Course Title: Refine writing skills
Part B: Course Detail
Teaching Period: Term2 2018
Course Code: COMM7305
Course Title: Refine writing skills
School: 345T Media and Communication
Campus: City Campus
Program: C5314 - Diploma of Professional Writing and Editing
Course Contact: Program Administration
Course Contact Phone: +61 3 9925 4815
Course Contact Email: mcvet@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teacher: Astrid Edwards
astrid.edwards@rmit.edu.au
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
This course has no pre-requisites or co-requisites
Course Description
In this course you will draft, write and edit many different kinds of workplace documents.You will learn to inform and to persuade, taking into account the purpose and context of the writing.Through research and experimentation with writing techniques in a range of media, you will gain the skills and knowledge required to write for both the ear and the eye.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU20277 Refine writing skills |
Element: |
1. Inform work through experimentation with writing techniques and media |
Performance Criteria: |
1.1 The potential for new approaches to writing is evaluated in terms of the capability of techniques already used by writer.
1.2 New techniques are selected for specific effects and introduced into writing.
1.3 Relevant approaches by other writers are researched, adapted and used with due consideration of intellectual property, moral rights and copyright requirements
1.4 Feedback is sought from fellow practitioners or informed others as to the effectiveness of particular experiments |
Element: |
2. Develop and refine a concept for a piece of work |
Performance Criteria: |
2.1 A concept for the projected work is developed based on the purpose of the work and its intended audience. 2.2 Writing techniques suitable for the concept are evaluated against feedback from experimentation 2.3 A concept is documented. 2.4 Feedback is sought from appropriate others and concept is refined where necessary |
Element: |
3. Determine and organise resource requirements for work |
Performance Criteria: |
3.1 Resource requirements necessary for the development of a piece of extended work are clarified
3.2 Constraints that may impact on the development of work are evaluated
3.3 Concept is amended or renegotiated in terms of available resources where necessary. |
Element: |
4. Plan the writing |
Performance Criteria: |
4.1 Writing tasks are planned to reflect the concept, constraints and available resources of the project 4.2 Writing tasks are organised and developed into an ordered sequence of deadlines
4.3 All resources required to deliver the product are organised
4.4 A timeline for the completion of the product is agreed with commissioning agents or editors if necessary
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Element: |
5. Complete writing |
Performance Criteria: |
5.1 Writing is completed using techniques and media selected from research and experimentation
5.2 The potential for changes in the use of techniques is evaluated and responded to where necessary
5.3 The concept is refined where necessary based on the writer’s on-going experiences with the production of writing
5.4 Writing meets professional levels of execution including attention to grammar, vocabulary, style, presentation and time frame
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Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
Details of Learning Activities
This course is delivered as blended learning: a combination of online and face-to-face instruction.
Face-to-face classes
We meet weekly for one, four-hour class delivered face-to-face. You will experience a practical, hands-on approach to the course material, with individual and group activities and discussions.
In class activities may include:
- Lectures
- Guest lecture
- Class presentations
- Group discussions
- Teacher directed group activities/projects
- Class exercises to review discussions/lectures
- Workshopping of student projects
- Analysis/critique of relevant reading material
Out of class activities may include:
- Online research and posting on discussion boards
- Independent project based work
Online content
Each week you will also work independently through online activities that will complement core content through readings, discussions and other online activity.
Your combined weekly course work (face-to-face and online) will prepare you for the graded assignments.
Teaching Schedule
Schedule
Course Schedule: Refine Writing Skills, Semester 2, 2018 | ||
Week |
Content and Activities |
Assessment |
|
1 2 July |
Communication: how hard is it? Introduction to class content and expectations – face-to-face content, online activities and assessments Introduction to Assessment 1 and 2 Forms of communication: verbal, non-verbal and graphics Barriers to communication and how to counteract them Why write better |
Assessment 1: online activities (starting Week 1 and continuing to Week 13) |
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2 9 July |
The professional writer's approach The writing process: 6-step approach Identifying audience and purpose to shape communications The 'you' versus 'me' attitude Plain language: words and phrases |
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3 16 July |
Clear communication: working with words Passive and active voice. Plain language continued: syntax, paragraphs, rhythm and tone. |
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4 23 July |
Clear communication: working with design Communicating visually, using content, design and layout. |
Assessment 2: Written critique Due: Sunday 29 July |
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5 30 July |
Instructional writing Structuring content: exploring different strategies Models for structuring messages and documents: narrative, telescoping and more Instructional writing |
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6 6 August |
Writing correspondence that gets results Online versus print mediums: how emails differ from letters Frontloading key messages in emails and other techniques Responding to complaints |
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7 13 August |
Writing summaries and media releases The essence of a good summary How summaries are used in professional writing: resumes, agendas, minutes, web and social media copy Writing media releases |
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8 20 August |
Writing longer business documents White papers, business cases and reports Workshopping writing for Assessment 3A Introduction of Assessment 3B |
Assessment 3A: Writing folio – short documents Due: Sunday 26 August |
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9 27 August |
Gathering research Researching and note-taking Citation methods Organising and presenting data |
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10 3 September |
Writing the report or white paper Different components: executive summary, introduction, body, conclusion, recommendations, appendices Finding the best structure for your report |
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11 10 September |
Writing to be heard not read: speechwriting Types of speeches Speech writing techniques Introduction of Assessment 3 Planning your speech |
Assessment 3B: Writing Folio – longer document Due: 16 September |
Mid-semester break: 19–28 September | ||
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12 1 October |
Writing persuasively Rhetoric, argumentation and common fallacies Use of ethos, logos and pathos |
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13 8 October |
Giving and receiving feedback Giving feedback in a professional context How professional writers handle feedback Workshopping speeches |
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14 |
Presenting to an audience How to prepare for delivering an oral presentation or speech, including how to combat nerves Delivering a speech |
Assessment 4: Persuasive speech Due: Sunday 21 October
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15 22 October |
Final presentations Delivery of speeches |
Learning Resources
Prescribed Texts
References
Other Resources
Your teacher will supply all readings and class materials in class.
Overview of Assessment
Assessment is on-going throughout the course. Assessment tasks will require you to demonstrate proficiency in a range of writing styles.
Assessment tasks in this course include the development and refinement of a range of writing pieces which address the current standards used in the workplace. All assessment should meet a professional level of completion.
Assessment Tasks
To demonstrate competency in this course you will need to complete the following four pieces of assessment to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task. You should refer to the assessment brief which is available on Canvas for full assessment criteria.
Assessment 1: Online activities Due Weeks 1–13
Each week you will engage in the online activities. They may involve reading articles, viewing videos, listening to podcasts, participating in online discussion, sharing material for workshopping, online quizzes and more. This online activity will deepen your understanding of material covered in class or will allow for the exploration of new related topics.
Assessment 2: Written Critique Due Sunday 29 July
You will write a 800–1000 word critique of a piece of professional communication where you evaluate the overall effectiveness of a piece of communication.
Assessment 3: Writing Folio – Part A Due Sunday 26 August; Part B Due 16 September
As an individual, you will present a folio of diverse writing styles which you are expected to workshop in class. You will present the folio in 2 stages:
Part A – short documents
Part B – longer documents
Assessment 4: Persuasive Speech – Due Sunday 21 October, Class delivery on Monday 22 October
As an individual, you will write and deliver a short (750–1000 word, 5-7 minute) persuasive speech.
You will use the speech to persuasively argue for or against a divisive contemporary social or political issue of your choosing.
Once you have satisfactorily achieved competency, you will be assessed against a graded rubric which covers your achievement for the entire semester. Please see Canvas for the graded rubric.
Graded assessment in this course uses the following grades:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did Not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency and is available from your course administrator
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters.
Attendance
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises. It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Assessment Feedback
You will receive spoken and written feedback on all your work. Where relevant, this feedback will also include suggestions on how you can proceed to the next stage of developing your projects.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy designed to assist you in achieving your learning potential.
Adjustments to Assessment (eg. applying for an extension of time):
If you are unable to complete any piece of assessment satisfactorily by the due date, you can choose to apply for an adjustment to your assessment. RMIT University offers a range of adjustments designed to support you in your studies, including an extension of time to complete the assessment.
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
Credit Transfer and Recognition of Prior Learning
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Recognition of Current Competency (RCC) RCC applies only if you have previously successfully demonstrated competence in a unit of competency, and now require to be reassessed to ensure that the competence is being maintained.
Please speak to your teacher if you wish to discuss applying for Credit Transfer, RPL, or RCC for the unit(s) of competency addressed in this course.
Course Overview: Access Course Overview