The focus of this intensively-delivered course is writing on and about the creative arts and the visual arts in particular. It is aimed at students engaged in either practice-led research or art history and theoretical research in the creative arts. It introduces a variety of strategies and models for experimenting with voice, structure and content and addresses writing for different contexts - academic, art museums and the visual and creative industries more generally. The aim throughout is to develop students' critical awareness of various ways of writing and skills and confidence for writing at an advanced level.

Students, they will write about an art or design subject of their choice in order to develop their capacity for critical awareness through self-directed research. Through this investigation they will incorporate a variety of strategies to experiment with voice, structure, content and writing styles for different contexts.

Students are encouraged to contact the course convenor to discuss their choice of subject.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. experiment with different modes and voices for writing on the creative arts;
2. evaluate others’ writing about the arts;
3. evaluate and explore ways of writing about art works, materials, processes and /or performance;
4. apply course material to extended writing exercises; and
5. speak with confidence about an aspect of writing.

Field Trips

We will be visiting some on campus galleries and arts spaces as part of our Workshops (such as Drill Hall, School of Art & Design). There may be opportunities to visit some of the National Cultural Institutions during timetabled hours (if access and COVID-19 requirements permit). Details will be communicated to students through Wattle and email well in advance of any Field Trip.

Required Resources

Students will need to bring laptops, tablets, or other writing and note-taking materials to class.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

All required readings will be made available to students on the Wattle site. Below is a list of additional recommended resources, which should be useful both during this intensive, and in your ongoing studies. Students are not expected to read all of these for ARTH9021/ARTH8021 (although excerpts from some will be set as key readings). Many of these books are either available online/as ebooks, or will be put on Short Term Loan at the Art & Music Library:

• Barrett, Estelle and Bolt Barbara. (eds.) Practice as Research: Approaches to Creative Arts Enquiry. London: IB Tauris, 2007.
• Carter, Paul. Material Thinking: The Theory and Practice of Creative Research. Melbourne: MUP, 2004.
• Elkins, James. (ed) Artists with PhDs: On the New Doctoral Degree in Studio Art. Washington, DC : New Academia Publishing, 2009.
• Grant, Catherine and Patricia Rubin (eds). Creative Writing and Art History. Chichester, UK: Wiley-Blackwell, 2012.
• Kamler, Barbara and Pat Thomson. Helping doctoral students write: Pedagogies for supervision. London; New York: Routledge, 2014.
• Malcolm, Janet, Forty-one False Starts: Essays on Artists and Writers. Melbourne: The Text Company, 2013.
• Mewburn, Inger. “The Thesis Whisper”. https://thesiswhisperer.com/ 
• Mewburn, Inger Mewburn, Katherine Firth and Shaun Lehmann. How to fix your academic writing trouble: a practical guide. London: Open University Press, 2019.
• Norris, Mary. Between You & Me: Confessions of a Comma Queen. Melbourne: Text Publishing, 2015.
• Sword, Helen. Stylish Academic Writing. Cambridge, Mass.: Harvard University Press, 2012.
• Sword, Helen. Air & light & time & space: How successful academics write. Cambridge, Mass.: Harvard University Press, 2017.
• Williams, Gilda. How to Write About Contemporary Art. London: Thames & Hudson, 2014.
• Writing & Concepts, http://writingandconcepts.com.au/

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Due to the nature of this course, the precise class schedule is subject to change and adjustment. A full and detailed class schedule will be published on Wattle for students to see in advance of the intensive teaching dates.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to the course; Generative writing techniques
2	Keyword Presentations and Exercises	Keyword Task Due Tuesday 5 April
3	Experiential Writing
4	Audience: Writing and editing for different readers
5	Self-directed research time and student consultations
6	Applied writing and research tasks
7	Academic Skills: Incorporating other voices
8	Student presentations and final discussions	Student Presentations: 13 April
9	Post-teaching weeks (14 April to 27 May)	Final Essays due: 27 May

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Participation	10 %	*	*	1,2,3,5
Written keyword assignment (500 words)	10 %	05/04/2022	19/04/2022	1,3,5
Presentation (10 minutes) with written paper (1000 words)	20 %	13/04/2022	03/05/2022	1,2,3,5
Essay (4000 words)	60 %	27/05/2022	10/06/2022	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation requirements outlined in Assessment Task 1.

Assessment Task 1

Participation

Participation includes completing the set readings, participation in writing exercises, evaluations of writing on art, and contributions to small and large group discussions.

