Subject Outline

Subject Name: English for Academic Purposes

Subject Code: CU1000
Study Period: 2019 SP53
Study Mode: Internal
Campus: Singapore

Subject Coordinator: Carla Bridge

We acknowledge the Traditional Owners of the lands and waters where our university is located and
actively seek to contribute and support the JCU Reconciliation Statement, which exemplifies respect for
Australian Aboriginal and Torres Strait cultures, heritage, knowledge and the valuing of justice and equity
for all Australians.

Pre-requisites: None
This subject outline has been prepared by Wen H Lau for the College of Business, Law and Governance, Division of
Tropical Environments and Societies, James Cook University. Updated 3 July 2018.

Q1. This subject is offered across more than one campus and/or mode and/or teaching Yes No
period within the one calendar year.

Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning Yes No
outcomes and assessment types and weightings.

Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.

© Copyright 2017
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted
under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.
Contents
Staff Contact Details ............................................................................................................................ 2

Section 1. Subject at a glance ................................................................................................................. 3

1.1 Student participation requirements ................................................................................................. 3

1.2 Key dates ....................................................................................................................................... 3

Section 2. Subject details ........................................................................................................................ 3

2.1 Subject description ......................................................................................................................... 3

2.2 Subject learning outcomes ............................................................................................................. 3

2.3 Learning and teaching in this subject ............................................................................................. 4

2.4 Student feedback on subject .......................................................................................................... 4

2.5 Subject resources and special requirements .................................................................................. 4

Section 3. Assessment details ................................................................................................................. 4

3.1 Requirements for completion of subject ......................................................................................... 4

3.2 Feedback on student learning ........................................................................................................ 4

3.3 Assessment Tasks ......................................................................................................................... 4

Section 4. Other information about assessment and student support ...................................................... 7

4.4 Submission and return of assessment ....................................................................................... 7

4.5 Plagiarism and referencing ........................................................................................................ 7

4.6 Important advice relating to examinations ................................................................................. 8

4.7 Student support ......................................................................................................................... 9

Appendix A .............................................................................................................................................10
Appendix B .............................................................................................................................................11
Appendix C .............................................................................................................................................12
Appendix D .............................................................................................................................................13

Staff Contact Details

Staff
Teaching team Room Phone Email Consultation times
member
Subject 6709-3780
Coordinator& Carla Bridge D1.13 carla.bridge@jcu.edu.au By appointment
Lecturer Ext. 780

Lecturer Haejin Jang haejin.jang@jcu.edu.au By appointment

2
Section 1. Subject at a glance

1.1 Student participation requirements

The JCU Learning, Teaching and Assessment Policy (4.3) indicates that,“a 3 credit point subject will require a 130
hour work load of study-related participation including class attendance over the duration of the study period,
irrespective of mode of delivery”. This work load comprises timetabled hours and other attendance
requirements, as well as personal study hours, including completion of assessment requirements. Note that
“attendance at specified classes will be a mandatory requirement for satisfactory completion of some subjects”
(Learning, Teaching and Assessment Policy, 5.10); and that additional hours may be required per week for those
students in need of English language, numeracy or other learning support.

Key subject activities Time / Time Room/ Location

Group A
Lectorial (1) Thursday 9am-12pm C3.04
Lectorial (2) Thursday 1pm-3pm A2.05
Group B
Lectorial (1) Monday 3pm-6pm C2.05
Lectorial (2) Friday 3pm-5pm C2.05
For information on the days and times when lectures, tutorials, workshops, etc. are scheduled for all of your
subjects, visit JCU Lecture Timetables at https://www.jcu.edu.sg/student-life/calendars-and-timetables.

1.2 Key dates

Key dates Date

Census date 5th December 2019

Last date to withdraw without academic penalty
Assessment task 1: Critical Essay (40%)
Assessment task 2: Group Presentation (30%)
Assessment task 3: Listening Test (30%)
27th December 2019
Outline – 13th December (Week 5)
Essay – 23nd January (Week 10)
(**Please note due dates for Group B are slightly different
for Assessment Task 1 due to later start)
(***See Key Dates in LearnJCU)
16th January (Week 9)
23rd January (Week 10)

Section 2. Subject details

2.1 Subject description

This subject will inculcate effective habits and patterns of academic study and successfully engage students in a
comprehensive overview of faculty expectations in terms of academic work and in-class participation. The focus of
the subject, therefore, is on developing English language and study skills required for developing the critical
reading and thinking strategies that academic writing requires in university study. The students will be given guided
practice structuring their essays to be reader-centric rather than for self-expression. The need for citation and
referencing will also be taught so as to acknowledge the work of others. Reading skills will be developed for the
purpose of extracting relevant information from resources in order to produce informed essays of substance. Five
skills will be built upon namely: essay writing; oral presentations; listening and note-taking; academic reading.

