Policy Instruments for Protecting Environmental Quality

Assignment Task

Introduction

The essay is designed to provide you with feedback on your progress in the unit, specifically on Module 2 (Environmental Policy Instruments) and is therefore due relatively early in the unit, while allowing time for you to have become comfortable with the unit's content and language.

Task

Write an essay about the following topic:

Regulatory and participatory instruments represent two very different approaches to environmental policy making. Identify five distinct and suitable criteria to assess policy instruments. Use these criteria to compare the two policy instruments to each other with a view to dermining which instrument is stronger or weaker with regards to each criterion. 

Understanding the task

Let me give you an example: I compare Melbourne and Perth across three criteria – beaches, restaurants, weather. When it comes to beaches, Perth is better than Melbourne because xyz. When it comes to restaurants, Melbourne is preferrable over Perth because abc. With regards to the weather, Perth...

(1) Be focused in your introduction.

An introduction is not the right section to share general considerations about the importance of environmental protection that precedes the main text, simply because starting directly with the main text feels odd. An introduction has a purpose and typically does two things:

(a) States in no uncertain terms what your piece of work aims to do.

(b) Provides an outline of how you have organised your text: "First, I do this, second I do this." or "Section 2 starts out defining Many essay introductions were somewhat chatty without really leading into the essay question. Those of you who have defined the two policy instruments in the introduction: That's perfectly possible and would belong to part (a) above. Sometimes we need to clarify key terms first before we can announce the objective of a text. Those who have moved the definitions into a later section:

Marks will be deducted if the essay (i) does not contain section headlines, (ii) is organised in ways that clearly undermine the purpose of comparing policy instruments against a set of pre-defined criteria, (iii) is poorly paragraphed, i.e. contains unjustifiably short (less than four lines) or long (more than eight lines) paragraphs, (iv) includes chatty and off-topic introductory statements and (vi) contains a conclusion.
Writing.

• The different arguments presented in the essay are linked to each other in a logical way and present a coherent narrative.
• The essay is written in an engaging language prioritising the active voice ("The Minister takes the decision on Friday mornings") over the passive voice ("The decision is taken on Friday mornings by the Minister") and the use of non-jargon terminology.
• The essay contains sentences that are typically between 1.5 and 2.5 lines long. Exceptions may be justified though in specific cases.
• The essay contains a larger number of errors relating to spelling, grammar and punctuation that undermine the reading experience.
• Marks will be deducted if the essay (i) comes across as disconnected material that is not being held together by a narrative structure, (ii) is written in an unengaging way, often characterised by an overuse of the passive voice, academic or legal jargon, unnecessarily complicated terminology and labyrinthine sentence structures that reflect an undesirable attempt to "write scientifically", (iii) contains unjustified overlong sentences and (iv) displays evidence of sloppy editing in relation to spelling, grammar and punctuation. Please note that I will occasionally need to depart from the above
• If I simply fail to comprehend what you are trying to say due to unclear word combinations, previously unheard of grammatical

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