Writers Den

Assignment 3

Communication & Diversity

The essentials

·
Due: June 6th

·
Write 2,000 words (+/- 10%)

·
Reference list is not included in word
count

·
Use the program to check for plagiarism

·
A Face Page with the Student’s name,
Student Number and the Title of the Essay is encouraged.

Pick one group

·
One group of people with a particular
disability: you can narrow this down – eg. autism is a very broad group, you
may wish to choose a group of people with a particular type of communication
impairment associated with autism.

·
Other examples: visual impairment, Down
syndrome, Asperger’s syndrome

Part 1: Introduction

·
Describe the disability

·
Describe the known impact of this
disability on communication

·
Use references

·
(300 – 500 words)

Part 2: Communication Strategies

·
Describe and discuss: communication
strategies and aids which are known and recommended as supports for the group
of people you have chosen

·
Provide a thorough analysis and review
of known strategies

·
Discuss what strategies you could
implement yourself – as a professional / communication partner – to facilitate
communication

·
Mention: how you would address
principles of inclusion practice and cultural or language differences which
impact on the communication interface

·
(1,000 – 1,400 words)

Inclusion Practitioners

·
“Communicating as an inclusive health
or social services practitioner across such diversity can be challenging. Being
inclusionary as practitioners require that we treat all people who present for
service and support with equity and without discrimination.”

·
For more information – refer to Topic 2

·
Readings & Class Notes

There are many aspects to consider as
an Inclusive Practitioner:

Culture:

·

·
a person’s sense of self and place in
the world is influenced by their culture;

·
Includes values, beliefs, artefacts,
ways of behaving, ways of communicating;

·
Influences: communication directly (eg.
eye contact in Indigenous cultures) and indirectly (eg. meanings associated
with concepts such as dementia).

Cultural interaction rules and styles

·
understanding the rules associated with
speaking and listening – informal vs formal culture

·
Shared understandings or worldview

·
Language: eg. disabled person vs.
people with disabilities

Communication diversity

·
Challenge the assumption that
communication difficulties = intellectual disability

·
Cognitive impairment my hinder ability
to understand and process information

·
Physical impairment may affect
someone’s ability to express themselves verbally

Inclusionary communication

·
New Terms

·
Down syndrome

·
Intellectual disability (Aus) or
Learning disability (UK)

·
Mental illness

·
Person with a physical disability

·
Person with a disability

·
Wheelchair user

·
Old Terms

·
Mongoloid

·
Retard, imbecile, idiot, feeble minded

·
Crazy, freak

·
Cripple, invalid

·
Physically handicapped

·
Sufferer

·
Wheelchair bound

Complicating Disability

·
+ different culture

·
+ different language of origin

·
+ gender (including gender identity)

·
+ dual disability

·
+ poverty / lower income

·
+ sole parent

·
+ geographic location

Part 3: Conclusion

·
A) essay type conclusion: summarise the
main points made in the body of the essay

·
B) statement on your learning: use I
statements to let me know what you have learnt which will make you a better
practitioner in the future

·
(300 – 500 words)

Reference List

·
At least 4 references must be used

·
APA or Harvard style referencing: be
consistent

·
Avoid references which are older than
8-10 years

·
Use journals related to your field of
practice (eg. OT journals)

·
Use Google Scholar

·
Use journals specific to the disability
you are studying, eg. journals in intellectual disability

A few hints for Assessment 3

·
Communication & Diversity

·
Rachel Carling-Jenkins PhD

·
– language: not “suffer”
from a disability / people not ‘those’

·
– mixing tenses within sentences /
paragraphs: write in past OR present tense

·
– read out loud to help pick up minor
errors

·
– paragraphs!!! one idea at a
time

Choose words with precise meanings

·
Avoid words with vague meanings

·
Compare:

·
The writer looks at the issue

·
with

·
The writer examines the issue.

·
The second option is more formal.

·
Formal choices:

·
He states … maintains … argues

·
Informal choices:

·
He says … talks about …

Main text

·
The main text of an academic essay has
three main parts:

·
An introduction

·
A main body

·
A conclusion

The introduction.

