CULT1023 Working with Cultural Differences
CULT1023 Working with Cultural Differences
Assessment task 3: Take Home Exam
Submission Details
Due Date: Wednesday 11.59pm, Week 13 (Exam Week)
Weighting: 30%
Length: 750 words
Learning outcomes assessed: 1, 2 and 5
Referencing: WSU Harvard style
Instructions:
STEP ONE:
Choose one of the following topics to explore for your exam task. Enter this in the first part of your exam paper (examined content begins on page 3 of this document).
Multiculturalism and diversity,
Refugees & asylum seekers, OR
Aboriginal shared histories
Then, read through the exam paper and familiarise yourself with the requirements.
You will need to complete all three sections of the exam:
SECTION 1: Curation of Examples [20 marks],
SECTION 2: Written Component (four questions) [70 marks], and
SECTION 3: References [10 marks]
STEP TWO:
Review notes that you have on both your chosen topic and other relevant weekly materials. Make a list of all the appropriate readings (use the list in the FAQs as a starting point) and ensure that you read, understand and use these academic sources in your responses.
STEP THREE:
Research and locate your media and real-life examples and enter these details as instructed in section 1.
STEP FOUR:
Craft your 750-word response to the specific questions posed in the exam paper (Section 2). All questions (1-4) should be completed. Then, proofread your work, and check your work meets the requirements as outlined in the marking criteria prior to submission. Ensure that your Reference List is completed (Section 3).
FAQs:
Q: Do I need academic sources?
A: Yes, in order to demonstrate a knowledge of unit materials, you need to correctly use the knowledge from the set readings for this subject. At a minimum, you should demonstrate a knowledge of:
Barker 2004a and Barker 2004b from Week 3, Power
Hall 1997 from Week 5, Discourse
The relevant set reading for your chosen topic week, as listed below:
Multiculturalism and diversity; Poynting, S & Mason V 2008, The new integrationism, the state and Islamophobia: retreat from multiculturalism in Australia,International Journal of Law, Crime and Justice, vol. 36, no. 4, pp. 230246.
Refugees & asylum seekers; Pedersen, A, Watt, S & Hansen, S 2006, The role of false beliefs in the communitys and the federal governments attitudes toward Australian asylum seekers,Australian Journal of Social Issues, vol. 41,no. 1, pp. 105124.
Aboriginal shared histories; Cunneen, C 2007, Riot, resistance and moral panic, in S Poynting and G Morgan (eds.),Outrageous! Moral panics in Australia, ACYS Publishing, Hobart.
Q: Do I need to include my media and real life examples in my reference list in Section 3? A: No, you do not need to include these in your reference list. Students will need to provide the URL for the examples they curate in Section 1.
Q: Can I use examples that were discussed in class or part of learning resources? A: Yes, you are able to do so, but ensure that they either reflect dominant view as required by the exam question.
--- EXAM PAPER STARTS HERE Complete all boxes shaded pink ---
Name and Student ID: [remove text and type name/student ID]
My chosen topic is: [remove text and type name of topic]
SECTION A Curation of Examples [20 marks]
For this part of your exam, you need to collect and display a range of different examples that demonstrate the dominant view of your chosen topic both in real life and the media. At a minimum, you need to locate and include six examples (higher grade levels require more).
Remember that the selection of the best examples is what is demonstrating your knowledge and understanding in this task.
Minimum Requirements:
Two newspaper stories
One television show, movie, or advertisement
One social media post (TikTok, Instagram, Facebook, YouTube, Twitter)
One comment section of a social media post or blog post/opinion piece (reflecting the views of an everyday person).
One government policy (state or federal)
Additional Examples may include: Songs, literature (novels, kids books, poems), documentaries, longer form videos (ie. TED talks etc).
Instructions:
Locate your examples using internet search function.
Screenshot the example you are using and insert in the relevant table below. If you dont know how to take screen shots, please refer to this guide.
Copy the link and include in the relevant space below.
Complete/add additional boxes for any additional sources you may include.
Sample:
https://theconversation.com/what-are-universities-for-canadian-higher-education-is-at-a-critical-crossroads-196549
-- Enter your Minimum Required examples below --
[Newspaper article 1: Remove this text and include a screen shot of the headline and intro for the newspaper article here]
[Newspaper article 1: Remove this text and include the URL of the newspaper article here]
[Newspaper article 2: Remove this text and include a screen shot of your source here]
[Newspaper article 2: Remove this text and include the URL of your source here]
[Media (tv/movie/ad): Remove this text and include a screen shot of the headline and intro for the newspaper article here]
[Media (tv/movie/ad): Remove this text and include the URL of your source here]
[Social Media Post: Remove this text and include a screen shot of the headline and intro for the newspaper article here]
[Social Media Post: Remove this text and include the URL of your source here]
[Everyday Comments: Remove this text and include a screen shot of of your source here]
[Everyday Comments: Remove this text and include the URL of your source here]
[Government Policy: Remove this text and include a screen shot of your source here]
[Government Policy: Remove this text and include the URL of your source here]
-- Enter any Additional Source examples below --
[Additional source of choice: Remove this text and include a screen shot of your source here]
[Additional source of choice: Remove this text and include the URL of your source here]
[Additional source of choice: Remove this text and include a screen shot of your source here]
[Additional source of choice: Remove this text and include the URL of your source here]
[Additional source of choice: Remove this text and include a screen shot of your source here]
[Additional source of choice: Remove this text and include the URL of your source here]
[Additional source of choice: Remove this text and include a screen shot of your source here]
[Additional source of choice: Remove this text and include the URL of your source here]
[Additional source of choice: Remove this text and include a screen shot of your source here]
[Additional source of choice: Remove this text and include the URL of your source here]
SECTION B Written Component [70 marks]
Question 1: Statements and Rules about your topic (200 words) [20 marks]
With reference to
Hall (1997), pp. 45-46 (points 1-2 on the Elements of Discourse), and
the relevant weekly set reading for your topic
identify statements about your topic which give people a certain knowledge; and
describe the rules that prescribe what is sayable or thinkable about your topic.
Then
locate and discuss evidence for your response in the form of newspaper/media articles, advertisements, movies, social media posts [from your curated examples]
[remove text include your 200-word response here]
Question 2: Subjects of your topic (100 words) [10 marks]
With reference to Hall (1997), pp. 45-46 (point 3 on the Elements of Discourse):
identify who would be the subject/s that your topic is concerned with, and whether they would generally be empowered or disempowered in relation to how they are represented.
list the attributes you could expect the subject of your discourse to have, given the way knowledge about your discourse is constructed.
[remove text include your 100-word response here]
Question 3: How does knowledge become truth? (350 words) [30 marks]
With reference to
Hall (1997), pp. 45-46 (points 4 and 5 on the Elements of Discourse), and Section 4.3 from Discourse to Power/Knowledge, pp. 48-51, and,
Barker (2004a) and Barker (2004b)
The relevant weekly set reading
Discuss how knowledge about your topic acquires authority;
Support your position by referring to your curated examples that show the role the media and politicians play in constructing knowledge about your topic; and,
Show that there is a real-world effect, by referring to evidence of how this topic is talked about by everyday people
[remove text include your 350-word response here]
Question 4: Historical Change (100 words) [10 marks]
With reference to Hall (1997), pp. 45-46 (point 6 on the Elements of Discourse) and section 4.2 of Hall (1997), Historicizing Discourse:
identify one moment in time (historically) where the dominant views about your topic were different and discuss these differences. This should be at least 20 years prior to present day to be considered historic.
[remove text include your 100-word response here]
SECTION C References [10 marks]
References
[remove this text and include your reference list here, following the Harvard UWS referencing style]
--- EXAM PAPER ENDS ---
Marking Criteria
High Distinction Distinction Credit Pass Fail
Curation of Examples
(Mark out of 20) More than six, highly relevant examples were curated to demonstrate a correct interpretation of the dominant discourse about the topic, as per the set reading for the relevant week; correct URLs were provided. More than six examples were curated to demonstrate a generally-correct interpretation of the dominant discourse about the topic, as per the set reading for the relevant week; correct URLs were provided. At least six examples were included, showing a generally-correct interpretation of the dominant discourse about the topic, as per the set reading for the relevant week; correct URLs were provided. Six examples were chosen, with some reflecting the dominant discourse as per the set reading for the relevant week; correct URLs were provided. Examples were not relevant to the chosen topic and/or not reflective of the dominant views and/or the minimum of six examples were not included and/or correct URLs were not provided.
Written Component
(Mark out of 70) Demonstrates a sophisticated knowledge and understanding of units key concepts and theories by selecting the most relevant parts of reading and or theory to discuss in relation to each question. Discussion of unit themes is done in a way that outlines interconnecting areas of theories across weeks, and provides a holistic and incisive analysis.
Discussion of theory and examples are well-integrated and the choice of examples for each question demonstrates a clear, incisive and correct understanding of the application of theories from the subject.
Writing communicates meaning clearly using correct grammar throughout, and there are no spelling mistakes. Vocabulary is extensive and diverse. Sentences are structured so that ideas flow smoothly between sentences and are of varying length.
Meets the required word limit
Interprets theory correctly, and discusses in a way that demonstrates an understanding of its relevance to each portfolio question;
Discussion of theory and examples are well-integrated and the choice of examples for each question are connected to the theory in a way that demonstrated a correct interpretation of theory.
Writing communicates meaning clearly throughout, and there are minimal spelling mistakes.
The vocabulary is well chosen for this task, and words used correctly. A clear, logical, structure is evident and at times sentences are varied in length.
Meets the required word limit
Refers to the relevant unit theory in relation to each portfolio question, with a broad or generalised connection to each portfolio question.
Some connection between theory and examples was made, and the examples chosen for each question were discussed in a way that demonstrated a correct understanding of theory.
Meaning of writing is most often clear, and grammar and spelling is mostly correct. Vocabulary is often well chosen for the task, and words are often used in the correct context. There is a consistent coherency of ideas, as well as some attempt to vary the length of sentences.
Meets the required word limit
Demonstrates a generally-correct knowledge and understanding of the units key concepts and theories, with a limited connection to each question.
Examples chosen had some relevance to the questions, with limited connection to the theory.
Meaning of writing is generally clear, and grammar and spelling is sometimes correct. Vocabulary is adequate for the task, and words are generally used in the correct context. There is a general coherency of ideas from sentence to sentence.
Meets the required word limit
Does not demonstrate a correct knowledge and understanding of the units key concepts and theories and readings and/or misinterprets components of relevant theory.
Does not follow instructions regarding responding to the required question.
Examples did not show an understanding for the theory and/or examples were not discussed clearly and/or in relation to the question.
Errors (grammar and spelling) are frequent, making understanding difficult. Vocabulary is limited, words are often used incorrectly.
At times, sentences dont make sense and/or the ideas in sentences do not connect with each other.
Does not meet the required word limit;
Referencing and In-text Citations
(Mark out of 10) Harvard referencing style followed correctly both in text and reference list. Citations located in the correct places, almost always with correct components (author/ year and p# if required). Bibliographic references are completed, with components of the reference mostly in the correct order and with the correct punctuation. Citations often located in the correct places, generally with correct components (author/ year and p# if required). Bibliographic references are completed, with components of the reference (author/ year/title etc) often in the correct order. Punctuation is generally correct. Attempts referencing in-text, sometimes with required components. Has attempted to craft bibliographic references, with components of the reference sometimes in the correct order. Punctuation is generally present/has been attempted. Serious problems with in-text referencing and reference list, including omission of required detail and/or incorrect formatting. Source type may not be recognisable.
AND/OR referencing not present.
Final Mark /100
Scaled Mark /30%
