A guide to your first assessment task in TAD1101

1. Analysing and evaluating
written texts
TAD1101 Assessment Task 1
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2. Today
 How you will be assessed
 Understanding the task
 Understanding the question
 Communicating your response
 Common issues

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. How you will be assessed
How 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

5. UNDERSTAND THE TASK

6. The task is to identify and comprehend
the arguments of a set reading and apply
them to examples. This task and the
feedback 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. 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

8. UNDERSTAND THE QUESTION

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

10. INTEGRATE VISUAL AND
TEXTUAL ANALYSIS TO
PRODUCE THE ARGUMENT

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. CITING

13. Turabian style
For more information see the
Citing and Referencing
Library Guide
http://guides.lib.monash.edu/content.php?pid
=346637&sid=2835489
Caulfield Library
808.02 T929M 2007

14. REFLECT ON YOUR WORK

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. Needs Improvement
High Distinction (HD) Distinction (D) Credit © Pass (P)
(N)
Evidence of an in-depth Demonstrates good Demonstrates some Little or no
Understands the Evidence that all aspects of
understanding of all aspects of the understanding of understanding of aspects of understanding of the
task. the task were well-considered
task. the task overall.. the task, but not all. task
Sophisticated understanding of the Good
Understands the Some understanding of the
question and well-considered Sound understanding of the understanding of Little or no
question and selects question but does not show
identification of appropriate question with appropriate the question and understanding of the
appropriate visual evidence of how and why
materials. materials well identified.. selection of question.
and textual material. materials are selected.
materials.
Little or no evidence
Identifies key Arguments are
Arguments are evaluated in an Arguments in the reading are Arguments are identified but that arguments have
arguments within identified but not
independent and in-depth manner. soundly evaluated not evaluated. been identified and/or
the written text. evaluated in depth.
evaluated.
Selects and
Some evidence that Visual material does
evaluates visual Clear evidence that relations Clear evidence that visual Little evidence that visual
visual material has not appear to have
material in relation between text and visual material material has been evaluated material is evaluated in relation
been selected in been evaluated in
to 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-structured
Argues in an Sound structure for Some structure but lapses in Little or no evidence of
argument argument
effective manner. argument. clarity and logic. a structured argument
Critically analyses
Sophisticated analysis of the key Good analysis of Does not adequately
key arguments and Very good analysis. Analysis needs development.
text. the key text undertake analysis.
concepts in the text.
Visual material is well Good analysis but
Critically analyses Sophisticated analysis used to Some analysis but is not Little or no visual
analysed and analysis is is not developed
visual material. support arguments and contentions developed effectively . analysis.
used quite effectively. effectively
Does not integrate
Integrates visual and Sound analysis with Visual and textual analysis are
Sophisticated integration of visual visual and textual
textual analysis to Well integrated to produce an some integration to evident but are not well
and textual analysis to produce an analysis into a
produce the informed argument.. develop the developed for the purposes of
independent argument. response to the
argument argument. the argument.
question.
Highly developed skills in written Inadequate spelling and
Communicates in a Well-developed skills in Solid expression. Adequate written expression
expression with an independent grammar and/or
effective and written expression. Clear, Generally clear but
voice that effectively positions inappropriate language
appropriate 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 scholarly
References Thorough understanding and use of Some misunderstanding of
and use of scholarly scholarly conventions of
thoroughly. scholarly conventions of referencing referencing conventions
conventions of referencing conventions of referencing.
referencing

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