ACCO_Assessment 2_V3_2023_S2-1
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University of Technology Sydney *
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SATC001
Subject
Communications
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Apr 3, 2024
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docx
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ACCO001
ACADEMIC COMMUNICATION
Semester
2
Assessment Item Name
Assessment Task 2: Reading and Listening
Weighting
25%
Due Date
Saturday Week 5 Assessment item description
A description of the assessment item is as follows:
Read the prescribed assessment reading: Environmental storytelling can help spread big ideas for saving the planet.
Select a video (YouTube/Ted Talk) and another reading (UTS Library) which relate to, but may not necessarily have the same perspective on, the same topic as the reading provided by your teacher. The topic for Semester 2 is not so much about saving the planet but about the impact of storytelling.
Complete the task table. Note
: Your writing skills are not graded in this assessment. However, your teacher must be able to understand your meaning and your summaries must contain relevant information.
Subject learning outcomes (SLOs) & Language learning outcomes (LLOs)
On successful completion of this assessment item, students should achieve the following outcomes:
SLO 1: SLO 3ii: purposefully select, and critically evaluate meaning-making in, a range of relevant texts
systematically apply academic conventions to maintain academic integrity
Assessment item brief
For this assessment item you are required to produce the following:
Answer questions; fill in the table.
Use three texts to answer all the questions in the template below. All texts must be on the same topic: 1.
The prescribed assessment reading 2.
An additional reading you found independently in the UTS Library
3.
A video you found independently (YouTube/Ted Talk) Template
Complete all 5 sections. Note: Sections 1 – 3 relate to the prescribed reading. Section 4 relates to your two independently sourced texts. Section 5 relates to academic integrity
ASSESSMENT ITEM BRIEF
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Section 1: SLO 1 Criterion 1: identify and explain main points, opinions and supporting information
1
.
Answer BOTH parts, a AND b.
a.
What is the main argument, aim or claim (in the prescribed reading? Provide a quote (“…” + citation + page number);
explain
the quote in your own words. Do not use the original words; demonstrate you have understood the quote. b.
What are two words that are essential to this reading? Provide definitions from the reading (“…” + citations + page number
), if
possible If there is no definition in the reading, use an English dictionary. Explain
the definitions in your own words. Do not use the words in the quoted definition. Demonstrate you have understood the quote / definition. a.
Main argument / point
Quote: “
Own words: b.
Discipline specific words Word
Definition
Quote “….” + citation if possible
Explanation of the definition/quote in my own words
Eg.
Wayfindin
g Wayfinding may be defined as the “process of moving from a current location to a destination” (Adler-
Milstein et al., as cited in McMurtrie, 2022, p. 96).
Wayfinding refers to how
we move from where we are at one point in time to another place in another time, so moving from here to there.
1
Positive education Positive education involves language and role models is imperative to the
most efficient learning and growth to students. positive “stories with positive role
models and which focus on the positive outcomes of solutions are much more likely
to inspire action” (Environmental story telling. Baden, D, 2021, para. 2.)
Positive education has seen beneficial effects to student and improved learning and encouraged greater
and deeper thought
by using encouraging words and reinforcing language that inspires students. A positive role model is someone who doesn’t discourage and encourages students believing in their abilities
2
negative education
“Negative stories motivated
action for a few, most said they Negative ways to teach include harmful language and using negative
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were discouraged. “I’d
rather not think about it,” said one. “It made me
angry, and I switched off,” (Environmental storytelling. Baden, D, 2021, para. 5.)
words discouraging students, but also storytelling involving negative circumstances such
as war-torn stories lead to discomfort and losing interest due to a difficult topic. Negative role models punch down
on students and abilities not encouraging and discourages students in learning
new things having negative impacts harmful to students.
2
.
Answer all THREE (3)
parts
a.
List TWO (2)
quotes that the writer(s) present(s) as opinions (“…..” + citations + page number).
b.
Identify the word (or phrase) within the quotes that makes them an opinion. c.
Briefly explain why it is not a fact. a.
Opinion
b.
Identify the language that makes the quote an opinion.
c.
It is not a fact because …
Example
“a [multiple] methodological approach is necessary” (McMurtrie, 2022, p. 95).
necessary … the adjective ‘
necessary’
cannot be proven when it describes an approach, unlike water,
which is necessary to live; it is only McMurtrie
(2022) who thinks it is necessary to have a multiple approach. A single approach might equally be useful. 1
“These stories elicit anxiety, pessimism and a feeling of passive fatalism.” (Environmental storytelling. Baden, D. 2021, para, 7.)
elicit
This verb “ilicit” implies that it will force and make the students uncomfortable unwillingly and affects learning stated by Baden, but you cannot group everyone together assuming their feelings because it is irresponsible to think everyone is the same.
