MCD6120 Introduction to Sociology 社科 assignment 代写
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MCD6120 Introduction to Sociology 社科 assignment 代写
Monash College Diploma
Diploma of Arts
MCD6120
Introduction to
Sociology
1
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Contents
Description ............................................................................................................... 2
Aim ............................................................................................................................ 2
Objectives ................................................................................................................. 2
English Learning Outcomes .................................................................................... 2
Learning and Teaching ............................................................................................ 3
Unit Schedule ........................................................................................................... 4
Graduate Attributes ................................................................................................ 10
Learning Resources ............................................................................................... 13
Policies .................................................................................................................... 15
Assessment Details ............................................................................................... 17
Contact Details
Unit Leader: Dr Irina Elliott
Phone: +61 3 9905 4120
Email: irina.elliot@monashcollege.edu.au
Team Leader: Sarah Huaraka
Phone: +61 3 9905 4166
Email: Sarah.Huaraka@monashcollege.edu.au
Reproduced and Published by:
Monash College Pty. Ltd.
Clayton, Victoria, Australia, 3800
© Copyright 2015
NOT FOR RESALE. All materials produced for this course of study are protected by copyright. Monash students are permitted
to use these materials for personal study and research only, as permitted under the Copyright Act. Use of these materials for
any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the
copyright owners. Enquiries should be made to the publisher.
2
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Description
In this unit students will begin the process of learning about the concepts and approaches used by
sociologists to analyse and gain an understanding of the social world. Students will learn how these
concepts are used to examine particular aspects of social life. This unit is taught in three 'modules',
with the first one focused on sociological foundations, and the other two on youth and family.
This is a core unit in the Monash College Diploma of Arts, Part 2 (Sociology stream).
Aim
The aim of this unit is to introduce students to some of the founding principles of sociology, and for
students to learn how to use their 'sociological imagination'. If you've ever had questions about why
society is the way it is, then this unit will start your journey in answering some of these questions.
Objectives
When you have completed this unit, you are expected to have:
1. Knowledge of some of the key concepts and perspectives used in sociological analysis;
2. Understanding of how sociologists approach the link between the individual and society;
3. An understanding of how structural factors influence the ways in which people experience
everyday life;
4. Skills in presenting coherently argued and well organized essays on sociological topics.
English Language Outcomes
Speaking
1. Perform effectively in English during a prepared presentation
2. Participate effectively in groups during discussions of unit related content in English
Listening
3. Listen to and mostly comprehend spoken texts including academic,
multi-media and classroom genres
4. Use note-taking strategies to record information from spoken and multi-
media texts and show understanding
Reading
5. Use a range of reading strategies to comprehend written texts including
textbook, media texts and academic genres
6. Identify key information and produce accurate notes and summaries from
written and visual texts to demonstrate understanding
Writing
7. Write substantial, coherent and accurate texts following guidelines provided
8. Produce short coherent written texts that appropriately respond to timed assessment tasks
9. Support views with reference to literature, and by following academic conventions
University Skills & Australian Socio-cultural Awareness
10. Show effective independent research, critical thinking and learning skills
11. Show socio-cultural awareness of Australian university and global contexts
3
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Learning and Teaching
This unit involves 1 x 2 hour, weekly expert-led session (lecture) and 2 X 1.5 hour tuition seminars
(tutorials). You will be required to complete pre and post class activities, including the completion of
online readings. You are expected to spend up to 7 hours a week in pre and post class learning – 3
hours before class (pre) and 4 hours after class (post).
Students complete pre expert led session learning activities: the pre-session learning activities develop
comprehension of knowledge. Students may undertake assessment tasks prior to the expert led
session, embedding comprehension and providing learning analytics for the expert. The students’
immediate application of knowledge in the expert led session enhances content recall, critical thinking
and future application of content outside of the classroom setting; learning analytics guides subsequent
expert led sessions.
The lectures provide an introduction to the topic and outline some of the key thinkers and theories. They
provide you with a guide to important reading and allow you the opportunity to ask questions about the
unit and its content. The material covered in the lectures and tutorials will equip you to undertake the
assessments and form the basis for the exam.
In the seminar classes, students apply their knowledge and develop their critical thinking and
communication skills through group discussions and interactive presentations. Feedback from both
peers and the session leader aids in the development of key skills. The tutorials are group discussions
which allow you to explore the issues raised in the lectures in smaller groups. This gives you the
opportunity to explore the lectures and readings in depth, and allow you to test out ideas and clarify
issues which may not be clear to you.
