- Class Number 2536
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Kate Flaherty
- Dr Kate Flaherty
- Dr Millicent Weber
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
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.
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:
- Read carefully with attention to detail and to the way literary texts are constructed
- Critically analyse literary texts of a range of forms and genres
- Identify and present evidence to support an argument
- Communicate effectively both orally and in writing
William Shakespeare, The Winter’s Tale, CUP, 2007 (ISBN: 9780521293730)
Jane Austen, Northanger Abbey, Penguin Classics, 2003 (ISBN: 9780141439792)
Charles Dickens, Great Expectations, Penguin Classics, 2004 (ISBN: 9780141439563)
Virginia Woolf, Mrs Dalloway, Penguin Classics, 2020 (ISBN: 9780241436271)
These items are available from the 'Classics' section of 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.
Students will be given feedback in the following forms in this course:
- Reading journals will receive a mixture of peer feedback and (optional) tutor feedback for the entry you plan to revise for Assessment 3
- Online preparation quizzes will provide correct answers and scores
- Expanded reading journal entry will receive rubric feedback and individual written comments
- Essays will receive rubric feedback and grade with optional consultation
- Exams will receive a mark
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.
For Assessment 1: Reading journal and Assessment 3: Expanded reading journal entry, 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 consult the 'Required' and 'Recommended' readings listed on Wattle BEFORE you undertake other research. Introductions to scholarly editions of the texts are also good secondary sources. Remember they are scholarship and should be cited as a source separate to the text itself. Any other sources consulted must be scholarly sources. If you use information from a secondary source it should be to develop your own argument. To this end, if you use material from a secondary source, do one of the following: critique it, compare it to other sources, extend it, offer new examples for it from the primary text. Always attribute ideas clearly through accurate referencing that includes page numbers. Do not stitch together secondary source material to make your argument for you. Marks are not awarded for quantity of secondary references; only for the contribution they make 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
You must leave a margin of approximately 2cm on each side of your page
Your text should be double-spaced.
Please number your pages.
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)
TITLES OF WORKS REFERRED TO:
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:
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.
EXAMPLES OF CITATION IN TEXT:
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.
HOW TO CITE A BOOK:
Last name, First name. Title. Publisher, year of publication.
McCloud, Scott. Understanding Comics. Harper, 1994.
HOW TO CITE A CHAPTER OR ARTICLE IN A BOOK:
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.
HOW TO CITE A JOURNAL ARTICLE:
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.
HOW TO CITE A MAGAZINE/NEWSPAPER/JOURNAL ARTICLE FROM AN ONLINE SOURCE:
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
HOW TO CITE A FILM:
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.
HOW TO CITE A NEWSPAPER (OR OTHER PUBLICATION) ARTICLE WITH NO AUTHOR:
“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.
|Week/Session||Summary of Activities||Assessment|
|1||Lecture, Part 1: Introduction Lecture, Part 2: Ways of reading||Quiz 1|
|2||Lecture, Part 1: Ways of reading (II) Lecture, Part 2: Reading Poetry||Reading journal 1: poetry|
|3||Lecture, Part 1: The Sonnet Lecture, Part 2: Reading Plays||Quiz 2 Reading journal 2: the sonnet|
|4||Lecture, Part 1: The Winter's Tale Lecture, Part 2: The Winter's Tale||Reading journal 3: The Winter's Tale|
|6||No lecture or tutorials; individual reading journal feedback consultations via Zoom (optional)||Assessment 3: Expanded reading journal entry|
|7||Lecture, Part 1: Reading novels Lecture, Part 2: Northanger Abbey||Quiz 3 Reading journal 4: Northanger Abbey|
|8||Lecture, Part 1: Great Expectations Lecture, Part 2: Great Expectations||Reading journal 5: Great Expectations|
|9||Lecture, Part 1: Reading Essays Lecture, Part 2: Writing essays (panel event)||Quiz 4 Reading journal 6: Great Expectations|
|10||Lecture, Part 1: Modernism Lecture, Part 2: Mrs Dalloway||Reading journal 7: Mrs Dalloway|
|11||Lecture, Part 1: Reading and creative writing: theory and practice Lecture, Part 2: Creative writing (author interview)||Reading journal 8: Mrs Dalloway|
|12||Lecture, Part 1: Reading film Lecture, Part 2: High Noon||Assessment 4: Essay OR Exam|
|Assessment task||Value||Learning Outcomes|
|Reading journal||10 %||1,2, 3, 4|
|Online preparation quizzes||10 %||3, 4|
|Expanded reading journal entry||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:
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 Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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
Learning Outcomes: 1,2, 3, 4
Each ‘Reading journal’ week you are required to submit a 150 word draft response to the ‘Reading journal question’ in preparation for your tutorial. Please bring a copy of your entry (hardcopy or electronic) to your tutorial. During the tutorial, you will use your reading journal to participate in structured group discussion activities. Your reading journal will be checked as ‘complete’ (1) or ‘incomplete’ (0) each week to generate your cumulative mark out of 8 for this assessment.
As practice for later writing tasks you should aim to achieve the following:
a) argument: make one clear and original point in response to the question
b) evidence: provide specific example(s) or quote(s) to support your point
c) analyse your evidence: identify language features and discuss their functions to support your point
d) communication: write clear, grammatical, and correctly punctuated sentences
NOTE: Secondary sources are NOT RECOMMENDED for this task. If you do use secondary sources, make sure you use only scholarly sources, and that you attribute ideas using correct citation and referencing (see below). Never present ideas from other sources or study guides as your own.
