PHOTOGRAPHIC ESSAY (1,000 words + Reference List) You should write the assessment as a formal essay that presents an argument about the topic. It should be structured by including an introduction, body (paragraphs), conclusion, and reference list. Your essay must include 3 illustrative photographs and corresponding figure captions (not included in word count). Your essay must also include references to academic literature (not included in word count). Style and Presentation: DO use 12 point font. DO use 1.5 or double space between lines. DO reference using an appropriate style (e.g. Harvard). See the library website (http://library.uws.edu.au/citing.php or vUWS for examples). DO NOT Exceed the word limit (+/ 10%). DO write in a logical sequence. DO write in a clear, concise style.
2.4.2 Essay Weight: 40% Type of Collaboration: Individual Due: BEFORE Sunday 27 September, 2020 11.59PM Submission: Assignment 2 must be submitted online via Turnitin only (i.e. no hard copies will be accepted). Assignments will be marked online and returned to students via vUWS My Grades. Do not submit a Cover Sheet with your assignment. Format: PHOTOGRAPHIC ESSAY (1,000 words + Reference List) You should write the assessment as a formal essay that presents an argument about the topic. It should be structured by including an introduction, body (paragraphs), conclusion, and reference list. Your essay must include 3 illustrative photographs and corresponding figure captions (not included in word count). Your essay must also include references to academic literature (not included in word count). Style and Presentation: DO use 12 point font. DO use 1.5 or double space between lines. DO reference using an appropriate style (e.g. Harvard). See the library website (http://library.uws.edu.au/citing.php or vUWS for examples). DO NOT Exceed the word limit (+/ 10%). DO write in a logical sequence. DO write in a clear, concise style. Length: 1000 words Curriculum Mode: Essay PURPOSE/BACKGROUND In weeks 4-8 we have been examining the impacts of cultural diversity and multiculturalism in Australia at a national and local scale. We have also explored the experiences of culturally diverse people. This assignment requires you to draw upon the knowledge and skills you have developed in the lectures, readings and workshops in weeks 4-8 to: 1) Support your weekly reading; 2) Demonstrate your understanding of the key concepts and issues covered in the unit; 3) Develop your field research skills and synthesis of data/research evidence. LEARNING OUTCOMES After successfully completing this assignment, students will be able to: 1) Identify evidence of cultural diversity within social and cultural landscapes of Sydney. 2) Identify the benefits and challenges of multiculturalism in Sydney 3)Use photographic evidence to illustrate social and cultural processes. 10 4) Effectively and safely conduct fieldwork to gather data/evidence. 5) Identify, evaluate and utilise academic sources to produce a scholarly piece of writing. ASSESSMENT TASK Using photographic material gathered from your field research (week 7), write an essay that answers the following question: What are the benefits and challenges of multiculturalism in Sydney? Benefits that you could discuss include: cultural maintenance and sharing, cosmopolitanism, knowledge production, provision of services, increased understanding and respect, increased creativity, diversification of skills and alignment with a global workforce Challenges that you could discuss include: exclusion, stereotyping/prejudice/racism, miscommunication, lack of cross- cultural understanding, confllicting ideologies or etiquette. Your essay must include: 1) Photographic Evidence: The essay requires you to use three (3) photographs taken during your self-guided field research. The photographs are the primary data which you will use to help explain and illustrate the key arguments that you make in response to the essay question. You should ensure that you have completed some background reading about multicultur- alism/cultural diversity in Sydney before your field research so that you know what type of photographs you will need. The photographs MUST be yours and MUST be taken during your field research. Using another student’s photographs will result in formal academic misconduct proceedings. Each photograph should be accompanied by a Source Statement that includes: 1. The name of the landmark or setting 2. The street name and street number (if applicable) and suburb of the landmark’s location 3. The date and time the photograph/image was taken 4. Your name or initials This information MUST be included as a source statement for each photograph in your essay (information on how to complete this source statement will be provided in the Week 8 Workshop). A table is located in the Self-Guided Field Trip Manual to assist you with collecting this data. We will discuss the Self-Guided Field Trip Manual in the Week 6 Workshop. Note: Not all of the key points/arguments you make in your essay need to be supported with photographs (indeed, you should have more than three key arguments). In previous years, students have found it difficult to represent the challenges of multiculturalism using photographs. It is okay if you only use photographs to illustrate the benefits of multiculturalism. However, your photographs should illustrate different points/arguments within your essay (e.g. if you have a paragraph in your essay that discusses cultural sharing as a benefit of multiculturalism, you should not use three photographs to illustrate this one point). 2) Academic Literature Sources You MUST use at least five (5) academic sources (journal articles, book chapters or books) to write your essay. You may use the weekly readings, however, you MUST use at least two (2) sources that you find yourself. DO NOT reference the Lecture pods or your Tutor. If you want to use information that you have learned in class, try and find 11 a published version of that information. 