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School of Humanities and Communication Arts
LANG1030 Thinking Critically About Texts and Society
Autumn 2025
Edition: Autumn 2025
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Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.
Subject Details
Subject Code: LANG1030
Subject Name: Thinking Critically About Texts and Society
Credit Points: 10
Subject Level: 1
Assumed Knowledge: Not Applicable
Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.
Subject Coordinator
Name: Dimitris Vardoulakis
Location: PAR, ED.G.51
Email: d.vardoulakis@westernsydney.edu.au
Consultation Arrangement:
By appointment. Please contact your tutor in the first instance (tutors’ contact details available on the vUWS site).
If you also wish to have a meeting with the Subject Coordinator, please email.
Contents
1 About Thinking Critically About Texts and Society 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 3
2 Learning and Teaching Activities 4
3 Assessment Information 6
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2.1 Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2.2 Quiz x 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.2.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.2.4 Final Exam (Take Home) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4 Readings and Resources 17
4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
5 Key Teaching and Learning Policies 19
1
1 About Thinking Critically About Texts and Society
1.1 An Introduction to this Subject
In this subject students explore the application of texts – including works of literature, philosophy and sociology/cultural
studies – to our understanding of contemporary debates and challenges in order to develop critical thinking skills.
Developing skills in textual analysis, this subject addresses topical issues and social problems so as to consider enduring
questions such as ’What is the human ’, ’What is the good life ’, ’What is meaning and how do we make it ’, and
’What is inequality and what should we do about it ’.
1.2 What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.
Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.
Approach to Learning
This semester the theme for Thinking Critically about Texts and Society is ’Humans, Technology and the Environment’.
The content is broken down into three modules of roughly four weeks each. The first module (Weeks 1-4) will focus
on Mary Shelley’s novel Frankenstein, and will establish the broad concepts and problems to be discussed throughout
term. The second module (Weeks 5-9) will consider a number of different Case Studies, each dealing with a
contemporary social issue related to the question of humans, technology and the environment. The third module
(Weeks 10-14) will address the pressing issue of the environment from philosophical and literary perspectives.
Each week students will be expected to complete the Readings listed for that week on the Learning Guide, watch the
Lecture Pod(s) and other on-line content available on the vUWS site, and attend a one to two-hour tutorial. Activities
during the tutorials will vary week-to-week, but may include: brief overviews of the Readings and the Lecture Pod(s)
presented by the tutors; practical exercises related to the Readings and Lecture Pods; discussing and preparing for
assessment tasks.
Online Learning Requirements
Subject materials will be made available on the subject’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.
au/). You are expected to consult vUWS at least twice a week, as all subject announcements will be made via vUWS.
Teaching and learning materials will be regularly updated and posted online by the teaching team.
This is a flipped mode subject and a range of online learning content will be provided to serve the students’ needs.
The Subject’s E-Learning site is the hub of all the subject’s learning activity (outside the classroom), and students
should access it frequently.
2
Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
1.3 Changes to Subject as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and subjects of study. The survey subjects results inform subject content
and design, Subject Outlines, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the subject.
If requested by your subject coordinator, you may also have the opportunity to complete a Student Feedback on
Teaching (SFT) questionnaire to provide feedback for individual teaching staff.
3
4
2 Learning and Teaching Activities
Teaching
Weeks
Topic Readings Assessment Due
Week 1
03-03-2025
Introduction to Thinking Critically about Texts and
Society
No Readings
Week 2
10-03-2025
Frankenstein and Science Mary Shelley, Frankenstein (Focus on Book I)
Week 3
17-03-2025
Frankenstein and Emotions Mary Shelley, Frankenstein (Focus on Book II)
Week 4
24-03-2025
Frankenstein and Horror Mary Shelley, Frankenstein (Focus on Book III)
Week 5
31-03-2025
Preparation for Quiz and Introduction to
Contemporary Case Studies
QUIZ (15%) on Frankenstein. 4 April 2024,
11.59pm
– Quiz x 2
Week 6
07-04-2025
Case Study I: The Ethics of In-Vitro Meat G. Owen Schaefer and Julian Savulescu, ’The Ethics
of Producing in vitro Meat’, Journal of Applied
Philosophy
Week 7
14-04-2025
Case Study II: The Gig Economy Juliet Webster, ’Microworkers of the gig Economy:
Separate and Precarious’, New Labour Forum
Week 8
21-04-2025
SEMESTER BREAK
Week 9
28-04-2025
Case Study III: Mining and Conservation REPORT, Due via Turnitin, 2 May 2024,
11.59pm
– Report
Marcia Langton, ’Changing the Paradigm: Mining
Companies, Native Title and Aboriginal
Australians’, and ’From Protectionism to Economic
Advancement’, Boyer Lectures
(supplementary) Jon Lee Anderson, ’Blood Gold in
the Brazilian Rainforest’, New Yorker
Week 10
05-05-2025
The Ethics of Climate Change: Individual, Structure
and Character
Monica Aufrecht, ’Climate Change and Structural
Emissions: Moral Obligation at the Individual Level’
Byron Willitson, ’Individual Duties’, The Ethics of
Climate Change: An Introduction
Week 11
12-05-2025
Climate Change: Justice and Fairness John Broome, ’Ethics and Fairness’, Climate
Matters: Ethics in A Warming World
Week 12
19-05-2025
Literature and the Environment of Western Sydney QUIZ (15%) on the ethics of climate change.
23 May 2024, 11.59pm
– Quiz x 2
5
Teaching
Weeks
Topic Readings Assessment Due
Vivian Pham, The Coconut Children (up to the end
of ch. 10, p. 141)
Week 13
26-05-2025
Literature and the Environment of Western Sydney Vivian Pham, The Coconut Children (the rest of the
book)
Week 14
02-06-2025
Conclusion and Review Briefly review all readings in preparation for the final
exam.
Week 15
09-06-2025
Week 16
16-06-2025
FINAL EXAM, TAKE HOME FINAL EXAM, TAKE HOME (30%), due via
Turnitin on 16 June 2024, 11.59pm. – Final Exam (Take Home)
Week 17
23-06-2025
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
3 Assessment Information
3.1 Subject Learning Outcomes
Outcome
1 Implement high level skills in textual analysis.
2 Apply various disciplinary approaches to contemporary political, moral and social issues.
3 Recognise and interpret theories of society and social relations.
4 Identify and construct sound and cogent arguments.
5 Express opinions clearly across different spoken and written genres.
3.2 Assessment Summary
The assessment items in this subject are designed to enable you to demonstrate that you have achieved the subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.
To pass this subject you must:
Complete all readings and engage with all on-line content, including Lecture Pods. Attend all tutorials prepared to
discuss the readings and on-line content with tutorial leaders and fellow students. Complete all assessment tasks
according to the instructions provided, and submit them by the due-dates. All assessment tasks must be submitted
to pass. Achieve an overall grade of at least 50%.
In preparation for the assessments, the students can undertake a multiple choice questionnaire. This will be released
one week prior to the assessment. Students are strongly encouraged to practice for the assessments using the
questionnaire.
Item Weight Due Date SLOs Assessed Mandatory Threshold
Participation 10% Throughout semester 1, 2, 3, 4, 5 Yes No
Quiz x 2 30% Week 5 (4 April, 11.59pm) and
Week 12 (23 May, 11.59pm)
1, 2, 3 Yes No
Report 30% week 9 (2 May, 11.59pm) 1, 2, 3, 4, 5 Yes No
Final Exam (Take
Home)
30% 16 June 2024, 11.59pm 1, 2, 3, 4, 5 Yes No
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.
Academic Integrity and Student Misconduct Rule
6
Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:
– be familiar with the policies listed below;
– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.
Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed.
The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney
University programs taught by other education providers. You must not engage in academic, research or general
misconduct as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified
documentation in support of requests to redo, resit or extend submissions, including sitting of deferred examinations,
as instances of general misconduct.
More information is available in the Academic Integrity Guidelines. It is your responsibility to apply these principles
to all work you submit to the University.
Disruption to Studies and Requests for Extensions
Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.
You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:
– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.
Before you fill in the form, you should:
– Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.
Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.
Need help
If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:
– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
7
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.
Please also remember that there is a range of wellbeing support available – from counselling and disability services to
welfare.
8
3.2.1 Participation
Weight: 10%
Type of Collaboration: Individual
Due: Throughout semester
Submission: During Tutorials
Format: Weekly attendance of tutorials having engaged with the readings and on-line
content and prepared to discuss them with tutors and fellow students.
