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Unit outline_

ENGL2672: Postcolonial Modernisms/Modernities

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

This unit examines literary and cultural expressions of modernism/modernity in sites that were or continue to be colonised. We will study how notions such as race, gender, class, sexuality, nation, and religion shape ideas of being modern, and how 20th and 21st century aesthetic works register the contradictory yet interconnected experiences of modernity.

Unit details and rules

Academic unit
Credit points 6
Prerequisites
? 
12 credit points at 1000 level in Australian Literature or 12 credit points at 1000 level in English Studies
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Fiona Lee, fiona.lee@sydney.edu.au
Lecturer(s) Liliana Zavaglia, liliana.zavaglia@sydney.edu.au
Tutor(s) Lauren Pearce, lauren.pearce@sydney.edu.au
Type Description Weight Due Length
Assignment Take Home Assignment
Research-based analysis
40% Formal exam period
Due date: 09 Jun 2020 at 23:00
2000 words
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment Online Responses
Discussion Responses
30% Multiple weeks 2 x 500 words
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment Midterm Essay
Essay
30% Week 07
Due date: 09 Apr 2020 at 23:59
1500 words
Outcomes assessed: LO1 LO4 LO3 LO2

Assessment summary

Further details on the assessment tasks below will be available on Canvas.

  • Responses: Two 500-word responses to weekly readings on Canvas Discussions, one on a designated week from Weeks 2 to 6 and another from Weeks 8 to 12.
  • Midterm Essay: An essay on the works we have read from Weeks 2 to 5.
  • Research Project: A research-based analysis on one of the literary works we have read from Weeks 6­–12.
  • Participation: Sign up for a weekly slot during the semester and complete a set of in-class and online discussion tasks.

Assessment criteria

Any assessment rubrics used will be indicated on the Canvas site and based on the following Department of English’s “Interpretation of Grades” guide:

This Guide indicates broadly the qualitative judgments implied by the various grades which may be awarded. A more precise evaluation of the strengths and weaknesses of individual essays will be provided in markers comments. These comments will take account of the different standards likely to be achieved by Junior and Senior students and, among Senior students, by second and third year students.

 

High Distinction

 

85+

· The work demonstrates a deep and intelligent understanding of, and individual engagement with material;

· presents a very close analysis of focal texts or issues;

· addresses a specific issue and develops an independent critical or theoretical argument successfully;

· indicates awareness of complexities and qualifications in argumentation;

· demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;

· provides evidence of wide-ranging reading;

· is properly referenced and well-presented.

The writing is characterized by creativity, clarity, and independent insight. A High Distinction is distinguished from a Distinction by the work’s demonstration of awareness of subtleties, nuances, qualifications and a possible other case. Work which is awarded a mark of over 90% in Senior level units of study will often contain some publishable or potentially publishable elements.

 

Distinction

75–84

· The work demonstrates an intelligent understanding of, and individual engagement with material;

· analyzes focal texts or issues appositely;

· addresses an issue and presents a well-argued, coherent case;

· demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;

· provides evidence of reading beyond what is strictly required for the task;

· is properly referenced and well presented.

The writing is characterized by individuality, clarity, and independent insight. A Distinction is distinguished from a High Credit chiefly by the quality of theoretical understanding and the range of intellectual enquiry it demonstrates.

 

High Credit

 

70 – 74

 

· The work provides evidence of independent reading and thinking about focal texts or issues and their contexts;

· shows some clear understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;

· uses close critical analysis;

· avoids summary;

· indicates an intelligent attempt at a critical or theoretical argument;

· is clearly and effectively written;

· is well-referenced.

A High Credit is distinguished from a Low Credit chiefly by the extent of independent discussion of focal texts or issues, and by some obvious attempt to interpret the outcome of close analysis.

 

Low Credit

65–69

· The work shows some understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;

· demonstrates some independent reading and thinking about focal texts or issues and their contexts;

· uses close critical analysis;

· avoids summary;

· attempts a critical or theoretical argument;

· is clearly and effectively written;

· is adequately referenced.

A Low Credit is distinguished from a High Pass by the extent of independent discussion of focal texts or issues, the clarity of the writing and the extent to which it attempts a more general critical and/or theoretical argument.

 

High Pass

58 – 64

 

· The work gives some evidence of ability to attempt an independent argument and to structure material coherently;

· demonstrates a genuine attempt at independent reading and thinking about focal texts or issues though the essay may contain some oversimplification or superficiality;

· generally avoids summary, paraphrase or unsubstantiated assertion;

· may sometimes present quotation for illustrative purposes merely, but does also present the outcome of some critical analysis;

· is adequately expressed;

· is adequately referenced.

 

Pass

50–57

· The work provides clear evidence of having read and thought about focal texts or issues;

· attempts a coherent argument though there may be ellipses in argumentation;

· uses some close critical analysis;

· may paraphrase fairly extensively;

· tends to use quotation for illustrative purposes only;

· may tend towards generality in answering a question;

· may present simplistic comment or unsubstantiated assertions;

· is adequately expressed though there may be some weaknesses in this area;

· may contain some referencing errors.

 

Fail

Below 50

Work may fail for any of the following reasons:

· no evidence of having read the prescribed material closely;

· sloppy, inconsistent presentation;

· preponderance of paraphrase, mere plot summary or listing of superficial characteristics;

· excessive use of quotation for illustrative purposes only, without any attempt at analysis;

· excessive level of generality in answering a question;

· inappropriate or obscure expression;

· incoherent general structure;

· inadequate referencing;

· late submission of work without extension.

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The required works below should be made available at the University of Sydney Fisher library. Items marked * are electronically available via the University Library website; please consider obtaining your own copy of the other items from a bookseller.

Limited copies have been ordered at Gleebooks 49 Glebe Point Road., where students are eligible for a 10% discount on textbook purchases.  (https://gleebooks.worldsecuresystems.com/textbooks-2019).

  • Selected writings by Chinua Achebe, Ali Cobby Eckermann, Shirley Lim, Ngugi wa Thiong'o, and Alison Whittaker (available on Canvas)
  • Tsitsi Dangarembga, Nervous Conditions. 1988.
  • Sonny Liew, The Art of Charlie Chan Hock Chye. 2016.
  • Claire G. Coleman, Terra Nullius. Hachette Australia. 2017.
  • Ellen van Neerven. “Water.” In Heat and Light. University of Queensland Press, 2014.
  • Mercedes Eng, Mercenary English. 2nd or 3rd edition. Talonbooks. 2013.

In addition to the literary works above, we will also be reading a selection of essays to supplement our analyses of these works. These items will be made available on the Canvas site or on the University Library website.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Understand how ongoing histories of colonialism shape aesthetic expression, literary histories, and modes of valuation
  • LO2. Recognise that embodied subjectivities, social conditions, and the specificities of time and place impact literary knowledge production
  • LO3. Engage in postcolonial and global approaches of critical analysis when reading twentieth and twenty-first century literary works from a range of contexts
  • LO4. Practice effective writing and thinking skills to develop and express ideas in a clear, engaging manner to specific audiences
  • LO5. Participate in a collaborative learning spaces responsibly and ethically

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

The unit's assessments have been modified since this unit was last offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.