Writing with Purpose

General Information

This subject introduces writing as a powerful, iterative process that underpins effective communication across personal, academic and professional contexts. You will explore how writing evolves through drafting, feedback, and refinement and how it serves as a tool for expressing both individual voice and the voice of organisations, brands and communities. Emphasis is placed on developing confidence in writing, understanding audience needs and tailoring tone and messaging to suit different communication goals. Through weekly portfolio work, collaborative exercises and real-world applications, you will learn to think critically about your writing and its impact. 

  • Academic unit: Faculty of Society & Design
    Subject code: COMN11-114
    Subject title: Writing with Purpose
    Subject level: Undergraduate
    Semester/Year: May 2027
    Credit points: 10.000
  • Timetable: https://bond.edu.au/timetable
    Delivery mode: Standard
    Workload items:
    • Forum: x12 (Total hours: 24) - Weekly Forum
    • Tutorial: x12 (Total hours: 12) - Weekly Tutorial
    • Personal Study Hours: x12 (Total hours: 84) - Self-directed study
    Attendance and learning activities: Ongoing weekly writing activities are due throughout the semester and will contribute to final portfolio. These must be completed in the set week to be eligible for consideration in the final Portfolio. As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. Please note: When you participate in the online sessions, always choose a private quiet place, with reliable internet and working microphone and camera, as you will use them regularly for class participation and activity.
  • Prescribed resources:

    Books

    • Andy Maslen (2015). Persuasive Copywriting. n/a, Kogan Page Publishers 256
    • Doron Meir (2018). Workflow. n/a, CRC Press 306

    Journals

    • Hilde A. M. Voorveld et al (2018). Engagement with social media and social media advertising: The differentiating role of platform type. Journal of Advertising 38-54 Available at: https://doi.org/10.1080/00913367.2017.1405754
    After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
    iLearn@Bond & Email:

    iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.

    Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

    To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
    Class recordings:

    The primary workload items for this subject will be recorded for the purpose of revision.

    These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.

    See the Recording policy for further details.
Academic unit: Faculty of Society & Design
Subject code: COMN11-114
Subject title: Writing with Purpose
Subject level: Undergraduate
Semester/Year: May 2027
Credit points: 10.000

Enrolment requirements

Requisites:

Nil
Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

Assumed Prior Learning (or equivalent):

Restrictions:

Nil

Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:

  1. Apply the stages of the writing process, including ideation, drafting, feedback and revision, to produce written work across a range of genres.
  2. Adapt writing voice and style to suit diverse audiences, purposes and communication contexts.
  3. Reflect on creative and strategic writing decisions and articulate their rationale.
  4. Apply the codes and conventions of writing across genres and industries, including tone, structure, formatting and stylistic expectations.
  5. Provide detailed peer feedback that supports the development of others' writing.

Generative Artificial Intelligence in Assessment

The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.

  • Type Task % Timing* Outcomes assessed AI category
    Written Report Students will examine how writing is used in the industry or genre relevant to their professional interests or career goals. This task involves both textual analysis and industry research, and requires students to explore how writing functions in real-world contexts. 25.00% Week 7 2, 3, 4
    Student Engagement This ongoing assessment tracks students’ participation in weekly peer support activities, including feedback exchanges, collaborative writing exercises, and workshop contributions. It is designed to support a professional and respectful writing environment, where students learn to give and receive constructive feedback, communicate clearly, and support each other’s development. 15.00% Ongoing 1, 3, 5
    Portfolio Writing Portfolio: Includes drafts, peer feedback, revisions, and short reflections on creative and strategic choices. 60.00% Ongoing 1, 2, 3, 4, 5
    • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
    • C = Students must reach a level of competency to successfully complete this assessment.

    AI Categories

    • Ai Prohibited: Learning to develop AI-free knowledge and skills.

    • Ai Supported: Learning with the help of AI as directed.

    • Ai Focussed: Learning AI expertise and mastery as directed.

    Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.

  • Assessment criteria

    High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
    Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
    Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
    Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
    Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

    Quality assurance

    For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Type Task % Timing* Outcomes assessed AI category
Written Report Students will examine how writing is used in the industry or genre relevant to their professional interests or career goals. This task involves both textual analysis and industry research, and requires students to explore how writing functions in real-world contexts. 25.00% Week 7 2, 3, 4
Student Engagement This ongoing assessment tracks students’ participation in weekly peer support activities, including feedback exchanges, collaborative writing exercises, and workshop contributions. It is designed to support a professional and respectful writing environment, where students learn to give and receive constructive feedback, communicate clearly, and support each other’s development. 15.00% Ongoing 1, 3, 5
Portfolio Writing Portfolio: Includes drafts, peer feedback, revisions, and short reflections on creative and strategic choices. 60.00% Ongoing 1, 2, 3, 4, 5
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

AI Categories

  • Ai Prohibited: Learning to develop AI-free knowledge and skills.

  • Ai Supported: Learning with the help of AI as directed.

  • Ai Focussed: Learning AI expertise and mastery as directed.

Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.

Study Information

Submission procedures

Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.

Academic Integrity

Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.

Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.

If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.

Feedback on assessment

Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.

Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.

Accessibility and Inclusion Support

Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).

As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.

For more information and to apply online, visit BondAbility.

Additional subject information

Subject curriculum

Approved on: Jun 26, 2026. Edition: 1
Last updated: Sep 26, 2026