Secondary Source Analysis Details Assessment 1

Assessment Overview

Relationship To Other Tasks And Assessments

This assessment asks you to analyse two secondary sources related to your chosen research question for Assessment Two – Research Essay. Thus, this first assessment gives you a jump start for your next assessment. In this first assessment, you will choose your research topic for Assessment Two and then engage in some research on that topic – selecting one secondary source and one peer-reviewed secondary source relevant to your research question. You will analyse each secondary source separately, and then compare the two together. Assessment One will facilitate your development of critical analysis skills, basic legal research skills, referencing skills, and your capacity to write clearly and succinctly on a legal topic.

Purpose of This Assignment and Ulos Assessed

The purpose of this assignment is to:

• Assess students critical reading and analysis skills in relation to secondary sources, including academic sources.
• Assess students referencing skills in the use of the Australian Guide to Legal Citation 4th edition referencing system.
• Provide students with an opportunity to develop their legal research and writing skills.
• Provide students with an opportunity to explore a particular legal issue.

The unit learning outcomes assessed are:

• LO1: Engage in academic and legal research and contextualise legal research in inquiry into particular legal issues;
• LO2: Locate and critically evaluate the value of textual sources, synthesise information within them, and correctly cite research sources;
• LO5: Articulate opinions in an academic manner supported by research evidence and confirm development in academic and legal literacy skills.

Details

Research Question

Choose one of the below research questions - these questions are the same as those available for Assessment Two Research Essay. You may not use any sources we have examined in Weeks 1 or 2 in this assessment. If you are unsure, ask your lecturer. 

• AI isincreasingly being used in legal research and legal decision-making. Should AI play a larger role in the legalsystem, or are human lawyersindispensable? Discuss using academic sources, case studies, and Australian and international examples.
• Many legal disputes are resolved through alternative dispute resolution (ADR) rather than traditional court litigation. Should ADR be encouraged more widely, or doesit undermine accessto justice? Compare ADR with court-based legal processesin terms of fairness, cost, and efficiency.
• In recent years, there has been renewed discussion about whether Australia should adopt a Bill of Rights. What legal reforms, if any, have been proposed? Compare Australia’s approach to that of other jurisdictions.

Brief Summary of the Assessment Requirements

This assessment requires students to select a research question (which will also be used for Assessment Two) and conduct a critical analysis of two secondary sources one general secondary source and one peer-reviewed academic source related to that question. The purpose is to build foundational research, analysis, and referencing skills that will support the later research essay.

Key Requirements

• Choose one research question from the provided list (AI in law, ADR vs courts, or Australia’s need for a Bill of Rights).
• Select two secondary sources relevant to the chosen research question:
  • One general secondary source
  • One peer-reviewed academic secondary source
• Analyse each source separately, discussing their argument, reliability, relevance, limitations, and contribution to your understanding of the topic.
• Compare both sources together, highlighting their similarities, differences, and overall usefulness.
• Apply correct referencing using the Australian Guide to Legal Citation (AGLC4).
• Ensure writing is clear, concise, analytical, and academically structured.

Unit Learning Outcomes Assessed

• LO1: Conduct academic and legal research within a specific legal issue.
• LO2: Critically evaluate textual sources, synthesise information, and cite accurately using AGLC4.
• LO5: Communicate academic opinions supported by evidence and demonstrate legal writing proficiency.

How the Academic Mentor Guided the Student (Step-by-Step Approach)

Step 1: Understanding the Task

The mentor first explained the purpose of the assessment:

• to help the student start working on their chosen topic for Assessment Two, and
• to build the analytical and referencing skills needed for legal research.

The mentor clarified the distinction between secondary sources and peer-reviewed academic sources, ensuring the student selected appropriate materials.

Step 2: Choosing a Research Question

The mentor guided the student to:

• Select a research question aligned with their interests (e.g., AI in law, ADR, or Bill of Rights).
• Ensure the topic had enough credible literature available.
• Form a clear research direction that would later support the extended essay for Assessment Two.

Step 3: Locating Suitable Sources

The mentor demonstrated:

• How to search legal databases (AustLII, Google Scholar, LexisNexis, etc.).
• How to differentiate between general commentary pieces and scholarly peer-reviewed articles.
• How to evaluate whether sources were suitable, current, and directly relevant to the research question.

Step 4: Analysing Each Source Separately

The mentor taught a systematic breakdown for each source:

1. Identify the author’s main argument or thesis.
2. Assess the credibility (author qualifications, publication type).
3. Evaluate relevance to the research question.
4. Identify strengths and limitations (depth of analysis, evidence, possible bias).
5. Explain how the source contributes to the student’s understanding of the legal issue.

The student followed this structure for both the secondary source and the peer-reviewed article.

Step 5: Comparing the Two Sources

The mentor instructed the student to compare:

• the argumentative depth
• the quality of evidence
• the legal reasoning presented
• the usefulness for the upcoming research essay

This comparison allowed the student to demonstrate critical thinking and synthesis both core skills for legal academic writing.

Step 6: Applying AGLC4 Referencing

The mentor guided the student through formatting:

• footnotes
• citations for journal articles, websites, and reports
• bibliography entries

The student learned how precise referencing supports academic credibility.

Step 7: Ensuring Clear and Concise Academic Writing

The mentor emphasised:

• maintaining an objective analytical tone
• writing succinctly
• ensuring coherent structure and logical flow
• integrating evidence without over-quoting

This step supported LO5 and prepared the student for more advanced writing in Assessment Two.

Final Outcome and Learning Objectives Achieved

Outcome Achieved

By the end of the process, the student produced:

• a well-structured analysis of two secondary sources
• a clear comparison demonstrating critical evaluation
• correctly referenced work using AGLC4
• writing that was analytical, coherent, and academically appropriate

The assessment also provided a solid foundation for Assessment Two, as the student had already begun researching their chosen legal issue.

Learning Objectives Covered

• LO1: The student engaged in legal research and contextualised it within a specific legal inquiry.
• LO2: They evaluated the reliability and relevance of textual sources and cited them accurately using AGLC4.
• LO5: They articulated arguments academically and improved their legal writing and literacy skills.

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