Participation also includes the following short writing task, due before the intensive classes begins: “Evaluation of a piece of art writing"

Details of task: Select a short piece of writing on art (or an excerpt), one to two pages maximum, which you consider to be successful. The writing can come from a book, an article, a review etc., and can be historical or contemporary. You are encouraged to choose a text that you are already familiar with through your own research and writing (i.e. you should not need to do further research for this task). Make some notes (bullet points are fine) and discuss the reasons for your evaluation (500 words, maximum). Why did you choose this piece? Why do you consider it to be a successful piece of writing about art? What does it do well? What are its strengths and/or weaknesses?

The Wattle site will include a link to a Forum for this Writing Evaluation Task. You should upload a copy of your chosen article AND your evaluative comments by Friday 1 April (i.e. before intensive classes begin). Students’ selections will form an online resource that all students can access and refer to. 

Assessment Task 2

Written keyword assignment (500 words)

In one page, choose and describe one keyword from your research. The aim of this exercise is to explore all of the potential meanings that might be embedded in this word. In order to make your description as rich as possible, you should consult with as many sources as you can, including full versions of dictionaries such as the Oxford English Dictionary (don’t forget that you can access the OED online through the ANU catalogue). Look back through the history and the etymology of the word: this can sometimes draw out unexpected resonances with your research and your writing. You may even wish to consider the meaning of the word in relation to its opposite or antonyms.

Where appropriate, you could also consult dictionaries of ideas, such as Raymond Williams’ Keywords (a sample of which is provided on Wattle). Once you have researched the word’s history, make sure you relate it to your research project/interests and make it clear why you have chosen it.

There is an example of a similar keyword exercise in section 6 of Francesca Rendle- Short’s article “Loose Thinking: Writing an Exegesis”, which has been uploaded on to Wattle. Remember though, this is just an example, not a model for your exercise. The aim of this Assessment Task is for you to explore your keyword with as much freedom as possible, and as much as possible to connect that back to your own research and writing interests.

Students will read their Keyword Assignments in class on the assignment due date, and this will form part of a group discussion and exercises. Your written document also needs to be submitted on the same day via the Turnitin link on Wattle.

Word limit: 500 words

Value: 10%

Presentation requirements: Submit via upload to Wattle. 12-point font, double spaced text, using Chicago style referencing (footnotes and bibliography)

Due Date: 5 April 2022

Estimated return date: 19 April 2022

Rubric

	Fail (N) 0-49	Pass (P) 50-59	Credit (CR) 60-69	Distinction (D) 70-79	High Distinction (HD) 80-100
Explores the meaning of chosen keyword on a number of relevant levels LO 1,3	Does not display a clear understanding of the keyword’s meanings and definitions.	Displays some understanding of the keyword’s key meanings and definitions, but very limited.	Displays a good understanding of the keyword’s key meanings and definitions. Could be explored in more breadth and/or depth.	Displays a very good understanding of keyword’s key meanings. Presents a broad range of relevant definitions and contexts.	Displays an excellent understanding of keyword’s key meanings. Presents a sophisticated range of relevant definitions and contexts.
Makes critical connections to deepen understanding of chosen keyword LO 1,3	Does not make any relevant connections between different definitions or understandings of the chosen keyword.	Makes some connections between keyword definitions, but not particularly effective or relevant.	Makes some good, informed connections between keyword definitions. Could be explored in more breadth and/or depth.	Makes very good, intelligent connections between various definitions and understandings of the chosen keyword.	Makes excellent, sophisticated connections between various definitions and understandings of the chosen keyword. Used to thorough deepen understanding of keyword.
Communicates clearly and effectively LO 5	Communication and presentation of the task is very unclear and/or underdeveloped.	Communication and presentation of the task is lacking clarity at key points.	Communication and presentation of the task is generally clear, but with some lapses.	Communication and presentation of the task is very clear and convincing.	Communication and presentation of the task is extremely lucid, convincing and engaging.

Assessment Task 3

Presentation (10 minutes) with written paper (1000 words)

Choose an object, a process, an event, a place, an idea, a concept or a person that relates to your current artistic practice or art historical research interests. Your presentation should clearly communicate to the audience why your choice is important to your research.

The aim of this project is to develop your voice and to consider potential methodologies and frameworks for writing about art and creative practice. In order to communicate the importance of your central topic, you should contextualise it in relation to other key articles, artworks, practices, theories, and/or concepts.

