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WACH100 – Academic Communication in Social Sciences and Humanities

2017 – MUIC Term 2

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Teacher
Caroline Moir
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Macquarie University International College
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Teacher
Laura Ficorilli
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Macquarie University International College
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Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
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 supporting 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 Arts and Faculty of Human Sciences. Finally, it raises an awareness of the diverse perspectives offered by disciplines and the different contributions they can make to solving problems and addressing issues of concern in 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.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  2. Apply reasoning to support a position or argument.
  3. Gather and critically evaluate specific information and ideas from academic sources.
  4. Apply academic referencing conventions accurately and appropriately.
  5. Analyse the purpose, language and features of academic, disciplinary and professional genres.
  6. Plan and produce texts to reflect academic and disciplinary standards.
  7. Engage in independent and collaborative learning activities.
  8. Use discipline specific terminology to communicate concepts and ideas relevant to this unit

General Assessment Information

 

Requirements to Pass 

In order to pass this unit a student must obtain a mark of 50 or more for the unit (i.e. obtain a passing grade P/ CR/ D/ HD).

For further details about grading, please refer to Schedule 1 of the Assessment Policy

Students must also pass any hurdle assessments as stipulated in the Assessment Section of this Unit Guide.

Grading 

The College will award common result grades as specified in Schedule 1 of the Assessment Policy.

Students will receive criteria and standards for specific assessment tasks, which will be aligned with the grading descriptors given in Schedule 1.

The attainment (or otherwise) of learning outcomes for a unit of study will be reported by grade and mark which will correspond to the Schedule 1 and be as outlined below.

Grade

 

Mark Range

Outcome

Description

HD

High Distinction

85-100

Pass

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality, insight or creativity in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the program.

D

Distinction

75-84

Pass

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality or creativity in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the program and the audience.

CR

Credit

65-74

Pass

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the program.

P

Pass

50-64

Pass

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the program; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the program. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.

F

Fail

0-49

Fail

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the program.

FA

Fail

 

Did Not Attend

Student has failed the compulsory attendance component of assessment

FH

Fail

49

Failed

Hurdle

Student has obtained a raw mark over 50, yet failed all available attempts of at least one hurdle assessment (as described within Schedule 2 of the Assessment Policy).

 

Final Grades not receiving a mark because the student has withdrawn after the Census Date, not submitted or completed one or more components of the assessment, has been awarded a supplementary assessment or because of an unresolved matter such as allegations of academic misconduct are outlined in Schedule 1.

 

Where to find information about assessment

General assessment information including the number and nature of assessments, due dates and weightings has been provided in this unit guide.

Specific assessment information including assignment instructions, questions, marking criteria and rubrics as well as examples of relevant and related assessment tasks and responses will be available in the Assessment section on iLearn. For units that have final examinations, students may access past final exam papers using MultiSearch.   

Student Responsibilities

As per the Assessment Policy, students are responsible for their learning and are expected to:

  • actively engage with assessment tasks, including carefully reading the guidance provided, understanding criteria, spending sufficient time on the task and submitting work on time;
  • read, reflect and act on feedback provided;
  • actively engage in activities designed to develop assessment literacy, including taking the initiative where appropriate (e.g. seeking clarification or advice, negotiating learning contracts, developing grading criteria and rubrics);
  • provide constructive feedback on assessment processes and tasks through student feedback mechanisms (e.g. student surveys, suggestions for future offerings, student representation on committees);
  • ensure that their work is their own; and
  • be familiar with University policy and College procedures and act in accordance with those policy and procedures.

Submission of Assessment Tasks 

Assessments must be submitted in accordance with instructions provided in this unit guide. Assessment tasks which have not been submitted as required will not be marked; they will be considered a non-submission and zero marks will be awarded for the task.

Extensions & Late Submissions

Extensions will only be granted as a result of a Disruptions to Studies Notification for which special consideration has been awarded. To apply for an extension of time for submission of an assessment item, students must submit their Disruptions to Studies notification via ask.mq.edu.au.

Late submissions without an approved extension are possible but will be penalised at 20% per 24 hour period or thereof up to 4 days (weekend inclusive).

Example: An assignment is due at 5:00 pm on a Friday and is marked out of 100 marks.

  • If a student submits at 5:02 pm on the Friday and no Disruptions to Studies or special consideration is granted, a penalty of 20% of the total marks possible (20 marks) will be deducted from their result.
  • If the student submits the assignment on Sunday and no Disruptions to Studies or special consideration is granted, then a penalty of 40% (40 marks) will be deducted and so on.
  • If a student submits an assessment task 5 or more days after the due date and no Disruptions to Studies or special consideration is granted, a record or submission will be made but the student will receive zero marks for the assessment task. 

Where a student has been granted an extension and submits late, late penalties will be applied following the due date.

Please see “In class assessment” section for further information on in class assessments.

