101558-Prisons and Punishment

10156 Gender, Crime and Violence Weekly Tutorial Program Page 1 of 11 School of Social Sciences and Psychology Disciplines of Social Science 101558 Prisons and Punishment Weekly Reading and Tutorial Program TABLE OF CONTENTS These are hyperlinks that you can click on to go direct to each week Lecture: Introduction: Phases in Penalty/Penality – Key questions 2 Tutorial One: Philosophical Justifications for Punishment 2 Tutorial Two: Modernism, Prisons & Community Corrections 3 Tutorial Three: Mass Imprisonment, Dangerousness & Risk 5 Tutorial Four: Race, Gender & Punishment 6 Tutorial Five: Po

NewLearningGuide School of Social Sciences and Psychology Disciplines of Criminology and Criminal Justice LEARNING GUIDE 101558-Prisons and Punishment 2013-Spring TABLE OF CONTENTS UNIT WEEKLY SCHEDULE …………………………………………………………………………………………. 2 1.0 UNIT DETAILS, STAFFING, AND HELP…………………………………………………………………….. 3 1.1 Unit details………………………………………………………………………………………………………… 3 1.2 What to do if you need help?……………………………………………………………………………….. 3 2.0 UNIT CONTENT …………………………………………………………………………………………………. 4 2.1 Handbook summary ……………………………………………………………………………………………. 4 2.2 Unit content ………………………………………………………………………………………………………. 4 2.3 Mode of delivery ………………………………………………………………………………………………… 4 2.4 Attendance requirements and workload ……………………………………………………………….. 4 2.5 Changes to unit in response to student feedback……………………………………………………. 4 3.0 UNIT LEARNING OUTCOMES……………………………………………………………………………….. 4 4.0 HOW DO ACTIVITIES AND ASSESSMENTS RELATE TO LEARNING OUTCOMES?…………….. 5 5.0 ASSESSMENT OVERVIEW ……………………………………………………………………………………. 5 6.0 TEXTBOOK(S) AND RESOURCES……………………………………………………………………………. 6 6.1 Required textbook(s)…………………………………………………………………………………………… 6 6.2 Readings, resources, and web-links ………………………………………………………………………. 6 6.3 Referencing style guide ……………………………………………………………………………………….. 7 6.4 Prison visit …………………………………………………………………………………………………………. 7 6.5 Assessment Guidelines and General Academic Conventions to be observed ……………… 7 ASSESSMENT 1: MULTIPLE CHOICE QUIZZES……………………………………………………………… 10 ASSESSMENT 2: RESEARCH ESSAY …………………………………………………………………………… 10 ASSESSMENT 3: REFLECTIVE JOURNAL……………………………………………………………………… 12 LIST OF ATTACHMENTS Social Science Student Resources Weekly Schedule Weekly schedule of learning activities Assessment 2 Essay Rubric Assessment 3 RJ Rubric ABOUT ATTACHMENTS Attachments are part of this Learning Guide. They are listed as separate files in the Attachments Navigation pane (with the paperclip icon) to the left. (or perhaps at bottom if you use an older Adobe reader.) Click on the attachment name in the navigation pane to open the file in another window. If you print the Learning Guide you will need to open and print attachment files separately. © University of Western Sydney, 2012 Template Designer: Adelma M. Hills Template Author: Martin DalyLearning Guide 2013-Spring (101558-Prisons and Punishment) Page 2 of 15 UNIT WEEKLY SCHEDULE Week Week Starts Lectures Tutorials/Workshop Discussions Readings and Assessments 1 29/07/2013 Teaching Phases in Penalty/Penality: An introduction to some key questions in the study of Prisons and Punishment Tutorials commence in week 2 A detailed weekly reading list will be provided on vUWS. Hudson 2002 (for a good introductory overview of key themes – not compulsory) 2 5/08/2013 Teaching Philosophical Justifications of Punishment Discussion of philosophical justifications + influence of social, ethical, moral and political factors in their application Lacey 1994 3 12/08/2013 Teaching Modernism and the birth of the prison Foucault 1977 Quiz #1 4 19/08/2013 Teaching Modernism and the rise of community corrections Discussion of modernism and punishment inside prisons (public and private) and in the community (community correction orders, diversion, “net widening”, dispersal of punishment) Cohen 1985 5 26/08/2013 Teaching Actuarial Justice, Risk Management and Indefinite Detention Feeley & Simon 1992 Quiz #2 6 2/09/2013 Teaching Mass Imprisonment: dangerous offenders, dangerous States and the new punitiveness Discussion of dangerousness and risk, current policies of indefinite detention and the politics of punitiveness. Consideration of the concept of “dangerous States”. Christie 2000 7 9/09/2013 Teaching Race and Punishment: the overrepresentation of racialised populations in Western prisons Cunneen 2006 Quiz #3 8 16/09/2013 Teaching Gender and Punishment: some key issues and debates Discussion of prison demographics, intersections of disadvantage and a comparison of local and global statistics Carlen 2002; Carrabine & Longhurst 2002 9 23/09/2013 Intra-Session Break INTRA SESSION BREAK: NO LECTURES INTRA SESSION BREAK: NO TUTORIAL INTRA SESSION BREAK ASSESSMENT 2 due Monday 23rd September, submitted on Turnitin (only) by 17.00 10 30/10/2013 Teaching Desistance and post correctional outcomes Halsey 2008; Carlton & Segrave 2011 Quiz #4 11 7/10/2013 Teaching Restorative justice and therapeutic jurisprudence Discussion of the importance of (gendered) post-correctional support to desistance from crime and whether the community orientation of restorative justice is helpful. Debate on whether reparation and retribution are compatible. Braithwaite & Mugford 1994 12 14/10/2013 Teaching Diverse punishment regimes (Part 1): military discipline & punishment Joint Standing Committee on Foreign Affairs, Defence and Trade 1999 (chapter 4) 13 23/10/2013 Teaching Diverse punishment regimes (Part 2): from Scandinavia to Russia and the USA No tutorials Pratt 2008 Quiz #5 14 28/10/2013 Teaching No teaching ASSESSMENT 3 due Monday 28th October, submitted on Turnitin (only) by 17.00 15 4/11/2013 STUVAC STUVAC Study Vacation 16-18 11/11/2013 Exam Period FORMAL EXAMINATION PERIODLearning Guide 2013-Spring (101558-Prisons and Punishment) Page 3 of 15 1.0 UNIT DETAILS, STAFFING, AND HELP 1.1 Unit details Unit Coordinator: Dr Selda Dagistanli Unit level: 2 Credit points: 10 Campus: Bankstown (Day), Penrith (Day) Prerequisites: None Co-requisites: None Incompatible unit(s): None Enrolment restrictions: None Assumed knowledge: None Legislative restrictions: None Essential equipment: You must have access to the internet for this unit, preferably high speed broadband. You can access the IT computer laboratories if you do not have this access at home. Online requirements: Regular access to the unit’s vUWS site is essential. All unit materials will be available on vUWS including Learning Guide, pre-recorded lectures, readings, online multiple choice assessments, media and weblinks. Students will also need to check vUWS sites for any last minute announcements or new unit materials, including any variations to the Learning Guide that might be needed. Teaching staff: Lecturer: Dr Selda Dagistanli Tutors: Selda Dagistanli Sebastian de Brennan Phillip Wadds Jesse Cunningham Helen Ryan Gina Vizza Laura Best Contact and consultation: Dr. Selda Dagistanli, Building 1, Level 1, Room 1.1.72, Bankstown Campus Email: s.dagistanli@uws.edu.au Telephone: 02 9772 6221 Consultation: Thursdays 10-11.00 at Bankstown, 1.1.72. By appointment at Kingswood 1.2 What to do if you need help? Step 1: Read this Learning Guide (including attachments, especially the Social Science Student Resources Step 2: Check the unit vUWS site for the information you need. Step 3: Direct your enquiry to ssap@uws.edu.au Note: We expect you to have searched for answers to your administrative questions in t
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unit Learning Guide and its attachments, before contacting any member of staff. Staff may not respond to emails, questions, or requests for help where answers are readily obtainable in the Learning Guide or attachments, or through links provided to other sources of information. For advice regarding the subject matter of the unit, consult your tutor during class time, or consult with the Unit Coordinator according to the Consultation details in the previous section. Students are expected to be adequately prepared when they seek advice from teaching staff, having done sufficient background work themselves, and with clear questions rather than vague requests about what to do. Be aware of your rights and responsibilities: You must be aware of the key UWS policies and information affecting students, found at this link: http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vicechancellor/key_policies_and_information_affecting_studentsLearning Guide 2013-Spring (101558-Prisons and Punishment) Page 4 of 15 2.0 UNIT CONTENT 2.1 Handbook summary The demise of corporal punishment and regular use of imprisonment are defining features of control in modern states. This unit provides a historical and sociological examination of models, practices and justifications for punishment and incarceration. It analyses early liberal notions of the social contract, the ‘great incarcerations’ and criminology’s stress on treatment, reform and rehabilitation. It further examines the development of probation and parole systems, decarceration, community corrections, mass imprisonment, and the contemporary control of risk and the ‘dangerous’. Additionally, it explores the impact of imprisonment and corrections by such factors as age, social class, racial/ethnic identity, sex/gender, and disability. 2.2 Unit content • Punishment and criminal justice • Philosophical justifications for punishment • The rise of the prison • Juvenile detention and punishment of youth • Class, race, disadvantage and imprisonment • Gender and punishment • Non-custodial penalties, regulatory justice and ‘net-widening’ • Penal reform, activism and prison politics • Prison policies and correctional programmes • Decarceration, recarceration and ‘human warehousing’ • Privatisation of prisons and corrections • Risk, fear and ‘dangerousness’ 2.3 Mode of delivery The unit is delivered by means of a one hour weekly lecture (mostly pre-recorded and available online) and a two hour fortnightly tutorial. 2.4 Attendance requirements and workload You must enrol in a tutorial and students are expected to attend all face to face lectures (and view all that are prerecorded) and tutorials and to participate actively in all class activities. Failure to do so may seriously undermine a student’s ability to complete the unit satisfactorily. Attendance records may be consulted in the assessment of any requests for extensions or Special Consideration. You should advise the Unit Coordinator or your tutor if you are unable to attend a tutorial due to illness or misadventure. This unit is worth 10 credit points, indicating that success in the unit requires at least 10 hours work per week. Three hours will be lecture/tutorial time and the remaining 7 hours should be devoted to reading and study, assessment preparation, and revision. In this unit you will need to devote much of this time to reading and critically engaging with the reading materials. We advise you to read your essential readings and prepare for tutorial discussions as they will be subject to assessment. 2.5 Changes to unit in response to student feedback Modifications have been made to the sequencing of content and assessment items to further improve the learning experience. The changes made are: – A number of pre-recorded lectures in order to make attendance more flexible; – More productive two hour workshop session fortnightly, rather than weekly one hour sessions; – Assessable and more structured class discussion to ensure participation in tutorials; – The division of assessments between three diverse exercises rather than two written assessments worth 50% each (or 60%-40%). 3.0 UNIT LEARNING OUTCOMES In this unit, Graduate Attributes are achieved through the following Learning Outcomes attained by students:Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 5 of 15 On completion of this unit students will be able to 1. Demonstrate in written form the relationship between punishment and society, the history of the prison and its relationship to modernism; 2. Critically analyse how social practices of punishment affect certain sectors of the population, including highly marginalised groups; 3. Describe the impact of contemporary issues in public policy and penality, including community-based measures, private prisons, the dispersal of punishment, restorative and therapeutic justice and vengeance; 4. Critically assess the contributions of philosophical approaches to contemporary debates about punishment goals and practices 4.0 HOW DO ACTIVITIES AND ASSESSMENTS RELATE TO LEARNING OUTCOMES? Assessment 1 (5 short multiple choice quizzes) assesses Learning Outcomes 2 and 3; Assessment 2 (Research essay) assesses Learning Outcomes 1, 2, 3 and 4; Assessment 3 (Reflective journal) assesses Learning Outcomes 1, 2, 3, and 4. 5.0 ASSESSMENT OVERVIEW All the assessment items below are compulsory and must be completed before you are eligible to pass the unit, regardless of how many marks you accumulate. In addition, to pass this unit, you must obtain a minimum overall mark of 50%, aggregated across all weighted assessments. Detailed information on each assessment is provided at the end of this Learning Guide. There is a 10% tolerance on all word limits. There is no resubmission of assessments. Final marks and grades are subject to confirmation by the School Assessment Committee which may scale, modify, or otherwise amend the marks and grades for the unit, as may be required by University policies. All written assessments must be submitted electronically through turnitin. Return of assessment material: Written assessments will be available online via turnitin as soon as they are marked (generally within two to three weeks of submission). Multiple Choice assessments will generate immediate results upon completion. Format and Details Length/Duration Due Date and Time ASSESSMENT 1: Multiple Choice Quizzes Weighting: 30% (6% per quiz) 5 X multiple choice quizzes Each quiz – 20 questions (40 mins duration) Weeks 3, 5, 7, 10, 13 Quizzes must be completed online by the end of each week they are run. ASSESSMENT 2: Essay Weighting: 40% Research Essay 1,500 words Monday, 23 September 2013 By 17.00 to Turnitin only ASSESSMENT 3: Reflective Journal Reflective journal based on 3 group discussion topics OR Prison Visit (where applicable) 1,200 words Weighting: 30% Monday, 28 October 2013 By 17.00 to Turnitin onlyLearning Guide 2013-Spring (101558-Prisons and Punishment) Page 6 of 15 6.0 TEXTBOOK(S) AND RESOURCES 6.1 Required textbook(s) There is no set text for this unit. For a *very basic* introduction to key issues in this unit is White, R. and Perrone, S. (2010) Crime, Criminality and Criminal Justice, Oxford University Press, South Melbourne Victoria, Chapters 21, 22 23 and 24. This text is not recommended as a key resource for your assignments but rather as a basic introductory overiew. 6.2 Readings, resources, and web-links Key readings will be available online via vUWS (Readings and Resources folder). Additional readings are available through the library catalogue. If you need help to locate any of the suggested resources you can access help from the UWS online librarian (library web pages).  For a good summary of criminological work on developments in penalty (Weeks 1-6 read Hudson B (2002) ‘Punishment and Control’ in Maguire, M et al. (eds.) The Oxford Handbook of Criminology, Third edition, UK: Oxford University Press, pp. 233-263. It is set as the Week 1 reading as an introduction but is not compulsory for tutorials.  For an up to date excellent article on develop
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n New South Wales read: Hall, M (2010) ‘Key themes in New South Wales Criminal Justice’, Current Issues in Criminal Justice 22 (1 ), 19-43.  The Australian and New Zealand Journal of Criminology Special Issue, “The Prison: Contexts and Effects” Volume 44, No 1, 2011, provides excellent articles. The journal is available through the UWS library catalogue.  Punishment and Society is a quality international journal and a good academic resource for the key themes and debates that will be addressed in this unit. The following books also provide a useful overview of some general debates in the study of prisons and punishment:  Brown M. & Pratt, J. (Eds), Dangerous offenders: Punishment and social order. London: Routledge  Garland, D. (Ed.) (2001) Mass Imprisonment: Social Causes and Consequences, London: Sage Publications  Hudson, B. (1987) Justice through punishment: a critique of the ‘justice’ model of corrections, Basingstoke: Macmillan Education  Hudson, B. (1993) Penal Policy and Social Justice, Basingstoke: Macmillan  Hudson, B. (2003) Understanding Justice: an introduction to ideas, perspectives, and controversies in modern penal theory, 2nd Edition, Philadelphia, P.A.: Open University Press  Jewkes, Y. (ed.) (2007) Handbook on Prisons, Collumpton: Willan  Jewkes, Y. & Johnston, H. (eds.) (2006) Prison Readings, Collumpton: Willan  Jewkes, Y. & Bennett, J. (eds.) (2007) Dictionary of Prisons and Punishment, Collumpton: Willan  Pratt, J., Brown, D., Brown, M., Hallsworth S. & Morrison, W. (Eds.), (2005) The new punitiveness. Trends, issues and perspectives, Cullompton: Willan Publishing Key Weblinks  The Australian Bureau of Statistics (ABS – www.abs.gov.au, look particularly for prison census data)  The Australian Institute of Criminology (AIC – http://www.aic.gov.au/)  Lawlink (http://www.lawlink.nsw.gov.au/)  NSW Bureau of Crime Statistics and Research (BOSCAR – http://www.lawlink.nsw.gov.au/bocsar) Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 7 of 15  Corrective Services NSW (for prison and community corrections policy and data, http://www.correctiveservices.nsw.gov.au/)  Old Bailey UK website (for historical material on punishment http://www.oldbaileyonline.org/static/Punishment.jsp)  ‘Sisters Inside’ (for information on female prisoners and incarceration in Australia www.sistersinside.com.au) Additional weblinks that are brought to the unit coordinator’s attention will be added on vUWS. Students are also encouraged to add to VUWS any weblinks they find relevant and interesting. N.B. WIKIPEDIA is NOT a credible, academic resource – think twice before citing Wikipedia information! Instead take the time to find academic and insitutional material to support your discussions and arguments. 6.3 Referencing style guide The referencing requirement for units in Social Science is the Harvard style. Full details on the Harvard style of referencing can be found at: http://library.uws.edu.au/FILES/cite_Harvard.pdf 6.4 Prison visit Traditionally, this unit has included a prison fieldwork visit as part of its curriculum. Corrective Services NSW can take a long time to approve the visit due to a range of bureaucratic factors. Approval for a prison visit is being sought. If it is approved there will be an optional question for the final assignment relating to the visit. Unfortunately it is not possible for the NSW Department of Corrective Services to offer a visit for all the students enrolled in this unit. It is anticipated that there will be 4-5 visits offered with a maximum of 15 students per visit. As such, prison visits will be restricted to only the highest performing and most engaged students who also show an interest in conducting a prison fieldwork visit. Days and times will depend upon the Department and the availability of UWS teaching staff. You will receive an email announcement with more information if approval is given. 6.5 Assessment Guidelines and General Academic Conventions to be observed Our Advice • Typed, double or 1.5-spacing and page numbers required; • Word limit to be observed (10% either way acceptable); • Clear structure (introduction and conclusion, establishing the argument, paragraphing) are integral to your work. • A list of all sources used, listed alphabetically, must be included. • Re-read your work before submitting it to check that it reads well, is clear and importantly that it makes sense! In assessing written work, academic staff look for demonstrated effort, abilities and skills in the following areas. 1. Content • extent of reading • accuracy of knowledge • breadth and depth of knowledge • relevance of information • sufficiency of evidence and documentation 2. Understanding • understanding of problem or project • judgement of significance of material • awareness/understanding of different arguments in reading • recognition of implications of evidence Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 8 of 15 • ability to think critically • grasp of relevant theory • understanding of ethics and values relevant to reading and subject matter 3. Independence • judgement and initiative in reading and research • originality in use and interpretation of evidence • development of argument • independence in use of concepts and language 4. Style • correctness of grammar and scholarly documentation • organisation and presentation of material • clarity of writing style • originality and creativity of writing style Guide to interpretation of grades This guide indicates broadly the qualitative judgements implied by the various grades which may be awarded. A more precise evaluation of the strengths and weaknesses of individual essays will be provided in examiners’ comments. Below 50% (Fail) Work not of an acceptable standard. Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, very poor grammar or structure; few or no citations; few or no references in a research exercise; submitted very late without extension. 50-54% (Low Pass) Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas. 55-59% (Medium Pass) Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument, though there may be weaknesses in particular areas. 60-64% (High Pass) Work has considerable merit, though Honours is not automatically recommended. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented. 65-69% (Low Credit) Competent work, demonstrating potential to complete Honours work, though further development needed to do so successfully. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates understanding of broad historical significance, good selection of evidence, coherent and sustainable argument, some evidence of indepe
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t thought. Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 9 of 15 70-74% (High Credit) Highly competent work, demonstrating clear capacity to complete Honours successfully Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to an existing debate. Some evidence of the ability to think theoretically as well as empirically, and to conceptualise and problematise issues. Well written and documented. 75-84% (Distinction) Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity. 85%+ (High Distinction) Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to debate, engages with values, assumptions and contested meanings contained within original evidence, and develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision. Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 10 of 15 ASSESSMENT 1: Multiple Choice Quizzes Weighting: 30% Assessment format: 5 short multiple choice quizzes (worth 6% each) Length/Duration: Each quiz will consist of 20 questions to be completed over 40 minutes Due date and time: Weeks 3, 5, 7, 10, 13 Quizzes must be completed by the end of each specified week. Late penalty: Failure to complete the quiz will restrict access to the following week’s materials on which other assessment items will rely. If the quiz is not completed within a week after it becomes available, a zero mark will be awarded for that individual quiz (worth 6%). *Students are advised to keep up to date with quizzes so that they can keep up to date with the unit as a whole.* Submission method: Online completion of quizzes. Is assessment compulsory? Yes, you must complete this assessment in order to be eligible to pass the unit (as explained in Section 5) regardless of the aggregate mark you achieve across assessments. Is Cover Sheet required? Not applicable. ASSESSMENT 1: Description and instructions Quizzes are designed to assist you to remain up to date with pre-recorded (and “live”) lecture material, readings and current debates around prisons and punishment. As such, the questions relate to lecture content, readings and any additional or embedded online /audio-visual material relating to the topics discussed. There will be five quizzes on vUWS, worth 6% each, consisting of 20 randomised questions to be completed over a period of 40 minutes. The quiz marks together will total 30% of your final mark. Because quizzes are timed, it would be in your best interests to do your readings and listen to the pre-recorded lecture and any related online/audio-visual material before you begin! Quizzes are assessable, therefore you will not be given the opportunity to attempt them more than once. Missing a quiz and failing to complete it within a week after the due date will result in a zero being awarded for that particular quiz and 6% off the final 30% that you will receive for all five quizzes. ASSESSMENT 2: Research Essay Weighting: 40% Assessment format: Research Essay Length/Duration: 1,500 words Due date and time: By 17.00 on Turnitin, Monday, 23 September 2013 Late penalty: If the assignment is submitted (without an approved extension) after the due date and time, it will attract a late penalty of 10% per day (including weekends) up to a maximum of 10 days, at which time the penalty will be 100% of what the assignment is worth. Assessments will not be accepted, in the absence of approved extensions and Special Considerations, after the marked assessment task has been returned to students who submitted the task on time. Also see section on Extension, Special Consideration, and late assignment penalties in attached Social Science Student Resources document. Submission method: Students must submit their assignments to Turnitin by the due date and time. Emailed assignments will not be accepted. Is assessment compulsory? Yes, you must complete this assessment in order to be eligible to pass the unit (as explained in Section 5) regardless of the aggregate mark you achieve across Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 11 of 15 assessments. Is Cover Sheet required? No. All assignments will be submitted and marked online. ASSESSMENT 2: Description and instructions The research essay is an opportunity for students to undertake independent research and to develop and enhance their written communication skills. The purpose of this task is to research and establish links between theories of prisons and punishment and practical policy developments around punishment and corrections. Students will gain an appreciation