Students

ENGL205 – Australian Literature

2015 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Antonina Harbus
Credit points Credit points
3
Prerequisites Prerequisites
ENGL120
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit explores the relation between literature and Australian society in the twentieth century. Literature is broadly conceived, as social critique or social settlement, with a focus on the questions asked by Indigenous Australian writing. Readers are introduced to novels, poetry, theatre and film from across the century, including contemporary Australian writing. The representation of relations between place and culture; the city/bush divide; history; memory and subjectivity; class and social change; gender codes and sexuality; recent challenges to unifying national myths; Indigenous writing; and (post)colonial frames form some of the unit's concerns.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment Tasks

Name Weighting Due
Participation 20% Each week of session
Quiz 10% 13/3/15
Research Analysis Task 20% 06/04/15
Research Essay 50% 09/06/15

Participation

Due: Each week of session
Weighting: 20%

See unit ilearn site for details.


On successful completion you will be able to:
  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Quiz

Due: 13/3/15
Weighting: 10%

See unit ilearn site for details.


On successful completion you will be able to:
  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Research Analysis Task

Due: 06/04/15
Weighting: 20%

See unit ilearn site for details.


On successful completion you will be able to:
  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Research Essay

Due: 09/06/15
Weighting: 50%

See unit ilearn site for details.


On successful completion you will be able to:
  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Delivery and Resources

CLASSES

For lecture times and classrooms please consult the MQ Timetable website: http://www.timetables.mq.edu.au. This website will display up-to-date information on your classes and classroom locations.

 

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

 

REQUIRED READING

You are required to purchase, or loan, the following texts (listed in order of reading). Texts are available from the Co-op bookshop on campus.

  • J. Thompson, ed. Documents That Shaped Australia
  • K. Prichard, Coonardoo
  • F. Webb, Collected Poems (esp. 'A Drum for Ben Boyd')
  • J. Davis, The Dreamers
  • S, Tan, Tales from Outer Suburbia
  • A. Heiss, Manhattan Dreaming

Note: There is NO ENGL205 Unit Reader. Documents that Shaped Australia will be used throughout the unit instead. It is strongly recommended that you read texts well before the week they are to be discussed.

RECOMMENDED READING

A list of items on Library Reserve (3-hour and single-night loan) is provided on iLearn. Note that this list is for research purposes and does not include unit texts.

 

UNIT WEBPAGE AND TECHNOLOGY USED AND REQUIRED

Online units can be accessed at: http://ilearn.mq.edu.au/.

PC and Internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also a requirement. Please consult teaching staff for any further, more specific requirements.

Unit Schedule

 

This unit is split into two Modules:

 

MODULE 1 The Twentieth Century focuses on key unit texts in this order: Documents that Shaped Australia, Coonardoo, Francis Webb Collected Poems, The Dreamers.

 

MODULE 2 The Twenty-first Century focuses on key unit texts in this order: The Spag (film), Tales from Outer Suburbia, Manhattan Dreaming

 

A week-by-week schedule with tutorial questions and weekly readings to complete guide will be distributed in Week 1 at the lecture and on iLearn. 

 

In Week 6, there will be no lecture or tutorial. In Week 11, students are expected to attend at least one event of the Sydney Writers' Festival and make a single post about what they have observed about Australian literature, Australian writers or Australian literary audiences there. Those who cannot attend must make an alternative contribution by arrangement with their tutor. 

Policies and Procedures

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.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

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.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Capable of Professional and Personal Judgement and Initiative

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:

Learning outcomes

  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Ability to apply literary insights into broader social and environmental contexts
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Effective Communication

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:

Learning outcomes

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to work contextually between genres, eras and media (eg. from printed to cinematic to online texts and interactive formats)
  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Engaged and Ethical Local and Global citizens

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:

Learning outcomes

  • Demonstration of independent critical research analysis leading to the communication of an essay-based argument
  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Socially and Environmentally Active and Responsible

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:

Learning outcomes

  • Ability to apply literary insights into broader social and environmental contexts
  • Professionalism in terms of punctuality, required levels of tutorial and online participation, task management, team-based communication and presentation of work
  • Ability to take the insights and skills of this unit into further learning and to encourage the learning of others

Assessment tasks

  • Participation
  • Quiz
  • Research Analysis Task
  • Research Essay

Grading Policy, Referencing, Essay Criteria

 

  University policy on grading

 

