Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Jean Brick
Contact via jean.brick@mq.edu.au
C5A 504
Unit co-ordinator
Maria Herke
C5A 544
Lecturer
Dana Skopal
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is designed to support students in their transition to university by enabling them to understand and achieve standards of performance required in an academic environment. The unit provides a three-level focus which is initiated by facilitating the development of academic practices, behaviours and values. Secondly, it fosters a level of familiarity with the disciplinary language, texts and conventions used when studying in programs offered by the Faculty of Science. Finally, it raises an awareness of the impact of scientific knowledge and the role of scientists when they act to solve problems and implement innovations affecting contemporary society. Learning and assessment activities are designed to build the capacity for independent and collaborative approaches to learning. Students are guided to develop their capacity for reading, thinking and expressing ideas effectively and critically.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Critical Summary | 15% | 5/9/14 |
Group Oral Presentation | 15% | Week 7 tutorial |
Report and brochure | 35% | 24/10/14 |
Argumentaive essay | 35% | 21/11/14 |
Due: 5/9/14
Weighting: 15%
Summary of an article
Due: Week 7 tutorial
Weighting: 15%
Group oral presentation on scientific information regarding a social issue.
Due: 24/10/14
Weighting: 35%
This assignment has two parts:
a) An information report for an academic audience outlining a major issue with regard to a topic of social concern and indicating potential areas of further research
Weighting: 20%
b) An informative brochure presenting the same information to a popular audience
Weighting: 15%
Due: 21/11/14
Weighting: 35%
Formal academic essay
Attendance: ACSC100 incorporates weekly 2 hour lectures and 2 hour tutorials. Students need to attend a minimum of 80% of tutorials, and are strongly encouraged to attend all lectures, as these incorporate extensive student participation.
Expectations: Students are expected to carry out extensive reading and to bring draft copies of assignments to tutorials for evaluation, editing and feedback.
Text book: Brick, J. (2011). Academic Culture: A student's guide to studying at university. Melbourne: Macmillan
iLearn and Echo: Power point slides and lecture and tutorial worksheets will be posted on the iLearn site for ACSC100 (https://ilearn.mq.edu.au)
Lectures will be recorded on Echo.
Week |
Lecture Topic |
Tutorial Focus |
Submission Timeline |
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“Soft” Due Date |
“Formal” Due Date
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1 |
Introduction to ACSC100 & Academic Literacy * Defining “The Sciences” * Defining Academic Communication/Literacy * Defining the “People Unit” * Course Overview & Expectations University Knowledge & Learning * Sources of Knowledge * Reading & Research in the University |
Jigsaw Reading Outline: Assignment Introduction & Overview
Composition Connect 2.0 Introduction & Diagnostic Instructions |
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Diagnostic (Online) |
2 |
Sources of Knowledge & Critical Thinking * Reading for Academic Purposes (4S System) * Keeping a Record of text content * Academic Reliability * Research & Reading Development * Critical Reading * Applying a Critical Thinking Approach to academic texts |
Jigsaw Reading Outline Joint Construction
Portfolio Project Overview & Introduction
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Critical Reading & Note-Taking Worksheet #1 |
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3 |
Academic Integrity & Referencing * Defining Academic Honesty * Referencing Evidence * References & Citations * Reporting Verbs & Situating Evidence * Voice: writer/others (direct, indirect, external) |
Jigsaw Presentations Part 1
Reference Practice & Development |
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Jigsaw Reading Outline #1 (hard copy in tutorial) |
4
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Academic Voice Introduction * Mapping Academic Expression * Grammatical Intricacy vs. Lexical Density Critical Summaries Assignment * Overview & Structure * Critical Summary: Joint Deconstruction |
Jigsaw Presentations Part 2
Critical Summary Joint Construction |
Jigsaw Reading Outline #2 (hard copy in tutorial) |
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5 |
Integrating Evidence & Synthesising Voices * Approaches to Writing * Interpreting University Assignments * Direct, Indirect & External Voice integration
Academic Voice Part 2 * Cause & Effect Networks * Conjunction Practice |
Critical Summary Analysis & Revision
Lexical Density & Conjunction analysis & revision |
Critical Summaries | |
6 |
Academic Voice Part 3 * Modality & Evaluation in Academic Texts * Objective Evaluation Academic Genres * Texts and Genres * Genre Stages & Phases Report * Purpose & Overview * Structure * Joint Deconstruction |
Mapping Academic Expression
Report Joint Construction |
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Critical Summaries |
7 |
Academic Registers * Register Patterns: Field, Tenor & Mode * Assignment Interpretation & Expectations Academic Voice Part 4 * Grammatical metaphor |
Report Analysis & Revision Academic Expression Analysis & Revision
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Report
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8 |
Data Commentary * Data Commentary Overview & Structure * Data Commentary Joint Deconstruction
Group Presentation * Purpose & Overview * Staging & Structure * Group Presentation Joint Deconstruction |
Data Commentary: Joint Construction
Group Presentation: Joint Construction
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Report
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9 |
Developing a Persuasive Position * Thesis Statement Development * Inductive vs. Deductive Rationale * Developing “academic” positions * Presenting Data Persuasively Questioning & Defending Persuasive Positions * Academic Enquiry & Rebuttal * Types of Questions & Response |
Probing a position: Enquiry practice & application
Group Oral Presentation “Dress Rehearsal”
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Group Oral Presentations |
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10 |
Explanation Language * Informed & substantiated information * Cohesive arguments * Enriched vocabulary and expression Presentation Notes |
Group Oral Presentations |
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11 |
Developing Explanation Texts * Deductive & Inductive Approaches * Scaffolding Information Explanation Essay * Purpose & Overview * Structure & Staging * Model Essay Joint Deconstruction |
Group Presentations
Explanation Essay Joint Construction |
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12 |
Refining Academic Expression: Part 1 * Foundational Language * Academic Voice Adapting to the Audience * Audience & Register adaptation * Literary Devices for persuasion Explanation Brochure * Purpose & Overview * Structure & Staging * Model Brochure Joint Deconstruction |
Explanation Essay Analysis & Revision
Explanation Brochure Joint Construction |
Explanation Essay |
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13 |
Refining Academic Expression: Part 2 * Depth of Analysis & Depth of Argument * The Critical Approach & Logic Development * Evidence Integration & Voice Synthesis * Register & Genre Alignment |
Explanation Brochure Analysis & Revision
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Explanation Brochure
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Exam Period |
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Explanation Texts |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: