• Class Number 2599
  • Term Code 3130
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Dr Kate Flaherty
    • Dr Kate Flaherty
  • Class Dates
  • Class Start Date 22/02/2021
  • Class End Date 28/05/2021
  • Census Date 31/03/2021
  • Last Date to Enrol 01/03/2021
SELT Survey Results

Why do we read? What kinds of encounters do we have when we read? What does it mean to be a good reader? As we read, we discover things about ourselves. Reading can also be unsettling, challenging us to imagine other worlds, encounter other lives and to think differently. In this course you will learn how to become a more skillful reader. You will investigate the formal attributes of a literary text, such as irony, metaphor and genre. You will become a more deliberate, active, self-reflexive reader, and develop the skills and knowledge to undertake complex engagements with literary texts. You will read authors ranging from Shakespeare to the present day, and in a variety of literary genres: from drama and poetry to novel and film.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:
  1. Read carefully with attention to detail and to the way literary texts are constructed
  2. Critically analyse literary texts of a range of forms and genres
  3. Identify and present evidence to support an argument
  4. Communicate effectively both orally and in writing

Required Resources

William Shakespeare, The Winter’s Tale, CUP, 2007.

Jane Austen, Northanger Abbey, Norton Critical Edition, 2004.

Charles Dickens, Great Expectations, Penguin Classics.

Virginia Woolf, Mrs Dalloway, Penguin Classics.

These items are available from the Harry Hartog Bookstore on campus: 153-11 University Avenue. They are also available through multiple online outlets. Please get the specified editions.

Other reading resources will be made available via the Wattle site throughout the course.

Staff Feedback

Students will be given feedback in the following forms in this course:

  • Reading journals will receive written peer feedback in class
  • Online preparation quizzes will provide correct answers and scores
  • Passage analysis tasks will receive rubric feedback and individual written comments
  • Essays will receive rubric feedback and grade with optional consultation
  • Exams will receive a mark

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Referencing requirements

For Assessment 3: Passage analysis, students are not required to consult secondary sources. Instructions will be provided for providing reference details for the primary source. For Assessment 4: Essay secondary sources may be used. It is strongly advised that you first consult the sources recommended in lectures. Other sources consulted must be scholarly sources. If you use information from a secondary source it should only be to develop your own argument. To this end, if you use material from a secondary source, do one of the following: critique it, extend it, offer new examples for it from the primary text. Do not stitch together secondary source material to make your argument for you. Marks are not awarded for quantity of secondary references; only for their effective contribution to your own argument. Haphazard web ‘research’ is strongly discouraged. Use of unscholarly sources such as Wikipedia, Sparknotes, Cliff Notes, Schmoop etc. is easily detected and severely penalised. If you need a ‘starting place’, revise lecture content or consult recommended reading. Lectures may be referenced by the lecturer’s name and date. To learn more about formulating an original argument and correct use of scholarly sources please attend Week 9 lectures on essay reading and writing.

Style guide for written work

1. Format

You must leave a margin of approximately 4cm on the left-hand side of each page.

Your text should be double-spaced. Please number your pages.

2. Style


If they do not exceed two or three lines, quotations should appear in the text in inverted commas, “like this.”

If quotations are longer, they should be set apart from the main text (skip a line), without inverted commas, indented and single-spaced.

Quotations should fit with the syntax or flow of your sentence, or otherwise should be separately introduced (see examples below).

Deletions from quotations should be indicated by three full stops (…), and additions by yourself should be enclosed in square brackets [thus].

All quotations should be followed by a page reference; for poems: section and/or line reference; for plays: page reference, or act and line reference as appropriate.


In Alice’s Adventures in Wonderland, the Duchess insists that “Everything’s got a moral, if only you can find it” (95).

In Through the Looking Glass, Alice is indifferent to the transience of beauty:

What mattered it to her just then that the rushes had begun to fade, and to lose all their scent and beauty, from the very moment she had picked them? (215)


a) Titles of books, plays and films, long poems, and periodicals should be italicized or underlined.

book, play or film: The Bell Jar; The Merchant of Venice; Clueless

long poem: Paradise Lost; The Waste Land

periodical: Film Quarterly

b) Titles of chapters, articles, essays, short stories and short poems in collections or periodicals should be put in “inverted commas”:

chapter, article or essay: “Down the Rabbit-Hole”; “Emma becomes Clueless”

short story or short poem: “Bliss”; “London’s Summer Morning”

3. Citation of sources

You are welcome to use in-text citation or footnotes – simply ensure that whichever system you use is clear, consistent and provides sufficient information for the reader to find the source of the reference.

