This intensively-delivered course focuses on writing about practice-led research. Aimed at students working in the creative arts and design, the course introduces strategies and methods for experimenting with voice, structure, and content. Students will develop a critical awareness of how to think and argue through writing, as well as the skills and confidence required for making research public at an advanced level.

 

Students will write about an art or design subject related to their research questions 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.

 

Students are encouraged to contact the course convenor to discuss their research.

Learning Outcomes

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

1. independently analyse and critically reflect on different modes of writing on practice-led research;
2. research and apply established theories to a body of knowledge or practice;
3. interpret and transmit knowledge, skills and ideas to peers;
4. apply course material to extended writing exercises; and
5. speak with confidence about an aspect of writing.

Field Trips

If enrolled students are exhibiting work nearby during the course, definitely let us know! Details will be communicated to students through Wattle and email well in advance of any Field Trip.

Additional Course Costs

You may wish to print your poster. A0 is a standard size and Officeworks quotes $39 for this.

Required Resources

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

Recommended Resources

Whether you are on campus or studying online, 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 ARTV9030/ARTV8030 (although excerpts 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 library (library in flux! Will confirm loans asap):

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.

[required] Dumit, Joseph. “Writing the Implosion: Teaching the World One Thing at a Time.” Cultural Anthropology Vol. 29 No. 2 (2014).

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.

Loveless, Natalie. How to Make Art at the End of the World: A Manifesto for Research-Creation, Durham: Duke University Press, 2019

Malcolm, Janet, Forty-one False Starts: Essays on Artists and Writers. Melbourne: The Text Company, 2013.

Mewburn, Inger. “The Thesis Whisperer”. 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, 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	Before intensive week (weeks 1-6)	Tasks to complete before the intensive:1) Introduce yourself on the Wattle forum so we can start to meet each other and even say hi when we see each other around campus--It'd be great to post a picture if you're comfortable with that. Wattle is just for us, not public.2) Read Joseph Dumit's essay 'Writing the Implosion' (available online). Investigate at least one of the cited sources that may be relevant to your work.3) Prepare a ten-minute presentation of your research project for week 1 with an eye on a short list of 'its' relevant to your research (read Dumit to find out what is meant by 'its')4) Make sure you have a bunch of writing, organizing, and citation software ready to go. Some suggestions beyond the Office 365 environment ANU already has: Scrivener (time it so your 30-day trial is during the intensive), Evernote, Zotero for citations (alternatives exist, but Zotero is open source so you can take it with you if you ever lose institutional access to proprietary software).
2	Session 1Introduction to the course: thinking, writing, making, method	Assessment task 1: 10-minute oral presentation of research project (LO 1,2,3,4,5) [Wattle upload]
3	Session 2Writing the Implosion (Dumit) workshop	Assessment task 1: List of three 'its', participation (LO 1,2,3,4,5) [Wattle upload]
4	Session 3.1Writing the Implosion discussion	DRAFT Assessment task 2: Implosion method workshop documentation & 500-word summary (LO 1,2,3,5) [In-class workshop]
5	Session 3.2In conversation: Politics of citational practice, developing an intersectional standpoint	Draw on your documentation from the implosion exercise and from your existing proposal, literature review, other writing, etc., to form a basis for critical reflection on your current citational politics.
6	Session 4Writing strategies and tactics: A generative practicum to develop writing as a research method	Be prepared with every possible tool for writing (big pieces of paper, pens, pencils, small pieces of paper, Scrivener, Word, Zotero, TikTok, notebooks, your phone, laptop, VR headset, bring it all in)
7	Session 5Fields of research, dissertation/thesis formats, concepts and protocols	FINAL Assessment task 2: Implosion method workshop documentation & 500-word summary (LO 1,2,3,5) [Wattle upload]
8	Session 5.5Poster workshop	Bring writing implements and whatever you might need to mock up and brainstorm your poster for the HDR conference
9	Week 12Due date for working document [class does not meet in person]	Assessment task 4: 5000-word essay including keywords, abstract, and works cited (LO 1,2,3,4,5) [Wattle upload]
10	Session 6HDR Conference (dates TBD)	Assessment task 3: Poster (LO 1,2,3,4,5) [A0 analog or digital public display at conference as well as digital wattle upload]

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
1: Participation, including oral presentation and list of its (10%)	10 %	08/04/2025	1,2,3,4,5
2: Method workshop documentation & 500 word summary (20%)	20 %	09/04/2025	1,2,3,4
3. Poster (20%)	20 %	*	1,2,3,5
4. Essay (4000 words) (50%)	50 %	23/05/2025	1,2,3,4,5

* 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
• Extenuating Circumstances Application
• 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.

Assessment Task 1

1: Participation, including oral presentation and list of its (10%)

A ten-minute oral presentation introduces us to your research project on day 1 of the intensive (consider including a presentation of your practice, perhaps with visuals, a summary of your methods and methodologies in the studio, and a reflection on what you want to learn from this class)

The aim of this presentation 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 contribution to knowledge, contextualise it in relation to other key articles, artworks, practices, theories, and/or concepts.

Bring a list of three 'its' to session 2, to be explored via Dumit's Implosion framework

Continue to participate in the class by showing up, engaging, and giving feedback to your colleagues (can be in person in the moment but can alternatively be emails! cc your convenor so they know about it)

Wattle upload points are available for a) presentation materials (slides, handout, notes, however you choose to convey it) and b) list of three its (just the list)

Rubric

	Exceeds expectations	Meets expectations	Does not meet expectations
Professionalism, thoroughness, evidence of citational practice (75%) LO 1, 2, 3, 4, 5	Presentation stays to time, engages external sources in a sophisticated way, includes relevant support materials, clearly articulates the research project, and is completed to a standard appropriate to the degree.	Presentation makes an attempt to stay to time, engages external sources, includes some or basic support materials, articulates the research project, and is completed to a standard appropriate to the degree.	Presentation does not to stay to time, does not engage external sources, includes few, inadequate, or no support materials, does not articulate the research project, and/or is not completed to a standard appropriate to the degree.
List of its relevance and quality (25%) LO 2, 3, 4	List of its relevant to the project and appropriate for the implosion method introduced in week 1	List of its relevant to the project and appropriate for the implosion method introduced in week 1	List of its does not exist or is not relevant or suitable to the project or to the implosion method introduced in week 1

Assessment Task 2

2: Method workshop documentation & 500 word summary (20%)

There will be workshop time for this assessment during class in Session 3.1.

Gather your results from your implosion workshop and format it for a) external readers and b) digital upload (this could mean photographing or scanning, or maybe you were typing all along, or maybe it helps to type it up as a way of editing).

Compose a 500 word summary/reflection on the implosion process (please do stay to this word count). It is possible that some category of analysis crucial for your work was missing from Dumit's (situated, specific) framework. Optionally include this missing category in your summary.

There is no wattle upload point for the 'DRAFT' activity; this signals that we will be workshopping the task in class.

Rubric

	Exceeds expectations	Meets expectations	Does not meet expectations
Legibility and accessibility, engagement with course material (50%) LO 1, 2, 3, 4	Documentation of implosion process evidences high level and thorough engagement with all dimensions, documentation has been edited into presentable format, documentation potentially identifies new dimensions	Documentation of implosion process evidences engagement with all dimensions, documentation is coherent	Documentation does not exist, does not engage all dimensions, is not legible for outside readers
Communication of methods and studio practices, relevance to research project (50%) LO 1, 2, 3, 4	Summary of implosion exercise conveys relevance of the exercise to the research project, clearly brings methods and studio practices to bear when approaching dimensions, evidences expanded thinking about the research project, and is completed to a standard appropriate to the degree.	Summary of implosion exercise conveys relevance of the exercise to the research project, includes methods and studio practices , addresses the research project, and is completed to a standard appropriate to the degree.	Summary of implosion exercise does not exist, does not address methods or studio practices, and/or is not completed to a standard appropriate to the degree.

Assessment Task 3

3. Poster (20%)

Create a poster to represent your research project. Be prepared for a flexible presentation, as details are still being discussed with the HDR Conference team. Presentation could be A0 printed on paper, or digital projected on a screen or large TV. Ideally, some aspect of your work from this class will appear in the poster (for example, and not limited to: implosion dimensions, citational practices, writing in practice, studio methods and methodologies communicated through writing)

Rubric

	Exceeds expectations	Meets expectations	Does not meet expectations
Legibility and accessibility, engagement with course material and relevance to research questions (50%) LO 1, 2, 3, 5	Poster clearly engages multiple aspects of the class, is resolved, legible and accessible for readers, meets presentation requirements	Poster engages some aspects of the class, is legible and accessible for readers, meets presentation requirements	Poster does not exist, does not engage any aspects of the class, is not accessible or presentable
Communication of findings and argument (50%) LO 1, 2, 3, 5	Poster thoroughly communicates the research project, outlines its key message or argument as well as the key points or findings from the research, and is completed to a standard appropriate to the degree.	Poster makes a strong effort to communicate the research project, outline its key message or argument as well as the key points or findings from the research, and is completed to a standard appropriate to the degree.	Poster lacks a majority of crucial attributes (communicating the research, outlining argument, key points or findings), and/or is not completed to a standard appropriate to the degree.

Assessment Task 4

4. Essay (4000 words) (50%)

The final writing task for this course is to be 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 will contribute to your research and writing progress.

Remember that essay comes from essayer, which in French means to try, to attempt, to test.

This essay, or working document, is not exactly a chapter, or a literature review, or a methods section. This working document will ideally help you write all of the above. Think of it as a space, a space where your writing lives, tries, attempts, experiments, and develops. Start by asking, how are your studio methods in conversation with your citational practice? If you can address this question coherently, you will be well-positioned to write any number of the components that will make up your thesis.

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 contribution to knowledge; art writing/visual analysis of key chosen works of art and/or design; structure and organisation; thorough use of scholarly referencing and citation conventions (Chicago Notes-Bibliography style).

Rubric

	Exceeds expectations	Meets expectations	Does not meet expectations
Scholarly research LO 1, 2, 3, 4	Scholarly research demonstrates depth, rigor, and clarity and is completed to a standard appropriate to the degree.	Scholarly research demonstrates competence and coherence and is completed to a standard appropriate to the degree.	Scholarly research is absent, inadequate, incoherent, and/or is not completed to a standard appropriate to the degree.
Contribution to knowledge LO 1, 2, 3, 4, 5	Contribution to knowledge is innovative, clearly communicated, conveys a nuanced intersectional standpoint, and is completed to a standard appropriate to the degree.	Contribution to knowledge is communicated effectively, conveys an intersectional standpoint, and is completed to a standard appropriate to the degree.	Contribution to knowledge is absent, unclear, and/or is not completed to a standard appropriate to the degree.
Art writing/visual analysis LO 1, 2, 3, 4	Art writing thoughtfully and eloquently conveys work from both the research project and external influences, and is completed to a standard appropriate to the degree.	Art writing includes content from both the research project and external influences, and is completed to a standard appropriate to the degree.	Art writing is absent, incoherent, does not include both content from the project and external influences, and/or is not completed to a standard appropriate to the degree.
Structure and organisation LO 1, 2, 3, 4	Structure and organisation provides a considered scaffold for future writing, is accessible and illuminating for external readers, and is completed to a standard appropriate to the degree.	Structure and organisation provides a scaffold for future writing, is accessible for external readers, and is completed to a standard appropriate to the degree.	Structure and organisation does not convey how the working document will provide a scaffold for future writing, is unclear or inaccessible for external readers, and/or is not completed to a standard appropriate to the degree.
Referencing LO 2, 4	Referencing is pristine and is completed to a standard appropriate to the degree.	Referencing is adequate and consistent and is completed to a standard appropriate to the degree.	Referencing does not exist, is inconsistent, is full of typos, and/or is not completed to a standard appropriate to the degree.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

Participants will want to discuss a feedback schedule with their supervisors in consultation with the convenor.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students