| Unit code | |
| Unit title | Critical Human Geography |
| Title of assignment (and weighting %) | Assignment 1. Individual Essay (100%) |
| Name of staff setting assignment | |
| Date assignment set | |
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| Submission instructions | Please submit an electronic copy via the Moodle area for this unit. Please submit your work through the Moodle page for the unit. You will find the submission portal in the section entitled ‘Assessment Information and Submission’. You must use Microsoft Word for the assignment. Turnitin submission must be made on the deadline date. Do not leave your submission to the last minute as you run the risk of it being recorded as a late submission and subject to a late submission penalty in accordance with the University regulations.Please check that you have submitted the correct piece of work and it is in an accessible file format. It may not be possible to rectify this after the deadline.If Turnitin is enabled, only one file can be submitted. Please make sure you combine your assignment into a single document. You can use Turnitin to check the originality of your report. There is no requirement to submit your Turnitin originality report with your assignment. You should receive an e-mail receipt confirming your submission. For Online submissions, this is normally sent immediately. |
| Learning outcomes tested in this assignment | Learning Outcome 1: Critically evaluate alternative perspectives on the theory and practice of critical human geography. Learning Outcome 2: Critically explore specific examples of contemporary geographical research with regard to the theory and practice of critical human geography. Learning Outcome 3: Critically appraise relevant published literature on the theory and practice of critical human geography, construct an argument in an appropriate academic and professional style, and make appropriate use of reference lists and citations. |
| Format and structure of the submission | Write an individual essay of 2,000 words – which addresses the following brief. How has the adoption of critical approaches changed the way human geography is practiced? Discuss with reference to ONE of the following: Decolonising geography Feminist geographies Queer geographies Time and temporality Intersectionality Post-capitalist economic geographies Beyond the human in human geography How to write your essay and what to include: The precise focus of your essay will depend on your choice of topic, but the following guidelines provide suggestions for how you could structure and approach the assignment as well as for indicative content. Section 1: Introduction informing the reader how you intend to approach the assignment (worth 10%) Definition of critical human geography and discussion of what being ‘critical’ means. Contextualisation of the topic within the development of critical human geography.Outline of the main argument of the essay, including justification of your choice of topic and case study/example. Statement of the essay’s structure. The introduction should also include reference to appropriate academic literature. Section 2: Discussion of the theoretical component of the essay in relation to your chosen topic (worth 40%). Indicative content could include the following issues – Power relations in geographical practice within the universityKnowledge production practices – critical research practice, participatory approaches and co-production. Institutions of critical human geography – publication practicesAnglo-American/Anglophone dominance and the politics of translation.Pedagogical practices – critical approaches to teaching human geography.Debates about public geographies and scholar activism. Debates around (post-)capitalism, academic knowledge production and the role of the subjectThe ‘economy’ and ‘development’ and their contestations;Debates about time and temporality in human geography e.g. in relation to notions of progress, nostalgia and futurity. The politics of intersectionality and the role of place and space in the lived experience of inequalities/discrimination. Debates about the role of the more-than-human and the non-human in shaping social life from a spatial perspective.The uses of geographical research and impact of critical human geographical research beyond the university.This section of the essay should include extensive reference to appropriate academic literature on your chosen key concepts. Section 3: Discussion of the chosen example or case study of critical geographical practice (worth 40%) Application of the theoretical framework developed in Section 2 to the analysis and discussion of the chosen example or case study.Development of the argument outlined in Section 2 drawing on a range of evidence to support, develop and illustrate key arguments.Discussion of a specific example or case study examining practice related to your chosen topic. For instance, this could include discussion of how critical human geographers are