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AUST11-100: Australian Literature September 2019 [Standard]

General information

This subject examines a wide range of nineteenth and twentieth century Australian writing. Emphasis is placed on texts which promote discussion of Australian history and society. Through the eyes of creative artists and story-tellers, the subject examines key issues and questions in the development of a distinctive Australian culture. This subject will introduce students to the richness and variety of Australian literature, with emphasis on prose fiction. It will explore Australian cultural traditions, and includes discussion of social and historical developments in Australia & the rest of the world as seen through the eyes of our creative writers. Some relationships between visual art, film and literature will be explored.


Academic unit:Faculty of Society & Design
Subject code:AUST11-100
Subject title:Major Australian Writing
Subject level:Undergraduate
Semester/Year:September 2019
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Seminar: x12 (Total hours: 36) - Seminar 1
  • Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours


Prescribed resources:
  • Nicholas Jose (2009). Macquarie Pen Anthology of Australian Literature. Crow's Nest, NSW: Allen & Unwin
  • Miles Franklin My Brilliant Career. Any
  • Andrew McGahan Praise. Any
  • Tim Winton Cloudstreet. Any
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
[email protected] & Email:[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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

Enrolment requirements

Requisites: ?


Restrictions: ?


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. Demonstrate an understanding of the diversity, breadth and importance of Australian literature, and the way in which it reflects the values of Australian society.
  2. Develop the ability to resource and utilize existing information in a timely fashion, draw on insights to enhance thought and decision-making, and integrate information to solve complex tasks and apply complex information to novel situations
  3. Develop the ability to engage in critical inquiry and think critically about existing knowledge bases.
  4. Develop a sense of the interactions between professional and social, cultural, historical and political contexts
  5. Demonstrate familiarity with the creation, application and redevelopment of knowledge, and develop an appreciation that expectations of knowledge are subject to continual change and revision.
  6. Display an ability to collect, analyze and organize information and ideas and to convey those ideas clearly and fluently in written and spoken communication.


Assessment details

TypeTask%Timing*Outcomes assessed
*In-Class Quiz - Individual Weekly Quizzes: Multiple-choice questions on weekly content 30% Weekly 1, 4.
Essay This essay is a critical analysis of a major work of literature, a novel of the students' choice. 2500 words. 45% Week 11 1, 2, 3, 4, 5, 6.
Project Each week, one student runs the tutorial discussion. This involves addressing weekly set questions, a brief synopsis of the literature and a scholarly article. The student is assessed on the quality of the discussion generated and the content of the oral synopsis. 25% To Be Negotiated 1, 2, 6.
  • * 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.

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.

Study information

Submission procedures

Students must check the [email protected] subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Accessibility and Inclusion Support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Subject curriculum

1. The course – administration 2. Why study (Australian) literature? 3. What makes Australian Literature Australian? 4. Background to major Australian writing 5. Postcolonial literary theory 6. Some issues in Australian writing

1. The Pioneer Legend 2. Important characteristics of literary nationalism (i) the bush (ii) the bushman (iii) the characteristics 3. Key architects of the bush legend (i) The Bulletin (ii) Andrew Barton ‘Banjo’ Paterson (1864-1941) (iii) Henry Lawson (1867-1922) (iv) Paterson vs Lawson (v) Women and the bush; Barbara Baynton Other Australian ‘types’

1. Miles Franklin and her life 2. My Brilliant Career: A. Publication B. Literary and cultural contexts C. Critical reactions My Brilliant Career as a film

1. Poems about “Australia” 2. Bernard O’Dowd and the role of poetry 3. The Anzac 4. Mary Gilmore 5. The Historical Novel (social and socialist realisms) 6. Women Writers in the first half of the twentieth century 7. The Legend of the Forties 8. Modernism and Kenneth Slessor

1. The nation “matures” 2. Judith Wright 3. Peter Carey's "American Dreams" 4. Literary Autobiography: Hal Porter and David Malouf

1. Expatriotism and the mythology of being an Australian Writer (1930s and 40s) a) Christina Stead b) Patrick White 2. Australian society 1950s & 1960s: a) The ‘cultural cringe’ b) The Sydney Push and Oz 3. Expatriate writers (public intellectuals, 1960s onwards) a) Germaine Greer b) Clive James c) Barry Humphries

1. Aboriginal writing a. Oodgeroo Noonuccal b. Mudrooroo 2. Aboriginal life-writing 3. Stolen Generations narratives 4. Sally Morgan's My Place 5. Doris Pilkington's Follow the Rabbit-Proof Fence

1. Brisbane ’s “Reputation” 2. Regionalism and Identity 3. David Malouf’s “A First Place” and 12 Edmondstone Street 4. Late Twentieth Century “Grunge” Literature 5. Andrew McGahan’s Praise

Students work with their lecturer and peers, discussing their essay topic, secondary materials, and develop a working thesis.

1. Documentary: “In My backyard” 2. Suburbia : The Australian Way of Life? (Tim Rowse’s “Heaven and a Hills Hoist: Australian Critics on Suburbia”) a. Condemnation (Vance and Nettie Palmer) b. Ambivalent Praise (Donald Horne and Craig McGregor) c. Celebration (Hugh Stretton) 3.The Gender(ing) of Suburbia 4. Bruce Dawe 5. Gwen Harwood

1. Tim Winton and Western Australian writing 2. Cloudstreet: a. Setting (time and place): nostalgia?, Perth and the suburbs b. Structure: historical context, narration c. Themes d. Cloudstreet and magic realism 3. Postcolonialism 4. Belonging 5. Gender

Revision of subject content; final quiz

Approved on: Jul 10, 2019. Edition: 3.4