2
“It can be hard for politicians to support green policies such as these when green
issues evoke catastrophe in the minds of voters they’d rather not think about.” (Environmental storytelling. Baden, evoke
Baden uses evoke as an assumption and targets it to those who don’t share her opinions or people, she
doesn’t agree with to get her message across and to do what she says will not be doing the right thing
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D. 2021, Para, 10)
shaming her haters.
3
a.
Copy and paste an image from the prescribed assessment reading.
b.
Briefly describe the information in the image.
c.
Briefly explain how this image supports the main argument / claim / aim?
a.
Image:
b.
Description: This photo from Environmental storytelling (by Baden, D. 2021.) is depicting
a future dystopian where the sea levels are rising and drowning the earth c.
Explanation of how the image supports the main argument: Baden uses this to instill fear
fear into readers to emphasize the urgency of what she believes the earth needs to become more environmentally conscience and this imag presents her fear.
Section 2: SLO 1 Criterion 2: evaluate texts for reliability and relevance
4
.
a.
Undertake a full TRAP test on the prescribed reading
.
Be detailed and explicit, yet succinct. You can refer to real-
life examples. T: Environmental issues are still ongoing today and this text still is relevant to today's climate and how to inform the public about issues to address these issues
R: It provided insight on how to deal with spreading awareness through small trials in a group
of people and can be used as evidence but no large-scale screening has been done, so the findings are not conclusive.
A: Baden is a Associate Professor in Business Ethics, University of Southampton, she has
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wrote this individually and presented her findings of her own experiments
P: It was Baden’s goal to inform teachers and people who share her beliefs how to guide students and the readers on how to teach and the best ways to learn using her own experience as an example, providing proof and conclusions
5
Answer all THREE (3)
parts
In Assessment 3, you need to write a very short, 4-paragraph essay about whether the narrative (storytelling) genre is a good way to discuss serious issues.
a.
Do you think the narrative genre is helpful in discussing serious issues? Why?
b.
Provide a quote from the prescribed reading (“….” + citation + page number)
that you can use in your short essay for Assessment 3 to support your claim.
c.
Explain why/how you might use
this quote in your essay. Be explicit. How does it support your argument?
a.
Narrative genre helpful? Why: Narratives are good way to give a point of view and have
a goal or ending to paint a picture of the good and the bad. When writing a narrative, the author can use
whatever description they want being biased and not using neutral langauge such as an informative report which just states facts will play a big part on how the reader feels. This bias can be false and will
Spread misinformation which is not beneficial to anyone and will create diversity within the topic. But diversity and different opinions is a good way to challenge and explore new ideas growing a deeper Understanding.
b.
Quote: “The transition to a sustainable society requires profound changes, but to imagine
how all of these aspects can come together is currently the domain of creative fiction. If we want a world then the first step is to imagine one.” (Baden. D, 2021, Para. 15)
c.
Explanation: Baden knows people will disagree and disagreements will happen but agrees discussing the issue is important and a collaborative effort is required to come to a positive result. Baden explains how information and the narrative is differed with causes and is ineffective on becoming a more sustainable world. Baden wants what sustainability and is contributing her opinions and findings conducted from within her class experiments adding a different perspective and wanting to achieve their collective goal benefitting society.
Section 3: SLO 1 Criterion 3: make inferences, identify and explain bias, reading position 6
Answer all THREE (3)
parts
a.
Who might be the intended audience of the prescribed reading? List two. Do not generalize. Do not simply write “student” or “researcher”. Be explicit.
b.
Justify your answer by highlighting words or phrases in quotes from the reading (“…” + citations + page number)
. The audience and the highlighting should link. c.
Briefly explain
how you inferred the audience. a.
Audience
b.
Words/phrases
from the reading to indicate the audience
c.
Explanation
Example
Indigenous peoples
“Imperialism frames the i
ndigenous experience” (Smith, 2014, p. 57).
Smith’s (2104) article
is about the subjugation of the Indigenous people of Australia, so they would most likely want to know Smith’s
views.
1
Environmental activists
“The transition to a sustainable society requires profound changes” (Baden, 2021, para.15)
Baden's (2021) article is about how a
narrative can affect people's opinions on the best way to achieve sustainability
and can use her ideas.
2
Students
“The University of Southampton runs writing competitions that ask people to read about green solutions and integrate them into stories.” (Baden, Baden's university where she works students conduct research on issues and work looking at different studies and articles for their task.
© UTS College
2021, para. 9)
7
Answer all THREE (3)
parts
a.
Research the main author of the prescribed reading. Write a very brief ‘
biography’
of the writer in your own words + citation (approximately 50 words). You MUST state where you
got the information from (citation); otherwise, this is plagiarism. Put the reference in the references list.
b.
Find a quote (“…” + citation + page number)
in the prescribed assessment reading
that may indicate potential bias,
stereotyping, or conflict of interest, based on the information in the biography.
c.
Explain why this quote is biased – refer to something in the biography or to general issues of bias/stereotyping to support your claim. a.
Biography: Baden has a PhD in the school of psychology and decided to study at South Hampton business school becoming focused on “my research interests centre around Sustainability.” (Baden. D). Baden wants to inspire people and corporations to become more Sustainable and provides insight to how storytelling can be used. b.
Biased quote: “ Tackling climate change will require huge changes in society.” (Baden. D, 2021, para. 1) c.
This quote can be considered biased because Baden believes the way things are operating it is not benefitting anyone wanting to change it to her method because she believes it will work on
A global stage. This is influenced by her education in psychology and her goal to help the earth to b
More sustainable.
8
Answer all THREE (3) parts
a.
Find ONE (1)
point in the assessment reading that you found interesting. Provide a quote (“…” + citation + page number) .
b.
Write the meaning of the quote in your own words. Do not simply move words around; demonstrate you have understood the quote. c.
Why do you agree / disagree with the quote? Talk about your
own self-biases.
a.
Quote: “there were no signs of avoidance among readers of the positive stories.” (Baden. D, 2021, para 6)
b.
Own words: regular people want to see happy and positive things and will more likely stay
To look at positive stuff leading to discomfort and disinterest when exposed to negative stimuli.
c.
Why agree / disagree: I can agree with this statement because trying to understand Something that will make you happy and comforting contrast to looking at negative things
Causing negative thoughts feelings causing disinterest. Section 4: SLO 1 Criterion 4: locate, select, and then evaluate a range of texts relevant to research needs
1
1
Answer these questions for each of your two independently sourced texts:
a.
Provide a summary of the content of the texts [50 words]).
b.
Very briefly explain how they are relevant to your personal, study and/or work needs and
how they relate to the prescribed assessment reading.
c.
Briefly demonstrate that they are reliable sources of information (use the TRAP test as a guide).
See Week 5 In-between tutorials
Be explicit, critical and convincing. Develop your answers.
Reading from the UTS Library Author and year
Carpenter, B Stephen, II, 2005
a.
Carpenter explores the Importance of story telling and How it benefits people and Inspires others. He explains
Personal life stories are the Best because it immortalises the Storyteller and can be passed
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Down.
b.
It is relevant to the topic of the Importance of storytelling and Relates to how it can be used
In a mulittude of ways that don’t
Always include fairytales and Can be informative or educational
And you can control the narrative.
c.
T. It is an old article but can Still be relevent
R. It is more of an opinion and
Not a informative piece and
Does not provide statistics
Or evidence
A. B. Stephen Carpenter II is Dean of the College of Arts and Architecture and Professor of Art Education
P. Its purpose is to help and Persuade people to tell more Stories and can be used for
Any purpose you need.
Video (YouTube; TED Talk)
Author (Speaker) and year
Safdie, Josh;
Bogosian, Eric; Safdie, Benny
a.
It is a voice over of the Directors explaining the ideas
Of the scenes and they want To explore on what the
Direction they wanted to go.
b.
Everyone needs to explore
And explain their ideas and
If you cannot do that it will Hinder your ability of storytelling
And understanding your ideas
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Will become confusing Leaving a bad impression
On the watchers.
c.
T. it was made in 2020 and Can be relevant and used as
An example of how to provide
An explanation of your ideas.
R. It is very reliable because The directors described the Scene themselves being able Got into a deeper meaning.
A. They are known directors
And uncut gems was claimed
By critics to be a fantastic movie
P. the purpose is to explain The deeper meaings that might Be to common sense and will
Decribe the purpose of the Scene.
