| Assessment |
Assessment information will be published prior to commencement of the teaching period.
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| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
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demonstrate an awareness of the contested areas of Australian literary study, participating in the key aesthetic, historical and political debates;
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apply informed and self-aware strategies for reading contemporary Australian literature;
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show a good critical knowledge of the operation and effect of the forms, genres and narrative strategies of Australian literature (recognising and understanding post-colonial differences from European and US convention);
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engage with Australian literature from a position of 'powerful literacy', with a firm grasp of how literature feeds both off and into other cultural discourses (on race, class, gender and national identity) and with an ability to determine what the informing values of those discourses are (their relationship to ideology);
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understand the theory and practice of Australian literary history and historiography; and
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demonstrate an awareness of the cultural investments and implications of various alternative histories and epistemologies of Australian literary tradition.
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| Graduate Attributes (GA) |
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Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
This unit introduces students to Australian literature from 1930, and this knowledge is assessed in all set assessment tasks.
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| 2 |
Communication Skills
Students gain written communication experience in interactive bulletin board assessment. The online exam has an explicit instruction about the level of expertise required in written communication and format.
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| 4 |
Information Literacy
Level E online includes assistance with learning WebCT tools and functions, plus the ethics of electronic communication.
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| 5 |
Life-Long Learning
Students reflect on their own cultural self-knowledge in interactive forum and in historical perspective.
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| 8 |
Team Work
The Discussion Board is a crucial part of the unit's pedagogy, and students are asked not to send individual mini-essays to it, but to respond interactively to each other's messages. The degree of team learning evidenced in their overall Discussion Board progress is a criterion of assessment.
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