Course Title: Create a range of highly complex texts for personal purposes

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: GEDU5986

Course Title: Create a range of highly complex texts for personal purposes

School: 360T Education

Campus: City Campus

Program: C3308 - Certificate III in General Education for Adults

Course Contact: Baia Tsakouridou

Course Contact Phone: +61 3 9925 4488

Course Contact Email: baia.tsakouridou@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Tim Morrisemail: tim.morris@rmit.edu.au
Marcelle Damicoucas  email:marcelle.damicoucas@rmit.edu.au
Jacqueline Cheng email: jacqueline.cheng@rmit.edu.au
 

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None.

Course Description

The focus of the unit is on writing skills to create a range of complex texts for personal purposes.This unit describes the skills and knowledge to develop writing skills to create a range of highly complex digital and paper based texts for personal purposes across a broad range of contexts including specialised contexts.It is delivered in conjunction with VU21376 Engage with a range of highly complex texts for personal purposes GEDU5986

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21380 Create a range of highly complex texts for personal purposes

Element:

1. Research a range of highly complex texts for personal purposes

Performance Criteria:

1.1 Research and select a range of highly complex paper based and digital text types
1.2 Clarify the purpose and audience of the texts
1.3 Analyse the structure, style and format requirements of the texts

 

Element:

2. Prepare a range of highly complex texts for personal purposes

Performance Criteria:

2.1 Determine the purpose and audience for the texts to be created
2.2 Gather, synthesise and arrange the content
2.3 Apply appropriate structure, style and format
2.4 Use content and language appropriate and relevant to the writing purpose

 

Element:

3. Produce a range of highly complex texts for personal purposes

Performance Criteria:

3.1 Develop complex digital and paper based texts
3.2 Proof read and edit texts prior to presentation
3.3 Elicit and incorporate feedback on effectiveness of texts as appropriate
3.4 Present completed texts according to specified requirements
 


Learning Outcomes


The focus of the unit is the developing of  writing skills to create a range of complex texts for personal purposes.

The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF) and AQF 5

http://www.acer.edu.au/cspa/australian-core-skills-framework
http://www.aqf.edu.au/aqf/in-detail/aqf-levels/

They contribute directly to the achievement of ACSF/AQF indicators of competence at Level Five (writing).
 


Details of Learning Activities

This unit is part of Certificate III in General Education for Adults which is an integrated program. This means that you will study this unit with several other units on the same day. Your program consists of Face to Face teaching and Directed Study. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. This is a very important part of your program and we ask that you do 4-5 hours on your non attendance day and at least 1 hour each evening to cover all the units in the program. An outline of your Directed Study is published each week in the Weekly Program Delivery

In a variety of writing activities, you will imnprove your sentence structure and learn how to use different writing styles. This will include narrative, essay and report writing.
To best support development of your writing skills, you are encouraged to read a wide range of texts relevant to the study context. You will: 
 

  • write extended personal and imaginative texts
  • write a text repsonse essay
  • write a research report.
  • take notes
  • construct formatted texts for personal and study purposes
  • develop a writing portfolio which includes extended texts


Teaching Schedule

PROGRAM DATES

Program Dates: 9 February - 5 June, 2015
Public Holiday
Labour Day 9 March,2015

 


Mid Semester Break
2 April - 8 April, 2015

Your program is made up of:
• Orientation
• Learning activities
• Mid semester review
• Guest speakers
• Excursions
• Exit review

 

This unit of competency is taught within an integrated program. It is delivered in conjunction with  VU21376 Engage high complex text personal (GEDU5984)

Cert III CGEA Semester 1 2015

WeekVU21380 Create a range of highly complex texts for personal purposesVU21380VU21376
  1


 

Diagnostic material.
Analysis of creative texts types. Introducing narrative. ’Trojan Horse’. The 5 stages of narrative structure.

  2
  2


 

Analysis of creative texts types. Review of narrative.The language of narrative. Setting scene and characters.
Introduction. Model /planning/ drafting/writing

 2

 2

3

  3


 

  Engage with & create complex text for personal purposes.
What is narrative

Memory narrative piece. Writing and editing time.