Length: In-class, throughout semester
Use of Artificial Intelligence: Use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material or to edit your submission is permitted. The
content of your final submission must be your original work. Be aware that
the output from generative AI tools may be incorrect, incomplete or biased.
See also:
· Advice on acknowledging the use of generative AI on the Library web
page: https://answers.library.westernsydney.edu.au/faq/273171
· Student Misconduct Rule: https://www.westernsydney.edu.au/
currentstudents/current_students/student_misconduct_rule
· Information is available on the Library web page: https://westernsydney.
edu.au/studysmart/home/study_with_integrity/turnitin_ai_detector
Instructions:
The achievement of the Learning Outcomes for this subject and the success of the subject as a whole depend on
students attending all tutorials having engaged with the readings and on-line content in advance, and prepared to
discuss this material with their tutors and fellow students. The Participation grade will involve: the student’s record
of attendance; their level of engagement with the tutorial leader and fellow students during in-class discussions,
presentations, and other activities.
9
Marking Criteria:
Criteria HD D C P F
Participation and
useful attendance at
Zoom classes
Attends all tutorials
very well prepared
and capable of good
participation
Attends all tutorials
well-prepared to
discuss subject
content
Attends all tutorials
with some
preparation in
evidence
Attends most
tutorials with
limited participation
Does not attend
consistently, and/or
is unprepared when
present
Active engagement
in class discussion
and group work
Always actively
engaged in both
class discussion and
group with, with
thoughtful and
helpful comments
Always actively
engaged in both
class discussion and
group work
Mostly engaged in
both class
discussion and
group work
Occasionally
engaged in class
discussion
No or little evidence
of class attendance
or participation and
/ or group work
10
3.2.2 Quiz x 2
Weight: 30%
Type of Collaboration: Individual
Due: Week 5 (4 April, 11.59pm) and Week 12 (23 May, 11.59pm)
Submission: via Turnitin
Format: Each quiz will be comprised of short paragraph answers to set questions from
a list. Typically about 500 – 600 words in total will be required for each quiz.
Length: Each quiz 15%.
Use of Artificial Intelligence: Use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material or to edit your submission is permitted. The
content of your final submission must be your original work. Be aware that
the output from generative AI tools may be incorrect, incomplete or biased.
See also:
· Advice on acknowledging the use of generative AI on the Library web
page: https://answers.library.westernsydney.edu.au/faq/273171
· Student Misconduct Rule: https://www.westernsydney.edu.au/
currentstudents/current_students/student_misconduct_rule
· Information is available on the Library web page: https://westernsydney.
edu.au/studysmart/home/study_with_integrity/turnitin_ai_detector
Instructions:
Quiz questions may relate to material covered in the readings or the on-line content as set by the subject coordinator.
Questions may require students, for example: to define a key term in the readings; provide a brief interpretation of
part of a text; provide a brief character or narrative sketch; make a simple application of a principle studied in the
subject; provide a short example similar to examples studied in the subject. No other research or reading apart from
that specifically set by the subject coordinator may be used.
11
Marking Criteria:
Criteria HD D C P F
Addresses
components of the
assessment task
Does an excellent
job of appropriately
addressing all
components of the
task
Does a very good
job of addressing all
components of the
task
Does an adequate
job of addressing
most components of
the task
Adequately
addresses
components of the
task – follows
instructions
Does an inadequate
job of addressing
components of the
task – not following
instructions
Displays evidence of
thoughtful and
critical engagement
with the topics
Engages
thoughtfully and
critically with the
topics in all required
aspects
Engages
thoughtfully and
critically with the
demands of the
topics
Shows some critical
reflection on the
topics
Engages and shows
some basic thinking
on the task
Does not show
evidence of
thoughtful or
critical engagement
with the topics
Language skills,
grammar and clarity
of expression
Exceptionally clear
and well-written.
No grammatical
errors of any
consequence
Very clear and easy
to read. One or two
grammatical errors.
Mostly clear, having
few grammatical
and punctuation
errors, correct word
selections
Clear enough to
comprehend but
contains
grammatical errors
or some poor word
selections
Does not conform
to basic literary
standards. Difficult
to understand.
Grammatical errors
throughout.
12
3.2.3 Report
Weight: 30%
Type of Collaboration: Individual
Due: week 9 (2 May, 11.59pm)
Submission: To be submitted via the Turnitin link on the vUWS site.
Format: This assessment is a written report on a topic provided by the subject
coordinator. It consists of a number of distinct sections, each of which students
must complete in full. The report template will be supplied to students.
Length: 1,000 words
Use of Artificial Intelligence: Use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material or to edit your submission is permitted. The
content of your final submission must be your original work. Be aware that
the output from generative AI tools may be incorrect, incomplete or biased.
See also:
· Advice on acknowledging the use of generative AI on the Library web
page: https://answers.library.westernsydney.edu.au/faq/273171
· Student Misconduct Rule: https://www.westernsydney.edu.au/
currentstudents/current_students/student_misconduct_rule
· Information is available on the Library web page: https://westernsydney.
edu.au/studysmart/home/study_with_integrity/turnitin_ai_detector
Instructions:
The Report consists of a number of distinct sections, each dealing with a different aspect of a contemporary issue
or problem. A template for the report will be provided. An example of the template is included below, although the
actual one supplied may be varied to suit the topics available. The report’s terminology will be discussed in class.
Students will choose an example of an issue facing contemporary society, relevant to the themes of technology and
environment, and write a report on that issue following the structure of the template provided. Students should write
a total of approximately 1000 words.
The Report is not a standard academic research or student essay. Rather, it asks students to prepare a document
as if they were required to submit it in a work-place or community context – for example, submitting a report to a
government ministry, a corporate office, a community organisation, and so forth. The report is mainly an analysis –
that is, it breaks down the issue or problem into its various parts and sets out the various interested parties. A brief
form of judgement, advice or summation after the analysis concludes the report.
Students must reference material covered in the readings, on-line content, and any external sources set by the subject
coordinator. These external sources will generally be peer-reviewed, academic publications, although other kinds of
sources (government reports, media reports, corporate reports, and so forth) may be set. All external material used
in the report must be referenced using the standards of the American Psychological Association (APA) referencing
guide. If you require help accessing this guide, please refer to the Learning Guide. No other research apart from that
specifically set by the subject coordinator may be used.
Students will complete all sections of the report template in clear, grammatical prose.
13
Marking Criteria:
Criteria HD D C P F
Develops a clear
and independent
approach to the
topic
Does an excellent
job of developing a
clear and
independent
approach to the
topic – high
analytical skills
Does a very good
job of developing an
independent
approach to the
topic showing clear
logic and
understanding
Does a good job of
developing an
independent
approach to the
topic with a few
minor errors of logic
Develops an
independent
approach to the
topic with some
minor errors of logic
or understanding
Does a poor job of
developing an
independent
approach to the
topic with many
errors
Addresses
components of the
assessment task as
per instructions
Thoroughly and
appropriately
addresses all
components of the
task
Does a good job of
appropriately
addressing most
components of the
task
Does an adequate
job of addressing
most components of
the task
Adequately
addresses some
components of the
task – follows
instructions
Does an inadequate
job of addressing
components of the
task – not following
instructions
Displays evidence of
thoughtful and
critical engagement
with the topic
Engages
thoughtfully and
critically with the
topics in all required
aspects
Engages
thoughtfully and
critically with the
demands of the
topics
Shows some critical
reflection on the
topics
Engages and shows
some basic thinking
on the task
Does not show
evidence of
thoughtful or
critical engagement
with the topics
Language skills,
grammar and clarity
of expression
Exceptionally clear
and well-written.
No grammatical
errors of any
consequence
Very clear and easy
to read. One or two
grammatical errors.
Mostly clear, having
few grammatical
and punctuation
errors, correct word
selections
Clear enough to
comprehend but
contains
grammatical errors
or some poor word
selections
Does not conform
to basic literary
standards. Difficult
to understand.
Grammatical errors
throughout.
14
3.2.4 Final Exam (Take Home)
Weight: 30%
Type of Collaboration: Individual
Due: 16 June 2024, 11.59pm
Submission: Through a Turnitin link on the subject’s website
Format: An exam set for one week during the exam period at the end of term. There
will be two sections, each requiring students to write one essay. Thus the exam
will require students write two essays in total. The usual word total required
will be 600-750 words per question.
Length: 2 hours
Use of Artificial Intelligence: Use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material or to edit your submission is permitted. The
content of your final submission must be your original work. Be aware that
the output from generative AI tools may be incorrect, incomplete or biased.
See also:
· Advice on acknowledging the use of generative AI on the Library web
page: https://answers.library.westernsydney.edu.au/faq/273171
https://www.westernsydney.edu.au/currentstudents/current_students/
student_misconduct_rule
https://westernsydney.edu.au/studysmart/home/study_with_integrity/
turnitin_ai_detector
Instructions:
The final exam for the subject will be held during the exam period at the end of semester. It will consist of two
sections, each containing three possible essay questions. Students will choose one question from each section and
compose a clear, grammatical, well-organised essay in response. Thus students will be expected to write two essays
in total. The essay questions may be drawn from any of the material covered in the subject across semester. No other
research or texts or websites apart from that specifically set by the subject coordinator may be used. Typically, exam
questions cover a theme, a text, or an important concept or problem covered in the subject, and require students to
show comprehension and useful interpretation.
15
Marking Criteria:
Criteria HD D C P F
Addresses
components of the
assessment task as
per instructions
Thoroughly and
appropriately
addresses all
components of the
task
Does a good job of
appropriately
addressing most
components of the
task
Does an adequate
job of addressing
most components of
the task
Adequately
addresses some
components of the
task – follows
instructions
Does an inadequate
job of addressing
components of the
task – not following
instructions
Displays evidence of
thoughtful and
critical engagement
with the topic
Engages
thoughtfully and
critically with the
topics in all required
aspects
Engages
thoughtfully and
critically with the
demands of the
topics
Shows some critical
reflection on the
topics
Engages and shows
some basic thinking
on the task
Does not show
evidence of
thoughtful or
critical engagement
with the topics
Language skills,
grammar and clarity
of expression
Exceptionally clear
and well-written.
No grammatical
errors of any
consequence
Very clear and easy
to read. One or two
grammatical errors.
Mostly clear, having
few grammatical
and punctuation
errors, correct word
selections
Clear enough to
comprehend but
contains
grammatical errors
or some poor word
selections
Does not conform
to basic literary
standards. Difficult
to understand.
Grammatical errors
throughout.
16
4 Readings and Resources
4.1 Essential Readings
4.2 Recommended Readings
Additional Reading
Anita Heiss and Peter Minter, eds. The Macquarie PEN Anthology of Aboriginal Literature.
Borgmann, Albert, 1984, Technology and the Character of Contemporary Life: A Philosophical Inquiry,
Chicago/London: University of Chicago Press.
Francione, Gary. 2000. Introduction to animal rights: Your child or the dog. Philadelphia: Temple University Press.
Greig, A., Lewins, F., & White, K. (2003). Inequality in Australia. Cambridge University Press.
Grusky, D. (2018). The inequality reader: Contemporary and foundational readings in race, class, and gender.
Routledge.
Hannah Arendt. The Human Condition (U Chicago P, 1958).
Jamieson, Dale. Ethics and the Environment: An Introduction. Cambridge, UK: Cambridge University Press, 2008.
Karl Marx. Karl Marx: Selected Writings, ed. McLellan (Oxford UP, 2000).
Katharine Gibson, Deborah Bird Rose and Ruth Fincher, eds. Manifesto for Living in the Anthropocene. Brooklyn,
NY: Puntum Books, 2015.
Ken Hiltner, ed. Ecocriticism. Routledge, 2014.
Kroes, Peter and Peter-Paul Verbeek (eds), 2014, The Moral Status of Technical Artefacts, Dordrecht: Springer.
doi:10.1007/978-94-007-7914-3.
Memmi, The Colonizer and the Colonized, Souvenir Press, 2016.
Murray, G. (2017). Capitalist networks and social power in Australia and New Zealand. Routledge.
Nicholas Jose, ed. The Macquarie PEN Anthology of Australian Literature.
Peter Singer. 1979 [1993], Practical Ethics, second edition, Cambridge: Cambridge University Press; first edition,
1979.
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Phillip Morrissey and Chris Healy. Reading the Country: 30 Years On. Sydney: UTSePress, 2018.
Wallach, Wendell, and Colin Allen, 2009, Moral Machines: Teaching Robots Right from Wrong, Oxford/New York:
Oxford University Press. doi:10.1093/acprof:oso/9780195374049.001.0001.
Williams, R. (2014). Keywords: A Vocabulary of Culture and Society. Oxford UP.
4.3 Other Teaching and Learning Resources
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5 Key Teaching and Learning Policies
The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.
– Assessment Policy
– Assessment Policy – Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule
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