Course Title: Read and write straightforward texts for study purposes
Part B: Course Detail
Teaching Period: Term1 2022
Course Code: LANG5867
Course Title: Read and write straightforward texts for study purposes
School: 535T Social Care and Health
Campus: City Campus
Program: C3403 - Certificate III in EAL (Further Study)
Course Contact: Melanie Reynolds
Course Contact Phone: +61 3 9925 4059
Course Contact Email: melanie.reynolds@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Caroline McEnroe
Nominal Hours: 120
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
In this unit of competency, you will be introduced to skills and knowledge required to develop reading, note-taking and writing skills to produce straightforward texts based on study needs.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22642 Read and write straightforward texts for study purposes |
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Element: |
1.Read straightforward texts for a range of study purposes |
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Performance Criteria: |
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Element: |
2. Analyse selected texts |
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Performance Criteria: |
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Element: |
3. Record specific information from texts for a study task |
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Performance Criteria: |
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Element: |
4. Write a straightforward text for study purposes |
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Performance Criteria: |
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Element: |
5. Reference sources used in text |
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Performance Criteria: |
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Element: |
6. Review written text |
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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 2+/3 and Writing 2+/3 and the Australian Core Skills Framework (ACSF) indicators of Reading and Writing competence at Level 3.
Details of Learning Activities
This unit is part of Certificate III in EAL (Further Study). This means that you will study this unit VU22642 (LANG5867) Read and write straightforward texts for study purposes with one other unit VU22644 (LANG5869) Use language analysis strategies and study skills on the same day. Your program will have a minimum of four hours Directed Study per week (two hours of Directed Study Required and two hours of Directed Study Recommended). You are not required to attend to complete Directed Study, however you are expected to complete all Direct Study Required as this is usually part of your preparation for class and you will be required to show evidence that the work has been completed. An outline of your Directed Study Required and Recommended is available on Canvas.
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:
READING
You are encouraged to read a wide range of texts relevant to the study context. You will:
- read and analyse complex texts for further study purposes
- evaluate texts for study purposes
- Develop specific reading skills
- read EAL readers on a weekly basis
WRITING
In a variety of writing activities, you will improve knowledge of grammar, the structure of sentences and paragraphs and organising writing. You will:
- learn to plan, draft, proof read and edit paragraphs for study purposes
- keep a writing folio which includes a variety of written texts
- learn how to identify key ideas from details and organise notes
- learn about formal writing styles and referencing
The revision of important grammatical structures will be incorporated into each activity.
Teaching Schedule
This unit of competency VU22642 (LANG5867) Read and write straightforward texts for study purposes is taught within an integrated program. It is taught with VU22644 (LANG5869) Use language analysis strategies and study skills. These two integrated units make Cluster 1 - Read, Write and Grammar Skills. The assessment tasks will cover other both units.
Course dates: 7 February -10 June 2022
14 March Labour Day public holiday (Monday)
14-20 April Mid-semester break* - includes Easter
25 April Anzac Day public holiday
Teaching Schedule
Week |
VU22642 Read and write straightforward texts for study purposes |
VU22642 Elements |
VU22644 Elements |
1 |
Reading skills: Gist Structure of a text, grammar used, word form and identifying main ideas Writing: letter of introduction inc study background/plans Paragraph structure within letter format Grammar terminology & resources: Parts of speech & correction code Vocabulary in context |
1 2 4 6 |
1 2 |
2 |
Reading skills: skimming and scanning, main ideas, some details Writing: paragraph structure topic sentences Email structure, language & conventions Library orientation focus on 428 collection & accessing grammar reference resources Dictionary /thesaurus use Grammar terminology: modals, sequencers, conjunctions & linkers Vocabulary in context Learning Activity 1: Introduce yourself deadline |
1 2 4 6
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1 2 3
|
3 |
Reading skills: types of text (purpose) Writing: Paragraph structure: supporting ideas & concluding sentences Take notes: introduce methods Introduce Harvard referencing Grammar terminology & resources: auxiliary verbs plus sentence structure and syntax |
2 3 4 5
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1 2
|
4 |
Reading: reading faster Writing: Paragraph structure: supporting ideas & concluding sentences Introduce concepts of plagiarism and paraphrasing Evaluating texts (purpose, audience, author, currency) grammar reference resources Vocabulary in context Grammar terminology: tenses simple past and present perfect |
1 2 4 5 |
1 2 3 |
5 |
Reading skills: fact & opinion writing: Paragraph outlines and note taking Evaluating texts Grammar terminology: articles, modals of speculation, obligation, suggestion Introduce & deconstruct Assessment Task 1 Reading & taking notes. What is the task? What is the assessment criteria? |
2 3 4
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1 2 3
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6 |
Reading skills: Fact and opinion Evaluating texts Harvard reference practice Writing: Proof reading & building notes Summarising information Vocab in context Grammar terminology: future tenses |
1 2 3 4 5
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1 3
|
7 |
Reading for comprehension grammar reference resources Grammar focus: Identifying typical grammar mistakes for editing: typical mistakes and correction code Assessment Task 1 submission |
1 6
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1 3 |
8 |
Information from audio visual sources Analysing language & structure from audio visual resources Required grammar for editing: typical mistakes and correction code Writing: Paragraph writing Proof reading and editing skills Plagiarism and paraphrase activity (Assessment Task 1 possible re-submission) |
2 3 4 6
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1 3 |
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9 |
Reading practice (purpose, audience, attitude, currency) Evaluation of sources Writing: paragraph structure & paraphrasing proof reading skills Grammar: verbs with prepositions/ adverbs (phrasal verbs) |
4 6 |
1 2 |
10 |
Reading for fact & opinion Writing: paraphrasing & paragraph cohesion Evaluation of texts for study purposes Vocab in context Grammar: Reported Speech Deconstruction of Assessment Task 2 Watch a video, take notes & produce a summary Plus, analyse the assessment criteria |
1 2 4 6
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1 3
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11 |
Writing: Paragraph cohesion Paraphrasing notes/info from written & audio visual sources Email conventions Identifying purpose, audience, style & author's point of view Vocabulary in context Grammar: Gerund or infinitive? Assessment Task 2 parts 1-4 submission (for feedback) |
2 3 4 6
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1 3
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12 |
Referencing & note taking practice Proof reading & editing skills Reference resources for editing Vocabulary in context Grammar: relative pronouns & clauses Assessment Task 2 final submission |
3 5 |
1 2
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13 |
Reading; gist, fact & opinion, tenses, language structures Locating grammar errors in writing Using assessment criteria for improved performance Vocabulary in context Grammar: modal verbs (obligation, suggestion, possibility, probability) (Assessment Task 2 possible re-submission) (Assessment Task 2 re-submission) |
1 6
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1 2 3 |
14 |
Reading practice: evaluating student models Writing: paragraph outlines, topic sentences, supporting sentences, concluding sentences language of opinion proof reading & editing practice Grammar: passive voice Introduce & deconstruct Assessment Task 3 - analysing assessment criteria |
2 4 6
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1 3 |
15 |
Reading for detail Writing: paragraph outlines, topic sentences, supporting sentences, concluding sentences language of opinion Evaluating English language resources proof reading & editing practice Deconstruct & begin AT3 Review a learning tool Vocab in context Grammar: tenses and student elected focus |
1 4 6
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1 2 3 |
16 |
Evaluating student model paragraphs Proof reading and editing practice Grammar: student writing errors Review & evaluate course skills Assessment Task 3 submission |
2 4 6 |
1 2 3 |
17 |
Assessment Task 3 (re- submission) Finalise assessments and results, assessment re-sits, end of semester exit interviews |
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18 |
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**The teaching schedule maybe subject to change. Students will be advised via Canvas and in class should changes occur.
The course will be delivered weekly.
Your program is also made up of:
- Orientation
- Learning activities
- Mid semester review
- Exit review
All students will be have induction to RMIT. The induction includes:
- Induction Booklet and presentation
- Explore RMIT activity*
- Orientation to RMIT Libraries*
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:
- Dictionary/thesaurus
- Display folder with plastic sleeves
- Highlighter pens
- Notebook or loose leaf paper in folder
- Headphones
- Laptop computer
- Microsoft Office 360
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 and short and extended written responses.
Feedback will be provided throughout the semester, in both oral and written form, 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 Equitable Learning Services if you would like to find out more.
The Student Charter summarises your responsibilities as an RMIT university student as well as the responsibilities of the university. This can be found on the RMIT University website at: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/student-charter
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: https://www.rmit.edu.au/about/governance-and-management/policies/assessment-policy
Assessment Tasks
Assessment tasks:
Assessment Task 1: Reading and Taking Notes (Week 7)
In this assessment task, students will read a Guardian Weekly article and take notes including the main points and important details. They will reference the text using RMIT Harvard referencing style and answer questions regarding the grammar, language and text type. Completing this assessment allows students to demonstrate reading and note taking skills, and understanding of text and grammatical features. Most of this task will be completed in class however, students may be required to complete the task in directed study time.
Assessment Task 2: Watch a video, take notes and produce a summary (Week 11-12)
In this assessment task students will watch a study related video, take & review notes, analyse language & structure of the audio visual text, then plan, review and draft a summary paragraph. Students will then proof read, edit and submit their final version and email their teacher to confirm submission according to email conventions.
Assessment Task 3: Review a learning tool (Week 15-16)
In this assessment task students will analyse a learning tool used during the semester, plan & draft a paragraph giving their opinion of the tool, proof read their paragraph with a peer, discuss editing requirements with the teacher, produce a final version and submit this to Canvas. Students will also be required to email teacher to confirm the assessment has been submitted, using conventions of emailing.
Formative assessment may also be used: ongoing observations, summaries, paraphrasing and review of student work
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 Appeals, Reasonable Adjustment and Extensions
Students can appeal assessment decisions using these forms:
https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals
Students may be able to access reasonable adjustment such as an extension of time or a smaller group if appropriate. Students should contact the assessor at least one week prior to the assessment if they wish to be considered for reasonable adjustment.
www.rmit.edu.au/students/assessment/extension
Assessment Matrix
Each assessment 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 successfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject in each of your assessments.
You are encouraged to discuss any problems or concerns with your teacher or program coordinator. An assessment matrix will be available on Canvas.
Other Information
Attendance
This course will be delivered using a blended approach; face to face classes and online, synchronous classes.
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.
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 may be asked to attend mid-semester and end of semester interviews with relevant teachers and the Program Coordinator. These 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
Recognition of Prior Learning/RCC/Credit Transfer
Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and/or Credit Transfer may be available depending on your previous work and life experiences, formal, informal or non formal learning, completed accredited qualification/s or completed units. Please discuss this with the Program Coordinator.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview