TLH 334 Gastronomy Assessment BriefLearning outcomes.Upon successful completion of this module, students will have demonstratedKnowledge1.Knowledge of the role of food and drink for tourism, hospitality and events2.Knowledge of the interrelationship between food and drink and the tourism,hospitality and event experience3.Knowledge of gastronomy and food consumption in the 21st centurySkills4.The ability to demonstrate awareness of the interaction between socialisation,culture, food and drink, and tourism5.The ability to explore the significance of food and drink for local cultureOne essay – 100% of the final markCanvas Turnitin / Jira deadline: Thursday 13th May 2021 at 14:00Your mark on this module will be based on one essay to assess learning outcomes1-4, contributing 100% of the module marks.You are required to write an essay of a to maximum of 3,000 words, excluding thereference list, which incorporates theory from academic sources to answer your choiceof ONE of the following essay questions. This will assess all module learning outcomes1. Using examples, critically discuss globalisation and the key underpinningaspects of homogenisation and heterogenisation affecting food and beverageconsumption and cultural identity in the 21st century, including discussion onfood and borders and the current issues related to food and mobility/migrationas proposed by Abbots,2017.2. Using examples, critically discuss what the Slow Food Movement is in relation tofood consumption in the 21st century, its history, and its objectives, key areasof focus, underlying principles and key activities.3. Critically discuss what culinary tourism is and how it links to cultural tourism,why it is important and its holistic benefits.4. Critically discuss and define what gastronomy is, discuss the history ofEuropean gastronomy to the present day and its key influencers and influences.5. Critically discuss the principles, validity and impact of Michelin accreditationsand the impact guide books have on restaurant and “foodie” behaviour and theimagined state of “consumer to culinary professional”6. Critically discuss what chocolate is, the significance of its geography andexamples of “single origin” producers and the social justice and environmentalconcerns and key initiatives to address these.7. Critically discuss the characteristics of the new and old world wine regions andthe key differences between them. Using an example of a key wine producingregion of the world, discuss the impact of the “Terroir”Guidance for online essay approach:a. You MUST answer 1 question.b. Answers must be essay-style and MUST contain REFERENCING, where it isappropriate.c. In every session you have been given lecture slides and where appropriateadditional reading in the form of journals, articles and text –USE these.d. You are required to write an essay of a to maximum of 3,000 words,excluding the reference list.e. Your writing MUST be legible and be readable.f. You have to achieve 40% to pass.g. Include CRITICAL discussion that is well referenced and demonstratesunderstanding of the theory and application to practice.h. The brief and essay question are available on Canvas.i. A submission link via Turnitin on Canvas will be provided to you.j. You will have to submit your completed essay by the stated time on the Turnitin link and thensubmit the Turnitin report and the original test word file into JIRA.Reading ListReading list (My module resources)Your reading list can be accessed directly through the module’s “My moduleresources”, either through Sunspace or the library “My module resources”link. My module resources linkhttps://moduleresources.sunderland.ac.uk/#/list/14268Belasco,W and Scranton P. eds., (2002) Food and Nations: Selling Taste inConsumerSocieties, Routledge. New YorkCarlsen, J and Charters, S. eds., (2006) Global Wine Tourism: Research,Management and Marketing,CABI PublishingCarlsen, J. and Charters, S. (2008) Global Wine Tourism: Research,Management and Marketing, CABIPublishing.Charters, S. (2006) Wine and Society: The Cultural and SocialContext of Drink, ButterworthHeinemann, Oxford.Croce, E., and Perri, G. (2010) Food and Wine Tourism. CABI Publishing.Gillespie, C (2001) European Gastronomy into the 21st Century, ButterworthHeinemann, Oxford.Hall, C. M., and Gossling, S. eds., (2009) Sustainable Culinary Systems: LocalFoods, Innovation,Tourism and Hospitality, Routledge.Hall, C.M. and Sharpies, L. (2008) Food and Wine Festivals and Events Aroundthe World:Development, Management and Markets, Butterworth-Heinemann, Oxford.Hjalager, A., and Richards, G. eds., (2011) Tourism and Gastronomy,Routledge. Sloan, D. (2004) Culinary Taste: Consumer behavior in theinternational restaurant sector. Butterworth Heinemann, Oxford.JournalsJournal of Heritage Tourism (via SwetSwise)Annals of Tourism Research (via Sciencedirect)Current Issues in Tourism (via SwetSwise)Journal of Tourism and Cultural Change (viaSwetSwise) Journal