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Course Outline

EGL205 Imagined Homelands: An Exploration of Australian Literature

Course Coordinator:Clare Archer-Lean (carcher@usc.edu.au) School:School of Business and Creative Industries

2023Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

 Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Online

 Online You can do this course without coming onto campus.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

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.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – Interactive online learning activities. 1.5hrs Week 1 13 times
Tutorial/Workshop 1 – Scheduled face to face workshops. 2hrs Week 1 10 times
Online
Learning materials – Interactive online learning activities. 1.5hrs Week 1 13 times
Tutorial/Workshop 1 – Scheduled online workshops (Recorded). 2hrs Week 1 10 times

Course Topics

Narrative pre-invasion

Australian nation forming through story and performance

Australian Poetry

Australian Prose

Australian Plays

Place and identity in story and performance: outback/bush, suburbia, beach, city and beyond

What level is this course?

200 Level (Developing)

Building on and expanding the scope of introductory knowledge and skills, developing breadth or depth and applying knowledge and skills in a new context. May require pre-requisites where discipline specific introductory knowledge or skills is necessary. Normally, undertaken in the second or third full-time year of an undergraduate programs.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

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 Knowledgeable
Creative and critical thinker
Empowered

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Not applicable

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

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.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Quiz/zes Individual 20% 
1000 words equivalent
 Throughout teaching period (refer to Format) Online Submission
All 2 Oral and Written Piece Group 40% 
The presentation will be 5 minutes per group member. All group members submit a reference list on the day of the presentation and demonstrate active engagement across semester
 Throughout teaching period (refer to Format) In Class
All 3 Written Piece Individual 40% 
1500 words maximum including reference lists and quotations
 Week 13 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Quizzes
Goal: 
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
Product: Quiz/zes
Format: 
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 400 words (including quotes and reference list) of analysis (from the text, further sources are optional). You should include a mind map OR plan for your paragraph to show your working/preparation. 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 end of the week of the module to which they refer. The analytical paragraphs may be submitted within 48 hours of completing the tutorial to which they pertain.
Criteria:
No. Learning Outcome assessed
1 
Present an debatable and analytical argument that shows understanding of the text in context (be they historical, political, or theoretical contexts)
 1 2
2 
Lucidity of expression and structure.
 4
3 
Knowledge of the text and its literary devices
 3 4
4 
Connect devices to argument in meaningful ways including attending to setting as it relates to identity
 2 3
5 
Well edited work, compliant with formatting and referencing standards
 4
All - Assessment Task 2:Oral presentation and engagement
Goal: 
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. It is designed to develop your skills of persuasion. 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
Format: 
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.
Criteria:
No. Learning Outcome assessed
1 
Analyse the text in relations to relevant Australian (as it is now know) cultural, national, social or political contexts
 2
2 
Organise analysis in clearly structured ways which make the central argument and its parts clear to the audience
 4
3 
Collaborate with the work of others and work in teams to support the collective learning of the group.
 5
4 
Receiver focused and engaging presentation, including engaging format and presentation skills such as eye contact, audibility and pace
 4
5 
Depth, sophistication and nuance of the arguments presented in ways that demonstrate understanding of the diversity of cultural positions
 1
6 
Locate and apply relevant literary criticism in you oral delivery in synthesised ways
 6
7 
Use accurate and relevant literary devices and evidence for the arguments, and connect them well
 3 4
All - Assessment Task 3:Written Piece
Goal: 
This assessment is designed to give you an opportunity to synthesise your understanding of the texts, analytical approaches, advanced research and academic writing conventions.
Product: Written Piece
Format: 
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.
Criteria:
No. Learning Outcome assessed
1 
Analyse in critical depth that shows appreciation for diversity and sustainability (cultural, economic, environmental, racial and gendered)
 1
2 
Explain and describe concepts of ‘nation’ OR ‘Australia’ as imagined, OR contested in arguments that account for the context of the work (social OR political OR historical OR theoretical positions applied)
 2
3 
Locate and apply relevant literary criticism (peer reviewed articles and book chapters in literary studies) in your writing in synthesised ways
 6
4 
Make the arguments structurally clear including the central argument, the parts of the argument and their relationships
 4
5 
Provide and apply effective literary evidence in the service of arguments and show strong knowledge of the text/s
 3 4
6 
Show developing knowledge that has responded to feedback from teaching staff, learning modules, and development from previous tasks
 5
7 
Demonstrate attention to editing and formatting consistent with academic writing conventions and referencing standards
 4

Directed study hours

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.

What resources do I need to undertake this course?

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.

Prescribed text(s) or course reader

There are no required/recommended resources for this course.

Specific requirements

Please ensure you have access to new or secondhand print or e-versions of required texts (see Canvas)

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

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.

Assessment: Additional Requirements

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.

Assessment: Submission penalties

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.

SafeUniSC

UniSC 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 SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

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 studentcentral@usc.edu.au.

Wellbeing Services

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.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

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.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC 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.

General Enquiries

  • In person:
    • UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
    • UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au
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