Tuesday 19 February 2013 at 10.00 am PLACE: Room 310

S:\APS\ASQC\Agenda\2013\1 - 19 Feb\Agenda 19 February 2013.docx

NOTICE OF MEETING: ACADEMIC STANDARDS AND QUALITY COMMITTEE DATE AND TIME: Tuesday 19 February 2013 at 10.00 am PLACE: Room 310, Lincoln Student Services Building D Anderson REGISTRAR 14 February 2013

A G E N D A

1. MINUTES OF MEETING HELD ON 20 NOVEMBER 2012 The minutes of the meeting held on 20 November 2012 are attached. (Attachment 1) FOR APPROVAL 2. BUSINESS ARISING FROM THE MINUTES

2.1 Report to Academic Senate Academic Senate at its meeting on 13 December 2012 approved the recommendations from the ASQC meeting held on 20 November 2012. FOR NOTING 2.2 ASQC Membership

Academic Senate at its meeting on 13 December 2012 resolved the arrangements for Academic Standards and Quality Committee 2013.

Resolution 12/453

That term of membership members of Academic Standards and Quality Committee due to conclude on 31 December 2012 be extended to 30 June 2013.

FOR NOTING


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3. MASTER OF RESEARCH UPDATE

Professor Nick Mansfield and Associate Professor Sherman Young have been invited to attend the meeting to provide an update on the Master of Research and to address some issues arising from the Postgraduate Sub-Committee meeting in relation to 600/700 level units. FOR DISCUSSION

4. INDIVIDUAL STUDENT CASES 4.1 Faculty Reports

Individual Case Reports have been received. (Attachment 2)

FOR NOTING

4.2 Appeal (s/n 41953487)

An appeal against a Faculty decision has been received.

Chair will report.

FOR DISCUSSION 5. REPORT OF THE UNDERGRADUATE SUB-COMMITTEE

The Undergraduate Sub-Committee met on 5 February 2013. The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html The report of the Sub-Committee’s meeting is attached. (Attachment 3) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

6. REPORT OF THE POSTGRADUATE SUB-COMMITTEE The Postgraduate Sub-Committee met on 7 February 2013. The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html The report of the Sub-Committee’s meeting is attached. (Attachment 4)

FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

http://senate.mq.edu.au/apc/sub_committees.html



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7. MQC – FOUNDATION PROGRAM

7.1 Changes to Credit Points A proposal was considered and recommended at the meeting held on 23 October 2012 to amend the credit points for three units from the Foundation Program with effect from 1 January 2013. MQC have now reconsidered and would now like to retract that proposal and make no changes to workload or assessment for 2013 for FPEN032, FPEN033 and FPEN034. (Attachment 5) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE 7.2 Changes to Grading of Units A proposal was considered at the meeting on 23 October 2012 and recommended to Academic Senate to change the grading of the FPTP021, FPTP032, FPEN021, FPEN022, FPEN031 and FPEN034 subject to provision of further details to demonstrate that the amendment assessment for the units that are proposed as fully graded satisfactorily meets the University assessment guidelines. MQC has now provided further details for consideration. (Attachment 6) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

8. REVIEW OF ENGLISH LANGUAGE PROVIDERS Macquarie International has commenced a review of English Language providers and the content of the report have been provided for information. (Attachment 7) FOR NOTING

9. PROCESS FOR ENGLISH WAIVER Macquarie International has provided a revised process for English Waiver for the next 12 months as approved by the Deputy Vice-Chancellor (Provost). (Attachment 8) FOR NOTING

10. TOEFL ENTRY REQUIREMENTS FOR ALL ENGLISH LANGUAGE CATEGORIES A proposal has been received from Macquarie International for a revised methodology for setting TOEFL entry requirements for all IELTS English Language categories, for implementation from Session 2, 2013. (Attachment 9) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE


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11. SIJIL PELAJARAN MALAYSIA (STPM) FOR ENGLISH RECOGNITION

A proposal has been received from Macquarie International in regards to seeking approval for the Sijil Pelajaran Malaysia (STPM) as meeting the English Language requirements for entry to Macquarie University. (Attachment 10) FOR DISCUSSION AND RECOMMENDATION TO ACADEMIC SENATE

12. ANY OTHER BUSINESS

13. NEXT MEETING

The next meeting is scheduled for 19 March 2013.

FOR NOTING

S:\APS\ASQC\Minutes\2012\11 - 20 Nov 2012\ASQC minutes 20 November 2012.docx

ACADEMIC STANDARDS AND QUALITY COMMITTEE

Minutes of the meeting of the Academic Standards and Quality Committee held on Tuesday, 20 November 2012 in Room 310, Lincoln Student Services Building, from 9.35am to 11:00am.

PRESENT: Mr K Baird Mr A Burrell Ms L Clark Associate Professor P Coutts Professor J Fitness (Chair) Associate Professor M Hitchens Associate Professor N Klein Dr A Semple Professor A Ross-Smith Ms S Spinks Mr G Tomossy APOLOGIES: Ms D Anderson Dr N Anderson Dr A Bosanquet Ms M Brodie Ms F Burton Associate Professor H Carter IN ATTENDANCE: Ms F Courtis Mrs S Kelly Mrs B Liu Mrs K Shorrock Ms Z Williams Mr J Wylie

1. MINUTES OF MEETING HELD ON 23 OCTOBER 2012 The minutes of the meeting held on 23 October 2012 were approved. 2. BUSINESS ARISING FROM THE MINUTES

2.1 Report to Academic Senate

The Committee noted that Academic Senate at its meeting on 13 November 2012 approved the recommendations of the ASQC meeting held on 23 October 2012.

2.2 Multiple Choice Exam Questions – Psychology Department Request for Exemption At its last meeting the Committee agreed to approve an exception to the Final Examination Policy until the end of 2013 for the units that are offered in the Session 3, 2012 study period: PSY235, PSY248 and PSY350. As requested by the Committee, a full detailed submission in support of the Faculty’s request for further consideration, in line with the Guidelines for Variation to Examination Policy, has been received for discussion of the remaining units not


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on offer in Session 3, 2012. The Committee considered the submission and agreed to approve an exception to the Final Examination Policy until the end of 2013 for the following units: PSYC104, PSYC105, PSY234, PSY236, PSY246, PSY247, PSY250, PSYC332, PSY335, PSY349, PSY351, PSY338 and PSY399. The Committee granted the approval with the understanding that the Psychology Department is to conduct an assessment mapping for its programs and to benchmark its assessment regimes with other programs during 2013. 2.3 Update on Implementation of Final Examination Policy The Committee noted at its last meeting that there may be potential confusion amongst the departments over changes in the requirement to publish multiple choice papers since the recent implementation of the Final Examination Policy. The Deputy Registrar clarified that whilst a ‘pink’ coloured paper indicates that students are not permitted to remove the paper out of the Examination room, it does not necessarily mean that it will remain confidential in terms of publication via the library. The publication via the library is based on the specific question on the cover sheet for Examination submission. The Deputy Registrar reported the following figures on Session 2, 2012 Examination papers: Of the 437 Examination papers:

159 are from the Faculty of Business and Economics so are published via the library by default;

55 others are ‘white’ so can be removed from the Examination room and are to be published via the library;

9 are ‘pink’ so cannot be removed from the Examination room but are to be published via the library;

214 are ‘pink’ so cannot be removed from the Examination room and are not to be published via the library.

The Committee agreed that to alleviate potential confusion over changes in the requirement to publish multiple choice papers since the recent implementation of the Final Examination Policy, the Deputy Registrar will write to unit convenors who had submitted ‘pink’ papers to clarify the relevant procedures of the policy. He will also ensure that the relevant proformas are updated to reflect the appropriate procedures.

3. INDIVIDUAL STUDENT CASES 3.1 Faculty Reports

The Committee noted Individual Case Reports that have been received from the Faculty of Arts (tabled) and Faculty of Business and Economics.

4. REPORT OF THE UNDERGRADUATE SUB-COMMITTEE

The Committee reviewed the minutes of the Undergraduate Sub-Committee meeting held on 16 November 2012 (tabled). The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC web site at: http://senate.mq.edu.au/apc/sub_committees.html 4.1 2010/2011 Academic Program Late Amendments to Majors Faculty of Business and Economics



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Accounting Major ACCG01 (2010 and 2011) Faculty of Human Sciences

Psychological Science Major PYC01 (2011)

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Late Amendment requests to the above Majors with immediate effect.

Amendment to General Requirements for Bachelor of Teaching (Birth to Five Years)

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the amendment of the general requirements for the Bachelor of Teaching (Birth to Five Years) to “Minimum number of credit points at 300 level or above - 18”, with effect from 1 January 2010.

4.2 2012 Academic Program

Emergency Changes to the 2012 Schedule of Units

Faculty of Arts

CHN223 Intermediate Chinese III The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency Change request for the above unit with immediate effect.

Late Amendments to Programs

Bachelor of Arts - Psychology (ARTS07) Bachelor of Arts – Psychology with the degree of Bachelor of Laws (ARTS08) Bachelor of Arts – Psychology with the degree of Bachelor of Health (ARTS11) Bachelor of Business Administration with the degree of Bachelor of Arts – Psychology (BBAD03) Bachelor of Science – Psychology (SCIE03) Honours degree of Bachelor of Psychology (PSYC01) Graduate Diploma of Speech and Communication (SPCO01GD) Bachelor of Arts–Psychology with the Diploma of Education Primary Teaching (ARTS09, ARTS19) Bachelor of Arts-Psychology with Diploma of Education Secondary Teaching (ARTS10) The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Late Amendment requests for the above programs with immediate effect.

Request to Increase Quota

PSY350 The Psychology of Human Relationships The Committee RECOMMENDS THAT ACADEMIC SENATE approves an increase of quota from 50 to 80 for the above unit for Session 3, 2012.

4.3 2013 Academic Program

Emergency Changes to the 2013 Schedule of Units

Faculty of Arts

AHIS370 Egypt in the Pre and Early Dynastic Period


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All ANTH200 and 300 level units CHN223 Intermediate Chinese III JPS214 Intermediate Japanese Reading Unit Faculty of Business and Economics

AFIN329 Security Pricing and Hedging BBA315 Business Forecasting DEM356 Using Demographic Data in Management

Faculty of Science

BBE200 Animal Behavior BIOL247 Systems Physiology BIOL257 Neurophysiology COMP355 Information Technology Project COMP365 System Engineering Project ELEC376 Electronic Devices and Systems ELEC380 Wireless Technology and Systems ELEC426 Advanced Telecommunications Engineering ELEC446 Advanced Computer Engineering ELEC476 Advanced Electronics Engineering ELEC486 Advanced Wireless Engineering ENGG300 Engineering Project Practices ISYS355 Information Systems Project MATH288 Advanced Topics in Mathematics II The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency Change requests for the above units, with effect from 1 January 2013. Late Amendments to 2013 Schedule of Programs/Majors

Faculty of Arts

Women’s Studies, Gender and Sexuality Major (WGS01M)

Faculty of Business and Economics

Demographics Major (DEM01)

Faculty of Human Sciences

Bachelor of Arts-Psychology with the degree of Bachelor of Health (ARTS11)

Faculty of Science

Bachelor of Advanced Science – Astronomy and Astrophysics (ADSC05) Bachelor of Advanced Science – Physics (ADSC04) Bachelor of Advanced Science – Mathematics (ADSC06) Bachelor of Health (HEAL02)

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Late Amendment requests for the above programs/majors, with effect from 1 January 2013.

Proposal to Co-Teach Units in 2013 Faculty of Science


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MATH288 Advanced Topics in Mathematics II and MATH388 Advanced Topics in Mathematics III PHYS246 Advanced Physics II and PHYS388 Advanced Physics III

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the requests to co-teach MATH288 and MATH388 as well as PHYS246 and PHYS388, with effect from 1 January 2013.

Units to be Deleted in 2013

Faculty of Science COMP342 Operating Systems ENVE303 Advanced Atmospheric and Oceanographic Science ENVE389 Special Interest Seminar PHYS220 Scientific Modeling PSY122 Design and Statistics I STAT122 Design and Statistics I

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the deletion of the above units, with effect from 31 December 2012.

Awards Proposed for Discontinuance

Bachelor of Community Management

The Committee RECOMMENDS THAT ACADEMIC SENATE approves that no new admission be accepted to the Bachelor of Community Management from 1 January 2013 and that the Award be discontinued with effect from 31 December 2013.

Request for Re-Approvals of Bachelors with Honours

Faculty of Arts

Bachelor of Laws with Honours The Committee RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the combined LLB Awards with Honours as well as the graduate entry LLB with Honours, with effect from 1 January 2013. The Committee also RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the 3 year LLB with Honours, from 1 January 2013, on the understanding that the 4 year LLB with Honours will subsume the current Award from 1 January 2014.

Faculty of Science

Bachelor of Engineering with Honours

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the Bachelor of Engineering with Honours, with effect from 1 January 2013.

Removal of Exemption Status of People and Planet units in the Bachelor of Teaching (Birth to Five Years)

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the removal of the exemption status of People and Planet units in the Bachelor of Teaching (Birth to Five Years), with effect from 1 January 2013.


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Internal Degree Transfer Criteria Faculty of Arts Bachelor of Ancient History Pass Degree

The Faculty of Arts has requested that the internal degree transfer criteria for the Bachelor of Ancient History be approved effective Session 1, 2013 as:

At least 18 credit points including: (i) at least two of AHIS100 (AHST102), AHIS110 (AHST103), AHIS120 (AHST104),

AHIS140 (AHST 101), AHIS170 (AHST100); and (ii) at least one of AHIS208 (AHST205), AHIS218 (AHST207), AHIS258 (AHST241),

AHIS278 (AHST260), AHIS268; and (iii) GPA of 3.25.


Bachelor of Marketing and Media

The Faculty of Business and Economics has requested that the internal degree transfer criteria for the internal transfer from either Bachelor of Commerce or Bachelor of Arts – Media to Bachelor of Marketing and Media be approved effective Session 1, 2013 as: (i) Completion of 18cp and (ii) GPA of 3.5

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the internal degree transfer criteria as listed above, with effect from 1 January 2013.

4.4 2014 Academic Program Amendments to Programs and Majors


BABEd (Primary) ARTS12 Education Major EDC01 The Committee RECOMMENDS THAT ACADEMIC SENATE approves the requested changes to the above program and major, with effect from 1 January 2014. Awards Proposed for Discontinuance


Bachelor of Actuarial Studies with the Bachelor of Economics Honours degree of Bachelor of Actuarial Studies Honours degree of Bachelor of Applied Finance Honours degree of Bachelor of Business Administration Honours degree of Bachelor of Commerce – Actuarial Studies Honours degree of Bachelor of Commerce –Professional Accounting Honours degree of Bachelor of Commerce-Accounting Honours degree of Bachelor of Commerce-Marketing Honours degree of Bachelor of Economics Honours degree of Bachelor of Human Resource Management Honours degree of Bachelor of International Business Honours degree of Bachelor of Marketing and Media


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Bachelor of Arts with the Diploma of Education (ARTS05)

Bachelor of Arts-Psychology with the Diploma of Education (ARTS22/ ARTS23) Bachelor of Science with the Diploma of Education (SCIE01/ SCIE05) Graduate Diploma of Education

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of the Awards listed above, with effect from 31 December 2013.

Majors Proposed for Discontinuance


Applied Econometrics (APE02) Commercial Law (COL01) Demographics Major (DEMO01) Public Sector Management (PSM02)

Faculty of Science

Brain, Behavior and Evolution (BBE02)

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of the above majors, with effect from 31 December 2013.

Proposals for New Awards

Faculty of Arts

Bachelor of Laws

The proposed new Award (LLB) will consist of 96 credit points.


Bachelor of Business Administration with the degree of Bachelor of Psychology (Honours) The proposed new Award BBABPsych(Hons) will consist of 120 credit points. Bachelor of Commerce with the degree of Bachelor of Psychology (Honours) The proposed new Award BComBPsych(Hons) will consist of 120 credit points.


Bachelor of Arts with the degree of Bachelor of Education (Secondary) The proposed new Award BABEd(Sec) will consist of 96 credit points.

Bachelor of Education (Secondary) The proposed new Award BEd(Sec) will consist of 72 credit points.

Bachelor of Psychology (Honours) with the degree of Bachelor of Health The proposed new Award BPsych(Hons)BHlth will consist of 120 credit points.

Bachelor of Psychology (Honours) with the degree of Bachelor of Laws The proposed new Award BPsych(Hons)LLB will consist of 144 credit points. Bachelor of Science with the degree of Bachelor of Education (Secondary) The proposed new Award BScBEd(Sec) will consist of 96 credit points.


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The Committee RECOMMENDS THAT ACADEMIC SENATE RECOMMENDS TO COUNCIL the establishment of the above Awards with effect from 1 January 2014.

Bachelor of Human Sciences The proposed new Award BHumanSc will consist of 72 credit points. The Committee RECOMMENDS THAT ACADEMIC SENATE RECOMMENDS TO COUNCIL in principle the establishment of the award Bachelor of Human Sciences (BHumanSc) with effect from 1 January 2014, noting that the full course proposal will be subject to further review in 2013. Proposal for New Majors

Faculty of Arts

Corporate and Commercial Law Environmental Law and Management International Law and Global Governance Media, Technology and the Law Social Justice

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the above majors, with effect from 1 January 2014.

IELTS Requirements for Undergraduate and Graduate Entry Teacher Education Programs

The Faculty submitted a request to amend the IELTS admission score for the Undergraduate and Graduate Entry Teacher Education programs as required for accreditation purposes. The Undergraduate entry program requires an overall IELTS (or equivalent) score, on entry, of 7.0, with no score below 6.5 in any of the four skills areas, and a score of no less than 7.5 in speaking and listening. The Graduate entry program requires an overall IELTS (or equivalent) score, on entry, of 7.5, with no score below 7 in any of the fours skills areas, and a score of no less than 8 in speaking and listening.

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the change in IELTS score to the Undergraduate and Graduate Entry Teacher Education programs as noted above, with effect from 1 January 2014.

5. REPORT OF THE POSTGRADUATE SUB-COMMITTEE

The Committee reviewed the minutes of the Postgraduate Sub-Committee meeting held on 15 November 2012 (tabled). The agenda and associated papers for the Sub-Committee’s meeting can be found for review by members on the ASQC website at: http://senate.mq.edu.au/apc/sub_committees.html 5.1 2008-2012 Academic Program PICT/OUA program structures The Committee RECOMMENDS THAT ACADEMIC SENATE approves the backmapping schedule of revised PICT/OUA program structures from 2008-2012 effective immediately. 5.2 2013 Academic Program Emergency Changes to the 2013 Schedule of Units



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Faculty of Business and Economics ACCG921 Managerial Accounting ACCG922 Accounting Information Systems ACCG923 Accounting Standards and Practice ACCG924 Taxation Law ACCG925 Auditing and Assurance Services ACCG926 Corporate Accounting ACCG927 Enterprise Risk Current Issues in Accounting and Corporate Governance Faculty of Human Sciences AMED884 Basic Concepts in Education and Critical Appraisal MGSM MGSM820 Marketing Management MGSM840 Accounting for Management MGSM845 Economic Context of Management MGSM850 Strategic Frameworks MGSM868 Strategic Corporate Social Responsibility (approved by Chair on behalf of the Committee subsequent to the meeting) MGSM890 Operations Management The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Emergency Change requests for the above units, with effect from 1 January 2013.

Late Amendments to 2013 Schedule of Programs Faculty of Arts Postgraduate Certificate of International Security Studies Master of International Security Studies (OUA) Postgraduate Diploma of International Security Studies (OUA) Postgraduate Certificate of International Security Studies (OUA) Faculty of Human Sciences Postgraduate Diploma of Social Health and Counselling Postgraduate Certificate of Social Health and Counselling Faculty of Science Master of Information Technology with specialisation in Software Engineering Postgraduate Diploma of Information Technology with specialisation in Software Engineering Master of Sustainable Development (approved by Chair on behalf of the Committee subsequent to the meeting) The Committee RECOMMENDS THAT ACADEMIC SENATE approves the Late Amendments to the above programs, with effect from 1 January 2013.

Master of Research and Bachelor of Philosophy/Master of Research The Chair on behalf of the Committee approved subsequent to the meeting the following changes:

the removal of PHIL702, PHIL704 and PHIL706 from the program structures Master of Research (RESI90R) and Bachelor of Philosophy/Master of Research (RESD90R);


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the removal of NCCWs from PHIL702;



amendment to the following units to remove PHIL702, PHIL704 and PHIL706 from their NCCW: BIOL700, CBMS700, COMP700, ENVG700, FOAR700, FOBE710, FOHS700, GEOS700, MATH700, MEDI711, PHYS700, STAT700.

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above changes with effect from 1 January 2013.

Change of Specialisation Names


Existing Name of Specialisation Revised Name of Specialisation

Postgraduate Certificate of Special Education Specialisation in Learning Difficulties

Postgraduate Certificate of Special Education Specialisation in Learning Difficulties Support

Postgraduate Certificate of Special Education Specialisation in Behaviour Problems

Postgraduate Certificate of Special Education Specialisation in Learning and Behaviour Support

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above change of specialisation names, with effect from 1 January 2013.

Resting of Programs

Faculty of Science Environmental Education Specialisation in the Master of Environment and Postgraduate Diploma of Environment Environmental Planning Research Specialisation in the Master of Environmental Planning Master of Radiopharmaceutical Science Postgraduate Certificate of Environmental Planning Postgraduate Certificate of Social Impact Assessment Postgraduate Diploma of Social Impact Assessment The Committee RECOMMENDS THAT ACADEMIC SENATE approves the resting of the above programs, with effect from 1 January 2013.

Reinstatement of Programs Faculty of Science The Faculty requested the reinstatement for 2013 of the following programs in order to honour admission offers made to students: Postgraduate Diploma of Social Impact Assessment Postgraduate Certificate of Social Impact Assessment

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the reinstatement of the above programs, with effect from 1 January 2013.

Request to Teach Out Unit Faculty of Human Sciences SPH806 Practicum II


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The Committee RECOMMENDS THAT ACADEMIC SENATE approves the request to teach out the above unit in 2013, noting that the unit deletion will thus be postponed until 2014.

Proposal to Co-Teach Units

Faculty of Human Sciences PSYN857 Professional Practice 1 with PSYN859 Professional Practice 3 PSYN858 Professional Practice 2 with PSYN860 Professional Practice 4 PSYP905 Narrative Approaches with PSYS805 Narrative Approaches to Social Health (approved by Chair on behalf of Committee subsequent to the meeting) The Committee RECOMMENDS THAT ACADEMIC SENATE approves the co-teaching request of the above units, with effect from 1 January 2013. Unit Renewals

MGSM MGSM806 Managerial Self Development MGSM815 International Marketing MGSM816 Marketing Research MGSM817 Strategic Marketing MGSM822 Services Marketing MGSM823 Customer Relationship Management MGSM824 Doing Business in/with China MGSM836 Investment Management MGSM846 Competitive Intelligence MGSM877 Public Performance for Managers MGSM892 Management of Service Operations MGSM893 Supply Chain Management MGSM897 Management of Innovation MGSM906 Project Based Management MGSM950 Report I MGSM952 Research Project MGSM953 Management Consulting and Research MGSM985 Special Topics in Management The Committee RECOMMENDS THAT ACADEMIC SENATE approves the renewal of the above units, with effect from 1 January 2013. Units to be Deleted in 2013 MGSM

MGSM838 International Financial Management Faculty of Science GEOS899 Geoscience Research Topic GSE821 Workplace Practices and Skills Development GSE836 Water Policy and Management GSE837 Special Topic in Environmental Studies GSE839 Environmental Research Report GSE846 Heritage Interpretation and Communication GSE848 Capstone Project 1 GSE849 Capstone Project 2


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GSE851 Capstone Project HGEO803 Cultural Issues in Wildlife Management HGEO807 Research Methods in Human Geography HGEO811 Human Geography Research B HGEO814 Selected Coursework - Human Geography ITEC813 Special Topic on Information Technology ITEC822 Advanced Programming in Software Engineering ITEC825 Software Engineering for Critical Systems ITEC856 Advanced Operating Systems ITEC900 Industry Based Project A ITEC901 Industry Based Project B ITEC902 Advanced Programming in Software Engineering

The Committee RECOMMENDS THAT ACADEMIC SENATE approves the deletion of the above units, with effect from 31 December 2012. New Units 2013 Faculty of Arts PICX850 Security I (OUA) PICX851 Security II (OUA) Faculty of Human Sciences MEDI861 Research Project The Committee RECOMMENDS THAT ACADEMIC SENATE approves the introduction of the above units, with effect from 1 January 2013. English Language requirements for the Master of Applied Finance and the Postgraduate Certificate of Applied Finance in Beijing The Committee considered a proposal to vary the English Language requirements for the Master of Applied Finance and the Postgraduate Certificate of Applied Finance in Beijing for 2013. It was noted that the College English Language Test is currently not an approved English Proficiency Test accepted by Macquarie. The Committee requests that Macquarie International investigates the College English Test to determine whether this may be a suitable alternative to the English proficiency tests currently accepted by Macquarie; IELTS, TOEFL and PTE.

Continuation of Dual Degree Arrangements Faculty of Business and Economics Colombia – dual degree with Universidad de La Sabana Indonesia – dual degree with Universitas Bina Nusantara Mexico – dual degree with Tecnologico De Monterrey The Committee RECOMMENDS THAT ACADEMIC SENATE approves the continuation of the above dual degree arrangements with effect from 1 January 2013, for a further three years. 5.3 2014 Academic Program Award Proposed for Discontinuance Postgraduate Certificate of Research Preparation (Human Sciences)


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The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of the above Award, with effect from 31 December 2013. Units for Deletion in 2014 Faculty of Science CBMS884 Biotechnology Industry Internship GSE847 Environmental Education Programs HGEO805 Human Geography C STAT835 Research Project STAT836 Research Project Extended The Committee RECOMMENDS THAT ACADEMIC SENATE approves the discontinuance of the above units, with effect from 31 December 2013. Proposals for New Awards Faculty of Arts Master of International Public Diplomacy Faculty of Human Sciences Master of Clinical Sciences with specialisations in Anaesthetics Medicine Oncology Pathology (after 2014) Radiology (after 2014) Rehabilitation (after 2014) Surgery Women and Children (after 2014) Master of International Clinical Practice with specialisations in Anaesthetics Medicine Oncology Pathology (after 2014) Radiology (after 2014) Rehabilitation (after 2014) Surgery Women and Children (after 2014) Master of Early Childhood (OUA) Nested awards Postgraduate Diploma in Early Childhood (OUA) Postgraduate Certificate in Early Childhood (OUA) Master of Educational Leadership (OUA) with a specialisation in Early Childhood Education Nested awards Postgraduate Diploma in Educational Leadership (OUA) Postgraduate Certificate in Educational Leadership (OUA) Postgraduate Certificate of Educational Leadership (OUA) with a specialisation in School Education


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Postgraduate Certificate of Education Studies (OUA) with a specialisation in ICT in Education Master of Teaching (Birth to Five Years) (OUA) The Committee RECOMMENDS THAT ACADEMIC SENATE RECOMMENDS TO COUNCIL the establishment of the above Awards with effect from 1 January 2014. Juris Doctor The Committee RECOMMENDS THAT ACADEMIC SENATE RECOMMENDS TO COUNCIL in principle the establishment of the award Juris Doctor with effect from 1 January 2014 as an extended Master (level 9 AQF) degree, noting that the full course proposal will be subject to further review in 2013. Schedule of Postgraduate Articulating Awards The Committee recommends that further review be undertaken to establishing a Schedule of Postgraduate Articulating Awards as part of the Credit for Previous Studies policy development.

6. PROPOSAL FOR NATIONAL INSTITUTE OF TECHNOLOGY FOUNDATION PROGRAM

Macquarie International has submitted a proposal dated 26 October 2012 for consideration to partner with the National Institute of Technology Foundation Program as an alternative entry pathway to Macquarie for students meeting a distinction (70-79) average in all subjects undertaken. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above proposal, subject to an amendment of the English Language Requirements from the proposed ‘IELTS 5.0 or equivalent’ to ‘IELTS 6.5 or higher’.

7. PROPOSAL FOR HELP UNIVERSITY FOUNDATION PROGRAM Macquarie International has submitted a proposal dated 26 October 2012 for consideration to partner with HELP University Foundation Program as an alternative entry pathway to Macquarie for students meeting a distinction (75-84) average in all subjects undertaken. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above proposal, subject to an amendment of the English Language Requirements from the proposed ‘IELTS min band of 5.5’ to ‘IELTS 6.5 or higher’.

8. STREAMLINED VISA PROCESSING (SVP)

The Committee noted information on the background regarding the singular processes in place, relating to Macquarie University’s obligations and participation in the Streamlined Visa Processes, as provided by Macquarie International on 26 October 2012.

9. ARTICULATION ARRANGEMENT BETWEEN NORTHERN SYDNEY INSTITUTE (NSI) OF TAFE AND MACQUARIE At the ASQC meeting held on 15 May 2012, the schedules for the articulation between NSI and Macquarie to the Bachelor of Information Technology – Games Design and Development and the Bachelor of Arts with a major in Interactivity and Games were noted.


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At that time contracts were being prepared for signature by the Executive Deans of Faculty of Science and Faculty of Arts. The Committee considered the updated documentation submitted by Ms Penny Wilson, Articulation and External Relationships, Faculty of Science dated 30 October 2012. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the above agreement and the associated schedules for articulation.

