Social Power in China shows how the family is the basic structure of power, authority, and survival through history and in modern Chinese society. 

The family proper is an institution within which people can shelter from state intrusion, but also through which people are mobilised to state ends. So convincing is the moral authority of the family that this power structure resonates at all levels of the polity, from biological blood-relatedness to the ideological common blood of the nation-state. The family and its hierarchies, ideals, and propositions can be seen in laws, social norms, and cultural practices. Networks of kin and kin-like relatedness form the very foundation of Chinese society. 

Through an in-depth exploration of the Chinese family and the transdisciplinary application of social theory and critical thinking, students will recognise that these characteristics are not limited to the Chinese world. The family, indeed, is an essential power structure across the globe, in every cultural and national context.

Postgraduate students attend joint classes with undergraduates but are assessed separately.

Learning Outcomes

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

1. Analyze the logic and comprehend the spatial and temporal variability of kinship practices in Chinese societies, with reference to kinship practices globally.
2. Identify and critique social actors’ attempts to affirm, appropriate, avoid, or redefine the rules, resources, and power relations of both kin and non-kin social connections in Chinese societies.
3. Understand and apply important concepts in social and political theory—including power, ritual, institutions (rules, both formal and informal and norms), and capital (social, economic, symbolic, and cultural).
4. Evaluate academic texts for form, content, method, and inspiration, and integrate appropriate practices into their own work.
5. Structure written work for explication and argument.
6. Argue a position clearly and concisely with reference to evidence, speaking in an individual or group context.

Research-Led Teaching

Research-led teaching: The convener of this course conducts long-term fieldwork in China as a primary research methodology. Lectures draw on years of active study and unique personal experience, and work these experiences in with the pre-eminent pieces of published research on the given topic and current debates in the topic sub-area. The course overall aims to foster an understanding of Chinese society based on key social actors, their roles and divergences from those roles, and the cultural resources they draw on to get their way.

Required Resources

The House of Lim, by Margery Wolf (see week one, other information).

Staff Feedback

Students will be given feedback in the following forms in this course:

·     written comments (on written assignments)

·     verbal comments (on group work, in-class presentations, and class participation)

·     verbal feedback, and/or feedback via Wattle to the whole class (on group work, in-class presentations, class participation, and written assignments)

 

Written feedback on the written critical summaries will be provided before the following week's class.

Oral feedback on presentations will be given in class, and will be geared towards improving students' oral presentation, explication, and argumentation techniques.

This prompt feedback will enable students to improve their next oral presentation/critical summary, and will mean that at least 40% of the total course assessment will be graded, and feedback provided, before the midsemester break.

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	Week 1 Chinese Kinship in Comparative Context	An Introduction to Anthropological Notions of Kinship, and to Chinese kinship This week, we will explore the question “What is kinship?” through comparative study of both Chinese and non-Chinese systems and practices. We will first look at some of the many different ways of thinking about kinship and relatedness in different societies across the world, in order to be able to better situate Chinese cases in a comparative context. We will then begin to examine the traditional form of Chinese kinship, which is patrilineal and patriarchal. in order to give a basis to understanding how this has both changed and has been remarkably persistent through the reforms and revolutions of the 20th century. We will go over course requirements, including readings, class activities, assessment tasks, and expected outcomes. IMPORTANT: Before Class1.    Read all of Wolf, The House of Lim. 2.    Familiarise yourself with:a.    the course content, assessment, and other expectations in the Course Outline.b.    the course Wattle site.c.    the Minimanual of the Essay Writer.These will be covered and your questions addressed in class Week 1. 3.    Decide which week you would like to lead the seminar discussion. ReadingWolf, Margery 1968 The House of Lim: A Study of a Chinese Farm Family. New York, Appleton-Century-Crofts. Please read the entire book before the first class meeting.
2	Week 2 Lineage and Governance	This week's lecture, readings, and discussion explore the Chinese lineage through history and in the present. We look closely at the forms of lineage, their construction and reconstruction, lineage practices, and the way that lineages are and have been used to wield and maintain power and make money. ReadingsSzonyi, Michael 2017 “Introduction” and “Ch1” in The Art of Being Governed: Everyday Politics in Late Imperial China, Princeton University Press. pp1–63. Postgraduate and Tutorial Presenter ReadingsSzonyi 2002 Kinship SW China [REVIEWS by Crossley, Rawski, and Watson]
3	Week 3 Rituals Familial and Bureaucratic	In Week 3 we look closely at familial and bureaucratic rituals in Chinese society, past and present. The readings explore ritual as contract, ritual’s role in the maintenance of social order, and ritual power in a comparative/conceptual sense. The lecture shows some rituals related to marriage and the affirmation and renegotiation of social relationships. ReadingsBell, Catherine 2009 [1992]. Ch7 “Ritual Control,” in Ritual Theory, Ritual Practice. New York, Oxford University Press, pp182–196. Bell, Catherine 2009 [1992]. Ch9 “The Power of Ritualization,” in Ritual Theory, Ritual Practice. New York, Oxford University Press, pp197–223. Miner, Horace. 1956. “Body Ritual among the Nacirema.” American Anthropologist 58, no. 3: 503-507. Writ Large podcast, Nov 2022, on Victor Turner and Edith Turner, Forest of Symbols: https://open.spotify.com/episode/11zWCs6VBjzxGQ3ayJCHDX?si=21E3XKjoRXuDVKYUpYUI7Q&nd=1 Postgraduate and Tutorial Presenter ReadingsThe tutorial lead and postgraduate students should devote additional effort to understanding and being able to summarise key parts of Catherine Bell’s argument, including the comparison of various conceptions of power and the effects of ritual.
4	Week 4 Film & Online Discussion (Canberra Day, 2024: No In-Person Class)	We will watch a film in own time and discuss online, focusing especially on the themes of the course. No In-Person ClassNo Tutorial Presentation Film & Readings: “Nezha Conquers The Dragon King”For class this week we will read an extended analysis of one of the greatest Chinese epics, “The Investiture of the Gods” (Fanshen Yanyi), centrally featuring the impish boy-God Nezha and concerned, above all, with the moral limits of filial piety and respect for hierarchy. In class, we will watch a one-hour animated film relating one of the most important episodes from this epic, in which Nezha defies authority, dies and is brought back to life as an immortal God, and then kills his mortal father. ReadingsSangren, P. Steven 2017 Filial Obsessions: Chinese Patriliny and Its Discontents. Switzerland, Palgrave Macmillan. Ch2, Ch5 pp134-147, Ch7 pp217-223. (Optional)These sections are selected to direct students towards discussion of Nezha and the traditional epic “The Investiture of the Gods” (Fanshen Yanyi). Film: “Nezha Conquers the Dragon King” (Nezha Nao Hai), Shanghai Animation Film Studio, 1979: 58 mins. Here: https://www.youtube.com/watch?v=Z0SKGg8xOPs
5	Week 5 Alternative Visions of the Family	This week’s lecture will discuss alternative realities of the Chinese family—those exceptions to the patriarchal and patrilineal rules,or those (often gendered) realities that exist in parallel. We will refer to the intricate family politics described in The House of Lim to get an idea of the situation of women in traditional Chinese patriliny. We will discuss the unique and essential contributions that women and men make to the family, to social and sexual reproduction, and how these are associated with all sorts of substances and symbols that, from the outside, may not be naturally identified as important in creating and affirming bonds of kinship. Before ClassYou should be thinking seriously about your final essay topic by now.The essay is worth 40% of the course mark. ReadingsBoretz, Avron 2011. Ch1 “Introduction” in Gods, Ghosts and Gangsters: Ritual Violence, Martial Arts and Masculinity on the Margins of Chinese Society. Honolulu: University of Hawai'i Press, pp1–20. (Intro, key section pp8–17.)Boretz, Avron 2011. Ch2 “Violence, Honor, and Manhood,” in Gods, Ghosts and Gangsters: Ritual Violence, Martial Arts and Masculinity on the Margins of Chinese Society. Honolulu: University of Hawai'i Press, pp 21–57. Postgraduate and Tutorial Presenter ReadingsNorth, Douglass 1990. Ch1, in Institutions, Institutional Change, and Economic Performance. Cambridge University Press. pp3-10.
6	Week 6 Socialism, Modernity, and Kinship	Note: April 1 and April 8, 2024 are off for mid-semester break. The lecturer’s brief presentation outlines the transformations undergone by the Chinese family through the 20th century and the early years of the 21st-century, and the causes and effects of those changes. The focus is especially on the past three decades. ReadingsBrandtstädter, Susanne, and Gonçalo D. Santos. 2009. “Chinese Kinship Metamorphoses,” in Chinese Kinship: Contemporary Anthropological Perspectives. Milton Park: Routledge.Diamant, Neil J. 2000. Revolutionizing the Family: Politics, Love, and Divorce in Urban and Rural China, 1949-1968. Berkeley: University of California Press. Chapters Preface, Intro, Marriage Law, Conclusion, Afterword.Sixth Tone (Ni Dandan), 2018. “Court Convicts Children for Abandoning Dying Father.” http://www.sixthtone.com/news/1002933/Court%20Convicts%20Children%20for%20Abandoning%20Dying%20Father Postgraduate and Tutorial Presenter ReadingsSelect minimum two (2) from following:Cai, Fang. 2022. "??“????? (Breaking the “Fertility Paradox)." ????? (Economic Perspectives) [Trans. CSIS Interpret]. Last Modified March 26, 2022. Accessed January 10, 2024.Central Committee CCP, and PRC State Council. 2021. "???? ???????????????????????? (Decision by the Central Committee of the Chinese Communist Party and the State Council on Improving Birth Policies to Promote Long-Term and Balanced Population Development)." Xinhua [Trans. CSIS Interpret]. Last Modified June 26, 2021. Accessed January 10, 2024.Yin, Yanlin. 2023. "????,????????? (Actively Tackle Negative Population Growth with Integrated Measures)." ??????? (China Finance 40 Forum). Last Modified April 12, 2023. Accessed January 10, 2024.Wang, Pei'an. 2023. "???????????????: ?????????????????????????? (Interview with Wang Pei'an, Executive Vice President of China Family Planning Association: Promoting a Marriage and Childbearing Culture in the New Era toEvery Household and Creating a Social Environment Friendly to Childbearing)." China Daily [Trans. CSIS Interpret]. Last Modified June 13, 2023.
7	Week 7 Guanxi and Social Capital	Annotated bibliography is due next week, Week 8. This week we explore the idea and the practice of “guanxi”—social relationships that are at once affective and instrumental, disdained and desired, universal and specifically “Chinese.” We begin by disaggregating “guanxi,” to provide a clearer picture of the many and varied ways in which the term is used and the practice has been deployed from the mid-20th century to the present. ReadingsGold, Thomas, Doug Guthrie and David L. Wank (eds). 2002. “An Introduction to the Study of Guanxi,” in Social Connections in China: Institutions, Culture and the Changing Nature of Guanxi (New York: Cambridge University Press): 3–20. Fei, Xiaotong 1992. From the Soil: The Foundations of Chinese Society, A Translation of Fei Xiaotong's Xiangtu Zhongguo, trans. Gary Hamilton and Wang Zheng (Berkeley: University of California Press). Chapters 4–8. Postgraduate and Tutorial Presenter ReadingsBourdieu, Pierre 1986 “The Forms of Capital.” In The Handbook of Theory and Research for the Sociology of Education. J. Richardson. New York, Greenwood Press: 241–258.
8	Week 8 Gender Networks and Power Networks	Annotated bibliography is due this week. We may note how male-to-male guanxi-making is the default object of study; men are typically assumed to be the ones doing the guanxi-making. But is guanxi “a male thing”—or can we better describe it as “a gendered thing”?Is guanxi a way of getting around formal rules and opposing powerful rulers—or is it a conduit of control for those very rulers? Szonyi 2017, which we read in Week 2, shows that the lineage—a constructed network of relationships, and as such steeped in guanxi that adopts kin rituals and hierarchies—can be both at once. Kinship is a type of guanxi. We also explore how ostensibly non-kin guanxi adopts and modifies kin terms and structures. ReadingsTsai, Kellee S. 2000. “Banquet Banking: Gender and Rotating Savings and Credit Associations in South China.” The China Quarterly (161):142-170.Mann, Michael. 1986. Ch1 “Societies as Organised Power Networks” in The Sources of Social Power: Volume 1. A History of Power from the Beginning to A.D. 1760 (Cambridge University Press: New York), pp1–33. Postgraduate and Tutorial Presenter ReadingsThe tutorial lead and postgraduate students should devote additional effort to understanding and applying Mann's framework of Social Power, and explaining to peers.