You are encouraged to incorporate images or objects into your audio-visual presentation, which should be 10 minutes long. Presentations will take place on the final day of the intensive teaching period, and you will receive oral feedback on the day. You should use that feedback to refine and edit your presentation for the written submission (1,000 words), however you are not expected to make substantial changes to content.

Word limit: 10-minutes (presentation); 1,000 words (paper)

Value: 20%

Presentation requirements: Students are encouraged to prepare a PowerPoint (or similar) slideshow to accompany their presentation. Final written papers should be submitted via upload to Wattle. 12-point font, double spaced text, using Chicago style referencing (footnotes and bibliography)

Due Date: Presentations are due Wednesday 13 April 2022. Written papers are due Tuesday 19 April 2022.

Estimated return date: 3 May 2022

Rubric

	Fail (N) 0-49	Pass (P) 50-59	Credit (CR) 60-69	Distinction (D) 70-79	High Distinction (HD) 80-100
OVERALL CRITERIA
Choice of case study and links to broader research interests LO 3	No clear logic to choice of case study. Does not indicate why case study is important to student's research.	Choice of case study adequate. Student does not really indicate why case study is important to broader their research interests.	A clearly considered choice of case study. Student clearly indicates why the case study is important to their broader research interests.	Engaging and original choice of case study. Student very clearly demonstrates why the case study is important to their research.	Sophisticated and highly original choice of case study. Student compellingly argues for why the case study is important to their research.
Contextualisation of case study in relation to relevant academic and artistic materials  LO 1,2,3	Minimal or no contextualisation of case study in relation to relevant academic articles, artworks, practices, theories, and/or concepts	Basic contextualisation of case study, but limited or underdeveloped discussion	Good contextualisation of case study in relation to academic articles, artworks, practices, theories, and/or concepts. Lacking nuance or deep engagement	Thorough contextualisation of case study in relation to diverse academic articles, artworks, practices, theories, and/or concepts.	Thorough and insightful contextualisation of case study. Contributes to a sophisticated understanding of case study.
Visual analysis and presentation  LO 3, 5	Poor and/or incorrect visual analysis. No slides, texts or objects used in presentation	Usually correct but incomplete visual analysis. Limited use of slides, texts or objects in presentation	Solid visual analysis but with some gaps. Good use of slides, texts or objects in presentation.	Good visual analysis, fully exploring the case study. Slides, texts or objects used with purpose in presentation.	Thorough and insightful visual analysis. Excellent and imaginative use of slides, texts or objects in presentation.
ORAL PRESENTATION
Structure and duration LO 1,5	Unclear structure. Unable to keep to time.	Lacking strong structure and/or does not keep to time.	Keeps to time. Well-structured presentation.	Keeps to time. Purposeful and clear structure.	Keeps to time. Imaginative and sophisticated structure.
Delivery and engagement with audience LO 1,5	Inaudible/spoken too fast. Unable to engage with audience.	Audible with some pauses. Basic engagement with audience.	Clearly spoken and well paced. Deliberate engagement with audience.	Effectively spoken with persuasive delivery. Thoughtful engagement with audience.	Informative and engaging delivery. Engages audience with enthusiasm.
WRITTEN PAPER
Writing	Poorly written with many spelling and grammatical errors.	Adequately written paper, but with errors in grammar and spelling.	Well written paper. Usually correct grammar and spelling.	Fluently written paper. Minimal grammatical and spelling errors.	Highly articulate and written in an eloquent style. Comprehension enhanced by grammar and spelling.
Referencing (written paper only), using Chicago Notes-Bibliography style.	Inadequate referencing and citations. Images inadequately labelled.	Adequate referencing, citations and image labelling but with mistakes or inconsistencies.	Good referencing and image labelling with a few mistakes.	Careful referencing and image labelling with almost no mistake.	Meticulous referencing and image labelling.

Assessment Task 4

Essay (4000 words)

The final, major writing task for this course is a research essay, completed in the weeks following the intensive teaching period. The aim is for you to apply the skills learned, and to produce a significant piece of writing that demonstrates new and original research.

You must discuss and identify the topic and focus of your essay in consultation with the Course Convener. You must also write a clear research/essay question, to be approved in advance by the Course Convener.

Your final writing task will be evaluated in terms of how well it demonstrates the following core skills: integration of independent scholarly research; a well-defined argument; visual analysis of key chosen works of art and/or design; strong organisation of ideas; clarity of writing; and thorough use of scholarly referencing and citation conventions (Chicago Notes-Bibliography style).

Word limit: 4,000 words

Value: 60%

Presentation requirements: Submit via upload to Wattle. 12-point font, double spaced text, using Chicago style referencing (footnotes and bibliography)

Due Date: 27 May 2022

Estimated return date: 10 June 2022

Rubric

	Fail (N) 0-49	Pass (P) 50-59	Credit (CR) 60-69	Distinction (D) 70-79	High Distinction (HD) 80-100
RESEARCH AND KNOWLEDGE  LO 2,3,4	* Little indication of research drawing on formal, scholarly material. * Little knowledge of major themes.	* Adequate range of research sources. * Relies on internet sites (blogs, journalism, aggregators) more than scholarly publications. * Adequate understanding of the topic	* Good range of references but missing key sources. * Shows understanding of key research issues in the research question but tends towards overview rather than reflective engagement.	* Wide range of sources, including peer reviewed journals, but missing some key authors * Thorough knowledge of the major issues and perceptive analysis of major points. * Uses research sources to develop and drive a strong argument.	* Thoroughly researched, consulting all the major sources, including peer reviewed journals, principle monographs and/or exhibition catalogues * Sophisticated understanding of the major issues and awareness of complexities. * Uses research sources to develop an extremely informed, independent argument.
ARGUMENT LO 1,2,3,4	* Lacks any argument, does not present a core research question.	* Argument tends to observation and impression. * Does not develop an independent perspective on the topic. * Argument is not forcefully stated or developed.	* Clearly stated argument which addresses a defined research question. * Argument developed in a systematic structure of proposition, evidence and conclusion. * Argument tends to report or summarise opinion.	* Strong argument that presents a wide range of convincing points, in response to an independent research question. * The argument is proposed directly and is consistently addressed. * Argument developed in a systematic structure of proposition, evidence and conclusion.	* Highly sophisticated and lucid argument that addresses an intelligent research question insightfully. * The argument develops a sophisticated, independent perspective on the question, supported by astute use of evidence and analysis.
VISUAL ANALYSIS LO 2,3,4	* Does not discuss relevant art works. * Limited number of art works discussed.	* Includes a suitable choice of images with a basic analysis. * Visual analysis tends to be illustrative, with examples paired with contentions of argument, without elaboration.	* Suitable choice of images with purposeful visual analysis. * Visual analysis directly supports the development of argument (as proposition and evidence).	* Relevant choice of images with close attention to visual analysis. * Visual analysis astutely integrated into the overall argument, consistently initiating and propelling an address to the research question.	* Excellent choice of images, with highly perceptive visual analysis. * Visual analysis integrated into the overall argument in a compelling and seamless manner.
ORGANISATION LO 1,2,3,4	* Does not directly address a research question. * Little or no structure of argument and analysis. * Disconnected observations, impressions or reporting of material.	* A simple arrangement of ideas into a basic address to the research question. * Key components (introduction, statement of argument, analysis, conclusion) may be missing or out of balance. * Usually remains focused on the topic.	* Clear organisation of ideas, with key components (introduction, statement of argument, analysis, conclusion) evident. * Remains focused on the topic. * May be some imbalance or disconnection of elements (e.g. over-long introduction, buried thesis, sudden shifts of topic). * Good use of paragraphing	* Strong organization with a purposeful structure, direct statement of argument, systematic progress through evidence towards conclusion. * A sense, in introduction and conclusion, that the author has an agenda. * Effective use of paragraphing and topic sentences to propel the essay from introduction through to conclusion.	* Excellent organisation * Extremely logical paragraphs with highly effective use of topic sentences. * Engaging and highly effective introduction and conclusion.
WRITING LO1,2,3,4	* Poorly written with many spelling and grammatical errors.	* Adequately written essay. Some errors in grammar and spelling.	* Well written essay. Usually correct grammar and spelling.	* Fluently written essay. Minimal grammatical and spelling errors	* Highly articulate and written in an eloquent style. * Comprehension enhanced by grammar and spelling.
REFERENCING LO 2,3,4	* Inadequate referencing. * Images inadequately labeled. * May not include a bibliography.	* Adequate referencing and image labeling but with some mistakes and inconsistencies. * Use of the Chicago Style Manual and footnotes.	* Good referencing and image labeling with a few mistakes. * Use of the Chicago Style Manual and footnotes.	* Careful referencing and image labeling with almost no mistakes * Use of the Chicago Style Manual and footnotes. * Effective use of quotations.	* Meticulous referencing and image labeling * Use of the Chicago Style Manual and footnotes. * Excellent and balanced use of quotations.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments and feedback are returned to students via Wattle.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assignments is not permitted.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students