2.2 Subject learning outcomes

Students who successfully complete this subject will be able to:
L.O.1 examine and practise the language skills and strategies necessary to write university essays, focussing on
aspects such as style and tone of academic writing, analysing essay topics
L.O.2 plan and apply strategies of structuring an essay such as paraphrasing, in text citations, referencing and
thus avoid plagiarism
L.O.3 analyse and integrate data into a written text; practise and apply reading strategies and skills enabling
students to read academic texts resourcefully
L.O.4 plan and deliver effective group oral presentations in an academic setting;
L.O.5 develop the strategies and listening skills to take down effective notes in university lectures which include
the ability to recognise main points, subordinate ideas and common signposts in lectures
3
These outcomes will contribute to your overall achievement of course learning outcomes.

2.3 Learning and teaching in this subject

This subject uses a combination of approaches to teaching and learning, including both student-centred and teacher-
directed approaches. The subject is organised around a series of learning units, which will be delivered through
seminar based sessions (3 + 2 hours weekly).
Classes are interactive with opportunities for independent and co-operative learning. The overall goal of the teacher
is to encourage students to actively process and think about the material they have read or heard and to develop
their analytical, academic writing, listening and presentation skills. Students are expected to be active participants in
the learning process, and are encouraged to participate in the various learning activities and to complete the tasks
set out in the class schedule. Students are expected to apply the strategies and techniques learned in this course to
other courses they are enrolled in.

2.4 Student feedback on subject

As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback
on your learning experiences. Student feedback informs evaluation of subject and teaching strengths and areas that
may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and confidential
method for you to provide feedback about your subjects and the staff members teaching within them. These surveys
are available to all students through LearnJCU. You will receive an email invitation when the survey opens. We value
your feedback and ask that you to provide considered feedback for each of your subjects.

2.5 Subject resources and special requirements

Subject Readings and Resources will be provided on LearnJCU.

Section 3. Assessment details

3.1 Requirements for completion of subject

In order to pass this subject, you must:
 Attain 50% of the overall marks allocated for assessment in this subject
 Complete and submit ALL assessment tasks/assignments.
Note:
1. Students should attend all lectures/seminars/workshops in order to fully benefit from the scheduled lessons.
2. All assignments will be submitted via SafeAssign in LearnJCU. Please check with your Lecturers if they
require you to submit a hard copy as well.
3. Students should consult the lecturer for this subject if they have medical or personal reasons for non-
attendance at a lecture/seminar/workshop.
It is important to be aware that assessment “is always subject to final ratification following the examination period
and that no single result represents a final grade in a subject” (Learning, Teaching and Assessment Policy 5.22.).

3.2 Feedback on student learning

CU1000 has been introduced to replace CU1010 at JCU Singapore as we have received feedback requesting for a
subject that is more skill-based, focusing on academic writing skills rather than grammar. CU1000 is written with
the aim to equip students with skills and strategies that are essential to the overall success in their university study.
We constantly speak with academics and students, hoping that CU1000 can much better cater to students’ needs,
particularly those in the first year. Starting 2018 SP52, CU1000 will have three assessments instead of five.
Scaffolding techniques are built into the writing component with the aim that students will be able to write academic
essays more competently and confidently.

3.3 Assessment Tasks

Tutors / Lecturers will:
1. provide early feedback on learning activities such as in-class work to allow students an opportunity to
improve performance before further assessment;
2. inform students of their grade for every component of assessment in the subject. This will be within 21
days from the due date of the assessment item, unless otherwise discussed between tutor / lecturer and
students;

4
 3. provide feedback that is both explanatory and diagnostic so that students are encouraged to follow up on
the feedback to improve their practice;
4. provide feedback that is linked to the purpose of the assignment item and to the criteria, via individual and
group; face-to-face; written, electronic; peer and group review.

ASSESSMENT TASK 1: Critical Essay

 L.O.1 examine and practise the language skills and strategies necessary to write
university essays, focussing on aspects such as style and tone of academic
writing, analysing essay topics
Aligned subject
 L.O.2 plan and apply strategies of structuring an essay such as paraphrasing, in
learning outcomes
text citations, referencing and thus avoid plagiarism
 L.O.3 analyse and integrate data into a written text; practise and apply reading
strategies and skills enabling students to read academic texts resourcefully
Group or individual Individual
Length 1500 words
Weighting 40% (Outline = 50 marks, Essay write-up = 50 marks)
Outline – 13th December (Week 5)
Due date Essay – 23rd January (Week 10)

ASSESSMENT TASK 1: DESCRIPTION

Plan and write an essay of about 1500 words (excluding citations, and reference list), which uses only the
research material provided in the Assignment Pack on LearnJCU to address the topic.
This assignment requires you to apply your knowledge of essay structure and demonstrate your ability to
incorporate research material into an academic argument, as discussed in lectorials. Along with effective academic
style and essay structure, you will be assessed on your ability to analyse and synthesise research, rather than your
ability to undertake research.
Begin by analysing the question and defining all terms within it. Read the material provided to decide how you will
answer. Plan an essay that addresses all aspects of the question, and which uses the material to support your
answer, either by direct quote, or by paraphrase or summary. You are not required to use all the material; in fact,
please do not.
You should consider the material in its entirety, then select at least five sources that support the points you want
to make. When you express your opinion, make sure it is supported with evidence from one or more of the sources.
Before you begin to plan your essay, read all the source material thoroughly. Use a good dictionary or Google to
look up words or ideas that you do not understand, not for further research, but for clarification. Add and locate
one original text (not given in the Reading Pack) to support your argument.
Ensure you do not rely too heavily on a single source. Your aim is to present a balanced and well-organised
synthesis of sources relevant to your thesis. You need to quote selectively, and paraphrase and summarise
strategically. You need to make quotes part of your own sentence structures (while indicating a source’s words with
quotation marks), introduce paraphrases or summaries with the source’s name, and ensure that all quotes,
paraphrases and summaries support points of your own.
The essay should be a logical argument. Begin with an introduction that gives background, states your thesis and
outlines paragraph topics. Ensure each paragraph has a theme sentence and develops a single aspect of your
argument. Finish with a conclusion that summarises the principal points, and restates the thesis more specifically
and in new words. The essay should be written in appropriate academic style.
Your essay should conform to the structural and linguistic requirements outlined in the lectorial handouts. Quotes
and citations should be smoothly introduced, properly punctuated, and correctly cited in APA style. Include an APA
style reference list at the end of your essay on a separate page. Follow the citation methods outlined in the Library
guide on APA formatting:http://libguides.jcu.edu.au/c.php?g=162333.
Please be aware that the sources provided in the Assignment Pack are not necessarily written in APA style. You
will need to change them to conform to the conventions of APA.
Refer to the assessment criteria below for this assignment, and edit your assignment carefully to be sure it
addresses these criteria. Use 12-point Times New Roman font and double space with appropriate margins. All
work will be submitted electronically via Dropbox on LearnJCU

5
ASSESSMENT TASK 1: CRITERIA SHEET
Please refer to Appendices A and B

ASSESSMENT TASK 2: Group Presentation

Aligned subject  L.O.4 plan and deliver effective group oral presentations in an academic
learning outcomes setting
Group or individual Group (3-4 students)
Length 15-20 minutes (i.e. 5 minutes per student) + Q&A Session
Weighting 30% (Group component = 40 marks, Individual component = 60 marks)
Due date 16th January (Week 9)

ASSESSMENT TASK 2: DESCRIPTION

This assessment task is done in groups of 3-4 (TBC), and all students will be required to show that they have
actively participated in the completion of the tasks. The lecturer may assign each group with a general theme, and
you have the freedom to define the scope and set the title for the presentation. Make a 15-20 minute presentation
(i.e. 5 minutes per student).
To achieve excellence, make sure your presentation is academically stimulating; argument is focused, coherent
and lucid; gestures, body language and use of graphics are appropriate; and keep within time limit.
Grades that you receive will not only be based on the language and presentations skills shown, but also on the
ideas and content from further research that you have done into the topic. Your presentations should be supported
by appropriate visuals, and will be followed by a 5 minute question and answer session. Please note, that as in
essays, presentations must be clearly referenced with all sources acknowledged.

