QCF315 Literature Studies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QCF315 |
|---|---|
| Prerequisite(s): | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2024, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Coordinator: | Emily Larkin | emily.larkin@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It provides opportunities for you to discover the richness of language, empowering you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes fortnightly Portfolio tasks from Weeks 2-10 provide opportunities for feedback which will contribute to the knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as a language learner and user.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group debate
Working in a small group, you will engage in a debate in relation to a specific topic and text. You will be required to present your own viewpoint, rebut an opposing team's argument(s), and incorporate persuasive strategies, as studied in this unit. You must follow the specific instructions provided in class and via Canvas.
Assessment: Analytical Essay
You will write a 5-paragraph analytical essay in which you analyse two texts on the same allocated topic. You will provide a brief summary of the main ideas presented in each text. You will also provide an assertion for either text and discuss the textual features and how these contribute to the text's meaning. You will then compare and contrast the texts.
This assignment is eligible for the 48-hour late submission period and assignment extensions..
Assessment: Examination (written)
Under exam conditions, you will create an 800-1000 word critique of a short story provided to you. Your response must respond closely to the exam question and should justify how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss literary devices that are relevant to these elements and focus on the author's use of 3 of these elements.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's course site or provided to you in class.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC08 Standard Foundation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Group debate, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group debate, Analytical Essay, Examination (written) - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Group debate, Analytical Essay, Examination (written) - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Group debate - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Analytical Essay
QC18 University Preparation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Group debate, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group debate, Analytical Essay, Examination (written) - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Group debate, Analytical Essay, Examination (written) - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Group debate - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Analytical Essay
Unit Outline: College 2 2024, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It provides opportunities for you to discover the richness of language, empowering you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes fortnightly Portfolio tasks from Weeks 2-10 provide opportunities for feedback which will contribute to the knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as a language learner and user.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group debate
Working in a small group, you will engage in a debate in relation to a specific topic and text. You will be required to present your own viewpoint, rebut an opposing team's argument(s), and incorporate persuasive strategies, as studied in this unit. You must follow the specific instructions provided in class and via Canvas.
Assessment: Analytical Essay
You will write a 5-paragraph analytical essay in which you analyse two texts on the same allocated topic. You will provide a brief summary of the main ideas presented in each text. You will also provide an assertion for either text and discuss the textual features and how these contribute to the text's meaning. You will then compare and contrast the texts.
This assignment is eligible for the 48-hour late submission period and assignment extensions..
Assessment: Examination (written)
Under exam conditions, you will create an 800-1000 word critique of a short story provided to you. Your response must respond closely to the exam question and should justify how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss literary devices that are relevant to these elements and focus on the author's use of 3 of these elements.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's course site or provided to you in class.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC08 Standard Foundation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Group debate, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group debate, Analytical Essay, Examination (written) - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Group debate, Analytical Essay, Examination (written) - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Group debate - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Analytical Essay
QC18 University Preparation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Group debate, Examination (written) - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Group debate, Analytical Essay, Examination (written) - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Group debate, Analytical Essay, Examination (written) - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Group debate - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Analytical Essay