TASK: Write a newspaper article or report answering the question

a) To what extent is Urban Living in Mumbai Sustainable?

or
b) Can Mumbai ever be truly sustainable?

Word limit: 700 words

1st Draft Deadline: tbc
Due Date: tbc (after Easter)
Assessed against: Criterion A, B, C and D
ATL SKILL: Research Skills / Information Literacy (in-text referencing)

Instructions:

 Use the information in the presentation given by this class.

 You must focus on at least 1 sector of the Egan Wheel.
 Refer to the Egan Wheel, SDG 11, the linear / circular city model
 Your work should feature a variety of graphs, data analysis using the PEEL / PEAL structure, and
visual evidence (e.g. maps, photographs).
 All visual material must be annotated.
 You should aim for a minimum of 5 sources. All sources must be highlighted and annotated and
submitted with your project.
 You may wish to set your article out as if it is the lead story in a newspaper or follow the report
format from your written assignment last semester.

1. Complete the following section independently:

Statement of Inquiry: Urban areas work as systems that emerge in particular times and places, but
their sustainable development requires managed intervention.

Global Context: orientation in time and space

Key concept: systems

Related concepts: sustainability; Management and intervention

2. Revision of key terms and concepts:

Make a list of key terms and concepts we have studied so far. You will need to include these in your
assignment

EXTENSION: Go over the definitions of each key term / concept. What are effective revision
strategies?

Key term Definition Meaning / Picture / Graph / Diagram / Illustration

(Source) Example -in your
own words
Urban “A set of towns and Urban area which
system cities that can be functions through
considered linked linked systems of
(inputs, together by various social and economic
outputs, forms of social and interactions. E.g –
processes) economic city with inputs and
interaction. It may be outputs in order to
national, regional, or function
global in scope”
(Oxford Reference, Push factors are Image: https://www.nap.edu/read/23533/chapter/4
N/A) unappealing social,
economic, and
“In the study of environmental
migration, push factors of a living
Push and pull factors are those that area which decreases
factors encourage a the attraction of
population to leave immigrants. Pull
its home, pull factors factors are the
are those that draw a appealing social,
population to economic, and
another area or environmental Image:
place.” (Oxford factors of a living https://omega7geo.wordpress.com/2013/06/29/push-and-
pull-factors-of-rural-urban-migration/
Reference, N/A) area which draws
immigrants to the
city. E.g a push factor
of London is the high
level of air pollution
and a pull factor
would be the large
City job opportunities.
Image: https://www.weforum.org/communities/gfc-on-cities-
of-tomorrow
Cities are identified
by the degree of
urbanisation as an
cities have a area which has a
population of at least population density of
50,000 inhabitants in more than 1500
contiguous dense inhabitants per
grid cells (>1,500 km^2. E.g – London
inhabitants per km2) has a population
Megacity (World bank blogs, density of 5,700 Image:
2020) inhabitants per https://www.cntraveller.com/gallery/things-
km^2. to-do-in-delhi
 E.g – New Delhi has a
a megacity is a city population of 26
which consists of million. (World
Egan Wheel
more than 10 million Population Review,
inhabitants 2022)
(Geography Realm,
2014) A diagram which
consists of 8 different
“a wheel shaped criterion to evaluate
Sustainable diagram to identify the sustainability of a
city / the criteria which city Image: https://www.researchgate.net/figure/3-the-Egan-
could be used to Wheel-of-Sustainable-Communities-The-Egan-
community Review_fig2_277242399
measure A sustainable city
sustainability.” (GCSE and community is a
time, 2021) sustainable urban
system which holds
SDG 11 “meeting the needs sustainable principles
of the present and practices in all
Sustainable without sectors of the Egan
compromising the Wheel
development
ability of future
generations to meet
….other …. their own needs”.

Make cities and

human settlements
inclusive, safe, and
resilient, and
sustainable

Source used in class:

https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=43836a3e-e39f-4185-b51b-
73435850b0b3&lang=en-GB Egan Wheel
Suggested Extension reading:

https://www.un.org/sustainabledevelopment/cities/

3. Writing Process

STEP 1: Phrase your own research question. Get your research question signed off by your teacher.

STEP 2: Complete the reading process. See section 5. Research thoroughly, analyse thoughtfully. Highlight
and annotate your chosen articles.

STEP 3: Brainstorm your ideas (gather your thoughts, form your conclusions, and decide which evidence
best supports your arguments).

STEP 4: Plan your writing. Use a mind map, an outline or some other organisational structure to help you
organise your ideas so your report flows well.

STEP 5: Write your first draft in stages

STEP 6: Check your draft against this Task Sheet & the Assessment Criteria.

STEP 7: Submit your first draft for feedback

STEP 8: Redraft – Polish using feedback

STEP 9: Submit your final draft

Six parts of a Newspaper article

 Headline – This succinctly tells the reader exactly what the news story is about in a single phrase or
sentence (e.g., Cavs Expected to Land #1 Pick).
 Sub-Title – This supports the headline by expanding on the subject in one or two sentences (e.g.,
The Cleveland Cavaliers are looking to trade up with Golden State Warriors to pick #1 in next year’s
draft).
 Byline – This line tells the reader who wrote the story and may provide some background
information (e.g., John Smith – 20+ Years of Covering Cleveland Sports).
 Lead – The opening paragraph should tell all of the most important facts, addressing the who,
what, where, when, and why).
 Body – This constitutes the majority of the article, containing more information on a piece of news.
 Quotes – These important because they provide direct sources for information from eyewitness,
experts, and other people relevant to the news story.
 (from https://myhomeworkdone.com/blog/how-to-write-newspaper-article/)
Criterion A: Knowing and understanding
i. use a wide range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions,
explanations and examples.

Achievement Level descriptor

level
1-2 The student:

i. uses limited relevant terminology relevant to the study of urban systems and
environments
ii. demonstrates basic knowledge and understanding of content and concepts such as
urban sustainability with minimal descriptions and/or examples.

3-4 The student:

i. uses some terminology relevant to the study of urban systems and environments
accurately and appropriately
ii. demonstrates adequate knowledge and understanding of content and concepts such
as urban sustainability through satisfactory descriptions, explanations and
examples.

5-6 The student:

i. uses a range of terminology relevant to the study of urban systems and

environments accurately and appropriately
ii. demonstrates substantial knowledge and understanding of content and concepts
such as urban sustainability through accurate descriptions, explanations and
examples.

7-8 The student:

i. consistently uses a wide range of terminology relevant to the study of urban

systems and environments effectively
ii. demonstrates excellent knowledge and understanding of content and concepts such
as urban sustainability through thorough, accurate descriptions, explanations and
examples.
Criterion B: Investigating
i. formulate a clear and focused research question and justify its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use research methods to collect and record appropriate, varied and relevant information
iv. evaluate the process and results of the investigation.

Achievemen Level descriptor

t level
1-2 The student:

i. formulates a research question to investigate to what extent urban living in

Mumbai is sustainable that is clear or focused and describes its relevance
ii. formulates a limited action plan to investigate the research question or does not
follow a plan
iii. collects and records limited information, not always consistent with the research
question
iv. makes a limited evaluation of the process and results of the investigation.

3-4 The student:

i. formulates a research question to investigate to what extent urban living in

Mumbai is sustainable that is clear and focused and describes its relevance in
detail
ii. formulates and somewhat follows a partial action plan to investigate the research
question
iii. uses a research method(s) to collect and record mostly relevant information
iv. evaluates some aspects of the process and results of the investigation.

5-6 The student:

i. formulates a clear and focused research question to investigate to what extent

urban living in Mumbai is sustainable and explains its relevance
ii. formulates and follows a substantial action plan to investigate the research
question
iii. uses research method(s) to collect and record appropriate, relevant information
iv. evaluates the process and results of the investigation.

7-8 The student:

i. formulates a clear and focused research question to investigate to what extent

urban living in Mumbai is sustainable, thoroughly justifying its relevance with
appropriate evidence
ii. formulates and effectively follows a comprehensive action plan to investigate the
research question
iii. uses research methods to collect and record appropriate, varied and relevant
information
iv. thoroughly evaluates the investigation process and results.
Criterion C: Communicating
i. communicate information and ideas effectively using an appropriate style for the audience and purpose
ii. structure information and ideas in a way that is appropriate to the specified format
iii. document sources of information using a recognized convention.

Achievemen Level descriptor

t level
1-2 The student:

i. communicates information and ideas in a limited way, using a style that is

limited in its appropriateness to the audience and purpose of the report and
infographic
ii. structures information and ideas according to the report and infographic format in
a limited way
iii. documents sources of information in a limited way.

3-4 The student:

i. communicates information and ideas satisfactorily by using a style that is

somewhat appropriate to the audience and purpose of the report and infographic
ii. structures information and ideas in a way that is somewhat appropriate to the
report and infographic format
iii. sometimes documents sources of information using Chicago referencing
conventions.

5-6 The student:

i. communicates information and ideas accurately by using a style that is mostly

appropriate to the audience and purpose of the report and infographic
ii. structures information and ideas in a way that is mostly appropriate to the report
and infographic format
iii. often documents sources of information using Chicago referencing conventions.

7-8 The student:

i. communicates information and ideas effectively and accurately by using a style

that is completely appropriate to the audience and purpose of the report and
infographic
ii. structures information and ideas in a way that is completely appropriate to the
report and infographic format
iii. consistently documents sources of information Chicago referencing conventions.
Criterion D: Thinking critically
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid, well-supported arguments
iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations
iv. interpret different perspectives and their implications.

Achievemen Level descriptor

t level
1-2 The student:

i. analyses concepts, issues, models, visual representation and theories of

sustainable urban development / management to a limited extent
ii. summarizes information to a limited extent to make arguments to support the
research question
iii. describes a limited number of sources/data in terms of origin and purpose and
recognizes nominal value and limitations
iv. identifies different perspectives on sustainable urban development /management
and minimal implications.

3-4 The student:

i. analyses concepts, issues, models, visual representation and theories of

sustainable urban development
ii. summarizes information to make arguments to support the research question
iii. analyses and/or evaluates sources/data in terms of origin and purpose,
recognizing some value and limitations
iv. interprets different perspectives on sustainable urban development / management
and some of their implications.

5-6 The student:

i. discusses concepts, issues, models, visual representation and theories of

sustainable urban development
ii. synthesizes information to make valid arguments to support the research question
iii. effectively analyses and evaluates a range of sources/data in terms of origin and
purpose, usually recognizing value and limitations
iv. interprets different perspectives on sustainable urban development / management
and their implications.

7-8 The student:

i. completes a detailed discussion of concepts, issues, models, visual representation

and theories of sustainable urban development
ii. synthesizes information to make valid, well-supported arguments to support the
research question
iii. effectively analyses and evaluates a range of sources/data in terms of origin and
purpose, consistently recognizing value and limitations
iv. thoroughly interprets a range of different perspectives on sustainable urban
development / management and their implications.