of how social and political factors influence laws and practices around punishment. Marks will be awarded for research, argument and critical engagement with the course material and overall presentation of the essay. Grading will comply with UWS standards for pass, credit, distinction and high distinction work (see pages 7-8 of this Learning Guide). **Essay Questions will be available on vUWS by the beginning of Week 2. Steps in writing your essay 1. Locate guides on essay writing (from vUWS). The following guides are highly recommended. The School of Social Science Style Guide has good chapters on referencing and essay writing, including how to avoid common mistakes. The Student Learning Unit, Academic Skills Guide contains helpful advice on how to organise and write your essay and make a critical, academic argument. See Chapter 6 (“The Academic Essay”), and Chapter 8 (“Academic Argument and Evidence”) in particular. 2. Start reading. Key readings are a good place to start. Also, check the additional reading list under relevant weekly topics. While you are reading, take notes from the references. If there are any references which you feel are worth following up, obtain these and continue with the same process. 3. The list of suggested sources is a starting point only. You are expected to undertake independent research. The following are some of the sources you may wish to use: a. Academic: Library books and criminology and sociology journals. Library databases (available via Library e-resources). Library web links (provided via the Library and the vUWS site). b. Institutional: Websites associated with various organisations (see p.? of this Learning Guide). Keep in mind that personal blog sites are not considered objective academic sources, neither is Wikipedia: *marks will be deducted* from students who use Wikipedia or the like in their academic work! 4. Return to your essay question and clarify exactly what issues and concepts are raised by it. Task requirements and learning outcomes: a. Further research: Your essay must show your understanding of the relevant course readings as well as evidence of further reading and research. This research should consist of books, peer-reviewed journal articles and newspaper articles if relevant. This relates to unit learning outcomes one and two. b. Address the issue: You must develop a position on the essay topic and not just summarise the literature. You should assert an argument in your introduction and then provide supporting evidence throughout the remainder of your essay. This relates in particular to u

nit learning outcome three. c. Logical essay structure: Your essay should follow the traditional format of introduction, supporting paragraphs, and conclusion. This format will be workshopped during tutorials. d. Correct citations and bibliography: All citations and bibliographic entries should be correctly formatted. Submitting your work: • Typing must be double or 1.5-spacing, with wide margins. Page numbers are required. • Clear structure (introduction and conclusion, establishing the argument, paragraphing) are integral to your work. • A list of all sources used, listed alphabetically, must be included. • Re-read your work before submitting it to check that it reads well, is clear and importantly that it makes sense! Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 12 of 15 Take a good look at the Assessment/Standards Criteria set out in the following and the General Academic Conventions to be observed on pages 6-8 of this Learning Guide. ASSESSMENT 2: Criteria and standards Assessment criteria: 1. Development of a clearly articulated position 2. Further research and comprehensive understanding 3. Critical thinking and analysis 4. Logical and clear structure 5. Quality of written expression 6. Correctly formatted citations and bibliography See section 6.5 on Assessment Guidelines and General Academic conventions to be observed for standards expected and the interpretation of grades. See also, the attached Assessment 2 Essay marking rubric. This guide indicates broadly the qualitative judgements implied by the various grades which may be awarded. A more precise evaluation of the strengths and weaknesses of individual essays will be provided in examiners’ comments. ASSESSMENT 3: Reflective Journal Weighting: 30% Assessment format: Reflective Journal on 3 tutorial discussions of choice Length/Duration: 1,200 (up to 1,500 words accepted) Due date and time: By 17.00 on Turnitin Monday 28 October 2013 Late penalty: If the assignment is submitted (without an approved extension) after the due date and time, it will attract a late penalty of 10% per day (including weekends) up to a maximum of 10 days, at which time the penalty will be 100% of what the assignment is worth. Assessments will not be accepted, in the absence of approved extensions and Special Considerations, after the marked assessment task has been returned to students who submitted the task on time. Also see section on Extension, Special Consideration, and late assignment penalties in attached Social Science Student Resources document. Submission method: Students must submit their assignments to Turnitin by the due date and time. Emailed assignments will not be accepted. Is assessment compulsory? Yes, you must complete this assessment in order to be eligible to pass