Examination
There will be a 2-hour exam during the official examination period at the end of trimester. The exam is
made up of short essay questions which will enable you to demonstrate your knowledge of sociological
concepts discussed during the lectures, tutorials and readings during the course of the trimester.
4
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Unit Schedule
Week Topic, Learning Objectives and
Activities
Readings
1
Module 1 – Foundations of Sociology
What is Sociology?
Welcome to the unit! In this first lecture, we'll take
you through what you need to know about the unit,
including where to find all the information you need
and what we expect from you. Then we’ll also look
at where sociology came from and some of its key
principles, including what we like to call the
‘sociological imagination’.
Tutorial: What is a sociological issue? In groups of
4 discuss what you did over the weekend. Pick one
activity or observation that your group feels would
be of sociological interest and explain why to the
rest of the class.
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 1.
Additional Reading
Furze, B., Savy, P., Brym, R. & Lie, J. (eds)
2012, Sociology in Today’s World, 2nd edn,
Cengage, South Melbourne. Chapter 1.
Giddens, A. & Sutton, P. 2013, Sociology, 6th
edn, Polity Press, London. Chapter 1.
2
Socialisation, culture and institutions
This week we explore some key concepts that
sociology uses to help us understand the
relationship between the individual and the social
structures that we exist in. These include
socialisation, institutions, culture and roles. We will
also look at how these play out in various social
contexts. We will also be giving you some useful
tips for your upcoming first assignment.
Tutorial: Over the past month or so, many of you
have been undergoing the process of being
socialised into your new role as Monash college
students. How has this happened? What have been
the 'agents of socialisation' involved? How might
this process be different for different groups of
people?
MCD6120 Introduction to Sociology 社科 assignment 代写
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 5.
Additional Reading
Giddens, A. & Sutton, P. 2013, Sociology, 6th
edn, Polity Press, London. Chapter 8.
Newman, D. 2012, Sociology: Exploring the
Architecture of Everyday Life, 9th edn, Sage,
Thousand Oak. Chapter 5.
3
Short
reflective
piece due
Social inequalities
In this week's lecture, we will look at social
stratification and inequality in Australian society.
Sociologists are often interested in trying to
understand what causes inequality and the effects it
has on people's lives, and in finding ways to reduce
it. We will look at class as an example of this.
Tutorial: Why do sociologists care so much about
equality? This week, we will play a game of trivia
based on this week's readings, so make sure you're
prepared beforehand!
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 11.
Additional Reading
Browne, K. 2011, An Introduction to Sociology,
Polity Press, Cambridge. Chapter 8.
5
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Week Topic, Learning Objectives and
Activities
Readings
4
Essay writing and Sociological methods
This week we are looking at some of the more
practical aspects of doing sociology, both from your
perspective as students and from the perspective of
researchers out in the field.
For the first hour we will look at essay writing - and
don't worry, this won't be the same lecture you've
heard already somewhere else. It will have some
useful tips on writing sociologically at university
level.
The second hour will be dedicated to giving an
overview of how sociologists actually go about find
out things about the social world.
Tutorial: This tutorial will consist of an exercise in
referencing that will help you in your essay. We will
also discuss the upcoming assignment and
techniques for researching and writing.
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapters 24 & 25.
Additional Reading
Ragusa, A. 2012, Writing for the Social
Sciences, Pearson, Frenchs Forest.
Please also do the following before your
tutorial this week:
Complete the online tutorial on citing and
referencing on the Monash Library website
http://monash.edu/library/skills/resources/tutori
als/citing/index.html
5 Module 2 - Youth
The social construction of youth
This lecture draws attention to the socially
constructed nature of youth. It introduces students
to key concepts used to theorize the youth period
and asks whether youth remains a useful concept in
today’s world.
Tutorial: Consider these questions and then share
your answers in small groups.
1. Do you consider yourself to be an adult? What is
the basis for your conclusion? Has any of the
reading confirmed or changed your views on this?
2. What do you see as the main differences
between youth and adolescence? Are these
concepts helpful in understanding the social
world?
3. Why have the cultural and transitions
perspectives in youth studies previously been in
tension? Is one more useful than the other for
understanding the youth phase? Justify your
conclusions.
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 6.
Additional Reading
Furlong, A., Woodman, D. & Wyn, J. 2011,
‘Changing times, changing perspectives:
Reconciling “transition” and “cultural”
perspectives on youth and young adulthood’,
Journal of Sociology, vol. 47, no. 4, pp. 355-
370.
Molgat, M. 2007, ‘Do transitions and social
structures matter? How “emerging adults”
define themselves as adults’, Journal of Youth
Studies, vol. 10, no. 5, pp. 495-516.
6 Young people, education and work
This lecture outlines the changing nature of
employment and education in recent decades. It
also considers how and why there are differences in
experiences of and aspirations for education and
work among young people in industrialized
societies.
Tutorial: In pairs, spend 10 minutes discussing your
own experience of education to date. What/ who
influenced you to do university studies? Have your
Essential Reading
Price, R., McDonald, P., Bailey, J. & Pini, B.
(eds) 2011, Young People and Work. Chapter
1.
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 23.
Additional Reading
6
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Week Topic, Learning Objectives and
Activities
Readings
aspirations ever changed or did you always want to
do university studies? What do you want to do in
employment terms when you graduate? What has
influenced you?
Then in groups of four, draw upon your sociological
knowledge to debate and discuss the following:
‘Anyone can achieve whatever they want in
education and work, as long as they try hard
enough’. Feedback some of your discussion to the
whole group.
Alston, M. & Kent, J. 2009, ‘Generation X-
pendable: The social exclusion of rural and
remote young people’, Journal of Sociology,
vol. 45, no. 1, pp. 89-107.
McDonald, P., Pini, B., Bailey, J. & Price, R.
2011, ‘Young people’s aspirations for
education, work, family and leisure’, Work,
Employment and Society, vol. 25, no. 1, pp.
68-84.
7
Annotated
Bibliography
and Essay
Plan due
Youth culture, consumption and leisure
The ‘cultural tradition’ of youth sociology has paid
great attention to the active ways that young people
shape their lives through fashion, music and other
leisure activities, including, among other things,
drinking and recreational drug use. This lecture
uses sociological theory to draw out the meanings,
drivers and implications of such activity.
Tutorial: Questions to discuss in small groups:
1. What do your own leisure or lifestyle practices
say about you? How might a youth sociologist
theorise your choices?
2. Have a critical discussion about this statement:
‘Contemporary young people are more reckless
than previous generations’.
3. Are sub cultural practices transient? Do ‘we grow’
out of some more than others?
Essential reading
Furlong, A. 2012, Youth studies: An
Introduction, Routledge. Chapter 7.
Additional Reading
Bennett, A. 2005, ‘In defence of neo-tribes: A
response to Blackman and Hesmondhalgh’,
Journal of Youth Studies, vol. 8, no. 2, pp. 255-
259.
Blackman, S. J. 1996, ‘Has drug culture
become an inevitable part of youth culture? A
critical assessment of drug education’,
Educational Review, vol. 48, no. 2, pp. 131-
142.
Hesmondhalgh, D. 2005, ‘Subcultures, scenes
or tribes? None of the above’, Journal of Youth
Studies, vol. 8, no. 1, pp. 21-40.
Shildrick, T., & MacDonald, R. 2006, ‘In
defence of subculture: Young people, leisure
and social divisions’, Journal of Youth Studies,
vol. 9, no. 2, pp. 125-140.
8 Young masculinities
The lives of young men is an area receiving ever
increasing academic attention, in light of the
concerns of ‘the problem with boys’, the ‘crisis’ of
young masculinity, as well as shifts within
contemporary academic theories of masculinities.
This lecture considers changes, continuities and
consequences of different representations of
masculinity.
Tutorial: Questions to discuss in small groups:
1. Is it harder for boys and younger men to become
a ‘real man’ compared to their father’s
generation? What do we mean by this?
2. Why are young men a focus of attention for policy
makers?
3. How do sociologists make sense of commonly
held ideas that young men exhibit different social
Essential Reading
Engebretson, K. 2006, ‘Identity, masculinity
and spirituality: A study of Australian teenage
boys’, Journal of Youth Studies, vol. 9, no. 1,
pp. 91-110.
Please also read this short commentary by
Professor Raewyn Connell on the website The
Conversation:
http://theconversation.com/king-hits-
young-men-masculinity-and-violence-
22247
Additional Reading
7
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Week Topic, Learning Objectives and
Activities
Readings
behaviours to young women because they are
naturally different?
Anderson, E., & McGuire, R. 2010, ‘Inclusive
masculinity theory and the gendered politics of
men's rugby’, Journal of Gender Studies, vol.
19, no. 3, pp. 249-261.
de Boise, S. 2014, ‘Cheer up emo kid:
Rethinking the “crisis of masculinity” in emo’,
Popular Music, vol. 33, no. 2, pp. 225-242.
McCormack, M. & Anderson, E. 2010, ‘ “It’s
just not acceptable any more”: The erosion of
homophobia and the softening of masculinity
at an English sixth form’, Sociology, vol. 44,
no. 5, pp. 843-859.
Proctor, H. 2011, ‘Masculinity and social class,
tradition and change: The production of “young
Christian gentlemen” at an elite Australian
boys’ school’, Gender and Education, vol. 23,
no. 7, pp. 843-856.
Roberts, S. 2013, ‘Boys will be boys… won’t
they? Change and continuities in
contemporary young working-class
masculinities’, Sociology, vol. 47, no. 4, pp.
671-686.
Reay, D. 2002, ‘Shaun's story: Troubling
discourses of white working-class
masculinities’, Gender and Education, vol. 14,
no. 3, pp. 221-234.
Nilan, P., Demartoto, A. & Wibowo, A. 2011,
‘Young men and peer fighting in Solo,
Indonesia’, Men and Masculinities, vol. 14, no.
4, pp. 470-490.
9 Module 3 – Families and relationships
In this module we explore how intimate relationships
and families are shaped by wider social forces. We
examine the following questions: How has the
experience love and everyday family life changed
for this generation? What drives the division of
labour within relationships and in the workplace? In
what ways does cultural background, migration and
globalisation have an impact on experiences and
expectations of contemporary relationships and
family life?
Love, romance and hooking up
This week we explore the major sociological
perspectives used to study families and
relationships and we examine historical change in
the way we experience love, romance, courtship
and hooking up.
Essential Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 7.
Additional Reading
Bailey, B. 2004, ‘From Front Porch to Back
Seat: A History of the Date’, OAH Magazine of
History, vol. 18, no. 4, pp.23-26.
Bottero, W. 2011, ‘Personal life in the past’, in
V. May (ed), Sociology of Personal Life,
Palgrave Macmillan, Basingstoke.
Stacey, J. 1990, Brave New Families: Stories
of Domestic Upheaval in Late Twentieth entury
America, Basic Books, Santa Clara. Chapter 1.
8
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Week Topic, Learning Objectives and
Activities
Readings
Tutorial: Discussion: What are the main differences
between pre-modern, modern and late-modern
families and relationships?
Activity: In groups of 4 list the key social factors
have most influenced change in relationships and
families over the past 50 years. Compare rankings
with the rest of the class. Which factors have bought
the most profound social change to sexual
relationships and to family formation?
10 Work and families
Gender is a central organising principle of both the
paid labour market and domestic labour within
families. This week we examine both paid and
unpaid labour and the interactions between these
domains.
Tutorial: Discussion: The ways in which men and
women engage with unpaid or paid work is often
framed as ‘choices’ or ‘preferences’. What are some
of the broader social, economic or cultural factors
that influence the choices we make?
Activity: Should parents be encouraged to work
part-time as a way of managing the demands of
paid and unpaid labour? (Does part-time work offer
the best of both worlds,or the worst?)
Form two debate teams – One for the ‘yes’ case
and one for ‘no’ - nominate three speakers from
each.
Essential Reading
Dempsey, D. & Lindsay, J. 2014, Families,
Relationships and Intimate life, 2nd edn,
Oxford University Press, South Melbourne.
Chapter 10.
Additional Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapter 12 & Chapter 20.
Craig, L. & Mullan, K. 2010, ‘Parenthood,
gender and work-family time in the United
States, Australia, Italy, France, and Denmark’,
Journal of Marriage and Family, vol. 72, no. 5,
pp. 1344–1361.
MCD6120 Introduction to Sociology 社科 assignment 代写
Craig, L. & Mullan, K. 2012, ‘Australian fathers’
work and family time in comparative and
temporal perspective’, Journal of Family
Studies, vol. 18, no. 2–3, pp. 165–174.
Kan, M. K., Sullivan, O. & Gershuny, J. 2011,
‘Gender convergence in domestic work:
Discerning the effects of interactional and
institutional barriers from large-scale data’,
Sociology, vol. 45, no. 2, pp. 234-251.
11
Essay due
Cultural diversity, globalisation and family
relationships
This week we explore the ways in which families
and relationships are shaped by ethnic background
and identity. The movement of people around the
globe is intensifying and this is re-shaping family life
in particular ways.
Tutorial: Discussion: What is it about the migration
experience that may create a generational divide
between non-English-speaking immigrant or refugee
parents and their children? Can families who live in
different cities and countries be as close and
supportive as those who live in close proximity?
Activity: In small groups discuss key cultural
differences in expectations or understandings about
Essential Reading
Chambers, D. 2012, A Sociology of Family
Life: Change and Diversity in Intimate
Relations, Polity Press, Cambridge. Chapter 6.
Additional Reading
Germov, J. & Poole, M. (eds) 2015, Public
Sociology: An introduction to Australian
Society, 3rd edn, Allen & Unwin, Crows Nest,
NSW. Chapters 14 &13.
