Summary: This memo defines the interpretive essay for ENST305 on how economics intersects sustainability.
This essay challenges you to synthesize your study and thinking about how economics intersects sustainability. That is, How does economics either support or undermine sustainability? Put another way, How does the economy relate to sustainability? The readings displayed in the ENST305 course schedule focus on this overarching concern. The essay captures your thinking and study of Ecology, Economics, and Ethics in an integrated and succinct essay.
I have prepared a guide to assist your preparation of the interpretive essay. See Intersection of Economics and Sustainability: Tips & Traps. I have linked to a sample model paper.
The ENST305 course syllabus indicates this assignment: An interpretive paper of 6 pages that explains the significance and role of economics in understanding sustainability as presented in ENST305. This assignment counts as 16 points toward your final grade.
You should display how your understanding of economics contributes to extending and deepening your understanding of sustainability. That is, the emphasis here is on sustainability rather than economics per se. Please examine a sample essay on this topic.
Your interpretive essay is not a research project but your attempt to synthesize the meaning of all the materials presented in ENST305: readings, lectures, class discussion, videos. You should include in the paper The Story of Stuff, even if you have already written about it. You may draw upon your background, but each of us brings our unique perspective to this task. I encourage you to add material that you discover that relates to the course. There is no standard response. Creative and critical thought will be rewarded but only after the basics have been established.
I will grade your essay on four criteria, each worth 4 points:
My scoring, which may pro-rate (3.5, 2.5, etc.) between the integers below, will be done according to this scoring rubric:
| Score | Depth | Content | Integration | Style |
|---|---|---|---|---|
| 4 | Demonstrates a reasoned, thoughtful, and comprehensive understanding of the topics. The paper provides insight around clearly developed concepts. | Shows a mastery of use of most readings and material of the course, referenced in the essay. | The essay logically weaves together the sources into a cogent and convincing argument. | The engaging paper appears professional and appropriate in tone. Few errors are discovered. Word choice is precise and accurate without excess. Paragraph and sentences flow smoothly. |
| 3 | Shows a good but partial understanding of the topics. Some insight but scattered and uneven. Concepts are not well developed. | Shows a working but partial use of the themes of this section of the course, but referenced adequately. | Reasoning contains gaps or inconsistencies but the line of thought can be followed. | The interesting paper is well presented but is below professional quality. Word choice reflects substance of course. Some errors but not distracting. |
| 2 | Shows a simplistic but acceptable grasp of the topics but little insight or grasp of the substance of the course. | Shows a basic and general use of course material with little content or reference. | The essay is fairly clear but with gaps and inconsistencies. The essay is only loosely organized. | The uninspired writing is not professional and barely at college-level. Word choice does not reflect substance of course. Too many errors. |
| 1 | Shows a basic and shallow understanding of the substance of the course. | Shows only a vague acquaintance with the course material and unable to reference course material. | No clear logic. No logical case is made that connects aspects into a coherent essay. | Not acceptable college-level writing. Frequent errors mar sense of paper. Word choice does not reflect course substance. |
| 0 | Understanding of course material and concepts is lacking. | Does not demonstrate the ability to reference course material. | Shows little interest in making connections or demonstrating organization of thought. | The befuddled reader became disoriented and stopped reading. |
I will examine each interpretive essay with a fresh perspective. I want to know what your thinking is and how you have internalized the course material. I seek critical and substantial thought and not a rote summary or outline.
The essay is due by class time on November 12. Your term project should be transmitted to me as a MS Word attachment sent to whayes@ramapo.edu. Paper copies will also be accepted.