EM 154: MINE ECONOMICS Semester 1, 2020

ESSAY GUIDELINES

1. Write a 1000-word essay (Microsoft Word, A4 size, Arial/Times New Roman Font, Font size 12) that answers the following:

a. Differentiate a financial feasibility study (FFS) from an economic cost-benefit analysis (CBA) of a mining project;
b. Compare these methods in terms of the parameters/assumptions used and its investment decision criteria;
c. What are the advantages and disadvantages of using either methods;
d. What do you think is a more appropriate method in evaluating a mining project?

2. Your essay should include:

a. Brief summary/abstract (~200 words),

b. Introduction/definition (~200 words),
c. Discussion (~400 words),
d. Conclusion (~200 words),
e. References (not included in the word count)

3. Cite your sources appropriately. Use the Harvard citation format: https://www.mendeley.com/guides/harvard-citation-guide.
Include a References list in your essay. Points will be deducted for not including a References list. References are not included
in the word count.

4. Plagiarism is a serious offense and is subject to the University’s rules and regulations. Please refer to the EM 154 Course
Guide on ‘Academic Integrity’.

5. I have included two journal articles that are examples of an FFS and a CBA study for your guidance. You may use other
references other than the ones recommended.

6. There is a ten percent (10%) allowance in the word count, but points will be deducted for going below or beyond the 1000-
word count. (5% for every +-25 words)

7. There is no extension for the submission. Essays submitted beyond the deadline will get 10% deduction per day overdue.
 8. Your essay will be graded according to the essay grading rubric table below. This is 15% of your total course grade.
Essay Grading Rubric – Levels of Assessment
Excellent
Criteria
(Multiplier = 1.0)
Shows high degree of attention to
logic and reasoning. Clearly leads
Organization the reader to the conclusion and
(15%)
stirs thought regarding the topic.
Content indicates synthesis of
Level ideas, in-depth analysis and
of Content evidences of original thought and
(20%)
support for the topic.
Main points well developed with
Development high quality and quantity support.
(20%) Reveals high degree of critical
thinking.
Essay is free of distracting spelling,
Grammar punctuation, and grammatical
& Mechanics errors; absent of fragments,
(15%) comma splices, and run-ons.
Shows outstanding style going
beyond usual college level;
Style rhetorical devices and tone used
(15%) effectively; creative use of
sentence structure and
coordination
Meets all formal and assignment
requirements and evidences
Format attention to detail; all margins,
(15%) spacing, and indentations are
correct; essay is neat and correctly
assembled with professional look.
Good
(Multiplier = 0.8)
Coherent and logically organized
with transitions used between
ideas and paragraphs to create
coherence. Overall unity of ideas is
present.
Content indicates original thinking
and develops ideas with sufficient
and firm evidence.
Main points well developed with
quality supporting details and
quantity. Critical thinking is weaved
into points.
Essay has few spelling,
punctuation, and grammatical
errors allowing reader to follow
ideas clearly. Very few fragments
or run-ons.
Attains college level style; tone is
appropriate and rhetorical devices
used to enhance content; sentence
variety used effectively.
Meets format and assignment
requirements; margins, spacing,
and indentations are correct; essay
is neat and correctly assembled.
Satisfactory
(Multiplier = 0.6)
Coherent and logically organized.
Some points remain misplaced and
stray from the topic. Transitions
evident but not used throughout
essay.
Content indicates thinking and
reasoning applied with original
thought on a few ideas.
Main points are present with limited
detail and development. Some
critical thinking is present.
Most spelling, punctuation, and
grammar correct allowing reader to
progress through essay. Some
errors remain.
Approaches college level usage of
some variety in sentence patterns,
diction, and rhetorical devices.
Meets format and assignment
requirements; generally correct
margins, spacing, and
indentations; essay is neat but may
have some assembly errors.
Below Satisfactory
(Multiplier = 0.5)
Writing lacks logical organization. It
shows some coherence but ideas
lack unity. Serious errors.
Shows some thinking and
reasoning but most ideas are
underdeveloped and unoriginal.
Main points lack detailed
development. Ideas are vague with
little evidence of critical thinking.
Spelling, punctuation, and
grammatical errors create
distraction, making reading difficult;
fragments, comma splices, run-ons
evident. Errors are frequent.
Mostly in elementary form with little
or no variety in sentence structure,
diction, rhetorical devices or
emphasis.
Fails to follow format and
assignment requirements; incorrect
margins, spacing and indentation;
neatness of essay needs attention.