Baldassar, L. 2007, ‘Transnational families and
aged care: The mobility of care and the
migrancy of ageing’, Journal of Ethnic and
Migration Studies, vol. 33, no. 2, pp. 275-297.
9
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Week Topic, Learning Objectives and
Activities
Readings
family life you have observed. Summarise these key
differences and share with the class.
Van Krieken, R. 1999, ‘The “Stolen
Generations” and cultural genocide: The
forced removal of Australian Indigenous
children from their families and its implications
for the sociology of childhood’, Childhood, vol.
6, no. 3, pp. 297-311.
12 End of trimester wrap up: Where from here?
In this final week, we will wrap up the trimester and
revisit the core themes of the unit. We will also
preview what’s coming up in next trimester. To
prepare for the upcoming exam, we will also go over
some key information, give some advice, and you
will have the opportunity to ask questions about the
exam as well.
Essential Reading
Arvanitakis, J. 2016, Sociologic: Analysing
Everyday Life and Culture, Oxford University
Press, South Melbourne, VIC.
13-14
Exam
Examination period
10
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Graduate Attributes
With a focus on preparing students for transition into Monash University, Monash
College Diplomas supports its students in developing:
√
Specialised Knowledge in a Field of Study
Understanding and application of key theories, concepts and knowledge associated
with a field of study which assist the development of a range of professional skills.
√
Communication Skills
The ability to apply listening, speaking, reading and writing skills to communicate
effectively in a range of academic and social contexts.
√
Independent Learning Skills
Confidence, resilience and organisational skills that build capacity for self-directed
learning.
√
Collaborative Learning Skills
The ability to respect diversity in opinion and the capacity to negotiate with others to
achieve common goals.
√
Learning and Thinking Skills
The ability to collect, analyse, evaluate and synthesise information in order to critically
and creatively solve problems.
√
Social and Cultural Awareness
An appreciation for social responsibility and cultural diversity.
√
Leadership Skills
Initiative, drive and adaptability to solve problems, achieve goals and potentially lead
others.
√
Assessment & Feedback
Assessment is part of the learning and teaching process. Assessment fairly, validly and reliably
measures student performance of intended learning outcomes. Monash College Diplomas aim to
provide a learning environment where students receive ongoing feedback on their academic progress.
Assessment methods develop core discipline skills and professional competencies. Students receive
feedback on their achievements and areas for improvement, prior to undertaking final assessments.
Feedback comes from teachers, your peers and yourself: it includes self-reflection, group discussions,
guided readings, interactions with teachers, and assessments.
Each year, students can provide feedback on Diploma units through the Student Evaluation of Teaching
and Units (SETU) process. Student opinions are highly valued, and this feedback is used to refine
existing curriculum design and assessment tasks.
11
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Assignments
Turnitin – (Access from Moodle)
Turnitin is text-matching software which assists students with referencing and citing, and correctly
acknowledging the work of others.
Submitting a file to upload:
Click on the Turnitin assignment on the Moodle unit homepage, and follow the instructions on the
My Submissions page.
For instructions on using Turnitin go to:
http://vle.monash.edu/supporttraining/learnbytech/turnitin/submit-assignment-student.html
Online assignment submissions:
Click on the Assessment on the Moodle unit homepage, and follow the Submission Instructions on
the Assignment page. You will be required to read and accept a Student Statement before
submitting.
You must keep an electronic copy of your assignment. We also recommend that you keep a
hard copy.
Online Assignment Feedback:
Assignments will be returned online through Moodle. Students will be sent an email notifying them
that the marked assignment has been returned.
Assignments are normally available for collection within 2 weeks of the date of submission.
Assignments must be returned to students at least 4 days prior to the commencement of the exam
period.
Assignment feedback will be provided to you within 2 weeks of assignment submission. Feedback
may include: a criterion based assessment rubric; written comments within the body of the
assignment, verbal feedback from your teacher. After marking, assignments will be collected by and/or
returned to students according to item 3.9 of the Monash College Diplomas Assessment
Policy : http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-
policy.pdf
Extensions for internal assessments need to comply with the Special Consideration Policy:
http://www.monashcollege.edu.au/__data/assets/pdf_file/0006/17097/dip-special-consideration-
policy.pdf
Extensions can only be approved by the Team Leader.
12
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Assessment Schedule
Assessment Task Details Weight Week Due
Short Reflective Piece Individual, 750 words 10% 3
Annotated Bibliography and
Essay Plan
Individual, 750 words 10% 7
Essay Individual, 2000 words 35% 11
Class Participation Individual, ongoing 10% ongoing
Exam Individual, closed book 35% 13-14
Requirements to Pass this Unit
A mark of at least 40% is required in each component of the assessment (in-trimester and final
exam). Successful completion of the unit requires:
40% or more in the unit’s examination, and
40% or more in the unit’s non examination assessment, and
an overall mark of 50% or more.
A mark of less than 40% in either the in-semester assessment or in the examination means that the
student will fail that unit and the final mark will be capped at 44N.
Graduate Attributes
With a focus on preparing students for transition into Monash University, Monash
College Diplomas supports its students in developing:
√
Specialised Knowledge in a Field of Study
MCD6120 Introduction to Sociology 社科 assignment 代写
Understanding and application of key theories, concepts and knowledge associated
with a field of study which assist the development of a range of professional skills.
√
Communication Skills
The ability to apply listening, speaking, reading and writing skills to communicate
effectively in a range of academic and social contexts.
√
Independent Learning Skills
Confidence, resilience and organisational skills that build capacity for self-directed
learning.
√
Collaborative Learning Skills
The ability to respect diversity in opinion and the capacity to negotiate with others to
achieve common goals.
√
Learning and Thinking Skills
The ability to collect, analyse, evaluate and synthesise information in order to critically
and creatively solve problems.
√
Social and Cultural Awareness
An appreciation for social responsibility and cultural diversity.
√
Leadership Skills
Initiative, drive and adaptability to solve problems, achieve goals and potentially lead
others.
√
13
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Learning Resources
Details of the prescribed and recommended resources for successful completion of this unit are listed
below.
Required Textbook
Germov, J. & Poole, M. (eds) 2015, Public Sociology: An introduction to Australian Society, 3rd edn,
Allen & Unwin, Crows Nest, NSW.
Other Recommended Texts/Resources
Grieg, A. 2013, The Australian Way of Life: A Sociological Introduction, Palgrave, South Yarra, VIC.
Giddens, A. & Sutton, P. 2013, Sociology, 6th edn, Polity Press, London.
Van Krieken, R. et.al. 2010, Sociology: Themes and Perspectives, 4th edn, Pearson Longman,
French’s Forest.
Willis, E. 2004, The Sociological Quest: An Introduction to the Study of Social Life, 4th edn, Allen &
Unwin, St. Leonards, NSW.
Each week has a list of required (essential) and additional readings. Please see unit schedule
above and Moodle.
14
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Learning Management Systems (Moodle)
Moodle is the Learning Management System used to deliver learning materials and other resources
for this unit.
To access Moodle go to: http://mcpl.moodlesites.com and log in using your authcate username and
password. Once you are logged in, you will see the list of units you are enrolled in that use Moodle. If
you expect to see a unit in this list, and do not, please contact your lecturer.
Your lecturer will demonstrate how to use the Moodle site, and explain what is expected of you when
using Moodle, including any online assessment that must be completed. Please check Moodle
regularly so you will be kept up-to-date with important information for your unit as it becomes
available.
For assistance, you can contact the eSolutions Desk by Service Desk Online:
http://servicedeskonline.monash.edu.au
Phone: (+61 3) 990 32777
Library
The Monash University Library website contains details about your borrowing rights and how to search
the catalogues. To learn more about the library and the various resources available, please go to:
http://www.lib.monash.edu.au and http://guides.lib.monash.edu/monash-college
Katie Julian ( katie.julian@monash.edu ) is the subject librarian for Monash College at the Matheson
Library, Clayton Campus. Kate can assist you with finding research for your assignments, as well as
the following;
• How and where to start researching for your assignment topic
• Effective use of online databases and the internet
• Finding and evaluating academic journal articles
• Searching the Library’s collections
• Citing and referencing
For your current and future studies, you will need to build your knowledge and skills around
academic searching, using databases, retrieving information and using correct referencing
techniques. It’s a good idea to refresh and update your skills before you start the assessment tasks.
You can do this by completing the tutorials available on the library website.
The referencing style for this unit is the Harvard style.
15
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Policies
Academic Integrity
Monash College is actively committed to preventing plagiarism, cheating and collusion for the
protection of the College’s reputation and standards for current and future students. Severe penalties
may be imposed on students who engage in, or who support other students engaged in, activities
which seek to undermine the integrity of the unit assessment process.
Definitions
Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass
them off as your own by failing to give appropriate acknowledgement.
Cheating: Seeking to obtain an unfair advantage in an examination or in other written or practical
work required to be submitted or completed by a student for assessment.
Collusion: The presentation of work which is the result in whole or in part of unauthorised
collaboration with another person or persons.
For further information, refer to the 2.5 Late Penalties section of the Monash College Diploma
Assessment and Procedures Policy:
http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-policy.pdf
Applications for extension of time to submit an assessment
If you require an extension of time to complete and submit your assessment task, you will need to
apply for special consideration.
Failure to submit an item of assessment by the due date without an approved extension of time will
incur a penalty
The Application for Special Consideration for In-Trimester Assessments form is available from:
http://www.monashcollege.edu.au/__data/assets/pdf_file/0007/17098/dip-special-consideration-
trimester-app-form.pdf
Students may also apply for special consideration if they believe that illness or other serious cause
has substantially affected their work during a teaching period or performance in an exam.
For further information regarding special consideration and penalties for late submission of an
assessment, refer to 2.5 Submission of assessed (non-test/non-exam) tasks section of the
Monash College Diploma Assessment and Procedures Policy:
http://www.monashcollege.edu.au/__data/assets/pdf_file/0010/17101/dip-assessment-policy.pdf
Attendance
Student attendance will be monitored to support students and to assist positive learning outcomes.
For further information refer to the Student Attendance Policy:
http://www.monashcollege.edu.au/__data/assets/pdf_file/0005/17087/DIP-Attendance-Policy.pdf
16
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Students with a disability
If you have a disability, medical or mental health condition that may impact your study, you can apply
for support to study at Monash College. Disability Advisers can individually discuss and arrange
reasonable adjustments to enable you to participate productively and independently in your studies.
For further information contact Disability Services:
Website: http://monash.edu/social-justice/disability
Email: disabilityservices@monash.edu
Phone: 990 55704
Drop In: Social Justice Unit, Level 1, Gallery Building (Building 55), Monash University, Clayton
Campus.
For students based at Caulfield Campus, a Disability Adviser/Coordinator is available for personal
appointments on Wednesdays. Phone 990 55704 for an appointment.
Equal Opportunity
Monash College is committed to promoting equal opportunity for staff and students in employment,
education and service delivery in accordance with universal principles of equity, fairness and social
justice.
For further information refer to the Monash University Equal Opportunity Policy:
http://www.policy.monash.edu/policy-bank/management/student-comm-serv/equity-diversity/equal-
opportunity-policy.html
17
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
Assessment Details
MCD6120: Introduction to Sociology
Assessment 1: Short Reflective Piece
Status: Individual
Weighting: 10%
Word limit: 750 words
Due date: Week 3
Details of task
For this assignment you will be required to write a 750 word piece answering the following question:
Use your sociological imagination to reflect on your position in Australian society (or your
society of origin) today. What social factors have shaped who you are?
This piece should draw on the materials and ideas in the unit to date (to the end of Week 3), and does
not require formal referencing UNLESS you choose to use sources from outside the unit. This piece is
designed to get you thinking sociologically, and to give us a chance to check your progress early on.
Presentation requirements:
• 1.5 line spacing
• 12 point font sizing
• Title of assessment, name, student number
• Page numbers in bottom right corner
• Referencing on a separate page following the essay
• Assessment cover sheet attached to the front of the essay including your tutor’s name
Learning objectives assessed:
Understanding of how sociologists approach the link between the individual and society.
18
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120 Introduction to Sociology
Assessment 1: Short Reflective Piece – Criteria for Marking
Your reflective piece will be returned with the following marking template:
N/See
tutor
P C D HD
Have you answered the question?
Have you stated your argument?
Have you backed up your argument with supporting evidence?
Have you structured your prose effectively?
Have you written your prose in a clear, concise and
grammatically-correct manner?
19
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120: Introduction to Sociology
Assessment 2: Annotated Bibliography and Essay Plan
Status: Individual
Hurdle: You must complete the Annotated Bibliography and Essay Plan in the times
specified. No extensions will be granted for this assignment.
Weighting: 10%
Word limit: 750 words
Due date: Week 7
Details of task:
This assignment will provide you with very useful searching skills, critical reading and writing skills,
referencing skills, analysis skills and also help you to prepare for assessment task 3, the essay. This
assignment requires you to produce an annotated bibliography of six items:
•
two books or book chapters,
•
two refereed journal articles and
•
two reputable internet sources.
For each of these you will be required to give a full, correct citation, a brief summary of the main
points, and a description of how you found the item. You must choose the essay question that you
want to answer for assessment task 3 and find items that will help you to do this.
You will also be required to provide a summary of the argument of your essay and a brief essay plan.
You will be given a template to use in compiling this task, available on Moodle.
