Outline

Overview

A focus on persuasive and critical thinking and communication informs students' writing practise in this unit of study building upon the descriptive and analytical thinking skills developed in Indigenous Literacies in Academic Contexts A. Students will be introduced to research and digital literacy strategies while investigating topics of value to Aboriginal and Torres Strait Islander communities and will learn how to locate and select ideas in appropriate academic sources and use those ideas effectively. Students will learn how to recognise diverse positions in their readings and to use evidence to develop and support their own positions in the development of persuasive essays or science reports. Students will examine ideas of attribution and collective and individual ownership of knowledge including the concept of Indigenous Cultural and Intellectual Property and be encouraged to develop a critical approach to knowledge representation. The concept of cultural safety within a range of contexts and processes will be explored. Visiting culturally relevant, contemporary sites and responding to a range of views presented by Aboriginal and Torres Strait Islander lecturers and speakers will support learning in this unit of study.

Unit details and rules

Academic unit	Indigenous Academic Units
Credit points	6
Prerequisites ?	INLI1001
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Lynette Riley, lynette.riley@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-class quiz	In-class practice for continuous homework tasks #earlyfeedbacktask	2%	Week 01 Due date: 06 Aug 2025 at 23:59	100 words	AI allowed
Outcomes assessed:
Written work	Assessment Task 1: Annotated bilbiography Reference list with a short annotation	25%	Week 01 Due date: 07 Aug 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Presentation	Assessment Task 2: Oral presentation and submitted work Oral presentation and submitted work	25%	Week 07 Due date: 18 Sep 2025 at 23:59	10min each (1000 word equivalent)	AI allowed
Outcomes assessed:
In-person written or creative task	Assessment Task 3: Persuasive essay or scientific report Persuasive essay or science report	30%	Week 13	1000 words	AI prohibited
Outcomes assessed:
Out-of-class quiz	Continuous homework task Online homework task each week	18%	Weekly	9 x 100wds each (900wds overall)	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well-conceived, coherent, logical and original as well as professionally prepared. Evidence of cultural responsiveness in communication that is consistent and innovative. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of a diverse array of literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of relevant sources.
Distinction	75 - 84	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well-conceived, coherent, logical, original and lucid as well as professionally prepared. Evidence of cultural responsiveness in communication that is consistent or innovative. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of a diverse array of literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of relevant sources.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Evidence of cultural responsiveness in communication that is of a good standard and is consistent. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Substantial critical appraisal of the relevant literature to develop own ideas.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing. Evidence of cultural responsiveness in communication is sound and of the anticipated standard Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Evidence of critical appraisal of literature, with a recognition of different perspectives.
Fail	0-49	Attempts are made to demonstrate a logical and coherent understanding of the assessment task, but some aspects may be undeveloped. Evidence of cultural responsiveness in communication is less than the anticipated standard. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little evidence of basic skills for problem-solving and addressing key assessment tasks. Literature is presented uncritically and in a purely descriptive way.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Block 1/ Topic 1: Acknowledgement of Country. Unit of Study overview. Guest speaker or panel.	Block teaching (2 hr)
	Block 1/Topic 2: Worldviews: working productively in discipline-based contexts from a range of standpoints, commencing with those of Aboriginal and Torres Strait Islander Peoples.	Block teaching (1 hr)
	Block 1/ Topic 3: Incorporating sources of information about Indigenous knowledge using academic conventions.	Block teaching (2 hr)
	Block 1/Topic 4: Online learning and academic integrity, paraphrasing and referencing practices.	Block teaching (1 hr)
	Block 1/Topic 5: Academic writing: styles and persuasive writing.	Block teaching (1 hr)
Week 07	Block 2/ Topic 1: Academic writing; feedback, practice and development.	Block teaching (1 hr)
	Block 2/Topic 2: Essay and Reports: Exploring diversity in academic writing genres across faculties and disciplines.	Block teaching (2 hr)
	Block 2/Topic 3: Persuasive Essays and Science Reports.	Block teaching (2 hr)
	Block 2/ Topic 4: Oral presentation of key points and evidence using the draft persuasive essay or draft science report.	Block teaching (1 hr)
Week 13	Block 3/Topic 1: Reflecting on cultural safety.	Block teaching (3 hr)
	Block 3/Topic 2: Academic writing: getting the message across.	Block teaching (2 hr)
	Block 3/ Task 3: Persuasive essay or science report. Unit of study evaluation.	Block teaching (1 hr)
Weekly	Completion of assignments and both required and additional reading. *1.5-2 hours of student effort per week per credit point for units of study offered over a full semester.	Independent study (20 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all timetabled tutorials.

Where a student is unable to attend at the required rate evidence of illness or misadventure will be required and the student will be required to undertake extra work.

Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Locate relevant databases for research purposes and identify source materials relevant to discipline context and assignment tasks
LO2. Understand what ‘academic integrity’ means in the university context, how referencing practices reflect this cultural approach to knowledge sharing and help avoid plagiarism
LO3. Identify and critically evaluate positions, arguments and evidence in academic and other relevant sources.
LO4. Develop one’s own position and arguments and learn how to incorporate evidence in academic essa
LO5. Explore one’s own perspectives, and deepen an understanding of critical self-reflection, including recognizing the lens of one’s own worldview and viewpoint.
LO6. Explore approaches to culture and knowledge construction from Indigenous and Western perspectives
LO7. Communicate information, or arguments for a range of purposes, and using a variety of modes, to a range of audiences.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

USS comments will be considered in the feedback and construction of the UOW.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

INLI1002: Indigenous Literacies in Academic Contexts B

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links