Course Outline
Code: EDU307
Title: The English Language
School: Education
Teaching Session: Semester 2
Year: 2020
Course Coordinator: Dr Michael Carey Tel: 5456 5109 Email: [email protected]
Course Moderator: Dr Ken Young
Please go to the USC website for up to date information on the teaching sessions and campuses where this
course is usually offered
1. What is this course about?
1.1 Description
This course enables you to gain an understanding of the structure and usage of the English language,
including concepts of traditional grammar, functional grammar and the history of the English language. The
course approaches the topic holistically, taking into account the different functions of language, textual
features, traditional and functional grammar terms, and aspects of language and literacy acquisition. You
will familiarise yourself with a wide range of English language aspects that you will need to teach English.
1.2 Field trips, WIL placements or activities required by professional accreditation
Activity Details
N/A N/A
2. What level is this course?
300 level Graduate - Independent application of graduate knowledge and skills. Meets AQF and
professional requirements. May require pre-requisites and developing level knowledge/skills. Normally
taken in the 3rd or 4th year of an undergraduate program
3. What is the unit value of this course?
12 units
Semester 2 2020 Recfind File Number: F14033
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Course Outline: EDU307 The English Language
4. How does this course contribute to my learning?
Specific Learning Outcomes Assessment Tasks Graduate Qualities or
On successful completion of this course You will be assessed on the Professional Standards mapping
you should be able to: learning outcome in task/s: Completing these tasks
successfully will contribute to you
becoming:
Demonstrate an understanding of Task 1 Personal reflection Knowledgeable.
prescriptive and descriptive grammars, Task 2 Language awareness Empowered.
and the changing nature of language quizzes
use.
Demonstrate an understanding of Task 1 Personal reflection Empowered.
English as socially constructed Task 3 Text analysis Creative and critical thinkers.
phenomena
Demonstrate an understanding of Task 2 Language awareness Knowledgeable.
English language structures quizzes Creative and critical thinkers.
Task 3 Text analysis
Analyse the repertoires of practice Task 3 Text analysis Empowered.
needed to acquire communicative Creative and critical thinkers.
competence in English.
5. Am I eligible to enrol in this course?
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
5.1 Enrolment restrictions
Nil
5.2 Pre-requisites
Nil
5.3 Co-requisites
Nil
5.4 Anti-requisites
Nil
5.5 Specific assumed prior knowledge and skills (where applicable)
Nil
6. How am I going to be assessed?
6.1 Grading scale
Standard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)
6.2 Details of early feedback on progress
Your assessment includes an early formative assessment task (Task 1 Personal Reflection) which provides
you with an opportunity to reflect on your response to the assessment in this course and the standards
within the rubric. In week 2 you will be guided through the task and the assessment criteria. In week 3 you
will be given the opportunity to compare a draft of this assessment piece with your peers in the tutorial.
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Course Outline: EDU307 The English Language
6.3 Assessment tasks
Task Assessment Individual or Weighting Duration / When Where should I
No. Product Group length should I submit it?
submit?
1 Written Piece Individual 20% 1000 words Week 4 Online Assignment
Friday 5pm Submission with
Plagiarism check
2 Quiz/zes Individual Part A - Part A - 10 Week 7 Quiz (Online Test)
20% hours Friday 5pm
Part B - Part B - 1
20% hour
3 Written Piece Individual 40% 2000 words Week 10 Online Assignment
Friday 5pm Submission with
Plagiarism check
100%
Assessment Task 1: Personal reflection writing task:
Goal: To personally reflect upon your English language learning experience in relation to articles
which describe the current and past history of English language teaching in Australia.
Product: Written Piece
Format: Context: Your English language learning experience. Student’s role: Reflect personally.
Audience: Your tutor. Mode: written. Medium: Discursive essay. Text type: Personal response
in the first person but in an academic register. Length: 1000 words. This is an individual task.
Criteria: Demonstrate your understanding of explicit teaching of sentence level grammar.
Engage deeply with the topic through personal reflection.
Extent to which communication is effective.
Assessment Task 2: Language awareness quizzes: Part A and B
Goal: To demonstrate your understanding of four components of written English language: meta-
language and parts of speech; sentence level grammar; English punctuation, and English usage
and style.
Product: Quiz/zes
Format: Context: Your English language knowledge. Student’s role: complete formative (graded)
grammar activities (Part A) and a summative grammar quiz (part B). Audience: NA. Mode:
online. Medium: multiple choice quizzes. Text type: Personal response. Duration: Part A – 6
hours; Part B - 1 hour. This is an individual task.
Criteria: Understanding and application of four components of written English language: meta-language
and parts of speech; sentence level grammar; English punctuation, and English usage and style
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Course Outline: EDU307 The English Language
Assessment Task 3: Text analysis based on the Four Resources Model
Goal: To produce a critical analysis of a provided text and a discussion of the repertoires of practice
needed to understand, deconstruct and interact with that text effectively.
Product: Written Piece
Format: Context: Critical reading and writing. Student’s role: Critical reviewer. Audience: Your tutor.
Mode: written. Medium: analytical essay in the first person. Text type: Critical review essay in
the first person but written in an academic register. Length: 2000 words. This is an individual
task.
Criteria: Application of critical analysis to the provided text and exemplification of the repertoires of
practice needed to understand, deconstruct and interact with that text effectively.
Demonstrated knowledge and exemplification of language as social interaction
Extent to which communication is effective and the conventions of the analytical essay genre
are used appropriately, including referencing conventions (APA).
7. Directed study hours
The directed study hours listed here are a portion of the workload for this course. A 12-unit course will
have total of 150 learning hours which will include directed study hours (including online if required), self-
directed learning and completion of assessable tasks. Directed study hours may vary by location. Student
workload is calculated at 12.5 learning hours per one unit.
This course will be delivered via technology-enabled learning and teaching. All lectures will remain in this
mode for Semester 2 2020. When government guidelines allow, students that elected on-campus study via
the class selection process will be advised when on campus tutorials and practical sessions will resume.
8. What resources do I need to undertake this course?
Please note that course information, including specific information of recommended readings, learning
activities, resources, weekly readings, etc. are available on the course Blackboard site. Please log in as soon
as possible.
8.1 Prescribed text(s)
Please note that you need to have regular access to the resource(s) listed below as they are required:
Author Year Title Publisher
Emmitt, Marie et al. 2015 Language and Learning: An Introduction Oxford University Press
th
for Teaching (6 ed.) Note: This is
available through the library as an e-book.
Faigley, L., Carey, M., & 2017 The Little Pearson Handbook 4th Pearson Education
Munoz, G. Australasian edition, and bundled
software “My Writing Lab Global”.
Note - this MUST BE purchased directly
from the publisher. See 8.2. for more
details
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Course Outline: EDU307 The English Language
8.2 Specific requirements
Purchase of The Little Pearson Handbook and a bundled software license supplied by Pearson Education.
Note: This licence can only be purchased online. Details for the purchase of the licence will be provided in
lecture 1, on Blackboard and in an email to enrolled students.
9. Risk management
Health and safety risks have been assessed as low.
It is your responsibility as a student to review course material, search online, discuss with lecturers and
peers, and understand the health and safety risks associated with your specific course of study. It is also
your responsibility to familiarise yourself with the University’s general health and safety principles by
reviewing the online Health Safety and Wellbeing training module for students, and following the
instructions of the University staff.
10. What administrative information is relevant to this course?
10.1 Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a
result of proving they are competent in their discipline. This is integral in maintaining the value of
academic qualifications. Each industry has expectations and standards of the skills and knowledge within
that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud;
including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are
expected to be honest and ethical by completing all work yourself and indicating in your work which ideas
and information were developed by you and which were taken from others. You cannot provide your
assessment work to others. You are also expected to provide evidence of wide and critical reading, usually
by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks,
when submitted to Blackboard, are electronically checked through SafeAssign. This software allows for text
comparisons to be made between your submitted assessment item and all other work that SafeAssign has
access to.
10.2 Assessment: Additional requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
a) The final mark is in the percentage range 47% to 49.4%
b) The course is graded using the Standard Grading scale
c) You have not failed an assessment task in the course due to academic misconduct
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Course Outline: EDU307 The English Language
10.3 Assessment: Submission penalties
Late submission of assessment tasks will be penalised at the following maximum rate:
• 5% (of the assessment task’s identified value) per day for the first two days from the date identified
as the due date for the assessment task.
• 10% (of the assessment task’s identified value) for the third day
• 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and
including seven days from the date identified as the due date for the assessment task.
• A result of zero is awarded for an assessment task submitted after seven days from the date
identified as the due date for the assessment task.
Weekdays and weekends are included in the calculation of days late.
To request an extension, you must contact your Course Coordinator and supply the required
documentation to negotiate an outcome.
10.4 Study help
In the first instance, you should contact your tutor, then the Course Coordinator. Additional assistance is
provided to all students through Academic Skills Advisers. To book an appointment or find a drop-in session
go to Student Hub.
Contact Student Central for further assistance: +61 7 5430 2890 or
[email protected]10.5 Wellbeing Services
Student Wellbeing Support Staff are available to assist on a wide range of personal, academic, social and
psychological matters to foster positive mental health and wellbeing for your success. Student Wellbeing is
comprised of professionally qualified staff in counselling, health and disability Services.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a
disability, mental health issue, learning disorder, injury or illness, or you are a primary carer for someone
with a disability, AccessAbility Services can provide assistance, advocacy and reasonable academic
adjustments.
To book an appointment with either service go to Student Hub, email [email protected] or
[email protected] or call 07 5430 1226
10.6 Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
• Assessment: Courses and Coursework Programs
• Review of Assessment and Final Grades
• Supplementary Assessment
• Administration of Central Examinations
• Deferred Examinations
• Student Academic Misconduct
• Students with a Disability
Visit the USC website:
http://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
10.7 General Enquiries
In person:
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Course Outline: EDU307 The English Language
• USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy
Downs
• USC Moreton Bay – Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
• USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
• USC Gympie - Student Central, 71 Cartwright Road, Gympie
• USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey
Bay
• USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
Tel: +61 7 5430 2890
Email: [email protected]
10.8 School specific information
The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following
Australian Professional Standards for Teachers (Graduate).
Assessment Task Australian Professional Standards for Teachers (Graduate)
Task 1: Personal 1.1 Demonstrate knowledge and understanding of physical, social and intellectual
reflection writing task development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.
1.5 Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range of
abilities.
2.5 Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range of
abilities.
Task 2: Language 2.1 Demonstrate knowledge and understanding of the concepts, substance and
awareness quizzes: structure of the content and teaching strategies of the teaching area.
Part A and B
Task 3: Text analysis 1.5 Demonstrate knowledge and understanding of strategies for differentiating
based on the Four teaching to meet the specific learning needs of students across the full range of
Resources Model abilities.
2.1 Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.
2.5 Know and understand literacy and numeracy teaching strategies and their
application in teaching areas.
