LAW 6005 - Honours Research and Writing

North Terrace Campus - Semester 1 - 2019

Research skills are developed explicitly in Honours Research and Writing which introduces students to law relevant research design processes Including (but not limited to): the development of researchable questions, appropriate research methodologies, critical review of legal scholarship and peer review processes as well as communication of research in an academic format. This course is assessed through the development, and written and oral presentation of a formal research proposal. Students will also be assessed on their ability to critically evaluate the work of others.

  • General Course Information
    Course Details
    Course Code LAW 6005
    Course Honours Research and Writing
    Coordinating Unit Adelaide Law School
    Term Semester 1
    Level Undergraduate Law (LLB)
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange N
    Restrictions Available only to Bachelor of Laws Honours students
    Course Description Research skills are developed explicitly in Honours Research and Writing which introduces students to law relevant research design processes Including (but not limited to): the development of researchable questions, appropriate research methodologies, critical review of legal scholarship and peer review processes as well as communication of research in an academic format. This course is assessed through the development, and written and oral presentation of a formal research proposal. Students will also be assessed on their ability to critically evaluate the work of others.
    Course Staff

    Course Coordinator: Professor Ngaire Naffine

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    1 Analyse the foundational principles of their chosen thesis topic in law, undertake legal research with primary and secondary materials, and evaluate legal information.
    2 Apply the law to complex issues, and critically evaluate the operation of the law from a policy perspective.
    3 Structure and sustain concise and coherent written arguments for a legal audience as well as others.
    4 Conduct and analyse legal research, and write effectively and persuasively.
    5 Analyse the impact of law from policy perspectives, and in the context of social and cultural diversity.
    6 Reflect on their abilities to undertake individual work effectively .
    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)
    1
    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
    2
    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
    3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4
    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
    5
    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
    6
  • Learning Resources
    Required Resources
    There is no required text on this topic. A booklet of 40 activities, which will also give important references, will be supplied. Several works on research and writing will be recommended.

    Recommended books will be discussed in the first class.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Learning and Teaching Activities amounting to 36 hours (across lecture, seminar and structured learning activity formats) will be offered to students in this course.
    Workload

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

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours of private study in addition to your regular classes.
    Learning Activities Summary
    Schedule
    Week 1 There are 40 activities, covering formuation of a thesis, research, reading critically and writing. The full booklet of activities will be supplied at the first class. We begin with an introduction to you and your proposed work. The activities listed below are only indications of what we will cover. The actual range of activities is much more extensive. 'Discussion and analysis' includes self-directed pursuit of specific guided exercises (from the 40 activities supplied) and report back.
    Week 2 Topic one. The Idea of the Research Proposal. Discussion and analysis of the research proposal. How to formulate research questions, structure a thesis, select an appropriate method, locate the thesis within the existing body of knowledge.
    Week 3 Topic two. The Nature of Research and Writing in General. Discussion and analysis of research and writing in general. Consider the commonalities between legal research and writing and the research and writing from other disciplines, especially politics, philosophy and history but also art and creative writing. Consider the significance for all disciplines of  clarity of argument, modes of persuasion, supporting evidence, literary style, audience.
    Week 4 Topic three. The Nature of Legal Research and Writing. Discussion and analysis of  legal research and writing. What makes legal research and writing distinctive? Who do we write for? Who is our audience? What is our expertise? What are our legal strengths?
    Week 5 Topic Four. Legal Genres. Discussion and analysis of different legal writing genres including judgments, extra-judicial writing, on-line sites such as The Conversation and Inside Story, articles in legal journals, legal monographs, legal biography.
    Week 6 Topic Five. The Literature on Good and Bad Writing. Discussion and analysis of guides to good writing and actual examples of good writing and bad writing.
    Week 7 Topic Six: Students' Research Proposals. Discussion and analysis of each student's research proposal.Students will be expected to present their draft proposal in writing and orally.
    Week 8 Topic Seven: Rhetoric, argument, voice, tone, metaphor.  Discussion and analysis of the ingredients of interesting, engaging and persuasive writing. How to go beyond the merely competent thesis.
    Week 9 Topic Eight: Evidence and Method.  Discussion and analysis of research methods. Qualitative vs quantitative.
    Week 10 Topic Nine: Theoretical Approaches.  Discussion and analysis of a range of theoretical appoaches including Critical legal, Feminist and Socio-legal as well as black-letter, doctrinal and conceptual.
    Week 11 Topic Ten: Students' Advanced Research Proposals. We return to a consideration of the original proposals, now in a more advanced form, having incorporated the insights of the course. This will entail presentation and defence of the proposal.
    Week 12 Conclusion, wind up, bringing it all together.
  • 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
    Due Weighting Redeemable? Length Learning Outcomes
    Critical analysis of a piece of writing individual 13 April 55% yes, can be redone if grade is 60% or more 3,500 1,2,3, 6
    Oral presentation of research proposal, class partipation and full attendance  individual TBC 20% no N/A 3,4,5
    Written research proposal individual 18 May 25% yes, can be redone if grade is 60% or more 2,000 1,2,3
    Assessment Related Requirements
    There are no specific assessment related requirements.
    Assessment Detail
    Critical Analysis of a Piece of Writing
    Throughout the semester, students will be asked to analyse critically the writing of others, especially landmark articles.  For this assessment, an article of influence will be set for comment. Students will be asked to explain the main argument, whether they find it persuasive and why, what are its strengths and weaknesses, and so on.

    Oral presentation of research proposal, class partipation and full attendance
    Students are required to attend all classes, to come well prepared, to participate actively and also to expound their research proposal . There will be ongoing or rolling presentations of the proposal to class members (it will evolve over the course of the semester), and all students are expected to provide constructive comments to other students. There is  then a final presentation of the proposal to the class. (This is a very interesting exercise. Your ideas will grow and develop over time.)

    Written research proposal
    This is the final written version of the proposal which will be informed by the former presentations to class. The assessment of the written research proposal will take into account the development of the proposal.
    Submission
    Standard Adelaide Law School submission requirements apply. Specific information will be provided in the assessment instructions for each item of assessment.
    Course Grading

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

    M11 (Honours Mark Scheme)
    GradeGrade reflects following criteria for allocation of gradeReported on Official Transcript
    Fail A mark between 1-49 F
    Third Class A mark between 50-59 3
    Second Class Div B A mark between 60-69 2B
    Second Class Div A A mark between 70-79 2A
    First Class A mark between 80-100 1
    Result Pending An interim result RP
    Continuing Continuing CN

    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.

    Courses for which a result of conceded pass has been obtained may not be presented towards the degree requirements for the Bachelor of Laws or the Honours Degree of Bachelor of Laws programs, or any postgraduate law program, nor to satisfy prerequisite requirements within any law course.

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

    Finality of Assessment Grades

    Students are advised that Course Coordinators will not enter into negotiations of any kind with any student regarding changes to their grades. It is irrelevant, in any given circumstance, that only a minimal number of additional marks are required to inflate a student’s grade for any individual assessment item or course as a whole. Pursuant to the University’s Assessment for Coursework Programs Policyand the Adelaide Law School Assessment Policies and Procedures, grades may only be varied through the appropriate channels for academic review (such as an official re-mark).

    Moderation
    In accordance with the University’s Assessment for Coursework Programs Policy, course coordinators ‘ensure that appropriate marking guidelines and cross-marking moderation processes across markers are in place’ in each course. Procedures adopted by Adelaide Law School to ensure consistency of marking in courses with multiple markers include:
    • assurance of the qualifications of markers, and their knowledge of the content covered in each course;
    • detailed marking guidelines and assessment rubrics to assist in the marking of items of assessment;
    • sharing of example marked assessments at various grade bands across markers;
    • reviewing of selected marked assessments from each marker by the course coordinator;
    • comparison of the marks and their distribution across markers;
    • automatic double-marking of all interim assessment receiving a fail grade, and of final assessments where a student’s overall result is a fail grade;
    • the availability of re-marking of assessments in accordance with Adelaide Law School’s Assessment Policies and Procedures.

    Approval of Results by Board of Examiners
    Students are reminded that all assessment results are subject to approval (and possible moderation/change) by the Law School’s Board of Examiners. Assessment results at the University are not scaled. Under the Assessment for Coursework Programs Policy, students are assessed ‘by reference to their performance against pre-determined criteria and standards … and not by ranking against the performance of the student cohort in the course’. However, under that same policy, the Board of Examiners (as the relevant Assessment Review Committee for courses at Adelaide Law School) is required to ‘ensure comparability of standards and consistency’ in assessment. On occasions, the Board of Examiners will form the view that some moderation is required to ensure the comparability of standards and consistency across courses and years, and accordingly provide fairness to all law students. All assessment results are therefore subject to approval (and possible change) until confirmed by the Board of Examiners and posted on Access Adelaide at the end of each semester.
  • 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
    The University Writing Centre provides academic learning and language development services and resources for local, international, undergraduate and postgraduate coursework students enrolled at the University of Adelaide.

    The centre offers practical advice and strategies for students to master reading, writing, note-taking, time management, oral presentation skills, referencing techniques and exam preparation for success at university through seminars, workshops and individual consultations.

    Lex Salus Program
    Lex Salus (law and wellbeing) is an initiative of the Adelaide Law School aimed at destigmatising mental health issues; promoting physical, mental and emotional wellness; building a strong community of staff and students; and celebrating diversity within the school. It also seeks to promote wellness within the legal profession, through the involvement of the Chief Justice of the Supreme Court of South Australia, the Honourable Chris Kourakis, as the official Patron of the program.

    Students can participate in the Lex Salus program by attending barbecue lunches, pancake breakfasts, knitting and crochet circles, seminars, guest speakers, conferences and other activities. Our Facebook page, website and regular all-student emails promote upcoming events, and have tips and information on wellness.

    Our Lex Salus YouTube channel also includes videos on topics like managing stress, and interviews with LGBTQ lawyers and their supporters which celebrate diversity and individuality. Students who commit to 10 hours of volunteering with Lex Salus in one year can have their service recognised on their academic transcript and through a thank you morning tea with the Chief Justice and law school staff.

    Student Life Counselling Support
    The University’s Student Life Counselling Support service provides free and confidential service to all enrolled students. We encourage you to contact the Student Life Counselling Support service on 8313 5663 to make an appointment to deal with any issues that may be affecting your study and life.
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

    Academic Honesty
    Academic dishonesty is a serious act of academic misconduct. All students must be familiar with the University’s Academic Honesty Policy.

    Academic dishonesty is a serious matter and is treated as such by the Law School and the University. Academic dishonesty (which goes beyond plagiarism) can be a ground for a refusal by the Supreme Court of South Australia to admit a person to practice as a legal practitioner in South Australia.

    Academic honesty is an essential aspect of ethical and honest behaviour, which is central to the practice of the law and an understanding of what it is to be a lawyer.
  • 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.

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.