engaging in decolonisation of the curriculum of human geography; or how feminist geographical research on the body or the economy is transforming geographical research practice. This section of the essay should include extensive reference to appropriate geographical literature on your chosen key concepts. Section 4: Conclusion (worth 10%) A conclusion summarising the ideas and arguments in your essay. You should re-state and emphasise the key arguments in the essay before providing your own critical commentary on this material. The conclusion should also include reference to appropriate academic literature. A REFERENCE LIST OF MORE THAN 15 REFERENCED ARTICLES OR BOOKS matching all (but only) the references you cite in your text. This must be exactly correctly formatted using the Faculty standard Harvard referencing system (see: [Assignments failing to format references and/reference list correctly can be penalised up to 5%]. Please note that the reference list is not included in the word limit. |
| Assessment criteria | It is expected that you will fulfil the following criteria when completing your assignment: You will express clearly and accurately the ideas that you are appraising. Poor expression and lack of clarity will be penalised.You will spell check your essay.You will read your essay thoroughly before submitting it in order to avoid typing errors, words that the spell-checker has missed or replaced incorrectly and so that you can check the flow/accuracy of your answer.You will structure the answer logically and coherently. Make sure that the argument flows and is not disjointed.You will reference the essay correctly. In-text referencing and the reference list must follow the standard Harvard referencing system – consult You will make sure direct quotes from academic sources are REFERENCED WITH THE PAGE NUMBERS for the quotation.You will read widely as possible on the subject and include an adequate REFERENCE LIST OF MORE THAN 15 REFERENCED ARTICLES OR BOOKS. Essays which lack substantial referencing i.e. less than 15 academic sources will be penalised by up to 5%. The criteria against which your work will be marked are as follows: Fulfilment of the requirements of the assignment task (including adherence to the word count specified).Evidence of reading around the subject with correct and complete citation and referencing of sources.Appropriate scope and evidence of critical understanding of theoretical concepts and literature as well as factual information.Evidence of critical thinking and appraisal.Delivery of a clear, well-structured document.Standard and style of written English, grammar, spelling and punctuation. |
| Format and structure of the submission | You should pay attention to the structure of the assignment laid out above and to the relative weighting of each section of the assignment. In text referencing and the reference list must follow the Manchester Met standard Harvard referencing system – consult Reference must be made to academic literature which illustrates reading beyond the lecture material. Literature and other sources must be referenced throughout your essay and a reference list included at the end. Essays which lack substantial referencing i.e. less than 15 academic sources will be penalised by up to 5%. Word limit The assignment has a maximum limit of 2,000 words. Word-processed. Please note that the reference list is not included within this word limit. Penalties for over long submissions: Coursework that exceeds the stated 2,000 word limit will be penalised according to the following scheme: If your work exceeds the stated limit by more than 10% your mark will be reduced by 10% (i.e. one degree class).If your work exceeds the stated limit by more than 30% your mark will be capped at 40%. |
| Marking process | Your work will be marked against the assessment criteria indicated above which match the relevant unit learning outcomes. The assessment criteria are reflected in the Standard Descriptors given below. Each element of the essay will be awarded a stepped mark. Please see the following link for detailed guidance on stepped marking – These will be weighted according to the mark percentage for each element of the assignment (e.g. Introduction = 10% of the assignment mark). The final mark will be calculated on the basis of the sum of each weighted stepped marked element. Any penalty for referencing (up to 5%) will be deducted from this figure to give the final mark for the assignment. While preparing your assignment it is good practice to regularly review and check that you have addressed each of the assessment criteria. Check the Standards Descriptors to see what changes you need to make to improve your marks, and to get a better idea of what it is that we are looking for when we assess your assignment. |
