Biography is many things. It is the study of significant and ordinary individuals; it is the study of families and groups; it can shed light on specific historical periods and problems; it can provide a way of accessing individual and collective experience; it can illuminate the whole process of social and historical change. This course challenges students to think critically and creatively about the writing of biography in all its forms. What is the relationship between biography and history, biography and theory, biography and fiction? How do biographical studies incorporate theory? Should historians use different approaches to biography depending on the culture and/or gender of their subjects? How important is the relationship between biographers and their subjects? What special problems face the biographer of living subjects, or subjects in living memory? Through exploring questions such as these, students will develop a critical understanding of the complex issues surrounding the writing of biography.

Learning Outcomes

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

1. describe and assess various approaches to researching and writing biography;
2. understand the relationship between biography, history and fiction;
3. evaluate new forms of biography and life writing such as those developed through feminist, postcolonial and Indigenous theories and approaches;
4. understand the uses of biography and life story in the humanities and social sciences; and
5. demonstrate skills in researching and writing short critical biographical studies.

Research-Led Teaching

This course draws on the research expertise derived from the National Centre of Biography; it is team taught and lecturers will draw on their own areas of research expertise.

Additional Course Costs

Nil, unless purchasing the required text or biography for review. Students will need to have access to a computer and a good internet connection.

Required Resources

The key texts for the course are Barbara Caine, Biography and History (Palgrave MacMillan, 2010); and Melanie Nolan, Biography: An Historiography (Routledge, 2023).

Students may wish to purchase copies, but they are also available as e-books through the ANU library: https://library.anu.edu.au/record=b4964641.

It may also be necessary for students to purchase a copy of the biography they wish to review (once it has been approved by the course convener), depending on the book’s availability.

Recommended Resources

There are a huge number of books, journal articles, and other resources on biography and autobiography. In addition to the essential, additional, and optional readings for each module (detailed on Wattle), students are encouraged to read as many biographies (new and old, popular and academic, historical and literary) as possible during the course and to discuss them in the online forums. You should also become familiar with the following journals:

 ·   Australian Journal of Biography and History, 2018+ (available for free download from ANU Press);

·   Biography: An Interdisciplinary Quarterly, 1978+ (available online through Project MUSE);

·   a/b: Auto/Biography Studies, 1985+ (available online through the ANU library catalogue);

·   Journal of Historical Biography, 2007–2014 (available online at http://www.ufv.ca/jhb/);

·   Life Writing, 2004+ (available online through the ANU library catalogue).

Staff Feedback

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

• written comments on written assessment items (critical review and research essay)
• online responses in the Wattle forums

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). 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Forum: It's just a biography? Historians and biography	Forum participation
2	Forum: Biography in Antiquity	Forum participation
3	Forum: The Individual in History	Forum participation
4	Forum: Heroic Reputations	Forum participation
5	Forum: Ethics and Biography	Forum participation
6	Forum: Collective Biography	Forum participation
7	Forum: Autobiography and Memoir	Forum participation
8	Forum: Childhood and Memory	Forum participation
9	Forum: The Australian Dictionary of Biography and National Biography	Forum participation
10	Forum: Feminist Biography	Forum participation
11	Forum: New Directions in Biography: Indigenous Biography and non-Western Traditions	Forum participation
12	Forum: New Directions in Biography: Places and Animals: Wrap-Up	Forum participation

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	Return of assessment	Learning Outcomes
Participation in online forums	10 %	*	*	1,2,3
Critical Review (book review)	30 %	29/03/2024	15/04/2024	1,5
Research Essay	60 %	03/06/2024	27/06/2024	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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 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.

Participation

Students are expected to participate throughout the course, both through the in person classes and the two essay tasks.

Assessment Task 1

Participation in online forums

1. Participation in forums (10%) [Addresses learning outcomes 1, 2, and 3]

Each forum (from #2) will have a discussion leader whose task is to prompt discussion about the essential readings. Each student will lead discussion once over the duration of the course. Students will be asked to choose one module from topics during the first week of the course; the course convener will initiate discussion in the first module (Historians and Biography). Students are expected to participate in all forums. Your total mark (10%) will be determined by how well you prompt discussion when it is your turn (5%) and how well you participate in discussion (5%) in class. Leaders and participants are expected to spend at least 2-3 hours actively engaged for discussion during this period.

Advice on leading discussion: As discussion leader, your job is to initiate discussion.

Assessment Task 2

Critical Review (book review)

2. Critical Review (book review) [Addresses learning outcomes 1 and 5]

Word limit: 2000 words

Value: 30%

Presentation requirements: The School of History has produced a guide to the writing, presentation, and referencing of essays (available at https://history.cass.anu.edu.au/sites/default/files/soh/History%20Essay%20Reference%20Guide%202017.pdf). Please ask the course convenor if you have questions about this guide.

Due date: 29 March 2024@ MIDDAY (12 noon) (estimated return 15 April 2024)

Hurdle Assessment requirements: In order to pass this course you will need to reach a satisfactory standard in all the written assessment for this course. To fulfil the requirements of this course, and to ensure the attainment of all course Learning Outcomes, you will need to submit both essays. Failure to do this will result in an NCN grade for the course.

Task: In consultation with the course convenor, choose one book-length biography (not autobiography or memoir) and write a 2000-word review.

