- Class Number 6999
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Natasha Szuhan
- Natasha Szuhan
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
From the Stonewall Riots to SlutWalk, this course examines how and why sex and sexual imagery has come to occupy a central role in contemporary Western culture. It traces the development of discourses around sex, sexuality and feminism in order to establish a “sex critical” way of analysing cultural phenomena, especially complex issues of gender and identity. What are the effects of sexual imagery in mainstream culture? Is sex empowering or disempowering? What do feminist and queer writers think about the current condition? This course explores the “sexualisation” of contemporary life starting with the second wave feminist and gay liberation movements of the 1970s onwards. It considers the impact of these early movements on subsequent feminist and queer perspectives and follows their continuing legacies and debates. Some of the topics the course covers include post-feminism, the pornography debates, the rise of raunch culture, issues surrounding consent and sex work, the impact of HIV/AIDS, the emergence of queer and trans identity politics, and the multi-dimensional linkages between race, sex, gender, sexuality and pleasure.
Upon successful completion, students will have the knowledge and skills to:
- analyse feminist and queer discourses that inform current representations of public sex and sexual practices;
- develop specific research skills through case studies using Gender Studies concepts, themes, and theoretical tools;
- develop advanced critical skills of argumentation, exposition, and reflection through sustained written and oral practices; and
- critically reflect on your learning and research in relation to topics relevant to this course.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU 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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction: Uncovering the Repressed In this lecture, we will discuss overall logistics of the course, course content and assessments. The lecture will set out some of the conceptual parameters of upcoming discussions by focusing on Michel Foucault's classic critique of the idea that sexuality has been repressed in Western culture. This lecture will introduce students to the key frameworks of repression/liberation and normativity/antinormativity that have shaped understandings of sexuality in recent history. Required reading: Foucault, Michel. The History of Sexuality Volume 1: An Introduction. London: Allen Lane, 1979 (1976); 17-49.||LECTURE ONLY: Tuesday 26 July 2022|
|2||The Sex Wars 1: Sexuality and Oppression In many ways, contemporary feminist discussions of sexuality are still shaped by the second wave feminist debates of the 1970s, which in turn grew out of a critique of the so-called sexual revolution. Feminist discussions around sexuality descended into outright 'war' during the 1980s, when some feminists went from critiquing pornography as an expression of patriarchal power to participating in the drafting of new anti-pornography legislation. While anti-porn feminists for the most part interpreted sexuality through the lens of oppression and inequality, other feminists looked to the language of freedom and subversion as an avenue to exploring new expressions of sexuality. In this lecture, we will consider the work of two feminist scholars who became iconic critics of sexual oppression. Required reading: Dworkin, Andrea. 'Possession'. Intercourse. New York: The Free Press, 2007 (1987). Mackinnon, Catharine A. 'Rape:On Coercion and Consent'. Toward a Feminist Theory of the State. Cambridge, MA: Harvard University Press, 1989; 171-183. Extra reading: Bronstein, Carolyn. Battling Pornography: The American Feminist Anti-Pornography Movement, 1976–1986. Cambridge: Cambridge University Press, 2011. Dworkin, Andrea. Last Days at Hot Slit. The Radical Feminism of Andrea Dworkin, New York: Semiotext(e), 2019. Echols, Alice. Daring to be Bad: Radical Feminism in America, 1967-1975. Minnesota: University of Minnesota Press, 1989. Viner, Katherine. “She Never Hated Men.” The Guardian, April 13, 2005. https://www.theguardian.com/books/2005/apr/12/gender.highereducation||Lecture: Tuesday 2 August 2022|
|3||The Sex Wars 2: Sexuality and Subversion In this week's lecture, we will look at some of the critiques that were made of the feminist anti-porn movement. We will look at the arguments that were mustered by feminists against what they saw as a social conservative trend in so-called cultural feminism and how they understood this as connected to historical associations between white women and sexual purity. We will consider how complex movement debates solidify into battle lines - in this case, pro- and anti-sex - that don't necessarily reflect the complexity of positions on either side. We will also consider the political alliances that were being made on either side of the 'sex wars' - on the one side with Christian conservatives and on the other with gay men. Required reading: Duggan, Lisa, Nan D. Hunter, and Carole S. Vance. 'False Promises: Feminist Antipornography Legislation'. Sex Wars: Sexual Dissent and Political Culture. Eds. Lisa Duggan and Nan D. Hunter. New York: Routledge, 1995 (1985); 43–65. Willis, Ellen. 'Lust Horizons: Is the Women’s Movement Pro-Sex', No More Nice Girls Countercultural Essays. Minnesota: University of Minnesota Press, 2012; 3-14. Extra reading: Rubin, Gayle. 'Thinking sex: Notes for a Radical Theory of the Politics of Sexuality'. Social Perspectives in Lesbian and Gay Studies: A Reader. New York: Routledge, 1984; 100-133. Vance, Carole. Pleasure and danger: toward a politics of sexuality. In: Vance, Carole. (ed.). Pleasure and Danger: exploring female sexuality. London: Pandora Press, 1992 (1984); 1-27.||Lecture: Tuesday 9 August 2022|
|4||Beyond Sex Positivity? An unexpected feature of recent feminism has been its more critical attitude to the idea of 'sex positive' feminism, a turn that is reflected in the resurgence of concerns around sexual violence and sexual harassment. Attention will be paid to the incipient politico-economic tenor of some of these new critiques. For example, a new generation of feminists are interested in the gendered dynamics of service labour in a context where many can expect to spend most of their working lives in precarious service work. Required reading: Glick, Elisa, “Sex Positive: Feminism, Queer Theory, and the Politics of Transgression,” Feminist Review 64 (Spring 2000): 19-45. Owen, Louise. ‘"Work that Body": Precarity and Femininity in the New Economy', TDR: The Drama Review 56, 4 (2012): 78-94. Willis Aronowitz, Nona. “Sex, Lies and Andrea Dworkin.” The Cut https://www.thecut.com/2019/03/sex-lies-and-andrea-dworkin.html Extra reading: Banet-Weiser, Sarah. Empowered: Popular Feminism and Popular Misogyny. Durham, NC: Duke University Press, 2018. McRobbie, Angela. Feminism and the Politics of 'Resilience': Essays on Gender, Media and the End of Welfare. London: Polity, 2020. Power, Nina. One Dimensional Woman. London: Zero Books, 2009.||Lecture: Tuesday 16 August 2022|
|5||Normativity and its Discontents When Foucault discarded the concepts of repression and liberation, he activated the new conceptual framework of normativity and anti-normativity. Much of feminist and queer theory on sexuality has been concerned with the operations of sexual normativity and its alternatives. In this lecture, we will look at three approaches that shed new light on the question. These texts look at the relationship between ableism and heteronormativity (Siebers), capitalism, race and heteronormativity (Ferguson), and the complex role of the norm in the process of gender transition (Serrano). Required reading: Siebers, Tobin. “A Sexual Culture for Disabled People,” in Robert McRuer, Anna Mollow, eds. Sex and Disability. Durham, NC: Duke University Press, 2012; 37-53. Ferguson, Roderick. Aberrations in Black: Toward a Queer of Color Critique. Minneapolis: University of Minnesota Press, 2004; 1-29. Serrano, Julia. Whipping Girl: A Transsexual Woman on Sexism and the Scapegoating of Femininity. Emeryville, CA: Seal Press, 2007; 345-362. Extra reading: Canguilhem, Georges. The Normal and the Pathological. Trans. D. Reidel. New York: Zone Books, 1991. Cryle, Peter, and Elizabeth Stephens. Normality: A Critical Genealogy. Chicago: University of Chicago Press, 2017. Warner, Michael. The Trouble with Normal: Sex, Politics, and the Ethics of Queer Life . New York: Free Press, 1999.||Lecture: Tuesday 23 August 2022|
|6||Too Little and Too Much While much has been written about normative and non-normative expressions of sexuality, until recently few have considered sexuality itself as a normative imperative. Yet this is precisely the perspective introduced by people who self-identify as "asexual." In this lecture, we will consider two presumed pathologies of the normal sex drive - asexuality and sexual addiction - the one tending tending towards the "too little" and the other towards the "two much." Required reading: Megan Milks. “Stunted Growth: Asexual Politics and the Rhetoric of Sexual Liberation,” in Karli June Cerankowski and Megan Milks, eds., Asexualities: Feminist and Queer Perspectives. London: Routledge, 2014; 100-118. Ela Przybylo. “Masculine Doubt and Sexual Wonder: Asexually-Identified Men Talk about their (A)sexualities” in Karli June Cerankowski and Megan Milks, eds., Asexualities: Feminist and Queer Perspectives. London: Routledge, 2014; 225-46. Barry Reay, Nina Attwood, and Claire Gooder. Sex Addiction: A Critical History. London: Polity Press, 2015. Eve Kosofsky Sedgwick. “Epidemics of the Will,” in Tendencies. Durham, NC: Duke University Press, 1993; 120-142. Extra reading: Canguilhem, Georges. The Normal and the Pathological. Trans. D. Reidel. New York: Zone Books, 1991. Cryle, Peter, Stephens, Elizabeth. Normality: A Critical Genealogy. Chicago: University of Chicago Press, 2017. Eunjung Kim. “How Much Sex is Healthy? The Pleasures of Asexuality,” in Metzl, Jonathan and Kirkland, Anna, eds. Against Health: How Health Became the New Morality. New York: New York University Press, 2010; 157-169.||Lecture: Tuesday 30 August 2022|
|7||Capitalism and Sexual Identity Some of the earliest literature in gay and lesbian liberation was concerned with the connection between capitalism and the rise of modern sexual identities. This work is now undergoing something of a revival. In this lecture, we will look at some of this earlier literature and consider its primary arguments. Required reading D’Emilio, John. “Capitalism and Gay Identity.” With an introduction by Rosemary Hennessy. 1983. Pamphlet reprint. David, Emmanuel. “Capital T: Trans Visibility, Corporate Capitalism, and Commodity Culture.” TSQ Transgender Studies Quarterly 4, 1 (2017): 28–44. Hennessy, Rosemary. Profit and Pleasure: Sexual Identities in Late Capitalism. 2nd Edition. London: Routledge, 2018; 37-73. Extra reading: Floyd, Kevin. The Reification of Desire: Toward a Queer Marxism. Minneapolis: University of Minnesota Press, 2009. Irving, Dan, et al. “Trans* Political Economy Deconstructed: A Roundtable Discussion.” TSQ Transgender Studies Quarterly 4, 1 (2017): 16–27. Weeks, Jeffrey. Sex, Politics, and Society: The Regulation of Sexuality since 1800. London: Longman, 1981.||Lecture: Tuesday 20 September 2022|
|8||Sex as Work Marxist feminists of the 1970s were some of the first to consider the wife and mother as an unpaid worker who performed all kinds of service labour for her husband - child care, housework, and sex. This literature has gained newfound prominence as feminists have sought to interpret the different kinds of 'sexual labour' that are performed in the sex industry. In this lecture, we will consider a founding Marxist feminist text of the 1970s, written by Silvia Federici, and more recent work by the feminist sociologist, Elizabeth Bernstein, who looks at the specific kinds of entrepreneurial self-investment strategies deployed by middle-class sex workers in Silicon Valley. Required reading: Federici, Silvia. “Why Sexuality is Work (1975)” in Revolution at Point Zero: Housework, Reproduction, and Feminist Struggle. Brooklyn: PM Press, 2012; 23-27. Bernstein, Elizabeth.Temporarily Yours: Intimacy, Authenticity, and the Commerce of Sex. Chicago: University of Chicago Press, 2007; 70-111 Extra reading: Adkins, Lisa. “Sexual Work and the Employment of Women in the Service Industries.” Sociological Review Supplement 39, 1 (May 1991): 207-228. Ehrenreich, Barbara. Global Woman: Nannies, Maids and Sex Workers in the New Economy. New York: Henry Holt and Company, 2004. Chapkis, Wendy. Live Sex Acts: Women Performing Erotic Labor. New York: Routledge, 1997. Feher, Michel. "Self-appreciation; or, The Aspirations of Human Capital," Public Culture 21,1 (2009): 21-41 Hochschild, Arlie Russell.The Commercialization of Intimate Life: Notes from Home and Work. Berkeley: University of California Press, 2003; 119-126. Elias, Ana Sofia, Rosalind Gill and Christina Scharff, eds. Aesthetic Labour: Rethinking Beauty Politics in Neoliberalism. London: Palgrave Macmillan, 2017.||Lecture: Tuesday 27 September 2022|
|9||Sexual Capitalism/Racial Capitalism While feminists have always insisted that labour is gendered and sexualized, thereby complicating the traditional Marxist understanding of a unified working class, critical race theorists argue that capitalism has always been racial, as evidenced by the existence of slave and bonded labour in the US and Australia (Robinson 2019). In this lecture we will examine broadly intersectional approaches that examine the complexities of consent, pleasure and sexual labour from the point of view of African American and indigenous women. Required reading: Behrendt, Larissa. "Consent in a (Neo)Colonial Society: Aboriginal Women as Sexual and Legal 'Other'. Australian Feminist Studies 15, 33 (2000): 353-367. Hill Collins, Patricia. “The Sexual Politics of Black Womanhood. In Black Feminist Politics. Knowledge, Consciousness, and the Politics of Empowerment. 2nd edition. London: Routledge, 2000; 123-148. Miller-Young, Mireille. A Taste for Brown Sugar: Black Women in Pornography. Durham, NC: Duke University Press, 2014; vii-xii, 181-225. Extra reading: Carlson, Bronwyn. “Love and hate at the Cultural Interface: Indigenous Australians and Dating Apps.” Journal of Sociology 56, 2 (2020): 133-150. Carbado, Devon W., ed. Black Men on Race, Gender, and Sexuality: A Critical Reader. New York: NYU Press, 1999. Haskins, Victoria. "‘Down in the gully and just outside the garden walk’: White Women and the Sexual Abuse of Aboriginal Women on a Colonial Australian Frontier." History Australia 10, 1 (2013): 11-34. Kempadoo Kamala. Sexing the Caribbean: Gender, Race and Sexual Labour. New York: Routledge, 2004. Nakano Glenn, Evelyn. 'From Servitude to Service Work: Historical Continuities in the Racial Division of Paid Reproductive Labor'. Signs: Journal of Women in Culture and Society 18, 1 (Fall 1992): 1-43. Robinson, Cedric J. On Racial Capitalism, Black Internationalism, and Cultures of Resistance. London: Pluto Press, 2019.||Lecture: Tuesday 4 October 2022|
|10||Sexuality and Neoliberalism Queer and trans politics have a complex relationship with the rise of neoliberalism. The HIV/AIDS epidemic of the 1980s coincided with the rise of neoliberalism as a political strategy advocating the rollback of welfare, public services and other economic protections while once contested identities were later incorporated into niche consumer markets for imagined cashed-up queers. And yet this has also been a period of resurgent social and religious conservatisms. In this lecture we will examine two perspectives on the relationship between neoliberalism and queer politics - the work of Margot Weiss on BDSM and Cooper's work on the evolution of queer politics under neoliberalism. Particular attention will be paid to the question of whether neoliberalism is homonormative (Weiss and Duggan) or antinormative (Cooper). Required reading: Weiss, Margot. 'Queer Politics in Neoliberal Times', in The Routledge History of Queer America, edited by Don Romesburg. New York: Routledge, 2018; 107-119. Cooper, Melinda. 'The Price of Promiscuity: The Chicago School Confronts AIDS', in Family Values: Between Neoliberalism and the New Social Conservatism. New York: Zone Books, 2017; 167-214. Extra reading: Duggan, Lisa. The Twilight of Equality? Neoliberalism, Cultural Politics, and the Attack on Democracy. Boston: Beacon Press, 2012. Ferguson, Roderick A One-Dimensional Queer. London: Polity, 2018. Foucault, Michel. The Birth of Biopolitics: Lectures at the Collège de France, 1978-1979. Edited by Michel Senellart. Translated by Graham Burchell. New York: Palgrave, 2008.||Lecture: Tuesday 11 October 2022|
|11||The Return of the Repressed? It would not be an exaggeration to argue that the work of French intellectuals such as Michel Foucault has given birth to the discipline of queer sexuality studies. However, recent scholarship has questioned some of the assumptions of Foucault's theory of sexuality and power in light of recent revelations about widespread tolerance of adult-child sexual relations in France among intellectuals in France during the 1960s and 1970s. In this lecture, we will revisit the text we read in Week 1 in light of recent public revelations by women who have spoken out about their sexual abuse by older men during this period. The work of Julian Bourg provides historical context for this period.||Lecture: Tuesday 18 October 2022|
|12||Free reading and feedback week||Week of 26 October 2020 Essay 2: Due 11:55pm, Friday 28 October 2022|
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage .
|Assessment task||Value||Due Date||Learning Outcomes|
|Essay 1||45 %||09/09/2022||1, 2, 3 and 4|
|Essay 2||45 %||28/10/2022||1, 2, 3 and 4|
|Tutorial participation||10 %||*||1, 3 and 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
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- Special Assessment Consideration Guideline and General Information
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- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
The 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 Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks 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.
Assessment Task 1
Learning Outcomes: 1, 2, 3 and 4
Assessment 1 – Essay, 2500 words (45%)
This assessment addresses learning outcomes 1, 2 and 4.
You are required to submit two (2) essays: one focusing on the first half of the course and the other on the second half of the course. Both essays should demonstrate a critical understanding of the course material and an awareness of various concepts, theoretical perspectives, and debates.
Questions will be posted on Wattle several weeks in advance of their respective due dates - or to be agreed in consultation with lecturer.
Essays will be assessed on the following criteria:
• command of subject-matter and an appreciation of issues;
• clear and consistent argument, supported with evidence;
• engagement with the question throughout the essay;
• appropriate research, including a critical understating of texts;
• appropriate and consistent referencing; and
• written expression, including structure and style (grammar, spelling, punctuation).
Essay 1 – Due 11:55pm, Friday 9 September, 2022.
Essay 2 – Due 11:55pm, Friday 28 October, 2022.
Grades and feedback for Essay 1 will be returned via Turnitin three (3) weeks after the submission date. Grades for Essay 2 will be made available via Turnitin in late November.
Assessment Task 2
Learning Outcomes: 1, 2, 3 and 4
Assessment 2 – Essay, 2500 words (45%)
Essay 2 – Due 11:55pm, Friday 28 October 2022.
Assessment Task 3
Learning Outcomes: 1, 3 and 4
Assessment 3 – Tutorial participation (10%)
This assessment addresses learning outcomes 3 and 4.
You are strongly encouraged to attend all tutorials and will be graded on a meaningful contribution to class discussion over the semester. The College of Arts and Social Science (CASS) policy indicates that marks cannot be given for attendance alone, so the act of participation is compulsory. But to participate, you need to attend.
If you have an unavoidable appointment at the same time as your assigned tutorial, you must make arrangements with your tutor to attend another tutorial. Students who fail to attend any tutorial during any given week should provide a medical certificate (or equivalent) to explain their non-attendance. If you genuinely have to miss a tutorial, you may write an additional 300-word reading summary in lieu of attendance. This must be arranged in advance of the tutorial, not after the tutorial has been missed.
In assessing student participation, the following criteria will be taken into consideration:
• demonstration of preparation (i.e. done the reading, submitted blog);
• demonstration of understanding of or engagement with the topic;
• raising relevant questions, points and challenges; and
• listening actively and responding to others in a constructive fashion.
Contributing to discussions can be difficult for some students, especially those who have English as a Second Language (ESL), but they are reminded that there are different ways of contributing to discussion:
1. giving an example to illustrate what someone else has said;
2. agreeing, but adding some suggestions;
3. comparing what has been said to something else you know about (perhaps something you have read);
4. disagreeing—and giving your reasons; and/or
5. asking a question or introducing a new topic.
It is important you come prepared for all tutorials. The blog is designed for use in tutorials. You can use it as basis for your contributions to classroom discussion.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For 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.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
Distribution of grades policy
Academic 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.
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