EDO3471 Multiliteracies: Understanding Texts
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Tonia Chalk
Moderator: Shauna Petersen
Pre-requisite: Students must have satisfactorily completed at least one of these followings courses: EDX1170 or EDX2170 or EDX3270
With the proliferation of digital technologies and the production of new and hybrid textual forms, knowledge about multiple literacies and how to teach them has become vital for educators. Literacies are in many forms: traditional print as well as newer multimodal forms that reflect our networked global context. Educators, therefore, require deep understandings about multiliteracies and the forms, features and structures of language and texts. They also need appropriate metalanguage for talking about traditional and new literacies and a flexible repertoire of teaching strategies for teaching literacies.
This course provides in-depth study of the textual and language features of a range of texts, including print, visual and multimodal. Students will learn about functional grammar and they will learn to analyse the language and textual features of a range of genres and text types. They will also develop a metalanguage which will enable them to be effective literacy teachers across curriculum areas. These activities will provide opportunities for students to develop their own writing skills while learning about the effective teaching of writing. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the WEB offering and advised of this change before semester commences.
On completion of this course students will be able to:
- demonstrate competence in functional grammar, textual analysis and visual grammars. (Functional Grammar and Textual Analysis)
- apply learnings about grammar and textual features to facilitate the teaching of functional and visual grammars and writing. (Teaching Plans and Resources)
- develop appropriate metalanguage for teaching about language and literacies. (Functional Grammar and Textual Analysis and Teaching Plans and Resources)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Functional Grammar and Textual Analysis and Teaching Plans and Resources)
|1.||Functional grammar, textual analysis and associated metalanguage.||60.00|
|2.||Visual grammars and associated metalanguage||10.00|
|3.||Teaching for understanding about the forms, features and structures of text across written, visual and multimodal forms and for effective writing.||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDO3471)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Butt, D., Fahey, R., Feeze, S., Spinks, S., & Yallop, C 2000, Using functional grammar: an explorer's guide, 2nd edn, National Centre for English Language Teaching, Sydney.
Wing Jan, L 2008, Write ways: modelling writing forms, 3rd edn, Oxford University Press, South Melbourne, Vic.
Anstey, M., & Bull, G 2000, Reading the visual: written & illustrated children's literature, Harcourt, Australia.
Derewianka, B 1990, Exploring how texts work, Primary English Teaching Association, Newtown, NSW.
Gerot, L., & Wignell, P 1994, Making Sense of Functional Grammar: an introductory workbook, Educational enterprises, Cammeray, NSW.
Kress, G., & van Leewen, T 1996, Reading images: the grammar of visual design, Routledge, London.
Stewart-Dore, N 2003, The Literacy Lexicon, Prentice Hall, Frenchs Forest, NSW.
Stewart-Dore, N. (ed.) 1986, Writing and reading to learn, Primary English Teaching Association, Rozelle, NSW.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|FUNCTIONAL GRAMMAR TEXT ANALYS||50||50||10 Sep 2012|
|TEACHING PLANS||50||50||29 Oct 2012|
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
WEB MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.
Submit assignments via EASE