3) Secondary Data (optional) As well as the photographs that comprise the primary data of your essay, we encourage you to use secondary data to add rigour and value to your argument. As we have already learned, the best way to understand the social make up of an Australian suburb is to draw upon Census data from the Australian Bureau of Statistics. This could act as secondary data for your essay. Council websites are also a great place to look. The sources of any secondary data you use must be referenced correctly and included in your reference list. 4) Reference list Given that you must use at least five (5) academic sources (and the option to use additional secondary data/sources) in your essay, you must also include a reference list. Include a reference list using Western Sydney University’s Harvard Referencing Style ( https://library.westernsydney.edu.au/main/sites/default/files/cite_Harvard.pdf). This should only contain sources that you have cited in the body of your essay. Your reference list is not counted in your word count. We will cover referencing skills in the Week 4 Workshop. MARKING CRITERIA Assessment marking criteria can be found in the Assignment 2 folder in vUWS. Please make sure you check them carefully as your assignment will be marked using these. Resources: 1) Workshops The workshops in Weeks 4,5, 6 and 8 are intended to take you through all of the information required to successfully complete this assessment. - Week 4: provides a workshop on academic referencing and writing - Week 5: introduces the assignment topic/question and information on how to find additional academic literature. - Week 6: provides information on how to complete the self-guided field work in Week 7. - Week 8: looks at the photographs you have taken and provides information on how to select an appropriate image, present it, write a title and source statement, and refer to your photographs within your essay. 2) Lecture Pods The lecture pods in Weeks 4-6 and 8 are also intended to help you successfully complete Assignment 2. 3) Other Resources for this Assignment In addition to the materials provided in the workshops, you will find a variety of other helpful materials in the As- signment 2 folder and Week 7 Field Work Folder on vUWS. This includes: - The field work safety briefing video. - An assignment checklist to ensure you have completed all of the key components of the assessment. - Photographic Essay Exemplars from previous years that provide tips on writing techniques and integrating pho- tographs in your essay - Library tips for researching and referencing Handy Tips: - Marks in the essay are allocated for your presentation of the photographs (including captions and source statements), the standard of the data collected, and its integration into your written essay. You will also be allocated marks for the structure and content of your argument in the written component of your essay (e.g. coherence of your argument, appropriate reference to the literature). - Acknowledge all sources. Even if you are paraphrasing or summarising, a citation with author and date is still needed. - While we encouraged you to reflect upon the lectures in Assignment 1, the lectures should not be cited in Assignment 2. Use academic literature (journal articles, book chapters, academic reports and books) to support your arguments instead. - Use proper paragraph structures: ’A fairly typical paragraph begins with a topic sentence that makes a general 12 statement. The sentences that follow then support or develop that statement with details, examples and evidence’ (Australian Government Publishing Style Manual, 1988, p.6). - Structure your essay: have an introduction that is aligned with a conclusion. The introduction should be a road map for the essay, and present your key argument and/or theory, define your case study, etc. The conclusion must address the points raised in the introduction. Visit the following link for a helpful Western Sydney University guide on structuring an essay: http://westernsydney.edu.au/__data/assets/pdf_file/0016/1082500/Essay_Structure.pdf. - Address the essay question being answered: ensure your essay actually responds to the question being asked. Pick out keywords. Visit the following link for a helpful Western Sydney University guide on analysing an assignment question: http://westernsydney.edu.au/__data/assets/pdf_file/0019/1082422/Analysing_the_assignment_question.pdf. - Do not use symbols in text (e.g. use ’per cent’, rather than ’%’, ’and’, rather than ’&’, ’at’, rather than ’@’, etc.) - Do not start a sentence with a numeral. Write ’Fifteen per cent of people …’ NOT ’15 per cent of people …’. - Data are plural. - Only place full stops at the end of a sentence (unless an abbreviation stop): ’…according to Dunn (2004).’ NOT: ’…according to Dunn. (2004)’. -Do not use personal pronouns to describe Sydney or Australia. ’Sydney has become polarised’. NOT ’We have become polarised’. Visit the following link for a helpful Western Sydney University guide on essay tone: http: //westernsydney.edu.au/__data/assets/pdf_file/0006/1082508/Essay_Tone.pdf. - Do not use conjunctions in formal text (e.g. ’cannot’, rather than ’can’t’, ’do not’, rather than ’don’t), ’should not’, rather than ’shouldn’t’), etc.). - Explain what acronyms stand for at their first use (e.g. New South Wales (NSW), ABS (Australian Bureau of Statistics), GWS (Greater Western Sydney), etc.). 13 Reporting verbs and phrases to introduce quotations Whether you are introducing quotations or paraphrases, reporting verbs and phrases help to integrate the source material smoothly into your text. Reporting verbs and phrases have several purposes: • They introduce the quotation • They identify the source of the quote • They interpret the cited author's attitude towards the quoted material. Accordingly, reporting verbs have different meanings: _ They carry varying degrees of conviction and commitment _ They communicate a positive or negative attitude. When introducing a quote, therefore, it is important to choose an appropriate reporting verb. Below are some common verbs and phrases to introduce another author's facts or ideas, opinions or arguments, suggestions or research results Common verbs to introduce quotations: states highlights describes remarks adds agrees contends clarifies affirms contests implies demonstrates disagrees offers predicts questions theorises justifies confirms reasons disputes puts forward counters elaborates illustrates argues observes