TAD1101 Task 1 Guide


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A guide to your first assessment task in TAD1101

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  • The Turabian style is a citing and referencing system based on the Chicago style - it is named after Kate Turabian from the University of Chicago who authored a manual to guide students in citing and referencing when writing research papers.You can find copies of this manual in the Monash University Library.There are two different ways Turabian referencing can be done. The one you will be using is the Notes / Bibiography footnote system. Notes may be either at the foot of each page (footnotes).
  • TAD1101 Task 1 Guide

    1. 1. Analysing and evaluatingwritten textsTAD1101 Assessment Task 1 This presentation has an audio track – please use headphones or speakers
    2. 2. Today How you will be assessed Understanding the task Understanding the question Communicating your response Common issues
    3. 3. What you need to understand 1. In “Scopic regimes of modernity” (in Hal Foster, ed., Vision and Visuality, Bay Press, 1988) Martin Jay explores different approaches to vision and visuality in Renaissance and Baroque visual cultures. Identify and explore key concerns in his argument through a critical analysis of two of the following artworks. 2. In her book Window Shopping (MIT Press, 1994), Anne Friedberg argues that the visual cultures of modernity, particularly from the mid to late 19th century, encouraged a "mobilized gaze". Identify and explore key concerns in her argument through a critical analysis of two of the following artworks, media attractions and/or design artefacts. What you need to do
    4. 4. How you will be assessedHow well you: Demonstrate your understanding of the task Demonstrate your understanding of the question – By identifying key arguments within the written text – By selecting and evaluating visual material in relation to arguments and concepts Integrate visual and textual analysis to produce an argument Communicate your response Reference
    6. 6. The task is to identify and comprehend the arguments of a set reading and apply them to examples. This task and thefeedback you receive in the assessment will help you to develop skills in analysing and evaluating written texts and relevant examples of visual culture; and to express your ideas in written form.
    7. 7. Task Unpacked “Identify and explore key concerns in his/her argument through a critical analysis of two of the following artworks (media attractions and/or design artefacts)”. 1. Identify and critically comprehend the authors position (arguments) 2. Analyse and evaluate the authors arguments 3. Demonstrate your understanding by applying those arguments to examples 4. Express in YOUR words
    9. 9. Questions Unpacked Jay explores different approaches to vision and visuality in Renaissance and Baroque visual cultures Freidberg argues that the visual cultures of modernity, particularly from the mid to late 19th century, encouraged a "mobilized gaze". Make a glossary – these words are useful
    11. 11. Apply the arguments to the examples Analyse and evaluate the artworks Apply the arguments from the written text Express your ideas !!COMMON ISSUE!! Making big statements • Do make a direct connection between the points from the text and the artworks • Don’t simply give lots of general facts rather than examples of specific elements. • Don’t make sweeping, unsubstantiated statements • Do demonstrate a close reading of the selected artworks • ‘About-ness’ is not an essay
    12. 12. CITING
    13. 13. Turabian styleFor more information see theCiting and ReferencingLibrary Guidehttp://guides.lib.monash.edu/content.php?pid=346637&sid=2835489 Caulfield Library 808.02 T929M 2007
    15. 15. How well did you: Demonstrate your  Critically analyse key understanding of the task? arguments and concepts in the text? Demonstrate your understanding of the question  Critically analyse visual material? – By identifying key arguments within the written text?  Integrate visual and – By selecting and evaluating textual analysis to visual material in relation to produce the argument? arguments and concepts?  Communicate your Argue your position? response?  Reference?
    16. 16. Needs Improvement High Distinction (HD) Distinction (D) Credit © Pass (P) (N) Evidence of an in-depth Demonstrates good Demonstrates some Little or noUnderstands the Evidence that all aspects of understanding of all aspects of the understanding of understanding of aspects of understanding of thetask. the task were well-considered task. the task overall.. the task, but not all. task Sophisticated understanding of the GoodUnderstands the Some understanding of the question and well-considered Sound understanding of the understanding of Little or noquestion and selects question but does not show identification of appropriate question with appropriate the question and understanding of theappropriate visual evidence of how and why materials. materials well identified.. selection of question.and textual material. materials are selected. materials. Little or no evidenceIdentifies key Arguments are Arguments are evaluated in an Arguments in the reading are Arguments are identified but that arguments havearguments within identified but not independent and in-depth manner. soundly evaluated not evaluated. been identified and/orthe written text. evaluated in depth. evaluated.Selects and Some evidence that Visual material doesevaluates visual Clear evidence that relations Clear evidence that visual Little evidence that visual visual material has not appear to havematerial in relation between text and visual material material has been evaluated material is evaluated in relation been selected in been evaluated into arguments and have been thoroughly considered. in relation to text. to text. relation to text. relation to the text.concepts. Very well-developed and structured Logical and well-structuredArgues in an Sound structure for Some structure but lapses in Little or no evidence of argument argumenteffective manner. argument. clarity and logic. a structured argumentCritically analyses Sophisticated analysis of the key Good analysis of Does not adequatelykey arguments and Very good analysis. Analysis needs development. text. the key text undertake analysis.concepts in the text. Visual material is well Good analysis butCritically analyses Sophisticated analysis used to Some analysis but is not Little or no visual analysed and analysis is is not developedvisual material. support arguments and contentions developed effectively . analysis. used quite effectively. effectively Does not integrateIntegrates visual and Sound analysis with Visual and textual analysis are Sophisticated integration of visual visual and textualtextual analysis to Well integrated to produce an some integration to evident but are not well and textual analysis to produce an analysis into aproduce the informed argument.. develop the developed for the purposes of independent argument. response to theargument argument. the argument. question. Highly developed skills in written Inadequate spelling andCommunicates in a Well-developed skills in Solid expression. Adequate written expression expression with an independent grammar and/oreffective and written expression. Clear, Generally clear but voice that effectively positions inappropriate languageappropriate manner. concise and coherent.. with some lapses. analysis and arguments.. to an academic context. Solid understanding Little to no adherence Very sound understanding and use of to scholarlyReferences Thorough understanding and use of Some misunderstanding of and use of scholarly scholarly conventions ofthoroughly. scholarly conventions of referencing referencing conventions conventions of referencing conventions of referencing. referencing
    17. 17. More Information• Critical analysis – http://www.lc.unsw.edu.au/onlib/critrev.html – http://www.deakin.edu.au/current- students/study-support/study- skills/handouts/critical-analysis.php• Visual Analysis• Monash Language and Learning Online – http://www.monash.edu.au/lls/llonline/writing/a rtdesign/writing/1.xml