This unit is designed to introduce students to academic culture as a culture of critical debate and equip students with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information.

This unit is designed to expand upon and extend the academic literacy skills acquired in Academic Communication 1. The unit will assist students to develop the skills required to critically read and analyse a variety of texts, and to develop their research and writing skills to produce complex texts. There is a particular focus in this unit on critique and analysis in the process of understanding and producing academic texts.

This unit is designed to improve English proficiency for overseas and local students who wish to progress to university studies. In particular, the course aims to help students access the conventions of academic English by focusing on attitudes to knowledge, the ways in which ideas are structured and presented and surface language correctness. In addition, the course encourages students to develop strategies to maximize their learning and to reflect on their own learning styles.

This unit is designed to improve English proficiency, across the four macro skills. The unit aims to help students access the conventions of academic English by focusing on attitudes to knowledge, the ways in which ideas are structured and presented and surface language correctness. In addition, the unit encourages students to develop strategies to maximize their learning and to reflect on their own learning styles.

This unit is designed to improve English proficiency for overseas and local students who wish to progress to university studies. In particular, the course aims to help students access the conventions of academic English by focusing on attitudes to knowledge, the ways in which ideas are structured and presented and surface language correctness. In addition, the course encourages students to develop strategies to maximize their learning and to reflect on their own learning styles.

This unit is tailored to provide students in the Standard and Extended Diplomas in Arts and the Standard and Extended Bachelor of Arts (First Year Program) courses with an introduction to the Arts as a discipline area, and to the Bachelor of Arts as a degree. Its second aim is to help students develop the basic critical thinking skills necessary for study at university level, and to assist them in identifying and employing strategies to deal with many of the obstacles that make the transition to tertiary study difficult.

This unit introduces students to the essential academic skills required for success in tertiary studies. It employs an explicit pedagogy approach to teach students how to become independent, active, and reflective learners. The unit also includes essential research and writing skills specific to the arts.

The ability to communicate clearly and persuasively to diverse audiences is a key professional prerequisite. This unit provides students with a preliminary understanding of a range of communication theories and practices necessary for academic work and effective professional communication including presenting in a professional setting. Both professional and societal cultural norms are explored as a contextual basis of the unit. The unit assists in the acquisition of professional skills through authentic and meaningful learning experiences and assessment. The unit assists students to comprehend academic and professional texts, identify key ideas and evidence, and identify and apply certain rhetorical moves which are common in academic communication. It also aims to help students to improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to cite information. In addition, the unit encourages students to develop strategies to maximize their learning and to reflect on their own learning styles.

This unit is designed to meet the academic literacy needs of International students completing the Extended Diplomas in Arts, Building Design Management, Business, Communication, Construction Management, Criminal and Community Justice, Design, Engineering, Health Science, ICT, Science, Social Science and Policing. It is designed specifically for International students who have met the IELTS specifications of these courses. The unit will support these students in understanding how to perform successfully within it in terms of academic literacy skills. Specifically, this unit will focus on improving students' listening and reading comprehension skills, writing skills, speaking, vocabulary and grammar. It consists of 2 hours per week of face-to-face instruction in order to provide students with targeted, structured support.

This unit is designed to meet the academic literacy needs of International students completing the Extended Diplomas in Arts, Building Design Management, Business, Communication, Construction Management, Criminal and Community Justice, Design, Engineering, Health Science, ICT, Science, Social Science and Policing. The unit will support these students in understanding how to perform successfully within it in terms of academic literacy skills. Specifically, it will focus on improving students' reading, listening, speaking and writing skills, as well as expand on skills covered in English for International Students 1. It consists of 2 hours per week of face-to-face instruction in order to provide students with targeted, structured support.

This unit is designed to introduce International students to academic culture as a culture of critical debate and equip them with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help International students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information. In addition, there is a focus on listening and pronunciation skills for International students.

This unit is designed to introduce International students to academic culture as a culture of argument and equip them with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help International students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information. In addition, there is a focus on listening and pronunciation skills for International students.

This unit is designed to expand upon and extend the academic literacy skills acquired in English for Tertiary Study 1. The unit will assist students to critically read and analyse a variety of texts, and to develop their research and writing skills to produce complex texts. There is a particular focus in this unit on critique and analysis in the process of understanding and producing academic texts.

This unit is designed to expand upon and extend the academic literacy skills acquired in English for Tertiary Study 1. The unit will assist students to critically read and analyse a variety of texts, and to develop their research and writing skills to produce complex texts. There is a particular focus in this unit on critique and analysis in the process of understanding and producing academic texts.

In 2022 this subject replaced by LANG 0054 - Professional Communication Skills for Policing and Justice (WSTC Prep). This subject is designed to equip students with the communication skills necessary to succeed in an academic context. In particular, the subject focus' on academic arguments, reasoning and evidence; as well as on register and the ways in which ideas are structured and presented in academic texts and speech. The subject assists students to comprehend academic texts, identify key ideas and evidence, and identify and use certain rhetorical moves which are common in academic communication. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to cite information.

This unit is designed to introduce students to academic culture as a culture of critical debate and equip students with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information.

This unit is designed to introduce students to academic culture as a culture of critical debate and equip students with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information.

This unit is designed to improve academic English proficiency for students who wish to progress to university studies. The unit will assist students to critically read and analyse a variety of texts, and to develop their research and writing skills to produce complex texts. There is a particular focus in this unit on critique and analysis in the process of understanding and producing academic texts. In addition, the unit encourages students to develop strategies to maximize their learning and to reflect on their own learning styles.

This unit is designed to expand upon and extend the academic literacy skills acquired in Introduction to Academic Communication 1. The unit will assist students to critically read and analyse a variety of texts, and to develop their research and writing skills to produce complex texts. There is a particular focus in this unit on critique and analysis in the process of understanding and producing academic texts.

This unit is designed to prepare students for real-life communication scenarios in academic and professional contexts, using authentic tasks and assignments. There is a focus on oral and written English skills using introductory level engineering texts and relevant lexical/ grammatical structures of subject areas.

This unit introduces students to the essential academic skills required for success in tertiary studies. It employs an explicit pedagogy approach to teach students how to become independent, active, and reflective learners. The unit also introduces essential research and writing skills specific to the arts and social sciences.

This online unit helps to prepare students who are considering university studies. It develops English skills across the 4 areas of listening, speaking, reading and writing. The unit introduces students to academic English which is needed for success at university. Students will come to understand and practise the different oral and written structures used in tertiary study as well as develop good grammatical knowledge. The unit encourages independent study but provides necessary support throughout.

This unit is designed to improve the English proficiency across the four macro skills (reading, writing, speaking and listening) of University Foundation Studies students who wish to progress to university studies. Students need preparation for both understanding the content of Foundation Studies and being able to participate fully in all units. Such preparation includes making clear the way English is used according to purpose, audience and unit. Moreover, students need to develop their confidence and competence in using the language in academic contexts. By raising the language awareness of students, they will be able to transfer the learning skills across the unit areas. The course also seeks to address the particular speaking needs of overseas students.

This unit is designed to introduce students to what it means to study the Arts, and how the Arts contributes to contemporary society. It addresses the basic skills required for study, and some of the research methodologies commonly encountered in Arts scholarship. The unit is also intended to provide students with an understanding of key disciplines within the Arts, so that students can make an informed choice about majors and sub-majors when they progress to a Bachelor degree, and beyond.

This unit is designed to improve the English proficiency of Construction Technology students to enable them to achieve academic success. The unit assists students to comprehend academic and professional texts, identify key ideas and evidence, and identify and apply certain rhetorical moves which are common in academic communication. It also aims to help students to improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to cite information.

This unit is designed to improve the English language proficiency of local and international Construction Technology students and to improve the English proficiency of Construction Technology students. The unit further develops the expository skills developed in Essential Literacy for Construction Professionals I and introduces critical writing techniques. The unit uses authentic genres and writing techniques common in Academic writing. Through the development of these techniques students will improve critical literacy skills that relate to academic writing and spoken and written genres that are typical in the Construction Technology profession.

This unit is designed to introduce students to academic culture as a culture of critical debate and equip students with the academic literacy skills necessary to perform successfully in this culture. In particular, the unit aims to help students access the conventions of academic English by focussing on attitudes to knowledge, and the ways in which ideas are structured and presented in academic texts and speech. The unit assists students to comprehend academic texts, identify key ideas and concepts, and identify and use the rhetorical moves used in academic texts. It also aims to help students compare and contrast ideas across texts, improve grammatical skills that relate to academic writing, summarise and synthesise information, and understand why, when and how to reference information.

Communication underpins all aspects of Policing and Justice interaction. This unit is designed to improve the English language skills of Policing and Community and Criminal Justice students through dynamic and engaging teaching methodology. The unit further develops foundational skills students possess and introduces the concept and application of critical analysis. The use of authentic genres and writing techniques common in academic and professional writing in the fields of Policing and Justice lead to the improvement of critical literacy skills related to spoken and written genres.

This unit is designed to improve the English language skills of Health Science and Nursing students through dynamic and engaging teaching methodology. The unit further develops foundational skills students possess and introduces critical analysis. The use of authentic genres and writing techniques common in Academic writing in the fields of Health Science and Nursing lead to the improvement of critical literacy skills related to spoken and written genres which are typical in the Health Science and Nursing professions.

The ability to communicate efficiently and effectively is crucial in all aspects of professional life. This unit is designed to improve the English proficiency of Policing and Criminal and Community Justice students to enable them to achieve academic success. The unit assists students to comprehend professional texts, identify key ideas and evidence, and identify and apply certain rhetorical moves which are common in academic and professional communication in the fields of Policing and Justice. It also aims to help students to improve grammatical skills that relate to academic writing, summarise information, and understand why, when and how to cite information.

This unit is designed as an introduction to the Arabic language as well as the contemporary and popular culture of the Arabic-speaking people. It is intended for students who are at beginner level in Modern Standard Arabic in all four skills -listening, speaking, reading and writing. Components of this unit may be presented in English. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is a post beginner level unit in Arabic building on the knowledge and skills developed in Arabic 101. It aims to further develop listening, speaking, reading and writing skills in elementary Arabic. The unit includes a socio-cultural component which will examine aspects of the contemporary Arab world and its culture with a particular emphasis on the Arabic-speaking community in Australia. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This unit is an introduction to the (Mandarin) Chinese language as well as aspects of Chinese culture which are necessary for language competency, using Pinyin and simplified characters. It is intended for students who are not from a Chinese-speaking background and who are at beginner level in all four skills -listening, speaking, reading and writing in Modern Standard Chinese. Components of this unit may be presented in English. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is a post-beginner level unit in (Mandarin) Chinese intended for those with knowledge of Chinese 101 or equivalent. This unit builds on the knowledge and skills developed in (Mandarin) Chinese 101 and aims to further develop listening, speaking, reading and writing skills in elementary Modern Standard Chinese. The unit includes a socio-cultural component which will examine some aspects of China and Chinese culture as well as the Chinese community in Australia. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is an introductory unit to the Indonesian language and culture, for students who commence a specialisation in Indonesian at a beginner level. The unit equips students with basic language skills, provides a basic knowledge about the ethnic, cultural and linguistic diversity of Indonesia. Students with a background of study in the language need to obtain advice on their appropriate level of language study and where required undertake brief spoken and written entry assessments. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is the second and last introductory unit in the Indonesian Language Specialisation. The unit further develops the basic language and communication skills students acquired in Indonesian 101 through the use of activities designed to practice and reinforce Indonesian language and grammar skills. This unit will also introduce a greater focus on the socio-cultural and linguistic diversity found in Indonesia through online powerpoint lectures and accompanying notes. The unit focuses on four language skills (listening, speaking, reading and writing). Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is a core unit for students in the Bachelor of Arts (Interpreting and Translation) course and an elective foundation unit for language key field of study in the BA. It introduces students to the theory and practice of Interpreting. Lectures are held in English for students of all the languages available. The tutorials are language specific in Arabic, Japanese, Mandarin or Spanish. This unit requires native or near-native proficiency in English and one of the languages offered in the unit.

Language is an integral component of human experience. This unit is designed to raise students' awareness of the nature, structures and functions of language and language use. Students will gain the conceptual tools to do basic analysis of language at the levels of phonology, morphology, syntax, semantics and pragmatics. By providing a basic understanding and appreciation of language from different perspectives, the unit establishes points of contact between language, the humanities, and beyond.

This unit involves the close reading of literary texts to explore concepts about meaning-making including the use of language, narrative form, and issues of genre. The unit asks questions about the role and function of literature. For example: is literature's purpose to entertain readers, to provide them with emotional release, to represent the world, or to allow people to make meaning from their experience? The primary texts span three genres - fiction, poetry and drama. Students will learn about the different ways in which these literary forms are constructed and the contrasting ways in which they represent reality.

This unit involves the close reading of literary texts to explore concepts about meaning-making including the use of language, narrative form, and issues of genre. The unit asks questions about the role and function of literature. For example: is literature's purpose to entertain readers, to provide them with emotional release, to represent the world, or to allow people to make meaning from their experience? The primary texts span three genres - fiction, poetry and drama. Students will learn about the different ways in which these literary forms are constructed and the contrasting ways in which they represent reality.

This is a core unit for students in the Bachelor of Arts (Interpreting and Translation) course and an elective foundation unit for language key field of study in the BA. It introduces students to translation theory and practice. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin and Spanish. The unit is only available to students with a high level of proficiency (native or near-native level) in one of the languages offered. The languages offered, subject to demand, are: Arabic, Chinese, Japanese, and Spanish.

This unit is an introduction to the Japanese language and some related culture. It is intended for beginner students only, who have never studied Japanese. This unit will cover the most basic level of the Japanese language in all four skills: listening, speaking, reading, and writing. The Japanese characters covered in this unit include the hiragana and katakana. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

This is a post beginner level unit in Japanese built on the knowledge and skills developed in Japanese 101 and aims to further develop listening, speaking, reading and writing skills in elementary Japanese. Students who believe they have sufficient background in Japanese to do 102 without having done 101 should apply by e-form for a Rule Waiver, explaining their situation, and have their language level evaluated. Students with a background of study in the language need to obtain advice on their appropriate level of language study. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their entry level.

The richness of information conveyed through spoken language owes its form to the combination and recombination of a small number of sounds. In this unit, students will learn the sounds of the world's languages (phonetics) and the ways in which they are combined to build words (phonology). Examples will be drawn from English, Australian Aboriginal languages, and a diverse range of languages spoken around the world. The unit includes an overview of Australian English phonetics and phonology.

Academic English is a particular kind of English that is used in academic writing and other professional contexts. This unit aims to improve students' written communication skills in academic English. The unit content includes English grammar as well as analytical reading and writing in academic English. Students will also learn to identify and to make cogent and sophisticated arguments using various written formats. Student work will be assessed in terms of theoretical and applied knowledge as well as in terms of writing skills.

In this unit students explore the application of texts - including works of literature, philosophy and sociology/cultural studies - to our understanding of contemporary debates and challenges in order to develop critical thinking skills. Developing skills in textual analysis, this unit addresses topical issues and social problems so as to consider enduring questions such as 'What is the human?', 'What is the good life?', 'What is meaning and how do we make it?', and 'What is inequality and what should we do about it?'.

Academic English is a special kind of English that is used in academic writing and other professional contexts. This unit aims to improve students' written communication skills in academic English. The unit content includes English grammar as well as analytical reading and writing in academic English. Students will also learn to identify and to make cogent and sophisticated arguments using various written formats. Student work will be assessed in terms of theoretical and applied knowledge as well as in terms of writing skills.

In this unit students explore the application of texts - including works of literature, philosophy and sociology/cultural studies - to our understanding of contemporary debates and challenges in order to develop critical thinking skills. Developing skills in textual analysis, this unit addresses topical issues and social problems so as to consider enduring questions such as 'What is the human?', 'What is the good life?', 'What is meaning and how do we make it?', and 'What is inequality and what should we do about it?'

This is an intermediate level unit in Arabic intended for two groups of students: (a) students of English speaking backgrounds or other language backgrounds who have achieved a degree of competence in the language at least at the HSC Level; and (b) Arabic language background students whose education has been in English as the medium of instruction in all subjects other than Arabic and who, therefore, have some gaps in their knowledge of Arabic, particularly in situations requiring a more formal language register. The unit is designed to consolidate and advance the acquisition of Modern Standard Arabic for post beginner learners of the language. While consolidating language skills, students will also develop further knowledge of the Arab culture. A range of DELL (Digitally Enhanced Language Learning) activities are utilised as part of the blended learning mode of delivery for this unit. NOTE: Students enrolling in this unit as part of a major or sub major in Arabic must enrol in Arabic 202 at the same time. Students with a background of study in the language may need to take higher level units. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their appropriate level.

This unit further develops students' language skills acquired in Arabic 201 to equip students with more sophisticated language skills and knowledge. It aims to extend learners' skills within a range of topics and to cover basic structural aspects of the language, at a post-beginner level. A range of DELL (Digitally Enhanced Language Learning) activities are utilised as part of the blended learning mode of delivery for this unit. NOTE: Students enrolling in this unit as part of a major or sub major in Arabic must enrol in Arabic 201 at the same time. Students with a background of study in the language may need to take higher level units. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their appropriate level.

This is one of the components of the Arabic major and sub-major. It assumes an intermediate level of competence in the language. It aims to extend (intermediate) learners' skills with a particular focus on listening, speaking and oral interaction in Arabic, in a range of situations, by exposing students to realistic interactions, including the Arabic-Australian community. The unit also aims to extend the learners' lexicon and structures, particularly those used in talking about current personal experiences as well as events, and popular Arab personalities. A range of DELL (Digitally Enhanced Language Learning) activities are utilised as part of the blended learning mode of delivery for this unit. NOTE: Students enrolling in this unit as part of a major or sub major in Arabic must enrol in Arabic 204 at the same time. Students with a background of study in the language may need to take higher level units. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their appropriate level.

This is an intermediate unit in the Arabic major or sub-major. It provides an extension and consolidation of reading comprehension, and writing skills, as well as lexical enrichment in Modern Standard Arabic, particularly its range of written registers and their linguistic characteristics. The content for reading and writing activities will be selected from newspapers, magazines, short stories and other printed media. NOTE: Students enrolling in this unit as part of a major or sub-major in Arabic must enrol in Arabic 203 at the same time. Students with a background of study in the language may need to take higher level units. During the first two weeks of class, the lecturer will monitor the performance of students and advise students who need to transfer to a higher class. Students should consult the Languages Academic Course Advisor or Unit Coordinator if they are unsure of their appropriate level.

This is a post-beginner unit for intermediate level study of modern Chinese (Mandarin) language and its culture, suitable for Post HSC entry or an equivalent level. This unit is designed for students who take it as part of the Chinese major/sub-major or as an elective unit. It will further develop the Pinyin system and the four core skills (listening, speaking, reading and writing), with a particular focus on core vocabulary and fundamental structures, using approximately 500 simplified Chinese characters. Aspects of culture and language acquisition strategies are explored through research projects. Differentiated learning and assessment tasks and multimedia activities are utilised to cater to non-background and quasi-background learners. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Mandarin Chinese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Chinese are encouraged to enrol in Chinese 202 at the same time.

This is a post-beginner unit for intermediate level study of modern Chinese (Mandarin) language and its culture suitable for Post Beginners or an equivalent level. Students can take it as part of a major/sub-major or as an elective unit. It aims to develop listening and speaking skills in a real communicative setting. Students will learn Pinyin, vocabulary, expressions and grammatical structures in a wide range of daily situations. In addition, students will have the chance to learn and research on some interesting aspects of Chinese culture. Differentiated learning and assessment tasks and multimedia activities are utilised to cater to non-background and quasi-background learners. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Mandarin Chinese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Chinese are encouraged enrol in Chinese 201 at the same time.

This is an intermediate level unit of modern Chinese (Mandarin) language and its culture suitable for students who undertake it as part of the Chinese major or sub-major or as an elective subject. It further develops students' language skills acquired in Chinese 201 and 202 to a level of proficiency to satisfy their general social needs. While students' aural/oral skills are further developed, emphasis is placed on reading and writing. A working knowledge of approximately 800 simplified Chinese characters is developed. Aspects of Chinese culture and society are explored through research work. Differentiated learning and assessment tasks and multimedia activities are utilised to cater to non-background and quasi-background learners. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Mandarin Chinese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Chinese are encouraged enrol in Chinese 204 at the same time.

This is an intermediate level unit of modern Chinese (Mandarin) language and its culture suitable for students who undertake it as part of the Chinese major or sub-major or as an elective subject. It provides an extension of reading comprehension and writing skills over a range of written registers. The content is selected from contemporary materials (e.g. songs and rhymes, fables and idioms, magazines, short stories and websites). This unit also fosters cultural and social understanding by presenting aspects of contemporary cultures and societies through language use and research work. Differentiated learning and assessment tasks and multimedia activities are utilised to cater to non-background and quasi-background learners. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Mandarin Chinese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Chinese are encouraged enrol in Chinese 203 at the same time.

This unit will examine the theory, writing and performance of Western Tragedy and comedy. The generic terms "tragedy" and "comedy" will provide signposts for both historical and theoretically modern approaches to a range of plays. Texts selected from the period since 1950 may represent comedy and/or tragedy in popular culture, and may have been written for media other than the stage, such as television and film.

Community Translation facilitates written communication between public services and community members with low literacy in the official or mainstream language(s) of a given country or region. The unit covers the translation of general awareness material (e.g. healthcare, civic responsibilities, social services, etc.) as well as the translation of official documents. Students develop skills in producing target texts in styles appropriate to specific communities and groups, and to the content and function of the source text. They also develop skills in researching and using appropriate specialist terminology, editing and revising, and producing camera-ready documents. On the basis of these skills, the unit further develops students' ability to reflect upon translation in terms of strategies and appropriateness in relation to the target audience as well as make critical written and oral assessment of relevant translations. Subject to demand, the unit will be available for Arabic, Japanese, Mandarin and Spanish.

This unit examines the development of the book as a material and cultural object, and the evolution of cultures of reading from codex and clay tablet to digital book and e-Reader. Exploring the historical and technical change taking the book from singular object (painstakingly copied by hand and read by a learned elite) to 'book' as notional object (deliverable 'content', in a range of formats, to readers on demand), this unit focuses on moments of contestation and crisis in reading, writing and print culture: copyright and the role of authorship, censorship, the plundering of libraries, and that most radical proscription, book-burning.

This is a Level 2 unit in the Indonesian Specialisation. It introduces students to formal and informal registers of Indonesian and exposes them to relatively complex aspects of Indonesian grammar such as affixes. Students will study the use of spoken language mainly through participation in dialogues and discussion. More formal registers will be studied through reading and writing. Communicative settings will include fields such as health, education, and tourism.

This is a Level 2 unit in the Indonesian Specialisation. It builds on language skills developed in Indonesian 201 to extend students' use of formal and informal registers of Indonesian and further develop their knowledge of Indonesian communities, cultures and religions. The unit covers the four language skills (reading, listening, speaking and writing) with a special focus on listening and speaking.

This is a core component of the Bachelor of Arts (Interpreting and Translation) and a pool unit in some postgraduate courses. The unit is aimed at developing essential skills in interpreting and deals with the specialised technical skills necessary for the different modes of interpreting: dialogue, consecutive, simultaneous, and sight translation. Given the large amount of independent practice needed to develop competence in interpreting, it pays special attention to the teaching of techniques for autonomous learning. Lectures are held in English for students of all the languages available. The tutorials are language specific in Arabic, Japanese, Mandarin or Spanish.

This unit is designed as a post-beginner level language and culture unit intended for students who have studied this language to at least HSC level or equivalent. This unit focuses on the development of the grammatical structures and vocabulary in such areas as using polite and plain style of the language, verb conjugation for expressing conjecture, adverbial clauses indicating specific times and places, conditional, etc. The knowledge of kanji is increased to 260 characters. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Japanese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Japanese are encouraged to enrol in Japanese 202 at the same time.

This unit is normally undertaken concurrently with, or after, Japanese 201. It is designed to develop and expand speaking and listening skills based on the grammatical knowledge developed in Japanese 201. The range of communicative transactions is increased so that more sophisticated exchanges are possible, for instance when using polite and plain (i.e. casual) styles of speech, describing one's conjecture, stating an opinion, asking for explanation, etc. Cultural and social understanding of Japanese society is also fostered. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Japanese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Japanese are encouraged enrol in Japanese 201 at the same time.

This unit further develops students' language skills acquired in Japanese 201 to equip students with more sophisticated language skills and knowledge. Among the topics covered in Japanese 203 are: stating a plan or intention, making a suggestion in the plain form, offering advice, indicating the degree of certainty, describing a change in state, indicating causes of reasons, using of the passive and the imperative, etc. By the end of this unit, students will be able to read and write approximately 380 kanji characters. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Japanese is used as an official language and also the language of instruction at the School). Note: Students enrolling in this unit as part of a major or sub major in Japanese are encouraged to enrol in Japanese 204 at the same time.

Do you know why nearly a hundred new nations were founded between 1945 and 1970? Have you ever wondered who Mahatma Gandhi or Ho Chi Minh were? Why would you challenge authority 'non-violently'? How do you write creatively in a language that has been imposed through colonial conquest? These are all questions connected to decolonisation: the explosive process by which the great modern European empires were dissolved and scores of new nations were formed - from Indonesia to Algeria, India to Nigeria, Jamaica to Vietnam. With this process came a surge of creative energy, as formerly colonised peoples set out to produce new ways of writing and thinking. We will read classic anti-colonial politicians like Gandhi and Frantz Fanon and writers from different decolonising regions including India, Africa, South-East Asia, the Caribbean, the Middle East and Australia.

This unit introduces students to how meaning is constructed in language. It gives an overview of context-free meaning (semantics) and context-dependent meaning (pragmatics). Students will learn how we can encode and access meaning in communication and how this can be studied scientifically. This unit builds on and expands knowledge and methods developed in other linguistics units, especially Structure of Language and Pragmatics. It further connects to more advanced units, in particular Historical Linguistics, Second Language Acquisition, Bilingualism, Sociolinguistics and Discourse Analysis.

This unit aims to build the skills of reading, interpretation and theoretical and contextual analysis that are critical to the study of literary texts, skills that define scholarship in the discipline of English. Focusing on a sustained and careful study of a small number of literary texts the unit provides an in-depth exploration of technical approaches to close reading, cultural and historical contexts for the production and reception of the texts, and different theoretical approaches to their interpretation. The selected primary texts (one novel, one play and a selection of poems) will span two or three literary/historical periods.

This unit examines Australian poetries of the 20th and 21st centuries in context of parallel events in international poetry. It looks at histories and definitions of poetic 'innovation' and asks how Australian poetry has dealt with different waves of modernism. It studies dialogues between local and international avant-gardes, and surveys new poetic genres emerging in online environments. The unit aims to enrich students' critical understanding of poetry and poetics, and where relevant, to enhance their own creative writing practice. Topics addressed include poetic tradition and counter-tradition; form and experiment; colonialism, exile and belonging; literary communities; critical histories; digital and e-poetries.

This is an optional unit of the Linguistics Major which introduces students to pragmatics, the study of language use in context. It combines theoretical elements with practical applications through examples, exercises and authentic data analysis, which enable students to understand the significance of this field of linguistics to language professions, such as interpreting and translation and language teaching.

This unit will set Victorian women's writing in its historical, intellectual, publishing and cultural contexts, with particular emphasis on the multiple genres of writing within which women engaged in the nineteenth century. Using a broad range of short fiction, this unit will investigate topics such as gender and sexuality, colonialism and empire, and race and identity. It will also explore texts from across Australia, Britain, North America and Ireland and ask students to consider how these texts are still relevant to contemporary society and intellectual thinking.

This is post-beginner unit suitable for Post Beginners HSC entry or equivalent, within the Spanish programme, designed for students who take it as a major, sub-major or elective. Within the Spanish major or sub major set, it is normally taken concurrently with Spanish 202. The unit will further develop all language skills, listening, speaking, reading and writing with particular focus on a core vocabulary and fundamental structures. Cultural and social understanding is also fostered through research projects on specific cultural or social aspects that are of interest to students. A range of DELL (Digitally Enhanced Language Learning) activities are utilised for this unit. NOTE: Students enrolling in this unit as part of a major or sub major in Spanish must enrol in Spanish 202 at the same time.

This unit aims to equip students with knowledge about the structural aspects of language. Students will learn to describe, analyse and reflect on the structure and meaning of linguistic elements from word to sentence level. Using examples from different languages, including Australian Indigenous languages and other languages spoken in Australia, this unit will provide students with an understanding of how structure and meaning are connected, how they link up with other areas of linguistics, and how research in this field is relevant to the linguistic ecology of Australia.

This unit examines the emergence and development of Gothic literature in English. It studies the rise of Gothic fiction in the late-eighteenth century, and the evolution of Gothic genres in the nineteenth and twentieth centuries. Students will examine key works of Gothic poetry and narrative fiction - such as vampire narratives - in order to consider the social, political and intellectual contexts for Gothic literature. The unit considers how Gothic forms negotiate cultural anxieties, such as those involving race, gender, sexuality, religion, scientific development and class. Set texts from the twentieth century onwards may include works from television, theatre and film.

This unit aims to equip students with the theoretical and practical knowledge needed to effectively apply information and communication technologies to translation and other language related tasks. It focuses on translation memory and terminology management systems, and on the workflow involved in the handling of multilingual content. Emphasis is also put on uses of the Internet as a resource tool, and to the principles of controlled language for text to be processed by machine translation (MT). Tutorials will be conducted in a computer lab where students will familiarize themselves with leading computer-assisted translation (CAT) software applications.

How does grammar work? And how do languages function in different social contexts? This unit introduces students to a functional analysis of the English language, and relates the structure of English to its use in cultural and social contexts. It offers students of literature and training teachers an introduction to theories and forms of analysis that support much English language education in Australia. The functional model of language is used in a range of fields - including teaching in schools and universities, teaching ESL/EFL, and broader language research. Students will apply the functional analysis of English to a range of spoken and written texts from diverse literary, social and cultural contexts. This will help to provide grammatical skills and work-readiness, especially for students training to be professional teachers.

While films and books related to the fantastic and supernatural (like Game of Thrones, Lord of the Rings and Harry Potter) are extremely popular, it is sometimes forgotten that these works draw heavily on historical literary forms and works that engaged directly with the cultures from which they emerged. This unit will look at examples of literature from the Medieval and Early Modern periods (between 1000 and 1800) and the social and cultural worlds they both represented and supported. It will ask how these works still inform how we understand and represent things today.

This unit covers the basic creative writing techniques for 'worldbuilding' in the genres of science fiction and fantasy. Through guided reading and writing you'll explore what happens when ordinary human predicaments are deepened and complicated when represented as happening in a world not our own: one with different physical laws, belief systems, technologies and cultural practices. In a workshopping environment, you will build outward from a 'story-bud' about an alternative or alien world to explore the logic of that world and its implications for the creation of believable characters, setting, action and - overall - the development of a successful story.

This unit is undertaken concurrently with, or after, Japanese 203. It is designed to further develop and expand speaking and listening skills on the basis of grammatical structure introduced in Japanese 203 and increase the range of communicative transactions developed in Japanese 202 so that more sophisticated exchanges are possible when stating a plan or intention, making a suggestion, offering advice, indicating the degree of certainty, describing a change in state, indicating causes, using the passive and the imperative, etc. This unit will also present further aspects of contemporary Japanese culture and society. The unit is not suitable for background speakers (i.e., who have completed formal secondary education where Japanese is used as an official language and also the language of instruction at the School). NOTE: Students enrolling in this unit as part of a major or sub major in Japanese are encouraged to enrol in Japanese 203 at the same time.

The English Language is always used in context. The contexts in which we use English require us to use the language in specific ways. This unit introduces students to the analysis of English texts in context. Students will learn how to analyse text structure and purpose, and they will learn how to analyse the systems of the English language as they are used to facilitate context specific and context appropriate communication. Working between models of social contexts and the language level systems of English, students will develop a greater level of skill in using English for exposition, explanation, reporting, recounting and narrating.

Writing Industries takes a close look at the business of writing. Topics include literary cultures and economies, community activism, social media and author branding, Young Adult Literature, literary controversies and what Australian authors sell into overseas markets. Students will look closely at diverse literary organisations and festivals, and how they shape cultures and support writers. They will explore the role of editors, critics and publishers – from DIY zine-making to independent presses and large commercial ventures. Students will gain insights into building writing careers, working in the arts and publishing industries, community building and culture-making, and teaching practices of writing.

This unit focuses on literature from the American Renaissance through to the end of the Civil War. Issues to be examined will include some of the following: the construction of a national literature, the ideology of American Exceptionalism, the tension between the religious and the secular, and the clash between freedom and slavery. Texts may include fiction, poetry and drama.

This unit explores twentieth century American literature. Issues to be examined include some of the following: the construction of a national literature, struggles for justice and human rights, the intersection of race, gender and sexuality, the ideology of American Exceptionalism, the rise and fall of 'The American Dream', place and time in American literature. A range of text types will be taught.

This is a compulsory unit in the Bachelor of Arts (Interpreting and Translation) and the Bachelor of Arts (Interpreting and Translation) Dean's Scholars. It aims to provide practice and constructive feedback to students preparing for the accreditation examination. A pass in the unit in at least one of the following options: Interpreting, Translation into English, or Translation from English, with a minimum mark of 70%, will make students eligible for NAATI accreditation on completion of the rest of the requirements of the course.

This is the first of a series of two units that aim to provide a thorough review of comprehension, speaking, reading and writing skills, as well as grammar and vocabulary of Modern Standard Arabic, its range of registers and its linguistic characteristics. This unit is intended for students who have knowledge and skills in Arabic equivalent to two years of tertiary education in the language and who wish to consolidate, develop and improve these skills. A range of DELL (Digitally Enhanced Language Learning) Activities are utilised as part of the Blended Learning mode of delivery for this unit.

This is the second of a series of two units that aim to provide a thorough and more advanced review of comprehension, speaking, reading and writing skills, as well as grammar and vocabulary of modern Standard Arabic, its range of registers and its linguistic characteristics. This unit is intended for students who have knowledge and skills in Arabic equivalent to Arabic 301 and who wish to consolidate, develop and improve these skills. This unit is mandatory for students who wish to pursue a specialisation in Arabic.

This unit is aimed at those who have successfully finished 100044 - Arabic 202, or have an advanced speaking and writing proficiency in Modern Standard Arabic. It is one of the obligatory units for students intending to graduate with Arabic as a major or sub-major. It seeks to develop the writing skills to prepare students to make professional use of the language, and it is particularly recommended for those who wish to involve themselves in areas such as language teaching and translation. Students will be introduced to a full range of text types and language purposes. They will be guided to analyse, interpret and evaluate passages provided, and will be encouraged to extend their ability by experimenting with a variety of writing styles.

This is an advanced Arabic unit for students undertaking a major in Arabic or the Bachelor of Arts (Interpreting & Translation) (Arabic stream). As a companion unit of Arabic 303 (Advanced Writing Skills), it aims at preparing students to make a professional use of the language, in this case by placing particular emphasis on oral skills, and it is also specially recommended for those wishing to pursue careers in areas such as language teaching, interpreting and translation. Students will be introduced to a full range of oral text types and language purposes. They will be guided to analyse, interpret and evaluate examples of oral discourse, and be encouraged to develop effective public speaking skills.

This is an optional unit in the Arabic major program, which aims to introduce students to the study of the Arabic novel and short story, and which examines the historical, political, social and cultural context that this literature reflects. This will be done by studying selected novels and short stories. Students will be able to do a research component on a novel of their choice. This unit will also examine children's literature, including traditional children stories and contemporary Arabic literature, as well as translated western traditional stories.

This unit aims to give students an understanding of the phonological, morpho-syntactic, semantic and pragmatic changes that have occurred to the Arabic language both spoken and written in the last century. Particular attention will be paid to the different dialects spoken in some of the Arab countries and their relation to Modern Standard Arabic. A special study will be made of the Australian Arabic used by migrant communities.

Bilingualism and biculturalism are important aspects of life in Australia: many Australian residents are, were, or could be, bilingual and/or bicultural. This unit aims to give students an understanding and appreciation of the most important facets and manifestations of bilingualism and biculturalism, in the linguistic, cognitive, personal, societal and educational spheres, particularly with regard to the Australian context. It also aims to show students how this unit relates to broader studies in education, humanities, linguistics, and social sciences.

This unit focuses on the interrelationships between image and text in children's literature. The unit examines both picture books and other image-based children's texts, including electronic texts and graphic novels. The unit will examine children's texts as cultural artefacts, theories of visual literacy and how image and text combine to create meaning. Students will have the opportunity to create their own picture book for their final project.

This unit explores a wide range of fictional texts created for children, teenagers and young adults from folktales, fairytales and myths to contemporary examples. It focuses on the relationship between young people, the texts created for them and the cultures in which these texts are produced and read. The unit will examine a variety of genres and themes, for example, the experience of childhood as constructed by adult authors of children's texts; post-colonial children's literature; the emergence and development of distinctly Australian children's texts; the development of young adult; literature; the impact of new technologies on children's literature; and role of art in children's literature.

This is an advanced Level 3 unit within the Chinese major program, designed for students who have acquired an intermediate level of proficiency, and who wish to consolidate and improve their language proficiency and understanding of Chinese culture. It further develops students' proficiency in both spoken and written Chinese, and enhances their comprehension of Chinese language, culture and society. Students are encouraged to express their own opinions in a wide range of social and cultural contexts. Interactive lecture/tutorials, online activities and authentic materials are used to facilitate a positive learning experience.

This unit further develops the language skills and cultural understanding students already have or have acquired through Chinese 101-301, with an emphasis on oral expression, reading, writing and research skills. It enhances students' ability to interact in both spoken and written Chinese in various situations and ability to research and express their views on Chinese social and cultural issues. Authentic materials are used as much as possible in order to deepen students' understanding of the Chinese language, culture and society, and improve their ability to interact in various settings.

This unit introduces students to modern and contemporary Chinese literature in the Chinese language. It includes a brief overview of Twentieth-century Chinese literature, and exposes students to a variety of literary genres. Students are expected to work individually and in groups in order to analyse, evaluate and critique these works, whose social and cultural context is integral to understanding them. This process will not only increase students' understanding and appreciation of Twentieth-century Chinese literature, but it will also develop their critical thinking skills.

This unit introduces students to Chinese classical literature in the Chinese language. It includes a brief overview of Chinese classical literature and exposes students to the prose, poetry, drama and fiction genres of Chinese classical works from the Han dynasty to the Qing dynasty. Through selected readings, students will gain some knowledge of the stylistic and linguistic features of classical prose and develop skills in reading classical Chinese. Students will also develop an understanding of the Chinese literary tradition and an appreciation of the continuing relevance of classical Chinese in contemporary China.

This unit offers a brief review of Chinese film and introduces some of the best Chinese-language productions of the last two decades from mainland China and Taiwan. Students will be required to work individually and in groups to critique the social and moral issues raised in these films. They will also consider the historical context from which these films emerged. This process will develop a deeper understanding of Chinese society and the lives of Chinese people of different eras. It will also enhance students' appreciation of Chinese cultural identity and moral values.

This unit is a thematic unit in the BA Key Program Languages and the BA Interpreting and Translation. It is part of the Chinese major or sub-major and can also be taken as an elective. It introduces students to Chinese thought and way of life - the Confucian-Daoist tradition. Students will explore how China's ancient wisdom shapes its long resilient civilization and how it helps the nation maintain its cultural identity while it exerts an international influence on today's world. Students will read selected works of prominent Chinese thinkers in the original or English versions. This unit will be conducted in Chinese and English.

This unit provides a brief overview of Chinese culture and examines the cultural interchanges of which it has been a part throughout history. Students will analyse the effects of these cultural contacts, both positive and negative. They will also evaluate and critique relevant cultural issues, from a comparative perspective. This process will increase students' understanding of the cultural identity of China, and it will also enable them to appreciate the importance of outside cultural influences, thereby reinforcing an open and mature attitude towards multiculturalism. The unit will be conducted in Chinese.

This unit provides students with an advanced understanding of the issues, processes and practical questions involved in the writing of creative non-fiction. It is intended that students will gain both enhanced theoretical knowledge of writing practices and, through workshop participation and practical exercises, develop both their own writing skills and the ability to critique the writing of others on the basis of sound understanding of the characteristics of the genre.

This unit will introduce students to a variety of texts drawn from the history of crime fiction; including the classic detective story, the Golden Age mystery, US 'Hard Boiled' fiction, the police procedural, and the literary crime novel. Students will develop their knowledge of theories of genre, specifically its formation and evolution, and its implications for the process of making meaning. They will learn about the changing place of crime fiction within the English literary canon, exploring the genre's relationship to questions of artistic value, the distinction between high and low culture, and the differences between literary and popular fiction.

In Culture, Discourse and Meaning students explore our culture by looking closely at how we make and share meaning. You look at how power operates by supporting and promoting some ideas and ways of life but not others. In Culture, Discourse and Meaning you also consider how students might change our culture. In your work in the unit, you will develop analytical, interpretive, and critical skills for culture analysis. Through project-based work, students will develop the capacity to analyse and critique the production and operations of power and consider changes in cultural practice.

This unit explores language at the discourse level, introducing different linguistic approaches used in the analysis of discourse. It provides a general overview of major theoretical frameworks and current issues in discourse analysis. It examines authentic spoken and written examples, and demonstrates how discourse analysis is relevant to other disciplines such as media and communication, education, cultural and gender studies, and so on.

Why can any child learn any language? How come there are so many languages on this planet? What is the most difficult language? What happens to us if we speak more than one language? There are plenty more questions about language that we all have and this unit is all about asking and finding out about language in an engaging way. Students will learn how to ask questions about language and what research can tell us in answering them. The unit will equip students with the tools to investigate many aspects of language as a defining feature of humans.

This unit offers a survey of one or more of the following: drama, drama on film and film drama. It will examine key concepts in cinema theory, dramatic form and film production. Comparison may be made between theatre texts and film adaptations related to the work of specific dramatists; or drama texts may be considered in themselves (often with the screening of filmed versions of these dramas). Alternatively, film itself will be considered as a disinct dramatic form whose contours will be traced in relation to the work of important directors. Viewing films will form an integral part of this unit and students will be expected to attend screenings of films as well as a lecture and tutorial.

This unit provides an introduction into the study of language change. It discusses fundamental questions such as how and why languages change, how we can investigate and theoretically capture language change, as well as how language change is connected to sociocultural change with special focus on the linguistic habitat of Australia.

This is an advanced (Level 3) unit in the Indonesian Specialisation, which should ideally be undertaken after Indonesian 301 and Indonesian 302. The unit provides an overview of the history of the Indonesian language and its relation to the languages of neighbouring countries. Students will learn how Indonesian has developed as a standard language and how its spelling, lexicon and syntactical structures have changed over history.

This is an advanced (Level 3) unit in the Indonesian Specialisation, which should ideally be undertaken after Indonesian 301 and Indonesian 302. The unit introduces students to Indonesian literature through a historical review and reading and analysis of samples of literary works. Students will analyse and discuss the stylistic features of the works studied as well as the social and cultural aspects reflected in them.

This unit aims to develop the communicative competence of students in intercultural contexts and raise their awareness of issues in the use of languages. It helps the students understand hidden socio-cultural dimensions and equips them with the knowledge and skills necessary for intercultural communication. It also prepares them to critically analyse linguistic and cultural differences around them, appreciate linguistic and cultural diversity, and integrate the unit contents into their future careers. The impact of intercultural communication is highlighted in a range of real-life sectors, such as second language teaching and learning, translation and interpreting services, international business, tourism, community services, and organisational communication. Lectures will be delivered in English and depending on demand, language-specific tutorials will be delivered in Arabic, Chinese, Indonesian and Japanese as well as English.

This subject is a capstone subject for the relevant Interpreting and Translation award and is aimed at assisting students in their transition from interpreting and translation trainees to successful professional interpreters and translators. It provides students with the opportunity to participate in practical aspects of the Interpreting and/or Translation professions and related fields, as well as to undertake supervised practice in the workplace. Students will complete the practical work relevant to their field of specialisation, i.e., Interpreting, Translation or both. Together with LANG3067 Preparation for NAATI Certification UG it helps students prepare for the NAATI Certification test to be undertaken when they finish this program.

The focus of this online unit is the language of literature and the craft of writing. The unit explores the rhetorical or figurative dimension of language across literary and non-literary texts. Students analyse a range of short texts - mostly passages from novels and poems - with an eye to the formal basis of their effects. Through recorded lecture pods and online exercises, students are introduced to the basic tools of stylistic analysis, including narrative analysis, metaphorical analysis and critical discourse analysis.

This is a Level 3 unit within the Japanese major program, intended for students who have successfully completed Japanese 202 or have acquired equivalent knowledge. It enhances students' comprehension of and ability to use new grammatical structures, expressions, interaction strategies and Kanji characters. In addition to improving the four primary language skills and ability needed for working in Japan or with Japanese people, this unit aims to advance students' knowledge of the modern Japan through the recommended texts and class discussions. Note: This unit is not suitable for native speakers.

After covering basic Japanese grammar in previous units, this unit is designed to further improve and extend students' competence in Japanese. It enhances students' knowledge and comprehension of Japanese, and develops their ability to apply this knowledge and comprehension to written and spoken Japanese. In addition to the language skills, this unit covers further aspects of Japanese culture through the recommended texts and class discussions. Note: This unit is not suitable for native speakers.

This unit aims to provide students with a valuable insight into modern Japanese culture and society via learning the language at an advanced level. In this unit, students will further enhance their four skills in the language with a focus on listening and speaking.

This unit is designed to enable post-intermediate students of Japanese to learn and practice spoken Japanese at an advanced level. Students will explore Japanese discourse styles and discourse strategies in a range of situations, registers and levels of formality. In addition to the essential readings, materials drawn from educational videos, feature films, television dramas, news programs and language corpus will be used for class discussions and as data for analysis.

Students in this unit will further develop their competency in Japanese with a focus on reading and writing at an advanced level. The unit content is organised around communicative and cultural themes on Japanese society. To expose students to authentic language use, reading materials of different genres are selected from Japanese newspapers, magazines, Japanese language corpus and the internet. Acquisition of Kanji is accelerated through reading and writing tasks.

This unit aims to reinforce the Japanese language in all four skills: speaking, listening, reading and writing, via the medium of Japanese popular culture, e.g. manga, anime, Japanese drama and/or J-pop, by exploring and analysing culturally and linguistically specific issues of the language, e.g. address terms and taking turns. Students will explore natural Japanese text and speech in both casual and formal styles at an advanced level, as well as increase their knowledge and understanding of Japanese popular culture.

This is an advanced Level 3 language and linguistics unit for students of modern Arabic. Lectures for the grammatical concepts component are held in English for students of all languages while other activities are language-specific. The aim of the unit is twofold. On the one hand it aims, to develop a practical and theoretical understanding of the ways in which major concepts used in everyday speech and writing are mapped and organized in the lexicon and the grammar of human languages, and how these forms develop in learners and users. On the other hand, it aims to develop advanced comprehension and production skills in Arabic language, including higher stages optional structures, through critical examination of contemporary and historical text and discourse samples from a variety of registers. An understanding of contemporary Arab culture and society is also fostered through comparative research projects on specific cultural, social and/or linguistic, aspects that are of interest to students. A range of CALL (Computer Assisted Language Learning) activities are utilised for this unit.

In 2013 this unit replaced by 101951 - Chinese 301. This is an advanced Level 3 language and linguistics unit for students of modern Chinese. Lectures for the grammatical concepts component are held in English for students of all languages while other activities are language-specific. The aim of the unit is twofold. On the one hand it aims, to develop a practical and theoretical understanding of the ways in which major concepts used in everyday speech and writing are mapped and organized in the lexicon and the grammar of human languages, and how these forms develop in learners and users. On the other hand, it aims to develop advanced comprehension and production skills in Chinese language, including higher stages optional structures, through critical examination of contemporary and historical text and discourse samples from a variety of registers. An understanding of traditional and contemporary Chinese culture and society is also fostered through comparative research projects on specific cultural, social and/or linguistic, aspects that are of interest to students. A range of CALL (Computer Assisted Language Learning) activities are utilised for this unit.

This unit explores the common origin of law and literature in rhetoric, narrative, interpretation, and culture. Students will study literary representations of justice, violence and morality and explore an interpretive understanding of the law. Core unit texts will usually be drawn from 19th century world literature to the present, though Film and Television texts may also be selected for analysis.

Legal interpreting is a highly complex process that requires specialised training in interpreting techniques, litigation tactics, legal language and the legal system. This unit is a compulsory unit for students in the BA (Interpreting and Translation) course. It can also be offered to practising interpreters who wish to improve and perfect their knowledge and skills in legal interpreting. It aims to provide students with the theoretical background and the opportunity to develop the interpreting skills necessary to operate at the NAATI professional level as a court interpreter. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin and Spanish.

This unit explores a selection of literary works that invite us to examine the tenuous border separating the "human" from the "non-human." Readings will allow students to learn how literary texts employ various formal techniques (allegory, anthropomorphism, etc.) that call into question the conventional opposition between human and animal. Particular attention will be given to the intersection of animality, race, gender, and sexuality. Readings may include one or more national literatures, such as American or Australian literature.

This unit will examine ways in which literature and philosophy interact. It will consider the ways in which literature and philosophy offer important and different ways of thinking. And it will consider the differences between literature and philosophy. Literature will be understood to involve thinking through sensations, while philosophy will be understood to involve thinking through concepts. The unit will examine examples of interaction between literary texts and philosophical texts, considering how literary effects can inhabit philosphical texts and philosophical ideas can permeate literary texts. The unit will consider frequently occurring themes within both literature and philosophy, such as ethics (ways of living and acting).

This unit aims to develop students' skills in interpreting at the professional level (formerly NAATI Level 3) through the modes of dialogue interpreting, consecutive interpreting, simultaneous interpreting, and sight translation in the domain of health services. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin and Spanish.

This unit introduces the postcolonial literatures that emerged in the wake of decolonisation in the second half of the twentieth century. We will read literary works from across the postcolonial world, including from the Middle East, South and South-East Asia, Africa, the Caribbean and Australia, and look at the way in which writers contended simultaneously with the legacy of the colonial system and major historical crises that emerged in the wake of its collapse. We will trace the emergence of the postcolonial reality as writers registered the impact of partition, separatism, persistent dependency, and the large-scale movements of people to the first world, whether as migrants or refugees. Alongside the literature, we will read major works of postcolonial theory: one of the most influential intellectual movements in recent history.

This is a compulsory unit in the Bachelor of Arts (Interpreting and Translation) and the Bachelor of Arts (Interpreting and Translation) Dean's Scholars courses. It aims to provide practice and constructive feedback to students preparing to sit the external NAATI certification examinations.

This unit explores a selection of modern literary works that focus on the question of "race." Readings will allow students to learn how notions of race have shifted over time, giving particular attention to how mixed-race people challenge dyadic conceptions of racial difference. Readings may include one or more national literatures, such as American or Australian literature.

'Contemporary Irish Writing' is a level 3 subject within the English and Creative Writing Majors/Minors. This subject examines a range of contemporary Irish writing across several different genres. It will provide an opportunity for students to read and study in detail a variety of texts that explore Irish consciousness in light of the social, cultural and political transformations of contemporary Irish society. Students will be asked to consider the ways in which these texts interrogate Irishness and identity, as well as issues of gender, sexuality, race and the environment in rural and urban Ireland.

This unit is designed for students who are interested in understanding how a second language is learned. It examines learning in both natural or classroom contexts as well as language development in child and adult learners. Students are introduced to current theories of Second Language Acquisition, as well as current research and its applications to the classroom or the translation process. Students will conduct a small research project to become familiar with the process of learning a second language and some basic research notions and techniques.

This unit surveys short fiction written in the Americas in English, French, Spanish and Portuguese during the twentieth century. It examines the history of short fictional genres, theories of their functioning, and the ways in which they register and transmit the various national and regional cultures of the Americas. The unit allows students majoring in Spanish to undertake language-specific assessment tasks (reading original texts in Spanish and writing their essay in Spanish) while other students read the texts and complete their assessment tasks in English.

This unit is designed to develop students' interest in language and society and give them an understanding and appreciation of variation in language (accents, dialects) and language change, language planning, as well as the interdependent relationship between language learning, communicative competence and cultural practices, both in the Australian context and also in a more global context. It also aims to show students how this unit fits in with other language and linguistics-related disciplines, e.g. Linguistics, Bilingualism and Biculturalism, Second Language Acquisition.

This unit is a Level 3 component of the Spanish major. It is intended for students who have already acquired a high intermediate level of proficiency and who wish to consolidate and improve this proficiency. It enhances students' knowledge and comprehension of Spanish grammar, and develops their ability to apply such grammatical knowledge in their spoken and written language.

This unit is a level 3 component of the Spanish major which extends the skills acquired in Spanish 301. It develops in students an advanced mastery of Spanish grammar, and develops their ability to apply this grammatical knowledge in oral and written communication. In addition to the language skills, this unit covers further aspects of Spanish culture through the recommended texts and class discussions.

This unit aims to develop the writing skills to prepare them to make professional use of the language. It is particularly recommended for those who wish to involve themselves in areas such as language teaching and translation. Students will be introduced to a full range of text types and language purposes. They will be guided to analyse, interpret and evaluate passages provided, and will be encouraged to extend their ability by experimenting with a variety of writing styles.

As a companion unit to Spanish 303: Advanced Writing Skills, this unit aims to prepare students to make professional use of the language, in this case by placing particular emphasis on oral skills. It is also specially recommended for those wishing to pursue careers in areas such as language teaching and translation. Students will be introduced to a full range of oral text types and language purposes. They will be guided to analyse, interpret and evaluate examples of oral discourse, and encouraged to develop effective public speaking skills.

This is a compulsory unit for students of the BA (Interpreting and Translation) (Spanish), and one of the optional units for students with advanced language skills in Spanish enrolled in the BA. It aims to introduce students to the study of contemporary Hispanic literary works so that they may acquire an appreciation of contemporary Latin American and Spanish literature and an understanding of the historical, political and social contexts in which that literature developed. Emphasis will be placed on the writer's role as an interpreter and critic of society.

This unit aims to introduce students to the history of Spain and Latin America in the Twentieth century to enable them to understand the historical background to present-day events, and to identify the major contemporary policy issues in these regions of the world.

This unit provides an introduction to the social and cultural history of Spain of the Sixteenth and Seventeenth centuries, and to the principal literary monuments of this period. The unit is based on the study of selected representative texts and appropriate background readings.

This unit aims to give students an understanding of the phonological, morpho-syntactic, semantic and pragmatic changes in the Spanish language as spoken and written at the start of its second millennium. Particular attention will be paid to the dialectal geography of the Hispanic world, and to the problems faced by the language today, with particular reference to its 'Spanglish' version in emigre communities in the United States and Australia, and to information technology.

This Level 3 Languages and Linguistics unit is, primarily, a self-study unit designed to cater for a special area of interest in languages and linguistics not otherwise covered in the units on offer in the languages program or in the BA (Interpreting and Translation) and/or where the student may otherwise find it difficult to complete his or her program of study. Once the topic chosen by the student is approved by the Unit Coordinator a supervisor is nominated and an individually-tailored learning contract, including appropriate language-specific and/or linguistics readings and tasks, is drawn up in collaboration with the supervisor and is submitted to the Unit Coordinator for approval. This approval process should happen, ideally, at least one week prior to the beginning of the teaching semester.

This unit explores the functional, discursive, rhetorical, syntactic, semantic and lexical features of texts in the following specialised fields: tourism, news media, legal texts, technical & scientific materials. Knowledge of the functions and textual features of specialised texts will provide a basis for translating these specialised texts from and into English. Students will analyse the texts in both languages, and discuss ways in which the texts are to be translated. The unit will be available, depending on sufficient demand, for Arabic, Japanese, Mandarin and Spanish.

The unit provides support for students in the BA (Interpreting and Translation) program to develop their analysis skills of the texts they will confront in their translation work. It is a bilingual unit, that is texts in both English and the respective Language Other Than English will be analysed to reveal the structures of meaning and linguistic and contextual features of the texts. It encourages close readings of source texts, understanding where extra-textual knowledge is relevant, and identifying essential meaning components underlying surface linguistic features.

This unit explores the status and success of the novel as the dominant modern literary form. It examines aspects of the history and development of the novel from the seventeenth century up to the present, along with a range of novelistic texts from one or a number of literary traditions: from classic British and/or American texts to contemporary postcolonial fiction; from the search for the mythical "great Australian novel" to famous and not-so-famous works in languages other than English.

This unit focuses on the study of women's writing from a broad social and cultural context. While the women writers will change from offering to offering, the content will remain centred on feminist theory and discourses of race, ethnicity, class and gender. The unit will draw on a variety of genres including drama, fiction, poetry, essay and short story. Students will explore women's concerns about motherhood, marriage, violence and domesticity; cultural identity, vocation and the body as (sexual) object. They will also explore women's experiences of madness and victimisation; segregation and alienation; power/lessness and the public sphere.

This unit examines representative works of world literature written in languages other than English in order to address a range of literary and cultural issues, including the role of translation in crosscultural communication.

This unit explores the social dimensions of literature, both generally, by considering the role played by tradition, authorship, genre and style in the literary exploration of values, and in specific terms, through a close examination of works which have had an important social impact in their time, including those in translation, from a range of contemporary literatures. The lecturers are members of the Writing and Society Research Group, many of whom are practising authors.

This unit explores the value of literature by examining its competing uses in a range of historical contexts down to and including our own. Literature's potent combination of pleasure and instruction embraces conflicting personal, ethical, political, social, and ideological uses even as it resists them. The unit brings a comparative focus to bear on texts from diverse historical and cultural settings as a way of reflecting on and rediscovering the value of literature in the digital age. Students will also explore the function of criticism to educate the individual sensibility and shape the cultures of public life. Primary texts include poems, narrative fiction, essays, and may include drama, film, and other audiovisual material.

This is an advanced (Level 3) unit in the Indonesian Specialisation. It focuses on the Indonesian language styles and vocabulary appropriate for academic purposes. Students will learn formal language through reading authentic materials, engaging in open discussion, and writing on topics related to Indonesian culture, language, and other historic and current issues in an academic manner. Students will develop their formal writing skills in Indonesian and will learn how to discuss academic subjects in a formal style. They will begin to develop their ability to translate Indonesian and English texts in a formal manner. They will also develop intercultural awareness by comparing and contrasting academic styles and contexts in Australia and Indonesia.

This is an advanced (Level 3) unit in the Indonesian Specialisation. It focuses on the Indonesian language styles and vocabulary appropriate for academic purposes. Students will learn formal language through reading authentic materials, engaging in open discussion, and writing on topics related to contemporary Indonesian society and current issues in an academic manner. Students will develop their formal writing skills in Indonesian and will learn how to discuss academic subjects in a formal style. They will further develop their ability to translate Indonesian and English texts in a formal manner. They will develop skills that will assist them to interpret spoken and written Indonesian texts through exploring ways of building up the specific language required to gain a deeper understanding of any particular topic.

This is an advanced (Level 3) unit in the Indonesian Specialisation, which can be undertaken following on from Indonesian 202, 301, or 302 as well as by students with sufficient language skills due to Indonesian or Malay background. The unit further develops students' Indonesian academic language skills by focusing on language resources appropriate for academic purposes. Students will be exposed to a range of academic texts and related online materials to support the development of academic Indonesian skills.

This is an advanced (Level 3) unit in the Indonesian Specialisation, which can be undertaken following on from Indonesian 202, 301, or 302 as well as by students with sufficient language skills due to Indonesian or Malay background. The unit further develops students' Indonesian academic language skills by focusing on language resources in various genres appropriate for academic purposes. Students will be exposed to a range of academic texts and related online materials to support the development of academic Indonesian skills.

In English Talk students engage with spoken forms of English communication, ranging from the casual conversations and interactions of everyday life, through the spoken texts of contemporary media to the more formal spoken genres of political speeches, lectures and other forms of public discourse. Students learn how to analyse forms of spoken English using speech act theory, conversation analysis, and functional models of analysis. Students are provided opportunities to consider their own participation in spoken forms of discourse in English by constructing, analysing and redeveloping the kinds of spoken interaction they will participate in in professional and social settings.

This unit examines the writing, performance and theories of Western tragedy and comedy since their beginnings in the ancient world to modern times. In this unit, students read tragic and comic drama, some of which is in translation, as well as key theories of tragedy and comedy. The unit begins with the dramas of the Ancient Greeks, and through an examination of the plays and their context of production, students will be introduced to key ideas about tragedy's and comedy's structure, dialogue, staging, characterisation, audience, and central themes. The unit will trace the development of tragedy and comedy through key periods, including the Renaissance; and it may include a consideration of texts from the twentieth century onwards that have been written for media other than the stage. While tragedy and comedy are intimately linked with ideas about death and rebirth, the unit is closely concerned with the way in which moral choice lies at the heart of both genres.

This is a compulsory unit in all the postgraduate NAATI approved awards. It aims to provide practice and constructive feedback to students preparing for the accreditation examinations. A pass in the unit in at least one of the following options: Interpreting, Translation into English, or Translation from English with 70% will make students eligible for NAATI accreditation on completion of the rest of the requirements of the course.

This unit aims to introduce students to the framework of audiovisual translation in the form of subtitling for films, documentaries and other screen programs and captioning for hearing impaired viewers. The content of the unit will cover the principles, constraints, guiding rules, translation strategies that specifically govern subtitling and captioning. It will also introduce students to related translation theories and the application in practice. The class will be non-language specific, but students will be expected to work from and into their language other than English.

Bilingualism and Biculturalism are important aspects of life in Australia. Throughout much of the world, bi-multilingualism is the norm for both children and adults. This unit aims to give students an understanding and appreciation of the most important facets and manifestations of bi-multilingualism and bi-multiculturalism, in the linguistic, cognitive, personal, societal and educational spheres. It also aims to show students how this unit relates to broader studies in education, humanities, linguistics, and social sciences. This unit equips students with current research theories and methods in working effectively in early childhood and primary education, language teaching and other workplaces in bi-multilingual and bi-multicultural contexts.

The unit builds student skills in different settings of business interpreting, from formal business meetinfs to on-site work in production units to business social activities. Interpreting skills are honed through practice utilising live, media and internet input. The unit also examines the complexity of the interpreter's role and the interrelationship between business ethics and interpreting ethics when interpreters function as members of a business team.

This unit aims to develop skills in Community Translation (also known as Public Service Translation), which focuses on facilitating written communication between public services and community members who do not have a good command of mainstream language(s). The aim of the unit is for students to develop skills in producing target texts in styles appropriate to specific groups and communities, and to the content and function of the source text. The unit also aims to develop skills in researching and using appropriate specialist terminology, editing and revising, and producing camera-ready documents. On the basis of these skills, the unit is to further develop students' ability to reflect upon translation in terms of strategies and appropriateness in relation to the target audience as well as make critical written and oral assessment of relevant translations. The unit will be available, depending on sufficient demand, for Arabic, Japanese, Mandarin, Spanish, Korean, Persian and Vietnamese.

Conference Interpreting is a highly complex activity which requires a high level of bilingualism, expertise in a variety of interpreting skills and knowledge of specialised discourse and contextual issues that relate to international fora. This unit aims to introduce students to the theory and practice of Conference Interpreting. The theoretical concepts that underpin Interpreting will be taught and become the basis for all practical work.

This unit introduces students to the field of TESOL and to some of the historical, socio-cultural and academic contexts which influence it - adult education, linguistics, intercultural and migration factors, bilingualism studies and new technologies. It provides students with some insight into the key issues in these fields which impact on the teaching and learning of English as a second/foreign language.

The aim of this unit is to develop skills in applying rigorous analysis and critical assessment to research-based literature in general, through an examination of literature in a particular field. This unit is intended to provide candidates with the basic skills needed to do critical analysis of literature while also enabling them to gain more familiarity with theories, issues, and problems in a particular research area. Literature will be analysed through a balanced and constructive critique of its strengths and weaknesses, providing suggestions for how the work might have been improved.

This unit invites students to study the grammar of English from two related perspectives, formal grammar and functional grammar. The unit provides students with skills in the use of grammar in application to the analysis of a diverse range of texts. Students will develop an understanding of the structures and the functions of English across contexts. This skilled application will enhance their capacities as teachers of English, understanding how English varies in its use and allowing them to support their own students' skilled use of English across contexts.

This unit considers the intersection of gender and genre in various narrative forms. Through a variety of texts that may include polemic, conduct literature, plays, novels, poetry and film, students will examine the construction of masculinity and femininity within various genres, and consider the ways in which genres themselves may be gendered. Beginning in the seventeenth century, the unit also considers the strategies that women writers, in particular, have used to participate in literary production by adopting and adapting particular generic conventions. A consideration of the ways in which gender and genre may be connected also allows students to consider questions of literary production and circulation, literary value and reputation.

This unit aims to develop the students' communicative competence in intercultural contexts, raise their awareness of issues in language use and socio-cultural dimensions, and equip them with the knowledge and skills necessary for intercultural communication. It also prepares students to critically analyse linguistic and cultural differences around them, appreciate linguistic and cultural diversity, and integrate the unit contents into their future careers (e.g. further studies or employment). It highlights the impact of intercultural communication in a range of real-life sectors, such as second language teaching and learning, translation and interpreting services, international business, tourism, community services, and organisational communication.

This is a pool unit in some postgraduate interpreting and translation courses. The unit is aimed at developing essential skills in interpreting and deals with the specialised technical skills necessary for the different modes of interpreting: dialogue, consecutive, simultaneous, and sight translation. Given the large amount of independent practice needed to develop competence in interpreting, it pays special attention to the teaching of techniques for autonomous learning. Lectures are held in English for students of all the languages available. The tutorials are language specific in Arabic, Japanese, Mandarin or Spanish.

This subject is a capstone subject for the relevant Interpreting and Translation award, aimed at assisting students in their transition from interpreting and translation trainees to successful professional interpreters and translators. It provides students with the opportunity to participate in practical aspects of the Interpreting and/or Translation professions and related fields, as well as to undertake supervised practice in the workplace. Students will complete the practical work relevant to their field of specialisation; i.e., Interpreting, Translation or both. Together with LANG 7030 Preparation for NAATI Certification (PG) it helps students prepare for the NAATI Certification test to be undertaken when they finish their program.

This is the core unit for students in postgraduate coursework programs in Interpreting and Translation. It introduces students to translation theory and practice of Interpreting. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Chinese (Mandarin), Spanish, Korean and Vietnamese.

This is a core unit for students in postgraduate coursework programs in Interpreting and Translation. It introduces students to the theory and practice of Translation. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin, Spanish, Korean and Vietnamese.

This unit is intended for Linguistics Honours students as well as TESOL and Interpreting and Translation Postgraduate students aiming to provide a focused theoretical and research framework in the area of second language acquisition (SLA) from a psycholinguistic viewpoint. This unit widens the theoretical and methodological basis of students intending to undertake further studies and/or research in the Linguistics and SLA area and also serves the TESOL and languages teachers interested in applying SLA-based knowledge to language learning, pedagogy and classroom research.

This unit aims to help postgraduate students acquire the knowledge and skills to design and carry out a research project in the field of Languages and Linguistics (I.e. Contrastive Linguistics, Sociolinguistics, Language-in-Education Planning, First and Second Language Acquisition, Interpreting and Translation, Discourse Analysis and Descriptive Linguistics). It includes theoretical and practical work in specific areas of research in Languages and Linguistics.

This unit provides the opportunity for students in postgraduate Interpreting and Translation and Research Studies programs to undertake an independent research project. The topics for the projects are related to their needs and interests in areas such as languages, linguistics, translation and interpreting studies or teaching related issues.

Legal interpreting is a highly complex process that requires specialised training in interpreting techniques, litigation tactics, legal language and the legal system. This unit is a compulsory unit for students in key postgraduate courses in Interpreting and Translation course. It can also be offered to practising interpreters who wish to improve and perfect their knowledge and skills in legal interpreting. It aims to provide students with the theoretical background and the opportunity to develop the interpreting skills necessary to operate at the NAATI professional level as a court interpreter. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin, Spanish, Korean and Vietnamese.

This unit examines a range of theoretical approaches to literature, the majority of which have proliferated since the beginning of the 20th century. These may include: structuralism, poststructuralism, feminism, postcolonialism, psychoanalysis and posthumanism. In presenting this 'contemporary' mode of engaging with literary texts, 'Literary Theory' asks how we might theorise our approach to reading, and how individual texts allow us to theorise the literary in general.

This unit aims to develop in students an appreciation of different literary genres in English and in their other language (LOTE) with an emphasis on stylistic and cultural issues to provide a basis for literary translation. The unit will cover literary translation theory and introduce relevant strategies to be applied in practice. The class will be non-language specific, but students will be expected to work from and into their language other than English.

This unit aims to develop students' skills and knowledge in interpreting at the Professional level (formerly NAATI Level 3) through the modes of dialogue interpreting, consecutive interpreting, simultaneous interpreting and sight translation in the domain of health services. Lectures are held in English for students of all languages. The tutorials are language specific in Arabic, Japanese, Mandarin, Spanish, Korean and Vietnamese.

This is a compulsory unit in the Master of Interpreting and Translation, Master of Translation and TESOL, Graduate Diploma in Translation and Graduate Diploma in Interpreting courses. It aims to provide practice and constructive feedback to students preparing to sit the external NAATI certification examinations.

This unit introduces students to fields of language assessment and testing in TESOL. It provides students with some insight into the key language components for assessment, assessment design and development. It also equips students with updated knowledge about different assessment approaches which impact on the teaching and learning of English as a second or other language in local and global contexts.

This unit explores the functional, discursive, rhetorical, syntactic, semantic and lexical features of texts in the following specialised fields: tourism, news media, legal texts, technical & scientific materials. Knowledge of the functions and textual features of specialised texts will provide a basis for translating these specialised texts from and into English. Students will analyse the texts in both languages, and discuss ways in which the texts are to be translated. The unit will be available, depending on sufficient demand, for Arabic, Japanese, Mandarin and Spanish.

This is a professional practice unit which consists of an internship in an English language teaching organisation for students of TESOL. It involves participation in the various aspects of the work of the teaching organisation, including a supervised English language teaching practice component for local students. Assessment items facilitate students' self-reflection on their teaching practice and critical evaluation of teaching methods and needs assessment in practice.

This unit is the final component in the Master of Arts in TESOL course. Equipped with knowledge and research skills developed in previous course components, students undertake independent and guided research activities and propose pedagogical solutions to specific TESOL classroom situations. Students will demonstrate the practical application of this research by undertaking a TESOL project which culminates in a 12,000-15,000 word research report or teaching proposal. Students have the opportunity to research specific TESOL interests in depth. These include, but are not limited to, generic Applied Linguistics, Task-Based Language Teaching, English as a Foreign Language (EFL), Second Language Acquisition, Second or Other Language Maintenance, English for Academic Purposes (EAP), or discrete elements of Pedagogy.

The unit provides support for students in the postgraduate Interpreting and Translation programs to develop their analysis skills of the texts they will confront in their translation work. It is a bilingual unit, that is texts in both English and the respective Language Other Than English (i.e. Spanish, Chinese, Arabic, Japanese, Vietnamese, Korean) will be analysed to reveal the structures of meaning and linguistic and contextual features of the texts. It encourages close readings of source texts, understanding where extra-textual knowledge is relevant, and identifying essential meaning components underlying surface linguistic features.

This unit aims to equip students with the theoretical and practical knowledge needed to effectively apply information and communication technologies to translation and other language related tasks. It focuses on translation memory and terminology management systems, and on the workflow involved in the handling of multilingual content. Emphasis is also put on uses of the Internet as a resource tool, and to the principles of controlled language for text to be processed by machine translation (MT). Tutorials will be conducted in a computer lab where students will familiarize themselves with leading computer-assisted translation (CAT) software applications.