Note: don’t forget to put these two sources in th
Section 5: SLO 3 Criterion 1: apply APA 7
th
edition style referencing conventions
References: use APA 7
th
edition style
. Write the references list under the heading References (below)
Note: there should be at least three
references:
the prescribed assessment reading;
the reading that you independently located in the UTS library;
the video that you independently located; and
(any other text that you may have referred to in this assessment)
Use the APA PDF guide to help you format the references. https://www.uts.edu.au/sites/default/files/article/downloads/UTS%20Interactive%
%20guide.pdf
Make sure your reference list is left-aligned
, double spaced, in alphabetical order (A, B, C, D, based on the writer’s family name
) hangi
as hyperlinks if possible
. Do not
use bold
face.
Baden, D. 2021 December 18. Environmental storytelling can help spread big ideas for saving the planet.
The conversation https://theconversation.com/environmental-storytelling-can-help-spread-big-ideas-for-sa
107621
Lassedesignen. Statue of liberty image. https://www.shutterstock.com/image-photo/statue-liberty-sinks-oce
src=qFCzcbLpVd3dRPzVIEoD-g-1-12
© UTS College
Denise Baden profile: The conversation. https://theconversation.com/profiles/denise-baden-159179
Uts library. Carpenter, B Stephen, II, 2005 September. Telling Stories, Telling Tales. https://www.proquest.com/docview/199402142/citation/2158CF5825A8429APQ/7?accountid=17095
Stephen B Carpenter. Pen State College of arts and architecture
https://arts.psu.edu/faculty/stephen-carpenter/
Uts library. Safdie, Josh; Bogosian, Eric; Safdie, Benny, 2020 January 16. ‘Uncut Gems’ | Anatomy of a Scene. New York Times. https://www.proquest.com/docview/2354327778/abstract/EBADE4896308450APQ/27?accountid=17095
References
Assessment item submission requirements
For this assessment item you are required to submit the following:
This completed template
OR
A video of you answering these questions
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Assessment item grading criteria
For this assessment item you will be graded according the following criteria:
CRITERIA
HD
D
C
P
F
F0
This criterion is linked to a Learning Outcome
Identify and explain opinions, main points and supporting information
Identify and explain opinions, main points and supporting information
The task demonstrates more than adequately the ability to Identify and explain opinions, main points and supporting information. This means that all the answers are generally well-developed, and the issue well-explored.
At least TWO but not all aspects of HD are met; all are above P
At least TWO aspects are above P (but not necessarily HD standard)
The task demonstrates only adequately the ability to Identify and explain opinions, main points and supporting information. This means that all the answers are generally scant, limited and/or underdeveloped.
Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
Did not submit
Evaluate texts
for quality, reliability, relevance
The task demonstrates more than adequately the ability to evaluate texts for quality, logic,
reliability, relevance. This means that all the answers are
generally well-developed, and the issue well-explored.
At least ONE but not all aspects of HD are met; all are above P
At least ONE aspect is above P (but not necessarily HD standard)
The task demonstrates only adequately the ability to evaluate texts for quality, logic, reliability, relevance. This means that all the answers are generally scant, limited and/or underdeveloped.
Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
Did not submit
Make inferences, identify and explain bias, and reading position
The task demonstrates more than adequately the ability to Make inferences, identify and explain bias, irony and/or digressions. This means that all the answers are generally well-developed, and the issue well-explored.
At least TWO but not all aspects of HD are met; all are above P
At least TWO aspects are above P (but not necessarily HD standard)
The task demonstrates only adequately the ability to make inferences, identify and explain bias, irony and/or digressions. This means that all the answers are generally scant, limited and/or underdeveloped.
Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
Did not submit
© UTS College
Locate, select, and evaluate texts
relevant to research needs
Locate, select, and evaluate texts
relevant to research needs
The task demonstrates more than adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that answers convincingly demonstrate that additional readings and videos are relevant and have been evaluated mostly successfully.
At least TWO but not all aspects of HD are met; all are above P
At least TWO aspects are above P (but not necessarily HD standard)
The task demonstrates only adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that answers demonstrate that additional readings and videos are relevant and have been evaluated; however, answers
are generally scant, limited and/or underdeveloped.
Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
Did not submit
Academic Integrity Reference list and citations
Reference list and citations follow APA 7th edition with unsystematic minor errors. At least ONE but not all aspects of HD are met; all are above P
At least ONE aspect is above P (but not necessarily HD standard)
The reference list and citations show a serious attempt to follow APA 7th edition but with errors that may be systematic. Not all aspects of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met
Did not submit