Unit rationale, description and aim

Academic communication skills are crucial for success in university study, and this unit is designed to provide students with a solid foundation to engage effectively in their undergraduate studies at ACU. Recognising that many students may be transitioning into new learning environments, the unit focuses on building confidence in navigating university expectations. Students will develop skills in locating and organising information, applying research strategies, and using appropriate referencing conventions. Emphasis is placed on improving academic English proficiency, cultivating independent learning, and encouraging collaborative work to help students manage their academic progress. The unit also introduces students to academic culture, university expectations, and available support services. It provides strategies for personal growth, effective study techniques, and navigating university life with confidence. Students will practise recognising key features of academic texts and learn how to construct their own written and spoken work, while honing critical thinking, time management, and communication skills. The aim of the unit is to develop students' essential academic communication skills and their understanding of university expectations and culture.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

nil

Incompatible

FSAE001 - Academic English 1, FSAE002 - Academic English 2, FSAS002 - Academic Communications Skills 2, FSAS001 - Academic Communications Skills 1,FSIE001 Essential English at University

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Identify opportunities for personal growth in a un...

Learning Outcome 01

Identify opportunities for personal growth in a university context
Relevant Graduate Capabilities: GC1, GC3, GC7, GC8

Apply study skills and strategies in a university ...

Learning Outcome 02

Apply study skills and strategies in a university context

Outline key features of written and spoken academi...

Learning Outcome 03

Outline key features of written and spoken academic texts

Construct spoken and written academic texts

Learning Outcome 04

Construct spoken and written academic texts

Content

Topics will include:

  • Identifying opportunities for personal and academic growth through education
  • Developing study strategies for university
  • Exploring knowledge and ways of learning at university
  • Interpreting and using different information sources
  • Developing strategies to identify argument, evidence and bias in information sources
  • Incorporating sources into academic work
  • Presenting information (written and spoken) in an appropriate university style
  • Structuring coherent academic texts
  • Participating in a meaningful way in classroom discussions
  • Exploring the language and purpose of reflection at university
  • Understanding the stages of university assignment completion
  • Developing editing and review skills

Assessment strategy and rationale

The assessment tasks in this unit are designed to scaffold the development of academic communication skills and facilitate a smooth transition to university study. These tasks combine reflective and process-driven activities, using transition pedagogy to promote academic growth, independence, self-awareness, and engagement with university expectations.

The first assessment requires students to reflect on their prior educational experiences and articulate future academic and professional goals. This task is designed to promote self-awareness and establish a foundation for targeted support where needed. The second assessment focuses on the development of oral communication and critical thinking skills through structured discussions of contemporary issues. The final assessment task consolidates skills developed throughout the unit by requiring students to compare academic and non-academic sources, emphasising the value of academic literacy for future studies. This assessment prioritises information literacy, structured writing and independent learning.

These assessments form a cohesive framework for skills development, combining reflection, collaboration, and critical engagement to lay a solid foundation for academic success.

Overview of assessments

Assessment 1: Reflective writing task Students w...

Assessment 1: Reflective writing task

Students will reflect on their previous educational experiences and visualise their future academic and professional selves. To complete this task, students will utilise established frameworks (such as the SMART goals framework or similar) to structure their reflection and planning process.

Weighting

20%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC3, GC7, GC8

Assessment 2: Speaking task Students will discus...

Assessment 2: Speaking task

Students will discuss an issue from contemporary society.

Weighting

35%

Learning Outcomes LO3, LO4
Graduate Capabilities GC7, GC9, GC10, GC11

Assessment 3: Writing task Students will analyse...

Assessment 3: Writing task

Students will analyse simple academic texts on a contemporary issue and contrast them to non-academic sources.

Weighting

45%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC3, GC7, GC8, GC9, GC10, GC11

Learning and teaching strategy and rationale

This unit adopts an active, multi-modal approach to learning, fostering a collaborative and supportive environment where students can develop their academic identity and confidence as learners at ACU. Scaffolded workshops are designed to incrementally build skills and knowledge, ensuring students are supported at every stage of their learning journey. The unit prioritises interaction with teachers and peers, enhancing engagement, promoting a sense of belonging, and encouraging the integration of content knowledge with skill development. This approach enables students to deepen their understanding and apply academic skills effectively in diverse contexts.

Students will also enhance their digital literacy by engaging with online platforms and resources, equipping them for the technological demands of university study. Exposure to a variety of learning modes, such as individual research, group work, and reflective activities, promotes adaptability and nurtures independent learning.

Active participation in workshops and assigned activities is crucial for achieving the unit’s learning outcomes. Reflection on prior experiences allows students to identify their strengths and areas for improvement as they develop essential academic and communication skills. 

Representative texts and references

Representative texts and references

Australian Catholic University. (n.d.). Academic Skills Unit. https://www.acu.edu.au/student-life/student-services/academic-skills-development/academic-skills-unit

Brick, J., Herke, M., & Wong, D. (2020). Academic culture: A student’s guide to studying at university (4th ed.). Macmillan International Higher Education.

Davis, C., Lawson, K. & Duffy, L. (2025). Academic literacy in enabling education programs in Australian universities: a shared pedagogy. Australian Educational Researcher, 52, 539–561. https://doi.org/10.1007/s13384-024-00729-w

Folse, K. S., Solomon, E. V., & Clabeaux, D. (2019). Great writing 3: From great paragraphs to great essays (5th ed.). National Geographic Learning/Cengage Learning. 

Folse, K. S., Solomon, E. V., & Muchmore-Vokoun, A. (2019). Great writing 4: Great essays (5th ed.). National Geographic Learning/Cengage Learning.

Grellier, J., Goerke, V., & Fielding, K. (2022). Communications toolkit (5th ed.). Cengage Learning Australia.

Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. Jossey-Bass.

Hopkins, D., & Reid, T. (2018). The academic skills handbook: Your guide to success in writing, thinking and communicating at university. SAGE Publications.

Kift, S. (2015). A decade of transition pedagogy: A quantum leap in conceptualising the first-year experience. HERDSA Review of Higher Education, 2, 51–86.

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs