Unit convenor and teaching staff |
Unit convenor and teaching staff
Robyn McCallum
Lecturer
Tony Cousins
W6A 624
Geoffrey Payne
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
6cp in ENGL units at 300 level
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Focusing on the literary essay, this unit aims to integrate, synthesise and refine the critical reading, writing, conceptual and analytic knowledge and skills students have acquired across the multiple and diverse topics within their study of English. Throughout the early modern, modern and post-modern periods, the literary essay has developed alongside and in dialogue with other major genres of writing – most notably, the novel, drama, poetry, literary and cultural criticism. While it is a much practised form, it is often viewed as an invisible genre, commonly studied and utilised in conjunction with other textual practices, but rarely analysed in itself as a specific kind of discursive practice with particular, though diverse, stylistic features, conceptual parameters and ideological concerns. In this unit students read, critically analyse and write a range of essays across various subject areas – such as literature, art, music, film, politics, food, travel and so on. However, the critical focus of the unit is on the essay as textual practice: its generic affiliations; stylistic and discursive characteristics; ideological assumptions and agendas; and its role and impact within culture in general.
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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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Partipation | 10% | Weeks 2-12 |
Seminar Paper | 40% | Weeks 2-6 |
Research Essay | 50% | 13th November 2015 |
Due: Weeks 2-12
Weighting: 10%
Attainment of unit outcomes in relation to tutorial participation will be assessed according to the following criteria:
Evidence of significant preparation of primary texts, engagement with the texts and concepts covered in the unit.
Due: Weeks 2-6
Weighting: 40%
Write ONE seminar paper in response to one of the essay topics listed for weeks 2-6.
Length: 1500 words.
Date Due: ONE week following the relevant lecture/tutorial.
Due: 13th November 2015
Weighting: 50%
Part one: Choose ONE topic from weeks 9-13. Select any two resources from the Unit Reader and find two further related resources. In 500 words, write a research proposal based on the chosen topic. Your proposal should include: a thesis statement or question, an outline of the approach you are going to take to the topic, a rationale demonstrating how the selected essays are going to be used to address the topic, and areas of further research needed to address the topic.
Length: 500
Part two: Write a Research Essay based on your chosen topic and selected resources. The four resources are to be treated as primary texts and the essay will be a development from the initial research proposal. Your essay should take into account any feedback received during the in-class workshops and demonstrate that a developmental process has taken place. Include a copy of the proposal with the essay. The final essay should also demonstrate reflection upon other 300-level units you have studied in the English major and show evidence of further secondary research.
DO NOT reuse any essay material produced for another unit.
Length: 2500 words
One lecture and one tutorial per week.
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/
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.
Departmental Policies
Extensions and lateness penalties
If you have a legitimate reason for being unable to submit your work by the due date please contact your tutor or the unit convenor before the due date. (Please note that a 2% per day penalty will otherwise apply).
Word Limits
Word limits need to be adhered to. Papers which are more that 10% over or under the word limit may be penalised.
Unit Requirement and Expectations
To complete ENGL389 you must:
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.
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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.
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:
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:
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:
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:
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:
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:
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: