LAW 6005 - Honours Research and Writing
North Terrace Campus - Semester 1 - 2017
General Course Information
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 to Bachelor of Laws Honours Only 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 Coordinator: Professor Ngaire Naffine
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
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
Required ResourcesThere 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 ModesLearning and Teaching Activities amounting to 36 hours (across lecture, seminar and structured learning activity formats) will be offered to students in this course.
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
Not available yet – course outline still being completed for first offering of course in 2017.
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.
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 Individual or Group Due Weighting Redeemable? Length Course Learning Outcomes Critical analysis of a piece of writing individual 21 April 40% 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 22 May 40% yes, can be redone if grade is 60% or more 2,000 1,2,3
Assessment DetailNot available yet – course outline still being completed for first offering of course in 2017.
SubmissionStandard Adelaide Law School submission requirements apply. Specific information will be provided in the assessment instructions for each item of assessment.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported 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.
Final results for this course will be made available through Access Adelaide.
Approval of Results by Board of ExaminersStudents 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 Acess Adelaide at the end of each semester.
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.
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