10. ANY OTHER BUSINESS

10.1 Terms of Reference The Committee noted that Academic Senate resolved at its last meeting that a Working Party be established to review the role and function of ASQC, as part of the review of the University’s governance framework. Academic Senate recommended that a model be developed whereby ASQC has responsibility for the development of policy and frameworks relating to academic standards. In this model it was proposed that ASQC would play an oversight role over quality assurance and compliance while faculties would become accountable for implementing policies, procedures and standards established by ASQC. The Committee also noted that Academic Senate proposed that the development of this model would require consultation with internal stakeholders to determine business processes and workflows that will enable the development and implementation of resources for establishing quality thresholds by ASQC and the devolution of transactional functions to the faculties. Academic Senate also recognised that the consultation process would need to examine the role and function of the ASQC subcommittees and the audit and reporting requirements, both for faculties reporting to ASQC and ASQC to Academic Senate. The Committee noted the reference to the devolution of transactional functions to the faculties and agreed that the scope and extent of such functions had not been clearly articulated. The Committee agreed that while it may be appropriate for faculties to have responsibility over the management of units at an operational level, the role of ASQC in strategic planning at the program level should be strengthened. The Committee noted that currently all Chairs of FSQCs except that of the Faculty of Arts FSQC are members of ASQC. The Committee RECOMMENDS THAT ACADEMIC SENATE approves the inclusion of members of FSQCs in the membership of ASQC as part of the revised Terms of Reference of ASQC. 10.2 Recognition of Prior Learning Ms Williams reported that a discussion paper on Recognition of Prior Learning will be considered by the Senate Learning and Teaching Committee next week. It was anticipated that a draft policy will be available in early 2013 with a view of implementation by mid 2013, in anticipation of the upcoming TEQSA review. 10.3 Undergraduate Curriculum Simplification Project The Deputy Registrar indicated that the review of the Undergraduate Curriculum Simplification Project is ongoing and will endeavour to provide the Committee with further updates. 10.4 Bachelor of Information Technology – Games Design and Development An error was identified in Item 4.4 Bachelor of Information Technology – Games Design and Development in the 17 July 2012 ASQC minutes. It was recorded as follows: 4.4 Bachelor of Information Technology – Games Design and Development


16

The Faculty of Science submitted a request to establish a transfer policy for the above award. The Committee RECOMMENDS THAT ACADEMIC SENATE approves that students admitted in the Bachelor of Information Technology – Games Design and Development who have completed at least 12 credit points with an overall GPA of 2.0 be allowed to transfer to the Bachelor of Information Technology, with immediate effect. The above recommendation was approved by Academic Senate at their 7 August 2012 meeting. The Chair on behalf of the Committee approved subsequent to the meeting that the wording be corrected as follows: 4.4 Bachelor of Information Technology – Games Design and Development The Faculty of Science submitted a request to establish a transfer policy for the above award. The Committee RECOMMENDS THAT ACADEMIC SENATE approves a transfer criteria for students who have completed at least 12 credit points with an overall GPA of 2.0 to be permitted to transfer to the Bachelor of Information Technology – Games Design and Development with immediate effect. The Committee RECOMMENDS THAT ACADEMIC SENATE notes the above amendment.

11. NEXT MEETING

The Committee noted that the next meeting is scheduled for Tuesday 31 January 2013 commencing at 10.00am. The meeting will be held in Room 310 Lincoln Student Services Building.

FSQC INDIVIDUAL STUDENT CASES

Report to Academic Standards and Quality Committee

Faculty: Faculty of Business and Economics FSQC Meeting Date: FSQC Virtual Meeting 01/12/2012

Student ID Number Program

Type of Case

(¹Deeming, ²Saving, ³Other)

⁴Details of Request ⁵FSQC Decision

42533082 SALAIS

Bachelor of Commerce- Professional Accounting

Saving Recommendation: Students be saved from having to complete People and Planet Units - EStudent Error with CPS

Recommended

42549698 JI



Recommended

42549728 HE



Recommended

42568641 GUO


Saving Recommendation: Students be saved from having to complete People and Planet Units

Recommended

ASQC - 19 February 2013

Agenda Item 3.1

Attachment 2 Page 1 of 48

- EStudent Error with CPS

42663032 LIEW



Recommended

42773407 SAVIC



Recommended

42773415 MARTIN



Recommended

42805430 LEE



Recommended

42805600 XUE



Recommended

42817587 FULLER



Recommended


Agenda Item 3.1


42818109 TIMMINS



Recommended

42820189 GIANG



Recommended

42914655 KANAAN



Recommended

41789180 WARREN

Bachelor of Business Administration with Bachelor of Arts

Saving Recommendation: Student be saved from having to complete BBA320

Recommended- Sent to Senate 2012

41460871 YAHL

Bachelor of Commerce- Professional Accounting with Bachelor of Laws

Deeming

Recommendation: Deem ACCG105 as ACCG100 - Completed NCCW unit and

has satisfied the learning outcomes

Approved

42108403 FARR

Bachelor of Business Administration with Bachelor of Commerce- Professional Accounting

Deeming Recommendation: Deem ACCG as ACCG106 - Completed NCCW unit and


Approved

41616685 WEI

Bachelor of Applied Finance with Bachelor of Commerce Professional Accounting

Deeming Recommendation: Deem ISYS104 as ISYS100 - Intended planet unit NCCW

with units completed at SIBT. Deeming would satisfy the planet Unit requirement

Approved


Agenda Item 3.1


41756169 EMMERSON

Bachelor of Business Administration with Bachelor of Laws

Deeming Recommendation: Deem ACCG100 as ACCG106 - Completed NCCW unit and


Approved

40743608 MLADENOVASKI

Bachelor of International Business

Deeming Recommendation: Deem MKTG802 as MKTG304. - Final unit for students

degree, will satisfy learning outcomes and allow student to remain in the old curriculum

Approved


Bachelor of International Business

Other Recommendation: Allow Student to remain in the old curriculum

Approved


Agenda Item 3.1



Agenda Item 3.1




Faculty: Faculty of Business and Economics FSQC Meeting Date: FSQC Exam Meeting 5/12/2012


Type of Case



41218019 COOK

Bachelor of Commerce- Accounting with Bachelor of Laws

Other Recommendation: Allow student to remain in the old Curriculum

Approved

41394860 MOON

Bachelor of Commerce Other Recommendation: Allow student to remain in the old Curriculum

Approved

41179447 PAK

Bachelor of Commerce Deeming Deem ISYS123 as ISYS100 Approved

41786688 JOHNSTONE Bachelor of Commerce- Professional Accounting

Deeming Deem ISYS123 as ISYS100 Approved

41779274 KHAN

Bachelor of Commerce Other Recommendation: Allow student to complete and receive credit points for FOBE301 even though it is NCCW for the Completed unit FOBE302.

Approved


Agenda Item 3.1



Agenda Item 3.1




Faculty: Faculty of Business and Economics FSQC Meeting Date: FSQC Approval by Executive Action 12/12/12


Type of Case




Bachelor of International Business Deeming Deem ECON350 as

ECON396 Approved by Executive

Action


Agenda Item 3.1



Agenda Item 3.1






Type of Case



41647017 Bachelor of

Commerce-Actuarial Studies

Deeming Deem STAT272 as

ECON141 and Deem ACST202 as ACST201

Approved by Executive Action


Agenda Item 3.1



Agenda Item 3.1




Faculty: Faculty of Business and Economics FSQC Meeting Date: Approved by Executive Action 22/12/2012


Type of Case



41459180 B Comm - Accg (ACCG03) Other FBE supports case to remain in the old curriculum

Approved By Exec Action 22/12/12





41199723 B Econ Other FBE supports case to remain in the old curriculum


41488482 B Comm - Accg (ACC01) Other FBE supports case to remain in the old curriculum





Agenda Item 3.1










41608623 B Int Bus Other FBE supports case to remain in the old curriculum




41199391 BBA w/ B Arts - Psych Other FBE supports case to remain in the old curriculum




41748727 B App Fin Other FBE supports case to remain in the old curriculum







Agenda Item 3.1









Agenda Item 3.1




Faculty: Faculty of Business and Economics (FBE) FSQC Meeting Date: Tuesday 29 January

_______________________________________________________________________________________________ 1. Individual Cases- Deeming, Saving and Other

Student ID Number

Program Type of Case

(Deeming, Saving, Other)

Details of Request Decision

42238455 LIEM

Bachelor of Applied Finance with Bachelor of Commerce- Professional

Accounting

Saving Save Ms Liem from

completing an additonal people or planet unit

Approved

41254171 CHEN Bachelor of Commerce-

Professional Accounting Deeming Deem ISYS123 as

ISYS100 Approved

42134226 GELDRES

Bachelor of Business Administration with Bachelor of Arts-Psychology

Deeming Deem PSY122 as STAT170 Approved

41754255 SELLER

Bachelor of Business Adminstration with Bachelor of Arts

Deeming Deem BUS304 as BBA320

Approved


Agenda Item 3.1


41736249 SHI

Bachelor of Commerce with Bachelor of Science

Deeming Deem ECON334 as ECON332

Approved

41784820 VINES

2011 Bachelor of Applied Finance

Deeming Deem ACCG253 as AFIN252

Approved

41736842 ZOU

2009 Bachelor of Applied Finance with Bachelor of Commerce - Professional Accounting


Approved

41054423 SHAJAHAN



Approved

41198646 KRZTON



Approved

41466004 BHAVE

2011 Bachelor of Applied Finance with Bachelor of Laws


Approved

41510313 THETE

2011 Bachelor of Applied Finance with Bachelor of Laws


Approved

42114144 MANOHARAN

Bachelor of Commerce (Finance + Economics) 2010

Deeming Deem AFIN310 as AFIN328

Approved

42108896 LEE

Bachelor of Commerce (Finance+ Marketing) 2010


Approved

42041848 CHEN

Bachelor of Commerce (Finance) 2010


Approved

42199158 Ll Bachelor of Commerce (Finance) 2010


Approved


Agenda Item 3.1


42239737 LIN Bachelor of Commerce (Finance) 2010


Approved

41806956 VU Bachelor of Commerce (Finance) 2010


Approved

42102693 YOUNG



Approved

41918576 ZHU Bachelor of Commerce (Finance) 2011


Approved

42439310 LIN Bachelor of Commerce (Finance) 2011


Approved

42306930 NGUYEN

Bachelor of Commerce (Accounting + Finance) 2011


Approved

42081424 MA Bachelor of Commerce (Finance) 2011


Approved

42068215 SHI Bachelor of Commerce (Finance) 2011


Approved

42313732 WANG



Approved

42077818 XU



Approved

41359275 BUI



Approved

41918606 JIANG



Approved

41538102 CHEN



Approved


Agenda Item 3.1


42133505 TRIOLO

Bachelor of Commerce (Finance+ Commercial Law) 2010


Approved

42060591 XU Bachelor of Commerce

(Finance) 2011 Deeming

Deem AFIN310 as AFIN328

Approved

42439310 LIN



Approved

41795679 LEE

Bachelor of Commerce- Professional Accounting 2009

Other Allow student to remain in the old curriculum

Approved

40324109 SINGH

Bachelor of Business Administration with Bachelor of Commerce- Professional Accounting

Deeming

Deem BBA301 as BBA350 Deem BBA311 as BBA360 Deem BBA316 as BBA316 Deem BBA250 as HRM107 Deem COMP123 as ISYS100

Approved

41478134 SKELLY

Bachelor of Commerce- Professional Accounting with Bachelor of Laws

Deeming Deem ACCG105 as ACCG100

Approved

42123259 CHAN


Deeming Deem BUSL100 as ANTH106

Approved

41792637 PRIOR

Bachelor of Human Resource Management


Approved

41773721 HUANG

Bachelor of Commerce- Accounting


Approved


Agenda Item 3.1


42188970 KO Bachelor of Business

Administration Other

Allow student to remain in the 2010 old curriculum

Approved

41515269 NO


Deeming Deem ISYS123 as ISYS100

Approved

41515269 NO


Deeming Deem BBA111 as BBA102

Approved


Agenda Item 3.1



Agenda Item 3.1


1





Type of Case



41459180 Afrakoff B Comm - Accg (ACCG03)

Other Allow Student to remain in the old curriculum


41603435 Cao B Comm - Accg (ACCG03)



41774582 Chowdhury B Comm - Accg (ACCG03)



41199723 El-Rahi B Econ



41488482 Fagan B Comm - Accg (ACC01)



41783190 Grayburn B Comm - Accg (ACCG03)




Agenda Item 3.1


2

41891317 Hong B Comm - Accg (ACCG03)



41733967 Jia B Comm - Accg (ACCG03)



41499425 Lam B Comm - Accg (ACCG03)



41895053 Lan B Comm - Accg (ACCG03)



41608623 Leung B Int Bus



41740491 Li B Comm - Accg (ACCG03)



41199391 McNab BBA w/ B Arts - Psych



41347404 Park B Comm - Accg (ACCG03)



41748727 Sate B App Fin



41364155 Shao B Comm - Accg (ACCG03)



41535278 Shi B Comm - Accg (ACCG03)




Agenda Item 3.1


3

41291670 Song B Comm - Accg (ACCG03)



41604474 Sullivan B App Fin



41856627 Tjhin B App Fin



41492323 Vo B Comm - Fin (FNN06)



41735463 Wu B Comm - Fin (FNN06)



41919432 Wu B Comm - Accg (ACCG03)



41228537 Yi B Econ (ECOS02) Other Allow Student to remain in the

old curriculum


41234634 Zamora B App Fin



41513614 Zhang B Comm - Accg (ACCG03)



41643674 Lu B Comm - Accg (ACCG03)




Agenda Item 3.1



Agenda Item 3.1


1



Faculty: Faculty of Business and Economics FSQC Meeting Date: Approved by Executive Action on 04/02/2013


Type of Case (¹Deeming,

²Saving, ³Other)


42591929 CHAN Chiu Wing 42596130 CHAN Kan Yin 42575192 CHAN Kin Mei, Nina 40189627 CHAN Wai Yan 42575214 CHAU Ka Po 41632095 CHAU Ka Yiu 41632354 CHENG Wai Ting 42617782 CHEUNG Chi Man 42573521 CHIANG Yik Shan 42603005 CHUNG Kai Fung 42649765 FU Ka Ho 41632788 IP Chung Ming 42598540 KAN Yiu Chung 41632117 KO Wai Lim 42605997 KONG Ho Kwan, 42617936 KWOK Ching Yi 41923987 LAI Mei Yan 41632451 LAM Kin Kiu 42606020 LAU Chun Ting

Bachelor of Business Administration 2011 Cohort HK Campus

Saving

The Saving Clause was to be invoked to enable these

students to graduate after completing 72 credit points,

without meeting the ‘3 credit points for 300 level units

designated as Commerce’ unit requirement for their degree.

Recommended


Agenda Item 3.1


2

41632753 LAU Yuen Ching 41632575 LEE Wing Lam, Shannen 42155754 LEUNG Kwai Yu, Nelson 41632265 LEUNG Lai Kan 42575117 LEUNG Man Sze 41632745 LEUNG Sau Chu 42596114 LEUNG Yuen Lam 41632761 LO Hiu Tung 42614236 MA Yuk Chun 42596106 MAN Wai Ping 41632516 MO Sze Wun 42596157 NG Sau Kuen 42566223 NGAN Shun Sau 41632001 PANG Cho Kin 42632498 SHU Ling Fung 42596181 SO Yu Fong 42231418 TSUI Wai Ting 42621380 WONG Chun Sing 42575087 WONG Hau Yee 42655587 WONG Tsz Yan 41632591 WONG Wing Ki 42617871 YIP Tsz Ho 41632532 YIU Wing Chi 42644984 CHAN Benedict 41632389 CHAN Ka Lam, Alda 41632435 CHAN Kong San 41632338 CHAN Tsui Hang, Ter 42575125 CHENG Yu Yu 42649765 FU Ka Ho 41632915 HUI Yan Chai 41631994 HUNG Ling Fu 42591953 KWOK Hiu Lam 42632536 LEUNG Hoi Yan, Helix 42575230 LI Lai Ling 41632206 LI Sum Yi


Agenda Item 3.1


3

42412021 PO Oi Man 42575176 TANG Wai Yu 42649323 WONG Chun Ning 41632346 WONG Tsz Kuen 42573629 YEUNG Wing Yee 41632737 YIM On Yee 42649374 YIP Ping Tai 42575095 YUEN Ka Yi 42635594 HO Yan Yan 42575109 CHAN Tsz Kei, Elkie


Agenda Item 3.1



Agenda Item 3.1






Type of Case



42497787 GUO

Master of Actuarial Practice

Deeming

Deem ACST818 as ACST601

Deem ACST816 as ACST602

Deem ECON991 as ACST603

Approved


Agenda Item 3.1



Agenda Item 3.1






Type of Case



42141001 MELDRUM

Master of Economics

Deeming

Deem ECON904 as

ECON898

Approved


Agenda Item 3.1



Agenda Item 3.1






Type of Case



42254078 LI

Master of Actuarial Practice

Deeming

Deem ECON991 as

ACST858

Approved


Agenda Item 3.1



Agenda Item 3.1






Type of Case



40711943 SHI

Bachelor of Commerce

Deeming

Deem ACCG323 as ACCG399

Approved


Agenda Item 3.1



Agenda Item 3.1


1



Faculty: Human Sciences FSQC Meeting Date: 31 January 2013


Type of Case (¹Deeming,

²Saving, ³Other)


41181921 BTeach(ECS) Deeming

That ABFS110 (2cp),ABMG140 (2cp),ABFS130 (3cp) & ABEP330 (3cp) be deemed equivalent to ABFS111(3cp), ABFS131(3cp) and ABEP331(4cp). That ABEC211 (4cp) and ABEC311 (3cp) be deemed equivalent to ABEC213(3cp) and ABEC312(4cp)

Approved

41729544 BTeach(ECS) Deeming

That ABEC335 (4cp) be deemed equivalent to ABEC225(4cp)

Approved

41182103 BTeach(ECS) Deeming That ABEC335 (4cp) be deemed equivalent to ABEC335 (4cp)

Approved


Agenda Item 3.1


2

41181638

BTeach(ECS)

Deeming

That the following units be deemed equivalent:

ABEC311 (3cp) & ABEC211 (4cp) with ABEC312 (4cp) & ABEC213 (3cp) ABFS110 (2cp), ABFS130 (2cp) & ABMG140 (2cp) with ABFS111 (3cp) & ABFS131 (3cp) That ABEC335 (4cp) be deemed equivalent to ABEC225(4cp)

Approved

41729579 BTeach(ECS)

Deeming


Approved

41738004

BTeach(ECS)

Deeming


Approved

31815758

BTeach(ECS)

Deeming

That the following units be deemed equivalent: ABEC220 (3cp), ABEC211 (4cp), ABEC210 (2cp), ABFS110 (2cp) & ABFS120 (2cp) to ABEC213 (3cp), ABEC215 (3cp), ABEC225 (4cp). & ABFS111 (3cp) ABMG140 (2cp) & ABFS210 (2cp) to ABFS130 (3cp) ABEC110 (2cp) & ABSP200 (2cp) to ABEC112 (3cp)

Approved

40311643

BTeach(ECS)

Deeming

That the following units be deemed equivalent: ABEC311 (3cp) & ABEC211 (4cp) to ABEC312 (4cp) & ABEC213 (3cp) ABEC220(3cp),ABFS210(2cp) & ABEP330 (3cp) to ABEC225 (4cp) & ABEP331 (4cp)

Approved


Agenda Item 3.1


3

40311430

BTeach(ECS)

Deeming

That the following units be deemed equivalent: ABEC311 (3cp) & ABEC211 (4cp) to ABEC312 (4cp) & ABEC213 (3cp) ABFS110 (2cp) & ABFS120 (2cp) to ABFS111 (3cp) ABMG140 (2cp) & ABFS210 (2cp) to ABFS130 (3cp) ABEC110 (2cp), ABSP200 (3cp) & ABEC210 (2cp) to ABEC112 (3cp) & ABEC215 (3cp)

Approved

41181956

BTeach(ECS)

Deeming

That the following units be deemed equivalent: ABEC311 (3cp) & ABEC211 (4cp) to ABEC312 (4cp) & ABEC213 (3cp) ABFS110 (2cp), ABFS130 (3cp), ABMG140 (2cp) & ABEP330 (3cp) to ABFS111 (3cp), ABFS131 (3cp) & ABEP331 (4cp)

Approved

41915445 BADipEd

Deeming

That EDUC365 be deemed equivalent to EDUC265

Approved

89229762

M of Educational Leadership (Higher Education)

Deeming

That EDCN817 be deemed equivalent to EHE913

Approved

41192842

Bachelor of Psychology (Hons)

Saving

Student was incorrectly advised about her program, leaving her one credit point under the 72 cps entry criterion for Honours in 2013. Recommended Saving Clause be invoked to allow entry into 4th year Honours with 71 cps, with all other requirements met.

Approved by Senate 13.12.12


Agenda Item 3.1


4

30437695 BEd (ECE)

Saving & Deeming

SAVING Recommended that in order for the student to be qualified under BEd(ECE) degree requirements, Saving Clause be invoked to allow deeming at higher levels for: ECE102 with ECH226 ECE202 with ECH326 DEEMING Resolved the following deemings: ECH201 with ECH228 ECGP201 with ECHP222 ECE301 with ECH320 ECGP102 with ECHP122

Approved by Senate 13.12.12

Approved

42456363

BA-PsychDipEd

Other

That ECH126 be deemed equivalent to EDUC106

Approved

41467442

B Ed (ECE 0-12)

Deeming

That ENGL120 be deemed equivalent to LING120

Approved

40328422 Other BA- Psych

40328422

BA- Psych

Other That the student be qualified under 2007 rules. Approved

41458222

BA-PsychDipEd

Deeming

That the following units be deemed equivalent: ECH126 with EDUC106 ECH226 with EDUC105

Approved

42118425

B Ed (ECE)

Deeming That EDUC106 be deemed equivalent to ECH126 Approved


Agenda Item 3.1


5

42412625

Grad Dip Speech & Comm

Deeming That STAT170 be deemed equivalent to PSY122 Approved

42024420

M of T & I with M Appl Ling

Deeming

That TRAN871 be deemed equivalent to LING968 Approved

43026362

PG Dip T & I Deeming That TRANS878 be deemed equivalent to LING903 Approved

42616328

M of T & I

Deeming

That TRAN871 be deemed equivalent to TRAN873

Approved

42615283

M of T & I

Deeming

That TRAN871 be deemed equivalent to TRAN873

Approved

41881486

B Science (Psych) Other To allow international student to qualify under 2009 curriculum rules in order to complete degree without capstone unit & necessity to return to Australia

Approved

42023874

M T & I App Ling (TESOL)

Deeming TRAN888 be deemed equivalent to TRAN874 Approved

43013678

PG Dip T & I Deeming TRAN886 be deemed equivalent to TRAN874 Approved

30336090

M T & I Deeming APPL911 be deemed equivalent to TRAN870 Approved

41491866

BA Dip Ed Deeming EDUC409 be deemed equivalent to EDUC392 Approved

30293502

BA FoHS Other & Deeming EDUC106 be deemed equivalent to ECH126 (People) Approved


Agenda Item 3.1


6

42189918

BA Sociology

Other & Deeming

ECH218 be deemed equivalent to ECH113 (People Unit) Approved

42363802 M Clinical Neuropsychology

Deeming & Other

Other: To add PSYN847, PSYP982, PSYN859 & PSYN860 to study pattern. Deeming: To deem the following units as equivalent :

1) PSYP982 to PSYN814 2) PSYN859, PSYN860 & PSYN847 (4cp units) to PSYN830,

PSYN831 & PSYN813(4cp)

Approved

41345061

M Clinical Neuropsychology

Deeming & Other

Other: To add PSYP982to study pattern. Deeming : That PSYP982 be deemed equivalent to PSYN859 and PSYN860.

Approved

(Please print) *Signed by Chair, FSQC

FACULTY INDIVIDUAL STUDENT CASE AUTHORISATION Contact Staff Member

Date: 31/01/13

Name: Lia Saunders Ext: 7962 Email: [email protected]


Agenda Item 3.1


7

Date: 31.01.13

Name: A/P Pamela Coutts

*Signature authorizes that individual student cases reported herein are with the knowledge and consent of the students reported.

Endorsed by Executive Dean of Faculty

Date: 31.01.13

Name: Janet Greeley

Return the completed form to: [email protected] two weeks prior to the next ASQC meeting date Enquiries: Fiona Courtis Ext 7339 or [email protected]


Agenda Item 3.1


mailto:[email protected]

mailto:[email protected]

8

1) Deeming

Bachelor Degree Rule 22 Master by Coursework Rule 13 Postgraduate Diploma/Certificate Rule 13 “A relevant Committee appointed by Academic Senate may declare that a candidate has completed the specified prescribed unit where other work completed by the candidate is deemed by the designated Executive Dean of the Faculty to be equivalent to the prescribed unit.”

2) Saving Bachelor Degree Rule 20 Master by Coursework Rule 14 Postgraduate Diploma/Certificate Rule 14 “… the Academic Senate may, in any exceptional case in which it may deem it appropriate to do so, dispense with or suspend any requirements of or prescriptions by these rules. Any such action by the Academic Senate is to be reported forthwith to the Council.”

3) Other Unusual and exceptional requests which do not fall within either of the above categories. ⁴Details of Request Provide brief summary including: ¹Deeming: Indicate which unit(s) is/are being deemed for the required unit(s) including the justification for the deeming. ²Saving: Indicate the requirement to be dispensed with and the justification for the special dispensation. ³Other: Indicate the nature of the request and the justification for approval (if granted). ⁵FSQC Decision Proposals for Deeming or Other may be approved by FSQC. Proposals for invocation of the Saving Clause are to be recommended to Academic Senate.


Agenda Item 3.1


of 9

ASQC Undergraduate Subcommittee

Minutes of the meeting held on 5 February 2013 Attending Members: Ms Sue Spinks (Chair), Dr Nicole Anderson, Ms Lindie Clark, A/Prof Pamela Coutts, A/Prof Michael Hitchens, Mr George Tomossy. In Attendance: Ms Jemima Morley, Ms Suzanne Kelly, Ms Kylie Shorrock, Apology: Mr Kevin Baird. ____________________________________________________________________________ 1. MINUTES OF PREVIOUS MEETING

The draft minutes from the previous meetings held on 16 November 2012 were submitted to the ASQC meeting of 20 November 2012.

For noting 2. BUSINESS ARISING

2.1 Urgent Changes to Units Approved by Chair of ASQC since 16 November 2012

Unit Type of Change Date Approved STAT321 Logistics and Project Management

Emergency Change 2013 Remove prerequisite and add a Corequisite

14/12/2012

MSM310 Museology of Natural History

Emergency Change 2013 Change to prerequisites

14/12/2012

HLTH316 Principles in Health and Disease 2

Emergency Change 2013 Change to owning Department

14/12/2012

PSYS201 Physics IIA


14/12/2012

ASTR278 Advanced Astronomy


14/12/2012

PHYS202 Physics IIB


14/12/2012

PHTN221 Introduction to Optical Science and Technology


14/12/2012

PHYS143 Physics IB


14/12/2012

PHYS143 Physics IB

Emergency Change 2013 Change to NCCW

14/12/2012

PHYS140 Physics IA


14/12/2012

PHYS149 Physics for Technology


14/12/2012 14/12/2012

LAWZ448 Animal Law


14/12/2012


Agenda Item 5


of 9

TEP442 English as a Second Language in Schools


14/12/2012

PHIL702 Frontiers of Research in Mind and World

Emergency Change 2013 Change to unit name - Research Topics in Mind and World

20/12/2012

PHIL704 Frontiers of Research in Modern European Philosophy

Emergency Change 2013 Change to unit name - Research Topics in Modern European Philosophy

20/12/2012

PHIL706 Frontiers of Research in Ethics

Emergency Change 2013 Change to unit name - Research Topics in Ethics

20/12/2012

FOAR300 Participation and Community Engagement in Arts

Emergency Change 2013 Change to NCCW and co-taught (co-badged) with LAW442

20/12/2012

LAW442 LAW-PAL: Leading Peer Learning

Emergency Change 2013 Change to NCCW and co-taught (co-badged) with FOAR300

20/12/2012

All 700 level units in the Master of Research

Urgent Changes 2013 Change to prerequisite

20/12/2012

SOCI706 Advanced Policy Research 3: Political Economy for Social Policy Research SOCI705 Advanced Policy Research 2: Political Economy for Social Policy Research

Request to co-teach SOCI706 with SOC865 Political Economy for Social Policy and Research. Request to co-teach SOCI705 with SOC866 Sociology of Work and Employment

24/01/2013

ECH231 Young Children's Language, Literature and Literacy

Urgent Changes 2013 Change to corequisite

16/01/2013

For Noting

2.2 Late Amendments to Programs and Majors Approved by Chair of ASQC since 16 November 2012

Program/ Major Type of Change Date SPCO01GD Graduate Diploma of Speech and Communication

Backmapping to 2012 Required LING199 or LING110 Required LING398 or LING217

11/12/2012


Agenda Item 5


of 9

SPCH11GC Graduate Certificate of Speech and Communication

Backmapping to 2012 Add LING217 to 6cp requirement group (as an alternate to LING398). Add LING110 to 6cp requirement group (as an alternate to LING199).

11/12/2012

EDUC03 Bachelor of Education (TESOL)

2012 Late Amendment Request to add MPP402 as an alternate to MPP404

18/01/2013

PUL01 Public Policy, Law and Governance

Late amendment to program request to add LAW491 to 300 level option set

16/01/2013

SEN02 Software Engineering

2013 Late Amendment to Program Remove COMP342 (which was deleted from 2013 Schedule of Units) and reduce total credit points to 51 (from 54).

24/01/2013

For Noting

2.3 Recoded Units Following People and Planet Review

The following units will no longer be People or Planet units from 1 January 2014 as they were not renewed following the People and Planet Review. These units must therefore be recoded for 2014. The Programs Team will recode and amend affected prerequisites and programs prior to circulation of the schedules for annual review.

Current Code New Code

ENV201 ENVG201 LING110 LING111 PHL264 PHIL201

For Noting

2.4 Credit for Previous Studies At the last Undergraduate Subcommittee the issue of credit for previous studies was discussed and it was recommended to ASQC that the calculation for credit for previous studies be updated to reflect multiples of 3. A tabled paper was included which also recommended that the credit for previous studies granted for a bachelor award and a diploma award be amended. During the discussions incomplete awards were also discussed but were not included in the recommendation to ASQC.


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Credit for Previous Studies for Incomplete Bachelor awards should be amended from 44cp to 45 cp in line with the earlier discussions on rounding to the nearest 3cp. Action: The Subcommittee agreed to recommend to ASQC the inclusion of credit for previous studies for incomplete Bachelor Awards to be amended from 44cp to 45cp with effect from 1 January 2013.

3. 2013 ACADEMIC PROGRAM

3.1 Late Amendments to Programs

Diploma of Languages (Spanish) (SPNH03)

Action: The Subcommittee agreed to recommend to ASQC the inclusion of SPN315 to the Diploma of Languages(Spanish) (SPHN03) program with immediate effect.

3.2 Emergency Changes to Units (TABLED)

CHN341 Chinese Capstone Unit

The Faculty requested to change the prerequisite from CHN340 to “CHN340 or CHN361”. It was also requested that the corequisite be change from CHN321 to “CHN321 or CHN362”.

FRN123 Introductory French II

The Faculty requested to change the existing prerequisite from “FRN122 or (HSC French Continuers Band 2 or 3 or 4) or (HSC Beginners Band 4 or 5 or 6)” to FRN122. It was also requested that the current NCCW of “FRN295, HSC Extension or Continuers Band 5 or 6” be removed.

FRN122 Introductory French I

The Faculty have requested that the current NCCW be changed from “FRN295, HSC French Extension or Continuers Band 3, 4, 5 or 6, HSC Beginners Band 5, 6” to “HSC French Extension or Continuers Band 4, 5 or 6”.

CHN378 Chinese Research Project

The Faculty have requested that the prerequisite be changed from “30cp and permission of Executive Dean of Faculty” to “39cp and permission of Executive Dean of Faculty”.

Action: The Subcommittee agreed to recommend to ASQC the following Emergency Changes with immediate effect: the prerequisite for CHN341 be changed to “CHN340 or CHN361”; the corequisite for CHN341 be changed to “CHN321 or CHN362”; the prerequisite for FRN123 be changed to “FRN122”; the NCCW for FRN123 be changed removed; the NCCW for FRN122 be changed to “HSC French Extension or Continuers Band 4, 5 or 6”; and the prerequisite for CHN378 be changed to“39cp and permission of Executive Dean of Faculty”.

4. 2014 ACADEMIC PROGRAM

4.1 New Units

Faculty of Arts


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ANTH223 Mad, Bad, Sad: The Anthropology of Deviance The Subcommittee discussed the proposal and requested clarification and modification on the following issues: - Include a prerequisite appropriate to the 200 level unit. - Amend the learning outcomes to be more concise and consider reducing the number of

outcomes. - Amend the justification provided as it should be associated to the level of the unit not to

the graduate capabilities. - It was recommended that the Department of Anthropology consult with the Department of

Cognitive Sciences to ensure there isn’t overlap with the unit COGS201 Disorders and Delusions of Mind.

The Subcommittee also suggested that consideration be given to ANTH223 as a future People unit.

INTS700 Critique in Language, Literature and Cultural Studies

The Subcommittee discussed the proposal and seek clarification and modification on the following issues: - It was recommended that the unit name be changed, otherwise consultation from the

Cultural Studies Department is required. A suggested name is “Critique in Language, Literature and Culture”.

- The learning outcomes need to be amended so that they align with the unit level and not the graduate capabilities.

- Context needs to be provided for learning outcome 2 and 3.

LAWS398 Civil and Criminal Procedure The Subcommittee discussed the proposal and seek clarification and modification on the following issues: - The prerequisite needs to be changed to “LAW203 or LAW204 or LAW208”. - The learning outcomes need to be amended to indicate ‘advanced’. - The assessment requires more details regarding the type of assignment and the word

limit. LAWS399 Evidence The Subcommittee discussed the proposal and requested more details on the assessment including the type of assignment and the word limit. AHIS350 Advanced Reading Unit in Ancient History The Subcommittee discussed the proposal and seek clarification and modification on the following issues: - The learning outcomes need to be expanded with more details. - Clarification is requested in regard to the workload as it appears that students do not

consult with staff. - It was suggested that consideration be given to a smaller formative assessment for the

benefit of students. The Subcommittee agreed not to recommend to ASQC the abovementioned units which have been referred back to Faculty of Arts for further amendment. Faculty of Human Sciences EDUC704 Assessment Issues


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EDUC705 Educational Institutions and Organisations (Submitted as EDCN705) EDUC701 Educational Psychology and Practice (Submitted as EDCN701) EDTE301 Professional Experience in the Primary School I (Tabled) EDTE302 Introduction to the Professional Experience in the Secondary School (Tabled) EDTE410 Social Sciences in the Secondary School 1 (Tabled) Action: The Subcommittee agreed to recommend to ASQC the following new units EDUC704, EDUC705, EDUC701, EDTE301, EDTE302 and EDTE410 with effect from 1 January 2014. EDUC703 An Introduction to Curriculum Studies (Submitted as EDCN703) The Subcommittee discussed the proposal and agreed that the learning outcomes were light and not sufficiently advanced therefore requiring amendment. EDUC706 Learning and Technology (Submitted as EDCN706) (Tabled) The Subcommittee discussed the proposal and seek clarification and modification on the following issues: - The workload requires more details. - Clarification of the workload in relation to the assessment tasks. The Subcommittee agreed not to recommend to ASQC EDUC703 and EDUC704 which have been referred back to the Faculty of Human Sciences for further amendment and advice. Faculty of Science MATH399 Participation and Community Engagement in Mathematics

Action: The Subcommittee agreed to recommend to ASQC MATH399 as a new unit with effect from 1 January 2014.

4.2 Proposal to add Units to the Schedule of People and Planet Units Faculty of Arts EUL201 Screening Europe: Cinema and Identity (People Unit) The Subcommittee discussed the proposal and seek further information from the Faculty to show how the assessment is linked to Graduate Capabilities 2 and 3. It was also requested that more detail be shown regarding ethical capabilities. The Subcommittee agreed not to recommend to ASQC EUL201 and to refer it back to the Faculty of Arts for further amendment. Faculty of Human Sciences COGS201 Disorders and Delusions of Mind (People Unit) COGS202 Brain and Language (People Unit) The Subcommittee discussed the submission and agreed that both units needed to present a stronger and more detailed case for the ‘socially and environmentally active and responsible’ Graduate Capability. The Subcommittee agreed not to recommend to ASQC the proposals for COGS201 and COGS202 and they were referred back to the Faculty for further amendment.


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4.3 Proposal to Delete Units Faculty of Human Sciences

EDUC393 A Comparative Curriculum Study: Malaysian and Australian Classrooms EDUC394 Teaching English as a Foreign Language in Malaysian Classrooms Action: The Subcommittee agreed to recommend to ASQC the deletion of EDUC393 and EDUC394 with effect from 1 January 2014.

4.4 Change of Name and Prerequisite

Current Name: EDUC392 Research Inquiry in the Primary Classroom New Name: EDUC392 Research Inquiry in the Classroom New Prerequisite: 39cp Action: The Subcommittee agreed to recommend to ASQC that the unit name for EDUC392 be change to “Research Inquiry in the Classroom” and the prerequisite be changed to 39cp, with effect from 1 January 2014.

4.5 Proposal to add units to the Schedule of Participation Units SOC220 Objects of Passion: Topics in Cultural Sociology The Subcommittee requested further clarification about the engagement experience and the

benefit for the partner organizations, as it was agreed that these aspects were unclear.

The Subcommittee agreed not to recommend to ASQC, SOC220 as a participation unit and it was referred back to the Faculty for further amendment.

MATH399 Participation and Community Engagement in Mathematics This item was deferred as the proposal had not been considered by the Faculty Standards

and Quality Committee. The Faculty will need to resubmit with appropriate approval for future consideration.

4.6 Change of Degree Name Proposal

The Faculty of Human Sciences requested the name for the degree of Bachelor of Speech and Hearing Sciences (BSpHSc) be changed to the degree of Bachelor of Speech, Hearing and Language Sciences (BSpHLSc) effective 1 January 2014.

Action: The Subcommittee agreed to recommend to ASQC the new award name of “Bachelor of Speech, Hearing and Language Sciences” (BSpHLSc) to replace the current “Bachelor of Speech and Hearing Sciences” effective 1 January 2014.

4.7 Proposal for New Awards

4.7.1 Bachelor of Business Analytics (BBusAnalytics) The Faculty of Business and Economics submitted a preliminary proposal for a 3 year named degree, Bachelor of Business Analytics of 72 credit points. Further information and details


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regarding the program structure will be considered at a future meeting.

Action: The Subcommittee agreed to recommend to ASQC the name only for the new award of Bachelor of Business Analytics (BBusAnalytics), effective 1 January 2014.

4.7.2 Bachelor of Business Leadership with the Degree of Bachelor of Commerce (BBusLeadBCom)

The Faculty of Business and Economics has submitted a proposal for a new award based on majors, which requires the completion of a minimum of 96 credit points. The Subcommittee considered the proposal and raised concerns that the Bachelor of Business Leadership is not available as a single award. A double degree is defined (in the University glossary) as a recognised combination of two programs which allow students to qualify for two degrees with fewer credit points and in less time than it would take to complete each separately. The Subcommittee requested further information from the Faculty as to why the Bachelor of Business Leadership is not being offered as a single award and for the Faculty to make a case to ASQC for an exception.

4.7.3 Bachelor of Human Sciences (BHumanSc) (Tabled) The award name of Bachelor of Human Sciences was considered at the Undergraduate Subcommittee meeting of 16 November 2012 and recommended to ASQC on 20 November 2012. The program structure has now been received and considered. (Attachment 1) Action: The Subcommittee agreed to recommend to ASQC the program structure for the Bachelor of Human Sciences as presented, effective 1 January 2014.

4.8 Proposals for New Majors

4.8.1 Ancient History

The Faculty of Arts has requested the establishment of an Ancient History major as a qualifying major for the Graduate Certificate of Arts. The proposed major will require the completion of a minimum of 12 credit points. (Attachment 2)

Action: The Subcommittee agreed to recommend to ASQC the establishment of a new qualifying major, Ancient History, for the Graduate Certificate of Arts, effective 1 January 2014.

4.8.2 Human Movement Major (Tabled) The Faculty of Human Sciences has requested the establishment of the Human Movement major with a minimum of 24 credit points as a qualifying major for the Bachelor of Human Sciences. (Attachment 3) Action: The Subcommittee agreed to recommend to ASQC the establishment of a new qualifying major, Human Movement, for the Bachelor of Human Sciences, effective 1 January 2014. 4.8.3 Community Services (Tabled)

The Faculty of Human Sciences has requested the establishment of the Community Services major with a minimum of 24 credit points as a qualifying major for the Bachelor of Human


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Sciences. (Attachment 4) Action: The Subcommittee agreed to recommend to ASQC the establishment of a new qualifying major, Community Services, for the Bachelor of Human Sciences, effective 1 January 2014.

5. OTHER BUSINESS

5.1 Participation Requirement in New Awards

A member raised the issue of participation being a requirement for all new awards. The Subcommittee discussed the possibility of including the general requirement of a participation unit for all new awards proposed from 2014 onwards and considered it to be in line with the University strategic direction for participation and supported the proposal. Action: The Subcommittee agreed to recommend to ASQC the new general requirement for all new awards proposed for introduction from 1 January 2014 to include a requirement of a participation unit.

5.2 Bachelor of Actuarial Studies with Bachelor of Science with a Major in Statistics

The Academic Program Section sought advice from the Subcommittee regarding

distinctiveness between a named award and an award with majors where a unit is required in both. The units in question in this example are STAT171, STAT271 and STAT272.

The Subcommittee advised that the unit can only count once and that the student would be

required to do other STAT units at the same level or higher to replace the units required by the other part of the double degree. Therefore the student must still complete 24 distinct credit points in the Statistics major including all the required units.

Concern was raised about how a student would be able to work that out from the rules? The

Subcommittee agreed but confirmed that was the intention.

6. NEXT MEETING The next meeting of the Undergraduate Subcommittee will be held on Tuesday 5 March 2013 in the Senate Room, Room 310 of the Lincoln Building (C8A).


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MEMORANDUM

www.businessandeconomics.mq.edu.au

To: ASQC CC: ASQC UG Subcommittee

From: Professor Anne Ross-Smith

Date: 13 February 2013

Subject: FBE feedback regarding the proposed 2014 Bachelor of Business Leadership with

the degree of Bachelor of Commerce (BBusLeadBCom)

Dear ASQC,

The purpose of this memo is to address the ASQC UG Subcommittee’s (February 5th meeting)

request for further information as to why the Faculty of Business and Economics (FBE) will not

be offering the Bachelor of Business Leadership (which is part of its proposed new Bachelor of

Business Leadership with the degree of Bachelor of Commerce) as a single award.

As you will note from the academic case for the establishment of the BBusLeadBCom award, this

award was developed in consultation with FBE’s network of employers on the issue of ‘technical

vs soft / generic skills balance’ and in response to the ‘soft / generic skills’ graduate gap identified

by our employers. This consultative and industry driven method in curriculum development is the

most critical dimension of the Faculty’s case for a combined degree because it reflects the

Faculty’s strategic intent to engage with business in designing any future programs which it will

deliver.

Following these discussions with industry, the Faculty established that there is a market for a

product which integrates technical and soft / generic skills in the field of business education. FBE

seeks to respond to this demand by developing a premium product which combines a traditional

professional degree (the Bachelor of Commerce) with a second degree in the business

leadership space. In coming to this decision, the Faculty also considered widely accepted and

publically debated discourse in the sector to further inform its decision not to remove any of its

technical / disciple related content in the design and development of its new product.

The format of the proposed BBusLeadBCom is based on the above mentioned consultation with

industry and is in keeping with the Faculty’s strategic objects to deliver graduates who are in

demand by employers. There is a lack of substantive data to suggest a single degree in the

business leadership space will be sufficient to satisfy these aims. Hence, until such time as the

BBusLeadBCom is tested (e.g. market, graduated outcomes, standing in industry as a premium


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MEMORANDUM

www.businessandeconomics.mq.edu.au

product), it is not the Faculty’s intention to proceed with a stand-alone Business Leadership

award.

Yours sincerely,

Professor Anne Ross-Smith Chair, FSQC Associate Dean Curriculum and Quality Assurance Faculty of Business and Economics


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ASQC Postgraduate Subcommittee 7 February 2013 – MINUTES

Page 1 of 13

ASQC Postgraduate Subcommittee

Minutes of the Meeting held Thursday 7 February 2013

Attending Members: Associate Professor Pamela Coutts, Associate Professor Michael Hitchens, Associate

Professor Manjula Waniganayake, Dr Peter Rogers, Associate Professor Leigh Wood (until 11am)

Apology: Professor Anne Ross-Smith

In Attendance: Ms Fiona Courtis, Ms Suzanne Kelly, Ms Alda McManis, Ms Kylie Shorrock,

Mr Anthony Tse

___________________________________________________________________ 1. Minutes of previous meeting

The Minutes from the previous meeting held on 15 November 2012 were approved by the

Subcommittee and submitted to the ASQC Meeting of 20 November 2012.

Action: Noted

2. Business Arising

2.1 Implementation of 2012 Postgraduate Curriculum Renewal

During the 2012 postgraduate curriculum renewal process ASQC resolved that greater flexibility

would be offered to postgraduate students commencing in the new curriculum. Students wishing to

undertake additional units of study for interest or additional specialisations over minimum

requirements would therefore be permitted to do so. Some questions have arisen during the

implementation of this decision during 2012 which require clarification and guidelines.

Action: The PG Subcommittee recommends to ASQC the following: Students may only take

additional units from within their program of study

If they wish to study units outside their program, they will need to study units as non

award except in special cases, which may be approved by the FSQC.

3. 2013 Academic Program

3.1 Faculty of Business and Economics

3.1.1 Indonesia – dual degree with Universitas Bina Nusantara

Amendment to articulation agreement with Universitas Bina Nusantara for a period of three

years.

Mexico – dual degree with Tecnologico De Monterrey

Amendment to articulation agreement with Tecnologico De Monterrey for a period of three

years.

3.1.2 Chile – dual degree with Universidad del Desarrollo

Proposal to continue dual degree arrangement with Universidad del Desarrollo for a period of

three years.

3.1.3 France – dual degree with École Superieure de Commerce et Management

(ESCEM)

Proposal to continue dual degree arrangement with École Superieure de Commerce et

Management for a period of three years.

3.1.4 France – dual degree with School of Business (INSEEC)


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Proposal to continue dual degree arrangement with School of Business (INSEEC) for a period of

three years.

3.1.5 Colombia – articulation agreement with Universidad Nacional de Colombia

Proposal for an articulation agreement with Universidad Nacional de Colombia for a period of

three years.

Action: The PG Subcommittee recommends to ASQC the:

amendment to the dual degree arrangements with the Universitas Bina Nusantara

and the Tecnologico De Monterrey.

the continuation of the dual degree arrangements with the Universidad del

Desarrollo, École Superieure de Commerce et Management, School of Business

(INSEEC), and the Universidad Nacional de Colombia for a further three years.

3.2 Faculty of Human Sciences

3.2.1 China – dual degree with Beihang University

Proposal for a dual degree articulation with Beihang University, Haidian District, Beijing for a

period of three years.

Action: The PG Subcommittee recommends to ASQC the introduction of the dual degree

arrangement with the Beihang University, Haidian District, Beijing for a period three years

commencing May 2013.

4. 2014 Academic Program

4.1 Faculty of Arts

4.1.1 Case for the Establishment of New Postgraduate Award

Juris Doctor

The new 2014 Award Juris Doctor was approved in principle at the last Subcommittee

meeting on 15 November 2012. The program of study is submitted for consideration and

discussion.

The PG Subcommittee considered the program of study but was not able to make a

recommendation as the units in the program have not been submitted for review.

The Faculty is to be advised that undergraduate units at the 100, 200 and 300 level may not be

co-taught with 800 and 900 level postgraduate units. Members from the Faculty to be contacted

and invited to the next meeting.

George Tomossy to be contacted by the Chair about the issues and what information the

subcommittee requires.

Action: The PG Subcommittee has deferred consideration of the full course proposal

until the new units for the program of study have been submitted.

4.2 MGSM


Master of Social Entrepreneurship

The PG Subcommittee considered the above new postgraduate award and requested

clarification of the “minimum time to complete (full time)” being 1 year, given that the award load

is 48 credit points.

Action: The PG Subcommittee recommends in principle to ASQC the establishment of the

new Postgraduate award Master of Social Entrepreneurship effective 1 January 2014.


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Master of Education (OUA) with specialisations in

Curriculum and Pedagogy

ICT in Education

With Nested awards of:

Postgraduate Diploma of Education Studies (OUA)

Postgraduate Certificate of Education Studies (OUA)

Action: The PG Subcommittee recommends to ASQC the establishment of the new OUA

awards of Master of Education, Postgraduate Diploma of Education Studies and the

Postgraduate Certificate of Education Studies with specialisations in Curriculum and

Pedagogy and ICT in Education effective 1 January 2014.

4.3.2 Case for the Establishment of a new Specialisation in School Education in the following

awards:

Master of Educational Leadership (OUA)

Postgraduate Diploma of Educational Leadership (OUA)

Postgraduate Certificate of Educational Leadership (OUA) Awards approved PG Subcommittee Meeting 15/11/2012.

Action: The PG Subcommittee recommends to ASQC the establishment of a new

specialisation in School Education in the OUA awards of Master of Educational

Leadership, Postgraduate Diploma of Educational Leadership and the Postgraduate

Certificate of Educational Leadership effective 1 January 2014.

4.3.3 Revised Programs of Study

Master of Clinical Sciences

Master of International Clinical Practice

Action: The PG Subcommittee recommends to ASQC the revised programs of study for

the above awards effective 1 January 2014.

5. 2014 Units

5.1 2014 New Units

5.1.1 Faculty of Arts

AHIS600 Ancient Languages Foundation

INTS600 Reading Academic Texts in German I

INTS601 Reading Academic Texts in German II

INTS602 Reading Academic Texts in French

MHPG851 Euro-Visions of Islam and the Middle East [submitted as MHPG8XX/MHPG9XX]

SGYX817 Individual Project (OUA)

SGYX890 Evaluation and the Policy Process (OUA)

The PG Subcommittee considered the various 600 level units. Given that these are proposed

for the Master of Research the Committee recommended that they be reviewed and modified as

700 level units. Issues were raised about the inclusion of such units in the MRes. Nick

Mansfield and Sherman Young to be invited to the full ASQC meeting to discuss.


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Action: The Subcommittee recommends to ASQC the introduction of the new unit;

MHPG851 Euro-Visions of Islam and the Middle East

with effect from 1 January 2014.

5.1.2 MGSM

MGSM869 Social Entrepreneurship

Action: The Subcommittee recommends to ASQC introduction of the above new unit


5.1.3 Faculty of Human Sciences

MEDI841 Structure and Function of the Human Body 1

MEDI871 Specialist Skills Rotation 1



MEDI897 Assessing Specialist Competence

PHTY812 Health and Wellbeing Across Lifespan A

PHTY813 Physiotherapy in Workplace and Recreation

PHTY814 Health and Wellbeing Across Lifespan B

PHTY815 Physiotherapy, Healthcare and Society

Action: The Subcommittee recommends to ASQC introduction of the above new units


5.2 2014 Units for Deletion

5.2.1 Faculty of Business and Economics

ACCG845 Performance Measurement and Management

ACCG846 International Taxation

ECON835 Applied Econometrics II

ECON896 Applied Time Series Analysis

Action: The PG Subcommittee recommends to ASQC the deletion of the above units

effective 31 December 2013.

6. 2012 Retrospective Amendments to Programs

6.1 Faculty of Science

Abbreviation Program Title Action Existing Entry Revised/New Entry

MWldMgt [WILM12M]

Master of Wildlife Management

Addition to Program

Required: 4 credit points from: GSE856 Wildlife Survey (Design, Conduct and Interpretation) OR: HGEO803 Cultural Issues in Wildlife Management

Required: 4 credit points from: GSE856 Wildlife Survey (Design, Conduct and Interpretation) OR: HGEO803 Cultural Issues in Wildlife Management OR BIOL861 Conservation of Australasian Wildlife

PGDipWldMgt [WILM22D]

Postgraduate Diploma of Wildlife Management

Addition to Program

Required: 4 credit points from: GSE856 Wildlife Survey (Design, Conduct and Interpretation) OR: HGEO803 Cultural Issues in Wildlife Management

Required: 4 credit points from: GSE856 Wildlife Survey (Design, Conduct and Interpretation) OR: HGEO803 Cultural Issues in Wildlife Management OR BIOL861 Conservation of Australasian Wildlife


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Page 5 of 13

Signed documentation was not submitted by the faculty, therefore this item was withdrawn after

the meeting.

7. 2013 Late Amendments to Programs



MIntBusMIntRel [IBIR12M]

Master of International Business with Master of International Relations

Addition to electives

Required 12cp from IRPG830 The Politics of International Human Rights Law IRPG831 International Security IRPG832 Europe, the European Union, and the International System IRPG833 The USA in the International System IRPG837 International Politics and Economics of East Asia and the Pacific IRPG838 International Internship Program IRPG840 The International System IRPG843 International Relations of the Middle East IRPG844 The Asian-Pacific Region and Australia IRPG846 International Relations Special Project IRPG849 International Political Economy IRPG850 International Relations Special Project A IRPG851 International Relations Special Project B IRPG855 Globalisation and the North-South Relationship IRPG857 International Law and Institutions MHPG856 The World Since 1750 IRPG854 War and Violence in World Politics POL825 Health Policy

Required 12cp from IRPG830 The Politics of International Human Rights Law IRPG831 International Security IRPG832 Europe, the European Union, and the International System IRPG833 The USA in the International System IRPG837 International Politics and Economics of East Asia and the Pacific IRPG838 International Internship Program IRPG840 The International System IRPG843 International Relations of the Middle East IRPG844 The Asian-Pacific Region and Australia IRPG846 International Relations Special Project IRPG849 International Political Economy IRPG850 International Relations Special Project A IRPG851 International Relations Special Project B IRPG855 Globalisation and the North-South Relationship IRPG857 International Law and Institutions MHPG856 The World Since 1750 IRPG854 War and Violence in World Politics POL825 Health Policy BUS840 Business Project Management

Action: The PG Subcommittee recommends to ASQC the Late Amendment to the above 2013

program effective immediately.

8. Late Amendments to Programs - for Noting

8.1 Faculty of Business and Economics – 2010/2011/2012 Approved Late Amendments to

Programs

Abbreviation Program Title Action Existing

Entry Revised/New Entry

MAppFin [APFN11M] & [APFN01P]

Master of Applied Finance

Mapping new 2013 units to pre2013 programs:- 2012 2011 2010

Add to the Required 12 cp from AFCP805 Accelerated Financial Instruments and Investments (4) AFCP853 Topics in Risk Management (2) AFCP854 Topics in Corporate Finance (2) AFCP855 Topics in Wealth Management (2)


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The interim Chair of ASQC Professor Julie Fitness has approved the Late Amendments to the

above pre 2013 programs.

Action: Noted

8.2 Faculty of Arts – 2013 Approved Late Amendments to Programs


MIntTrdeComLaw [ITCL11M]

Master of International Trade and Commerce Law


Required 20cp from

AFIN867 International Financial

Management

BUS827 Entrepreneurship in Business

ECON847 International Trade

IRPG849 International Political

Economy

LAW850 Sustainable Corporate

Governance and Financing

LAW852 Trade and Environment Law

LAW860 International Environmental

Law

LAW868 Electronic Commerce and the

Law

LAW869 Law, Globalisation and

Cultural Transformations

LAW888 International Dispute

Settlement

LAW890 Law of International

Organisations

LAW891 International Law

LAW895 Legal Research Dissertation

MKTG801 International Marketing

Required 20cp from


Management



IRPG849 International Political Economy



LAW851 Climate Change Law


LAW860 International Environmental Law


Law

LAW869 Law, Globalisation and Cultural

Transformations


Settlement


Organisations




PGDipIntTrdeComLaw [ITCL21D]

Postgraduate Diploma of International Trade and Commerce Law


Required 12cp from


Management




Economy





Law


Law




Settlement


Organisations




Required 12cp from


Management










Law


Transformations


Settlement


Organisations





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PGCertntTrdeComLaw [ITCL31C]

Postgraduate Certificate of International Trade and Commerce Law


Required 4cp from


Management




Economy





Law


Law




Settlement


Organisations



LAW896 International Business

Transactions


Required 4cp from


Management










Law


Transformations


Settlement


Organisations



LAW896 International Business

Transactions


MIntRelMIntTrdeComLaw [IRTC11M]

Master of International Relations Master of International Trade and Commerce Law


Required 12cp from


Management







Law


Law




Settlement


Organisations




Required 12cp from


Management









Law


Transformations


Settlement


Organisations





above 2013 programs.

Action: Noted



Translating and Interpreting (Korea)

Addition to Program Structure and create new version

PD-TRANS version 7 Is Not Available

Create PD-TRANS version 7 add TRAN878 which then allows articulation of the pre2012 cohort through the Korea University pathway program



Action: Noted


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8.4.1 Approved 2013 Late Amendments to Programs


MWldMgt [WILM12M]

Master of Wildlife Management

Amendment to Study Mode

Full Time, Part Time Part Time

PGDipWldMgt [WILM22D]

Postgraduate Diploma of Wildlife Management



PGCertWldMgt [WILM32C]

Postgraduate Certificate of Wildlife Management





Action: Noted

9. 2013 Emergency Changes to Units - for noting

9.1 Faculty of Arts

Unit

Code Unit Name Action Existing Entry Revised/New Entry

ICOM821 Intercultural Communication

Change to Prerequisite

Admission to MIntComm or MIntRel or MIntCommMIntRel or MBiotech

Admission to MBiotech or MBiotechMCom or MIntBusMIntComm or MIntComm or MIntCommMIntRel or MIntRel or MLabQAMgt

LAW861 Local Government and Planning Law


Admission to MEnvLaw or PGDipEnvLaw or PGCertEnvLaw or MEnvMgt or PGCertEnvMgt or MPP or PGDipPP or MWldMgt or PGDipWldMgt or LLM in Environmental Law or 42cp in LAW units at 400 or 500 level

Admission to MIntEnvLaw or MEnvLaw or PGDipEnvLaw or PGCertEnvLaw or MEnvMgt or PGCertEnvMgt or MPP or PGDipPP or MWldMgt or PGDipWldMgt or LLM or 42cp in LAW units at 400 or 500 level

LAW889 International Trade and Finance


Admission to MIntTrdeComLaw or PGDipIntTrdeComLaw or PGCertIntTrdeComLaw or MIntRelMIntTrdeComLaw or 42cp in LAW units at 400 or 500 level

Admission to MIntTrdeComLaw or PGDipIntTrdeComLaw or PGCertIntTrdeComLaw or MIntRelMIntTrdeComLaw or LLM in International Environmental Law or 42cp in LAW units at 400 or 500 level



Admission to LLM or 42cp in LAW units at 400 or 500 level

Admission to MEnvLaw or MIntEnvLaw or MIntTrdeComLaw or MIntRelMIntTrdeComLaw or LLM or 42cp in LAW units at 400 or 500 level

PICT848 Cyber Security Change to Prerequisite

Admission to MPICT or PGDipPICT or PGCertPICT or MPICTMIntSecSt or MIntSecStud or PGDipIntSecStud or PGCertIntSecStud.