ASSESSMENT TASK 2: CRITERIA SHEET

Please refer to Appendix C

ASSESSMENT TASK 3: Listening Test

 L.O.5 develop the strategies and listening skills to take down effective
Aligned subject
notes in university lectures which include the ability to recognise main
learning outcomes
points, subordinate ideas and common signposts in lectures
Weighting 30%
Date 23rd January (Week 10)
Duration 1 hour
see Special Consideration, Supplementary, Deferred and Special Examinations Requirements
https://www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-special-
examinations-policy

ASSESSMENT TASK 3: DESCRIPTION

You will take a short listening test, which assesses the listening and note-taking skills developed over the ten weeks.
Key skills tested will include the ability to identify key information and produce a summary of what is heard, and/or to
respond to the content of the listening.

ASSESSMENT TASK 3: TEST CRITERIA

Please refer to Appendix D

6
 Section 4. Other information about assessment and student support

4.4 Submission and return of assessment

In CU1000 English for Academic Purposes, students must submit a digital copy via SafeAssign on LearnJCU
to be scanned for plagiarism.

Students should always retain a back-up copy of assessment items. Technical difficulties or loss of assessment
without a back-up are not legitimate reasons to seek an extension.
On occasion, students may be asked to submit a hard copy of their work. Your lecturer will advise you on this.
When submitting a hard copy, students must fully complete a cover sheet and staple it to the front of their
assignments. Cover sheets are available from the student hub or at the end of this Subject Outline. Markers may
not receive assignments if the coversheet is improperly filled out. Please ensure your name is on the
coversheet.

Late Submission of Assessment

(As perJCU Subject Outlines Policy https://www.jcu.edu.au/policy/learning-and-teaching/subject-outlines-policy,
Section 2: Prescribed Elements, Assessment xii.):
xii. Dates for submission of material for assessment and the details of any penalties applied for late submission. A
uniform formula of escalating penalties should be imposed by all Colleges and Disciplines for submission of
assessment items after the date specified in the Subject Outline. This formula should be 5% of the total mark
available per day including part-days, weekends and public holidays. Discretion in imposing penalties is retained by
supervisors in cases of genuine need.
Return of assignments
Students will receive their marks within three weeks of their submission. Marked essays can either be sent via
email (online submission), or to be collected from the lecturer (hardcopy submission) when an announcement has
been made on LearnJCU. So please check your emails regularly.

Grade equivalents
Grade HD D+ D D- C+ C C- P+ P P- F+ F

Percentage (%) 85+ 84-83 82-77 76-75 74-73 72-67 66-65 64-63 62-52 51-50 49-48 <47

4.5 Plagiarism and referencing

Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is
a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures.
Please see the JCU Student Academic Misconduct Requirements Policy
 https://www.jcu.edu.au/students/exams-and-results/student-academic-misconduct
Also see the definition of self plagiarism in the JCU Learning, Teaching and Assessment Policy and note policy
statement 5.9 in regard to submission of one’s own work that has been previously submitted for assessment and
received a grade www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy

Referencing is a systematic way of acknowledging the sources that you have used. Students should check out the
very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:
 Writing and Maths Skills Online www.jcu.edu.au/students/learning-skills/learning-skills-online(In particular,
the booklet Summarising, Paraphrasing & Avoiding Plagiarismis a very useful guide).
 The Referencing Libguidehttp://libguides.jcu.edu.au/referencing
 What is Plagiarism? www.jcu.edu.au/students/exams-and-results/what-is-plagiarism

7
 4.6 Important advice relating to examinations
If you experience difficulties or serious circumstances before or up to the day of your exam, which you believe
may affect your ability to sit the exam successfully or perform at your best, you can apply for special consideration
in the marking of your exam. Please see the JCU Special Consideration, Supplementary, Deferred and Special
Examinations Requirements
 https://www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-
special-examinations-policy
If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances beyond
your control, you may apply for a deferred exam. Deferred exams are granted in exceptional circumstances such
as severe medical conditions or family or personal trauma. For further information, visit
 www.jcu.edu.au/students/exams-and-results