 2
 4

 

 Assessment one- memory/narrtive submission.

Blogging. Guidlines for writing on the internet. 

 3 
 5

 

 

Examples- blogs/ezine/websites

Research using some promt sheets

Answer questions about two of your choosing 

Outline assessment 3.

Planning/writing/editing skills review.

 3 
  6

 

Analysis of models
Planning and drafting your blog

 

 1 
 7

 

Introduce short story ’Getting Ahead’ Tim Winton. Discussion. Tim Winton. Biography on Youtube

Assessment 3 drafting and editing BLOG session.

 

 2

3

 
 8


 

Individual student progress interviews. 


 Analysis short story- ’Getting Ahead’ Tim Winton. Reading, discussion, comprehension questions. Mind mapping ’Getting Ahead’ themes

 2 
 9

 

Introduce essay writing structure.’Getting Ahead’ text response essay.

Brainstorm plan topics

planning essay.

 3 
 10

 

Individual progress interviews with portfolio of student work.

 2

3

 
 11

 

 Analysis & discussion of essay models


Editing skills. Students edit complete first first draft

Reviewing styles of writing- narrative and text response
Starting oral presentation planning.

 2 
  12  

 Analysis & discussion of essay models.
Editing skills. Students edit first draft
Reviewing styles of writing- narrative and text response. 
oral presentation planning.

 
 13

 

Study skills.

 3 
14Reading models of DIEP 

1

2

3

15Drafting DIEP

Assessment 10

Submit Assessment Task 10 DIEP
 

2 
16Study skills

2

3

 

 

**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.

All students will be inducted. The induction includes:
• Program Guide & Student Diary
• Student Rights and Responsibilities
• Explore RMIT ( an orientation to the university and its services)
• Orientation to RMIT Libraries (library tour & on line catalogue introduction)
• RMIT Online Systems Information Session

Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT
There are no set texts in this course, but it is recommended that you bring
• English-English dictionary

• Thesaurus
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Carlton Library very cheaply)
• USB (Memory stick)
 


Overview of Assessment

 

This course is delivered as part of an integrated program.
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. Assessment is ongoing and its purpose is to develop your skills . You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addressed on the cover sheet for each task. At the time of setting assessments you will be given clear guideline about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.
 

Feedback:
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1




 


Assessment Tasks

Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.
Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.
 

Summative Assessment tasks

Assessment Task 1 Narrative text

Part 1& 2 Due: Week 3

Part 3,4 & 5 Due Week 4

This task involves the development of reading and writing skills in a creative genre. Narrative text type is introduced and analysed in a range of forms with a particular focus on Assessment

Task 3 Digital text- blog Due: Weeks 7
This purpose of this task is to develop individual research skills, exploration of a creative topic and to foster self- reflection. Students are required to participate in class discussions, access related websites, post comments and post responses.
 

Assessment Task 5 Text response essay. Due: Weeks12
This task requires students to read and respond to a creative text in essay form. A range of short stories are modelled and discussed in class, allowing students to analyse creative story structure, content and style as well as authors intention. The text response is an essay of 300-500 words
 

Assessment Task 10 Pathways portfolio. DIEP reflective writing Week 13-15

  • Reading Models
  • Drafting
  • Submission

Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (Units of competency) from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.


 Cover Sheets
You must complete a submission cover sheet for every piece of work submitted in hardcopy. The signed cover sheet acknowledges that you are aware of the plagiarism implications

 


All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.


Assessment Matrix

Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to the required skills and knowledge. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. To sucessfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject on at least three occasions.

You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT.
 

Other Information

Attendance
It is strongly advised that you attend all sessions in order to engage in the required leaning activities, ensuring the maximum opportunity to gain competency.

Student Progress

Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Student program policy www.rmit.edu.au/policies/academicprogress
 

You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
 

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.Extension www.rmit.edu.au/students/assessment/extension

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
 

Course Overview: Access Course Overview