Design, Culture and Society 2 (GRAP 2030) Rita Frangiosa Language and Learning Adviser (EASS) Learning and Teaching Unit

Transcription

1 Design, Culture and Society 2 (GRAP 2030) Rita Frangiosa Language and Learning Adviser (EASS) Learning and Teaching Unit

2 Aims of session Overview of assignment requirements Argumentative essays thinking involved Essays Process Structure Critical thinking in writing

3 Purpose of the assignment Consider purpose of assignment and how it fits into the course. Information in Course Outline sheds light on this. Think about: Which course objective(s) is the assignment linked to? What does this mean in terms of what you will need to focus on? Being aware of this puts you in a better position to answer the question.

4 What is being assessed Course Outline For this assignment, all 5 Course Objectives (COs) are being assessed: CO1. Critically evaluate contemporary design culture within differing social and ethical contexts CO2. Demonstrate familiarity with contemporary design practice with reference to its social, cultural and ethical roles CO3. Recognise the philosophical positions of a selection of contemporary designers and theorists CO4. Develop an understanding of design's potential role in developing more sustainable objects, images and systems CO5. Demonstrate basic research strategies and skills, and deploy them effectively in academic discourse

5 What is being assessed Marking Guide Where possible, refer to the Marking Guide/ Feedback Form for information about: - how you will be marked, - what criteria will be used and - what is the weighting given for each of these. As you plan, write and review/edit your essay, critically look at how well your essay addresses each of these.

6 Assessment #3 Illustrated essay (Method) Consider the following statements: 1. Designers create communication / objects / environments for consumption. 2. Design = problem solving (think socially / politically / culturally /globally) 3. Designers can make a difference. 4. Designers have a social responsibility. 5. Design = persuasion 6. A designed communication / object / environment is sustainable if it uses recycled material. 7. User research is necessary to a successful design outcome. 8. Design criticism has little value to commercial design practice. (from Course Outline)

7 Assessment #3 Illustrated essay Aim Respond to one of the statements listed in a thoughtful and informed way. Develop an argument that details your position on the matter and support your argument: with evidence from the literature, your observations, and your design practice. (from Course Outline)

8 Assessment #3 Illustrated essay (Method) Develop a well-structured and informed critical argument that explores the ideas presented in the statement. Think about: - what the statement claims, - the terms that are used and what they mean, and - how it relates to the broader field of design and design practice. This may: - include commercial practice but it - will also require that you consider other roles that designers are expected to take on and - where design, as a profession, may be heading into the future. (from Course Outline)

9 Assessment #3 Illustrated essay (Method) Consider whether you agree or disagree with the statement or what your general thoughts on the matter are. Do you think strongly in one way or another? Why? How does what the statement implies align with your understanding of design and your design practice? (from Course Outline) i.e. discuss - offer some interpretation or evaluation of something; - present a judgment on the value of arguments for and against something

10 Assessment #3 Illustrated essay Examine a wide variety of sources that explore design and design thinking, including design history and contemporary criticism. - what these ideas mean to the way that design is practiced and - consider design s role in society and what impact it has, or could have. Consider sources from cultural studies and the social sciences. Support your argument with evidence from appropriate peer-reviewed literature and use images to provide context. Use images to illustrate your argument - an illustrated essay assignment and a discussion of design. Use images as required, but if these are not your own they must be cited appropriately. (from Course Outline)

11 What is meant by an argumentative essay? An argumentative essay is. a persuasive piece of writing which presents an informed position on an analysed topic and then: - develops, explains and supports this based on evidence from reliable and academic sources. (So that it is clear why and how the writer has developed that point of view). - all acknowledged using a referencing system. The writer has to be: objective, precise, logical concerned to show the strength of the evidence open minded and able to see other points of view.

12 Thinking to help address the task think broadly - helps you see the big picture. - consider different points of view on the topic - brainstorm and arrange possibilities into a mind map think critically about what you read. - evaluate the reliability of the sources you use - examine the arguments provided in detail - ask critical questions e.g. Are there any gaps in the logic of the writer? Are there other elements of the argument which may be more important?

13 Thinking to help address the task think analytically - connect evidence directly to the question or the task. Useful points: - avoid just stating the evidence; explain how it is relevant or significant to the question - plan, read and take notes thinking this way. (Avoid leaving it until you begin to write your first draft).

14 Models of essay writing process Essay writing - not usually a linear process - can involve a lot of backtracking (or looping). Image taken from: Marshall, L 1999, A Learning Companion (3rd edn), Murdoch University, Perth, p.259.

15 Steps in planning and writing an essay Steps in planning, preparing and writing an academic essay (University of Wollongong 2000)

16 How to make it well structured? To demonstrate a consistent, well structured point of view and be persuasive, you need to categorise ideas carefully. Spend time thinking, analysing, planning and organising the point of view you wish to argue. Steps include: 1. Analysing the question - understand task words are (what you are being asked to do e.g. discuss ) and the topic words are (the focus of the information). - check word count, make a guesstimate or rough plan for the essay. 2. Reading broadly - familiarise yourself with issues being discussed. (helps gain an overall understanding of points of view being discussed)

17 Feeling stuck?- Brainstorm ideas What ideas come to mind that you might need to address? What terms do you need to define? Which writers/ theories/ etc. do you need to refer to and write about? Which key text/sources need to be included? What images/artists would be good examples to illustrate the points you re making? What other questions would help in your brainstorming? Then think: Can some be grouped together? Is there a common theme to the grouping? What order/layout/structure would take the reader through the argument in a logical way? This becomes the beginnings of the outline/plan for essay. Use it to see: how you might structure your essay and where there may be gaps in what you know or your argument.

18 Brainstorming Qs (general) What do the terms mean? What does the statement claim? Who says this? What resources support this? Are there differences in how they are defined/viewed/interpreted? Does this change the meaning of the statement? Does it relate to the broader field of design and design practice? How? What evidence? Does it relate to commercial practice? How? What evidence? Does it relate to other roles that designers are excepted to take on? How? What evidence? Does it relate to where the design profession may be heading into the future? How? What evidence? What design /thinking/ theory/contemporary criticism relate to this? What aspects of the COs do I need to reflect? Images/ peer-reviewed readings? Other Questions?

19 Steps to a well structured essay 3. Tentatively committing to a position May change or alter slightly after more reading 4. Reading narrowly for specific detail Keeping tentative position AND the question in mind, start reading for more detail. If taking notes, note why you are recording information. Ask: In which section of my essay will I use this information? or What point of my argument will this evidence support/refute?

20 Steps to a well structured essay 5. Make a more specific plan - develop an outline for essay body. Categorise information into themes - become 1 paragraph. Each paragraph argues one point to support overall point of view - all of the information relevant to that point is in the same paragraph. For each paragraph decide: what is the main point you want to make? what is the evidence/ theory/ research supporting this point? write a topic sentence for each point. Gaps in evidence? Go back, do more reading and note-taking.

21 Steps to a well structured essay 6. Write a draft - focusing on expressing main ideas and on the clarity of expression. 7. Revise and edit - view first draft with fresh eyes! Edit work, make notes before completing final version. 8. Complete the final version - Proofread before submitting

22 Structuring the essay Introduction: 10% i.e. approx. 200 words after writing body Start with some general or background statements on topic Defines the scope (what your paper will include) Include your main idea/argument/position/thesis statement Indicate how you intend to answer the question Define key terms if necessary Body: i.e. approx words A series of points that support the main idea Develop each point as a paragraph Conclusion: 10 % i.e. approx. 200 words Summarise the main points Restate your thesis statement Show how you have answered the question

23 Source unknown

24 Achieving cohesion in writing Keep in mind that 1 paragraph = 1 idea Begin each paragraph with a topic sentence to state the main idea of that paragraph. (What point are you making in this paragraph?) Your supporting sentences (evidence, explanations, etc.) that expand on the topic sentence then need to be arranged in a logical order. Your ideas should be linked by the use of appropriate connectors which clearly show the relationship between the ideas in sentences.

25 Linking ideas connectors and linking words Use words from the question to give a cohesive framework to answer. Clarify the relationship between ideas - these act as signposts. Use words that express that relationship e. g. an example of this is, by way of contrast, a further development was, similarly, another approach to the problem, this is realised in practice by, secondly, Use known information (that connects with previously discussed ideas) at the beginning of sentences; introduce new information later in the sentence. Refer explicitly to previously given information e.g. a variation on this theme

26 What s the link between critical thinking and essay writing? Essays that mainly report on other s ideas e.g. Jones (2001) states that and Brown (2009) says that... do not usually show critical thinking. To show critical thinking, you need to show that: you can see where there are similarities and differences between various points of view you can identify contentious issues you can apply the ideas in different contexts

27 Characteristics of good critical writing (adapted from Cottrell 2005, pp ) Content The writing presents a case by providing reasons, using evidence, comparing and evaluating arguments. Minimum background information is used and only essential details are included. Description is kept to a minimum. A sense of audience Clarity Analysis Selection Sequence Logical order Group similar points Signposting The audience is always kept in mind. Aim of an argument is to persuade others by anticipating points of disagreement and providing evidence to counter potential opposing positions. Aim is to convince the reader, therefore writing must be clear and concise, avoiding emotional language and jargon. Analytical writing looks at the evidence in a detailed and critical manner weighing up strengths and weaknesses of evidence and making it clear to the reader how the writer has arrived at the conclusions. Skilful writers select only the most important or controversial points to examine in detail and regularly summarise the arguments that they are expressing. Information is sequenced in a way that helps the reader to understand the line of reasoning. Good critical writing selects and orders points in a logical order usually starting with those points that support the main argument. Similar points should be grouped together in such a way that it makes the text easy to read. Good critical writing leads the reader through the argument using signpost words to help them know where they are in the sequence of the argument.

28 Is critical thinking reflected in this writing? In what ways? Look at the paragraph below and consider how well it is showing critical thinking. The booklet was evaluated using focus groups. Lucia (1999) states that evaluation is an important stage in the design process. Langford (1999, p.8) states that using focus groups is a way of supporting effective product development. Designers and ergonomists frequently use focus groups to gain feedback on current and proposed designs for products and systems. Feedback from the target groups was used in the booklet s final stage of development.

29 Some characteristics of good critical writing The interview also highlighted that the booklet had also been evaluated in its final stages. While both Lucia (1999) and Jannis (2000) include a final evaluation as a stage in their design process models, their evaluation feedback is limited to peers and clients. Peter s (2011) design process model, however, also draws on feedback obtained from users, and this for this reason, this model more closely reflects the booklet s design process. Feedback, from the client, peers and patients, was obtained from all stakeholders via interviews and focus groups and this was considered and incorporated into the final product. Both interviews and focus groups were used to overcome the unreliability of focus groups (Langford & McDonagh 2003). This resulted in a product which better addressed the needs of the target audience in that it. Use Cotrell s (2005) guide to identify: - Content - A sense of audience - Analysis - Selection - Sequence - Logical order - Group similar points - Signposting

30 When to reference? Whenever you: include someone else s words, ideas or information in your assignment paraphrase or summarise (put someone s ideas in your own words) from a source directly quote from a source copy or adapt a diagram, table, graph or other visual material from a source. Important as this illustrated assignment.

31 Additional resources Assignments, Learning at Uni and Improving your academic skills L3 student resources hub UniSA's Referencing site: