This course introduces different genres within creative non-fiction writing, including: the tradition of the great essayists; travel writing; 'science' writing; historical fiction; and memoir, biography and autobiography. Concepts such as verisimilitude, believability, and persuasion are explored, as are the lines between the real and the constructed. The course examines the key roles of objective research and subjective identity in the construction of writing.
|Learning materials – Interactive online learning activities.||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – Scheduled face to face workshops.||2hrs||Week 1||13 times|
|Learning materials – Interactive online learning activities.||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – Scheduled online workshops (Recorded).||2hrs||Week 1||13 times|
This course explores various non-fiction genres, including personal essays, science writing, travel writing, nature writing, biography and historical narrative.
200 Level (Developing)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Education for Sustainable Development Goals|
|1||Explain, describe, question and analyse the conventions within a range of non-fiction genres as they relate to a range of issues such as class, ethnicity, gender, race, inequity and sustainable approaches to the environment.||
Creative and critical thinker
1.1.1, 4.2.4, 10.1.5, 10.2.4, 14.1.3
|2||Organise textual analysis and consider textual elements in clear, concise, and accurate oral and written forms.||
|3||Collaborate with the work of others and work well in teams to support the collective learning of the group.||
|4||Conduct literary research to locate and apply relevant literary criticism and theory.||
|5||Construct sophisticated and persuasive arguments that consider the ways creative non-fiction narratives speak to contemporary issues, including those situated in and intersecting with class, ethnicity, ethics, the environment and other aspects of storytelling related to our world.||
Creative and critical thinker
1.2.3, 4.2.4, 4.3.2, 10.1.5, 17.1.4
|Education for Sustainable Development Goals|
|1.1.1||The learner understands the concepts of extreme and relative poverty and is able to critically reflect on their underlying cultural and normative assumptions and practices.|
|1.2.3||The learner is able to show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those in vulnerable situations.|
|4.2.4||The learner is able to recognize the importance of their own skills for improving their life, in particular for employment and entrepreneurship.|
|4.3.2||The learner is able to promote gender equality in education.|
|5.2.1||The learner is able to recognize and question traditional perception of gender roles in a critical approach, while respecting cultural sensitivity|
|10.1.5||The learner understands ethical principles concerning equality and is aware of psychological processes that foster discriminative behaviour and decision making.|
|10.2.4||The learner becomes aware of inequalities in their surroundings as well as in the wider world and is able to recognize the problematic consequences.|
|14.1.3||The learner knows the basic premise of climate change and the role of the oceans in moderating our climate.|
|17.1.4||The learner recognizes the importance of cooperation on and access to science, technology and innovation, and knowledge sharing.|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
We encourage English students to complete EGL120 before doing level 2 or 3 EGL courses, but it is not required.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
In addition to the feedback provided in tutorial activities, a draft of first paragraph assessment will be reviewed by your tutor before submission. The short response and multiple-choice responses assessment will be assessed in a timely manner to ensure you receive early feedback and opportunity to gauge your learning development
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
Approx. 2500 words (equivalence over the semester)
|Week 11||Online Submission|
5 minutes per participant plus 5 minutes for questions
|Week 12||In Class|
1500 words (including quotations and references)
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Close reading and English expression quizzes and short answer questions|
This assessment is designed for you to explore and test your understanding of the texts, close reading analytical approaches and academic writing conventions.
You will submit responses to a series of multiple choice questions and three short answer prompts in response to questions concerning the prescribed texts and what constitutes formal English Literary analysis (essay structure, expression, discourse, punctuation). The quizzes and paragraphs will be accessed and submitted via Canvas.
|All - Assessment Task 2:Group Oral and Tutorial Engagement|
This task is designed to test textual analysis skills in performative forms through collaborative team work and learning. It will also give you opportunity to trial ideas to advance learning in collaborative settings.
Weeks 5-13 Group. Academic format. Engaging oral presentation that simulates industry/professional scenarios. (5 minute per person in the group presentation) can be delivered live in class or submitted as pre-recorded video See Canvas for specific questions and text topic options. In groups of two or three, you will present a creative and engaging group oral presentation. This may be presented live or via pre-recorded video. Groups will be formed in your first tutorial. Your oral presentation will introduce the class to one of the text studied and its relationship to its genre.
|All - Assessment Task 3:Major Essay or Creative Piece|
This assessment is in either formal essay or creative form. This task is designed to help you synthesise and demonstrate your understanding of a non-fiction genre and present critical reading and research skills. You will write: a) A formal research essay using textual analysis. For options on questions please see Canvas; or b) A short creative exemplar of one the genres studied. If you choose option b) you must include a short 500 word exegetical research statement. For more information on this option see Canvas.
Submit: Week 13 Academic format Standard essay format 2000 words You cannot focus on the same text that was explored in task 1 or 2. ￼ For information on research questions that might be attempted see Canvas.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct.
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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