·
The introduction of an academic essay consists
of two parts:

·
It should include a few general
statements about the subject to provide a background to your essay and to
attract the reader’s attention. It should try to explain why you are writing
the essay. It may include a definition of terms in the context of the essay,
etc.

·
It should also include an indication of
how the topic is going to be tackled in order to specifically address the
question.

·
It should introduce the central idea or
the main purpose of the writing.

The main body

·
The main body consists of a number of
paragraphs of ideas and arguments, together with illustrations or examples.

·
The paragraphs are linked in order to
connect the ideas.

·
The purpose of the essay must be made
clear and the reader must be able to follow its development.

Flow of information in paragraphs

·
Paragraphs are usually structured as

·
Topic Sentence

·
This is the first sentence and it
expresses The main idea.

·
Supporting Sentences

·
details that expand your main idea.

·
Concluding Sentence

·
a rounding off, possibly by summarizing
what has been said or drawing a logical conclusion from it.

Flow of information in paragraphs

·
Use linking words

·
also,as
well as, firstly, next,then, finally, so thus, as a result,because, therefore, for example,for
instance,in
contrast, on the other hand.

The conclusion

·
The conclusion includes the writer’s
final points.

·
It should recall the issues raised in
the introduction and draw together the points made in the main body

·
and explain the overall significance of
the conclusions. ((What general points can be drawn from the essay as a
whole?))

·
It should clearly signal to the reader
that the essay is finished and leave a clear impression that the purpose of the
essay has been achieved.

Phrases for transition

·
Regarding

·
Admittedly

·
Consequently

·
As a result

·
Ultimately

·
According to

·
For this reason

Phrases for emphasis

·
Moreover

·
In fact

·
Additionally

·
For example

·
In point of fact

·
As a matter of fact

·
Indeed

Phrases for counterpoint

·
Conversely

·
On the other hand

·
However

·
Nevertheless

·
Notwithstanding

·
Nonetheless

·
Yet

·
Despite

·
Although

·
Instead

What does referencing mean?

When writing an academic piece of work
you need to acknowledge any ideas, information or quotations which are the work
of other people. This is known as referencing or citing.

Why should I include references in my
work?

·
You should include references in order
to:

·
acknowledge the work of others

·
provide evidence of your own research

·
illustrate a particular point

·
support an argument or theory

·
allow others to locate the resources
you have used

·
And most importantly:

·
avoid accusations of plagiarism

How do I reference my work?

Your references should be consistent
and follow the same format. Various systems have been devised for citing
references, but most Schools use the Harvard system

Referencing while writing

·
References will be cited in your work
in two places: –

·
1) Where a source is referred to in the
text (Citation)

·
2) In a list (Reference List) at the
end of the assignment.

Citing references in the text

·
Citing the author in the text

·
Whenever a reference to a source is
made, its author’s surname and the year of publication are inserted in the text
as in the following examples…

Citing references in the textCont.

·
Dogs were the first animals to be
domesticated (Sheldrake, 1999).

·
If the author’s name occurs naturally
in the sentence the year is given in brackets .>>

·
Sheldrake (1999) asserts that dogs were
the first animals to be domesticated.

Using direct quotes

·
If you quote directly from a source you
must insert the author’s name, date of publication and the page number of the
quotation.

·
‘The domestication of dogs long
predated the domestication of other animals’ (Sheldrake, 1999, p.5).

·
The page number should be given at the
end of the quote, in separate brackets if necessary, as in the example below.

·
Sheldrake (1999) asserts that the
‘domestication of dogs long predated that of other animals. (p.15).

·
A few points on direct quotes:

·
Direct quotes should be used to enhance
or illustrate your writing, not to replace your writing.

·
Do not end a sentence with a direct
quote.

·
Do not use a direct quote to make your point
for you.

Citing works by more than one author

·
If your source has two authors you
should include both names in the text.

·
Anderson and Poole (1998) note that a
‘narrow line often separates plagiarism from good scholarship’ (p.16).

Citing works by three or more authors

·
If there are three or more authors you
should include the names of all authors the first time they are cited in the
essay.

·
For each time after this where you cite
their work, you should include the first named author and then add ‘et al.’ followed
by a full stop. This is an abbreviation of ‘et alia’ which means ‘and others’
in Latin.