Admission to MPICT or PGDipPICT or PGCertPICT or MPICTMIntSecSt or MIntSecStud or PGDipIntSecStud or PGCertIntSecStud or M/PGDip/PGCertCompForensics


Agenda Item 6



Page 9 of 13

POL802 Comparative Public Policy


Admission to MPP or PGDipPP or PGCertPP or MPASR or PGCertPASR or PGDipPASR or MIntRel

Admission to MPP or PGDipPP or PGCertPP or MPASR or PGCertPASR or PGDipPASR or MIntRel or MSc in Environmental Health or PGDipSc in Environmental Health

POL820 Politics and Policy: Theory and Applications


MPASR or PGCertPASR or PGDipPASR or MIntRel

Admission to MPP or PGDipPP or PGCertPP or MPASR or PGCertPASR or PGDipPASR or MIntRel or MSc in Environmental Health or PGDipSc in Environmental Health

POL822 Using Research Change to Prerequisite

Admission to MPP or PGDipPP or PGCertPP

Admission to MPP or PGDipPP or PGCertPP or MSc in Environmental Health or PGDipSc in Environmental Health or PGCertSc in Environmental Health

The interim Chair of ASQC Professor Julie Fitness has approved the Emergency Changes to the

above units for 2013.

Action: Noted

9.2 MGSM

Unit


MGSM868 Strategic Corporate Social Responsibility

Amendment to Prerequisite

MGSM850 and MGSM870 Admission to MBA or MMgt or PGCertMBAExt or MSusDev


above unit for 2013.

Action: Noted


Unit


ACCG828 Management Control Systems


ACCG613 or admission to MAdvProfAcc or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG613 or ACCG921 or admission to MAdvProfAcc or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG871 Advanced Corporate Accounting


ACCG612 or admission to MCorpGvnce prior to 2013 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG612 or ACCG926 or admission to MCorpGvnce prior to 2013 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG872 Advanced Financial Reporting


ACCG612 or admission to MCorpGvnce prior to 2013 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG612 or ACCG926 or admission to MCorpGvnce prior to 2013 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACST603 Principles of Finance Change to Prerequisite

Admission to MActPrac or MCom or MEc or MIntBus or MBioTechMCom or MIntBusMIntRel

Admission to MActPrac or MCom or MEc or MIntBus or MBioTechMCom or MIntBusMIntComm or MIntBusMIntRel

ACCG611 Principles of Accounting Change to Prerequisite

Admission to MAcc(CPA) or MAcc(Prof) or MCom or MEc or MIB or MBioTechMCom or MIntBusMIntRel

Admission to MAcc(CPA) or MAcc(Prof) or MCom or MEc or MIB or MAcc(Prof)MCom or MBioTechMCom or MIntBusMIntComm or MIntBusMIntRel


Agenda Item 6



Page 10 of 13

ACCG614 Business and Corporation Law


Admission to MAcc(CPA) or MAcc(Prof) or MCom or MEc or MBioTechMCom

Admission to MAcc(CPA) or MAcc(Prof) or MCom or MEc or MAcc(Prof)MCom or MBioTechMCom

ACCG615 Quantitative Methods Change to Prerequisite

Admission to MAcc(CPA) or MAcc(Prof)

Admission to MAcc(CPA) or MAcc(Prof) or MAcc(Prof)MCom

AFIN808 Corporate Finance Change to Prerequisite

ACCG611 and ACST603 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACCG611 and (ACST603 or AFIN858) or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

AFIN818 Investments Change to Prerequisite

ACST603 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACST603 or AFIN858 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

AFIN837 Capital Markets Change to Prerequisite

ACST603 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ACST603 or AFIN858 or admission to MCom or MIntBus or MEc or MActPrac prior to 2011

ECON633 Intermediate Macroeconomics


Admission to MCom or MBioTechMCom or MEc or MIB or MIntBusMIntRel

Admission to MCom or MBioTechMCom or MEc or MIB or MIntBusMIntComm or MIntBusMIntRel

ECON649 Economic Analysis


Admission to MAcc(CPA) or MAcc(Prof)

Admission to MAcc(CPA) or MAcc(Prof) or MAcc(Prof)MComm

MKTG696 Introduction to Marketing Management


Admission to MCom or MBioTechMCom or MIntBus or MIntBusMIntRel

Admission to MCom or MBioTechMCom or MIntBus or MIntBusMIntComm or MIntBusMIntRel

MGSM868 Strategic Corporate Social Responsibility


MGSM850 and MGSM870 Admission to MBA or MMgt or PGCertMBAExt or MSusDev



Action: Noted


Unit


AMED836 Ethics and Professionalism


Admission to MSurg or MASurg or MAMed or MMedPrac

Admission to MSurg or MASurg or MAMed or MMedPrac or DAdvSurg

AMED884 Medical Education and Evidence-Based Practice


Admission to MASurg or MAMed or MMedPrac or MSurg

Admission to MASurg or MAMed or MMedPrac or MSurg or DAdvSurg

APPL911 Pragmatics and Intercultural Communication


Admission to MAppLing or PGDipAppLing or PGCertAppLing or MAuslEngInt or PGDipAuslEngInt or MSpchLngPath or MCommDis

Admission to MAppLing or PGDipAppLing or PGCertAppLing or MAuslEngInt or PGDipAuslEngInt or MSpchLngPath or MCommDis or MConfInt

ECED604 Leading and Managing Early Childhood Services


Admission to MTeach(Birth to Five Years)

ECED600 and ECED601

ECED833 Child Development in Context

Addition of NCCW

None ECED885


Agenda Item 6



Page 11 of 13

LING900 Grammar, Meaning and Discourse


Admission to MAppLing or PGDipAppLing or MCommDis or MTransInter

Admission to MAppAnth or PGDipAppAnth or MAppLing or PGDipAppLing or MCommDis or MTransInter

LING903 Languages and Cultures in Contact


Admission to MAppLing or PGDipAppLing or MAuslEngInt or PGDipAuslEngInt or MCommDis or MTransInter or MTransInterMIntRel or MTransInterMAppLing or MSpchLngPath or MConfInt

Admission to MAppAnth or PGDipAppAnth or MAppLing or PGDipAppLing or MAuslEngInt or PGDipAuslEngInt or MCommDis or MConfInt or MTransInter or MTransInterMAppLing or MTransInterMIntRel or MSpchLngPath

LING908 Language Planning and Language Policy


Admission to MAppLing or PGDipAppLing or MCommDis

Admission to MAppAnth or PGDipAppAnth or MAppLing or PGDipAppLing or MCommDis

LING960 Organisational Communication


Admission to MAppLing or PGDipAppLing

Admission to MAppAnth or PGDipAppAnth or MAppLing or PGDipAppLing

PSY979 Advanced Assessment and Therapy


Admission to MClinPsych or DClinPsych

(Admission to MClinPsych or DClinPsych) and PSY978

TRAN826 Dialogue Interpreting in Professional Settings


Admission to PGCertTransInter in Community Interpreting or PGDipTransInter in Interpreting Studies or MTransInter in Interpreting Studies or MTransInterMIntRel or MTransInterMAppLing or MConfInt

Admission to MAuslEngInt or MTransInter in Interpreting Studies or PGDipTransInter in Interpreting Studies or PGCertTransInter in Community Interpreting or MTransInterMIntRel or MTransInterMAppLing or MConfInt

TRAN834 Advanced Translation Practice 1


TRAN820 or admission to MAdvTrans

TRAN820 or admission to MAdvTrans or MConfInt

TRAN868 Business Translation and Interpreting


TRAN820 or admission to MAdvTrans

Admission to MAdvTrans or MTransInter or PGDipTransInter or MTransInterMAppLing or MTransInterMIntRel

TRAN873 Technical Translation and Interpreting


TRAN820 or TRAN822 or admission to MAdvTrans


TRAN880 Discourse and Text Analysis for Translators and Interpreters



Admission to MAdvTrans or MConfInt or MTransInter or PGDipTransInter or MTransInterMAppLing or MTransInterMIntRel

TRAN884 Advanced Consecutive Interpreting


Admission to MConfInt Admission to MAdvTrans or MConfInt

TRAN886 Legal Translation and Interpreting


TRAN820 or TRAN822 or TRAN869 or admission to MAdvTrans or MConfInt

TRAN869 or admission to MAdvTrans or MTransInter or PGDipTransInter or MTransInterAppLing or MTransInterMIntRel

TRAN888 Medical Translation and Interpreting


TRAN820 or TRAN822 or TRAN869 or admission to MAdvTrans

TRAN869 or admission to MAdvTrans or MTransInter or PGDipTransInter or MTransInterMAppLing or MTransInterMIntRel


Agenda Item 6



Page 12 of 13



Action: Noted

9.5 BPHL/MRES

All 700 level units in the MRES – Change to prerequisites

Unit


XXXX7XX Various Change to Prerequisite

Admission to MRes and Permission of Executive Dean of Faculty

Admission to MRes



Action: Noted

10. 2013 - Units to be reinstated for the purpose of teaching out.


Unit


CHIR883 Chiropractic Technique 3

Unit Reinstated for 2013

Unit Deleted for 2012 Not offered

To be Taught Out in 2013 S1 Day

CHIR884 Chiropractic Technique 4




CHIR885 Diagnostic Image Interpretation I




CHIR886 Diagnostic Image Interpretation II




CHIR887 Clinical Studies 1 Unit Reinstated for 2013



CHIR888 Clinical Studies 2 Unit Reinstated for 2013



CHIR894 Advanced Patient Management 1




CHIR895 Advanced Patient Management 2




The interim Chair of ASQC Professor Julie Fitness has approved the reinstatement of the above

units for teaching out in 2013.

Action: Noted

11. NEXT MEETING

The next meeting has been scheduled:

7 March 2013 at 10am – 12 noon in Seminar Room 498 in Building C5C.

Tabled Papers

1. MGSM


Agenda Item 6



Page 13 of 13

2013 Unit Renewals

MGSM879 Managing with a Global Mindset

MGSM891 Operations and Logistics Strategy

MGSM951 Report 2

MGSM986 Healthcare: The Australian Perspective

The Subcommittee considered the above proposed unit renewals and agreed to recommend all of

the above except MGSM879 pending further amendments to the Learning Outcomes.

Action: The PG Subcommittee recommends to ASQC the renewal of units listed above

effective immediately with the exception of MGSM879.

2. Faculty of Human Sciences

2014 New OUA Units

ECEX600 Early Childhood Philosophy and Pedagogy

ECEX601 Health and Well-being in Early Childhood

ECEX602 Early Childhood Development

ECEX820 Families in Context

ECEX828 Creativity and the Arts: Contemporary Perspectives

ECEX830 Early Intervention: Theory and Practice

EDUX800 Introduction to Educational Research

EDUX811 Educational Psychology and Practice

EDUX812 Curriculum Studies

EDUX813 Advanced Pedagogy

EDUX814 Assessment Issues

EDUX815 Evaluation of Educational Programs

EDUX817 Sociology and Education

EDUX847 Human Resource Management in Education

EDUX848 Legal Foundations for Leaders in Learning Institutions

EDUX851 Innovation and Change in Educational Organisations

EDUX865 Learning Technologies in Practice

Action: The Subcommittee recommends to ASQC the introduction of the above OUA units



Agenda Item 6


MEMORANDUM TO: Academic Standards and Quality Committee

FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, Macquarie City Campus Academic Manager DATE: Thursday, December 20, 2012 RE: Macquarie University Foundation Program – Changes to Credit

Points of Units – AMENDED PROPOSAL Original Proposal: To change the credit points associated with three units in the Macquarie Foundation Program from 2013 in order to make the units more equivalent in weight, and to reflect proposed changes to student workload and assessment load in 2013. Details of proposed changes:

Unit Code Unit Title Currently Proposed

FPEN032 Academic English 1B 1CP 3CP

FPEN033 Advanced Academic Communication 2A

4CP 3CP

FPEN034 Advanced Academic

Community 2B 4CP 3CP

Amended Proposal: Following further discussions with APS, it has come to light that additional transition arrangements and unit codes would be required for any change to take place. This is not a desired outcome for us. For that reason we have resolved to retain the original allocated credit points and as such we will not be proposing any changes to workload or assessment loads in 2013. Recommendation: ASQC accepts our request to retract these proposed changes. Regards

Nathan Asher Campus Director & Principal


Agenda Item 7.1



FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, MQC Academic Manager DATE: Thursday, September 20, 2012 RE: Macquarie University Foundation Program – Changes to Credit

Points of Units

Proposal: To change the credit points associated with three units in the Macquarie Foundation Program from 2013 in order to make the units more equivalent in weight. Rational for changes: Currently some English units in the program have just 1 or 2 credit points associated, and others have 4. As far as possible, we would now like to change each of these units to 3 credit points. As we have developed the curriculum for English units in order to suit the needs of our learners best over the past two years, the English units have generally become more equivalent in terms of number of class contact hours and in the nature of our assessment. In order words, FPEN032 (originally a 1 credit point unit) have increased in contact hours per week and now contain additional assessment items that put it on a par with the other units. Details of proposed changes:

Unit Code

Unit Title Currently Proposed

FPEN001 English Studies 1 3CP No change

FPEN002 English Studies 2 3CP No change


1CP (weekly 2hr class only)

No change

FPEN022 Advanced Academic Communication 1B

1CP (weekly 2hr class only)

No change


Agenda Item 7.1


FPEN031 Academic English 1A 3CP No change

FPEN032 Academic English 1B 1CP 3CP


4CP 3CP

FPEN034 Advanced Academic

Community 2B 4CP 3CP

This does not change the overall number of credit points in the program, and maintains the same proportion of the program that consists of English units:

All Standard Track Foundation students still need to complete 51 credit points in total of which 18 points are for English language units.

These changes do not impact units in the Fast Track Foundation Program in any way.

Recommendation: ASQC approve change of the credit points of these 3 highlighted units as proposed for the Macquarie University Foundation Program Regards



Agenda Item 7.1



FROM: Nathan Asher, Macquarie City Campus Director Justin Devlin, MQC Academic Manager DATE: Thursday, September 20, 2012 RE: Macquarie University Foundation Program – Changes to

Grading of Units Proposal: To change the grading of Units in the Macquarie Foundation Program from 2013 Rational for changes: Currently all electives Stage 1 are non-graded. I,e. in the first Session a student takes the elective. Electives Stage 2 are fully graded. (For example FPCH001 – Chemistry 1 is non-graded and FPCH002 – Chemistry 2 is a fully graded unit). This model is based on the NSW Higher School Certificate where students are graded (and then awarded an ATAR) based on their final examinations. However some core units (English language, Tertiary Preparation units) don’t currently comply with the above model. The reason for this was because it was originally decided and approved by ASQC that so long as students who required English Language and Tertiary Preparation achieved a satisfactory pass they were deemed to have met the English Language entry requirements (remembering that the Foundation program has a heavy focus on developing English Language skills). The proposed highlighted changes below attempt to do three things:

(1) Demonstrate to our learners the importance of their performance in compulsory units such as Tertiary Preparation which have a focus on academic literacies required in their Undergraduate studies

(2) bring the grading models across core and elective units into alignment to a greater extent

(3) show the coherency of each sequence of units, particularly in the English language units in the program


Agenda Item 7.2


Details of proposed changes:

Unit Code


FPTP021 Tertiary Skills Workshop

Non-graded Fully Graded

FPTP031 Tertiary Preparation 1 Non-graded Non-graded

FPTP032 Tertiary Preparation 2 Non-graded Fully Graded

Unit Code


FPEN001 English Studies 1 Non-Graded Non-Graded

FPEN002 English Studies 2 Fully Graded Fully Graded


Fully Graded Non-Graded

FPEN022 Advanced Academic Communication 1B

Non-Graded Fully Graded

FPEN031 Academic English 1A Fully Graded Non-Graded

FPEN032 Academic English 1B Fully Graded Fully Graded


Non-Graded Non-Graded

FPEN034 Advanced Academic Community 2B

Non-Graded Fully Graded

Recommendation: ASQC approve change of the grading of these 6 highlighted units as proposed for the Macquarie University Foundation Program . Regards



Agenda Item 7.2


1

Contents FPEN021 - Advanced Academic Communication 1A ........................................................... 2

FPEN022 – Advanced Academic Communication 1B .......................................................... 4

FPEN031 – Academic English 1A ................................................................................................ 6

FPEN034 – Advanced Academic Communication 2B .......................................................... 8

FPTP021 – Tertiary Skills Workshop ....................................................................................... 10

FPTP032 – Tertiary Preparation 2 ............................................................................................ 12


Agenda Item 7.2


2

FPEN021 - Advanced Academic Communication 1A

Submitted to ASQC February 2011 Proposed for 2013

Unit Code: FPEN021

Unit Name: Advanced Academic

Communication 1A

Credit Points: 1

Type of Unit: Fully Graded Non-Graded

Contact Hours: 2

Summary of changes: Change from a graded to a non-graded unit as it is the first unit in a sequence

(FPEN021, FPEN022)

Rationale:

The FP is structured so that in their first semester students has time to adjust to

the university environment and academic practice. Non-graded Level 1 units allow

for this adjustment and the proposed change would ensure uniformity across the

program as a whole.

FPEN021 focuses on the development of academic language and note-taking

skills which will underpin the academic research undertaken in level 2 units

FPEN022 and FPEN002.

UNIT DESCRIPTION Submitted to ASQC February 2011

This unit focuses on speaking and listening in the academic context. Students gain an understanding of the spoken presentation as a text and as a genre. After analysis students work to create a seminar based on appropriate topics and after practice and feedback the course work culminates in assessed seminar presentations Listening skills and participation are developed and assessed concurrently.

Proposed for 2013

This unit focuses on the language skills related to participating in tutorials and lectures. The focus for this unit will be on oral and aural skills though in depth examination and practice of note-taking skills, techniques for preparation for lectures and tutorials, advanced seminar delivery and participation in academic discussions. Students will gain an understanding of specified academic subject areas and successfully summarise and convey this information in talks that enable the class to participate effectively in tutorials.

Summary of Assessments

Submitted to ASQC February 2011 Proposal for 2013

Assessment

Task Size Weight Due/Held Assessment Task Size Weight Due/Held

Diagnostic: Mini-

presentation

5-10

mins N/A Week1-2

Lecture Listening

1hr

Individual 20%

Week

3 & 11

Listening exam 1 hour 20% Week 13 Tutorial Plan (Outline) and

Summary

750words

Individual 20%

Week

4-13

Participation Ongoing 30% Ongoing Seminar (10%) & Conducting

a tutorial (25%)

15min +

20min

Individual

35% Weeks

5 -13

Seminar 20 mins 50% Weeks 11-

13 Tutorial Participation Individual 25%

Weeks

5-13


Agenda Item 7.2


3

Descriptions of assessments

as submitted to ASQC 1. Mini-presentation Type: Individual language task Due: Week 1 Format: In class 2. Listening exam Type: Individual task Due: Week 13 Format: Formal exam, one hour 3. Participation Type: Individual/Group collaboration Due: Weeks 1-13 Format: Ongoing assessment of contribution 4. Seminar Type: Individual Due: Week 11 -13 Format: 15- 20 minute formal

presentation with discussion

Description of assessments FP1203 1. Lecture Listening tasks Type: Individual language task Due: Week 3 & 11 Format: A listening task, one hour in

duration. This will consist of a lecture-style listening text and will require students to take notes, produce a summary and answer questions based on the listening.

2. Tutorial Plan (outline) and Summary Type: Individual Due: Week 4 - 13 Format: Students are asked to prepare

a written tutorial plan for their seminar and tutorial. The instructor will then use this summary to distribute preparation tasks to the rest of the students. The summary is a 1 x A4 summary of the actual tutorial discussion and arguments, to be submitted the lesson following the tutorial.

3. Seminar and tutorial Type: Individual Due: Weeks 5 - 13 Format: Presenting a 10-15 minute

seminar, followed by the 20 – 25 minute formal tutorial which includes discussion questions and actively engages the audience.

4. Tutorial preparation & participation Type: Individual/group language task Due: Weeks 5 - 13 Format: Students will be expected to

come to all tutorials prepared and having undertaken any prior preparatory tasks requested by the Lecturer. The tutorial preparation and participation mark will consider how well as student has prepared for tutorials as well as successful relevant, informed, polite participation in the tutorials. Students will be given a participation & preparation mark each wee


Agenda Item 7.2


4

FPEN022 – Advanced Academic Communication 1B

Submitted to ASQC May 2011 Proposed for 2013

Unit Code: FPEN022

Unit Name:

Advanced

Academic

Communication 1B

Credit Points: 1

Type of Unit: Non-Graded Fully Graded

Contact Hours: 2

Summary of changes: Change from a non-graded to a fully graded unit as it is the second unit in a

sequence (FPEN021, FPEN022)

Rationale:

The FP is structured so that in their first semester students acquire basic

academic skills, while in their subsequent semesters apply these skills to authentic

university tasks. Level two units therefore consist of more complex critical and

analytical tasks.

As a Level 2 unit taken in the last semester of the Fast Track Program, FPEN022

requires students to apply academic language, research and note taking skills

acquired in FPEN021 and FPEN001 to conduct research analysis and develop

their critical skills through engagement with research reports.

UNIT DESCRIPTION Submitted to ASQC May 2011

This unit reinforces writing and critical analytical skills in the context of a business style case study. Topics include sentence types and fragments, past case studies and orthodox case study organisation. While this focuses especially on communicative skills in assessment it is complemented by the concurrent English Studies 2 focus on written research skills.

Proposal for 2013 Analysing and responding to journal articles and reports is an integral part of many university degrees, and this unit reinforces writing and critical analytical skills required to deal with these types of texts. Students are required to respond to articles and reports critically and discuss solutions and recommendations to real life problems they describe.

Summary of Assessments

Submitted to ASQC May 2011 Proposal for 2013

Assessment


Diagnostic writing

test

A4 page

Individual N/A Week 1

Summarising task:

Journal articles

750 words

Individual 20% Week 5

Writing exam

2 A4

pages

Individual

50% Week 10 Informal research report

task

1000


Case Study

4 A4 + 30

mins

Group

50% Weeks 11 -

13 Literature review task

1500

words

Individual

30% Weeks 10

Research Proposal Task

1500

words

Individual

30% Week 13


Agenda Item 7.2


5

Descriptions of assessments as submitted to ASQC 1. Diagnostic: Group discussion Type: Group task Due: Week 1 Format: In class 2. Writing exam Type: Individual language task Type: Group task Due: Week 10 Format: Formal exam, one hour 3. Case Study Type: Group task Due: Week 11 -13 Format: Individual writing + group formal presentation

Description of assessments Proposal for 2013

1. Journal Article Summary Type: Individual task Due: Week 5 submission Format: Students will be asked to

summarise a journal article to demonstrate their understanding of the key elements of the research in question and features of the genre.

2. Informal research report task Type: Individual task Due: Due week 7 Format: Students will be asked to

identify and analyse aim, sample, methodology, findings and highlight any gap in research or points for future discussion of several pieces of research.

3. Literature Review Task Type: Individual task Due: Week 10 Format: After initial familiarisation with

the key features of literature reviews, students will be given a topic and required to write a literature review based on current academic research on the topic. The review will be used to determine a gap in research and therefore suggest a useful research question for further study.

4. Research Proposal Task Type: Individual task Due: Week 13 Format: Following the literature review

produced in the previous assessment, students will be familiar with gaps in the range of existing research on their given topic. After the key features of research proposals are introduced during class, students will asked to produce an appropriate methodology and hypothesis for their topic..


Agenda Item 7.2


6

FPEN031 – Academic English 1A

Submitted to ASQC February 2011 Proposed for 2013

Unit Code: FPEN031

Unit Name: Academic English 1A

Credit Points: 3

Type of Unit: Fully-Graded Non-Graded

Contact Hours: 5

Summary of

changes: Change from a fully graded to a non-graded unit as it is the first unit in a sequence (FPEN031, FPEN032)

Rationale:

The Foundation Program is structured so that in their first semester students have time to adjust to the

university environment and academic practice. Non-graded Level 1 units allow for this adjustment and the

proposed change would ensure uniformity across the program as a whole.

FPEN031 focuses on the development of written academic language and information organizational skills

within the comparative & contrastive and cause & effect genres, which underpins most academic texts.

These skills are later applied in FPEN032, FPEN002 and FPEN034.

UNIT DESCRIPTION Submitted to ASQC February 2011

This course provides students with an understanding of three styles of genres of writing: recount, process description and comparison. These genres exist in the general academic literature as stand-alone texts and as parts of larger texts. They are all related to report writing and this course simultaneously provides opportunities to develop writing and grammar knowledge and skills while students work with these texts. The lessons and feedback provide support for students work in English Studies I in the Standard program.

Proposal for 2013 This unit provides student with a detailed understanding and experience of analysis and writing in the major academic genres, with a focus on comparative and cause and effect structures. The importance of planning and organisation are strongly emphasised. And referencing conventions are also covered. A focus on summarising demands a high level of analysis and the writing of summaries demands self-editing at the highest levels.

Summary of Assessment

Submitted to ASQC February 2011 Proposal for 2013

Assessment

Task Size Weight Due/Held

Assessment


Diagnostic writing

test

A4 page

Individual N/A Week 1 Comparative essay

1000 words


Recount essay 2 A4 pages


Comparative

summarising task

750 words


Process description

essay

2 A4 pages


Cause and effect

summarising task

750 words


Comparative essay 2 A4 pages


Cause and effect

essay

1000


Participation Ongoing 25% Ongoing


Agenda Item 7.2


7

Descriptions of assessments

as submitted to ASQC 1. Diagnostic writing test Type: Individual Due: Week 1 Format: In class writing collected after completion time 2. Recount essay Type: Individual Due: Week 6 Format: 2 A4 pages to be submitted

online as instructed and the printout brought to class

3. Process description essay Type: Individual Due: Week 10 Format: 2 A4 pages to be submitted


4. Comparative essay Type: Individual Due: Week 14 Format: 2 A4 pages to be submitted


5. Participation Type: Individual and group Due: Weeks 1-13 Format: Ongoing assessment of

contribution

Description of assessments Proposal for 2013 1. Comparative essay Type: Individual Due: Week 7 submission to Turnitin (penalty for lateness 10% per day) Format: Format & topic will be

discussed in class 2. Comparative summarising task Type: Individual Due: Week 8 in class Format: 1 A4 page to be assessed in

exam conditions 3. Cause and effect summarising Type: Individual Due: Week 11 in class Format: 1 A4 page to be assessed in

exam conditions 4. Cause and effect essay Type: Individual Due: Week 13 submission to Turnitin (penalty for lateness 10% per day) Format: Format & topic will be

discussed in class


Agenda Item 7.2


8

FPEN034 – Advanced Academic Communication 2B

Submitted to ASQC September 2011 Proposed for 2013

Unit Code: FPEN034

Unit Name: Advanced Academic

Communication 2B

Credit Points: 4


Contact Hours: 6

Summary of changes: Change from a non-graded to a fully-graded unit as it is the second unit in a sequence

(FPEN033, FPEN034)

Rationale: Level 2 units consist of authentic university tasks which engage complex critical and

analytical skills.

As a unit which is taken in the last semester of the Standard Track Program, FPEN034

requires students to consolidate and apply a range of spoken and written skills attained

in FPEN001, FPEN031, FPEN032 and FPEN033 in order to conduct research, analyse

and critique academic arguments, and synthesize counter arguments in various forms

of academic discursive texts. It complements writing-based concurrent unit FPEN033.

UNIT DESCRIPTION Submitted to ASQC September 2011 This unit develops and extends spoken communication skills and knowledge of the seminar genre introduced in Academic English IB. Students have the opportunity to demonstrate skills and knowledge developed over the first two semesters of the standard program. Successful seminar presentation, group case study analysis and presentation and debate participation requires sophisticated research and critical thinking skills as well as effective speaking and pronunciation and language skills.

Proposal for 2013 This is a speaking-based unit which develops and extends spoken communication skills and knowledge of the seminar genre introduced in Academic English 1B (FPEN032). Students have the opportunity to demonstrate skills developed over the program. Successful contributions to academic discussion forums, engagement in the production of an academic podcast and participation in a formal debate require sophisticated research, critical thinking, effective use of spoken communication and consolidates a range of academic skills.


Submitted to ASQC September 2011 Proposal for 2013

Assessment


Assessment


Diagnostic:

analysis writing

A4 page

Individual N/A Week 1

Discussion Forum

Contributions (4)

4mins

Individ 40% (4 x 10%) Ongoing

Debate 30%

Group 20% Week 5 Podcast

15-20mins

Grp & individ

30% (15%

individual, 15%

group)

Final Stage

Due Week 9

Seminar 20 mins

Individual 40%

Weeks

8-10

Debate

(30 min)

8mins each

Grp & individ

30% (15%

individual, 15%

group)

Week 12

Case Study 4 A4

Group 30% Week 13


Agenda Item 7.2


9

Descriptions of assessments as submitted to ASQC 1. Analysis writing Type: Individual writing/thinking task Due: Week 1 Format: In class 2. Debate Type: Group collaboration and presentation Due: Week 5 Format: Formal team debate in class 3. Seminar Type: Individual Due: Weeks 8 - 10 Format: 15-20 formal presentation with discussion 4. Case Study Type: Group task Due: Week 13 Format: Individual writing after group work

Description of assessments Proposal for 2013 1. Discussion Forum Contributions Type: Individual Contributions to Discussion Forum Due: Throughout semester Format: Students will be required to post at

least four 3 - 5 minute contributions to voice discussion forums. Students must incorporated researched academic arguments in their contribution.

2. Podcast Type Group Podcast Recording Due: Final stage due Week 9 Format: In groups of 3-4, students will be

required to produce a 15-20 minute podcast recording on a given academic topic. The podcast will be recorded in 3 parts (with each stage being at about 5 minutes in length).

3. Debate Type: Formal Debate on given topic Due: Week 12 Format: Formal team debate in class. Students

will be placed into groups of 3-4 speakers and given a topic and position to defend.

Individual speakers will need to present at least 2 arguments, in a speech lasting at least 8 mins. Their speech should be accompanied by PowerPoint slides containing supporting evidence (statistics, examples, reference to case studies, videos, links and other supporting data


Agenda Item 7.2


10

FPTP021 – Tertiary Skills Workshop

Submitted to ASQC May 2011 Proposed for 2013

Unit Code: FPTP021

Unit Name: Tertiary Skills

Workshop

Credit Points: 1


Contact Hours: 2

Summary of changes: Change from a non-graded unit to a fully-graded unit.

Rationale:

This unit provides the best chance to evaluate academic literacies at the

end of the Fast-Track Program. As a final semester unit, FPTP021

assesses student competency within a range of academic genres including

Academic Discussion, Case Studies, Critical Analysis as well as

incorporation of academic referencing conventions into written work.

UNIT DESCRIPTION As submitted to ASQC This unit consists of one weekly two-hour workshop. These sessions will cover topics set out in the Weekly Schedule. Practical work will be set to consolidate learning and demonstrate that you have understood and can apply the knowledge you have gained during the course of study. The emphasis will be on the practical application of tutorial presentation, managing your time and the kind of critical thinking and reflective writing required at university.

Proposal for 2013 This unit consists of one weekly two hour workshop which covers a wide variety of topics relating to academic skills, including referencing, academic discussion and critical thinking. Practical work will be set to consolidate learning and demonstrate that students have understood and can apply the knowledge they have gained during the course of study.



Assessment


Individual Written

Assignment

300 words


Portfolio Task 1: Annotated

bibliography

500 words


Portfolio

All Individual

activities in-

class

30% Week 12 Portfolio Task 2:

Academic Discussion

2hrs In-Class

individual

20%

Weeks 5

Group Oral

Presentation

30mins

Group 30%

Weeks

12-13 Portfolio Task 3:

Case-study

2hrs In-Class


Participation 20% Week 1-13 Portfolio Task 4:

Referencing

500 words

individual 15% Weeks 9

Portfolio Task 5: Critical Analysis &

Discussion

2hrs In-Class


Participation 10% Ongoing


Agenda Item 7.2


11

Descriptions of assessments as submitted to ASQC Assignment 1: Written report preparation Length: 300 words Prepare a written report addressing Topic 1. Assignment 2: Portfolio Due: On-going; to be submitted in Week 12 for final assessment Students are responsible for purchasing a loose leaf folder to which they can add work as it is completed. It is important to start this portfolio from Week 1. The lecturer can ask students at any time to produce their portfolio for ongoing assessment. Each activity that the student is asked to complete either in class or for homework must be included into the portfolio. Original drafts are as important as the final copy. It is essential that the material collected is corrected and the lecturer will focus on detailed correction of all aspect of the work including spelling, grammar, layout etc. Assignment 3: Group Oral Presentation Prepare and deliver a group presentation. Each group member must be responsible for one particular aspect of the presentation and this should be acknowledged in the PowerPoint presentation. The topic of the presentation is to be selected from one of the three topics introduced during the Workshop. Assessment 4: Participation This will be measured throughout the 13 weeks of the course. Prompt attendance to classes, attention in class, contribution in class as well as contributions to the online Blackboard discussion boards will comprise the marks for this workshop. Leadership skills and contribution to team work will also be acknowledged in the final mark. These skills are described as having the ability to co-operate with team members and to motivate, encourage and inspire other members of the group to achieve the objectives and outcomes of the Tertiary Skills Workshop. Refer to the Course Outline for details of these.

Description of assessments Proposal for 2013 1. Portfolio (90%)

Portfolio Task 1: Annotated bibliography (15%)

This assessment will ask students to identify and evaluate 5 resources that could be used in an essay topic to be given in Week 2. The sources that students are able to access for this assessment will be will be discussed in Week 2 in the library presentation. The bibliography will be 500 words in length.

Portfolio Task 2: Academic Discussion (20%)

This assessment will introduce the argumentative genre which encompasses argument, counter argument and rebuttal. Students will write examples of the above on a topic given in class.

Portfolio Task 3: Case-study (20%) This assessment will put into action the 8 step process to critically analyse a real life scenario. This in class assessment will assist students to identify issues and put forward possible solutions.

Portfolio Task 4: Referencing (15%) For this assessment students will be presented with several short texts and asked to write a structured response that encompasses a variety of in-text references and a reference list. Students will be permitted to refer to the Macquarie University Harvard Referencing Guide for this task.

Portfolio Task 5: Critical Analysis and Discussion (20%)

This in class assessment will have students critically analyzing an academic text and presenting the article to the class for open discussion.

2) Participation (10%) This will be measured throughout the 13 weeks of the course. Participation will encompass attendance and punctuality, engagement in class, contribution to class discussions as well as completion of set tasks.


Agenda Item 7.2


12

FPTP032 – Tertiary Preparation 2

Submitted to ASQC September 2011 Proposed for 2013

Unit Code: FPTP032

Unit Name: Tertiary Preparation 2

Credit Points: 4


Contact Hours: 5

Summary of changes: Change from a non-graded unit to a fully-graded unit.

This unit provided is the best chance to provide a mark for academic literacy at the

end of the Standard-Track Program .As a final semester unit, FPTP032

consolidates academic skills attained throughout the program as a whole, and

requires students to demonstrate their ability to conduct, critique and appropriately

present academic research.

UNIT DESCRIPTION As submitted to ASQC

This unit consists of one weekly two-hour lecture and one weekly three-hour workshop. These sessions will cover topics set out in the Weekly Schedule. Practical work will be set to consolidate learning and demonstrate that you have understood and can apply the knowledge you have gained during the course of study. The emphasis will be building on theoretical knowledge and skills introduced in Tertiary Preparation 1 and the practical application of this knowledge and these skills. The critical thinking and reflective writing skills required at tertiary level of education will be central to teaching and learning in this unit.

Proposal for 2013

The emphasis in this unit will be building on theoretical knowledge and skills introduced in Tertiary Preparation 1 and the practical application of this knowledge and these skills to the standard of an introductory undergraduate-level unit. The analytical and critical thinking skills required at tertiary level of education will be central to teaching and learning in this unit.


Assessment


Assessment


Essay

Assignment

500 words


3 x Referencing

and research

quizzes

30mins

each

Individual

15% Weeks 4, 8,

12

Report

Assignment

500 words

Individual 10% Week 10 Critique Task Individual 15% Week 5

Portfolio

In-Class

Activities

Individual

10% Week 12 Case Study Individual /

Group 20% Week 7

Oral

Presentation

30mins

Group 20% Week 12

Literature

Review &

Reference List


Participation Individual 20% Weeks 1-13 Final Exam Individual 30% Week

13/14

Exam 2hrs 30% Week 13


Agenda Item 7.2


13

Descriptions of assessments as submitted to ASQC Assignment 1: Essay Students will prepare a short essay addressing a selected Topic. The essay will comprise a reference list (using the Harvard system) Assignment 2: Written report Students will prepare a short written report addressing a selected Topic. The report will comprise and a reference list (using the Harvard system); appendices; and a glossary. Assignment 3: Portfolio Students are responsible for purchasing a loose leaf folder to which they can add work as it is completed. It is important to start this portfolio from Week 1. The lecturer can ask students at any time to produce their portfolio for ongoing assessment. Each activity that the student is asked to complete either in class or for homework must be included into the portfolio. Assignment 4: Group Oral Presentation Students will prepare and deliver a group presentation. Each group member must be responsible for one particular aspect of the presentation and this should be acknowledged in the PowerPoint presentation. The topic of the presentation will be advised. The presentation will be marked for: Introduction - motivation/stimulus – effectively engages the audience and is relevant to the subject matter); Body: logical order of points and explanation and linking together of key concepts; conclusion – summary of relevant points; recommendations; presentation; and listening and speaking skills. Assessment 5: Participation This will be measured throughout the 13 weeks of the course. Prompt attendance to classes, attention in class, contribution to class as well as fulfilling the requirement of meeting deadlines for all work and assignments will comprise part of the final mark. Leadership skills and contribution to team work will also be acknowledged in the final mark. These skills are described as having the ability to co-operate with team members and to motivate, encourage and inspire other members of the group to achieve the objectives and outcomes of Tertiary Preparation 2. Refer to the Course Outline for details of these. Assessment 6: Exam Marks: 30%

Description of assessments Proposal for 2013 Assessment Details:

1. Referencing and Research Quizzes: These quizzes will be conducted as individual or group activities and will contain a variety of multiple choice and short answer questions as well as practical tasks.

2. Critique Task: This written task will require students to write a response to a given text or texts demonstrating their abilities to discuss and think critically and in doing so understand and produce academic arguments, counter arguments and refutations. This task will also require the student to demonstrate their ability to incorporate in-text referencing, hence drawing upon the skills acquired in Tertiary Preparation 1 (FPTP031).

3. Case Study: Students will be given a real life problem and will, as part of a team, be required to propose solutions and recommendations to solve the issue at hand. This assessment will include both individual (10%) and group contribution (10%).

4. Literature Review and Reference List: Students will need to submit an academic literature review relating to a topic decided by the lecturer. The review should include discussion and critical evaluation of the sources and a reference list following Harvard referencing conventions and be based on academic journal articles.

5. Final Exam: The end of semester examination will be based on all skills studied in the course including analytical, critical thinking and referencing skills and will require students to write a discursive essay in response to several academic resources provided.


Agenda Item 7.2


of 1

To Academic Standards and Quality Committee

From Kate Roth

Subject Review of English Language Providers

Date 15 January 2013

Purpose This paper informs the Academic Standards and Quality Committee that a review for of the English pathway providers at Macquarie University has commenced. Background The Academic Standards and Quality Committee discussed Macquarie engaging in a review of the English Language Provider Pathways established in 2012. An English Language Providers review will provide a report on the program for consideration of the Director, International, the Executive Deans, and the Academic Quality and Standards Committee. The report will cover the following matters;

1. Meeting with Director of studies or academic program co-ordinator 2. Observe classes in a range of skills (including writing, academic

presentation/discussion/listening) 3. Sight evidence of;

a. Quality and expertise of teachers b. Curriculum documents and pathway c. Articulation arrangements with other institutions d. Assessment procedures in all four language skills e. Description of requirements and criteria for assessment tasks f. Moderation procedures g. Samples of submitted tasks at distinction, pass and fail levels h. Any use of turnitin or similar anti-malpractice applications.

4. Any evidence of IELTS or TOFEL established or claimed 5. View teaching materials, self access libraries and online verification

tools.

Recommendation For Noting


Agenda Item 8


of 1


From Kate Roth, Special Projects Manager, Macquarie University International Office

Subject Revised Processes for English Waiver

Date 15 January 2013

Purpose This paper provides further information about the English Waiver process at Macquarie International and the mechanism to manage the process for the next 12 months as approved by the DVC (Provost). Background The current process for English Waiver is for the Manager of Admissions at Macquarie International to forward a completed form for the Deputy Vice-Chancellor (Provost) to sign the English Waiver. In 2012, 250 requests were made to the Provost for English Waivers, please refer to the attached spreadsheet, the level of work is equivalent to over 20 requests per month. Discussion It is proposed to improve the efficiency of this process a system of “Delegated approval” be introduced whereby the Director, International (or nominee) approve the English waiver based on the previous decisions pre-determined list of common and acceptable reasons. The previous decisions include;

Students English test result expired 2 – 3 months prior to intake commencement;

Student has two sets of English test results trying to combine them;

Student has missed 0.5 in one of the band with good Overall score;

Student has completed the degree in English speaking country and been working in the country for sometime;

Student has completed Bachelor of Arts program at Macquarie University and has subsequently undertaken a Written Test administered by the Department (T&I);

English waiver request is supported by Faculty as per attached English Waiver Request Form;

Recommendation from MQ department. For any other reasons requiring Waiver, approval will be sent to Provost. A spreadsheet of English waiver grants will continue to be maintained, and monthly, the waivers spreadsheet will be sent to the provost for review. Recommendation For noting


Agenda Item 9



From Kate Roth, Special Projects Manager, Nicola Bate, International Business Development Manager, David Harrison, Senior Regional Manager Macquarie University International Office

Subject Amendment to current TOEFL Entry Requirements for all English language categories

Date 6 February 2013

PURPOSE The purpose of this paper is to recommend a revision of Macquarie University’s conversion between TOEFL and IELTS are aligned to best practice in the Australian education industry, through the use of the Education Testing Service (ETS) comparison chart. There is no intention to change the English language entry requirements, as measured by IELTS. The Macquarie International Office has sought endorsement from Student Administration on this proposal.

BACKGROUND In November 2011 the Australian Department of Immigration and Citizenship (DIAC) announced new English language test score equivalencies to be used for the purposes of issuing student visas (ETS a), with these levels determined by new equivalency research conducted by ETS. The Education Testing Service (ETS) has developed a set of charts for converting between TOEFL and Academic IELTS. ETS is a global, non-profit organisation that develops, administers and scores more than 50 million tests annually. The ETS conversion scale below was based on extensive sampling of students who undertook both tests (ETS b). Appendix 1 shows the scales for section/component scores (reading, writing, speaking, listening). DISCUSSION Macquarie University requires an overall IELTS band score of 6.5 and a TOEFL score of 90, whereas the ETS conversion suggests that a TOEFL score anywhere in the range from 79 to 93 would equate with an IELTS of 6.5. Australian universities are currently reviewing the new equivalency guidelines and many Go8

1 universities have

already implemented changes adopting the new ETS equivalency levels as equivalent with 6.5 overall IELTS and 6 IELTS in each of the section bands: Minimum 79 overall, with minimum 21 in writing, 18 in Speaking, 13 in Reading and 12 Listening.

RECOMMENDATION The Academic Standards and Quality Committee recommend to Senate the following: 1. Macquarie University adopt the ETS conversion scale between TOEFL and IELTS. The revised TOEFL entry requirements determined by this methodology are set out below;

IELTS Overall Band Score TOEFL iBT Total Score

0–4 0 – 31

4.5 32 - 34

5 35 - 45

5.5 46 - 59

6 60 - 78

6.5 79 - 93

7 94 - 101

7.5 102 - 109

8 110 - 114

8.5 115 - 117

9 118 - 120

1 Melbourne University; Monash University; Adelaide University; University of Technology Sydney. The Australian National

University is currently finalising their English test equivalency levels and are intending to also implement the above scale (Ho, 2012).


Agenda Item 10


2. That the above methodology for setting TOEFL entry requirements be utilised for all IELTS English language categories be implemented for undergraduate and postgraduate admission at Macquarie University from Semester 2, 2013.

REFERENCES ETS a, 2012, accessed January 2013, http://www.ets.org/toefl/news/minister_immigration_announcs_toefl ETS b, 2012, accessed January 2013, http://www.ets.org/toefl/institutions/scores/compare; http://www.ets.org/s/toefl/pdf/supplementary_comparison_tables.pdf Ho, Jerome, Assistant Registrar, International ,2012, personal correspondence w David Harrison, Macquarie International, September 2012, Ecuador. Monash University, 2013, accessed January 2013, http://www.adm.monash.edu.au/admissions/postgrad/pg-english-requirements.html University of Adelaide, 2013, accessed January 2013, http://www.international.adelaide.edu.au/pdf_docs/pg_englang_2013.pdf University of Melbourne, 2013, accessed January 2013, http://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirements/graduate-toefl-ielts University of Technology Sydney, 2013, accessed January 2013, http://www.uts.edu.au/international/prospective/studying/require/english.html

APPENDIX 1

http://www.ets.org/s/toefl/pdf/supplementary_comparison_tables.pdf


Agenda Item 10


http://www.ets.org/toefl/news/minister_immigration_announcs_toefl

http://www.ets.org/toefl/institutions/scores/compare


http://www.adm.monash.edu.au/admissions/postgrad/pg-english-requirements.html

http://www.adm.monash.edu.au/admissions/postgrad/pg-english-requirements.html

http://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirements/graduate-toefl-ielts

http://futurestudents.unimelb.edu.au/admissions/entry-requirements/language-requirements/graduate-toefl-ielts



Agenda Item 10


To Academic Standards and Quality Committee From Macquarie International Subject STPM for English Recognition Date 15 January 2013 Purpose This paper provides further information on the qualification as well as detailing the other Australian Universities recognising the STPM English qualification. Background The Sijil Pelajaran Malaysia Test (STPM) is the is the Secondary School Examination in Malaysia which is administered through the Ministry of Education. As part of achieving this qualification in Malaysia students complete a study of the English Language. In Australia a number of Universities have accepted completion of English in the STPM at certain grades as meeting the English Language Requirements of the University. Discussion STPM Syllabus is attached at Attachment A for review of the committee. The syllabus covers the Aims, Objectives, Content, Prescribed Texts, Syllabus Specifications Examination Format, List of References, and; Sample Questions. Other Universities The information on the levels from other Universities in the Sydney region are provided in the table below

University Score Reference University of Sydney

C pass in 920 English or B pass in 914 English

http://sydney.edu.au/future-‐students/international/undergraduate/entry-‐requirements/english-‐language-‐requirements.shtml

University of New South Wales

C pass in 920 English

http://www.unsw.edu.au/english-‐requirements-‐policy

Recommendation That students achieving a grade level of C pass in 920 or B pass in 914 English in the STPM qualification will meet the English Language Requirements for entry at Macquarie.


Agenda Item 11


CONTENTS

920 Literature in English Syllabus

Page

Aims 1 Objectives 1 Content 1 Prescribed Texts 2 Syllabus Specifications 3 � 16 Examination Format 17 List of References 18 � 20 Sample Questions

Paper 1 (920/1): Shakespeare and Other British Writers 21 � 31 Paper 2 (920/2): New Literatures in English 32 � 40

2

1

920 LITERATURE IN ENGLISH

Aims The syllabus aims to develop critical skills which will enable students to engage with and make informed responses to texts from different literary traditions and genres. It also aims to develop the aesthetic sense and moral awareness in students. Objectives Students should be able to: (a) display critical skills based on current approaches to literary texts,

(b) give informed responses to texts from different genres, literary traditions and socio-historical contexts,

(c) communicate independent judgement of and insight into texts using effective and appropriate language,

(d) show aesthetic appreciation of texts.

Content The syllabus prepares students to sit for two papers: (a) Paper 1: Shakespeare and Other British Writers

(b) Paper 2: New Literatures in English Candidates are required to take both papers which have equal weightage.


Agenda Item 11


2

Prescribed Texts The prescribed texts for this syllabus are: Paper 1: Shakespeare and Other British Writers (i) Shakespeare, Hamlet (Arden) (ii) Shakespeare, As You Like It (Arden) (iii) John Keats, Selected Poems and Letters of Keats (Heinemann) (iv) Thomas Hardy, Selected Shorter Poems of Thomas Hardy (Macmillan) (v) Charlotte Bronte, Jane Eyre (Wordsworth Classics)

(vi) Aldous Huxley, Brave New World (Penguin Classics) Paper 2: New Literatures in English (i) “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry (Maya Press

Sdn. Bhd.) (ii) Nissim Ezekiel, Collected Poems 1952-1988 (Oxford Indian Paperback) (iii) Jean Rhys, Wide Sargasso Sea (Penguin Books) (iv) Buchi Emecheta, Kehinde (Heinemann)

Syllabus Specifications This syllabus contains two parts. Part I should be regarded as an integral part of the syllabus and a crucial guide to analysing the prescribed texts and answering the questions in Papers 1 and 2. Part II outlines the syllabus specifications for Papers 1 and 2.

3

PART I: CRITICAL APPRECIATION SKILLS APPLICABLE TO PAPERS 1 AND 2

Topic Syllabus Specifications Notes 1. Literature, Language and Form

The formalistic approach will consider the following: 1.1 Literary devices

Simile Metaphor Personification Symbols Hyperbole Onomatopoeia Rhythm Rhyme Metre Alliteration Assonance Paradox Contrast/comparison Irony Repetition Binary opposition Leitmotif Tone

1.2 Narrative techniques First person Third person – omniscient – limited – camera Stream of consciousness Foreshadowing Flashback Dialogue Interior monologue Speech and thought presentation

1.3 Setting Place Symbolic landscape Time Social context Atmosphere Mood


Agenda Item 11


4

Topic Syllabus Specifications Notes

1.4 Characterization Role/significance Personality Physical characteristics Personality traits Interaction between characters Gestures and mannerisms Conflict and relationships Speech/body language

1.5 Structure Sequence of events Foreshadowing Flashback Stanza form

1.6 Themes/issues/concerns Literal meaning Metaphorical meaning Symbolic meaning Message Authorial intention

1.7 Reader response Role of the reader Reader’s own perspective Responses based on sensitivity to the text leading to critical evaluation

1.8 Language use Varieties of English Hybridization Code-switching Code-mixing Language Register

2. Literature, History and Culture

2.1 Context Significance of political, historical and cultural contexts to the process of meaning-making

2.2 Themes/issues (i) Power relations Examine relationships and

conflicts between – individuals – individual and society – different communities – colonizer and colonized Identify what is portrayed as central and what is portrayed as marginal

Topic Syllabus Specifications Notes 5

(ii) Quest for identity

Caught between cultures, values and traditions Encounters between the traditional and the modern

(iii) Colonization and decolonization

Positive and negative effects

(iv) Beliefs/value system Identify values of – characters – author of text – society Relate these values to reader’s own value system

2.3 Cultural perspective Evaluate/interpret text in the light of one’s own cultural position

3. Literature and Gender

3.1 Gender Definition; Culturally-sensitive gender focus, i.e. how gender is perceived from different cultural backgrounds

3.2 Context (i) Historical Who is free to write, and in what

idiom; who is able to get published or to be studied; how women have been represented

(ii) Socio-cultural Systems of domination based on

gender, class, race etc.

3.3 Features of women’s writing Diction Style Imagery Tone Symbols Portrayal of women/men Point of view

3.4 Themes/issues Man-Woman relationships Gender inequality Portrayal of women Empowerment of women (analysed within local contexts)



Agenda Item 11


6

3.5 Perspectives – Reading as a woman/man

Identification of female/male perspective Alternative perspective from one’s own experience and value system

7

PART II: SPECIFICATIONS FOR PAPERS 1 AND 2 PAPER 1: SHAKESPEARE AND OTHER BRITISH WRITERS

Topic Syllabus Specifications Notes 1. Shakespeare’s Plays

1.1 Background (i) Period

Late 16th-century and early 17th-century England

(ii) Writer Brief biography of William Shakespeare

(iii) Elizabethan Stage Physical aspects of stage Audience Actors Stagecraft

1.2 Genre (i) Comedy Definitions;

Types of comedy e.g. romantic comedy

(ii) Tragedy Definitions; Types of tragedy: – Aristotelian tragedy – Shakespearean tragedy

(iii) Tragi-comedy Definitions

(iv) Histories Brief background Connections with tragedy

1.3 Reading the text (i) Use of language Basic understanding of

Shakespearean language Appreciation of richness and variety of Shakespearean language Language Registers

(ii) Devices Imagery Leitmotif Dramatic irony Soliloquy Aside Chorus


Agenda Item 11


8


1.4 Aspects of the play

(i) Structure

Five-act structure

(ii) Themes Tracing the main themes through the play through the use of imagery/ clusters of images, and other literary devices

(iii) Plot Plot structure: Identification of main plot and sub-plot Relationship between main plot and sub-plot Significance of scenes, cruxes and climaxes

(iv) Characters Main characters Minor characters Relationships between characters Roles and significance of characters Development of some characters The Fool in Shakespeare

1.5 Relevance

(i) Contemporary interpretations

Political readings Feminist readings Post-colonial readings

(ii) Relevance to the present

Both globally and locally

(iii) Personal relevance to students

1.6 Moral concerns Examples: Hubris Moral choices Poetic justice Conscience Machiavellianism Forgiveness Repentance Loyalty Courage Good vs. evil

Topic Syllabus Specifications Notes 9

1.7 The Play as theatre/cinema

(i) Dramatizing Dramatization of the whole play or scenes by students for better understanding

(ii) Viewing Screening of video versions of the play to students

2. Poetry 2.1 Background (i) Period Introduction to socio-cultural context

(ii) Poet Brief biography

(iii) Supplementary material Examples:

biographical material, letters, prefaces

2.2 Verse forms Examples:

Blank verse Free verse Rhyming verse Heroic couplet Sonnets Ballads Narrative poetry

2.3 Devices (i) Figures of speech Simile

Metaphor Personification Paradox Hyperbole Understatement

(ii) Sound effects Alliteration Assonance Onomatopoeia Rhyme

2.4 Metrics Metre Rhythm Cadence Scansion



Agenda Item 11


10

2.5 Interpretation

(i) Meaning Literal meaning

Metaphorical meaning Symbolic meaning Moral significance

(ii) Narrative Types of narratives Significance of narrative

(iii) Argument Articulation of argument

(iv) Literary ambiguity Exploration of creative uses of literary ambiguity

2.6 Imagination (i) Romantic Example: Coleridge’s ideas in

Biographia Literaria

(ii) Atmosphere/Mood/Tone Use of language to evoke different atmospheres e.g. “haunting”, “languor”, “merriment” Identification of predominant tone e.g. elegiac commemorative satiric consolatory hortatory

2.7 Moral concerns Different expressions of moral concerns: e.g. Social criticisms – e.g. reaction to Industrial Revolution Expression of certain beliefs and values Respect for nature

3. Novels and Short Stories

3.1 Background

(i) Period Introduction to the socio-cultural context of writer

(ii) Writer Brief biography

(iii) Supplementary material Use of supplementary biographical material, letters and prefaces


11

3.2 Narrative techniques

Examples: Omniscient narrator First person narrator Point of view Stream of consciousness Leitmotif Flashback Foreshadowing Monologue/Dialogue

3.3 Characterization

(i) External What is observable in the characters

(ii) Internal Psychology of characters Relationship between external and internal characteristics (where applicable)

3.4 Setting

(i) Place and atmosphere Physical and symbolic landscapes

(ii) Time Socio-cultural context of work

3.5 Plot (i) Definition Sequence of events arranged in a chain

of cause and effect

(ii) Development of plot Identification of important events that affect the lives of the characters

3.6 Use of language

(i) Rhetorical devices Use of irony, caricature, etc.

(ii) Evocative language Use of heightened language in

particular passages

(iii) Dialogue Use of different registers of speech, including dialect

3.7 Theme Different modes of thematic

development e.g. leitmotif, self-discovery, etc.



Agenda Item 11


12

3.8 Moral concerns

Encouragement to form one’s own judgements based on writer’s implied values Comparison between these implied values and one’s own values

3.9 Novel, novella and short story Distinctions between these to be explored (where applicable)

PAPER 2: NEW LITERATURES IN ENGLISH

13

Topic Syllabus Specifications Notes 1. Introduction

1.1 Overview

Overview of the variety of writers, socio-historical contexts and relevant critical theories Significance and relevance of New Literatures

1.2 Definitions Definition of terms e.g. “New Literatures”, “Colonialism”, “Post Colonialism”, etc. Geographical and historical parameters Literary parameters

1.3 Themes and concerns:

Relationship of New Literatures to social and political change

(i) Quest for identity Self-determination Search for roots and national values and traditions

(ii) Nationalism and nation-building

Inter-ethnic integration Values and priorities

(iii) Colonialism Positive and negative effects

(iv) Decolonization Problems and effects Encounters between the traditional and the modern

(v) Neo-colonialism Materialism Problems of industrialization and urbanization

(vi) Cultural complexity and imposition of political power

Power relations between individuals, communities, societies, and between colonizer and colonized

1.4 Reading approaches Formalistic approach Other approaches – reader response – gender-centred reading – literature and history – literature and culture



Agenda Item 11


14

1.5 Regions from which writers may be selected:

Examples of writers:

(i) Malaysia and Singapore

K.S. Maniam, Lloyd Fernando, Lee Kok Liang, Shirley Geok-Lin Lim, Muhammad Hj Salleh, Wong Phui Nam, Ee Tiang Hong, Lee Joo For, Edward Dorall, Hilary Tham, Omar Mohd Nor, Stella Kon, Syed Alwi, Catherine Lim, Edwin Thumboo, Salleh ben Joned, Karim Raslan, Kris Jitab, Che Husna Azhari, Syed Adam Al Jafri.

(ii) Indian sub-continent R.K. Narayan, Raja Rao, Anita Desai, Yasmin Gooneratne, Nissim Ezekiel

(iii) West Indies

Martin Carter, George Lamming, Wilson Harris, Sam Selvon, Derek Walcott, Bruce King, Edward Braithwaite, Jean Rhys

(iv) Africa

Ngugi Wa Thiong’O, Chinua Achebe, Ayi Kwei Armah, Okot P’bitek, Wole Soyinka, Athol Fugard, Nadine Gordimer, Buchi Emecheta

(v) New Zealand Katherine Mansfield, Allen Curnow, Witi Ihimaera, Janet Frame

(vi) Australia Patrick White, T. Keneally

(vii) Canada Margaret Atwood, Margaret Laurence

2 Reading New

Literatures in English

2.1 Introduction Background to the selected

texts:

– Placing in context Defining the geographical, social, historical and political contexts

– Literary development of the region

Influences, trends, phases, etc.


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2.2 Analysis of texts:

Formalistic approach

(i) Themes and issues Identification of themes; Tracing the development of themes, issues and concerns

(ii) Story/plot

Conflicts Events and interconnections Type and development of plot and sub-plot Structure

(iii) Setting

Place Time Society and norms World view

(iv) Characterization

Types of characters Roles and significance Personality/character Background information Physical characteristics Personality traits Interaction between characters Gestures and mannerisms

(v) Narrative point of view

Omniscient narrator First person Third person Voice/Tone/Attitude

(vi) Literary techniques and devices

Simile Metaphor Personification Symbols Paradox Contrast Hyperbole Alliteration Assonance Onomatopoeia Rhythm and metre Repetition Free verse Blank verse Irony Stream of consciousness



Agenda Item 11


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Soliloquy Foreshadowing Flashback Time shifts Repetition of motif Intertextuality Satire Nativization of English Diction and syntax Use of folklore, legends, religious and cultural allusions

(vii) Language use

Varieties of English Hybridization Code-switching Code-mixing Language Register

2.3 Analysis of texts: Other approaches

(i) Reader response

Social and cultural conditioning of reader Individual aesthetic responses of reader

(ii) Gender-centred reading

Reading from a man’s or a woman’s point of view Discussion of bias in representations which may be explicit or implicit Comparison of distinctive features of texts written by men and women

(iii) Literature and history Importance of historical context Discussion of conflicts and issues arising from differences in economic, political and social divisions

(iv) Literature and culture

Understanding and appreciation of the text by being aware of writer’s culture Understanding and appreciation of the text using reader’s culture as a basis for comparison

Examination Format The examination consists of two papers, with equal weightage for each paper:

17

(a) Paper 1: Shakespeare and Other British Writers (3 hours)

There are four sections in this paper. Candidates are required to answer four questions, one from each section. Section A: Critical Appreciation. Questions on one passage from each prescribed text will be set. Section B: Shakespeare’s Plays: There will be a context question and an essay question on each play. Section C: Poetry. There will be two questions on each poet. Section D: Novels and short stories. There will be two questions on each text.

(b) Paper 2: New Literatures in English (3 hours) There are three sections in this paper. Candidates are required to answer four questions, one question

from each section and the fourth question from either Section B or C. Section A: Critical Appreciation. Questions on one passage from each of the following will be set: (i) Malaysian Short Stories (ii) Malaysian Poetry (iii) Indian Poetry (iv) West Indian novel (v) African novel Section B: Malaysia. There will be four questions, two on short stories and two on poetry. Section C: Indian Sub-Continent, West Indies and Africa. There will be six questions, two on each

text. List of References (The following books are recommended as supplementary references only, and are not prescribed texts.)


Agenda Item 11


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General Reading 1. Ashcroft, Bill, Gareth Griffiths and Helen Tiffin. The Empire Writes Back. London: Routledge, 1989.

2. Brumfit, C.J. and R.A. Carter. Literature and Language Teaching. Oxford: Oxford University Press,

1989. 3. Carter, Ronald and Michael N. Long. Teaching Literature. Essex: Longman, 1991. 4. Durant, Alan and Nigel Fabb. Literary Studies in Action. London: Routledge, 1990. 5. Roberts, Edgar V. Writing about literature. New Jersey: Prentice Hall, 1999. 6. Selden Raman. A Reader’s Guide to Contemporary Literary Theory. Brighton: Harvester Press, 1985.

7. ____________. Practising Theory and Reading Literature. New York: Harvester Wheatsheaf, 1989. 8. Tyson, Lois. Critical Theory: A user-friendly guide. New York: Garland Publishing, 1999. Paper 1: Shakespeare And Other British Writers 1. Arthur McGee. The Elizabethan Hamlet. New Haven, Connecticut: Yale University Press, 1987. 2. Bloom, Harold. (ed.) Aldous Huxley’s Brave New World. USA: Chelsea House Publishing. 3. Chapman, R. The Language of Thomas Hardy. London: Macmillan, 1990. 4. De Koster, Katie. (ed.) Readings on Brave New World. San Diego: Greenhaven Press, 1999. 5. Erickson, Peter. Patriarchal Structures in Shakespeare’s Drama. Berkeley: University of California

Press, 1985. 6. John Russell Brown. (ed.) “Much Ado About Nothing” and “As You Like It”: a casebook. London

and Basingstoke: Palgrave Macmillan, 1979. 7. Marianne L. Novy. Love’s Argument: Gender Relations in Shakespeare. Chapel Hill: University

of North Carolina Press, 1984. 8. Martin Coyle. (ed.) “Hamlet”: a casebook. London and Basingstoke: Palgrave Macmillan, 1996. 9. Molly Lefebure. Thomas Hardy’s World, The Life, Times and Works of The Great Novelist and Poet.

London: Carlton Books Limited, 1997. 10. Novy, Marianne L. Love’s Argument: Gender Relations in Shakespeare. Chapel Hill: University

of North Carolina Press, 1984. 11. Peter Erickson. Patriarchal Structures in Shakespeare’s Drama. Berkeley: University of California

Press, 1985. 12. Pinion, F.B. A Thomas Hardy Dictionary. New York: New York University Press, 1989. 13. Rylance, Rick and Judy Simons. (eds.) Literature in Context. Palgrave: Houndmills, 2001.

19

14. Stephen Greenblatt. Shakespearean Negotiations. Oxford: OUP Clarendon Press, 1988. 15. Walter H. Evert. Approaches to teaching Keat’s Poetry. New York: Modern Language Association of

America, 1991. Paper 2: New Literatures in English 1. King, Bruce. The Commonwealth Novel since 1960. New York: Macmillan, 1999. 2. Ramraj, Victor J. (ed.) Concert of Voices: An Anthology of World Writing in English. Canada:

Broadview, 1995. Malaysia 1. Edwin, Malachi. (compiler). Bibliography of Malaysian Literature in English. Petaling Jaya: Sasbadi,

2001. 2. Fadillah Merican. “Going native and staying strong: Malaysian fiction in English.” English is an

Asian language: The Malaysian context. Kuala Lumpur: Persatuan Bahasa Moden, 1997. 3. Fernando, Lloyd. Cultures in Conflict. Singapore: Graham Brash, 1988. 4. Lim, Shirley Geok-lin. Writing S.E./Asia in English: Against the Grain. London: Skoob Book

Publication, 1994. 5. Mohammad A. Quayum & Wicks, Peter. (eds.) Malaysian Literature in English: A critical reader.

Petaling Jaya: Pearson Education Malaysia, 2001. 6. Norfaridah Abdul Manaf & Mohammad A. Quayum. Colonial to global: Malaysian women’s writing

in English 1940-1990s. Kuala Lumpur: International Islamic University, 2001. 7. Woon-Ping, Chin Holaday. “Hybrid blooms: the emergent poetry in English of Malaysia and

Singapore.” in The Comparative Perspective on Literature: Approaches to Theory and Practice. edited by Clayton Koelb and Susan Noakes, Ithaca: Cornell University Press. Pp 130-146, 1988.

8. Zawiah Yahya. Malay characters in Malaysian novels in English. Bangi: Penerbit UKM, 1994. India 1. Naik, M.K. (ed.) Aspects of Indian Writing in English. Delhi: Macmillan, 1992. 2. Rahman, A. Form and Value in the Poetry of Nissim Ezekiel. India: South Asia Books, 1990. African Literature 1. Gikandi, S. Reading the African Novel. Heinemann, 1987. 2. Griffiths Gareth. African Literatures in English. East and West England: Pearson Education Limited,

2000.


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3. Umeh, Marie. (ed.) Emerging Perspectives on Buchi Emecheta. New Jersey: Africa World Press, 1995.

West Indies 1. Ciolkowski, I. Navigating the Wide Sargasso Sea: colonial history, English fiction and British

empire. Twentieth Century Literature. 43(3), 1997. 2. Emery, Mary Lou. “The politic of form: Jean Rhys’ Social vision voyage in the dark and Wide

Sargasso Sea” in Twentieth Century Literature. (2) Winter, 1982. 3. Gregg, Veronica Marie. Jean Rhys’s Historical Imagination. Chapel Hill: The University of North

Carolina Press, 1995. 4. Harris, Wilson. “Carnival of psyche: Jeans Rhys’ Wide Sargasso Sea.” Kunapipi 2.2, 1980. 5. Howells, Caroll A. Key Women Writers. Great Britian: University of Reading, 1991. 6. Hulme, Peter. “Post colonial theory and the politics of locality: An approach to Wide Sargasso Sea. A

view of our own: Ethnocentric perspectives in literature. Bangi: Fakulti Pengajian Bahasa, 1996. 7. King, Bruce. (ed.) West Indian Literature. 2nd edition. London: Macmillan Education Ltd., 1995. 8. Robinson, Jeffrey. “Gender, myth and the white West Indian: Rhys’s Wide Sargasso Sea and

Drayton’s Christopher.” Commonwealth Essays and Studies: Caribbean Literature. Vol. 13, No 2, 1991.

9. Sternlicht, Sanford. Jean Rhys. London: Prentice Hall International, 1997. 10. Wong Soak Koon. “Jean Rhys’ Wide Sargasso Sea: Colonial interrogations of the bildungsroman”.

A view of our own: Ethnocentric perspectives in Literature. Bangi: Fakulti Pengajian Bahasa, 1996.

SAMPLE QUESTIONS

920/1 STPM

LITERATURE IN ENGLISH

PAPER 1 SHAKESPEARE AND OTHER BRITISH WRITERS

(Three hours)

MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL)

SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE)

Instructions to candidates: Answer four questions, one each from Sections A, B, C and D

This question paper consists of printed pages. © Majlis Peperiksaan Malaysia

STPM 920/1

Section A: Critical Appreciation [25 marks]

Answer only one question from this section. 1 SHAKESPEARE : Hamlet Polonius: Ay, springes to catch woodcocks. I do know, When the blood burns, how prodigal the soul

21


Agenda Item 11


Lends the tongue vows. These blazes, daughter, Giving more light than heat, extinct in both Even in their promise as it is a-making, 5 You must not take for fire. From this time Be something scanter of your maiden presence, Set your entreatments at a higher rate Than a command to parley. For Lord Hamlet, Believe so much in him that he is young, 10 And with a larger tether may he walk Than may be given you. In few, Ophelia, Do not believe his vows; for they are brokers Not of that dye which their investments show, But mere implorators of unholy suits, 15 Breathing like sanctified and pious bawds The better to beguile. This is for all. I would not, in plain terms, from this time forth Have you so slander any moment leisure As to give words or talk with the Lord Hamlet. 20 Look to’t, I charge you. Come your ways. Ophelia: I shall obey, my lord.

Hamlet, Act I, Scene III Either (a) Comment on the advice given in this passage, paying special attention to Shakespeare’s use of metaphors. Or (b) What image of Hamlet does Polonius convey to Ophelia in this extract?

920/1 2 SHAKESPEARE : As You Like It Touchstone: Come apace good Audrey. I will fetch up your goats,

Audrey. And how Audrey, am I the man yet? Doth my simple feature content you?

Audrey: Your features? Lord warrant us! What features? Touchstone: I am here with thee and thy goats, as the most capricious

poet, honest Ovid, was among the Goths. 5

22

Jaques: [aside] O knowledge ill-inhabited, worse than Jove in a thatched house!

Touchstone: When a man’s verses cannot be understood, nor a man’s good wit seconded with the forward child, understanding, it strikes a man more dead than a great reckoning in a little room. Truly, I would the gods had made thee poetical.

10

Audrey: I do not know what ‘poetical’ is. Is it honest in deed and word? Is it a true thing? 15

Touchstone: No, truly; for the truest poetry is the most feigning, and lovers are given to poetry; and what they swear in poetry may be said as lovers they do feign.

Audrey: Do you wish then that the gods had made me poetical? 20 Touchstone: I do truly. For thou swear’st to me thou art honest.

Now if thou wert a poet, I might have some hope thou didst feign.

Audrey: Would you not have me honest? Touchstone: No truly, unless thou wert hard-favoured; for 25

honesty coupled to beauty is to have honey a sauce to sugar.

Jaques: [aside] A material fool! Audrey: Well, I am not fair, and therefore I pray the gods make

me honest. 30 Touchstone: Truly, and to cast away honesty upon a foul slut were to

put good meat into an unclean dish. Audrey: I am not a slut, though I thank the gods I am foul. Touchstone: Well, praised be the gods for thy foulness;

sluttishness may come hereafter. But be it as it may be, I will marry thee; and to that end I have been with

35

Sir Oliver Martext, the vicar of the next village, who hath promised to meet me in this place of the forest and to couple us.

As You Like It, Act III, Scene III

Either (a) What are the elements of humour in this passage? How does the use of prose here enhance the humour? Or (b) Examine the evidence in this passage that reveals Touchstone’s attitude to the woman he wants to marry. 920/1 3 KEATS: Selected Poems and Letters of Keats

To Autumn

1

SEASON of mists and mellow fruitfulness, Close bosom-friend of the maturing sun; Conspiring with him how to load and bless With fruit the vines that round the thatch-eves run;

23 To bend with apples the moss’d cottage-trees, 5


Agenda Item 11


24

And fill all fruit with ripeness to the core; To swell the gourd, and plump the hazel shells With a sweet kernel; to set budding more, And still more, later flowers for the bees, Until they think warm days will never cease, 10 For Summer has o’er-brimm’d their clammy cells.

2 Who hath not seen thee oft amid thy store? Sometimes whoever seeks abroad may find Thee sitting careless on a granary floor, Thy hair soft-lifted by the winnowing wind; 15 Or on a half-reap’d furrow sound asleep, Drows’d with the fume of poppies, while thy hook Spares the next swath and all its twined flowers: And sometimes like a gleaner thou dost keep Steady thy laden head across a brook; 20 Or by a cyder-press, with patient look, Thou watchest the last oozings hours by hours.

3 Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too, � While barred clouds bloom the soft-dying day, 25 And touch the stubble-plains with rosy hue; Then in a wailful choir the small gnats mourn Among the river sallows, borne aloft Or sinking as the light wind lives or dies; And full-grown lambs loud bleat from hilly bourn; 30 Hedge-crickets sing; and now with treble soft The red-breast whistles from a garden-croft; And gathering swallows twitter in the skies. Either (a) Show how Keats’ personification of autumn reveals the beauty and richness of the season. Or (b) In this poem, Keats appeals to our senses through his careful selection of details. Discuss.

920/1 4 HARDY: Selected Shorter Poems of Thomas Hardy

IN TIME OF ‘THE BREAKING OF NATIONS’ I

ONLY a man harrowing clods In a slow silent walk With an old horse that stumbles and nods Half asleep as they stalk.

II Only thin smoke without flame 5

25

From the heaps of couch-grass; Yet this will go onward the same Though Dynasties pass.

III Yonder a maid and her wight Come whispering by: 10 War’s annals will cloud into night Ere their story die. Either (a) Based on your reading of the poem, discuss the poet’s use of rural and natural rhythms of life to comment on war and violence. Or (b) Do the choice of words and the structure of the poem enhance or diminish Hardy’s message? Discuss.

920/1 5 CHARLOTTE BRONTË: Jane Eyre “What is your name besides Burns?” “Helen.” “Do you come a long way from here?” “I come from a place farther north, quite on the borders of Scotland.” “Will you ever go back?” “I hope so; but nobody can be sure of the future.” “You must wish to leave Lowood?” “No! Why should I? I was sent to Lowood to get an education; and it would be of no use going away until I have attained that object.” “But that teacher, Miss Scatcherd, is so cruel to you?” “Cruel? Not at all! She is severe: she dislikes my faults.”


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“And if I were in your place I should dislike her; I should resist her. If she struck me with that rod, I should get it from her hand; I should break it under her nose.” “Probably you would do nothing of the sort: but if you did, Mr Brocklehurst would expel you from the school; that would be a great grief to your relations. It is far better to endure patiently a smart which nobody feels but yourself, than to commit a hasty action whose evil consequences will extend to all connected with you; and besides, the Bible bids us return good for evil.” “But then it seems disgraceful to be flogged, and to be sent to stand in the middle of a room full of people; and you are such a great girl: I am far younger than you, and I could not bear it.” “Yet it would be your duty to bear it, if you could not avoid it: it is weak and silly to say you cannot bear what it is your fate to be required to bear.” I heard her with wonder: I could not comprehend this doctrine of endurance; and still less could I understand or sympathise with the forbearance she expressed for her chastiser. Still I felt that Helen Burns considered things by a light invisible to my eyes. I suspected she might be right and I wrong; but I would not ponder the matter deeply; like Felix, I put it off to a more convenient season. “You say you have faults, Helen: what are they? To me you seem very good.” “Then learn from me, not to judge by appearances: I am, as Miss Scatcherd said, slatternly; I seldom put, and never keep, things in order; I am careless; I forget rules; I read when I should learn my lessons; I have no method; and sometimes I say, like you, I cannot bear to be subjected to systematic arrangements. This is all very provoking to Miss Scatcherd, who is naturally neat, punctual, and particular.” “And cross and cruel,” I added; but Helen Burns would not admit my addition: she kept silence. “Is Miss Temple as severe to you as Miss Scatcherd?” At the utterance of Miss Temple’s name, a soft smile flitted over her grave face. “Miss Temple is full of goodness; it pains her to be severe to any one, even the worst in the school: she sees my errors, and tells me of them gently; and if I do anything worthy of praise, she gives me my meed liberally. One strong proof of my wretchedly defective nature is, that even her expostulations, so mild, so rational, have not influence to cure me of my faults; and even her praise, though I value it most highly, cannot stimulate me to continued care and foresight.” “That is curious,” said I, “it is so easy to be careful.” “For you I have no doubt it is. I observed you in your class this morning, and saw you were closely attentive: your thoughts never seemed to wander while Miss Miller explained the lesson and questioned you. Now, mine continually rove away; when I should be listening to Miss Scatcherd, and collecting all she says with assiduity, often I lose the very sound of her voice; I fall into a sort of dream. Sometimes I think I am in Northumberland, and that the noises I hear round me are the bubbling of a little brook which runs through Deepden, near our house; � then, when it 920/1 comes to my turn to reply, I have to be awakened; and having heard nothing of what was read for listening to the visionary brook, I have no answer ready.” “Yet how well you replied this afternoon.” “It was mere chance; the subject on which we had been reading had interested me. ...” “And when Miss Temple teaches you, do your thoughts wander then?” “No, certainly, not often: because Miss Temple has generally something to say which is newer than my own reflections; her language is singularly agreeable to me, and the information she communicates is often just what I wished to gain.” “Well, then, with Miss Temple you are good?” “Yes, in a passive way: I make no effort, I follow as inclination guides me. There is no merit in such goodness.” “A great deal: you are good to those who are good to you. It is all I ever desire to be. If people were always kind and obedient to those who are cruel and unjust, the wicked people would have it all their own way: they would never feel afraid, and so they would never alter, but would

27

grow worse and worse. When we are struck at without a reason, we should strike back again very hard; I am sure we should � so hard as to teach the person who struck us never to do it again.” “You will change your mind, I hope, when you grow older: as yet you are but a little untaught girl.” “But I feel this, Helen; I must dislike those who whatever I do to please them, persist in disliking me, I must resist those who punish me unjustly. It is as natural as that I should love those who show me affection, or submit to punishment when I feel it is deserved.” Either (a) How does the writer portray the character differences between Jane Eyre and Helen Burns in the passage? Or (b) What are the differences between the attitudes of Jane and Helen towards some of the teaching practices of that time? Whose view do you agree with more and why?

920/1

6 ALDOUS HUXLEY : Brave New World

Alternate Thursdays were Bernard’s Solidarity Service days. After an early dinner at the Aphroditaeum (to which Helmholtz had recently been elected under Rule Two) he took leave of his friend and, hailing a taxi on the roof, told the man to fly to the Fordson Community Singery. The machine rose a couple of hundred metres, then headed eastwards, and as it turned, there before Bernard’s eyes, gigantically beautiful, was the Singery. Flood-lighted, its three hundred and twenty metres of white Carrara-surrogate gleamed with a snowy incandescence over Ludgate Hill; at each of the four corners of its helicopter platform an immense T shone crimson against the night, and from the mouths of twenty-four vast golden trumpets rumbled a solemn synthetic music.


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“Damn, I’m late,” Bernard said to himself as he first caught sight of Big Henry, the Singery clock. And sure enough, as he was paying off his cab, Big Henry sounded the hour. “Ford,” sang out an immense bass voice from all the golden trumpets. “Ford, Ford, Ford …” Nine times. Bernard ran for the lift. The great auditorium for Ford’s Day celebrations and other massed Community Sings was at the bottom of the building. Above it, a hundred to each floor, were the seven thousand rooms used by Solidarity Groups for their fortnightly services. Bernard dropped down to floor thirty-three, hurried along the corridor, stood hesitating for a moment outside Room 3210, then, having wound himself up, opened the door and walked in. Thank Ford! he was not the last. Three chairs of the twelve arranged round the circular table were still unoccupied. He slipped into the nearest of them as inconspicuously as he could and prepared to frown at the yet later comers whenever they should arrive. Turning towards him, “What were you playing this afternoon?” the girl on his left inquired. “Obstacle, or Electro-magnetic?” Bernard looked at her (Ford! It was Morgana Rothschild) and blushingly had to admit that he had been playing neither. Morgana stared at him with astonishment. There was an awkward silence. Then pointedly she turned away and addressed herself to the more sporting man on her left. “A good beginning for a Solidarity Service,” thought Bernard miserably, and foresaw for himself yet another failure to achieve atonement. If only he had given himself time to look round instead of scuttling for the nearest chair! He could have sat between Fifi Bradlaugh and Joanna Diesel. Instead of which he had gone and blindly planted himself next to Morgana. Morgana! Ford! Those black eyebrows of hers – that eyebrow, rather – for they met above the nose. Ford! And on his right was Clara Deterding. True, Clara’s eyebrows didn’t meet. But she was really too pneumatic. Whereas Fifi and Joanna were absolutely right. Plump, blonde, not too large. … And it was that great lout, Tom Kawaguchi, who now took the seat between them. The last arrival was Sarojini Engels. “You’re late,” said the President of the Group severely. “Don’t let it happen again.” Sarojini apologized and slid into her place between Jim Bokanovsky and Herbert Bakunin. The group was now complete, the solidarity circle perfect and without flaw. Man, woman, man, in a ring of endless alternation round the table. Twelve of them ready to be made one, waiting to come together, to be fused, to lose their twelve separate identities in a large being. Either (a) Analyse Huxley’s evocation of mood and atmosphere in this extract. Or (b) Examine how Bernard represents the contrast between the individual desire and the collective will. 920/1

Section B : Shakespeare’s Plays [25 marks]

Answer only one question from this section. 7 Either (a) SHAKESPEARE : Hamlet Hamlet: Ay, thou poor ghost, whiles memory holds a seat In this distracted globe. Remember thee? Yea, from the table of my memory I’II wipe away all trivial fond records, All saws of books, all forms, all pressures past 5 That youth and observation copied there, And thy commandment all alone shall live

29

Within the book and volume of my brain, Unmix’d with baser matter. Yes, by heaven! O most pernicious woman! 10 O villain, villain, smiling damned villain!

Hamlet, Act I, Scene V (i) What promises does Hamlet make to the ghost?

(ii) To what extent does he keep these promises? Or (b) SHAKESPEARE : As You Like It Orlando: O good old man, how well in thee appears The constant service of the antique world, When service sweat for duty, not for meed. Thou art not for the fashion of these times, Where none will sweat but for promotion, 5 And having that, do choke their service up Even with the having; it is not so with thee. But poor old man, thou prun’st a rotten tree, That cannot so much as a blossom yield, In lieu of all thy pains and husbandry. 10 But come thy ways, we’ll go along together, And ere we have thy youthful wages spent, We’ll light upon some settled low content. Adam: Master go on, and I will follow thee To the last gasp with truth and loyalty. 15 From seventeen years, till now almost fourscore Here lived I, but now live here no more. At seventeen years, many their fortunes seek But at fourscore, it is too late a week; Yet fortune cannot recompense me better 20 Than to die well, and not my master’s debtor.

As You Like It, Act II , Scene III 920/1 (i) Why are Orlando and Adam leaving their home? Describe two main consequences of their departure. (ii) Paraphrase the first 10 lines of Orlando’s speech. What indications do these lines give of Orlando’s opinion of Adam and of himself? 8 Either (a) How are Laertes and Fortinbras contrasted with Hamlet throughout the play Hamlet? Or (b) This play ends with four marriages. How well matched are the couples? Discuss, paying special attention to why they marry their mates.


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920/1

Section C : Poetry [25 marks]

Answer only one question from this section. 9 KEATS : Selected Poems and Letters of Keats Either (a) Do you feel that the development of the story in Keats’ narrative poems is hampered by his rich descriptions? Refer to two narrative poems in your discussion. Or (b) “The poetry of John Keats has little social significance; he was too preoccupied with his own sensations and perceptions to be concerned about the problems of his society.” How far do you agree with this statement? Discuss with close reference to three poems. 10 HARDY : Selected Shorter Poems of Thomas Hardy

31

Either (a) In Hardy’s poetry “nature is not just a background or decoration; it seems to be a living presence.” Discuss with close reference to three poems. Or (b) Hardy’s poems reveal his deep sympathy for those who suffer. Discuss with close reference to three poems.

Section D : Novels and Short Stories [25 marks]

Answer only one question from this section. 11 CHARLOTTE BRONTË : Jane Eyre Either (a) Does the use of the first person narrative in the novel make us sympathetic to Jane? Discuss with textual evidence. Or (b) The novel Jane Eyre represents Charlotte Bronte’s attitude towards the struggle for independence of women in nineteenth-century England. Discuss this statement with reference to two women characters. 12 ALDOUS HUXLEY : Brave New World Either (a) Discuss the significance of the title Brave New World. Or (b) Examine Brave New World as a satire of scientific progress. 920/1

SAMPLE QUESTIONS

920/2 STPM


PAPER 2 NEW LITERATURES IN ENGLISH

(Three hours)


Agenda Item 11





Instructions to candidates: Answer four questions, one each from Sections A, B and C and one other question from either Section B or C.

For each question that you have selected you may only answer either (a) or (b) and not both (a) and (b) of that question.


STPM 920/2

Section A: Critical Appreciation Answer only one question from this section. 1 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry The old Muthu stirred on the plank bed and thought, “I shouldn’t have gone back. Certainly not with that man from the hut. Brought him too much trouble. We went away from each other before knowing one another.” Muthu, though fascinated, is unable to go beyond Zulkifli’s house. His mind runs with colours and stripes and he is fearful of the thing he will finally see; yet this is what he feels he has waited for and will not miss. But he will not go alone; he must have a companion. His father has laughed at him. “Just a play thing, what you talk about. Be a real man and make up your mind.” The others of his own age have wives and children and must care for them. “Food, clothes and shelter! That’s all they worry about,” Muthu thinks as his feet take him beyond boar-hunting territory. His father’s jeering face comes down to him with the words, “Come back with us and I’II marry you to a girl who’ll make you feel like a man!” He is going to prove himself a man tonight for he does not look at Zulkifli’s house as he passes it. He goes straight to the compass tree stump and crosses over into the silence he dreads 32 33

but must face. Back at the disturbed anthill, he wonders if his obsessive preoccupation with the tiger has not distorted his vision: the pug mark is larger and more deeply pressed. He decides to show he is not afraid by breaking into the now threat-thick silence. He now has a direction to follow which he holds on to as he does his gun. Putting every thing he passes into his mind, he draws himself into the fearful silence. But, strangely, after what seems an eternity, the silence is replaced by a loud conspiracy of exclusion. His ears pick up an infinitesmal flutter of wings; his eyes catch dark, hurtling shapes that wrench themselves out of the stillness. His torchlight is useless against the numerous bright green orbs - fireflies? - that advance upon him. He breaks into a run and cuts himself free from this web of scheming. But as he reaches, once more, the anthill he realizes blood has been drawn from his arms and legs. The old Muthu struggled with the anger his younger self had felt long ago. “This isn’t going to help me die,” he thought. “Must have been anger that took me to Zulkifli.” He lay on his side and made out in the approaching dawn the thin mound of a body that was his wife, under the white coverlet. As he looked, he remembered the other shrouded figure he had sat beside after his parents left for India. He had decided to marry the young girl he had seen in a nearby estate without bothering to think what marriage meant. The shock he had experienced the first night they came together only emphasized his sense of inadequacy. He ignored the innocence and the unbounded mysteries that lay hidden behind the sari-veiled figure and took her that he recognized as a woman, violently, and made her a citizen of the dark country he would never know.

K.S. Maniam: Haunting the Tiger Either (a) Examine K.S. Maniam’s portrayal of conflict in this extract. [25 marks] Or (b) Discuss the significance of the dual persona of Muthu in this extract. [25 marks]

920/2 2 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry

For my old amah To most your dying seems distant, outside the palings of our concern. Only to you the fact was real when the flame caught among the final brambles of your pain. And lying there 5 in this cubicle, on your trestle over the old newspapers and spittoon, your face bears the waste of terror at the crumbling of your body’s walls. The moth fluttering against the electric bulb, 10 and on the wall your old photographs, do not know your going. I do not know when it has wrenched open the old wounds. When branches snapped in the dark you would have had a god among the trees 15


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make us a journey of your going. Your palm crushed the child’s tears from my face. Now this room will become your going, brutal in the discarded combs, the biscuit tins and neat piles of your dresses. 20 Wong Phui Nam Either (a) Examine the persona’s response to the death of the amah in this poem. [25 marks] Or (b) Examine Wong Phui Nam’s use of setting and its contribution to the understanding of the event in this poem. [25 marks] 920/2 3 NISSIM EZEKIEL: Collected Poems 1952-1988

Goodbye Party for Miss Pushpa T. S. Friends, our dear sister is departing for foreign in two three days, and 5 we are meeting today to wish her bon voyage. You are all knowing, friends, what sweetness is in Miss Pushpa. I don’t mean only external sweetness 10 but internal sweetness. Miss Pushpa is smiling and smiling even for no reason but simply because she is feeling. Miss Pushpa is coming 15

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from very high family. Her father was renowned advocate in Bulsar or Surat, I am not remembering now which place. Surat? Ah, yes, 20 once only I stayed in Surat with family members of my uncle’s very old friend, his wife was cooking nicely … that was long time ago. 25 Coming back to Miss Pushpa she is most popular lady with men also and ladies also. Whenever I asked her to do anything, she was saying, ‘Just now only 30 I will do it.’ That is showing good spirit. I am always appreciating the good spirit. Pushpa Miss is never saying no. Whatever I or anybody is asking 35 she is always saying yes, and today she is going to improve her prospect, and we are wishing her bon voyage.

920/2 Now I ask other speakers to speak, 40 and afterwards Miss Pushpa will do summing up. Either (a) Examine Ezekiel’s portrayal of the people in this poem. [25 marks] Or (b) Discuss the use of comic elements and their effect on the message in the poem. [25 marks]


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920/2 4 JEAN RHYS: Wide Sargasso Sea The road climbed upward. On one side the wall of green, on the other a steep drop to the ravine below. We pulled up and looked at the hills, the mountains and the blue-green sea. There was a soft warm wind blowing but I understood why the porter had called it a wild place. Not only wild but menacing. Those hills would close in on you. “What an extreme green,” was all I could say, and thinking of Emile calling to the fishermen and the sound of his voice, I asked about him. “They take short cuts. They will be at Granbois long before we are.” Everything is too much, I felt as I rode wearily after her. Too much blue, too much purple, too much green. The flowers too red, the mountains too high, the hills too near. And the woman is a stranger. Her pleading expression annoys me. I have not bought her, she has bought me, or so she thinks. I looked down at the coarse mane of the horse … Dear Father. The thirty thousand pounds have been paid to me without question or condition. No provision made for her (that must be seen to). I have a modest competence now. I will never be a disgrace to you or to my dear brother the son you love. No begging letters, no mean requests. None of the furtive shabby manoeuvres of a younger son. I have sold my soul or you have sold it, and after all is it such a bad bargain? The girl is thought to be beautiful, she is beautiful. And yet… Meanwhile the horses jogged along a very bad road. It was getting cooler. A bird whistled, a long sad note. “What bird is that?” She was too far ahead and did not hear me. The bird whistled again. A mountain bird. Shrill and sweet. A very lonely sound. She stopped and called, “Put your coat on now.” I did so and realized that I was no longer pleasantly cool but cold in my sweat-soaked shirt.

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We rode on again, silent in the slanting afternoon sun, the wall of trees on one side, a drop on the other. Now the sea was a serene blue, deep and dark. We came to a little river. “This is the boundary of Granbois.” She smiled at me. It was the first time I had seen her smile simply and naturally. Or perhaps it was the first time I had felt simple and natural with her. A bamboo spout jutted from the cliff, the water coming from it was silver blue. She dismounted quickly, picked a large shamrock-shaped leaf to make a cup, and drank. Then she picked another leaf, folded it and brought it to me. “Taste. This is mountain water.” Looking up smiling, she might have been any pretty English girl and to please her I drank. It was cold, pure and sweet, a beautiful colour against the thick green leaf. She said, “After this we go down then up again. Then we are there.” Next time she spoke she said, “The earth is red here, do you notice?” “It’s red in parts of England too.” “Oh England, England,” she called back mockingly, and the sound went on and on like a warning I did not choose to hear. Either (a) Discuss the warning signs which provide clues for the marital breakup of Antoinette and Rochester. [25 marks] Or (b) Examine the atmosphere and mood of the passage in relation to the portrayal of Rochester. [25 marks]

920/2 5 BUCHI EMECHETA: Kehinde One of the reasons Albert Okolo chose to live in Leytonstone was because of its nearness to his workplace. He had only to drive for about fifteen minutes and he would be there. He could virtually slip out of the house a few minutes before his work started without disturbing his family. He never ate breakfast, a habit he had from Nigeria. He slid out of bed not wanting to disturb Kehinde and drove to work mechanically. He had driven that same road, that same corner and that short-cut, so often that he could do the distance with his eyes closed. At work, he slipped mechanically into the routine of his job as a storekeeper. “Morning Alby,” greeted his colleague, Mike Levy. “Morning Mike,” Albert drawled. He did not have to look up; he knew who it was. For once, he did not go on to ask about Mike’s health and that of his family, a Nigerian habit Albert had never shaken off, even after eighteen years. It was so automatic that Mike waited unconsciously for it and unwittingly readied himself with the usual answer; “They are well, at least they were when I left home.” And Albert would say in reply, “That’s all right. We thank God for another day.” The omission alerted Mike that something was wrong. He watched his colleague thoughtfully. Others came in, who, in the English manner, did not bother to say “Good morning”, except for Prahbu, a man they called “India” even though he came from Pakistan, who greeted all the other storekeepers and went straight to the tea machine. The noise of his ten pence pieces rattled Albert and he lifted his dark lean face to look at Prahbu. “Heh, what’s the matter with ‘im?” Prahbu asked Mike. “How should I know? Why don’t you ask him? He’s your friend too.”


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They all set to work in the cluttered warehouse, checking, labelling, dusting, checking again and stamping. Albert had to examine and enter the figures and pass them to the gov’nor, who had a separate box-like room. “I’m buying tea for everybody today,” Prahbu announced at the mid-morning break. “Is it your birthday then?” asked John, one of the English workers, now fully awake and friendlier. “Nope, I just feel like buying tea for everybody,” Prahbu said in the sing song voice he sometimes affected for fun. “I didn’t know that Hindus drank tea. You’re the first I’ve seen.” John was at his jokes again. “I am not a Hindu, you know that,” Prahbu said, laughing. John had always said this since he had realised it annoyed Prahbu at the beginning of their association. Not only that, but John soon realised that calling him “India” was even more annoying. Prahbu, however, soon got wise, and learnt to react with humour, which took the sting out of John’s spite. “What does it matter what religion? God did not forbid tea. What does your God say, Albert? You’re a Catholic, aren’t you?” Prahbu turned the banter on Albert, who was far too quiet this morning. “Yes, I’m a Catholic and I’m about to commit a mortal sin,” he responded. Either (a) Examine the racial and cultural differences among the characters in this extract and how these differences affect their relationships. [25 marks] Or (b) Based on this extract, examine Emecheta’s portrayal of Albert’s personality. [25 marks]

920/2 Section B : Malaysia

(For this section you must discuss the works of at least two writers in each answer.) 6 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry Either (a) With reference to at least three short stories, show how the writers provide readers with an insight into race relations in Malaysia. [25 marks] Or (b) Discuss the use of Malaysian English in at least three short stories and explain the ways in which the writers use it for purposes of characterization and development of themes. [25 marks] 7 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry Either (a) With close reference to at least three poems, discuss how poets depict death or responses to death. [25 marks] Or (b) With close reference to at least three poems, examine how poets use landscape to present a sense of Malaysianness. [25 marks]

Section C : Indian Sub-Continent, West Indies and Africa

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8 NISSIM EZEKIEL: Collected Poems 1952-1988 Either (a) With close reference to at least three poems, discuss Ezekiel’s use of Indian English to depict Indian society. [25 marks] Or (b) With close reference to at least three poems, discuss Ezekiel’s use of humour in his depiction of human relationships. [25 marks] 9 JEAN RHYS : Wide Sargasso Sea Either (a) Discuss an aspect of setting in Wide Sargasso Sea which you consider important to your understanding of the novel. [25 marks] Or (b) Examine the structure of Wide Sargasso Sea, paying close attention to the narrative voices used by Jean Rhys. [25 marks]

920/2 10 BUCHI EMECHETA : Kehinde Either (a) “Changes to physical and social environments dictate the need for changes in human behaviour.” Discuss this statement with close reference to two characters in the novel. [25 marks] Or (b) Discuss the social and cultural challenges faced by immigrant communities in Kehinde and how they respond to these challenges. [25 marks]


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920/2

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STPM/S920

PEPERIKSAAN SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(STPM)

LITERATURE IN ENGLISH Syllabus Specifications And Sample Questions

Sukatan pelajaran ini digunakan bagi peperiksaan tahun 2004 dan tahun-tahun

seterusnya sehingga diberitahu. Walau bagaimanapun, teks kajian yang digunakan mungkin berubah dari semasa ke semasa dan calon dikehendaki menghubungi Majlis Peperiksaan Malaysia, nombor telefon 03-61369663 untuk maklumat terkini.

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MAJLIS PEPERIKSAAN MALAYSIA

CONTENTS

920 Literature in English Syllabus

Page

Aims 1 Objectives 1 Content 1 Prescribed Texts 2 Syllabus Specifications 3 � 16 Examination Format 17 List of References 18 � 20 Sample Questions

Paper 1 (920/1): Shakespeare and Other British Writers 21 � 31 Paper 2 (920/2): New Literatures in English 32 � 40

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920 LITERATURE IN ENGLISH

Aims The syllabus aims to develop critical skills which will enable students to engage with and make informed responses to texts from different literary traditions and genres. It also aims to develop the aesthetic sense and moral awareness in students. Objectives Students should be able to: (a) display critical skills based on current approaches to literary texts,

(b) give informed responses to texts from different genres, literary traditions and socio-historical contexts,

(c) communicate independent judgement of and insight into texts using effective and appropriate language,

(d) show aesthetic appreciation of texts.

Content The syllabus prepares students to sit for two papers: (a) Paper 1: Shakespeare and Other British Writers

(b) Paper 2: New Literatures in English Candidates are required to take both papers which have equal weightage.

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Prescribed Texts The prescribed texts for this syllabus are: Paper 1: Shakespeare and Other British Writers (i) Shakespeare, Hamlet (Arden) (ii) Shakespeare, As You Like It (Arden) (iii) John Keats, Selected Poems and Letters of Keats (Heinemann) (iv) Thomas Hardy, Selected Shorter Poems of Thomas Hardy (Macmillan) (v) Charlotte Bronte, Jane Eyre (Wordsworth Classics)

(vi) Aldous Huxley, Brave New World (Penguin Classics) Paper 2: New Literatures in English (i) “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry (Maya Press

Sdn. Bhd.) (ii) Nissim Ezekiel, Collected Poems 1952-1988 (Oxford Indian Paperback) (iii) Jean Rhys, Wide Sargasso Sea (Penguin Books) (iv) Buchi Emecheta, Kehinde (Heinemann)

Syllabus Specifications This syllabus contains two parts. Part I should be regarded as an integral part of the syllabus and a crucial guide to analysing the prescribed texts and answering the questions in Papers 1 and 2. Part II outlines the syllabus specifications for Papers 1 and 2.


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PART I: CRITICAL APPRECIATION SKILLS APPLICABLE TO PAPERS 1 AND 2

Topic Syllabus Specifications Notes 1. Literature, Language and Form

The formalistic approach will consider the following: 1.1 Literary devices

Simile Metaphor Personification Symbols Hyperbole Onomatopoeia Rhythm Rhyme Metre Alliteration Assonance Paradox Contrast/comparison Irony Repetition Binary opposition Leitmotif Tone

1.2 Narrative techniques First person Third person – omniscient – limited – camera Stream of consciousness Foreshadowing Flashback Dialogue Interior monologue Speech and thought presentation

1.3 Setting Place Symbolic landscape Time Social context Atmosphere Mood

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1.4 Characterization Role/significance Personality Physical characteristics Personality traits Interaction between characters Gestures and mannerisms Conflict and relationships Speech/body language

1.5 Structure Sequence of events Foreshadowing Flashback Stanza form

1.6 Themes/issues/concerns Literal meaning Metaphorical meaning Symbolic meaning Message Authorial intention

1.7 Reader response Role of the reader Reader’s own perspective Responses based on sensitivity to the text leading to critical evaluation

1.8 Language use Varieties of English Hybridization Code-switching Code-mixing Language Register

2. Literature, History and Culture

2.1 Context Significance of political, historical and cultural contexts to the process of meaning-making

2.2 Themes/issues (i) Power relations Examine relationships and

conflicts between – individuals – individual and society – different communities – colonizer and colonized Identify what is portrayed as central and what is portrayed as marginal



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(ii) Quest for identity

Caught between cultures, values and traditions Encounters between the traditional and the modern

(iii) Colonization and decolonization

Positive and negative effects

(iv) Beliefs/value system Identify values of – characters – author of text – society Relate these values to reader’s own value system

2.3 Cultural perspective Evaluate/interpret text in the light of one’s own cultural position

3. Literature and Gender

3.1 Gender Definition; Culturally-sensitive gender focus, i.e. how gender is perceived from different cultural backgrounds

3.2 Context (i) Historical Who is free to write, and in what

idiom; who is able to get published or to be studied; how women have been represented

(ii) Socio-cultural Systems of domination based on

gender, class, race etc.

3.3 Features of women’s writing Diction Style Imagery Tone Symbols Portrayal of women/men Point of view

3.4 Themes/issues Man-Woman relationships Gender inequality Portrayal of women Empowerment of women (analysed within local contexts)


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3.5 Perspectives – Reading as a woman/man

Identification of female/male perspective Alternative perspective from one’s own experience and value system


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PART II: SPECIFICATIONS FOR PAPERS 1 AND 2 PAPER 1: SHAKESPEARE AND OTHER BRITISH WRITERS

Topic Syllabus Specifications Notes 1. Shakespeare’s Plays

1.1 Background (i) Period

Late 16th-century and early 17th-century England

(ii) Writer Brief biography of William Shakespeare

(iii) Elizabethan Stage Physical aspects of stage Audience Actors Stagecraft

1.2 Genre (i) Comedy Definitions;

Types of comedy e.g. romantic comedy

(ii) Tragedy Definitions; Types of tragedy: – Aristotelian tragedy – Shakespearean tragedy

(iii) Tragi-comedy Definitions

(iv) Histories Brief background Connections with tragedy

1.3 Reading the text (i) Use of language Basic understanding of

Shakespearean language Appreciation of richness and variety of Shakespearean language Language Registers

(ii) Devices Imagery Leitmotif Dramatic irony Soliloquy Aside Chorus

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1.4 Aspects of the play

(i) Structure

Five-act structure

(ii) Themes Tracing the main themes through the play through the use of imagery/ clusters of images, and other literary devices

(iii) Plot Plot structure: Identification of main plot and sub-plot Relationship between main plot and sub-plot Significance of scenes, cruxes and climaxes

(iv) Characters Main characters Minor characters Relationships between characters Roles and significance of characters Development of some characters The Fool in Shakespeare

1.5 Relevance

(i) Contemporary interpretations

Political readings Feminist readings Post-colonial readings

(ii) Relevance to the present

Both globally and locally

(iii) Personal relevance to students

1.6 Moral concerns Examples: Hubris Moral choices Poetic justice Conscience Machiavellianism Forgiveness Repentance Loyalty Courage Good vs. evil



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1.7 The Play as theatre/cinema

(i) Dramatizing Dramatization of the whole play or scenes by students for better understanding

(ii) Viewing Screening of video versions of the play to students

2. Poetry 2.1 Background (i) Period Introduction to socio-cultural context

(ii) Poet Brief biography

(iii) Supplementary material Examples:

biographical material, letters, prefaces

2.2 Verse forms Examples:

Blank verse Free verse Rhyming verse Heroic couplet Sonnets Ballads Narrative poetry

2.3 Devices (i) Figures of speech Simile

Metaphor Personification Paradox Hyperbole Understatement

(ii) Sound effects Alliteration Assonance Onomatopoeia Rhyme

2.4 Metrics Metre Rhythm Cadence Scansion


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2.5 Interpretation

(i) Meaning Literal meaning

Metaphorical meaning Symbolic meaning Moral significance

(ii) Narrative Types of narratives Significance of narrative

(iii) Argument Articulation of argument

(iv) Literary ambiguity Exploration of creative uses of literary ambiguity

2.6 Imagination (i) Romantic Example: Coleridge’s ideas in

Biographia Literaria

(ii) Atmosphere/Mood/Tone Use of language to evoke different atmospheres e.g. “haunting”, “languor”, “merriment” Identification of predominant tone e.g. elegiac commemorative satiric consolatory hortatory

2.7 Moral concerns Different expressions of moral concerns: e.g. Social criticisms – e.g. reaction to Industrial Revolution Expression of certain beliefs and values Respect for nature

3. Novels and Short Stories

3.1 Background

(i) Period Introduction to the socio-cultural context of writer

(ii) Writer Brief biography

(iii) Supplementary material Use of supplementary biographical material, letters and prefaces



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3.2 Narrative techniques

Examples: Omniscient narrator First person narrator Point of view Stream of consciousness Leitmotif Flashback Foreshadowing Monologue/Dialogue

3.3 Characterization

(i) External What is observable in the characters

(ii) Internal Psychology of characters Relationship between external and internal characteristics (where applicable)

3.4 Setting

(i) Place and atmosphere Physical and symbolic landscapes

(ii) Time Socio-cultural context of work

3.5 Plot (i) Definition Sequence of events arranged in a chain

of cause and effect

(ii) Development of plot Identification of important events that affect the lives of the characters

3.6 Use of language

(i) Rhetorical devices Use of irony, caricature, etc.

(ii) Evocative language Use of heightened language in

particular passages

(iii) Dialogue Use of different registers of speech, including dialect

3.7 Theme Different modes of thematic

development e.g. leitmotif, self-discovery, etc.


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3.8 Moral concerns

Encouragement to form one’s own judgements based on writer’s implied values Comparison between these implied values and one’s own values

3.9 Novel, novella and short story Distinctions between these to be explored (where applicable)

PAPER 2: NEW LITERATURES IN ENGLISH


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Topic Syllabus Specifications Notes 1. Introduction

1.1 Overview

Overview of the variety of writers, socio-historical contexts and relevant critical theories Significance and relevance of New Literatures

1.2 Definitions Definition of terms e.g. “New Literatures”, “Colonialism”, “Post Colonialism”, etc. Geographical and historical parameters Literary parameters

1.3 Themes and concerns:

Relationship of New Literatures to social and political change

(i) Quest for identity Self-determination Search for roots and national values and traditions

(ii) Nationalism and nation-building

Inter-ethnic integration Values and priorities

(iii) Colonialism Positive and negative effects

(iv) Decolonization Problems and effects Encounters between the traditional and the modern

(v) Neo-colonialism Materialism Problems of industrialization and urbanization

(vi) Cultural complexity and imposition of political power

Power relations between individuals, communities, societies, and between colonizer and colonized

1.4 Reading approaches Formalistic approach Other approaches – reader response – gender-centred reading – literature and history – literature and culture


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1.5 Regions from which writers may be selected:

Examples of writers:

(i) Malaysia and Singapore

K.S. Maniam, Lloyd Fernando, Lee Kok Liang, Shirley Geok-Lin Lim, Muhammad Hj Salleh, Wong Phui Nam, Ee Tiang Hong, Lee Joo For, Edward Dorall, Hilary Tham, Omar Mohd Nor, Stella Kon, Syed Alwi, Catherine Lim, Edwin Thumboo, Salleh ben Joned, Karim Raslan, Kris Jitab, Che Husna Azhari, Syed Adam Al Jafri.

(ii) Indian sub-continent R.K. Narayan, Raja Rao, Anita Desai, Yasmin Gooneratne, Nissim Ezekiel

(iii) West Indies

Martin Carter, George Lamming, Wilson Harris, Sam Selvon, Derek Walcott, Bruce King, Edward Braithwaite, Jean Rhys

(iv) Africa

Ngugi Wa Thiong’O, Chinua Achebe, Ayi Kwei Armah, Okot P’bitek, Wole Soyinka, Athol Fugard, Nadine Gordimer, Buchi Emecheta

(v) New Zealand Katherine Mansfield, Allen Curnow, Witi Ihimaera, Janet Frame

(vi) Australia Patrick White, T. Keneally

(vii) Canada Margaret Atwood, Margaret Laurence

2 Reading New

Literatures in English

2.1 Introduction Background to the selected

texts:

– Placing in context Defining the geographical, social, historical and political contexts

– Literary development of the region

Influences, trends, phases, etc.



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2.2 Analysis of texts:

Formalistic approach

(i) Themes and issues Identification of themes; Tracing the development of themes, issues and concerns

(ii) Story/plot

Conflicts Events and interconnections Type and development of plot and sub-plot Structure

(iii) Setting

Place Time Society and norms World view

(iv) Characterization

Types of characters Roles and significance Personality/character Background information Physical characteristics Personality traits Interaction between characters Gestures and mannerisms

(v) Narrative point of view

Omniscient narrator First person Third person Voice/Tone/Attitude

(vi) Literary techniques and devices

Simile Metaphor Personification Symbols Paradox Contrast Hyperbole Alliteration Assonance Onomatopoeia Rhythm and metre Repetition Free verse Blank verse Irony Stream of consciousness


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Soliloquy Foreshadowing Flashback Time shifts Repetition of motif Intertextuality Satire Nativization of English Diction and syntax Use of folklore, legends, religious and cultural allusions

(vii) Language use

Varieties of English Hybridization Code-switching Code-mixing Language Register

2.3 Analysis of texts: Other approaches

(i) Reader response

Social and cultural conditioning of reader Individual aesthetic responses of reader

(ii) Gender-centred reading

Reading from a man’s or a woman’s point of view Discussion of bias in representations which may be explicit or implicit Comparison of distinctive features of texts written by men and women

(iii) Literature and history Importance of historical context Discussion of conflicts and issues arising from differences in economic, political and social divisions

(iv) Literature and culture

Understanding and appreciation of the text by being aware of writer’s culture Understanding and appreciation of the text using reader’s culture as a basis for comparison

Examination Format The examination consists of two papers, with equal weightage for each paper:


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(a) Paper 1: Shakespeare and Other British Writers (3 hours)

There are four sections in this paper. Candidates are required to answer four questions, one from each section. Section A: Critical Appreciation. Questions on one passage from each prescribed text will be set. Section B: Shakespeare’s Plays: There will be a context question and an essay question on each play. Section C: Poetry. There will be two questions on each poet. Section D: Novels and short stories. There will be two questions on each text.

(b) Paper 2: New Literatures in English (3 hours) There are three sections in this paper. Candidates are required to answer four questions, one question

from each section and the fourth question from either Section B or C. Section A: Critical Appreciation. Questions on one passage from each of the following will be set: (i) Malaysian Short Stories (ii) Malaysian Poetry (iii) Indian Poetry (iv) West Indian novel (v) African novel Section B: Malaysia. There will be four questions, two on short stories and two on poetry. Section C: Indian Sub-Continent, West Indies and Africa. There will be six questions, two on each

text. List of References (The following books are recommended as supplementary references only, and are not prescribed texts.)

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General Reading 1. Ashcroft, Bill, Gareth Griffiths and Helen Tiffin. The Empire Writes Back. London: Routledge, 1989.

2. Brumfit, C.J. and R.A. Carter. Literature and Language Teaching. Oxford: Oxford University Press,

1989. 3. Carter, Ronald and Michael N. Long. Teaching Literature. Essex: Longman, 1991. 4. Durant, Alan and Nigel Fabb. Literary Studies in Action. London: Routledge, 1990. 5. Roberts, Edgar V. Writing about literature. New Jersey: Prentice Hall, 1999. 6. Selden Raman. A Reader’s Guide to Contemporary Literary Theory. Brighton: Harvester Press, 1985.

7. ____________. Practising Theory and Reading Literature. New York: Harvester Wheatsheaf, 1989. 8. Tyson, Lois. Critical Theory: A user-friendly guide. New York: Garland Publishing, 1999. Paper 1: Shakespeare And Other British Writers 1. Arthur McGee. The Elizabethan Hamlet. New Haven, Connecticut: Yale University Press, 1987. 2. Bloom, Harold. (ed.) Aldous Huxley’s Brave New World. USA: Chelsea House Publishing. 3. Chapman, R. The Language of Thomas Hardy. London: Macmillan, 1990. 4. De Koster, Katie. (ed.) Readings on Brave New World. San Diego: Greenhaven Press, 1999. 5. Erickson, Peter. Patriarchal Structures in Shakespeare’s Drama. Berkeley: University of California

Press, 1985. 6. John Russell Brown. (ed.) “Much Ado About Nothing” and “As You Like It”: a casebook. London

and Basingstoke: Palgrave Macmillan, 1979. 7. Marianne L. Novy. Love’s Argument: Gender Relations in Shakespeare. Chapel Hill: University

of North Carolina Press, 1984. 8. Martin Coyle. (ed.) “Hamlet”: a casebook. London and Basingstoke: Palgrave Macmillan, 1996. 9. Molly Lefebure. Thomas Hardy’s World, The Life, Times and Works of The Great Novelist and Poet.

London: Carlton Books Limited, 1997. 10. Novy, Marianne L. Love’s Argument: Gender Relations in Shakespeare. Chapel Hill: University

of North Carolina Press, 1984. 11. Peter Erickson. Patriarchal Structures in Shakespeare’s Drama. Berkeley: University of California

Press, 1985. 12. Pinion, F.B. A Thomas Hardy Dictionary. New York: New York University Press, 1989. 13. Rylance, Rick and Judy Simons. (eds.) Literature in Context. Palgrave: Houndmills, 2001.


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14. Stephen Greenblatt. Shakespearean Negotiations. Oxford: OUP Clarendon Press, 1988. 15. Walter H. Evert. Approaches to teaching Keat’s Poetry. New York: Modern Language Association of

America, 1991. Paper 2: New Literatures in English 1. King, Bruce. The Commonwealth Novel since 1960. New York: Macmillan, 1999. 2. Ramraj, Victor J. (ed.) Concert of Voices: An Anthology of World Writing in English. Canada:

Broadview, 1995. Malaysia 1. Edwin, Malachi. (compiler). Bibliography of Malaysian Literature in English. Petaling Jaya: Sasbadi,

2001. 2. Fadillah Merican. “Going native and staying strong: Malaysian fiction in English.” English is an

Asian language: The Malaysian context. Kuala Lumpur: Persatuan Bahasa Moden, 1997. 3. Fernando, Lloyd. Cultures in Conflict. Singapore: Graham Brash, 1988. 4. Lim, Shirley Geok-lin. Writing S.E./Asia in English: Against the Grain. London: Skoob Book

Publication, 1994. 5. Mohammad A. Quayum & Wicks, Peter. (eds.) Malaysian Literature in English: A critical reader.

Petaling Jaya: Pearson Education Malaysia, 2001. 6. Norfaridah Abdul Manaf & Mohammad A. Quayum. Colonial to global: Malaysian women’s writing

in English 1940-1990s. Kuala Lumpur: International Islamic University, 2001. 7. Woon-Ping, Chin Holaday. “Hybrid blooms: the emergent poetry in English of Malaysia and

Singapore.” in The Comparative Perspective on Literature: Approaches to Theory and Practice. edited by Clayton Koelb and Susan Noakes, Ithaca: Cornell University Press. Pp 130-146, 1988.

8. Zawiah Yahya. Malay characters in Malaysian novels in English. Bangi: Penerbit UKM, 1994. India 1. Naik, M.K. (ed.) Aspects of Indian Writing in English. Delhi: Macmillan, 1992. 2. Rahman, A. Form and Value in the Poetry of Nissim Ezekiel. India: South Asia Books, 1990. African Literature 1. Gikandi, S. Reading the African Novel. Heinemann, 1987. 2. Griffiths Gareth. African Literatures in English. East and West England: Pearson Education Limited,

2000.

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3. Umeh, Marie. (ed.) Emerging Perspectives on Buchi Emecheta. New Jersey: Africa World Press, 1995.

West Indies 1. Ciolkowski, I. Navigating the Wide Sargasso Sea: colonial history, English fiction and British

empire. Twentieth Century Literature. 43(3), 1997. 2. Emery, Mary Lou. “The politic of form: Jean Rhys’ Social vision voyage in the dark and Wide

Sargasso Sea” in Twentieth Century Literature. (2) Winter, 1982. 3. Gregg, Veronica Marie. Jean Rhys’s Historical Imagination. Chapel Hill: The University of North

Carolina Press, 1995. 4. Harris, Wilson. “Carnival of psyche: Jeans Rhys’ Wide Sargasso Sea.” Kunapipi 2.2, 1980. 5. Howells, Caroll A. Key Women Writers. Great Britian: University of Reading, 1991. 6. Hulme, Peter. “Post colonial theory and the politics of locality: An approach to Wide Sargasso Sea. A

view of our own: Ethnocentric perspectives in literature. Bangi: Fakulti Pengajian Bahasa, 1996. 7. King, Bruce. (ed.) West Indian Literature. 2nd edition. London: Macmillan Education Ltd., 1995. 8. Robinson, Jeffrey. “Gender, myth and the white West Indian: Rhys’s Wide Sargasso Sea and

Drayton’s Christopher.” Commonwealth Essays and Studies: Caribbean Literature. Vol. 13, No 2, 1991.

