Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Jane Messer
Contact via jane.messer@mq.edu.au
W6A 632
Tuesdays 1-2pm or by appointment. Happy to receive emails.
Tutor
Michelle Hamadache
Contact via michelle.hamadache@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(ENGL233 or MAS202 or MECO210 or MECO211) and (ENGL307 or ENGL332 or MAS314 or MECO310 or MECO311)
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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 structured around three linked modules that model an industry-relevant writing experience, beginning with a 'brief' or writing stimulus through to final submission of a creative work to the unit's e-journal. In the writing module students demonstrate a high level of independence and build on their prior writing skills. Students nominate to focus on the particular genre of writing chosen for their writing major, either non-fiction, short story, poetry, or script writing, workshopping a creative work in their genre group. Over the course of the semester, one major work is written and contributed to the e-journal, The Quarry. Students have an opportunity to join the small editorial team for that issue.In the second module, pathways to publication/production, the focus is on graduate opportunities. Lecturers and industry professionals discuss their particular industry and professional experiences, with a week given over to identifying each student's skills and attributes relevant to employment in the arts and media industries.These modules prepare students for the final module, writing for publication/production, during which students revise, edit and proof their work for publication in The Quarry.
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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:
It is an assessment requirement of this unit that students participate weekly: missed weeks must be explained with a satisfactory Professional Authority Form (PAF) relating to urgent or serious medical circumstances; or in the case of employment demands, a letter from the employer. 20% of the Participation mark will be deducted from the Participation mark for each absence. A student arriving more than 15 minutes late will be counted as Absent. Written tasks must be completed in-class on the day (except where students have provided the PAF or employer's letter to satisfactorily document their absence.)
Name | Weighting | Due |
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Participation | 20% | Weekly |
First Draft | 10% | Week 5 |
Major Creative Work | 40% | Week 9 |
Journal Report | 20% | Week 11 |
Reflective Statement | 10% | Week 13 |
Due: Weekly
Weighting: 20%
Weekly participation in the class activities; graded assessment tasks include Gravatar & Bio; Dream Job task; workshopping of creative work; in-class writing exercises. Written work must be completed by the due dates/in class.
Due: Week 5
Weighting: 10%
First Draft Major Creative Work
Due: Week 9
Weighting: 40%
Major Creative Work 2,500 words OR 100 lines of poetry
Due: Week 11
Weighting: 20%
Research and report on an Australian literary/film journal.
Due: Week 13
Weighting: 10%
Reflective statement and portfolio.
S2, 2016 Monday 12-2pm. W2.4A 2.300 Active Learning Space
Classes start Week 1
This unit is structured around three linked modules that model an industry-relevant writing experience, beginning with a ‘brief’ or writing stimulus, through to final submission of a creative work to the unit's e-journal. In the writing module students demonstrate a high level of independence and build on their prior writing skills. Students nominate to focus on the particular genre of writing chosen for their writing major—either non-fiction, short story, or poetry— workshopping a creative work in their genre group. Over the course of the semester, one major work is written and contributed to the e-journal, The Quarry. Students have an opportunity to join the small editorial team for that issue. In the second module, pathways to publication/production, the focus is on graduate opportunities. Lecturers and industry professionals discuss their particular industry and professional experiences, with a week given over to identifying each student's skills and attributes relevant to employment in the arts and media industries. These modules prepare students for the final module, writing for publication/production, during which students revise, edit and proof their work for publication in The Quarry.
Workload
ENGL390 is designed to help you plan for your assessment pieces through early feedback, but ultimately each student is responsible for the management of their own workload across their individual program. A calendar setting out deadlines and periods of self-directed study leading up to assessments can be helpful. Assessment extensions or attendance exemptions will not be granted in consideration of employment obligations outside of university.
Time management is crucial for any successful university study program. Students should keep in mind that in addition to scheduled contact hours, units in English demand a considerable time commitment outside of class—time which is to be independently scheduled. Below is an estimate of total minimum time commitment required to study a 300-level unit in the Faculty of Arts:
Class attendance starts in Week 1. For 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.
You are expected to maintain a Regular Writing Practice during the semester. A regular writing practice entails putting aside a short amount of time at routine intervals throughout the week (half an hour a day, say, or an hour every third day) to undertake creative writing ‘practice’—trialing different writing techniques and styles not necessarily orientated to the course materials. A regular writing practice may also include keeping a notebook or journal in which to record observations from life, writing provocations (newspaper clippings, open ended questions, photographs, passages from the work of other writers), short character sketches and the like. Another aspect of regular writing practice is ‘writerly reading’—close analysis of a chapter or essay or poem etcetera, in which the reader specifically looks for how the writer of that text has achieved a certain effect, structured their work, or enacted technique and style. (Essentially, this is reading to find out how the rabbit went into the hat). Writerly reading is a very different process from reading as a critic, reading as an audience, or reading as a workshop participant, and we will talk more about it at the beginning of semester.
Week 1 Introduction. Students confirm their genres and begin devising The Quarry theme.
Week 2 The Quarry: Theme Finalized. Quarry production issues discussed—editorial team confirmed. Bio notes due/written and workshopped. Student headshots provided/due.
Week 3 Writing Workshop 1 Applied writing exercises in-class & writing workshop
Week 4 Writing Workshop 2 Applied writing exercises in-class & writing workshop
Week 5 Writing Workshop 03 Applied writing exercises in-class & writing workshop Draft Major Creative Work due
Week 6 Writing Workshop 04 Applied writing exercises in-class & writing workshop. Paired activity on workshop drafts.
Week 7 Writing Workshop 05 Applied writing exercises in-class & writing workshop —editorial group representative to workshop for structure, theme and formatting adherence.
Week 8 Industry Practice. Industry Talk 1and career development workshop. We discuss some of the key ‘take-outs’ from our Arts studies - can creativity be taught and taking our learning into our careers. Major Creative Work Due
Week 9 Pathways to Publication. The Quarry Editorial group begin their formal editing of the Major Creative Works at the end of this week. Applied writing exercises in-class.
Week 10 Industry Practice. Industry Talk 2, and Q&A. Pitching Your Work Exercise.
Week 11 Industry Practice. Career Development. MQ. Editorial group report on progress with The Quarry so far. Journal Report due
Week 12 Industry Practice. Industry Talk 3, and Q&A. Editorial group showcases The Quarry: students are asked to proof their final, posted works.
Week 13 The Quarry is LAUNCHED. Celebration. We recap some of the key ‘take-outs’ from our professional guests and The Quarry experience. Student readings from The Quarry.
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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: