Essay question:

Task Description

Essay question:

Discuss how Foucauldian notions of power function in the film The Sapphires, making reference to key discourses and binary oppositions within the film.

In your Essay, you must:

Use at least 5 academic sources to support your arguments (3 of these must be sourced from texts other than set readings)

Ensure that any quotes that are cited must be correctly referenced

Provide evidence of further reading pertaining to the subject material. This is a paramount requirement.

Essay Prompt

Discuss how Foucauldian notions of power function in the film The Sapphires, making reference to key discourses and binary oppositions within the film.

Additional Information

To help you complete this task successfully, the following resources are provided:

Marking Criteria refer to this to understand how you will be assessed

Checklist: How to write an Essay use this to help you complete the task

Checklist: How to write an Essay

Copy and paste this checklist into your Notes. Check off each step as you complete it.

Step 1: Task Understanding

Read the Instructions and Checklist carefully

Read the Marking Rubric carefully

Carefully analyse the Essay question:

Check the meaning of every word using a generalist or specialist dictionary

Identify key words and identify their function:

Directive words will tell you what you are required to do, e.g. analyse means divide into parts or elements to discover the nature of something

Content words establish the general focus of the question and define the subject are, e.g. Discuss the development of French opera

Limiting words limit the scope of the topic, making the question more manageable, e.g. Discuss two perspectives

Once you understand the meaning of the question, rephrase it in your own words

Step 2: Topic Research

Review your Assessment 1 submission, feedback and rubric markers you will need to use these research skills in this task

Review Week 2 Lecture: Library Search

Identify a set of potentially useful resources ie. sources that will help you answer your question

Survey, skim, and scan to find the relevant articles, and parts of articles

Step 3: Critical Reading

As you read each resource, jot down notes using this framework (adapted from Marshall and Rowland (2006)):

Authors purpose: why has the author written the material?

Authors approach: what are the authors assumptions in writing this material(are there any biases)?

Authors content: what are the main ideas or arguments? How do they develop these ideas or arguments? What evidence, examples or explanations are used to support the arguments, findings or conclusions?

Tip: as you read, make reference notes of any sources

Step 4: Essay Plan

Use this structure to plan your Essay:

Introduction: this is where you explain what your Essay will be about and what you will be arguing

Clarify how you intend to interpret or limit the question

Provide a clear and brief overview of your argument and the main supporting points

Clarify how you are defining key terms in the question

Discussion: this is where you develop your argument and analysis. Add a paragraph for each main idea or theme, including:

Topic sentence stating the main theme or idea

Sentences elaborating on each theme or idea with supporting evidence and examples

Tip: your Essays argument will emerge from and demonstrates your critical reading and needs to incorporate evidence from your readings

Concluding sentence summarising the points, linking to the next paragraph/argument

Conclusion: this is where you make the conclusions based on your discussion clear

Reiterate back to the claims in the introduction, which have now been fully developed and substantiated, to reiterate them more assertively.

Reference List:

Include a list of all references you cited

Step 5: First Draft

Build on your plan, focusing on the structure and argument.

Use this Editing Checklist to review your work:

Introduction:

Does your introduction explain how you understand the topic?

Are your key terms defined?

Does it clearly state your argument?

Does it map out the essay?

Discussion:

Does each paragraph have one main idea or theme?

Do all the sentences contribute to the main idea or theme?

Are the points you make in a logical order?

Do the paragraphs connect with each other?

Is your argument consistent?

Are the sentences too long?

Conclusion:

Does the conclusion bring all your different points together?

Does it make it clear what your position is?

Step 6: Second Draft

Build on your first draft, focusing on the paragraph level structure with the aim of building cohesion, referencing and integrating evidence. Tips for writing:

Clear writing:

Use short simple sentences and familiar terms

Avoid using slang, emotionally-charged words, or imprecise language

Objective writing:

Be unbiased and unemotional

Present facts or evidence for your argument

Use the passive voice(to avoid the use of pronouns)

Make tentative statements instead of strong claims (dont be too direct or overconfident)

Accurate writing:

Present accurate and complete information

Coherent writing:

Ensure your ideas develop in a smooth and logical manner

Use transition words, i.e. words or phrases that show connections between ideas and paragraphs, e.g.contrastLinks to an external site. means alternatively, but, contrarily, especially, etc. To learn more, you can read Transition Words in Resources.