9. Sternlicht, Sanford. Jean Rhys. London: Prentice Hall International, 1997. 10. Wong Soak Koon. “Jean Rhys’ Wide Sargasso Sea: Colonial interrogations of the bildungsroman”.

A view of our own: Ethnocentric perspectives in Literature. Bangi: Fakulti Pengajian Bahasa, 1996.

SAMPLE QUESTIONS

920/1 STPM


Agenda Item 11



PAPER 1 SHAKESPEARE AND OTHER BRITISH WRITERS

(Three hours)




Instructions to candidates: Answer four questions, one each from Sections A, B, C and D


STPM 920/1

Section A: Critical Appreciation [25 marks]

Answer only one question from this section. 1 SHAKESPEARE : Hamlet Polonius: Ay, springes to catch woodcocks. I do know, When the blood burns, how prodigal the soul

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Lends the tongue vows. These blazes, daughter, Giving more light than heat, extinct in both Even in their promise as it is a-making, 5 You must not take for fire. From this time Be something scanter of your maiden presence, Set your entreatments at a higher rate Than a command to parley. For Lord Hamlet, Believe so much in him that he is young, 10 And with a larger tether may he walk Than may be given you. In few, Ophelia, Do not believe his vows; for they are brokers Not of that dye which their investments show, But mere implorators of unholy suits, 15 Breathing like sanctified and pious bawds The better to beguile. This is for all. I would not, in plain terms, from this time forth Have you so slander any moment leisure As to give words or talk with the Lord Hamlet. 20 Look to’t, I charge you. Come your ways. Ophelia: I shall obey, my lord.

Hamlet, Act I, Scene III Either (a) Comment on the advice given in this passage, paying special attention to Shakespeare’s use of metaphors. Or (b) What image of Hamlet does Polonius convey to Ophelia in this extract?

920/1 2 SHAKESPEARE : As You Like It Touchstone: Come apace good Audrey. I will fetch up your goats,

Audrey. And how Audrey, am I the man yet? Doth my simple feature content you?

Audrey: Your features? Lord warrant us! What features? Touchstone: I am here with thee and thy goats, as the most capricious

poet, honest Ovid, was among the Goths. 5

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Agenda Item 11


Jaques: [aside] O knowledge ill-inhabited, worse than Jove in a thatched house!

Touchstone: When a man’s verses cannot be understood, nor a man’s good wit seconded with the forward child, understanding, it strikes a man more dead than a great reckoning in a little room. Truly, I would the gods had made thee poetical.

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Audrey: I do not know what ‘poetical’ is. Is it honest in deed and word? Is it a true thing? 15

Touchstone: No, truly; for the truest poetry is the most feigning, and lovers are given to poetry; and what they swear in poetry may be said as lovers they do feign.

Audrey: Do you wish then that the gods had made me poetical? 20 Touchstone: I do truly. For thou swear’st to me thou art honest.

Now if thou wert a poet, I might have some hope thou didst feign.

Audrey: Would you not have me honest? Touchstone: No truly, unless thou wert hard-favoured; for 25

honesty coupled to beauty is to have honey a sauce to sugar.

Jaques: [aside] A material fool! Audrey: Well, I am not fair, and therefore I pray the gods make

me honest. 30 Touchstone: Truly, and to cast away honesty upon a foul slut were to

put good meat into an unclean dish. Audrey: I am not a slut, though I thank the gods I am foul. Touchstone: Well, praised be the gods for thy foulness;

sluttishness may come hereafter. But be it as it may be, I will marry thee; and to that end I have been with

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Sir Oliver Martext, the vicar of the next village, who hath promised to meet me in this place of the forest and to couple us.

As You Like It, Act III, Scene III

Either (a) What are the elements of humour in this passage? How does the use of prose here enhance the humour? Or (b) Examine the evidence in this passage that reveals Touchstone’s attitude to the woman he wants to marry. 920/1 3 KEATS: Selected Poems and Letters of Keats

To Autumn

1

SEASON of mists and mellow fruitfulness, Close bosom-friend of the maturing sun; Conspiring with him how to load and bless With fruit the vines that round the thatch-eves run;

23 To bend with apples the moss’d cottage-trees, 5

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And fill all fruit with ripeness to the core; To swell the gourd, and plump the hazel shells With a sweet kernel; to set budding more, And still more, later flowers for the bees, Until they think warm days will never cease, 10 For Summer has o’er-brimm’d their clammy cells.

2 Who hath not seen thee oft amid thy store? Sometimes whoever seeks abroad may find Thee sitting careless on a granary floor, Thy hair soft-lifted by the winnowing wind; 15 Or on a half-reap’d furrow sound asleep, Drows’d with the fume of poppies, while thy hook Spares the next swath and all its twined flowers: And sometimes like a gleaner thou dost keep Steady thy laden head across a brook; 20 Or by a cyder-press, with patient look, Thou watchest the last oozings hours by hours.

3 Where are the songs of Spring? Ay, where are they? Think not of them, thou hast thy music too, � While barred clouds bloom the soft-dying day, 25 And touch the stubble-plains with rosy hue; Then in a wailful choir the small gnats mourn Among the river sallows, borne aloft Or sinking as the light wind lives or dies; And full-grown lambs loud bleat from hilly bourn; 30 Hedge-crickets sing; and now with treble soft The red-breast whistles from a garden-croft; And gathering swallows twitter in the skies. Either (a) Show how Keats’ personification of autumn reveals the beauty and richness of the season. Or (b) In this poem, Keats appeals to our senses through his careful selection of details. Discuss.

920/1 4 HARDY: Selected Shorter Poems of Thomas Hardy

IN TIME OF ‘THE BREAKING OF NATIONS’ I

ONLY a man harrowing clods In a slow silent walk With an old horse that stumbles and nods Half asleep as they stalk.

II Only thin smoke without flame 5


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From the heaps of couch-grass; Yet this will go onward the same Though Dynasties pass.

III Yonder a maid and her wight Come whispering by: 10 War’s annals will cloud into night Ere their story die. Either (a) Based on your reading of the poem, discuss the poet’s use of rural and natural rhythms of life to comment on war and violence. Or (b) Do the choice of words and the structure of the poem enhance or diminish Hardy’s message? Discuss.

920/1 5 CHARLOTTE BRONTË: Jane Eyre “What is your name besides Burns?” “Helen.” “Do you come a long way from here?” “I come from a place farther north, quite on the borders of Scotland.” “Will you ever go back?” “I hope so; but nobody can be sure of the future.” “You must wish to leave Lowood?” “No! Why should I? I was sent to Lowood to get an education; and it would be of no use going away until I have attained that object.” “But that teacher, Miss Scatcherd, is so cruel to you?” “Cruel? Not at all! She is severe: she dislikes my faults.”

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“And if I were in your place I should dislike her; I should resist her. If she struck me with that rod, I should get it from her hand; I should break it under her nose.” “Probably you would do nothing of the sort: but if you did, Mr Brocklehurst would expel you from the school; that would be a great grief to your relations. It is far better to endure patiently a smart which nobody feels but yourself, than to commit a hasty action whose evil consequences will extend to all connected with you; and besides, the Bible bids us return good for evil.” “But then it seems disgraceful to be flogged, and to be sent to stand in the middle of a room full of people; and you are such a great girl: I am far younger than you, and I could not bear it.” “Yet it would be your duty to bear it, if you could not avoid it: it is weak and silly to say you cannot bear what it is your fate to be required to bear.” I heard her with wonder: I could not comprehend this doctrine of endurance; and still less could I understand or sympathise with the forbearance she expressed for her chastiser. Still I felt that Helen Burns considered things by a light invisible to my eyes. I suspected she might be right and I wrong; but I would not ponder the matter deeply; like Felix, I put it off to a more convenient season. “You say you have faults, Helen: what are they? To me you seem very good.” “Then learn from me, not to judge by appearances: I am, as Miss Scatcherd said, slatternly; I seldom put, and never keep, things in order; I am careless; I forget rules; I read when I should learn my lessons; I have no method; and sometimes I say, like you, I cannot bear to be subjected to systematic arrangements. This is all very provoking to Miss Scatcherd, who is naturally neat, punctual, and particular.” “And cross and cruel,” I added; but Helen Burns would not admit my addition: she kept silence. “Is Miss Temple as severe to you as Miss Scatcherd?” At the utterance of Miss Temple’s name, a soft smile flitted over her grave face. “Miss Temple is full of goodness; it pains her to be severe to any one, even the worst in the school: she sees my errors, and tells me of them gently; and if I do anything worthy of praise, she gives me my meed liberally. One strong proof of my wretchedly defective nature is, that even her expostulations, so mild, so rational, have not influence to cure me of my faults; and even her praise, though I value it most highly, cannot stimulate me to continued care and foresight.” “That is curious,” said I, “it is so easy to be careful.” “For you I have no doubt it is. I observed you in your class this morning, and saw you were closely attentive: your thoughts never seemed to wander while Miss Miller explained the lesson and questioned you. Now, mine continually rove away; when I should be listening to Miss Scatcherd, and collecting all she says with assiduity, often I lose the very sound of her voice; I fall into a sort of dream. Sometimes I think I am in Northumberland, and that the noises I hear round me are the bubbling of a little brook which runs through Deepden, near our house; � then, when it 920/1 comes to my turn to reply, I have to be awakened; and having heard nothing of what was read for listening to the visionary brook, I have no answer ready.” “Yet how well you replied this afternoon.” “It was mere chance; the subject on which we had been reading had interested me. ...” “And when Miss Temple teaches you, do your thoughts wander then?” “No, certainly, not often: because Miss Temple has generally something to say which is newer than my own reflections; her language is singularly agreeable to me, and the information she communicates is often just what I wished to gain.” “Well, then, with Miss Temple you are good?” “Yes, in a passive way: I make no effort, I follow as inclination guides me. There is no merit in such goodness.” “A great deal: you are good to those who are good to you. It is all I ever desire to be. If people were always kind and obedient to those who are cruel and unjust, the wicked people would have it all their own way: they would never feel afraid, and so they would never alter, but would


Agenda Item 11


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grow worse and worse. When we are struck at without a reason, we should strike back again very hard; I am sure we should � so hard as to teach the person who struck us never to do it again.” “You will change your mind, I hope, when you grow older: as yet you are but a little untaught girl.” “But I feel this, Helen; I must dislike those who whatever I do to please them, persist in disliking me, I must resist those who punish me unjustly. It is as natural as that I should love those who show me affection, or submit to punishment when I feel it is deserved.” Either (a) How does the writer portray the character differences between Jane Eyre and Helen Burns in the passage? Or (b) What are the differences between the attitudes of Jane and Helen towards some of the teaching practices of that time? Whose view do you agree with more and why?

920/1

6 ALDOUS HUXLEY : Brave New World

Alternate Thursdays were Bernard’s Solidarity Service days. After an early dinner at the Aphroditaeum (to which Helmholtz had recently been elected under Rule Two) he took leave of his friend and, hailing a taxi on the roof, told the man to fly to the Fordson Community Singery. The machine rose a couple of hundred metres, then headed eastwards, and as it turned, there before Bernard’s eyes, gigantically beautiful, was the Singery. Flood-lighted, its three hundred and twenty metres of white Carrara-surrogate gleamed with a snowy incandescence over Ludgate Hill; at each of the four corners of its helicopter platform an immense T shone crimson against the night, and from the mouths of twenty-four vast golden trumpets rumbled a solemn synthetic music.

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“Damn, I’m late,” Bernard said to himself as he first caught sight of Big Henry, the Singery clock. And sure enough, as he was paying off his cab, Big Henry sounded the hour. “Ford,” sang out an immense bass voice from all the golden trumpets. “Ford, Ford, Ford …” Nine times. Bernard ran for the lift. The great auditorium for Ford’s Day celebrations and other massed Community Sings was at the bottom of the building. Above it, a hundred to each floor, were the seven thousand rooms used by Solidarity Groups for their fortnightly services. Bernard dropped down to floor thirty-three, hurried along the corridor, stood hesitating for a moment outside Room 3210, then, having wound himself up, opened the door and walked in. Thank Ford! he was not the last. Three chairs of the twelve arranged round the circular table were still unoccupied. He slipped into the nearest of them as inconspicuously as he could and prepared to frown at the yet later comers whenever they should arrive. Turning towards him, “What were you playing this afternoon?” the girl on his left inquired. “Obstacle, or Electro-magnetic?” Bernard looked at her (Ford! It was Morgana Rothschild) and blushingly had to admit that he had been playing neither. Morgana stared at him with astonishment. There was an awkward silence. Then pointedly she turned away and addressed herself to the more sporting man on her left. “A good beginning for a Solidarity Service,” thought Bernard miserably, and foresaw for himself yet another failure to achieve atonement. If only he had given himself time to look round instead of scuttling for the nearest chair! He could have sat between Fifi Bradlaugh and Joanna Diesel. Instead of which he had gone and blindly planted himself next to Morgana. Morgana! Ford! Those black eyebrows of hers – that eyebrow, rather – for they met above the nose. Ford! And on his right was Clara Deterding. True, Clara’s eyebrows didn’t meet. But she was really too pneumatic. Whereas Fifi and Joanna were absolutely right. Plump, blonde, not too large. … And it was that great lout, Tom Kawaguchi, who now took the seat between them. The last arrival was Sarojini Engels. “You’re late,” said the President of the Group severely. “Don’t let it happen again.” Sarojini apologized and slid into her place between Jim Bokanovsky and Herbert Bakunin. The group was now complete, the solidarity circle perfect and without flaw. Man, woman, man, in a ring of endless alternation round the table. Twelve of them ready to be made one, waiting to come together, to be fused, to lose their twelve separate identities in a large being. Either (a) Analyse Huxley’s evocation of mood and atmosphere in this extract. Or (b) Examine how Bernard represents the contrast between the individual desire and the collective will. 920/1

Section B : Shakespeare’s Plays [25 marks]

Answer only one question from this section. 7 Either (a) SHAKESPEARE : Hamlet Hamlet: Ay, thou poor ghost, whiles memory holds a seat In this distracted globe. Remember thee? Yea, from the table of my memory I’II wipe away all trivial fond records, All saws of books, all forms, all pressures past 5 That youth and observation copied there, And thy commandment all alone shall live


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Within the book and volume of my brain, Unmix’d with baser matter. Yes, by heaven! O most pernicious woman! 10 O villain, villain, smiling damned villain!

Hamlet, Act I, Scene V (i) What promises does Hamlet make to the ghost?

(ii) To what extent does he keep these promises? Or (b) SHAKESPEARE : As You Like It Orlando: O good old man, how well in thee appears The constant service of the antique world, When service sweat for duty, not for meed. Thou art not for the fashion of these times, Where none will sweat but for promotion, 5 And having that, do choke their service up Even with the having; it is not so with thee. But poor old man, thou prun’st a rotten tree, That cannot so much as a blossom yield, In lieu of all thy pains and husbandry. 10 But come thy ways, we’ll go along together, And ere we have thy youthful wages spent, We’ll light upon some settled low content. Adam: Master go on, and I will follow thee To the last gasp with truth and loyalty. 15 From seventeen years, till now almost fourscore Here lived I, but now live here no more. At seventeen years, many their fortunes seek But at fourscore, it is too late a week; Yet fortune cannot recompense me better 20 Than to die well, and not my master’s debtor.

As You Like It, Act II , Scene III 920/1 (i) Why are Orlando and Adam leaving their home? Describe two main consequences of their departure. (ii) Paraphrase the first 10 lines of Orlando’s speech. What indications do these lines give of Orlando’s opinion of Adam and of himself? 8 Either (a) How are Laertes and Fortinbras contrasted with Hamlet throughout the play Hamlet? Or (b) This play ends with four marriages. How well matched are the couples? Discuss, paying special attention to why they marry their mates.

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920/1

Section C : Poetry [25 marks]

Answer only one question from this section. 9 KEATS : Selected Poems and Letters of Keats Either (a) Do you feel that the development of the story in Keats’ narrative poems is hampered by his rich descriptions? Refer to two narrative poems in your discussion. Or (b) “The poetry of John Keats has little social significance; he was too preoccupied with his own sensations and perceptions to be concerned about the problems of his society.” How far do you agree with this statement? Discuss with close reference to three poems. 10 HARDY : Selected Shorter Poems of Thomas Hardy


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Either (a) In Hardy’s poetry “nature is not just a background or decoration; it seems to be a living presence.” Discuss with close reference to three poems. Or (b) Hardy’s poems reveal his deep sympathy for those who suffer. Discuss with close reference to three poems.

Section D : Novels and Short Stories [25 marks]

Answer only one question from this section. 11 CHARLOTTE BRONTË : Jane Eyre Either (a) Does the use of the first person narrative in the novel make us sympathetic to Jane? Discuss with textual evidence. Or (b) The novel Jane Eyre represents Charlotte Bronte’s attitude towards the struggle for independence of women in nineteenth-century England. Discuss this statement with reference to two women characters. 12 ALDOUS HUXLEY : Brave New World Either (a) Discuss the significance of the title Brave New World. Or (b) Examine Brave New World as a satire of scientific progress. 920/1

SAMPLE QUESTIONS

920/2 STPM


PAPER 2 NEW LITERATURES IN ENGLISH

(Three hours)




Instructions to candidates: Answer four questions, one each from Sections A, B and C and one other question from either Section B or C.

For each question that you have selected you may only answer either (a) or (b) and not both (a) and (b) of that question.


STPM 920/2

Section A: Critical Appreciation Answer only one question from this section. 1 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry The old Muthu stirred on the plank bed and thought, “I shouldn’t have gone back. Certainly not with that man from the hut. Brought him too much trouble. We went away from each other before knowing one another.” Muthu, though fascinated, is unable to go beyond Zulkifli’s house. His mind runs with colours and stripes and he is fearful of the thing he will finally see; yet this is what he feels he has waited for and will not miss. But he will not go alone; he must have a companion. His father has laughed at him. “Just a play thing, what you talk about. Be a real man and make up your mind.” The others of his own age have wives and children and must care for them. “Food, clothes and shelter! That’s all they worry about,” Muthu thinks as his feet take him beyond boar-hunting territory. His father’s jeering face comes down to him with the words, “Come back with us and I’II marry you to a girl who’ll make you feel like a man!” He is going to prove himself a man tonight for he does not look at Zulkifli’s house as he passes it. He goes straight to the compass tree stump and crosses over into the silence he dreads 32


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but must face. Back at the disturbed anthill, he wonders if his obsessive preoccupation with the tiger has not distorted his vision: the pug mark is larger and more deeply pressed. He decides to show he is not afraid by breaking into the now threat-thick silence. He now has a direction to follow which he holds on to as he does his gun. Putting every thing he passes into his mind, he draws himself into the fearful silence. But, strangely, after what seems an eternity, the silence is replaced by a loud conspiracy of exclusion. His ears pick up an infinitesmal flutter of wings; his eyes catch dark, hurtling shapes that wrench themselves out of the stillness. His torchlight is useless against the numerous bright green orbs - fireflies? - that advance upon him. He breaks into a run and cuts himself free from this web of scheming. But as he reaches, once more, the anthill he realizes blood has been drawn from his arms and legs. The old Muthu struggled with the anger his younger self had felt long ago. “This isn’t going to help me die,” he thought. “Must have been anger that took me to Zulkifli.” He lay on his side and made out in the approaching dawn the thin mound of a body that was his wife, under the white coverlet. As he looked, he remembered the other shrouded figure he had sat beside after his parents left for India. He had decided to marry the young girl he had seen in a nearby estate without bothering to think what marriage meant. The shock he had experienced the first night they came together only emphasized his sense of inadequacy. He ignored the innocence and the unbounded mysteries that lay hidden behind the sari-veiled figure and took her that he recognized as a woman, violently, and made her a citizen of the dark country he would never know.

K.S. Maniam: Haunting the Tiger Either (a) Examine K.S. Maniam’s portrayal of conflict in this extract. [25 marks] Or (b) Discuss the significance of the dual persona of Muthu in this extract. [25 marks]

920/2 2 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry

For my old amah To most your dying seems distant, outside the palings of our concern. Only to you the fact was real when the flame caught among the final brambles of your pain. And lying there 5 in this cubicle, on your trestle over the old newspapers and spittoon, your face bears the waste of terror at the crumbling of your body’s walls. The moth fluttering against the electric bulb, 10 and on the wall your old photographs, do not know your going. I do not know when it has wrenched open the old wounds. When branches snapped in the dark you would have had a god among the trees 15

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make us a journey of your going. Your palm crushed the child’s tears from my face. Now this room will become your going, brutal in the discarded combs, the biscuit tins and neat piles of your dresses. 20 Wong Phui Nam Either (a) Examine the persona’s response to the death of the amah in this poem. [25 marks] Or (b) Examine Wong Phui Nam’s use of setting and its contribution to the understanding of the event in this poem. [25 marks] 920/2 3 NISSIM EZEKIEL: Collected Poems 1952-1988

Goodbye Party for Miss Pushpa T. S. Friends, our dear sister is departing for foreign in two three days, and 5 we are meeting today to wish her bon voyage. You are all knowing, friends, what sweetness is in Miss Pushpa. I don’t mean only external sweetness 10 but internal sweetness. Miss Pushpa is smiling and smiling even for no reason but simply because she is feeling. Miss Pushpa is coming 15


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from very high family. Her father was renowned advocate in Bulsar or Surat, I am not remembering now which place. Surat? Ah, yes, 20 once only I stayed in Surat with family members of my uncle’s very old friend, his wife was cooking nicely … that was long time ago. 25 Coming back to Miss Pushpa she is most popular lady with men also and ladies also. Whenever I asked her to do anything, she was saying, ‘Just now only 30 I will do it.’ That is showing good spirit. I am always appreciating the good spirit. Pushpa Miss is never saying no. Whatever I or anybody is asking 35 she is always saying yes, and today she is going to improve her prospect, and we are wishing her bon voyage.

920/2 Now I ask other speakers to speak, 40 and afterwards Miss Pushpa will do summing up. Either (a) Examine Ezekiel’s portrayal of the people in this poem. [25 marks] Or (b) Discuss the use of comic elements and their effect on the message in the poem. [25 marks]

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920/2 4 JEAN RHYS: Wide Sargasso Sea The road climbed upward. On one side the wall of green, on the other a steep drop to the ravine below. We pulled up and looked at the hills, the mountains and the blue-green sea. There was a soft warm wind blowing but I understood why the porter had called it a wild place. Not only wild but menacing. Those hills would close in on you. “What an extreme green,” was all I could say, and thinking of Emile calling to the fishermen and the sound of his voice, I asked about him. “They take short cuts. They will be at Granbois long before we are.” Everything is too much, I felt as I rode wearily after her. Too much blue, too much purple, too much green. The flowers too red, the mountains too high, the hills too near. And the woman is a stranger. Her pleading expression annoys me. I have not bought her, she has bought me, or so she thinks. I looked down at the coarse mane of the horse … Dear Father. The thirty thousand pounds have been paid to me without question or condition. No provision made for her (that must be seen to). I have a modest competence now. I will never be a disgrace to you or to my dear brother the son you love. No begging letters, no mean requests. None of the furtive shabby manoeuvres of a younger son. I have sold my soul or you have sold it, and after all is it such a bad bargain? The girl is thought to be beautiful, she is beautiful. And yet… Meanwhile the horses jogged along a very bad road. It was getting cooler. A bird whistled, a long sad note. “What bird is that?” She was too far ahead and did not hear me. The bird whistled again. A mountain bird. Shrill and sweet. A very lonely sound. She stopped and called, “Put your coat on now.” I did so and realized that I was no longer pleasantly cool but cold in my sweat-soaked shirt.


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We rode on again, silent in the slanting afternoon sun, the wall of trees on one side, a drop on the other. Now the sea was a serene blue, deep and dark. We came to a little river. “This is the boundary of Granbois.” She smiled at me. It was the first time I had seen her smile simply and naturally. Or perhaps it was the first time I had felt simple and natural with her. A bamboo spout jutted from the cliff, the water coming from it was silver blue. She dismounted quickly, picked a large shamrock-shaped leaf to make a cup, and drank. Then she picked another leaf, folded it and brought it to me. “Taste. This is mountain water.” Looking up smiling, she might have been any pretty English girl and to please her I drank. It was cold, pure and sweet, a beautiful colour against the thick green leaf. She said, “After this we go down then up again. Then we are there.” Next time she spoke she said, “The earth is red here, do you notice?” “It’s red in parts of England too.” “Oh England, England,” she called back mockingly, and the sound went on and on like a warning I did not choose to hear. Either (a) Discuss the warning signs which provide clues for the marital breakup of Antoinette and Rochester. [25 marks] Or (b) Examine the atmosphere and mood of the passage in relation to the portrayal of Rochester. [25 marks]

920/2 5 BUCHI EMECHETA: Kehinde One of the reasons Albert Okolo chose to live in Leytonstone was because of its nearness to his workplace. He had only to drive for about fifteen minutes and he would be there. He could virtually slip out of the house a few minutes before his work started without disturbing his family. He never ate breakfast, a habit he had from Nigeria. He slid out of bed not wanting to disturb Kehinde and drove to work mechanically. He had driven that same road, that same corner and that short-cut, so often that he could do the distance with his eyes closed. At work, he slipped mechanically into the routine of his job as a storekeeper. “Morning Alby,” greeted his colleague, Mike Levy. “Morning Mike,” Albert drawled. He did not have to look up; he knew who it was. For once, he did not go on to ask about Mike’s health and that of his family, a Nigerian habit Albert had never shaken off, even after eighteen years. It was so automatic that Mike waited unconsciously for it and unwittingly readied himself with the usual answer; “They are well, at least they were when I left home.” And Albert would say in reply, “That’s all right. We thank God for another day.” The omission alerted Mike that something was wrong. He watched his colleague thoughtfully. Others came in, who, in the English manner, did not bother to say “Good morning”, except for Prahbu, a man they called “India” even though he came from Pakistan, who greeted all the other storekeepers and went straight to the tea machine. The noise of his ten pence pieces rattled Albert and he lifted his dark lean face to look at Prahbu. “Heh, what’s the matter with ‘im?” Prahbu asked Mike. “How should I know? Why don’t you ask him? He’s your friend too.”

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They all set to work in the cluttered warehouse, checking, labelling, dusting, checking again and stamping. Albert had to examine and enter the figures and pass them to the gov’nor, who had a separate box-like room. “I’m buying tea for everybody today,” Prahbu announced at the mid-morning break. “Is it your birthday then?” asked John, one of the English workers, now fully awake and friendlier. “Nope, I just feel like buying tea for everybody,” Prahbu said in the sing song voice he sometimes affected for fun. “I didn’t know that Hindus drank tea. You’re the first I’ve seen.” John was at his jokes again. “I am not a Hindu, you know that,” Prahbu said, laughing. John had always said this since he had realised it annoyed Prahbu at the beginning of their association. Not only that, but John soon realised that calling him “India” was even more annoying. Prahbu, however, soon got wise, and learnt to react with humour, which took the sting out of John’s spite. “What does it matter what religion? God did not forbid tea. What does your God say, Albert? You’re a Catholic, aren’t you?” Prahbu turned the banter on Albert, who was far too quiet this morning. “Yes, I’m a Catholic and I’m about to commit a mortal sin,” he responded. Either (a) Examine the racial and cultural differences among the characters in this extract and how these differences affect their relationships. [25 marks] Or (b) Based on this extract, examine Emecheta’s portrayal of Albert’s personality. [25 marks]

920/2 Section B : Malaysia

(For this section you must discuss the works of at least two writers in each answer.) 6 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry Either (a) With reference to at least three short stories, show how the writers provide readers with an insight into race relations in Malaysia. [25 marks] Or (b) Discuss the use of Malaysian English in at least three short stories and explain the ways in which the writers use it for purposes of characterization and development of themes. [25 marks] 7 “Spirit of the Keris”: A Selection of Malaysian Short Stories and Poetry Either (a) With close reference to at least three poems, discuss how poets depict death or responses to death. [25 marks] Or (b) With close reference to at least three poems, examine how poets use landscape to present a sense of Malaysianness. [25 marks]

Section C : Indian Sub-Continent, West Indies and Africa


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8 NISSIM EZEKIEL: Collected Poems 1952-1988 Either (a) With close reference to at least three poems, discuss Ezekiel’s use of Indian English to depict Indian society. [25 marks] Or (b) With close reference to at least three poems, discuss Ezekiel’s use of humour in his depiction of human relationships. [25 marks] 9 JEAN RHYS : Wide Sargasso Sea Either (a) Discuss an aspect of setting in Wide Sargasso Sea which you consider important to your understanding of the novel. [25 marks] Or (b) Examine the structure of Wide Sargasso Sea, paying close attention to the narrative voices used by Jean Rhys. [25 marks]

920/2 10 BUCHI EMECHETA : Kehinde Either (a) “Changes to physical and social environments dictate the need for changes in human behaviour.” Discuss this statement with close reference to two characters in the novel. [25 marks] Or (b) Discuss the social and cultural challenges faced by immigrant communities in Kehinde and how they respond to these challenges. [25 marks]

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920/2


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Tuesday 19 February 2013 at 10.00 am PLACE: Room 310

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