professional writing

Unit Outline

CMU101-PROFESSIONAL WRITING
Unit Coordinator	Mr. Arslan Kiyani
Email Address	[email protected]
Lecture Time	Tuesday 10:00am-12:00pm; 2:00pm-4:00pm
Tutorial	Tuesday 12:00pm-1:00pm; 4:00pm-5:00pm
Consultation Times	On request by email
Trimester	Trimester 1 Block 2
Year	2018

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Contents:

Section 1: General Information

1.1. Administrative details

1.2. Core or elective unit

1.3. Unit weighting

1.4. Student workload

1.5. Mode of delivery

1.6. Pre-requisites

1.7.Other Resource requirements

Section 2: Academic Details

2.1 Unit content and structure

2.2 Student learning outcomes

2.3 Link to graduate attributes

2.4 Seminar/Workshop topics

2.5 Teaching methods/strategies

2.6 Student assessments

2.7 Prescribed and recommended readings

2.8 Online learning support

Section 3: Academic Misconduct & Plagiarism

3.1 Academic misconduct

3.2 Early intervention for students at risk

3.3 Special consideration for examinations

Section 4: Assessment Submission

4.1 Assignment submission

4.2 Penalties for late submission of assignments

Section 5: Appeals

Section 6: Special Consideration

Section 7: Course Evaluation and

Development Section 8: Quality Assurance

SECTION 1: GENERAL INFORMATION

1.1 Administrative details

Welcome to Elite Education and CNU101 Professional Writing. This document provides you with information relevant to successful completion of this unit; including schedule of lecture topics, prescribed texts, assessment policies, assessment tasks, examinations, academic and administrative contacts and online learning support facilities.

Refer also to your Student Handbook 2016-2017 for further information to assist you with your studies. If you have any concerns or questions please contact the EE staff. If leaving a phone message or email please allow at least one working day for our staff to respond.

The Elite Student Handbook provides valuable general information for students and a printed copy will be provided to you. In addition, the Institute staff are available to assist you personally during office hours.

Associated higher education awards	Duration	Level	Unit Coordinator
Bachelor of Business (Professional Accounting)	14 Weeks	1st year	Ms. Elaine Lau
Bachelor of Business (Business Management)	14 Weeks	1st year	Ms. Elaine Lau
Bachelor of Business (Communication & Public Relations)	14 Weeks	1st year	Ms. Elaine Lau

1.2 Core or elective unit

Core Unit

Elective Unit

Other (Please specify below):

Core Unit in Bachelor of Business (Communication & Public Relations); Elective in

Bachelor of Business (Professional Accounting) and Bachelor of Business (Business Management)

1.3 Unit weighting

Unit credit points	Total course credit points
6 Credit Points	144 Credit Points for Bachelor of Business (Professional Accounting) 144 Credit Points for Bachelor of Business (Business Management) 144 Credit Points for Bachelor of Business (Communication & Public Relations)

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1.4Student workload

Principal learning in this unit is through face to face lectures and tutorials and/or discussion seminars supported by private study involving preparation for classes and assessment tasks.

Indicate below, the expected student workload per week for this unit:

No. timetabled hours/Week*	No. personal study hours/Week**	Total workload hours/Week***
6 hours face-to-face (lecture and tutorial session)	12	18

* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.

** Total time students are expected to spend per Session in studying, completing assignments, etc.

*** That is, * + ** = workload hours.

For those students requiring additional English language support, how many additional hours per week is it expected that they will undertake? Additional English language support: 2 hours per week

1.5 Delivery mode

Tick all

applicable delivery modes for the subject:

Face to face on

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Intensive (provide details)

Block release (provide details)

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activity Mixed/blended

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Course is delivered for 6 hours per week in a 7

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Other (please specify)

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1.6Pre-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this subject?

Yes No

If YES, provide details of the prerequisite or co-requisite requirements below.

1.7 Other resource requirements

Do students require access to specialist facilities and/or equipment for this unit (e.g. special computer access / physical education equipment)?

Yes No

SECTION 2: ACADEMIC DETAILS

2.1 Unit Content and Structure

This unit introduces academic writing used in tertiary level degree courses and the critical thinking skills required to use these effectively. The unit focuses on the academic essay as a platform for learning compositional skills necessary for report, article, paper and thesis writing at the undergraduate levels. The kinds of essays covered in this unit are Comparison and Contrast, Classification, Process Analysis, Cause-and-Effect Analysis, and Argumentative Essays. The unit moves from outlining the academic writing process to paragraphing, and through to the typology of essays. In addition, a practical focus is brought to bear on essay writing and grammar in a number of informal and formal assignments. Assistance with academic essay writing is provided in tutorials that complement the main lectures. The unit also includes a section on errors in grammar and sentence construction commonly found in university level essays and reports.

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2.2Student Learning Outcomes

After successfully completing this unit, a student will be able to:	Graduate Attribute achieved
1. Demonstrate advanced oral and written communication skills and clear progress in an ability to understand and use different forms of essay relating to the nature and function of English in undergraduate	Disciplinary knowledge, Critical thinking,
2. Demonstrate an understanding of the nature and function of English language in the contemporary academic environment;	Disciplinary knowledge, Critical thinking, Social responsibility, Problem solving
3. Demonstrate an understanding of the different kinds of essays and the role of essays in English language for the academic business environment;	Disciplinary knowledge, Problem solving
4. Engage in self-directed learning using appropriate research techniques to acquire and utilize information relating to the use of the English language in the academic business environment.	Disciplinary knowledge, Problem solving, Communication skills

2.3 Link to graduate attributes

In this unit, students will be encouraged and facilitated to develop the graduate attributes of:

· Knowledge Skills: The ability to engage in independent research and to design, plan and execute complex linguistic concepts, and a coherent knowledge of the English language and business terminology that complements academic disciplines that relate to business studies and practice;

· Problem Solving Skills: The ability to strategically analyse linguistic concepts, and evaluate options and viewpoints to reach and implement decisions;

· Communication Skills: Advanced oral and written communication skills suited to the use of Business English in an academic environment; and

· Ethics and Academic Responsibility: A clear understanding of approaches to ethical decision- making, and the ability to recognise and reflect upon and respond to ethical issues likely to arise in academic contexts, coupled with an ability to recognise and reflect upon the responsibilities of business students in promoting academic integrity.

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2.4 Seminar Sessional Schedule

Week No.	Topic	Topic Learning Outcomes On completion of this topic students will be able to:
Week 1A	English grammar revision	· Discuss basic difficulties of: · nouns, · verbs, · articles, · adjectives, and · adverbs. · Analyse notoriously confusable terms.
Week 1B	Introduction to the writing process and basic difficulties in writing Reading: Smalley et al Ch 1	· Review the basic strategies of the writing process. · Examine prewriting techniques for generating ideas.  Discuss the structure of an essay · Analyse the basic difficulties in writing.  Review academic standards
Week 2A	Introduction to the paragraph. Composition skills. Narrative Paragraphs. Reading: Smalley et al Ch 2 & 3	· Discuss types of paragraphs. · Develop composition skills. · Explain coherence as an element of a paragraph. · Analyse the importance of links between ideas – transitions. Writing Exercise 1 (informal assessment).
Week 2B	Descriptive and Expository Paragraphs Reading: Smalley et al Ch 4 & 5	 Understand descriptive paragraphs.  Understand expository paragraphs. Writing Exercise 2 (informal assessment).
Week 3A	Introduction to the Essay Reading: Smalley et al Ch 6	· Understanding the purpose for and the characteristics of the three parts of an essay · introduction, · developmental paragraphs, and · conclusion. · Examine grammar. · Discuss commonly confused words. · Explore essay writing skills. · Write an outline for an essay. Writing Exercise 3 (informal assessment).
Week 3B	The Example Essay Reading: Smalley et al Ch 7	· Demonstrate the example essay. · Examine essay writing skills. · Coherence: transitions between paragraphs (keywords and phrases). · Grammar: quotation, paraphrase and plagiarism.

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Week No.	Topi c	Topic Learning Outcomes On completion of this topic students will be able to:
Week 4A	The Comparison and Contrast Essay Reading: Smalley et al Ch 8	· Describe the comparison and contrast essay. · Learn how to write an essay that compares and contrasts. · Grammar: commonly confused words and phrases I.
Week 4B	The Classification Essay Reading: Smalley et al Ch 9	· Describe the classification of essays. · Examine principles of classification. · Break a subject down into parts. · Grammar: commonly confused words and phrases II.
Week 5A	The Process Analysis Essay Reading: Smalley et al Ch 10	· Define directional process. · Define informational process. · Choose a topic for the process analysis essay. · Grammar: revision of tenses · The simple present vs. the present progressive and · The simple past vs. the past progressive and the past perfect (pluperfect).
Week 5B	The Cause and Effect Essay Reading: Smalley et al Ch 11	· Define causes and effects of events. · Describe causal chains. · Examine principles of organization for the cause-and-effect essay:  order of familiarity;  order of interest; and  order of importance. · Grammar: Conditionals – Real Conditions and Unreal Conditions. · Various classroom activities and informal assignments. · Preparation for Grammar Test.
Week 6A	The Argumentative Essay Reading: Smalley et al Ch 12	· Discuss opinions supported logically by evidence. · Understand convincing and persuading the reader. · Analyse maintaining objectivity.
Week 6B	Final Exam Revision and Self-Exam Preparation
Week 7	Final Examination

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2.5Teaching methods/strategies

This unit is delivered through a seminar/workshop, which will be conducted for 6 hours per session of face-to- face contact.

Sessions will introduce new material that is part of the unit and provide the opportunity to review and reinforce understanding of material covered in previous sessions. These sessions will be delivered interactively, with opportunities for students to answer questions posed by the seminar/ workshop lecturer. Students will also work in formal and informal groups to engage with discussion questions, debate issues, critically evaluate case studies, complete focused research exercises, conduct peer evaluation of other group member’s contributions and performance and deliver oral presentations to the seminar workshop.

Students are also encouraged to ask questions to aid in their understanding of the material, as well as to aid the development of their critical thinking skills as relevant to this unit.

Seminar/ Workshop notes for each Session will be provided electronically on the online elearning system – Moodle ( http://ee.edu.au/elearning/moodle/login/). Students are required to print and read the notes prior to each seminar/workshop. Additionally, you will be directed to the online learning system by the seminar/workshop lecturer to additional materials such as case studies, articles and assessment materials where reading and some preparation prior to a session is required. The notes and learning materials provided are intended to facilitate your learning. You are expected to take your own notes and read widely from the recommended textbooks and journal articles (see Section 2.7) to enhance your learning and understanding of the course content.

Seminar/workshop sessions should be viewed as an opportunity for students to interact with other learners as well as their lecturer. Seminar/workshop sessions classes may be conducted in a computer laboratory, allowing students to carry out computer - based activities as required.

2.5.1 What is expected of you as a student

Attend lectures, take notes and ask questions.

Attend your scheduled seminar/workshop and seek feedback from your teacher on your work. Read appropriate sections of the recommended textbook and academic readings, add to your notes and prepare questions for your lecturer or seminar/workshop teacher. Prepare answers for the following Session’s seminar/workshop questions and activities.

2.5.2 Getting help before an issue becomes a problem

It is most important that you understand the requirements of this unit by reading all supplied documentation. If you need assistance or clarification for any part of this course, please contact your lecturer in the first instance, either via email or as appropriate during timetabled sessions.

2.5.2 Attendance

Students are expected to attend every scheduled session for this unit as per their timetable. Attendance at Sessions for which quizzes, examinations or assignments are due is compulsory. Unavoidable non- attendance due to illness or circumstances beyond your control must be supported by appropriate documentation in order to request any possible special consideration. Other non-attendance may result in no marks for the assessment task.

2.6Student Assessments

Learning outcomes for subject	Assessment Task
	Type of Assessment	When assessed	Weighting (% of total Marks for subject)
Demonstrate an understanding of the nature and function of English language in the contemporary academic environment;	Individual Assignment 1 Writing an essay with 800 words on topics including friendship; success; addiction; a good teacher; a good parent or similar	Session 3	15%
Demonstrate an understanding of the different kinds of essays and the role of essays in English language for the academic business environment;
Engage in self-directed learning using appropriate research techniques to acquire and utilize information relating to the use of the English language in the academic business environment.
Demonstrate an understanding of the nature and function of English language in the contemporary academic environment;	In-class Assignment 2 In-class assignment which will account for 20% of final result. Writing an argumentative essay with 1000 words in class	Session 6	20%
Understanding of the different kinds of essays and the role of essays in English language for the academic business environment.
Demonstrate advanced oral and written communication skills and clear progress in an ability to understand and use different forms of essay relating to the nature and function of English in undergraduate business courses;	Final Examination: Three (3) hour examination. Final Examination Consisting of multiple choice (25%), analytical problem solving (50%) and short answer comments (25%) on the contents of the unit.	Final Exam Period	65%
Understanding of the nature and function of English language in the contemporary academic environment.
Understanding of the different kinds of essays and the role of essays in English language for the academic business environment.

1. Assignment 1&2 (35%)

Students are required to finish two essays, details will be provided in Moodle from week 3.

2. Final examination (65%)

Examination of 180 minutes duration will be conducted in Final Exam Period. The questions for the final examination will be sourced from any of the topics covered during the term of the subject.

The structure of the final examination will be provided in the week prior to the examination date.

2.6.1 Assessment

In order for students to be eligible to attend the final examination AND to receive a pass grade in any Academic Unit, students must meet ALL of the following criteria:

a. Attend at least 50% of scheduled seminar/workshop sessions;

b. Attempt all within-semester assessment tasks to the satisfaction of the lecturer-in-charge;

c. Attend the final examination and submit a completed exam script*;

d. Achieve an overall mark of at least 50% in the unit**.

e. Student must also pass the final exam (with a mark of at least 50%) to pass the unit

Note* A student unable to attend the final examination owing to a documented and verified illness will have an opportunity to sit for a supplementary exam. A student must make formal application for a supplementary exam as soon as practicable after the illness and within five (5) working days of the end of the examination period. See Special Consideration section below for more information.

Note** A student who fails the unit but achieves an overall mark of 30% or more will be eligible to take a re- sit examination provided conditions (a) and (b) above have been met.

A student can take only one supplementary exam or one re-sit examination in a unit each semester.

(Note: if a student fails the final exam when a pass in the final exam is required to pass the unit, then the maximum total mark that can be awarded for the unit is 44. If a student passes the final exam and the total mark for the unit is between 45 and 49, a conceded pass will be awarded. A conceded pass cannot be awarded to a student who fails the final exam when a pass in the final exam is required to pass the unit.)

Failure to meet these required standards will result in a fail in this unit. The final grades in the unit and in ea ch of the assessment tasks will be allocated according to the following scale:

Grade	Score
High Distinction (HD)	85-100
Distinction (D)	75-84
Credit (C)	65-74
Pass (P)	50-64
PC (Pass Conceded)	Concessional pass which allows progression to another unit for which the former unit is a pre-requisite 45-49
F (Fail)	0-44

2.6.2 Purpose and Function of Group Work (This section applies only where group work is required)

Group work facilitates peer learning and encourages students to develop collaborative skills. Studying collaboratively has been shown to directly enhance student learning by:

· enhancing understanding;

· students learning from one another and benefiting from activities that require articulation and testing of their knowledge;

· providing an opportunity for students to clarify and refine their understanding of concepts via discussion and rehearsal with peers. Group work can facilitate the development of generic skills valued by employers which include:

· teamwork skills (skills in working within team dynamics; leadership skills);

· analytical and cognitive skills (analysing task requirements; questioning; critically interpreting material; evaluating the work of others);

· collaborative skills (conflict management and resolution; accepting intellectual criticism; flexibility; negotiation and compromise); and

· organisational and time management skills.

Procedures for Selecting Groups, Roles and Responsibilities, and Conduct of meetings

Group selection processes will be determined by students within the first three Sessions of class. That is groups must be formed by the students by Session 3* (this is indicative and may be varied by your lecturer). Group members will exchange contact details and formulate and agree on a Group Processes Plan and a Pre- Project Action Plan. The Group Processes Plan details member roles, identifies group rules, allocate tasks and responsibilities, and shows agreed project milestones. The Pre-Project Action Plan details problems and issues that may arise and how the group will manage them. Both plans are to be completed, signed by all group members, and submitted to the lecturer by Session 5. Students are to actively manage the conduct of meetings and record member contribution.

Conflict and Grievance Procedures

Group work functions best when everyone participates actively in the development of the project. However, sometimes you will need to address situations where one or more members do not attend meetings or complete work. In the first instance, such conflict and grievance issues should be handled within your group. The Pre-Project Action Plan will provide the details that you agreed at the outset. Implement them if necessary.

If the grievance issue cannot be resolved within the group, the next step is to discuss the situation with your lecturer/tutor.

If the situation cannot be resolved, a meeting will be organised with the Course Coordinator. All members of the group must attend these meetings.

Assessment

First, the group mark will be allocated the same to everyone within the group. Then, the mark will be moderated according to each individual group member's contribution using evidence from:

· Group Peer Review Feedback and

· Group Meeting Records

Group Selection Procedures and Deadlines

Session 3 – Group Formation* (this is indicative and may be varied by your lecturer)

1. Form a group and email the course coordinator: names, student numbers and email addresses. Note the maximum number of people in one group is three students.

