ENGL 1101 - Introduction to English: Ideas of the Real

North Terrace Campus - Semester 1 - 2015

This course introduces students to a range of texts written in the English language and selected from the previous two centuries. Each text illustrates different understandings of what constitutes 'the real' and which literary techniques best represent it. The course examines a variety of genres including novels, short stories and poetry. Students are introduced to a range of interpretive practices, and the course is designed to increase their skills in literary and critical analysis, writing and research.

  • General Course Information
    Course Details
    Course Code ENGL 1101
    Course Introduction to English: Ideas of the Real
    Coordinating Unit English and Creative Writing
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Course Description This course introduces students to a range of texts written in the English language and selected from the previous two centuries. Each text illustrates different understandings of what constitutes 'the real' and which literary techniques best represent it. The course examines a variety of genres including novels, short stories and poetry. Students are introduced to a range of interpretive practices, and the course is designed to increase their skills in literary and critical analysis, writing and research.
    Course Staff

    Course Coordinator: Associate Professor Mandy Treagus

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    After successful completion of this course students will be able to:
    1 Confidently read and understand a range of literary texts.
    2 Understand different approaches to, and methods of representing, ‘the real'.
    3 Think rigorously about the set texts, the contexts of their original productionand the implications of their approaches to ‘the real’.
    4 Prepare and deliver coherently and logically argued written material.
    5 Critically evaluate their own and others’ written materials.
    6 Engage productively and respectfully with their peers.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 5, 6
    Skills of a high order in interpersonal understanding, teamwork and communication. 4-6
    A proficiency in the appropriate use of contemporary technologies. 4, 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 3, 5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4-6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2-6
  • Learning Resources
    Required Resources
    Peter Carey, some short stories (to be provided on MyUni)

    Charles Dickens, Great Expectations.

    Henry James, The Turn of the Screw.

    Virginia Woolf, Mrs Dalloway.

    Thomas Pynchon, The Crying of Lot 49.

    Carol Ann Duffy, Rapture.

    Set texts are available from Unibooks

    All set texts are available in the Barr Smith Library’s Reserve Collection
    Recommended Resources
    The English homepage on the Barr Smith Library site has an excellent section on resources for English studies. Click on the following link:

    http://www.adelaide.edu.au/library/guide/hum/english/
    Online Learning
    Additional course-related material is available through MyUni: lecture notes, audio recordings, assessment topics, announcements and email communications.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures introduce the set texts and key concepts in relation to ‘the real’, narrative point-of-view, literary form, language-use, and the contexts of literary production. The course considers some of the relationships between the set texts and particular literary movements and historical periods. Lectures and tutorials introduce approaches to textual analysis, library research, formal written expression and essay composition. Tutorials provide the opportunity for detailed discussion of the set texts. Students also perform literary problem-solving exercises, close-reading exercises, “quizzes”, oral presentations based on group discussion, library research tasks and other in-class activities each week. These tutorial activities are not formally assessed. They support the skills students need to fulfil summative assessment tasks in the course (a close-reading assignment, a short researched essay and a written examination). 
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    2 x 1-hour lecture per week 24 hours per semester
    1 x 1-hour tutorial (or equivalent) per week 12 hours per semester
    6 hours reading per week 72 hours per semester
    2 hours research per week 24 hours per semester
    2 hours assignment preparation per week 24 hours per semester
    TOTAL WORKLOAD 156 hours per semester
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Provisional. Assessment may include blended learning assignments, stuctured independent and/or collaborative activities, essay(s), leading a face-to-face or online tutorial discussion, exam.
    Assessment task Task type Weighting Course learning outcomes
    Close-reading assignment Formative & summative 25% 1, 3, 4
    Researched essay Formative & summative 35% 1-5
    Exam Summative 40% 1-5
    Assessment Related Requirements
    Students are expected to attend lectures and attend tutorials having read the appropriate set text(s). A guide to pacing the set reading is provided.
    Assessment Detail

    No information currently available.

    Submission
    E-Submission through Myuni site for ENGL 1101: see under ‘Assessment’ on the website.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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