the unit (as explained in Section 5) regardless of the aggregate mark you achieve across assessments. Is Cover Sheet required? No. All assignments will be submitted and marked online. ASSESSMENT 3: Description and instructions For this assignment you will critically reflect on your learning in this unit. Your Reflective Journal will be based on no more than three tutorials of your choosing and related reading materials, data, audio-visuals etc. In your Reflective Journal you will: • Describe your responses to the materials, theories, concepts, evidence and learning activities related to the chosen tutorial topics; • Draw relevant examples from your own knowledge or personal experiences; • Incorporate readings prescribed for the topics you have chosen; • Incorporate other material discussed in tutorials and / or content from lectures. Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 13 of 15 Your Reflective Journal will follow a prescribed format and structure as described further below. To complete your Reflective Journal you will need: • To attend and participate in tutorials and take active notes during class; • To have read the relevant readings. A discussion forum will be set up in vUWS for questions about this assessment. It is your responsibility to keep up to date with these discussions. What is a Reflective Journal? Reflective writing aims to get you to critically think about and understand your learning experiences. This type of Journal is reflective because it enables you to, among other things: • Raise your self-awareness about your learning and what you are learning. • Translate experiences and activities into learning. • Develop intellectual, scholarship and critical thinking skills. Other modes of recorded reflection are logs and diaries. Although there are technical differences between the three records, it is important to emphasise that we do not want a personal diary and we do not want a list (or log) of what you have done. We want reflection on content, evidence, learning and application. The Reflective Journal therefore, should not contain details that you would ordinarily keep private about your personal life. It will contain instead personal reflections on how your learning has led to changes in understanding, overturned your assumptions or raised questions about punishment, prisons and prisoners and the workings of the criminal justice system as a whole. The Reflective Journal is scholarly because it is based on the theories, concepts and readings available to you. It is not a journal of your opinions. Your reflections should be based on what you have learned. Why complete a Reflective Journal? The three main aims of this assessment are to: 1. Check your understanding of key concepts, theories, issues, debates and applications of studies in criminology and criminal justice, including your ability to provide a brief contextual overview of the main points and refer to arguments and evidence from the lectures, tutorials, readings and other materials, as appropriate. 2. See that you have really thought about and evaluated the topics presented in this unit, including your ability to make some judgments about the relative merits and applications of those topics (i.e. the aforementioned key concepts, theories, issues, debates and applications). 3. Promote habits and practices of critical thinking and reflective practice as a basis for academic study and future professional practice. Content For the purposes of this assessment, ‘content’ is found in tutorials (including discussion points, debates, other materials considered), the prescribed readings and limited lecture material (you should focus on tutorial discussion rather than lectures but it is acknowledged that there may be some overlap). You are advised not to go beyond these resources to write your Learning Journal; there will be more than enough for you to write about and not much scope to expand. Referencing and Style A Reflective Journal is a considered account of learning and should be written in a scholarly style (i.e., not notes or dot points etc.). You should pay the same attention to style, grammar and spelling as you would for any written assignment. You should appropriately reference your sources using APA or Harvard styles. You will also need to reference lectures and/or tutorials – resources on how to do this in this unit are in vUWS. Tutorial readings are compiled in the Workbook / Reader. Your Reference List should be at the end of your Reflective Journal (not at the end of each entry). Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 14 of 15 It would be difficult to complete a Reflective Journal without using the personal pronoun, “I”; it can therefore be used liberally, but must be substantiated. This is not an exercise in professing your spontaneous or unsubstantiated opinion. Your opinions should be based on the ‘evidence’ you are evaluating in your Learning Journal. FORMAT & STRUCTURE OF YOUR REFLECTIVE JOURNAL The format for your ‘Reflective Journal’ is prescribed: you must stick to the format provided below. You must provide the questions listed below as your headings. Answer each question in turn and in the order provided. These headings are not counted in the word count (but they must not be deleted before submission to Turniti

n). The total word count (excluding headings and the reference list) is 1,200 words but your journal must not exceed 1,500 words (ie. there is no 10% tolerance beyond the maximum of 1,500 words). Structure your reflections as follows (the same points will apply for each entry):  Briefly describe *one* sub-topic, issue or highlight within a topic discussed in your chosen tutorial topic. In other words, choose something within that tutorial discussion that stood out for you. (For example, if you choose the tutorial on “dangerousness and risk”, you may wish to focus on the ethics of indefinite detention OR the idea that a State/government can be dangerous.) Why did this aspect of the topic interest you most?  Did you have pre-existing assumptions about this issue? (For example, about female prisoners…) If so, what were these assumptions and have they been overturned? Have you learnt something new? What new insights have you gained from discussion of this issue in class?  What are the main theories relating to this issue/highlight? (eg. in relation to your issue of dangerous offenders and indefinite detention you might discuss theories of risk, actuarialism, utilitarianism etc…) What evidence or “real life” example can you offer of the sub-topic/issue/highlight? (eg. current laws around indefinite detention of dangerous sex offenders etc…)  What short quote from the text or reading illustrates an important point related to this issue? (Make sure you insert quotation marks and page numbers for quotes.)  How do you think you will transfer or apply your new insights and knowledge in future to your course, and further along, your career? The scope of an entire topic/tutorial discussion is too great to be covered in your Reflective Journal. Therefore, you need to reflect on one ‘aspect’ of a topic (i.e. one discrete sub-topic, issue or highlight). You should not be providing a summary of the tutorial topic. There must be an entry for each of the three tutorials. You must be concise in writing your entries as the word limit for each entry is very short. Each entry will encompass all of these points within 400 to 500 (maximium) words. **It is strongly advised that you make notes and draft your entries tutorial-by-tutorial for more than just the three tutorial reflections that you will submit. This is suggested to maximise your choice of reflections at the end of semester when the Reflective Journals are due. In addition, it is very difficult to reconstruct (or construct) a cohesive Reflective Journal after the active period and you are therefore unlikely to do a good job.** Submitting your work: • Typing must be double or 1.5-spacing, with wide margins. Page numbers are required. • Clear structure (introduction and conclusion, establishing the argument, paragraphing) are integral to your work. • A list of all sources used, listed alphabetically, must be included. • Re-read your work before submitting it to check that it reads well, is clear and importantly that it makes sense! Take a good look also at the Assessment Standards/Criteria in the following section, as well as the General Academic Conventions to be observed on pages 6-8 of this Learning Guide.Learning Guide 2013-Spring (101558-Prisons and Punishment) Page 15 of 15 *FINAL NOTE! If a prison visit is approved by Corrective Services NSW, students who conduct fieldwork trips into prisons will write a reflective journal on their trip to the prison. Details for this alternative will be provided separately to students eligible for a prison visit (if Corrective Services approves student prison visits). ASSESSMENT 3: Criteria and standards Refer to the attachment titled Assessment 3 Reflective Journal marking rubric that will be used by markers to assess this assignment. In relation to the standards on the marking rubric, differentiation of assignments will be related to the quality, coherence and consistency of your written reflections. You should use the marking sheet to make sure that you meet the assessment criteria. Marks will be aggregated across the three journal entries, that is, the marks shown on the marking rubric will be awarded across all entries and your entire journal will be marked out of 30. The marking criteria are, in part, an attempt to reward students who make a genuine attempt at the learning journal and to penalise those who simply ‘go through the motions’ or repeat unit content. Assessment Advice 1. Make sure the written critical reflection provides an insight into your learning about theory and practice and your ability to reflect on what you learn at university. 2. The critical reflection is NOT a description of the unit content. Do not just restate the readings and the lecture notes, this is about your learning! 3. The written reflection will draw on your readings and class notes and must demonstrate engagement with class content, readings and critical reflection. This is not a conversational opinion piece, but an academic piece of writing. 4. The written critical reflection should contain references to the readings, in-text and a reference list 5. Your critical reflection should be structured as suggested above. 6. You must conform to academic standards for writing, referencing, and editing. 7. You must write in sentences and paragraphs. Do NOT use dot points and remember, one long sentence is NOT a paragraph! Refer also to the Assessment 3 Rubric for criteria.