A suggested means of documenting your published sources is that recommended by the Modern Language Association in its MLA Handbook for Writers of Research Papers, 8th edition. Useful summaries of the relevant guidelines are available here:

https://style.mla.org and here: https://owl.english.purdue.edu/owl/resource/747/01/

All you have to do to acknowledge the sources of direct quotations is to include a Bibliography at the back of your essay, with the relevant publication details. When you incorporate a quotation from the text in your essay, cite the author’s name and the relevant page number(s) in brackets immediately following the second pair of inverted commas, or just the page number if the author is clear from the context. If your bibliography contains several works by the same author, identify your citation by author name and title or shortened title.


Henry Giroux argues that youth are often portrayed in Hollywood films as “dangerous, mindless, addicted to drugs or socially irresponsible” (284).

Chris Crawford argues that “The Sims does not come close to true interactive storytelling” (“Interactive” 261).


Crawford, Chris. “Interactive Storytelling.” The Video Game Theory Reader, edited by Mark J.P. Wolf and Bernard Perron, Routledge, 2003, pp. 259-74.

—. The Art of Computer Game Design. McGraw-Hill, 1984.

Giroux, Henry A. “Neoliberalism and the Disappearance of the Social in Ghost World.” Third Text, vol.17, no.2, 2003, pp. 151-161.

Note that not all items in your bibliography may be quoted in the text; however, you should list in the bibliography all sources that have influenced your thinking in writing the essay.


Last name, First name. Title. Publisher, year of publication.


McCloud, Scott. Understanding Comics. Harper, 1994.


Author Last name, First name. “Chapter/Article Title.” Book Title, edited by First Name Last name, Publisher, year of publication, pp. page numbers.


Crawford, Chris. “Interactive Storytelling.” The Video Game Theory Reader, edited by Mark J.P. Wolf and Bernard Perron, Routledge, 2003,pp. 259-74.


Last name, First name. “Article title.” Journal Title, vol. number, no. number, year of publication, pp. page numbers.


Giroux, Henry A. “Neoliberalism and the Disappearance of the Social in Ghost World.” Third Text, vol.17, no.2, 2003, pp. 151-161.


Author Last name, First name. “Article Title.” Publication Title or Name of Website. Day month year of publication/posting. Exact URL of content (not the main webpage).


Doane, Rex. “A Conversation with Terry Zwigoff and Daniel Clowes.” Salon.com, 27 July 2001. http://dir.salon.com/people/conv/2001/07/27/zwigoff_clowes/index.html?pn=1


Film Title. Dir. Director’s first name last name. Distributor or production company, year of release.


On Our Selection. Dir. Ken G. Hall. Cinesound, 1932.


“Article title.” Title of newspaper. Date, edition (if required), pp. page number.


“Study Ties Self-Delusion to Successful Marriages.” New York Times, 2 Jan. 1998, late ed., pp. A11.

Class Schedule

Week/Session Summary of Activities Assessment
1 Lecture, Part 1: Introduction Lecture, Part 2: Ways of reading
2 Lecture, Part 1: Ways of reading (II) Lecture, Part 2: Reading Novels Quiz 1 Reading journal 1
3 Lecture, Part 1: Northanger Abbey Lecture, Part 2: Northanger Abbey Quiz 2 Reading journal 2
4 Lecture, Part 1: Reading poetry Lecture Part 2: The Sonnet Reading journal 3
5 Lecture, Part 1: Reading plays Lecture, Part 2: The Winter's Tale Assessment 3: In-class test
6 Lecture, Part 1: The Winter’s Tale Lecture, Part 2: Combined Lecture Workshop Quiz 3 Reading journal 4
7 Lecture, Part 1: Reading essays Lecture, Part 2: Writing essays (panel event)
8 Lecture, Part 1: Great Expectations Lecture, Part 2: Great Expectations In-class test resubmit (optional) Reading journal 5
9 Lecture, Part 1: Modernism Lecture, Part 2: Mrs Dalloway Reading journal 6
10 Lecture, Part 1: Theories of reading and reading theory Lecture, Part 2: Creative writing Quiz 4 Reading journal 7
11 Lecture, Part 1: Adaptation and Reading Film Lecture Part 2: High Noon Reading journal 8
12 No lectures or tutorials; essay consultations (optional) Assessment 4: Essay OR Exam

Assessment Summary

Assessment task Value Learning Outcomes
Reading journal 10 % 1,2, 3, 4
Online preparation quizzes 10 % 3, 4
In class test 30 % 1, 2, 3
Essay or Exam 40 % 1, 2, 3, 4
Participation 10 % 1, 2, 3, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details


ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Value: 10 %
Learning Outcomes: 1,2, 3, 4

Reading journal

Each ‘Reading journal’ week you are to prepare a 150 word response to the ‘Reading journal question/s’ (notified in the lecture). During the tutorial, you will use you reading journal to participate in structured group and class discussion activities. You will receive verbal feedback about reading journal comments. Your reading journal will be checked as ‘complete’ (1) or ‘incomplete’ (0) each week to generate your grade for this assessment.

As practice for later writing tasks you should aim to achieve the following:

a) argument: a cogent and original point

b) evidence: specific examples to support your point

c) analysis: insightful identification of textual features and their functions

d) communication: clear, grammatical, and correctly punctuated sentences

Word limit: 1000-1500 words (100-200 words per entry)

Value: 10%

Due: in tutorials in relevant weeks.

Assessment Task 2

Value: 10 %
Learning Outcomes: 3, 4

Online preparation quizzes

Online preparation quizzes provide opportunities to assess and improve your formal writing skills. Topics will include: use of apostrophes, originality and plagiarism, and referencing techniques. For each quiz, there will be a brief Quiz reading (see Wattle) to consult before and during the quiz. Quizzes will comprise 10 quick questions (true/false or multiple choice format) to be completed. Quiz content is randomly shuffled. Please do not rely on classmates for answers (this is cheating). Quiz 1 will not be awarded marks: it is an opportunity to familiarise yourself with the format of the quizzes.

Value: 10% (3.3% each for Quizzes 2, 3, and 4).

Due: Quizzes will take place in Weeks 2, 3, 6, and 10.

Assessment Task 3

Value: 30 %
Learning Outcomes: 1, 2, 3

In class test

The in-class passage analysis task consists of an in-class examination in your Week 5 tutorial. You will be presented with a passage from texts studied before this week to subject it to close reading. The task will be returned with comments at the end of the mid-semester break. Students are invited to revise and resubmit their analysis as a Word document (online) by Week 8 to receive an improved grade (optional). It is not possible to receive a lower grade via the re-submission process. For more detailed information see the information page in the ‘Assessment 3: Passage analysis’ folder on Wattle. The assessment criteria for the passage analysis task builds on those for Reading Journal

entries with important additions (bold).

Assessment Criteria: Your work will be judged on the extent to which it demonstrates:

a) comprehension: of the passage’s importance to the text from which it comes

b) argument: cogent and original point(s)

c) evidence: specific examples to support your point

d) analysis: insightful identification of textual features and their functions

e) communication: clear expression; correct grammar, punctuation and spelling.

Word limit: 500 words

Value: 30%

Due: Week 5 tutorials, in class.

Resubmit (optional): Week 8, online

Assessment Task 4

Value: 40 %
Learning Outcomes: 1, 2, 3, 4

Essay or Exam

The essay integrates skills and knowledge developed throughout the course in a sustained written response. Students are welcome to draw on material developed in their reading journals bearing in mind the importance of revising the material to fit the new form. The criteria for Assessment 4 build on those for previous assessments with some important additions (see bold). PLEASE NOTE: There are no extensions or penalties for Assessment 4: Essay; students who do submit this task by the due date

will be automatically registered to sit for the exam. This is a flexible assessment strategy to help accommodate the needs of students. The exam offers an equivalent assessment opportunity. There is no penalty attached to taking the exam instead of the essay and you may simply prefer to take the exam.

Assessment Criteria: Your work will be judged on the extent to which it demonstrates:

a) comprehension of the text and of its context consistent with attentiveness to course content

b) argument: cogent and original argument

c) fluency: points are linked together in a clear and logical sequence of paragraphs with an introduction and conclusion

d) evidence: specific examples to support your point

e) analysis: insightful identification of textual features and their functions

f) communication: clear expression; appropriate register; correct grammar, punctuation and spelling

g) presentation: correct margins, spacing, page numbering, and referencing of secondary sources.