·
In the United States revenue from
computer games now exceeds that of movies (Kline et al., 2003).

Citing works by the same author written
in the same year

·
If you cite two or more works written
in the same year by the same author, then you must differentiate between them
in both the text and your List of references by listing them as a,b,c etc.

·
Natural selection can cause rapid
adaptive changes in insect populations (Ayala, 1965a) and various laboratory
experiments have been conducted to assess this theory (Ayala, 1965b).

Citing secondary sources

·
When citing secondary sources (i.e. an
author refers to a work you have not read) cite the secondary source, but include
the name of the author and date of publication of the original source in the
text. Only the secondary source should be listed in your references. You should
only cite secondary sources if you are unable to read the original source
yourself.

·
Sheff (1993) notes that Nintendo
invested heavily in advertising (cited in Kline et al.,2003, p.118).

Writing a Reference List

The Reference List appears at the end
of your work and gives the full details of everything that you have cited in
the text in alphabetical order by the author’s surname

Printed books

·
Printed books should be referenced
using the following format and punctuation.

·
Author/editor’s surname and initials.,

·
(Year of publication).

·
Title of book: including subtitles. (in
italics or underlined)

·
Edition. (if applicable)

·
Place of publication: (followed by a
colon)

·
Name of publisher.

·
Reference to a book with one author

·
Sheldrake, R., (1999). Dogs that know
when their owners are coming home: and other unexplained powers of animals.
London: Arrow Books.

·
Reference to a book with two authors

·
Anderson, J. and Poole, M., (1998).
Assignment and thesis writing. 3rd ed. Chichester: John Wiley & Sons.

Print journals and newspapers

·
Print journals should be referenced
using the following format and punctuation.

·
Author’s surname, initials., (or
Newspaper title where there is no author,)

·
(Year of publication).

·
Title of article.

·
Name of journal. (in italics or
underlined),

·
Date of publication (if applicable e.g.
18 June)

·
Volume number (if applicable)

·
(Part/issue number), (if applicable)

·
Page numbers.

Example

·
Britton, A., (2006). How much and how
often should we drink? British Medical Journal. 332 (7552), 1224-1225.

·
OR

·
Britton, A., (2006). How much and how
often should we drink? British Medical Journal. Vol. 332, No. 7552,
pp.1224-1225

E-journal article accessed via website
on the open Internet

Britton, A., (2006). How much and how
often should we drink? British Medical Journal. 332 (7552), 1224-1225. [online]
Available from:http://bmj.bmjjournals.com/cgi/content/full/332/7552/1224
[Accessed 2 June 2006].

Websites, web pages

·
Websites, web pages and PDF documents
downloaded from the Internet should be referenced using the following format
and punctuation.

·
Author/editor’s surname, initials., or
name of owning organization e.g. University of London)

·
(Year of publication).

·
Title. (in italics or underlined)

·
Edition. (if applicable, e.g. update 2
or version 4.1)

·
[online]

·
Place of publication: (if known)

·
Name of publisher. (if known)

·
Available from: <URL>

·
[Accessed (enter date you viewed the
website)].

Example

·
Holland, M., (2005). Citing references.
[online] Poole: Bournemouth University. Available from:
<http://www.bournemouth.ac.uk/academic_services/documents/Library/Citing_References.pdf>
[Accessed 2 June 2006].

·
University of Westminster, (2007).
Harry Potter fans to cast spell over Westminster. [online] London: University
of Westminster. Available from: <http://www.wmin.ac.uk/page-14428>
[Accessed 24 July 2007].

Some Citation Help

·
www.citethisforme.com.au

Assignment 3 Marking rubric

Criteria	Characteristics	Excellent HD	Very good D	Good C	Fair Pass	Not satisfactory FAIL	Marks
		60	42	36	30	0
Content coverage –gathering, selecting and presenting the appropriate information on the assignment topic/s	Evidence of thoughtful sorting and selection of relevant informationto answer assessment question/s, and presents in own words.	Demonstratesevidence of avery highlevel of understanding of the requirements, identification and selection of relevant information,and synthesising into a meaningful discussion(inyourown words). (48-60)	Demonstrates evidence of ahighlevel of understanding of the requirements, identification and selection of relevant information,and synthesising into a meaningful discussion (in student’s own words). (42-47)	Demonstrates evidence of asatisfactorylevel of understanding of the requirements, identification and selection of relevant information and,in general, synthesising into a meaningful discussion in the student’s own words. (36-41)	Demonstrates evidence of asuperficiallevel of understanding of the requirements. Identification and selection ofrelevant information will need attention, as will synthesisinginformationinto a meaningful discussionin own words.. (30-35)	Demonstrates evidence of apoorlevel of understanding of the requirements. Identification and selection ofrelevant informationis lacking, as isoverall synthesising into a meaningful discussion, and use of own words. All areasneed considerable attention. You will benefit from help from Deakin academic skills advisors (0-29)	60%
		20	14	12	10	0
Presentation,formatting,structure andorganisation	Content isclearly formatted and presented,logicallystructured and organisedinto sections and paragraphs(related to the assignment requirements).Format:1.5 or double line spacing; margins at least 2.5 cm but less than 3.17 cm; consistent use of font; font size 12. Page numbers included; word count within 10% of specified ward numbers; face page included).	Content isclearlyformattedandpresented,logicallystructured and organised to avery highstandard in all aspects of the assignment requirements. (15-20)	Content isclearly formatted and presented, logicallystructured and organised to ahighstandard in all aspects of the assignment requirements. Some small attention to detail and /or organisation may be required. (14-15)	Content formatting, presentation, structure andorganisation is ofasatisfactorystandard in regard to different aspects of the assignment requirements. One or more aspects ofpresentation, format,structure,clarity,and/or organisation need some attention. (12-13)	Content format, presentation,structure and organisation is of asuperficialstandard. Greater attention to detail, improvement inpresentation,clarity,formatting,structure and organisation of a number of aspects of the assignment requirements should assist you to achieve a higher standard in your next assignment. (10-11)	Content presentation,structure and organisation is of apoorstandard, across most aspects of the assignment. Information is disorganised, unclear, or inadequately addresses the requirements of the assignment. You will benefit from help from Deakin academic skills advisors (0-9)	20%
		15	10.5	9	7.5	0
Language/ writing / expression	Clearly written, uses appropriate vocabulary, grammar, spelling and punctuation	Avery highstandard of language is evident in this assignment. There are very few or no errors in the use of vocabulary, spelling, grammar and punctuation. (12-15)	Ahighstandard of language is evident in this assignment. There are some errors evident, but language skills are generally well used. Edit to improve your next assignment. (10.5-11)	Asatisfactorystandard of language is evident in this assignment. Language skills are generally well used, but errors detract from the flow and readability of the assignment. Editcarefullyto improve your next assignment. (9-10)	Afairstandard of language is evident in this assignment. Use of vocabulary, grammar, spelling and punctuation are problematic, although the assignment is still understandable and readable.Support from Deakin academic skills advisors and careful editing is encouragedto improve your next assignment. (7.5-8)	Apoorstandard of language is evident in this assignment. There are frequent errors in use of vocabulary, spelling, grammar and punctuation which detract from the readability and flow of your assignment. Support from Deakin academic skills advisors and careful editing is recommended to improve your next assignment. (0-7)	15%
		5	3.5	3	2.5	0
Referencing	Clearly follows referencing conventions(consistent use of either Harvard or APA	Referencingisof avery highstandard. All aspects of referencing have been attended to. (4-5)	Referencingisof ahighstandard. Most aspects ofreferencinghave been attended to, with only minor errors. (3.5)	Referencingisof asatisfactorystandard. There is general compliance with requirementsalthough there areomissions and/or errorsin more than one aspect of the requirements. Attend morecarefullyto referencingconventionsto improve your next assignment.(3)	Referencing isof afairstandard. There is some attention to requirements, although noticeable omissions and errors are evidentacross most aspects of the requirements.Support from Deakin academic skills advisors and careful attention to referencingconventionsis encouraged to improve your next assignment. (2.5)	Referencing isof apoorstandard, with significant omissions and errors evident across all aspects ofthe requirements.You will benefit from help from Deakin academic skills advisors to address referencing learning before your next assignment. (0-2)	5%
						Total	100%