This course introduces students to developing and critically addressing an independent research question relevant to their own art practice or field of specialisation. Providing strategies to help refine, structure, and present a position and argument, it is aimed at students engaged in either practice-led research or art history and art theory. Students will learn to frame research questions, articulate construct logical arguments and explore ways to understand and contextualise their research. To deepen their critical understanding of art within historical and contemporary contexts, students will develop skills in writing and oral communication by locating, interpreting, and critically evaluating key information from academic resources. It is structured around seminar presentations and guest lectures, including academics artists, curators, and writers, and involves visits to collections and displays at national institutions where different examples of research approaches are demonstrated and tested.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- identify a relevant research topic in context of their own art practice or specialisation;
- develop critical thinking, visual analysis, literacy and academic skills to plan and present an independent research proposal;
- undertake an independent research project at an advanced level; and
- demonstrate critical points of view in a reasoned, referenced, and clearly structured analysis in both written and audio-visual forms.
Research-Led Teaching
This course is taught by research-focused academic staff with high-profile art historical and art and design practices and who apply independent research skills to their field in diverse ways.
Field Trips
A field trip to the National Gallery of Australia will be scheduled for week 7. Students will be expected to provide their own transport and meet at the venue in a timely manner.
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.
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.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction to course. How do we develop an independent research question? | Assessment items 1 + 2 begin. |
| 2 | Developing an independent research question: identifying contexts, mapping the terrain | |
| 3 | Positioning independent research in the field: methods and methodologies of research | |
| 4 | Critical writing and visual analysis: subjective and objective positions | |
| 5 | Student presentations and class discussion | |
| 6 | Student presentations and class discussion | Assessment item 2 concludes. Assessment item 1 continues. Assessment item 3 + 4 begins. |
| 7 | Field Trip: National Gallery of Australia Collection Study Room | |
| 8 | Good writing supports independent research: mechanics Academic Integrity: Dr Benjamin Kooyman, Learning Adviser, Academic Skills ANU | Assessment item 3 concludes. Assessment items 1 + 4 continue |
| 9 | Independent critical analysis of learning outcomes through independent research | |
| 10 | Workshop: in class writing blitz | Assessment item 1 concludes. Assessment items 4 continues |
| 11 | From draft to polished independent research essay: styles, referencing and documentation | |
| 12 | Establishing a point of view through independent research | Assessment item 4 concludes on 3 June 2022. |
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Participation in class forums, workshops and completion of set activities (1000 words) | 10 % | * | * | 1,2,3,4 |
| Seminar presentation (10 min, 1000 words + Audio/Visual files) | 20 % | 02/04/2022 | 08/04/2022 | 1,2,3,4 |
| Research statement and essay synopsis (1500 words) | 20 % | 29/04/2022 | 13/05/2022 | 1,2,3,4 |
| Long essay addressing independent research question (4000 words) | 50 % | 03/06/2022 | * | 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
Students are expected to participate actively in the course in person, which includes seminars, tutorials, and attending to tasks and assessment items in a timely manner. Students are also expected to manage their own time effectively through independent research. Satisfactory attendance is understood as missing no more than one tutorial session during the semester without documentary evidence of illness or extraordinary misfortune.
Assessment Task 1
Learning Outcomes: 1,2,3,4
Participation in class forums, workshops and completion of set activities (1000 words)
Participation in class forums, workshops and completion of set activities contributes to assignments 2,3, and ultimately supports the the long essay, assignment 4. The weekly tasks from weeks 1-10 aim to develop and assess the student's critical thinking or analytical abilities, improve and assess the student's independent research skills, and to practice and assess a student's written and verbal communication skills. Class modules in weeks 1-10 progressively cover the training and learning for this assignment and all supporting information and resources will be provided on the course wattle course site. The tasks will be progressively graded and students will be provided with feedback in a timely manner. Minimum 100 words per week.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 1 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Relevance of online engagement [L0 1-4] | Posting thoroughly addresses the discussion task and demonstrates an in-depth understanding of material with highly developed and relevant ideas. | Posting clearly addresses the discussion task and demonstrates an in-depth understanding of material with developed and relevant ideas. | Posting satisfactorily addresses the discussion task and demonstrates a developing understanding of material with relevant ideas. | Posting addresses some the discussion task but demonstrates a poorly developed understanding of material with few relevant ideas. | Posting fails to address the discussion tasks and demonstrates a poorly developed understanding of material with no relevant ideas. |
Quality of online engagement [L0 1-4] | Maximum effort to consistently post coherent, thoughtful, articulate writing that is free of grammatical, spelling, or punctuation errors. | High level of effort to consistently post coherent, thoughtful, articulate writing that is free of grammatical, spelling, or punctuation errors. | Satisfactory effort to frequently post coherent, thoughtful, articulate writing that is free of grammatical, spelling, or punctuation errors. | Limited effort to post coherent, thoughtful, articulate writing that is free of grammatical, spelling, or punctuation errors. | No effort to post coherent, thoughtful, articulate writing free of grammatical, spelling, or punctuation errors. |
Contribution to class learning [L0 1-4] | Always provides respectful, thoughtful, engaged and highly articulate responses to fellow students in person and online, that contribute to learning and encourage further class discussion. | Consistently provides respectful, thoughtful, engaged and well developed responses to fellow students in person and online, that contribute to learning and encourage further class discussion. | Provides a range of respectful, thoughtful, engaged responses to fellow student in person and online, that sometimes contribute to learning and encourage further class discussion. | Provides one or two brief responses to other students in person and online, with minimal effort. | Fails to provides responses to other students in person and online, or engage in class learning or discussion. |
Learning and problem solving through online engagement [L0 1-4] | Consistently identifies and uses feedback as a strategy to problem solve and progressively improve the scope of the independent research question with an exceptional range of demonstrated outcomes. | Consistently identifies and uses feedback as a strategy to problem solve and progressively improve the scope of the independent research question with a clear range of demonstrated outcomes. | Frequently identifies and uses feedback as a strategy to problem solve and progressively improve the scope of the independent research question with a satisfactory range of demonstrated outcomes. | Sometimes identifies and uses feedback as a strategy to problem solve and progressively improve the scope of the independent research question with a narrow range of demonstrated outcomes. | Fails to identify and use feedback as a strategy to problem solve and progressively improve the scope of the independent research question with no demonstrated outcomes. |
Assessment Task 2
Learning Outcomes: 1,2,3,4
Seminar presentation (10 min, 1000 words + Audio/Visual files)
This exercise is designed to develop and assess independent research skills required for students at a post-graduate coursework level. This assignment will be based on the workshop activities for weeks 1-4. The purpose of this exercise is to develop professional academic skills by writing a scripted presentation paper and delivering it to the class either week 5 or 6. The presentation will include;
- the proposed independent research question,
- a visual analysis of the work in question,
- 5-6 high quality visual resources appropriately captioned
- the contexts in which the work is positioned,
- the research methodologies the student intends to use, and;
- an overview key resources that will support the writing of the major essay (assignment 4).
The presentation will be 10 minutes in length and must be accompanied by slides formatted on powerpoint or a similar program with no more than 6 high quality slides. Following the convention of a postgraduate research symposium, speakers will be strictly limited to 10 minutes for their papers and keep to time. The presentation will need to be scripted (approximately 1,000 words) and practiced in advance. Please note that a presentation paper is not written in the same tone as an essay. It must be scholarly, but the language you use can be a little more conversational to make for a more engaging experience for your audience. For further tips see https://www.anu.edu.au/students/academic-skills/writing-assessment/presentations
The whole assignment is due at the end of week 6, cand will be graded according to the rubric below. It includes the following assessment items;
- 10 min in-person scripted presentation with visual documentation,
- 1000 word written script with visual documentation to be uploaded to Turnitin, and;
- 5 min in-class constructive discussion
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 2 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
Oral presentation delivery in person and visual documentation [L0 1-4] | The presentation is extremely well organised, highly critically engaged, delivered confidently on time and provides excellent visual documentation. | The presentation is well organised, critically engaged, delivered confidently on time limit and provides excellent visual documentation. | The presentation is satisfactorily organised, critically engaged but requiring more development, delivered confidently on time and provides good visual documentation. | The presentation is poorly organised, lacks critical engagement, not delivered on time and provides some good visual documentation. | The presentation is not organised, lacks critical engagement, not delivered on time and provides poor visual documentation. |
Proposed individual practice-led research [L0 1-4] | There is one clear, highly developed and focused independent research proposal. Main ideas are highly articulate and well supported an advanced awareness of complexities of contemporary art and design today. | There is one clearly developed and focused independent research proposal. Main ideas are highly articulate and well supported a highly developed awareness of complexities of contemporary art and design today. | There is one satisfactory independent research proposal but the focus needs to be further developed. Main ideas be further supported by a developing awareness of complexities of contemporary art and design today. | The independent research proposal needs to be more focused. Main ideas are incoherent and need to be further developed and supported by a higher level of awareness of complexities of contemporary art and design today. | The independent research proposal is not focused. Main ideas are incoherent and are not supported by an awareness of complexities of contemporary art and design today. |
Objective and aims of proposed individual research question [L0 1-4] | The objective and aims of the proposed independent research question is supported by a highly coherent outline of the contexts, methodologies, visual analysis and research resources required. | The objective and aims of the proposed independent research question is supported by a clear outline of the contexts, methodologies, visual analysis and research resources required. | The objective and aims of the proposed independent research question is supported by a satisfactory outline of the contexts, methodologies, visual analysis and research resources required. | The objective and aims of the proposed independent research question is poorly supported by an inadequate outline of the contexts, methodologies, visual analysis and research resources required. | The objective and aims of the proposed independent research question is not supported by coherent outline of the contexts, methodologies, visual analysis and research resources required. |
Written scripted presentation and mechanics [L0 1-4] | Document styled to course specifications and word limit, all paragraphs and sentences are well constructed, there are no errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document styled to course specifications and word limit, all paragraphs and sentences are well constructed, there are some small errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. There are some minor detectable errors. | Document styled to course specifications and word limit, most paragraphs and sentences are well constructed, there are some errors in grammar, punctuation or spelling. Most research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. There are several corrections required. | Document is not styled to course specifications or word limit, most paragraphs and sentences are poorly constructed, there are many errors in grammar, punctuation and spelling. Many research citations, graphs and images are inconsistently footnoted and captioned according to Chicago-style referencing. There are many corrections required. | Document is not styled to course specifications or meets the word limit, majority of paragraphs and sentences are poorly constructed, there are many errors in grammar, punctuation and spelling. Research citations, graphs and images are not correctly footnoted and captioned according to Chicago-style referencing. Evidence of plagiarism. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Research statement and essay synopsis (1500 words)
This exercise is designed to develop and assess independent research skills required for students at a post-graduate coursework level and will demonstrate the student has addressed critical feedback from assignments 1 + 2. Define your approach to the subject and interrogate its relevance to the practice of contemporary art and design today. You must cite the sources of your ideas with references, and a bibliography but these are not included in your final word count.
The purpose of this exercise is to develop professional academic skills by writing a research statement and synopsis supporting your proposed independent research question in 1500 words, and is expected to include,
- The proposed independent research question, (approx 25 words)
- a 150 word research statement (aims and objectives)
- a 150 analysis of the key works or artist in question,
- 5-6 high quality visual resources appropriately captioned
- in 200 words the theoretical framework in which work is positioned,
- in 200 words identifying how the research question is positioned within the field or discipline
- in 1300 words a literature review of the key resources that will support the writing of the major essay (assignment 4).
The assignment must be formatted in 12 point font, double-spaced.
- They must include your name and student number in the file name,
- A signed and dated declaration of original work must be attached to the beginning of the essay as a single combined file,
- It should be comprehensive and organised with extremely logical paragraph structure,
- Demonstrating an excellent and balanced use of quotes, the essay should be highly articulate and fluently written in an eloquent style with no grammar and spelling mistakes or typos, and;
- It is expected that the essay will be meticulously referenced, including the images of works or art or diagrams, using the Chicago Style.
- The written assignment is to be submitted to Turnitin on 13 May 2022.
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 3 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
The independent research question and research statement [L0 1-4] | Demonstrates a high level of further development, responding to the to progressive assignment feedback comprehensively and insightfully. | Demonstrates clear further development, responding to the to progressive assignment feedback comprehensively and insightfully. | Demonstrates satisfactory further development, responding to the to progressive assignment feedback comprehensively and insightfully. | Demonstrates limited further development, responding to the to progressive assignment feedback with some insightfulness. | Fails to demonstrate further development, and does not respond to the to progressive assignment feedback with a level of insightfulness. |
Demonstrated research supporting the individual question [L0 1-4] | Thoroughly researched, consulting all the major sources, including peer reviewed journals (when required) and demonstrating a sophisticated understanding of the major issues and an awareness of complexities of contemporary art and design today. | Clearly researched, consulting all the major sources, including peer reviewed journals (when required) and demonstrating a high level of understanding of the major issues and an awareness of complexities of contemporary art and design today. | Well researched, consulting most major sources, including peer reviewed journals (when required) and demonstrating a satisfactory level of understanding of the major issues and a developing awareness of complexities of contemporary art and design today. | Is not thoroughly researched, consulting few major sources, and no peer reviewed journals and demonstrating a poor level of understanding of the major issues and an undeveloped awareness of complexities of contemporary art and design today. | Is not satisfactorily researched, does not properly consult major sources, including peer reviewed journals and demonstrating a lack of understanding of the major issues or an awareness of complexities of contemporary art and design today. |
Objectives and aims of the independent research question [L0 1-4] | The objectives and aims of the research question are supported by a sophisticated theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are supported by a clear and coherent theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are supported by a satisfactory theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are not always supported by a satisfactory theoretical framework, and are not always positioned within key contemporary contexts relevant to the line of inquiry. | Fails to demonstrated any level of preparedness and effort, the essay is insufficiently organised, is not critically engaged, ideas do not transition smoothly from one paragraph to the other, and; does not provide visual documentation relevant to the main argument and visual analysis. |
Organisation and structure to support the independent research question and its argument [L0 1-4] | Demonstrated an advanced level of preparedness and effort, the assignment is extremely well organised, highly critically engaged, ideas transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a high level of preparedness and effort, the assignment is extremely well organised, highly critically engaged, ideas transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a satisfactory level of preparedness and effort, the assignment is sufficiently organised, critically engaged, ideas mostly transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a poor level of preparedness and effort, the assignment is insufficiently organised, is not always critically engaged, ideas rarely transition smoothly from one paragraph to the other, and; does not always provide excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a poor level of preparedness and effort, the assignment is insufficiently organised, is not always critically engaged, ideas rarely transition smoothly from one paragraph to the other, and; does not always provide excellent visual documentation relevant to the main argument and visual analysis. |
Written scripted research statement and synopsis, and mechanics [L0 1-4] | Document clearly styled to course specifications and word limit, all paragraphs and sentences are highly polished and constructed, there are no errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document clearly styled to course specifications and word limit, all paragraphs and sentences are polished and well constructed, but there are a few errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document styled to course specifications and word limit, most paragraphs and sentences are polished and well constructed, but there are errors in grammar, punctuation or spelling. Most research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document is vaguely styled to course specifications and word limit, not all paragraphs and sentences are polished and well constructed, and there are numerous errors in grammar, punctuation or spelling. Few research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document is not satisfactorily styled to course specifications and word limit, paragraphs and sentences are poorly constructed, and there are numerous errors in grammar, punctuation or spelling. Research citations, graphs and images are in correctly footnoted and captioned according to Chicago-style referencing. Evidence of plagiarism. |
Assessment Task 4
Learning Outcomes: 1,2,3,4
Long essay addressing independent research question (4000 words)
Propose, explore, develop and address an independent research question as a 4000-word written research paper. This assignment addresses all of the course's four learning outcomes. Define your approach to the subject and interrogate its relevance to the practice of contemporary art and design today. You must cite the sources of your ideas with references, and a bibliography but these are not included in your final word count.
- Essays must be formatted in 12 point font, double-spaced.
- They must include your name and student number in the file name.
- A signed and dated declaration of original work must be attached to the beginning of the essay as a single combined file.
- The Independent Research Essay should be thoroughly researched, consulting all the major sources, including peer reviewed journals (when required) and demonstrate a sophisticated understanding of the major issues and an awareness of complexities of contemporary art and design today.
- The research question needs to be highly developed and addressed by a lucid argument that addresses the assessment criteria comprehensively and insightfully.
- The essay should include an excellent choice of images with highly perceptive visual analysis integrated into the overall argument in a compelling and seamless manner.
- The essay should be comprehensive and organised with extremely logical paragraph structure and highly effective use of topic sentences, with an engaging and effective introduction and conclusion.
- Demonstrating an excellent and balanced use of quotes, the essay should be highly articulate and fluently written in an eloquent style with no grammar and spelling mistakes or typos.
- It is expected that the essay will be meticulously referenced, including the images of works or art or diagrams, using the Chicago Style.
