Communication and Academic Literacy

DPGE1001 CAL 1
STUDENT COURSE BOOK MODULE 2

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Table of Contents

Section 5: Writing at university & Module 2 ………………………………………………………………………………………. 1

Tutorial 1 – Module 2 outline and the academic writing process ……………………………………………………………... 1
Tutorial 2 – Writing a paragraph ……………………………………………………………………………………………………………………. 6
Tutorial 3 – Describing and analysing graphical data ………………………………………………………………………………... 10
Tutorial 4 – Assessment A1 Part 1. Critical Reading Seminar overview …………………………………………………. 17

Section 6: Short-answer responses and speaking in academic settings …………………………………………. 22

Tutorial 1 – Formulating focus questions ……………………………………………………………………………………………………. 22
Tutorial 2 – Referring to academic sources ………………………………………………………………………………………………… 26
Tutorial 3 – Analysing cause and effect ………………………………………………………………………………………………………. 32
Tutorial 4 – Incorporating source material & A1.1 CRS preparation ……………………………………………………….. 41

Section 7: Flexibility Week …………………………………………………………………………………………………………………. 50

Section 8: Critical Reading Seminar Assessment ……………………………………………………………………………… 51

Tutorial 1 – Facilitating a seminar discussion …………………………………………………………………………………………….. 51
Tutorial 2 – Assessment: A1 Part 1. Critical Reading Seminar …………………………………………………………………. 60
Tutorial 3 – Assessment: A1 Part 1. Critical Reading Seminar …………………………………………………………………. 61
Tutorial 4 – Assessment: A1 Part 1. Critical Reading Seminar …………………………………………………………………. 62
Assessment – EP1: Evidence Portfolio 1 ……………………………………………………………………………………………………… 63
Exam Practice – Intelligence ………………………………………………………………………………………………………………………….. 64
 Section 5: Writing at university & Module 2

Tutorial 1 – Module 2 outline and the academic writing process

Task 1. Reflection
1. What were the main learning outcomes from Module 1?
2. Can you remember the activities we completed? What task types did we do?
3. What did you enjoy doing? Which tasks were challenging?
4. Which skills have you improved over the last 4 weeks?

Task 2. Analysing Module 2 assessments

Use the Assessment Details to discuss the following questions in your groups.
1. What are the assessment tasks that you have to complete for Module 2?
2. What is the percentage weight of each task?
3. When is each task due?
4. Briefly summarise what each task involves.
5. How are these tasks relevant to university?
6. Why are these tasks relevant to university?

The academic writing process

The academic writing process plays a central role in acquiring and developing knowledge. In addition to language
skills, academic writing also involves many key sub-skills such as information literacy and the capacity for critical
thinking. For this reason, assignments with assessable written components tend to be common at university.

Task 3. The writing process

Put these actions in the order they should be completed.

proof and finalise read and research analyse and plan draft and revise organise and outline

1 2 3 4 5

1. What kinds of tasks would you complete within each action?

2. Which action(s) do you enjoy doing the most? Why?
3. Which action(s) do you think would be the most challenging? Why?

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Discussion focus: Academic writing
Writing at university aims to inform the reader and persuade them of an idea based on credible evidence.

Task 4. Approaching academic writing

In small groups, discuss the following.
1. How would you evaluate your writing skills; what are your strengths and weaknesses? Reflect on past
experiences and upcoming challenges.
2. Do you think there is a relationship between academic writing skills and other skills such as reading?
Explain and give reasons.
3. How do you plan to improve your writing skills during the period of this course?
4. Review the following list of writing tips; discuss them and try to add a few more of your own.

Hint: consider the benefits that educational technologies can offer as well as the value of collaborative
learning and peer feedback. Go online to find out more about the habits of successful academic writers.

Task 5. Tips for writing at university

Read the sentences below and complete the missing words with words from the box.

linking words clarity discipline-specific audience describing-words sentences

1. While formality and complexity is often emphasised in academic writing, it is important to remember that
______________________________ of communication is the primary objective (i.e. clarity over complexity).

2. You will need to use specialised and ______________________________ language at times but try to avoid excess
jargon. Use technical language sparingly and define key terms if necessary. Remember to consider your
intended ______________________________.

3. The selective use of appropriate adjectives and adverbs can enhance communication but try not to overdo it:
too many ‘______________________________________’ can be distracting.

4. Avoid long or overly complicated ______________________________. Try not to include too much information or
too many clauses within a single sentence.

5. Use cohesive devices, such as ______________________________ and transition signals to promote clarity and
unity of ideas. Ensure that information within and between sections is logically organised and connected.

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Writing genres
While some writing conventions may vary somewhat between disciplines, there are many standard features that tend
to be consistent across faculties, subject areas, and disciplinary domains. Regardless of the discipline, writing at
university should be seen as a product of certain factors such as audience, purpose, structure, and style.

Task 6. Recognising features of a genre

Work with a partner to complete the following.
1. What kind of writing tasks are you required to do in your other Diploma subjects?
2. What are some writing tasks and assignments you expect to do at university? Brainstorm examples with a
partner.
3. Read the University writing tasks table and tick the genres you are familiar with.
4. Focus on ONE example of a university writing task provided by your teacher. Make some notes next to the
headings in Table 1. Use the Features of academic writing table.
5. Join a new group allocated by your teacher.

a. Summarise your text to your group and explain the key features of your text.
b. Record the key features of the other texts described by your group members.

Table 1.

Focus Qs Notes

Task type or genre What?

Intended audience Who?

Main purpose Why?

Key features What?

Table 2.

Text Type Key features

1.

2.

3.

4.

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University writing tasks

Genre / type Notes

Essay • An essay is an extended answer to a specific assignment question. This question usually
requires the writer to present an informed opinion in relation to a given issue.
• There are different essay genres including explanation, discussion, and argument. While a
discussion essay presents a balanced argument including different points of view, a
persuasive argument essay presents a clear case for a specific point of view.
• Sources used in the essay need to be referenced.

Reflective writing • Reflective writing is a practice in which the writer describes and critically evaluates an event
or interaction from a largely subjective (i.e. personal) standpoint (e.g. reflective learning
journal, lab report). Reflective formats allow for much greater flexibility in terms of style and
approach than is usual in academic writing.
Critical review • A critique is the analysis and evaluation of a specific text. Its structure includes a full
(critique) summary of the original text and critical comments.

Annotated • An annotated bibliography is a list of citations to books, articles, and documents. Each
bibliography citation is followed by a brief descriptive and evaluative paragraph. The purpose of the
annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
Annotations are both descriptive and critical; they should outline the author's point of view
and the reader’s opinion of it.
Abstract • In contrast, abstracts are the purely descriptive summaries often found at the beginning of
scholarly journal articles.

Summary • A summary is a brief outline of the fundamental ideas and information of a book, report or
article. It should give the reader a clear understanding of the essential information that is
contained in the text.
• A summary must be written in your own words and should not contain any quotes from the
text being summarised.

Case study • A case study is a study of a particular situation, administrative decision or problem. It
analysis describes an actual or hypothetical situation and requires students to connect theoretical
concepts and analytical frameworks to the case study information.
• Case studies may be based on an analytical approach (i.e. a focus on understanding what
happened and why) or a problem-oriented method (i.e. a focus on finding solutions to an
existing problem).

Report • A report is a detailed document that often focuses on problems and solutions. It can be
based on fieldwork or experiments and has a typical structure comprising different labelled
sections.
• There are many different kinds of reports, from short lab reports to much longer scientific or
business reports and policy papers. These differences usually reflect the requirements of
the intended audience.
• Reports can be used to inform policy making and are frequently commissioned outside of
academia in political and professional domains.
• Report writing is an essential skill in many disciplines. As a student, you will be required to
write technical reports as part of your degree as well as throughout your career. Examples
of such reports include annual environmental reports to
regulators, annual reports to shareholders, project proposals, tender documents and journal
articles. A report aims to inform and sometimes to persuade. Reports should be written as
clearly and succinctly as possible, with evidence about a topic, problem or situation.

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Features of academic writing

Features Notes

Structure • Academic writing is typically highly structured and logically organised.

• Well-developed paragraphs with clear topic sentences and discourse markers
help to promote clarity of meaning, and unity of ideas.

Tone and style • Academic writing is characteristically formal and objective.

• It is important to avoid expressions that may be seen as confrontational, emotive, or
unreasonably biased.

Language • Academic writing is formal and concise; language should be clear and
features unambiguous.
• Academic language includes discipline-specific vocabulary and complex
grammatical structure (e.g. passive voice, abstract nouns and noun phrases).

Academic • Citing sources and providing a list of references are very important aspects of
conventions academic writing.
• It is always essential to acknowledge the source of any ideas, research findings,
or data that you have used.

Thesis-driven analysis • Good academic writing goes beyond description and explanation. It should
provide opinions, perspectives, clear analysis and well-reasoned evaluation.
• While arguments should be well-balanced and objective, they should also be
clear and decisive (i.e. not vague, ambiguous, or difficult to identify).

Evidence-based • Opinions and attitudes must be supported with evidence from credible academic
arguments sources. Positions should be expressed objectively and logically.
• The quality of your evidence will determine the strength of your argument. The
aim is to convince the reader of the validity of your argument.

Higher-order thinking • One of the main functions of academic writing is to explore complex ideas. This
involves processes such as explaining, analysing, and evaluating. It also involves
hypothesising, speculating, and inferring meaning from context.

Post lesson Task. Course outline and assessments

Go to your faculty webpage e.g., Faculty of Business.

1. Research the types of assessments you will find in a selection of courses in your degree.
2. Using the focus questions from Table 1 Task 6, prepare a summary of THREE written assessment types
to share with the class.
3. Post your findings to the Moodle Discussion Board.
4. Can you compare your findings to a student who is doing the same degree as you? What are the
similarities and differences?

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Tutorial 2 – Writing a paragraph

Plagiarism was introduced in Module 1. What do you remember about the topic of plagiarism from Module 1?

Task 1. Understanding the topic

Plagiarism is presenting another person's work or ideas as your own. It is a serious breach of ethics at UNSW.
Therefore, identifying plagiarism and avoiding it is crucial for academic success.

1. Watch a video on plagiarism and note down the different ways students have plagiarised. “Plagiarism –
SNL” https://www.youtube.com/watch?v=yDxN4c_CmpI
2. In a group, share your ideas on how you feel about plagiarism. In your experience, is it an issue?
3. In your groups, brainstorm some causes and effects of plagiarism.
4. What kind of solutions might there be to prevent plagiarism? Share your ideas with the class.

Avoiding plagiarism
Developing your own personal voice may be a solution to help you avoid the error of plagiarism. It begins with
small steps and develops with practice!

Task 2. Steps to avoid plagiarism

Follow the steps below to build your own personal voice and to avoid copying.

Task Question: Analyse the causes and effects of plagiarism in Australian tertiary education.

Step 1. Understand the task

Identify the following words in the task question:
a) Topic words or key words
b) Instruction or task words
c) Scope or limiting terms

Students who clearly understand the task have the confidence to write in their own words.

a) Skim the paragraph and try to summarise it in a few sentences.

b) Now that you have analysed the question can you say how successful the response is?
c) Look at the structure of the paragraph and identify the function of each sentence. How does each
sentence contribute to the response?
d) How do you feel about plagiarism now? Why?

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Paragraph 1

There are several factors known to contribute to the incidence of plagiarism in Australian tertiary
institutions. Many students, for example, may commit acts of plagiarism unintentionally simply because
they are not fully aware of Australian referencing conventions. For example, in Japanese universities, in-
text referencing may not be necessary if source materials are clearly cited in the bibliographical section.
Moreover, despite the best of intentions, some students may lack the skills required to effectively
paraphrase and synthesise information from original source materials. Intentional plagiarism, on the other
hand, is a far more serious issue. This is often a product of study related stress, the desire to cut corners,
and the fear of failure. Regardless of these reasons, the consequences of plagiarism can be detrimental
for all concerned as it undermines academic integrity and can damage a student’s academic standing. In
light of this, appropriate strategies to address this issue should be considered.

Step 2. Brainstorm and develop your own ideas

Task Question: Recommend some practical alleviation strategies to address the issue of plagiarism in
Australian tertiary education.

Paragraph 2

Plagiarism in Australian tertiary institutions can be mitigated by a number of measures. One pragmatic
strategy for lowering the incidence of accidental plagiarism is to adopt approaches that raise awareness and
build capacity among students. Promoting clear referencing guidelines and offering academic literacy
training, for instance, may help to achieve this goal. Initiatives such as compulsory ‘Plagiarism Awareness
Programs’ have been found to be useful in addressing the root causes associated with some forms of
plagiarism. While providing such programs may require substantial investment, the outcomes stand to
reinforce academic standards and potentially reduce incidences of plagiarism among well intentioned
students. Another approach to combat deliberate acts of plagiarism may be to establish suitable deterrents
and to enforce penalties when necessary. Students should be made aware of the punitive measures that
they are likely to face if found culpable of serious academic misconduct. This is a proven strategy which
can range from formal warnings to compulsory resubmissions and, in serious cases, even expulsion from
university. Though enforcing such measures may be unpleasant, doing so is important to ensure that
students fully understand the implications of their choices. In this way, a multifaceted approach based on
deterrents and incentives, could be used to promote higher standards in academic performance and
integrity.

Identify the following words in the task question:

a) Topic words
b) Instruction or task words
c) Scope or limiting terms
d) How many ideas are used overall?
e) What is the controlling idea in the topic sentence?
f) Complete the table below to summarise the main ideas in the paragraph
g) How do the supporting sentences function to demonstrate the writer’s personal voice?
h) Is there an effective concluding sentence?

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 Main Idea 1 Main Idea 2

Supporting points 1 Supporting points 2

Task 3. Analysing the features of a paragraph

Paragraphs 1 and 2 are short answer paragraphs. Paragraph 1 explains the causes and effects of plagiarism while
paragraph 2 explains some alleviation strategies.

a) How many academic language features do you recognise in the paragraphs? Refer to the table below and
take notes.

b) Why have they been incorporated into this type of response?

c) With a partner choose one solution and its supporting sentences. What language features have been used by
the writer to express their personal voice?

Comparison and contrast Cause and effect Reason and result

Evaluation Hedging Generalisation

Conclusion Other

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Task 4. Develop your personal writing voice

Read the questions below and find the topic words, limiting words and task words.

Task Question 1: Analyse the causes and effects of study-related stress.

Task Question 2: Recommend a practical alleviation strategy to address the issue of study-related stress.

Step 1:
Plan and write two paragraphs (approximately 120-150 words each) addressing the task questions. Consider the
language features from Task 3 to build you own personal voice.

Step 2:
Read your partner’s paragraphs and provide feedback on Moodle Discussion Board. The feedback should be
on their understanding of the task; choice of language and relevance and development of the ideas.

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Tutorial 3 – Describing and analysing graphical data

Task 1. Reviewing the importance of understanding graphical information

Discuss these questions with a group:
1. Where do you commonly see graphs and data? Give examples.
2. Why is it useful to turn raw data into visuals?
3. What kind of data and information can be represented in graphs? What kind of data and information
cannot be represented in graphs?
4. How will you be expected to use and refer to graphs on this course? Can you use graphs in your A1: Part 1
Critical Reading Seminar assessment? How?

Language focus: Trends

Graphs, tables, and charts provide an opportunity to identify trends in the data. Using the appropriate
language will help you to describe these trends clearly and accurately.

Task 2. Describing trends

Look at the vocabulary in Table 1:
1. Label nouns (n), verbs (v), adjectives (adj.), or adverbs (adv.).
2. Identify words that have more than one word form (e.g. fluctuate and fluctuation).

Table 1.

fluctuate (v) substantial dramatic gradual plummet

rise jump peak (v, n) significant sharp

slight minor steady marginal rapid

bottomed out level out downward major upward

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Task 3. Trends and movement
Match the following words with the trend/movement shown by the arrow.

increase bottom out decline dip trough plateau

decrease fall low point grow maximum stabilise

level off fluctuate vary peak drop high point

rise climb rise and fall

Trend and movement Proportion and percentage

The following expressions are

used to describe quantity and
proportion.
 A significant proportion of…
A large share of…
 A small percentage of…
 The greatest quantity of…
 A considerable amount of…
 The majority of…
 A minority of …

Comparison and contrast

The greatest proportion of … In comparison to X, Y is… whereas while

… substantially more than … X… Similarly, Y… in contrast despite

… significantly less than … X differs from Y in respect to…

…slightly lower than… X stands out because…

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Task 4. Comparison and contrast
Read the below summary of Figure 1 and complete the gaps with words/phrases of comparison and
contrast.

Figure 1: Comparison of Energy Production 1995 to 2005.

contributed to whereas while

comprise lowest share the most

in contrast than substantially more than

The two pie charts illustrate the difference in percentage of the production of energy in France from 1995 to 2005.
Overall, gas was 1. ________________________ produced energy at the beginning of the period
2. ________________________ coal took the place of gas in 2005. On the other hand, petrol, coal and nuclear energy
3. ________________________ the lowest share in energy production over the period.

Gas 4. ________________________ nearly 30% of the energies produced in 1995, which increased to more than 30% in
2005. But coal became the most produced energy surpassing the production of gas by a little margin in 2005.
5. ________________________ , the production of petrol reduced by almost 10% over a period of ten years. Nuclear
energy was produced at approximately a 4% higher rate 6. ________________________ ten years ago. Other energies
continue to have the 7. ________________________ among all, although there has also been a significant increase of
nearly 5% in their production.

In conclusion, there has been a moderate change in the production of various types of energies in France over the
period of ten years. Production of most types of energies has increased, 8. ________________________ petrol fell
dramatically by 10%. However, coal and gas continue to be produced 9. ________________________ other energy
forms.

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Task 5. Language builder
Look at the text in Task 4. Can you find examples from the text which match any of the grammar patters in the
table below?

Sentence structure patterns Examples

(Adjective plus noun): “There was a major reduction in crime

during the last decade.”
There + be + a + adjective + noun + prepositional phrase
1. _________________________________________________________________

(Verb plus adverb): Subject + verb + adverb “Unemployment figures rose

dramatically.”
2. _________________________________________________________________

(Contrasting two or more movements in one sentence): “While sales figures dropped slightly in
While + subject + verb, + independent clause the first quarter, there was a
significant increase by the end of the
3. _________________________________________________________________
financial year.”
Despite + noun phrase, + independent clause/ Independent clause;
“Despite a rise in fish sales in 2002,
+ however, + independent clause
the market still performed poorly in
4. _________________________________________________________________ comparison to beef sales.”

Task 6. Describing graphical information

1. Refer to Figure 1. What overall trend is illustrated in this graph?
2. What subject matter might this trend refer to? Make a prediction and give the graph an
appropriate title. Construct an X axis and Y axis with relevant units and variables.
3. Analyse the trend in more detail. Describe the different movements illustrated in the graph. Refer
to the following Vocabulary builder.
4. Refer to Figure 2. How is the pie chart/graph in Figure 2 different from the line graph in Figure 1?
5. Use appropriate expressions to describe the findings illustrated in Figure 2.

Figure 1

When examining data presented in a line graph, begin by dividing the different
movements into logical segments (e.g. increases, fluctuations, decreases).

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Figure 2

When examining data presented in a pie chart/graph, compare different

segments and use language of proportions.

Tips for analysing data

It is easier to look for patterns (i.e. trends) and to draw conclusions when your data is logically organised
by category (i.e. factors).

• Organise results in different ways and compare them.

• What are the highlights and implications?
• How do your findings compare with those in the literature (i.e. what do the experts say)?
• What questions can and cannot be answered?

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Short-answer responses
Short-answer tasks involve brief written responses to specific assignment tasks. These tasks are often linked to
input materials such as case studies, situational analyses, or problem-based scenarios. Short- answer responses
typically take the form of a single well-developed paragraph.

Task 7. Writing short-answer responses

Look at the picture. What is the topic?

Read the information and study the graph below. Discuss these
questions with a partner.
1. Look at the title (What do you know about this topic/issue?)
2. Check the units (y-axis) and time (x-axis) (What information
does the graph provide?)
3. Identify the main trend.
4. Notice the significant differences in proportions e.g. beginning and the end of the graph.
5. Analyse the relationships between the different parts of the data e.g. overfished, fully fished, not fully fished.
6. Consider the implications of the data.

Domestic wastewater is water that has been discharged from households. It includes water from kitchen,
bathroom or laundry sinks, or urine and faeces flushed down the toilet. Industrial wastewater is a by- product
of industrial or commercial activities such as factories making food, clothes or paper. Wastewater should be
treated to remove certain chemicals and contaminants. However, if it is not properly treated before it is
released into the environment, it can cause water pollution. The urbanisation rate refers to the percentage of
people living in urban areas (cities).

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Task 8. Writing practice
Write 150-200 words describing the main ideas in the graph.

Giving and receiving feedback

In order to achieve good results at university it is important to know what a good job looks like. This involves
understanding your assessment criteria, obtaining feedback from others (peers as well as teachers), and
implementing it effectively.

Task 9. Evaluating your performance

Submit a sample of your writing to a partner for feedback. Use the following questions as a guide (i.e. feedback
criteria).
1. Is there a clear introduction of the title, scope and range of the graph?
2. Is the main trend clearly identified?
3. Are the important details highlighted effectively?
4. Is there a concluding sentence which interprets the information and discusses implications /
consequences / conclusions?
5. Is there a variety of sentence structures used accurately to describe trends (e.g. noun + adjective / verb +
adverb)

Post Lesson Task. Making improvements

Follow the below steps to plan how you are going to improve your writing skills. Post your plan on the
Moodle Discussion Board.
1. Review the feedback you received and make sure you understand it.

2. Clarify any ambiguous comments and highlight those that are most useful.
3. Differentiate between major issues (e.g. coherence) and less important ones (e.g. minor
spelling mistakes)
4. Select a few priority issues to focus on in your next piece of writing.
5. Set yourself realistic targets for improvement and self-development.

6. If you do not know how to improve your ‘priority areas’, ask for advice.
7. Use assessment criteria to guide your practice and ensure you understand what a good job looks
like.

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Tutorial 4 – Assessment A1 part 1. Critical Reading Seminar Overview

In this reading and speaking assessment, you will locate and select a suitable text, evaluate its suitability for your
purposes, and lead an inclusive group discussion based on the topic of your chosen text. You will communicate
with fellow group members via Discussion Board and produce an evidence portfolio.

Assessment 1 Part 1 Assessment 1 Part 2

Critical Reading Seminar Group Seminar Presentation
Module 2 Module 3

Note that this task is linked to your research presentation in Module 3. The article that you use as a basis for
your CRS discussion (i.e. A1.1) must also be used as a referenced source in your group seminar
presentation (i.e. A1.2).

Task 1. Understanding the assessment

Refer to the Assessment Guide and answer the following questions.

a) When will Assessment 1 Part 1 Critical Reading Seminar (CRS) be conducted?

b) What is the format and purpose of the CRS?
c) Read the instructions. What must your group’s topic and issue be about?
d) How many articles must each group member select?
e) You will need to select an academic peer-reviewed article. What does this mean?
f) What is the expected duration of the each group member’s CRS? How will each group member facilitate
their CRS?
g) What do you need to submit after the CRS?

Assessment 1 Part 1 Critical Reading Seminar consists of:

1. Leading a Critical Reading Seminar with your group;
2. Then submitting an Evidence Portfolio of your work to Moodle.

Please use the table on the next page to record the due dates for each task – this will help you maintain the
required work needed to successfully complete this assessment.

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Instructions – A1.1. Critical Reading Seminar

Task Due

Form a working group of 3-4 members. Note that this group will work collaboratively until
the completion of CAL 1 (i.e. A1:1 & A1:2).

Brainstorm ideas for a topic and issue, which is relevant to your current field of study and
suitable for use as the basis for your group presentation in Module 3 (i.e. A1:2
Seminar Presentation). Examples will be provided in class.

The issue of your choice should be in the problem-solution format. Your group should
aim to identify a current problem in your chosen topic area, and identify some solution(s),
future implication(s), and/or suggestion(s) to your chosen problem.

Select an academic peer-reviewed article related to your chosen group issue which can
also be used as part of your research for A1:2 Seminar Presentation. Note that each
group member will need to contribute one article of their own. Ensure the text is relevant
to your group topic and suitable for an academic audience.

Collaborate online by posting your article on the Discussion Board and reviewing other
group members’ articles for credibility and suitability.

Create focus discussion questions which will form the basis of a group discussion during
the Critical Reading Seminar.

Use your article to facilitate a Critical Reading Seminar in class (approximately

10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

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Collaborating online
For Assessment 1 Part 1. Critical Reading Seminar, you will collaborate online by:

1. posting your article on Moodle Discussion Board, writing a brief summary and explanation on why you
think the source is relevant
2. reviewing other group members’ articles for credibility and suitability

Task 2. Discussion Board

Read the example of a student's Discussion Board post. How would you respond?
https://theconversation.com/desal-plants-might-do-less-damage-to-marine-environments-than-we-thought-103593

Task 3. Credibility
Use the below checklist to decide whether this student’s selected source is academically credible.

Factors Description

• Language used (i.e., academic)

• Length (e.g., 5-7 pages)
• Reference list
Scholarly purpose
• Evidence of research
• Authoritative author or publisher
• Included in other scholarly texts

• Who wrote it? e.g., an expert in the field, a university professor

Authority • Who produced the information? (e.g., credible publisher, reputable organisation,
government)

Audience • Intended audience (e.g., peer-reviewed)

• Balanced
Objectivity
• Evidence-based

• Is the information verified?

Accuracy • Accurate citations
• Authority of references

• Up-to-date information
Currency
• Publish date

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Look at a response from another member of Group 1. Do you agree with his/her response? Why/Why not?

Task 4. Selecting an article

Once your group has finalised your chosen topic and issue, spend time in this lesson selecting an academic peer-
reviewed article related to your group’s issue which can also be used as part of your research for A1:2 Seminar
Presentation.
Each group member will need to contribute one article of their own. Ensure the text is relevant to your group topic
and suitable for an academic audience.

Page 20
Task 5. Posting online
Collaborate online with your group members by posting your article on your group’s Moodle Discussion Board and
reviewing other group members’ articles for credibility and suitability. Follow your teacher’s instructions and the
post lesson task below.

Post Lesson Task. Post your article on Moodle Discussion Board

Conduct further research into your topic and selected issue. Choose an article that you would like to use to
facilitate the CRS. Follow the instructions to complete the online collaboration task:

Task 1: Post your peer-reviewed article

Due: End of Week 6

Choose an academic peer-reviewed article related to your chosen topic and issue for A1.

In your group’s Discussion Board, share:

1. The link to your chosen article
2. A brief summary of the points you would like to use from the article
3. An explanation on where you found the article and why you think the article is reliable and relevant

Task 2: Comment on your team members’ articles

Due: End of Week 7

Read all your group members’ justifications shared on the Discussion Board and quickly check their sources.
Leave a comment on each group member’s article.

The comments should be on:

1. Relevance
2. Reliability
3. Other factors (Refer to Page 19)

If your group members believe that your article is not reliable or appropriate, you will need to find another
article and share the details by Week 7 so that they have enough time to provide feedback.

Page 21
 Section 6: Short-answer responses and
speaking in academic settings

Tutorial 1 – Formulating focus questions

Task 1. Reviewing the A1 Part 1: Critical Reading Seminar

Answer these questions with a partner:
1. How will your discussion skills be assessed in CAL 1?
2. How will the CRS group discussions be conducted?
3. What do you need to do to prepare for your assigned group discussion?

Task 2. Formulating focus questions

Read the below description of focus questions and complete the passage with words from the box.

opinions explanation specialised purpose successful

An effective seminar discussion begins with a clearly stated 1. _______________________ , addressing the topic and
issue. To engage participants and focus the discussion, it is necessary to formulate focus questions. These focus
questions are crucial to keeping the discussion alive and active.

Formulating effective focus questions is the key to a 2. _______________________seminar discussion. Questions

should stimulate debate and encourage participants to share their 3. _______________________ freely. Focus
questions should not be too technical or 4. _______________________. They must be ‘open- ended’, clear and direct
question that require an 5. _______________________ rather than a ‘yes/no answer’.

Critical thinking: Asking the ‘right’ questions

At university, it is important to demonstrate critical thinking skills and apply this to all academic tasks. Being critical
does not simply mean being negative. In academic studies, it refers to going deeper than simple explanation and
description.

Critical thinking involves the following actions:

1. Questioning and challenging ideas (asking who, what, where, when, why, how).
2. Distinguishing (comparing and contrasting).
3. Analysing (examining the components of causes and effects).
4. Evaluating (assessing and judging the value of something).
5. Looking at the implications of ideas in different aspects such as environmental, social,
economic, political, legal, health etc.
6. Considering the potential future application of ideas in the real world.

Page 22
Task 3. Critical thinking questions
Match the following example questions with actions 1-7 from Task 3 (more than one answer is possible):
a. What could be some of the effects upon the health of teenagers? What about the health of adults?
b. Why are some people strongly against the use of social media among children?
c. How important is it to teach young people about healthy relationships and communication in romantic
relationships?

d. Who benefits from the privatisation of public transport? Who suffers?

e. How would you describe the influence digital technology has had on your personal relationships?
f. What are some of the differences between the healthcare system in Australia versus the United States?
g. How could we improve the future of digital technology use in schools and in the home?

Task 4. Reflection
Discuss with a partner: Do the focus questions in Task 3 meet the criteria described in Task 2? Do you
remember the criteria of a “good focus question” from Task 2?

Task 5. Assessing focus questions

Which of the following would be suitable focus questions to stimulate discussion? Put a tick ✔ in the box.
Explain your reasons to a partner.

Question ✔
1. Where else might AI or robotics be applied in the real world?

2. Are you interested in building design?

3. Who might be responsible for addressing the issue of climate change?

4. When is using mobile phones in the classroom acceptable?

5. Is it common in your country?

6. Why is establishing adequate infrastructure such a challenge?

7. Have you travelled to China?

8. What types of online games do you usually play?

9. What are the benefits and drawbacks of studying abroad?

10. How does this solution directly address the problem?

11. Do you agree that digital technology does cause greater loneliness?

12. What percentage of the world’s population uses the internet?

Choose ONE question from above. How would you improve it to make it a more suitable focus question?
Think about the criteria from Tasks 2 and 3.

Page 23
Task 6. Reflection
Review the following background information and refer to the focus questions. Comment on the questions and
decide which ONE would be most effective and why.
Background:
• Topic: Technology
• Issue: Is digital technology causing greater loneliness?

Focus Question 1 Focus Question 2 Focus Question 3 Focus Question 4

What is the most efficient Do you think the majority How could we Are you interested in the
social media app? would be willing to commit encourage more negative effects of
to using just one social people to reduce their social media?
media site? use of technology?

Work with a partner.

1. Create TWO more focus questions in relation to the issue of digital technology.
2. Share your questions with the class.
3. Give feedback on the appropriateness of each other’s questions i.e., do the questions meet the
criteria?

Task 7. Creating your focus questions

As part of your A1 Part 1: Critical Reading Seminar assessment, you have to lead a group discussion for 5-7
minutes. The way to do this is to have TWO to THREE focus questions for your group members to discuss.
Guidelines
1. You must create your focus questions INDIVIDUALLY – this is not a group task! Do not share
your focus questions with your group.
2. Use the question stems on the next page to assist you with ideas.
3. Make sure your questions relate to the issue your group has defined.
4. Ask your teacher to check your questions and get feedback on any improvements your need to
make.

Use the rest of the lesson to create your TWO to THREE focus questions for your A1 Part 1: Critical Reading
Seminar assessment.

Instructions – A1.1. Critical Reading Seminar

Task Due

Collaborate online by posting your article on the Discussion Board and reviewing other Week 5-6
group members’ articles for credibility and suitability.

Create focus discussion questions which will form the basis of a group discussion during Week 6-7
the Critical Reading Seminar.

Use your article to facilitate a Critical Reading Seminar in class (approximately 10-14 Week 8
minutes per group member)

Page 24
Focus questions – critical thinking
Formulating effective focus questions is the key to a successful seminar discussion. Questions should stimulate
debate and encourage participants to share their opinions freely. Focus questions should not be too technical or
specialised. They must be ‘open-ended’, clear and direct question that require an explanation rather than a ‘yes/no
answer’. The questions below are effective as they seek to dig deeper and demonstrate critical thinking.

WHAT WHO
… are the strengths/weaknesses? … benefits from this?
… is another perspective? … is this harmful to?
… is another alternative? … makes decisions about this?
… would be a counterargument? … is most directly affected?
… is the best/worst case scenario? … have you also heard discuss this?
… is most/least important? … would be the best person to consult?
… can we do to make a positive change? … will be the key people in this?
… is getting in the way of our action? … deserves recognition for this?

WHERE WHEN
… would we see this in the real world? … is this acceptable/unacceptable?
… are there similar concepts/situations? … would this benefit our society?
… is there the most need for this? … would this cause a problem?
… in the world would this be a problem? … is the best time to take action?
… can we get more information? … will we know we’ve succeeded?
… do we go for help with this? … has this played a part in our history?
… will this idea take us? … can we expect this to change?
… are the areas for improvement? … should we ask for help with this?

WHY HOW
… is this a problem/challenge? … is this similar to ?
… is it relevant to me/others? … does this disrupt things?
… is this the best/worst scenario? … do we know the truth about this?
… are people influenced by this? … will we approach this safely?
… should people know about this? … does this benefit us/others?
… has it been this way for so long? … does this harm us/others?
… have we allowed this to happen? … do we see this in the future?
… is there a need for this today? … can we change this for our good?

Source: Watanabe-Crockett, L 2019, The ultimate cheatsheet for critical thinking, Wabisabi Learning, accessed 20
August 2019, <https://www.wabisabilearning.com/blog/topic/critical-thinking>

Page 25
Tutorial 2 – Referring to academic sources

Task 1. Introduction to the topic

1. Have you ever studied online? If so, do/did you enjoy studying online?

2. What are the benefits and drawbacks of studying online? Which mode do you prefer, online or face-to-
face?

3. What do you think the future will look like in terms of the way we study and work? Why?

4. What kind of research should be conducted to test whether online studying is effective? What could be
some hypotheses researchers may want to test?

5. One of the significant issues educational institutions are facing with online learning is the
significant increase in plagiarism. What can these institutions do to address this trend?

Acknowledging the work of others: Citations and referencing

Studying and researching at university involves using the intellectual property of others to support interpretations
and qualify conclusions. This means making clear how positions have been arrived at and the basis on which
conclusions have been drawn. Knowing how to reference your sources is the key to strengthening propositions
and avoiding plagiarism.
Citations are a distinctive feature of academic style. Sources commonly cited in an academic context include:
books, journal articles, websites, lectures, and conference papers.

Task 2. Understanding the role of citation

Discuss the following questions with a partner.

1. Why is citation important at university?

2. What is the difference between in-text citation and a reference list?

3. What is the difference between quotations and paraphrasing?

4. How is an in-text citation created?

Page 26
Task 3. Identifying citation in a text
a. Read the paragraph below. What are the TWO main arguments used to support online learning? Highlight them.

There are numerous benefits associated with e-learning and online education. Proponents highlight a range
of advantages over traditional classroom-based approaches. Johnson (2011) suggests that these benefits
include time and place independence, ease of delivery to geographically dispersed participants, and cost
effectiveness. Smith (2013, p. 26) supports this view, noting that online vocational training is “more
dynamic” and can be “more responsive” to organisational needs. This is because learners do not have to
wait for formal classroom instruction to be scheduled, nor do they have to organise large blocks of time away
from the office to attend training sessions. Another reason to embrace e-learning lies in the fact that
employers often prefer to hire professionals with strong computer skills (Jones 2006). Knowing how to
interact with others online and developing proficiency in the use of information technology is a valuable
asset in today’s highly competitive job market. It can, therefore, be argued that online education and training
offers more flexible, efficient, and cost effective learning options than traditional classroom based delivery
modes.

b. Highlight the in-text citations. Which ideas are taken from other sources?

c. Has the writer used paraphrasing or quotation to synthesise the information form other sources?

d. In-text citation can appear at the beginning or the end of a sentence or idea. What is the difference?

Task 4. Citation placement

In-text citations tell the reader which parts of the paragraph contain ideas taken from other sources. Which
citation below is:
a. Author prominent
b. Information prominent

1. Johnson (2011) suggests that these benefits include time and place independence, ease of delivery to
geographically dispersed participants, and cost effectiveness.
2. … employers often prefer to hire professionals with strong computer skills (Jones 2006).

Page 27
Task 5. Citation practice
Read the following direct quotes from these various sources:
a) Paraphrase the quote using your own words.
b) Use both in-text and end-of-text citation with each paraphrase.

1. “Students with low reading abilities and problems with motivation may find it difficult to sustain interest in
accomplishing all the learning activities associated with online learning; in fact, some typical students can find
it challenging to maintain a high level of daily involvement”.
Zucker, Kozma, Yarnall and Marder, 2003

2. “Significant training time for teachers and support for online participation is also a critical element in the success
of an online venture. Without a high level of technical support, online learning programs are less likely to win
favor from participants”.
Winter, 2003

3. “Students in special education frequently benefit from interpersonal contacts in the classroom and by exposure
to a mature personality in the teacher. Experienced teachers deliver many subtle messages and important
lessons in such classrooms; these opportunities for social and emotional learning are diminished or unavailable
in an online classroom”.
Donlevy, 2003

4. “One of the many benefits of participation in the VHS consortium, is that schools can expand their curricular
offerings significantly and flexibility without incurring large start-up costs. It also is possible to close a course
without the usual administrative difficulties of staffing and scheduling changes at the school site”.
Roblyer and Marshall, 2002

Page 28
Discussion focus: Bibliographical references
Despite different referencing styles, what is referenced and the ordering of elements in the citation tend to be
similar. Choose a style appropriate for your needs and be consistent. The UNSW Learning Centre provides detailed
guidelines on referencing conventions and is a good source of information

Task 6. Understanding referencing conventions

Find out more about bibliographical referencing styles and conventions. Work with a partner and discuss
the following.

1. What are the names of some referencing styles commonly used at university?
2. Explain the meaning of the following subject-related terms.

Key terms:

a. Authoritative source d. Reference list g. Footnote

b. Reporting structure e. Annotated bibliography h. Plagiarism

c. Bibliography f. In-text reference

Task 7. Deconstructing a reference

Look at the following bibliographical citations. What information is contained within these references?

Roblyer, M.D, & Marshall, J 2002, ‘Predicting Success of Virtual High School Students - Preliminary Results from
an Educational Success Prediction Instrument’, Journal of Research on Technology in Education, volume 35, issue
2, pp. 241-255.

Zucker, A, Kozma, R, Yarnall, L & Marder, C 2023, The Virtual High School: Teaching Generation V. Teachers
College Press , New York.

Summarising and note-taking

Studying and researching at university involves investigating, evaluating, and incorporating ideas from
experts in your field. Trying to make sense of such large amounts of information can be overwhelming at
times. Effective summarising and note-making skills can help you to:

• Engage more deeply with texts and stay focused while you read;
• Keep a record of important information and logically organise ideas;
• Think critically about content and reshape information for your own requirements.

As part of Assessment 1: Part 1 Critical Reading Seminar, you need to summarise an academic article.

Page 29
Task 8. Analysing an academic article

Refer to the article provided below. Skim the text and discuss the following with your group members:

1. What is the purpose of the article?

2. What are the main points in the article?
3. Does the writer refer to research?
4. How has the writer’s claim been supported?
5. What is the overall attitude of the writer?

Teachers’ perceptions of Twitter for professional development

Davis, Kerry
England: Informa UK Limited, peer reviewed, Disability and rehabilitation, 2015, Vol.37 (17), p.1551-1558
https://www.tandfonline.com/doi/pdf/10.3109/09638288.2015.1052576?needAccess=true

Task 9. Note-taking
Extract the key information from the report provided. Use the following table to help organise your notes.

Article Details

Title of the article

Publication

Date

Author

Harvard Bibliographical
citation

Harvard in-text citation

Summary

Author’s purpose

Author’s attitude

Summary of main
points

Author’s conclusion

Page 30
 Post lesson Task. Producing a summary
Use the table format from Task 9 and the article you have selected to use for Assessment 1: Part 1 Critical
Reading Seminar to complete the following steps:
1. Practice verbally summarising the content of the report. Find a classmates who is not in your
A1 group to practice with.
2. Decide what information should be included in the written form of your summary.
3. Finally, write up the summary in ONE paragraph of approximately 100 words and post this to the
Moodle Discussion Board.

Page 31
Tutorial 3 – Analysing cause and effect

Discussion focus: Understanding the problem

It is important to fully examine the causes and potential effects of a problem before discussing possible
responses.

Task 1. The problem-solving process

Read the questions below and share your ideas in pairs:
1. What is the difference between a problem and a challenge?
2. What is the difference between a solution and an alleviation strategy?
3. What do you think are the stages of the problem-solving process?

Problem analysis
A problem can be defined as a perceived gap between the existing state and a desired state. The problem-solving
process involves analysing the given situation, drawing informed conclusions and evaluating possible responses.
To achieve this, it is necessary to understand:

• Why the problem exists and who may be affected by it;

• What approaches could be implemented to address the problem and improve the
current ‘status quo’; and
• Which approaches are likely to produce the best results.

Task 2. The problem-solving steps

Read the steps and put them into a logical order:

Organise information and Identify responses and Analyse the situation and
select conceptual frameworks evaluate their viability identify key issues

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

Read the actions below and identify which step they belong to, 1-3:
a) Make predictions about the likely outcomes associated with different responses and decide on final
recommendations. 3
b) Clarify the issues by outlining significant aspects of the central problem (i.e. the causes and effects)
c) Organise these into headings that you can use to make a plan for your assignment
d) Use these headings to search for relevant literature and supporting evidence
e) Identify any important information gaps
f) List the advantages (or benefits) and risks (or limitations) associated with each course of action
g) Outline the alternative courses of action available to address the problem

Page 32
The problem-solving process

Steps Approaches

1. Analyse the Define the central problem

situation and identify • Clarify the issues by outlining significant aspects of the central problem (i.e.
key issues the causes and effects)
• Identify appropriate analytical tools or frameworks (see Tips for identifying
issues section)
• Identify any important information gaps

2. Organise Investigate why and how situations have developed.

information and • Select the relevant concepts, theories and models that you feel will help you to
select conceptual analyse the problem in detail
frameworks
• Organise these into headings that you can use to make a plan for your
assignment.
• Use these headings to search for relevant literature and
supporting evidence

3. Identify Apply a structured problem-solving approach.

responses and • Outline the alternative courses of action available to address the problem.
evaluate their
viability • List the advantages (or benefits) and risks (or limitations)
associated with each course of action.
• Conduct a factor analysis by evaluating these alternatives against relevant
criteria (e.g. cost, time frame etc).
• Make predictions about the likely outcomes associated with different
responses and decide on final recommendations.

Making causal arguments

A causal argument states that one factor is the outcome of another. Identifying accurate cause- effect
relationships is at the heart of the problem-solving process.

The cause-effect continuum

As a consequence of untreated sewage entering the oceans, marine ecosystems

Fact
are being increasingly threatened.

Failure to take appropriate action will result in damage to the environment, as

Conclusion
well as negative externalities for the economy.

It is, therefore, essential to invest in better sewage treatment systems and

Implication
provide more public education about effective source control measures.

Page 33
Task 3. Recognising causal arguments
Read the infographic below and discuss the following questions with a partner:

1. What is the main issue?

2. What are the causes? What facts support this?
3. What are the effects on fish stocks?
4. What implications do these effects have on ecosystems and societies?

Page 34
Applying analytical frameworks
Identifying key issues and mapping priority concerns should be done with reference to a specific pre-determined
criteria (e.g. cost, time frame, desired outcomes etc).

Task 4. Considering different types of frameworks

Refer to the Analytical Frameworks at the end of this tutorial:
1. Read about the different types of analytical frameworks and consider their benefits.
2. Share your ideas with your group. Choose a scribe to capture your ideas in the table below.

Analytical tools

Frameworks Benefits

Cost-Benefit Comparing the pros and cons of a given action facilitates the evaluation process and helps to
identify ‘opportunity cost’.

SWOT

Force Field

PEST

Other?

3. Which analytical tool do you like the most? Why?

4. Which tool do you think would be suitable to analyse the causes and effects highlighted in the infographic?
Why?

Tips for identifying issues and mapping priority concerns

 Apply an analysis tool that you think may be useful, for example SWOT, PEST or Force Field. It is a good
idea to explain and justify why you chose the particular analysis tool.

 You can make some assumptions about missing information as long as you identify these clearly. Write a
statement about any assumptions you have made for use in your final analysis e.g. ‘It is assumed that
Jane’s manager had consulted her before proceeding with the negotiations’.

Task 5. Using an analytical framework

1. Use an appropriate analytical framework to analyse the problem from the infographic.
2. Identify cause-effect relationships which are clearly highlighted by the figures. How do the figures support
your conclusions?
3. What implications can be made based on the conclusions drawn and for who/what?

Page 35
Task 6. Writing practice
Write a paragraph (approximately 150-200 words) analysing the causes and effects of overfishing.
Incorporate ideas from the infographic. Refer to the tables below regarding cause-effect language.
Post your paragraph onto the Moodle Discussion Board.

Vocabulary builder cause-effect relationships

X (is the) cause of Y Example:
Nouns Y (is a) consequence of X Diseases like cholera are often
expressing a consequence of poor public
causality As a result of X, Y health standards.
As a consequence of

X causes Y Example:
Verbs (may cause) Scurvy is a disease caused by a
expressing X results in Y lack of adequate vitamin intake.
causality (can result in) Left untreated it can result in
jaundice and potentially fatal
X (is a problem) resulting from Y heart problems.
caused by

Prepositional because of Example:

phrases Y as a result of X World hunger is in decline
expressing owing to owing to innovations in food
causality production.
therefore, Example:
consequently,
Sentence X as a result (of this), Y The research results were
connectors because of this, inconclusive, as a result, more
expressing thus, testing will need to be done.
causality thereby,

Cause and effect language examples

Cause (X) Effect (Y)

The first cause of (Y) is (X) The first effect of (X) is (Y)
The next reason is (X) Another result of (X) is (Y)
Because of (X), (Y) As a result, (Y)
As a result of (X), (Y) As a consequence, (Y)
As a consequence of (X), (Y) Consequently (Y)
because/since/as (X) Therefore, (Y)
to result from (X) Thus (Y)
(X) results in (Y) Hence(Y)
to be the result of (X) (X) results in (Y)
(Y) is due to (X) (X) causes (Y)
Owing to (X), (Y) (X) has an effect on (Y)
(Y) is because of (X) (X) affects (Y)
(Y) is the effect of (X) (X) is one of the causes of (Y)
(Y) is the consequence of (X) (X) is the reason for (Y)

Page 36
Task 7. Peer review
Review ONE paragraph posted to Moodle by another classmate. Use the following checklist as a
means of giving your classmate feedback on their writing:
1. Does the paragraph have a topic sentence?
2. Does the topic sentence have a controlling idea?
3. Are concluding sentences used effectively to:
a. provide critical comments (and / or)
b. summarise main points?
4. Is there an appropriate mix of simple and complex sentences?
5. Are there any sentences which are incomplete or too long?
6. Is punctuation used appropriately to separate clauses and clarify meaning?
7. Is the range of vocabulary appropriate / suitable for the task requirements (e.g. cause-effect)?
8. Are there any incorrect word forms or confusing word choices?
9. Is there an appropriate range of grammatical structures?
10. Are there any mistakes that cause confusion?
11. Are there any errors that prevent clarity of meaning?

Post Lesson Task. Writing extension

Choose a problem related to your future field of study. Research a number of causes and effects related to this
problem. Write a paragraph analysing the causes and effects.

*You could use the same issue selected by your group for the Critical Reading Seminar assessment.
Post your paragraph to the Moodle Discussion Board.
Ask a member from your A1 Part 1: Critical Reading Seminar group to read your paragraph and give you
feedback on your writing skills.

Page 37
Sample response
Analyse the causes and effects of overfishing
There are several significant factors which lead to the global problem of overfishing. One key cause is the growing
world population and resulting demand for fish. The consumption of fish has increased four-fold since 1950. This
trend, combined with the failure of governments to enforce fishing regulations or limit illegal fishing, means that
many fishing activities are not sustainable. Furthermore, generous government subsidies are given to some fishing
businesses that may not be otherwise profitable. The consequence of this is that the global fishing fleet is
approximately two and a half times larger than needed. These factors have contributed to a substantial decline in
global fish stocks and have serious implications for the health of the marine ecosystem. For instance, a third of the
world’s mangrove forests, which provide physical protection to the land and habitat for a range of species, is
cleared for shrimp farming and other development. The effects are devastating to both humankind and the
environment.

Page 38
Analytical frameworks

1. SWOT
SWOT analysis is an acronym for Strengths, Weaknesses, Opportunities and Threats analysis. Typically, it is a
business tool used for brainstorming and strategic planning. As an example, in a SWOT analysis you would
distinguish the strengths and weaknesses, and the opportunities and threats, within the case. In a given business-
oriented scenario, an example of a strength would be a high profit margin; a weakness could be poor hiring
practices; a threat might be limited distribution; and an opportunity could be new environmental standards. It
analyses a business within its particular environment (both internal and external) and offers an appropriate basis
for decision-making.
SWOT analysis diagram

2. Force Field
Force Field Analysis is a general tool for systematically analysing the factors found in complex problems. It frames
problems in terms of factors or pressures that support the status quo (restraining forces) and those pressures that
support change in the desired direction (driving forces). A factor can be people, resources, attitudes, traditions,
regulations, values, needs, desires, etc. As a decision-making tool, Force Field Analysis helps identify those factors
that must be addressed and monitored if change is to be successful. It also helps you communicate the reasoning
behind your decision.
Force Field analysis diagram

Procedures:
1. Define the problem: what is the nature of the current situation that is unacceptable and needs modification?
2. Defining the change objective: what is the desired state?
3. Identify the Driving Forces: what are the positive forces for change (i.e. factors or pressures that support
change in the desired direction)?
4. Identifying the Restraining Forces: what are the obstacles to change (i.e. factors or pressures that resist the
proposed change and maintain the status quo)?
5. Develop the Comprehensive Change Strategy: what actions should be implemented in order to achieve the
desired results?

Page 39
3. PEST
PEST analysis is an acronym for Political, Economic, Social and Technological analysis. It describes a framework
of macro-environmental factors, used in environmental scanning, that can be applied to the problem-solving
process. This factor analysis grid can also be adapted to suit your needs by adding or substituting elements as
required (e.g. ethical, demographic, regulatory etc). Use the factor headings to guide brainstorming, to organise
ideas, and to provide an overview of issues that may affect decision- making.
PEST analysis grid

Page 40
Tutorial 4 – Incorporating source material & A1.1 CRS preparation

Task 1. Building topic knowledge

In this lesson, we will look at the topic of transport and ways governments and industry are looking to solve
increasing demands on the transport system. Traffic congestion exists in most major cities around the world.
Think about the situation in your country.
1. What are some of the causes and effects of traffic congestion?
2. What solutions currently exist to reduce this issue?
3. How can this issue be alleviated in the future? Think about what individuals, business and governments can
do.
4. What are intelligent transport systems (ITS), and how might these be useful for reducing traffic congestion?
Use the image below to help you understand what an ITS might involve.

Task 2. Listening
Listening text: TED Talk
Title: How to solve traffic jams
Speaker: Jonas Eliasson, Transportation specialist
Duration: 8.12 minutes
Link: https://www.ted.com/talks/jonas_eliasson_how_to_solve_traffic_jams#t-479916

Watch the lecture and answer the following questions:

1. What insight is Eliasson trying to teach us when he tells us about the story of London’s bread supply?
2. What was the solution to solve congestion on Stockholm’s bridges? What was the effect? Did it last long?

3. How do most of Stockholm’s population feel about the solution?

4. What do you think Eliasson means when he says to “nudge” people in the right direction? Can you think of
other real world examples of this tactic?
5. Is Eliasson’s example of reducing traffic congestion an example of an ITS? Why/why not?

Page 41
Incorporating source materials
Incorporating a variety of different source materials demonstrates depth of knowledge and a healthy spirit of inquiry.
Source materials are incorporated into written texts and oral presentations by paraphrasing, summarising, and / or
quoting original sources. The original source then needs to be cited. The following table provides a brief overview
of these strategies.

Summary Quote Paraphrase

Purpose Provides a concise overview Provides a direct Provides an accurate re-

of the main ideas or transcription of statement of an idea or
arguments contained in a information contained in a item of information
source text source text contained in a source text
Involves outlining the main Involves copying the Involves changing words
Process
points and creating a original source extract and phrasing the original
reduced version of the word-for-word without any while accurately
original changes communicating the same
meaning

Outcome Results in a concise version Results in a short excerpt Results in a reworded part
of the original source copied directly from an of an original but which
original source retains the original
meaning

Benefits Useful in note-making, Useful as an authoritative Useful as an alternative to

reported speech and for voice and to provide strong direct quotation and to
writing abstracts or synopses supporting evidence facilitate the process of
information synthesis

Tips Start by organising Use sparingly to support Use information and ideas
information under suitable your work rather than from original source text to
category headings substitute it suit your own purposes

Page 42
Language focus: Quoting
Direct quotations should be used sparingly to support your ideas rather than replace them. Always
incorporate your quotes with appropriate reporting structures and critical comments.

Task 3. Using quotations

Read Exemplars 1 and 2. Work with a partner and complete the following.

1. Which exemplar represents the more effective use of quotation? Explain and give reasons.
2. Match the comments with an appropriate exemplar.

Comments
a. This is an example of a short quote which directly acknowledges the source and has been incorporated
into the writer’s text.
b. This is an example of a short quote which directly acknowledges the source but has not been incorporated
into the writer’s text.
c. This is a weak example where a whole sentence has just been ‘dropped in’ as a substitute for the writer’s
words.
d. The quote is followed by a critical comment used to highlight its relevance.
e. Following the quote, the writer appears to move on to a new point without developing the previous idea.

Exemplar 1 Exemplar 2

The Intelligent Transportation Systems (ITS) The Intelligent Transportation Systems (ITS)
industry is focused on addressing the problem of industry is focused on addressing the problem of
traffic congestion through new innovations in traffic congestion through innovation in
communications technology. “Smarter transport communications technology. According to Brown
systems are instrumented, interconnected and (2016, p. 852), the key to success in this aim is
intelligent” (Brown 2016, p. 852). Furthermore, the the development of “smarter transport systems”;
ITS industry is also described as… that is, systems which are “instrumented,
interconnected and intelligent”. The significance
of this is...

3. When should you use quotes in your writing? Check your ideas with the table at the end of this tutorial.

Tips for using direct quotations

• Quotations should only be used to provide supporting evidence. They are often used for
definitions or technical terms and key words or concepts.
• Short quotations should be integrated into a sentence and placed between quotation marks.
• Longer quotations (over 40 words or so) should start on a new line and be indented. They do not
require quotation marks.
• All quotations must be attributed to the original source and should be accompanied by
appropriate critical comment and elaboration.
• It is important to ensure that quotes are used sparingly; they should be used to support your ideas rather
than to replace them.

Page 43
Language focus: Reporting structures
Reporting structures are used to introduce quotations and paraphrases. They demonstrate a clear
distinction between source extracts and your own voice as the writer.

Task 4. Identifying reporting structures

Identify the reporting structure in the exemplar and discuss the following:

1. What kind of information might follow the reporting structure in this exemplar?
2. What is the implication for researchers when experts differ in their opinion about important issues
and policies?

Exemplar
While policy makers often subscribe to the view that Intelligent Transport Systems are prohibitively
expensive and overly dependent on high-tech solutions, some analysts reject this assumption. For
example, according to Pink (2017), …

Task 5. Classifying reporting verbs

Highlight examples of reporting verbs in the table that collocate with the following.

1. Prepositions (e.g. X defines the term as…)

2. Nouns and gerunds (e.g. X challenges the assumption that…)
3. Noun clauses beginning with ‘that’ (e.g. X argues that…)

Types of reporting verbs Examples

Neutral verbs are used to say what analyse; describe; defines; explain; show; reveal; demonstrate;
the writer describes in factual terms note; point out; indicate; report; observe; examine; go on to say;
state; illustrate; exemplify

Tentative verbs are used to say what speculate; intimate; assume; suppose; doubt; hypothesise;
the writer describes without absolute imply; propose; recommend; suggest; comment; question;
certainty concedes; takes the view

Strong verbs are used to say what agree; argue; claim; assert; contend; maintain; theorise; support
the writer describes with conviction the view; strongly believe; deny; negate; refute; reject; challenge;
counter the view; emphasise; highlight

Page 44
Task 6. Corrections
Work with a partner and complete the following questions:

1. Look at Table A. What errors have been identified?

Table A

Examples Errors Corrections

• According Brown (2016)… Ex. Missing preposition According to Brown (2007)…

• White (2013) state that… White (2013) states that…

1. ____________________________

• Black (2017) researched Black (2017) investigated the causes…

causes of… 2. ____________________________

2. Refer to Table B. Complete the gaps by identifying the errors and making appropriate corrections as required.
Table B

Examples Errors Corrections

• As Brown (2016) says, … Ex. Academic style As Brown (2016) asserts…

• Red (1999) discusses that… 1. ____________________________

• Pink (2017, p. 213) argue

that… 2. ____________________________

• According to White (2018)

reports that… 3. ____________________________

3. Use the following direct quotes from the lecture in Task 2 to write ONE paraphrased sentence using a suitable
reporting structure.

Jonas Eliasson, 2012:

A. “This is a map of Stockholm, my hometown. Now, Stockholm is a medium-sized city, roughly two million
people, but Stockholm also has lots of water and lots of water means lots of bridges - narrow bridges, old
bridges - which means lots of road congestion.”

B. One or two euros was enough to make 20 percent of cars disappear from rush hours. Now, 20 percent, well, that's a
fairly huge figure, you might think, but you've still got 80 percent left of the problem, right? Because you still
have 80 percent of the traffic. Now, that's also wrong

Page 45
Task 7. Paraphrasing a statement
Read the original source extract about Intelligent Transportation Systems and the three alternative
paraphrased exemplars. Which version do you think is best? Give reasons.

Original source extract

“Intelligent Transportation Systems (ITS) solutions that provide up-to-date information about ‘carpools’, an
arrangement between people to make regular journeys in a single vehicle, can increase vehicle occupancy
rates. This may help to reduce the number of vehicles on the road and, in turn, reduce the journey times
required” (Brown 2016, p. 43).

Paraphrase 1 Paraphrase 2 Paraphrase 3

According to Brown, ITS By providing access to real-time The ITS industry can solve the
solutions can provide data about traffic information, ITS solutions problems relating to traffic
carpools which can increase are playing an important role in the congestion, air pollution and road
vehicle occupancy rates. This reduction of congestion. For safety. Carpools, for example,
may help to reduce the number example, Brown (2016, p. 43) can be facilitated by providing
of vehicles on the road and, in notes that ITS data can be used to data to motorists via handheld
turn, lower the total journey time facilitate carpools. This devices and on- board traffic
of these vehicles. collaborative approach could information advisory systems
potentially lessen the number of (Brown p.43, 2016).
vehicles on the road and shorten
travel times respectively.

Tips for paraphrasing

• Paraphrasing is a strategy which involves restating a selected relevant idea from a text. Note that this
differs from summarising, which involves shortening and re-phrasing an extended text for the purpose
of creating a more concise version of the original.
• Paraphrasing allows a writer to express ideas using their own voice and for their own purposes (e.g.
supporting a claim).
• It is common to provide a comment on the paraphrased idea to show its significance.
• Avoid beginning a new paragraph with a paraphrase and citation. Use paraphrased material to
support ideas rather than to introduce them.
• The source of a paraphrased item should be cited unless the idea is a general truth or a widely
accepted view (e.g. the earth is round; smoking is a health hazard).
• As with quotations, it is advisable to use appropriate reporting structures in the citation process.
• When producing a paraphrase ask yourself: have I accurately represented the author's ideas in a way
that is unique to my writing style and scholarly voice, or have I simply changed a few words around in
the original text?

Page 46
Task 8. Paraphrasing to support a claim
Read the statement about Intelligent Transportation Systems and complete the following:

ITS statement
The Intelligent Transportation Systems (ITS) industry offers innovative solutions to alleviate the problem of traffic
congestion in busy urban centres.

1. What kind of supporting evidence may be required to substantiate this claim?

2. Read Extracts 1-3. Which ones provide the most relevant supporting details for the given statement
about ITS? Explain and give reasons.

Extract 1: Extract 2: Extract 3:

Intelligent Transportation Australia has much to gain by ITS solutions that provide up- to-
Systems transmit real-time being at the forefront of the date information about
traffic information, via intelligent transport wave. ‘carpools’, an arrangement
handheld devices and on-board Whether it is increased between people to make regular
traffic information advisory productivity and competitiveness, journeys in a single vehicle, can
systems, in order to help drivers or safety and quality of life increase vehicle occupancy
identify and avoid congestion improvements, the benefits for all rates. This may help to reduce
on the road (Black & White are significant (Green 2017). the number of vehicles on the
2015, p. 9). road and, in turn, reduce journey
times (Brown 2016, p. 43).

3. Write a short paragraph. Use the given statement about ‘ITS’ as a topic sentence. Then develop the claim
with paraphrased content from the extracts provided.

4. Post your paragraph to the Moodle Discussion Board. Read a classmate’s paragraph and offer feedback on
language, grammar and content.

Post Lesson Task. Reporting structures

Identify the use of reporting structures in the article you have chosen for the A1 Part 1: Critical Reading
Seminar. Note:
A. Types of reporting verbs used (e.g. strong)
B. Their purpose (e.g. to agree or disagree)
C. The grammatical structure used to incorporate them within the text.
Using reporting structures, produce two or three paraphrased sentences of your text. Present your
sentences to a partner and ask for feedback.

Page 47
Instructions – A1.1. Critical Reading Seminar

Task Due

Form a working group of 3-4 members. Note that this group will work collaboratively until
the completion of CAL 1 (i.e. A1:1 & A1:2).

Brainstorm ideas for a topic and issue, which is relevant to your current field of study and
suitable for use as the basis for your group presentation in Module 3 (i.e. A1:2
Seminar Presentation). Examples will be provided in class.

The issue of your choice should be in the problem-solution format. Your group should
aim to identify a current problem in your chosen topic area, and identify some solution(s),
future implication(s), and/or suggestion(s) to your chosen problem.

Select an academic peer-reviewed article related to your chosen group issue which can
also be used as part of your research for A1:2 Seminar Presentation. Note that each
group member will need to contribute one article of their own. Ensure the text is relevant
to your group topic and suitable for an academic audience.

Collaborate online by posting your article on the Discussion Board and reviewing other Week 5-6
group members’ articles for credibility and suitability.

Create focus discussion questions which will form the basis of a group discussion during Week 6-7
the Critical Reading Seminar.

Use your article to facilitate a Critical Reading Seminar in class (approximately Week 8
10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

Page 48
Task 9. A1 Part 1 Critical Reading Seminar preparation

By the end of Week 6, you and your group should have completed the following:

1. Selected a topic for A1 Part 1. Critical Reading Seminar.

2. Each member should have found ONE scholarly article they believe is academically suitable and relevant
to your group’s chosen topic and issue.
3. Post a link to your article on the Moodle Discussion Board, briefly summarise the main ideas of the article
and explain why you think the source is relevant.
4. Review the credibility and relevance of each article posted by your group members.
5. COMMENT on each article, providing your assessment of the credibility and relevance of each article.

By the end of Week 7, you should be ready for your CRS by completing the following:

1. Prepare to verbally summarise your chosen article (5-7 minutes)

2. Prepare focus questions to facilitate the group discussion (5-7 minutes)
3. Refer to the A1 Part 1. Critical Reading Seminar Feedback Report in Moodle Assessment Hub to
see the assessment criteria

Follow the instructions in the Assessment Guide (Page 25-26) and the criteria in the A1.1. CRS Feedback Report
to prepare for the CRS. You should also use the planning document provided by your teacher.

Page 49
 Section 7: Flexibility Week

Page 50
 Section 8: Critical Reading Seminar Assessment

Tutorial 1 – Facilitating a seminar discussion

Task 1. Effective group discussions

1. What do you like most about talking with your friends? What makes communication with your friends
successful and effective?
2. How is group discussion different in formal and informal settings? E.g., in a tutorial vs. at a café
3. What techniques do people use to help keep conversation going?
4. What topics do people like to talk about? What topics are generally disliked/unpopular?
5. What challenges do you think will come up in your discussion assessment? How do you plan to
overcome these?

As part of the A1 Part 1: Critical Reading Seminar, you are required to lead an inclusive group discussion on ideas
presented in your article and in relation to the issue articulated by your group.
The duration of this discussion will be approximately 5-7 minutes.
Facilitating or leading a seminar discussion requires strong discourse management strategies. The following
are some guidelines for managing or leading a group discussion:

Discourse management guidelines

• Present clear and effective focus questions to the discussion participants;

• Invite responses from the group to initiate the group discussion;

• Energise participants and stimulate the sharing of opinions and comments;

• Ensure the discussion remains relevant; encourage members to focus on key issues;

• Remain alert and responsive to participants; acknowledge all contributions made; and

• Finish the session by summarising the ideas and outcomes that have emerged

Page 51
Task 2. Stages in a discussion
Below is a list of stages in a group discussion. Put these stages in a logical order, 1-7:

a. coping with someone who dominates ______

b. posing a focus question 1.
c. concluding the discussion ______
d. initiating the discussion ______
e. summarising the outcomes ______
f. encouraging participation ______
g. redirecting back to the topic ______

1. Which of these stages do you think you will do well? Which will be challenging?
2. What kind of language will you use during each of these stages? Give examples.
3. Match the stages 1-7 with example facilitator language a-g.

Discourse management strategies Useful facilitator language

1. posing a focus question a. So, are there any opinions or comments you’d like to share?

2. initiating the discussion b. Although this is all very interesting, perhaps it's a discussion for
another time. We need to focus on…

3. encouraging participation c. That’s all we have time for today. I’d like to thank you all for your
contributions.

4. coping with someone who d. Okay. I have a question I’d like us all to consider.
dominates

5. redirecting back to the topic e. So, from all the contributions here today, it appears that the
majority of us think that…

6. summarising the outcomes f. Let’s begin with you [NAME]. Would you like to respond to the
question?

7. concluding the discussion g. Thanks for those comments [NAME]. Now let’s hear what others in
the group think.

Page 52
Task 3. Discussion example
Your teacher will now lead a brief seminar discussion. You will participate with the whole class. At the completion
of the discussion, answer the following questions:

1. How was the discussion structured? How many steps were involved?
2. Can you name each section and explain the purpose of each?
3. What did the teacher do to encourage participation?
4. What techniques did the teacher use to keep the conversation going?
5. What part of the discussion might be the most challenging and why?
6. How can you address any perceived challenges?
7. Use the following criteria to assess the quality/success of the discussion:

Strongly Strongly
Discussion criteria Disagree Not sure Agree
disagree agree

The focus questions were suitable and

effective in energising the discussion and
stimulating ideas.

The facilitators used effective discourse

management strategies to initiate and
facilitate the discussion.

The facilitators were able to express

themselves clearly in terms of language use
and pronunciation.

All participants were actively engaged in the

seminar discussion and contributed many
ideas.

The seminar discussion was very interesting

and successfully delivered by the
facilitators.

Page 53
     

Task 4. Practice
Work with your partner to prepare a focus question for each topic below.

Guidelines:
• Formulate suitable focus questions that will help to facilitate a discussion.
• Choose ONE issue and ask a focus question to a small group to facilitate a group discussion.
• Try to maintain the group discussion for 5 minutes.
• Refer to the Discussion language for facilitators and participants and aim to use the language during the
discussion.

Topic and Issue Focus Question

Topic: Plagiarism
Issue: Copyright infringement over products

Topic: Environmental conservation

Issue: Plastic waste disposal

Topic: Business
Issue: Work/life balance

Task 5. Reflection
Reflect on your group’s performance in the discussion. Assess your performance based on the below
criteria:

Strongly Strongly
Discussion criteria Disagree Not sure Agree
disagree agree

The focus questions were suitable and

effective in energising the discussion and
stimulating ideas.

The facilitators used effective discourse

management strategies to initiate and
facilitate the discussion.

The facilitators were able to express

themselves clearly in terms of language use
and pronunciation.

All participants were actively engaged in the

seminar discussion and contributed many
ideas.

The seminar discussion was very interesting

and successfully delivered by the
facilitators.

Page 54
Discussion language for facilitators

Introducing the topic/issue Presenting a focus question

 Good morning everyone. Thanks for joining us.  Alright then, I’d like to pose a question to you all.
Our topic today is…
 Okay. I have a question I’d like us all to consider.
 The issue for discussion, today, is related to…
 Right then, discussion time. Let’s take a look at
 What I'd like us to discuss in this session is.... this question.
 My partner and I are going to give a brief  Take some time to share your thoughts with a
overview before we start.... partner.
 In this discussion, we would like to focus on....  I’ll give you all a minute to discuss your opinions
with a friend and then I’ll invite you to share your
ideas with the group.

Inviting comments Responding to comments

 We’re very interested in hearing your  That’s a very good point/an interesting
thoughts or comments. perspective.
 I’d like to invite  So, what you’re saying is… Is that right?
comments/suggestions/ideas/thoughts.
 And why/what/how…?
 So, are there any opinions you’d like to share?
 Thanks for those comments [NAME]. Now let’s
 Please don’t hesitate to share your view. hear what others in the group think.
 Let’s begin with you [NAME]. Would you like to  A very good point [NAME]. Does anyone else
respond to the question? have something they want to say?
 [NAME], what’s your take on this?
 [NAME], you look like you have something to
say. Can we get some input from you?
 Does anyone have anything they’d like to
contribute?

Redirecting the focus Summarising and ending

 Good point but that’s not really what we’re  Unfortunately, we’ve run out of time.
focussing on today.
 That’s all the time we have today.
 Okay, I think we need to get back to the issue at
hand.  Thanks for sharing your ideas. We heard
some very interesting comments.
 Although this is interesting, perhaps it's a
discussion for another time.  I guess, from our discussion it’s clear that…

 We need to focus more on…  The majority of us seem to think that…

 I think we’re getting off topic a bit.  So, from all the contributions here today, it
appears that the majority of us think that…
 Interesting, but that’s not the issue here. Let’s get
back to the topic.  We really appreciate your contributions today.
Thanks everyone.

Page 55
Discussion language for participants

Expressing ideas Agreeing

 In my opinion… / In my view…  I agree with [NAME]…
 From my perspective as a….  I totally agree.
 For the most part, I think…  A good point [NAME].
 It seems to me that…  Absolutely. / Exactly.
 Personally, I believe…  I fully support what [NAME] said about…
 That’s exactly right.
 I’m inclined to agree with [NAME] on this.

Disagreeing Seeking clarification

 I disagree with…  Could you be more specific about…?
 I don’t agree because…  I didn’t quite catch what you said just now.
 I see your point [NAME], but…  Sorry, what do you mean by…?
 I agree to some extent; however…  Could you give us an example of…?
 Yes, but what about…?  Could you expand a little on what you said
about…?
 I can’t agree with what [NAME] said
 So, what you’re saying is… Is that right?

Interrupting Giving yourself time to think

 Sorry to interrupt, but…  ah, er, um, well… [using fillers]
 If I could just come in here…  Why do I think that? [repeating the
question]
 Sorry to cut you off here [NAME], but I’d just
like to say…  I’m sorry could you repeat that please [asking
for repetition]
 It’s difficult to say. / I’m not really sure.
[avoiding an answer]
 Could you explain a bit more about…? [asking
for more information]

Page 56
Instructions – A1.1. Critical Reading Seminar

Task Due

Form a working group of 3-4 members. Note that this group will work collaboratively until
the completion of CAL 1 (i.e. A1:1 & A1:2).

Brainstorm ideas for a topic and issue, which is relevant to your current field of study and
suitable for use as the basis for your group presentation in Module 3 (i.e. A1:2
Seminar Presentation). Examples will be provided in class.

The issue of your choice should be in the problem-solution format. Your group should
aim to identify a current problem in your chosen topic area, and identify some solution(s),
future implication(s), and/or suggestion(s) to your chosen problem.

Select an academic peer-reviewed article related to your chosen group issue which can
also be used as part of your research for A1:2 Seminar Presentation. Note that each
group member will need to contribute one article of their own. Ensure the text is relevant
to your group topic and suitable for an academic audience.

Collaborate online by posting your article on the Discussion Board and reviewing other
group members’ articles for credibility and suitability.

Create focus discussion questions which will form the basis of a group discussion during
the Critical Reading Seminar.

Use your article to facilitate a Critical Reading Seminar in class (approximately Week 8
10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work Week 9 (Mon)
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

Page 57
UNSW Current Students provides a guide to Harvard Referencing which you should use for the CAL course. This
guide helps you to write full and in-text citation.

Task 6. Bibliographical citation

Look at the following title pages. Write the full bibliographic citation using the information on the cover page.

1.

2.

Page 58
Write the bibliographic citation for your article and ask a group member to check the accuracy of the font, format,
order and punctuation.

3.

Task 7. Evidence portfolio

Download the template on Moodle to create your evidence portfolio submission. Refer to the exemplar in the
Course Outline & Assessment Guide.
The evidence portfolio must include:

• Name
• Class
• Student ID
• Group Members
• Group Topic and Issue
• Bibliographical citation
• Evidence of collaboration
o Screenshot of Discussion Board with your comments and your group members’ comments about
your article
• Focus discussion questions
• Reflection on group performance (200 words) – Complete after your A1.1 Critical Reading Seminar
o An individually written description of your performance in the CRS, answer these questions:
1. What are some of the strengths of your performance and the performance of your group
members?
2. What aspects of your performance could you improve?
3. What aspects of your group members’ performance could they improve?
• Academic source
o Screenshot of the first page of your source

Submit your evidence portfolio to Moodle after your A1.1 Critical Reading Seminar.

Post Lesson Task: A1 Part 1 Critical Reading Seminar

Prepare for your assessment. Check the guidelines and make sure you have completed all tasks – see the
Course Outline & Assessment Guide for more details.

Page 59
Tutorial 2 – Assessment: A1 Part 1. Critical Reading Seminar

This week, each group will conduct a Critical Reading Seminar, with each member presenting a summary and
justification of your chosen article, followed by facilitating a group discussion related to the article.

• Each group will require up to 1 hour for this assessment (approximately 14 minutes per individual)
• Each group member will have:
o 5-7 minutes for the summary and justification
o 5-7 minutes for the group discussion
• Each individual must provide 2-3 focus questions to lead the group discussion

Instructions – A1.1. Critical Reading Seminar

Task Due

Use your article to facilitate a Critical Reading Seminar in class (approximately Week 8
10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work Week 9 (Mon)
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

Page 60
Tutorial 3 – Assessment: A1 Part 1. Critical Reading Seminar

This week, each group will conduct a Critical Reading Seminar, with each member presenting a summary and
justification of your chosen article, followed by facilitating a group discussion related to the article.

• Each group will require up to 1 hour for this assessment (approximately 14 minutes per individual)
• Each group member will have:
o 5-7 minutes for the summary and justification
o 5-7 minutes for the group discussion
• Each individual must provide 2-3 focus questions to lead the group discussion

Instructions – A1.1. Critical Reading Seminar

Task Due

Use your article to facilitate a Critical Reading Seminar in class (approximately Week 8
10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work Week 9 (Mon)
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

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Tutorial 4 – Assessment: A1 Part 1. Critical Reading Seminar

This week, each group will conduct a Critical Reading Seminar, with each member presenting a summary and
justification of your chosen article, followed by facilitating a group discussion related to the article.

• Each group will require up to 1 hour for this assessment (approximately 14 minutes per individual)
• Each group member will have:
o 5-7 minutes for the summary and justification
o 5-7 minutes for the group discussion
• Each individual must provide 2-3 focus questions to lead the group discussion

Instructions – A1.1. Critical Reading Seminar

Task Due

Use your article to facilitate a Critical Reading Seminar in class (approximately Week 8
10-14 minutes per group member):

• summarise the article and justify its relevance as research for your group presentation
(5-7 minutes).

• use your focus discussion questions to facilitate a group discussion related directly to
your article. Encourage your fellow group members to make comments and contribute
to an inclusive group discussion (5-7 minutes).

Each individual group member should submit an evidence portfolio of their work Week 9 (Mon)
including:
• screenshot of the first page of your source (e.g. the abstract or introductory
paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions; reflection responses;
• correct citation of any AI use for generating key words to guide research.

Evidence Portfolios must be submitted using the Word document template on Moodle,
using file naming conventions on page 41 of the Course Outline & Assessment Guide.

Refer to exemplar in Appendix 3 of the Course Outline & Assessment Guide.

Academic integrity conventions apply (e.g. no plagiarism). For referencing, follow the
Harvard referencing guidelines provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing

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 Assessment – EP1: Evidence Portfolio 1
An evidence portfolio is a collection of artefacts, or evidence, that allow you to demonstrate learning
outcomes and reflect on your learning.

EP1: Evidence Portfolio 1

Assessment 1 Part 1: Critical Reading Seminar requires an evidence portfolio of your research process
and group collaboration, including:
• screenshot of the first page of your source (e.g. the abstract or introductory paragraph);
• bibliographical citation of the article, including an active link;
• screenshot of Discussion Board comments (or similar);
• focus discussion questions;
• reflection responses;
• correct citation of any AI use for generating keywords to guide research.

Evidence Portfolio 1 must be submitted using the Word document template on Moodle, using file
naming conventions on page 41 of the Course Outline & Assessment Guide. Refer to the exemplar in
Appendix 3 in the Course Outline & Assessment Guide.

Check the due date for this assessment in Moodle Assessment Hub or Course Outline and Assessment Guide.

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Exam Practice – Intelligence

Follow the guidelines below to complete the exam practice.

You will complete an authentic Listening and Reading exam which is in the same format as the A2:
Integrated Skills Test. This will NOT contribute to your final grade, but is designed to give you feedback
on your current reading and listening levels. This exam practice can be timed and should be done as self-
study. The purpose of this activity is to:
• Complete an authentic A2: Integrated Skills Test and see the types of questions and texts that are
used.
• Provide an early indication of your reading and listening levels.
• Help you identify which types of questions and which reading or listening skills you need to work
on the most. You can then make an action plan to improve these skills.
• Give your teacher an indication of which areas you need to work on the most, so that they can
recommend resources to help you improve.

Guidelines
1. In Moodle, access and complete the reading exam (60 minutes) and listening exam
(approx. 50 minutes).
2. After completing the test, check your answers using the Practice Analysis document. You
will find:
a) The correct answers for each question and parts of the text or transcript highlighted
where the answer can be found.
b) The question type (e.g. ‘true/false/not given,’ ‘matching’ etc.)
c) The sub-skill tested by that question (e.g. ‘recognising the purpose of a passage’,
‘understanding (author's) attitude or position’ etc.)

3. Identify which question type and sub-skills you need to work on most.
4. Choose resources that can help you improve in these areas and make a plan to practise
these skills before the exams. There are many resources available. Ask your teacher for
recommended sources.
5. Revise your strategies. What did you do during the exam that was useful? What did you
do that wasn’t useful? What should you do to prepare for the mid-course exam?
6. Keep practising exam skills regularly. Throughout CAL 1 there are practice exams,
language input tasks and Moodle quizzes to help you improve, but you need to make time
outside of class to work on this as well.

Remember, if you did not achieve the mark you need in this practice, don’t lose hope! You have time
to improve your skills if you plan and use your time effectively each day.

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