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

Part B: Course Detail

Teaching Period: Term2 2013

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 Morris                 94.3.16            email:tim.morris@rmit.edu.au

Marcelle Damicoucas 94.3.16         email: marcelle.damicoucas@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 Plan.

 This unit covers in part the reading and writing macro skills addressed in the whole certificate.

READING
You are encouraged to read a wide range of texts relevant to the study context. You will:

  • read, analyse and review complex texts for research purposes
  • read extended personal and imaginative texts
  • read opinion texts
  • study items in literature and the media

WRITING
In a variety of writing activities, you will improve your sentence structure and learn how to use different writing styles.  This will include formal letters, course applications, essays, and short reports. You will:

 

  • write a narrative story
  • write an essay response
  • do a research project
  • take notes from a range of complex texts
  • develop a writing folio which includes extended written texts
  • learn to locate and record references used
  • reflect on issues and your own learning
  • learn about research and report writing
  • learn to plan, draft and proofread your work.
  • construct formatted texts for study purposes
  • become familiar with academic discourse

The revision of important grammatical structures will be incorporated into each activity.


Teaching Schedule

 Program Dates: Mon 22 July – Fri 6 December, 2013This unit of competency is taught within an integrated program.

Term Break: Mon 23 September – Sun 6 October 2013

Public holidays: Tue 5 November (Melbourne Cup Day)

Teaching Schedule

Cert III CGEA Semester 2 2013.

WeekVU21380 Create a range of highly complex texts for personal purposes

 1

22 July

 Diagnostic material.
Analysis of creative texts types.

Introduce Blogging

 2

29

July

 Diagnostic material.
Analysis of creative texts types.

Blogging

 3

5 Aug

 Engage with & create complex text for personal purposes
What is narrative/ The 5 Stages of a Narrative
Characters
The language of Narratives
Setting the scene/descriptions
Blogging

 

 4

12 Aug

 Assessment
Licked by Paul Jennings- read, discuss
5 stages of a narrative in Licked
Compare to A Midnight Visit
Characters and comprehension

Blogging

 

 5

19 aug

 Fairy tales narrative exercise
Favourite fairy tales
Fairy tales from other cultures
Alternative fairy tales

Blogging

 

 6

26 Aug

 Fairy Tale narrative
Analysis of models
Planning and drafting your Fairy Tale narrative

 7

2 Sept

 Fairy Tale narrative
short story
comprehension questions.

 8

9 Sept

 Fairy Tale narrative

Short story
comprehension questions.

 9

16 Sept

 Fairy Tale narrative assessment
Tim Winton Getting Ahead short story
comprehension questions.

 10

7 Oct

 What are fairy tales
Listen and discuss

Read some others
Analysis using stages of narratives
Comprehension
 

 11

14 Oct

 Analysis & discussion of essay models.
Editing skills. Students edit first draft

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

 12

21 Oct

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

 13

28 Oct

 oral presentation model – The Old Melb Gaol
Oral presentation group planning and research
Using power point and other visuals

 14

4 Nov

 Group oral presentations using PowerPoint. Topic. Melbourne.

 15

11 Nov

 Report structures- how to
Complete Step 2 (Reads article and answer questions)
Complete Step 3 (Interpret graphs and answer questions)

 16

18 Nov

 Poetry response activity
 

 17

25 Nov

 Poetry response activity
Melbourne report. Submission & feedback.

 18

2 Dec

 No scheduled class

 

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

Teaching Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.

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

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 (We ask that you do not use a translation 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

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 completethe task.  Submission dates & deadlines will also be clearly explained.

Assessment tasks:

Summative Assessments:

 Assessment Task 2 Narrative. Reading & writing creative text Due: weeks 1-4
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 shAssessment

Task 4 Blogging. Due: Weeks 1- 5
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.
ort stories. The tasks begins with reading and analysis of narrative structure in order to support a narrative writing piece.
 

Assessment Task 6 Text response essay. Due: Weeks 4-8
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
 

Formative Assessments

Formative assessments: ongoing observations, summaries and review of student work


Assessment Matrix

Assessment Matrix 

 

Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. 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. You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT.

Course Overview: Access Course Overview