• Class Number 6998
  • 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
SELT Survey Results

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.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

  1. describe, compare, and evaluate feminist and queer discourses that inform current representations of public sex and sexual practices;
  2. construct an interpretation using Gender Studies concepts, themes, and theoretical tools and apply these methods to specific case studies;
  3. comprehend, analyse, and synthesise ideas from a range of classical and contemporary feminist and queer readings related to discourses of sex and sexuality; and
  4. develop critical skills of argumentation, exposition, and reflection through sustained written and oral practices.

Required Resources

Not applicable

Staff Feedback

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

Student Feedback

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). 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.

Class Schedule

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 Blog 1 (focus on Weeks 1, 2 and 3): Due 9:00am, Friday 12 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 Blog 2 (focus on weeks 4, 5 and 6): Due 9:00am, Friday 2 September 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 Blog 3 (focus weeks 7, 8 and 9): Due 9:00am, Friday 7 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 Blog 4 (focus weeks 10 and 11): Due 9:00am, Friday 21 October 2022
12 Free reading and feedback week Week of 26 October 2020 Essay 2: Due 11:55pm, Friday 28 October 2022

Tutorial Registration

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 Summary

Assessment task Value Due Date Learning Outcomes
Blogs 20 % * 1, 3 and 4
Essay 1 35 % 09/09/2022 1, 2 and 4
Essay 2 35 % 28/10/2022 1, 2 and 4
Tutorial participation 10 % * 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 Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

Assessment Requirements

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 Integrity . 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

Value: 20 %
Learning Outcomes: 1, 3 and 4


Assessment 1 – Blogs (20%)

This assessment addresses learning outcomes 1, 3 and 4.

The point of a blog is to encourage students to think about what they are learning while they are learning it. Blogs also enable classroom conversations to be informed around student interpretations of texts. Blogs are being used increasingly in university education because they can enable students to actively learn from one another, sharing interpretations of texts. Research also suggests that students learn more when they do frequent pieces of writing.

In Weeks 3, 5, 7, and 9, you will be required to submit a 300-word blog responding to the following question: What is one thing I have learnt from the reading and discussion during this bloc?

You are required to submit all four responses to fulfil the requirements of this assessment across the semester (i.e. at the end of the course you should have submitted 4 x 300 word responses, 1,200 words in total). Entries are to be submitted online through Turnitin (on Wattle) by Friday, 9am of the relevant week. Blogs will be discussed in class on designated weeks (4, 6, 8 ).

Blog 1 – Focus on Weeks 1, 2 and 3 – Due 9:00am, Friday 12 August 2022.

Blog 2 – Focus on Weeks 4, 5 and 6 – Due 9:00am, Friday 2 September 2022.

Blog 3 – Focus on Weeks 7, 8 and 9 – Due 9:00am, Friday 7 October 2022.

Blog 4 – Focus on Weeks 10 and 11 – Due 9:00am, Friday 21 October 2022.

Obviously, you cannot cover a lot of ground in 300 words. That is why the question asks you to write about one (1) thing. You have a 10% leeway on length and this will be applied to the whole blog, which should be no more than 1,320 in total (excluding headings, references). Please be sure to put the word count at the end of each blog post. Blogs will be public – everybody in your tutorial can read all the blogs. There will be a separate blog for each tutorial group.

In your blog entries, you do not need to use formal academic language or the sort you would use in an essay. The blog is more conversational and personal. Moreover, the entries are required to be in your own words and should not be representing the thoughts of others as your own. You are asked, when including a passage or an idea from an outside source (including websites and blogs), to mention the name of the source in your response. Blog entries should be referenced using APA.

There will be two (2) checkpoints during the semester when you receive feedback for your blog. Checkpoints will occur after the second (2 September 2022) and fourth blog submission (21 October 2021). You will receive one grade at the end of the semester based on the blog as a whole (i.e. feedback at the first checkpoint will only be comments, not a grade). 

Feedback from the first checkpoint will be returned via Turnitin on Friday 16 September 2022. The final grade and feedback for blogs will be made available via Wattle gradebook and Turnitin, respectively, on Friday 4 November 2022. Late penalties will be enforced.

Blogs will be assessed on evidence of the following criteria:

•   thoughtful reflection on the reading/on the class discussion;

•   willingness to revise ideas and build on existing knowledge;

•   attempts to make connections between different ideas and topics;

•   appropriate and consistent referencing;

•   written expression, especially clarity and conciseness.

Better responses will:

1.   Describe – the concept, point, issue or argument;

2.   Respond – to the concept, point, issue or argument in a positive, negative, mixed, or questioning way; and

3.   Connect – the concept, point, issue or argument with another concept or point, either from the text or something else they have studied or thought about, including a real life experience, or contemporary issue.

Assessment Task 2

Value: 35 %
Due Date: 09/09/2022
Learning Outcomes: 1, 2 and 4

Essay 1

Assessment 2 – Essay, 1750 words (35%)

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. The blog, in part, should help facilitate this process. 

Questions will be posted on Wattle several weeks in advance of their respective due dates.

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 3

Value: 35 %
Due Date: 28/10/2022
Learning Outcomes: 1, 2 and 4

Essay 2

Assessment 3 – Essay, 1750 words (35%)

See above.

Essay 2 – Due 11:55pm, Friday 28 October 2022.

Assessment Task 4

Value: 10 %
Learning Outcomes: 3 and 4

Tutorial participation

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

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

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.

Referencing Requirements

Accepted 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.

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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.

Support for students

The 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).

Natasha Szuhan

Research Interests

Feminism, Sexual Politics, Gender, Sexuality, Reproductive Health, History, Medical Humanities, Science, Technology and Medicine

Natasha Szuhan

By Appointment
By Appointment
Natasha Szuhan

Research Interests

Natasha Szuhan

By Appointment
By Appointment

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