EDUC 2003 - Academic English II
North Terrace Campus - Winter - 2019
General Course Information
Course Code EDUC 2003 Course Academic English II Coordinating Unit School of Education Term Winter Level Undergraduate Location/s North Terrace Campus Units 3 Contact 9 hours per week for 4 weeks Available for Study Abroad and Exchange Incompatible ENGL 1110, ENGL 2110 and EDUC 1016 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: Dr Julia Miller
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, you should have had experience in:
1 Preparing and delivering a range of academic texts (essay and oral presentation). 2 Demonstrating 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 Developing research skills relevant to the analysis of primary and secondary sources. 4 Developing and practisng skills in referencing, quoting, paraphrasing and avoiding plagiarism. 5 Preparing and delivering coherent 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)
1, 3, 5 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, 3, 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, 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 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
1, 4, 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
1, 4, 5
Required ResourcesCourse handbook - You can download a free pdf from the course in MyUni.
It is better to bring a printed copy or a laptop/tablet, as we will use this handbook a lot in class. Your mobile phone screen will be too small for most activities!
Learning & Teaching Activities
Learning & Teaching Modes2 x 2-hour tutorials per week
2 x 1 hour online lectures per course
1 x 2 hour online discussion per week
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
2 x2-hour tutorials per week 16 hours per course 12 x 1 hour online lectures per course 12 hours per course 1 x 2 hour online discussion per week 8 hours per course Reading, assignment planning and online assignments 100 hours per course Group meetings to prepare your final online oral presentation 20 hours per course TOTAL 156 hours
Learning Activities SummaryThis is a guide only. Tutorial activities may change slightly according to the needs of the class.
Week 1 Online lecture 1: Introduction to academic writing; Naming files; writing emails
Online lecture 2: Building a sentence
Online lecture 3: Thesis statements
Online lecture 4: Academic integrity and referencing
Online lecture 5: Punctuation
Face to face tutorial 1: Critical and effective reading; note taking from readings; thesis statements
Face to face tutorial 2: Essay examples; writing complete sentences; library research skills and referencing; choosing search terms
Week 2 Online lecture 6: Paragraphs and introductions/conclusions
Online lecture 7: Critical thinking
Online lecture 8: Creating a narrated PPt or video to present your essay plan
Online lecture 9: Constructing and presenting an argument
Face to face tutorial 3: Essay planning; grouping information
Face to face tutorial 4: Referencing; plagiarism workshop; academic sources
Week 3 Online lecture 10: Paraphrasing
Face to face tutorial 5: Developing an argument/thesis statement; introductions and conclusions; paragraph structure
Face to face tutorial 6: Using quotations and secondary sources
Week 4 Online lecture 11: Editing and proofreading
Online lecture 12: Different academic genres
Face to face tutorial 7: Strengthening your voice and achieving cohesion
Face to face tutorial 8: Final questions and essay peer review
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 SummaryOnline grammar quiz - 5%
Online punctuation quiz - 5%
Online academic honesty quiz - 5%
Essay plan presentation - 30%
Final essay - 50%
Participation and online discussion - 5%
Assessment DetailEssay plan presentation: students will be required to create a narrated PowerPoint explaining the plan for their final essay and their reasons for planning and structuring the plan in this way, including reflections on any difficulties encountered and areas still to be addressed – 30% weighting
Final essay: students will be given a choice of 6 essay topics relating to Academic English skills. They will choose one topic and write an essay on it, including support from at least four peer reviewed journal articles.Academic English 1 students – 1500 words total, including at least 4 referencesAcademic English 2 students – 2000 words total, including at least 6 references
Participation and online discussion: students will be assessed on their contribution to in-class activities and to the online discussion forum (N.B. online contributions can be made at the time of the online discussion or after the scheduled discussion time, ie synchronously or asynchronously) – 5% weighting
SubmissionAll assignments will be submitted online.
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
- LinkedIn Learning
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.
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