Retention of Originals

It is the responsibility of the student to retain a copy of any work submitted. Students must produce these documents upon request. Copies should be retained until the end of the grade appeal period each term.

In the event that a student is asked to produce another copy of work submitted and is unable to do so, they may be awarded zero (0) for that particular assessment task.

Requests for original documentation will be sent to the applicant’s student email address within six (6) months of notification by the student. Students must retain all original documentation for the duration of this six (6) month period and must supply original documents to the University within ten (10) working days of such a request being made.

In Class Assessment

Students must bring their Student ID Card to all assessment tasks, including in class assessments and produce this if requested. Students may be refused the opportunity to take an in class assessment task where unable to show their student ID card.

Where an assessment is to be held or submitted a scheduled lesson, students must be ready to submit, present or sit the assessment task at the start of the lesson, however not all assessments may commence at the beginning of the lesson. No additional time or adjustment will be made for late arriving students or students not ready to submit an assessment at the start of the lesson and late penalties may apply.  

For example, if a one hour test or quiz is due to take place in a three hour lesson, the test or quiz may start at any time in the first two hours, so students must be ready to take the test at the beginning of the lesson. No additional time will be given to or adjustment made for students who arrive late. While they may still be permitted to take the test, deepening on the task, the student will have only the remaining time to complete the task. Similarly, where an assessment task is due in a given lesson, late penalties may apply to a student who submits the task at the end of the lesson, depending on submission instructions for the task.

Final Examinations

The final examination period is from Thursday Week 6 until Monday of Week 7, including the weekend. This means that examinations and assessments may be held/due on the Saturday during the final examination period and students must be available to take exams and submit assessments on this day.  For unit specific details please refer to the Assessment section of this unit guide.

The University will publish the College Final Examination Timetable at least 4 weeks before the commencement of the final examination period and students will be able to access their final examination schedule in Week 3 of the Term. Final Examination Requirements

Schedule 4 of the Assessment Policy explains what students are responsible for:

  • checking the final examination timetable
  • knowing the examination location (including seat number allocation) and arriving at allocated examination venue on time.
  • knowing the structure and format of the examination
  • adhering to the final examination timetable
  • ensuring they are available for the full duration of the final examination period and supplementary examination period.

Details of the structure and format of the final examination paper will be made available to students via iLearn prior to the start of the final examination period. This detail will include:

  • a copy of the examination coversheet, giving the conditions under which the examination will be held
  • information on the types of questions the examination will contain, and
  • an indication of the unit content the paper may examine.

Students must follow directions given by the Final Examination Supervisor.

Students will be required to present their Macquarie University Campus Card as photographic proof of identity for the duration of the final examination andmay be refused the opportunity to take a final examination where unable to show their student ID card.

Students are not permitted to:

  • enter a final examination venue once one hour from the time of commencement (excluding any reading time) has elapsed
  • leave a final examination venue before one hour from the time of commencement (excluding any reading time) has elapsed
  • leave a final examination venue during the last 15 minutes of the examination 
  • be readmitted to a final examination venue unless they were under approved supervision during the full period of their absence
  • obtain, or attempt to obtain, assistance in undertaking or completing the final examination script
  • receive, or attempt to receive, assistance in undertaking or completing the final examination script (Unless an application for reasonable adjustment has been approved)
  • communicate in any way with another student once they have entered the final examination venue

Missed assessments and examinations

The University recognises that students may experience unexpected events and circumstances that adversely affect their academic performance in assessment activities, for example illness.

In order to support students who have experienced a serious and unavoidable disruption, the University will provide affected students with an additional opportunity to demonstrate that they have met the learning outcomes of a unit. An additional opportunity provided under such circumstances is referred to as special consideration.

In order to be eligible for special consideration students must submit a Disruption to Studies Notification via ask.mq.edu.au within five (5) working days of the commencement of the disruption and attach appropriate supporting evidence.

Where special consideration is granted the student will be given and an additional opportunity to demonstrate that they have met the learning outcomes of a unit in the form of an alternative or supplementary assessment task or extension.

Please refer to the Disruptions to Studies section under Policies and Procedures below.

Supplementary Tests, Supplementary Examinations and Second Attempts at a Hurdle Assessments

Where a student has been granted a supplementary test or examination as a result of a disruption to studies, they will be advised of the time, date and location for the supplementary task.

Supplementary interim assessments (i.e. assessments held during the term) will be held throughout the term with sittings typically taking place on these days:

  • Week 3: Wednesday AND/OR Friday
  • Week 5: Wednesday AND/OR Friday
  • Week 6: Thursday

The supplementary final examination period (i.e. for formal, end of term examinations) will span from Monday Week 7 until Friday Week 1 of the subsequent teaching term. Students who have lodged a Disruptions to Studies must be available to undertake examinations during the supplementary examination period.

Where a student is eligible for a second attempt at a hurdle assessment, this will typically be organised during the supplementary interim/final examination periods unless stipulated otherwise in the assessment section of the unit guide.