Word limit: 100-200 word entry x 8 =1000-1600 words (total)
Due: On Wattle on relevant Tuesdays by 11:30PM
Assessment Task 2
Learning Outcomes: 3, 4
Online preparation quizzes
Online preparation quizzes provide opportunities for you 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 Class Summary and format of the quizzes.
Value: 10% (3.3% each for Quizzes 2, 3, and 4).
Due: Quizzes will take place in Weeks 1, 3, 7, and 9.
Assessment Task 3
Learning Outcomes: 1, 2, 3
Expanded reading journal entry
Expanded reading journal entry is a revised and expanded version of ONE of your first three reading journal entries (journal 1, 2, 3). Prior to submitting your Expanded reading journal entry, you will have the opportunity for a one-on-one Zoom session with your tutor to receive feedback on the Reading journal entry that you plan to expand and revise.
Assessment criteria: Your work will be judged on the extent to which it demonstrates:
a) engagement: responding to the question
b) comprehension: understanding of the poem or play as a whole
c) argument: making clear and original point(s)
d) evidence: providing specific examples and quotations to support your points
e) analysis of evidence: identify language features and discuss their functions to support your point
f) communication: clear expression; correct grammar, punctuation and spelling.
NOTE: Secondary sources are not required for this task. If you do use secondary sources, make sure you use only scholarly sources and that you attribute ideas accurately using correct citation and referencing (see below). Never present ideas from other sources or study guides as your own.
More information and a detailed marking rubric will be provided on Wattle.
Word limit: 1000
Due: Week 1 of mid-semester break; Monday 9am
Assessment Task 4
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.
PLEASE NOTE: There are no extensions or late 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: show understanding of the question, and of the text(s) that reflects consistent attention to the course
b) argument: make clear and original point(s); attribute ideas correctly when using secondary sources
c) organisation: link points in a logical sequence of paragraphs with an introduction and conclusion
d) evidence: provide specific examples and quotations to support your points
e) analysis of evidence: identify language features and discuss their functions to support your points
f) communication: clear expression; appropriate register; correct grammar, punctuation and spelling
g) presentation: correct margins, spacing, page numbering
h) referencing: use appropriate scholarly sources; cite secondary sources correctly (style guide provided below)
In Week 9 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. More information and a detailed marking rubric will be provided on Wattle.
NOTE: Secondary sources are recommended for this task but make sure you read the text(s) carefully first. Use listed 'Required and 'Recommended' readings before you conduct other research. Make sure you use only scholarly sources. Make sure you attribute ideas accurately using correct citation and referencing (see below). Never present ideas from other sources or study guides as your own.
Word limit: 1500
Due: Last day of Week 12 by 11:30PM
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/image analysis questions to be answered in essay form. Passages/images will be provided from texts/film on the course.
For each question students may choose one passage from among three.
a) comprehension: of the item's importance to the text/film 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/cinematic features and their functions
e) communication: clear expression; correct grammar and punctuation.
Time limit: 2 hours
Due: TBA (at least one week after Essay due date).
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4
A participation grade is given based on a combination of student self-evaluation and tutor monitoring.
To score a strong participation mark observe the four Cs:
Come to class: lectures (recorded but in-person attendance preferred), tutorials (compulsory), workshops (compulsory)
Contribute comments and questions that reflect reading, attentiveness to lectures, and preparation
Co-operate by being receptive and responsive to others' ideas
Consistent engagement across the semester
For Semester 1, 2022, the university expects courses to be in-person and on-campus where possible. If you can attend campus you should attend campus. Remote learning options will be available ONLY for students who have Covid-related reasons for being unable to attend campus. For unanticipated, one-off circumstances of personal illness or misadventure, asynchronous options for online participation will be provided each week. You do not need to apply for remote participation for such contingencies. If you are well enough, you should participate via online options during your absence and return to on-campus participation as soon as your circumstances permit. Your participation self-evaluation will allow you to document what kind of participation you choose each week.
If you are too ill to participate in any way, use the "Contact [convenor's name]" link on Wattle to notify your tutor, and submit medical documentation to cover the period of your absence/non-participation to avoid being penalised for non-participation.
If students are unable to attend in-person for 5 weeks or more for reasons such as the following:
- COVID-related border restrictions or travel delays
- being immunocompromised,
- caring for someone who is immunicompromised or sick
- needing to isolate
they can use the relevant link on the course Wattle site to flag their need for remote participation and will be provided instructions for how to participate.
More details will be provided in Week 1 about the availability of masks and Rapid Antigen Tests. Check your ANU email address for updates.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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.
All assessments apart from optional Assessment 4: Exam will be submitted online. Look under the ‘Assessments’ heading for relevant submission links. Please keep a copy of every assignment for your records.
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.
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.
Please note that each of the 5 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 offered for each assessment.
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.
Work submitted will be returned online via Wattle. 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. Extensions may be granted 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:
- The student’s work constitutes poor academic practice on account of plagiarism or other dishonest practice. See http://www.anu.edu.au/students/program-administration/assessments-exams/academic-honesty-plagiarism
- The student’s work (submitted on time) receives a borderline pass or fail grade
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).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Shakespeare, drama, poetry, performance, theatre history
Dr Kate Flaherty
Dr Kate Flaherty