Is my teacher weird? plz answer (1 Viewer)

[SophJI]

My teacher marks essays in a weird way..that;s what i think
for example in a case study essay she expects us to define every frikin word
like infrastructure

do we have to define like every economic term in a case study essay?
i defined major ones like inflation,FDI ,globlisation economic growth etc
but words like infrastructure and something else

she;s a hsc marker but when i see past answers from those 2004 books, the high range answers didn't define every single term.

is my teacher weiird or she is right

 

[Zak Ambrose]

it sounds silly to define every "economic word" otherwise half the essay would be a glossary. but it is important to define the key words in the question and to show you have an in depth understanding of the "economics words" you are using.


also. she MIGHT mean to give an example of infrastructure. e.g. a government response to the economy's capacity constraints could be an investment in infrastructure such as upgrading highways, improving telecommunications facilities, etc etc.

 

[ben150891]

thats exactly what my economics teacher said. so i guess its not wierd

 

[ninetypercent]

my teacher said that as well, but not every single word. If you are being assessed on how well you understand a certain concept, then you should define the concept in your essay. e.g. Essay about the demand and supply of liquid funds => define liquidity

 

[gnrlies]

No, don't define every word.

You can take some things for granted. You can assume that whoever is reading your essay knows what infrastructure is for example.

I would argue that definitions for economic growth are only borderline necessary. I think at the end of the day the level of sophistication contained within your essay will indicate to the marker your general level of knowledge. Defining every term is perhaps just a failsafe way to ensure that all students who follow that advice will at least get some marks because they can demonstrate that they know something. But if you assume the reader knows what these terms mean, and you apply a thoughtful and insightful analysis, the marker will not think "hmm they didn't define growth, so I better minus a mark". As much as teacher say they don't, and as much as the marking guidelines say they are not supposed to, markers will always asign a mark that they believe is fitting to the student who has written the manuscript sitting in front of them. If the analysis is good, the mark will be good, if the analysis is poor, the mark will be poor. There is no list of things that must be satisfied to get 20/20, there are a number of routes available.

 

[guy_freerider]

Isn't it safe to assume that the HSC marker will know what you are talking about? That they will actually know the syllabus? So if you talk about it in context, and correctly, defining would be wasting your own time, and the markers time. I guess i'm just saying, giving a definition IN CONTEXT, would probably be entirely redundant. Eh. Your does teacher sound weird, lol.