Overview
The aim of Australian Literature and Identity is to show you how Australia as a nation is imagined through various contemporary works of literature, particularly from the immediate post-war period until now (1945 onwards). You will explore the ways in which Australian identities are constituted, changed and challenged by these texts, through a variety of critical perspectives and contexts of reception. You will also reflect on how the texts challenge or reinforce your thinking about Australian ideologies and/or identity.
Details
Pre-requisites or Co-requisites
Admission to CC10 or completion of 72 credit points in CA10, CB94, CC13, CG85 or CC43.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Feedback
Needs more timely content/assessment updates and more timely feedback.
Ensure unit content and assessments updates are completed prior to running the unit, and ensure feedback is delivered on time.
Feedback from Student Feedback
Students indicated that the unit coordinator used clear and knowledge explanations, challenged students to think and to question their ideologies, and created inclusive environments where students were encouraged to interact and explore these ideas.
Continue to run weekly tutorials in a manner that prioritises a safe and supportive environment that encourage engagement and opportunities for questions and personal growth.
Feedback from Student Feedback
Continue to provide shorter texts that allow for closer reading and more time to complete assessments.
Continue to review the text lists to ensure they contain a mix of short-form and long-form texts. Short-form texts such as short story anthologies allow students to reduce preliminary reading time and make way for close readings and analysis.
Feedback from Unit Coordinator reflection and informal student feedback
The updated reading list that contained a greater diversity of authors, including First Nations, gender-diverse, and ethnically diverse authors, was well-received, particularly from Indigenous students and from students who had not read First Nations authors previously.
Continue to review and revise the text list when and where needed to ensure the list is contemporary and reflective of diverse Australian voices, including First Nations authors, gender-diverse, and ethnically diverse and migrant voices.
- Conduct textual analysis of Australian literary texts in the context of national identity
- Analyse the historical, cultural and social contexts in which a range of Australian literary texts were produced, and to which they respond
- Critically evaluate significant issues and debates surrounding the reception of Australian literature
- Construct responses to issues raised and ideas about Australian literature, and convey those ideas through interpretive arguments.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Reflective Practice Assignment - 25% | ||||
| 2 - Critical Review - 25% | ||||
| 3 - Essay - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Word processing (Microsoft Office Word or similar)
- E-reading List
- Zoom access: microphone and webcam required
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
a.hickling@cqu.edu.au
Module/Topic
Moodle Topic 1 Tile: Introduction to Australian Literature + Critical Theory
In this online unit, students will be required to read four (4) texts, and read them more than once (close reading).
Students are guided through appropriate topics each week to provide both the Australian Literature context and literary skill development necessary to complete the assessments and unit in a logical order.
The unit is "Top Heavy" or "Front Loaded" meaning the first half of the unit is loaded with more content to provide information and skill building, where the second half is focused on allowing students to immerse themselves in the close reading of the their texts, and providing scaffolding for the final assessments.
Chapter
Readings will be set in the e-reading list and within each weekly tile.
There will be a study guide to work through each week.
Events and Submissions/Topic
- Work through the Week 1 tile and study guide (in the tile)
- Attend the onlinetutorial, or watch it after the recording is uploaded. These sessions occur weekly from weeks 1 - 11.
- Become familiar with the assessments via the Assessments Tile.
- Add the assessment due dates to personal calendars or schedules and make note of the "Assessment Extension Request" form in the Support Menu.
Module/Topic
Themes of Australian Literature (including identity) + Method: Textual Analysis + Reflective Writing
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should:
- Begin textual analysis of the first novel.
- Begin first assessment.
- Ensure they understand "reflective writing".
Module/Topic
Historical and cultural contexts (including diasporic experience) + Method: Close Reading + Reflective Writing cont.
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should:
- Ensure they understand "reflective writing".
- Ensure they understand how to integrate sources into their assessments or reach out to the ALC for help.
Module/Topic
Overview of Literary Theory
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should:
- Complete assessment 1.
- Check against the Marking Guide prior to Submission.
- Submit Assessment 1.
