22 2022

MODULE NAME: MODULE CODE:

SOCIOLOGY 1B SOCI5112
SOCIOLOGY 1B SOCI5122/w

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER & MARKING RUBRIC)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high‐ (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct, and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error.

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in‐
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in‐text changes in the format of in‐text  Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in‐text)
quotes (in‐text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
Referencing format is technically  The correct referencing format has been  Concepts and ideas are typically referenced, but a
correct throughout the consistently used, but there are one or reference is missing from small sections of the
submission. two errors. work.
 Concepts and ideas are typically  Position of the references: references are only
Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea.  Position of the references: references  For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are  For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in‐text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in‐text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in‐text Generally, congruence between the in‐ A lack of congruence between the in‐text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies between
 There is largely a match between the the in‐text referencing and the
 All sources are accurately sources presented in‐text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in‐text, but not
included in the bibliography/  For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................
....................................................................................................................................................................................................................................................................................................

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Learning Units Objectives covered in this assignment, dependent on the topic chosen:

 Discuss the theoretical frameworks of education.

 Explain the challenges facing the education system.
 Discuss the role of the various institutions of society in understanding the relationship
between education and sociology.

Assignment Instructions:

 Read the relevant prescribed and recommended material (as outlined in your Module
Outline) and your own additional resources.
 This assignment consists of one essay‐style question.
 Remember to include a reference list (please see The IIE Referencing Guide) for all your
cited sources.
 Your assignment must be submitted through SafeAssign.
 Please adhere to any specified word count limitations.

NB – Your lecturer will not mark beyond the maximum word count for the question. For example,
if you exceed the 1 500‐word limit by submitting a 1 700‐word essay, you could lose all marks
allocated to any sections/arguments that fall into the 200 words not marked.

Question 1 (Marks: 100)

This assessment will require you to write a discussion in the form of an essay. This essay asks you to
discuss your knowledge of sociology and education and to apply the Interpretivist perspective to
explain the importance of understanding the theoretical perspectives of education. You will have
to read, organise, and synthesise academic readings on the topic and provide your own application
of the Interpretivist perspective. Your essay should have a clear introduction, body, and a
conclusion, and your essay should progress through a series of arguments to arrive at a well‐
thought‐out conclusion at the end.

With the use of practical examples, discuss the relationship between sociology and education.

NOTE: Discuss means to write about a topic in detail, considering different issues or ideas.

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Therefore, you are required to:

 Discuss education within the field of Sociology in detail and to include different ideas and/or
challenges to education. In order to interpret (and therefore include the necessary detail)
the relationship between education and sociology, it is necessary to include the role of
various educational institutions to highlight the relationship between education and
Sociology.

THINK ABOUT:
 The role of education in society.
 The relationship between education and sociology.
 The value of theory in understanding the relationship between education and Sociology.
 The focus of the Interpretivist perspective.
 The application of the Interpretivist perspective.
 The challenges faced by the education system.
 Whether (or not) the Interpretivist perspective addresses those challenges.
 The role of the various education institutions.
 How those roles impact our understanding of the relationship between education and
Sociology.

Essay structure:
Your essay should include four main sections:

 Introduction
Your introduction should provide a brief background on the topic and should explain to
your reader why the relationship between education and Sociology is considered
interesting or important.

 “Body” section
The main body of your essay should consist of two to four titled sub‐sections. You should
try to identify the main texts or authors that advocate for each of the sub‐sections. Then
summarise the logic of their arguments, discuss the evidence for and against this view, and
provide some analysis of whether the argument makes sense. The four main areas of the
relationship between education and Sociology, the value of theory, the challenges of the
education system and the role of the education institutions need to be included.

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An idea would be to include the application of the Interpretivist perspective within each of
the sub‐headings. (Note: This section should not actually be given the title of “Body” in your
essay).

 Conclusion
Finally, in your conclusion, summarise the discussion within each sub‐heading (including
the application of the Interpretivist perspective) and emphasise the relationship between
education and Sociology.

 Reference List
The final section should be an alphabetical list of all the research sources cited in the essay,
formatted correctly in the Harvard style (please see The IIE Referencing Guide).

Research sources
You should use at least five high‐quality sources (i.e., scholarly articles or books). If you are
confused about where to locate these types of sources, please ask for assistance.

Citations and referencing

In your text, whenever you make a specific factual statement or paraphrase the ideas of one of
your sources, you should include an in‐text citation.

Note that Harvard is an author‐date citation style. The in‐text citation should appear in
parentheses (...) at the end of a sentence, or the relevant section of a sentence. Please see The IIE
Referencing Guidelines.

The final section of your essay should be a Reference List in which you provide an alphabetised list
of all the sources used in your essay. It should start on a new page, after your concluding
paragraph.

Very important: If a source is cited in the text, it must be listed in the Reference List. Similarly, if a
source is listed in the Reference List, it must be cited somewhere in the text.

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Appendix A____________________________________________________________________________________________________________________

MODULE NAME: MODULE CODE:

SOCIOLOGY 1B SOCI5112/5122/w

SOCIOLOGY 1B SOCI5122/w

STUDENT NAME:

STUDENT NUMBER:

Marking Does not meet the required Approaches the required standard Meets the required standard Exceeds the required standard
Criteria standard (31% – 49%) (50% – 74%) (75% – 100%)
(0% – 30%)
Essay  There is little to no attempt to  The essay attempts to include  The essay includes an  The concise and engaging
introduction include a relevant introduction an introduction to introduction which introduction features highly
in the essay, or what is contextualise and signpost the contextualises the essay using relevant background
[10 Marks] provided is incoherent or essay – but it lacks relevant somewhat relevant essay information to contextualise
incohesive and adds little to no essay objectives, coherence, objectives – but some gaps in the question topic, as well as
value to the essay. content and/or logic. coherence, content and/or key objectives to clearly
logic are evident. signpost the essay in a manner
that promotes readability.
0 – 3 Marks 4 Marks 5 – 7 Marks 8 – 10 Marks

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Marking Criteria Does not meet the required Approaches the required Meets the required standard Exceeds the required standard
standard standard (50% – 74%) (75% – 100%)
(0% – 30%) (31% – 49%)
Knowledge:  The topic is presented  The entire topic and  Topic and inclusionary  The topic and inclusionary
Addresses the topic incorrectly. inclusionary discussions are aspects discussed adequately. aspects are discussed in
in its entirety:  The incorrect concepts have briefly covered.  There is some focus on the detail.
The relationship been selected.  Not all the important most important concepts.  The important concepts are
between education  The topic is not adequately concepts have been  Two of the topics. Either the clearly articulated.
and Sociology, the covered. discussed. relationship between  All aspects of the question
challenges faced by  Either the relationship education and Sociology is have been covered: The
the education between education and discussed and/or the relationship between
system, and the Sociology is discussed or the challenges faced by the education and Sociology is
role of various challenges faced by the education system and/or the discussed and the challenges
education education system or the role role of various education faced by the education
institutions. of various education institutions but not all three. system and the role of various
institutions but not all three. education institutions.
[30 Marks]

0 – 9 Marks 10 – 14 Marks 15 – 22 Marks 23 – 30 Marks

Organisation and  Random organisation,
communication of lacking internal paragraph
information: coherence and using few or
inappropriate transitions.
[10 Marks] Paragraphslack topic
sentences ormain ideas or
are just too general to be
effective.
 Paragraphs do not relate to
the topic.
 Ideas are listed and
arranged randomly, with no
evidence of logical
structure. Uses transitions,
but they are quite
sequential (first, second,
third) rather than logic
based. While each
paragraph relates to the
topic, the logic is not always
clear. Paragraphs have topic
sentences but remain overly
general.
 Shows a logical progression
of ideas and uses
sophisticated transitional
devices, e.g., may move
from least to more
important ideas.
 Some logical links are
lacking, but the paragraphs
clearly relate to the paper’s
central idea.
 Uses a logical structure
appropriate to paper’s
central topic, key ideas,
purpose, audience, and
disciplinary field.
 Sophisticated transitional
sentences often develop
one ideafrom the previous
one or identify their logical
relations. The content
guides the reader through
the chain of reasoning or
progression of ideas.

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 Arrangements of sentences
within paragraphs lack
coherence.
0 – 3 Marks 4 Marks 5 – 7 Marks 8 – 10 Marks

Marking Criteria Does not meet the required Approaches the required
standard standard
(0% – 30%) (31% – 49%)
Skill: Application of  No application in present.  The application is not clear
the Interpretivist  The application is incorrect. throughout.
approach  Could not articulate the value
of theory in understanding
[30 Marks] the relationship between
education and Sociology.
 Only one of the below are
included in the discussion:
i. The focus of the
Interpretivist
perspective.
ii. The application of the
Interpretivist
perspective.
iii. Whether (or not) the
Interpretivist perspective
addresses those
challenges.
Essay conclusion 0 – 9 Marks 10 – 14 Marks
 The conclusion does not  The conclusion briefly reviews
[10 Marks] summarise the paper well. the central topic. Makes
Makes announcements (i.e., announcements (i.e., “This
“This essay discussed/In this essay discussed/In this essay,
essay, Idiscussed/X, Y, and Z Idiscussed/X, Y, and Z were
were discussed or discussed or summarised”).
summarised”) OR consists of
Meets the required standard
(50% – 74%)
 The application is clearly
stated from the outset and
functions as a conclusion to
the essay.
 However, the application is
not consistently referred to in
the essay.
 Only two of the below are
included in the discussion:
i. The focus of the
Interpretivist
perspective.
ii. The application of the
Interpretivist
perspective.
iii. Whether (or not) the
Interpretivist perspective
addresses those
challenges.
15 – 22 Marks
 The conclusion strongly, yet
concisely reviews the central
topic and key ideas,but does
not link well with the
introduction.
Exceeds the required standard
(75% – 100%)
 The application is an original
formulation.
 It aids in the understanding of
the relationship between
education and Sociology.
 All three of the below are
included in the discussion:
i. The focus of the
Interpretivist
perspective.
ii. The application of the
Interpretivist
perspective.
iii. Whether (or not) the
Interpretivist perspective
addresses those
challenges.
23 – 30 Marks
 The conclusion contains a
strong review of the central
topic and key ideas, flows
logically from the content and
links well with the
introduction.

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only a sentence or a few
sentences.
0 – 3 Marks
Grammar, spelling  Grammatical errors and poor
and language [10 spelling and punctuation
Marks] substantially detract from the
paper. First person/informal
language is used throughout.
0 – 3 Marks
© The Independent Institute of Education (Pty) Ltd 2022
4 Marks
 There are few grammatical,
spelling orpunctuation errors
that interfere with reading the
paper. Language is informal or
uses first person.
4 Marks
5 – 7 Marks
 Grammatical errors, spelling
and punctuation are rare and
do not detractfrom the paper.
Some instances of informal
language.
5 – 7 Marks
2022
8 – 10 Marks
 The paper is free of
grammatical, spelling or
punctuation errors. Language
is academicthroughout.
8 – 10 Marks
[TOTAL MARKS: 100]
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