- Class Number 2468
- Term Code 3330
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Claire Hansen
- Amelia Dale
- Dr Claire Hansen
- Class Dates
- Class Start Date 20/02/2023
- Class End Date 26/05/2023
- Census Date 31/03/2023
- Last Date to Enrol 27/02/2023
- Alice Grundy
- Hannah Upton
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
- Poetry readings (available on Wattle)
- William Shakespeare, The Winter’s Tale, Cambridge University Press, 2007 (ISBN: 9780521293730)
- Jane Austen, Northanger Abbey, Penguin Classics, 2003 (ISBN: 9780141439792)
- Michelle de Kretser, Scary Monsters, Allen & Unwin, 2021 (ISBN: 9781761065101)
All novels will be available from the Harry Hartog Bookstore on campus: 153-11 University Avenue. They are also available through multiple online outlets. Please ensure you have a copy of the specified editions.
Other reading resources will be made available via the Wattle site throughout the course.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- Reading journals will receive a mixture of peer feedback and tutor feedback
- Online preparation quizzes will provide correct answers and scores
- Written tasks will receive rubric feedback, individual written comments and global feedback
- Essays will receive rubric feedback and grade
- 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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
For Assessment 2: Reading journal, students are not required to consult secondary sources. Instructions will be provided for providing reference details for the primary source. For Assessment 4: Essay/Exam, 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.
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.
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.
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||Introduction and Ways of Reading||Quiz 1|
|2||Reading Poetry I||Quiz 2|
|3||Reading Poetry II||Writing task 1|
|4||Reading Plays The Winter's Tale|
|6||Reading Novels Northanger Abbey I||Reading Journal Part 1|
|7||Reading Novels Northanger Abbey II||Quiz 3|
|8||Reading Novels Scary Monsters||Quiz 4|
|9||Reading Essays/Writing Essays||Writing Task 2|
|10||Reading Film Film screening|
|11||Reading and Writing Creative Fiction|
|12||Reading Editing||Reading Journal Part 2 Essay OR Exam|
|Assessment task||Value||Learning Outcomes|
|Online preparation quizzes (10%)||10 %||3, 4|
|Reading Journal (20%)||20 %||1,2, 3, 4|
|Writing Tasks (30%)||30 %||2, 3, 4|
|Essay or Exam (30%)||30 %||1, 2, 3, 4|
|Participation (10%)||10 %||1, 2, 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills website. 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: 3, 4
Online preparation quizzes (10%)
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).
Please note: Quiz 1 will not be awarded marks. The first Quiz is an opportunity to familiarise yourself with the Class Summary and format of the quizzes.
Assessment Task 2
Learning Outcomes: 1,2, 3, 4
Reading Journal (20%)
Each week you will complete an entry in your Reading Journal, reflecting on the text and topic for that week and developing important skills to prepare you for other assessment tasks in this course and beyond. Your Reading Journal will be assessed in Week 6 and Week 12, and will also be used during tutorials each week, so you must keep up a regular journal with entries completed weekly.
As practice for other Assessment tasks, you should aim to achieve the following in each Reading Journal entry:
a) argument: make one clear and original point in response to the prompt 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.
Word limit: 100-200 words per entry.
Journal prompts and further details will be provided on Wattle.
Assessment Task 3
Learning Outcomes: 2, 3, 4
Writing Tasks (30%)
You will complete two writing tasks to develop key skills vital to this course: close reading and use of evidence to support an argument.
Writing Task 1 (15%) - Week 3
You will complete a short close reading analysis of a poem.
Writing Task 2 (15%) - Week 9
You will complete a short analytical response to a text, incorporating scholarly evidence.
Please note: Full details and the rubric will be available on Wattle.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
Essay or Exam (30%)
For the final assessment, students can choose between an 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 the Essay/Exam will build on those for previous assessments with some important additions.
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.
- 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.
- There are no extensions or late penalties for the Essay; students who do not 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.
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.
Your work will be judged on the extent to which it demonstrates:
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.
Assessment Task 5
Learning Outcomes: 1, 2, 4
Participation will be assessed throughout the semester, and includes not only attendance at tutorials but preparation, quality engagement and demonstrated active engagement with all forms of the course.
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
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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) submission must be through Turnitin.
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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
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 Access 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, ecocriticism, health humanities, blue humanities, theatre, place, pedagogy
Dr Claire Hansen
Dr Claire Hansen