University Grading Policy

http://www.mq.edu.au/policy/docs/grading/policy.html

 

The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study. Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution. In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc). Graded units will use the following grades:

 

HD

High Distinction

85-100

D

Distinction

75-84

Cr

Credit

65-74

P

Pass

50-64

F

Fail

0-49

 

 

  REFERENCING

 

Department Guide to Essay Writing and Referencing

An updated English Department guide can be found at:

 

http://www.engl.mq.edu.au/pdfs/Essay_Style_full_version.pdf

 

The library’s guide can be found by clicking ‘undergraduate’ on the main catalogue page or using this link:

 

http://www.lib.mq.edu.au/research/referencing.html

 

MLA Style is the recommended English referencing format.

 

 

 

  GRADE DESCRIPTORS

These are not used formulaically to calculate your mark, but to provide detailed feedback as to where you need to work on your essay writing.

 

 

Criterion

High Distinction

Distinction

Credit

Pass

Fail

Relationship to topic or task

Highly sophisticated demonstrated understanding of the task; sophisticated knowledge of implicit or embedded aspects.

Superior demonstrated understanding of the task; superior knowledge of implicit or embedded aspects.

Good demonstrated understanding of the task; some knowledge of implicit or embedded aspects.

Adequate demonstrated understanding of the task. Some understanding of relevant concepts but these not effectively incorporated

Does not demonstrate understanding of the task, or misinterprets what is being asked.

Knowledge of literary/ critical concepts

Superior demonstrated understanding of critical concepts and how these can be applied to texts.

Good demonstrated understanding of critical concepts and how these can be applied to texts.

Fair demonstrated understanding of critical concepts and application to texts (learning above replication of lectures).

Adequate demonstrated understanding of critical concepts and how these can be applied to texts (relevant concepts can be applied to texts in a basic manner).

Does not demonstrate understanding of critical concepts and how these can be applied to texts.

Development of independent critical argument

Substantial originality and insight in identifying, generating and communicating a convincing critical argument.

Some originality and insight in identifying, generating and communicating a coherent critical argument.

Generates an adequate, critical argument that is supported by primary and secondary evidence.

Some or only minimal evidence of critical argument – but this argument is simplistic and underdeveloped.

Does not construct a coherent critical argument.

Analysis of narrative strategies / literary technique/ theories (rather than paraphrasing plot)

Highly sophisticated and original analysis of narrative strategies/literary technique/theories

Superior analysis of narrative strategies/literary technique/theories.

Some analysis of narrative strategies/literary techniques/theories but still reliant on plot/story elements for argument.

Heavy reliance on plot/story elements for argument.

Failure to analyse narrative strategies/literary technique/theories. Total reliance on plot/story.

Appropriate use of technical terms

Highly sophisticated use of technical terms.

Superior use of technical terms.

Appropriate use of technical terms.

Some technical terms used correctly.

Technical terms omitted or used incorrectly.

Selection and analysis of examples from text(s)

Highly sophisticated and original analysis of texts.

Superior analysis of texts: analysis moves beyond the obvious towards nuanced or original insights.

Some close analysis of texts, but too reliant on plot/story elements for argument.

Reliance on plot/story elements for argument.

Failure to analyse texts effectively.

Evidence of secondary research

Sophisticated use of research to support ideas. Highly effective integration of ideas within published research.

Ideas well integrated into and supported by published research.

Evidence of research, which has been used to support ideas.

Uses the appropriate number of secondary sources but these fail to support the essay’s ideas in an effective manner.

Lack of appropriate research.

Presentation (language and

expression)

Highly accurate grammar. Highly sophisticated and effective expression that is appropriate to the task.

Spelling, grammar and punctuation of a high standard. Superior expression.

Good expression. Some  improvement needed in expression of ideas and articulation of argument.

Adequate use of language. Numerous mistakes in expression or grammar.

Sub-standard

expression or grammar and/or awkward expression.

Referencing and Works Cited

Consistent, highly accurate use and detail of appropriate scholarly sources.

Strong use and detail of appropriate scholarly sources.

Generally accurate use and detail of appropriate sources.

Inaccurate, inconsistent or inappropriate use/detail of sources.

Referencing and Works Cited not  of tertiary standard.

Changes since First Published

Date Description
12/02/2015 Corrections
12/02/2015 New unit convenor
12/02/2015 Assessment details modified as a result of a change in unit convenorship.