For each assessment task affected by a disruption event, there will be a limit of one extra assessable task or remedy applied. If a further event affects the student’s ability to partake in this assessment activity (i.e. a student cannot undertake the additional or supplementary assessment task as scheduled) the student will need to proceed with the grading of the original attempt or submit a further Disruption notification which would be assessed for a Withdrawal without Academic Penalty outcome.

Results for supplementary final examinations may not be available for up to two weeks following the supplementary examination. Students in their final term of study who undertake supplementary final exams and students who apply for special consideration for a unit which is a prerequisite to another unit in their program should note that formal completion of their Program will not be possible until supplementary results are released and this may impact on their ability to enrol in subsequent programs of study on time.

Accessing your Results

Students will be able to view their results for internal assessments via the Grades section in iLearn.

Grades (e.g. HD, D, CR, P, F) for all assessment tasks will be released to students once marking has concluded. Marks for individual assessments may be released as well.

Final results for the unit will be released at 00:01 on Friday of Week 7. Students will be able to view their final result for the unit via eStudent.

Calculating your GPA

A Grade Point Average (GPA) is a calculation that reflects the overall grades of a student in a coursework program. Please refer to the GPA Calculator.  

Obtaining Feedback

Teaching staff will provide students with feedback about their academic progress and performance in assessment tasks or a unit of study. Where relevant, other staff such as Senior Teachers, Program Managers and members of the Student Administration and Services Team will provide feedback and advice to students about their performance in a program of study. Feedback may be provided to individual students, a group of students or a whole class and it may be written or verbal in nature.

Some examples of feedback include:

  • Teaching staff member reviewing a draft submission and giving a student advice on how to improve their work before making a final submission
  • Teaching staff member telling a class that they need to improve their editing of grammar in their recently submitted assignment.
  • Teaching staff member discussing progress of an individual student before census date to allow the student to decide whether they should remain enrolled in the unit.
  • Online feedback via announcements or forums, an online marking rubric or various iLearn activities employed in a unit
  • Written marks and comments on a marking sheet or essay.

Recorded voice comment provided in response to an essay submitted online.  

  • A student receiving advice that they should consider withdrawing from a unit because they have missed too many classes / too much work to be able to catch up or for other reasons.

It is a student’s responsibility to:

  • Attend sessions, be present and actively engaged during times when feedback is provided in scheduled class times.
  • If absent from an in-class feedback session due to unavoidable circumstances, organise an alternative time with the teacher so that they can receive their feedback
  • Ensure that they have received sufficient feedback prior to their next assessment task and/or final assessment in the unit
  • Act promptly on feedback provided (e.g. incorporate advice provided into their work and study habits).  

If you are unsure how or when feedback has been or will be provided, or you feel that feedback provided is not sufficient, you must approach relevant teaching or administrative staff and request additional feedback in a timely manner during the term and prior to any subsequent assessment task or the final assessment task for the unit. Claims that not enough feedback has been provided are not grounds for a grade appeal, especially where a student has not made any effort to approach staff about obtaining additional feedback in a timely manner. Students may seek general feedback about performance in a unit up to 6 months following results release.

Contacting Teaching Staff Obtaining Help 

Students may contact teaching staff at any time during the term by using the contact details provided in this guide. Students should expect a response within 1-2 business days.  Teaching staff are unable to accept assessment submissions via email, all assessments must be submitted as outlined in the unit guide.

For all university related correspondence, students must use their official Macquarie University student email account which may be accessed via the Macquarie University Student Portal. Inquiries from personal email accounts will not be attended to.

Academic Honesty

Using the work or ideas of another person, whether intentionally or not, and presenting them as your own without clear acknowledgement of the source is called Plagiarism

Macquarie University promotes awareness of information ethics through its Academic Honesty Policy. This means that:

  • all academic work claimed as original must be the work of the person making the claim
  • all academic collaborations of any kind must be acknowledged
  • academic work must not be falsified in any way
  • when the ideas of others are used, these ideas must be acknowledged appropriately.

All breaches of the Academic Honesty Policy are serious and penalties apply. Students should be aware that they may fail an assessment task, a unit or even be excluded from the University for breaching the Academic Honesty Policy. 

Turnitin

To uphold principles of Academic Honesty, Macquarie University employs online anti-plagiarism Software called Turnitin. Turnitin compares electronically submitted papers to a database of academic publications, internet sources and other student papers that have been submitted to the system to identify matching text. It then produces an Originality Report which identifies text taken from other sources, and generates a similarity percentage. Teaching staff will use the report to judge whether plagiarism has occurred and whether penalties should apply for breaches of the Academic Honesty Policy.

All text based assessments must be submitted through Turnitin as per instructions provided in the unit guide. It is the student’s responsibility to ensure that work is submitted correctly prior to the due date. This includes verifying that correct files have been submitted as no special consideration will be given to students who have uploaded incorrect documents. No hard copies of assessments will be accepted and only Turnitin records will be taken as records of submission. 

Multiple submissions may be possible via Turnitin prior to the final due date and time of an assessment task and originality reports may be made available to students to view and check their work.

There is no set percentage which indicates whether plagiarism has occurred; all identified matching text should be reconsidered carefully. If plagiarism has occurred or is suspected and resubmission is possible prior to the due date, students are advised to edit their work before making a final submission. Help may be sought from teaching staff. Students may also access research resources provided by the library or Learning Skills.

Students should note that the system will not immediately produce the similarity score on a second or subsequent submission - it will take at least 24-36 hours for the report to be generated. This may be after the due date so students should plan any resubmissions carefully. 

Please refer to these instructions on how to submit your assignment through Turnitin and access similarity reports and feedback provided by teaching staff.

Should you have questions about Turnitin or experience issues submitting through the system, you must inform your teacher immediately. If the issue is technical in nature may also lodge a OneHelp Ticket, refer to the IT help page

Submission of Drafts through Turnitin.

In some instances students may be required to submit drafts of written work via Turnitin prior to the due date of the assessment task so that they can receive feedback prior to making a final submission. If the student does not make a final submission prior to the due date, their draft will be counted as the final submission or late penalties applied.

Assessment Tasks

Name Weighting Hurdle Due
Diagnostic Test 0% Week 1, Lesson 3
Integrative Summary 25% Week 2 Friday 9 am
Grammar Assessment 20% Week 3 Friday 9pm
Persuasive Essay 40% Week 5 Thursday 10am
News Page 15% Week 6 Friday 7pm

Diagnostic Test

Due: Week 1, Lesson 3
Weighting: 0%

Students will be required to complete a short written response on a given topic in class. Details of the assessment task will be provided in the first lesson. This task will be used to identify student development needs and provide students with feedback on how to improve their language and academic skills. The results of the diagnostic test will not count towards the final mark for the unit. However students should note that implementing feedback and strategies suggested following the diagnostic test could assist them to achieve better results in the unit.


This Assessment Task relates to the following Learning Outcomes:
  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Integrative Summary

Due: Week 2 Friday 9 am
Weighting: 25%

The Integrative Summary will describe and discuss two sources relevant to an assigned social issue. It will summarise and integrate the salient arguments and supporting evidence to present the key knowledge relevant to the issue.

Students must submit a draft of their integrative summary in Turnitin in Week 2 Lesson 2 so that they can receive feedback from the teaching staff and their peers. The final formal submission will be due at 9 am on Friday of Week 2 via Turnitin. No hard copies will be accepted or marked. 

Students will be expected to engage in collaborative processes by illustrating (i) the ability to provide feedback to their peers AND (ii) ability to incorporate feedback from both their peers and their teachers into their own work.

Students must ensure that any work submitted is their own and ensure that they adhere to the Academic Honesty Policy.

Late submissions will be penalized by 20% per day. Please refer to late submissions section.

Feedback will be provided via Grademark.


This Assessment Task relates to the following Learning Outcomes:
  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Grammar Assessment

Due: Week 3 Friday 9pm
Weighting: 20%

The Grammar assessment will assess students’ understanding of the basic grammatical resources required to package ideas as clauses and connect them logically to one another in order to soundly construct texts. The assessment will require students to analyse a series of clauses, breaking them down into their functional constituents. It is an individual assessment task. 

This assessment task is an online quiz with 20 short answer questions. Students may only attempt the quiz once and their first attempt will be registered. Students will complete the quiz in their own time and may refer to materials whilst completing the quiz. Please note that once students start their attempt, they will have one (1) hour to complete it. It is the student's responsibility to ensure that they have access to a stable internet connection whilst completing the quizzes as this is no grounds for special consideration. For these reasons, students are advised to complete quiz on Campus. 

The quiz will open after the third lesson in Week 3. This assignment should be completed in a timely fashion and the quiz will close automatically on Friday Week 3, at 9.00 pm. No late attempts will be possible, except in cases where a Disruptions to studies Notification has been lodged and approved.


This Assessment Task relates to the following Learning Outcomes:
  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.

Persuasive Essay

Due: Week 5 Thursday 10am
Weighting: 40%

The Persuasive essay will identify a recommendation in response to the social issue discussed in the integrative summary and develop a thesis to argue for this recommendation.  The essay outlines the key arguments supporting a central thesis, referencing relevant evidence to support each argument before reiterating and reinforcing the thesis through a summary of salient arguments. In the essay students are required to reference at least five (5) sources and demonstrate the ability to synthesise information and views from a variety of perspectives to produce a coherent, well-supported recommendation.  

Students must submit a draft of the Persuasive Essay via Turnitin in Week 5 Lesson 1 so that they can receive feedback from the teaching staff and their peers. The final formal submission will be due at 10 am on Thursday of Week 5 via Turnitin. No hard copies will be accepted or marked. 

