Convincing Features
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By completing the task, students should be able to:
Member/s of the group could appear in the photo as a proof of originality. PLAGIARISM
WILL BE PENALISED ACCORDINGLY.
a) Group Symbols and Rituals: Capture how uniforms, specialised gears, flags, logos communicate the group’s collective identity and values to both members and outsiders. How do these symbols communicate the group’s collective identity and values to both members and outsiders?
b) Reference Groups: Capture moments to show an individual or group attempting to imitate the style, posture or setting of an admired group. Which group does this individual/group look to for setting standards and why?
Primary Group: Capture intimate, face-to-face interactions with high emotional commitment. What non-verbal cues indicate deep, personal and expressive ties?
Doing Gender: Document examples where people are adhering to or subverting expected gender norms. In what ways are individuals enforcing or challenging the prevailing social expectation of how their gender should behave in that particular setting?
Gendered Consumerism: Document how toys, clothing or products are clearly marketed and visually differentiated by gender with distinct colour or functions. How do these material objects teach children or consumers what activities and traits are considered appropriate for their gender?
The Second Shift: Capture scenes of domestic or care work being performed by a specific a specific gender. How unpaid work is often invisible, undervalued and disproportionately assigned along gender lines in the society?
Work-Family Conflict: Document how parental labour spilling into home life. How is family structure being disrupted or reorganised to accommodate the demands of the external economic institution?
Socialising the Young: Showcase how older family members explicitly teaching younger members specific skill, value or tradition. How does the family institution act as the primary agent of socialisation, transmitting norms and roles to the next generation?
Shifting Definitions of Family: Document a family structure that challenges the traditional nuclear family model. How are these individuals using shared meaning and emotional ties to redefine and create their own institution of ‘family’?
In general, students need to introduce in general the task that they are doing and why they are interested to focus on the issue. It begins with the most general information, like background and/or definitions. The middle is the core of the introduction, where you show the overall topic, purpose or any information that you consider important. Finally, the introduction ends with the most specific information: a guide to the scope and structure of your folio.
c. FIVE (5) photos of 4R size (4×6 inches) with explanation for each.
PHOTO FOLIO RUBRICS
| Assessment criteria | Exemplary | Satisfactory | Poor | ||
| Photos | 7 | 5 | 3 | ||
| Powerful photos. Moments or subjects are well captured. The photos speak for themselves and create interest for the viewers. | Good and interesting photos. The descriptions are needed on a few to add context. | Photos are somewhat interesting. Viewers may need to read the captions or descriptions to understand the context. | |||
| Content Organisation Creativity Team work | 8 | 6 | 4 | ||
| The write up displays the evidence of creativity or thoughtfulness throughout all photos. It addresses the theme/topic in an interesting way, making an original contribution that includes identifying a previously unknown issue / problem |
The write up displays some evidence of creativity or thoughtfulness in relation to the theme/topic. It somewhat addresses the theme/topic and serves its intended purpose i.e addressing an issue |
The write up displays limited evidence of creativity or thoughtfulness. The description is vague and displays a weak connection to the theme/topic. |
|||
| 3 | 2 | 1 | |||
| The photo folio is well organised with a the main elements included and content are well documented with no errors in spelling, grammar and punctuation. | ll The photo folio is organised with all the main s elements included; the quality of written content is competent with minor errors in spelling, grammar and punctuation. |
Most of the expected elements are included, the quality of written contents is poor with too many errors in spelling, grammar and punctuation |
|||
| 5 | 3 | 1 | |||
| The photo folio as a whole has a unified meaning and displayed students’ best work. | The photo folio is a product of good creativity and effort that indicates students’ own work. | The photo folio demonstrates little to no creativity or are not students’ own work. | |||
| 2 | 1 | 0 | |||
| All group members work in harmony to accomplish the task. | Only some of the group members work in harmony to accomplish the task | Most of the group members do not work in harmony to accomplish the task | |||
| TOTAL | /25 | ||||
By completing the task, students should be able to:
| The most important thing was… | I learned that… | Later I realised… |
| At the time I felt… | I’m still unsure about… | This was because… |
| This was likely due to… | My next steps are… | This was like… |
| After thinking about it… | I need to know more about… | I wonder what would happen if… |
REFLECTION WRITING RUBRIC
| Elements | Exemplary | Satisfactory | Poor |
| Content and Reflection | 7 | 5 | 3 |
| The write up demonstrates a profound and thoughtful reflection on the chosen topic or experience, offering deep insights and personal connections. | The write up reflects on the chosen topic or experience, providing some insights and personal connections, but lacks depth. | The write up lacks reflection on the chosen topic or experience, offering minimal insights and personal connections.. | |
|
Organisation and |
3 | 2 | 1 |
| The write up is exceptionally wellorganised with a cleat introduction, body and conclusion. Transitions between ideas are smooth and logical. | The write up has a basic organisational structure, including an introduction, body and conclusion, but transitions may be somewhat abrupt. | The write up is disorganised and lacks a clear structure, making it difficult to understand. | |
|
Clarity and |
3 | 2 | 1 |
| The writer’s language is precise, engaging and effectively conveys the depth reflection. There are no distracting errors in grammar or pronunciation. |
The writer’s language is generally clear but may lack engagement or fluency. Some errors in grammar or pronunciation are noticeable but do not significantly detract from the message. | The writer’s language is incomprehensible, hindering any understanding of the reflection. | |
|
Use of Supporting Example |
2 | 1 | 0 |
| The write up incorporates vivid and relevant examples, stories or evidence that enhance the depth impact of the reflection. |
The write up includes some examples, stories or evidence, but they may not consistently enhance the reflection’s impact. | The write up provides no supporting examples, stories or evidence. | |
| TOTAL | /15 |
By completing the task, students should be able to:
1.Date and time will be determined by AMAD. Check your student portal for the updates.
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