9	Week 9 Guanxi in Government and Business Book Talk by ANG Yuenyuen	This week we look at the central role of specific guanxi practices to local politics and governance in rural China. The lecture is a book talk and discussion featuring Ang Yuenyuen, author of China's Gilded Age. In discussion, we explore the complex guanxi practices—deal-making, factional competition and cooperation, rent distribution—that are an integral part of the state and party structure, and touch on the ongoing debate over the role that informal politics and fragmented interest groups play in perpetuating Chinese Communist Party (CCP) power. A common aphorism is that you can’t do business in China without having good guanxi—especially with government officials—and we also explore that legend. ReadingsOsburg, John 2013. Ch3 “Relationships Are The Law: Elite Networks and Corruption in Contemporary China,” in Anxious Wealth: Money and Morality Among China's New Rich. Stanford University Press, pp76–112.Hillman, Ben. 2010. “Factions and Spoils: Examining Political Behavior within the Local State in China.” The China Journal (64): 1-18. Postgraduate and Tutorial Presenter ReadingsAng, Yuen Yuen 2020. Ch1 “Introduction: China’s Gilded Age,” in China's Gilded Age: The Paradox of Economic Boom and Vast Corruption. Cambridge, Cambridge University Press, pp1 – 22. Ang, Yuen Yuen 2020. Ch4 “Profit-Sharing, Chinese-Style,” in China's Gilded Age: The Paradox of Economic Boom and Vast Corruption. Cambridge, Cambridge University Press, pp85–118.
10	Week 10 The Chinese Corporate Group: Lineage, Village, and Native-Place	This week we look at the corporate group in recent Chinese history, up to the present. We examine the potential of the corporate group to act as: a bulwark against excessive state exactions, and/or as itself a conduit of state power; a provider of welfare and public goods, and; the locus of a sense of community for otherwise dislocated individuals. ReadingsGoodman, Bryna. 1995. “Introduction: The Moral Excellence of Loving the Group,” in Native Place, City, and Nation: Regional Networks and Identities in Shanghai, 1853-1937. Berkeley: University of California Press. Goodman, Bryna. 1995. Ch4 “Expansive Practices” in Native Place, City, and Nation: Regional Networks and Identities in Shanghai, 1853-1937. Berkeley: University of California Press.Goodman 1995 available free at: https://publishing.cdlib.org/ucpressebooks/view?docId=ft0m3nb066;query=;brand=ucpress Postgraduate and Tutorial Presenter ReadingsZarrow, Peter G. 1997. “Citizenship in China and the West.” In Imagining the people: Chinese intellectuals and the concept of citizenship, 1890-1920, edited by Joshua A. Fogel and Peter G. Zarrow, 3-37. Armonk, NY: ME Sharpe.50.
11	Week 11 Social Relations and Social Control	This week we focus on how family and lineage organisations, and social ties, provide both a template for centralised structures of authority and a structure from which to resist that central authority. ReadingsKuhn, Philip A. 1975. 'Local Self-Government under the Republic: Problems of Control, Autonomy, and Mobilization.' in Frederic Wakeman and Carolyn Grant (eds.), Conflict and Control in Late Imperial China (University Of California Press: Berkeley) pp257–298. Postgraduate and Tutorial Presenter ReadingsDeng, Yanhua, and Kevin J. O'Brien. 2013. "Relational Repression in China: Using Social Ties to Demobilize Protesters." The China Quarterly 215: 533-552. doi:10.1017/S0305741013000714.
12	Week 12 Course Recap	Course Recap This important class is an opportunity to recap the key concepts of the course and how they relate to one another. CORE: What are the key messages of this course?·     As a group, we will recap as many of the key messages of the course that we are able to recall.·     The Concepts Log will provide a guide for recall and further explication.·     The aim is to assist with conceptual recall, integration, and application in the future, including their incorporation into students’ final essay.·     The course recap is also an opportunity for students to emphasise their own contributions to the Concepts Log. OPTIONAL: How are you going to engage with one or more of the key messages/concepts/debates covered in this course in your final essay?·     Each student will have the opportunity to speak for up to three minutes.·     The rest of the student cohort and the course convener will act as a “sounding board,” asking questions and providing comments aimed at improving the presenting student’s essay·     The presentation is not mandatory. ·     It is not assessed, but aims to improve the essay. NO TUTORIAL PRESENTATION