Presentation requirements:
• 1.5 line spacing
• 12 point font sizing
• Title of assessment, name, student number
• Page numbers in bottom right corner
• Referencing on a separate page following the essay
• Assessment cover sheet attached to the front of the essay including your tutor’s name
Learning objectives assessed:
Skills in presenting coherently argued and well organised essays on sociological topics.
20
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120 Introduction to Sociology
Assessment 2: Annotated Bibliography and Essay Plan
Criteria for Marking
Criteria for marking:
N/See
tutor
P C D HD
Have you found relevant materials?
Have you presented a clear annotated bibliography relating to your
question?
Have you explained your search strategy?
Does your brief essay plan reflect the reading that has been
conducted so far?
Is the essay plan manageable within the word length?
21
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120: Introduction to Sociology
Assessment 3: Essay
Status: Individual
Weighting: 35%
Word limit: 2000 words
Due date: Week 11
Details of task:
Choose ONE of the four essay questions listed below:
1. Do you think that children should be raised without gender? How could this be done and what
might be the advantages and disadvantages of this mode of socialisation?
2. Some commentators argue that unemployment stems from a lack of individual ability or effort. How
does the sociological perspective explain inequality in relation to people’s employment prospects?
3. Critically evaluate the suggestion that contemporary youth transitions are more complex, less
predictable and involve a blending of statuses.
4. Critically explore why young people are disproportionately likely to experience precarious working
conditions. To what extent is this a transient aspect of youth?
Presentation requirements:
•
1.5 line spacing
•
12 point font sizing
•
Title of assessment, name, student number
•
Page numbers in bottom right corner
•
Referencing on a separate page following the essay
•
Assessment cover sheet attached to the front of the essay including your tutor’s name
Each essay should be clear, logically developed, and use academic evidence and examples to
support points being made. Plagiarism must be avoided. Material used should be appropriately
referenced and included in a References list at the end.
You will be assessed on the extent of your research, the structure of your argument, the
content and range of issues covered and correct citation formatting. You will also be assessed
on clarity of expression, spelling and grammar and the adequacy of your bibliography.
Your bibliography should consist of AT LEAST 8 sources (not including materials provided as
part of the unit).
Essays longer or shorter by 10% or more than the specified length will be penalised by 10%. (Note:
The bibliography does not form part of the required word length.) Penalties also apply to work handed
in past the due date.
22
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
•
Citations must be provided in-text (do not reference using footnotes or endnotes)
•
A reference list is required, and it:
should only have those works you have cited in your assignment
must be given on a separate page at the end of your assignment
must be in alphabetical order
must be carefully checked for consistency of format throughout.
Learning objectives assessed:
Knowledge of some of the key concepts and perspectives used in sociological analysis;
Understanding of how sociologists approach the link between the individual and society;
An understanding of how structural factors influence the ways in which people experience everyday
life;
Skills in presenting coherently argued and well organised essays on sociological topics.
23
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120: Introduction to Sociology
Assessment 3: Essay – Criteria for Marking
Criteria for marking:
Criteria
N/See tutor
P
C
D
HD
Understanding and interpretation of the
question
Extent and relevance of research
Comprehension and effective use of relevant
academic literature from credible sources
Range of issues identified and well
conceptualised
Quality and coherence of analysis/argument
(including sufficient supporting evidence)
Structure of the essay (ie. clear introduction
and conclusion, with coherent paragraphs
linked through the body of the essay)
Clarity of writing and quality of expression,
spelling and grammar
Consistent and accurate referencing (ie. correct
citation format and reference list/bibliography)
24
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120: Introduction to Sociology
Assessment 4: Class Participation
Status: Individual
Weighting: 10%
Due date: Ongoing
In this unit class participation contributes to 10% of your final mark.
To gain the full 10%, students must attend at least 20 out of 24 tutorials OR provide evidence (e.g.
doctor’s certificates) as to why tutorials could not be attended. They must also demonstrate that they
have prepared for tutorials and participate in class discussion.
25
Unit Outline
Diploma of Arts
monashcollege.edu.au
ABN: 064 031 714
CRICOS: Monash College Pty Ltd 01857J
MCD6120: Introduction to Sociology
Assessment 5: Examination
Status: Individual, Closed Book
Length: 2 Hours
Hurdle: 40% in the exam (and an overall mark of 50%) is required to pass the unit
Weighting: 35%
Due date: Week 13-14
The exam is made up of short essay questions which will enable you to demonstrate your knowledge
of sociological concepts discussed during the lectures, tutorials and readings during the course of the
trimester. The content of the entire unit will be covered.
MCD6120 Introduction to Sociology 社科 assignment 代写
