Unit rationale, description and aim

Proficiency in the English language is fundamental to success in all areas of university study in Australia for international students, regardless of discipline. Strong communication skills and academic literacy are essential for engaging with course materials, participating in discussions, and producing high-quality academic work. This unit is designed to equip international students with the necessary language tools to thrive in their academic pursuits. This unit develops English language proficiency and essential academic study skills for students preparing to enter undergraduate courses at ACU. It focuses on building language proficiency at the sentence level and developing the ability to construct coherent academic texts. The unit also explores the differences between academic and non-academic information sources, enabling students to critically evaluate and select credible information for university-level assignments and research. The objective of the unit is to develop students' proficiency in academic English, enabling them to recognise and construct spoken and written academic texts, and apply essential study skills in a university context. By the end of the unit, students will be prepared to engage effectively with course materials and communicate impactfully in academic settings.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

nil

Incompatible

FSAE001 - Academic English 1, FSAE002 - Academic English 2, FSAS001 - Academic Communications Skills 1, FSAS002 - Academic Communications Skills 2

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.

Develop academic English proficiency in a universi...

Learning Outcome 01

Develop academic English proficiency in a university context
Relevant Graduate Capabilities: GC11, GC12

Recognise key features of spoken and written acade...

Learning Outcome 02

Recognise key features of spoken and written academic texts
Relevant Graduate Capabilities: GC9

Apply study skills and strategies in a university ...

Learning Outcome 03

Apply study skills and strategies in a university context
Relevant Graduate Capabilities: GC3, GC7, GC8

Construct spoken and written academic texts

Learning Outcome 04

Construct spoken and written academic texts
Relevant Graduate Capabilities: GC9, GC10, GC11, GC12

Content

Topics will include:

  • Building general knowledge for university
  • Developing study strategies for university
  • Interpreting and using different information sources
  • Developing strategies to identify argument, evidence and bias in information sources
  • Incorporating sources into academic work
  • Developing sentence level accuracy in academic contexts
  • Structuring coherent academic texts
  • Engaging in meaningful classroom participation in discussions on university and contemporary topics
  • 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 are scaffolded to facilitate foundational academic language skills development and prepare students for the types of assessments encountered in undergraduate study. They are designed to evaluate students’ understanding and application of academic English across different contexts, ensuring readiness for further academic development. 

The first two assessments evaluate students' knowledge of grammar, vocabulary, and text features, providing regular feedback opportunities throughout the unit. The third assessment requires students to explore a contemporary social or academic issues, fostering the effective articulation of ideas and the ability to critically engage with significant social concerns. The final assessment builds on these skills by prompting students to analyse academic research on a contemporary issue while reflecting on the key features and value of academic information sources. This task develops critical thinking, synthesis, and referencing skills, helping students refine their writing through research and reflection. 

Overview of assessments

Assessment 1: Academic language quiz 1  Stu...

Assessment 1: Academic language quiz 1 

Students will show understanding of academic grammar and vocabulary and identify features of academic texts in the first half of the unit. 

Weighting

10%

Learning Outcomes LO1, LO2
Graduate Capabilities GC9, GC10

Assessment 2: Academic language quiz 2 Students ...

Assessment 2: Academic language quiz 2

Students will expand their understanding of the academic grammar and vocabulary introduced in the first half of the unit and demonstrate comprehension of both the language concepts and content covered in the second half. 

Weighting

20%

Learning Outcomes LO1, LO2
Graduate Capabilities GC9, GC11

Assessment 3: Speaking task  Students will ...

Assessment 3: Speaking task 

Students will discuss an issue from contemporary society.


Weighting

35%

Learning Outcomes LO1, LO3, LO4
Graduate Capabilities GC3, GC7, GC8, GC10, GC12

Assessment 4: Writing task  Students will a...

Assessment 4: Writing task 

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


Weighting

35%

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

Learning and teaching strategy and rationale

This unit facilitates an active, multi-modal approach to learning that emphasises student engagement and collaboration. Workshops are student-centred with activities designed to maximise interaction in and with English in diverse academic contexts. Through collaborative tasks and peer engagement, students will develop confidence and fluency in using academic English. 

Active participation in workshops and assigned activities is essential for achieving the learning outcomes. Students are encouraged to draw on their previous experiences with English and are supported in applying this knowledge to new academic settings, fostering deeper learning and skill development. 

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

Bailey, S. (2015). Academic writing: a handbook for international students (4th ed.). Routledge.

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., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great writing 2: Great paragraphs (5th ed.). National Geographic Learning/Cengage Learning.

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

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.

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