Identities: Sociological PerspectivesAssignment 2: Essay titles

The word count for this essay is 2,000 words. It is worth 70% of your overall mark for this module. The deadline isMonday 25 April 2022 at 12pm via Turnitin.

Choose one of the following essay titles

1. ‘Identity is something we do rather than something we are born into.’ Critically analyse this statement with reference to concepts from the module.

• How and why do nation-states construct national identity? Critically analyse with reference to one or more case studies, and drawing on relevant concepts from the module.

• ‘Identity is about how other people see us,more than about how we see ourselves.’ To what extent do you agree with this statement? Explain your answer with reference to theories and research covered in the module.

• In what ways can identities be stigmatised?You should draw on empirical and theoretical literature from the module in your response.

• What does intersectionality add to the study of identities? Critically analyse with reference to concepts from the module.

You will gain marks for:

• Demonstrating your understanding of relevant sociological concepts
• Evidence of relevant sociological reading (from the module and beyond)
• A clear argument
• Using examples/case studies
• Comparing and contrasting theories, ideas and perspectives
• Clear structure and communication
• In-text citations and references section in the correct format

Your mark will be reduced for:

• Failure to engage with the set reading or to do any further reading
• Being overly descriptive and insufficiently analytical
• Lack of a clear argument
• Poor level ofwritten English (with allowance for special cases)
• Failure to use the approved referencing system (Harvard)
• Plagiarism

The full assessment criteria are on the following page.

Identities: Sociological Perspectives – Essay assessment criteria

	Inadequate	Adequate	Fair	Good	Excellent	Outstanding	Pioneering
Belo 40	40-49	50-59	60-69	70-79	80-89	90+: publishable

1.Application of theory	Either no argument or argument presented is inappropriate & irrelevant. Conclusions absent or irrelevant.	An indirect response to the task set, with a gesture towards a relevant argument & conclusions.	A reasonable response with a limited sense of argument & partial conclusions.	A sound response with a reasonable argument & straightforward, logical conclusions.	A distinctive response that develops a clear argument & sensible nuanced conclusions.	Compelling response with relevant & nuanced argument, presenting nuanced & insightful conclusions.	Pioneering response with a convincing, sophisticated argument that has nuanced, distinctive & subtle conclusions.
2.Understanding of social theory	General misunderstanding of the issues under discussion.	Rudimentary, intermittent understanding of the issues with confusions.	Reasonable understanding of the issues & their broader implications.	Sound understanding of issues, with insights into broader implications.	Thorough understanding of issues with some sophisticated insights.	Insightful understanding of complexities & significance of issues.	Pioneering understanding of complexities & significance of issues.
3. Depth and accuracy of reading and references section	Very limited or irrelevant reading.	Significant omissions in reading with weak understanding of literature consulted.	Evidence of relevant reading & some understanding of literature consulted.	Evidence of plentiful relevant reading & sound understanding of literature consulted.	Extensive reading & thorough understanding of literature consulted.	Ambitious reading & nuanced understanding of relevant literatures.	Expert-level review & innovative synthesis suitable for a journal publication.
4 Original argument and critical skills	Erroneous analysis. Misunderstanding of the basic core of the taught materials. No conceptual material.	Analysis relying on the partial reproduction of ideas from taught materials. Some concepts absent or wrongly used.	Reasonable reproduction of ideas from taught materials. Rudimentary definition & use of concepts.	Evidence of student’s own analysis. Concepts defined & used systematically & effectively.	Evidence of innovative analysis. Concepts deftly defined & used with some sense of theoretical context.	Critical thought, insights & analysis. Concepts deftly defined & accurately used with a strong sense of context.	Pioneering thought & awareness of cutting edge. Sophisticated sense of conceptual framework in context.
5. Structure and communication  (Presentation)	Style & word choice seriously interfere with comprehension.	Style & word choice seriously detract from conveying of ideas.	Style & word choice sometimes detract from conveying of ideas.	Style & word choice rarely detract from conveying of ideas.	Style & word choice show fluency with ideas & flashes of verve.	Style & word choice greatly enhances ideas & demonstrates verve.	Reads as if professionally copy edited.