- Class Number 6978
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Michael Schimmelpfennig
- Dr Michael Schimmelpfennig
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
This is a regional course for students interested in China. It focuses on key social and cultural topics essential to understanding both traditional society and its influence modern and contemporary China. The course is structured around such themes as conceptions of time and space, the written and spoken word, the past and its records, traditional thought and belief, society, government and bureaucracy, cultural pursuits and literary products, inventions and technical advances, or Western interlocutors. The course intends to provide students with in-depth knowledge about core aspects of traditional Chinese culture necessary for any serious occupation with present day China and Chinese communities all over the world.
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students should be able to:
1. understand and reproduce key features of traditional Chinese culture and thought and modern discourses about such traditions.
2. take on a different cultural perspective from which to view oneself, one’s culture and one’s society.
3. compare and critique theoretical knowledge of this field in light of empirical examples.
4. locate and analyse new information from a wide variety of Western sources.
China: Empire and Civilization
Author: Edward L. Shaughnessy (ed.)
Publisher: Oxford University Press
There are a flurry of introductions to Chinese culture to choose from. One very useful and informative example is mentioned above.
Students will be given feedback in the following forms in this course:
- Written comments on tutorial papers.
- Verbal comments during tutorials.
- Feedback to the whole class, to groups, to individuals, focus groups during class or in meetings with the convenor.
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Course Orientation; Crash course 1: What is culture and how would you define it? Crash course 2: History of China digest|
|2||Ideas of space and time as a cultural expressions||TQ1 (tutorial questions)|
|3||Is Chinese script a mnemonic device? Orality, memory, and Chinese characters||TQ2 & Tutorial Paper topic lottery|
|4||The importance of the clan: family and society||TQ3|
|5||Myths of creation and the creation of myths||TQ4|
|6||Creating a historical canon: Chinese ideas of history and historical writing||TQ5 & Tutorial paper 1 due|
|7||Enacting culture? Roles of government||TQ6|
|8||Conceiving culture: Early Chinese thought||TQ7|
|9||Creating a cultural canon: Classics and Commentaries||TQ8|
|10||Systems of belief: Religious ideas and their cultural manifestation||TQ9 & Tutorial paper 2 due|
|11||Refined culture: Calligraphy and painting||TQ10|
|12||Material culture: Creation and discovery||Final exam date tba|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Weekly tutorial questions||20 %||03/08/2021||28/10/2021||1,2,3|
|1st tutorial paper||15 %||03/09/2021||22/09/2020||1,3,4|
|2nd tutorial paper||20 %||15/10/2021||31/10/2021||1,3,4|
|Final Exam||35 %||11/11/2021||*||1,2,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
see above under assessment task 1
see above under assessment task 5
Assessment Task 1
Learning Outcomes: 1,2,3
Regular class attendance and active participation will be key to your takeaway from this course and the assessments you receive. Since this course essentially covers all basic cultural areas of China stretching over a time of more than 2000 years, the amount of factual information provided is huge. While you cannot be expected to learn and remember every detail, you need to follow and understand the greater picture which is a combination of cultural traditions and their development from the beginnings until today. And, as experience with this course shows, it is much easier to achieve this by regular attendance.
Note that the aim of the workshops is a hands-on engagement with the weekly topic designed for your immersion, meaning it is designed to spare you some of the post-processing homework.
Assessment Task 2
Learning Outcomes: 1,2,3
Weekly tutorial questions
Each tutorial presupposes the reading or viewing of two materials (articles, videos, etc.) on the topic of each week. Course participants will be required upon preparation of these materials to formulate 3 questions in writing that focus on the relation between the materials as such, the respective arguments of their authors, and the materials' relation to the topic of the week. The task of posing tutorial questions related to the readings aims, first, at engaging course participants meaningfully in the topics of each week, and second, to improve their way of reading an analysing research materials more efficiently.
Participants will be required to provide these questions in a Word document each week for 10 weeks (Week 2 – Week 11) and to send these to the course convenor before the beginning of each tutorial. Questions will be marked. A list on Wattle will indicate the marks achieved by each participant in each week.
Assessment Task 3
Learning Outcomes: 1,3,4
1st tutorial paper
For the first tutorial paper course participants will be asked to prepare a bibliography, a structure, and a brief outline for their coming second tutorial paper. In their first tutorial paper course participants are required to demonstrate their bibliographical skills, both in regard to materials available online and in print at ANU libraries. Based on their bibliographical findings and initial readings/surveys of those materials they are asked to design a meaningful structure for a tutorial paper topic they have previously selected via a lottery in class or online.
The thought behind the topic lottery is to put each course participant in the same position of a "China expert" who is suddenly required to say something meaningful about an unknown or hardly known topic, and, who as an expert is required to base his findings on verifiable evidence from respectable and recent scientific sources (not Wikipedia or broad China info sites!)
The idea to at first prepare a structure only is to require the course participants to reflect on a meaningful arrangement of their arguments and sources before delving into writing an entire paper. Individual feedback by the course convener is supposed to help participants improve on their second fully formulated tutorial paper.
Assessment Task 4
Learning Outcomes: 1,3,4
2nd tutorial paper
This second tutorial paper will be written on the same topic as tutorial paper 1. It will be based on the structure developed for the first tutorial paper and possible modifications and additions required due to the course convener's comments and suggestions on the outline and structure of tutorial paper 1.
Assessment Task 5
Learning Outcomes: 1,2,4
With 35% of the entire grade for the course it should be evident that the emphasis of the course aside from learning how to write a research-based tutorial paper lies on immersing yourself into the information and data provided during the lectures, tutorials, and workshops. Course participants should be aware that they need to follow the lectures, to be able to summarize their main points, and to learn these main points as a roster for the information they will be asked to reproduce during the final exam.
The reason for ending the course with a final exam instead of a final essay is precisely to make course participants aware from the beginning of the need to acquire substantial parts of information provided in this course's lectures, tutorials, and workshops. As future professionals in the area of China, students cannot do without actively acquiring knowledge to be able to reproduce and apply certain information including recent research insights that challenge established convictions regarding Chinese culture.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
The dates given above are indicative only.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Not possible unless permission is given by the course convenor.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr Michael Schimmelpfennig
Dr Michael Schimmelpfennig