013983 Learning Academic English

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

Subject level:

Postgraduate

Description

This subject is designed to develop students' academic English and academic literacies. The subject assists students in the task of reading and analysing relevant academic texts and supports students to develop the genres and grammar of academic writing. The subject additionally develops competence in spoken communication in English-speaking settings.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Have an advanced understanding of the theoretical basis of TESOL in practice (1.3)
• Are reflective practitioners who are able to critique their own practice, and identify and respond to their own learning needs in changing workplace and social contexts (2.2)
• Are able to maintain active engagement with research in the field and execute a quality research based project (2.3)
• Are linguistically and culturally sensitive professionals with a broad knowledge of international practice in the field of teaching practice (3.1)
• Have strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.3 Graduates have an advanced understanding of the theoretical basis of their professional practice.

2. Critical and Creative Inquiry

2.2 Graduates are reflective practitioners who are able to critique their own practice, and identify and respond to their own learning needs in changing workplace and social contexts.

2.3 Graduates are able to maintain active engagement with research in the field and execute a quality research based project.

3.International and Intercultural Engagement

3.1 Graduates are linguistically and culturally sensitive professionals with a broad knowledge of international practice in the field of teaching practice.

6. Effective Communication

6.1 Graduates have strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences.

Teaching and learning strategies

In this subject, students will engage in a variety of learning activities, including lecture, discussion, pair and group tasks, language exercises, reading and reflection. The lecturer scaffolds the reading of research-based texts and students participate in collaborative pair/group tasks to discuss, analyse, and critique the readings. Students also analyse samples of academic assignments. Based on lecturer input and self-study, students complete weekly tasks to check their learning on key aspects of academic reading, writing and referencing. Formative feedback will be provided on tasks completed in class and outside class time.

In addition to weekly lectures and learning activities, students will read prescribed texts, locate appropriate academic resources to support written assessment tasks, and write, revise and edit their assignments. Students will access and study a range of academic learning materials available online and on the UTS Library website. They will reflect on their development as learners, and on the ways in which their knowledge from this subject can be applied across a range of academic contexts and in their professional practice as educators.

Content (topics)

The subject consists of three components as follows:

• Understanding academic culture
• Locating, evaluating, and analysing academic readings
• Analysing and producing academic writing and argumentation

Assessment

Assessment task 1: Summary and analysis of a journal article

Assessment task 2: Literature review

Recommended texts

Set textbook:

Brick, J. et al. (2016). Academic culture: A student’s guide to studying at university (3rd ed.). Palgrave Macmillan.

[n.b. the earlier edition of this textbook (2011) is also acceptable]

References

Morley-Warner, T. (2010). Academic writing is: A guide to writing in a university context. Association for Academic Language and Learning.?

Oshima, A. & Hogue, A. (2006). Writing academic English (4th ed.). Pearson.?

Swales, J.M. & Feak, C.B. (2012). Academic writing for graduate students: Essential tasks and skills. University of Michigan Press.?

Other resources

Referencing: APA 7th https://www.lib.uts.edu.au/help/referencing/apa-referencing-guide

UTS: HELPS (Higher Education Language and Presentation Support) https://www.uts.edu.au/current-students/support/helps

UTS: Library: https://www.lib.uts.edu.au/