items.
- Analyse your findings by:
- summarising the results in a paragraph by highlighting key themes and interesting points, numbers and percentages from respondents’ comments related to cyberbullying awareness, prevention, digital responsibility, and parental/school roles.
- Attach the completed questionnaires as an Appendix.
- At least THREE (3) findings from Stage 2 must be used as supporting evidence in the Stage 3 essay, with a clear explanation of how the data strengthen your discussion.
[Total: 10 Marks]
Stage 3 – Producing a Fully Developed Essay (25%)
In this stage, you are required to write a fully developed, balanced discussion essay of 2,000–2,500 words on the following topic:
“Should Cyberbullying Awareness be Formally Taught as Part of School Programme, or Should it Remain Primarily a Parental Responsibility?”
Task Requirements:
- The essay must follow the outline prepared in Stage 1.
- Present a balanced discussion that gives fair consideration to both:
- arguments supporting school-based cyberbullying education, and
- arguments supporting parental responsibility as the primary approach.
- Include a conclusion that synthesises both perspectives and presents a clear, well-reasoned position.
- Support your essay with:
- at least THREE (3) findings from Stage 2, and
- at least FOUR (4) credible references (2020–2025) from different source types (journals, books, websites, magazines, newspapers).
- Use APA style for in-text citations and the reference list.
- Avoid plagiarism. Marks will be deducted if an assignment is found to be heavily influenced by or predominantly written using AI tools rather than the student’s own understanding and expression.
- Refer to Topics 3, 4, and 5 of the OUMH1203 module.
[Total: 40 Marks]
Part II: Online Class Participation (10%)
Discuss the following topic(s) in the forum and submit proof of your participation in the online discussions:
- What strategies do you typically employ to overcome writer’s block when composing an essay? Discuss their effectiveness, with relevant examples from your own writing experience.
- Read the comic strip below and discuss what adjustments or additions you would suggest to improve the existing essay grading rubrics.
[Total: 10 Marks]
[TOTAL: 50 MARKS]
Instructions On How To Submit Proof Of Online Class Participation (10%)
Do the following:
1. The e-forum discussion will be set up by your e-tutor. The question topics should be the same ones in this assignment brief. You are highly encouraged to answer both questions for more posts.
2. Select the BEST FIVE (5) posts and take screenshots of these posts to be attached to your assignment as IMAGES.
3. The screenshots should be in an image file (either JPG or PNG format). See the screenshot example below
4. The screenshots should CLEARLY display: Name, Discussion Title, Day, Date, and Time.
5. Label the screenshots accordingly for easy reference.
6. The selection of postings should show active participation in the semester (different dates, times, content)
OUMH1203 Assignment Rubric
Part 1: The Process Of Writing A Basic Essay (40 Marks)
|
QN |
CLO |
Criteria |
Weight |
Excellent | Good | Fair | Poor | Unsatisfactory
Or No response |
Max Marks |
| 4 | 3 | 2 | 1 | 0 | |||||
|
Stage 1 – Pre-Writing and Outlining (5 Marks) |
|||||||||
| 1 | 2 | Essay Outline Format
|
1.0
|
Details are placed in an outline format, and the way they are presented effectively makes the outline very interesting.
. |
Details are placed in an outline format, but the way in which they are presented sometimes makes the outline less interesting.
|
Some details are well supported, and this distracts from the organisation of the outline.
|
Many details are not in a logical or expected order. The outline is unorganised
OR The details are written in paragraphs or essay form. |
No proper outline
Missing support or details. |
4 |
| 2 | Thesis Statement | 0.25 | A comprehensively written thesis statement. | A good thesis statement that could be better.
|
A thesis statement that requires a list of points.
|
A thesis statement that is poorly written.
|
No thesis statement | 1 | |
|
Stage 2 – Collecting Relevant Data (10 marks) |
|||||||||
| 2 | 2 | Evidence Recorded | 1.5 | All requirements of the task are successfully met. The table/ graph/ chart is clear, accurate and insightful.
All 6 surveys are attached |
All requirements of the task are met. The table/ graph/ chart is clear and insightful but with minor incomplete data.
Only 5 surveys are attached |
Requirements of the task are partially met. The table/ graph/ chart is inaccurate in some parts or has confusing details.
Only 4 surveys are attached |
The presentation of the table/ graph/ chart is confusing, limited or different from the requirement.
Surveys missing. Only 1-3 surveys are attached. |
Incomplete table/ graph/ chart or no evidence provided. | 6 |
| 2 | Summarising Results (Open & Closed-Ended Questions) | 1.0 | Accurate summary with strong use of numbers/percentages; interpretation is insightful and concise.
Insightful identification of key themes/interesting points; strong understanding of the topic; well-structured.
|
Mostly clear summary with some numbers/percentages; interpretation is generally sound but less detailed.
Some key themes identified with reasonable analysis show understanding but may miss nuance. |
Basic summary with limited or unclear use of numbers/percentages; interpretation lacks depth.
Limited or superficial themes; weak connection to the topic. |
Partial or unclear, with little/no use of numbers/percentages; weak interpretation.
Few/vague points; themes are unclear, unrelated, or poorly organised. OR The summary is too extensive and defeats the purpose of a summary. |
No summary or irrelevant/incorrect summary; no use of numbers/percentages.
No attempt to highlight themes; irrelevant or off-topic points. |
4 | |
| Stage 3 – Producing a Fully Developed Essay (25 Marks) | |||||||||
| 2 | 3 | Introduction | 0.5
|
The introduction very clearly states the thesis statement and previews the structure of the paper. | The introduction clearly states the thesis statement and previews the structure of the paper.
|
The introduction states the thesis statement but does not adequately preview the structure of the paper. | There is no clear introduction to the main topic or structure of the paper.
|
The introduction presents no purpose.
|
2 |
| 3 | Content:
arguments supporting the introduction of a compulsory character-building module in Malaysian schools
|
1.25 | Fully addresses one side of the chosen topic.
Explanations and claims are very comprehensive, coherent and organised logically.
The arguments are supported by authentic, clear and appropriate examples in the Malaysian context.
An excellent attempt to discuss points throughout the paragraphs. |
Adequately addresses one side of the chosen topic.
Some explanations and claims may not be arranged logically and coherently.
The arguments fare supported by clear and appropriate examples in the Malaysian context.
A good attempt to discuss points throughout the paragraphs. |
Generally writes about one side of the chosen topic.
The development of explanations and claims is adequate.
The arguments are somewhat supported by a few examples in the Malaysian context.
A moderate attempt to discuss points. |
There is little attempt to write about one side of the chosen topic.
The organisation of explanations and claims lack clarity and may lead to confusion.
Lack of arguments for or against in the Malaysian context. OR There are many concerns about plagiarism evidence. |
Wrong understanding of the type of essay
OR Writing is heavily plagiarised.
|
5 | |
| 3 | Content:
arguments questioning its effectiveness or suggesting alternative approaches to character development.
|
1.25 | Fully addresses the other side of the chosen topic.
Explanations and claims are very comprehensive, coherent and organised logically.
The arguments are supported by authentic, clear and appropriate examples in the Malaysian context.
An excellent attempt to discuss points throughout the paragraphs. |
Adequately addresses the other side of the chosen topic.
Some explanations and claims may not be arranged logically and coherently.
The arguments fare supported by clear and appropriate examples in the Malaysian context.
A good attempt to discuss points throughout the paragraphs. |
Generally writes about the other side of the chosen topic.
The development of explanations and claims is adequate.
The arguments are somewhat supported by a few examples in the Malaysian context.
A moderate attempt to discuss points. |
There is little attempt to write about the other side of the chosen topic.
The organisation of explanations and claims lack clarity and may lead to confusion.
Lack of arguments for or against in the Malaysian context. OR There are many concerns about plagiarism evidence. |
Wrong understanding of the type of essay
OR Writing is heavily plagiarised.
|
5 |
|
| 2 | Inclusion of Stage 2’s findings | 0.75 | Meaningful, effective and coherent inclusion of the THREE findings in Stage 2. | General inclusion of THREE findings in Stage 2, some may be awkward or ineffective. | There are TWO-THREE findings of Stage 2, but not effectively integrated. | Vague/incomplete inclusion of the findings in Stage 2. | No inclusion of the findings in Stage 2. | 3 | |
| 2 | Conclusion | 0.5 | The conclusion skillfully reinforces the thesis and gives closure to the essay, with a clear, well-reasoned position. | The conclusion is recognisable and ties up almost all the loose ends, with a clear position. | The conclusion is recognisable but does not tie up several loose ends, with an ineffective position. | The conclusion is weak or strong evidence of bias or plagiarism. A clear, well-reasoned position is missing or unclear. | The conclusion is off-topic/unrecognisable. | 2 | |
| 3 | Language/
Sentence Skills |
1.0 | The sentence style fits the paper’s purpose. Sentences are varied, yet clearly structured and carefully focused.
Language is excellent with hardly any errors in grammar, lexical choice and punctuation.
|
Sentences are generally clear, well-structured, and focused, though some may be awkward or ineffective.
Language is satisfactory with some errors in grammar, lexical choice and punctuation, which do not seriously impede understanding and clarity.
|
Sentence structures are generally correct, but sentences may be wordy or repetitive.
Frequent errors in grammar, lexical choice and punctuation may impede understanding and clarity. |
Contains several awkward or ungrammatical sentences. Sentence structure is simple or monotonous.
Very frequent errors in grammar, lexical choice and punctuation that seriously impair understanding and clarity. OR There are many concerns about plagiarism evidence; thus the language and sentence skills are not clear. |
Contains many awkward sentences. Displays general inability to write grammatical/meaningful sentences.
Errors in grammar, lexical choice and punctuation are too frequent and severe, making it highly difficult to understand the message. |
4 | |
| 3 | References | 1.0 | A reference of more than 4 relevant articles and all from different sources.
All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. |
A reference of 4 relevant articles and all from different sources.
Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.
|
A reference of 4 articles, but not necessarily relevant, or not from different sources.
References are sometimes not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style. |
A reference of fewer than 4 articles, but all from the same source.
References are inappropriately/unclearly incorporated.
|
No articles are used as references.
References are not incorporated or incorporated inappropriately. |
4 | |
| Total | 10 | 40 | |||||||
Part Ii: Online Class Participation (10 Marks)
|
QN |
CLO |
Criteria |
Weightage |
Excellent | Good | Fair | Poor | Unsatisfactory | Max marks |
| 4 | 3 | 2 | 1 | 0 | |||||
| 1, 2 | 3 | Quality of Postings
|
2.5 | All five comments are good, appropriate, relevant, meaningful, and respectful.
Postings reflect active participation within the assignment timeline.
|
Four of the comments are good, appropriate, relevant, meaningful, and respectful.
Postings reflect participation within the assignment timeline.
|
Two or three of the comments are somewhat good, appropriate, meaningful and respectful.
Postings show relatively short participation time or parts of a larger discussion.
|
One post was submitted. OR All posts are done in one day.
OR Comments is/are irrelevant/ not in the right forum/ heavily generated by AI. OR Comments are short responses that are not substantial or meaningful. Minimum effort (e.g. “I agree with Tina”) |
Postings are done past the assignment timeline.
OR No postings given as proof of participation in the discussion
|
10 |
| Total Marks | 2.5 | 10 | |||||||
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