Critical Reflection Due: Week 4 Friday (8 Aug 2025) 11:59 pm AEST
Module/Topic
Australian "Identity" + Introducing Literary Book Reviews
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should begin the second text.
Module/Topic
Break week.
Chapter
Events and Submissions/Topic
Catch up on reading.
Module/Topic
Writing Book Reviews + Method: Thematic Analysis
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should:
- Be documenting and making notes for their analysis of the text for their book review (begin A2).
- Begin drafting their book review.
Module/Topic
Writing Book Reviews Cont. + A return to themes
Chapter
Review weekly study guide and reading list.
Events and Submissions/Topic
Students should:
- Continue drafting their book review A2.
Module/Topic
Editing and Proofreading
Chapter
Review weekly study guide and reading list.
Begin / Read text three.
Events and Submissions/Topic
Students should:
- Complete the book review.
- Check against the Marking Guide prior to submission.
- Submit Assessment 2.
- Begin reading text 3.
Book Review Due: Week 8 Friday (12 Sept 2025) 11:59 pm AEST
Module/Topic
Essay Writing + read, read, read...
Chapter
No set readings: this is a light week, designed to allow students to catch up on reading their final two texts after submitting their book review in week 8.
Study Guide: a light guide pointing to references that will prepare students for starting their essays.
Events and Submissions/Topic
Students should:
- Be documenting notes of their analysis of text three.
- Be planning assessment three.
Module/Topic
Essay Writing
Chapter
Review weekly study guide and reading list.
Begin/Read text four.
Events and Submissions/Topic
Students should:
- Be reaching out to the Academic Learning Centre if they require further assistance with essay writing.
- Be documenting their analysis of text four (A3).
Module/Topic
Revision + final tutorial
Chapter
Review weekly study guide and reading list.
Final tutorial.
Events and Submissions/Topic
Students should:
- Be revising assessment 3.
- Be feeling confident about the progress of their assessment.
- Check their essay against the marking guide to look for any gaps.
If possible, attend the final tutorial to ask any burning questions, or book in with the UC during their contact times.
Module/Topic
The finish line.
No tutorial
Chapter
Unit Reflection and Evaluation.
No tutorial
Events and Submissions/Topic
Students should:
- Be proofreading and editing assessment 3.
- Submit A3.
No tutorial
Essay Due: Week 12 Friday (10 Oct 2025) 11:59 pm AEST
1 Reflective Practice Assignment
Length: 800 words (+/- 10%)
This assessment task will allows you to think critically about your experience of reading the text and related scholarly material.
Reflective writing is different to essay writing, so ensure you have read and understood the resources provided in the weekly study guides to understand what is required for this assessment.
Description:
Choose one theme from text one (such as: wartime nationalism, propaganda, post-war trauma, the working class, gender stereotyping, the search for identity, sibling/family rivalry, etc [we cover Themes in week 2]) and write a critical reflection that:
- describes the key ideas you have learnt about your chosen theme, supported by evidence from the text, demonstrating engagement with the text and with the unit content.
- analyses how the text has challenged or reinforced your thinking about Australian ideologies and/or identity.
- evaluates at least three (3) scholarly sources to support your discussion. This may include views/debates surrounding the text, or be focused towards literary devices/theories/criticism, such as those discussed in weeks 1-4 and provided in the e-reading list.
This is an official assessment item and the rules of academic integrity apply. You are expected to complete this assessment independently and adhere to the conditions associated with undertaking an assessment task.
Use of Generative Artificial Intelligence agents (Gen AI)
Level 2 - You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
You must disclose all use of Gen AI in your submission, and include a GenAI Statement on your cover page whether you used it or not.
You are expected to reference how and where it has been used using the ALC reference guide as they have defined a mechanism for this.
WORD COUNT for written assignments: The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, reference page and appendices. It includes in-text references and direct quotations.
Week 4 Friday (8 Aug 2025) 11:59 pm AEST
Upload to Moodle
Vacation Week Friday (22 Aug 2025)
This assessment will be marked using the following evaluation criteria:
- Development and Structure: Develops a logically structured critical reflection that demonstrates clear progression from textual analysis to personal insight. Maintains thematic focus throughout.
- Textual Analysis: Demonstrates close reading of the primary text through well-chosen quotations and analysis of literary devices. Analysis is support through critical engagment with scholarly sources that support or challenge the student's interpretation of theme and Australian identity in the text.
- Research Integration and Synthesis: Effectively synthesises at least three (3) scholarly sources to deepen reflection. Sources are used purposefully to either contextualise the theme, challenge (or reinforce) personal assumptions, or support textual analysis.
- Reflective depth: Moves beyond description to show meaningful engagement with personal/cultural assumptions about Australian identity. Demonstrates measurable intellectual growth through analysis of how the text has reshaped or reinforced their understanding of Australian ideologies/identity.
- Presentation and Referencing: Uses clear and precise writing style that is appropriate for the reflective form, without verbosity; applies correct Harvard referencing; includes a minimum of three (3) scholarly sources; adheres to word limits and academic formatting requirements; provides a complete GenAI statement and correctly references any use of AI; maintains ethical use of sources and AI tools.
- Conduct textual analysis of Australian literary texts in the context of national identity
- Analyse the historical, cultural and social contexts in which a range of Australian literary texts were produced, and to which they respond
- Critically evaluate significant issues and debates surrounding the reception of Australian literature
2 Critical Review
Length: 1000-1200 words (1200 maximum)
Writing and publishing book reviews can enhance your professional profile, and may be an item you could add to your professional portfolio or CV.
For this assessment you are required to source an Australian Literary newspaper or journal that accepts book reviews, then write a book review targeted at that publication based on a close reading of the selected novel.
You should model your review on the kind of book reviews you find in your selected literary newspaper or journal, and from the unit content that covers the reading and writing of book reviews (weeks 5-7). DO NOT model your review on the kinds of reviews you might find on the GoodReads or Amazon.com websites. These reviews tend to be solely focused on whether the book is enjoyable to read or not.
In your review, you will be applying your knowledge of literary devices, applying close reading and thematic analysis, and considering the historical and cultural context of the book and discussing its contribution to literary culture.
A list of some appropriate publications will be presented in the assessment tile in Moodle, along with specifics of the task, and the topic of writing book reviews will be covered within the unit.
Here is a short guideline of expectations. The literary book review should include:
- a concise summary of the content/plot - do not just retell the story.
- a brief discussion of the historical and/or social context.
- an analysis of the main themes.
- an evaluation of the significance or contribution to Australian literature/identity.
- support throughout in the form of textual evidence and a minimum of four (4) scholarly sources.
Note: You do not need to include a pitch to the publisher (as you did in LITR13041 (Post)Modernism and Literature in Term 1), but you DO need to specify who the publisher is and their requirements. These details will be expanded on in the assessment description in Moodle.
This is an official assessment item and the rules of academic integrity apply. Students are expected to complete this assessment independently and adhere to the conditions associated with undertaking an assessment task.
Use of Generative Artificial Intelligence agents (Gen AI)
Level 2 - You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
You must disclose all use of Gen AI in your submission, and include a GenAI Statement on your cover page whether you used it or not.
You are expected to reference how and where it has been used using the ALC reference guide as they have defined a mechanism for this.
Word Count: The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page and reference page. It includes in-text citations and direct quotations.
Week 8 Friday (12 Sept 2025) 11:59 pm AEST
Upload to Moodle.
Week 10 Friday (26 Sept 2025)
This assessment will be evaluated on the following criteria:
- Summary and Context: Provides a concise summary of the novel’s content and situates it within its historical and/or social context, avoiding unnecessary retelling.
- Thematic and Literary Analysis: Identifies and analyses the main themes of the novel, demonstrating close reading and awareness of literary devices, with discussion supported by relevant textual evidence.
- Evaluation of Significance: Critically evaluates the novel’s contribution to Australian literature and/or identity, considering its impact, relevance, and place within broader literary or cultural conversations.
- Research and Source Integration: Integrates evidence from the text and at least four scholarly sources to support analysis and evaluation, using sources purposefully to contextualise, challenge, or reinforce arguments.