of Cultural Heritage (viaSciencedirectTourism Management (via Sciencedirect)International Journal of Intangible Heritage (Open Access:http://www.ijih.org)Journal of Computing and Cultural Heritage (ACM)Tourism Geographies (via SwetSwise)Tourismos (Open Access: http://www.chios.aegean.gr/tourism/journal.htm)Assessment Criteria CategoriesGradeRelevanceKnowledgeAnalysisArgument andStructureCriticalEvaluationPresentationReference toLiterature86 –100%The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding andskills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learningoutcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will beexemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, andelegance of argument, interpretation or discourse.76-85%The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate tothe Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilitiesappropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority ofthe category as cited above or by demonstrating particularly compelling evaluation and elegance of argument,interpretation or discourse.70 –75%The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate tothe Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilitiesappropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of thecategories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretationor discourse. 60 –69%Directlyrelevant totherequirementsof theassessmentA substantialknowledge ofrelevantmaterial,showing aclear grasp ofthemes,questions andissues thereinGoodanalysis,clear andorderlyGenerallycoherent andlogicallystructured, usingan appropriatemode of argumentand/or theoreticalmode(s)May containsome distinctiveor independentthinking; maybegin toformulate anindependentposition inrelation totheory and/orpractice.Well written,with standardspelling andgrammar, in areadable stylewithacceptableformatCritical appraisal ofup- to-dateand/orappropriateliterature.Recognition ofdifferentperspectives.Very good use ofsource material.Uses a range ofsources Someattempt toaddress theAdequateknowledge ofaSomeanalyticaltreatment,butSome attempt toconstruct acoherentSound workwhich expressesaCompetentlywritten, withUses a variety ofliterature which 50 –59%requirementsof theassessment:may driftaway fromthis in lessfocusedpassagesfair range ofrelevantmaterial,withintermittentevidence ofanappreciationof itssignificancemay beprone todescription,or tonarrative,which lacksclearanalyticalpurposeargument, but maysuffer loss of focusand consistency,with issues at stakestated onlyvaguely, ortheoretical mode(s)couched insimplistic termscoherentposition only inbroad terms andin uncriticalconformity toone or morestandard viewsof the topiconly minorlapses fromstandardgrammar, withacceptableformatincludes somerecent textsand/or appropriateliterature, thoughnot necessarilyincluding asubstantiveamount beyondlibrary texts.Competent use ofsource material.40 –49%Somecorrelationwith therequirementsof theassessmentbut there is asignificantdegree ofirrelevanceBasicunderstandingof the subjectbut addressinga limited rangeof materialLargelydescriptiveornarrative,with littleevidence ofanalysisA basic argument isevident, but mainlysupported byassertion and theremay be a lack ofclarity andcoherenceSome evidenceof a viewstarting to beformed butmainlyderivative.A simple basicstyle but withsignificantdeficiencies inexpression orformat thatmay poseobstacles forthe readerSome up-to-dateand/orappropriateliterature used.Goes beyond thematerial tutor hasprovided. Limiteduse of sources tosupport a point.Weak use ofsource material. 35 –39%Relevance totherequirementsof theassessmentmay be veryintermittent,and may bereduced to itsvaguest andleastchallengingtermsA limitedunderstandingof a narrowrange ofmaterialHeavydependenceondescription,and/or onparaphrase,iscommonLittle evidence ofcoherentargument: lacksdevelopment andmay be repetitiveor thinAlmost whollyderivative: thewriter’scontributionrarely goesbeyondsimplifyingparaphraseNumerousdeficienciesin expressionandpresentation;the writermayachieve clarity(if at all) onlyby using asimplistic orrepetitiousstyleBarely adequateuse of literature.Over reliance onmaterial providedby the tutor.The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level aresatisfied. 30 –34%The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Levelof the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriateto that Level are satisfied. The work will be weak in some of the indicators.15-29%The work examined is unacceptable and provides little evidence of the knowledge, understanding and skillsappropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilitiesappropriate to that Level are satisfied. The work will be weak in several of the indicators.0-14%The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skillsappropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes andresponsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
