1.Describe the context for your CLEAR-JE using about two or three sentences. Your context needs to help establish a sense of relevance for the required CLEAR-JE learning materials. The context needs to be personally relevant, something you have experienced or is of interest to you. For example, a context could involve work (past, current or intended), music, sport, eating out, hobbies, starting your own business as a student to make some cash on the side – anything involving life or the society we live in. In choosing your context, think about how you will be able to demonstrate the connections you have made with the learning materials relevant to the CLEAR-JE and economic thinking (use no more than 70 words).

2.Identify two theoretical concepts, one concept from each lecture in the relevant pair of lectures, that are directly related to what was introduced for the first time in the lecture material relevant to the CLEAR-JE. For example, CLEAR-JE No. 2 must focus on supply and demand since it is introduced for the first time in Lectures 3 and 4. It is not acceptable to write specifically about supply and demand in CLEAR-JE No. 4 which must relate to other theoretical concepts introduced for the first time in Lectures 7 and 8. However, links to supply and demand may be made to the new concepts introduced in lectures 7 and 8. The focus must be on concepts from Lectures 7 and 8 in CLEAR-JE No. 4. Please refer to Table 1 (below) which shows the corresponding lectures to a particular CLEAR-JE number. The theoretical concepts must be stated as dot points after your context has been established. The concepts you list should also be clearly applicable to your chosen context (50 to a maximum of 70 words).

3.In thinking about your chosen context, identify two or three assumptions you might have made, or you think others might have made, in any of your decision making prior to being exposed to the learning materials for the particular CLEAR-JE. The assumptions need to be relevant with regards to the context chosen in section 1 and the theoretical concepts chosen in section 2 (100 to maximum of 120 words).

4.State what you have learned from applying the CLEAR-JE learning materials by outlining how your thinking has now changed toward the economic concepts used in your context. In doing so, three key requirements need to be captured. First, comparisons between prior understanding (perhaps as someone with no economic background) and new insights from learning to think like an economist are evident. Second, in making such comparisons, each of the theoretical concepts listed in criterion 2 (above) need to be at the centre of outlining what was learned. Third, the linkages between learning and economic thinking are clearly conveyed through building on the chosen context (150 to 170 maximum words).

5.Concisely reflect on what you have learned using non-technical, plain language. First, do this by showing clear connections between your chosen context in section 1 and the theoretical concepts listed in section 2. Second, your reflections need to show an ability to extend what you learnt more generally (e.g. to a manager, a politician, parents, friends, workplaces, industry, society, or everyday decision making). Third, the practical benefit(s) that emerge from your reflection need to be highlighted and clearly relate to your chosen context in section 1 and the theoretical concepts listed in section 2. Fourth, you need to substantiate your claims by referencing at least three and at most four sources published within the past six months (200 to 220 maximum words).

Further Requirement for Students:

?Submit up to a maximum of 6 CLEAR-JEs. The weighting of each CLEAR-JE is 10% of the overall course.

?The best 5 out of 6 CLEAR-JEs submitted will contribute 50% to your overall grade. You are required to submit a minimum of 5 CLEAR-JEs.

?Each CLEAR-JE must be written individually using the template on the course Blackboard (see under Assessment > CLEAR-JE > CLEAR-JE Template for Students). NOTE: Submissions not completed using the template will not be marked and be given a score of 0. Do not change the word font, line spacing or other formatting. Please submit your CLEAR-JE as a Word document (not as a pdf file). Use a file name something like SMITH CLEAR-JE No. 1 (i.e.: SURNAME CLEAR-JE No….)

?Each journal entry must be submitted using the appropriate Turnitin link on Blackboard. Tutors will mark the CLEAR-JEs using the marking rubric posted on Blackboard (see under Assessment > CLEAR-JE > CLEAR-JE Marking Rubric for Students). Marks will aim to be on Blackboard 10 days after the CLEAR-JE due dates.

?You should check your CLEAR-JE Turnitin Similarity Report upon submission. Please disregard any words in the Similarity Report relating to the CLEAR-JE Template for Students. The Similarity Report will be available during the submission process to allow students to adjust their submission if needed. Aim for a similarity index value of no more than 10%. Students can resubmit each particular CLEAR-JE as often as they wish until the due date and time.

?A CLEAR-JE must use between a minimum of 550 words and a maximum of 650 words. Only words the student writes under all five criterion headings (starting from “My chosen context” through to “Reflecting on what I learned”) are to be included in the word count. The total word count must be included where indicated on the CLEAR-JE Template for Students. The word limit is tight and deliberately so. Words exceeding the 650-word limit will be disregarded when marked. WRITING TIP: using the CLEAR-JE Template for Students on Blackboard, brainstorm your ideas for each criterion without worrying about the word limit. Then condense your writing to make sentences short, concise and to the point. Stay below 650 words.

?It is expected to take between 4 and 6 hours for students to complete a CLEAR-JE (i.e. from brainstorming ideas to the final version to submit). Be sure to allow sufficient time and continually work on your ideas while learning the related materials.

?Each CLEAR-JE must rely on the relevant fortnightly learning materials from lectures, tutorials and CML materials. Please refer to Table 1 (below) which highlights the relevant lecture materials, and therefore theoretical concepts introduced for the first time, that are to be used in the required CLEAR-JE number. Note that each CLEAR-JE use material from a specific pair of lectures. You need to use relevant material from both lectures in the pairs of lectures listed.

Table 1: Relevant lectures (and associated learning materials) used for specific CLEAR-JEs.

CLEAR-JE No. Related Lectures

1 1 and 2

2 3 and 4

3 5 and 6

4 7 and 8

5 9 and 10

6 11 and 12

Note:

i)You must draw on your own personal life experiences, observations and reflections after encountering the course learning materials including lectures, tutorials and CMLs.

ii)References to other sources should only be included under the “Reflecting on what I learned” criterion heading. Include at least three and at most four references to sources including media reports, web pages or blogs. Do not reference journal articles or textbooks. Include a reference list.

iii)You are encouraged to discuss your ideas widely and learn from friends and peers. This will enable you to check your understanding and correct any errors in your thinking before finalising and writing your CLEAR-JE. Be sure that your final written submission is entirely your own work.

iv)A random selection of about three (3) well-written CLEAR-JEs will aim to be posted on Blackboard when marking has been completed (only after obtaining students’ permission). This will aim to provide additional feedback to encourage and support all students’ learning.

v)WRITING TIP: If possible, try using the same context for each CLEAR-JE throughout the entire course. This can help you link the course theoretical concepts together in a holistic manner to make sense of the course as an integrated whole. Of course, you are completely free to choose a different context for each CLEAR-JE.

vi)Only use words in your CLEAR-JEs. You should NOT use any pictures, diagrams, graphs, formulae, calculations, etc.