Course Title: Read and write complex texts for research purposes

Part B: Course Detail

Teaching Period: Term2 2012

Course Code: LANG5628

Course Title: Read and write complex texts for research purposes

School: 360T Education

Campus: City Campus

Program: C4245 - Certificate IV in ESL (Further Study)

Course Contact : Baia Tsakouridou

Course Contact Phone: +61 3 9925 4488

Course Contact

Name and Contact Details of All Other Relevant Staff

Jane Collins 94.3.16 email:

Melanie Kyle 94.3.16 email:

Caroline McEnroe 94.3.22 email:

Marcelle Damicoucas 94.3.16 email:

Nominal Hours: 80

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


Course Description

This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English for further study purposes. The focus of this unit is on reading, notetaking and research writing skills in English and producing a wide range of complex research based texts relevant to study needs and the field of study. This unit is delivered as part of an integrated academic preparation program.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VPAU531 Read and write complex texts for research purposes


1. Analyse a range of complex texts for research purposes

Performance Criteria:

1.1 Select and evaluate complex tests in relation to research purpose
1.2 Use a variety of reading strategies according to purpose for reading academic texts
1.3 Identify main contentions or positions in texts
1.4 Outline evidence provided to support position
1.5 Identify language and other devices used to convey writer’s stance
1.6 Evaluate the positions presented and express an opinion on the topic(s) raised


2. Read and take notes from a range of complex written texts for a study tasks

Performance Criteria:

2.1 Confirm purpose of note-taking
2.2 Use text layout to locate relevant information in complex texts
2.3 Identify discourse markers, structures and expressions used in text organisation
2.4 Use a range of reading strategies to interpret text
2.5 Outline main ideas and supporting details and evaluate points of view presented
2.6 Use a range of strategies to record and synthesise information suited to purpose


3. Produce an extended written text based on research

Performance Criteria:

3.1 Confirm requirements and purpose of an extended written text
3.2 Locate and synthesise complex information and ideas from a range of sources
3.3 Design an outline plan for the text using researched material
3.4 Support point of view with subsidiary points, reasons and relevant examples
3.5 Develop cohesive text according to plan using connected paragraphs with language appropriate to


4. Reference resources used in research based on text- use referencing conventions

Performance Criteria:

4.1 Identify the purposes and conventions of referencing in formal study contexts and in own specific
study field
4.2 Locate and record references used
4.3 Organise and insert references according to specified referencing conventions for the specific
field of study
4.4 Word process reference list using appropriate formatting


5. Undertake a review of written texts

Performance Criteria:

5.1 Use proofreading and editing processes to review text
5.2 Review text for clarity of content, expression, structure and sequence of ideas
5.3 Check the text meets the requirements of the task

5.4 Seek feedback on the text from a support persons
5.5 Review feedback and edit text accordingly
5.6 Submit final draft as required

Learning Outcomes

The outcomes described in this unit relate to: 

  • The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 3/3+ and Writing 3/3+ 


  • the Australian Core Skills Framework (ACSF) They contribute directly to the achievement of ACSF indicators of Reading and Writing competence at Level 4

Details of Learning Activities

This unit is part of Certificate IV in ESL (Further Study) 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 in part covers the reading and writing macro skills addressed in the certificate.

Examples of how you will practice and study the units:

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 current issues texts
• read opinion texts

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:
• do a research project

• write academic essays

• take notes from a range of complex 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 25 June – Fri 30 November 2012

Term Break: Mon 24 September – Sun 7 October 2012

Public holidays: Tue 6 November (Melbourne Cup Day)

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
• Excursions
• 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


Other Resources


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 part of a full-time 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. You may be assessed by notetaking, summaries,essays and research reports.


Feedback will be provided throughout the semester in class both oral and written, 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 coordinator or the Disability Liaison Unit if you would like to find out more.

An assessment charter (  summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document:;ID=ln1kd66y87rc  

Assessment Tasks

Summative assessments:

  • Argumentative Essay
  • Exposition Essay
  • Employability Skills Project
  • Research Report
  • preparation for Debating

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.

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