SCHOOL OF ARCHITECTURE AND PLANNING

ARCHHTC 340
Oceanic Architecture and Urbanism

COURSE OUTLINE/Semester 1, 2016

Andreas Gursky, Ocean III, chromogenic print, 2010 (www.aucklandartgallery.com/the-collection/browse-

artwork/19071/ocean-iii )

1.0 GENERAL COURSE INFORMATION

Course Code: ARCHHTC 340

Course Title: Oceanic Architecture and Urbanism
Points Value: 10
Prerequisites: ARCHHTC 235 and 236, or 202 and 230
Restrictions: ARCHHTC 304, 337
Course coordinator: Associate Professor Deidre Brown

2.0 CLASS CONTACT HOURS

Thursdays, 11am to 1pm, MLT1/303-G23

3.0 COURSE PRESCRIPTION

This course examines the development of architecture and its contexts in Aotearoa New Zealand and
the South Pacific, including origins, historical influences, key architects and buildings, identity and
changing priorities.

3.1 DESCRIPTION

Rather than situating New Zealand on the geographical and cultural margins of architectural practice,
this course will place it firmly in the centre of a story about global architectural expansion and national
identity. Think of New Zealand as a modern-day metropolitan province of an Oceanic continent in
which islands are not lost in an enormous sea but are, as others have argued, a sea of islands. How do
our buildings contribute to this history? How do they relate to other buildings in wider Oceania and
Europe? As we shall see, the earliest New Zealand built environments express the momentum of a great
migration that had started from Taiwan around 6,000 years ago and moved across Oceania. Indeed
landscape modification, in the form of p (fortified) terracing, and tectonic terminology that associates
building with boat elements, are local manifestations of a physically-dispersed but culturally-cohesive
Oceanic social system and maritime community. In this course we will come to appreciate that relative
spaces, the spaces between, are as significant as structures that create them, an important concept that
also explains much about how Western architecture was initially accommodated here and in other parts
of Oceania. New ideas, technologies and aesthetics created a period of dynamic transformation for
indigenous people of the region, but other aspects of European settlement offered significant social
challenges. As we shall see, European settler architecture was similarly an attempt to reconcile culture
with local conditions, a complex response to being antipodean (literally opposite footed). The
perceived polarity between Europe and Oceania is articulated in a Pacific International Style and critical
regionalism, as communities and designers have attempted to come to terms with national identity,
cultural origins and diaspora. Exactly what that contributes to our current situation, in a digital age when
Pacific rim countries are experiencing a collapse of space that their less-connected island neighbours are
not and Indigenous peoples seek conventional and innovative means to protect their design heritage, are
matters that will be debated in this course.

4.0 TEACHING AIMS

The aims of this course are to:

1. Introduce students to key themes in Oceanic architecture;

2. Interpret the development of these themes through a critical application of history and theory;
3. Situate local architecture in a global context.

5.0 LEARNING OUTCOMES

At the successful completion of this course students will be able to:

1. Broadly appreciate architecture from the Oceanic region;

2. Demonstrate a critical understanding of Oceanic architecture in selected contexts;
3. Appreciate Oceanic architecture from local and global perspectives.

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6.0 COURSE STRUCTURE AND CONTENT

Week Date Lecturer Topic

Week 1 3 March Assoc. Prof. Deidre Brown The Ocean is a Bridge
Week 2 10 March Assoc. Prof. Deidre Brown The Great Monuments of Oceania
Week 3 17 March Assoc. Prof. Deidre Brown Oceanic Meeting Places and Spaces
Bill McKay The Architecture of Worship
Week 4 24 March Jeremy Treadwell The Bungalow
Assoc. Prof. Deidre Brown Building Nationality
Week 5 31 March Jeremy Salmond (Salmond Reed Is Building Conservation
Architects) Conservation?
Emeritus Professor Manying Ip Ethni-City: Asian footprints in New
Zealand
Week 6 7 April Yusnidar Yusof South East Asian Architecture
Assoc. Prof. Linda Tyler Aotearoa Art Deco: the making of
moderne New Zealand
Week 7 14 April Assoc. Prof. Deidre Brown Would you like a koru with that?:
Culturally inclusive design
MID-SEMESTER BREAK
25 April ESSAY 1 DUE
Week 8 28 April Assoc. Prof. Deidre Brown Group Architects
Professor Andrew Barrie Warren and Beaven
Week 9 5 May Lynda Simmons (Lynda Invisible Histories
Simmons Architects)
Lama Tone (New Pacific Contemporary Architecture of the
Architecture) Pacific
Week 10 12 May Assoc. Prof. Deidre Brown Homelessness, Housing Need and
Social Housing in New Zealand
Bill McKay Contemporary New Zealand
Architecture
Week 11 19 May Assoc. Prof. Deidre Brown Essay 2 discussion and course
conclusion
Week 12 26 May CRIT WEEK: NO CLASS
7 June ESSAY 2 DUE

7.0 LEARNING RESOURCES

7.1 Short loan books and recommended architecture serials

There are no readers, textbooks or compulsory or recommended readings for this course. The books
on the list below, which are also listed in the Reading List section of our Canvas website, are often in
high demand for essays and have been placed on desk copy to make them more accessible. Students are
expected to supplement this material with other appropriate resources in order to develop their
bibliographies.

Title Author/Publisher
A Dream of Spires: Benjamin Mountfort and the Gothic revival Ian Lochhead (Christchurch: Canterbury University
Press 1999)
Art Deco Napier Peter Shaw (Napier: Art Deco Trust 2008)

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 Art in Oceania: a new history
At Home: a century of New Zealand design
Beyond the State: New Zealand state houses from modest to
modern
Ernst Plischke: modern architecture for the New World : the
complete works
Fabrications: the journal of the Society of Architectural Historians,
Australia and New Zealand.
Group Architects: towards a New Zealand architecture
Interstices: a journal of architecture and related arts
Long Live the Modern: New Zealand's new architecture, 1904-
1984
Looking for the Local: architecture and the New Zealand modern
Maori Architecture: from fale to wharenui and beyond
Mihaia: the prophet Rua Kenana and his community at
Maungapohatu
New Dreamland: writing New Zealand architecture
New Territory: Warren and Mahoney 50 years of New Zealand
architecture
New Zealand architecture: from Polynesian beginnings to 1990
Old New Zealand Houses 1800-1940
Pacific Art Niu Sila: the Pacific dimension of contemporary New
Zealand arts
Prehistoric Architecture in Micronesia
The Bungalow: the production of a global culture
The Prehistory of New Zealand
Unfolding History, Evolving Identity: the Chinese in New Zealand
Warren & Mahoney Architects, 1958-1989
Worship: a history of New Zealand church design
7.2 Other Resources
We can always improve the way we prepare for essays, and the university has some excellent on-line and
in-person resources:
Student Learning Services offers a number of workshops and one-on-one programmes on all of
the universitys campuses: http://www.library.auckland.ac.nz/student-learning
Edited by Peter Brunt and Nicholas Thomas
(London: Thames & Hudson 2012)
Douglas Lloyd-Jenkins, Douglas. (Auckland: Godwit
2004)
Bill McKay & Andrea Stevens (Auckland: Penguin
2014)
Ernst Plischke, August Sarnitz, Eva B. Ottillinger.
(Munich; Prestel c2004)
Society of Architectural Historians Australia and New
Zealand
Julia Gatley (Auckland: Auckland University Press
2010)
(Auckland: Enigma Publications, 1991-)
Julia Gatley (Auckland: Auckland University Press
2008)
Justine Clark and Paul Walker (Wellington: Victoria
University Press 2000.)
Deidre Brown (Auckland: Raupo 2009.)
Judith Binney (Auckland: Auckland University Press
1996)
Edited by Douglas Lloyd Jenkins (Auckland: Godwit
2005)
(Auckland: Balasoglou s 2005)
Peter Shaw (Auckland: Hodder & Stoughton 1991)
Jeremy Salmond (Auckland: Reed Methuen 1986)
Edited by Sean Mallon and Pandora Fulimalo Pereira
(Wellington: Te Papa Press 2002)
William N. Morgan (Austin: University of Texas
Press 1988)
Anthony D. King (New York : Oxford University
Press 1995)
Janet M. Davidson (Auckland: Longman Paul 1987)
Edited by Manying Ip. (Auckland: Auckland
University Press 2003.)
(Christchurch: The Architects c1989)
Bill McKay (New Zealand: Godwit 2015)
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 The Library has an online study and research support site with information about finding and
managing information: http://www.library.auckland.ac.nz/instruct/

The Architecture Librarians are only too pleased to help you with searches.

The General Library on campus has a dedicated Maori and Pasifika information services team.
Information related to their collections and online resources, and their contact details, can be
found at: http://www.library.auckland.ac.nz/subject-guides/maori/lgmaori.htm

English language support can be found through a variety of services on

campus: http://www.auckland.ac.nz/uoa/for/currentstudents/academiclife/englishlanguagesup
port.cfm

Referencite is an excellent online referencing resources that explains the importance and
usefulness of references to your coursework: http://www.cite.auckland.ac.nz

Last, but not least, your course coordinator (Deidre) will always help you. Although draft reading
is not possible, advice can be given over email and in person if you email for an appointment.
There are no textbooks for this course. You will be given occasional readings and a select bibliography
will accompany teacher-delivered seminars. There are some useful search engines that may provide
sources that assist you with your understanding, research and assessment preparations:

The Catalogue (also see left hand menu): http://www.library.auckland.ac.nz/

ARCH (Australian Architectural Database; includes some New Zealand authored

material): http://www.library.auckland.ac.nz/databases/learn_database/public.asp?record=austa
rc

INNZ (Index New

Zealand): http://www.library.auckland.ac.nz/databases/learn_database/public.asp?record=innz;

Anthropology Plus (for some Maori and Pacific

searches) http://www.library.auckland.ac.nz/databases/learn_database/public.asp?record=antlit;

Architecture and Planning Library Special Collections: http://www.library.auckland.ac.nz/about-

us/collections/special-collections/architecture-and-planning (to see the archive make an
appointment through the Architecture and Planning Library)

DigitalNZ (for New Zealand images, newspapers, research papers from a variety of public
institutions, or image related research): http://www.digitalnz.org/

Google Scholar: http://scholar.google.co.nz/

Do not use Wikipedia as a source of information!

7.3 Use of Canvas

Any material distributed in class, PowerPoints and lecture recordings will be available on our Canvas
website.

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7.4 Consultation and Discussions

You are welcome to make an appointment to see me (Deidre) by either speaking to me after the lecture
or contacting me by email or telephone (details above).

8.0 INCLUSIVE LEARNING

Students are urged to discuss privately any impairment-related requirements face-to-face and/or in
written form with the course convenor.

9.0 OTHER INFORMATION

This course is one of the few opportunities to learn about New Zealand and Pacific architectural history
in the undergraduate programme. It is structured to provide students with a general knowledge of the
region, and specialist knowledge of design, building and other spatial practices, as preparation for
practice and for further academic study. Students are, therefore, expected to attend all lectures,
regardless of whether they relate to their essay topics or not, as the learning provided will assist in your
continuing studies and career development. No preparatory background historical or cultural knowledge
is required and students are welcome to ask questions if any material presented needs further
explanation. Many students find the opportunity to examine topics of their personal interest within the
courses essay questions a chance to explore cultural and design ideas outside of a design paradigm.

10.0 ASSESSMENT

10.1 Method of Assessment

Summative assessment is 100% research-based coursework, and the mark consists of two 50% essays.

ACADEMIC INTEGRITY
Honesty and integrity are valued in all academic activities at The University of Auckland. You are
strongly encouraged to look at the new academic integrity website (you may need to cut and paste this
address), https://www.academicintegrity.auckland.ac.nz/ .

Before your essays are submitted for marking you need to submit them to Turnitin, which you should be
familiar with from your earlier HTC courses. For this course, Turnitin access information is: class
ID: 12182498; password: Oceanic . Turnitin instructions can be found
here: https://www.auckland.ac.nz/en/about/learning-and-teaching/policies-guidelines-and-
procedures/academic-integrity-info-for-students/about-academic-integrity/turnitin-for-students.html .
There is also a Turnitin student FAQ page: http://www.auckland.ac.nz/uoa/tl-turnitin-faq .

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10.2 Assignment Format and Assessment Criteria

Essay 1 (50% of final mark)

LEARNING OBJECTIVES
Students successfully completing the essay will be able to:

1. Broadly appreciate architecture from the Oceanic region;

2. Demonstrate a critical understanding of Oceanic architecture in selected contexts.

CONTENT AND PRESENTATION REQUIREMENTS

Students are required to complete a 1,600 word essay, illustrated as you feel appropriate, about a building
constructed during or before the nineteenth century (i.e. before 1900) in Oceania (defined here as either
New Zealand or the wider Pacific). The essay will be submitted electronically to Turnitin and, in A4
format (or A3 folded) bound with an assignment cover sheet, the level 4 assignment box on Tuesday 26
April by 4pm. Assignment coversheets can be found on our Canvas website (they are no longer
available from the School Office). Essays will be available for collection, with the completed assessment
sheet attached, on Monday 16 May from the School Office.

The essay must discuss (in narrative not note form) the following issues:

Any known constructional information about the building, such as: location; dates of commission,
construction, opening and, if applicable, destruction or removal; commissioning individuals or
communities; designers and builders, if different to commissioners; the intended and actual
purpose(s) of the building. Students should indicate if any of this information is not available or
is subject to speculation. The building does not necessarily need to be standing today. If it has
been subject to restoration or relocation students can decide whether or not this information is
important relative to other requirements of this essay (and the word limit!).
The cultural circumstances from which the building developed. What are its cultural influences? What did it,
and (if applicable) its elements, represent to its people at the time of its construction? Make
reference to architectural and historical texts that support your argument.
Any use of new constructional technologies or materials. This may not be applicable to all buildings, but
where new technologies or materials are used describe where they were acquired from
(conceptually or physically) and how this introduced change. For example, some buildings made
by nineteenth century Maori and Pacific peoples appropriated Western technologies and
materials, and some settler buildings appropriated materials from Maori or adapted Western
technologies to suit local materials, etc. Make reference to architectural and, if applicable,
historical and/or anthropological/archaeological texts that support your argument.
Response to the landscape. This can be to local or regional site conditions. The emphasis here is not
on sun angles or wind directions. It is about how builders/designers had to adapt the building
type (to which your building belongs) to suit new climates or respond to landscape features. For
instance, some Victorian buildings were more responsive to the street and less responsive to the
climate. In contrast, some Maori buildings were orientated to the rising sun, for spiritual reasons,
and Pacific buildings were orientated according to their proximity to the ocean.

Use the Chicago Manual of Style (footnotes) for your formatting. Online quick-guides can be found
at http://www.cite.auckland.ac.nz/quick.php (Select reference style pull down menu: Chicago
footnotes).

ASSESSMENT

8
The emphasis in assessment will be on how well you have understood and interpreted your building
according to the issues outlined above. Please see the assessment sheet overleaf for more details.

If a student is unable to hand-in their essay on time they must make a formal application for an
extension. Please liaise with me if this happens. Students who fail to present an essay and have not
applied for an extension will receive a grade of 0% for this assignment.

GRADING
The grading of work is based on the NICAI Grade Descriptors printed in the School Handbook.

9
ARCHHTC 340 ESSAY 1: ASSESSMENT SHEET

Name:
D- (0-39) D (40-44) D+ (45-49) C- (50-54) C (55-59) C+ (60-64)

B- (65-69) B (70-74) B+ (75-79) A- (80-84) A (85-89) A+ (90-100)

Received in No, so mark for Yes, submitted on

Turnitin? essay not credited time so no marks
to mark for course deducted

Indicated in Inadequate Adequate Good to v. good Excellent

bold type
1. The extent to The essay does not Some consideration Good to very good Full, complete and
which the essay address the topic has been given to consideration has detailed
addresses the adequately. The most aspects of the been given to most consideration has
given topic, word length has not essay topic. aspects of the essay been given to the
within the stated been used to topic. essay topic.
word limit: advantage.
2. The extent to This essay lacks a Introduction, A considered Well-considered
which the essay logical structure. thematic structure introduction, a clear introduction, clear
is clearly and The introduction and conclusion are thematic essay thematic essay
logically does not explain the all apparent. structure, and some structure, and
structured, with essays scope or effort made with strong conclusion
a strong structure and the conclusion. that makes clear
introduction and conclusion is reference back to
conclusion: inadequate in the introduction
reflecting upon the and elaborates upon
essay findings. the essay findings.
3. The extent to Referencing Referencing has Referencing is Referencing is
which the essay (footnoting and/or been attempted but mostly complete complete and an
is fully bibliography) is is not correct in and a good attempt excellent effort has
referenced, in incomplete and formatting. has been made to been made to
accordance with largely incorrect in follow the Chicago follow the Chicago
established form. referencing system. referencing system
academic correctly.
conventions:
4. The extent to English needs more English is fair and English is good and English is excellent
which the essay work; clarity of content generally content clearly and content very
is well written, communication is clear. expressed. clearly expressed.
and written in variable.
your own words:
5. The extent to More consideration Some effort has An argument has An intelligent and
which you have needs to be given to been made to clearly been made convincing
made a formulating an formulate an in response to the argument has been
persuasive argument in argument in essay topic. made in response to
argument in response to the response to the the essay topic.
response to the essay topic. essay topic.
essay topic:
6. The extent to Images have not A reasonable A good range of An excellent range
which images been used to number of useful useful images has of useful images.
have been used support the images have been been used. Images All images are
to support the argument. More used. Some effort are sharp, located to sharp, carefully
argument: care is needed when has been made to support the points placed to support
writing captions provide captions being made in the the points being
and providing and sources for text, and supported made in the text,
sources for each each image. by captions and with useful captions
image. sources. and full sources.

10
In addition, if any of the following standard comments are highlighted, then they also apply to your
essay. If none are highlighted, then you can assume that no comments are applicable to your essay:

1. This essay is too short.

2. This essay is too long.
3. More care is needed with proofreading and editing your text.
4. You need to make better use of the University of Aucklands guide to using the Chicago
referencing system for formatting footnotes and bibliographies.
See http://www.cite.auckland.ac.nz/quick.php .
5. When footnoting, you need to include the full citation the first time you footnote any one
particular source and then to use the abridged citation for subsequent references to the same
source. See http://www.cite.auckland.ac.nz/quick.php .
6. This essay is largely descriptive rather than analytical.
7. The essay needs an introduction that explains the scope of the essay, the topic being pursued and
the questions being asked of the material. It is often very appropriate to include a statement about
the main essay findings, along the lines of: This essay shows that . . . .
8. The structure of this essay is problematic in that it does not address the required issues: any
known constructional information about the building; the cultural circumstances from which the
building developed; any use of new constructional technologies or materials; and the response to
the landscape.
9. The essay needs a stronger conclusion. Try to reiterate the essay findings and also to elaborate
upon the importance of your essay findings.

Other comments specific to your essay:

11
Essay 2 (50% of final mark)

LEARNING OBJECTIVES
Students successfully completing the essay will be able to:

1. Broadly appreciate architecture from the Oceanic region;

2. Demonstrate a critical understanding of Oceanic architecture in selected contexts;
3. Appreciate Oceanic architecture from local and global perspectives.

CONTENT AND PRESENTATION REQUIREMENTS

Students are required to complete a 1,600 word essay, illustrated as you feel appropriate, about a building
constructed sometime between 1900 and 2006 in Oceania (defined here as either New Zealand or the
wider Pacific). The essay will be submitted electronically to Turnitin and, in A4 format (or A3 folded)
bound with an assignment cover sheet, the level 4 assignment box on Monday 7 June by 4pm.
Assignment coversheets can be found on our Canvas website (they are no longer available from the
School Office). Essays will be available for collection, with the completed assessment sheet attached, on
Monday 27 June from the School Office.

The essay must discuss (in narrative not note form) the following issues:

Any known constructional information about the building, such as: location; dates of commission,
construction, opening and, if applicable, destruction or removal; commissioning individuals or
communities; designers and builders, if different to commissioners; the intended and actual
purpose(s) of the building. Students should indicate if any of this information is not available or
is subject to speculation. The building does not necessarily need to be standing today. If it has
been subject to restoration or relocation students can decide whether or not this information is
important relative to other requirements of this essay (and the word limit).
Describe the building within its local architectural context. Is the building a regionalist response to its site
or historical conditions? Does it otherwise reference local conditions through its response to
landscape, materials, historical precedents etc? If not, explain why not. It is expected that you will
refer to an appropriate range of historical, theoretical, and critical analyses to support your
argument.
Describe the building within its global architectural context. Whether it is a regionalist response or part of
an international movement, all buildings can be understood within a wider global context. That
context might be related to architectural movements in Europe and/or North America, or
Australia, or Asia, or the Pacific. Again, it is expected that you will refer to an appropriate range
of historical, theoretical, and critical analyses. Contextualising a building in space and time
enables it to be critically appraised and for its contribution to architecture to be better
understood.

Use the Chicago Manual of Style (footnotes) for your formatting. Online quick-guides can be found
at http://www.cite.auckland.ac.nz/quick.php (Select reference style pull down menu: Chicago
footnotes) and www.library.auckland.ac.nz/instruct/ref/chicago.htm.

ASSESSMENT
The emphasis in assessment will be on how well you have understood and interpreted your building
according to the issues outlined above. Please see the assessment sheet overleaf for more details.

12
If a student is unable to hand-in their essay on time they must make a formal application for an
extension. Please liaise with me if this happens. Students who fail to present an essay and have not
applied for an extension will receive a grade of 0% for this assignment.

GRADING
The grading of work is based on the NICAI Grade Descriptors printed in the School Handbook.

13
ARCHHTC 340 ESSAY 2: ASSESSMENT SHEET

Name:
D- (0-39) D (40-44) D+ (45-49) C- (50-54) C (55-59) C+ (60-64)

B- (65-69) B (70-74) B+ (75-79) A- (80-84) A (85-89) A+ (90-100)

Received in No, so mark for Yes, submitted on

Turnitin? essay not credited time so no marks
to mark for course deducted

Indicated in Inadequate Adequate Good to v. good Excellent

bold type
1. The extent to The essay does not Some consideration Good to very good Full, complete and
which the essay address the topic has been given to consideration has detailed
addresses the adequately. The most aspects of the been given to most consideration has
given topic, word length has not essay topic. aspects of the essay been given to the
within the stated been used to topic. essay topic.
word limit: advantage.
2. The extent to This essay lacks a Introduction, A considered Well-considered
which the essay logical structure. thematic structure introduction, a clear introduction, clear
is clearly and The introduction and conclusion are thematic essay thematic essay
logically does not explain the all apparent. structure, and some structure, and
structured, with essays scope or effort made with strong conclusion
a strong structure and the conclusion. that makes clear
introduction and conclusion is reference back to
conclusion: inadequate in the introduction
reflecting upon the and elaborates upon
essay findings. the essay findings.
3. The extent to Referencing Referencing has Referencing is Referencing is
which the essay (footnoting and/or been attempted but mostly complete complete and an
is fully bibliography) is is not correct in and a good attempt excellent effort has
referenced, in incomplete and formatting. has been made to been made to
accordance with largely incorrect in follow the Chicago follow the Chicago
established form. referencing system. referencing system
academic correctly.
conventions:
4. The extent to English needs more English is fair and English is good and English is excellent
which the essay work; clarity of content generally content clearly and content very
is well written, communication is clear. expressed. clearly expressed.
and written in variable.
your own words:
5. The extent to More consideration Some effort has An argument has An intelligent and
which you have needs to be given to been made to clearly been made convincing
made a formulating an formulate an in response to the argument has been
persuasive argument in argument in essay topic. made in response to
argument in response to the response to the the essay topic.
response to the essay topic. essay topic.
essay topic:
6. The extent to Images have not A reasonable A good range of An excellent range
which images been used to number of useful useful images has of useful images.
have been used support the images have been been used. Images All images are
to support the argument. More used. Some effort are sharp, located to sharp, carefully
argument: care is needed when has been made to support the points placed to support
writing captions provide captions being made in the the points being
and providing and sources for text, and supported made in the text,
sources for each each image. by captions and with useful captions
image. sources. and full sources.

14
In addition, if any of the following standard comments are highlighted, then they also apply to your
essay. If none are highlighted, then you can assume that no comments are applicable to your essay:

10. This essay is too short.

11. This essay is too long.
12. More care is needed with proofreading and editing your text.
13. You need to make better use of the University of Aucklands guide to using the Chicago
referencing system for formatting footnotes and bibliographies.
See http://www.cite.auckland.ac.nz/quick.php .
14. When footnoting, you need to include the full citation the first time you footnote any one
particular source and then to use the abridged citation for subsequent references to the same
source. See http://www.cite.auckland.ac.nz/quick.php .
15. This essay is largely descriptive rather than analytical.
16. The essay needs an introduction that explains the scope of the essay, the topic being pursued and
the questions being asked of the material. It is often very appropriate to include a statement about
the main essay findings, along the lines of: This essay shows that . . . .
17. The structure of this essay is problematic in that it does not address the required issues: any
known constructional information about the building; a description of the building within its local
architectural context; and a description of the building within its global architectural context.
18. The essay needs a stronger conclusion. Try to reiterate the essay findings and also to elaborate
upon the importance of your essay findings.

Other comments specific to your essay:

15
10.2 Assessment Criteria

Detailed information on assignment format and assessment criteria are provided below. The grading of
work is based on the NICAI Grade Descriptors printed on the Faculty website:
https://cdn.auckland.ac.nz/assets/creative/for/current-students/course-planning-enrolment/Planning-
and-enrolment-assets/NICAI%20grade%20descriptors.pdf .

10.3 Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views
cheating in coursework as a serious academic offence. The work that a student submits for
grading must be the students own work, reflecting his or her learning. Where work from other
sources is used, it must be properly acknowledged and referenced. This requirement also applies
to sources on the world-wide web. A students assessed work may be reviewed against
electronic source material using computerised detection mechanisms. Upon reasonable request,
students may be required to provide an electronic version of their work for computerised
review.

10.4 Attendance and Participation

Attendance in class as well as engagement with course activities and readings supports academic success.
Therefore it is strongly recommended that students make every effort to attend class and complete all
the necessary in-class requirements.

11.0 UNIVERSITY POLICIES AND GUIDELINES

This course is based on the university policies and guidelines. For further information, see the University
and Faculty websites. On the Faculty website, the Quick Reference Guide for New Students provides
useful information on such things as key dates, where to go for help and advice, personal support and
academic policies and procedures.

Students must note the following warning that applies to all material provided for this course. This
includes printed material and electronic material, and material posted on Canvas. If you are not sure
about the requirements, ask for clarification from the course coordinator.

COPYRIGHT WARNING NOTICE

This material is protected by copyright and has been copied by and solely for the educational purposes
of the University under licence. You may not sell, alter or further reproduce or distribute any part of this
course pack/material to any other person. Where provided to you in electronic format, you may only
print from it for your own private study and research. Failure to comply with the terms of this warning
may expose you to legal action for copyright infringement and/or disciplinary action by the University.

16