Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Michelle Hamadache
Lvl 2, Australian Hearing Hub
Email
Second Contact
Hsu-Ming Teo
Contact via Email
Lvl 2, Australian Hearing Hub
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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:
Students must attend from Week 1.
Name | Weighting | Hurdle | Due |
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Practice-based Task | 15% | No | Weekly |
Journal Posts | 15% | No | Week 2-7 |
Creative Work (Minor – Draft) | 10% | No | by Week 5 |
Creative Work (Major) | 35% | No | Week 8 |
Work Integrated Task (WIT) | 10% | No | Weeks 9, 11 |
Journal Report or Cover Letter | 15% | No | Week 10 |
Due: Weekly
Weighting: 15%
Contributions to Discussion, Workshop, Feedback (up to 1,600 words).
Due: Week 2-7
Weighting: 15%
Short weekly summary of a story, poem or article, in a current Australian journal (100 words x 6)
Due: by Week 5
Weighting: 10%
First Draft of Major Creative Work; 1,000 words, or equivalent lines for poetry.
Due: Week 8
Weighting: 35%
Major Creative Work: 2,000-2,500 words, or equivalent lines for poetry.
Due: Weeks 9, 11
Weighting: 10%
Biographical Note + Gravatar (5%); Future Job Advertisement selection and submission (5%)
Due: Week 10
Weighting: 15%
Compile a report on a current Australian literary journal or write a cover letter to a publisher/employer
Class-based seminars and online work and communications through the unit's iLearn site. Readings are available through the unit's Leganto site.
In this unit, students demonstrate their creativity, ability to work to deadline, and skills in autonomous and collaborative work during the planning, drafting, workshopping and revising of a major creative work. Students extend on their existing writing skills in the genres of creative nonfiction, short story or poetry. They engage in editing and proofing tasks in preparing their work for publication in The Quarry, published at the end of the session. Editorial and production internships on The Quarry are available to eligible students.
In order that the journal be published by Week 13, students must have their major work written and submitted after the mid-session break, Week 8.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@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:
Date | Description |
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18/07/2019 | Quiz assessment task was removed and replaced with Journal Post assessment task. Journal Report assessment task was added. Weightings of assessments were changed to accommodate additional task. |