What else?: planning ahead for the SOC103 assignment,
(ELL182 Report, AUST101 essay) & reviewing any
matters arising
Dr Jeannette Stirling, Senior lecturer,
& Dr Carol Priestley, Lecturer
Learning Development
Subject
Assessment
1
Assessment
2
Assessment
3
Assessment
4
Assessment
5
AUST101 Week 5
Review essay
1000wds.
20%
Week 12
Research essay
2000wds.
40%
Ongoing
Tut. Participation
10%
Exam Period
Final exam
2 hrs.
30%
ELL182 Week 4
In-class quiz
10%
Week 6
Report
500+400wds.
20%
Week 10*
Report
600+400wds.
25%
Week 13
Persuasive text
800+600wds.
30%
Week 15
Portfolio /
Participation
15%
ENGL120 Week 5
In-class test
15%
Week 9
Close-reading Essay
1200wds.
35%
Ongoing
Tut. Participation
10%
Exam Period
Final exam
1500-2000wds.
40%
INDS150 Week 4
Reflective essay
1000wds.
30%
Comm. Week 4
Group research
presentation
30%
Exam Period
Final exam
1 hr.
40%
GEOG121 Week 4
Tut. Report 1
1000wds.
20%
Week 9
Tut. Report 2
1000wds.
20%
Week 13
Tut. Report 3
1000wds.
20%
Weeks 5, 9, 13
Online quizzes
5% each
15%
Exam Period
Final exam
2 hrs.
25%
HAS130 Weeks 3, 5, 12
3 x written exercises
10% each
30%
Ongoing
5 x in-class quizzes.
2% each
10%
Week 5
Online blog
5%
Weeks 9 & 10
Group presentations
30%
Week 13
Media project
25%
Subject
Assessment
1
Assessment
2
Assessment
3
Assessment
4
Assessment
5
SOWK101 Weeks 2, 4, 6, 8, 10
Online Quizzes.
30%
Week 3 Journal Article
Summary
300 words
10%
Week 9
Social Problem
Analysis
1200 words
40%
Week 13
Social Worker
Interview Analysis Group Presentation
20 minutes 20%
ENGL120 Week 4
Quiz:
Short-answer
questions
20%
Week 7
Major essay –
Close text analysis
1200 wds.
40%
Final Exam:
Essay & short-
answer questions
40%
LHA101 Week 3
Reflective essay
500wds
Pass/Fail
Week 8
Individual
Research Report
1000wds.
Pass/Fail
Week 9
Peer feedback on
3 other reports
Pass/Fail
Weeks 11 & 12
Group presentations
Pass/Fail
Week 13
Reflective essay
500wds,
Pass/Fail
SOC103 Week 6
2 x Reflections on
Reading (600 wds.
each) 20%
Week 12
Essay
1200wds.
40%
Ongoing
Tutorial
participation
10%
Exam Period
Final exam
.
30%
INDS150
HAS200
Weeks 4, 9, 13
Online Quizzes
20% each
60%
Weeks 4, 8, 13
Quizes
Week 5 & 12
Social justice &
inequalities blog
2000-2500wds.
35%
Week 9
Investigative
Report
1200 wds.
30%
Weeks 11 - 13
a) Working through the steps shown in the tutorial notes,
write a report that compares & contrasts what counts as
learning in TWO different academic disciplines:
Include sources of knowledge
Identify how arguments are made or facts established
Methods / modes of transmitting knowledge
a) Print out a second copy of your completed Comparative
Report & annotate the text showing the features which are
listed in your Topic 6 tutorial notes.
Due: Week 10 Length: 600 wds + 400 wd. Annotation Grade value: 25%
ELL182: Week 10 - Report
i) relevant, accurate & appropriately referenced information;
ii) generic staging observed;
iii) information of the same type grouped in paragraphs;
iv) clear text preview;
v) clear topic sentences in paragraphs;
vi) expanded noun groups used to define & classify phenomena;
vii) specialised, academic & abstract terms used appropriately;
viii) clear annotation of iv) – vi).
The kind of things you’ll be assessed on …
AUST101 final essay: 2000 wds. = 40%
Discuss three powerful stereotypes of national identity drawn
from the material presented in this subject and trace how they
have changed over time. In your discussion you should focus
on how those stereotypes have been challenged (contested) by
marginalised groups seeking to bring about change. That
contestation might take many forms - academic or popular
histories, comedy, literary production, paintings, rituals, legal
challenges, festivals, performances, songs, films, radio
programs, photographs, tv or press advertisements…. For each
of the three stereotypes you have chosen, discuss two different
examples of contestation to them. You will get credit for
originality and for selecting a number of different forms of
contestation.
Don’t forget the basics ….
Analyse the task:
• PLAN each stage of your essay so that when you begin writing, you
can be fairly sure that you’re going to address all aspects of the topic.
Briefly map your plan of
action:
• WHAT will be the organising focus for your discussion ?
• HOW do you need to order your response?
Consider the terms of your topic:
• DO YOU UNDERSTAND the meaning of all the terms / ideas relevant to the task?
For the AUST101 essay this might look like …
• Have you identified your 3 stereotypes?
• Why are they “stereotypes”?
• Why are they “powerful” in the Australian context?
• Can you trace how each of these stereotypes has changed over time?
Discuss THREE powerful stereotypes of national identity drawn
from the material presented in this subject and trace how they have
changed over time.
• How has each of your chosen stereotypes been challenged?
• By whom?
• Why?
• How have these challenges resulted in change?
In your discussion you should focus on how those stereotypes have been
challenged (contested) by marginalised groups seeking to bring
about change.
• What kind of challenges or contestations were brought to bear on each of your chosen stereotypes?
• Who were the target audience(s) for these challenges?
That contestation might take many forms - academic or popular
histories, comedy, literary production, paintings, rituals, legal challenges,
festivals, performances, songs, films, radio programs, photographs, tv or
press advertisements.
• What other examples of contestation can you identify in relation to each of your stereotypes?
For each of the three stereotypes you have chosen, discuss two different examples of contestation to them.
You will get credit for originality and for selecting a number of different
forms of contestation.
• Introduce discussion focus
• Provide brief background
• Preview key points
• Thesis statement
Introduction
• Point 1
• Point 2
• Point 3
• etc.,
Body
• Draw together the points and restate your claim
Conclusion
Structure, structure, structure…
Introduce the topic and let the reader know
what your paper is about;
briefly outline the scope & focus of your
discussion;
state the approach or position you will take to
the topic (your ‘thesis’).
And, of course, first impressions count: the function of an Introduction is to…
An effective thesis statement will make a claim
to be discussed.
An effective thesis statement will therefore
control the entire argument.
An effective thesis statement will also provide
focus & structure for your discussion.
Why is the ‘Thesis Statement’ important?
Recall the anatomy of an Introduction…
A Government web site (2009) that provides information to
migrants about becoming an Australian citizen outlines
those values that define national identity. These values
include “equality of men and women”, “equality of
opportunity”, “tolerance and mutual respect”. Future citizens
are also told that these values are central to the security
and ongoing prosperity of the nation. This essay examines
these values in relation to the experiences of migrant
women from non-English speaking backgrounds. Many of
these women are subjected to exploitation in the workplace.
They often remain invisible to unions and other
organisations interested in workplace equity. Often they will
also experience social isolation. Their difficulties in finding a
way to live in ‘this place’ are reinforced by gender and the
language barrier. It will be argued that the experiences of
many migrant women from non-English speaking
backgrounds fall short of the ideals of equality, tolerance
and mutual respect.
Introduces the
topic; identifies
specific values.
Provides
context in which
these values will
be analysed;
indicates central
focus of
discussion.
Clear
statement of
argument: the
‘thesis’
statement. Used with permission
You then use paragraph structure & sequencing
to develop your discussion…
Your idea/point
(topic sentence)
Some evidence to support your
point
Synthesis:
connecting this point to your wider
discussion / the topic / analysis.
P2. Migrant women are frequently unaware of their
rights in the workplace. They are commonly put in
negative situations involving illegal pay rates;
excessive working hours; sub-standard
workplace conditions; racism and harassment
(Singerman 1992). Gender, language and cultural
factors can all play a part in keeping them from
knowledge about their rights. For example, migrant
women make up the majority of outworkers in the
fashion industry and are often subjected to sub-
standard working and pay conditions (Keane 1996).
As Dyson has argued, these workers are “deprived
of the most basic rights enjoyed by Australian factory
workers” (2003, p137). These women can be
expected to work twelve and eighteen hour days,
seven days a week and be paid as little as a third of
the award rate (Fares 1994; Keane 1996; Pender
2005).
P1. It will be argued that
the experiences of
many migrant women
from non-English
speaking backgrounds
fall short of the ideals
of equality, tolerance
and mutual respect.
Note how the key ideas sketched in the thesis statement are pulled down
in the following paragraph & specified….
Used with permission
P2. Migrant women are frequently unaware
of their rights in the workplace. They are
commonly put in negative situations
involving racism and harassment;
excessive working hours; sub-standard
workplace conditions and illegal pay
rates (Singerman 1992). Gender, language
and cultural factors can all play a part in
keeping them from knowledge about their
rights. For example, migrant women make
up the majority of outworkers in the fashion
industry and are often subjected to sub-
standard working and pay conditions
(Keane 1996). As Dyson has argued, these
workers are “deprived of the most basic
rights enjoyed by Australian factory
workers” (2003, p137). These women can
be expected to work twelve and eighteen
hour days, seven days a week and be paid
as little as a third of the award rate (Fares
1994; Keane 1996; Pender 2005).
P3. There have been numerous reports of racism and harassment in the workplace, particularly from authority figures and English speaking colleagues (Keane 1996; Dyson 2003; Pender 2005).
P4. In a study of the experiences of Italian migrants (Vasta 1991), migrant women talked about workplace situations where they were subject to excessive hours, sub-standard working conditions, and treatments from supervisors which they described as ‘unjust and degrading’…
P5. The minimal participation of non-English speaking women in unions is one of the primary reasons why so many of these women have been and are kept in the dark about legal rates of pay (Davis 2000).
And the logical structure achieved by creating clear links /
‘signposts’ between paragraphs …
Used with permission
P2. Migrant women are frequently unaware of their rights in the workplace. They are
commonly put in negative situations involving racism and harassment; excessive
working hours; sub-standard workplace conditions and illegal pay rates
(Singerman 1992).
P3. There have been numerous reports of racism and harassment in the workplace,
particularly from authority figures and English speaking colleagues (Keane 1996; Dyson
2003; Pender 2005).
P4. In a study of the experiences of Italian migrants (Vasta 1991), migrant women talked about workplace situations where they were subject to excessive hours, sub-standard working conditions, and treatments from supervisors which they described as ‘unjust and degrading’.
P5. The minimal participation of non-English speaking women in unions is one of the primary reasons why so many of these women have been and are kept in the dark about legal rates of pay (Davis 2000).
OR… Telling the story by topic sentences
Migrant women are frequently unaware of their rights in the workplace.
They are commonly put in negative situations involving racism and
harassment; excessive working hours; sub-standard workplace
conditions and illegal pay rates (Singerman 1992). There have been
numerous reports of racism and harassment in the workplace,
particularly from authority figures and English speaking colleagues
(Keane 1996; Dyson 2003; Pender 2005). In a study of the experiences
of Italian migrants (Vasta 1991), migrant women talked about
workplace situations where they were subject to excessive hours, sub-
standard working conditions, and treatments from supervisors which
they described as ‘unjust and degrading’. The minimal participation of
non-English speaking women in unions is one of the primary reasons
why so many of these women have been and are kept in the dark
about legal rates of pay (Davis 2000).
Note how, when combined in a paragraph, these topic sentences still
make sense – if not a perfect paragraph!
Evaluating resources / moving the discussion
along…
X states that…
X asserts that…
X points out that…
X takes the view that…
X concludes that…
X claims that…
X suggests that…
X observes that…
X proposes that…
X insists that…
However, Y argues that…
The evidence suggests
that…
In a direct response to Alperovitz, Bernstein emphasizes the atomic bomb itself as
being its own imperative in the decimation of Japan.28 Bernstein challenges the
theory that the atomic bombs were dropped on Japan as an anti-Soviet strategy,
seeing this as a relevant but not essential element in explaining the event.29
President Roosevelt allowed the secret production of the atomic bomb with the
intention of using it to end war quickly when the time came.30 Operating under this
premise, Bernstein asserts that Germany was the initial target for the attack but
surrendered before the bomb was able to be tested, shifting the attention directly
onto Japan; this would explain America’s lack of interest in finding alternatives to the
use of the atomic bomb.31 Miles also comments on this theory, asserting that for
America it was not a case of whether to use the bomb, it was a case of when.32
Even though this argument has merit, Bernstein does not place enough emphasis
on the strong anti-Soviet sentiment that was rife within the American government at
this time. While this facet of the argument should not be considered the primary
reason for the bombing of Japan, its relevance, in combination with America’s
relationship to Russia, is of great significance to this debate.
Signposting the critical appraisal process in your writing:
History example.
How much is enough?
Introduction ~10%
Para/main idea 1 120-150 wds
Para/main idea 2 120-150 wds
Para/main idea 3 120-150 wds
Para/main idea 4 120-150 wds
Para/main idea 5 120-150 wds
Para/main idea 6 120-150 wds
Conclusion ~10%
For 2000 words, something
like……..
Couchman 2011
B
O
D
Y
SOC103: Week 12 – Questions & summarized
answers
• Have you read the questions carefully?
• What are theyasking? Questions
• Have you examined tutorial/lecture notes?
• How do they confirm/deny your view? Evidence
• How will you structure the response?
• How many points will you make? Structure
Editing • Have you read your response out aloud?
• Does it read smoothly?
• Are your points clear?
A complete, grammatically correct sentence requires …
Subject (noun phrase) Verb phrase Object (noun phrase) Adverbial
Somebody broke the window last night
Essential Essential Essential Optional
A few more words about sentencing …
Although the composition of the student body has
changed dramatically.1
“Please explain???”’
http://unilearning.uow.edu.au/writing/2a.html 1
Let’s not forget the fragment…
Sentence fragments are usually incomplete ideas…
Compare the previous version with the
following:
Although the composition of the student body has
changed dramatically, little variation in instructional
techniques has been apparent in Australian
universities until recently.2
http://unilearning.uow.edu.au/writing/2a.html 2
On the other hand, you shouldn’t overpack …
After water is released from the dam it is important
that it is able to move easily downstream. In order
to improve this movement, channel improvements
must sometimes be made, this can involve
straightening bends and removing brush debris or
hazards from the channel.3
http://unilearning.uow.edu.au/writing/2b.html 3
After water is released from the dam it is important
that it is able to move easily downstream. In order to
improve this movement, channel improvements must
sometimes be made. This can involve straightening
bends and removing brush debris or hazards from the
channel.4
‘Run-on’ sentences contain more than one
complete idea …
http://unilearning.uow.edu.au/writing/2b.html 4
Making meaningful sentences...
For example: Non-English speaking
migrant women are confronted with a vast
array of problems concerning the
workforce and their participation in it.
Noooo!!! Far too general
for an academic essay.
Phrases like “a vast array”
suggest a lack of focus.
As a rule, avoid generalities. Dare to be
specific!
The same idea, take 2: Many migrant
women from non-English speaking
backgrounds are subjected to exploitation
in the workplace. They often remain
invisible to unions and other organisations
interested in workplace equity. Often they
will also experience social isolation. Their
difficulties in finding a way to live in ‘this
place’ are reinforced by gender and the
language barrier.
Better. This reworking of
the same idea not only
identifies the main theme
(non-English speaking
migrant women), but also
specifically identifies some
of the problems they
encounter in the workplace.
Making meaning within sentences…
Leonora walked on her
head, a little higher
than usual. OR
Leonora walked on, her
head a little higher than
usual.
The convict said the
judge is mad. OR The convict, said the
judge, is mad.
Truss, L 2003, Eats, Shoots & Leaves, Profile Books, London, p. 97.
The driver managed to
escape from the vehicle
before it sank and swam to
the river-bank.
OR
The driver managed to escape
from the vehicle before it sank,
and swam to the river-bank.
Questions?
What aspects of
academic writing
/ effective use of
evidence /
referencing /
other would you
like to focus on
next week?