Tip: to avoid plagiarism, you must give credit if you use the work of others(see Referencing in Manual)

Step 7: Final Draft

Build on your second draft, focus on the sentence level structure with the aim of perfecting the grammar, spelling, punctuation and presentation.

Step 8: Submit Final

Submit your Essay

Once graded review your feedback carefully

Criteria Ratings

This criterion is linked to a learning outcomeArgument

Essay contains a clear argument that relates to the question and content from the unit. Advanced

Provides accurate, clear argument. Identifies the main ideas in relation to the question and the unit. Argument is balanced and well considered. Proficient

Essay contains a clear and relevant argument. The question is addressed and key concepts are engaged with, though the level of depth within the argument could have been stronger. Developing

There is an argument that relates to the question but the level of critical thinking within the argument could have been developed further. Needs Work

Argument is either unsupported, unclear and/or does not address the question.

This criterion is linked to a learning outcomeResearch

Quality of the evaluation and explanation of how relevant sources used are relevant to the topic, question and argument. Advanced

Demonstrates an insightful critical analysis and evaluation of all relevant sources. Thoroughly explains how sources relate to the argument, and connects to broader context. Demonstrates a sophisticated understanding of the purpose of the question. Proficient

Demonstrates a critical analysis and evaluation of relevant sources used. Explains how sources relate to the topic. May draw some connections between source and broader context. Demonstrates a solid understanding of the purpose of the task. Developing

Demonstrates some analysis and/or evaluation and attempts to explain how sources relate to the argument, but lacks detail and/or depth. Needs Work

Demonstrates little to no analysis and/or discussion of the sources. Does not explain how sources relate to the argument. Sources may also be irrelevant to the unit content or not present.

This criterion is linked to a learning outcomeUnderstanding

Demonstrated understanding of key concepts. Advanced

Key concepts from the unit are well explained and their presence and relevance in the film are carefully and critically applied in relation to the question. Examples from the film illustrate this understanding. Proficient

Key concepts from the unit are explained and applied to key scenes in the film. Discussion may lack depth or context within the wider argument. Understanding of concepts themselves might be strong, but application to the film lacks some detail. Developing

Either concepts are not sufficiently defined and explained or their application to the question is minimal and lacks detail and depth. Needs Work

Understanding of key concepts is not clear. Either explanation is not sufficient and/or their application to the question and film does not demonstrate sufficient understanding.

This criterion is linked to a learning outcomeCitations/Referencing

Correct use of the format and APAreferencing style. Advanced

Follows APA format to accurately cite the sources. Citations are complete, consistent, and error free. Proficient

Follows APA format to cite the sources. Citations are mostly complete, but may include minimal errors. Developing

Attempts to follow APA format to cite the sources. Some citations may be incomplete, and/or may include several small errors. Needs Work

Does not follow APA format to cite the sources. Citations may be missing and/or include several major errors.

This criterion is linked to a learning outcomeStructure

Essay structure and effective use of vocabulary and grammar (including syntax, spelling, punctuation, capitalisation, and proofreading). Advanced

Uses varied and complex sentence structure, correct word form and punctuation, and precise vocabulary appropriate to the discipline. Communicates intended meaning to readers with clarity and fluency, and is virtually error free. Impressive evidence of effective proofreading Proficient

Uses partially varied sentence structure, correct word form and punctuation, and vocabulary appropriate to the discipline. Uses straightforward language that generally conveys intended meaning to readers, with only a few errors. Good attention to proofreading Developing

Uses sentences with some variety and accuracy, and any errors in grammar, spelling, mechanics, and/or punctuation do not impede understanding. Uses generally appropriate vocabulary and word choice, although writing may include some errors, and/or generate some confusion for the reader. More attention to proofreading would improve clarity. Needs Work

Uses language that impedes meaning because of errors in usage. Mistakes in grammar may include sentences that are repetitive or simplistic, incomplete or run-on. Uses inconsistent spelling, punctuation, and/or mechanics (e.g. capitalisation) that interfere with understanding. Uses limited or inappropriate vocabulary, and/or some terms are misused. Many errors could have been corrected with more attention to proofreading.