Students will be expected to engage in collaborative processes by illustrating (i) the ability to provide feedback to their peers AND (ii) ability to incorporate feedback from both their peers and their teachers into their own work.

Students must ensure that any work submitted is their own and ensure that they adhere to the Academic Honesty Policy.

Late submissions will be penalized by 20% per day. Please refer to late submissions section.

Feedback will be provided via Grademark and in-class.


This Assessment Task relates to the following Learning Outcomes:
  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

News Page

Due: Week 6 Friday 7pm
Weighting: 15%

The News Page assessment will require students to rewrite some aspects of the research issue that were written up in the essay into a News Page for a public audience. The News Page, while still formal and making reference to the literature, will use more reporting style language than the essay (which was written for an academic audience).

Students must submit their draft News Page via Turnitin in Week 6 Lesson 1 so that they can receive feedback from the teaching staff and their peers. The final formal submission will be due at 7 pm on Friday of Week 6 via Turnitin. No hard copies will be accepted or marked. 

Students will be expected to engage in collaborative processes by illustrating (i) the ability to provide feedback to their peers AND (ii) ability to incorporate feedback from both their peers and their teachers into their own work.

Students must ensure that any work submitted is their own and ensure that they adhere to the Academic Honesty Policy.

Late submissions will be penalized by 20% per day. Please refer to late submissions section.

Feedback will be provided via Grademark.


This Assessment Task relates to the following Learning Outcomes:
  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Delivery and Resources

Term Dates & College Calendar

Details of key dates during the term can be found on the Important Dates calendar.

Enrolment and Timetables

General timetable information is available via Macquarie University's Timetable page

Students will be able to enrol in units and register for classes via eStudent and also view their personal timetable. It is the student’s responsibility to ensure that classes they have registered for do not clash.

Students are only permitted to attend classes in which they have registered via eStudent, unless they have written approval from the Students Services and Administration Manager. To seek approval, students must email muic@mq.edu.au or speak to a member of the Student Services and Administration Team at E3A Level 2 Reception. Approval will only be granted in exceptional circumstances.

The last day to enrol in units is Tuesday of Week 1. Swapping groups is not possible after the enrolment period has concluded. The last day to enrol and register into classes is Tuesday of Week 1 and this must be finalised by the student in eStudent by the end of the day.

Attendance Requirements – All Students

All students are expected to attend 100% of scheduled class time. 

Attendance will be monitored in each lesson & students will be able to see their current attendance percentage to date and potential attendance percentage for each unit they have enrolled in via iLearn.  

  • Current attendance Percentage will reflect the percentage of classes a student has attended so far (based only on the lessons held to date).
  • Potential Attendance Percentage will reflect the percentage of classes a student can potentially attend by the end of the term, taking into consideration lessons attended and assuming the student also attends all future lessons scheduled (based only on the total number of lessons in the Term).

Where a student is present for a part of a lesson (for example arrives late, leaves early, leaves the class frequently or for lengthy periods, engages in inappropriate or unrelated activities or does not participate actively in the majority of the lesson) the teacher reserves the right to mark a student absent for that part of the lesson.

In cases of unavoidable non-attendance due to illness or circumstances beyond their control, students should lodge a Disruption to Studies Notification via ask.mq.edu.au within 5 working days and supply relevant supporting documentation, even if they have not missed a formal assessment task. This will ensure that that appropriate records of unavoidable absences can be kept. 

Public Holidays and Make-up Lessons

If any scheduled class falls on a public holiday a make-up lesson may be scheduled on an alternate day, usually on a Saturday or a weekday at a time when students do not have other classes scheduled.

Students should note that they must attend a scheduled make-up class as this forms an integral part of the curriculum. Attendance will be taken for any scheduled make-up lessons. Where a make-up lesson is scheduled, students will be informed in class and via iLearn, usually in the first week of Term and the week prior to the make-up lesson. Students should check their iLearn announcements and student email for details.

If appropriate, teaching staff may instead organise an online make-up lesson requiring students to complete additional activities outside of class. Students will be informed of any such arrangements in class and/or via iLearn.

Technology Used and Required

·         Access to internet (Available on Campus using Macquarie OneNet and in designated E3A Self-Access Computer Laboratories)

  • iLab - iLab is Macquarie University's personal computer laboratory on the Internet, enabling students to use the Microsoft Windows applications they require to do their university work from anywhere, anytime, on anything.
  • Access to iLearn 
  • Access to Macquarie University Library catalogue (MultiSearch)
  • Access to Microsoft Office Suite (available in E3A Self-Access Computer Laboratories and via iLab)

iLearn

iLearn is Macquarie's online learning management system and a principal teaching and learning resource which will be used throughout the term. Students must access iLearn at least 3 times per week to access important information including: 

