Unit rationale, description and aim
Students working towards an undergraduate degree should be able to identify different structures, forms, and features of spoken, written and visual texts in English and English Literature. Additionally, they should be able to recognise how texts are composed in response to specific audiences, purposes, and contexts. In this unit, students will obtain skills in analysis, interpretation, synthesis and the ability to evaluate different text types. This will allow students to be able to denote an understanding of an expression of ideas and thoughts on various textual forms, features and structures. Students will be able to identify, analyse and critically reflect on the method in which texts are formulated in response to purpose, audience and context. Furthermore, students' literacy and language skills will be developed, and they will be supported with feedback regarding any errors they may have with their literacy skills. By deepening students’ critical reading skills, this unit will enable them to draw on their understanding of textual forms, features, and structures to inform and enhance the creation of their own imaginative and reflective texts.
Campus offering
No unit offerings are currently available for this unit.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 effective ways to evaluate meanings and i...
Learning Outcome 01
Examine a broad range of language forms, features ...
Learning Outcome 02
Implement a personal response that includes interp...
Learning Outcome 03
Critique ideas, information and values within text...
Learning Outcome 04
Construct a variety of texts across various langua...
Learning Outcome 05
Content
Topics will include:
- How language use can have inclusive and exclusive social effects and can empower or disempower people
- Evaluation of texts and the influence of value systems, the context, purpose and mode of communication
- Evaluation of the effectiveness of a wide range of vocabulary tools with a variety of texts and audiences
- Composition of sophisticated imaginative, interpretive and analytical texts
- Language forms, features and structures of:
- non-fiction texts
- visual and multimodal texts
- narrative texts
Assessment strategy and rationale
The assessment tasks in this unit are designed to develop and evaluate the knowledge and skills required to achieve the learning outcomes while supporting students through a scaffolded approach. The first assessment involves creating a short story or film, with a focus on the drafting and staging processes essential to creative writing. This task encourages students to explore and refine their creative ideas. Building on this, the second assessment requires students to incorporate external feedback and engage in self-evaluation as they revise their draft from the first assessment into a polished final version. Through this process, students critically reflect on their work, identifying areas for improvement and development. The third assessment is a summative examination that integrates both critical and creative responses. It is designed to evaluate higher-order academic skills such as analysis and evaluation, allowing students to demonstrate their understanding of key concepts and their application to various literary genres studied throughout the unit.
Overview of assessments
Assessment 1: Short story / film draft Students...
Assessment 1: Short story / film draft
Students will create a short story using either written prose or multimedia that incorporates representation of an aspect of society.
20%
Assessment 2: Short story / film final piece (wit...
Assessment 2: Short story / film final piece (with a self-evaluation & reflection)
Students will critically evaluate external feedback and use personal reflection / self-evaluation to produce a final version of the short story/film.
30%
Assessment 3: Examination Students will analyse...
Assessment 3: Examination
Students will analyse key societal and cultural themes presented in extended texts, examining how these themes are developed through characters, settings and narrative techniques.
50%
Learning and teaching strategy and rationale
This unit is informed by transition pedagogies and is designed to support students in their academic and personal development as they adjust to the demands of higher education. The teaching approach prioritises scaffolding and active engagement through interactive discussions, textual workshops, and hands-on practice.
Students will engage in collaborative learning activities, reflective practices, and peer reviews as they explore a diverse range of texts. These approaches are complemented by oral presentations, written tasks, readings, and assessments that align with the unit’s learning outcomes. The exploration of diverse themes and genres provides opportunities to critically examine societal issues and develop a deeper understanding of content through multiple perspectives.
Classes are structured to promote student-led activities, group collaboration, and peer feedback, creating an interactive and dynamic learning environment. This approach encourages students to build connections between knowledge and understanding in the production of reflections, self-evaluation and creative responses, and thus enhancing their critical thinking, creativity and communication skills.
Representative texts and references
Reference text:
Cheng, M. (2019). Room for a stranger. Text Publishing.
Representative texts:
ABC News (Australia). (2014, November 5). In Full: Noel Pearson remembers Gough Whitlam [Video]. YouTube. https://www.youtube.com/watch?v=JsXmYHiuJ8s
Beneba Clarke, M. (Ed.). (2019). Growing up African in Australia. Black Inc.
Burrow, K. (2016, December 17). Donkey - Tribeca Film Festival and Award-Winning Short Film [Video]. YouTube. https://www.youtube.com/watch?v=ctRP3b4NntM
Crunchyroll Store Australia. (2012, July 19). Paul Kelly: Stories of me [Video]. https://www.youtube.com/watch?v=TnhYma2Jfpc
Heiss, A. (Ed.). (2018). Growing up Aboriginal in Australia. Black Inc.
NFB Canada. (n.d.). Highrise [Video]. National Film Board of Canada. http://universewithin.nfb.ca/mobile/index.html
Pascoe, B. (2016). Mrs Whitlam. Magabala Books.
Payalic, A., & Divaroren, D. (Eds.). (2019). Growing up Muslim in Australia. Allen & Unwin.
Pung, A. (Ed.). (2008). Growing up Asian in Australia. Black Inc.