- Presentation and Referencing: Writes clearly and appropriately for the chosen publication and audience, using correct grammar, spelling, and punctuation; applies Harvard referencing accurately; adheres to word limits and formatting requirements; and includes a complete GenAI statement and appropriate referencing of any AI use.
- Critically evaluate significant issues and debates surrounding the reception of Australian literature
- Construct responses to issues raised and ideas about Australian literature, and convey those ideas through interpretive arguments.
3 Essay
Length: 2000-2500 words (maximum 2500)
Weighting: 50%
This assessment gives you the opportunity to bring together the skills and knowledge you have developed throughout the term by exploring a topic of interest relating to Australian Literature and Identity.
Task Overview
You are required to write a comparative essay that addresses one of the set essay questions (provided in the Assessment description in the Assessment tile in Moodle), or an approved question of your own design (discussed and set with the UC by week 8). Your essay should demonstrate your ability to construct a clear, well-supported argument, engage thoughtfully with key concepts, and undertake close reading and analysis of literary texts.
You must:
- Select two texts from the set text list (or with approval from the unit coordinator).
- Develop a clear argument in response to your chosen question.
- Apply close reading and literary analysis, focusing on relevant literary devices, characters, or settings.
- Situate your analysis within the historical, social, or cultural context of the texts.
- Integrate textual evidence (quotes) from the primary texts and at least six (6) scholarly sources, including literary criticism, contextual materials, and/or relevant theory.
- Use Harvard (author-date) referencing style throughout.
- Include a GenAI Statement on your cover page, disclosing and referencing any use of AI tools as per ALC guidelines.
While not compulsory, you are encouraged to apply a relevant critical theory (such as postcolonial theory, feminist theory, or another discussed in the unit) to help frame your analysis.
Your essay should do more than describe the texts; it should offer a comparative or analytical perspective, demonstrating how your chosen texts contribute to, challenge, or complicate understandings of Australian identity. Where relevant, consider how the issues raised in your texts connect to contemporary debates about Australian culture and society.
Late assignments may receive a grade but no feedback.
This is an official assessment item and the rules of academic integrity apply. Students are expected to complete this assessment independently and adhere to the conditions associated with undertaking an assessment task.
Use of Generative Artificial Intelligence agents (Gen AI)
Level 2 - You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.
You must disclose all use of Gen AI in your submission, and include a GenAI Statement on your cover page whether you used it or not.
You are expected to reference how and where it has been used using the ALC reference guide as they have defined a mechanism for this.
Word Count: The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page and reference page. It includes in-text citations and direct quotations.
Week 12 Friday (10 Oct 2025) 11:59 pm AEST
Upload to Moodle.
Exam Week Friday (24 Oct 2025)
This assignment will be marked using the following evaluation criteria:
- Development and Execution: Develops a clear, well-structured, and convincing argument in response to the chosen essay question, demonstrating logical progression and integration of ideas.
- Engagement with Key Concepts: Demonstrates a strong grasp of key concepts in Australian literature and identity, applying them thoughtfully to the analysis of the selected texts.
- Depth of Textual Analysis: Provides insightful and thorough analysis of the chosen texts, supported by close reading, relevant textual evidence (quotations), and a focus on literary devices, characters, or settings as appropriate.
- Research: Effectively uses a minimum of six (6) scholarly sources to support and enrich both the argument and the analysis, integrating a range of perspectives and demonstrating engagement with relevant debates..
- Presentation and Referencing: Maintains clear, concise, and scholarly writing style and tone without verbosity; applies correct Harvard referencing; includes a minimum of six (6) scholarly sources; adheres to word limits and academic formatting requirements; provides a complete GenAI statement and correctly references any use of AI; maintains ethical use of sources and AI tools.
- Conduct textual analysis of Australian literary texts in the context of national identity
- Analyse the historical, cultural and social contexts in which a range of Australian literary texts were produced, and to which they respond
- Construct responses to issues raised and ideas about Australian literature, and convey those ideas through interpretive arguments.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