  • Announcements and News Forums - Teaching staff will communicate to the class using iLearn announcements. Announcements may also be emailed to students’ Macquarie University email address but students should check the News Forum regularly.
  • Attendance – current and potential attendance percentage for the Term.
  • Unit Guide and staff contact details
  • Set unit readings available through MultiSearch (library).
  • Lesson materials and recordings where available
  • Learning and teaching activities and resources, questions and solutions
  • Assessment instructions, questions, marking criteria and sample tasks
  • Assessment submission links such as Turnitin
  • Links to support materials and services available at the University
  • Evaluation Surveys for the unit

For any resource related iLearn questions contact your teacher. For any technical or support issues using iLearn, please contact the IT helpdesk (Ph. 02 9850 4357) or lodge a ticket using OneHelp

Useful Study Resources

StudyWise is an iLearn resource created by Learning Skills, which is specifically designed to help you to manage your studies, strengthen your study techniques, write effective assignments and improve your English language proficiency. Once you enrol in StudyWISE, you can access it from your iLearn course list under the category "Student Support".

InfoWise will help you improve your research skills by teaching you how to use MultiSearch, decode citations, identifying key search terms and use advanced search techniques.

Lib Guides provide students with links to electronic sources and websites that are good starting points for research in different fields or disciplines.

MultiSearch will connect you to Macquarie University Library and allow you to search library resources, databases, unit readings and past exam papers

Academic Language and Learning Workshops are designed to help you with Study Skills, Assignment Writing, Referencing and Academic Language.

Research resources provide information about:

Numeracy Support is provided by the Numeracy Centre. Students who can attend these support classes on a drop in basis as required.

Your Tutor is a one-to-one personal study support service which may be made available via Week 0 in your iLearn unit. If available, you may use this service to get online study help and/or feedback on your assignment within 24 hours. If you are unsure whether this service is available in your unit or how to use this service, please check with your teacher. 

 

Unit Schedule

 

Week 

TOPIC

Required reading

Associated Tasks

Assessment Task

1

Introduction to course

Language and audience

Reading for academic purposes

Role of annotation and summaries

Developing effective reading skills

Review critical reading skills

Choosing appropriate readings

Introduction to APA

Understanding academic questions

Deconstructing an integrated summary

Grammar – independent/dependent clauses

Summary – writing workshop

Construct annotation from notes.  Peer and tutor review.

Attempt online grammar quiz.

Brick, Chapters 1, 2 and 8

 

 

Brick, Chapters 8, 9 and 11.

 

 

 

 

 

 

 

Assign topics

Using the 4S system

Critical notetaking

 

Writing APA style citations

 

 

 

 

 

 

 

Diagnostic Test in Lesson 3

Complete the academic integrity module.

For next week

Read first piece of assigned topic material and take notes

Continue trying grammar quizzes

   

Pre-census feedback

2

Academic integrity and voice

Academic honesty, what is it?

Direct, external and internal voice. 

References and citations

Understanding turnitin

Identifying and using reporting verbs

Summarising multiple sources

Referencing evidence

Descriptive/Evaluative language

Synthesising information via deconstruction of integrative summary

Integrated summary soft submission - writing workshop with peer and tutor review

- Pre-census Feedback

Brick

Chapter 3 and 6

 

Butt et al

Chapters 1, 2 and 3

More referencing and citation practice

Identifying verbs

Identifying dependent clauses

Evaluating and integrating evidence

Understanding similarity reports

Integrative Summary due Friday, 9 am

For next week

Read second piece of material provided for your topic

Continue grammar quizzes

     

3

Expressing voice

Your voice vs the voice of others

Writing data commentaries

Grammar focus on sentence structure.

Grammar to empower

Run on sentences and fragments

Participants, processes and constituency

Nominal groups

Research skills including searching databases

Practice writing data commentaries

Grammar workshop/continue with quizzes in class

Continue with Butt et al Chapters 1, 2 and 3.

Review identifying verbs.

Produce dependent and independent clauses.

 

Review constituency

Practice spotting run on sentences and fragments.

Grammar Quiz to be completed by Friday, 9 pm

 

For next week, research and summarise two more academic sources for your topic

     

4

Writing essays

Purpose and audience of essays

Essay Structure

Deconstructing model essay

Writing effective introductions

Topic sentences

Thematic progression

Developing an effective argument 

Paragraph structure

Theme choices

Thematic progression

Linking strategies (transitions)

Persuasive Essay – writing workshop

Brick

Chapters 10 and 14

As above

Examining thesis statements

Developing effective paragraphs

Writing clear sentences

 

Structuring effective introductions and body paragraphs.

Writing for clarity

 

For next week

Continue working on your persuasive essay.

Research and summarise the fifth article for your topic

     

5

Developing authoritative voice

Developing a cohesive and coherent argument

Exploring nominal groups and ‘academic’ type verb groups.

Review synthesising information

Expressing judgement

Hedging and its uses

Expressing attitudes

Expressing identity and using pronouns

Objective voice

Differences between essays and reports

Persuasive essay.  Soft submission.  Peer and tutor feedback

Brick

Chapters 17 and 18

 

 

 

Brick

Chapters 10, 13 and 18

Identifying nominal groups in academic texts

Identifying features creating a coherent argument and essay

Review paragraph structure

 

Identifying hedging, judgement and author’s identity.

Persuasive Essay due Thursday, 10am

 

For next week pick two sources you will use in your newspage and reread them.

     

6

Writing for a popular audience

Importance of audience to writing style

Purpose and audience of news report pages

Structure and language of news report pages

Deconstruction of a news report

Academic presentations and unit summary

Speaking vs writing

Effective academic speaking.

Review sentence structure

Academic voice

News Page soft submission peer and tutor review

Brick Chapters 12 & 16

As above

Review of evidence integration within a news report. 

Identify discourse markers in news articles

Identify large nominal groups

Draft a single presentation slide for individual topic in newspage style.

News Page Due Friday, 7 pm

 

Learning and Teaching Activities

Lessons

Lessons will include a mixture of learning and teaching activities. New content and topics will be presented in lessons, and students will be given problems, practice questions and other interactive activities to apply the knowledge and the skills gained in the lesson. Students will be required to take notes, complete set class tasks and engage in discussion and individual and group activities. In class, specific time may be dedicated to work on assessment tasks and students will be given guidance and feedback to complete these. Certain lessons may be dedicated to independent research and reading related to the unit whether in the classroom or a computer lab.

Active Participation

Students will be required to not only attend but also actively participate in lessons. Active participation entails: - active engagement in class activities - contribution to class discussions by asking and answering questions - coming to class prepared and having completed required pre-readings and activities - completion of set class and homework activities - collaboration with other students - adhering to Macquarie University Student Codes of Conduct

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_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.

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.

 

Academic Honesty

Using the work or ideas of another person, whether intentionally or not, and presenting them as your own without clear acknowledgement of the source is called Plagiarism

Macquarie University promotes awareness of information ethics through its Academic Honesty Policy. This means that:

  • all academic work claimed as original must be the work of the person making the claim
  • all academic collaborations of any kind must be acknowledged
  • academic work must not be falsified in any way
  • when the ideas of others are used, these ideas must be acknowledged appropriately.

All breaches of the Academic Honesty Policy are serious and penalties apply. Students should be aware that they may fail an assessment task, a unit or even be excluded from the University for breaching the Academic Honesty Policy. 

Assessment Policy

Students should familiarise themselves with their responsibilities under the Assessment Policy, and notably Schedule 4 (Final Examination Requirements).

Disruptions to studies

The Disruption to Studies Policy applies only to serious and unavoidable disruptions that arise after a study period has commenced. Students with a pre-existing disability/health condition or prolonged adverse circumstances may be eligible for ongoing assistance and support. Such support may be sought through Campus Wellbeing and Support Services.

To be eligible for Special Consideration, a student must notify the University of a serious and unavoidable disruption within five (5) working days of the commencement of the disruption (Disruption to Studies notification).   All Disruption to Studies notifications are to be made online via the University’s Ask MQ system. A Disruption to Studies notification must be supported by documentary evidence

Students should note that in cases of medical disruptions they must see a professional authority as outlined in the Disruptions to Studies Supporting Evidence Schedule and present a Professional Authority Form. The PAF is the preferred form of evidence for medical/psychological /mental health disruptions.  However, health documents that clearly indicate the duration and specific nature of impact on studies will also be considered as evidence. Overseas students may use their OSHC insurance for the purpose of seeing a registered healthcare professional.

In submitting a Disruption to Studies Notification, a student is acknowledging that they may be required to undertake additional work.  The time and date, deadline or format of any required extra assessable work as a result of a disruption to studies notification is not negotiable and in submitting a disruption to studies notification, a student is agreeing to make themselves available to complete any extra work as required. This means that as a result of special consideration being awarded, a student may be required to complete a different type of assessment for example an exam instead of a presentation or vice versa.

Macquarie University operates under a ‘Fit to Sit’ model. This means that in sitting an exam and/or in-class test or otherwise submitting an assessment, a student declares themselves fit to do so. Therefore, if a student is feeling unfit to sit the exam or test, or otherwise submit the assessment (as the case may be), they should not do so. If a student sits an exam or test, or otherwise submits an assessment, knowing that they are unfit to do so, they will not be granted Special Consideration.  

It is the responsibility of the student to determine whether they are fit to sit an examination or test or otherwise submit an assessment, or whether a Disruption to Studies claim should be submitted for non-participation.

The student will retain all original documentation submitted regarding the disruption, and must understand that this may be requested by the University at any time. In this event, students will be provided 10 business days to submit the original documentation.

Please refer to the Disruption to Studies Policy for further details.

Final Examination Script Viewings

A student may request to view their final examination script once results have been released but scripts remain the property of Macquarie University.

Students should view their final examination paper prior to submitting a grade appeal, if this is relevant to their case. The viewing will be conducted in a secure location under supervision.

To request a final examination script viewing, please email: muic@mq.edu.au and write ‘script viewing’ in the subject heading.

Scripts may be reviewed for up to 6 months following the results release date for the relevant Term.

Grade Appeals

A student who has been awarded a final grade for a unit has the right to appeal that grade as outlined in the Grade Appeal Policy. Grade appeals apply to the final mark and grade a student receives for a unit of study. They do not apply to results received for individual assessment tasks. 

Grade appeals must be submitted via ask.mq.edu.au within 20 working days from the published result date for the relevant unit. Before submitting a Grade Appeal, please ensure that you read the Grade Appeal Policy and note valid grounds for appeals.

Students are expected to seek feedback on individual assessment tasks prior to the award of a final grade. Students also have the right to request generic feedback from the teaching staff on their overall performance in the unit, including in a final examination. This can be done at any time in the six month period starting from the day on which the final grade of the relevant unit is published.

Course Progression

The College closely monitors students' academic progress as per the Progression Policy for Programs delivered by Macquarie University International College.

To maintain Satisfactory Academic Progress, a student must successfully complete (pass) 50% or more of their enrolled units in a Term of study.  To successfully complete a unit, students must obtain a passing grade and meet any other requirements to pass listed in the unit guide.

Students who fail to make Satisfactory Academic Progress will be classified as "at risk" and will be notified in writing. At-risk students may be required to undergo academic counselling, undertake certain initiatives or have conditions placed upon their enrolment to help them make satisfactory progress. 

Students must also pass 50% or more of the units in 2 or more terms in order to meet Minimum Rate of Progress (MRP) requirements. A student is deemed not to be making Minimum Rate of Progress if they fail more than 50% of their enrolled units in two consecutive Terms of study, or if they have failed more than 50% of their units after studying two or more terms.

Any domestic student who has been identified as not meeting Minimum Rate of Progress requirements will be issued with an Intention to Exclude letter and may subsequently be excluded from the program.

Any international student who has been identified as not meeting MRP will be subject to exclusion from the program and be issued with an Intention to Report letter and may subsequently be reported to the Department of Immigration and Border Protection (DIBP) for not meeting visa requirements. International students must comply with the Progression Policy of the College in order to meet the conditions of their visa.

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 Enquiry Service

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

Equity 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.

IT Help

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.

Graduate Capabilities

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.

Assessment tasks

  • Diagnostic Test
  • Integrative Summary
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Assessment tasks

  • Integrative Summary
  • Persuasive Essay

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.

Assessment tasks

  • Integrative Summary
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Assessment tasks

  • Diagnostic Test
  • Integrative Summary
  • Grammar Assessment
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Engage in independent and collaborative learning activities.

Assessment tasks

  • Diagnostic Test
  • Integrative Summary
  • Grammar Assessment
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Engage in independent and collaborative learning activities.

Assessment tasks

  • Integrative Summary
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Assessment tasks

  • Integrative Summary
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.

Assessment tasks

  • Grammar Assessment
  • Persuasive Essay
  • News Page

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

  • Express ideas using appropriate language, grammar and text structure for academic and professional purposes in written and oral texts.
  • Apply reasoning to support a position or argument.
  • Gather and critically evaluate specific information and ideas from academic sources.
  • Apply academic referencing conventions accurately and appropriately.
  • Analyse the purpose, language and features of academic, disciplinary and professional genres.
  • Plan and produce texts to reflect academic and disciplinary standards.
  • Engage in independent and collaborative learning activities.
  • Use discipline specific terminology to communicate concepts and ideas relevant to this unit

Assessment tasks

  • Diagnostic Test
  • Integrative Summary
  • Grammar Assessment
  • Persuasive Essay
  • News Page

Course Contact Hours

Weekly face to face contact for this unit will be 9 hours (54 hours per term). There will be 5 lessons per week consisting of 1 X 3 hour lesson, 2 X 2 hour lessons and 2 X 1 hour workshops in the PC laboratory. 

 

Unit Specific Texts and Materials

The following texts have been prescribed for this unit.

Prescribed Texts:

Brick, J, 2011, Academic culture: A student’s guide to studying at university, 2nd ed., MacMillan, Sydney.

Recommended Texts:

Butt, D., Fahey, R., Feez, S., & Spinks S. 2012, Using Functional Grammar: an Explorer’s Guide, Palgrave Macmillan, (third edition).

iGE Grammar App for iPhone, iPad and Android (Available from the App store).

Collins COBUILD English Grammar HarperCollins, 2011.

Additional  reading materials will be provided to the students throughout the semester. This will be provided in hard copy or placed on iLearn. 

 

Texts will be available for purchase from the Co-Op Bookshop located in the Campus Hub Building C10A, Level One, Phone: 8986 4000.

All students should ensure that they have access to the prescribed text(s) from the start of the Term as failure to do so could jeopardise their academic progress in this unit.

Other editions or formats of the above resource(s) may be acceptable, but you must students must consult teaching staff prior to purchasing these.