Course Title: Create a range of highly complex texts for learning purposes
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: GEDU5987
Course Title: Create a range of highly complex texts for learning 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
Jacqueliine Cheng 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
This unit is delivered as part of an integrated program.The focus of the unit is on writing skills to create complex texts which are relevant to the further study context.This unit describes the skills and knowledge to create a range of highly complex digital and paper based texts for learning purposes and to organise and apply content from texts. It will develop the written communication skills to complete a range of reflective and opinion texts as well as the skills to structure texts according to academic requirements.It is delivered in conjunction with VU21377 Engage with a range of highly complex texts for learning purposes GEDU5987.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU21381 Create a range of highly complex texts for learning purposes |
Element: |
1 Research a range of text types for learning purposes |
Performance Criteria: |
1.1 Select and research a range of paper based and digital highly complex text types |
Element: |
2 Prepare a range of complex texts for learning purposes |
Performance Criteria: |
2.1 Determine the purpose and audience for the texts to be created |
Element: |
3 Produce a range of complex texts for learning purposes |
Performance Criteria: |
3.1 Use prepared content to develop complex texts |
Learning Outcomes
This unit describes the skills and knowledge to create a range of highly complex digital and paper based texts for learning purposes and to organise and apply content from texts. It will develop the written communication skills to complete a range of reflective and opinion texts as well as the skills to structure texts according to academic requirements.
The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF)
and Australian Qualities Framework (AQF).
www.acer.edu.au/cspa/australian-core-skills-framework
www.aqf.edu.au/aqf/in-detail/aqf-levels/
They contribute directly to the achievement of ACSF 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.
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 an academic essay
• write formal letters
• 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
09 Febraury-29 May 2015
Public Holiday
Labour Day 09 March, Good Friday 03 April, Easter 06-07 April 2015
Mid Semester break Thursday 02 April- Wednesday 08 April 2015
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
This unit of competency is taught within an integrated program. This unit is clustered with VU21377 Engage with a range of highly complex texts for learning purposes GEDU5987. The assessment tasks will also cover other units within the course.
Cert III CGEA Semester 1 2015.
| Week | VU21381 Create a range of highly complex texts for learning purposes | VU21381 | VU21377 |
| Week 1. |
Weekly Delivery Plan, Student numbers, class agreement. Starting a learning plan. Reading/writing comprehension activity |
1 2 3 |
1 2 3 |
|
Week 2.
|
Online resources- MyRMIT/Learning Lab. Note taking-hints and tips. Taking notes from a presentation Charity Morning Tea Charity Presentations |
1 2 |
1 2
|
|
Week 3
|
Charity Morning Tea
Charity Presentations Writing a paragraph- topic sentences Persuasive language of advertising |
1
2 3 |
1
2 3 |
|
Week 4
|
Charity Moning Tea Charity presentations Essay planning, writing and editing presentation Good essays essay planning grids persuasive techniques in advertising |
1 2 3 |
1
2
|
| Week 5. | bibliographies and reference lists (Harvard/ RMIT)
Essay writing. Online resources about advertising. |
1 2 |
1
2 3 |
|
Week 6
|
Essay writing. Introductions and thesis statements. Intext citations Personal statements |
1 2 3 |
2 3 |
|
Week 7
|
Persuasive techniques of advertising. Analysis of ads selected by students for essay Advertising essay. Planning |
2 |
1
2 3 |
|
Week 8
|
Mid semester interviews |
1 2 3 |
1
2 |
|
Week 9
|
oral presentations- hints and tips
|
1
2 3 |
1
2 3 |
|
Week 10
|
Group research and presentation assessment task ( preparation) |
2 3 |
3 |
|
Week 11
|
Group research and presentation assessment task ( preparation) |
1
2 3 |
1 2 |
|
Week 12
|
Group research and presentation assessment task ( preparation) | 1 |
1 2 |
|
Week 13
|
Oral presentations
Analysis of report structure Reading and interpreting graphs about Melbourne |
1 | 1
2 3 |
|
Week 14
|
Oral presentations Synthesising information from several sources Harvard citations. |
2 |
2 3 |
|
Week 15
|
Editing report DIEP planning/writing |
2 3 |
2 3 |
|
Week 16
|
reflective writing | 2 |
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 (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 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
Assessment tasks:
Summative Assessments:
Assessment Task 2 Charity morning tea. Group project. Due: Weeks 2- 5
This purpose of this task is to develop individual research skills and to foster key skills for successful group work. It requires individual research, group participation, planning & decision making, conducting charity morning tea, collecting and donating money and giving a 10 minute group oral presentation.
Assessment Task 4 Analytical essay Due: Weeks 8
This task involves researching using academic texts, note-taking, summarising, synthesising paraphrasing, planning and preparing references using the Harvard system. It requires writing an analytical essay on the topic of advertising in Australia with a 300-500 word range.
Assessment Task 8 Research & Presentation task Due: Week 12
This task takes place over several weeks and involves research, drafting writing and conducting a survey to find out who comes to Melbourne CBD and why people come to Melbourne CBD.
Students in groups of 3-4 conduct the survey at particular locations across the CBD. Survey results are then collated in maths class using Excel spread sheets and students generate results in graph form. Finally students use the graphs and write a short report of 300-500 words addressing the topic of who and why people come to Melbourne CBD.
Assessment Task 9 Report Due: Weeks 15
Group Research and Write and Individual Report investigating who and why people come to Melbourne CBD. This task takes place over several weeks. It involves group research using published texts as well as data collected first hand by students. Surveys are collated, results summarised in graph form and each student writes an individual report identifying the issue, the key facts and discussing the research. The group research involves group meetings and minute taking and academic research using a variety of text types and summarising.
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