8
 4.7 Student support
James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions are
able to participate to the fullest possible extent in the educational programs offered by the University and all other
aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require special
arrangements or consideration, should contact AccessAbility Services(see table below).
If you want further information
regarding:
AccessAbility Services
Accommodation
Careers and employment
Childcare
Counselling
Enrolment
Feedback and complaints
Fees and financial support
Inclusion and engagement
Indigenous student support
Information for current students
International student support
Learning skills/ Language support
Library and computing services
Librarians – Liaison
Off-campus students
Responsibilities and rights
Review of Assessment and Student Access
to Scripts and Materials Policy
Special Consideration, Supplementary,
Deferred and Special Examinations
Requirements
Student Academic Misconduct
Requirements
Student Policies
Student Association
(Singapore)
Mr. Nimrod Delante: nimrod.delante@jcu.edu.au
Ms. HweelengToh-Heng: hweeleng.tohheng@jcu.edu.au
Mr. Michael Joyce: michael.joyce@jcu.edu.au
Dr. Stanley Loo: standley.loo@jcu.edu.au
Visit the URL
www.jcu.edu.au/accessability-services
www.jcu.edu.au/accommodation
www.jcu.edu.au/careers-and-employment
www.jcu.edu.au/students/support/childcare-and-schooling
www.jcu.edu.au/counselling
www.jcu.edu.au/students/enrolment
www.jcu.edu.au/students/feedback-and-complaints
www.jcu.edu.au/students/fees-and-financial-support
www.jcu.edu.au/inclusion-and-engagement
www.jcu.edu.au/australian-aboriginal-and-torres-strait-islander-
information/student-support
www.jcu.edu.au/students
www.jcu.edu.au/international-students
www.jcu.edu.au/students/learning-skills
www.jcu.edu.au/library
www.jcu.edu.au/library/about/library-contact-details/liaison-
librarian-discipline-responsibilities
www.jcu.edu.au/off-campus-students
www.jcu.edu.au/students/support/student-support
https://www.jcu.edu.au/policy/student-services/review-of-
assessment-and-student-access-to-scripts-and-materials-policy
https://www.jcu.edu.au/policy/student-services/special-
consideration,-supplementary,-deferred-and-special-
examinations-policy
www.jcu.edu.au/policy/student-services/student-academic-
misconduct-requirements-policy
www.jcu.edu.au/policy/student-services
www.jcusa.edu.au/
9
Appendix A
CRITERIA SHEET
Higher Distinction
Content &  Responds appropriately &
reflects maturity
Organisation
 Reflects high level of
critical thinking
(60 marks)  Competently paraphrasing
and explaining ideas
and/or giving examples
 Road map is very well
planned and detailed
 Key points with sub-points
are clearly presented
 Thesis statement is clear
and shows strong focus &
direction
 Three topic sentences
provided showing clear and
strong topic and control
Use of Sources  Highly competent and
critical use of sources
(40 marks)
 No errors in citing sources
following APA conventions
 Uses substantially more
than the minimum 5
sources provided in
assessment pack (+1)
10
Distinction
 Responds appropriately &
reflects maturity
 Reflects critical thinking
 Paraphrasing and
explaining ideas and/or
giving examples
 examples
 Road map is well planned
 Key points with sub-points
are clearly presented, with
minor amendments needed
 Thesis statement is clear
and shows focus &
direction
 Three topic sentences
provided showing topic and
control
 Fairly competent and
critical use of sources
 Citations follow APA
conventions closely, there
is hardly any errors
 Use at least 5 sources
provided in assessment
pack (+1)
ASSESSMENT TASK 1: Critical Essay (Outline – 50%)
Credit Pass Fail
 Responds appropriately to  Shows some  Shows little understanding of
the question understanding of the task the question
 Reflects some level of and attempts to answer it  Makes a very poor attempt to
critical thinking  Simple but relevant ideas, answer it
 Starting to paraphrase and with minimal critical  Is inappropriate for an
explain ideas and/or give thinking academic essay
 Attempts own examples  Evidence of copying
 Road map is present but  Road map is present  Road map is absent
some re-organisation  Key points are vague, while  Key points and sub-points are
needed sub-points are either either too general or absent
 Key points are present but absent or lack clarity or  No thesis statement. Focus and
sub-points lack clarity or details, a substantial direction are absent and it is
details, some minor rearrangement is needed difficult or impossible to
rearrangement is needed for the ideas to make sense understand what the essay is
for the ideas to flow more  An attempt is made but about
logically thesis statement is either  Missing topic sentences
 Thesis statement is clear unclear or too general  Topic sentences presented but
but the essay focus & (Focus and direction are do not connect to the thesis in
direction can be stronger vague) anyway
 Three topic sentences  Topic sentences are
provided showing topic and attempted but lack either
control, but maybe need topic or control, weak link
further work and to thesis
adjustment
 Citations show adequate  Attempts to cite sources in  Makes little attempt at citing
amount of research an academic fashion sources
 Citations follow APA  Sources used are relevant  Sources used are
conventions with minor but can be better irrelevant/inappropriate
errors  Use 5 sources provided in  Use less than 5 sources
 Use at least 5 sources assessment pack provided in assessment pack
provided in assessment
pack
Appendix B
CRITERIA SHEET
Higher Distinction
Structure,  Introduction: Competent use of
Organisation introduction and thesis statement
& Content to identify focus of the essay
(40 marks)  Body paragraphs: Competent use
of paragraphing with clear topic
sentences and well developed
paragraphs
 Conclusion: Competent use of
summary skills, and offers a clear
opinion in a fresh way
 Ideas and opinions reflect
maturity and extremely high level
of critical thinking
 Highly competent and very logical
discussion of all aspects of the
topic
 Highly competent paraphrasing
reflecting understanding
Language  Formal language used (no 1st/2nd
(Grammar, person, objective, concise), with a
Syntax & wide range of academic
Mechanics) vocabulary accurately used
(30 marks)  Competent use of compound &
complex sentence structures
throughout essay
 Very accurate grammar with few
errors
 Very accurate use of
capitalisation & punctuations
Use of  Highly competent and critical use
Sources & of sources
Citation  Use different styles of introducing
(30 marks) sources, with material clearly and
appropriately supports a point
 No errors in citing sources
following APA conventions
 Reference list complete, following
APA conventions
 Uses substantially more than the
minimum 5 sources provided in
assessment pack (+1)
11
Distinction
 Introduction: Very good use of
introduction and thesis statement
to identify focus of the essay
 Body paragraphs: Very good use
of paragraphing with topic
sentences and mostly well
developed paragraphs
 Conclusion: Very good use of
summary skills, and offers a clear
opinion in a fresh way
 Ideas and opinions reflect
maturity & high level of critical
thinking
 Good and relevant discussion of
all aspects of the topic
 Evidence of paraphrasing
reflecting understanding
 Formal language used (no 1st/2nd
person, objective, concise), with a
wide range of academic
vocabulary
 Good use of compound &
complex sentence structure in
most of the essay
 Accurate grammar with few errors
 Accurate use of capitalisation &
punctuations
 Good selection with some critical
use of sources
 Use different styles of introducing
sources, with material clearly and
appropriately supports a point
 Citations follow APA conventions
closely with hardly any errors
 Reference list complete with
hardly any errors
 Uses at least 5 sources provided
in assessment pack (+1)
ASSESSMENT TASK 1: Critical Essay (Essay write-up 50%)
Credit
 Introduction: Good use of
introduction and thesis to
identify focus of the essay
 Body paragraphs: Good use
of paragraphing with topic
sentences and developed
paragraphs, however
inconsistent in places
 Conclusion: Good use of
summary skills, and offers an
opinion in somewhat a fresh
way
 Ideas and opinions reflect
some level of critical thinking
 Good and relevant discussion
of some aspects of the topic
 Paraphrasing attempted
showing satisfactory
understanding
 Formal language used (no
1st/2nd person, objective,
concise), with a good range of
academic vocabulary
 General use of compound &
complex sentence structure in
much of the essay
 Fairly accurate grammar with
few errors
 Fairly accurate use of
capitalisation & punctuations
 Fair use of sources
 Citations appropriately
supports a point
 Citations follow APA
conventions with minor errors
 Reference list complete, with
minor errors
 Uses at least 5 sources
provided in assessment pack
Pass
 Introduction: Satisfactory use of
introduction and thesis in order to
identify the focus of the essay
 Body paragraphs: Satisfactory
use of paragraphing with topic
sentences and emerging
development of paragraphs
 Conclusion: Satisfactory use of
summary skills; opinion may be
merely restated, missing an
element
 Shows some understanding of the
task and attempts to answer it
 Simple but relevant ideas, with
minimal critical thinking
 Weak paraphrasing but attempts
evident. Inconsistent
paraphrasing skills
 Language is generally formal, few
or no 1st/2nd person, a little wordy
at times, with simple but relevant
vocabulary
 Fair use of compound &complex
sentence structure
 Grammar structure is adequate,
contains errors but not causing
difficulty in conveying ideas
across
 Some errors in use of
capitalisation & punctuations
 Attempts to cite sources in an
academic fashion but with some
errors
 Relies too much on a single
source of material, and
monotonous way of introducing
sources
 Citations follow APA conventions
with a number of errors
 Reference list complete, with
noticeable errors
 Uses 5 sources provided in
assessment pack
Fail
 Introduction: Poor use of / unclear /
absence of introduction and thesis
statement to identify focus of the
essay
 Body paragraphs: Poor use of
paragraphing which could be illogical
or not well developed
 Conclusion: Poor use of summary
skills, ideas merely restated; opinion
or summary may be unclear or
missing
 Shows little understanding of the
question
 Makes a very poor attempt to answer
it
 Is inappropriate for an academic
essay
 Poor paraphrasing showing lack of
understanding
 Language is informal (colloquial,
emotive), some use of 1st/2nd person,
wordy
 Compound & complex sentences are
rare
 Grammar errors are frequent and
cause difficulty to the reader
 Frequent errors in use of
capitalisation and punctuations
 Makes little attempt at citing sources
/ sources infrequently identified
 Quoted material is poorly integrated
into essay
 Relies too much on a single form of
quoting
 Sources used are
irrelevant/inappropriate
 Reference list incomplete / poorly
constructed, missing or disordered
 Use less than 5 sources provided in
assessment pack
 Appendix C
CRITERIA SHEET ASSESSMENT TASK 2: Group Presentation

ASSESSMENT CRITERIA:

Satisfactory

Developing
Group Presentation

Excellent

Weak
Good
GROUP COMPONENT (40%)
Structure & Organisation
Extremely well-organised with Poorly organised, and
10 9 8 7 6 5 4 3 2 1 0
Excellent introduction and summary Absence of / poor introduction & summary
Excellent use of signposting language / transitional phrases 10 9 8 7 6 5 4 3 2 1 0 Absence of signposting language / transitional language
Well-planned, rehearsed and coordinated 10 9 8 7 6 5 4 3 2 1 0 Poorly planned, no evidence of rehearsal or team work
Visual aids
Words are either too small/big. Poor choice of colour against background
Excellent choice of font size and colour against background, effective
5 4 3 2 1 makes it hard to read. Most slides are irrelevant / ineffective /
& creative
inappropriate
Others
Inclusion of reference list / sources, correct and accurate formatting 5 4 3 2 1 Not meeting acceptable APA referencing standards; no reference list
TOTAL GROUP COMPONENT
INDIVIDUAL COMPONENT (60%)
Content & Organisation
Comprehensively covered & well-elaborated 10 9 8 7 6 5 4 3 2 1 0 Fails to address the topic clearly & poorly elaborated
Extremely logical & well-organised 10 9 8 7 6 5 4 3 2 1 0 Poorly organised
Voice & Body Language
Very clear pronunciation 5 4 3 2 1 Poor pronunciation, difficult to follow what is said
Not audible most of the time / too loud
Appropriate voice projection and pace 5 4 3 2 1
Irregular pace: either too fast, or too slow
Do not face the audience most of the time / inappropriate posture & body
Extremely good posture & body language 5 4 3 2 1
language
No eye contact with audience, looking at the slides/cue cards most of the
Maintain eye contact & create rapport with audience 10 9 8 7 6 5 4 3 2 1 0
time
Confident & natural 5 4 3 2 1 Lack of confidence: appear awkward and unnatural
Q&A
Answer questions well, succinctly and promptly 10 9 8 7 6 5 4 3 2 1 0 Little response in the Q&A session
TOTAL INDIVIDUAL COMPONENT
Comments and grade:

12
Appendix D – Final Exam: Listening Summary Rubric

GRADE DESCRIPTORS
Summary Skills (60%) Writing Mechanics (40%)
 Introduces the source accurately and uses it consistently  The organisation of the text reflects the content of the talk and there is cohesive links between topic sentences,
 The main idea is identified introduction and conclusion
85-100  All main points accurately summarised  Very accurate grammar
 All relevant content words and phrases identified  Uses compound, complex sentences successfully, reminder phrases and transition signals effectively
(HD)  Structured and detailed note taking  A wide range of academic vocabulary, accurately used including that related to the topic
 Uses symbols and abbreviations appropriately and consistently  High level general vocabulary
 Able to infer accurate meaning from the cues and acknowledge different perspectives
 Introduces the source accurately and uses it consistently  The organisation of the text reflects the content of the talk and topic sentences, introduction and conclusion can be
 The main idea is identified identified.
75-84  All main points accurately summarised  Accurate grammar with a few careless errors, not causing difficulty
 Most relevant content words and phrases identified  Uses compound & complex sentences successfully and reminder phrases effectively
(D)  Structured and detailed note taking  A wide range of academic vocabulary including that related to the topic
 Uses symbols and abbreviations appropriately and consistently  Competent and accurate use of general vocabulary
 Able to infer accurate meaning from the cues
 Introduces the source accurately and uses it consistently  The organisation of the text reflects the content of the talk and topic sentences can be identified
 The main idea is identified  Accurate grammar with a few basic errors, not causing difficulty
65-74  Most main points summarised accurately  Uses compound & complex sentences successfully.
 Many relevant content words and phrases identified  A range of academic vocabulary including that related to the topic
(C)  Structured note taking  Competent and accurate use of general vocabulary
 Use some symbols and abbreviations consistently
 Evidence of some ability to infer accurate meaning from the cues
 Introduces the source accurately  The organisation of the text reflects the content of the talk.
 The main idea is identified  Grammar structure is adequate, errors can occasionally cause difficulty
50-64  Some main points identified are summarised accurately, inconsistent  Accurate simple sentences and attempts to incorporate compound & complex sentences.
 Has identified some relevant content words and phrases  Use of some academic vocabulary related to the topic
(PASS)  Attempts to structure note taking  Competent use of general vocabulary with occasional error
 Attempts to use symbols or abbreviations, but not consistently
 Able to infer gist from the cues
 Does not introduce the source  The organisation does not reflect the content of the talk
 The main idea is not identified  Grammatical errors are frequent and cause difficulty to the reader
0 – 49  Few main points identified or accurately summarised  Mostly simple sentences, not always accurately constructed
 Few relevant content words and/or phrases identified  Little use of academic vocabulary related to the topic
(N)  Note taking disorganised  General vocabulary not consistently accurate
 Does not use symbols or abbreviations
 Unable to infer meaning from the cues

13
14
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ASSESSMENT TASK [INSERT NUMBER]

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Learning, Teaching and Assessment Policy 5.1. A student who submits work containing plagiarised material for assessment will
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Note definition of plagiarism and self plagiarism in Learning, Teaching and Assessment Policy:
Plagiarism: reproduction without acknowledgement of another person’s words, work or expressed thoughts from any source.
The definition of words, works and thoughts includes such representations as diagrams, drawings, sketches, pictures, objects,
text, lecture hand-outs, artistic works and other such expressions of ideas, but hereafter the term ‘work’ is used to embrace all
of these. Plagiarism comprises not only direct copying of aspects of another person’s work but also the reproduction, even if
slightly rewritten or adapted, of someone else’s ideas. In both cases, someone else’s work is presented as the student’s own.
Under the Australian Copyright Act 1968 a copyright owner can take legal action in the courts against a party who has infringed
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Self Plagiarism: theuse of one’s own previously assessed material being resubmitted without acknowledgement or citing of the
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ASSESSMENT TASK [INSERT NUMBER]

GROUP TASK COVER SHEET

Students
Please sign, date and attach cover sheet to front of assessment task
for all hard copy submissions

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iii.

iv.

ASSESSMENT TITLE
DUE DATE
LECTURER NAME
TUTOR NAME

Student Declaration
1. This assignment is our original work and no part has been copied/ reproduced from any other person’s work or from any other source,
except where acknowledgement has been made (see Learning, Teaching and Assessment Policy 5.1).
2. This work has not been submitted for any other course/subject (see Learning, Teaching and Assessment Policy 5.9).
3. This assignment has not been written for us.
4. We hold a copy of this assignment and can produce a copy if requested.
5. This work may be used for the purposes of moderation and identifying plagiarism.
6. We give permission for a copy of this marked assignment to be retained by the College for benchmarking and course review and
accreditation purposes.
Learning, Teaching and Assessment Policy 5.1. A student who submits work containing plagiarised material for assessment will
be subject to the provisions of the Student Academic Misconduct Requirements.

Note definition of plagiarism and self plagiarism in Learning, Teaching and Assessment Policy:

Plagiarism: reproduction without acknowledgement of another person’s words, work or expressed thoughts from any source. The definition of
words, works and thoughts includes such representations as diagrams, drawings, sketches, pictures, objects, text, lecture hand-outs, artistic works
and other such expressions of ideas, but hereafter the term ‘work’ is used to embrace all of these. Plagiarism comprises not only direct copying of
aspects of another person’s work but also the reproduction, even if slightly rewritten or adapted, of someone else’s ideas. In both cases, someone
else’s work is presented as the student’s own. Under the Australian Copyright Act 1968 a copyright owner can take legal action in the courts against
a party who has infringed their copyright.
Self Plagiarism: theuse of one’s own previously assessed material being resubmitted without acknowledgement or citing of the original.

Student signature(s)
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