- Class Number 2889
- Term Code 3230
- Class Info
- Unit Value 12 units
- Mode of Delivery In-Person and Online
- AsPr Christopher Ballard
- AsPr Christopher Ballard
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course offers research training for Honours students working on projects in the Asian and Pacific humanities. It introduces important historical and current debates in the critical humanities, exposes students to different disciplinary perspectives and methods, and nurtures the process of independent research, project design, and writing. Indicative topics include the history of Asia-Pacific studies, debates between area studies and disciplines, postcolonial critique, interdisciplinary theories of gender and sexuality, and theories of power and culture. This course aims to help students become confident, independent, and collegial scholarly researchers.
Upon successful completion, students will have the knowledge and skills to:On successful completion of this course, students will have the skills and knowledge to:
1. Demonstrate the ability to engage with disciplinary debates in research and writing
2. Develop a theoretically sound research design
3. Demonstrate the ability to select an appropriate, ethical method for researching a question in Asian Studies or Pacific Studies
4. Demonstrate skills in analysis and scholarly writing
5. Demonstrate the ability to present research questions, a research design and preliminary findings to an audience of academics and student peers
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Intros and Q&A about Asian Studies hons and about this course. Presentation by one of the first-class hons graduates from last year and discussion with her about how to approach the hons year. Brief (5 min) summaries by each student of their thesis plans.|
|2||Beginning of thesis-writing workshop and first session of the Theory & Methodology series, with guest presentation|
|3||Continuation of thesis-writing workshop, and session of the Theory & Methodology series, with guest presentation||Upload to Wattle an 'Elevator Speech': a short (30-second) video identifying your key question, its significance, and your hypothesis .|
|4||Continuation of thesis-writing workshop, and session of the Theory & Methodology series, with guest presentation|
|5||Continuation of thesis-writing workshop, and session of the Theory & Methodology series, with guest presentation||Upload to Wattle a list of 20-25 items you will use in your research, presented in correct format. Please use University of Chicago “notes and bibliography” style for your bibliography.|
|7||'Ideas journal'. Read and reflect on four journal articles or book chapters relevant to your research. For each article/chapter, write a 250-word response that identifies: a) What is the core idea/finding of this research? b) How might this idea/finding be useful to you in thinking about your project?|
|9||Upload to Wattle a draft abstract and outline of your thesis. It will inevitably be tentative but should help you to clarify the focus of your project. 1500 words max|
|11||Continuation of thesis-writing workshop, including close, critical reading and feedback on students' draft thesis intro chapters.|
|12||Continuation of thesis-writing workshop, with more critical reading and feedback on students' draft thesis intro chapters.|
|13||Upload to Wattle a preliminary version of the intro chapter of your thesis. 4000 words max.|
|Assessment task||Value||Learning Outcomes|
|Class Participation||10 %||1,2,3,4,5|
|Thesis bibliography||10 %||1,2|
|Ideas Journal (4 x 250 words)||15 %||1,2,3,4|
|Thesis abstract and outline (1500 words)||20 %||12,3,4,5|
|Final Essay – Draft Thesis Chapter (4,000 words)||45 %||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
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
· Regular participation at both the thesis-writing workshops and the theory and methodology seminars
· Share ideas on a regular basis
· Comment constructively on peer work during class meetings
· Participate in written/spoken brainstorming exercises
· Video Elevator Speech: upload a short (30-second) video to Wattle identifying your key question, its significance, and your hypothesis – due in week 3
· In-class Presentation
Assessment Task 2
Learning Outcomes: 1,2
List of 20-25 items you will use in your research, presented in correct format. Preference for University of Chicago “notes and bibliography” style for your bibliography, but if you use something else, be consistent.
Assessment Task 3
Learning Outcomes: 1,2,3,4
Ideas Journal (4 x 250 words)
Read and reflect on four journal articles or book chapters relevant to your research. For each article/chapter, write a 250-word response that identifies: A) What is the core idea/finding of this research? B) How might this idea/finding be useful to you in thinking about your project?
Assessment Task 4
Learning Outcomes: 12,3,4,5
Thesis abstract and outline (1500 words)
An abstract is a concise summary of a completed research project. We are asking you to write a draft now, primarily to push you to clarify the focus of your project – to achieve, as early as possible, the necessary transition from a vague topic or set of interests to a well-focused, worthwhile and achievable aim and/or research question. It is quite likely though, that you will revise your aims and questions through the course of the year, and that your final abstract will not be the same as the draft you submit now.
A chapter outline is a kind of roadmap for your thesis. Writing one early in your Honours program and then revising it (probably repeatedly) over the course of the year will help you refine your research aims and make sure you have a plan to achieve them, develop a logical sequence of ideas, help you see the bigger picture of the thesis as a whole and where everything fits within that picture, and keep you on track for meeting word limits
Assessment Task 5
Learning Outcomes: 1,2,3,4,5
Final Essay – Draft Thesis Chapter (4,000 words)
• Situate the draft chapter within your overall thesis and argument, using your current thesis outline - briefly (in 1-2 paragraphs) explain what the previous chapters have introduced to readers
• Provide a clear structure for the chapter, with an introduction and conclusion that establish links to the chapters immediately before and after this one
• List all of the references used in this chapter in a bibliography
• Your chapter should be a polished piece of work, logically and clearly written; proofread it for errors, and ensure that your citations are accurate.
• This is a draft chapter, so while you should aim to present as coherent and well written an argument as possible, accept that it will be transformed later through further revision.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Chris Ballard - Pacific, Indonesia, history, archaeology, anthropology
AsPr Christopher Ballard