SOC10004: Sociological Foundations Assignment 3: Essay Word limit: 1500 (+/- 10%)

Please answer one of the following questions, utilising at least eight sources (at least six of which must be academic sources). Reference your sources using Swinburne Harvard Style. Review the Swinburne Harvard style guide (Links to an external site.) for more information on how to reference correctly. You can also use the Referencing tool (Links to an external site.) to help you. Your references are not included as part of the word count.

Remember, you should seek to apply relevant key concepts and theory you have learnt from the unit within your essay.

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Important: Your essay topic cannot use the same area of focus as your Assignment 1A: Academic writing skills exercise. Keep this in mind when making your choice from the options below.

Option 1

Identify an area of contemporary Australian life in which racism is evident (for example, an ‘area of contemporary Australian life’ could refer to media, health, immigration/asylum seeker policy or cyber-racism). Explain how racism manifests in this area and discuss its significance.

Option 2

To what extent is feminism supported and/or criticised in Australian contemporary society, and what do you think might explain this?

Option 3

Does life in Australia currently offer its citizens the opportunity to have ‘a fair go’? Identify and focus upon between one and three examples specific to Australia (for example, wage disparity, housing affordability, class consciousness) to illustrate your answer.

Please ensure that your answer is framed as an academic essay, including:

An introduction: The context, argument, and a brief list of the main point you shall discuss.
A main body: Clearly themed paragraphs that cover the main points you listed in the introduction to support your argument.
These points can be supported using your eight academic sources.
A conclusion: Summarise and show how your argument was consolidated in light of your discussion.
Supporting resources
The following resources will assist you with completing this assignment:
Check out the Student Portal’s range of useful Study Resources (Links to an external site.), specifically in the section Academic Writing and Academic Integrity.
The Essay page (Links to an external site.) outlines how to plan and format an academic essay.
The Research page (Links to an external site.) outlines how to undertake successful research.
Read this annotated Sample essay (PDF 330 KB) (Links to an external site.) to see how to respond to an essay question.
The video, Building a good argument (Links to an external site.) (CSULA150 2012), gives a breakdown of how to frame your argument for the essay.
The How to write an argumentative essay: Thesis statements and paragraphs (Links to an external site.) (britishcouncilsg 2015) video expands on what is covered in the Essay page from the Student Portal.
This sociology Essay exemplar (PDF 88KB)Preview the document can be used as a model.
Refer to the Swinburne University Swinburne Harvard style guide (Links to an external site.) for referencing.
Search for articles and resources in the Swinburne University library catalogue search (Links to an external site.). Use key words relating to your focus area for your search. The Sociology database (Links to an external site.) may also be helpful.
Assignment criteria
Conceptual understanding.
Research effort.
Quality of argument.
Quality of evidence
Written expression and referencing.
Your work will be assessed using the following marking guide:

Assignment 3 marking guide
Criteria No Pass Pass
50-59% Credit
60-69% Distinction
70-79% High Distinction
80-100%
Conceptual understanding
(20%) Did not meet criterion. Key concepts have been identified and related to the real-life example. There is evidence of a basic understanding of relevant concepts, although there are minor issues. Fluency in use of conceptual language is limited. Key concepts have been identified and related to the real-life example. There is evidence of a good understanding of relevant concepts. Developing fluency in use of conceptual language is present. Key concepts have been identifiedand related to the real-life example. There is evidence of a very good understanding of relevant concepts. Fluency in use of conceptual language is developed. Key concepts and theories have been identified and related to the real-life example. There is evidence of a highly developed and nuanced understanding of relevant concepts. Fluency in use of conceptual language is excellent.
Research effort
(20%) Did not meet criterion. The amount and level of research undertaken in the preparation of this work is adequate. The work evidences adequate understanding of the basic issues relevant to the topic. The amount and level of research undertaken in the preparation of this work is good. A solid attempt has been made to access pertinent sociological literature beyond basic texts. The amount and level of research undertaken in the preparation of this work is very good. The work evidences the use of good research skills in accessing quality academic papers. The amount and level of research undertaken in the preparation of this work is excellent. The student has drawn from diverse academic sources that are directly relevant to the question.
Quality of argument
(20%) Did not meet criterion. There is a genuine attempt to understand and respond to the question. There has been a genuine attempt at structuring an argument (introduction, cohesive paragraphing and conclusion). The work demonstrates a capacity to recapitulate arguments from scholarly sources. The work addresses the required task. The argument is generally clear but there may be some minor issues in relation to continuity. A capacity to evaluate scholarly arguments is apparent. The integration of argument and evidence is generally clear and developed. The work fully addresses the required task. The argument is clear, logically developed and convincing. The writing is well structured with a demonstrated capacity to evaluate and synthesise the arguments from scholarly sources. The integration of theory, argument and evidence is very good. The argument is sophisticated and persuasive. Writing is clear, logically developed and convincing. The argument is structured within a theoretical framework. The approach demonstrates flair and insight, and the integration of argument and evidence is excellent.
Quality of evidence
(20%) Did not meet criterion. Evidence and examples are used sporadically in support of the argument. The evidence and examples need to move beyond the use of basic texts and readings. The argument is adequately supported by evidence and examples. The evidence and examples used in this work are verifiable and drawn from robust sources. The argument is well supported by examples and a broad evidence base. The evidence and examples used in this work are verifiable and drawn from robust sources. The work demonstrates a capacity to evaluate and synthesise ideas from a broad range of scholarly sources in order to support the writer’s main argument.
Written expression and referencing
(20%) Did not meet criterion. A genuine attempt has been made to write clearly, but expression at times obscures the author’s meaning. Referencing is accurate and consistent. There are few minor referencing errors. The work is well-written. Expression enables a clear presentation of the author’s meaning. All sources are adequately acknowledged. Correct and consistent in-text referencing is used throughout. The work is very well written and clearly conveys the author’s meaning. All sources are acknowledged. Correct and consistent in-text referencing is used throughout. This is a fluent and succinct piece of writing of a very high academic standard. There are no referencing errors in this work.

AT LEAST SIX REFERENCES FROM ACADEMIC SOURCES SUCH AS TEXT-BOOKS, LIBRARY,
There are some references.

Throughout this unit, the eText we use is:

Furze, B, Savy, P, Webb, R, James, S, Petray, T, Brym, R & Lie, J (eds.) 2015, Sociology in Today’s World, 3rd edn, Cengage Learning, Australia.

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Aly, W 2013, ‘Curse of Australia’s Silent Pervasive Racism’, The Age, 5 April, viewed 6 March 2017, <http://www.theage.com.au/comment/curse-of-australias-silent-pervasive-racism-20130404-2h9i1.html>.

Andersen, ML & Taylor, HF 2008, Sociology: Understanding a Diverse Society, 4th edn, Thomson, Wadsworth, Belmont, CA.

Australia, CLa 2014, ‘Envrionmental Sustainability,’ in Ba Furze, Ja Lie & b ProQuest issuing (eds), Sociology in Today’s World, Cengage Learning Australia, South Melbourne, pp. 490–509.

Australian Bureau of Statistics 2013, Statistical Language – Quantitative and Qualitative Data, viewed 20 August 2018, <http://abs.gov.au/websitedbs/a3121120.nsf/4a256353001af3ed4b2562bb00121564/07b10b2f396fd079ca257b55002261df!OpenDocument>.

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Bainbridge, J, Beasley, C & McIntosh, PC 2012, Ganging up in the Entrepreneurial City: Melbourne, the Casino and the Underbelly Franchise, ResearchGate, viewed 29 October 2018, <https://www.researchgate.net/publication/272206266_Ganging_up_in_the_entrepreneurial_city_Melbourne_the_casino_and_the_Underbelly_franchise>.

Bauman, Z 2001, ‘Quality and Inequality’, The Guardian, 29 December, viewed 20 August 2018, <https://www.theguardian.com/books/2001/dec/29/books.guardianreview2>.

Bauman, Za 1998, Globalization : The Human Consequences, Cambridge : Polity Press,

Beck-Gernsheim, E 2007, ‘From ‘the Family’ to ‘Families’: How Individualisation and Globalisation Are Changing Our Personal Lives’, Soundings, vol. 35, pp. 105-114.

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Broadbent, R & Papadopoulos, T 2011, ‘Bridging the Digital Divide – an Australian Story’, Behaviour & Information Technology, vol. 32, no. 1, pp. 1-10.

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Denzin, NK 2009, On Understanding Emotion, Transaction Publishers, New Brunswick, NJ.

Elder-Vass, Da 2010, The Causal Power of Social Structures : Emergence, Structure and Agency, Cambridge : Cambridge University Press,

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Fausto-Sterling, A 2012, Sex/Gender Biology in a Social World, Routledge, New York, NY.

Ferrante-Wallace, J 2014, Sociology: A Global Perspective, 9th edn, Cengage Learning, Stamford, CT.

Frosh, S, Phoenix, A & Pattman, R 2002, ‘Boys Talking About Girls,’ in Young Masculinities: Understanding Boys in Contemporary Society, Palgrave Macmillan, Basingstoke, UK, pp. 99–122.

Fulvio, B, Alessandra, A & Paolo, C 2016, ‘Socio-Psychological Aspects of Grassroots Participation in the Transition Movement: An Italian Case Study’, Journal of Social and Political Psychology, vol. 4, no. 1, pp. 142-165.

Garnaut, R 2008, Per Capita Greenhouse Emissions 2008, Australia’s Emissions in Global Context, viewed 6 March 2017, <http://www.garnautreview.org.au/pdf/Garnaut_Chapter7.pdf>.

Gelber, K & McNamara, L 2015, ‘Evidencing the Harms of Hate Speech’, Social Identities, vol. 22, no. 3, pp. 1-18.

Giddens, A 1984, The Constitution of Society, Polity Press, Cambridge, UK.

Giddens, A 1990, The Consequences of Modernity, Cambridge : Polity Press in association with Blackwell,

Giddens, A & Sutton, PW 2008, Chapter Summary for Chapter 16 Race, Ethnicity and Migration, Polity, viewed 6 March 2017, <https://www.polity.co.uk/giddens7/studentresource/summaries/Student_Summary_16.asp>.

Global Issues 2013, Poverty Facts and Stats, viewed 6 March 2017, <http://www.globalissues.org/article/26/poverty-facts-and-stats>.

‘Theodoro Adorno Was One of the Key Proponents of Commodification Theory’ n.d., [image], Theodor W. Adorno (1903-1969), viewed 20 August 2018, <https://www.uni-frankfurt.de/68263516/en_adorno>.

Gomes, Aa 2007, Modernity and Malaysia : Settling the Menraq Forest Nomads, 1st edition. edn, Florence : Routledge,

Greenpeace UK 2014, ‘A Life-Size Polar Bear Puppet Was Used to Prevent a Coal Train from Moving’ [image], Greenpeace activists stop and occupy coal train, iTV News, viewed 20 October 2018, <http://www.itv.com/news/central/story/2014-09-23/greenpeace-activists-stop-and-occupy-coal-train/>.

Guillén, MF 2001, ‘Is Globalization Civilizing, Destructive or Feeble? A Critique of Five Key Debates in the Social Science Literature’, Annu. Rev. Sociol., vol. 27, no. 1, pp. 235-260.

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McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 1: What Is Sociology?’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 2: Culture’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 3: Socialisation and Identity’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

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McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 6: Sociology of Gender and Sexuality’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 7: Sociology of Race and Ethnicity’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

McIntosh, C, Geldens, P & Ballantyne, G 2014, ‘Topic 8: Sociology and the Environment’, SOC10004 Sociological Foundations, Learning materials on Swinburne University of Technology, February, viewed 20 August 2018.

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1. Please follow the instructions carefully.
2. I need in-text citation in each paragraph
3. please use at least six of thee references.
4. I upload it an example please take the ideas from it without copy from it.
THANKS

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