Assignment 3 Communication & Diversity

Assignment 3

Communication & Diversity

The essentialsAssignment
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%

· 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 ani