Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Co-ordinator, lecturer, tutor
Toby Davidson
Contact via toby.davidson@mq.edu.au
W6A 637
By email appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
ENGL120
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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 explores the key works of Australian literature from the nineteenth century to the present. Students are introduced to major writers through the shorter mediums of short stories, poetry, theatre and non-fiction. 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 and multicultural writing; and (post)colonial frames form some of the unit's concerns. By the end of the unit, students will be able to identify and discuss major Australian writers across different eras, and their relation to one another, with confidence, potentially leading to further Australian literary studies in ENGL308 or at Masters by Research (MRes) level.
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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:
In all assessments, communication with your tutor is vital if you do not understand what is required, cannot attend classes, or have difficulty completing the relevant task on time. This is a basic level of courtesy and professionalism required in most university units and workplaces.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Participation | 20% | No | Weekly |
Quiz | 10% | No | End of Week 3 |
AustLit Article Analysis | 30% | No | End of Week 7 |
Research Essay | 40% | No | End of Week 13 |
Due: Weekly
Weighting: 20%
Weekly tutorial participation, comprising of attendance, demonstrated preparation (reading the set texts before class) and quality of individual/group contributions.
Due: End of Week 3
Weighting: 10%
See unit ilearn site for details.
Due: End of Week 7
Weighting: 30%
See unit ilearn site for details.
Due: End of Week 13
Weighting: 40%
See unit ilearn site for details.
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.
This unit assumes no prior reading in Australian literature, so the early attaining of key texts and iLearn access is crucial.
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 at least ONE MONTH before semester starts. The earlier you begin reading, the better chance you will give yourself to excel in this unit, not least because you will have more time to reflect on content and to complete assessments.
The combined number of pages required to be read across 12 tutorials is 160 pages (including play extracts), less than the average novella, with an emphasis on shorter forms such as poetry, short stories, letters and play extracts. Australian novels are separately offered at 300-level in ENGL308: Australian Fiction in the Digital Age.
Note: There is no ENGL205 Unit Reader. The Macquarie Pen Anthology of Australian Literature provides criticism of key epochs in Australian literature. The Cambridge Companion to Australian Literature (E. Webby, ed., book and ebook at Macquarie library) can be used for further critical analysis if required.
RECOMMENDED READING
Online research resources such as the Australian Dictionary of Biography and Austlit will be provided via iLearn (weblinks section).
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.
Provided in Week 1. See Delivery and Resources: Required Reading above for the best way to achieve a running start to the unit prior to Week 1.
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_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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:
In 2016, the Pen Macquarie Anthology of Australian Literature was introduced as the key text, replacing a larger, more expensive text list, in order to provide all students with a broad and historically-situated understanding of key figures and themes in Australian literature from the early 19th century, through the vital post-WWII era to the present, regardless of prior educational experience.
The unit aims to accommodate for students who have never studied Australian literature before, while 'filling in the gaps' for students who already are familiar with certain authors or eras. By the end of this unit, all students should be able to discuss and further explore Australia literature in an informed and confident manner, with knowledge of contemporary scholarly debates.
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. |