University of Technology Sydney

024414 English Study 4: Cultural and Textual Cross-currents

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 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:


Result type: Grade, no marks


This subject focuses on two different types of appropriation. First, it studies the appropriation of English by the indigenous populations of post-colonial countries, as the chosen language of their unique cultural voice. Secondly, it studies the appropriation of texts of the literary 'canon' by moviemakers as they 'take over' and rewrite literature texts for the screen. Several texts are studied and comparisons are made between the original texts and cinematic versions of, for example, Shakespeare's plays and the novels of Jane Austen. How these different versions reflect on the original is explored. Key texts and their appropriations are considered within the educational school-based context and possible teaching/learning strategies are explored. A wide range of material is discussed, but there is particular reference to the selected texts. Students are expected to develop and demonstrate an understanding of a range of literary concepts and research skills in the fields of literature and literary theory.

Subject learning objectives (SLOs)

a. Identify, explain and evaluate different types of appropriation.
b. Identify, analyse and evaluate a range of appropriated texts.
c. Analyse and evaluate the effectiveness of language forms and features of appropriated texts.
d. Explain and evaluate literary concepts and theory relevant to selected texts.
e. Analyse, synthesise and report on research findings into aspects of appropriation of literary texts.
f. Apply appropriate language skills and academic conventions.

Contribution to the development of graduate attributes

This subject adresses the following Course Intended Learning Outcomes.

1. Professional Readiness

1.1Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)

2. Critical and Creative Inquiry

2.1 Analyse and synthesise research and engage in inquiry (GTS 3)

6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

This subject will use a range of teaching and learning strategies which include lecturer input, demonstration and modelling; student pair/group tasks; teaching observation and practice; and discussions held in class and online. Preparatory work undertaken will be discussed/workshopped in tutorials. The subject involves significant emphasis on collaborative learning with tutorial activities involving working with peers to discuss ideas, texts and assessment tasks. Tutorials provide students with opportunities to receive ongoing informal feedback from peers and their tutor. In the students’ out of class time it is expected that the students will critically read/view assigned texts and complete the activities and tasks required for the class. Tutors will give feedback on the students’ task content and academic language in the initial weeks of the session.


Assessment task 1: Essay


a, b, c, d and f

Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Depth of knowledge of appropriation 25 a, c 1.1
b. Depth of knowledge of literary concepts and theory 25 d 2.1
c. Depth of accuracy of analysis of text 25 b 6.2
d. Clarity and accuracy of written expression and appropriate academic conventions 25 f 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Video Exegesis


a, b, c, d, e and f

Weight: 60%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
a. Clear written expression of ideas (written explanation) 25 e, f 6.2
b. Clear oral expression of ideas (video) 25 e, f 6.2
c. Coherent and knowledgeable response (video & written explanation equal weighting) 25 a, b, c, d 1.1
d. Evidence of strong research skills (video & written explanation equal weighting) 25 e 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is important because the subject takes a collaborative approach which involves essential interchange of ideas with other students and the lecturer. An attendance roll will be taken at each tutorial. Where possible, students should advise the lecturer in a timely manner if they are unable to attend. If more than one tutorial is missed, additional make-up work will be assigned. Students who fail to attend 8 of the tutorials may be refused to have their final assessment marked (UTS Rule 3.8).

Required texts

Sanders, J. (2016). Adaptation and Appropriation (2nd edition). Routledge: New York.

Recommended texts

Griggs, Y. (2016). The Bloomsbury Introduction to Adaptation Studies. London: Bloomsbury.

Hutcheon, L. (2013). The Thepory of Adaptation. (2nd edition). Abingdon: Routledge.

Young, J.O. (2008). Cultural Appropriation and the Arts. Oxford: Blackwell Publishing.


Eyman, D. (2015). Digital Rhetoric. San Francisco: University of Michigan Press.

Wheeler, B. (Ed.) (2013). A Companion to Aboriginal Literature. New York: Camden House.

Young, J. & Brunk, C. (2012). The Ethics of Cultural Appropriation. West Sussex: Blackwell Publishing.