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SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
1
BDES3011 Architectural History/Theory 3
ASSESSMENT TASK 2
Essay
Part 1
Draft Essay & Annotated Bibliography
Assessment description
For this assessment task you will compile an annotated bibliography that combines
summaries and critical commentaries of published texts drawn from the reading list for this
Unit of Study and the individual reading list you have developed for your Assessment 2:
Essay.
You will also submit integrally, with the Annotated Bibliography, a draft of your final essay.
Assessment category and type
Submitted work. Assignment, written.
Individual or group
Individual
Length / duration
The draft essay should be around 30% complete in terms of texts, images and layout. Aim
for around 900 words. There should be a clear narrative emerging.
Requirements for the draft essay are the same as for the final essay. Please see the separate
outline Assessment Task 2 Essay: Part 2 Final Essay
Requirements for the Annotated Bibliography, which should be 100% complete on
submission, are included below.
The Annotated Bibliography should be included as an Appendix to the Essay in both the
Draft and Final Essay submission.
Weight
13% of the total mark in this Unit of Study.
Due date & time
28 April. Digital copy uploaded to Turn It In via Canvas by 5pm.
Requirements for the annotated bibliography
Your Annotated Bibliography must include a minimum of 8 sources. The text length for each
annotated bibliography entry should be no less than 150 and no more than 200 words. The
overall word count, in addition to the citations/bibliographic information for the 8 books,
should be between 1500 and 2000 words.
Use the ‘Chicago Manual of Style’ for citations and footnotes rather than endnotes. The full
edition of the Chicago Manual of Style is available online via the library catalogue. The
following is a link to an open-access compact summary and citation guideline:
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
2
http://www.chicagomanualofstyle.org/tools_citationguide.html
Submissions
The final submission of the Annotated Bibliography is a digital file uploaded to Turn It In
through Canvas.
• An electronic copy of your Annotated Bibliography must be submitted via Canvas. It is a
requirement of the university that any text-based assessment be analysed via Turn It In.
Your submission will not be considered complete unless you have uploaded an
electronic copy of the Annotated Bibliography;
• Assistance from others in the proof-reading or editing of your report is not permitted. All
sources of feedback on your research and analysis must be acknowledged in the
submission. Provide a statement at the end of the document that includes: the name of
the person, the nature of the assistance, and the person’s area of expertise;
• You must identify submitted work as your own. Use your Student Identification Number
(SIDs) only.
Assessment Criteria
Interim and final submissions will be assessed according to the following criteria:
• Adherence to the Chicago Manual of Style;
• Accuracy and precision in the summaries of the selected texts;
• Quality and sharpness of the critical summaries;
• Articulation of the relevance of texts to your Essay topic.
What is an annotated bibliography
(Adapted from a Learning Centre document provided by Dorothy Economou)
A bibliography is an organised list of sources using an approved referencing style, such as
the Chicago Manual of Style:
https://www.chicagomanualofstyle.org/home.html
An annotated bibliography is an organized list of sources with annotations. It includes:
1. The title (in a full reference) of the journal book, chapter or other source. Use the
correct referencing style.
2. A brief summary of the topic focus + main argument/s or points in the source.
3. An annotation that includes:
a. an evaluation of the source.
b. a reflection on the relevance of this source for your Essay and how it could be used
to support or otherwise contribute to the narrative you are developing.
Your annotated bibliography must include a minimum of 8 sources. The text length for each
annotated bibliography entry should be no less than 150 and no more than 200 words.
A summary is a shortened version of the original source or text. The question is, however,
how should you shorten the original text? You only have a limited number of words for each
annotated entry so your summary must be brief. You should first read the source text to
identify the main ideas, using the structure of the text to help you locate these. If you are
not sure how to do this, have a look at https://unilearning.uow.edu.au/reading/1a.html
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
3
The Reverse Outlines document from the University of Wisconsin-Madison is also helpful for
understanding text structure:
https://dept.writing.wisc.edu/wac/using-a-reverse-outline-to-revise/
Once you have worked out the main ideas of the original text, you still need to shorten these
to write a summary. There are two important steps:
1. Recognising that your purpose may not be the same as the original author's and that
this influences which parts of the original text will be the focus of your summary. In
other words, knowing your purpose will help you locate salient information that you can
then transform into a summary.
2. Transforming the original source involves using your own words as much as possible
(not copying the original author’s words).
3. Here is an example of a summary of Susan Heald’s “Feminism and Teaching about
Globalization: Contradictions and Insights.” Globalization, Societies, and Education 2,
no.1 (2004): 117–125.
Example (summary)
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald raises a number of key arguments in her paper that respond to the question of how
we can think about globalization without reinforcing and reproducing ideas of superiority
and inferiority.1 She argues for the need to think beyond binaries, suggesting that
globalization can be both harmful AND open up new possibilities.
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
You will notice that this summary is NOT a summary of all of the main ideas in the whole of
Heald’s journal article, nor does it identify any of the key examples that she uses. The
summary has, instead, highlighted salient arguments from the journal article for the
purpose of your particular assessment task and essay question.
One footnote (using the Chicago … style) has been included because the superiority and
inferiority argument can be located on this page. It has not been produced word for word
but it is a close paraphrase. If you want to know more about paraphrasing, quoting and
summarising, go to http://writesite.elearn.usyd.edu.au/m2/m2u3/index.htm
Use the REVIEW document that the Main Library has developed to help you evaluate the
source. Let’s add evaluation to the example used above. The coloured section below
highlights our additions which include two positive evaluations, one explicit evaluation of
Heald’s authority on the topic and another more implicit evaluation of the effect of her
arguments. We have changed the sentence structure slightly to accommodate these new
inclusions but the main summary points are the same.
Example (summary with evaluation - explicit evaluation in bold)
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
4
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority.1 She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities.
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Reflecting on relevance and use
Look at your assignment task and analyse the wording carefully to see what you are
required to do. Pay attention to how and why instructions and those related to time and
place. Notice especially any section containing the instruction to ‘pay attention to a………...,
b…………., c……………, and d….……. These may give you a framework for organizing your
answer.
Think also about the other texts that you have located for your annotated bibliography and
ask yourself: Is this text conveying something similar or different to those OTHER texts and
in what ways? Write about these similarities or differences in your reflection.
Now look at how to add reflection to summary and evaluation in an example
Example (summary with evaluation - explicit in bold) )
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority.1 She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities.
(summary with reflection also involving or accompanying evaluation
*reflection in relation to other readings
This article provides a unique perspective on this topic
*reflection on relevance to assignment
It also demonstrates, with many examples, the complexity of considering the social and
cultural effects of the globalization of coffee. Her analysis provides a framework for
examining the effects of the globalization of other products or services. (This will help
examine the Australian product to be discussed in the assignment).
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Using the Library REVIEW document as a guide. https://library.sydney.edu.au/help/online-
training/downloads/iResearch_Print_SchVsNonSch.pdf
reflection (comparison) + evaluation positive
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
5
Use the checklist below to evaluate two examples provided (Text A and Text B).
Which of the two examples best meets the checklist criteria? Why and how?
Add your responses in the space provided.
Checklist
Criteria
Lists title;
publication
year; author
in Chicago..
Provides brief
summary of source
using salient
information.
Evaluates the
source
Reflects on how
source could be
used to answer
essay question.
Text A
Text B
Evaluative language in green
Text A
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority 1. She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities. This article provides a unique perspective and demonstrates the
complexity of considering the social and cultural effects of the globalization of coffee. Her
analysis provides a framework for examining the effects of the globalization of other
products or services. (personal reflection removed)
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Text B
Susan Heald “Feminism and Teaching about Globalization: Contradictions and Insights,”
Globalization, Societies, and Education 2, no.1 (2004), 117–125.
Teachers of children on the Caribbean Coast trust students who watch movies to be critical,
says Heald. This is true because these children spoke with Heald who is an expert in theories
of identity. This research provides evidence that children are not badly affected by
globalized media and so I can use this in my essay on globalized mass media and its effect on
culture.
Checklist
Criteria
Lists title;
publication
year; author in
Chicago..
Provides brief
summary of source
using salient
information.
Evaluates the
source.
Reflects on how
source could be
used to answer
essay question.
Text A
YES
YES
YES
YES
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
6
Text B NO
MISSING
COMMA &
COLON;
JOURNAL
TITLE NOT IN
ITALICS
NO
FOCUS IS ON ONE
SPECIFIC EXAMPLE,
NOT ON HEALD’S
APPROACH, MAIN
IDEA OR ARGUMENT
SOME – re
HEALD’S
AUTHORITY
NO – re
HEALD’S MAIN
IDEA OR ARG
NO- relating to
OTHER READINGS;
NO - re her
APPROACH OR
MAIN ARG
SOME - re ONE of
H’s EXAMPLES,
1
BDES3011 Architectural History/Theory 3
ASSESSMENT TASK 2
Essay
Part 1
Draft Essay & Annotated Bibliography
Assessment description
For this assessment task you will compile an annotated bibliography that combines
summaries and critical commentaries of published texts drawn from the reading list for this
Unit of Study and the individual reading list you have developed for your Assessment 2:
Essay.
You will also submit integrally, with the Annotated Bibliography, a draft of your final essay.
Assessment category and type
Submitted work. Assignment, written.
Individual or group
Individual
Length / duration
The draft essay should be around 30% complete in terms of texts, images and layout. Aim
for around 900 words. There should be a clear narrative emerging.
Requirements for the draft essay are the same as for the final essay. Please see the separate
outline Assessment Task 2 Essay: Part 2 Final Essay
Requirements for the Annotated Bibliography, which should be 100% complete on
submission, are included below.
The Annotated Bibliography should be included as an Appendix to the Essay in both the
Draft and Final Essay submission.
Weight
13% of the total mark in this Unit of Study.
Due date & time
28 April. Digital copy uploaded to Turn It In via Canvas by 5pm.
Requirements for the annotated bibliography
Your Annotated Bibliography must include a minimum of 8 sources. The text length for each
annotated bibliography entry should be no less than 150 and no more than 200 words. The
overall word count, in addition to the citations/bibliographic information for the 8 books,
should be between 1500 and 2000 words.
Use the ‘Chicago Manual of Style’ for citations and footnotes rather than endnotes. The full
edition of the Chicago Manual of Style is available online via the library catalogue. The
following is a link to an open-access compact summary and citation guideline:
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
2
http://www.chicagomanualofstyle.org/tools_citationguide.html
Submissions
The final submission of the Annotated Bibliography is a digital file uploaded to Turn It In
through Canvas.
• An electronic copy of your Annotated Bibliography must be submitted via Canvas. It is a
requirement of the university that any text-based assessment be analysed via Turn It In.
Your submission will not be considered complete unless you have uploaded an
electronic copy of the Annotated Bibliography;
• Assistance from others in the proof-reading or editing of your report is not permitted. All
sources of feedback on your research and analysis must be acknowledged in the
submission. Provide a statement at the end of the document that includes: the name of
the person, the nature of the assistance, and the person’s area of expertise;
• You must identify submitted work as your own. Use your Student Identification Number
(SIDs) only.
Assessment Criteria
Interim and final submissions will be assessed according to the following criteria:
• Adherence to the Chicago Manual of Style;
• Accuracy and precision in the summaries of the selected texts;
• Quality and sharpness of the critical summaries;
• Articulation of the relevance of texts to your Essay topic.
What is an annotated bibliography
(Adapted from a Learning Centre document provided by Dorothy Economou)
A bibliography is an organised list of sources using an approved referencing style, such as
the Chicago Manual of Style:
https://www.chicagomanualofstyle.org/home.html
An annotated bibliography is an organized list of sources with annotations. It includes:
1. The title (in a full reference) of the journal book, chapter or other source. Use the
correct referencing style.
2. A brief summary of the topic focus + main argument/s or points in the source.
3. An annotation that includes:
a. an evaluation of the source.
b. a reflection on the relevance of this source for your Essay and how it could be used
to support or otherwise contribute to the narrative you are developing.
Your annotated bibliography must include a minimum of 8 sources. The text length for each
annotated bibliography entry should be no less than 150 and no more than 200 words.
A summary is a shortened version of the original source or text. The question is, however,
how should you shorten the original text? You only have a limited number of words for each
annotated entry so your summary must be brief. You should first read the source text to
identify the main ideas, using the structure of the text to help you locate these. If you are
not sure how to do this, have a look at https://unilearning.uow.edu.au/reading/1a.html
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
3
The Reverse Outlines document from the University of Wisconsin-Madison is also helpful for
understanding text structure:
https://dept.writing.wisc.edu/wac/using-a-reverse-outline-to-revise/
Once you have worked out the main ideas of the original text, you still need to shorten these
to write a summary. There are two important steps:
1. Recognising that your purpose may not be the same as the original author's and that
this influences which parts of the original text will be the focus of your summary. In
other words, knowing your purpose will help you locate salient information that you can
then transform into a summary.
2. Transforming the original source involves using your own words as much as possible
(not copying the original author’s words).
3. Here is an example of a summary of Susan Heald’s “Feminism and Teaching about
Globalization: Contradictions and Insights.” Globalization, Societies, and Education 2,
no.1 (2004): 117–125.
Example (summary)
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald raises a number of key arguments in her paper that respond to the question of how
we can think about globalization without reinforcing and reproducing ideas of superiority
and inferiority.1 She argues for the need to think beyond binaries, suggesting that
globalization can be both harmful AND open up new possibilities.
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
You will notice that this summary is NOT a summary of all of the main ideas in the whole of
Heald’s journal article, nor does it identify any of the key examples that she uses. The
summary has, instead, highlighted salient arguments from the journal article for the
purpose of your particular assessment task and essay question.
One footnote (using the Chicago … style) has been included because the superiority and
inferiority argument can be located on this page. It has not been produced word for word
but it is a close paraphrase. If you want to know more about paraphrasing, quoting and
summarising, go to http://writesite.elearn.usyd.edu.au/m2/m2u3/index.htm
Use the REVIEW document that the Main Library has developed to help you evaluate the
source. Let’s add evaluation to the example used above. The coloured section below
highlights our additions which include two positive evaluations, one explicit evaluation of
Heald’s authority on the topic and another more implicit evaluation of the effect of her
arguments. We have changed the sentence structure slightly to accommodate these new
inclusions but the main summary points are the same.
Example (summary with evaluation - explicit evaluation in bold)
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
4
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority.1 She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities.
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Reflecting on relevance and use
Look at your assignment task and analyse the wording carefully to see what you are
required to do. Pay attention to how and why instructions and those related to time and
place. Notice especially any section containing the instruction to ‘pay attention to a………...,
b…………., c……………, and d….……. These may give you a framework for organizing your
answer.
Think also about the other texts that you have located for your annotated bibliography and
ask yourself: Is this text conveying something similar or different to those OTHER texts and
in what ways? Write about these similarities or differences in your reflection.
Now look at how to add reflection to summary and evaluation in an example
Example (summary with evaluation - explicit in bold) )
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority.1 She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities.
(summary with reflection also involving or accompanying evaluation
*reflection in relation to other readings
This article provides a unique perspective on this topic
*reflection on relevance to assignment
It also demonstrates, with many examples, the complexity of considering the social and
cultural effects of the globalization of coffee. Her analysis provides a framework for
examining the effects of the globalization of other products or services. (This will help
examine the Australian product to be discussed in the assignment).
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Using the Library REVIEW document as a guide. https://library.sydney.edu.au/help/online-
training/downloads/iResearch_Print_SchVsNonSch.pdf
reflection (comparison) + evaluation positive
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
5
Use the checklist below to evaluate two examples provided (Text A and Text B).
Which of the two examples best meets the checklist criteria? Why and how?
Add your responses in the space provided.
Checklist
Criteria
Lists title;
publication
year; author
in Chicago..
Provides brief
summary of source
using salient
information.
Evaluates the
source
Reflects on how
source could be
used to answer
essay question.
Text A
Text B
Evaluative language in green
Text A
Susan Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
Globalization, Societies, and Education 2, no.1 (2004): 117–125.
Heald brings her expertise in feminist analysis to the question of globalization, raising a
number of key arguments that prompt us to consider how we can think about globalization
without reinforcing and reproducing ideas of superiority and inferiority 1. She argues for the
need to think beyond binaries, suggesting that globalization can be both harmful AND open
up new possibilities. This article provides a unique perspective and demonstrates the
complexity of considering the social and cultural effects of the globalization of coffee. Her
analysis provides a framework for examining the effects of the globalization of other
products or services. (personal reflection removed)
1 Heald, “Feminism and Teaching about Globalization: Contradictions and Insights”,
120.
Text B
Susan Heald “Feminism and Teaching about Globalization: Contradictions and Insights,”
Globalization, Societies, and Education 2, no.1 (2004), 117–125.
Teachers of children on the Caribbean Coast trust students who watch movies to be critical,
says Heald. This is true because these children spoke with Heald who is an expert in theories
of identity. This research provides evidence that children are not badly affected by
globalized media and so I can use this in my essay on globalized mass media and its effect on
culture.
Checklist
Criteria
Lists title;
publication
year; author in
Chicago..
Provides brief
summary of source
using salient
information.
Evaluates the
source.
Reflects on how
source could be
used to answer
essay question.
Text A
YES
YES
YES
YES
SCHOOL OF ARCHITECTURE, DESIGN AND PLANNING. BDES3011. SEMESTER 1/2022
6
Text B NO
MISSING
COMMA &
COLON;
JOURNAL
TITLE NOT IN
ITALICS
NO
FOCUS IS ON ONE
SPECIFIC EXAMPLE,
NOT ON HEALD’S
APPROACH, MAIN
IDEA OR ARGUMENT
SOME – re
HEALD’S
AUTHORITY
NO – re
HEALD’S MAIN
IDEA OR ARG
NO- relating to
OTHER READINGS;
NO - re her
APPROACH OR
MAIN ARG
SOME - re ONE of
H’s EXAMPLES,