| Feedback plan | Feedback will be available from, unit co-ordinator from Friday 10th February 2023. The feedback will take the following forms: Written comments on the script of your individual assignment. Please read these carefully and act on the suggestions in future assignments. A highlighted box on the attached grip of University Standard Descriptors related to the Unit Learning Outcomes. Here you will be able to see how you achieved your grade and differentiated levels of achievement of the Unit Learning Outcomes (if applicable).An individual feedback sheet indicating how well you have achieved the learning outcomes according to the marks breakdown given above (see spreadsheet box of feedback sheet). The feedback sheet is included at the end of this document.A general feedback sheet that will contain indicative summary statistics of how the cohort performed on the assignment e.g. mean average mark and the percentage of marked assignments in each degree classification. The general feedback sheet will identify common points of strength and areas for improvement from across the cohort. |
| Assignment support and resources | Sources of general support: The assignment will be referred to throughout the unit. The activities aligned to each substantive topic are designed to develop this assignment. Students who have Exceptional Factors or a PLP should follow the appropriate guidance on the year handbook and contact the Unit Co-ordinator Dr Assignment-specific learning resources: The lecture notes for each class are available on Moodle, which include a reading list for each lecture plus a long list of relevant related papers. Starter references Agnew, J. and Livingstone, D.N. (eds.) (2011) The handbook of geographical knowledge. London: Sage. Barnes, T.J. and Sheppard, E. (eds.) (2019) The spatial histories of radical geography: North America and beyond. Oxford: John Wiley. Berg, L.D. (2010) ‘Critical human geography.’ In: Warf, B. (ed.) Encyclopedia of geography. London: Sage, pp. 617-621. Blomley, N. (2007) ‘Critical geography: anger and hope.’ Progress in Human Geography, 31(1) pp. 53-65. Cloke, P., Cook, I., Crang, P. Goodwin, M. Painter, J. and Philo, C. (2004) Practising human geography. London: Sage. Craggs, R. (2019) ‘Decolonising The Geographical Tradition.’ Transactions of the Institute of British Geographers, 44(3) pp. 444-446. Craggs, R. and Neate, H. (2020) ‘What happens if we start from Nigeria? Diversifying histories of geography.’ Annals of the American Association of Geographers, 110(3) pp. 899-916. Ferretti, F. (2020) ‘Critical geographies.’ In: Kobayashi, A. (ed.) (2019) International encyclopedia of human geography. 2nd ed. Amsterdam: Elsevier, pp. 37-43. Ferretti, F. (2019) ‘Rediscovering other geographical traditions.’ Geography Compass, 13(3) e12421. Fickey, A. (2011). ‘The focus has to be on helping people make a living’: exploring diverse economies and alternative economic spaces. Geography Compass, 5(5), 237-248. Garcia Ramon, M.D. (2004) ‘The spaces of critical human geography: an introduction.’ Geoforum, 35(5) pp. 523-524. Gibson-Graham, J. K. (2008). Diverse economies: performative practices forother worlds’. Progress in human geography, 32(5), 613-632. Gibson-Graham, J. K., Cameron, J., & Healy, S. (2013). Take back the economy: An ethical guide for transforming our communities. Minneapolis, MN: University of Minnesota Press. Johnston, R. and Sidaway, J.D. (2015) Geography and geographers: Anglo-American human geography since 1945. 7th ed. London: Routledge (Chapter 9 – ‘Applied geography and the relevance debates’). Schelhass, B., Ferretti, F., Novaes, A.R. and Schmidt di Friedberg, M. (eds.) (2020) Decolonising and internationalising geography: essays in the history of contested science. Cham, Switzerland: Springer Nature Switzerland AG. Schwiter, K., & Steiner, J. (2020). Geographies of care work: The commodification of care, digital care futures and alternative caring visions. Geography Compass, 14(12), e12546. Shepherd, E. (2004) ‘Practicing geography.’ Annals of the Association of American Geographers, 94(4) pp. 744-747. Staeheli, L.A. and Mitchell, D. (2005) ‘The complex politics of relevance in geography.’ Annals of the Association of American Geographers, 95(2) pp, 357-372. White, R. J., & Williams, C. C. (2016) ‘Beyond capitalocentricism: are non‐capitalist work practices ‘alternatives’?’ Area, 48(3), 325-331. Useful journals for this assignment include: ACME-An International Journal for Critical Geographies Annals of the American Association of Geographers Antipode Area Dialogues in Human Geography Geoforum Geography Compass Progress in Human Geography Transactions of the Institute of British Geographers |
| This assignment was verified on (date): | |||
| Name of Unit Coordinator: | |||
| Name of Verifier: |
ASSIGNMENT STANDARDS DESCRIPTORS
The standards descriptors framework below sets out what is required to achieve each grade against the Learning Outcomes for this assignment. The text contained within the framework links to the assessment criteria specified in the assignment briefing. This grid will be included in your feedback with relevant text highlighted to show your strengths and weaknesses.
| Learning outcome | 1 | 2 | 3 |
| Critically evaluate alternative perspectives on the theory and practice of critical human geography. | Critically examine specific examples of contemporary geographical research with regard to the theory and practice of critical human geography. | Critically appraise relevant published literature on the theory and practice of critical human geography, construct an argument in an appropriate academic and professional style, and make appropriate use of reference lists and citations. | |
| Grade range | |||
| 86%-100% | Excellent and authoritative analysis and understanding of alternative perspectives on the theory and practice of critical human geography. | Authoritative and insightful integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Inventive and insightful essay developed through excellent individual self-directed study. Authoritative presentation style. Quality of written communication inspiring. Illuminating use of visual material as appropriate. |
| 70%-85% | Sophisticated analysis and understanding of alternative perspectives on the theory and practice of critical human geography. Arguments show some evidence of flair and originality and are supported by sophisticated use of appropriate academic literature. | Original and critical integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Sophisticated and persuasive essay developed through excellent individual self-directed study. Critical presentation style. Quality of written presentation meticulous. Sophisticated use of visual material as appropriate. |
| 60%-69% | Thorough analysis understanding of alternative perspectives on the theory and practice of critical human geography. Arguments are rigorous and supported by effective use of a good range of appropriate academic literature. | Thorough integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Analytical and precise essay developed through thorough individual self-directed study. Fluent presentation style. Quality of written presentation rigorous. Analytical use of visual material as appropriate. |
| 50%-59% | Reasonable analysis and understanding of alternative perspectives on the theory and practice of critical human geography. Arguments are consistent and supported by competent use of a reasonable range of appropriate academic literature. | Reasonable integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Clear and thoughtful report developed through confident individual self-directed study. Clear presentation style. Quality of written presentation coherent. Thoughtful use of visual material as appropriate. |
| 40%-49% | Adequate analysis and understanding of alternative perspectives on the theory and practice of critical human geography. Arguments are satisfactory and supported by an adequate use of a satisfactory range of appropriate academic literature. | Adequate integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Satisfactory perhaps descriptive report developed through adequate individual self-directed study. Adequate presentation style. Quality of written presentation satisfactory. Adequate use of visual material as appropriate. |
| 35%-39% | Superficial and inadequate analysis and understanding of alternative perspectives on the theory and practice of critical human geography. Arguments are superficial and are supported by an inadequate range of academic literature. | Superficial and inadequate integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Superficial and inadequate report developed through inadequate individual self-directed study. Inconsistent presentation style. Quality of written presentation inadequate. Short. Superficial use of visual material (if appropriate). |
| 20%-34% | Incoherent and erroneous analysis of alternative perspectives on the theory and practice of critical human geography Arguments are incoherent and erroneous and are supported by a poor range of academic literature. | Erroneous or extremely limited integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Insufficient and erroneous report developed through inappropriate individual self-directed study. Incoherent presentation style. Quality of written presentation extremely limited and unstructured. Short. Limited use of visual material (if appropriate). |
| 0%-19% | Formless and unstructured analysis of alternative perspectives on the theory and practice of critical human geography Arguments are formless and unstructured and supported by a wholly inadequate range of academic literature. | No integration of relevant academic literature and case studies in the discussion of the theory and practice of critical human geography. | Key elements absent from report due to weak individual self-directed study. Formless presentation style. Quality of written presentation lacking. Very short. No attempt to use visual material. |
FACULTY OF SCIENCE AND ENGINEERING
SCHOOL OF SCIENCE AND THE ENVIRONMENT UNDERGRADUATE PROGRAMMES
6F6Z3152: Critical Human Geography
ASSIGNMENT 1- FEEDBACK AND MARKS SHEET[A1]
| Assignment 1: Essay (100%) | STUDENT NAME: | ||
| Section 1: Introduction setting out the approach to the assignment. (10%) | |||
| Section 2: Discussion of the theoretical component of the essay. (40%) | |||
| Section 3: Discussion of the chosen case study (40%) | |||
| Section 4. Conclusion summarising the key ideas in the assignment. (10%) | |||
| Quality of Presentation (including grammar, structure, accuracy of referencing and clarity of expression). Penalty for incorrect referencing (-5%) | |||
| OVERALL COMMENTS: | |||
| Name of Assessor | Date | Indicative mark | |
Please note, feedback should be considered indicative until moderation has been completed
(Assessor – double-click on this embedded Excel spreadsheet to open spreadsheet to calculate marks. When done click outside the spreadsheet to save).
MARKS: (include full breakdown if any specified in briefing, and provide all marks as %)
NAME OF ASSESSOR(S): DATE:
[A1]Which chosen topic?
