ENGL 2110 - Academic English II
North Terrace Campus - Winter - 2017
General Course Information
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 academic texts (or extracts from them), learn skills for understanding these texts, and develop written and spoken responses to them. The course is 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 assignments.
Course Coordinator: Mr Richard Warner
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Prepare and deliver a range of academic texts (essay and oral presentation).2. Acquire skills in the genre of academic writing, including: structuring at macro and micro levels; working with primary and secondary sources; developing an argument; and using register, audience and authorial voice.3. Develop research skills relevant to the analysis of primary and secondary sources.4. Develop and practise skills in referencing, quoting, paraphrasing and avoiding plagiarism.5. 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 3, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 3, 4
Required ResourcesCourse handbook, available on MyUni or in printed form through the University.
Recommended ResourcesFaigley, L. (2013). The little Penguin handbook: Australasian edition (2nd ed.). Frenchs Forest: Pearson Australia.
Godwin, J. (2012). Studying with dyslexia. Basingstoke, UK: Palgrave Macmillan. (This source is useful for everyone, not just those with dyslexia.)
Oshima, A, & Hogue, A. (2007). Introduction to academic writing (3rd ed.). White Plains, NY: Pearson/Longman.
Online LearningCourse documents made available through MyUni include:
- Course Profile
- Assessment Task Outline
- Course Plan for Students
- Lecture Audio Files
- Lecture Slides
- Essay Questions
- Assessment Rubrics
- Online grammar test
- Online library quiz
Learning & Teaching Activities
Learning & Teaching ModesThe 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 SummaryWeek 1:
Lecture: Introduction to academic writing.
Workshops: Primary texts and analysis; Close reading and textual analysis; Oral presentations and transferable skills.
Lecture: Paragraph structure and the literature review.
Workshops: Paragraph structure; Summarising and the literature review; Library research skills and referencing.
Lecture: Types of essays and constructing an argument.
Workshops: Developing an argument and essay plan; Introductions and conclusions; Using quotations and secondary sources.
Lecture: Writing, editing and finding your voice.
Workshops: Analysis of authorial voice; Essay drafts; Editing and proofreading.
Specific Course RequirementsStudents must purchase a copy of the course reader from the University of Adelaide's Image and Copy Centre.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Oral presentation Formative and Summative 15% 1, 2, 3, 5 Online grammar test Formative and Summative 5% 2 Online library task Formative and Summative 5% 3, 4 Online academic honesty quiz Formative and Summative 5% 5 Online punctuation quiz Formative and Summative 5% 2 Essay plan Formative and Summative 20% 1-6 Essay Formative and Summative 40% 1-6 Participation 5%
Assessment Related RequirementsAll students must complete and submit all of the assessment tasks (with the exception of the Oral Presentation task ONLY in cases of documented illness or compassionate exception) in order to deemed to have fulfilled all the requirements of the course. If students do not complete an assessment task or tasks, 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 DetailOral Presentation (15%): 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 (5%): students complete an online grammar test. There will be three sections, each using a variety of question types including multiple choice and short answer questions.
Online library task (5%): students will spend a seminar in the Barr-Smith Library working with the English Reference Librarian on research strategies and methods relevant to their final essay. Students 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 (25%): 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 (10%): 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.
SubmissionAll assignments to be submitted in hard copy to the Humanities office (Napier Building, Level 7).
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.