Course Title: Create a range of highly complex texts for personal purposes
Part B: Course Detail
Teaching Period: Term1 2014
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: email@example.com
Name and Contact Details of All Other Relevant Staff
Tim Morris 94.3.16 email: firstname.lastname@example.org
Marcelle Damicoucas 94.3.16. email:email@example.com
Jacqueline Cheng 94.3.16. email: firstname.lastname@example.org
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
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
1. Research a range of highly complex texts for personal purposes
1.1 Research and select a range of highly complex paper based and digital text types
2. Prepare a range of highly complex texts for personal purposes
2.1 Determine the purpose and audience for the texts to be created
3. Produce a range of highly complex texts for personal purposes
3.1 Develop complex digital and paper based texts
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
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: 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:
• Learning activities
• Mid semester review
• Guest speakers
• Exit review
This unit of competency is taught within an integrated program. It is delivered in conjunction with VU21380 Create a range of highly complex texts for personal purposes GEDU5986.
Cert III CGEA Semester 1 2014.
|Week||VU21380 Create a range of highly complex texts for personal purposes|
Analysis of creative texts types. Review of narrative.’Dog Tales’ The language of narrative. Setting scene and characters.
Assessment 1 part 2. ’A mid night visit’ Reading comperhension.
Model /planning/ drafting/writing
Engage with & create complex text for personal purposes.
Memory narrative piece. Writing and editing time.
Assessment one- memory/narrtive submission.
Blogging. Guidlines for writing on the internet.
Blogging. Assessment 3
Research using some promt sheets
Answer questions about two of your choosing
Outline assessment 3.
Planning/writing/editing skills review.
Analysis of models
Introduce short story ’Getting Ahead’ Tim Winton. Discussion. Tim Winton. Biography on Youtube
Assessment 3 drafting and editing BLOG session.
Assessment 3. Blog due.
Introduce essay writing structure.’Getting Ahead’ text response essay.
Brainstorm plan topics
Individual progress interviews with portfolio of student work.
Analysis & discussion of essay models
Reviewing styles of writing- narrative and text response
|12|| Analysis & discussion of essay models.
Editing skills. Students edit first draft
Reviewing styles of writing- narrative and text response.
oral presentation planning.
Assessment 5 Text response essay. Tim Winton. Submission.
oral presentation model – The Old Melb Gaol
|Group oral presentations using PowerPoint. Topic. Melbourne.|
| Report structures- how to
Complete Step 2 (Reads article and answer questions)
Complete Step 3 (Interpret graphs and answer questions)
| 16 || Poetry and song lyrics response activity
| Poetry and song lyrics response activity
Melbourne report. Submission & feedback
|18||No scheduled class|
**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.
TEXTS AND EQUIPMENT
There are no set texts in this course, but it is recommended that you bring
• English-English dictionary
• 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 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 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. 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 3 Blogging. Due: Weeks 4-8
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 5 Text response essay. Due: Weeks 8-13
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: ongoing observations, summaries and review of student work
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.
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