PurposeThe purpose of this task is for students to critically analyse a media article. This analysis...

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PurposeThe purpose of this task is for students to critically analyse a media article. This analysis uses the same article from assessment 1a, building upon the material in the student’s scaffold. This task requires students to demonstrate their understanding of the content of the article and the discourses (what is discourse?)within this, analysing these with references to Unit content materials and academic readings.ProcessTo complete this task students are expected to incorporate relevant course content and wider authoritative sources from the ACAP library:1.Students will use the same media article from assessment 1a.2.Analyse the facts and opinions within the article, considering the background, career, education, or any other relevant aspects of the author/s origins and potential motivations behind them. Elaborate on the research and writing from the students submitted scaffold in assessment 1a, paying attention to the feedback from the tutor.3.Write an analysis of the potential impact on readers of the article, thinking about the demographic the media is targeted at, and the impact of how the article may be perceived by its readers.4.Support the writing withat least sixrelevant academic references (this means academic articles in addition to any media articles).APPLICATIONS IN CONTEXT ASSESSMENT 1A: FACT OR OPINION ARTICLE CRITICAL ANALYSIS SCAFFOLD 				 The following plan or scaffold is a suggestion to help you plan and prepare the following assessment: MULT1015 Assessment 1A: Fact or Opinion: Article Critical Analysis The purpose of this task is for students to critically analyse a media article. A critical analysis of an article requires students demonstrate their understanding of the content of an article and can apply the content to the unit materials. Note: The scaffold suggestion is based on the assessment criteria. However, you may choose to create your own scaffold based on your understanding of the task. Why should I prepare a scaffold for an assessment task? Preparing an assessment scaffold is an excellent way to organise your reading, writing and thinking for assessments. Your scaffold should be tailored to the assessment question and address the different task requirements. The scaffold can also help you identify whether you need to gather and evaluate more information in order to develop, build on and support your argument. How do I create a scaffold?  To create your scaffold, organise your main points into clear sections and decide on the order of the sections. Create dot points for presenting each section in a logical sequence so that one point builds to the next. Remember that each section needs to include information from academic sources. You should also allocate approximate word limits to each section to guide your research and writing. Will the scaffold end up being my structure for the final draft? The scaffold will ideally provide you with a set structure for a final draft. However, you may find that you cut, paste and restructure your work after using the scaffold as a starting point. Where can I get more information about planning and preparing an assessment? The Student Learning Support (SLS) website has a range of resources to help you at any stage of preparing an assessment task. For this assessment, you may find these pages particularly useful:  · Approaching the question · Preparing a plan for writing or presenting · Essays/Academic essays · https://sls.navitas-professional.edu.au/ ACAP Student Learning Support. ACAP is a college of the Navitas Professional Institute Pty Ltd. National CRICOS Code: 01328A. RTO Code: 0500. Page 1/4 Possible Scaffold (Plan) – 1500 Words  	 Section  	  Approx. word allocation 	 Introduction · Introduce the context – issue, minority group and media piece · Signpost points to be covered in the body paragraphs = Topic 1/2/3 What are the facts and opinions / impacts. · Thesis statement: Answer to the question / position 	 150 	 Facts · TOPIC: Introduce the facts identified in the article to be discussed in the paragraph. · EXPLAIN /EVIDENCE: Explain what elements of the story are based on facts and provide credible evidence Support with a reference. · LINK: to weekly readings and theory 	 325 	 Opinions · TOPIC: Introduce the opinions identified in the article to be discussed in the paragraph. · EXPLAIN /EVIDENCE: Explain what elements of the story are based on opinions. Comment on the background, career, education, or any other relevant aspects of the author/s origins and potential motivations behind them. Consider the background and motivation of the publication.  · LINK: to weekly readings and theory 	 325 	 Potential Impacts / Critical Analysis · TOPIC: Introduce the impacts the coverage of the story has on potential readers of it in society. · EXPLAIN /EVIDENCE: How does the coverage of the story impact society’s opinion of the issue? How does the coverage reinforce / challenge societal norms? Think about the demographic the media is targeted at, and the impact of how the article may be perceived by its readers.  · LINK: to weekly readings and theory 	 2 x 250 paragraphs (total 500) 	 Conclusion · Summarise main ideas / arguments / restate thesis – What is your final position? · Do not introduce any new ideas or facts · Finish with a final thought 	 150 *Note: This scaffold is suggested based on the assessment criteria. However, you may choose to create your own scaffold based on your understanding of the task.ACAP Student Learning Support. ACAP is a college of the Navitas Professional Institute Pty Ltd. National CRICOS Code: 01328A. RTO Code: 0500. Page 2/4 Useful Resources Paragraph Structure APA Formatting  APA Referencing Reflective Writing Checklist Flow and cohesion · Does each paragraph have one main idea? Review essay structure here if you need. · Does each paragraph have a clear topic sentence that relates to the topic? · Are my topic sentences supported by evidence and examples with references? · Do my paragraphs link together? If I read just the introduction, the topic sentence and the conclusion do I get a clear picture of the answer to the question? Have I used linking words? · Am I using academic writing – does my writing have a formal tone? Grammar, spelling, sentence structure, punctuation · Print it out and read it aloud, pause at commas, stop at full stops. · Have a friend or family member read it (probably in exchange for a coffee) · Check your transitions – are you missing or using the correct term (because, and, which) · Look at sentence length, would some sentences be clearer if they were broken into two? Could some sentences be combined to be more direct? See here for more on sentence structure. · Are any of your sentences missing information? They should be able to stand alone and make sense. See here  for more info. Referencing · Do my in-text references match the reference list? · Are all my in-text references formatted correctly? · Have I formatted my reference list correctly? · Have I included the DOI when needed? · Have I used italics correctly? · Have I added a cover sheet and formatted my paper in APA style? General Tips · Remember editing and proofreading is time-consuming and harder to do when we are tired and stressed.ACAP Student Learning Support. ACAP is a college of the Navitas Professional Institute Pty Ltd. National CRICOS Code: 01328A. RTO Code: 0500. Page 3/4 · Plan time for it and schedule regular breaks. · In your final draft check tick off each section of the marking criteria to make sure you have covered all the content areasACAP Student Learning Support. ACAP is a college of the Navitas Professional Institute Pty Ltd. National CRICOS Code: 01328A. RTO Code: 0500. Page 4/4      Academic Reading and Note-taking Scaffold  	Referencing details:  	What are the main ideas and findings and the overall conclusion?  	Check the article:  (mark each scale with an x) 	Facts and Statistics in the article  	What readings/content from the unit can help you interpret this article? (list using APA referencing) 	Main ideas: 	· How old is the article? > 10 years -----------------------------

Shubham · Accepted Answer

Running Head: ACADEMIC WRITING							1
ACADEMIC WRITING									2
ACADEMIC WRITING
Table of Contents
Introduction	3
Facts	3
Opinions	4
Potential Impacts/Critical Analysis	5
Conclusion	6
References	8
Introduction
The article "Saving the children are the three most dangerous words uttered by white people' was written by Amy Mcquire and published on March 14, 2018, in The Guardian. It is a 4-year-old article. The article is about a debate held on Channel Seven on the topic of the adoption of Aboriginal kids by White people and the panel was from a White background without any relevant experience on the same. The approach to address the issue is well taken as the author can provide the reasons behind the practice, which is not much accepted by the Aboriginal community. Their powerlessness concerning the protection of the children is an indication of how they are forced against the system and not given a chance through support to make a difference. It is important to reconsider the ways to ensure that Aboriginal child protection is being seen.
Facts
There was an incident of Protest when grandmothers were on road against Aboriginal child removal though it was planned it raised concern about the rights of the community as a whole. Amytage and David Koch behaviour behind the camera also raised the question about the knowledge level of the journalists involved in the debate. They are there for showcasing their power through media and not for discussing the actual solution in reality. The mistruth flashed by bureaucrats that the placement of Aboriginal children is never attempted with White families came out to be a lie (Oates, 2020). The rules guided that placing the child with other families other than communities or extended families is always the last option but in practice the scenario is different. The fact, which was highlighted by one of the grandmothers during the protest was that there is a system to place the Aboriginal children but as inferred it is not strictly followed. It is only a part of policy and has not been announced as legislation yet. 
This practice has separated the child from their culture and their people. Through the Guardian's Calla Wahlquis it was reported that nearly 41.6% of children were placed outside the Indigenous communities. Children are taken away forcefully through kidnap or by police without consultation with their families impacting their emotional and physical health. Despite an Apology from Kevin Rudd, the numbers are on an exponential hike (Leach et.al, 2021). The parents are so helpless due to a shortage of money they are not able to raise their voices over the issue. Despite the efforts showcased by the Australian government when the conditions are examined at the core level of the child protection system, it has been found that children end up in detention centers or juvenile cells. Many children get diverted towards alcohol and substance abuse to cope with the trauma during the process.

Purpose The purpose of this task is for students to critically analyse a media article. This analysis uses the same article from assessment 1a, building upon the material in the student’s scaffold....

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