Course coordinator
Dr Tamlyn Avery
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Humanities, Arts and Social Sciences
Colonial Australia's establishment in 1788 positioned it as a classic Enlightenment project. In addition to solving British population problems, it also became a location of experiment with new environments, populations, and possibilities. Crucially, Indigenous and European cultural practices, perspectives, and traditions came into conflict and had to be negotiated from the outset. Geographically distant from Europe and located with ancient and continuing cultures in the Asia-Pacific region, Australian colonies were places of considerable interest to northern hemisphere philosophers and commentators. This course explores how convictism, distinctive natural environments, and forms of both settler and Indigenous identities were represented and debated in rich written and visual traditions. We draw on a wide range of visual, literary, dramatic, and musical forms produced by First Nations, settler, and external commentators to explore how the Enlightenment project played out in Australia in both its utopian and dystopian forms. The course also examines how contemporary writers and artists continue to engage with foundational texts of the nation and to reinterpret and remake them for new purposes.
WCIV3100 is a two-unit (#2) course designed to introduce students to the key works of literature and thought from and about Australia. The course is delivered through a combination of a one-hour lecture and a two-hour intensive reading and discussion group. Regular attendance, reading, and participation in all components of the course is vital.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
WCIV1100 or 4 units of HUMN courses.
Restrictions
BAdvHum(Hons) and BHum/LLB(Hons) students only. BAdvHum(Hons) students taking this course as an elective please email westernciv@uq.edu.au to enable your enrolment.
Course contact
Course staff
Lecturer
Dr Tamlyn Avery
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
WCIV3100 aims to:
1. Introduce students to Indigenous and European cultural practices, perspectives, and traditions in imagining and representing Australia.
2. Explore key texts and genres produced or influenced by this culture.
3. Introduce students to methods of critical analysis of Australian culture, across a range of forms.
4. Contribute to the acquisition of a range of graduate attributes, including the synthesis of ideas, the capacity to solve problems and to engage in teamwork, and the ability to communicate successfully both orally and in print.
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the key intellectual movements that shaped European responses to Australia.
LO2.
Understand how imaginative works represent, shape and interrogate a culture and provide new insights.
LO3.
Recognise and understand the importance of conflict in the development of ideas, texts, and identities.
LO4.
Be aware of the importance of interactions between Indigenous and non-Indigenous Australians in the formation of Australian identity.
LO5.
Understand how the nation's imaginative works and intellectual movements represented Australia as a society that, like other societies in Canada, New Zealand, South Africa and the United States of America, involved displacing Indigenous peoples from their lands and Indigenising new communities.
LO6.
Be able to position key ideas and texts in relation to diverse civilisational groupings.
LO7.
Appreciate the diversity of voices that have contributed to Australian experiences.
LO8.
Collect, analyse and organise information and ideas, to develop a critical perspective on key themes.
LO9.
Be able to present arguments clearly and persuasively in written and oral form.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Participation | 15% |
22/07/2024 - 14/10/2024 |
| Presentation | Group Presentations | 15% |
Presentations will be held in class. |
| Essay/ Critique | Comparative Research Essay | 45% |
4/10/2024 2:00 pm
Submit via TurnItIn link through Blackboard. |
| Reflection | Reflective Essay | 25% |
23/10/2024 2:03 pm
Submit via TurnItIn through Blackboard |
Assessment details
Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 15%
- Due date
22/07/2024 - 14/10/2024
Task description
Students will be evaluated on their application of knowledge demonstrated through contribution to class discussion. Regular lecture attendance and a minimum of 80% attendance at seminars/alternative scheduled learning activities is expected (exempting evidence of exceptional circumstances e.g. doctor's certificate).
This assessment task evaluates students’ abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Group Presentations
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 15%
- Due date
Presentations will be held in class.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L08, L09
Task description
In groups of 3, you will deliver a 15-minute presentation in class during Week 9, addressing the following prompt: Cultural works produced by First Nations, settler, and external commentators about the nation's history have often explored how the utopian Enlightenment project played out in Australia; yet many artists have sought to also illustrate the more dystopian consequences of that project. How is this tension represented in one text set on the course?
For example, you may want to focus your responses on how convictism, exploration of distinctive natural environments, and/or settler-colonial and Indigenous relations are represented in that text.
The University has a collection of resources to assist students with group work. It is recommended you access the following to help prepare you for this assessment item, or to assist with overcoming any problems that may arise:
- Making groups work (https://www.uq.edu.au/student-services/learning/making-groups-work)
- Problems associated with group work (https://www.uq.edu.au/student-services/learning/problems-associated-group-work)
- Stages of group formation (https://www.uq.edu.au/student-services/learning/stages-group-formation)
If you encounter a problem with your team that you cannot resolve through discussion with your fellow group members, please contact your Course Coordinator. All reasonable attempts to resolve the matter within the group are expected to have been made prior to contacting the Course Coordinator.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
All group participants must contact Course Coordinator via email.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Comparative Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 45%
- Due date
4/10/2024 2:00 pm
Submit via TurnItIn link through Blackboard.
Task description
An essay prompt will be released on Blackboard by Week 5; please refer to Blackboard for details or consult course coordinator.
This assessment task evaluates students’ abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Reflective Essay
- Mode
- Written
- Category
- Reflection
- Weight
- 25%
- Due date
23/10/2024 2:03 pm
Submit via TurnItIn through Blackboard
Task description
Students will write a reflective essay response addressing a prompt that will be released by Week 10 on the Blackboard. Please refer to Blackboard and/or course coordinator for further details.
N.B. A reflective essay is not an academic essay: students can respond personally and creatively; but the response should be presented as a coherent piece of writing that demonstrates insight into and understanding of the course concerns at large.
This assessment task evaluates students’ abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24.99 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Serious Fail (0-24.99%), is generally awarded in cases where some work has been submitted, but of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44.99 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44.99%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49.99%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64.99 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64.99%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74.99 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit (65-74.99%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated. |
| 6 (Distinction) | 75 - 84.99 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84.99%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills.
The team also offers a wide range of professional and confidential services.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Not scheduled |
Seminar |
Screening Aus: Kelly Gang to Sweet Country Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Lecture |
WEEK 1: Intro to Situating Aus See Blackboard for any assigned and optional readings. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
|
Lecture |
WEEK 2 Marcus Clarke's "For the Term" Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
Marcus Clarke "For the Term" Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Lecture |
WEEK 3: Henry Lawson's Bush Stories Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
Lawson's Bush Stories Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Seminar |
Wk 4: Sculthorpe's Kakadu Please refer to Blackboard for assigned readings and info. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
No student involvement (Breaks, information) |
Week 5: READING WEEK - NO LECTURE OR SEMINARS Learning outcomes: L08 |
|
No student involvement (Breaks, information) |
READING WEEK - NO LECTURE OR SEMINARS This activity will take place during usual seminar times, but will be held in the UQ Fryer Library, where we will visit Noonuccal's archive. Learning outcomes: L08 |
|
Lecture |
Wk 6: 20C Australian Art - Drysdale, Preston Please refer to Blackboard for any assigned readings. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
20C Australian Art - Drysdale, Preston See Blackboard for assigned readings + info Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Lecture |
WEEK 7 NO LECTURE AT REGULAR TIME (DUE TO EXCURSION) Please refer to Blackboard for assigned readings and info. Learning outcomes: L08 |
|
Excursion |
Wk 7: Field Excursion: Contemp. Indigenous Art at UQ Gallery Artist's talk at UQ Art Museum w/Gordon Hookey and Max Brierty. The workshop will be held from 12-3pm instead of regular seminars on the Thursday of Week 7. We will meet in the Foyer at the UQ Art Museum at 11:50am on the Thursday. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Lecture |
Week 8 White's Voss Pt. 1 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
White's Voss Pt 1 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Lecture |
Week 9: White's Voss Pt 2 Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
Group Presentations Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Lecture |
Week 10: Oodgeroo Noonuccal Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Workshop |
Oodgeroo Noonuccal Workshop: Visit to the Fryer Archives Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
|
Not Timetabled |
Week 11: Screening Aus: Kelly Gang to Sweet Country This week allocates time to spend working on your research essay. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Lecture |
Week 12: Enoch's Black Medea + Course Recap. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08 |
|
Seminar |
Enoch's Black Medea + Course Recap. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.