Advice on writing your review: Please see two documents on writing a critical book review: (https://wattlecourses.anu.edu.au/pluginfile.php/3584536/mod_resource/content/2/Critical%20Review%20Guidelines.pdf) and (https://wattlecourses.anu.edu.au/pluginfile.php/3584537/mod_resource/content/1/How%20to%20Write%20a%20Book%20Review.pdf).

A review is not a summary of the book. Rather, it is an analysis of the quality of the work. It may contain a short summary of the content, but only as a means of introducing the analytical appraisal that follows. The review should evaluate the book in terms of the quality of the research on which it is based, the logic and coherence of its arguments, and the extent to which it fulfils its stated goals. Discussion of the methodological and/or theoretical issues that the author faced (or ought to have faced) can also be included. Relevant related works that offer context or an alternative point of view should be consulted (and footnoted in the normal way). Finally, remember that you are reviewing the book as a piece of biographical research, not merely whether or not it is a good read: you should be evaluating it in terms of the issues you have been exploring through the readings and discussions in this course. For further advice, see the ‘Critical Review Guidelines’ and ‘How to Write a Book Review,’ both available on the Wattle site.

Assessment Task 3

Research Essay

3. Research Essay [Addresses learning outcomes 2, 3, 4, and 5]

Word limit: 3000 words

Value: 60%

Presentation requirements: The School of History has produced a guide to the writing, presentation, and referencing of essays (available at https://history.cass.anu.edu.au/sites/default/files/soh/History%20Essay%20Reference%20Guide%202017.pdf). Please ask the course convenor if you have questions about this guide.

Due date: 3 June 2024@ MIDDAY (12 noon) (estimated return 27 June 2024)

Hurdle Assessment requirements: In order to pass this course you will need to reach a satisfactory standard in all the written assessment for this course. To fulfil the requirements of this course, and to ensure the attainment of all course Learning Outcomes, you will need to submit both essays. Failure to do this will result in an NCN grade for the course.

Task: Choose one of the following topics, and write a 3000-word research essay:

1. What are the implications of historians' empiricism for biography?

2. Critically discuss the debate over the role of the individual in history.

3. What did Plutarch hope to achieve by considering 'parallel lives'? Was it effective?

4. Was the 'Bloomsbury' view of historians' biographical practices, 'their Victorian methods, their sullen cloud', their 'globs' of 'fat volumes [...] of undigested' material, fair and reasonable?

5. Analyse historians' scepticism over psychoanalysis and psychobiography.

6. Discuss the various ways in which historians have used collective biography.

7. Micro-history and biography are complementary genres. Discuss.

8. What is the purpose of a dictionary of national biography and how has this changed over time?

9. Analyse historians' justification for multiple biographies of the one person.

10. Critically analyse if statues of historical figures should be removed. Should we judge historical subjects biographically in terms of the 21st century values?

11. Are historians right to doubt the value of autobiography and memoir as historical sources, or are they being overly cautious?

12. Is feminist biography different from other forms of biography being practised in the 21st century?

13. What is the purpose of feminist biography in 2024?

14. In what ways, and to what end, have memoirists and/or biographers represented childhood in the twentieth century?

15. You may devise your own research question but please do so in consultation with the course convenor.

Advice on writing your essay:

1. Choice of question: You have the choice of one of the topics above which corresponds to one of the classes in the course. Each question asks you to ‘critically assess’ or analyse the topic. This means that you need to identify one or more key issues in the topic and write an analytical/critical essay exploring those issues. You need to consider the views of other scholars on these issues, formulate your own view, and seek out evidence and examples to demonstrate what you are arguing. Don’t forget also to define relevant concepts or terms that need to be understood (for example, a critical discussion of feminist biography would require you first to be clear about what feminist biography is).

2. Argument and structure: Your essay needs to have a strong argument, or angle on the topic. Perhaps you want to focus on a particular aspect of the topic, or perhaps you want to consider several aspects. Either way, you need to make an argument systematically and persuasively. This means that you need good evidence to back up the points that you’re making, and that you need to present your material persuasively, developing your argument as you go along. State your argument up front and clearly in an introduction, and then develop it via a logical structure. Subheadings might be useful in structuring your work. Make sure to carefully plan your essay, so that it has a clear and logical shape. End the essay with a clear conclusion, wrapping up the various strands of your argument into a strong statement. Remember that a well-argued essay considers the views of other scholars, seeks out and presents evidence, and presents the writer’s own considered opinion on the matter.

3. Sources and referencing: Read as widely as you can. An excellent essay will go beyond the course readings for the relevant module and use a range of wider reading. Use biographies, autobiographies, and other works of life writing as examples as appropriate, and draw in relevant scholarly work on the issues involved in biographical research and writing. Make sure to reference consistently and with attention to accuracy. Remember that you should provide citations for each occasion where you use another scholar’s ideas, not only when you quote their exact words. All sources – including newspaper reports or reviews of books – should be cited appropriately and included in the bibliography.

Academic Integrity

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.

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 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

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.

Returning Assignments

Student work will be returned via email to your ANU student email address, with comments in track changes on the piece of work and a completed assessment feedback sheet.

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.

Resubmission of Assignments

Students may not resubmit assignments.

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 Access 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