Tutorial Registration

There is no separate tutorial. The tutorial is integrated with the lecture in a seminar style arrangement totalling three hours per week.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Concepts Log 30%	30 %	*	1,2,3,4
Tutorial Leadership 10%	10 %	*	1,2,3,4,6
Collaborative Polemic Post 10%	10 %	*	1,2,3,4,5
Annotated Bibliography 10%	10 %	*	4,5
Final Essay 40%	40 %	03/06/2024	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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:

• 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 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 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 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.

Participation

Students are expected to participate in the in-class discussion.

Examination(s)

There will be no examinations in this course.

Assessment Task 1

Concepts Log 30%

Concepts Log

Minimum 1 post, weekly.

 

10 weeks; Weeks 2–11, inclusive.

 

Grading.

1.    Any serious contribution / comment in response — 1 mark.

2.    Sound contribution (inc. response) — 2 marks.

3.    Inspired contribution (inc. response) — 3 marks.

 

Effective participation will require preparation: students will need to have read and thought about the set readings.

 

Intellectual generosity, as well as engagement with your peers’ comments and with the readings, will be rewarded.

 

Students are encouraged to make notes whilst reading and use these notes to contribute to the Concepts Log, as well as pose questions or make comments in class. These notes will also be useful for the Annotated Bibliography.

 

In class, remember to put forward your comments or questions according to how the discussion evolves on the day.

·     Demonstrate that you have read and thought about the readings, through your contributions to the Concepts Log and to in-class discussion.

·     Explicit reference to particular readings and terminology used in the course, as well as your questions arising from the readings, would help to demonstrate this.

Assessment Task 2

Tutorial Leadership 10%

Tutorial Leadership

 

Week of presentation to be selected by students in class Week 1. ALL students will select one week to lead the tutorial. Student tutorial leadership will be spread evenly across the available weeks. It is anticipated that each week will have more than one student leading the tutorial and that their effort will be collaborative and coordinated.

 

Readings. Presenting students will read all readings for that week. This includes undergraduate students reading the postgraduate readings. All readings must be incorporated into the discussion.

 

Collaboration. Student presenters on the same week must liaise to co-ordinate their presentations. You may choose to focus on different readings or (even better) different aspects that run across all the readings. Collaboration is essential for the tutorial presentation and leadership also because the Polemic Post is a collaborative/co-authored effort.

 

Format. Students’ tutorial leadership will begin with a 5-10 minute oral presentation on the mandatory readings. In this 5-10 minute initial presentation, tutorial presenters/leaders must:

·     Present a brief synopsis of important aspects of the readings.

·     Attempt to explicate connections between the theoretical/conceptual reading and the primarily empirical reading/s.

·     Address the “Polemic/Debate Question” specified for each week. (HINT. Look at the questions before choosing a week to lead the tutorial.)

In their presentations, students may choose to refer to additional literature on the topic more broadly. The inclusion of additional literature is not a requirement.

 

Feedback on the oral presentations and class discussion leadership will be provided:

·     in class where appropriate;

·     privately where appropriate.

Assessment Task 3

Collaborative Polemic Post 10%

Collaborative Polemic Post

One week only, of Weeks 2, 3, 5–11. (~500 words)

Due Saturday 11 pm before the chosen week of tutorial presentation and leadership.

 

The Collaborative Polemic Post is a co-authored effort with the other person or people who share the same Week for tutorial presentation and leadership.

 

The Collaborative Polemic Post must:

·     Address the “Polemic/Debate Question” specified for each week.

To do that effectively, it is likely to be necessary to:

·     Present a brief synopsis of relevant aspects of the readings, perhaps including connections between the theoretical/conceptual reading and the primarily empirical reading/s.

 

In the Polemic Post, students may choose to refer to additional literature on the topic more broadly. References to additional literature are not a requirement.

 

 

Feedback on the Collaborative Polemic Post will be provided:

·     in class through all-class discussion, and/or;

·     in written form before or at the next week’s class.

Assessment Task 4

Annotated Bibliography 10%

Annotated Bibliography

 

Due Week 8

·     10 annotated references, minimum.

·     At least 5 new references—ie, not from the course reading list.

·     Each annotation roughly 50 words.

·     1000 words including references. (This word count is only approximate.)

·     Citation style. Students must use Chicago 17th, but may choose to use either “Author–Date” style or “Footnotes and Bibliography” style. Note that citation software does not necessarily guarantee consistency.

·     The course convener has provided a downloadable Endnote library with all the citations for this course, plus more, on Wattle.

 

For the Annotated Bibliography, students may rephrase ideas that they have heard or themselves spoken about in class, and/or used in the Concepts Log.

 

The purpose of the Annotated Bibliography is to gather ideas and evidence for the final essay. Make it work for you!

 

Feedback on the Annotated Bibliography will be provided:

·     in class through all-class discussion, and/or;

·     in written form before or at the next week’s class.

Assessment Task 5

Final Essay 40%

Final Essay

 

Week 12 + 14 days via Wattle/Turnitin.

12:00 (midday), June 3, 2024.

 

·     The default is that students write an essay in response to one of the essay questions laid out under the Essay Questions section of this Course Guide.

·     Students may propose their own essay topic.

·     Essays must be on topics related to/covered in this course.

 

Citation style. Students must use Chicago 17th, but may choose to use either “Author–Date” style or “Footnotes and Bibliography” style.

 

Word count: postgraduate 3000.

Maximum word count does not include footnotes or bibliography.

 

Postgraduate essays are expected to be of a significantly higher conceptual level than undergraduate essays and will be graded as such.

 

Feedback on the final essay after semester ends will be available on request.

Academic Integrity

Academic 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 Submission

The 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 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

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.

Returning Assignments

Weekly critical summaries/analyses of the set readings are to be submitted via Wattle. (Weeks 2, 3, 4, 6, 7)

The group work bibliography is to be submitted via Wattle. (Week 5)

The final essay is to be submitted through Turnitin. (Week 12 + 14 days)

Extensions and Penalties

Extensions 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

Assignments may not be re-submitted.

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).

• 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