See folder: ‘Assessment 4: Essay’ for a detailed information sheet and marking rubric. In Week 7 the lecture will be dedicated to essays: reading essays as a form, skills for writing essays, and an opportunity for you to ask questions about the essay task. Visit https://academicskills.anu.edu.au/ for a range of resources and workshops to assist with essay writing.

Word limit: 1500

Value: 40%

Please note: There are no extensions for Assessment 4: Essay; students who have not submitted

this task by the due date will be automatically registered to sit for the exam

Students have the option of completing an exam instead of the essay for Assessment 4.The exam will be two hours long and will consist of two passage analysis questions to be answered in essay form. Passages will be provided from texts on the course.

For each question students may choose one passage from among three.

Assessment criteria:

a) comprehension: of the passage’s importance to the text from which it comes

b) argument: cogent and original point(s)

c) evidence: specific examples to support your point

d) analysis: insightful identification of textual features and their functions

e) communication: clear expression; correct grammar and punctuation.

f) evidence of attentiveness to lectures and tutorials

Time limit: 2 hours

Value: 40%

Due: TBA (at least one week after Essay due date).

Assessment Task 5

Value: 10 %
Learning Outcomes: 1, 2, 3, 4


You must attend all tutorials and workshops. Each week you will receive a mark for tutorial participation.

To receive your full tutorial mark you must observe the three Cs:


Contribute comment(s) or question(s) that reflect preparation

Co-operate by listening and responding respectfully to others’ ideas.

If you have any concerns about tutorial participation please talk to your tutor early.

Value: 10%

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Resubmission of Assessment 3: Passage analysis (optional), and submission of Assessment 4: Essay will be online on the course Wattle site. Look under the ‘Assessments’ heading for relevant submission links. Please keep a copy of every assignment for your records.

Hardcopy Submission

For some forms of assessment (hand-written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

In-Class Submission:

Your Reading Journal entries will be submitted by bringing them to class, in hard-copy, for your tutor to check. Please put your student number, but not your name on the top right corner of your reading journal. You may not submit your Reading Journal via email. In the event that you miss a tutorial, you may bring your Reading Journal to your tutorial in the previous (preferable) or succeeding week. Reading journals cannot be accepted more than one week late except in exceptional circumstances.

Your Passage Analysis will be conducted as an in-class examination. If you miss the examination tutorial, penalties will apply. In line with University policy, it is your responsibility to communicate with your course convener, at least 10 days prior to the scheduled task, if, according to your Education Access Plan, you require special conditions for in-class examinations.


Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

Late submission of assessment tasks will be permitted only in some circumstances:

Assessment 1: Reading journal: If you do not bring your Reading journal entry to your tutorial you will receive 0 for that week (this includes not attending class).

Assessment 2: Quizzes: Quizzes which are not completed by the due date will score 0.

Assessment 3: Passage analysis: If you miss your Week 5 tutorial (without a valid, prior explanation) you are eligible to submit your Assessment 3: Passage analysis task online to receive up to a pass grade (50) only. (Questions will be posted online after the Week 6 tutorials.) Late tasks will receive a mark but no comments.

Assessment 4: Essay will not be accepted beyond the due date. Students who do not submit an essay must sit for the examination instead.

Assessment 5: If you do not attend your tutorial you will receive 0 for participation that week.

Please note that each of the 4 assessment tasks MUST be attempted to pass the course. Failure to attempt any single type of assessment by the last day of the exam period will attract an automatic NCN grade (course non-completion failure). Examples, practice opportunities, or advice will be afforded for all forms of assessment.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Work submitted online will be returned online via Wattle. Work submitted in class will receive feedback online. Reading Journals will receive a mixture of peer and instructor feedback in class. All work will be returned within three weeks of submission.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

In the following circumstances a student may be permitted or required to resubmit their assignment or to undertake an alternative assignment:

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

Dr Kate Flaherty

Research Interests

Shakespeare, drama, poetry, performance, theatre history

Dr Kate Flaherty

Tuesday 16:00 17:00
By Appointment
Dr Kate Flaherty

Research Interests

Dr Kate Flaherty

Tuesday 16:00 17:00
By Appointment

Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions