ENGL 2110 - Academic English II

North Terrace Campus - Winter - 2015

Students undertaking this course will develop their skills in reading, writing, and speaking English in an intensive study situation. They will read selected English literary texts (or extracts from them), learn skills for understanding these texts, and develop written and spoken responses to them. The selected texts will be appropriate for both students whose first language is not English and for native speakers of English. Students will develop transferable skills in critical thinking, research, the evaluation of secondary sources, and the planning and drafting of academic essays.

  • General Course Information
    Course Details
    Course Code ENGL 2110
    Course Academic English II
    Coordinating Unit English and Creative Writing
    Term Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 9 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of level 1 undergraduate study
    Incompatible ENGL 1110
    Assumed Knowledge Intermediate knowledge of the English language
    Course Description Students undertaking this course will develop their skills in reading, writing, and speaking English in an intensive study situation. They will read selected English literary texts (or extracts from them), learn skills for understanding these texts, and develop written and spoken responses to them. The selected texts will be appropriate for both students whose first language is not English and for native speakers of English. Students will develop transferable skills in critical thinking, research, the evaluation of secondary sources, and the planning and drafting of academic essays.
    Course Staff

    Course Coordinator: Dr Kerrie Le Lievre

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Prepare and deliver a range of academic texts (essays, annotated bibliographies etc).
    2. Acquire skills in the genre of academic writing, including: structuring at macro and micro levels; using rhetorical strategies; working with primary and secondary sources; developing an argument; and using register, audience and authorial voice effectively.
    3. Develop research skills relevant to the analysis of primary texts.
    4. Develop research skills relevant to the use of secondary sources, both online and in hard copy.
    5. Develop and practice skills in referencing, quoting, paraphrasing and avoiding plagiarism.
    6. Prepare and deliver coherently and logically argued material in both written and oral forms.
    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. 2, 3, 4, 6.
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3, 4, 5, 6.
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 6.
    Skills of a high order in interpersonal understanding, teamwork and communication. 2, 3, 4, 5, 6.
    A proficiency in the appropriate use of contemporary technologies. 2, 5, 6.
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 3, 4.
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2, 3, 4, 5.
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2, 5.
  • Learning Resources
    Required Resources
    Recommended Resources
    Faigley, Lester. The Little Penguin Handbook: Australasian Edition. 2nd ed. Frenchs Forest: Pearson Australia, 2013.

    Graff, Gerald and Cathy Birkenstein. They Say / I Say: The Moves that Matter in Academic Writing. New York: Norton, 2006.

    Hacker, Diana. A Pocket Style Manual. 5th ed. Boston: Bedford/St Martins, 2008.

    Kane, Thomas S. The New Oxford Guide to Writing. Oxford: Oxford University Press, 1988.
    Online Learning
    Course documents made available through MyUni include:
    • Course Profile
    • Assessment Task Outline
    • Course Plan for Students
    • Lecture Audio Files
    • Lecture Slides
    • Essay Questions
    • Assessment Rubrics
    Course assessment tasks to be completed through MyUni are:
    • Online grammar test
    • Online library quiz
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is built around a series of lectures covering academic writing skills and strategies for research and argumentation. These will be complemented by three workshops per week in which students will
    undertake a series of exercises, in both written and spoken forms, aimed at developing their expression and argumentation in academic writing contexts. In addition, workshops provide students with the opportunity to draft assignments and seek peer review and comment before submitting their work. Grammar, syntax and style are addressed in both lecture and workshop content.

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

    The course workload will be the equivalent of 156 hours.
    Learning Activities Summary
    This course is taught intensively over four weeks.
    Week 1 Introduction to academic writing
    Week 2 Paragraph structure and the literature review
    Week 3 Types of essays and constructing an argument
    Week 4 Finding your voice
    Specific Course Requirements
    Students must purchase a copy of the course reader from the University of Adelaide's Image and Copy Centre.
  • 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
    Assessment Task Task Type Weighting Learning Outcome
    Oral presentation Formative and Summative 10% 1, 2, 3, 5
    Online grammar test Formative and Summative 10% 2
    Online library task Formative and Summative 15% 3, 4
    Annotated bibliography Formative and Summative 20% 1-4
    Essay plan and essay Formative and Summative 40% 1-6
    Participation Formative and Summative 5% 1-6
    Assessment Related Requirements
    All students must complete and submit all of the assessment tasks (with the exception of the Oral Presentation task ONLY in cases of documented absence) in order to deemed to have fulfilled all the requirements of the course. If students do not complete an assessment task or tasks, excluding the Oral Presentation, they will receive 0% for the uncompleted assignment/s and will be deemed ineligible to pass the course until they have completed and passed a Replacement Assessment task (maximum grade 50%P; this will become the grade for the overall course). Students who need their final course grade to be made
    available early, for reasons related to enrolment or graduation, must inform the Course Coordinator of this by email during Week 1 of the course.
    Assessment Detail
    Oral Presentation (10%): students work in small groups and choose one text from the reader and produce a close reading of it. The group will present the close reading in a 5-minute presentation and
    answer questions from other students after completing it. All members of the group must take part in either giving the presentation or answering class questions.

    Online grammar test (10%): students complete an online grammar test using multiple-choice questions.

    Online library task (15%): students will spend a seminar in the Barr-Smith Library working with
    English Reference Librarian on research strategies and methods relevant to their final essay. Students will use a question sheet to identify relevant information about the library and its resources, and then
    complete an online quiz answering questions about the library’s organisation, research options and databases, and referencing. The quiz will be predominantly in multiple-choice format.

    Annotated Bibliography (20%): students identify the referencing style preferred in their main area of study (MLA, Harvard, Vancouver etc) and locate two books and three journal articles relevant to their chosen essay question. Students must photocopy or print out the pages containing relevant bibliographic information from each text as a List of Works Cited and a 100-word argument for each item.

    Essay plan and essay (40%): students develop an essay plan and then draft, edit and submit a full essay on a topic chosen from a list.

    Participation (5%): students are assessed throughout the course on their participation in
    seminars and group work, their contribution to discussions, and their progress with assessment tasks on schedule.
    All assignments to be submitted in hard copy to the Humanities office (Napier Building, Level 7).
    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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