2. If you are unable to find a group by the due date, the lecturer will automatically assign you to a group. No further changes on group formation will be permitted after Session 3.

Session 5 – Pre-Project Action Plan* (this is indicative and may be varied by your lecturer)

3. Arrange the first group meeting and submit Pre-Project Action Plan to the lecturer in class or via email by Session 5. A late submission penalty will be imposed if this is not received by Session 5.

4. For each group meeting, make sure to keep a Group Meeting Records.

Session 11 – Submit Assignment and Group Diary * (this is indicative and may be varied by your lecturer)

Submit an electronic copy of the assignment via Turnitin by the due date and submit a hardcopy by 11:59pm on the due date. The Group Meeting Records must also be submitted to Turnitin.

2.7 Prescribed and Recommended Readings:

Provide below, in formal reference format, a list of the prescribed and recommended readings.

Prescribed Textbook

· Smalley, R.L., Ruetten, M.K., & Kozyrev, J.R. (2012). Refining composition skills: Academic writing and grammar, 6th Edition, Cengage Learning, ISBN: 9781111221195

Reference Books

· Dollahite, N.E., & Haun, J., (2012), Sourcework: Academic Writing from Sources, 2nd

Edition, Cengage Learning, ISBN: 9781111352097

· Hamp-Lyons, L. & Heasley, B. (2011). Study Writing: A Course in Writing Skills for Academic Purposes. (2nd ed.). Cambridge: Cambridge University Press.

· Murray, R., & Moore, S., (2006), The Handbook of Academic Writing, McGraw Hill, ISBN: 9780335219339

· Ruetten, M.K., (2012), Developing Composition Skills: Academic Writing and Grammar, 3rd Edition, Cengage Learning, ISBN: 9781111220556

· Williams, B., (2012), Learning English for Academic Purposes (Reading and Writing), Pearson Education, ISBN: 9782761341455

2.8 Online Learning Support

· Lecture slides and/or other teaching resources will be available prior to the lecture, please check at least two times per week through online Moodle site: http://ee.edu.au/elearning/moodle/login/

· More academic books are available online via E-library: http://site.ebrary.com/lib/williamsau/

· Full research articles can be accessed via online research journal database – ProQuest: http://search.proquest.com/

SECTION 3: ACADEMIC MISCONDUCT & PLAGIARISM 3.1Academic Misconduct

Plagiarism

Plagiarism is the use of another person’s ideas or work without appropriate acknowledgement or credit. Plagiarism may be intentional or unintentional.

Intentional plagiarism is deliberately using text, ideas or concepts attributable to another person obtained from any source (including internet sources) without referencing the author and the publication. Intentional plagiarism is a serious matter, amounting to academic fraud. Student work established and proven as containing intentional plagiarism will result in a zero grade and be reported to the Director of Business Programs. The student’s enrolment in the unit will be reviewed.

Unintentional plagiarism may occur if you do not understand appropriate ways of acknowledging sourced reference materials. If you are unsure, you should consult the lecturer and available publications to learn how to reference appropriately.

All written assignments must be submitted online through the Turnitin anti-plagiarism software link for this unit to be found on the e-learning (i.e., Moodle) site.

Cheating

Cheating is any attempt to gain an unfair advantage over other students. This may include copying, plagiarism, communicating with anyone other than supervisors during an examination and the use of dictionaries, electronic devices, books or notes in an exam where not authorised. Cheating in any form will not be tolerated at Elite Education Institute. Any student caught cheating in an exam will be awarded a FAIL grade in that unit and be required to undergo academic counseling with the Director of Business Programs to discuss further options. Students may be required to repeat a unit if cheating is evident.

3.2Early Intervention for Students at Risk

Your performance within each teaching period will be monitored to assist you towards successful completion of the units in which you are enrolled. Students whose performance is such that they are deemed to be at risk will be identified through an early intervention strategy. Indicators of students at risk of not completing the unit satisfactorily include:

· Not attending lectures and/or tutorials.

· Not performing adequately in assessment tasks.

Where you are identified as at risk of failure you will be counselled on academic matters and advised to access available support services.

3.3Special Consideration for Examinations

Students may apply for a Special Consideration when they are unable to sit an exam or if their performance in the exam is severely affected by extraordinary circumstances beyond their control. Students are not allowed to decide whether they will sit an exam or not, they may only apply for special consideration when they have evidence that they could not sit for the exam.

· Misreading the exam timetable is not sufficient reason for the award of Special Consideration.

· Sitting consecutive exams is not a sufficient reason for the awarding of Special Consideration.

Acceptable evidence of a student’s inability to sit an exam, or severe adverse effect on their performance in an exam includes a stamped medical certificate with the date of consultation, the state or extent of the medical condition, and the period covered by the doctor’s certificate.

An application form for Special Consideration is available from the Student Service Office. Applications for Special Consideration must be received by the Director of Business Program no later than five (5) working days after the student’s final examination.

In normal circumstances, if Special Consideration is deemed to apply, the student will be permitted to sit a Supplementary Examination.

SECTION 4: ASSIGNMENT SUBMISSION

4.1Assignment Submission

All arrangements for assignment submission and method are to be made between the lecturer and students. In most cases, students will requested to submit the softcopy of assignment through the Moodle e-learning system and a hardcopy to be submitted in class or before 5pm on the due date. If a student is absent from class on the day the assignment is due to be handed in, the student is requested to hand in on the next day of due date.

If students are absent from class on the day of an assessment then they may be eligible for special consideration or an extension (see section 5 below), depending on the reason for their absence.

4.2Penalties for Late Submission of Assignment

Where an assignment task is submitted after the due date and where no extension has been granted by the Course coordinator, the following penalties will apply:

 10% per day from available marks for up to seven calendar days; thereafter no acceptance and a zero mark will be awarded. E.g. essay 20% will be reduced by 2% per day of your overall essay available marks.

Extensions can only be granted on medical grounds (a medical certificate is required) or compassionate grounds, and cannot be granted because of work commitments. Request for extension must be submitted (with supporting documents) in writing to your lecturer prior to the due date. Extension will not be granted if request is made after the due date.

Extension request accompanied by a medical certificate is granted in the following manner:

The number of days covered by the medical certificate will be used as a basis for granting the extension. For example, if a medical certificate covers 2 working days, the student will be granted with a 2 day extension.

This will only apply if the medical certificate covers a period of 3-work days prior to the due date. For example, if the due date is Friday 5 September 2016, only medical certificate that covers the Tuesday, Wednesday and Thursday prior to Friday 5 September 2016 will be considered.

Extension requests on compassionate grounds will be granted at the discretion of the lecturers and/or the Unit Coordinator. Late submission penalty applies to assignments submitted after the approved extension period.

SECTION 5: APPEALS

A student may appeal against an assessment decision. Appeals must be made in writing and lodged with the Course Coordinator within five working days of the student receiving written notification of the assessment result.

The grounds upon which the student may appeal an assessment decision include:

· demonstrating that the mark is inconsistent with the assessment requirements or with the assessment criteria;

· demonstrating unclear feedback relating to the assessment or feedback which is inconsistent with earlier advice;

· documented difficulties in management and/or teaching of the unit resulting in inequitable treatment or misinformed advice to students regarding the completion of assessment, the assessment requirements, or the assessment criteria. For details about the appeal process, please refer to Assessment Appeals Policy.

SECTION 6: SPECIAL CONSIDERATION

A student whose work during a semester or whose performance in an examination or other assessment has been affected by acute illness or other exceptional cause beyond their control may apply in writing to the relevant Unit Coordinator for special consideration. Accepted causes of misadventure are acute illness, loss or bereavement, or hardship/trauma supported by appropriate evidence.

Applications for special considerations must be lodged with the Course Coordinator within 5 working days of the assessment and should be accompanied by the supporting documentation. Supporting documentation must be provided and can include one or more of the following:

a) Evidence provided by medical practitioners. Medical certificates must state that the student was unfit to sit the examination on the relevant date or unable to complete work for assessment on or before the relevant date. Where a student has applied for special consideration in more than one semester, the College is entitled to seek from the student the details of specific medical conditions suffered.

b) Death notice or certificate.

c) A police report.

d) Statutory declarations from students or relevant people.

SECTION 7: COURSE EVALUATION AND DEVELOPMENT

Each semester feedback is sought from students about the courses offered and continual improvements are made based on this feedback. In this unit of study, we will seek your feedback through the teaching and unit of study evaluation process. Students are encouraged to complete these evaluations.

SECTION 8: QUALITY ASSURANCE

Elite Education Institute is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which course and unit of study program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of Elite Education Institute programs. All material used for such processes will be treated as confidential and will not be related to course grades.

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