EDUC 2003 - Academic English II

North Terrace Campus - Winter - 2019

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.

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Course Details

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
Assessment	Tutorial participation 5%, Oral presentation and workshop, Essay plan 20%, Essay 40%, Online tests 15%p 20%

Course Staff

Course Coordinator: Dr Julia Miller

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On 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.

最新糖心Vlog 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

Learning & Teaching Modes

2 x 2-hour tutorials per week
2 x 1 hour online lectures per course
1 x 2 hour online discussion per week

Workload

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 Summary

This 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 最新糖心Vlog'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 Summary

Online 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 Detail

Essay 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 references

Academic 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

Submission

All assignments will be submitted online.

Course Grading

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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