This course investigates some of the significant expressions of Australian literature. It plots how Australian literature has served to situate, challenge and debate concepts of nation and identity, belonging and home. It does this through development of extensive critical reading skills, analysis and literary research.
|Learning materials – Asynchronous online delivery of learning material.||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – Synchronous and scheduled face to face workshops.||2hrs||Week 2||10 times|
|Seminar – Synchronous, face to face seminars (Recorded).||2hrs||Week 1||2 times|
|Information session – Synchronous online Task Information Sessions (Recorded/ All cohort/ Shared with Online).||1hr||Week 1||2 times|
|Learning materials – Asynchronous online delivery of learning material.||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – Synchronous online workshops (Recorded).||2hrs||Week 2||10 times|
|Seminar – The recorded version of the Blended Mode seminars or Synchronous Online Seminars (Recorded) depending on the size of the online cohort. *||2hrs||Week 1||2 times|
|Information session – Synchronous online Task Information Sessions (Recorded/ All cohort/ Shared with Blended).||1hr||Week 1||2 times|
Australian nation forming through story and performance
Place and identity in story and performance: outback/bush, suburbia, beach, city and beyond
200 Level (Developing)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Evaluate ethical approaches to diverse perspectives resulting from gender, race, ethnicity and sexuality that fiction addresses.||Ethical|
|2||Explain and describe concepts of 'nation' and 'Australia' as imagined, real and contested.||Knowledgeable|
|3||Understand and communicate the role of setting (rural, urban, coastal) on changing notions of Australian identity as it is imaginatively constructed in fiction and performed forms like poetry and theatre||Knowledgeable|
|4||Organise and express analysis and critical arguments in concise, accurate, coherent and convincing written and oral forms.||Empowered|
|5||Collaborate with the work of others and work in teams to support the collective learning of the group.||Empowered|
|6||Locate and apply relevant literary research to enhance critical arguments||
Creative and critical thinker
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Feedback on tasks can be made via negotiation with tutor. Your tutor will provide some feedback on first submission of task one when requested (see tutor for specific information) before submission. You should seek tips from your tutor on task two oral presentation before submission.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
1000 words equivalent
|Throughout teaching period (refer to Format)||Online Submission|
|All||2||Oral and Written Piece||Group||40%||
5 minutes per group member. submit with reference list and active engagement across semester
|Throughout teaching period (refer to Format)||In Class|
1500 words maximum including reference lists and quotations
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Quizzes|
This assessment is designed to give you an opportunity to explore and test your understanding of the texts, analytical approaches and academic writing conventions. Feedback on your assessment will form the foundation of preparation for the major essay and for class preparation
Submit: Weeks 4-12. Academic assessment Individual and group task Word count varies At points during the semester you will prepare a paragraph (or equivalent) of close textual analysis with a debatable, analytical topic sentence and approx 300 words of researched analysis (from the text, further sources are optional). See CANVAS and class information for more specifics and due dates. At other points you will be required to answer multiple choice questions designed to enhance your reading preparation for tutorials and depth of analysis. The multiple-choice questions should be submitted before the tutorial to which they pertain where possible. The analytical paragraphs may be submitted within 48 hours of completing the tutorial to which they pertain.
|All - Assessment Task 2:Oral presentation and engagement|
This assessment is designed to give you an opportunity to explore, test and 'perform' your understanding of the texts, analytical approaches and collaborative learning and oral presentation skills. Feedback on your assignment will inform the major essay. It is also designed to give you an opportunity to explore and test your understanding of the texts, in interactive discussions between you, your classmates and your tutor.
|Product:||Oral and Written Piece|
Submit: Weeks 5-12 Industry assessment Group task Duration 5 minutes per person in group. The assessment has two parts: performed presentation and class engagement a) This is a 'performative' visual and oral presentation working in groups of two or three. Groups will be formed in the first week of tutorials in negotiation with class members and tutors. This presentation must be engaging and be informed by substantive literary research into both text and relevant criticism. All group members must fully participate in both preparation for, and presentation of the assessment task. The form of the presentation must speak to an engaging, potential future industry environment and can be a video recording or live presentation depending on your class and preference. You may also like to create a 'play' where you perform the ideas. All group members receive the same grade based on evidence of a strong synthesised final product. If there is evidence that participation is not equal there may be slight varying of grade among the group, at the discretion of the tutor. This is not usual practice. See CANVAS for specific questions and text topic options. b) Your responses to others' groups, engagement with learning activities and preparation for learning is assessed. A formative reading journal will assist. For information on a reading journal format see CANVAS.
|All - Assessment Task 3:Written Piece|
This assessment is designed to give you an opportunity to synthesise your understanding of the texts, analytical approaches, advanced research and academic writing conventions.
Academic assessment Individual task 1500 words You may like to consult over an essay introduction (including hypothesis, and sub-arguments clearly articulated) and a plan for the essay with your tutor. Formative feedback will be given where requested in a timely manner. Final product is a 1500 word, major essay, with reference list on separate page. The essay will include introduction, essay body and essay conclusion along with accurate Harvard referencing where necessary. This essay must be informed by substantive literary research into both text and relevant criticism. See CANVAS for essay questions and more assessment advice.
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. Directed study hours may vary by location. 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.
Please ensure you have access to new or secondhand print or e-versions of required texts (see Canvas)
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.
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email email@example.com.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
For more information on Academic Learning & Teaching categories including:
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.