- The essay assignment is to be submitted to Turnitin on 3 June 2022,
Rubric
| CRITERIA/ LEARNING OUTCOMES ASSESSMENT ITEM 4 | HIGH DISTINCTION 80 – 100% | DISTINCTION 70-79% | CREDIT 60-69% | PASS 50-59% | N (FAIL) 0- 49% |
|---|---|---|---|---|---|
The independent research question [L0 1-4] | Is advanced and addressed by a lucid argument that responds to the course learning outcomes comprehensively and insightfully. | Is highly developed and addressed by a lucid argument that responds to the course learning outcomes comprehensively and insightfully. | Is satisfactorily developed and addressed by a lucid argument that responds to the course learning outcomes with a good level of insightfulness. | Is poorly developed and not addressed by a coherent argument but attempts to respond to the course learning outcomes with a limited level of insightfulness. | Is poorly developed and not addressed by a coherent argument nor responds to the course learning outcomes with a level of insightfulness. |
The supporting research [L0 1-4] | Thoroughly researched, consulting all the major sources, including peer reviewed journals (when required) and demonstrating a sophisticated understanding of the major issues and an awareness of complexities of contemporary art and design today. | Clearly researched, consulting all the major sources, including peer reviewed journals (when required) and demonstrating a high level of understanding of the major issues and an awareness of complexities of contemporary art and design today. | Well researched, consulting most major sources, including peer reviewed journals (when required) and demonstrating a satisfactory level of understanding of the major issues and a developing awareness of complexities of contemporary art and design today. | Is not thoroughly researched, consulting few major sources, and no peer reviewed journals and demonstrating a poor level of understanding of the major issues and an undeveloped awareness of complexities of contemporary art and design today. | Is not satisfactorily researched, does not properly consult major sources, including peer reviewed journals and demonstrating a lack of understanding of the major issues or an awareness of complexities of contemporary art and design today. |
Objectives and aims of the research question and argument [L0 1-4] | The objectives and aims of the research question are supported by a sophisticated theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are supported by a clear and coherent theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are supported by a satisfactory theoretical framework, and positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question are not always supported by a satisfactory theoretical framework, and are not always positioned within key contemporary contexts relevant to the line of inquiry. | The objectives and aims of the research question fail to be supported by a satisfactory theoretical framework, and are not positioned within key contemporary contexts relevant to the line of inquiry. |
Organisation and structure of the overall research that supports the critical engagement with the argument [L0 1-4] | Demonstrated an advanced level of preparedness and effort, the essay is extremely well organised, highly critically engaged, ideas transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a high level of preparedness and effort, the essay is extremely well organised, highly critically engaged, ideas transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a satisfactory level of preparedness and effort, the essay is sufficiently organised, critically engaged, ideas mostly transition smoothly from one paragraph to the other, and; provides excellent visual documentation relevant to the main argument and visual analysis. | Demonstrated a poor level of preparedness and effort, the essay is insufficiently organised, is not always critically engaged, ideas rarely transition smoothly from one paragraph to the other, and; does not always provide excellent visual documentation relevant to the main argument and visual analysis. | Fails to demonstrated any level of preparedness and effort, the essay is insufficiently organised, is not critically engaged, ideas do not transition smoothly from one paragraph to the other, and; does not provide visual documentation relevant to the main argument and visual analysis. |
Written essay and mechanics [L0 1-4] | Document clearly styled to course specifications and word limit, all paragraphs and sentences are highly polished and constructed, there are no errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document clearly styled to course specifications and word limit, all paragraphs and sentences are polished and well constructed, but there are a few errors in grammar, punctuation or spelling. All research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document styled to course specifications and word limit, most paragraphs and sentences are polished and well constructed, but there are errors in grammar, punctuation or spelling. Most research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document is vaguely styled to course specifications and word limit, not all paragraphs and sentences are polished and well constructed, and there are numerous errors in grammar, punctuation or spelling. Few research citations, graphs and images are correctly footnoted and captioned according to Chicago-style referencing. | Document is not satisfactorily styled to course specifications and word limit, paragraphs and sentences are poorly constructed, and there are numerous errors in grammar, punctuation or spelling. Research citations, graphs and images are in correctly footnoted and captioned according to Chicago-style referencing. Evidence of plagiarism. |
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
ARTH8022 - Points of View: Developing Strategies for Independent Research in Art & Design Late submission permitted. 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. Late submission is not accepted for take-home examinations.
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.
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.
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
Convener
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Research Interestshttps://researchers.anu.edu.au/researchers/seccombe-ej |
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Dr Erica Seccombe
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Instructor
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Research Interests |
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Dr Erica Seccombe
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